Teacher as a Responsive, Reflective Professional:
A Partner in Learning
PED 445
GATEWAY TO THE PROFESSION:
Communication and Collaboration
Fall, 2009
Thursday
Wednesday
Friday
Tuesday
Wednesday
Section 1
3 s.h.
August 20
September 16
October 16
November 10
December 9
PE 230
9:00 a.m. - 4:00 p.m.
5:00 p.m. - 8:00 p.m.
9:00 a.m. - 4:00 p.m.
5:00 p.m. - 8:00 p.m.
9:00 a.m. - 4:00 p.m.
COURSE DESCRIPTION
The course brings closure to the accrued knowledge and skills relating to all aspects of teaching. Students will
examine their roles as colleagues, reflective practitioners, and advocates. They will develop techniques for
effective communication with students, parents, teachers, administrators, community members, and other
professional educators and apply them during a comprehensive school experience. Students will also explore
methods for collaborating effectively across differences of race, class, gender, and sexuality. Course is
required during student teaching.
INSTRUCTOR
Mary Motley
Sue Uebel
E-mail: m.motley@csuohio.edu
E-mail: s.a.uebel@csuohio.edu
Office: PE 220
Office: PE 211
Phone: 687-4885
Phone: 687-4880
ATTENDANCE
Attendance is mandatory each day for the full day. Any absences may seriously affect your ability to perform
satisfactorily or to complete course requirements and student teaching.
2-
COURSE GOALS
Knowledge
1. The student will understand that student competency often parallels teacher expectations. (Professionalism,
Inquiry, Contextualism)
2. The student will understand and complete all pre-licensure procedures (Professionalism, Contextualism)
3. The student will participate in a mock interview experience and understand expectations of potential employers
(Professionalism)
4. The student will understand and successfully complete all student teaching responsibilities/tasks (Professionalism,
Inquiry, Contextualism, Partnership)
5. The student will refine their working portfolio transforming it into an employment portfolio (Professionalism, Inquiry,
Contextualism)
6. The student will understand be able to knowledgeable discuss current issues/concerns/trends in education
(Professionalism, Inquiry, Contextualism, Partnership)
7. The student will be able to compare and contrast various methods of evaluation (Professionalism, Inquiry,
Contextualism, Partnership)
8. The student will be able to utilize a variety of organizational methods and teaching strategies in the gym
(Professionalism, Inquiry, Contextualism)
9. The student will be able to recognize and relate physical education and the more traditional academic areas
(Professionalism, Inquiry, Contextualism)
10. The student will demonstrate knowledge of the appropriateness of specific learning objectives (Professionalism,
Inquiry, Contextualism, Partnership)
11. The student will demonstrate knowledge of the appropriateness of classroom materials and activities for selected
student objectives. (Professionalism, Inquiry, Contextualism, Partnership)
Skill
1. The student will develop two units that meet the specific diverse needs of the students and that are age appropriate
(Professionalism, Inquiry, Contextualism)
2. The student will demonstrate the ability to compare and contrast a variety of tools for assessing the students' learning
levels. (Professionalism, Inquiry, Contextualism)
3. The student will develop a management and discipline plan that is age appropriate and congruent with the system
they are assigned (Professionalism, Inquiry, Contextualism)
4. The student will complete a employment portfolio that demonstrates his/her unique skills in teaching
(Professionalism, Inquiry, Contextualism)
5. The student will develop two original unit plans to be utilized in his/her student teaching experience that are
developmentally appropriate (Professionalism, Inquiry, Contextualism)
6. The student will demonstrate the ability to operate a computer system in order to successfully utilize content specific
software (Professionalism, Inquiry, Contextualism)
7. The student will demonstrate the ability to recognize and incorporate various racial and cultural perspectives of sport
and physical education (Professionalism, Inquiry, Contextualism, Partnership)
8. The student will demonstrate the ability to meaningfully modify activities to accommodate students with special needs
(Professionalism, Inquiry, Contextualism)
9. The student will demonstrate the ability to modify classroom interactions and practices that may impact males and
females differently (Professionalism, Inquiry, Contextualism)
