Example of Syllabus for EDUC 3110 EDMG 4490: Introduction to Urban Education College: Bagwell College of Education Department: Secondary & Middle Grades Education Semester: Fall, 2011 Instructors: Phone Numbers: E-mail Addresses: Class Meetings: Conference Hours: Prerequisite: Admission to Teacher Education Required Text Kopetz, P. B., Lease, A. J., & Warren-Kring, B. Z. (2006). Comprehensive urban education. Boston: Pearson Publications. Catalog Description EDMG 4490. Introduction to Teaching and Learning in Urban Schools (3, 3, 3). This course helps teacher candidates to 1) examine the relationship between the urban context and educational policies and practices in urban schools; 2) examine categories of race, ethnicity, class, gender, language, religion, sexuality, and ability as social relations of power that impact urban school experiences; and 3) examine the impact of the urban context on students, teachers, parents, and the community. An intensive 35-hour field component is a requirement of this course. Purpose & Rationale The purpose of this course is to prepare prospective middle and secondary grades teachers to become effective facilitators of learning in urban schools. The course is designed to provide prospective middle grades teachers with an understanding of various philosophies, theories, and practical approaches to education in an urban environment and their implications for pedagogy, management, assessment, and family engagement. Conceptual Framework: Collaborative Development of Expertise in Teaching, Learning, and Leadership The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures 1 that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU fully recognizes, values, and demonstrates collaborative practices across the college and university and extends collaboration to the communityat-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning. Knowledge base: Teacher development is generally recognized as a continuum that includes four phases: pre-service, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development. The knowledge base for this course is acquired from books, articles, current periodicals, media and other sources grounded in sociological, philosophical, and historical foundations of education. Course content will also be derived from the world of current practice and learned societies. Use of Technology Statement: Technology Standards for Educators are required by the Professional Standards Commission. Telecommunication and information technologies will be integrated throughout the master teacher preparation program, and all candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators. During the courses, candidates will be provided with opportunities to explore and use instructional media, especially microcomputers, to assist teaching. They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia. In addition, teacher candidates will use technology to teach middle grades students, demonstrating an impact on student learning. Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student. Among these attributes are ethnicity, race, socioeconomic status, 2 gender, giftedness, disability, language, religion, family structure, sexual orientation, and geographic region. An emphasis on cognitive style differences provides a background for the consideration of cultural context. Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (770-423- 6443) and develop an individual assistance plan. In some cases, certification of disability is required. Please be aware that there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above. For more information contact the Student Life Center at 770-423-6280. School-Based Activities Statement: As a UE intern, you are encouraged to be involved in a variety of school-based activities directed at the improvement of teaching and learning. Activities may include, but are not limited to, tutoring students, assisting teachers or other school personnel, attending school board meetings, and participating in education-related community events. As you continue your UE intern experiences, you are encouraged to explore every opportunity to learn by doing. 