I. COURSE DESCRIPTION: EDU 300: Introduction to Education 3 semester hours credit
Professor: Dr. Cindy Melton
cmelton@mc.edu
Office:Lowrey 210
Phone:925-3478
II. PREREQUISITES: Sophomore status.
III. COURSE DESCRIPTION: This course is designed to involve prospective teachers in the issues of schooling and
education and to give them a clear view of the skills and knowledge they will need to be successful educational
professionals. The philosophical foundations and history of American education, governance, finance and ethical and
legal issues are included. Formal application to the Teacher Education Program (TEP) is made.
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IV. RATIONALE: This course serves as an introduction to the field of education through classroom involvement, discussion,
participation, the use of technology, exploration of professional literature, and presentation exercises. EDU 300 also
introduces the student to the Mississippi College teacher education program through a discussion of the conceptual
framework and the Teacher Education Handbook. The course acquaints the student with the development and growth of
education in the United States from Colonial times to the present. Legal and financial issues in education, strategies for
meeting the needs of diverse learners in the classroom, and the best practices of teaching and learning, based on research
and national standards, are also stressed. In addition, characteristics of effective teachers, expectations of future teachers,
the role of the teacher as a facilitator of learning, and the role of the reflective practitioner are explained. Finally, the
student is guided in analyzing his/her personal philosophy and readiness for teaching.
V. LEARNING OBJECTIVES AND OUTCOMES: The course is designed to enable teacher candidates to:
Orientation to Teaching (applicable INTASC standards are noted)
INTASC standards 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
A. Compare intrinsic and extrinsic reasons affecting one's choice of the teaching profession.
B. Describe positive teacher-student relationships.
C. Describe characteristics of effective teachers.
D. Identify the kinds of knowledge upon which teaching is based.
E. Describe elements of the empirical research base upon which teaching is based.
F. List types of practical knowledge used by successful classroom teachers.
G. Define and give examples of pedagogical content knowledge.
H. List reasons teachers choose to leave the classroom.
I. State the characteristics of today's teaching force.
J. Clarify supply and demand with regard to teaching.
K. Identify regional and population variations in teaching.
L. Identify ways in which teacher education programs and teachers are evaluated.
Licensure to Teach in Mississippi
A. Describe the plan for teacher assessment which is necessary for obtaining licensure in Mississippi.
History and Philosophy of Education
INTASC standards 1, 3, 5, 9, 10
A. Describe the significant contributions to education
B. Trace and describe the development of American education in the Northern, Middle, and Southern colonies.
C. Describe federal involvement in education
D. Identify European and other thinkers whose ideas influenced American education.
E. Discuss the education goals of earlier Americans.
F. Identify and describe the development of informal and formal education in America.
G. Explain the effect of curricula and textbooks on American education.
H. Provide an overview of the changes that affected the American system of education during the 1900's.
I. Clarify their definition of philosophy and explain how it relates to teaching.
J. Discuss and develop a personal teaching philosophy.
Society and Education/Cultural Diversity
INTASC standards 2, 3, 4, 6, 10
A.
B.
C.
D.
E.
F.
Identify social problems affecting children and youth and explain how these problems challenge schools and teachers.
Express and compare their views on public expectations about the role of schools in responding to social problems.
Describe specific programs that address social problems.
Plan steps classroom teachers can take to help students in distress.
Apply criteria for assessing the effectiveness of school programs that address students' problems.
Explain how culture and educational opportunities relate to one another.
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G.
H.
I.
J.
Define the terms culture, ethnicity, race, cultural pluralism.
Describe strategies for meeting the needs of diverse learners in the classroom.
Discuss how knowledge of cultures can be used to teach acceptance of differences among students.
Define autism, ADD/ADHD, dyslexia.
Curriculum/Instruction
INTASC standards 7, 9
A. Define curriculum.
B. Compare and contrast types of curricula in terms of their effects on student learning.
C. Explain the influence of business, industry and science on curriculum.
D. Describe ways national and international issues affect curriculum.
E. Give examples of the impact of government and the courts on curriculum decisions.
F. Discuss the influence of education industries and publishers on curriculum.
G. Give examples of the effects of student needs and teacher behaviors on curriculum.
H. Explain how student cognition influences learning and teaching.
I. Identify significant aspects of physical and psychosocial growth in learning and school experience.
J. Explain moral development and its implications for teaching.
K. Describe ways in which curriculum is planned and organized.
Schools/Governance/Finance
INTASC standards 10
A. Analyze the structures of public schools and determine how structures affect life in schools.
B. List the types of alternative schools.
C. Compare differences among private schools and between public and private schools.
D. Describe effective schools.
E. Identify the kinds of constraints that determine how schools are run.
F. Determine the roles of federal, state and local government in the control of public education.
G. Discuss how professional organizations and pressure groups influence schools.
H. Describe how public opinion and the press influence school governance.
School Law
INTASC standards 9, 10
A. Know the origin of laws and the legal framework for public education.
B. Know the Code of Ethics and Standard of Conduct for Mississippi teachers.
C. Understand the statutory and constitutional provisions protecting the rights of individuals which dictate how state and
local policy making bodies may or may not regulate the activities of both school employees and students.
