DEPARTMENT OF CURRICULUM & INSTRUCTION
SCHOOL OF EDUCATION
PITTSBURG STATE UNIVERSITY
Fall 2010
Course Number: CURIN 261
Course Title: Exploration in Education
Credit Hours: 3
Course Time Schedule: 5-7:50 pm M (1st three wks)
5-7 pm M (Remaining wks)
Individual Interviews Arranged
Instructor: Dr. Howard W. Smith
Office Phone: 620-235-4006
Office: Hughes Hall 112B
E-mail: smith@pittstate.edu
Office Hours: Monday – Thursday 8-4:30 & Friday 8-12:00
Don’t assume I am available if you really need advice since I have meetings throughout the day. It is
best to make an appointment if you want to be sure we can meet. You may also make appointments
through Mrs. Mussa at 620-235-6105.
Classroom: Hughes Hall 214
Items on Notice:
1. Use of cell phone during class in NOT permitted and is cause for dismissal from the
course.
2. Course content, grading and assignments are subject to change.
HOW TO ACCESS COURSE INFORMATION ON THE WEBSITE
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Access your internet service provider.
URL address: www.pittstate.edu
Click on Angel
Clink on Login
Type in your user name and password (Student ID and the last four digits of your S.S. #)
Scroll down to CURIN 261-04
Click on Explorations in Education
Announcements – Watch for updated information
Course Information – Syllabus
Lessons – Assignments, Descriptions and Dates Due
External Links – Important Web-sites for this class
Staff Information – Ways to contact the instructor
COURSE DESCRIPTION
This course is designed as the “gateway” course into the Teacher Education program for students
considering teaching as a profession. The course includes a survey of the historical,
philosophical, and sociological foundations of education with an introductory emphasis given to
common effective teaching methodologies. This course provides an overview of the Teacher
Education program, knowledge base and an introduction to the electronic portfolio. Incorporated
within this course is a supervised clinical experience to be conducted in area schools. NOTE:
Courses with the CURIN prefix may be taken concurrently with this course, but not prior to.
1/23/2010 1:59 PM
1
I.
PREREQUISITES
40 credit hours completed, BSEd or BME degree declared, minimum 2.5000 GPA
II.
III.
PURPOSE OF THE COURSE
The primary purposes of the course are to:
a) Provide an introductory survey for those wishing to explore teaching as a career;
b) Provide a common knowledge base for the historical, philosophical, and sociological
foundations of education.
c) Examine the impact of economic, political and social factors on educational communities and
policies.
d) Introduce effective teaching methodologies used in today’s schools.
COURSE OBJECTIVES
A. Define education
B. Discuss the links between goals for Kansas Schools for the 21st century and Kansas Quality
Performance Accreditation (QPA ) and North Central Accreditation (NCA)
C. Identify the characteristics of an effective school as defined by effective schools research
D. Relate school philosophy to theories of philosophy
E. Develop a personal philosophy of education
F. Explain how education developed in America
G. Discuss specific events that influenced changes in the American schools during the 20th
century
H. Explain the organization of the American school system
I. Analyze the diversity of contemporary U.S. families and cultures
J. Discuss the implications of cultural diversity for American Education
K. Compare the basic similarities of education systems in various countries around the world
L. Identify specific ways schools deal with society’s problems
M. Identify opportunities for home and family to interact with school to encourage learner
achievement
N. List the components of an effective lesson plan
O. Describe key characteristics of a variety of instructional strategies
P. Understand the daily activities of a typical teacher in today’s schools
Q. Explain how an individual becomes a certified teacher
R. List opportunities for continuing professional development
S. Analyze technology integration into the curriculum
T. Identify political and economic influences on American education
U. Analyze multicultural/multilingual components of education
KSDE Standards for Professional Education
Standard 9: The educator is a reflective practitioner who continually evaluates the effects of his
or her choices and actions on other (students, parents, and other professionals in the learning
community), actively seeks our opportunities to grow professionally, and participates in the
school improvement process (Kansas Quality Performance Accreditation [QPA]).
Knowledge 1: The educator uses a variety of self-assessment and problem solving strategies for
reflecting on his or her practice and the way that practice influences students’ growth and
learning and affects the complex interactions between student and educator. (Hot Topic)
Standard 10: The educator fosters collegial relationships with school personnel, parents, and
agencies in the larger community to support all students’ learning and well-being.
1/23/2010 1:59 PM
2
Knowledge 1: The educator understands schools as organizations within the larger community
context and understands the operations of the relevant aspects of the system within which he or
she works.
