Syllabus
Introduction to the Teaching Profession

Introduction to the Teaching Profession

EDUC-1301

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

Course Information

Section 004
Lecture
Sa 9:00AM - 11:40AM
SAC1 1202
Cassidy Murray

Office Hours

No office hours have been entered for this term.

Course Requirements

Course Grades
All course materials and grades will be posted on Blackboard at http://acconline.austincc.edu/
Final grades will be based on:

 

 

Assignments/Exams/Participation

 

 

Possible Points

 

Points Earned

 

Personal Statement

 

 

8 pts

 

 

 

Early Childhood Classroom Observation Reflection Paper

 

 

12 pts

 

 

Elementary Classroom Observation Reflection Paper

 

 

12 pts

 

 

Middle School Classroom Observation Reflection Paper

 

 

12 pts

 

 

High School Classroom Observation Reflection Paper

 

 

12 pts

 

 

PowerPoint Research Project

 

 

10 pts

 

 

Exam #1 

 

 

10 pts

 

 

 

Exam #2

 

 

10 pts

 

 

 

Participation/In Class Activities

 

 

14 pts

 

 

Total Points

 

100 pts

Final Grade:

 

 

 Personal Statement (8 points)
Students will compose a personal statement exploring their rationale for pursuing the teaching profession.  The personal statement is worth 8 points.  Students are encouraged to continuously update and maintain their personal statements as they progress through their educational preparation for the teaching profession.  The requirements and grading criteria will be disseminated in class.

Classroom Observation Reflection Papers (48 points)
Students are required to write 4 observation reflection papers.  Observation instruments for each grade level observation 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 paper reflecting on what was observed for each grade level observation.  The requirements and grading criteria will be disseminated in class.

PowerPoint Research Project (10 points)
Students will be required to develop a PowerPoint Research Project.  Specific topics for the presentation will be chosen with the help of the instructor.  The requirements and grading criteria will be disseminated in class.  A hard copy of the presentation will be submitted the day of the presentation. 

Exams (20 points)
Students will complete two exams over the readings in the course.  The exams will consist of multiple choice and/or short answer questions.

Participation (14 points)
The participation grade will be based on in-class activities and video reviews.  Students not present during the lectures, will not receive any points for that day even if the absence is excused.  It is not possible to make-up missed participation points.

 In-Class Activities
Students will complete in-class activities that accompany the course of study. 

 Video Reviews
Videos related to course topics will be shown during class. Students are expected to watch and analyze the videos.  The video reviews will be due the following class session from when the video was shown.  The requirements and grading criteria will be disseminated in class.

Classroom Observations
Students are required to complete a 16 hour sequence of observations in P-12 public schools.  Inability to attend the classroom observations will preclude the student from taking the course.  Sixteen hours will take place in four different settings: 4 hours in an early childhood setting, 4 hours in an elementary classroom, 4 hours in a middle school classroom, and 4 hours in a high school classroom.  The classroom observationswill be used to support the connection of theory to actual practice of diverse environments and meaningful learning experiences for diverse students.

Students will need to complete a number of forms related to the classroom observations.  One of the forms requests permission for AISD and possibly surrounding school districts to conduct a criminal background check.  Once this form is signed, a background check by the school district will be completed.  Keep in mind that these steps are essential to protect the school children.  Since the observation is central to the course and is mandatory, failure to comply with the standards required by AISD, ACC, and the local school site will result in course withdrawal, grade failure and/or dismissal from the Associate of Arts in Teaching program. 

Readings

Required Text

Borich, G.  (2011).  Observation skills for effective teaching (6th ed.).  Upper Saddle River, NJ: Pearson Education.  

Course Subjects

 

Week

Date

Topic – Class Activities

Reading Homework

 

Due Dates

Observations

Week 1

8/28/10

Course Orientation

Effective & Ineffective Teachers

Chapters 1, 2 & 3

DUE:Field Observation Policy Agreement, Placement Forms, Criminal Background Forms

 

Week 2

9/4/10

Chapter 1 – Why Observe?

