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Education Major Version

EDU 210 The School as a Social System
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 210 The School as a Social System

Semester

FA 2010 HOB

Faculty

Sportsman, Michel A.

Title

Assistant Professor; Director of Field Experiences

Degrees/Certificates

Ph.D.   School Administration
Ed. S.  School Administration
MAEd  Curriculum and Instruction

Office Location

316 Copley Hall

Office Hours

M-F  12:00 - 3:00 p.m.

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

1:30 - 2:45 PM

Credit Hours

3


Textbook:

Ornstein, A., Levine, D. & Gutek,G. (2011).  Foundations of Education 11th Ed.  Belmont, California:Wadsworth Cengage Learning Publ.
ISBN  978-0-495-80895-4
 
 

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 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

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1.      Your Name

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http://area.net/pubs/er
 

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Course Description:
EDU210 (MGE): The School as a Social System: A survey of the historical, philosophical and legal foundations of American education. Also a study of the various school systems in the United States. Selected educational problems, issues and practices will be examined in light of current social conditions.3:0:3.

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.  Teaching is the generator of other professions and a guarantor of American Democracy.  Understanding the foundations of the teaching profession is essential to building ownership of and membership in the profession and is, therefore, essential to the future of the nation.  The instructor is invested in the success of each future teacher.  The instructor believes in interactive learning with discussion and reflection as central to the process of acquiring the necessary attributes of effective teachers.  The professor strives to respect and implement diverse learning styles, collaboration, and construction of knowledge as central to adult learning in the 21st Century.
 

Learning Outcomes:
  Core Learning Outcomes

  1. Identify, describe, and explain key concepts related to the USA's historical, philosophical, social, political, legal, and global issues in the field of education.
  2. Develop a comprehensive synthesis on the cultural context of education by focusing on teachers and learners, teachers and teaching, students and schools, and schools and society.
  3. Define, describe, and analyze five or more critical issues of diversity in schools.
  4. Demonstrate knowledge and effective use of professional literature in the field of education.
  5. Examine the teaching profession through personal reflections and by engaging in thoughtful discussions with peers.
  6. Write a personal philosophy of education grounded in six or more beliefs, supported by three or more evidenced-based theories, which are also tied to best practice within the field of education.
  7. Demonstrate a thorough applied knowledge on the concepts and operations of electronic assessment and portfolio systems.


Core Assessment:

All Park University courses must include a core assessment that measures the relevant Core Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities.  The core assessment for this course is the philosophy of education.  The philosophy will be developed throughout the course and completed at the end of the 4th module. (200 points)  While this activity is required, its weight related to the grade computation is to be at least 20% of the total grade for the course.  (Rubric Attached) {Assesses outcomes 1, 2, 3, 5, 6}


 

Link to Class Rubric

Class Assessment:

 
Participation in Class Dialogue and Activities.  Students must complete all reading assignments and discussion questions weekly.  Reflection on events and activities in each class are essential.
 
Class Presentations.  Small group presentations will be made by either pairs of triads.  Groups will research an educational thinker, philosopher, pioneer, or educationally significant historical event and report to the class on the impact of this person or event on modern educational practice.  Each presentation will include a power point, handout(s), and discussion.  Individual contribution and group collaboration are part of the final grade.
 
Personal Philosophy Statement (Core Assessment.)  Using rubrics and guides provided by the instructor, students will create at least three drafts of a personal philosophy of education by the end of the semester.  The philosophy statement will be based on course readings, discussions, and activities as well as the student's personal experiences in the field.  Students will cite references especially when addressing educational theory.  Each student will engage in two peer reviews and submitted to the instructor for final review.  This artifact will be the second item in your teaching portfolio as required by the Missouri Department of Elementary and Secondary Education (DESE) and the Park University School For Education.  Philosophy statements must contain all 7 required elements.

Grading:

A project packet including specific information regarding all work product requirements and scoring guides will be distributed in class.
 