Standard 13: The educator is a reflective practitioner who uses an understanding of historical,
philosophical, and social foundations of education to guide practices.
Knowledge 1: The educator understands how and why the American system of education
developed.
Knowledge 2: The educator has critical awareness of the norms and values inherent in the
American system of education.
Knowledge 3: The educator understands how social forces have shaped and continues to shape
American education.
Knowledge 4: The educator is aware of the ethical standards that should guide the professional
teacher’s interaction with all students, colleagues, parents and members of the community.
PSU Effective Knowledge Base
* This indicator has been identified as representing a disposition.
(D) This indicator has been identified as representing diversity.
(T) This indicator has been identified as representing technology.
1. Is dependable and punctual. *
2. Maintains a consistently pleasant, positive, and professional demeanor. *
3. Believes that all students can learn and that, as a teacher, he/she can make a significant
contribution to their learning. * (D)
4. Understands and respects a diverse student/parent population and has a goal to help all
children learn respect for the traditions and cultures of others. * (D)
5. Promotes a classroom environment, which is characterized as caring, responsive, and
supportive to all students. * (D)
8. Establishes two-way communication with colleagues and students. *
9. Communicates fluently using appropriate and grammatically correct oral and written
language.
10. Sets goals or demonstrates a desire to continually acquire knowledge and skills especially in
emerging educational technologies. * (T)
11. Seeks to implement the recommendations from evaluations of his/her personal performance.
*
12. Practices self-evaluation and reflection to enhance instructional effectiveness. *
13. Maintains ethical behavior with all students and colleagues. * (D)
14. Conveys high expectations that all students will succeed and learn. (D)
15. Models an enthusiastic behavior and a caring attitude towards all students. (D)
16. Demonstrates positive rapport with a diverse student population. (D)
17. Listens carefully to all students then responds in a professional manner. (D)
21. Selects materials and activities consistent with the objectives of the lesson and students’
diverse abilities resulting in appropriate adaptations and modifications. (D)
22. Has knowledge of and plans developmentally appropriate instruction. (D)
1/23/2010 1:59 PM
3
IV.
V.
INSTUCTIONAL RESOURCES
Teachers, Schools, and Society: A Brief Introduction to Education, 2nd ed.
David Miller Sadker & Karen R. Zittleman
METHODS OF INSTRUCTION
Students, especially education majors, are required to be actively engaged.
Discussion, Lectures and demonstrations
Small & large group activities
Student presentations
On-line Activities
VI.
Cooperative Learning
DVD
Guest speakers
Independent reading from professional sources
COURSE OUTLINE
JAN. 25 - Overview of Teacher Education – Dr. Sparks, Guest Speaker
Overview of Student KNEA – Ms. Katie Wilson
OVERVIEW of the Course
 What makes a good teacher?
 What does a teacher do?
 Why do people choose to go into teaching?
FEB. 1 -
CHAPTER 1: THE TEACHING PROFESSION AND YOU





Do teachers like teaching?
Professionalism at the Crossroads
From normal schools to Board-certified teachers
Educational Organizations
American Schools: Better than we think?
Assignment Due: Writing Sample/Autobiography
FEB. 8 - CHAPTER 4: STUDENT LIFE IN SCHOOL AND AT HOME










Rules, Rituals, and Routines
Delay and Social Distraction
Watching the Clock
The Teacher as Gatekeeper
The Other side of the Tracks
The Power of Elementary Peer Groups
The Adolescent Society
Social Challenges Come to School
Children: At Promise or At Risk
The Affective Side of School Reform
Assignment Due: Long/Short Term Professional Goals
1/23/2010 1:59 PM
4
FEB. 15 - CHAPTER 5: THE MULTICULTURAL HISTORY OF AMERICAN EDUCATION
















Christopher Lamb’s Colonial Classroom
Colonial New England Education: God’s Classrooms
A New Nation shapes Education
The Common School Movement
Native American Tribes: The History of Miseducation
Spinsters, Bachelors, and Gender Barriers in Teaching
The Secondary School Movement
School Reform Efforts
John Dewey and Progressive Education
The Federal Government
Black Americans: The Struggle for a Chance to Learn
Hispanics: Growing School Impact
Asian Americans and Pacific Islanders: The Magnitude of Diversity
Arab Americans: Moving Beyond the Stereotype
Women and Education: A History of Sexism
Hall of Fame: Profiles in Education
Assignment Due: Professional Journal Review
FEB. 22 - CHAPTER 6: PHILOSOPHY OF EDUCATION









Finding Your Philosophy of Education
Inventory of Philosophies of Education
Five Philosophies of Education
Teacher-Centered Philosophies
Student-Centered Philosophies
Psychological Influences on Education
Cultural Influences of Education
The Three Legendary Figures of Classical Western Philosophy
Basic Philosophical Issues and Concepts
Assignment Due: Contextual Factors Paper
MARCH 1 - CHAPTER 7: FINANCING AND GOVERNING AMERICA’S SCHOOLS



Follow the Money: Financing America’s Schools
What the Future may hold for School Finance
Governing America’s Schools
Assignment Due: Philosophy of Education
MARCH 8 – MIDTERM
1/23/2010 1:59 PM
5
MARCH 22 - CHAPTER 2: DIFFERENT WAYS OF LEARNING





Different Ways of Learning
Is Gender a Learning Style?
