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EDU 107 Career Inquiry in Education
Hayes, Alicia G.


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

U1T 2012 DL

Faculty

Hayes, Alicia G.

Title

Adjunct Professor of Education; Course Developer

Degrees/Certificates

PhD in Post Secondary and Adult Education
MEd Secondary Education; Counseling Psychology
B.S. Social Sciences (Political Science,  History, Psychology)

Office Location

Virtual

Office Hours

I am in the course room daily and am happy to chat or IM as needed. Please email me with your request so we can establish a mutually convenient date/time.

Daytime Phone

502-819-9183

E-Mail

Alicia.Hayes@Park.edu

thehayes4@gmail.com

Semester Dates

June 4, 2012 to July 29, 2012

Class Days

As an online course, you are able to log in as desired as long as you meet the due dates and deadlines for assignments.

Class Time

As an online course, there are no specific class times. The course is available 24/7.

Prerequisites

None

Credit Hours

2


Textbook:
 

Those Who Can, Teach by Ryan Cooper 12th Edition

ISBN-10: 0547204884 ISBN-13: 9780547204888   
 
 
 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Foliotek

Please Note: All Park University School for Education candidates seeking a degree in Education (certification and non-certification tracks), 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 (carol.williams@park.edu) with the following information:

a. Your Name

b. The Contract Period you wish to purchase

c. Your student identification number

d. Note: Students on a non-certification early childhood track, Teaching Young Children or Early Childhood and Leadership, need to request purchase of the NAEYC portfolio).

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 (carol.williams@park.edu), requesting she provide your current education professors and an academic advisor (list them) access to view your portfolio. It is imperative you complete this final step.

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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
EDU 107 Career Inquiry in Education:  The course is designed to introduce students to the American educational system. An overview of the various types of PK-12 educational opportunities including public, charter, and private schools in urban, suburban, and rural settings is provided. Course topics include teaching as a career, knowledge, skills and disposition in education, agencies that regulate educational opportunities in America, standards, frameworks, and accountability. 2:0: 2

Educational Philosophy:
 

My educational philosophy is focused in the Constructivist philosophy encouraging student learning through construction of knowledge. To accomplish this, I believe interaction in discussions, readings, lectures, quizzes, and writings are vital to construction of knowledge, application of knowledge to teaching, development of self-reflective skills, and critical thinking. I also believe that engagement and interaction contributes and advances effective teaching practices. I perceive my role as a guide and mentor rather than a direct instructor as learners construct knowledge and use Andragogical principles in learning.
 
As a former public education teacher, cooperating teacher for student teachers, and mentor to first year teachers,  I embrace the role of a scholar-practitioner.  I use research, best practices, professional development and continued participation in course work to enhance my professional knowledge while also applying the scholarly elements to practical application in the classroom. 

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:
 

All Park University courses must include a core assessment that measures the relevant Departmental 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 final proctored exam and will account for 20% of the total final grade. This 1-2 page exam is a summative, reflective essay on course content, observations, and critical reflection into teacher.   The other forms of assessment in this course will include reflective journals, participation, a mid term essay, quizzes, handouts, and e-entries. See the "Learning Outcomes" and "Grading Plan" for more information.

Class Assessments:
The course includes discussions, e-entries, quizzes, reflective journal writings reflections, essays, observations, teacher interview, and a handout.

Discussions:

Students will participate weekly in a discussion. The discussion topics are provided for you each week in the course room with further instructions provided as needed. Each discussion topic focuses on the weekly content and its application to self as teacher. 

E-entries:

The course includes 2 e-entries which are short responses to a provided topic based on weekly content.

Quizzes:

The course includes 2 quizzes based on weekly content and learning.

Reflective Journal Writings:

The course includes 8 reflective journal writings that will be completed and submitted weekly. The focus of the reflective journal writings will be applying weekly content to self as teacher and the development of self-reflective skills.

Essays:

The course includes 2 essays; one midterm and one final proctored exam. 

Observations:

The course requires 3 teacher observations which you will schedule. Further information is provided in Week One in the course room. You will submit the locations, grades, dates, and times of your scheduled observations in the course room during week 3.

