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:
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
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
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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,
gender, giftedness, disability, language, religion, family structure, sexual orientation, and
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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.
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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
urban schools.


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
PSC Standard 1: Candidate
Knowledge, Skills, and
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
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

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.







Dispositions
NCATE Standard 4: Diversity
NMSA Standard 2: Middle
Level Philosophy and School
Organization
Equity and Achievement
Gap- Advocacy Plan
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 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
Reflective Essay
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)
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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.
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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.
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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.)
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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.)
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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%
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
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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?
 Promote and model standards of academic honesty?
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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
Assignment 4: Equity and Achievement Gap – Advocacy Plan
5%
10%
10%
Assignment 5: Reflective Essay
Assignment 6: Urban Education Philosophy of Teaching and Learning
Assignment 7: Family and/or Community Advocacy Plan
10%
10%
10%
Assignment 8: Field Experience Activities
Assignment 9: Collaboration and Professionalism
25%
10%
100%
90-100 = A
80-89 = B
70-79 = C
60-69 = D
TOTAL
59 -0 = F
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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.
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