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EDU 210 The School as a Social System
Lowe, Denise


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 210 The School as a Social System

Semester

F1T 2012 DL

Faculty

Lowe, Denise

Title

School for Education Faculty

Degrees/Certificates

MS Instructional Leadership In Curriculum and Instruction
BA English/Liberal Studies

Office Location

Copley 213

Office Hours

Monday and Wednesday 8:00 to 11:00 am and Tuesday & Thursday 7:30 to 8:30 am

Daytime Phone

816-584-6789

E-Mail

Denise.Lowe@park.edu

Semester Dates

Fall 2012   August 20 to October 14

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

Mondale, S. & Patton, S (Eds.) (2001). School: The American Story of American Public Education. Boston: Beacon Press. ISBN:978 08 0704 2212 

Ornstein, A. & Levine, D. (2010). Foundations of Education (11th Edition). New York: Houghton Mifflin Company. ISBN:13978-0-495-81044-5

Additional Readings:

Aldridge, J., Kilgo, J., & Emfinger, K. (2010). The Marginalization of Women Educators: A consequence of No Child Left Behind? Childhood Education, 87, 41-47.

Education Week. (2009). The Obama Education Plan. San Francisco, CA: Jossey-Bass.

Jolly J. L. & Makel, M. C. (2010). No Child Left Behind: The inadvertent costs for high-achieving and gifted students. Childhood Education, 87, 35-40.

Kirylo, J.D. (2010). An interview with Diane Ravitch. Childhood Education, 87, 48-52.

Lehr, S. S. (2010). Literacy, literature, and censorship. Childhood Education, 87, 25-34.

Rampp, L. C., Guffey, J. S., Guffey, M. K. (1998). An Administrative History of the Creation of the U.S. Department of Education May 1980: The Federal Role in Education Prior to and after the May 1980 Implementation Plan Creating the U.S. Department of Education: A Research Report. Retrieved December 18, 2010 from http://www.eric.ed.gov/PDFS/ED425528.pdf 

For Further Reading:

Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York: Teacher’s College Press.

Ravtich, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. Philadelphia, PA: Perseus Books Group.

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 (carol.williams@park.edu) with the following information:

a.      Your Name

b.      The Contract Period you wish to purchase

c.      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 (carol.Williams@park.edu), 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.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Additional readings may be assigned throughout the semester as well as viewing of videos and use of the Houghton Mifflin accompanying 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/.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

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/.
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:
EDU210 (MGE): The School as a Social System: A survey of the historical, philosophical and legal foundations of American education. Also a study of the various school systems in the United States. Selected educational problems, issues and practices will be examined in light of current social conditions.3:0:3.

Educational Philosophy:

Teaching Philosophy

As an educator, I have learned the importance of creativity and enjoyment for my profession. For me to deliver my assigned instruction it is important to own my educational development. In this, I continue to educate myself in the areas of interest and psychology. Therefore, I have a wealth of resources that assist in delivering student centered teaching; this helps students recognize the benefits of learning and what it has to offer.

It is also my responsibility to model ethical and professional behavior. I articulate the importance of respect, patience and responsibility in my courses to allow my students to feel comfortable and safe. My attention to demonstrate my expectations assist in the success of my class. I enjoy the discussion of diversity and exceptionalities in all of my courses; this is the 21st century; every classroom will have diversity and some exceptionalities. As I strive to build an active community, I find that when my students work as a team, everyone learns. Moreover, by developing a classroom atmosphere that fosters group interaction based on moral ethics, students’ are open to other viewpoints and opinions.

As an educator who teaches face-to-face and online, it is important to be focused, and organized remembering to supply timely feedback and to stay verbally connected. Students have a sense of confidence when they know their grades and the availability of their instructor.  Further, it is imperative to build relationships with students’ providing resources to those who need academic and personal assistance. As a life- long learner, I continue to seek strategies to improve my teaching; I improve by university development, conferences, research and student participation and assessment. 

References:

McKeachie, W. & Svinicki, M. (2006). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (12th ed.). Boston: Houghton Mifflin.

