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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.

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

Course

EDU 105 Career Inquiry in Education

Semester

SP 2007 HOZ

Faculty

Maus, William A.

Title

Adjunct Faculty

Degrees/Certificates

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

Office Location

Copley, 211

Office Hours

30 minutes before class and an hour+ after class,  and by appointment

E-Mail

William.Maus@pirate.park.edu

mr.maus@sbcglobal.net

Class Days

-M-----

Class Time

8:00 - 9:50 AM

Prerequisites

none

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

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 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: 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: The entire text will be read and discussed.  A written summary and presentation will be assigned to each class member over at least one chapter.  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. Assessment: (30 points) Completed set of notes over all assigned chapters in a notebook, (10 points) for oral presentation, and (10 points) for written chapter summary.

Guided notes to include:

                     Introduction

(10 points)

           

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

                         

           

Major Points to consider (10 points)

                      

           

Outline of specific topics/issues

                       

           

Vocabulary

(10 points)

                      

           

Explain new terms and provide examples

                       

           

Closure and Review (10 points)

                      

           

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

                     

 

ALL chapter summary presentation Outline/Hand-Outs will be compiled into a notebook for a final grade. (10 points)


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 teaching 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 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: 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 and several questions summarizing the semester's class discussions.

Grading:

6 Classroom Observations, each 25 points =150 points (See Core Assessment Rubric)

Final Observation Essay & Notebook= 50 points (See Core Asessment Rubric) 


Autobiography=100 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:

6 Classroom Observations, each 25 points =150 points (See Core Assessment Rubric)

Final Observation Essay & Notebook= 50 points (See Core Asessment Rubric) 


Autobiography=100 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.

Classroom Rules of Conduct:

Career 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 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, 1/22/07
Class at Park

"Who are you?" and "Why teach?"
Introductions & Syllabus explanation. Journal: What are your motives for teaching?

Read ch. 1. "Why teach?" & ch.14 "What can the new teacher expect? -DUE 1/29

Monday, 1/29/07
Class at Park

"What can a new teacher expect?"
Discuss how to complete 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 2/12. Journal: What is the most important factor in the classroom?

Monday, 2/5/07
ON-SITE OBSERVATION

Observation: Meet at 7:40AM-St.Pius,
8:50AM-St. Andrews,
8:30AM-Northland Early Ed Center, &/or 1:10PM Garcia Elementary

Write Observation Report #1. Work on your autobiography. DUE 2/12

Journal: What is the most important factor in the classroom? -Due 2/12

Monday, 2/12/07
Class at Park

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

Read ch.4,"What social problems affect today's students?" & ch.5, "What is taught?" Journal: How much responsibility should schools assume for educating children about social problems? -Due 2/26

Monday, 2/19/07
NO CLASS President's Day

HOLIDAY

Monday, 2/26/07
Class at Park

What is taught? MO Standards and Park Frameworks. www.dese.mo.gov.divimprovement
Discuss Midterm.

Write Final Draft Autobiography & Midterm DUE 3/19

Monday, 3/5/07
ON-SITE OBSERVATION

Observation: Meet at 8:30 at Northland Early Education Center, OR Meet at 1:15 at Garcia Elementary School

Write Observation Report #2-DUE 3/19. Schedule 3 remaining observations-contact list due 3/26.Work on Autobiography & Midterm-DUE 3/19

Monday, 3/12/07
NO CLASS
Spring Break

SPRING BREAK

Monday, 3/19/07
Class at Park

What is your role as an educator?

Midterm, Observation Report #2 & Autobiography collected.

Read ch. 6, "What makes a teacher effective?" & ch.7,"What should teachers know about technology?"

Monday, 3/26/07
ON-SITE OBSERVATION

Observation: Westport-secondary, Lincoln Prep-secondary & middle school. Garcia-elementary

Write Observation Report #3-DUE 4/2

Monday,4/2/07
Class at Park

What makes a teacher effective?
Return Midterms

Read Ch.8, "What are the ethical & legal issues facing teachers?" Journal: What "everyday ethics" will you practice in your classroom? DUE 4/9

Monday, 4/9/07
Class at Park

What are the Legal & Ethical Issues in Teaching?
What's Your Philosophy? Explanation of Observation Notebook, Final Essay

Read Ch.9, "What are the philosophical foundations of American education?" Journal: Describe Your Philosophy - Due 4/16. Observation Reports #4,#5,#6 DUE 4/16

Monday, 4/16/06
Class at Park

Where are we headed? School Reform, DESE, Licensure, Certification & Portfolios. Journal: If I were in charge, "I would reform education by ....." Hints: start at local, state, federal?, or with students, parents, communities, teachers?

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 Note Book & Final Essay due 4/30.

Monday, 4/23/07
Class at Park

Essays, graded observation reports returned.
Preparing the Portfolio: Writing Standard 1.1

Read ch.13,"What are your job options in education?" & ch. 15, "What does it mean to be a professional?" Chapter Review due 4/30. Write Rough Draft 1.1 DUE 4/30, Observation NB due 4/30.

Monday, 4/30/07
Class at Park

Review the rough draft for Standard 1.1, 1.1.1 & 1.1.2

Revise rough draft of 1.1 for final

Monday, 5/7/07
Class at Park

Share Observation Essays, Review final draft of 1.1

Class Complete!!

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:
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: http://www.park.edu/disability .

Additional Information:

Referances include:

Minding the Gap,Jennifer Hochschild,  Harvard Magazine, March/April 2004, pp. 24-28,  .

The Effective Schools Process: Alive and Well, Barbara Taylor, Phi Delta Kappan, Jan. 2002, p 375-379,

www.nytimes.com/2007/01/07/weekinreview/07zernike.html?_r=1&oref=slogin
Education in America: The Next 25 Years, Irving H. Buchen, The Futurist, January/February 2003

Parents Behaving Badly, Nancy Gibbs, Time, February 21, 2005

How Schools Sustain Success, Valerie Chrisman, Educational Leadership, February 2005


Attachments:
Core Assessment-Spring 2007

Core Assessment Rubric-Spring 2007

Core Learning Outcomes-Spring 2007

Core Assessment-Spring 2007

Core Assessment Rubric-Spring 2007

Core Learning Outcomes-Spring 2007

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 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.
 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1,2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
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. 
Application                                                                                                                                                                                                                                                
Outcomes
1,2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
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                                                                                                                                                                                                                                   
Outcomes
1,2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
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                                                                                                                                                                                                                           
Outcomes
2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
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                                                                                                                                                                                                                     
Outcomes
1.2.9.1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
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                                                                                                                                                                                                                    
Outcomes
1.2.9.3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
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:1/17/2007 11:21:54 AM