Education
Southeast College
Course:
EDUC 1301 Introduction to the Teaching Profession, Spring 2015
Course Reference
Number (CRN):
49981
Course Length:
16 weeks
Type of Instruction:
Lecture/Face to Face
Field Experience Required
Instructor:
Instructor Contact
Information:
Office Hours and
location:
Cruz Casiano M.Ed
cruz.casiano@hccs.edu
Please identify yourself as an Education student. I make an effort to return
calls within twenty-four hours.
Please feel free to contact me concerning any problems that you are
experiencing in this course. You do not need to wait until you have received a
poor grade before asking for my assistance. Your performance in my class is
very important to me. I am available to hear your concerns and to discuss
course topics. Feel free to come by my room D205 from 2:30-3:30 or by
appointment.
Course
Location/Times:
AHS D205
Course Semester
Credit Hours:
Total Course Contact
Hours:
3.0 Credit Hours
48 hours
Course Length:
16 weeks
Course Description: An enriched, integrated pre-service course and content experience that: 1)
provides active recruitment and institutional support of students interested in a
teaching career, especially in high need fields; 2) provides students with
opportunities to participate in early field observations at all levels of P-12
schools with varied and diverse student populations; 3) provides students with
support from college and school faculty, preferably in small cohort groups, for
the purpose of introduction to and analysis of the culture of schooling and
classrooms; 4) course content should be aligned as applicable with State Board
for Educator Certification Pedagogy and Professional Responsibilities
standards; and 5) course must include a minimum of 16 contact hours of field
experience in P-12 classrooms.
EDUC 1301 – page 2
Course
Prerequisite(s)
PREREQUISITE(S):
None
Academic
Discipline/CTE
Program Learning
Outcomes
1. Introduce students to academic strategies, research methods, and theories
in psychology of learning, cognition, and motivation that will help them perform
successfully on/at college level
2. Provide students with an opportunity to examine teacher preparation
programs, effective teaching strategies, employability, and the role of
educators as they decide whether teaching could be a satisfying career for
them.
3. Provide an overview of schooling and classrooms with an emphasis on the
medical, psychological, social and personal characteristics of exceptional
students in the regular and special education classroom.
Course Student
Learning Outcomes
(SLO): 4 to 7
Upon successful completion of this course, students will:
1. Identify current issues influencing the field of education and teacher
professional development.
2. Analyze the culture of schooling and classrooms from the perspectives of
language, gender, socioeconomic, ethnic, and disability-based academic
diversity and equity.
3. Provide examples from classroom observations and course activities that
demonstrate understanding of educational pedagogy and professional
responsibilities of teachers.
4. Evaluate personal motivations, educational philosophies, and factors related
to educational career decision making.
5. Recognize the various multiple intelligences/learning styles in order to be
able to implement instructional practices that meet the needs of all students.
Learning Objectives
1. Identify current issues influencing the field of education and
teacher professional development.
1.1 Understand the importance of a professional code of ethics and
the legal
responsibilities that teachers engage in on a daily basis.
1.2 Review several major court decisions that affect schools.
2. Analyze the culture of schooling and classrooms from the
perspectives of language, gender, socioeconomic, ethnic, and
disability-based academic diversity and equity.
2.1. Review the general structure of our K-12 education system.
3. Provide examples from classroom observations and course activities
that demonstrate understanding of educational pedagogy and
professional responsibilities of teachers.
3.1. Examine the various curricular, instructional, assessment and
management responsibilities that teachers engage in on a daily basis.
4. Evaluate personal motivations, educational philosophies,
and factors related to educational career decision making.
4.1 Examine the historical development of public and private U.S. schools.
4.2 Consider the principles, practices and benefits of professional
EDUC 1301 – page 3
unions and associations.
5. Recognize the various multiple intelligences/learning styles
in order to be able to implement instructional practices that
meet the needs of all students.
.
SCANS and/or Core
Curriculum
Competencies: If
applicable
(L) Student will demonstrate the ability to understand, analyze, and interpret
various forms of spoken communication.
(S) Students will demonstrate the ability to communicate in clear, coherent,
and persuasive language appropriate to purpose, occasion, and audience.