3 COURSE GOAL AND OBJECTIVES Course Goal. The goal of this course is to provide prospective middle grades teachers with an understanding of various philosophies, theories, and practical approaches to education in an urban environment and their implications for pedagogy, management, assessment, and parental engagement. Objectives: The specific objectives for this course are for each UE intern to be able to: Outcomes and Standards (CPI, GA PSC, NCATE, and NMSA) Activities & Assignments understand his/her own culture and its impact on his/her teaching in an urban schooling environment. CPI Outcome 2: Facilitator of Learning PSC Standard 1: Candidate Knowledge, Skills, and Dispositions NCATE Standard 4: Diversity NMSA Standard 2: Middle Level Philosophy and School Organization Pre and Post Perception Narratives CPI Outcome 2: Facilitator of Learning PSC Standard 1: Candidate Knowledge, Skills, and Dispositions NCATE Standard 4: Diversity NMSA Standard 2: Middle Level Philosophy and School Organization Pre and Post Perception Narratives compare/contrast his/her own preconceived notions about and popular cultural images of urban schools against the reality of his/her experiences in the field placement school. examine the impact of educational policies and reforms regarding curriculum, instruction, assessment, immigration, and funding on urban schools. define the concepts of equity and achievement gap and their connections to CPI Outcome 2: Facilitator of Learning PSC Standard 1: Candidate Knowledge, Skills, and Dispositions NCATE Standard 2: Assessment System and Unit Evaluation NCATE Standard 4: Diversity NCATE Standard 6: Unit Governance and Resources NMSA Standard 2: Middle Level Philosophy and School Organization CPI Outcome 2: Facilitator of Learning Philosophy of Teaching in Urban Schooling Environments Urban Students’ Perceptions and Your Response Philosophy of Teaching in Urban Schooling Environments Pre and Post Perception Narratives Reflective Essay Policy and Reform: White Paper Assignment Pre and Post Perception Narratives 4 urban schools. define culturally responsive pedagogy and locate resources for culturally responsive pedagogy in the content areas. articulate his/her philosophical approach to building, managing, and maintaining a culturally responsive classroom environment in an urban school. identify strategies for building and maintaining family engagement within an urban schooling environment. PSC Standard 1: Candidate Knowledge, Skills, and Dispositions NCATE Standard 4: Diversity NMSA Standard 2: Middle Level Philosophy and School Organization CPI Outcome 2: Facilitator of Learning PSC Standard 1: Candidate Knowledge, Skills, and Dispositions NCATE Standard 4: Diversity NMSA Standard 2: Middle Level Philosophy and School Organization CPI Outcome 2: Facilitator of Learning PSC Standard 1: Candidate Knowledge, Skills, and Dispositions NCATE Standard 3: Field Experiences and Clinical Practice NCATE Standard 4: Diversity NMSA Standard 2: Middle Level Philosophy and School Organization CPI Outcome 2: Facilitator of Learning CPI Outcome 3: Collaborative Professional PSC Standard 1: Candidate Knowledge, Skills, and Dispositions NCATE Standard 3: Field Experiences and Clinical Practice NCATE Standard 4: Diversity NMSA Standard 2: Middle Level Philosophy and School Organization NMSA Standard 6: Family and Community Involvement Equity and Achievement Gap- Advocacy Plan Reflective Essay Pre and Post Perception Narratives Urban Education Reflective Planning and Learning Field Experience Reflective Project Pre and Post Perception Narratives Philosophy of Teaching in Urban Schooling Environments Field Experience Reflective Project Pre and Post Perception Narratives Philosophy of Teaching in Urban Schooling Environments Field Experience Reflective Project Candidate Performance Instrument (CPI); Georgia Professional Standards Commission (GA PSC); National Council for Accreditation of Teacher Education (NCATE); and National Middle School Association (NMSA) 5 The National Council for Accreditation of Teacher Education (NCATE) Unit Standards- 2008: Standard 1: Candidate Knowledge, Skills, and Professional Dispositions Candidates [2] preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students[3] learn. Assessments indicate that candidates meet professional, state, and institutional [4] standards. Standard 2: Assessment System and Unit Evaluation The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the performance of candidates, the unit, and its programs. Standard 3: Field Experiences and Clinical Practice The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Standard 4: Diversity The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and P–12 school faculty, candidates, and students in P–12 schools. Standard 5: Faculty Qualifications, Performance, and Development Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance. They also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development. Standard 6: Unit Governance and Resources The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards. 6 National Middle School Association (NMSA) Standards for Initial Certification in Middle Grades Education: Standard 1 Young Adolescent Development Middle level teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning. Standard 2 Middle Level Philosophy and School Organization Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within these organizational components. Standard 3 Middle Level Curriculum and Assessment Middle level teacher candidates understand the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice. Standard 4 Middle Level Teaching