Teacher Interview:

The course includes an interview with a teacher of your choice.

Handout:

The course includes development of a handout in week 3. Further information is provided in week 3 in the course room.

 
 

Grading:
Grading:

All assignments in the course include point values and rubrics for scoring. Please review the rubrics and point values for each assignment.

1000 pts. total for course

A=90-100

B=80-90

C=70-80

D=60-70

F=59 and below


Discussions: 8 @ 25 pts. each=200 pts.  or 20% of grade

E-entries: 2 @ 25 pts. each=50 pts. or 5% of grade

Quizzes: 2 @ 10 pts. each=20 pts. or 2% of grade

Reflective Journal Writings: 8 @ 25 pts. each=200 pts. or 20% of grade

Essays: 2 @ 100 pts. each =200 pts. or 20% of grade

Observations: 3 @ 50 pts. each=150 or 15% of grade

Observation site submission in week 3: 1 @ 30 pts=30 pts. or 3% of grade

Teacher Interview: 1 @ 100 pts. =100 pts. or 10% of grade

Handout:  1 @ 50 pts. = 50 pts. or 5% of grade

Grading is based on rubrics provided in the course and attention to the requirements posted during weekly assignment descriptions. Please review rubrics and assignment descriptions before submitting your assignments.

Late Submission of Course Materials:
 

Latework is not accepted except in extreme circumstances and with required documentation. Because of the amount of work required for this class, I highly recommend you develop a schedule and work on each assignment as soon as it is posted. Please allow time for technical glitches as they do arise. Please contact me ASAP (the day of the occurrence and no more than 2 days afterwards) if you are experiencing an extenuating circumstance which affects your ability to abide by the due dates, and this policy will be reviewed on a case-by-case basis. However, only in extreme situations will reconsideration be granted.

Any actions for course work involving military TDY or deployments are to be documented in writing per Park University policy. Therefore, if you are a service member and experience a deployment or TDY which affects your ability to meet the course deadlines, please let me know ASAP and provide supporting documentation (TDY orders, letter from supervisor stating TDY, etc.).

Please be advised of the weekly due dates as our week is considered Monday thru Sunday. Each new week begins on Monday for our course and each week ends on Sunday at midnight CST.

All discussion responses are due by Wed., 11:59 p.m. CST of the week they are assigned. The two responses to peers are due by Sunday, 11:59 p.m. CST.  

All e-entries, quizzes, teacher interviews, exams, observations, observation sites, and reflective journal entries are due by Sunday, 11:59 p.m. CST. 

The handout for week 3 is due by Wed., 11:59 p.m. CST and is submitted into the week 3 discussion thread.

Any changes to this schedule will be emailed and posted in the course room announcements.

Classroom Rules of Conduct:
 

Class participation and discussion are a critical component of the course. It is expected that all learners will conduct themselves in a professional manner. Likewise, any discussions and dialogues are to be courteous and respectful. Online posting, like email, can be misconstrued. Please be mindful of how others may interpret your words or tone. Furthermore, please be open-minded of others' perspectives, opinions, and thoughts and use differing opinions and perspectives as a means to think outside our own experiences and understanding.  We are learners in a diverse world and will teach diverse students.  Learning from one another and with one another allows us to be teachers who are truly representative of our students' diversities, perspectives, opinions, and understandings. We may not all agree, but how we disagree matters greatly!

Please be respectful of others by responding to their questions and/or comments!


I will be in the discussion threads a minimum of 4 times a week, posting comments and questions to help delve deeper and/or more broadly in our discussion of a specific content. I also focus on applicability and transference of learning to encourage you to apply the information to yourself as a learner or as a teacher as well as challenge you to consider why you think what you do and what contributes to your viewpoints.

Course Topic/Dates/Assignments:
 

W   Week One

Why Teach? What is the Purpose of Education?

  • Read pg. 1-24 in your text.
  • Read pg. 29-42 in your text
  • Read 2 articles provided for you in Week One Reading
  • Review Lecture 1 and 2 provided for you in the course room.
  • Complete Discussion; topic is provide in the course room.
  • Complete 1st reflective journal on the reasons you want to teach (rewards, motivations, etc.)
  • Complete e-entry.
  • Prepare for observations.

