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EDU 361 Ethics/Professionalism in Clsrom
Pate, Victoria J.


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 361 Ethics/Professionalism in Clsrom

Semester

F2T 2011 DL

Faculty

Pate, Victoria J.

Title

Senior Professor, Adjunct Faculty

Degrees/Certificates

B.A. Secondary Education
Juris Doctor
Mediation Certification

Daytime Phone

816-741-2253 (emergencies only please)

E-Mail

victoria.pate@park.edu

Semester Dates

F2T 2011

Class Days

TBA

Prerequisites

ED210 and admission to the School of Education.  To be taken simultaneously with Practicum.

Credit Hours

1


Textbook:
No text required.  Recommended/suggested readings for continuing professional education are provided for some weekly topics.  All Park University teacher candidates seeking certification and licensure must purchase Foliotek, the School for Education's electronic portfolio system.  See Foliotek requirements attached below.

Additional Resources:

Bibliography
 
California Safe Schools Coalition, Safe Schools Research Brief, LGBT Student Safety: Steps School Can Take retrieved Jan. 12, 2007 from http://www.casafeschools.org/
 
Fisher, Ury and Patton, Getting To Yes: Negotiating Agreement Without Giving In, Second Ed., Penguin Books, 1991
 
The Kansas City Star
 
The Missouri Department of Elementary and Secondary Education, Public School Laws retrieved from http://www.dese.mo.gov/schoollaw/
 
The Missouri Department of Elementary and Secondary Education/Division of Special Education, Procedural Safeguards Notice retrieved from http://www.dese.mo.gov/divspeced/Compliance/index.html
 
National Education Association, NEA: Code of Ethics of the Education Profession retrieved from http://www.nea.org/aboutnea/code.html
 
Ury W., Getting Past No: Negotiating Your Way from Confrontation to Cooperation, Revised Ed., Bantam Books, 1993
 
 
 
 
 
 
 
 
 

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Course Description:
EDU361 Ethics and Professionalism in the Classroom: An introduction to the legal values and ethical standards of behavior that govern the profession of teaching. Focus is on the legal and ethical duties owed by educators to student, parents, colleagues and the school district. Emphasis is placed on appropriate intervention and response strategies to problems frequently faced by new teachers. Prerequisites: EDU 210 and admission to the School for Education. 1:0:1.

Educational Philosophy:
To provide an interactive and interdisciplinary learning opportunity for students in which the student will develop an ethical and legal approach for responding to problems commonly faced by new teachers in the education profession. 

Learning Outcomes:
  Core Learning Outcomes

  • Recognize conduct that legally constitutes sexual harassment.
    MoSTEP
    1.2.9.3 practices professional ethics.
    SPAs
    • NMSA Standards -- Knowledge: 7.3; Performance 7.1
    • ACEI Standards: 5.1
    • NAEYC Standards : 5
    Assessment
    • Classroom problem/case study
    • Park’s School for Education Conceptual Framework: Knowledge 2E, 3A; Skills 2E, 3C; Dispositions 1D, 2F, 4A, 5A
  • Identify appropriate responses to inappropriate student behavior.
    MoSTEP
    1.2.9.2 uses resources available for professional development;
    1.2.9.3 practices professional ethics.
    SPAs
    • NMSA Standards -- Knowledge: 7.3; Performance 7.1
    • ACEI Standards: 5.1
    • NAEYC Standards : 5
    Assessment
    • Classroom problem/case study
    • Park’s School for Education Conceptual Framework: Knowledge 2E, 3A; Skills 2E, 3C; Dispositions 1D, 2F, 4A, 5A
  • Recognize "duties owed" with regard to student safety.
    MoSTEP
    1.2.9.3 practices professional ethics.
    SPAs
    • NMSA Standards -- Knowledge: 7.3; Performance 7.1
    • ACEI Standards: 5.1
    • NAEYC Standards : 5
    Assessment
    • Classroom problem/case study
    • Park’s School for Education Conceptual Framework: Knowledge 2E, 3A; Skills 2E, 3C; Dispositions 1D, 2F, 4A, 5A
  • Identify legal issues concerning students' rights to free speech/expression and religion.
    MoSTEP
    1.2.9.2 uses resources available for professional development;
    1.2.9.3 practices professional ethics.
    SPAs
    • NMSA Standards -- Knowledge: 7.3; Performance 7.1
    • ACEI Standards: 5.1
    • NAEYC Standards : 5
    Assessment
    • Classroom problem/case study
    • Park’s School for Education Conceptual Framework: Knowledge 2E, 3A; Skills 2E, 3C; Dispositions 1D, 2F, 4A, 5A

