COURSE SYMBOL AND NUMBER: EDU361
COURSE TITLE: Ethics & Professionalism in the Classroom
COURSE DESCRIPTOR: NA
TERM COURSE BEING TAUGHT: Spring, 2006
NAME OF FACULTY MEMBER: Victoria Pate, J.D.
TITLE OF FACULTY MEMBER: Adjunct Professor
FACULTY OFFICE LOCATION:
FACULTY OFFICE HOURS:
FACULTY OFFICE TELEPHONE NUMBER: (816) 781-7987
FACULTY PARK EMAIL ADDRESS: Victoria.Pate@park.edu
OTHER FACULTY EMAIL ADDRESS: VJPJD53@aol.com
FACULTY WEB PAGE ADDRESS: http://captain.park.edu/education
DATES OF THE TERM: Jan. 9, 2006 – May 7, 2006
CLASS SESSIONS DAYS: Mondays
CLASS SESSION TIME: 9:00 – 9:50 am
PREREQUISITE(S): ED210 and admission to the School of Education. To be taken simultaneously with Practicum.
CREDIT HOURS: 1 credit hour
The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.
Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.
COURSE DESCRIPTION: An introduction to the legal values and ethical standards of behavior that govern the profession of teaching. Focus is on the legal and ethical duties owed by educators to students, parents, colleagues and the school district. Emphasis is placed on appropriate intervention and response strategies to problems frequently faced by new teachers. Due to the brevity of this course, it is not intended to represent an in-depth study of the laws pertaining to all aspects of public education. It is intended to alert beginning teachers to common legal and ethical problems that arise daily in the course of their professional duties. Topics include sexual harassment, student discipline, the law of negligence, students' rights to free speech and religion, special education students and principled negotiation skills. The goal is to arm new teachers with sufficient information to accurately identify potential problems, to recognize the duties imposed by such problems and to respond appropriately. This is a required course.
FACULTY’S EDUCATIONAL PHILOSOPHY: To provide an interactive and interdisciplinary learning opportunity for students in which the student will develop an ethical and legal approach for responding to problems commonly faced by new teachers in the education profession.
COURSE OBJECTIVES: On completion of this course, students will be able to:
COURSE TEXTBOOK(S): None required; course readings and other materials provided by the instructor.
ACADEMIC HONESTY: Academic Honesty is required of all members of a learning community. Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments. Students who engage in such dishonesty may be given failing grades or expelled from Park.
PLAGIARISM: Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work—sometimes occurs through carelessness or ignorance. Students who are uncertain about proper documentation of sources should consult their instructors.
ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences. The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment. Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties. Since participation is an integral part of this course, missing any class will result in zero participation points for that day regardless of whether the absence is excused or unexcused. In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “F”. An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course. Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student. Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.
LATE SUBMISSION OF COURSE MATERIALS: Students are responsible for all missed work. The mid-term and/or final exam may be taken at an alternate time only with pre-approval by the instructor and only with an excused absence.
1. Participation in class discussions and mock classroom problems is required. Each topic will conclude with a "classroom problem." Students will be expected to resolve the problem utilizing their knowledge and understanding of the material most recently covered in class.
2. Mid-term exam (take home) covering material presented prior to Spring break.
3. Core Assessment Activity: All Park University courses must include a core assessment that measures the relevant Program Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. The core assessment for this course is a final exam with a writing component. This activity constitutes 26% of the total grade for the course and assesses outcomes 1-7. Assessment activity rubric is attached below.
CLASSROOM RULES OF CONDUCT: Students whose behavior is detrimental to good order in the classroom or whose behavior interferes with the learning of other students will be subject to disciplinary action ranging from dismissal from the classroom to expulsion from Park University. Such behavior includes, but is not limited to, the use of abusive or obscene language, attending the class under the influence of drugs or alcohol, excessive tardiness and excessive absences.
DISABILITY GUIDELINES: Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding students with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University’s policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability
Discipline & Review (Take home mid- term)
March 6 Spring Recess
9 March 13 Principled Negotiation Skills
10 March 20 Principled Negotiation Skills
11 March 27 Special Education Students
12 April 3 Special Education Students
13 April 10 Free Speech and Religion
14 April 17 Free Speech and Religion
15 April 24 Review
16 May 1 Final Exam
Participation = 5 points each day ( no participation points on final exam day )
Mid-term = 20 points
Core Assessment Activity (Final Exam) = 30 points
Total = 115 points
90% (104 points) - 100% (115 points) = A
80% - 89% = B
70% - 79% = C
60% - 69% = D
Below 60% = F
Course Name and Number: EDU 361 Ethics & Professionalism in the Classroom
Does Not Meet Expectation
Critical thinking and effective communication are included
in the University’s mission statement as well as in the literacies.
