EDUC 260
Introduction to the Teaching Profession
Fall 2011
Instructor: Krystal Tucker
Office Hours: By appointment only
Email Address: krystaldtucker@gmail.com
Class Meeting Time: Tuesday/Thursday 9:30-10:45 am
Room: Hull 249
I. Course Description and Rationale:
An overview of teaching and schooling that addresses the foundations of education and the
professional aspects of teaching. Emphasis in the course is on the history and philosophy of
education; school organization; school governance; legal and financial issues relating to
education; teacher preparation and professional development; practicum development and lesson
planning. 2 Credits.
It is important that future teachers understand the philosophical and historical roots of
contemporary school curricula and structure as well as the societal and political factors that
continue to profoundly influence schooling in the United States. In order to foster this
understanding of education in both historical and contemporary contexts, students must take an
active part in their learning in this course by staying up-to-date with readings and assignments,
attending class sessions, and participating in activities and discussions. The instructor is available
to address individual student concerns before and after class.
II. Course Objectives:
The objectives for this course are directed toward ten professional teacher outcomes, referenced
as follows:
V1- Educators as reflective citizen leaders
TC1- Planning for instruction
TC2- Implementation and management of instruction
TC3- Evaluation and assessment
TC4- Knowledge of subject
TC5- Classroom behavior management
TC6- Communication skills
TC7- Professional responsibilities
TC8- Technology
TC9- Diversity
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Upon successful completion of this course, the student will be able to:
Knowledge
1. Recognize and consider the various factors that are involved in choosing a career in
teaching, including professional preparation and development, employment opportunities,
and the public image of teachers (V1, TC7).
2. Identify important historical antecedents and philosophical underpinnings relating to the
development of public education in the United States (V1, TC7, TC9).
3. Analyze the role of contemporary education in our pluralistic American society and
reflectively consider several of the debates relating to public school structure and
curricula, drawing appropriate connections between these ongoing debates and their
historical and philosophical roots (V1, TC4, TC6, TC7, TC9).
4. Investigate and summarize the legal, financial, and ethical issues that affect teachers,
students, and schools (V1, TC7).
5. Develop and write a personal philosophy of education that is grounded in an appreciation
of the teaching profession and the multiple contexts that surround it. This introductory
course experience is designed for all students with education majors that lead to teacher
certification (V1, TC7).
6. Recognize the components of an effective lesson plan (V1, TC1, TC2, TC3, TC 6, TC7).
7. Identify the requirements for completing the Longwood University teacher
education program and obtaining licensure (TC7).
Skills
1. Write comprehensive lesson plans following the Longwood Model (V1, TC1, TC2, TC3,
TC6, TC7).
2. Organize and contribute to a professional teaching portfolio (TC6, TC7).
3. Write a personal philosophy of education (V1, TC6, TC7).
Dispositions
1. Demonstrate an appreciation of the importance of teachers in our democratic society
through their personal philosophy of education (V1, TC6, TC7).
2. Demonstrate an appreciation of the importance of various forces and events that shape
schools through various written assignments (V1, TC7, TC9).
3. Demonstrate an appreciation of different learning styles and contributions of all cultural
backgrounds in school settings (V1, TC1, TC2, TC3, TC6, TC7, TC9).
III. Required Text:
Fraser, J. (2011). Teach. New York: McGraw Hill. (ISBN 978-0-07-248192-1)
Additional readings may also be included in this course, which will be distributed in class.
V. Course Content Outline
I. Professional Aspects of Teaching
A. Career Preparation
B. Employment Opportunities
C. Teacher Leadership
D. Teacher as a Reflective Practitioner
E. Professional Development
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F. Lesson Planning
G. Curriculum
II. Foundations of American Education
A. Philosophical Underpinnings
B. Historical Antecedents
C. Sociology of Education
D. Multi-cultural Society
III. Governance and Support of American Education
A. School Governance and Organization
B. Virginia School Governance and School Funding
C. Enduring Legal Issues
D. Financial Issues
IV. Class Policies:
Assignments and Grading: All readings and assignments should be completed on-time and work
turned in should be neat and legible (typed is preferred). Make-ups of assignments or late
submission of assignments must have prior approval of the instructor. Several different types of
assignments will be completed for grades in the class, including various product/performance
assessments, reflective journaling, and in-class quizzes and exams. Grades for the class will be
calculated in a “points accumulated” manner. There are TENTATIVELY scheduled to be 800
total points available through the semester, therefore the following point scale approximates
what will be used for the calculation of semester grades:
Course Requirements
Point
(see section V below)
Value
25
Educational Philosophy Project
40
Diversity Interview
40
My Future Classroom Project
35
Reflective Journal
35
Chapter Reflections
15
Class participation
40
Final Exam
TOTALS 230
A
B
C
D
F
230 - 206 points accumulated
205 - 184 points accumulated
183- 161 points accumulated
160 - 138 points accumulated
Fewer than 118 points accumulated
90%-100%
80%-89%
70%-79%
60-69%
59% or below
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Rating
4
3
2
1
0
Rubric for Grading Reflections and Journals
Characteristics
Exceptional. The writing is focused and coherently integrates examples with
explanations or analysis. The post demonstrates awareness of its own limitations or
implications, and it considers multiple perspectives when appropriate. The entry
reflects in-depth engagement with the topic.