Multiple Intelligences
Emotional Intelligence
Exceptional Learners
MARCH 29 - CHAPTER 3: TEACHING YOUR DIVERSE STUDENTS





Student Diversity
Bilingual Education
Multicultural Education
Culturally Responsive Teaching
Today’s Classroom
Assignment: Educational Issues Paper
APRIL 5 - CHAPTER 10: CURRICULUM, STANDARDS, AND TESTING














The Faculty Room
The Visible Curriculum
The Invisible Curriculum
The Extra curriculum
Who and What Shape the Curriculum?
The Technology Revolution
The Reign of the Textbook
The Standards Movement
No Child Left Behind: Tests and Protests
Test Problems: 7 Reasons Why Standardized Tests are Not Working
Alternates to High-Stakes Testing
Tension Points
The Saber-Tooth Curriculum
New Directions for the Curriculum
Assignment: Discussion Board/Forum
APRIL 12 - CHAPTER 9: SCHOOLS: CHOICES AND CHALLENGES






1/23/2010 1:59 PM
A Meeting Here Tonight
The Purposes of School
Where Do You Stand?
Education Reform
Beyond the Neighborhood Public School
What Makes a School Effective?
6
APRIL 19 - CHAPTER 8: SCHOOL LAW AND ETHICS




Classroom Law
What is Your Rights Quotient?
Teaching and Ethics
Protecting Your Students
Assignment Due: Discussion Board
APRIL 26 - CHAPTER 11: BECOMING AN EFFECTIVE TEACHER









Are Teachers Born, or Made?
Academic Learning Time
Classroom Management
The Pedagogical Cycle
Variety in Process and Content
Models for Effective Instruction
Technology as a Tool for Effective Teaching
Effective and Reflective Teaching
Stages of Teacher Development
Assignment Due: Code of Ethics
MAY 3 – Course Wrap Up - Interviews
MAY 10 – FINAL
Assignment Due: Interview Due
Reflective Journal/Time Sheet
1/23/2010 1:59 PM
7
VII.
POLICIES
a. Field Based Experiences
i. You are expected to be present in a public or private school twice each week for 11
weeks for a minimum of 1 ½ hours each session.
ii. Your placement will be made by Dr. Sparks, the Director of Teacher Education
iii. State law requires that all people who come in regular contact with students in a
school district submit a CERTIFICATE OF HEALTH FOR SCHOOL
PERSONNEL FORM signed by a licensed physician. YOU MUST PRESENT
THIS FORM TO THE BUILDING PRINCIPAL WHEN YOU REPORT FOR
YOUR ASSIGNMENT.
iv. An attendance form is placed in the front office. You will sign in at the beginning of
each visit and will sign out when leaving the building.
v. Attend your lab sessions regularly, on time. (Total 33 hours in an 11 week period)
vi. If sickness prevents your attendance, the principal of the school or your cooperating
teacher should be notified as early as possible. You must make up your absence.
This is to be worked out with your teacher.
vii. If the school is NOT in session on your scheduled visit, you are not required to make
up the time, unless your cooperating teacher requests that you do so.
viii. You are required to keep an electronic journal of activities and experiences in your
assigned classroom.
b. Evaluation of Disposition to Teach
i. Discuss your mid-term and final evaluations with your teacher; sign the forms and
return them to your Pittsburg State University Instructor; be aware of and adhere to
evaluation and assignment deadlines. The final evaluation form with be filed in your
teacher education file, kept in the Office of Teacher Education, 110 Hughes Hall.