Week Two

Teacher Demeanor, Dispositions, and Ethics

  • Read Read pg. 236-248 in your text.
  • Review “Code of Ethics and Teaching Standards” pg. 246-247 in your text.
  • Read pg. 171-177 in your text. These pages provide additional insight into the attitudes of effective teachers which correlates to the dispositions and demeanors of teachers and their interactions and collaboration with students, parents, and peers. These readings also present you with additional self-reflection and how this also impacts your teaching dispositions
  • Review lectures in course room.
  • Complete discussion; topic has been provided for you in the course room.
  • Complete quiz in the course room.
  • Complete reflective journal entry.
  • Prepare for observations

Week Three

 What is meant by “ECE, Elementary, Middle, and Secondary Education”?

  •  Review the lecture in the course room.
  • Read various websites about certifications for development of your handout.
  • Develop a handout on provided topic and post in discussion area.
  • Complete reflective journal entry.
  • Submit names of schools, date and times of observations. 

Week Four

 What are the types of schools in the U.S.?

  • Read and Review the week 4 lecture provided in the course room.
  • Complete the discussion for this week. The topic has been provided for you.   
  • Complete your 4th reflective journal writing. 
  • Complete the midterm exam.    

Week Five

Professional Organizations

  •  
  • Read pg. 506-514 in your text.
  • Review week 5 lecture in the course room.
  • Complete the discussion for this week. The topic has been provided for you.   
  • Complete your 2nd e-entry.
  • Complete your 5th reflective journal writing.  

Week Six

Teacher Competencies and Porfolios.  

  • Review the lecture 1 provided in the course room.
  • Read about Teacher Competencies found at http://www.dese.mo.gov/divteachqual/teached/competencies/index.html. Review the webpage and locate the grade (early childhood, elementary, middle, high school) areas and the subjects you desire to teach. Click on the subject to access the file with the specific competencies and MoSTEP standards. Read the competencies and MoSTEP standards. These are the specific knowledge and skills you will need as a teacher in MO!
  • Review lecture 2 provided in the course room.
  • Participate in the weekly discussion; the topic has been provided for you.  
  • Complete the teacher interview
  • Complete your 6th reflective journal entry.  

Week Seven

Student Outcomes, Lesson Planning and Bloom.  

  • Review the lecture 1 in the course room.
  •  Read about GLEs found at http://www.dese.mo.gov/divimprove/curriculum/GLE/. Review the webpage to understand how MO subjects have been separated and identify the subjects that you desire to teach. After locating these on the website, click on the PDF, Word, or Excel link to access the GLEs for that subject. You do not need to review all of the subjects and GLEs but review enough to familiarize yourself with the GLE expectations and standards and ensure you have developed a beginning understanding and knowledge of the GLEs. 
  • Read about the Early Learning Standards for MO located at http://dese.mo.gov/divimprove/fedprog/earlychild/PreK_Standards/Index.html.
    • The webpage provides links for parents and teachers for each subject. The files clearly state the standards for each subject. Please click on the teacher link for each subject and review the specific standards.
  • Read about Depth of Knowledge (DOK) found at http://www.dese.mo.gov/divimprove/sia/msip/DOK_presentation.pdf. This is a power point developed by the DESE with descriptions, examples, and considerations for you to apply these concepts to teaching.
  • Review Lecture 2 in the course room.
  • Participate in the weekly discussion; the topic has been provided for you.  
  • Complete the Interactive Game in the course room
  • Complete the graded T/F, MC, and short response quiz in the course room.
  • Complete your 7th reflective journal entry.  

Week Eight

What Can the New Teacher Expect?

  • Read pg. 454-488 in the text.
  • Participate in the weekly discussion; the topic has been provided for you.  
  • Complete the proctored exam.
  • Submit your 3 observations.
  • Complete your 8th reflective journal entry.  

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.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

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 .

Additional Information:

 

Copyright:

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Last Updated:5/2/2012 8:58:36 PM