Satisfactory. The writing is reasonably focused, and explanations or analysis are
mostly based on examples or other evidence. Fewer connections are made between
ideas, and though new insights are offered, they are not fully developed. The post
reflects moderate engagement with the topic.
Underdeveloped. The writing is mostly description or summary, without
consideration of alternative perspectives, and few connections are made between
ideas. The post reflects passing engagement with the topic.
Limited. The writing is unfocused, or simply rehashes previous comments, and
displays no evidence of student engagement with the topic.
No Credit. The writing is missing or consists of one or two disconnected sentences.
Attendance: Students missing class over 10% of the time (3 class sessions) will have their course
grade lowered by one letter grade. Students missing class over 25% of the time (6 class sessions)
will receive a grade of “F” in the course.
Citations: Students will use APA style for all assignments requiring references (see the
Publication Manual of the American Psychological Association (APA) 5th edition, July 2001).
For examples of APA (5th) citation style, students may also refer to either the references section
in the back of this syllabus or the reflective journal assignment sheet
Accommodations: Any student requiring accommodations should promptly inform the instructor
so that appropriate and equitable arrangements can be made.
Code of Honor and Academic Integrity: The Longwood University Honor Code prohibits lying,
cheating, stealing, and plagiarism. Students are expected to abide by this code at all times. All
written work submitted in this course must be pledged, meaning that students are to do their own
independent work unless an assignment is clearly designated as collaborative. Any violations of
the stipulations or the ethical and moral essence of the Code of Honor will not be tolerated.
V. Evaluations and Assessments:
1. Final Exam: The final exam will be based upon reading assignments and activities in the
classroom. (40 points)
2. Reflective Journal: Respond to each of the reflective questions listed at the end of the
syllabus using first-person narrative. Your respond should be 1-2 pages in length using 12-point
Times New Roman font. Journal entries should be submitted in class on the assigned date.
(35 points)
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3. Philosophy of Education Project (PEP): Create a product that demonstrates/represents your
philosophy of education. The product should express which major philosophies align with your
philosophy as well as your beliefs about curriculum, instruction, and assessment. As a preservice teacher candidate you need to consider the following: the learner, the content, the
environment, and most importantly: YOU! The project will also include a video dairy entry of
your best teacher and their influence on your philosophy of education (25 points)
4. Chapter Reflections: Respond to each of the chapter reflections listed at the end of the
syllabus using first-person narrative. Each reflection is located within the chapter assigned for
reading for a specific class. Your respond should be 1-2 pages in length using 12-point Times
New Roman font. Journal entries should be submitted in class on the assigned date. (35 points)
5. Diversity Interview: Students will develop a protocol (set of questions and/or activities)
through which they will interview a fellow Longwood student who is of a different race or
ethnicity (please select a student not currently enrolled in this course). The questions should
focus on identifying problematic aspects of education and/or communication relative to races or
ethnicities and how these can best be reconciled. Upon completion, interviews will be framed
into a brief summary paper (4-5 pages) with several critical quotes or aspects of the interview
highlighted or discussed. The assignment will also be discussed after completion in class.