     

  • Distinguish the teacher's right to free speech/expression and religion.
    MoSTEP
    1.2.9.3 practices professional ethics.
    SPAs
    • NMSA Standards -- Knowledge: 7.3; Performance 7.1
    • CEI Standards: 5.1
    • NAEYC Standards : 5
    Assessment
    • Classroom problem/case study
    • Park’s School for Education Conceptual Framework:  Knowledge 2E, 3A; Skills 2E, 3C; Dispositions 1D, 2F, 4A, 5A
  • Discuss the Procedural Safeguards that apply to the education of students with special needs.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.9.2 uses resources available for professional development;
    1.2.9.3 practices professional ethics.
    SPAs
    • NMSA Standards -- Knowledge: 7.3; Performance 7.1
    • ACEI Standards: 5.1
    • NAEYC Standards : 5  

    -         Selected SPED Cross-Categorical Education Competencies 1 CC6, 8 CC2

    Assessment
    • Classroom problem/case study
    • Park’s School for Education Conceptual Framework: Knowledge 2E, 3A; Skills 2E, 3C; Dispositions 1D, 2F, 4A, 5A
  • Apply terms and concepts associated with “principled negotiation.”
    MoSTEP
    1.2.7.1 models effective verbal/non-verbal communication skills;
    SPAs
    • NMSA Standards -- Knowledge: 7.3; Performance 7.1
    • ACEI Standards: 5.1
    • NAEYC Standards : 5
    Assessment
    • Classroom problem/case study
    • Park’s School for Education Conceptual Framework: Knowledge 2E, 3A; Skills 2E, 3C; Dispositions 1D, 2F, 4A, 5A


    Core Assessment:
    Final Exam (the last session of the course) covering material presented in all
    previous sessions.

    Class Assessment:

    1. Case Studies (Weeks 1 -3, 5 - 7):  Each Lecture will conclude with a case study.  Case studies are designed to assess the student's understanding of and ability to apply the weekly Lecture material to specific issues concerning the week's main topic.  Case study responses should be uploaded to the weekly case study Dropbox and submitted as  Microsoft Word document attachments.  Case studies are due no later than Sunday, 12:00 midnight, CT.  Each case study has a link leading to a case study grading rubric.   60 points (6 @ 10 points per case study). 
    2. Discussions (Weeks 1 -8):  Discussions are designed to further reinforce the Lecture material through the sharing of information and findings with your classmates.  Each student is expected to contribute to the classroom learning environment by responding to specified discussion questions and by responding to a discussion post of a classmate. Due no later than Saturday, 12:00 midnight, CT.  Each Discussion has a link leading to a discussion grading rubric.   40 points (8 @ 5 points per Discussion).
    3. Mid-Term Exam (Week 4):  Each student will be required to complete the mid-term exam during Week 4.  The mid-term consists of muliple choice, true/false and short answer questions, and assesses the material covered in Weeks 1 -3.   It can be taken one time only and the student will have 2 hours to complete the exam.  It is due no later than Sunday, 12:00 midnight, of Week 4.  20 points (+ 3 possible extra credit points). 
    4. Write - To Assignment on MoSTEP Performance Indicator 1.2.9.3:   This is a non-graded assignment.  However each student is required to submit a completed essay which meets, at least, the "proficient" 1.2.9.3 rubric requirements (see 1.2.9.3 rubric requirments attached below).  The essay should be submitted as a Microsoft Word document attachment and uploaded to the Write-To Dropbox no earlier than Week 4 and no later than Sunday, 12:00 midnight, CT, of Week 6.  Failure to submit an essay will result in a grade of incomplete
    5. Proctored Final Exam (Core Assessment Activity):  All Park University courses must include a core assessment that measures the relevant Program Learing 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 a proctored final exam with a writing component.  This activity constitues 20% of the total grade for the course and assesses Outcomes 1 -7.  (See Core Assessment Rubric attached below.)  This is an open note, two (2) hour exam to be taken during the final week (Week 8) of the course and covers material presented in all previous weeks.   30 points (+ 5 possible extra credit points).
      • A proctored final exam will be taken in a proctored testing environment during Week 8 at one of the Park University sites around the country or at an alternative location.  Photo identification is required at the time of the test. 
      • It will be the responsibility of the student to arrange for a proctor, by the 6th week of the term, who is accepted an approved by the course instructor.
      • A proctor request form will be made avaialbe ot you during the first week of class.
      • Failure to take a final proctored exam will result in an automatic "F" grade.

