EDU107 Career Inquiry in Education

for SP 2011

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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 107 Career Inquiry in Education


SP 2011 HOA


Lowe, Denise


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

Office Location

Copley 213

Office Hours

M/W 11:00 to 12:00 and T/Th 10:00 to 1:00

Daytime Phone


Other Phone



Semester Dates

January 10, 2011 to May 5, 2011

Class Days


Class Time

9:00 - 10:50 AM

Credit Hours



COURSE TEXTBOOK(S): Cooper, R. (2010).Those Who Can, Teach.    (12th ed.) Boston, MA   ISBN: 13:978-0-547-20488-8.   

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. 

 Contract Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year



 2 years



 3 years



 4 years



 5 years



6 years



2.      Send an email to Carol Williams ( 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 (, 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

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:
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:

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

  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
  4. Application: Describes classroom management observed specific to text, chapter 6 (academic engaged time, scaffolding, wait-time. Outcomes.
  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

Core Assessment:

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.

Midterm: Your midterm is Quality Indicators 1.1 and 1.1.1. We will discuss writing QI and rubrics in week 4. Every Quality Indicator and Performance Indicator must be evaluated on the 0 to 3 scale. A passing score is a level 2.
Editing:  Quality Indicators will be peer edited prior to my final editing. Once I have edited you QI, you will make corrections and turn in your essays for points. You will not points until the final papers are rewritten and turned in.
Personal Teacher Interview: You will select a teacher who has taught a K to 12 grade level for at least 3 years. I have ten required questions that you will ask your selected teacher. You will add an additional 4 questions to ask your teacher in the interview. See course guide for date of Personal Teacher Interview presentation.
Resume and Cover letter-You will write a research education resumes and and bring one to class to discuss with peers. Each student will write a personal Resume and.

Final:  The Final will be rewritten edited Quality Indicators assigned in class (turned in) and an Essay. This will be discussed in class.

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

Midterm 100 points
Final Essay  100 points

Edited Quality Indicators (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.

In class writings and activities are considered participation grades and cannot be made up if absent. 
 I will accept late work if we discuss reasons for late assignment and I agree that your reason warrants the late assignment prior to submission. 

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


Tentative Schedule

Assignments and Due Dates

Week 1

Jan 10

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

Complete questions for discussion
Research a professional Education Resume and Cover letter--Bring a copy to class.

Week 2

Jan 17

 (no class)


“When I received the call to Teach!”

Due Jan 24
Begin writing personal -- Resume and Cover Letter

Week 3

Jan 24

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.

Week 4

Jan 31

Discuss journals and Quality Indicators and Test

CW- Chapter Questions- (whole group)

Read Chapters 4 and 5

Turn in Autobiography

Week 5

Feb 7

Observation #1

Read Chapters 6 & 7

Complete questions for discussion

Week 6

Feb 14


Observation #2

Monday Morning

Read chapters 7 & 8

Complete questions for discussion.

Complete observation and observation report

Week 7

Feb 21

(no class)

Monday Morning

Instructor will give Assignment-Teacher Packet

Read chapters 9 & 10

Complete questions for discussion.

Complete observation and observation report

Week 8

Feb 28 

Observation #3

Monday Mornings

Read chapters 11 & 12

Complete questions for discussion.

Complete observation and observation report

Week 9


 7 to 11

Spring Break


Week 10

March 14

Regular Class Meeting this week

Discussion of observations and schools visited to date.

Did you observe and feel a “get down to business attitude” among staff and administration in the schools visited?
1st Quality Indicator- Peer Editing
Discuss chapter questions
Instructor Activities today

Turn in observation and reports

1,2 an 3

Work on Notebook

Week 11

March 21

Observation #4

Monday Mornings

Complete observation and observation report

Week 12

March 28

Observation #5

Monday Mornings

Complete observation and observation report

Week 13

April 4

Observation #6

Monday Mornings

Complete observation and observation report

Week 14

April 11

Test on chapter Questions and

 Quality Indicator 2 Editing
Instructor Activities today

Turn in Observations and reports 4, 5 and 6

Week 15

April 18

April 20

Personal Teacher Interviews (Presentations)
Complete Chapter Discussions
Discuss Teacher Packet Activity
Review Notebook organization
All Teacher Interview essays are due today!!!!!
Collect all assignments today

Week 16

April 25

April 27

Final Exam 

Last day of Class


Week 17

May 2 to 6

University Finals Week

Comments: This is only a tentative schedule to begin discussions between us. During the past two semesters, my students have generally liked observations that followed each other on consecutive weeks BUT wanted a chance to get back in the classroom to discuss  what their classmates were observing and the reactions. The students felt they had a better understanding of what to look for when in the schools/classrooms. 

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 ( or Park University 2010-2011 Undergraduate Catalog Page 92

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: .

Additional Information:

Last Updated: 01/10/11

Topics for EDU 107 reflections


    1. Do school mottos and bulletin boards reflect achievement goals, nature of personal interactions with teachers, and academic performance?
    2. Are students kept informed of their progress at your sites?
    3. What are the physical conditions of the buildings and procedures for insuring student safety?
    4. How diverse are your observation classrooms?
    5. How did your observation teacher include students with exceptionalities? (disabilities, culture, language)
    6. What type of technology is used in the classroom? Are you familiar with all of the technology used?
    7. Did you notice a particular management style that was effective for the grade level you observed?
    8. How do local school districts and communities influence new policies?
    9. Did you notice any teacher/teacher collaboration or instruction?
    10. Were you aware of major interest of instruction for the students in any particular classroom?


EDU107 Example attachment.doc


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Last Updated:1/8/2011 1:30:16 PM