Confidentiality of interviewees will be maintained in the paper and class discussion through the
use of pseudonyms. (40 points)
6. Class Participation: Full participation in all activities of the course is expected. Class
participation grades will encompass students’ group work in the class as well as their
participation in class discussions and activities. (15 points)
7. My Future Classroom Project: This project includes sections related to curriculum,
instruction, and assessment alignment; classroom management; lesson plans; learning styles and
technology skill inventories; interacting with parents; and your educational autobiography. For
your educational autobiography, describe your educational experiences in school, your
community, through extra-curricular activities, and employment experiences. Identify the most
powerful learning experiences for each of these areas. Explain how these experiences influenced
your decision to become a teacher (40 points)
ALL ASSIGNMENTS SHOULD:
 Be submitted on time and written in narrative form using APA guidelines
 Be proofread and checked for grammar, punctuation, and spelling errors
 Have cover page which includes name, assignment, date, and pledge
**Please note that the syllabus is a flexible guide for our learning journey during this course.
Some assignments may change as our learning needs change over the course of the semester.
Changes may also occur due to scheduling needs due to weather or other unforeseen events.
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VI. Course Outline:
#
1
Date
8/30
and
Topics
Readings
Introduction,
Fraser: Chapters 1 & 2
Syllabus, and
Assignment/Project
Review
9/1
2
9/6
and
9/8
3
9/13
Defining Teaching
Defining Teaching Fraser: Chapters 1 & 2
Due
Journal #1: p. 23 – When did you
decide you wanted to be a teacher?
Reflection #1: p. 7 - Why do I want
to teach & p. 23 – What about me?
Due Thursday 9/1 in Class
History of
Education:
Ayers reading in Fraser (p25)
Educating a
Democratic Society
History of
Fraser: Chapter 12
Education
Journal #2: p. 39 – Join the
Dialogue
Education and
Society
Reflection #2: p. 42 – Was there a
teacher who had a memorable
impact on you?
and
9/15
Due Thursday 9/15 in Class
4
9/20
and
9/22
5
9/27
and
A Teacher’s Role – Redefining the Role of a
Making a
Teacher
Difference
Grasha’a Five Teaching
Styles
Teaching
Challenges
7 Biggest Challenges
Teachers Face
Theories of
Fraser: Chapter 5
Learning
Class Activity – Smart in so
many ways (p. 163)
9/29
Journal #3: What is a major
challenge to teaching today?
Reflection #3: How can I be sure I
am reaching all my students?
Due Thursday 9/29 in Class
6
10/4
Philosophies of
Education
Philosophies of Education –
Chapter 5
and
Lesson Plan Format
10/6
My philosophy of education
draft (see p. 155, 396)
6
7
10/13
Standards and
Assessment: What
will I teach?
Fraser: Chapters 6 & 7
Virginia SOLs
p. 193 – join the dialogue
Journal #4: p. 206 – Do standards
address what students need to
know?
Bring SOL w/corresponding
curriculum framework and scope
and sequence to class
Reflection #4: p184 – Join the
Dialogue
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10/18
Lesson Plans
Writing lesson plans resources
Six Common Mistakes Writing
Lesson Plans
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10/20
Sample lesson plans
Curriculum and
Articles on the National
Instruction – What Curriculum debate
will I teach?
Common Core of Standards
Journal #5: Teaching to the TestPros and Cons
Reflection #5: p. 232 – Authentic
Assessment
p217 – Keeping it fresh
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11
10/25
10/27
Learning Styles
Multiculturalism
Fraser: Chapters 3 & 4
and Inclusion Who
p. 80-Moton museum
will I teach?
p. 86- what about me?
A Global Context
Habits of effective
teachers
Selection from Wagner, The
Global Achievement Gap
Effective Habits
Journal #6: p. 77 – Seeing the
forest through the vines
Classroom Management
NCLB and Its
Reauthorization
12
11/1
Schools and
Administration
NCLB briefs
Reflection #6: NCLB – Pros and
Cons
Fraser: Chapters 10 & 11
Philosophy of Education Project
Education and the
Law:
Influences on
Education
7
13
11/3
Instructional
Technology
Fraser: Chapters 8 & 9
ISTE NETS –T
Journal #7: p. 262 – My tech
ability and p. 264 – Techno savvy
Critical
Technology Issues
p. 269 – That’s Not Fair Use
Licensure and Job
Issues
Safety and Security Issues
Reflection #7: p. 259 – Virtual
Bullying…
Write your reflection as a letter to
parents: technology, safety, and
cyber-bullying
Getting Hired
What Lies Ahead
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11/8
Alternatives to
Public Schools
Fraser: Chapter 13
Diversity Interview
My Future Classroom Project
11/10
A “Pedagogic
Creed”
FINAL EXAM
p. 396
Date and time TBD
FINAL-The on-line final exam
will be available from 11/9 at 8 am
until 11/14 at 8am
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