The final evaluation form is considered when you are reviewed for admission to the
Teacher Education Program at Pittsburg State University.
c. Professional Manner
i. A person who does something with great skill; worthy of the high standards of a
profession. A professional is someone who, without supervision or regulation:
1. Is responsible, dependable and punctual
2. Is competent, caring and committed
3. Has a continuing growth plan to achieve and further develop competence
4. Participates in self-evaluation and reflection to enhance competence
5. Strives continuously to raise the level of expectation for oneself and others
6. Respects others and their beliefs
7. Communicates fluently using appropriate and grammatically correct oral and
written language
8. Seeks to implement the recommendations from evaluations of his/her
personal performance
9. Communicates in a respectful way, striving to understand the other’s point of
view
1/23/2010 1:59 PM
8
Guidelines for Dressing Professionally in the Classroom(Clinical Experiences, Methods Courses
Field Activities, Practicum, Student Teaching, Observing/Visiting Classrooms)
As a teacher candidate in the Department of Curriculum and Instruction you will be visiting, interacting,
and teaching in several different school classrooms. Dressing professionally is important because you are
making your first impression at a school and do not know who will notice and remember your
appearance. Jobs have been obtained and jobs have been lost due to appearance. You will be
representing PSU, the department, and yourself as a teacher. Dressing professionally can make all the
difference.
The definition of professionalism is described as being “distinguished from an amateur”. As a teacher
candidate, you are more than just a student, you are a future teacher. As such, your manner of dress will
need to reflect professionalism. You are being provided with guidelines that will assist your success in
the classroom.
Lanyards and ID Tags will be required in all school visits
Professional clothing generally includes:
MEN
WOMEN
Sport Coats
Casual dress slacks
Dress Shirts, ties,
collared polo shirts
Sweaters, vests, jackets
Dress and casual shoes
Socks
Dress Slacks, Pant suits
Casual Dress Slacks
Blouses
Sweaters, vests, jackets
Dress and casual shoes
Socks or hosiery
Professional clothing does not include:
1. Any footwear that may interfere with performing your job, such as flip-flops
2. Denim jeans (jeans of any color or style) Unless the school has a special occasion or celebration
that calls for wearing jeans
3. T-shirts
4. Clothing with potentially offensive phrases, political statements, religious statements, or
advertising
5. Low-cut tops, short tops that reveal skin, underwear, or tattoos
6. Athletic clothes (sweatshirts, hoodies, jogging suits)
7. Faded, unclean or wrinkled clothing
Grooming and Hygiene
1. Regular bathing and use of deodorants to eliminate body odor
2. Clean hair
3. Hair, beards and mustaches should be neatly trimmed and clean
4. Cologne or perfume, if used at all, should be subtle
5. Body piercing, other than earrings, should be unnoticeable
6. Fingernails should be trimmed and clean
7. Make sure bodily functions (inappropriate display of indigestion-type noises) are not happening
during your teaching. Even in teachers meetings or one on one with your cooperating teacher can
be very offensive to others.
8. Smoking odors
1/23/2010 1:59 PM
9
VIII.
COURSE EVALUATION
Assessment of Student Growth
The following will be used to assess student participation and learning during the course.
Unannounced quizzes may be given to assess preparation for participation in class activities or at the
close of a class period to provide feedback about learning.
Class Preparation, Attendance, and Participation:
o
o
o
When absences reach two, for whatever reasons, withdrawl will occur.
Participation in clinical experiences is a required part of the learning experience. Attendance is
mandatory with a minimum of 33 field contact hours.
Class and clinical field based experiences are required for successful completion of this course.
Coursework - Detailed instructions/descriptions in Section IX.













Daily attendance/activities/chapter quizzes
Writing Sample-Autobiography
Philosophy of Education
Code of Ethics
Long/Short Term Profession Goals
Meeting/Interview with Dr. Smith
Professional Journal Review
Contextual Factors
Ed. Issues individual paper
Discussion Board
Reflective Journal/ Timesheet showing 33 hours
Mid-Term Exam
Final – NOT OPTIONAL-Mon. May 10
 Mid-Term Teacher Evaluation – March 8
 Final Teacher Evaluation- May 3
20 pts each class / 240 total points
20 pts
10 pts
10 pts
10 pts
20 pts
30 pts
30 pts
30 pts
50 pts
50 pts
50 pts
50 pts
required
required
GRADING SCALE-----------NO INCOMPLETES WILL BE GIVEN
540 – 600---A
480 – 539---B
420 – 479---C
419 & below and or not meeting 33 hr field based contact requirement – F;
missing two or more classes.
