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EDU 105 Career Inquiry in Education
Maus, William A.


Mission Statement: 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.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDU 105 Career Inquiry in Education

Semester

FA 2008 HOA

Faculty

Maus, William A.

Title

Adjunct Faculty

Degrees/Certificates

Ed. Spec., Administration
M.S.Ed., Secondary Admin.
B.A., Mathematics

Office Location

Copley Hall, Room 211

Office Hours

30 minutes before class and an hour+ after class, Wednesdays, 11;30-12:45, and by appointment

E-Mail

William.Maus@park.edu

Semester Dates

01/14/08 - 05/09/08

Class Days

-M-----

Class Time

8:00 - 9:50 AM

Credit Hours

3


Textbook:

 

Ryan, K. and Cooper, J. (2007). Those Who Can, Teach. 11th Edition. Boston: Houghton Mifflin Co.



Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

 

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

http://www.park.edu/syllabus.aspx
http://www.dese.mo.gov
http://www.teachers.net
http://www.greatschools.net
http://www.dese.mo.gov.divimprovement
http://www.dese.mo.gov.divimprovement/curriculum


McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
Students will visit a variety of schools, ranging from preschool to high school, including both public and private. Students will be expected to react both orally and in writing to these observations as well as to issues involved in choosing teaching as a career. Frameworks, standards and portfolios will be introduced. 2:1:3.

Educational Philosophy:

 

The facilitator's philosophy is one of active learning based on class activities, discussions, assignments and on-site classroom visits.  Students will analyze and reflect on their readings and classroom observations through journaling, essays and discussions of those experiences as they relate to becoming a teacher.

Learning Outcomes:
  Core Learning Outcomes

  1. Experience the classroom at various levels and contexts.
  2. Reflect and write on the professional preparation and responsibilities of teachers.
  3. Write journals, essays and various other critiques that include their professional interpretation of the School of Education Frameworks, current trends in education, and their on-site observations.
  4. Read the text chapters and utilize them in class discussion, chapter summaries, journals, and observation reports.
  5. Discuss and prepare initial portfolio documents.


Core Assessment:

Classroom observation reports (see rubric) compiled into a notebook with a final reflective essay (160 pts.= more than 20% of total points)

 

Link to Class Rubric

Class Assessment:

 

Six Classroom Observations & Observation Reports, 200 points: The observations are intended to give the student an overview of the education system. Depending upon the interest of the student (Early Education, Elementary or Secondary), the visits are to be divided into two per level: two elementary, two middle schools, and two high schools/early education centers.  Students should also select a variety of school districts to visit: urban, rural and suburban: public and private.  Three of these observations are scheduled as class meetings-see syllabus.  The remaining three are to be scheduled by the student and are not to interfere with class dates.  There will be a written report form signed by the observed teacher and a typed report for each observation.   All observations will be compiled into a notebook, which will include a final reflective essay-see rubric


Autobiography, 50 points: Each student will write an autobiography to fulfill one requirement for admission to the School for Education.  The final copy is to be no more than two pages typed in 12 pt. font.   A rubric will be attached to the informational handout.


Chapter Summaries, 50 points: The entire text will be read and discussed.  A written chapter summary and presentation will be assigned to class members.  Each Chapter Summary Presentation will include a one-page handout for classmates to complete during the presentation (i.e. Guided Notes or an Outline).  Copies may be made in the education office, Copley room 309, with the Administrative Assistant’s permission.  A digital copy is to be provided by email as an attachment of Word document.

Guided notes to include:

Introduction

Provide an Anticipatory Set, what “hooks” us into the topic?  Share an overview of the topic.

                         

Major Points to consider

                      

Outline of specific topics/issues

                       

Vocabulary

                      

Explain new terms and provide examples

                       

Closure and Review

Conduct a summary activity for classmates to review the most important topic(s) of the chapter.

                     

 

Critiques/Journals, 10 points each:  Critiques and journals may be in-class activities based upon readings, experiences and/or discussions. These journals will provide a short review of ideas, including agreement or disagreements, clarifying points, and reflection on their position in teaching profession. These assignments will not be made up if a student is absent as they are a attendance/participation grade.


Attendance & Class Participation: In preparation for a career as an educator it is assumed that attendance at all classes is mandatory.  Attendance is reflected in the Park University Frameworks, (D:5,6,10,20,21).


Midterm, 100 points: The midterm is a take-home two question essay reflection which is based on the Frameworks and Dispositions of the School for Education.

