COLLEGE OF EDUCATION, TEACHER EDUCATION DIVISION
TED 400: INTRODUCTION TO EDUCATION (3 units)
Summer 2015
Instructor: Dr. Jeff Sapp
Phone: (310) 243-3721
Email: jsapp@csudh.edu
Office: COE 1453
Office Hours: Monday/Wednesday 4-5
Class Meetings: Tuesday 5-8:50
REQUIRED COURSE TEXTS
 CSUDH Teacher Education Department Preliminary Credential Program Handbook,
http://www4.csudh.edu/coe/programs/teacher-education/index
 Taskstream: A web-based toolset for demonstrating learning achievement. www.taskstream.com.
 Additional materials are available at www.professorsapp.com.
SUPPLEMENTAL COURSE TEXT
 Burant, T., Christensen, L., Salas, K., & Walters, S. The New Teacher Book: Finding Purpose, Balance, and
Hope During Your First Years in the Classroom. Second Edition. Rethinking Schools. Milwaukee, WI,
www.rethinkingschools.org (Available as an instant download e-book)
 Ornstein, A. and Levine, D. (2008). Foundations of Education. Independence, KY: Wadsworth
Publishing.
UNIVERSITY AND DEPARTMENTAL EXPECTATIONS
University Statement Regarding the Americans with Disabilities Act: CSUDH adheres to all applicable federal,
state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations for
students with temporary and permanent disabilities. For students with a disability that may adversely affect their
work in class, it is recommended that they register with Disabled Student Services (DSS). All disclosures of
disabilities are kept strictly confidential. Note: no accommodation can be made until a student is registered with
the DSS in WH180. For more information call 310/243-3660.
University Statement Regarding Academic Integrity and Plagiarism: The CSUDH booklet Student Rights and
Responsibilities states that “...all academic work submitted by a student as his or her own should be in his or her own
unique style, words, and form. When work is submitted that appears to be original, but actually is not, the student
has committed plagiarism.” For this course, you are expected to submit an original instructional unit. You may
incorporate materials and resources developed by other individuals, but be sure to cite the authors or developers
of these materials and resources. Please refer to University Catalog for the full state of the university’s policies.
Mission Statement: We collaborate to design and implement rigorous and relevant programs, recruit, and support
excellent candidates, develop interactive learning environments that foster student achievement and empowerment,
pose critical questions, and engage in continuous improvement.
Vision Statement: The College of Education, in partnership with P-14 schools, prepares deeply knowledgeable
education professionals who are passionate about helping all students reach their full potential, and who make
urban schools the places where children, families, and teachers thrive.
Philosophy Statement: We recognize the wide range of perspectives, ideas, and deep-seated beliefs that exist
within our own community. At the same time, we share core values that underlie our work with and for candidates.
Core Belief Statement: Developed by faculty and centered on key themes in educator preparation, these
statements express the strong values that underlie our professional work and that have long been held in the
College of Education. These beliefs define our work together even when it branches out into different projects and
endeavors. Each theme and statement stems from a strong knowledge base that includes theories and research
from each of the disciplines present in our school.
• Access: We believe that every child is entitled to caring, competent, and qualified teachers,
administrators, and counselors every year.
• Responsive Pedagogy: We believe all students can learn when educators know them, have high
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expectations for them, and provide them with appropriate instruction and scaffolding.
• Reflection: We believe our academic programs and clinical preparation must integrate current research,
significant theory, and public policy through reflective practices that result in continuous improvement.
• Growth: We believe that education professionals have an obligation to be a force for continual and
positive growth for themselves, their students, their colleagues, and their communities. This gives purpose to
our practice of continuous assessment and improvement.
• Collaboration: We believe that collaboration within and among all stakeholders and communities is
integral to learning and to transforming schools.
COE Programs are Accredited by NCATE and CTC (See COE/CSUDH Website for detailed information)
REMINDER NOTE
TED Policy states that candidates must maintain a B average, with no grade lower than a C. A grade of
Incomplete is given only in cases of documented grave emergencies.
COURSE TECHNOLOGY DEMANDS
One of the goals of the University is to provide the best customer service to our students. During the past few
years the university has been working to refine and ensure that any e-mail system used by the University to
communicate to students is secure and safe. As part of this process, Student E-mail is now the primary means of
communicating to all CSUDH students used by the Offices of Admissions, Financial Aid, Records and Registration
and Student Financial Services.
In addition, to successfully participate in this course, students must:
1.
Demonstrate facility with Microsoft Office, including Word and PowerPoint (or other similar programs).
2.
Regularly access their CSUDH email account.
3.
Access course information and materials from CSUDH Blackboard.
4.
Upload assignments to www.taskstream.com.
5.
Access additional materials on-line for in-class assignments.
6.
Access and respond to on-line prompts and discussion.
7.
Access and use a range of on-line programs (e.g. Dropbox, Flickr, Blogger, Wikispaces, etc.).
As students will need to access information available on Blackboard and/or other Internet sources for classroom
activities and it is important to bring a computer or mobile device with Internet access to every class. Many—
though not all—of these instructional materials are available on Blackboard and can be downloaded ahead of
time (and printed out if they cannot be accessed in class).
COURSE DESCRIPTION
This course is an introduction to Education and to the CSUDH Division of Teacher Education Credential Program
for single and multiple subject programs. It is taken during Phase I of the program. The observation and
participation requirement includes 40 hours of early field experience in urban, multilingual, and multicultural
school settings. Course topics include: history and philosophy of education, credential program orientation, state
Teacher Performance Expectations (TPEs), credential program assessment system (PACT), state content
standards, lesson planning/teaching/reflection, and the professional, legal, and ethical responsibilities of
teachers. Throughout the course in in-class and out-of-class activities, students learn about and use a number of
computer applications to complete instructional course tasks. They also critically evaluate these and other
technological tools for their usefulness as integral tools in K-12 classrooms. This is a traditional in-class course
