COURSE SYLLABUS Phoenix Campus
EDUC 5318 Becoming a Teacher
WAYLAND BAPTIST UNIVERSITY
Spring 2013
WBU Mission: Wayland Baptist University exists to educate students in an
academically challenging and distinctively Christian environment for professional
success, lifelong learning and service to God and humankind.
COURSE NUMBER AND TITLE: EDUC 5318 Becoming a Teacher
TERM AND DATES: SPRING 2013 – March 1, 2, May 10,11, 2013
OFFICE HOURS:
For all questions about the course, the first place to contact me is through messages on
Blackboard which is an internal message center for our class only. I will respond to
your message normally within 48 hours. If you need to talk to be sooner, email me and
then if you really need immediate attention, call.
INSTRUCTOR:
Instructor:
Office:
Cell:
Email:
Dr. Michael Wolf
WBU-Phoenix 602-279-1011
480-677-1538
wolfm@wbu.edu
REQUIRED RESOURCE MATERIALS:
APEA for Arizona Study Guide (not for instructional leadership students)
AND
Nath and Cohen. Becoming an EC-6 Teacher in Texas, 2nd edition, 2011, Wadsworth: Cengage
Learning Publishers
9780495601654
Other professional sources relating to your content area, see instructor.
Other Book/Periodical/Electronic Resources:
1. The State Board of Educator Certification (SBEC) website:
www.sbec.state.tx.us
licensing information
2. The Texas Examinations of Educator Standards (TExES) website:
www.texes.nesinc.com examination descriptions & registration
3. Websites that describe opportunities to teach in your subject area.
resource for job search project
C. Access to WBU Learning Resources:
1. www.wbu.edu/lrc
2. John Elliott, email: elliotj@wbu.edu
Additional if needed:
Hadley, Eisenwine. Interactive Study Guide for the TExES Pedagogy and Professional Responsibilities Tests.
Pearson
0205503543
A. COURSE OUTLINE: Final objectives: At the end of the course the student will
1. Demonstrate mastery of the 13 competencies on the TExES PPR
2. Explain the steps for obtaining his/her initial teaching license
3. Articulate a strategy for locating teaching positions
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B. Outline of major units of study:
1. Developing test savvy
2. The educational philosophy behind the any professional requirements
3. Review of the professional standards and competencies
4. How to obtain your teaching license/position
5. Interviewing savvy
6. Finding teaching positions in your subject area
Course Requirements:
A. Written responses:
1. Weekly Activity
2. Portfolio
3. Practice exam
B. Reading assignments:
1. Weekly assignments per the textbook, content standards and professional
websites
B. Projects and other assignments:
1. Develop questions about interviewing and obtaining a job to ask a teacher
panel
2. Develop a professional portfolio
C. Examinations
1. Weekly quiz(zes) to practice test-taking skills and review competencies
2. Practice test/other exams as needed
Student Learning Outcomes: By the end of the course the student will
A. Demonstrate a working knowledge of the educational philosophy behind
professional licensing exam/certification/job acquisition
B. Apply a thorough knowledge of the required competencies
C. Explain when & how to obtain your teaching license/position
D. Expand your repertoire of interviewing skills
E. Know where and how to look for current teaching positions in your subject area
Means for Assessing Student Learning Outcomes:
A. Meeting 80% on practice exam
B. Explain of the process to obtain a teaching license/position.
C. Presentation of Portfolio and teaching position acquiring skills
D. Produce Professional Portfolio
Portfolio Inventory
Weekly Practice Sets
Weekly Activity
Professional Portfolio
Practice exam
100 points
100 points
100 points
200 points
100 points
TOTAL POSSIBLE POINTS 600
PROCEDURAL POLICY:
A. Students will submit all responses each week. Late work is not
acceptable.
B. Portfolio is dependent on MED and content.
C. Professional exam/certification/position is specific to MED specialty
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D. All writing is to be submitted in APA style. Use 2010 APA manual
E. When in doubt talk to the instructor prior to the assignment due
F. All MED work should be at the A or B level.
WORK SUBMISSION POLICY:
A. Students will make every effort to participate each week.
Non-submissions are to be explained to the satisfaction of the
Instructor who will decide whether the omitted work may
be made up.
B. It is imperative that if you have any kind of “life” situation (yes,
anything) that impedes your submission of work that you inform the
instructor (me) by e-mail, or by phone if an emergency, ASAP. As
long as you remain committed to complete the work we can nearly
always work out a submission plan.
C. Please, do not drop this course without first contacting me, the
instructor.
EVALUATION:
A. University Grading System (2009-09 Catalog)
A
B
C
D
F
459 - 510 pts
408 - 458 pts
357 - 407 pts
306 – 356pts
below 305 pts
Cr
NCR
I
W
WP
WF
X
IP
for Credit
No Credit
Incomplete*
for withdrawal
Withdrawal Passing
Withdrawal Failing
No grade given
In Progress
A grade of “CR” indicates that credit in semester hours was granted but no grade or
grade points were recorded.
*A grade of incomplete is changed if the work required is completed prior to the date
indicated in the official University calendar of the next long term, unless the instructor
designates an earlier date for completion. If the work is not completed by the
appropriate date, the I is converted to the grade of F. An incomplete notation cannot
remain on the student’s permanent record and must be replaced by the qualitative
grade (A-F) by the date specified in the official University calendar of the next regular
term.
ACADEMIC HONESTY: University students are expected to conduct themselves
according to the highest standards of academic honesty. Academic misconduct for
which a student is subject to penalty includes all forms of cheating, such as illicit
possession of examinations or examination materials, forgery, or plagiarism.
(Plagiarism is the presentation of the work of another as one’s own work).
Disciplinary action for academic misconduct is the responsibility of the faculty members
assigned to the course. The faculty member is charged with assessing the gravity of
any case of academic dishonesty, and with giving sanctions to any student involved.
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Penalties may be applied to individual cases of academic dishonesty see catalog for
more information about academic dishonesty.
DISABLED PERSONS: “It is University policy that no otherwise qualified disabled
person be excluded from participation in, be denied the benefits of, or be subject to
discrimination under any educational program or activity in the University.”
COURSE CALENDAR AND ASSIGNMENTS:
Assignments are due on Monday at 8am prior to beginning of the next week
assignments. Late work is unacceptable in a graduate course. In the event of
unusual circumstances you should contact the professor.
Week/Session
Topic and other info
1.
Inventory for Portfolio-all chapters
2.
Understanding Learners Chapters 1-5
3.
Understanding Learners Chapters 1-5
4.
5.
6.
7.
8.
9.
10.
11.
Teacher Panel
Portfolio requirements
Enhancing Student Achievement
Chapters 6-11
Assignments
Inventory – see rubric
Resume
Practice Decision Set items
Activity
Inventory
Practice Decision Set items
Activity
Interview
Practice Decision Set items
Activity
Section 1 of Portfolio
Enhancing Student Achievement
Practice Decision Set items
Chapters 6-11
Activity
Section 2 of Portfolio
Understanding the Teaching Environment Practice Decision Set items
Chapters 12-15
Activity
Section 3 of Portfolio
Understanding the Teaching Environment Practice Decision Set items
Chapters 12-15
Activity
Practice exam preparation
Portfolio Presentation
See rubric
Practice exam preparation
Portfolio Finalized
See rubric
Practice Exam
Arrange with instructor
Final Grades
Note: The instructor reserves the right to modify syllabus with notice.
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