Attitudes and Values
1. The student will demonstrate personal qualities associated with being and effective physical educator.
(Professionalism, Inquiry, Contextualism, Partnership)
2. The student will demonstrate a respect for a diverse school population (Professionalism, inquiry, Contextualism,
Partnership)
3. The student will demonstrate a cooperative attitude, flexibility and professionalism toward their teaching
responsibilities (Professionalism, Inquiry, Contextualism, Partnership)
-3-
LEARNING EXPERIENCES/EVALUATION
1. Student Teaching Requirements- Notebook
2. ePortfolio -
(Professionalism, Inquiry, Contextualism, Partnership)
3. Mock Interview
30%
(Professionalism, Inquiry, Contextualism)
15%
Due November 20, 2009
5%
(Professionalism, Contextualism, Partnership)
4. Educational Philosophy 4-5 pages w/ 2 references
5. Student Portfolio & Presentation
6. Required Student Work Sample
(Professionalism, Inquiry, Contextualism, Partnership)
10%
20%
(Professionalism, Inquiry, Contextualism, Partnership)
20%
(Professionalism, Inquiry, Contextualism)
COURSE SCHEDULE (Very Tentative)
DATE
Thursday
August 20
(9:00-4:00)
Wednesday
September 16
(5:00-8:00pm)
Friday
October 16
(9:00-4:00)
Tuesday
November 10
(5:00-8:00)
Wednesday
December 9
(9:00-4:00)
CONTENT
Course orientation
Student teaching requirements
ePortfolio guidelines
Professional journal reflection
Problem solving
Professional do’s and don’ts (e.g., contract obligation)
Academic Integrity Guidelines
Philosophy of Education guidelines
Teacher work sample required artifact
Students at-risk for violent behavior
Management and discipline
Professional journal reflection
Licensure standards/renewal (IPDP)
National certification (NBPTS)
Diversity
Stress management in the workplace
Professional organizations
Grants and fund raising
Career placement
Technology sharing
Grading task
Everything a 1st year teacher MUST know…but is afraid to
ask!!!!!
Portfolio review: peer conferencing (BRING several strong
artifacts that are a part of your ePORTFOLIO that you will offer
in your interview as demonstrating competency in NASPE
standards)
Interview practice
Interview Questions
Professional journal reflection
Mock interviews (including employment portfolio)
Politics in the schools
Communication advisory
Student portfolio presentations
ASSIGNMENT
Prepare employment portfolio
Plan student portfolio
Develop parental letters
Prepare employment portfolio
Complete grading task
Prepare employment portfolio
Plan student portfolio
Prepare for mock interview
Finalize employment ePortfolio
Prepare student portfolio presentation
Prepare for mock interview
GOOD LUCK!!
-4-
BIBLIOGRAPHY
Acheson, K. & Gall, M. D. (1992). Techniques in the Clinical Supervision of Teachers (3rd Ed.) New York: Longman.
Association of Supervision and Curriculum Development (1988). Another Set of Eyes [videotape]. Alexandria, VA: Author.
Byra, M. (1997). Post-lesson conferencing strategies and pre-service teachers’ reflective practices. Journal of Teaching in Physical
Education, 16(11), 48-65.
Campbell, D. M., Cignetti, P. B., Melenyzer, B. J., Nettles, D. H., & Wyman, R. M. (1997). How to Develop a Professional Portfolio: A
Manual for Teachers. Boston: Allyn & Bacon.
Cogan, M. (1973). Clinical Supervision. Boston: Houghton Mifflin.
Dollase, R. H. (1992). Voices of beginning teachers: Visions and realities. New York: Teachers College Press.
Everhart, B. (1997). Using e-mail in student teaching. Journal of Physical Education & Recreation, 68(6), 36-38.
Glickman, C. (1985). Supervision of Teachers - A Development Approach. Boston: Allyn & Bacon.
Holmes Group (1986). Tomorrow’s Teacher: A Report of the Holmes Group. East Lansing, MI: Author.
Hopple, C. J. (1995). Teaching for Outcomes in Elementary Physical Education: A Guide for Curriculum and Assessment. Champaign,
IL: Human Kinetics.
MacDonald, R. E. (1991). A handbook of basic skills and strategies for beginning teachers: Facing the challenge of teaching in today’s
schools. New York: Longman.