Late Work
 Assignments turned in late will have an automatic full grade percentage reduction. No assignments
will be accepted over one week late.
Academic Dishonesty
 Please refer to Pittsburg State University Catalog for a complete description. Each student is
responsible for his or her own work. PLAGIARISM is totally unacceptable and will result in an F
grade.
1/23/2010 1:59 PM
10
IX.
ASSIGNMENT INSTRUCTIONS
a. Document Submission Style for the written assignment/reflections:
i. Use Microsoft Word
ii. Double space
iii. 1 1/2 inch left margin; top, bottom and right 1” margins
iv. Bullets are fine for listing key points
v. 12 pt font (business style – not creative style)
vi. Save an electronic copy of all assignments.
b. Class - 20 pts each class / 240 total points
i. Evaluation/Rubric
Points
Criteria
Possible
10
Score on terminology/ chapter readings / assigned readings quiz
5
Attendance – On time, present
5
Participation/Attitude
c. Writing Sample-Autobiography-20 pts
i. This should be a brief summary of your family background, experiences which will
contribute to your efficiency as a teacher as well as your general philosophy relative
to teaching. You may want to include any extracurricular activities you participated
in during high school that are relative to your teacher preparation such as extra
curricular activities (sports, 4-H, Scouting, etc), travel or other topics pertinent to
your preparation for teaching, work experiences with children, and your general
philosophy relative to teaching. This should be a one to two page typed document.
ii. Rubric – Writing Sample/Autobiography
Points
Criteria
Possible
10
5
5
1/23/2010 1:59 PM
Does the paper contain significant and useful information?
Does it apply to the objective?
Is the paper clearly written, conveying the essential points?
Is the paper typed?
Are the rules of grammar and punctuation followed throughout the paper?
Is the autobiography free of misspelled words?
11
d. Philosophy of Education-10 pts
i. Submit this in a one to two page typed document. This should reflect your personal
belief system about education. You may search “philosophy of education” on the
Internet to help you get started. Some questions you may want to answer include:
What is knowledge? What is the role of the teacher? What is the role of the learner?
How do children learn best? Be sure that you are expressing your beliefs.
ii. Rubric-Philosophy of Education
Points
Criteria
Possible
7
3
Does the paper contain a personal belief system about education?
Are the following questions addressed; What is knowledge? What is the role
of the teacher? What is the role of the learner? How do children learn best?
Are the rules of grammar and punctuation followed throughout the paper?
Is the paper free of misspelled words? Is he paper typed?
e. Code of Ethics -10 pts
i. You should address behaviors and attitudes that will be essential to you as a teacher
and reflect your degree of personal ethical conduct with students, colleagues, and the
teaching profession. You may use the National Education Association’s (NEA) Code
of Ethics of the Education Profession as a basis to get started. This can be found at
http://www.nea.org/aboutnea/code.html. You should include six or more areas in
your own Personal Code of Ethics.
ii. Rubric-Code of Ethics
Points
Criteria
Possible
7
3
f.
Does the paper address behaviors and attitudes that will be essential to you
as a teacher and reflect your degree of personal ethical conduct with
students, colleagues, and the teaching profession? Doe the paper include six
or more areas in the Personal Code of Ethics?
Are the rules of grammar and punctuation followed throughout the paper?
Is the paper free of misspelled words? Is he paper typed?
Long/Short Term Profession Goals-10 pts
i. You need to submit three or more long-term and three or more short-term goals.
These goals should reflect accomplishments you hope to obtain in the teaching
profession and during preparation for that profession. You may also include a few
significant personal goals along with the required goals if you desire. Make sure to
clearly identify each goal as being long-term or short-term.
1/23/2010 1:59 PM
12
ii. Rubric-Long/Short Term Goals
Points
Criteria
Possible
7
3
Does the paper contain three or more long term goals?
Doe the paper contain three or more short tem goals?
Are goals clearly identified?
Are the rules of grammar and punctuation followed throughout the paper?
