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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

SP 2009 HOB

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, 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.

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 = 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.

Course Topic/Dates/Assignments:

 

Class Date

Course Topics-Outline

Class Assignments & Due Dates

Monday, 01/12/09

Class at Park         

Introductions, syllabus, and expectations

Getting to know you.

“Who are you?” and “Why Teach?”

Read Chapter 16, Why Teach? & Chapter 14, What can a New Teacher Expect? 
Write chapter reviews,
DUE 01/26/09

Journal: Why are you choosing to teach? DUE 01/26/09 (1st draft of autobiography)

Monday, 01/19/09

NO CLASS

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.

Monday, 01/26/09

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,

Monday, 02/02/09

On-Site Observation

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.

Monday, 02/09/09

Class at Park

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

Monday, 02/16/09

NO CLASS

President’s Day

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?

Monday, 02/23/09

Class at Park

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.

Monday, 03/02/09

On-Site Observation

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.

Final Autobiography – DUE 03/16/09

Monday, 03/09/09

NO CLASS

Spring Recess

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.

Monday, 03/16/09

Class at Park

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.

Monday, 03/23/09

On-Site Observation

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.

Monday, 03/30/09

Class at Park

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

Monday, 04/06/09

Class at Park

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.

Monday, 04/13/09

Class at Park

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’?”

Monday, 04/20/09

Class at Park

Chapter Report – Ch. 11 and Ch. 12.

Where to teach? (what assists you in making your decision?) What school/district fits you?

  • Size, rural/urban/suburban
  • Where is the school in reform efforts, standing with DESE
  • Licensure, Certification, Portfolios

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

Monday, 04/27/09

Class at Park

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?

Monday, 05/04/09

Class at Park

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.

  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

KnowledgeSkillsDispositions.doc

Observation Form.doc

SampleObservation-Clardy.doc

Writing Samples.doc

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:1/9/2009 10:53:23 AM