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EDU 107 Career Inquiry in Education
Maus, William A.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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 2011 HOB

Faculty

Maus, William A.

Title

Adjunct Faculty

Degrees/Certificates

Ed. Spec., Administration
M.S.Ed., Secondary Admin
B.A., Mathematics

Office Location

Copley Hall, Room 211

Office Hours

Wednesday (9:50 am to noon)

E-Mail

William.Maus@park.edu

billmaus54@gmail.com

Semester Dates

8/15/11 to 12/09/11

Class Days

-T - R-----

Class Time

1:00 - 1:50 PM, CO 12N

Prerequisites

none

Credit Hours

2


Textbook:


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

Also 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

$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

2. Send an email to Carol Williams (cwilliams@park.edu) with the following information:

  • Your Name
  • Your Major (Early Childhood Education, Elementary Education, etc…)
  • 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 (cwilliams@park.edu), requesting she provide your current education professors and academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!

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

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, students will meet face to face for ten (16) weeks and three (3) observations in 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.

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 comment through writing, 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 on-site observations.
  4. 4. Present Personal Interview of selected teacher.
Core Assessment:

Class Assessment:

Three Classroom Observations & Observation Reports, 175 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 elementary, middle school, and high schools and early education centers.  Students should visit a variety of school districts: urban, rural and suburban: public and private.  These observations are assignments and are not to interfere with scheduled class meetings.  There will be a written report form signed by the observed teacher and a typed report for each observation submitted into its appropriate "drop-box.".   At the close of the semester, observations will be compiled into a notebook, which will include a final reflective essay-see rubric.  Suggestions will be given, listing a variety of schools whose principals are willing to accommodate  the visits.


Critiques/Journals, Total 100 Points +/-:  Critiques and journals are based on 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 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 based on class discussion, readings and quality indicators.

 

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

Grading:

175 points - 3 Classroom Observations (25 points each), including Final Observation Essay & Notebook (100 points)

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: 600+/- 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 week.  Any work submitted two weeks late, will be docked 30% and 50% or 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 up 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 electronically will be returned regularly.  Individual exceptions to deadlines are to be cleared ahead of time.

Classroom Rules of Conduct:

 

Career Inquiry in Education will often hold discussions that reveal differing points of view.  These require students to be civil to each other when viewpoints differ.  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

Activities, Topics

Assignments

Week 1

Aug. 16, 18 – 1:00-1:50 PM

 

 

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

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

Read Chapter 1, Why Teach?  

Journal Topic: Why are you choosing teaching career (intrinsic or extrinsic rewards)? DUE 08/25/11, 5:00 (put down a few notes/think about, What brought you here?  Do these things affect the type of teacher you will become?)

Week 2

 Aug. 23, 25 – 1:00-1:50 PM

Robert Fried, The Passionate Teacher - What is the context of your motivations to teach?  Is it based on 1-the students, 2-curriculum or subject matter, 3-inspired by former teacher, 4-to improve future and/or community, 5-getting my summers off?

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

Passionate Teacher: Content, The Game, The Stance, The Student, The Course.  Journal: Classify your passion for teaching and Why? Due 09/01/11, 5:00

Week 3

 Aug. 30, Sept. 1

          – 1:00-1:50 PM

Teaching is a Career, Job, Calling, or What Dad or Mom did.  What’s the base of your choice to pursue education as a career (intrinsic or extrinsic rewards). 

Discuss how to complete Classroom Observation Reports, Observation Booklet, and Summary due Nov. 30, Teacher Interview due Monday, Nov. 14.

Complete reading Ch. 14, What can a New Teacher Expect?

Journal: What are important factors supporting a new teacher? DUE 09/08/11, 5:00 PM

 

Week 4

 Sept. 6, 8 – 1:00-1:50 PM

Class Discussion:

DESE Standards

1 - Factors supporting a new teacher.

2 - Dispositions and Quality Indicators.

What is “classroom climate” or school climate? Does it mean are the AC and heater working?

Does the classroom climate impact your thinking; is this reflected in your choices?

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

Journal: “Where should you find a friend?” As a first year teacher, where should you go for support and help?  Another new teacher OR administrator, experienced teacher, mentor, friend in another school, my pillow as I cry myself to sleep!  DUE 09/15/11, 5:00.

Week 5

 Sept. 13, 15 – 1:00-1:50 PM

Why are these important?  Room arrangement, posters/charts, visibility issues (if any), and opportunity for teacher to gain and maintain focus, support and help given to teachers at the beginning of the school year.

You Tube – Time Bomb, “One Drop Out Every 26 seconds.”  To foster thinking/discussion about continuing challenges for teachers.