Please define the following four elements of critical thinking as broadly as needed to assess student learning in your course. Be as creative as possible about how critical thinking is demonstrated in your discipline. Please indicate which outcome demonstrates which element of critical thinking. Identifying outcomes that relate to the various elements of critical thinking shows the ways in which students demonstrate their ability. Therefore, a distinct level of student performance should be included in each box.
The student recognizes and correctly interprets 4 legal elements of sexual harassment and 4 legal elements of negligence.
The student recognizes and correctly interprets 3 legal elements of sexual harassment and 3 legal elements of negligence.
The student recognizes and correctly interprets 2 legal elements of sexual harassment and 2 legal elements of negligence.
The student recognizes and correctly interprets less than 2 legal elements of sexual harassment and less than 2 legal elements of negligence.
The student is able to identify 3 or more appropriate school responses and/or interventions in each of the following contexts: student misconduct, child abuse, students’ exercise of free speech and religion.
Student is able to identify 2 appropriate school responses and/or interventions in each context.
Student is able to identify 1 appropriate school response and/or intervention in each context.
Student is unable to identify 1 appropriate school response and/or intervention in each context.
The student accurately distinguishes the teacher’s exercise of free speech and religion in 3 school situations.
The student accurately distinguishes the teacher’s exercise of free speech and religion in 2 school situations.
The student accurately distinguishes the teacher’s exercise of free speech and religion in 1 school situation.
The student is unable to distinguish the teacher’s exercise of free speech and religion.
The student demonstrates understanding and correct application of 5 or more terms and concepts associated with the IDEA and Section 504. The student correctly applies 5 or more principled negotiation terms and concepts.
The student demonstrates understanding and correct application of 4 terms and concepts associated with the IDEA and Section 504.
The student correctly applies 4 principled negotiation terms and concepts.
The student demonstrates understanding and correct application of 2 –3 terms and concepts associated with the IDEA and Section 504.
The student correctly applies 2-3 principled negotiation terms and concepts.
The student demonstrates understanding and correct application of less than 2 terms and concepts associated with the IDEA and Section 504. The student correctly applies less than 2 principled negotiation terms and concepts.
Please define communication in terms of content and skills as appropriate for the course, and identify outcomes accordingly.
Content of Communication
The student uses correct specific terminology to identify legal terms and concepts. Zero (0) errors.
4 or more errors.
Technical Skill in Communicating
The student utilizes appropriate research methods to locate and identify state statutes pertaining to discipline and child abuse and communicates knowledgeably on both statutes.
The student utilizes appropriate research methods to locate and identify state statutes pertaining to discipline and child abuse and communicates knowledgeably on one statute.
Student demonstrates ability to locate and identify statutes but is unable to communicate knowledgeably on either statute.
Student fails to locate and identify state statutes.
(or Disciplinary Competency)
If this rubric is for a GE course, please include outcomes for at least CIVIC and VALUES literacies. LL courses must include INTERDISCIPLINARY and CONTEMPORARY TOPIC outcomes. MGE and MLL courses must have a MULTICULTURAL component.
If this rubric is for a course in a major/degree program (non-GE/LL), please identify two outcomes for discipline-specific competencies appropriate for the course (i.e. defined at the course level).
The student correctly interprets and applies 4 NEA Code of Ethics principles in different school law contexts.
The student correctly interprets and applies 3 NEA principles.
The student correctly interprets and applies 2 NEA principles.
The student correctly interprets and applies less than 2 NEA principles.
The student articulates 3 appropriate professional communication strategies for developing cooperative partnerships with parents and guardians.
The student articulates 2 appropriate professional communication strategies for developing cooperative partnerships with parents and guardians.
The student articulates 1 appropriate professional communication strategy.
The student is unable to articulate an appropriate professional communication strategy.
Note: The 24 point scale is used for comparison purposes only. The core assessment activity’s worth for grading purposes is 30 points.