School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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
EDU 105 Career Inquiry in Education
SP 2009 HOB
Maus, William A.
Ed. Spec., AdministrationM.S.Ed., Secondary Admin.B.A., Mathematics
Copley Hall, Room 211
30 minutes before class and an hour+ after class, Wednesdays, 11;30-12:45, and by appointment
01/14/08 - 05/09/08
8:00 - 9:50 AM
Ryan, K. and Cooper, J. (2007). Those Who Can, Teach. 11th Edition. Boston: Houghton Mifflin Co.
Textbooks can be purchased through the Parkville Bookstore
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 firstname.lastname@example.org or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
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 email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
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
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 RubricClass 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
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:
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
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, Total Points 100: 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.
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 = 100 points total
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 only 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.
Class Assignments & Due Dates
Class at Park
Introductions, syllabus, and expectations
Getting to know you.
“Who are you?” and “Why Teach?”
Journal: Why are you choosing to teach? DUE 01/26/09 (1st draft of autobiography)
Martin Luther King Day
Work on your autobiography. Your journal, “Why are you choosing to teach.” Serves as a beginning of this autobiography as a listing of motivations and/or inspirations for your choice.
Class at Park
Your autobiography will come from your journal, What is your motivation to teach?
“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 students as they enter and teachers in the hallway.
Discuss how to complete classroom observation reports & autobiography assignment.
Read Chapter 2, “What is a school? & What is a school’s purpose?”
Journal: What are important factors supporting a new teacher? DUE 02/08/09
Set up Chapter Reports by students. First report to begin on March 30,
Observation #1 How does the school feel? Friendly but with academic focus, orderly but not overly so, student work displayed and highlighted, pride in school obvious.
Write Observation Report #1, DUE 02/08/09
Write 2nd draft of autobiography. DUE 02/08/09.
Review Observation Reports – worksheet for your notes (get signed), and reflection essay.
Alert: Final Observation Summary & Notebook will be due at end of semester.
Share unique parts of your autobiography.
Should schools teach academic curriculum to students or solve social problems? (Health and Dental Clinics, Day Care for student moms, Language Instruction for parents)
Journal: How much responsibility should schools assume – is there balance between educating students and solving social problems? DUE 02/23/09
If you haven’t begun yet, get ahead, read Chapter 3 - What are Today’s Students in a Diverse Society? And Chapter 4 - What Social Problems Affect today’s Students?
Final Autobiography – DUE 03/16/09
Who makes up our diverse student body?
Recognizing the diversity of our students, can social problems be ignored? Basic personal needs – food, safety, love (or acceptance), shelter. (Should General Health Clinics, Dental Clinics, Day Care support for student moms, language instruction for parents be included in our schools?)
Read: Chapter 3, What are Today’s Students in a Diverse Society? And Chapter 4, What Social Problems Affect today’s Students?
Write Chapter Reports for Ch. 3 and Ch. 4. DUE 03/16/09
Give questions for Mid-Term Exam. Brief explanation, due week of March 23 to March 30. Submitted electronically as email attachment by March 25, hard copy at class on March 30.
Observation #2 Make note and report any management strategies used during the observed lesson.
Journal: Is the DESE effort to improve (& standardize) curriculum an appropriate school improvement effort? DUE 03/16/09
Write Observation Report #2 – DUE 03/16/09
Read Chapter 5, What is taught?
Visit DESE website, dese.mo.gov.divimprove. Under curriculum, you will find grade level expectations, etc.
March 8 to March 14
If possible, make an additional observation or two during this week off, to help you complete the course expectations. Final three observations – focus on instructional strategies, management techniques, and/or assessment practices.
Collect: Final autobiography.
In class, respond to any questions about Mid-Term Exam. Write to your “zone of proximal development”, motives for teaching, organizational style, observational insights, and scaffolding needed/expected from Park U. staff. Address two each: Park U. Frameworks - Knowledge, Skills, and Dispositions. To become part of your portfolio.
Journal: Basic markers indicating a life below poverty level – pregnancy outside of marriage, no HS diploma, marriage before 20. Solve them.
What is your role as a teacher? Social problems and community issues, how do they affect you? Can you ignore these issues? Don’t these issues steal time (and money) from curriculum & teaching.
Abraham Maslow: five ascending needs are (1) physiological, (2) safety, (3) social, (4) esteem, and (5) self-actualization. If look at these from a child’s point of view – food, shelter, safety, love (or acceptance), recognition of own value and personality. Only unsatisfied needs are motivators. Once a need is satisfied, the next level emerges as a motivator. According to his theory without the first level, persons can not progress.
Observation #3 Make note and report any transition strategies effectively used during observed lesson. What strategies have the teachers you've observed effectively begun each lesson day?
Electronic copy of Mid-Term Exam by March 25th, hard copy due on March 30th.
Write Observation Report #3 – DUE 03/30/09.
First Chapter Report - What is taught? What are the roles of Standards and curriculum guides?
MO Standards and Park Frameworks. http://dese.mo.gov/divimprove
How does this strike you, this can lead to school improvement, do you? Judging students and teachers is difficult but necessary if teaching is to be considered a true profession..
Curriculum Revisions and adopting of standards have been central to school improvement efforts over the past few decades. How do you determine schools are meeting instructional goals…you test the students to assess progress! Unfair? Does “standardized testing” automatically reveal bias? Standardized means “the same”.
Read Ch. 8, What are the Ethical and Legal Issues Facing Teachers? Report due 04/08/09
Chapter Report – Ch. 8 What are the Ethical and Legal Issues Facing Teachers?
Do these ethical and legal issues affect you philosophy of education?
Read Ch. 6, What Makes a Teacher Effective?
Journal: As an effective teacher, “What will be three of your goals?” DUE 04/13/09.
Four class meetings left!!!! Six Observations completed?
Chapter Report – Ch. 6, What Makes a Teacher Effective?
NCLB - No Child Left Behind – heavy on standards, curriculum, and assessment, there is a big teacher in-service component that no one seems to talk about.
Read Chapter 11, How are schools Governed, Influenced, and Financed? And Chapter 12, How should Education be Reformed?
Journal: What does NCLB mean to you? Everyone talks about assessment. “What should each teacher do to ‘close the achievement gap’?”
Chapter Report – Ch. 11 and Ch. 12.
Where to teach? (what assists you in making your decision?) What school/district fits you?
Read Ch. 13, What are your job options in education? Ch. 15. What does it mean to be a professional?
Observation Notebook and Essay – booklet including copies of 6 Observation Reports and Final Summary Report. (I don’t need your signed observation worksheets, just your Observation Reports) - DUE 04/27/09
Collect any remaining assignments and prepare for Final Exam.
Chapter Report – Ch, 13, and Ch. 15.
My niece and nephew, nice Nancy and well-behaved William, are both successful students and pleasant to have in class, but are being lacking academically because of the school district where their parents live. You are a teacher and patron from a neighboring school district that has an exemplary record. Your district’s students receive an excellent education. What if anything can you provide for students of ineffective school districts?
Final Test Week
Unless it causes a problem for any students, we will take our exam Monday, 05/04/09, 8:00-10:00 AM in Copley’s computer lab
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.
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 RubricSchool addresses, phone numbers, etc.How to make Classroom ObservationsKnowledgeSkillsDispositions.docObservation Form.docSampleObservation-Clardy.docWriting Samples.docRubric
Last Updated:1/9/2009 10:53:23 AM