(R) Students will demonstrate the ability to understand, analyze, and interpret
a variety of printed materials books, articles, and documents
(W) Students will demonstrate the ability to produce clear, correct, and
coherent prose adapted to a specific purpose, occasion, and audience.
(CT) Students will demonstrate methods for applying both qualitative and
quantitative skills analytically and creatively to subject matter in order to
evaluate arguments and to construct and alternative strategies.
General Education
Outcomes
1. Reading: Reading at the college level means the ability to analyze and
interpret a variety of printed materials;
2. Writing: Competency/outcome in writing is the ability to produce clear,
correct, and coherent prose adapted to purpose, occasion, and audience;
3. Listening: Listening at the college level means the ability to analyze and
interpret various forms of spoken communication;
4. Critical Thinking: Critical thinking embraces methods for applying both
qualitative and quantitative skills analytically and creatively to subject matter in
order to evaluate arguments and to construct alternative strategies; and
5. Computer Literacy: Computer literacy at the college level means the
ability to use computer-based technology in communicating, solving problems,
and acquiring information.
Course Calendar
See pages seven, eight, and nine for assignments.
Instructional
Methods
Lecture Face to Face (100%) & 16 hours of Field Experience (observation
only)
As an instructor, I want my students to be successful. I feel that it is my
responsibility to provide you with knowledge and opportunities for critical
thinking and applications as appropriate.
As a student wanting to succeed at your academic and career endeavors, it is
your responsibility to do the assigned readings, submit assignments on time,
participate in discussion forums and other activities, attend class (face-to-face,
and online portions), and enjoy this learning experience as you learn how to
use tools for success.
Required
This course includes at least one of the following required components:
Component
Student
Assignments
EDUC 1301 – page 4
practicum assignment, key assessment, field experience hours. If this
assignment is not completed with 70% of possible points, you will not receive a
passing grade in this class. Your instructor will explain the required component
identified for this course-education philosophy statement and field experience
and reflection paper.
Assignments have been developed that will enhance your learning. You will be
required to successfully complete these assignments.
Current Issue in Education Article Review, Philosophy of Education statement,
History of Education Quiz, History of Education Project, Field Experience
Hours and Paper: Late assignments are not accepted.
If you are experiencing problems with completing the field experience, email
me. This assignment is required to complete this class.
The Field Experience and Philosophy of Education are required content and
you will receive an incomplete (I) in the class if not turned in. An I is recorded
only if the student will pass the class with the field experience assignment
included in grade points.
Student
Assessment(s)
Knowledge checks are given in most of the topics sections.
Instructor's
Requirements
As your instructor, it is my responsibility to:
 Provide the grading scale and detailed grading formula explaining how
student grades are to be derived.
 Facilitate an effective learning environment through class activities,
discussions, and lectures or other forms of presenting materials.
 Provide the course outline and class calendar, which will include a
description of any special projects or assignments.
 Inform students of policies, such as attendance, withdrawal, tardiness and
make up.
To be successful in this class, it is the student’s responsibility to:
 Attend class, read the online material, participate in class discussions and
activities
 Read and comprehend the textbook.
 Complete the required assignments and exams:
 Ask for help when there is a question or problem.
 Keep copies of all paperwork, including this syllabus, handouts, and all
assignments.
 Complete the course with a passing score.
Program/Discipline
Requirements: If
applicable
HCC Grading Scale
NOTICE-This course of study would not be appropriate for anyone who falls
into the following category as noted by the Texas Department of Family and
Protective Services. “No person with a conviction or who is under indictment
for, or is the subject of an official criminal complaint alleging violation of any of
the crimes listed as a felony against the person or felony violation of the Texas
Controlled Substance Act may be present while children are in care.”
A = 100- 90
B = 89 - 80:
C = 79 - 70:
D = 69 - 60:
4 points per semester hour
3 points per semester hour
2 points per semester hour
1 point per semester hour
Instructor Grading
Criteria
59 and below = F
EDUC 1301 – page 5
0 points per semester hour
W(Withdrawn)
I (Incomplete)
0 points per semester hour
0 points per semester hour
FINAL GRADE POINTS:
5%
5%
5%
5%
5%
25%
25%
25%
Correlates of Effective Schools
History of Education Article Review
History of Education Quiz
Teacher Code of Ethics Reflection
Field Experience Form
Philosophy of Education
Field Experience Report
Final Exam
Sadker, D.M., Zittleman, K.R., and Sadker, M. P. (2013). Teachers,
Schools, and
Society (10th ed.). Boston, MA: McGraw Hill.
