EDU105 Career Inquiry in Education

for FA 2006

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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.

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


EDU 105 Career Inquiry in Education


FA 2006 HOC


Hennessy, Gail B.



Office Location

Room 213

Office Hours

M 10:00-10:50, T, Th, F 8:30-10:50

Daytime Phone



Class Days


Class Time

8:00 - 9:50 AM

Credit Hours



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

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 or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information

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. (MoSTEP 1.2.3, 1.2.9; K1,4,8,9: S 8,9,16; D 1-10,14,16,20,21,23)
  2. reflect and write on the professional preparation and responsibilities of teachers. (MoSTEP 1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.7, 1.2.8, 1.2.9, 1.2.10; K 1-11; S 8,9,10,11,16,17,18; D 16,17,19,20,21)
  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. (MoSTEP 1.2.9,; K 6,8,10; D 16,17,19,20,21)
  4. read the text chapters and utilize them in class discussion, chapter summaries, journals, and observation reports. (MoSTEP 1.1.1, 1.2.2, 1.2.3, 1.2.7, 1.2.10)
  5. discuss and prepare initial portfolio documents (MoSTEP 1.1, 1.2.9)

Core Assessment:

  • Chapter readings are usedin mid-term

  • Class short writes

  • Students write on different in teacher preparation for knowledge, skills, and dispositions.

  • make judgments in writing on the effectiveness of the teaching they observe andwhat they plan to achieve as teacher  in oral discussion and writing.

  • Position paper acts as a final.

  •  write reactions to twelve readings

  •  locate outside sources of general information about the career of teaching for journaling andsharing with the class.

Link to Class Rubric

Class Assessment:

Six Classroom Observations & Observation Reports: 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 school, and two high school/early education. 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: Each student will write an autobiography to fulfill one requirement for admisssion to the School for Education. The final copy is no more than two pages typed in 12 pt. font.  A rubric will be attached to the informational handout.

Five Chapter Summaries: Although the entire text will be read and discussed, a written summary of five chapters are assigned in the syllabus schedule. The summary will include chapter themes, new terminology and points that will assist one in becoming a more effective educator.

Critiques/Journals:Critiques and journals will be in-class activities based upon readings, experiences and discussions. These critiques will demonstrate a short review of ideas, including agreement or disagreements with those ideas, clarifying points and reflection for their part in the profession. These in-class assignments will not be made up if a student is absent as they are a attendance/participation grade.

Attendance & Class Participation: In preparation of 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: The midterm is a take-home two question essay reflection which is based on the Frameworks and Dispositions of the School for Education.

Final:The Final is the final draft of Standard 1.1 of the Education Portfolio.



6 Classroom Observation with report, each 25 points =150 points (See Core Assessment Rubric)

Final Observation Essay & Notebook= 150 points (See Core Asessment Rubric) 

Autobiography=100 points

5 Chapter Reviews, each 10 points=50 points

In-Class Activities/Journals=50 points

Midterm: 2questions, 50 points each= 100 points

Final: 100 points

TOTAL COURSE POINTS:700. 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 previou paragraphs for assessment/grading specifics.


Late Submission of Course Materials:

The syllabus dates may upon class discussion be altered if there is a problem not forseen when it was written.  The observation reports, chapter summaries, autobiography, and midterm are due as scheduled.  As all assignments are due on the scheduled class date, any work handed in after that date will be considered late and drop a letter grade each week past due.  Late work should be left in the instructor's mailbox in room 213 Copley Hall.

In class writings and activities are considered participation grades and cannot be made up if absent.

All work must be in the instructor's possession by the end of the assigned final's session on 12/11/06.

Classroom Rules of Conduct:

Careeer Inquiry into Education will often hold discussions that require students to be civil to each other when viewpoints differ on topics.  As a professional certification class, students should conduct themselves as such and dress appropriately, even if casual. PROFFESSIONAL ATTIRE IS REQUIRED FOR ALL SITE VISITS & CLASSROOM OBSERVATIONS.

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

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:




Monday, 8/21/06
Class at Park

"Who are you?" and "Why teach?"
Introductions & Syllabus explanation

Read ch. 1. "Why teach?" & ch.14 "What can the new teacher expect?",
Write one chapter review; Journal: What are your motives for teaching?-DUE 8/28

Monday, 8/28/06
Class at Park

"What can a new teacher expect?"
Discuss classroom observations & autobiography assignment

Read ch.2,"What is a school & what is it for?" & ch.3, "Who are today's students in a diverse society?"
Write autobiography-Rough Draft DUE 9/11

Monday, 9/4/06

Labor Day Holiday

Work on your autobiography-DUE 9/11/06

Monday, 9/11/06
Class at Park

What is a school and Who are the Students?
Share Autobiographies

Read ch.4,"What social problems affect today's students?" & ch.5, "What is taught?" Write one chapter review. DUE 9/18/06

