EDUC 4613
SCHOOL OF EDUCATION AND BEHAVIORAL SCIENCES
DEPARTMENT OF EDUCATION
SYLLABUS
I. EDUC 4613/4672: PROFESSIONAL EDUCATION SEMINAR/SECONDARY
PROFESSIONAL EDUCATION SEMINAR
EDUC 4613
Hours Credit: 3
Courtney Glazer, Ph.D.
Classroom: Nance Boyer 1077
Nance Boyer 1014, 581-2858
Office Hours: Tuesday 2:00 – 5:00
Thursday 2:00 – 5:00 other times by appointment
E-mail Address: cglazer@cameron.edu
II. COURSE DESCRIPTION
The Professional Education Seminar is a capstone experience focusing on classroom dynamics, creating positive learning environments, reflective teaching and professionalism. A complete portfolio will be required.
Prerequisite: Admission to Professional Semester.
III. CONCEPTUAL FRAMEWORK
The Department of Education at Cameron University is dedicated to producing COMPETENT, CARING, and COMMITTED educators, who can successfully work with diverse students.
Educators who are COMPETENT value the subject matter they teach, appreciate multiple teaching strategies, and use fair and consistent practices.
Educators who are CARING exhibit a belief that all students can learn, demonstrate strong interpersonal skills, and are sensitive to student needs. Educators who are COMMITTED are reflective, lifelong learners who demonstrate professionalism and are dedicated to the profession of teaching.

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IV. SPECIFIC LEARNING OBJECTIVES
“Teachers learn just as their students do: by studying, doing, and reflecting; by collaborating with other teachers; by looking closely at students and their work; and by sharing what they see.”
—Linda Darling-Hammond
Course Objective
#1 Complete a professional portfolio that demonstrates the
Oklahoma General
Competencies for Teacher
Licensure and Certification
#2 Understand the state teacher evaluation process, "Oklahoma
Criteria for Effective Teaching
Performance," and how to incorporate these criteria in designing learning experiences based on the PASS objectives
All
ACEI Standard
2.1. English language arts—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.
2.2. Science—Candidates know, understand, and use fundamental concepts in the subject matter of science—including physical, life, and earth and space sciences—as well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific and technological literacy.
2.3. Mathematics—Candidates know, understand, and use the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics and probability, and algebra in order to foster student understanding and use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems, and manage data.
2.4. Social studies—Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas —to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.
2.5. The arts—Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of dance, music, theater, and the several visual arts as primary media for communication, inquiry, and insight among elementary students.
2.6. Health education—Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health.
All
OK General Competency
7. The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students' abilities and differences, and the community; and adapts instruction based upon assessment and reflection.
14. The teacher understands, and is able to develop instructional strategies/plans based on the Oklahoma core curriculum.
15. The teacher understands the state teacher evaluation process, “Oklahoma Criteria for Effective
Teaching Performance,” and how to incorporate these criteria in designing instructional strategies.
EDUC 4613: Prof Ed Seminar

#3 Participate in the peer review process
#4 Research community, school, and student information to best understanding their influences in a particular classroom
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2.7. Physical education—Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.
3.1. Integrating and applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community.
3.2. Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students.
3.3. Development of critical thinking, problem solving, performance skills—
Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking, problem solving, and performance skills.
3.4. Active engagement in learning—Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments;
3.5. Communication to foster collaboration—Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.
4. Assessment for instruction—Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.
5.1. Practices and behaviors of developing career teachers—Candidates understand and apply practices and behaviors that are characteristic of developing career teachers.
5.2. Reflection and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, parents, and other professionals in the learning community and actively seek out opportunities to grow professionally.
4. Assessment for instruction—Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.
3.2. Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students.
5.2. Reflection and evaluation—Candidates are aware of and reflect on their practice
8. The teacher understands and uses a variety of assessment strategies to evaluate and modify the teaching/learning process ensuring the continuous intellectual, social and physical development of the learner.
3. The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learning.
EDUC 4613: Prof Ed Seminar