Weimer, M. (2002). Learner- centered teaching: Five key changes to practice. San Francisco: Jossey Bass

Learning Outcomes:
  Core Learning Outcomes

  1. Identify, describe, and explain key concepts related to the USA's historical, philosophical, social, political, legal, and global issues in the field of education.
  2. Develop a comprehensive synthesis on the cultural context of education by focusing on teachers and learners, teachers and teaching, students and schools, and schools and society.
  3. Define, describe, and analyze five or more critical issues of diversity in schools.
  4. Demonstrate knowledge and effective use of professional literature in the field of education.
  5. Examine the teaching profession through personal reflections and by engaging in thoughtful discussions with peers.
  6. Write a personal philosophy of education grounded in six or more beliefs, supported by three or more evidenced-based theories, which are also tied to best practice within the field of education.
  7. Demonstrate a thorough applied knowledge on the concepts and operations of electronic assessment and portfolio systems.


Core Assessment:

All Park University courses must include a core assessment that measures the relevant Core 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 philosophy of education.  The philosophy will be developed throughout the course and completed at the end of the 4th module. (200 points)  While this activity is required, its weight related to the grade computation is to be at least 20% of the total grade for the course.  (Rubric Attached) {Assesses outcomes 1, 2, 3, 5, 6}


 

Link to Class Rubric

Class Assessment:

 All Park University courses must include a core assessment that measures the relevant Core 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 philosophy of education. The philosophy will be developed throughout the course and completed toward the end of the semester (110 points) plus an additional 28 points for providing an initial outline and 60 points for editing a peer philosophy of education. While this activity is required, its weight related to the grade computation is to be at least 20% of the total grade for the course. (Rubric Attached) {Assesses outcomes 1, 2, 3, 5, 6}

Course Assessment

Weekly Discussions (6 pts), Peer Postings (6 pts), and Lessons Learned Reflections (8 pts)-Students will be expected to participate in a weekly threaded discussion covering the material from the course materials presented that week, post two responses to peer DQ answers, and post a Lessons Learned Reflections. A rubric specifying expectations for each of these will be made available.

Weekly Discussion Question, Response, and Lessons Learned Rubrics

Each week's Discussion Questions (DQ’s) pertain to topics related to the course materials. You can earn up to six (6) points for each answer to a question and earn up to six (6) additional points for each of two responses (3 points each) to classmates' DQ answers. Lastly, each week you are asked to complete a Lessons Learned Reflection (LLR) for eight (8) points. To earn all twenty (20) points you must complete each of the three steps; answer a question, post two peer responses, and post a Lessons Learned Reflection in a discussion thread. The purpose of these weekly assignments is to give you an opportunity to demonstrate knowledge, comprehension, application, and synthesis of the weekly course material.

Scoring Rubrics

Discussion Question Answers

5-6

4

3

2-1

0

The answer to a question is posted by Wednesday midnight  CST. The answer must meet all five (5) quality indicators listed below.

The answer to a question is posted by Wednesday midnight CST. The answer meets four (4) indicators listed below.

The answer to a question is posted by Wednesday. The answer meets quality indicators 1, 2, & 3 as listed below.

The answer to a question is posted by Wednesday midnight CST. Quality indicators 1 and 2 are met.

The answer provided does not meet criteria.

Peer Responses (Responding ot another student's DQ answer)

3

2

1

0

A quality posting of a new idea or perspective in response to another students original thread. The response must be posted by Friday midnight CST and meet the five (5) criteria listed below.

A quality posting of a new idea or perspective in response to another students original thread. The response must be posted by Friday midnight CST and meet criteria 1, 2, 3 & 5 listed below.

The answer to a question is posted by Wednesday. The answer meets quality indicators 1, 2, & 3 as listed below.

A new idea or perspective in response to another student's thread is posted by Friday midnight CST; criteria 1 & 2 are met as listed below.

Lessons Learned

7 - 8

5 - 6

3 - 4

2 - 0

A quality posting that provides a thoughtful reflection on Lessons Learned, integrating insight for the reader as to the personal importance. The response must be posted by Sunday midnight CST and meet the criteria 1, 2, 3, & 5 listed below.

A quality posting of a thoughtful reflection on Lessons Learned. The response must be posted by Sunday midnight CST and meet criteria 1, 2, & 5 listed below.