Fields Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. Standard 5 Middle Level Instruction and Assessment Middle level teacher candidates understand and use the major concepts, principles, theories, and research related to effective instruction and assessment, and they employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents. Standard 6 Family and Community Involvement Middle level teacher candidates understand the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they use that knowledge to maximize the learning of all young adolescents. Standard 7 Middle Level Professional Roles Middle level teacher candidates understand the complexity of teaching young adolescents, and they engage in practices and behaviors that develop their competence as professionals. 7 COURSE ASSIGNMENTS ASSIGNMENT 1: Pre and Post Perception Narratives- 10% This assignment will allow UE interns the opportunity to articulate their initial perceptions of urban schools in contrast to their perceptions towards the end of the course. These perceptions play an important role in helping students to understand where they are and how far they have grown in regard to their understanding of urban schools, the students, families, and urban communities. (Refer to the assignment rubric’s detailed instructions.) ASSIGNMENT 2: Urban Students’ Perceptions and Your Response (Transformative Reflective Narrative)-5% This assignment provides UE interns the opportunity to reflect from a transformative perspective in that they must consider how their urban students will potentially view them. Additionally, each UE intern is required to respond to the potential views he/she feels his/her students might have and reflect on how he/she plans to address the students’ perceptions or misperceptions. (Refer to the assignment rubric’s detailed instructions.) ASSIGNMENT 3: Policy and Reform - White Paper Project - 10% This assignment provides UE interns with a means of reviewing and responding to state, national, and international reports and policies regarding a variety of issues affecting education. After selecting a specific report or policy, the UE intern will develop a White Paper response that is reflective of current research. (Refer to the assignment rubric’s detailed instructions.) ASSIGNMENT 4: Equity and Achievement Gap - Advocacy Plan (Team Assignment)-10% This assignment allows UE interns the opportunity to identify a specific aspect of inequity in the teaching and learning environment and to develop an advocacy plan for leveling the playing field in terms of the identified aspect of inequity. This assignment places the UE intern in the position of having to serve as more than “just a teacher” and introduces the UE intern to the concept of the teacher as an agent of change—a teacher-leader. (Refer to the assignment rubric’s detailed instructions.) ASSIGNMENT 5: Reflective Essay- 10% Each UE intern will write an essay that includes reflections regarding the topics and content of Urban Education that he/she studied in class versus the reality that he/she observed at Smitha Middle School. The essay should include an analysis of his/her observations in order to determine whether or not there was culturally-responsive pedagogy, family engagement, equity, and attention given to differentiation in the classroom. (Refer to the assignment rubric’s detailed instructions.) 8 ASSIGNMENT 6: Urban Education Philosophy of Teaching and Learning (PTL)- 10% This assignment allows UE interns to reflect on their understanding of effective teaching and learning as it applies to the urban student. Additionally, Assignment 6 requires that UE interns think and reflect holistically in regards to efficacy, aspects of classroom management, student motivation, fostering meaningful family and community relationships and serving as advocates for their students. (Refer to the assignment rubric’s detailed instructions.) ASSIGNMENT 7: Family and/or Community Advocacy Plan- 10% This assignment allows each UE intern to identify a specific aspect of a student’s family life and/or community which the UE intern perceives as an opportunity for him/her to have a positive impact on the student, the student’s family member, or the student’s community. After identifying the perceived opportunity to have a positive impact, the UE intern will develop an advocacy plan that specifies how he/she would achieve the positive impact and the possible positive and negative implications of that impact. (Refer to the assignment rubric’s detailed instructions.) ASSIGNMENT 8: Field Experience Assignments- 25% The focus of the field experience is to acquaint the KSU student (UE intern) with teaching and learning in an urban middle school environment. Each intern will participate in a 20-hour field experience as a requirement of this course. He/She will observe, participate, and fulfill the assigned activities. (See the Field