Is the paper free of misspelled words? Is he paper typed?
g. Meeting/Interview with Dr. Smith-20 pts
i. You will meet with Dr. Smith and answer questions regarding why you want to be a
teacher. At this meeting you will bring items c-f.
ii. Rubric – Meeting/Interview
Points
Criteria
Possible
15
2
3
Disposition to Teach
Does the student clearly demonstrate: An understanding of
teaching?, A commitment to teaching?, Potential for positive
interpersonal relationships?,Knowledge gained from class
instruction based?, Appreciation for diversity?, Understanding of
student differences? Ability to communicate effectively?
Responsible
Was the appointment arranged without needing a reminder?, Did the student
show up on time?
Appearance/Professionalism
Did the student take the interview seriously by dressing appropriately for an
interview?
h. Professional Journal Review-30 pts
i. Submit this in a one to two page document.
ii. First half of reflection Give a brief, factual summary;
iii. Second half of the review – Describe your perceptions of the topic impacts teaching,
explain what you learned and how you might use the information in the future.
1/23/2010 1:59 PM
13
iv. Rubric-Professional Journal Review
Points Possible
Criteria
10
Does the article contain significant and useful information? , Does the article show a
research based teaching strategy for your content area?, Is the review clearly
written, conveying the essential points within the article?, What is your reaction to
this article?, In what way(s) is this article significant to you as a teacher?, How
would you incorporate the information you gleaned from this article into your
teaching? If not, why not?
10
Is the article from an educational journal?, Is the article at least two pages in
length?, Is bibliography included?Is the review thorough, at least two pages and
double-spaced? (Not including the heading and bibliography?)
5
Are the rules of grammar and punctuation followed throughout the summary?
Is the review free of misspelled words?
5
Sample documentation:
Klimoski, R., & Palmer, S. (2006). The hiring process in organizations. Consulting
Psychology Journal, 42 (2), 10-36. (List specific site where the article was found.)
i.
Contextual Factors – 30 pts
i. Locate a copy of the School Report Card for the school you are visiting on the KSDE
website. Describe, in paragraph form, the contextual factors of the school. Include
student characteristics and achievement data as well as a description of the
community, school, and classroom. Think about how this information would affect
your instruction. Please attach a copy of the School Report Card
ii. Rubric- Contextual Factors
Points
Criteria
Possible
10
Does the paper include a description of the school’s report card?
Does the paper include ramifications upon instruction?
Is a copy of the School Report Card attached?
15
Is the paper clearly written, conveying the essential points?
Does the paper answer the following questions: What is the make-up of the
student body in your school? , What are the assessment results for the student
body and for the disaggregated groups?, Why is this information significant to
you as a teacher?, How would you use such data for planning instruction your
classroom?, What adaptations may you have to make to your instruction so that
all student learn?
5
Are the rules of grammar and punctuation followed throughout the summary?
Is the review free of misspelled words?
Is the review at least one page in length and double-spaced?
1/23/2010 1:59 PM
14
j.
Ed. Issues individual paper-30 pts
i. Submit this in a two to three page document.
ii. Pick a current high interest topic in education (if you are not sure ask the instructor)
iii. First half of reflection Give a brief, factual summary;
iv. Second half of the review – Describe your perceptions of the topic impacts teaching,
explain what you learned and how you might use the information in the future.
v. Rubric
Points
Criteria
Possible
10
Factual Summary
1. The writer’s position is clearly defined in a strong position statement.
2. An issue is defined clearly in the introduction giving major examples that
support the position.
3. The writer describes the topic and presents an understandable background
of facts and information.
10
The writer’s position is supported with facts, examples, authoritative opinions,
or other appropriate details.
10
Are the rules of grammar and punctuation followed throughout the summary?
Is the review free of misspelled words?
Is the review at least one page in length and double-spaced?
k. Discussion Boards/Forums-50 pts (2 @ 25 pts each)
i. Read the selected information posted on ANGEL
ii. Post a general comment of your own regarding how the information may be
iii.
iv.
v.
vi.
important to educators, reflecting on the basis of theories/topics/issues
presented and possible solutions or remedies for educators who deal with the
theories/issues/topics presented on a daily basis.
Comments are posted on the blog/discussion board/forum site located in the
lessons tab.
Check back periodically and comment on at least two classmates
postings……agree, disagree, highlight, share a question posed by the new
information, etc.
Forum access closed on due date at 5:00 pm.
Rubric
Points
Possible
10
15
1/23/2010 1:59 PM
Criteria
Initial Post- Respond to assigned reading by posting a general comment
of your own regarding how the information may be important to
educators, reflecting on the basis of theories/topics/issues presented and
possible solutions or remedies for educators who deal with the
theories/issues/topics presented on a daily basis.
