EDU105 Career Inquiry in Education

for SP 2009

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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.

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


EDU 105 Career Inquiry in Education


SP 2009 HOC


Lowe, Denise


Lecturer/Urban Core Initiative Coordinator


MS Instructional Leadership in Curriculum and Instruction
BA English/Liberal Studies
AA Education

Office Location

Herr House #10

Office Hours

Monday, Tuesday and Thursday 10-12

Daytime Phone


Other Phone



Semester Dates

Janurary 12 to May 11, 2009

Class Days


Class Time

1:00 - 2:50 AM



Credit Hours




Required:       All students seeking teacher certification and licensure must purchase Foliotek, the School for Education electronic portfolio system. Purchasing information will be distributed within the first two weeks of the semester

Additional Resources:

3 Ring Binder and Dividers.

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:
EDU105 Career Inquiry in Education: 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 instructor’s educational philosophy is one of interactive instruction based on lectures, quizzes, dialogues, internet, videos, presentations, writing, and other learning strategies as appropriate. This course presents the basics of teaching in elementary schools, and provides teacher candidates with opportunities to reflect upon and apply those basics. Reflective inquiry is a key element of the course. Its purpose is to facilitate the teacher candidate’s development of critical reflection skills, the building of an individual but theory-based philosophy of elementary school teaching, and the beginnings of a dynamic repertoire of teaching strategies that complement the teacher candidate’s individual philosophy and style in the effort to meet the individual needs of elementary school students. 


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: The observations are intended to give the student an overview of the education system. Depending upon the interest of the student, they will select one of the areas of interest for their concentration in education (Early Childhood 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. Six observations are scheduled as class meetings-see syllabus. There will be a written notes observation 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 summative reflective essay-see rubric.


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


Discussion Board:  Will have your Lab assignments on E-Companion. You will discuss and post your in-class assignments, observation experiences and activities with your peers. Lab post will demonstrate a short review of ideas, including agreement or disagreement with those ideas, clarifying points and reflection for their part in the profession. Lab assignments will not be made up after the posted time is over.


Attendance &Class Participation: In preparation of a career as an educator it s assumed that attendance at all classes in mandatory, Attendance is reflected in the Park University Frameworks, (Dispositions: 5, 6, 10, 20, and 21). Students should demonstrate responsibility for their own learning and their desire to become an educator by attending class regularly and completing assignments as scheduled. One absence will be excused with prior notice to the instructor or a doctor's excuse.








Grading: Post all assignments on E-Companion

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


6 Observation Reports (120 points), Final Observation Essay (25 points), Notebook (15 points)= 160 points (See Core Assessment Rubric)


Autobiography= (100 points)


Personal Interview of teacher --Presentation = (100 points)


In Class participation, activities and journals (40 points)


Resume = 100 points


Attendance= 100 points


Total points = 750


Late Submission of Course Materials:
The syllabus dates may upon class discussion be altered if there is a problem not for seen when it was written. The observation reports, personal interview, autobiography, and school board meeting report are due as scheduled. As all assignments are due on the scheduled class date, any work handed in after the date will be considered late and a drop of letter grade each week past due. Late work should be brought to the instructor's office or placed in mailbox.


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 finals session on 05/15/09.


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. PROFESSIONAL ATTIRE IS REQUIRED FOR ALL SITE VISITS AND 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:

D. Lowe EDU 105

Career Inquiry in Education

This is a tentative schedule.

Class Topics

In Class assignments and Due Dates

Lab  02/23/09

Observation 1



Follow Rubric for maximum points

Discussion Board



Lab 03/02/09

Observation 2

Follow Rubric for maximum points

Discussion Board

Personal Interview


Spring Recess

No School

All week

Lab 03/16/09

Observation 3

Follow Rubric for maximum points

Discussion Board

Observations- What types of technology is used in classrooms?

Lab 03/23/09

Observation 4

Follow Rubric for maximum points

Discussion Board Resume with cover letter (one paragraph)

Lab 03/30/09

Observation 5

Follow Rubric for maximum points

Essay- Do school mottos and bulletin boards reflect achievement goals, nature of  personal interactions with teachers, and academic performance

Lab 04/06/09

Observation 6

Follow Rubric for maximum points

Essay – Define what “the climate of a classroom” means to you.  What will be the “climate” of your classroom”?  Is there a battle between what you desire for climate, structure, and routine and what is needed for effective instruction and maximization of student achievement?

See other syllabus for assignment due dates. You wil receive a handout in class.

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 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: .

EDU105 Syllabus lab

EDU105 Syllabus class

EDU 105 1credit syllabus new.doc 3.doc lab.doc


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 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.

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. 
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                                                                                                                                                                                                                                   
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                                                                                                                                                                                                                           
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                                                                                                                                                                                                                     
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                                                                                                                                                                                                                    
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:1/14/2009 1:17:11 PM