A quality posting of a thoughtful reflection is posted by Sunday midnight CST; criteria 1 & 2 are met as listed below.

A reflection on Lessons Learned is provided, however it does not meet criteria.

Quality Indicators for Postings

Quality is measured by five criteria:

  1. The posting includes an answer based upon information provided in the text and/or a related source.
  2. Each type of response has a sentence minimum and each sentence must be complete and meaningful. (Do not waste words with such statements as “You did a good job answering the question.” These types of sentences will not count in the sentence minimum. ) The response must include an application sentence regarding how the information will inform teaching or a reflection related to teaching.
    • Discussion Question (DQ) answer-minimum of 6 complete sentences.
    • Peer response (PR)-minimum of 3 complete sentences.
    • Lessons Learned Reflection (LLR)-minimum of 8 complete sentences.
  3. References for the evidence are included (text & author, text page number, web site, etc.).
  4. The question is provided prior to the answer for DQ’s. The phrase “Response to ……” is provided prior to a peer response (Not pertinent to Lessons Learned).
  5. Correct spelling, punctuation, grammar, and complete sentence structure are present. No slang is used.

Weekly Quizzes (10 pts)- Each week there will be an on-line quiz with 10 questions. The quiz for each week can be accessed by clicking on the quiz tab in the Weekly menus. Quizzes cover the readings and video content for each week. Quizzes are a combination of True/False and Multiple Choice.

Philosophy of Education Outline (28 pts)- The purpose of this assignment is to provide a skeletal structure that will lay the organizational structure for the Philosophy of Education that you will write as the Core Assessment for EDU 210. Refer to the “Philosophy of Education Outline” form and Decription-Completing the Philosophy of Education Outline” document to complete the assignment. You may copy, paste, and save the form. When finished place in the appropriate assignment “dropbox.” This assignment is due Sunday midnight of Week 2.

Mid-term Activity (45 pts)- During Week 4 students may choose one of two activities to complete the requirements for the Mid-term Activity. Both activities can earn a total of 45 points and both activities are related to Chapter 5, Foundation of Education (Orstein, et al., 2011). Chapter 5 covers the historical development of American education, covering topics in addition to those presented in the PBS video series. Becoming familiar with this material will provide additional depth and breadth of knowledge. Both activity choices have the same requirements, just different content; one focusing on historical facts and influential individuals and the other focus is on education in a culturally diverse society from a historical perspective. Regardless of whether you choose Activity 1 or Activity 2 content, you may either write a five page paper APA style or prepare a PowerPoint presentation, no longer than 20 slides with references listed in APA style.

Peer Review of Philosophy Paper (30 each for a total of 60 pts) - Students will have the opportunity to work with a classmate throughout the class. Classmates will serve as the “official editors” of one another’s philosophy papers; as editors, you will be responsible for editing the first and final drafts of your partner’s philosophy paper. A rubric for the peer review process will be included in doc sharing. You may submit your philosophy of education to the Park University Online Writing Lab (OWL) to receive feedback on focus, development, organization, and mechanics by sending it to writinghelp@park.edu with the name of the course EDU 210 in the subject line. Expect a two working day turn-around time. If you want them to give feedback on something specific like grammar, just include a note to this effect. I have place "Guidelines for Writing an Academic Paper" in doc sharing. Remember to double space and use Times Roman font, 12 point type and save in Rich Text Format (RTF) which is a menu choice when you save. This way your online partner will be able to read your paper regardless of the software progrm they are using.

Personal Philosophy Paper (110 pts)- The Personal Philosophy Paper is the core assessment for EDU 210. The formation of a philosophy of education is a developmental process shaped by our life’s experiences and education. Your beliefs about knowledge, where it comes from, and how you both learn and teach are already formed. This assignment is designed to facilitate your examination and expression of those beliefs by giving you the opportunity to journal on your learning as related to your beliefs. The total length of the paper should be approximately four to six typed pages (written for an audience of school administrators). A “Developing a Philosophy of Education” document and accompanying rubric will be included in doc sharing.