that meets weekly during the session.
STUDENT LEARNING OUTCOMES
Candidates will participate in a number of activities both in and outside of class related to using technology to
support K-12 student learning. Through these activities, candidates will:
1. Understand the history of education and its impact on today’s educators.
2. Identify and write about their philosophies of teaching.
3. Become familiar with and reflect upon the Teacher Performance Expectations.
4. Observe and engage in public school classrooms in the appropriate subject and level.
5. Collect and analyze a range of instructionally-related information about students in a public school
classroom. TPE #3, #8
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6. Develop skills in developing effective lesson plans that incorporate principles of effective instruction
and best practices. TPE #3, #4, #5, #6A, #6B, #6C, #9
7. Become familiar with and reflect upon legal and professional guidelines and obligations. #12
8. Become familiar with and use a range of web-based tools that support learning. TPE #3, #4, #5,
#9
9. Identify resources for integrating technology into classroom use. TPE #3, #4, #5, #9
10. Evaluate web technologies for use in the classroom. TPE #3, #4, #5, #9
GRADING POLICY
Grades for this course are based upon assignments completed outside of class, as well as in classroom sessions.
Assignments are due on the dates listed on the Class Schedule. No late work will be accepted.
Course Grading Scale: Grades are calculated using the following scale:
A
95% and above
B80-83%
A90-94%
C+
77-79%
B+
87-89%
C
74-76%
B
84-86%
C70-73%
D+
D
F
67-69%
64-66%
63% or below
Assignments: Grades are based upon the following assignments:
Philosophy of Education
Lesson Planning & Reflection
Reflective Metaphor
Documentation of Field Experience
Educational App Review
Reflective Blogging
20 points
20 points
15 points
15 points*
10 points
20 points
Total
100 points
* Required for passing TED 400
ATTENDANCE
Students are expected to attend all classes. In the case of an unavoidable absence, students are responsible for
contacting the instructor and acquiring materials and information from other members of the class. Students will
lose In-Class assignment points for each absence.
LATE ASSIGNMENTS
Assignments are due on the dates listed on the Class Schedule. Electronic assignments must be posted by 3:30 of
the due date. Physical assignments are due at the beginning of class period on the due date. No late work will
be accepted.
PUNCUALITY/LATENESS
As a courtesy to the instructor and members of the class, make every effort to arrive on time to class. If you arrive
late, please enter the class quietly so as not to disturb others.
TREATMENT OF OTHERS
It is the responsibility of all members of the class to treat other members and the instructor courteously and
professionally to assure that each individual has the opportunity and right to express his or her opinions.
Additionally, as a courtesy to all members of the class, all cell phones and other electronic devices should be
turned off or to silent mode upon entering the classroom. Personal and class computers should be used for class
work, except during breaks or after completion of classwork. Misuse of computers may result in the suspension of
the privilege of using these devices in class.
COURSE TASKS
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Philosophy of Education (20 points) A philosophy of education is a statement about the purposes of
education, how students develop and learn, and what and how they should be taught. Your philosophy
should be succinctly developed using either PowerPoint or Prezi and fully address each of the following
statements:
 Identify what you believe are the purposes of education.
 What do you think the curriculum and content should be? Include which of the philosophies of
education discussed in class form the basis of your personal philosophy. You can combine one or
more and have an eclectic perspective.
 Identify what you believe about how children learn and develop. What are the approaches to
teaching that support students’ learning?
 What are the important roles played by teachers? What metaphor best describes your ideas for
the teacher? What are the most important teacher characteristics?
Lesson Planning and Reflection (20 points each) Another important skill that the course is structured to
develop is your ability to plan lessons. You will develop a lesson plan with other members of the class.
Your group will then teach part of this lesson to the whole class. You will be asked to individually reflect
upon this process and the skills and knowledge you may have acquired from it. Demonstrate technology
proficiency by including at least two Apps you’d use to engage students.
Reflective Metaphor (15 points) Students will write a one to one-and-a-half extended metaphor that
explains their intentions for teaching.
Documentation of Field Experiences (15 points) The thirty hours of classroom observation required for
this course must be documented on the Observation Documentation Form. This completed form must be
turned in to receive credit for the course.
Reflective Blogging (5 points each = 20 points)
During the semester students will respond to four prompts related to the course content on on-line blogging sites.
Grades for reflective blogging are based on submission and quality of content. Students will post entries to
prompts, as well as in response to other students’ postings. Prompts will be discussed and presented in class.
Educational App/Other Review (10 points)
To encourage exploration of the broad range of applications and other technology uses available free or at low
cost, students will locate an app with interesting educational uses and write a review of it. These will be posted to
an on-line site for access and comments by the rest of the class.
Application Accounts
In addition to the above assignments, students will need to create personal accounts for several applications that
will be used during the class (Google, Dropbox, Prezi, etc.). While it is hoped that these applications will be
useful, students can, of course, cancel their accounts at the end of the semester.
Dispositions
Students will fill out Disposition Survey #1 and Disposition #2 on Taskstream at two designated times during the
semester.
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TED 400 Disposition Self-Reflection Survey #1
Please reflect on your abilities to demonstrate the following behaviors at this point in your credential coursework.
Completion of this survey should serve to assist you in reflecting upon your own strengths and opportunities for growth.
I am confident “I ” can:
No confidence
Demonstrate sensitivity and respect for others’ cultural differences
Approach learners with patience.
Collaborate effectively with other professionals
Approach learners with empathy
Communicate effectively with families from culturally& linguistically
diverse backgrounds
Approach learners with fairness
Will hold all learners, including those in high need areas to high expectation
Communicate effectively with colleagues
Participate effectively as a team member
Communicate effectively with administrators
