School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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 107 Career Inquiry in Education
SP 2011 HOA
MS Instructional Leadership in Curriculum and InstructionBA English/Liberal StudiesAA Education
M/W 11:00 to 12:00 and T/Th 10:00 to 1:00
January 10, 2011 to May 5, 2011
9:00 - 10:50 AM
Required: All Park University teacher candidates seeking certification and licensure must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions:
1. Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation.
Per Student (Prepaid)
Per Student, Per Year
2. Send an email to Carol Williams (email@example.com) with the following information:
· Your Name
· The Contract Period you wish to purchase
· Your student identification number
3. Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.
4. Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (firstname.lastname@example.org), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!
Journal articles and other handouts will be included as readings and assignments. Often the journal articles and other handouts are of recent publication so they are not listed in the syllabi, but will be provided through the library or reproduction. These handouts shouldbecome a part of your resource file/notebook for this class.
Textbooks can be purchased through the Parkville Bookstore
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 email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
This course presents the foundations of teaching in Early Childhood, Elementary, Middle and Secondary schools, and provides teacher candidates with opportunities to reflect upon and apply those basics. The facilitator’s educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. In my role as an instructor, I see the concepts of this course becoming more prominent each day. Student-Centered Learning is a transformational learning experiment that focuses on the development of students at risk who need the basic foundational academic core subjects: communications, reading, and writing, math and science. Students need educators and schools that provide a learning environment in which each student could direct his or her individual level of understanding and focus while learning from through commensurable academic activities, students author their learning and developed their skills with the guidance of nurturing teachers. Further, as part of the learning process, the learning environment intrinsically intertwined the principles of student-centered learning with transformation leadership. I have taught in various higher learning institutions and I am currently pursuing my PhD in Educational Psychology. Since lower level academic and behavior students are placed in learning alternative schools, transformational learning most importantly can play an intrinsic part in nurturing a self-actualizing society in the 21st century. I am greatly committed to the development of authentic learning that foster the self-actualization of each student. I consider myself a constructivist. I believe all students’ can learn; each student’s knowledge builds off of what they already know. When students are respected, safe and cared for, they tend to grow as productive citizens.
Learning Outcomes: Core Learning Outcomes
Class Assessment: Six Classroom Observations & Observation Reports: The observations are intended to give the student an overview of the education system. The visits are to be divided into two observations per school level. You are required to observe two early childhood/elementary, two middle school and two high school. 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. You are required to have the 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 over-all reflective essay-see rubric. All 6 observations are Required to pass course.
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 Questions and Note: Although the entire text will be read, each student will write answers to a chapter questions as assigned in the syllabus schedule. Answer will relate to chapter theme/issue, new terminology and points discussed in class that will assist one in becoming a more effective educator. An outline and closure activity for the chapter will be assigned. All outlines with notes, handouts, essay, reports, journals etc. will be compiled into a notebook.
Critiques and Journals: Critiques and Journals are assigned that assist in showing the instructor that students have an understanding of text and assignments. These critiques (discussion and writing activities) 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 assignments will not be made up if a student is absent as they are attendance/participation grade and should be turned in weekly as assigned. Students are required to write 7 to 10 Journals on pre-selected topics. See list below.
Attendance & Class Participation: In preparation of a career as an educator it is assumed that attendance at all classes are mandatory, Attendance is reflected in the Park University Student catalog. 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 absences will be excused with prior notice to the instructor or a doctor's excuse in this 16 week course.
Final: The Final will be rewritten edited Quality Indicators assigned in class (turned in) and an Essay. This will be discussed in class.
Grading: 6 Classroom Observations, each 25 points=150 points (See Core Assessment Rubric)
6 Observation Reports (120 points), Notebook (100 points)= 220 points (See Core Assessment Rubric)
Autobiography= (100 points)
Personal Interview of teacher --Presentation = (100 points)
In Class participation, (Critiques) activities and journals (100 points)
Resume and Cover letter (50 points each) = 100 points
Attendance= 100 points
Total points = 1170
Late Submission of Course Materials: The syllabus dates may upon class discussion be altered if there is a problem with the schedule. The observation reports, personal interview, autobiography, 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.
All work must be in the instructor's possession by the end of the assigned final's session on 05/06/11.
Classroom Rules of Conduct: Career Inquiry will often hold discussions that require students to be civil to each other when viewpoints differ on topics. As a professional education 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. If you have an emergency and need to use your cell phone, please 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 print your assignments.
Course Topic/Dates/Assignments: Spring 2010 – EDU 107 Career Inquiry Denise Lowe
Assignments and Due Dates
Introduction- Syllabus, Handouts, Overview of course.
Complete Learning Styles Preference and “When I received the call to Teach!” (Writing Assignment-activity)
Power Point—Bully Proof
Read Chapters 1 and 14
“When I received the call to Teach!”
Discuss observations and observation Reports, Personal Teacher Interview and Autobiography
* Share The call to Teach essays in groups of 3.
CW- Chapter Questions- (whole group)
Begin Autobiography (individual)
Read Chapters 2 and 3 Complete questions for discussion
Turn in Resume and Cover-letter.
Discuss journals and Quality Indicators and Test
Read Chapters 4 and 5
Turn in Autobiography
Read Chapters 6 & 7
Complete questions for discussion
Read chapters 7 & 8
Complete questions for discussion.
Complete observation and observation report
Read chapters 9 & 10
Read chapters 11 & 12
7 to 11
Regular Class Meeting this week
Discussion of observations and schools visited to date.
Turn in observation and reports
1,2 an 3
Work on Notebook
Test on chapter Questions and
Turn in Observations and reports 4, 5 and 6
Last day of Class
NOTEBOOKS Due Today
May 2 to 6
University Finals Week
This is a tentative schedule---holidays and breaks will fall in line with Park University’s schedule. We do not follow KCMO schedule. If for some reason the observation school is out, we will reschedule the observation.
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.
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 .
Last Updated: 01/10/11
Topics for EDU 107 reflections
Attachments:EDU107 Example attachment.doc
Last Updated:1/8/2011 1:30:16 PM