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EDU 107 Career Inquiry in Education
Sportsman, Michel 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 107 Career Inquiry in Education

Semester

FA 2010 HOC

Faculty

Sportsman, Michel A.

Title

Assistant Professor, Director of Field Experiences

Degrees/Certificates

Ph.D.  School Leadership
MA Ed  Curriculum and Instruction
BS Ed  Education

Office Location

Copley 316

Office Hours

M - F noon - 3:30

Daytime Phone

(816) 584.6823

Other Phone

(913) 909.9408

E-Mail

michel.sportsman@park.edu

Semester Dates

August 16, 2010 - December 6, 2010

Class Days

-M-W---

Class Time

8:00 - 8:50 AM

Credit Hours

2


Textbook:
Ryan, K. and Cooper, J. (2007). Those Who Can, Teach. 12th Edition. Boston: Houghton Mifflin Co.

 
Check Additional Information for requirements for Foliotec.

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

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/.


Course Description:
EDU107 Career Inquiry in Education with Lab Students will meet face to face for ten (10) weeks. The remaining six weeks (6) will be spent visiting a variety of urban, suburban, and rural public, charter, and private school settings; ranging from preschool to high school. Students are expected to react to observations verbally and in writing which includes classroom assignments and weekly e-Campanion assignments. Course topics include teaching as a career, knowledge, skills and dispositions in education. Frameworks, standards and Foliotek will be introduced. 1:1:2

Educational Philosophy:

Educational Philosophy:

The instructor believes that a quality education is essential to the success of a democratic society and that teachers serve that purpose in an unequaled manner.  The instructor believes that good teaching is crucial to the future of the nation.  Therefore, a positive initial contact with the realities of the profession, is essential to success as a future teacher.  The instructor is invested in the success of each student.  The instructor beleives in interactive learning with discussion and reflection as central to the process of acquiring the necessary attributes of effective teachers.

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


Core Assessment:

Class Assessment:

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 observations per level: two elementary, two middle schools, and two high schools/early education centers.  Students should visit a variety of school districts: urban, rural and suburban: public and private.  These observations are scheduled in the place of on-campus class meetings and are not to interfere with scheduled on-campus class meetings.  There will be a written report form signed by the observed teacher and a typed report for each observation submitted weekly into its appropriate "drop-box.".   At the close of the semester, all observations will be compiled into a notebook, which will include a final reflective essay-see rubric.  If a scheduled observation is missed for any reason, the make-up observation may not interfer with on-campus class meetings.


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, double spaced in 12 pt. font.   A rubric will be attached to the informational handout.

 

Critiques/Journals, Total 100 Points +/-:  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.


Knowledge/Skills/Dispositons 50 points: During your education program you will construct a portfolio to demonstrate that you have met the MoSTEP standards required of a beginning teacher.  These standards are reflected in the Park University Frameworks: Knowledge, Skills, and Dispositions.  Select two knowledge, two skill, and two dispositions items and explain what they mean and their importance to you as a beginning teacher.  Reflect on your teacher preparation and how each of these six constructs will impact you and your classroom experience.

Teacher Interview 50 points:  An interview with a teacher working in the field this year is to be made and summary submitted. To be included are curricular area/graded level teaching and why, grade level - elementary, middle, high school, pre-school and why, short history of teaching career, and important tips or advice to a beginning teacher.  Two pages, double spaced, 12 font.

Attendance & Class Participation, 50 points: In preparation for a career as an educator it is assumed that attendance at all classes is mandatory.  Missed classes will be reflected in Final Grade.  Attendance is reflected in the Park University Frameworks, (D:5,6,10,20,21).


Midterm, 100 points: The midterm is a take-home essay reflection which is based on the Standard 1.1, 1.1.1, 1.1.2 and quality indicators.

Final, 100 points: The Final is several questions summarizing the semester's class discussions.

Grading:

200 points - 6 Classroom Observations (25 points each), including Final Observation Essay & Notebook (50 points)

50 points - Autobiography


100 points, minimum - In-Class Activities/Journals (generally 10 points each)


50 points - Knowledge/Skills/Dispositions Essay
 
50 points - Teacher Interview and Report

50 points - Attendance
 
100 points - Midterm


100 points - Final


TOTAL COURSE POINTS: 750+/- 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 deadline will be considered late and drop 10% each week past due for the first two weeks.  Any work submitted more two weeks late, will be docked 30% during the third week and no points after three weeks.  Late work should be submitted in the appropriate "drop-box".  In class writings are considered part of 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. Instructors critiques of student work submitted electroonically will be returned regularly.  Individual exceptions to deadlines are to be cleared ahead of time.

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.  Appropriate dress is expected, even if casual.

PROFFESSIONAL ATTIRE IS REQUIRED FOR ALL SITE VISITS & CLASSROOM OBSERVATIONS
(Coat and tie or dress/skirt?  Not required, but be appropriate. Choose according to what expected of the school's teachers!  Your first interview begins with these observations.)