     

      

    Grading:

    Total possible points (excluding extra credit ) = 150
     
    135 - 150 = A
    120 - 134 = B
    105 -  119 = C
      90 -  104 = D
    Below 90 = F

    Late Submission of Course Materials:
    The total number of points awarded for Case Study and Weeks 1, 2, 3, 5, 6 and 7 Discussion responses will be reduced by 1 point for each day late.  No credit will be awarded for Case Study responses submitted later than the end of the fourth day after the due date.  No credit will be awarded for Week 1, 2, 3, 5, 6 and 7 Discussion responses submitted later than the end of the third day after the due date.  No credit will be given for Week 4 and 8 Exam Review Discussion responses submitted after the due date.  The mid-term exam must be taken prior to 12:00 midnight, CT, Sunday, of Week 4.  The proctored final exam must be taken prior to 12:00 midnight, CT, Sunday, of Week 8. 

    Classroom Rules of Conduct:
    Students whose behavior is detrimental to good order in the classroom or whose behavior interferes with the learning of other students will be subject to disciplinary action ranging from dismissal from the classroom to expulsion from Park University.  Such behavior includes, but is not limited to, the use of abusive or obscene language, attending the class under the influence of drugs or alcohol, excessive tardiness and excessive absences. 

    Course Topic/Dates/Assignments:

    Topic

    Date

    Assignments

    Negligence Week 1 Lecture, Discussion, Case Study
    Sexual Harassment Week 2 Lecture, Discussion, Case Study
    Discipline Week 3 Lecture, Discussion, Case Study
    Assessment Week 4 Exam Review Discussion, Write -To (Performance Indicator 1.2.9.3), Mid-Term Exam
    Principled Negotiation Week 5 Lecture, Discussion, Case Study
    Special Education Students Week 6 Lecture, Discussion, Case Study, Write-To essay due
    Free Speech/Expression & Religion Week 7 Lecture, Discussion, Case Study
    Assessment Week 8 Exam Review Discussion, Final Exam Review, Proctored Final Exam

    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
    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.

    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 courserelated question, or using any of the learning management system tools.

    Park University 2011-2012 Undergraduate Catalog Page 96
    Student attendance and participation are essential in achieving maximum learning.  It is expected that you will attend weekly class sessions by logging in at least three (3) out of seven days and spending two (2) or more hours on weekly course work.

    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:
    Foliotek Requirments

    1.2.9.3 Rubric

    Core Assessment Rubric

    Copyright:

    This material is protected by copyright and can not be reused without author permission.

    Last Updated:9/11/2011 8:00:10 AM