DEPARTMENT OF CURRICULUM AND INSTRUCTION SCHOOL OF EDUCATION PITTSBURG STATE UNIVERSITY PROFESSIONAL TEACHER: SYLLABUS SPRING 2010 Course title: CURIN 849 Professional TeacherCulminating Experience Credit Hours: 3 hours PREQUESITE: Admission to the Master of Science in Teaching Program Acquisition of a mentor who consents to participate for Two years Instructor: Dr. Lowell Martinie Office: 12345 West 95 Street Lenexa, Kansas 66215 Office Phone: 913-529-4487 E-mail: [email protected] I. Office Hours: By Appointment COURSE DESCRIPTION A. The Professional Semester will provide a background of knowledge and offer experiences related to the realities of practice in the American school and effective teaching. Specifically explored in the knowledge base will be: 1. the principles of effective teaching including curriculum construction, educational trends, teaching problems, lesson planning,instructional techniques and professionalism: 2. the educational foundations of the American school including national educational goals, the school’s role in the American way of life, social and ethnic changes in education school law, school policies and procedures, and the administrative organization of the school system; 3. the purposes, students, and programs of the American school with emphasis on the theories of learning associated with elementary and secondary education including classroom management, special programs, communications, cultural influences on learning, and effective relationships with students, staff and parents; 4. the theories of evaluation including the use of educational tests, assessment system components, test development, parental/student communication, techniques of using evaluative information, teacher self-assessment. Experiences in the classroom, general discussion in the seminars, student-assessment and mentor evaluation will support the development of the Pittsburg State Teacher Training Knowledge Base: A. Professional Characteristics The teacher candidate will demonstrate specific attitudes and behaviors which illustrate a commitment to a dependable and professional demeanor, an underlying belief system that all students can learn, specific efforts that fostered collaborative/caring relationships and attitudes which foster life-long learning. (Indicators 1-15) B. Relationships with Students The teacher candidate will demonstrate specific attitudes and behaviors which portray a caring relationship with students, a positive rapport developed through enthusiasm, high student expectation empathy, and promotion of learning extending beyond the classroom. (Indicators 16-21) C. Instructional Planning The teacher candidate will demonstrate specific attitudes and behaviors which denote a strong knowledge base, an understanding of learning theory, an approach to outcomes-based instructional planning, an integrated lesson design, and a variety of instructional strategies which provide opportunities for all students to learn. (Indicators 22-28) D. Instruction The teacher candidate will demonstrate specific attitudes and behaviors which provide active student-centered instruction characterized by clarity, variety, and flexibility. (Indicators 29-52) E. Classroom Management The teacher candidate will demonstrate specific attitudes and behaviors which promote an orderly, safe classroom environment conducive to learning by providing clear rules and procedures which are taught, monitored and consistently reinforced. (Indicators 53-60) F. Evaluation The teacher candidate will demonstrate specific attitudes and behaviors which establish fair expectations, provide for multiple assessment opportunities, monitor progress in a timely fashion, provide feedback through multiple means, and collaborate with others to meet the needs of all students. (Indicators 61-68) II. PURPOSE OF THE CULMINATING PROFESSIONAL TEACHER (YEAR TWO) The purpose of the culminating professional teacher is to provide the teacher with the opportunity to study and reflect upon teaching experiences with the aim of evolving a set of values, principles and skills which will guide future teaching situations. III. PROFESSIONAL TEACHER OBJECTIVES Derived from the knowledge base objectives, the overall objectives are: * To develop in the teacher candidate an understanding of the purposes, Administrative organization, and operation of the basic educational Programs of the school system; * To promote in teacher candidates an ethical, constructive, and caring Orientation towards all students and the profession of teaching; To provide teacher candidates with experiences and a body of specialized knowledge that will prepare them to meet the needs of a diverse population of learners; To guide each teacher candidate in the assessment of his/her teaching strengths and weaknesses; To support the development of teacher candidates from one of a survival to mastery to impact; To encourage in teacher candidates the development of an understanding of the Importance of human relationships among students, teachers, administrators and parents; To provide teacher