Instructional
Materials
EGLS3 – Evaluation for At Houston Community College, professors believe that thoughtful student
feedback is necessary to improve teaching and learning. During a
Greater Learning
Student Survey System designated time, you will be asked to answer a short online survey of
research-based questions related to instruction. The anonymous results of
the survey will be made available to your professors and division chairs for
continual improvement of instruction. Look for the survey as part of the
Houston Community College Student System online near the end of the
term.
HCC Policy Statement:
Access Student
Services Policies
on their Web
site:
http://digital.turn-page.com/title/7027
EDUC 1301 – page 6
Distance Education and/or Continuing Education Policies
Access DE
Policies on their
Web site:
All students are responsible for reading and understanding the DE Student
Handbook, which contains policies, information about conduct, and other
important information. For the DE Student Handbook click on the link below or go
to the DE page on the HCC website.
The Distance Education Student Handbook contains policies and procedures
unique to the DE student. Students should have reviewed the handbook as part of
the mandatory orientation. It is the student's responsibility to be familiar with the
handbook's contents. The handbook contains valuable information, answers, and
resources, such as DE contacts, policies and procedures (how to drop, attendance
requirements, etc.), student services (ADA, financial aid, degree planning, etc.),
course information, testing procedures, technical support, and academic calendars.
Refer to the DE Student Handbook by visiting this link:
http://de.hccs.edu/Distance_Ed/DE_Home/faculty_resources/PDFs/DE_Syllabus.p
Access CE
Policies on their
Web site:
http://hccs.edu/CE-student-guidelines
Attendance
Policy:
All students are expected to attend classes regularly, thus DE students must login
to this course on a regular basis. DE students who do not login and actively
participate before the Official Day of Record will be AUTOMATICALLY dropped for
non-attendance. Completing the DE online orientation does not count towards
attendance.
Active participation means completing assignments each week. If you are having
technical difficulties and cannot login, you must immediately contact the Eagle
Online Help desk.
Title IX
Pooin
HCC is committed to providing a learning and working environment that is free from
discrimination on the basis of sex which includes all forms of sexual misconduct. Title
IX of the Education Amendments of 1972 requires that when a complaint is filed, a
prompt and thorough investigation is initiated. Complaints may be filed with the HCC
Title IX Coordinator available at 713 718-8271 or email at oie@hccs.edu.
EDUC 1301 Introduction to the Teaching Profession
Spring Calendar, 2015
Houston Community College
WEEK
TEXT
CHAPTER
Becoming a Teacher
ASSIGNMENTS, DISCUSSIONS,
AND QUIZZES
Introductions
Syllabus Overview
Field Experience Expectations &
Forms
Most Memorable Teacher
Library Orientation
Library Assignment
Syllabus and More
1
2
TOPICS
Chapter 1
3
Chapter 2
Different Ways of Learning
Learning Styles Inventory
Discussion
4
Chapter 3
Teaching Your Diverse Students
Supporting student learning in the
diverse classroom, challenges and
best practices
5
Chapter 8
Philosophy of Education
Teaching Philosophy guidelines &
template
6
Chapter 4
Student life in School and at Home
Philosophy of Education Paper Due
Field Experience Log Form
Field Experience Learning
Agreement Form
POINTS
100
Required
Required
EDUC 1301 – page 8
7
Chapter 5
Reforming America’s Schools
Discussion
8
Chapter 6
Curriculum Standards and Testing
Discussion
Correlates of Effective Schools due
100
100
9
Chapter 7
History of American Education
History of Education Quiz
10
Chapter 9
Financing and Governing America’s
Schools
Discussion
History
Code of Ethics Reflection due
100
School Law
History of Education Article Review
due
100
11
12
Chapter 10
EDUC 1301 – page 9

13
Chapter 11
Teacher Effectiveness
Discussion
14
Chapter 12
Field Experience Paperwork
ALL Completed Field Experience
Paperwork Due
100
15
Chapter 13
Q&A Guide to entering the teaching
profession
Field Experience Report
100
16
Chapter 7-13
Final Examination
Final Examination
100