Check back periodically and comment on at least two classmates
postings……agree, disagree, highlight, share a question posed by the
new information, etc.
15
l.
Reflective Journal/ Timesheet showing 33 hours-50 pts
i. Example of the journal shown here. This is exempt from the Section A document
submission instructions; use this style. Your reaction section will vary and most
likely will be much longer than this example.
VISIT
Date
(22 min)
1
1/08/10
Time Spent
(33 hrs req.)
10-11 am (1hr)
(l hr total)
Activity
Reaction (State the facts/what is your opinion)
4th grade
Spelling
Lesson
2
1-2:30 pm - 1hr
30 min.
(2hr 30 min.
total)
4th grade
Social
Studies
Map
Lesson
Facts: The teacher used a really interesting method to teach spelling
through singing. Children were placed in groups of three or four and
asked to developed a song/rhythm to spell the state they were given.
The teacher used Mississippi as an example. This took about 15
minutes. As the groups worked the teacher walked around the room
and worked with the small groups.
Reaction: This seems like a very creative and good way to motivate
students to want to spell. Anytime you can engage students in
different learning styles I think it will make learning better.
Facts: Students were given a map of school attendance area. The
teacher demonstrated (projected on the screen) how to identify
locations on the map. She then drew a route to the school from the
location. Each time she wrote the directional information on the board
as well. Students were then asked to find their own homes. (If they
didn’t live in this attendance area then she gave them an address).
Students were then asked to do the exercise on their own as she walked
about the room and helped them individually.
Reaction: The students seemed to pay attention. A couple of the
students you could tell were not very interested and the teacher seemed
to know it and kept moving in their area as she talked. It seemed like a
good lesson to me. I was impressed with how the teacher seemed to
know who to go stand by when she was talking.
1/16/10
m. Mid-Term Exam-50 pts
i. Based on all work from in and out of class from sessions one to the mid-term date.
n. Final – NOT OPTIONAL-Mon. May 10-50 pts
i. Based on all work from in and out of class from sessions throughout the semester.
1/23/2010 1:59 PM
16
o. Mid-Term Teacher Evaluation
required
PITTSBURG STATE UNIVERSITY
PRE-PROFESSIONAL LABORATORY EXPERIENCE 1
By March 8, 2010, MID-TERM EVALUATION
MID-TERM EVALUATION for ______________________________________________________
Name of PSU Teacher Candidate (please type or print)
Mid-term is the point for an important evaluation--an evaluation during the process of learning which
allows for intervention on the part of the cooperative teacher and the Pre-Professional Laboratory
supervisor in any area of perceived weakness. We ask that the teacher candidate and the cooperating
teacher discuss the candidate’s progress and that the cooperating teacher respond to the following items.
The candidate will return the form to the campus. The behaviors (PSU Effective Teaching Skills) to be
evaluated are numbered as they appear in the PSU College of Education Professional Knowledge Base.
NA
_1_
_2_
_3_
_4_
No Opportunity Provided for Performance, Not witnessed
Needs Experience (Unsatisfactory Performance)
Developing Competence (Infrequently Demonstrated, Adjusting, or Weak Performance)
Competent (Basically Demonstrated, Performing, or Proficient Performance)
Showing Effective Competence (Consistently Demonstrated, Habitually Performing, or Effective
Performance)
_5_
Distinguished (Naturally Demonstrated, Personally Creating, or Outstanding Performance)
______________________________________________________________________________
The behaviors (PSU Effective Teaching Skills) to be evaluated are numbered as they appear in the PSU
College of Education Professional Knowledge Base.
PROFESSIONAL CHARACTERISTICS
_____ 1. Is dependable, flexible, and punctual.
_____ 2. Maintains a consistently positive and professional demeanor.
_____ 6. Complies with confidentiality laws and policies regarding students, parents, and personnel.
_____ 8. Establishes two-way communication with colleagues and students.
_____ 9. Communicates fluently using appropriate and grammatically correct oral and written language.
_____ 11. Seeks to implement the recommendations from evaluations of professional performance.
_____ 12. Practices self-evaluation and reflection to enhance instructional effectiveness.
RELATIONSHIPS WITH STUDENTS
_____14. Conveys high expectations that all students will succeed and learn.
_____15. Models an enthusiastic behavior and a caring attitude towards all students.
_____16. Demonstrates positive rapport with a diverse student population.
_____17. Listens carefully to all students then responds in a professional manner.
1/23/2010 1:59 PM
17
II. Attendance: Please place a check (_ ) by each line which describes the candidate’s attendance
pattern.
