Syllabus
Introduction to the Teaching Profession

Introduction to the Teaching Profession

EDUC-1301

Fall 2010
08/23/2010 - 12/12/2010

Course Information

Section 002
Lecture
TTh 5:20PM - 6:40PM
RRC1 1218.00
Robert (Bob) Hettenhausen
rhettenh@austincc.edu

Office Hours

  • T Th
    10:30 - 11:30
    RGC Adjunct Faculty Portable
    Or by appointment
  • T Th
    4:20 - 5:20
    RRC 1204
    Or by appointment

Course Requirements

The information posted on this site addresses the syllabus information
required by Texas House Bill 2504.  The syllabus handed out in class will
contain more information than is noted here, including the class withdrawal
policy, class participation requirements, scholastic dishonesty, and other
important information.  The entire syllabus is posted on the Blackboard site
for this course. And, the entire syllabus will be handed out in class.

EDUC 1301 is an integrated pre-service course and content experience which
provides active recruitment and institutional support for students who are
interested in a teaching career. Students will participate in 16 contact
hours in public school P-12 classrooms. The course focuses on developing
systematic observation skills, an overview of the dimensions of teaching,
and the teacher certification process. Criminal background checks required.

COURSE GRADES

 

Students’ final grades will be based on:

 

Field Observation Data Analyses—30%

Observation instruments for each grade level placement will be distributed for students to complete.  The instruments selected are intended to guide students’ observations of the classroom settings.  Students will use the field data recorded on the selected instruments to write a 2-3 page paper reflecting on what was observed for each grade level observation. 

 

Tests—25%

Students are to complete four exams over the readings in the course.  Tests will consist of true/false, multiple choice, and short answer/essay questions.  Study guides will be provided.

 

Research Project—35%

Students will be required to research one of the eight dimensions of teaching as identified by Dr. Gary Borich in Observation Skills for Effective Teaching.  The discussion of the one dimension of teaching (for example, classroom management) will be presented in Power Point presentation format of not more than 20 minutes duration, preferably 15 minutes for presentation, 5 minutes for questions and discussion.  A research paper will also be submitted at the time of the presentation. 

 

Participation—10%

 

Journal Entries:At the beginning of each lecture, students will be provided a journal entry to reflect upon and utilize for the class discussion for the day. 

Personal Statement:Students will compose a personal statement exploring their rationale for pursuing the teaching profession.  Students are encouraged to continuously update and maintain their personal statements as they progress through their educational preparation for the teaching profession. 

Readings

REQUIRED TEXT:

 

Borich, G.  (2008). Observation skills for effective teaching (6th ed.).  Upper Saddle River, NJ: Pearson Education. 

*The textbook may be purchased at any ACC bookstore or online.

Course Subjects

EDUC 1301: INTRODUCTION TO THE TEACHING PROFESSION

Fall 2010 COURSE WORK SCHEDULE (Sections 16914 & 16915)

 

 

 

 

TOPIC

READINGS/CLASS ACTIVITIES

ASSIGNMENTS

Orientation

Review syllabus

Orientation to Observation

Complete the pertinent forms

Orientation

Introduction to the Teaching Profession

Texas’ Public Education System

Article:  Class and the Classroom

Why Observe?

 

Borich: Ch. 1

 

Article:  Why Some Parents Don’t Come to School

Why Observe?

Borich: Ch. 1

 

Read chapter.

Be actively engaged in discussion

Lenses for Observing

Borich: Ch. 2

 

Read chapter and be actively engaged in discussion

Classroom Visits

Borich: Ch. 2 - 3

 

Read chapter and be actively engaged in discussion

Classroom Visits

Borich: Ch. 3

 

Review chapters 1 - 3

 

Exam 1

Personal Statement due

Pencil and scantron required

Observing Systematically

Borich: Ch. 4

 

Article: Creating Culturally Responsive Schools

Read chapter

 Be actively engaged in discussion

Learning Climate

Borich: Ch 5

Read chapter.

Be actively engaged in discussion.

Classroom Management

Borich: Ch. 6

 

Read chapter and be actively engaged in discussion .  Review chapters 4 -6

 

Exam 2

Pencil and scantron required

Lesson Clarity

Borich: Ch. 7

 

Read chapter.

Be actively engaged in discussion

Instructional Variety

Borich: Ch 8

Read chapter.

 Be actively engaged in discussion

Task Orientation

Borich: Ch 9

Read chapter and be actively engaged in discussion  Review chapters 7 – 9

 

 

Exam 3

Pencil and scantron required

Learning Process

Borich: Ch. 10

Multiple Intelligences

Read chapter and be actively engaged in discussion Article: Life After School

Student Success

Ch.11

Read chapter and be actively engaged in discussion

Higher Thought Processes

Ch.12

Read chapter and be actively engaged in discussion  Review chapters 10 - 12

 

Exam 4

Pencil and scantron required

TBD by presenter

Research Presentations

 

TBD by presenter

Research Presentations

 

TBD by presenter

Research Presentations

 

TBD by presenter

Research Presentations

 

TBD by presenter

Research Presentations

 

TBD by presenter

Research Presentations

 

TBD by presenter

Research Presentations

 

 

No Class

 

TBD by presenter

Research Presentations

 

 

Final Review

 

 

FINAL

 

 

Semester Wrap Up

 

 

 

 

Student Learning Outcomes/Learning Objectives

COURSE OUTCOMES:

 

  • Become acquainted with the culture of public schools and the issues of school and the society
  • Utilize an objective observation system that allows for effective primary field research
  • Participate in 16 hours of P-12 school observations and data collection
  • Conduct focused observations on the eight primary dimensions of teaching
  • Analyze data gathered in the field observations
  • Be able to identify personal motivation for pursuing the teaching profession
  • Be conversant with the certification requirements
  • Utilize primary research to formulate a comparison/contrast power point on the four levels of P-12
  • Research and read about the age-related (P-12) characteristics of students at the four different levels of schooling