Monday, 9/18/06
Class at Park

What is Taught?
Missouri Standards & Park Frameworks

Rewrite autobiography-final copy DUE 10/9/06
DESE Search: Find the role of Standards & curriculum guides-Report
DUE 10/9/06

Monday, 9/25/06

Meet at 8:50 AM at Northland Early Education Center OR Park Hill High School

Write Observation Report #1-DUE 10/9/06

Monday, 10/2/06

Meet at 8:50 at Northland Early Education Center, OR Meet at 1:15 at Garcia Elementary School (K-5)

Write Observation Report #2-DUE 10/9/06. Schedule 3 remaining observations-contact list due 10/23.

Monday, 10/9/06
Class at Park

What is your role as an educator?
Social problems & Issues in the Classroom
Final Copy autobiogrpahy due
Midterm assigned

Observation Contact list DUE 10/23/06
Write Midterm Essays- DUE 10/23/06

Monday, 10/16/06



Monday, 10/23/06
Class at Park

What Makes a Teacher Effective?
Discuss scheduled observations
Collect & discuss midterms

Read ch.6,"What makes a teacher effective?" & ch.7, "What should teachers know about technology?" Write one chapter review, DUE 11/6/06

Monday, 10/30/06

Meet at St.Andrews, St. Pius, NEEC at 8:50, OR Garcia at 1:15.

Write Observation Report #3-DUE 11/6/06
Read Ch.8, "What are the ethical & legal issues facing teachers?" Write a Journal: What "everyday ethics" will you practice in your classroom? DUE 11/6/06

Monday, 11/6/06
Class at Park

What are the Legal & Ethical Issues in Teaching?
What's Your Philosophy?

Read ch.9,"What are the philosophical foundations of Am. education?" & ch.10,"What is the history of AM education?" Describe Your Philosophy as a chapter review DUE 11/13/06;
Observation Report #4 DUE 11/13/06

Monday, 11/13/06
Class at Park

Where are we headed? School Reform

Read Ch.11,"How are schools governed, influenced and financed?" & ch. 12, "How should education be reformed?". Prepare to discuss "What does NCLB mean to you?" Observation report #5 & #6 DUE11/20/06

Monday, 11/20/06
Class at Park

Where to teach? DESE, Licensure & Certification

Read ch.13,"What are your job options in education?" & ch. 15, "What does it mean to be a professional?" Review one chapter; Journal:What are the most important characteristics of an effective teacher? DUE 11/27/06

Monday, 11/27/06
Class at Park

Preparing the Portfolio-Writing the rough draft for Standard 1.1

Complete rough draft of 1.1;  Write final observation essay-DUE with Observation Notebook 12/4/06.

Monday, 12/4/06
Class at Park

Share Observation Essays, Review rough draft of 1.1 for Final


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 2006-2007 Undergraduate Catalog Page 87-89

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 2006-2007 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 "W".
  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 2006-2007 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: .


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
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. 
Accesses DESE to include five contextual factors re.: community, school socio-economic status, student skills & characteristics, instructional planning & assessment results, or achievement Includes 3 contextual factors based on discussion with staff &/or observation (student skills & characteristics, prior learning, instructional & assessment planning, 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.
Describes school and classroom climate/culture as related to course text, Ch. 1 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. 
Identifies type of management  observed (text Ch. 5), describing classroom interaction, discipline & instruction 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                                                                                                                                                                                                                                   
Observes and reports on more than the 6 assigned classrooms. All are typed and submitted on time.
Notebook contains the original observations and corrected versions.
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.
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                                                                                                                                                                                                                           
Reports discuss all components and are written in professional style with correct
grammar, spelling and punctuation.
Reports reflect professional style and logical organization with varied sentence structure. Few grammatical, spelling or punctuation errors. No slang. Report contains the required items, but errors distract from the content. Slang, lack of transitions or organization Report does not contain the required items and errors distract from the content. Slang, lack of transitions and organization 
First Literacy Disciplinary Competency                                                                                                                                                                                                                     
Applies problem-solving strategies to independently contact school personnel, schedules and fulfills commitment to observe in required settings on time. Applies problem-solving strategies to independently contact most 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                                                                                                                                                                                                                    
Practices professional ethical standards by dressing professionally for all school observations, and writing thank you notes to host  teachers/schools. Practices professional ethical standards by dressing professionally for all school observations. Writes  thank you notes or calls to thank most host  teachers/schools. Dresses casually for some school visitations.
Verbally thanks host school/teacher.

Dresses unprofessionally.



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Last Updated:9/8/2006 9:23:09 AM