Melograno, V. J. (1994). Portfolio assessment: Documenting authentic student learning. Journal of Physical Education & Recreation,
65(8), 50-55, 58-61.
Metzler, M. W. (1990). Instructional Supervision for Physical Education. Champaign, IL: Human Kinetics.
Napper-Owen, G. E., & Phillips, D. A. (1995). A qualitative analysis of impact of induction assistance on first-year physical educators.
Journal of Teaching in Physical Education, 14(3), 305-327.
Neide, J. (1996). Supervision of student teachers: Objective observation. Journal of Physical Education & Recreation, 67(7), 14-18.
Norback, J. S., & Wattay, D. (1995). Job analysis of the knowledge important for newly licensed physical education teachers. Journal
of Teaching in Physical Education, 14(1), 60-84.
Parkay, F. W., & Stanford, B. H. (1998). Becoming a teacher (4th ed.). Boston: Allyn and Bacon.
Randall, L. E. (1992). Systematic Supervision for Physical Education. Champaign, IL: Human Kinetics.
Rikard, G. L. & Knight, S. M. (1997). Obstacles to professional development: Interns’ desire to fit in, get along, and be real teachers.
Journal of Teaching in Physical Education, 16(4), 440-453.
Rink, J., et al. (1995). Moving into the Future - National Physical Education Standards: A Guide to Content and Assessment (NASPE).
St. Louis: Mosby.
Russell, T., & Munby, H. (Eds.). (1993). Teachers and teaching: From classroom to reflection. London: Falmer.
Schempp, P. G. (1985). Becoming a better teacher: An analysis of the student teaching experience. Journal of Teaching in Physical
Education, 4, 158-165.
Siedentop, D. (1991). Developing Teaching Skills in Physical Education. Palo Alto, CA: Mayfield.
Silverman, S. J. & Ennis, C. D. (Eds.) (1996). Student Learning in Physical Education: Applying Research to Enhance Instruction.
Champaign, IL: Human Kinetics.
Smyth, D. M. (1995). First-year physical education teachers’ perception of their workplace. Journal of Teaching in Physical Education,
14(2), 198-214.
Strean, W. B. (1997). Ideology critique: Improving instruction by thinking about your thinking. Journal of Physical Education &
Recreation, 68(4), 53-55.
Tannehill, D. & Zakrajsek, D. (1988). What’s happening in supervision of student teachers. Journal of Teaching in Physical Education,
8, 1-12.
Tannehill, D., et al. (1995). National Standards for Beginning Physical Education Teachers. Reston, VA: NASPE.
Templin, T. (1981). Student as socializing agent. Journal of Teaching in Physical Education, 1, 71-79.
Tjeerdsma, B. L. (1995). “If-Then” statements help novice teachers deal with the unexpected. Journal of Physical Education &
Recreation, 66(9), 22-44.
Valli, L. (Ed.). (1992). Reflective teacher education: Cases and critiques. Albany, NY: State University of New York Press.
Weiner, L. (1993). Preparing teachers for urban school: Lessons from thirty years of school reform. New York: Teachers College
Press.
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Human Kinetics.
Cleveland State University - College of Education - Conceptual Model
"The Teacher As A Responsive, Reflective Professional: A Partner In Learning"
Cleveland State University teacher education graduates achieve outcomes reflecting the four knowledge bases that compose this model:
inquiry, partnership, contextualism, and professionalism. These knowledge bases are applied to the program within the environments of
urban and suburban schools, which are culturally diverse and include students with disabilities.
Professionalism
Professionalism affirms that:
z teachers can and should assume greater collective responsibility for defining, transmitting, and enforcing standards of professional
practice so that their clients or students are well served
z teacher education is a career-long process beginning with undergraduate studies and culminating in retirement
z teacher education programs should provide ongoing opportunities for continuous development that promote systemic reform initiatives in
subject matter teaching, use of technology, equity, assessment, and school organization
z teacher education programs would develop professionalism such that graduates will assume leadership roles both within and beyond the
classroom
Inquiry
CSU teacher education students investigate
the inquiry approach from the dual
perspectives of learner and teacher.