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Develop and implement systematic, evidence based instructional strategies to
teach skills within the school and work setting.
Use informal assessments to make accommodations, modifications, &
instructional decisions.
Use formal assessments to make accommodations, modifications, &
instructional decisions
Implement intervention strategies that address specific learning needs, that
are developmentally & culturally appropriate.
Develop differentiated lessons and instructional sequences that address
diverse strengths and needs.
Implement positive behavioral support plans and interventions based on
functional behavior assessments.
I am an individual who:
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Has high expectations for all learners in high-need schools
Reflects on my own biases
Is comfortable with individuals from varied cultural and linguistic
backgrounds
Collaborates effectively with professionals
Reflects on my own learning
Engages in reflective practices
Reflects on my own goals
Reflects on my own strengths
Values cultural and linguistic diversity
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Very confident
Not true
Very True
Adapted Spring 2014 from CSUDH COE’s SPE 481 Special Education Personal Reflection Survey
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TED 400 Disposition Self-Reflection Survey #2
Please reflect on your abilities to demonstrate the following behaviors at this point in your credential coursework.
Completion of this survey should serve to assist you in reflecting upon your own strengths and opportunities for growth.
You are asked to provide the last four digits of your student ID for data collection purposes only. The results will not be
viewed by faculty currently supervising or evaluating your work. Results will be used for program reflection, accreditation
purposes and as appropriate for research purposes.
Using the scale below, please rate yourself on the extent to which you believe you currently engage in the following
behaviors:
1=Never
2= Not usually
3= Sometimes
4= Most of the time
5= Always
Thinking about myself at this point in my professional growth, I…
_____ Demonstrate sensitivity and respect for others’ differences, experiences, culture, values, ideas, and
opinions.
_____ Exhibit behaviors and attitudes towards students and peers that acknowledge and celebrate
individuality.
_____ Show a commitment to helping student realize their potential.
_____ Demonstrate flexibility and openness to different ideas and thoughts, including feedback from others.
_____ Demonstrate self-awareness and knowledge of personal strengths and limitations which may
influence my professional success.
_____ Demonstrate willingness to transfer insight into action (e.g. to seek professional help or make changes)
_____ Show attentiveness and respectfulness when interacting with colleagues and instructors.
_____ Adhere to established group rules as delineated and explained during TED courses.
_____ Display professional behavior to faculty, staff, and peers.
_____ Attend class regularly and am punctual.
_____ Demonstrate a willingness to self-examine and participate in self-reflection for growth.
_____ Maintain both physical and psychological health when lack of soundness is apparent.
_____ Demonstrate integrity and honesty in my academic work and in my personal interactions in group.
_____ Demonstrate ethical behavior.
_____ Participate in assignments as required by the instructor (reading, journaling, etc.).
_____ Utilize active listening skills.
_____ Demonstrate a commitment to my own development as a professional.
(Adapted Spring 2014 from CSUDH COE’s PPS 525 Group Dynamics for Personal Growth Self-Reflection Survey)
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Student Information and Context for Learning Form
TED 400
Please provide the requested context information for the class you are observing.
About the course you are observing
1. What is the name of the course you are documenting?
2. What is the length of the course? (e.g., one semester, one year, other)
3. What is the class schedule? (e.g., 50 minutes every day, 90 minutes every other day)
About the students in the class
4. How many students are in the class you are documenting?
5. How many students in the class are (a) English learners (b) Re-designated English learners (c) Proficient
English speakers?
6. Please complete the following table about any English learners’ latest CELDT scores (if available):
The Number of Students at Each CELDT Level in Different Modalities
Listening
Speaking
Reading
Writing
Overall
Beginning
Early
Intermediate
Intermediate
Early
Advance
Advance
7. How many students have Individualized Education Plans (IEPs) or section 504 plans?
8. What is the grade-level composition of the class?
About the school curriculum and resources
9. Describe any specialized features of the classroom setting (e.g., bilingual, Sheltered English).
10. Is there a particular textbook or instructional program primarily use for this subject? What is it? If it’s a
textbook, please provide the name, publisher, and date of publication. What other major resources do
you see being used for instruction in this class?
Context Commentary
Write a commentary of 3-5 single-spaced pages (including prompts) that addresses the following prompts. You
can address each prompt separately, through a holistic essay, or a combination of both, as long as all prompts
are addressed.
Briefly discuss the following items.
11. What type of school/program are you observing? (e.g., middle/high school, themed school or program)
12. What kind of class are you observing? (e.g., 9th-grade world history)
13. What is the degree of ability grouping or tracking, if any?
14. Describe the class with respect to the features listed below. Focus on key factors that you believe will
influence planning and teaching the content.
a. Academic development: Consider students’ prior knowledge, key skills, developmental levels,
and other special educational needs.
b. Language development: Consider aspects of language proficiency in relation to the oral and
written English required to participate in classroom learning and assessment tasks. Describe the
range in vocabulary and levels of complexity of language use within the entire class. When
describing the proficiency of the English learners, describe what the English learners can and
cannot yet do in relation to the language demands of tasks in the learning segment.
c. Social development: Consider factors such as the students’ abilities and experience in expressing
themselves in constructive ways, negotiating and solving problems, and getting along with others.
d. Family and community contexts: Consider key factors such as cultural context, knowledge
acquired outside of school, socio-economic background, access to technology, and
home/community resources.
15. Describe any district, school, or cooperating teacher requirements or expectations that might impact
planning or delivery of instruction, such as required curricula, pacing, use of specific instructional
strategies, or standardized tests.
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TED 400 INTRODUCTION TO EDUCATION (THREE UNITS) CLASS SCHEDULE
CLASS
MEETING
TOPIC