Students must turn off all electronic devices and are not permitted to text message or leave class for phone conversations unless a problem exists.  Exceptions should be cleared ahead of class.  Students are expected to arrive to class on time and participate in class activities.

Students are expected to complete all assignments on a computer.  Thus, students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of work as back-up.  DO NOT expect your instructor to print your assignments.

Course Topic/Dates/Assignments:
 

Dates

Course Topics - Outline

Assignments and Due Dates

Week 1

August 16

Class at Park U.

Introductions, syllabus, and expectations.  Complete 3 X 5 cards.

Getting to know you, “Who are you?” and “Why Teach?”

Read Chapter 1, Why Teach?  DUE 08/23/10

Journal Topic: Why are you choosing teaching career (intrinsic or extrinsic rewards)? DUE 08/23/10 (this is a beginning of draft autobiography).

Required: autobiography will be 12 font, double spaced and less than two pages.

Week 2

August 23

Class at Park U.

What are your motivations to teach? After completing your journal, “Why are you choosing to teach?” work on your autobiography.  This document will become a part of your student teaching application, should be written in a professional style. Your motivation (passion for teaching) is it based on students, curriculum or subject matter, inspired by former teacher, to improve future and/or community?

The autobiography shares your personal background and interests as they relate to your role as an educator

Autobiography rough draft due August 30, for discussion on August 30. Bring a print copy to class for discussion. Only one Draft Autobiography drop-box is available. Peer reviews are encouraged.

Read Ch. 14, What can a New Teacher Expect? Begin reading, journal assignment follows next wee,.

Week 3

August 30

Class at Park U.

Your autobiography will evolve from your journal, "Why are you choosing to teach?"  Add information about your family, experiences, hobbies, etc. especially as they affect your choice to pursue education as a career(intrinsic or extrinsic rewards). 

Submit 1st Draft of Autobiography.

Discuss how to complete Classroom Observation Reports due each week, Observation Booklet and Summary due Nov. 29, and Teacher Interview due Monday, Nov. 15.

Ch. 14, What can a New Teacher Expect? Journal: What are important factors supporting a new teacher? DUE 09/13/10

Week 4

September 6 

NO CLASS

Labor Day

Week 5

September 13 

Class at Park U.

Class Discussion:

1 - Factors supporting a new teacher.

2 - Discuss autobiography and what goes into an effective resume'.

3 - What’s important? Skills/Knowledge/Dispositions and Quality Indicators.

“Time Bomb”

Read Ch. 2, What is a School and What is it for?"

What does it mean to observe “the climate in the classroom” or school? Does it mean are the AC and/or heater working?  No.

How does the classroom climate impact your thinking, is this reflected in your autobiography? 

Write 2nd draft of autobiography.  DUE Week of 09/27/10. 
Give me an opportunity to react prior to submitting final autobiography, 10/18/10.

Week 6

September 20 

 

Observation #1 – Sites to be announced.

Pay attention to room arrangement, posters/charts, visibility issues (if any), and opportunity for teacher to gain and maintain focus. Ask about support and help given to teachers at the beginning of the school year.

Read Ch. 3-"Who are Today's Students In a Diverse Society?"

Observation Report #1: DUE by noon on Friday of this week, 09/24/10.

Add to observation report - Journal: “Where should you find a friend?” As a first year teacher, where should you go for support and help? A new teacher OR administrator, experienced teacher, mentor, friend in another school, my pillow as I cry myself to sleep!  DUE with observation report, 09/24/10.

Week 7

September 27

Observation #2 - Sites to be announced.  Pay particular attention to attitudes - office staff, teachers (are they glad to have you visit?), and students.

Read Ch. 4 “What Social Problems Affect Today's Students?” Do you appreciate the stresses of living in a chaotic home, not enough food, adequate clothing, not feeling safe and loved?

Observation Report #2: DUE Friday noon, 10/01/10.

Journal: Structure, routines, need for order, do the expectations of principal, teachers and parents match?” DUE with observation report.

2nd Draft of Autobiography (submit by drop-box).

Week 8

Oct. 4

Observation #3 Sites to be announced.  Pay particular attention to non-instructional programs in school.

Read Ch.7 "What Should Teachers Know About Technology and Its Impact on Schools?"
Knowledge/Skills/Dispositions journal - Due 10/20/10

Observation Report #3: DUE Friday noon, 10/08/10.

Journal: Should schools focus on academics or solving social problems?”  Can you teach a child who hasn’t eaten, gotten enough sleep, not been safe or cared for? Or must you solve some of those problems first? … Now can you be accused of not keeping the focus we need to improve student achievement? Answer that one!!!  DUE with Observation Report.

Week 9

Oct. 11

Fall Break

NO CLASSES

Final Autobiography and Mid-Term due in next two weeks.