Chapter 2 – Lenses for Observing

A Closer Look at Each Lens

 

Chapter 3 - Making Classroom Visits

Ms. Koker’s Classroom

Chapter 4

DUE:Personal Statement – Why I Want to Pursue the Teaching Profession

 

Week 3

 

 

 

 

9/11/10

Student Centered vs. Teacher Centered Classrooms

 

 

Video

Chapters 5 & 6

 

Friday, October 10: DEADLINE for self placers to secure approval for observations. 

Week 4

9/18/10

Chapter 5 – Learning Climates

(Lens 1)

 

Chapter 6 – Classroom Management

(Lens 2)

 

Chapter 7

DUE:Video Review

 

 

 

Week 5

 

 

 

9/25/10

Chapter 7 – Lesson Clarity (Lens 3)

 

 

Video

Chapter 8

 

High School observations begin on Monday, September 20.

Week 6

 

 

10/2/10

Chapter 8 – Instructional Variety

(Lens 4)

 

Learning Styles

 

DUE:Video Review

 

 

Week 7

10/9/10

Multiple Intelligences

 

Review for Mid-Term

 

 

Middle School observations begin on Monday, October 4.

 

High School observations end on Friday, October 8. 

Week 8

10/16/10

Midterm

 

Chapters 9 & 10

DUE:High School Observation Reflection Paper

 

DUE:Midterm

 

Week 9

10/23/10

Criteria for Power Point Presentation

 

Chapter 9 – Task Orientation (Lens 5)
 

Chapter 10 – Engagement (Lens 6)
Introduction to Bloom’s Taxonomy

 

Group Time

 

Chapter 12

 

Middle School observations end on Friday, October 22.

Week 10

10/30/10

Bloom’s Taxonomy

 

Chapter 12: Looking for Higher Thought Processes & Performance Outcomes

 

Group Time

 

 

DUE:Middle School Observation Reflection Paper

Early Childhood observations begin on Monday, October 25.

Week 11

11/6/10

Role of the Government

TEKS & TAKS

Accountability & Assessment

 

Group Time

 

 

 

 

Week 12

11/13/10

Types of Schools

Joining the Teaching Profession

Staying Current

 

Group Time

 

 

Elementary observations begin on Monday, November 8.

 

Early Childhood observations end on Friday, November 12.                              

Week 13

11/20/10

Presentations

 

 

DUE:Early Childhood Observation Reflection Paper

DUE:Power Point Research Project (Due on day of presentation)

 

Week 14

11/27/10

NO CLASS – Happy Thanksgiving!

 

 

 

Week 15

 

 

12/4/10

Presentations

 

 

Elementary observations end on Friday, December 3. 

Week 16

12/11/10

Exam

 

DUE:Elementary Observation Reflection Paper

 

DUE:Final Exam

 

 

Classroom Observation/Fieldwork Placements

High School: Weeks 5, 6 & 7
Middle School: Weeks 7, 8 & 9
Early Childhood: 10, 11 & 12
Elementary: 12, 13, 14 & 15

Student Learning Outcomes/Learning Objectives

Course Goals

  • Employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition
  • Differentiate and analyze differing points of view
  • Identify and understand differences and commonalities within diverse cultures
  • Develop an overview of the school system by observing at the early childhood, elementary, middle, and high school levels
  • Improve skills of critical analysis and problem solving, including skills of observation, identification of relationships, and reflective expression
  • Strengthen decision-making skills within a context of complex situations where there may not be a match between theory and practice
  • Enhance professional practice by critically examining values, beliefs, and strategies that facilitate the learning of all students
  • Understand the certification requirements of teaching
  • Examine personal motivation for choosing education as a major

 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
  • Research the age-related (P-12) characteristics of students at the three different levels of schooling and relate the best practices to a dimension of teaching