EDUCATION 455
Principles of Secondary Education
Dr. James E. Riley
Phone: (434) 395-2698; Hull 217
Email: rileyje@longwood.edu
Office Hours: W 10:00 am – 2:00 pm
Course Description: Principles and methods of curriculum and instruction in the secondary
school with an emphasis on Virginia SOL’s. Required of all majors seeking licensure at the
secondary level. Prerequisites: EDUC 245, 260, and 299. 1 credit.
Optional Text:
Wyatt & White Making Your First Year a Success.
Course Objectives:
Knowledge: The student will be able to:
1. define educational objectives. (1)
2. discuss professional responsibilities required of secondary school teachers. (1,5,7,8)
3. understand and apply contemporary research in the classroom. (1,5,7,8
4. explain the ways that social, cultural, and environmental factors influence the classroom. (1,5,7,8)
5. understand the historical and philosophical origins of secondary education as well as the role of the
teacher. (1,5,7,8)
6. understand the historical background of American secondary education. (5,8)
7. explore strategies that reach the diverse and developmental nature of all learners. (1,2,3,6,8)
8. understand the link between curriculum, instruction and assessment. (5,7)
9. identify purposes of secondary education. (5,7) Identify critical issues in American secondary
education. (5,8)
10. recognize that various learning theories have influenced instruction at the secondary school level.
(2,5,8)
11. recognize the importance of planning. (2,3,4,5,)
12. understand the cognitive, social-emotional, and physical characteristics of the secondary
school student and how it relates to positive student learning in the classroom. (2,3,4,5,)
13. describe the importance of Time-on-Task to learning in the classroom. (2,3,4,5,)
Skills: The student will be able to:
1. apply the concept of time utilization and its importance in instructional practices. (2,3,)
2. analyze the Virginia SOLs assessment program in the content areas and develop appropriate student
experiences. (1,2,3,5,7,8)
3. participate in self reflection through various types of writing experiences. (1,7,8)
4. integrate knowledge of recent research findings into instructional design (1,2,3,)
5. develop activities that include diverse learners for use in all subjects at the secondary level. (2,3,5,6)
6. apply good classroom questioning techniques. (2,3,5,6)
7. apply good classroom management. (2,3,5,6)
Disposition: The student will be able to:
1. view her/himself as a researcher of teaching, learning, and assessment and as a professional whose
continued growth can best be met through inquiry, reflection, an sustained dialogue with peers.
(1,7,8)
2. foster positive attitudes towards lifelong problem solving and learning. (1,7,8)
3. appreciate the various learning theories that have influenced the secondary education. (1,5,8)
4. appreciate the various learning theorists who have influenced secondary education. (1,5,8)
5. know the importance of self-reflection in terms of teacher growth and development. (1,7,8)
6. understand that teachers--in order to be reflective leaders and practitioners--must be well versed,
organized, and knowledgeable in their chosen profession. (1,5,7,8)
7. understand the importance of technology as a viable assessment source in secondary education.
(2,3,8)
*Conceptual Framework Competencies
1. Teachers as Reflective Leaders
2. Plan for Instruction
3. Implementation and Management of Instruction
4. Evaluation and Assessment
5. Knowledge of Subject
6. Classroom Management
7. Communication Skills
8. Professional Responsibilities
Course outline:
Meeting
1
Date
Topic
Notes
Introduction, Effective Teachers
Adolescence I
2
Adolescence I & II, Critical Issues
Presentation and Discussion – first article
3
Adolescence II, Lesson Planning Critical Issues Presentation and Discussion
Test
4
Instructional strategies,
Critical Issues Presentation and Discussion
5
Instructional strategies, Working in High
School, Professional Development, and
Communicating With Parents - Critical Issues
Presentation and Discussion
6
Final Test
Course Requirements:
1. Attend all classes and participate actively in all planned activities.
2. Critical Issues Presentation and Discussion – 50 points.
3. Test – 100 points each.
4. Final Exam – 100 points
Grading: Your grade will be based on completion of all of the above assignments, tests, and attendance
requirements. It is important that you closely examine the grading criteria distributed with this syllabus.
Grading scale:
90-100
A
80-89.9
B
70-79.9
C
60-69.9
D
0-59.9
F
Attendance Policy:
Students are expected to attend all classes in keeping with the policy in Longwood University’s Catalog.
Unexcused absences exceeding 10% of the class meetings will result in a lower grade. All assignments
are to be submitted at the beginning of each class on the due date.
Students with Disabilities:
Any student who feels he or she may need accommodations based on a disability should make an
appointment to see the Instructor during office hours.
Honor Code System:
Each student is expected to follow Longwood University’s Honor Code Policy. See the latest Longwood
Catalog.
Bibliography
Blount, H.P. (1997) The keepers of numbers: Teachers’ perspectives on grades. The Educational
Forum, 61, (4), 329-334.
Clark, S. and Clark, D. (1998). Authentic Assessment - Key Issues, Concerns, and Guidelines.
Schools in the Middle, 50-51.
Colby, S.A. (1999). Grading in a Standards-Based System. Educational Leadership, 56 (6), 52
55.
McDermott, T. K. & McDermott, D. F. (2002). High-stakes testing for students with special
needs. Phi Delta Kappan,83(7), 504-505, 544.
NYS Bureau of Elementary and Secondary Test Development. (1985) Improving the Classroom
Test: A Manual of Test Construction Procedures for the Classroom Teacher. The
University of the State of New York
Wong, H. K. & Wong, R. T. (1998). How to be an Effective Teacher: The First Days of School.
California: Harry K. Wong Publications.