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ED 532 Teaching and Learning: Theory into Practice
Sillman, Cathy

New Page 3 ED532


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 society.



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:

  1. read and discuss literature and research on teaching and learning in a critical reflective manner. (MoStep 1.21, 1.2.9, l.2.11)
  2. construct and reflect upon personal connections between theory and practice as they relate to motivating those with diverse learning styles (MoStep 1.2.2, 1.2.8)
  3. model problem-solving for their present and future students (MoStep 1.2.7. 1.2.5).


COURSE TEXTBOOK:   Enhancing Professional PracticeA 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 their instructors.


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

The Four Domains of Teaching Responsibility


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 class.


Week3/March 29

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 environment/EC.

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 Practice:

The 22 components of professional practice within the framework of the 4 domains.

For Week 6:

Read Chapter 6 The Framework for Professional Practice.

In class project; reviewing the use of rubrics to improve practice

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


Lesson Sharing/Presentations

For week 8:  Discussion of final examination.

Week 8/May 2

Final Examination