Grading Plan:
 
Participation and attendance      100 points  (Attendance and participation will include performance on reflections and quizzes as assigned.)Presentations                               50 points
Philosophy Statement                 100 points
School Board Visit                       50 points
School Visits                                60 points
 
360- 324   A
323 - 288   B
287 - 252   C
251 - 216   D

Late Submission of Course Materials:
Timeliness of all assignments is important.  Class members are expected to adhere to the posted assignment schedule.  However, late work may be accepted if there are compelling reasons.  Up to twenty percent of the total assignment value may be deducted if the professor accepts work as late.  It is the candidate's reponsibility to contact the instructor for clarification or explanation prior to the due date of any assignment if he/she does not understand an assignment.  In rare instances, the instructor may allow for extra time for the entire class due to unforeseen complications (including bad weather or class cancellations.)

Classroom Rules of Conduct:

 
General Policy:
The policy on appropriate conduct as outlined in the student handbook will be observed and administered.  Students who choose to use computers in class are responsible for their appropriate use while in class and when using them to complete assignments for the class.  Students are expected to bring suitable note-taking and writing materials with them to class as part of reasonable preparation. 
 
In addition and specifically, all students are expected to:
 
1.  ...   attend all class sessions. 
 
2.  ...   arrive on time and prepared for class sessions.
 
3.  ...   participate in the discussions and class projects/activities.
 
4.  ...  complete weekly assignmemts.
 
5.  ...  use appropriate vocabulary, professional language, and conduct during class.
 
6.  ...  demonstrate positive and enthusisastic dispositions.
 
7.  ...   monitor their completion of required assignments so that they are finished on time with a high level of professionalism.
 
 
Mobile Phones and Messaging:
Mobile phones are to be turned off during all class time.  Text messaging (receiving or sending) is not permitted at any time during class.  Students who must have a phone turned on for emergency reasons must advise the instructor and keep the phone on vibrate mode.
 
Written Assignments:
Be sure to attend the writing center to revise and edit your papers completely before turning them in.  References should be cited using APA format within the contents of the paperAll papers should be saved for future revision and as a back-up in case work is lost or damaged.  Any paper that receives a grade lower than 90%, may be revised one time only and resubmitted for grading.
 
When Visiting:
Any time you visit a school, school board, or any other school-related agency, students are reminded that they are the living representatives of Park University and the School For Education.  We are guests in these facilities, and it is a privilege to be allowed into them.  Be sure to plan and act accordingly.  Professional dress and behavior are always required whenever observing or participating in school activities. 

Course Topic/Dates/Assignments:

EDU 210: Schools as a Social System

Week

Dates

Readings & Assignments

In-Class

Week 1

 

Syllabus

Introductions;

Review of syllabus

 

Chapter 1, “Motivation, Preparation, and Conditions for the Entering Teacher

Discussion of Board of Ed assignment

Chapter Discussion

Week 2

 

Chapter 2, “The Teaching Professions”

Form Class presentation groups

Chapter Discussion

 

Attend board of education mtg.

 

Week 3

 

Chapter 3, “World Roots of American Education

 

Attend board of education mtg

 

Week 4

 

Chapter 4, “ Pioneers of Modern Teacher”

 

 

Board of Ed paper due

In class discussion of Board of Ed. Meetings attended

Class presentation topics chosen

Chapter Discussion

Week 5

 

Chapter 5, “Historical Development of American Education”

The Common School 1770-1890

Chapter Discussion

 

The Common School 1770-1890

Chapter Discussion

Week 6

 

Chapter 6, “Philosophical Roots of Education

As American as Public School 1900-1950

Chapter Discussion

 

As American as Public School 1900-1950

Chapter Discussion

Week 7

 

Chapter 7, “Governing and Administering Public Education

Discussion of Class Presentation

Chapter Discussion

 

Chapter Discussion

Week 8

 

Chapter 8, “Financing Public Education”

Chapter Discussion

Thurs, Mar 4

Class Presentation topics due

Discussion of Philosophy of Education paper

Chapter Discussion

 

Week 10

 

Chapter 9, “Legal Aspects of Education”

Chapter Discussion

 

Class presentation

Week 11

 

Chapter 10, “Culture, Socialization, and Education

Chapter Discussion

 

Class presentation

Week 12

 

Chapter 11, “Social Class, Race, and School Achievement

A Struggle for Educational Equality

Chapter Discussion

 

Class presentation

Week 13

 