Final Exam - Each student will be expected to make arrangements for a proctored final exam for this online course. Note that per PDL policy if a proctored final exam is not completed, a student will automatically be  an “F” for the course. Students are asked to make arrangements for the proctored exam during Week 2 and no later than Week 5. Preparations for the Final Exam will be available in doc sharing. Students may choose between one of four provided articles and reflect upon the article using a provided set of questions.

 given an “F” for the course. Students are asked to make arrangements for the

Grading:

 
   Opportunities for Extra Credit:
  1. Posting an Introduction (10 extra pts)-The purpose of posting an introduction is to begin to establish a classroom community through students getting to know one another. Responding to the introductions of two peers (3 points each).As you read the introductions of each of your peers, identify two that are of particular interest to you and respond to each of two peers.
  2. Current event pertaining to education-(up to 10 points). Each student may post a link to or copy of a “news” story regarding an issue related to one of the educational topics we will discuss during the course of our eight weeks together. In addition to providing a link to the story, the relevance to our course needs to be established and a link to either or our texts including page numbers of relevant information.

Points Each

Total Points

%

Assignment

Total

Weekly discussion questions

6

48

9%

Weekly response to two peers

6

48

9%

Weekly posting for “Lessons Learned”

8

64

12%

Weekly quiz

10

80

15%

Philosophy of Education Outline

28

28

5%

Mid-term reflection

45

45

9%

Peer review of Philosophy of Education

30

60

11%

Philosophy of Education

110

110

21%

Final

45

45

9%

Grand Total

   528

100%

Final Grade

Please read this carefully. There are a total of 528 points possible for the course and 26 extra credit points. Scores that end .5 or higher will be rounded up. Following are the percentage of points/letter grade scale.

90-100% = A                528 to 423 = A
80-89.9% = B               422 to 318 = B
70-79.9% = C               317 to 213 = C
60-69.9% = D               212 to 108 = D
59.9% and below = F     107 to 0    = F

Late Submission of Course Materials:


All assignments are to be submitted through a dropbox as indicated in the assignment. It is the student’s responsibility to contact the professor prior to due date of an assignment if clarification is needed regarding criteria for the assignment. Students must demonstrate responsibility by following the criteria outlined and abide by the due dates for each project. Given that this is a quick-paced online class, late assignments will not be accepted unless an emergency situation arises and the professor is notified prior to the due date. Note: Students must recognize that technology can cause problems. Printers run out of ink and hard drives crash.  Students must be responsible for planning ahead, keeping back-up copies of all assignments, and meeting deadlines without using technology as an excuse for failing to do so. In other words, it is advisable not to “wait until the last minute” and then for some unforeseen reason, not be able to submit an assignment on time. Taking an online class requires pacing oneself and planning ahead. (Judi Estes)

Classroom Rules of Conduct:
Students are expected to conduct themselves in a professional manner and in accordance with the policies on appropriate conduct as defined in the student handbook. Rules of netiquette must be followed. See Help and Resources or http://www.albion.com/netiquette/core rules.html  for more information. (Judi Estes)

If you need to discuss an assignment, have an emergency or problems please call me at 816-584-6789 during office hours or 816-429-5297 (home). Make sure you get assistance prior to the assignment due date. If you have computer-related issues and need assistance beyond your understanding, seek the help desk here at Park University.
 
 
 

Classroom Rules of Conduct:

 

Course Topic/Dates/Assignments:

 

EDU 210 Course Calendar

Week

Readings & Activities

Posts Due

1

  • Read the lecture which provides an overview; or listen to the audio.
  • View each of the four parts for the video, “The Common School” from the PBS Film Series: Video 1770-1890
  • Read School, The Story of American Public Education, p. 1-60.

Post the following: Introduction,
response to 2 peer intros,
an answer to a DQ, responses to 2 peer DQ, a lessons learned reflection

2

  • Read the lecture which provides an overview of this week’s topic. Or, listen to the audio.
  • View each of the four parts for the video, “The An American as Public School: 1900-1950
  • ” from the PBS Film Series: Video 1900-1950
  • Read School, The Story of American Public Education, p. 63-119.
  • Read the materials related to the Philosophy of Education: description of the final project and rubric, completing an outline, and peer review process.
  • Submit your request for a proctor site.