 

Final, 100 points: The Final is the final draft of Standard 1.1 of the Education Portfolio and several questions summarizing the semester's class discussions.

Grading:

 

6 Classroom Observations, including Final Observation Essay & Notebook, 200 points (See Core Asessment Rubric) 


Autobiography, 50 points


Chapter Reviews, 50 points


In-Class Activities/Journals = 10 points each


Midterm: 100 points


Final: 100 points


TOTAL COURSE POINTS: 600+/- points. The GRADING PLAN is the traditional 90%=A, 80%=B, 70%=C. Grades below a B are not acceptable in the profession. See the rubric and previous paragraphs for assessment/grading specifics.

Late Submission of Course Materials:

 

The syllabus dates may be altered upon class discussion if there is a problem not foreseen when it was written.  The observation reports, journal entries and mid-term are due as scheduled.  Any work handed in after that class period will be considered late and drop 20% each week past due.  Late work should be left in the instructor's mailbox in the education office, Copley Hall room 309 or in Copley Hall room 211.  In class writings are considered participation grades and cannot be made if absent.  All work must be in the instructor's possession by the end of the assigned final test session.  Electronic copies of assignments as MS Word documents are expected, sent as attachments to emails.  Instructors critiques of student work will be regularly returned from these. 

 

Students are expected to complete all assignments on the computer.  Thus, students must be responsible for planning ahead and meeting deadlines in spite of technology.  be sure to save electronic copies of work and print copies as back ups.  DO NOT expect your instructor to accept assignments by email when hard copies are requested, or to print your assignments.

Classroom Rules of Conduct:

 

Career Inquiry into Education will often hold discussions that reveal differing points of view.  These require students to be civil to each other when viewpoints differ on topics.  As a professional certification class, students should conduct themselves as such.  Apppropriate dress is expected, even if casual. PROFFESSIONAL ATTIRE IS REQUIRED FOR ALL SITE VISITS & CLASSROOM OBSERVATIONS (Coat and tie or dress/skirt?  No, but be appropriate. What might a teacher wear on casual Friday?)

 

Students need to turn off all electronic devices and are not permitted to text message or leave class for phone conversations unless a problem exists.  Students are expected to arrive to class on time and participate in class activities.

 

Students are expected to complete all assignments on the computer.  Thus, students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of work and print copies as back-up.  DO NOT expect your instructor to accept assignments on email or to print your assignments.

Course Topic/Dates/Assignments:

 

CLASS MEETING DATES

COURSE TOPICS

CLASS ASSIGNMENTS & DUE DATES

Monday, 08/18/08 Class at Park

Getting to know you.
Introductions & Syllabus explanation.
"Who are you?" and "Why teach?"

Read Ch. 16, Why Teach? & Ch. 14, What can the New Teacher Expect? Write chapter reviews, DUE 08/25/08.

Journal: Why are you choosing to teach? DUE 08/25/08

Monday, 08/25/08 Class at Park

"What can a new teacher expect?" Who do you turn to for help and what things do you expect to be in place to support you? 
There is a culture shock - be in charge, confident, greet all entering students and teachers in the hallway!

Discuss how to complete classroom observations & autobiography assignment.

Read Ch.2,"What is a school & What is a school's purpose?"

Write autobiography-Second Draft DUE 09/08/08.

Journal: What are important factors supporting a new teacher? DUE 09/08/08.

 

Monday, 09/01/08
NO CLASS
Labor Day, Holiday, NO CLASS 

Work on your autobiography, final copy.

Monday, 09/08/08
Class at Park
Discuss how to complete observations-Worksheets,
Summary Reflection, Final Essay & Notebook.
Share Autobiographies.
Journal: Should schools teach students or solve social problems?  (General Health, Dental Clinics, Day Care for student moms, Language Instruction for parents.)
 
How much responsibility should schools assume for educating children about social problems? -Due 09/22/08
Monday, 09/15/08
ON-SITE OBSERVATION

Observation #!:

Write Observation Report #1, DUE -09/22/08. Work on your autobiography. DUE 09/22/08

Read Ch. 3, Who are Today's Students in a Diverse Society? and Ch. 4, What Social Problems Affect Today's Students?
Chapter Reports due on 9/29/08

Monday, 09/22/08 Class at Park

Final copy of autobiography due.

What is taught? What are the roles of Standards and curriculum guides?

Discuss Midterm.

Pass out the Mid-Term Exam,
Due 10/20/08
.