candidates with a body of research-based knowledge associated with effective lesson planning, instruction, management, and assessment; To develop in the teacher candidates a number of behavioral tendencies Involved in performing as a competent professional educator as associated with Pittsburg State’s knowledge base; To promote communication and close liaison between the Kansas City, Kansas School system and Pittsburg State University; In essence, the Professional Semester will strive to develop caring, competent, and committed teachers through the study of practice in the daily functions of an effective teacher. IV. INSTRUCTIONAL RESOURCES Wong, Harry and Wong, Rosemary, The First Days of School. Mountain View, CA: Wong Publishing, 1998. Jones, Fred, Tools for Teaching, New York, Longman, 2000. Fisher, L. Schimmel, D. and Kelly, C. Teachers and the Law, New York: Longman, 1998. Haberman, Martin, Star Teachers of Children in Poverty, Kappa Delta Pi, Indianapolis, Indiana. Kansas Association of School Boards, The School Law Handbook Second Edition, Topeka, KS 1998 V. TEACHING STRATEGIES During the seminars, various instructional models and techniques will be demonstrated. Teaching models used will be Hunter’s Direct Instruction, Cooperative Learning, Kagan, lecture, role-playing, simulation, games, and wholeclass/small group discussion. Instructional techniques used will be overhead transparencies, anticipatory sets, checks for understanding, guided practice, closure, panel discussion, guest speakers, modeling, video-tapes, peer teaching, essay writing, outside reading, cases studies, critiques, questioning power point presentations, IDL and email communication. VI. PROFESSIONAL TEACHER EVALUATION The final grade will be determined by performance on written assignments, participation in seminar readings and discussion, quizzes, and field assignments. All written assignments should be typed (except for Orientation Checklist), show professional insight, and turned in before or on specific dates. Evaluation of assignments will center on professional insight, content, neatness, spelling and grammar. Late assignments will be evaluated on an individual basis. Several self-assessments and mentor formative assessments will take place. As assessed by the university coordinator, the teacher candidate should show adequate achievement and/or progress during the teaching experience in the 68 teaching behaviors associated with the PSU Knowledge Base. VII. COURSE DESIGN It should be mentioned that even though each course has its own objectives and requirements, the course work is designed to be integrated with the teaching and student teaching experience. . A number of class requirements may apply to several different course objectives. It should also be noted that changes and/or adjustments may be made at the discretion of the instructor to meet class needs or school district schedules. MODULES: Culminating Culminating Culminating Culminating Culminating Culminating Culminating experiences, experiences, experiences, experiences, experiences, experiences, experiences, first days of school professional responsibility, planning, preparation expand teacher strategies, classroom management school law, special education, self-assessment cooperative learning, learning styles assessment, rubric construction, PORTFOLIO teaching as a profession, future trends .self-assessment CLASS ATTENDANCE Attendance at all sessions is important because it provides a unique opportunity to gain insights into the profession of teaching. When a student does miss for reasons other than explained below, he/she does so at the risk of jeopardizing his/her academic standing. When an absence is to occur, the student should call the university coordinator. When this is not feasible, attention should be given to this matter as soon as possible after the absence. Weather Conditions: In the event of hazardous driving conditions, individual guidelines should be consistent with the policy of the individual district in which the teacher is assigned. Driving should be governed by the careful assessment of the road conditions in the area where you live as well as those conditions known to exist in the area. Emergency Reasons: Unavoidable absences such as health, death in the immediate family, and other emergency cases should be reported to the university coordinator and will be considered excused. Other “extenuating” circumstances should be thoroughly discussed with the university coordinator before the anticipated absence. It should be noted that dental appointments and other non-emergency appointments should be scheduled at other times. Also, absences should NOT occur as the result of field trips, coaching or extra- curricular school activities. When there is an obvious violation of infraction of any of the above policies, a general review of the student’s progress will be made. As a result of this review, the final evaluation of the teacher candidate’s performance and progress will be affected, depending upon the degree and intensity of the violation.