Experience Activity Log and the rubric for the Final Field Experience Project guidelines.) Please note that this weekly time commitment is IN ADDITION to our regular class time. The UE intern will complete a log of hours and an online evaluation form. The assigned collaborating teacher will complete a Candidate Performance Instrument (CPI) evaluation form regarding the intern’s professionalism and performance. The UE intern must have a satisfactory field experience to receive a passing grade in this course. Field Experience Evaluation: The supervising teacher will evaluate the UE intern’s participation and professionalism in the field experience placement at the end of the field experience. The intern will complete an online evaluation of the field experience at the end of the semester and submit a confirmation page to the course instructors. Evaluation forms are provided by the Center for Education Placements and Partnerships (CEPP) at www.kennesaw.edu/education/ofe . Field Experience Reflective Project: Each UE intern is required to complete a reflective project that connects his/her field experience with course content and concepts. (Refer to the assignment rubric’s detailed instructions.) 9 Urban Education Field Experience Log for Junior Year Course ____________________________ Name _______________________________ Field hours are broken into blocks. Specific activities and block due dates will be assigned by your instructor. You must turn in your log at the completion of each block with your cooperative teacher’s signature. Failure to do so at the designated time will result in the reduction of your academic standing by a letter grade for each block. This document is to be submitted to your course instructor. Therefore, if you do not complete the field block in the designed timeframe, you cannot pass the course. Signing the Urban Education commitment letter and remaining enrolled in the program signifies your acceptance. Block due date Activities Block # 1 9-20-11 __Interview the CT in order to identify his/her educational philosophy. __Assist the teacher in routine classroom tasks: handing out work, taking up work, taking attendance, checking papers, etc. __Discuss the aspects of diversity that exist in the CT’s classroom. __Observe and participate in team meetings and collaborative planning. Block # 2 10-18-11 __Observe: Classroom Interactions Special Education/Inclusion Model Small group instruction Connections Cafeteria Other grade levels Other content areas Bus duty RTI meetings Block # 3 11-8--11 __Participate: Block # 4 11-29-11 ___Discuss with the CT best practices of teaching and learning, classroom management, student evaluation, lesson planning. Intern Signature CT Signature Individual Tutoring Small Group Tutoring Parent –Teacher Conferences ___Collect samples of the CT’s instructional materials that he/she used to differentiate instruction. ASSIGNMENT 9: Professionalism and Collaborative Expertise- 10% 10 As in any teaching and learning environment, professionalism, collaboration and courteous behavior are required. These expectations are held to even higher standard in a teacher education program due to the nature of our jobs as teachers. As a student in a Bagwell College of Education course, please note the following expectations in terms of etiquette for this course: Much of the work in this class involves group discussion and collaboration in and out of class. It is important that you actively participate in our discussion boards and web postings (as required) and activities. Careful and thoughtful reading and preparation is necessary for this to occur. You are expected to be prepared and willing to participate by sharing your thoughts, ideas, and insights, by listening actively and carefully to your colleagues, and by taking risks in asking questions so that we may all grow as we construct our knowledge and understandings of teaching, learning and motivation. Your questions, experiences and knowledge are valuable to us all. Note: When students fail to actively participate consistently, they will run the risk of losing all participation and professional points. In addition, students who are consistently disruptive, disrespectful, rude, or demonstrate other unprofessional behaviors also run the risk of losing all professional and collaboration points. As a result, they run the risk of being permanently dismissed from the course if such behaviors are consistent with the guidelines that are outlined in the University's policy for the handling of Disruptive Behaviors. (Refer to the KSU Handbook.) Building Collaborative Relationships: Several assignments for this course require group and team collaboration. Each of you will be placed in a collaborative setting requiring you to work with small groups and teams in a collaborative and professional manner. The necessity for professional collaboration is not only critical