Post the following: Introduction,
response to 2 peer intros,
an answer to a DQ, responses to 2 peer DQ, a lessons learned reflection, philosophy of education outline

3

  • Read the lecture which provides an overview of this week’s topic; or listen to the audio.
  • View each of the four parts of  the video, “A Struggle for Educational Equality: 1950-1980” from the PBS Film Series: Video 1950-1980
  • Read School, The Story of American Public Education, p. 214-170.
  • E-mail your philosophy of education to the professor
  • Edit your on-line Philosophy of Education using the Peer Review form
  • If you have not done so, submit your request for a proctor site.

Post the following: Introduction,
response to 2 peer intros,
an answer to a DQ, responses to 2 peer DQ, a lessons learned reflection, submit your online philosophy of education.

4

  • Read the lecture which provides an overview of this week’s topic; or listen to the audio.
  • View each of 4 segments of PBS video The Bottom Line in Education: 1980 to the Present.
  • Read School: The Story of American Public Education, Part Four Introduction (p. 173-182) and A Nation at Risk (p. 183-213).
  • Read Foundations of Education p. 425-427 (A Nation at Risk).
  • Read  “Description of Mid-Term Activity” and complete one of the choices.
  • If you haven’t, submit your request for a proctor site.

Post the following: Introduction,
response to 2 peer intros,
an answer to a DQ, responses to 2 peer DQ, a lessons learned reflection, submit your mid-term activity.

5

  • Read the lecture which provides an overview of this week’s topic, or listen to the audio.
  • Read Foundations of Education, Chapter 7-Governing and Administering Public Education and pages 297-298 on the topic of religion in schools.
  • Become familiar with the following website and the information it offers: http://www.schooldatadirect.org/
  • Review the document “US System of Education.”
  • Read the “History of the US Department of Education.” (Rampp, Guffey, Guffey, M. K. (1998)
  • Continue to develop and edit your Philosophy of Education
  • Edit your online partner’s Philosophy of Education (30 pts)

Post the following: Introduction,
response to 2 peer intros,
an answer to a DQ, responses to 2 peer DQ, a lessons learned reflection, submit the peer review rubric for your online partner’s philosophy of education

6

  • Read the lecture which provides an overview of this week’s topic, or listen to the audio.
  • Read Foundations of Education, Chapters 8 (Financing Public Education) and 9 (Legal Aspects of Education). Also, review pages 130-131, Significant Events in the History of American Education, noting the relationship between major political events and significant educational events.
  • Continue to prepare your Philosophy of Education for submission during Week 7. It is recommended that you submit your Philosophy to the writing lab for a review. See “Writing Lab Assistance” document in doc sharing.

Post the following: Introduction,
response to 2 peer intros,
an answer to a DQ, responses to 2 peer DQ, a lessons learned reflection

7

  • Read the lecture which provides an overview of this week’s topic, or listen to the audio.
  • Read Foundations of Education, Chapter 12 (Providing Equal Educational Opportunity) and Chapter 16 (School Effectiveness and Reform in the United States). Also read p. 291 (Home schooling); p. 220, & 523 (Charter Schools); and p. 249 (last paragraph & 250), 252-253, 523 (Vouchers); and note 524-525 (Controversy about School Choice)
  • Read “Comprehensive School Reform.”
  • Review the documents in the Webliography and become familiar with the pros and cons of school vouchers, charter schools, and homeschooling.
  • Take the Week 7 quiz by Sunday midnight (CST)(15 pts)
  • Continue to develop and edit your Philosophy of Education; follow the guidelines provided in the Philosophy of Education Description. Use the Peer Rubric to review your paper against the criteria listed.
  • Submit your Philosophy of Education to the appropriate “dropbox” by Sunday midnight, Week 7.

