TEACHING AND LEARNING: THEORY INTO PRACTICE
Term: Spring, 2005
Faculty Member: Dr. Cathy Sillman
Title: Adjunct Professor/Director, Professional
Development Institute, Park University
Office Location: Park University – Downtown, 911 Main,
Suite 900 KC, MO 64105 Hours: By appointment
Office Telephone: 816-842-6182, Extension 5532
Park e-mail address:
Date of the term: March 15 – May 2nd, 2005
Class session days: Tuesdays
Class session time: 5:00-9:30 p.m.
Prerequisites: Admission to graduate program
Credit hours: 3 hours
The mission of Park University, an entrepreneurial
institution of learning, is to provide access to academic excellence, which will
prepare learners to think critically, communicate effectively and engage in
lifelong learning while serving a global community.
Park University will be a renowned international leader in
providing innovative educational opportunities for learners within the global
The students will examine a framework for teaching from
four domains: planning and preparation, classroom environment, instruction, and
professional responsibilities. The text, Enhancing Professional Practice,
provides a means of communicating about teacher excellence across all grade
levels, novice to veteran, with a common vocabulary for educators. Students
will also review and critique articles pertaining to teacher beliefs and issues
of social justice and equity for all students.
On completion of this course, students should be able to:
COURSE TEXTBOOK: Enhancing Professional
Practice: A Framework for Teaching. Charlotte Danielson (1996) ASCD
ACADEMIC HONESTY: “Academic Honesty is required of
all members of a learning community. Hence, Park will not tolerate cheating or
plagiarism on tests, examinations, papers or other course assignments. Students
who engage in such dishonesty may be given failing grades or expelled from Park.
PLAGIARISM: Plagiarism--the appropriation or
imitation of the language or ideas of another person and presenting them as
one’s original work—sometimes occurs through carelessness or ignorance.
Students who are uncertain about proper documentation of sources should consult
ATTENDANCE POLICY: Instructors are required to keep
attendance records and report absences. The instructor may excuse absences for
cogent reasons, but missed work must be made up within the term of enrollment.
Work missed through unexcused absences must also be made up within the term of
enrollment, but unexcused absences may carry further penalties. In the event
of two consecutive weeks of unexcused absences in a term of enrollment, the
student will be administratively withdrawn, resulting in a grade of “F.”
An Incomplete will not be issued to a student who has unexcused or excessive
absences recorded for a course. Students receiving Military Tuition Assistance
(TA) or Veterans Administration (VA) educational benefits must not exceed three
unexcused absences in the term of enrollment. Excessive absences will be
reported to the appropriate agency and may result in a monetary penalty to the
student. Reports of F grade (attendance or academic) resulting from excessive
absence for students receiving financial assistance from agencies not mentioned
above will be reported to the appropriate agency.
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
concern 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 American with Disabilities
Act of 19909, regarding students with disabilities and, to the extent 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:
GRADING: A traditional grading scale will be
utilized. 100-90 =A, 89-80 =B. Lower grades than an A or B are not acceptable
for graduate credit.
Attendance/in class participation = 15%
Application from Theory to Practice = 20%
Discussions/Presentation to Class = 20%
Weekly Reflections = 20%
End of course Synthesis Paper 25%
Tuesdays, 5 – 9:30 p.m.
Week I/March 15, 2005
Introduction to class; Review of syllabus and
expectations for this class; Overview of text: A Framework for Teaching
For Week 2:
Read chapters 1, A Framework for Teaching;
Chapter 2, Features and Assumptions of the Framework, and Chapter 3,
The Four Domains of Teaching Responsibility
Write reflections over questions provided by the
instructor and be prepared to discuss in class.
Read and write summary of article(s) on Vygotsky and
others; info provided in class.
Examination of beliefs.
Week 2/March 22
Why are beliefs important to examine? What is
Vygotsky’s contribution to our understanding of how children learn?
For Week 3:
Read Chapter 4, Creating a Professional Portfolio.
Answer reflection questions provided by instructor amd
be prepared to discuss in class.
Read and write summaries of article(s) info provided in
Creating a Professional Portfolio
Theory to application- what does that mean in
relationship to our text and study?
For Week 4:
Read Chapter 5, Using the Framework.
Write a plan and be prepared to talk about the
application of the four domains of teaching and application to your teaching
Answer reflection questions provided by instructor and
be prepared to discuss in class.
Read and write summaries of articles; Develop a draft
of a rubric based on the 4 domains for your teaching environment?
Week 4/April 5
Self-study of beliefs about how children learn and our
philosophy of teaching and working with them.
Questions provided to guide students in writing paper.
Write a position paper about your beliefs about how
children learn based on our readings and your philosophy of education.
Present in class for discussion.
Week 5/April 12
Overview of the The Framework for Professional
The 22 components of professional practice within the
framework of the 4 domains.
For Week 6:
Read Chapter 6 The Framework for Professional
In class project; reviewing the use of rubrics to
Week 6/April 19
For Week 7: Using the rubrics to identify strengths and
areas that may be cause problems for you as an educator.
Week 7/April 26
For week 8: Discussion of final examination.
Week 8/May 2