Chapter 12, “Providing Equal Educational Opportunity

A Struggle for Educational Equality

Chapter Discussion

 

Philosophy of Ed paper to peer

Class presentation

Week 14

 

Chapter 13, “The Purposes of Education”

Chapter Discussion

 

Peer responses to Philosophy of Ed paper handed back

Class presentation

Week 15

 

Chapter 14, “Curriculum and Instruction

Chapter Discussion

 

Philosophy of Ed paper due

Class presentation

Week 16

 

Chapter 15, “Effective Education: International and American Perspectives

The Bottom Line in Education 1980-

Chapter Discussion

 

Class presentation

Week 17

 

Chapter 16, “School Effectiveness and Reform in the United States

The Bottom Line in Education 1980-Present video

Chapter Discussion

 

Final Philosophy of Ed paper due

Chapter Discussion

Finals 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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis, Synthesis, and Evaluation                                                                                                                                                                                                                        
Outcomes
1, 2, 3, 5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
-The artifact examined and analyzed the historical, philosophical, social, political, legal, and global issues in education.   -Developed a comprehensive synthesis of evidenced-based theory and practice related to teachers and learners in the context of schools in our society.  -Presented and defended an educational philosophy reflecting 7 or more beliefs and more than 3 beliefs are supported by  evidenced-based theory and practice in the field of education. -The artifact analyzed the historical, philosophical, social, political, legal, and global issues in education.   -Developed a synthesis of evidenced-based theory and practice related to teachers and learners in the context of schools in our society.  -Presented and defended an educational philosophy reflecting 6 or more beliefs and more than 3 beliefs are supported by  evidenced-based theory and practice in the field of education. -The artifact provided a discussion on the historical, philosophical, social, political, legal, and global issues in education.   -Provided an essay on evidenced-based theory and practice related to teachers and learners in the context of schools in our society.  -Presented and defended an educational philosophy reflecting 5 or fewer  beliefs and less than 3 beliefs are supported by  evidenced-based theory and practice in the field of education. -The artifact presents ideas that are not documented or related to sound educational theory or philosophy.  Contains misuse of terms, which do not reflect mastery of sound educational theory or philosophy. 
Application                                                                                                                                                                                                                                                
Outcomes
1, 2, 3, 5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
-The artifact applied both knowledge and understanding of the foundations of education, evidenced-based theory, and practice in education; personal examples or insights are included.  -The artifact or philosophy reflects exemplary insights of the writer's future within their chosen  professional field; students, who plan to teach, should write to their future as an educator. -The artifact moderately applied both knowledge and understanding of the foundations of education, evidenced-based theory, and practice in education; personal examples or insights are included  .-The artifact or philosophy reflects appropriate insights of the writer's future within their chosen  professional field. -The artifact minimally applied both knowledge and understanding of the foundations of education, evidenced-based theory, and practice in education; personal examples or insights are included.  -The artifact or philosophy reflects little insight into  the writer's future within their chosen  professional field. Artifact presents confusing verbiage that is difficult to follow and lacks professional language. 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
1, 2, 3, 5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
-The artifact provided evidence on the mastery of the demands of writing an educational philosophy.  A deep understanding of educational terminology, ideas, and issues is documented through the use of a professional language and style and efficacy in its organization.  The philosophy's thesis is thoroughly and persuasively argued; organization is logical, supporting arguments are linked and arranged persuasively.  Transitions create a unified philosophy.   -For education majors, the philosophy reflects a relationship to SPA standards, MoSTEP standards, and education portfolio standards.  -A minimum of 4 pages with no errors in written conventions (no slang) ; (correct sentence structure, punctuation, grammar, paragraph indention, date reference, word choice, typing, and spelling). -The artifact moderately provided evidence on the mastery of the demands of writing an educational philosophy.  A deep understanding of educational terminology, ideas, and issues is documented through the use of a professional language and style and efficacy in its organization.  The philosophy's thesis is thoroughly and persuasively argued; organization is logical, supporting arguments are linked and arranged persuasively.  Transitions create a unified philosophy.   - For education majors, the philosophy reflects a relationship to SPA standards, MoSTEP standards, and education portfolio standards.   -A minimum of 3 pages with no errors in written conventions (no slang) ; (correct sentence structure, punctuation, grammar, paragraph indention, date reference, word choice, typing, and spelling). -The artifact minimally artifact provided evidence on the mastery of the demands of writing an educational philosophy.  A deep understanding of educational terminology, ideas, and issues is documented through the use of a professional language and style and efficacy in its organization.  The philosophy's thesis is thoroughly and persuasively argued; organization is logical, supporting arguments are linked and arranged persuasively.  Transitions create a unified philosophy.   -For education majors, the philosophy reflects a relationship to SPA standards, MoSTEP standards, and education portfolio standards.   -Less than 3 pages with several errors in written conventions (slang, correct sentence structure, punctuation, grammar, paragraph indention, date reference, word choice, typing, and spelling). -Multiple incorrect sentence structures, spellings, and/or grammar included. Less than two pages with multiple errors in written conventions (slang, correct sentence structure, punctuation, grammar, paragraph indention, date reference, word choice, typing, and spelling 
Competency Other Literacies (or Disciplinary Competency)                                                                                                                                                                                                   
Outcomes
MoSTEP 1.2.4.1; 1.2.2.1, 1.2.2,2, 1.2.2.3, 1.2.9.1, 1.2.9.2, 1.2.9.3, Conceptual Framework knowledge 1A, 1D, 3F, Skills 2A, 3C, Dispositions 3B, 3D, 4C, 2B, 2A, 5A                                                                                                                                                                                                                                                                                                                                                  
Accurate presentation of 7 or more beliefs.  More than three of the beliefs are supported by an appropriate, respected philosopher (ies) or theorists.  Personal examples or insights are included.  Essay demonstrates a deep understanding of educational terminology, ideas, and issues and written in a professional style and unique or enticing organization.  Essay reflects insights of the writer's future as an educator.  Correct sentence structure, punctuation, and grammar.   Transitions create unified essay.  Minimum four pages.  Professional language/ No slang terms. Accurate presentation of 6 beliefs.  Three of the beliefs are supported by an appropriate, respected  philosopher(ies) or theorists.  Essay written in a professional style, with clear and correct terminology, and with logical organization.  Essay demonstrates a grasp of educational terminology, ideas, and issues.  Essay reflects insights of the writer's future as an educator.  Correct sentence structure that utilizes transitions.  Minimum three pages.    Professional language/no slang terms. Presentation of 5 or fewer beliefs.  Less than three beliefs are supported by philosophers(ies) or theorists.  Essay written in a casual style with unclear usage of terminology and some illogical organization.  Essay reflects little insight into the writer's future as an educator.  Some incorrect sentence structures, spelling, and/or grammar exhibited.  More transitions are needed.  Less than three pages.  Weak professional language and/or contains a slang term. Essay is a rambling of ideas not documented or related to sound educational theory or philosophy.  Several incorrect sentence structures, spellings, and/or grammar included.   Choppy and confusing verbiage that is difficult to follow.  Less than two pages.  Lacks professional language and contains slang terms. 
Competency Other Literacies (or Disciplinary Competency)                                                                                                                                                                                                   
Outcomes
MoSTEP 1.2.11.1 Conceptual Framework: Knowledge 2D, Skills 2F, 3A; Dispositions 2D                                                                                                                                                                                                                                                                                                                                                                                                                                   
In portfolio document, introductory sentence is included; Essay defines “technology operations” and “technology concepts.” Two or more examples of “technology operations” are identified and explained as related to adding their philosophy of education to an electronic portfolio and assessment system.. In portfolio document, introductory sentence is included.  Essay defines “technology operations” and “technology concepts”.  One example of “technology operations” are identified and explained as related to adding their philosophy of education to an electronic portfolio and assessment system    









 
In portfolio document, introductory sentence is included. Essay weakly defines “technology operations” and “technology concepts.” examples of “technology operations” are identified and explained as related as related to adding their philosophy of education to an electronic portfolio and assessment system









 
In portfolio document, missing artifact and its application to this indicator.  No introductory sentence on electronic portfolio development, and several mistakes in sentence structure, grammar. 

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Last Updated:10/15/2010 12:20:06 PM