Post the following: Introduction,
response to 2 peer intros,
an answer to a DQ, responses to 2 peer DQ, a lessons learned reflection, submit your Philosophy of Education

8

  • Read the lecture which provides an overview of this week’s topic, or listen to the audio.
  • Read Foundations of Education, Chapter 13-The Changing Purposes of Education and pages pertaining to No Child Left Behind (NCLB) that can be located on page 550 of the Index especially pages 3-4. 22-25, 228, 249, 383-387, 421-422
  • In preparation for the discussion thread and quiz, review Public Law 107-110-No Child Left Behind (NCLB)-  http://www2.ed.gov/policy/elsec/leg/esea02/107-110.pdf Use the “NCLB Study Guide” as you complete this review.
  • In preparation for the discussion thread and quiz, review the Obama Administration's blueprint for revising and reauthorizing the Elementary and
    Secondary Education Act (also known as the No Child Left Behind Act). ...
    http://www2.ed.gov/policy/elsec/leg/blueprint/index.html  Use the “Obama Education Blueprint” Study Guide as you complete this review.
  • View the Power Point comparing NCLB and Obama’s Bueprint

      http://www2.ed.gov/policy/elsec/leg/blueprint/index.html 

Post the following: Introduction,
response to 2 peer intros,
an answer to a DQ, responses to 2 peer DQ, a lessons learned reflection,

