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EDU 107 Career Inquiry in Education
Lowe, Denise


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 107 Career Inquiry in Education

Semester

F2T 2009 DL

Faculty

Lowe, Denise

Title

Faculty for the School for Education

Degrees/Certificates

M. S. Instructional Leadership in Curriculum and Instruction
B. A. English/Liberal Studies
A. A. Education

Office Location

Watson Literacy Center MA330B

Office Hours

Monday, 1:00 – 4:00 Tuesday & Thursday    11:00 AM- 1:00 PM

Daytime Phone

816-584-6789

Other Phone

Cell # 816-729-2127

E-Mail

Denise.Lowe@park.edu

Semester Dates

:  August 17, 1009 – December 4, 2009

Class Days

Weekly

Class Time

Online

Credit Hours

2


Textbook:

Those Who Can, Teach by Ryan Cooper 12th Edition 
 
Foliotek
 
 

 Contract Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year

 $30.00

$30.00

 2 years

 $59.00

$29.50

 3 years

 $87.00

$29.00

 4 years

 $112.00

$28.00

 5 years

$120.00

$24.00

6 years

$125.00

$20.83

 
 
 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

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 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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.

http://www.nea.org/newsreleases/2006/ur0608022.html.
http://www.coreknowledge.org
http://cnet.iste.org/
http://www.adprima.com/assertive.htm.
http://nced.ed.gov/pubs2006319.pdf.
http://www.nayre.org

Course Description:
EDU107 Career Inquiry in Education with Lab Students will meet face to face for six (6) weeks and six (6) weeks visiting a variety of schools. (Urban, Suburban and Rural) ranging from preschool to high school. These schools will include public, private and charter. Students are expected to react both orally and in writing in relation to observations, classroom assignments and weekly e-Companion assignments; these issues involve teaching as a career, knowledge, skills and dispositions in education. Frameworks, standards and foliotek will be introduced. 1:1:2

Learning Outcomes:
  Core Learning Outcomes

  1. Evaluation: Report includes assessment of the teacher's check for understanding, student time on task, and the school's promotion of student achievement Outcomes 1,2,3
  2. Syntheses: 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. Outcomes 1,2,3,4
  3. Analysis: Describes school and classroom climate and culture as related to course text, chapter 2. Outcomes 1.2.3.4
  4. Application: Describes classroom management observed specific to text, chapter 6 (academic engaged time, scaffolding, wait-time. Outcomes. 1.2.3.4
  5. 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. Outcomes 1.2
  6. Technical Skills in Communicating: The final summative essay reflects upon the total observation experience making comparisons between schools. The report discusses all 4 components and is written in professional style with correct grammar, spelling and punctuation. Outcomes 2.3.4
  7. First Literacy Discipline Competencies: Applies problem-solving strategies to independently contact all (3) school personnel, schedules and fulfills commitment to observe in all required settings on time. Outcomes 1. 2. 9. 1
  8. Second Discipline Competencies: Practices professional ethical standards by dressing professionally for all school observations, and writing thank you notes to all (6) host teachers/schools. Outcomes 1.2.9.3


  Instructor Learning Outcomes
  1. 1. Experience the classroom at various levels and contexts.
  2. 2. Reflect and write on the professional preparation and responsibilities of teachers.
  3. 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. 4. Present Personal Interview of selected teacher.
Core Assessment:

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 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. Three 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 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.

Chapter Summary Presentations: Although the entire text will be read and discussed, each student will present a chapter summary as assigned in the syllabus schedule. The presentation will include a discussion of the chapter theme/issue, new terminology and points that will assist one in becoming a more effective educator. A presentation outline and closure activity for the class will be provided by the presenter. All outlines with notes will be compiled into a notebook.

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

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.

Midterm/Final:  The Final is the final draft of Standard 1.1 of the Education Portfolio and Summative Reflection.