for this class, but for all effective teaching environments. Students who are unable to work as peer professionals or work collaboratively with group or team members risk facing serious long-term professional concerns as future teachers. Indicators of professionalism that will be monitored are addressed in the questions below. Does the student: Model high standards and expectations for him or herself? Display a commitment to becoming a teacher and to the profession of helping students learn? Enjoy learning and indicate enthusiasm toward working with students to facilitate their learning? Regularly reflect on and assess his or her performance and effectiveness for selfimprovement? Learn from experiences and show improvement over time? Manage interpersonal relationships effectively? Demonstrate courtesy, respect, and civility in interactions with others? Work collaboratively with professional colleagues and faculty? Demonstrate punctuality (Including tardiness and absences)? Fulfill timely completion of responsibilities? (Including completion of course assignments) Accept responsibility for actions and non-actions, placing the locus of control upon him or her rather than shifting blame or claiming inability to control outside factors? Maintain appropriate attire and appearance? 11 Promote and model standards of academic honesty? Additional Assignment Notes: All out-of-class assignments should be typed in an appropriate font style and size (e.g., Times New Roman, 12 pt.) and free of spelling or grammatical errors to earn full credit for the assignment. It is REQUIRED that you check GAView Vista FREQUENTLY for announcements and email notifications. Information about assignments, due dates, discussion boards, and other announcements will be posted and/or emailed on GAView Vista. Failure to check GAView Vista may negatively impact your grade. If you do not have computer access at home, please utilize the computer labs located in Kennesaw Hall and/or the Burruss Building (4th floor). Participation and Attendance We have much to learn from each other; consequently, your attendance and participation are very valuable to the overall success of the course. Excessive absences, tardiness, and/or lack of involvement in class discussions and activities will affect your final grade. If you miss a class, arrive late, or depart class early, points will be deducted from your participation grade. These points vary depending on the amount of time missed and the participation activities for that day (-5 to -25). If you are absent (excused and unexcused) more than 2 times this semester (count will begin on second day of class), you will not earn a grade higher than “C” in the course no matter what your other grades may be. You may also be advised to drop the course. If you must be absent from your field experience, please contact your collaborating teacher/site supervisor as soon as possible. Also, you must notify one of the course instructors via e-mail regarding your absence. All assignments must be turned in on time including field experience evaluations. An assignment will not be accepted after its due date, and a grade of zero will result. EVALUATION AND GRADING Assignment Name Assignment 1: Pre and Post Perception Narratives (5 points each) Value 10% Assignment 2: Urban Students’ Perceptions and Your Response Assignment 3: Policy and Reform – White Paper Project 5% 10% Assignment 4: Equity and Achievement Gap – Advocacy Plan 10% Assignment 5: Reflective Essay Assignment 6: Urban Education Philosophy of Teaching and Learning 10% 10% Assignment 7: Family and/or Community Advocacy Plan Assignment 8: Field Experience Activities Assignment 9: Collaboration and Professionalism 10% 25% 10% 100% 90-100 = A 80-89 = B 70-79 = C 60-69 = D TOTAL 59 -0 = F 12 ACADEMIC HONESTY Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University’s policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which includes either an “informal” resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct’s minimum one semester suspension requirement. CLASS SCHEDULE Week Topic 1 Introduction to Urban Education: Some theoretical perspectives 2 Review of Educational Policies Affecting Urban Education 3 Poverty, Equity, and Achievement Gap 4 Teaching in Urban Schools: Personal reflections on teaching in urban schools 5 Teaching in Urban Schools: Teaching for social justice 6 Urban Students: Cultural style, identity, and communication differences 7 Urban Students: Resistance & adaptation 8 English Language Learners & Urban Schools 9 Special Education & Urban Schools 10 Culturally Responsive Pedagogy: An introduction 11 Culturally Responsive Pedagogy: Content specific focus 12 Culturally Responsive Pedagogy: Content specific focus 13 Family Engagement 14 Family Engagement 15 Field Experience Final Project/Presentations NOTE: A detailed course outline will be provided for your use. 13