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 95-96

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 95

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 98

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis, Synthesis, and Evaluation                                                                                                                                                                                                                        
Outcomes
1, 2, 3, 5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
-The artifact examined and analyzed the historical, philosophical, social, political, legal, and global issues in education.   -Developed a comprehensive synthesis of evidenced-based theory and practice related to teachers and learners in the context of schools in our society.  -Presented and defended an educational philosophy reflecting 7 or more beliefs and more than 3 beliefs are supported by  evidenced-based theory and practice in the field of education. -The artifact analyzed the historical, philosophical, social, political, legal, and global issues in education.   -Developed a synthesis of evidenced-based theory and practice related to teachers and learners in the context of schools in our society.  -Presented and defended an educational philosophy reflecting 6 or more beliefs and more than 3 beliefs are supported by  evidenced-based theory and practice in the field of education. -The artifact provided a discussion on the historical, philosophical, social, political, legal, and global issues in education.   -Provided an essay on evidenced-based theory and practice related to teachers and learners in the context of schools in our society.  -Presented and defended an educational philosophy reflecting 5 or fewer  beliefs and less than 3 beliefs are supported by  evidenced-based theory and practice in the field of education. -The artifact presents ideas that are not documented or related to sound educational theory or philosophy.  Contains misuse of terms, which do not reflect mastery of sound educational theory or philosophy. 
Application                                                                                                                                                                                                                                                
Outcomes
1, 2, 3, 5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
-The artifact applied both knowledge and understanding of the foundations of education, evidenced-based theory, and practice in education; personal examples or insights are included.  -The artifact or philosophy reflects exemplary insights of the writer's future within their chosen  professional field; students, who plan to teach, should write to their future as an educator. -The artifact moderately applied both knowledge and understanding of the foundations of education, evidenced-based theory, and practice in education; personal examples or insights are included  .-The artifact or philosophy reflects appropriate insights of the writer's future within their chosen  professional field. -The artifact minimally applied both knowledge and understanding of the foundations of education, evidenced-based theory, and practice in education; personal examples or insights are included.  -The artifact or philosophy reflects little insight into  the writer's future within their chosen  professional field. Artifact presents confusing verbiage that is difficult to follow and lacks professional language. 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
1, 2, 3, 5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
-The artifact provided evidence on the mastery of the demands of writing an educational philosophy.  A deep understanding of educational terminology, ideas, and issues is documented through the use of a professional language and style and efficacy in its organization.  The philosophy's thesis is thoroughly and persuasively argued; organization is logical, supporting arguments are linked and arranged persuasively.  Transitions create a unified philosophy.   -For education majors, the philosophy reflects a relationship to SPA standards, MoSTEP standards, and education portfolio standards.  -A minimum of 4 pages with no errors in written conventions (no slang) ; (correct sentence structure, punctuation, grammar, paragraph indention, date reference, word choice, typing, and spelling). -The artifact moderately provided evidence on the mastery of the demands of writing an educational philosophy.  A deep understanding of educational terminology, ideas, and issues is documented through the use of a professional language and style and efficacy in its organization.  The philosophy's thesis is thoroughly and persuasively argued; organization is logical, supporting arguments are linked and arranged persuasively.  Transitions create a unified philosophy.   - For education majors, the philosophy reflects a relationship to SPA standards, MoSTEP standards, and education portfolio standards.   -A minimum of 3 pages with no errors in written conventions (no slang) ; (correct sentence structure, punctuation, grammar, paragraph indention, date reference, word choice, typing, and spelling). -The artifact minimally artifact provided evidence on the mastery of the demands of writing an educational philosophy.  A deep understanding of educational terminology, ideas, and issues is documented through the use of a professional language and style and efficacy in its organization.  The philosophy's thesis is thoroughly and persuasively argued; organization is logical, supporting arguments are linked and arranged persuasively.  Transitions create a unified philosophy.   -For education majors, the philosophy reflects a relationship to SPA standards, MoSTEP standards, and education portfolio standards.   -Less than 3 pages with several errors in written conventions (slang, correct sentence structure, punctuation, grammar, paragraph indention, date reference, word choice, typing, and spelling). -Multiple incorrect sentence structures, spellings, and/or grammar included. Less than two pages with multiple errors in written conventions (slang, correct sentence structure, punctuation, grammar, paragraph indention, date reference, word choice, typing, and spelling 
Competency Other Literacies (or Disciplinary Competency)                                                                                                                                                                                                   
Outcomes
MoSTEP 1.2.4.1; 1.2.2.1, 1.2.2,2, 1.2.2.3, 1.2.9.1, 1.2.9.2, 1.2.9.3, Conceptual Framework knowledge 1A, 1D, 3F, Skills 2A, 3C, Dispositions 3B, 3D, 4C, 2B, 2A, 5A                                                                                                                                                                                                                                                                                                                                                  
Accurate presentation of 7 or more beliefs.  More than three of the beliefs are supported by an appropriate, respected philosopher (ies) or theorists.  Personal examples or insights are included.  Essay demonstrates a deep understanding of educational terminology, ideas, and issues and written in a professional style and unique or enticing organization.  Essay reflects insights of the writer's future as an educator.  Correct sentence structure, punctuation, and grammar.   Transitions create unified essay.  Minimum four pages.  Professional language/ No slang terms. Accurate presentation of 6 beliefs.  Three of the beliefs are supported by an appropriate, respected  philosopher(ies) or theorists.  Essay written in a professional style, with clear and correct terminology, and with logical organization.  Essay demonstrates a grasp of educational terminology, ideas, and issues.  Essay reflects insights of the writer's future as an educator.  Correct sentence structure that utilizes transitions.  Minimum three pages.    Professional language/no slang terms. Presentation of 5 or fewer beliefs.  Less than three beliefs are supported by philosophers(ies) or theorists.  Essay written in a casual style with unclear usage of terminology and some illogical organization.  Essay reflects little insight into the writer's future as an educator.  Some incorrect sentence structures, spelling, and/or grammar exhibited.  More transitions are needed.  Less than three pages.  Weak professional language and/or contains a slang term. Essay is a rambling of ideas not documented or related to sound educational theory or philosophy.  Several incorrect sentence structures, spellings, and/or grammar included.   Choppy and confusing verbiage that is difficult to follow.  Less than two pages.  Lacks professional language and contains slang terms. 
Competency Other Literacies (or Disciplinary Competency)                                                                                                                                                                                                   
Outcomes
MoSTEP 1.2.11.1 Conceptual Framework: Knowledge 2D, Skills 2F, 3A; Dispositions 2D                                                                                                                                                                                                                                                                                                                                                                                                                                   
In portfolio document, introductory sentence is included; Essay defines “technology operations” and “technology concepts.” Two or more examples of “technology operations” are identified and explained as related to adding their philosophy of education to an electronic portfolio and assessment system.. In portfolio document, introductory sentence is included.  Essay defines “technology operations” and “technology concepts”.  One example of “technology operations” are identified and explained as related to adding their philosophy of education to an electronic portfolio and assessment system    









 
In portfolio document, introductory sentence is included. Essay weakly defines “technology operations” and “technology concepts.” examples of “technology operations” are identified and explained as related as related to adding their philosophy of education to an electronic portfolio and assessment system









 
In portfolio document, missing artifact and its application to this indicator.  No introductory sentence on electronic portfolio development, and several mistakes in sentence structure, grammar. 

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Last Updated:8/14/2012 10:27:21 AM