Introductions
Most Memorable Teachers
Course Overview
Advantages & Disadvantages of Teaching
Introduction to Dispositions
Psychological Foundations: Introduction to BrainBased Learning

Psychological Foundations: Memory & Recall Made
Simple; Multiple Intelligences











Psychological Foundations: Documentary Reviving
Ophelia
Historical Foundations: An Overview of the History of
Education
Documentary Black, White & Brown: Brown v. Board of
Education of Topeka
Historical Foundations: Documentary A Time for
Justice: America’s Civil Rights Movement
Grandma’s Credential circa 1911 – What has changed
and what hasn’t?
Philosophical Foundations: An Introduction to the
Philosophy of Education
Philosophical Foundations: Philosophy Activity
Philosophy of Education Matrix
Introduction to Philosophy of Education Assignment
Introduction to Lesson Planning
Lesson Planning Activity
Making Lesson Plans Creative
Teacher Performance Expectations (TPEs)
Lesson Planning Activity (Continued)
Principles of Effective Instruction
Accommodations
June 29

July 1
June 1
June 3
June 8

ASSIGNMENTS DUE

DUE: Blog 1 Response

DUE: Blog 2 Response

DUE: Philosophy of Education
Reflective Teaching

DUE: Blog 3 Response



Sociological Foundations: What is Culture?
My Multicultural Self
What is Multicultural Education?

DUE: Lesson Plan & Materials
July 6

Sociological Foundations: Bullying

DUE: Blog 4 Response


Legal Issues in Education
What have we learned?

July 8
DUE: Documentation of Field
Experience
DUE: Reflection on Field Experience
June 10


June 15


June 17
June 22
June 24
TED 400
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