D. Be aware of the constitutional rights of student personnel and school employees pertaining to religious activities during
school and on school property.
E. Know student personnel rights in regards to expulsion/suspension, corporal punishment, other discipline, search and
seizure, privacy, freedom of expression, participation in extra-curricular activities and right to due process.
F. Understand school employee rights with emphasis on tort liability and questions of negligence, liable, slander, sexual
harassment/abuse, copyright laws, union membership/collective bargaining and academic freedom.
G. Describe teacher contracts; renewals, dismissals/transfers and due process rights under the Mississippi School
Employment Procedures Act.
H. Know Mississippi school attendance and residence requirement laws in Mississippi.
VI. ACADEMIC INTEGRITY: It is expected that a student attending Mississippi College will be scrupulously honest.
Therefore, plagiarism and cheating will be dealt with in accordance with the policies of the university. The complete policy
is stated in the current Mississippi College Bulletin.
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VII. COURSE TOPICS: The major areas to be considered are:
A. Teaching as a profession.
B. History of Education.
C. Philosophy of Education.
D. Society and Education.
E. Cultural Diversity and multi-cultural issues.
F. School Curriculum.
G. Teaching and Learning.
H. Organization and structure of school in the United States.
I. The Governance of schools.
J. Financial problems and structure of American schools.
K. School law.
VIII. INSTRUCTIONAL METHODS: Methods and activities for instruction may include:
A. Group presentation and cooperative group activities
B. Lecture/discussions
C. Electronic media
D. Team teaching
E. Resource persons
F. Written critiques of professional journal articles
G. Power point presentations
H. Handouts, work samples, additional visual aids
I. TK20 Electronic Assessment System
IX. CLASS REQUIREMENTS and ASSIGNMENTS: Assignments and requirements are weighted as follows:
All students in EDU 300 are required to:
1.
Purchase a TK20 account at http://mc.tk20.com
($100 one-time user fee for a 7 year account, to be used in all EDU classes, including student teaching)
2. Purchase a TEP handbook. ($10)
3. Complete a formal application for the Teacher Education Program (TEP) in Tk20 and hard copy, including
submission of ACT/SAT or Praxis scores or registration forms.
**Students are responsible for purchasing a TK20 account for use in all EDU classes. This account is valid for 7
years and will house all key assignments submitted throughout their progression of the Teacher Education
Program at Mississippi College. **
Grades are earned according to performance on the following assignments:
A. Application and Submission of Materials to the Teacher Education Program (TEP)
B. Teaching Philosophy Submission
C. Teacher Education Dispositions Evaluation
D. Resource folder
E. History of Education Presentation (group)
F. Career Planning Paper
G. Examinations: Mid-Term Test=20%; Test 2=20%
5%
5%
5%
15%
15%
15%
40%
A detailed description and rubric for each assignment will be distributed in class, and some can be found in Tk20. Detailed
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explanations will be covered in class.
A. Application to the Teacher Education Program (TEP). Students will formally apply for admission into the Teacher
Education Program and receive information regarding program requirements. Applications will be kept on file in the Office
of Field Experiences where notifications of admission requirements will be updated periodically. As part of the admission
requirements to the TEP teacher candidates must submit proof of registration for Praxis I exam, or applicable ACT/SAT
scores during the semester in which they are enrolled in EDU 300.
B. Teacher candidates will submit a typed copy of their teaching philosophy to include their beliefs on how students learn,
how they play to teach the learners in their classes, and why they plan to teach that way.
C. EDU resource folder. This project was designed to provide synthesis of new ideas and information into the framework of
the student’s experience, knowledge base, and educational philosophy, as well as to provide an element of reflection,
practice in written communication, and familiarity with professional materials. Students will be introduced to on-line
resources as well as in-house library materials available for their use in this project on various topics as they prepare for
teaching in the classroom.
D. History of Education Presentation. Students will select a group of classmates to work with in order to create a 30-minute
presentation detailing a particular time or event in the history of education. A minimum of two (2) visual aids will be
required, which may include: power point presentations, video clips created by the group, artifacts and/or clothing from
the time period (original or student-created), fact sheets, overhead transparencies, etc… An outline of the presentation
and at least 3 educational references must be submitted to the instructor prior to the presentation.
E. Career Planning Paper. Students will create a 6-8 page paper detailing their values, goals, and plans for the future in the
field of education. At least 3 references are required which may include on-line resources, journal or magazine articles, and
professional interviews, books, or videos. Analysis of the professional requirements of their chosen field, an insightful and
honest analysis of personal strengths and weaknesses, as well as human relation skills should also be included. Personal
preferences regarding teaching, description of long and short-term goals, and a relationship of goals and values should be
clearly expressed. Composition, organization, and flow will also be important in the overall assessment of the paper.