_____
The student has been present at each assigned time.
*************
OR The student has been absent _____ times and
_____ The student has arranged and made up absences.
OR
_____
The student has not made up ______ absences.
***********************************************
_____
The student has been punctual each assigned time.
OR
_____
The student has been tardy _____ times.
***********************************************
Consider generally the field experience to this point and decide if the experience is:
Unsatisfactory 1
2
3
4
5
Satisfactory
______________________________________________________________________________
Comments:
______________________________________________________________________________
Teacher Candidate signature
Cooperating Teacher (please print)
______________________________________________________________________________
Date
Cooperating Teacher‘s Signature
______________________________________________________________________________
School/town
phone and/or email of cooperating teacher
COOPERATING TEACHER: Please retain a copy for your files. Maybe emailed to smith@pittstate.edu
PRE-LAB TEACHER CANDIDATE: Return form to Dr. Smith after signing it.
1/23/2010 1:59 PM
18
p. Final Teacher Evaluation
required
PITTSBURG STATE UNIVERSITY
PRE-PROFESSIONAL LABORATORY EXPERIENCE 1
By May 3, 2010, FINAL EVALUATION
FINAL EVALUATION for ______________________________________________________
Name of PSU Teacher Candidate (please type or print)
RATING SCALE
NA
Not applicable; o opportunity Provided for Performance
_1_
Needs Experience (Not witnessed, Preparing, or Unsatisfactory Performance)
_2_
Developing Competence (Infrequently Demonstrated, Adjusting, or Weak Performance
_3_
Competent (Basically Demonstrated, Performing, or Proficient Performance)
_4_
Showing Effective Competence (Consistently Demonstrated, Habitually Performing, Effectively
Performed)
_5_
Distinguished (Naturally Demonstrated, Personally Creating, or Outstanding Performance)
The behaviors (PSU Effective Teaching Skills) to be evaluated are numbered as they appear in the PSU
College of Education Professional Knowledge Base.
PROFESSIONAL CHARACTERISTICS
_____ 1. Is dependable, flexible, and punctual.
_____ 2. Maintains a consistently positive and professional demeanor.
_____ 6. Complies with confidentiality laws and policies regarding students, parents, and personnel.
_____ 8. Establishes two-way communication with colleagues and students.
_____ 9.Communicates fluently using appropriate and grammatically correct oral and written language.
_____ 11. Seeks to implement the recommendations from evaluations of professional performance.
_____ 12. Practices self-evaluation and reflection to enhance instructional effectiveness.
RELATIONSHIPS WITH STUDENTS
_____14. Conveys high expectations that all students will succeed and learn.
_____15. Models an enthusiastic behavior and a caring attitude towards all students.
_____16. Demonstrates positive rapport with a diverse student population.
_____17. Listens carefully to all students then responds in a professional manner.
1/23/2010 1:59 PM
19
II.
Attendance: Please place a check ( _ ) by each line which describes the candidate’s attendance
pattern.
_____ The student has been present at each assigned time.
OR
_____ The student has been absent _____ times.
***********************************************
(if applicable)
_____ The student has arranged and made up all absences.
OR
_____ The student has not made up _____ absences.
***********************************************
_____ The student has been punctual each assigned time.
OR
_____ The student has been tardy _____ times.
***********************************************
III.
Final Evaluation: This form must be returned to the instructor before a grade can be recorded.
(NOTE: Students in this course are graded on a PASS or FAIL basis. An INCOMPLETE can be given
and more work required.)
The recommended grade for this student is:
_____Pass
_____Fail
_____Incomplete
This student should continue in the teacher preparation program and become a member of the
teaching profession.
_____Yes
_____Questionable
_____No
A general description of the experience is:
UNSATISFACTORY 1
2
3
4
5
Satisfactory
________________________________________ _____________________________________
(printed) Teacher Candidate’s Name
(printed) Cooperating Teacher’s Name
______________________________________ _______________________________________
Teacher Candidate’s Signature
Cooperating Teacher’s Signature
______________________________________________________________________________
School and town, phone # or e-mail
COOPERATING TEACHER: Please make a copy for your files; Please make any summary evaluative
statements below or attach to this form. Maybe emailed to smith@pittstate.edu
PRE-LAB TEACHER CANDIDATE: Sign, make a copy for yourself and return original to Dr. Smith.
a. Comments:
1/23/2010 1:59 PM
20