MO Standards and Park Frameworks. www.dese.mo.gov.divimprovement

Go to the Missouri DESE website and find a set of GLEs (Grade Level Expectations) appropriate to your intended teaching area. 

Journal: Is this an appropriate effort to improve overall curriculum?
 
Work on Mid-Term encouraged.  You are urged to ask questions through email about the exam, responses to your questions will be shared with all members of class. 

Monday, 09/29/08

What is your role as an educator? Social problems and community issues, how do they affect you as the teacher?
First Chapter Reports due, Ch. 3, & Ch. 4. Presenters should plan for 10-15 minutes for presentation and discussion. 
 
Read Ch. 5, What is Taught?

Collect Journal entry: Is this an appropriate effort to improve overall curriculum?

Rewrite autobiography (if needed) - DUE 10/20/08.

Monday, 10/06/08 ON-SITE OBSERVATION

Observation #2:

Write Observation Report #2 - DUE 10/20/08

Monday, 10/13/08

NO CLASS

Fall Recess
10/12/08 to 10/19/08

 

Mid-Term Exam expected at first class following Fall Recess.

Monday, 10/20/08

Class at Park

Collect Mid-Term Exam.
 
What is your role as an educator?
    Chapter Report Due: Ch. 5.

    Read Ch. 8, 
    What are the Ethical and Legal Issues Facing Teachers?
    Journal: What "everyday ethics" will you practice in your classroom?  DUE 11/03/08  (what items under ethical behaviors rate most important to you as a person?)
    Monday, 10/27/08
    ON-SITE OBSERVATION

    Observation #3:

    Write Observation Report #3-DUE 11/03.

    Schedule three (3) remaining observations-Tentative observation list due 11/03, Observations due at end of month!
    Monday, 11/03/08
    Class at Park
    Legal and Ethical Issues in Teaching
    What is your Philosophy of Education?
    If a student has been very successful and pleasant to have in class begins having problems?  How do you deal with it?  Does the student with new problems get extra slack or is "fair mean always the same"?

    Chapter Report due, Ch. 8.  

    Read Ch. 6, What Makes a Teacher Effective?

    Journal: As an effective teacher, what will be three of your goals? - DUE 11/10/08

    Monday, 11/10/08
    Class at Park
    • Effective Classroom management,
    • Be prepared,
    • Hold high expectations for all students.
    • Do all you can to help every student succeed.  Teach difficult topics another way.
    Chapter Report due: Ch. 6.
    Read Ch. 11, How are schools Governed, Inflouenced, and Financed? and Ch. 12 How should Education be Reformed?
     
    Journal: What does NCLB mean to you?  What should each teacher do to "close the achievement gap?"
    Observation Reports #4, #5, #6 DUE 11/24/08

    Monday, 11/17/08 

    Class at Park

    Where to teach?  (what assists you making your decision?)  What fits you? 
    - School Reform
    - DESE
    - Licensure, Certification, Portfolios

     

    Chapter Report due, Ch. 11 and 12.
     
    Read Ch. 13, What are your Job Options in Education?" and Ch. 15, "What does it mean to be a professal?"

    Observation Note Book and Essay and booklet including copies of 6 Observation Reports"everyday ethics" will you practice in your classroom? DUE 11/24/08

    Monday, 11/24/08

    Class at Park

    Where are we headed in School Reform?  

    Imagine yourself as a patron of a highly effective school district where children receive an excellent education.  What if anything can you provide for students of ineffective schools?

     

    Chapter Reports due, Ch. 13 and 15. 

    Collect Observation Essay: and booklet including copies of 6 Observation Reports, My Philosophy of Education
     
    Read Chapter 9, What are the Philosophical Foundaations of American Education? and Chapter 10, What is the History of Americal Education?
    Monday, 12/01/08
    Class at Park
    Collect any remaining assignments and prepare for Final Exam.
    Where to teach? (what assists your decision?) What fits you? School Reform, DESE, Licensure, Certification & Portfolios.

    Chapter Reports due, Ch. 9 and Ch. 10.

    Monday, 12/08/08 Class at Park

    Final Exam Week
     
    Unless it causes a problem for any students, we will take the Final Exam on Monday, 8:00-10:00 AM in Copley Hall's computer lab.

    Chapter Reports due, Ch. 11 and Ch. 12.

    Read Ch.13, What are your Job Options in Education? & Ch. 15, What Does it Mean to be a Professional?

    Observation Note Book & Final Essay due.