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

Week 6

 Sept. 20, 22 – 1:00-1:50 PM

The role of attitudes - office staff, teachers, and students.  Are these people welcoming and talking/bragging about the school-students and their academic successes?

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?

Journal: Structure, routines, need for order - do the expectations of principal, teachers and parents match?” DUE 09/29/11, 5:00.

Week 7

 Sept. 27, 29 – 1:00-1:50 PM

What non-instructional programs operate within school?  Breakfast, lunch, Health and Dental Clinic, weekend “Back Packs”, Social Worker, parenting classes, even English Language classes, Adventure Clubs, etc.

 

Read Ch.7 "What Should Teachers Know About Technology and Its Impact on Schools?"

Journal: Should schools focus on academics or solving social problems?”  Can you be accused of not keeping the academic focus we need to improve student achievement? Answer that one!!!  DUE 10/06/11, 5:00.

Week 8

 Oct. 4, 6 – 1:00-1:50 PM

Shift Happens 2010 –

Did you Know?

My head is exploding!  I remember when during flight testing, they really didn’t know if it was possible to fly faster than the speed of sound.  Russia beat the US into orbit.  US won race to the moon.  Atomic Attack safety drills.

Journal:  What do you believe you can possibly do to remain up to date and relevant to your students?  Due 10/27/11, 5:00.

Week 9 - Oct.  16 – 22

Fall Break

 

Week 10

Oct. 25, 27 – 1:00-1:50 PM

School Improvement Initiatives - Is the academic focus of the school echoed in posters, staff attitude, and most importantly a “get down to business” effort of whole staff?

It hasn’t worked so far 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, bringing 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.”

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

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

Due 11/03/11, 5:00.

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

Journal: (two paragraphs) “Should there be a Standard Curriculum across the states?”

Week 11

Nov. 1, 3 – 1:00-1:50 PM

Teacher Interview due by Monday, Nov. 14.

Town School, Latin Grammar School (college prep), traveling teacher (Ichabod Crane?), “Equal but Separate” public schools, space race, moving from industrial model, …..

 

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

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 11/10/11, 5:00.

Week 12

Nov. 8, 10 – 1:00-1:50 PM

Issues, problems or situations that lead to legal and ethical issues.

Principals/HR interview and select teachers, superintendents recommend teachers.  Only the School Board can actually hire the teacher and provide a contract.  School Board members are patrons of the district selected by the voters, serving without pay.

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

Journal: What problems would you think will provide the biggest issues for you regarding ethical standards and ideals? (give three or four) Would they involve scoring/grading, student issues, private social issues, parents?   Due 11/17/11, 5:00.

Week 13

Nov. 15, 17 – 1:00-1:50 PM

What makes a teacher effective?  Is effectiveness rolled up with/into skills-knowledge-dispositions?

Serious comparison is needed between what is seen as “Best Practices” and the Dispositions upon which you will be judged.

 

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

Teacher Interview: due Monday, Nov. 14.

Journal: What makes a teacher effective?” DUE 11/23/11, 5:00.

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

Week 14

Nov. 22, 24 – 1:00-1:50 PM

William Glasser:  Fundamental needs for survival, love and belonging, power, freedom, and fun.  Glasser’s Choice Theory -our motivations, actions, and behaviors are attempts to satisfy these needs.

Abraham Maslow:  Hierarchy of needs - 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. 

Read Ch. 15, "What Does It Mean to Be a Professional?

Journal: “What’s your attitude regarding non-academic programs? Can they be provided without sacrificing school’s academic focus?”  Due 12/01/11, 5:00.

 

Observation Summary -   This collection should contain: 1 - copy of signed Observation Forms, 2 -Summary of Observation Reports.  Due – Monday, Nov. 28.

Week 15

Nov. 29, Dec. 1 – 1:00-1:50

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

DUE - Observation Booklet and Summary (copies of signed Observation Forms and Observation Summary).

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

Week 16

 Dec. 6, 8 – 1:00-1:50 PM

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 2011-2012 Undergraduate Catalog Page 93

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 2011-2012 Undergraduate Catalog Page 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 2011-2012 Undergraduate Catalog Page 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 .


Attachments:
How Classroom Observations[1].doc

Observation Form.doc

TeacherInterviewQuestions.doc

Knowledge-Skills-Dispositions.doc

ShortVersionKnow-Skill-Disposi.doc

Bloom's Taxonomy.doc

HowardGardnerMultipleintelligences.doc

Writing Samples.doc

Copyright:

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Last Updated:8/19/2011 1:17:26 PM