The inquiry approach:
z provides students with opportunities to
review, critically analyze, and self-evaluate
their learning and produce knowledge within
the context of the classroom
z allows teachers and learners to share
responsibility for learning
z supports students' comprehension of
challenging material by considering what
they already know and expecting them to
ask questions, investigate the topic, and
determine for themselves what they have
learned
Contextualism
The emphasis on context recognizes that:
z learning is contextually situated
z learning is inextricably intertwined with
and informed by the developmental,
sociocultural, and institutional contexts in
which it is being constructed and internalized
z teachers must incorporate into their
teaching the cultures and background that
students bring to the classroom to help
learners bridge connections between home,
school, and the larger society
z teachers need to understand the nature and
significance of diversity in all its multiple forms
z teachers need to understand how
historical, political, and economic forces and
structures influence all levels of the educational
enterprise
Partnership
Partnerships encompass the notion of:
z individuals working together to learn
z individuals, organizations, or social
structures collaborating to facilitate and
enhance achievement of learning outcomes
CSU teacher education students investigate:
z the importance and benefits of partnerships
and collaboration
z social aspects of learning
z techniques for structuring learning experiences
that involve partnerships
z methods for encouraging students to work
together effectively
z procedures for establishing and maintaining
collaborative efforts with parents, community
members, colleagues, businesses, and
universities
Cleveland State University - College of Education - Conceptual Model
The Teacher As A Responsive, Reflective Professional: A Partner In Learning
Course number and title___PED 445 Gateway to the Profession_____________________________________
The table below lists the program outcomes for the College of Education teacher education model. Your
instructor has indicated with a code of E, D, RA, or N how this course prepares you for these outcomes.
Program Outcomes
E = Explore, D = Develop, RA = Refine/Apply, N= Not a Focus
Personal Philosophy. The CSU teacher education student articulates a personal philosophy of
teaching and learning that is grounded in theory and practice [Knowledge Base:
Professionalism]
Social Foundations. The CSU teacher education student possesses knowledge and
understanding of the social, political, and economic factors that influence education and shape
the worlds in which we live [Knowledge Base: Contextualism]
Knowledge of Subject Matter and Inquiry. The CSU teacher education student understands
content, disciplinary concepts, and tools of inquiry related to the development of an educated
person [Knowledge Base: Inquiry]
Knowledge of Development and Learning. The CSU teacher education student understands
how individuals learn and develop and that students enter the learning setting with prior
experiences that give meaning to the construction of new knowledge [Knowledge Base:
Contextualism]
Diversity. The CSU teacher education student understands how individuals differ in their
backgrounds and approaches to learning and incorporates and accounts for such diversity in
teaching and learning [Knowledge Base: Contextualism]
Learning Environment. The CSU teacher education student uses an understanding of
individual and group motivation to promote positive social interaction, active engagement in
learning, and self-motivation [Knowledge Bases: Contextualism, Partnerships]
Communication. The CSU teacher education student uses knowledge of effective verbal,
nonverbal, and media communication techniques to foster inquiry, collaboration, and
engagement in learning environments [Knowledge Bases: Inquiry, Partnerships]
Instructional Strategies. The CSU teacher education student plans and implements a variety
of developmentally appropriate instructional strategies to develop performance skills, critical
thinking, and problem solving, as well as to foster social, emotional, creative, and physical
development [Knowledge Bases: Contextualism, Inquiry]
Assessment. The CSU teacher education student understands, selects, and uses a range of
assessment strategies to foster physical, cognitive, social, and emotional development of
learners and give accounts of students' learning to the outside world [Knowledge Bases:
Inquiry, Contextualism]
Technology. The CSU teacher education student understands and uses up-to-date technology
to enhance the learning environment across the full range of learner needs [Knowledge Base:
Contextualism]
Professional Development. The CSU teacher education student is a reflective practitioner
who evaluates his/her interactions with others (e.g., learners, parents/guardians, colleagues and
professionals in the community) and seeks opportunities to grow professionally [Knowledge
Bases: Inquiry, Professionalism, Partnerships]
Collaboration and Professionalism. The CSU teacher education student fosters relationships
with colleagues, parents/guardians, community agencies, and colleges/universities to support
students' growth and well-being [Knowledge Bases: Professionalism, Partnerships]
Code
RA
RA
RA
RA
RA
RA
RA
RA
RA
RA
RA
RA