    Academic Honesty:
    Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2008-2009 Undergraduate Catalog Page 87

    Plagiarism:
    Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87

    Attendance Policy:
    Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

    1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
    2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
    3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
    4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
    5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
    6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

    Park University 2008-2009 Undergraduate Catalog Page 89-90

    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 Americans with Disabilities Act of 1990, regarding students with disabilities. In the case 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 .


    Attachments:
    Autobiography Rubric

    School addresses, phone numbers, etc.

    How to make Classroom Observations

    Rubric

    CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
    Evaluation                                                                                                                                                                                                                                                 
    Outcomes
    1,2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
    Report includes assessment of the teacher's check for understanding, student time on task, and the school's promotion of student achievement Report reflects assessment of effective instruction and notes student engagement in lesson Report is a personal statement assessing the students' or teacher's involvement in the lesson No evaluation of class experience-See instructor for rewrite. 
    Synthesis                                                                                                                                                                                                                                                  
    Outcomes
    1,2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
    Accesses DESE or school website to include five contextual factors re.:  student skills & characteristics, prior learning, instructional planning & assessment results or achievement, community/school socioeconomic status Includes 3 contextual factors based on discussion with staff &/or observation (student skills & characteristics, prior learning, instructional planning & assessment results, community/school socioeconomic status) Includes two contextual factors in observation report (student skills & characteristics, prior learning, instructional & assessment planning, community/school socioeconomic status) Contextual factors are not discussed or are explained inadequately.






    See instructor.






     
    Analysis                                                                                                                                                                                                                                                   
    Outcomes
    1,2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
    Describes school and classroom climate and culture as related to course text, chapter 2. Observes hallways, classroom d├ęcor, class structure, and adult-student interaction to describe climate Climate described as school or classroom only Classroom or school climate are not described. 
    Application                                                                                                                                                                                                                                                
    Outcomes
    1,2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
    Describes classroom management observed specific to text, chapter 6.






    (academic engaged time, scaffolding, wait-time)






     
    Reflects on students' time on task, teacher directed activities & independent student work States classroom activity and reflects on its purpose or student engagement Classroom activity not clearly identified or explained 
    Content of Communication                                                                                                                                                                                                                                   
    Outcomes
    1,2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
    Observes and reports on more than the 6 required classrooms. All are typed and submitted on time.






    Organized notebook contains the original observations with rubrics, and the final reflective summative essay describing the experience.






     
    Completes the required 6 observations and typed reports at the appropriate levels/districts as scheduled.






    A notebook is submitted with reports organized in a sequential manner and contains the final






    reflective summative essay.






     
    Observation reports are completed, but are not varied in grade level or location as assigned. Reports are contained in a folder. Observations and reports incomplete













     
    Technical Skill in Communicating                                                                                                                                                                                                                           
    Outcomes
    2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
    The final summative essay reflects upon the total observation experience making comparisons between schools. The report discuss all 4 components and are written in professional style with correct






    grammar, spelling and punctuation.






     
    The final summative essay compares experiences and reflects upon the differences and similarities of the schools by addressing 3 of the 4 components.  Written in professional style and logical organization with varied sentence structure. Few grammatical, spelling or punctuation errors. No slang. The summative essay contains half of the required items, and/or is not reflective in nature. Uses slang, a lack of transitions or organization.






    Frequent mechanical errors.






     
    Report does not contain the required items and errors distract from the content. Slang, lack of transitions and organization 
    First Literacy Disciplinary Competency                                                                                                                                                                                                                     
    Outcomes
    1.2.9.1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
    Applies problem-solving strategies to independently contact all (3) school personnel, schedules and fulfills commitment to observe in all required settings on time. Applies problem-solving strategies to independently contact two schools; schedules and fulfills commitment to observe in required settings in a timely manner. Requires instructor's assistance to obtain most school contacts, does not attend observation as scheduled, or fails to visit a variety of levels/school districts. All classroom observations are not completed, or all are within one district. 
    Second Literacy Disciplinary Competency                                                                                                                                                                                                                    
    Outcomes
    1.2.9.3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
    Practices professional ethical standards by dressing professionally for all school observations, and writing thank you notes to all (6) host  teachers/schools. Practices professional ethical standards by dressing professionally for nearly all school observations. Writes  thank you notes or calls to thank at least three host  teachers/schools. Dresses casually for some school visitations.






    Verbally thanks host school/teacher. 
    Dresses unprofessionally.









     

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    Last Updated:8/14/2008 12:21:36 PM