Grading:
 

6 Classroom Observations, each 25 points=150 points (See Core Assessment Rubric) Requirement to pass the course.

 

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

 

Final Summative Essay = 100 points

 

Attendance= 100 points

 

Total points = 850

Class Assessment:

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 final's 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:
 

Course Topic/Dates/Assignments:                                                             **** = No Class

D. Lowe EDU 107

Career Inquiry in Education

This is a tentative schedule.

Class Topics

Class Assignments homework and Due Dates

Follow Weekly Online Assignments.

Introduction, Syllabus, Observations , Notebook, Journal, Foliotek

6 individual Observations (required to pass course)

Who am I?

Commonalities!

BirthD

Observation  Notebook and Journals due

 

Discuss Classroom Climate (Midterm)

Review Personal Teacher Interview

Autobiography, Resume and Cover-letter

Write Autobiography in class. Draft

Autobiography due on 0

 Journal

 

SFE Presentations

(5 -10 min)

Learning Styles

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

 The Exceptional Learner (DVD)

 (See Attachment)

Director of Field- Ms. Bennet

Director of Practicum-

Clubs, NEA

Learning Styles

 and Journal on class activity

 

LAB

Day

Work in groups sharing your writing assignments: Peer Editing

.

Turn in Autobiography,

Resume and Cover-letter

 

Conceptual Frameworks and Dispositions

Introduce all Quality Indicators

Write 1.1 & 1.1.1

In class

Follow Rubric for maximum points

Journal on what you learned about Quality Indicators?

 

Lab

Observation 1

Go to scheduled school today.

 Read Text Chapters 1  2& 14.  Complete Why Teach? Your Final Word questions for each chapter.

Those Who Can, Teach

By Ryan Cooper

Discussion Board

Answer “Why Teach? Your Final Word Questions for each chapter and place them in the discussion board for this week.

 

Lab

Observation 2

Go to scheduled school today.

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? 

(Midterm 4 Pages)

Follow Rubric for maximum points

Discussion Board

Answer “Why Teach? Your Final Word Questions for each chapter and place them in the discussion board for this week.

 

Lab

Observation 3 Go to scheduled school today.

Read Text Chapters 3, 4 & 5. Complete Why Teach? Your Final Word questions for each chapter.

Those Who Can, Teach

By Ryan Cooper

Discussion Board

Observations- Answer “Why Teach? Your Final Word Questions for each chapter and place them in the discussion board for this week.

 

Fall Break

No Class this week

 

Lab

Observation 4 Go to scheduled school today.

 Read Text Chapters 6, 7& 8. Complete Why Teach? Your Final Word questions for each chapter.

Those Who Can, Teach

By Ryan Cooper

Discussion Question/Answer “Why Teach? Your Final Word Questions for each chapter and place them in the discussion board for this week.

 discussion Board

 

LAB

Observation 5 Go to scheduled school today.

Read Text Chapters 9 & 10. Complete Why Teach? Your Final Word questions for each chapter.

Those Who Can, Teach

By Ryan Cooper

Answer “Why Teach? Your Final Word Questions for each chapter and place them in the discussion board for this week.

 

LAB

Observation 6 Go to scheduled school today.

Read Text Chapters 11, 12 & 13. Complete Why Teach? Your Final Word questions for each chapter.

Those Who Can, Teach

By Ryan Cooper

Answer “Why Teach? Your Final Word Questions for each chapter and place them in the discussion board for this week.

 

Personal Interview Presentation and

Observation Report on all observations

Classroom Management

What are some effective Classroom Management Strategies?

Do these things strategies simultaneously provide great behavior management and support effective instruction? Is there a lot of busy work for the teacher in documentation? Or does everything just flow smoothly? 

Turn in Personal Interview Essay and Classroom Climate Essay

 

Class room Management

Observation Discussions

 

Final Summative Reflection Essay

In Class

Last Day

Turn in Notebooks

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 2009-2010 Undergraduate Catalog Page 92

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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2009-2010 Undergraduate Catalog Page 95

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:
EDU 107 Rubrics and Examples

Copyright:

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Last Updated:10/9/2009 1:10:36 PM