F. Teacher Dispositions Evaluation. Students will submit a self-evaluation based on the MC Teacher Education Disposition
Evaluation form.
G. Exams. Two written exams will be administered throughout the course of the semester.
X. EVALUATION: The methods of evaluation and the criteria for final grade assignment are as follows: All assignments
noted previously will be assessed using an evaluation guideline or rubric which will be provided to the teacher candidate at
the beginning of the semester/term. Assignments are evaluated on a 100 point basis. The relative value of each
assignment will be based on the percentages noted above under the section of the syllabus entitled “assignments”.
The final grade for the course will be determined by averaging grades based on the relative values identified previously and
converted into the following letter grades
A
95 - 100%
B
85 - 94%
C
75 - 84%
D
70 - 74%
F
Below 70%
NOTE: For Teacher Education candidates, grades of C or better are required in all EDU classes.
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XI. OTHER COURSE INFORMATION
.
A. Class attendance:
All students are expected to attend and participate in class. Attendance is more than just “showing up.”
Attendance means arriving on time, and being prepared for class, mentally and physically (includes dressing appropriately.)
A course calendar is provided to help students prepare for each class meeting. Participation includes being attentive and
respectful of other learners, focusing attention on the topics of discussion or presentations, and being engaged in the
activities taking place in class.
Cell phones should be silenced and put away. Texting, facebooking, and messaging are distractions for other students
in the class. Cell phones, ipads, and laptops should not be out during class unless using the notes in Moodle. All notes are
available in Moodle.
Absences are regularly recorded in Banner. Students are expected to be on time for class, attend class regularly, carry
out all assigned work on time, and complete written exams in the class period designated. Entering class thirty minutes late
constitutes an absence. Students are allowed one unexcused absence, for each credit hour of class. The exception to this
policy is a night class and/or class that meets only once a week and carries two or more hours of academic credit. In this
case only two unexcused absences are allowed. University policy regulates class absences and no credit can be given in a
course in which a student misses more than 25% of the class time. If a student misses more than the number of class
periods specified in University policy and believes that there are reasonable explanations for the absences, she/he may
appeal absences to the Dean of the School of Education. Students may obtain a Student Absence Appeal Form from the
Dean’s Office.
Tardies and early class departures count toward the number of absences so students should plan to arrive on time and
remain until the end of the class period. Three tardies or early departures equal one absence. It is the responsibility of the
student to see the instructor after class about changing an absence to a tardy.
Excused absences must be documented by the student and approved by the instructor. It is the responsibility of the
student to see the instructor to verify an excused absence. Otherwise, the absence will be considered unexcused.
Unless there is an emergency, doctor appointments, flights etc... should not be scheduled during class time.
B. Late Work: Ten points will be deducted for every class period an assignment is late. If a student experiences difficulty in
meeting a deadline, he/she should see the instructor BEFORE the due date.
C. Make-up Examinations: A final exam and a mid-term exam will be given. The dates are identified in the course calendar.
Students should be present for these exams. If students must miss an exam, they should talk with the instructor before the
test date to see if a make-up exam is justified.
D. Special Accommodations: In order for a student to receive disability accommodations under Section 504 of the
Americans with Disabilities Act, he or she must schedule an individual meeting with the Director of Student Counseling
Services immediately upon recognition of their disability (if their disability is known they must come in before the
semester begins or make an appointment immediately upon receipt of their syllabi for the new semester). The student
must bring with them written documentation from a medical physician and/or licensed clinician that verifies their disability.
If the student has received prior accommodations, they must bring written documentation of those accommodations
(example Individualized Education Plan from the school system). Documentation must be current (within 3 years). The
student must meet with SCS face-to face and also attend two (2) additional follow up meetings (one mid semester before
or after midterm examinations and the last one at the end of the semester). Please note that the student may also schedule
additional meetings as needed for support through SCS as they work with their professor throughout the semester. Note:
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Students must come in each semester to complete their Individualized Accommodation Plan (example: MC student
completes fall semester IAP plan and even if student is a continuing student for the spring semester they must come in
again to complete their spring semester IAP plan).
Those needing special accommodations due to learning, physical, psychological or other disabilities should contact the
Student Counseling Services located in Alumni Hall Room #4. 601-925-7790.
E. Dropping a class: Tuition refunds will not be made to students who drop a class after the first week.
F. Tutoring: Tutoring is available for students in the Department of Teacher Education and Leadership. Specific tutoring
hours are posted on the instructors’ doors with their office hours.
XII. INSTRUCTIONAL MATERIALS AND BIBLIOGRAPHY
Required :Tk20 electronic assessment account: This can be purchased at www.tk20.com or through the campus bookstore.
Optional textbook:
Ebert, E. & Culyer, R. (2010). School: an introduction to education. Australia. Thomson.
Mississippi College. (2012). Teacher education handbook. Clinton, MS: School of Education.
Please see instructor for a list of references used in preparing for and teaching the co urse.
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