Week 10

Oct. 18

Class at Park U.

Regular Class Meeting

Discussion of observations and schools. Is the focus of the school echoed in posters, staff attitude, and most importantly a “get down to business” effort of whole staff?

Read Ch. 8 "What Are the Ethical and Legal Issues Facing Teachers?"

Final Autobiography due today at class.

“Shift Happens”

Journal: School Improvement Initiatives,What ends up being the focus of these efforts? 

It hasn’t always worked for us so:

#1 “We’re going to work Longer, Harder and Louder until they get it.”

#2 “We’re going to follow a new program that a textbook company brought us over the summer.”

#3 "We’re going to work smarter, uniting teams of parents, teachers, and administrators with common goals and giving the responsibility for results to those working in the schools. Action plans and deadlines will identify progress being made. The school belongs to the neighborhood and community.”

Week 11

Oct. 25

Mid-Term Duetoday. Response to Standard 1.1, 1.1.1, 1.1.2.

Observation #4 Sites to be announced.  Give particular attention to behavior management strategies.

Read Ch. 9 "What Are the "Philosophical Foundations of American Education?"

Observation Report #4: DUE Friday noon, 10/29/10.

Journal: “Can you separate classroom management, routine and/or structure, and classroom climate from a strong academic focus?” Give four or five specific examples of these elements you want to copy and incorporate in your classroom. DUE with observation #4.

Journal: (two paragraphs) “Should there be a Standard Curriculum across the states?” Also added to Observation Report.

Week 12

Nov. 1

Observation #5 Sites to be announced.  This week, pay particular attention to how the teacher creates and maintains the flow of instruction.

Read Ch. 10 "What is the History of American Education and the Struggle for Educational Opportunities?"

Teacher Interview due by Monday, Nov. 15.

Observation Report #5: DUE Friday noon, 11/05/10.

Journal: Report transition strategies effectively used during observations.  What strategies have the teachers you've observed effectively begun each lesson day?”

Journal: Based on colonial beginnings and the progression between the 1600’s and today, if given the power to make any changes you desire “What changes would you make to improve student achievement in our global society?” DUE next Monday Nov. 8.

Week 13

Nov. 8

Observation #6 Sites to be announced.  Particular attention should be paid to problems or situations that lead to legal or ethical issues.

 Read Ch. 11 How Are Schools Governed, Influenced, and Financed?"

Observation Report #6: DUE Friday noon, 11/12/10.

Journal: “What problems would you think would provide the biggest issues for you regarding your ethical standards and ideals?” (give three or four) Would they involve students, scoring/grading, private social issues, parents? 

Week 14

Nov. 15

Class at Park U.

Discussion of what makes a teacher effective?  Is this experience in the same grade level as your chosen grade or curricular area? Is effectiveness rolled up with skills-knowledge-dispositions?

 Read Ch. 12, "How Should Education Be Reformed?"

Teacher Interview: due Monday, Nov. 15.

Journal: What makes a teacher effective?” DUE Friday noon, 11/19/10.

From your prior experience - Who is the most effective teacher? Why?  Did journal reflect this experience?  We don't need to provide names, but it is important for you to identify the qualities and who exhibits them.

Week 15

Nov. 22

Class at Park U.

Read Ch. 13, "What Are Your Job Options in Education?" and Ch. 15, "What Does It Mean to Be a Professional?

As you observed the non-instructional programs provided by the schools - Most impressive? Least effective?  Fostering too much of an entitlement mentality?

Abraham Maslow:  five ascending needs are (1) physiological, (2) safety, (3) social, (4) esteem, and (5) self-actualization. If you simplify and look at these from a child’s point of view – food, shelter, safety, acceptance or love, recognition of ones own value and personality.

According to Maslow’s theory, only unsatisfied needs are motivators. Without the first level being satisfied, persons can not progress. Once a need is satisfied, the next level emerges as a motivator. 

Journal: “What’s your attitude regarding non-academic programs? Can they be provided without sacrificing school’s academic focus?” Due Monday, Nov. 29.

Observation Summary and Booklet. This collection should contain: 1-copy of signed Observation Forms, 2-Summary to Observation Reports. Due – Monday, Nov. 29.

Week 16

Nov. 29

Class at Park U.

Collect all remaining assignments.

In my opinion, one of the ways my generation of career educators has fails is in policing our own ranks. We failed to remove those personnel who were a drag on the overall quality and improvement efforts.

Observation Booklet and Summary due (signed Observation Forms and Observation Summary).

Prepare for Final Exam. Final Exam may be in two parts – 1st portion will be take home exam and 2nd portion will be completed in the classroom. 

All assignments must be handed in when this scheduled exam concludes our semester.

Week 17

Dec. 6

Class at Park U.

Test Week

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

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 2010-2011 Undergraduate Catalog Page 95-96

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 .

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Last Updated:8/12/2010 9:08:40 AM