#5 Understand the legal issues facing teachers, administrators, parents, and students under the
No Child Left Behind
Legislature
#6 Understand the impact that effective teaching has on the achievement gap between ethnic/racial and socio-economic groups at the elementary level
#7 Discover personal learning preferences, learn about preferences of others, and examine the impact of all preferences on the elementary classroom
#8 Problemetize challenges in the classroom and develop an action plan in response to one of the challenges for use during student teaching
#9 Plan for an effective education job search
#10 Explore and apply principles of culturally-responsive teaching
4 in light of research on teaching and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, parents, and other professionals in the learning community and actively seek out opportunities to grow professionally.
5.1. Practices and behaviors of developing career teachers—Candidates understand and apply practices and behaviors that are characteristic of developing career teachers.
5.1. Practices and behaviors of developing career teachers—Candidates understand and apply practices and behaviors that are characteristic of developing career teachers.
5.2. Reflection and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, parents, and other professionals in the learning community and actively seek out opportunities to grow professionally.
3.2. Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students.
5.1. Practices and behaviors of developing career teachers—Candidates understand and apply practices and behaviors that are characteristic of developing career teachers.
5.2. Reflection and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, parents, and other professionals in the learning community and actively seek out opportunities to grow professionally.
5.1. Practices and behaviors of developing career teachers—Candidates understand and apply practices and behaviors that are characteristic of developing career teachers.
5.2. Reflection and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, parents, and other professionals in the learning community and actively seek out opportunities to grow professionally.
5.1. Practices and behaviors of developing career teachers—Candidates understand and apply practices and behaviors that are characteristic of developing career teachers.
3.2. Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students.
13. The teacher understands the legal aspects of teaching including the rights of students and parents/families, as well as the legal rights and responsibilities of the teacher.
12. The teacher understands the process of continuous lifelong learning, the concept of making learning enjoyable, and the need for a willingness to change when the change leads to greater student learning & development.
3. The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learning.
12. The teacher understands the process of continuous lifelong learning, the concept of making learning enjoyable, and the need for a willingness to change when the change leads to greater student learning & development.
12. The teacher understands the process of continuous lifelong learning, the concept of making learning enjoyable, and the need for a willingness to change when the change leads to greater student learning & development.
3. The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learning.
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V. TEACHING STRATEGIES
You can expect me to:
•
Respond to email and phone calls within 24 hours
•
Be available during office hours and by appointment
•
Make assignments that will be valuable to you as an intern and novice teacher
I expect you to:
•
•
Be an active participant in class
Do best work on all assignments in and out of class
•
Apply and share your classroom experiences during seminar
Teaching strategies used in this course will include, but are not limited to, the following: facilitated discussions, collaborative learning, peer review, lecture (with and without PowerPoint), video/DVD, demonstration, and discovery learning using technology. All strategies will be aimed at a variety of learning preferences. Additionally, students will have the opportunity to use the
Internet when engaged in discovery learning.
VI.
REQUIREMENTS AND ASSIGNMENTS
1) Oklahoma Criteria for Effective Teaching Presentation
ACEI 2.1-2.7, 3.1-3.5, 4, 5.1-5.2; OK Comp 7, 14, 15
In small groups, students will develop and teach a lesson using the Oklahoma Criteria for
Effective Teaching. Each group will also complete a peer review of another group’s lesson based on the “instructional indicators.”
2) Contextual Information
ACEI 3.2, 5.2; OK Comp 3
Each student will complete a Contextual Information essay at the beginning of each placement.
3) Portfolio Checks
ACEI all; OK Comp all
Portfolios will be turned in for scoring during each week of the seminar. At this time, faculty members will score the required competencies using the Competency Rubric.
4) Action Plan
ACEI 5.1, 5.2; OK Comp 12
Each student will develop an action plan focused on a self-identified weakness during the first student teaching placement. This plan will be carried out during the second placement with the results reported during the final week of seminar.
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5) Culturally-Responsive Teaching
ACEI 3.2; OK Comp 3
In small groups, discuss classroom management scenarios focusing on what you would do in response to each situation. Consider the role that cultural diversity plays in both the scenario and your response.
Working with a small group in the computer lab, research contributions from several cultural groups to the core content areas.
VII. TEXTBOOKS/MATERIALS:
Recommended:
Wong, H. & Wong, R. (1998). How to be an effective teacher: The first days of school. Mountain
View, CA: Harry K. Wong Publications, Inc.
Wood, C. (1997). Yardsticks: Children in the Classroom Ages 4-14: A Resource for Parents and
Teachers.
Northeast Foundation for Children.
VIII. EVALUATION/GRADING:
“[Professors] often tell students that we want to develop a community of learners, that ideas and their articulation are more important than grades, and that intrinsic interest should motivate aspiring teachers. . . . If we were true to our mission (and our oft-stated pedagogical beliefs), we would instead state clearly . . . ‘We will work together to produce high-quality products.’” (Noddings, 2004)
The final grade for this class will be an “S” for satisfactory work or a “U” for unsatisfactory work.
To ensure that you receive an “S,” have no more than one absence and complete all assignments.
Portfolio scores will be included in the evaluation of Professional Education Seminar insomuch as an average score of 2.5 (out of a possible 4) is expected across all “competency” scores with no less than an average score of 2 on any single competency. For scores below the expected level, you will have the opportunity to “re-do” entries and resubmit competencies.
All work is to be turned in prior to or at the beginning of the class period. If there are circumstances beyond your control, please notify the instructor before the assignment is due.
Teachers are held to a high ethical standard by colleagues, administrators, and students. In keeping with this, academic honesty is expected throughout this class. Instances of academic dishonesty will be handled according to the policies outlined in the Student Code of Conduct.
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IX. ATTENDANCE/WITHDRAWL POLICY:
I expect you to be in class every day. Two absences will constitute a meeting with the instructor and may be the basis for a “U.” You are responsible for all material covered and/or assigned in this class, whether you are present or not. If you find that you must miss a class or be late, please contact the instructor by phone or email.
Last date to enroll or add a class ...................................................................
Last date to drop without entry on transcript ................................................
Last date to drop with a full refund ..............................................................
(Student is responsible for tuition/fees after this date.)
Last date to withdraw with an automatic “W” ..............................................
Last date to withdraw from a class ................................................................
Students who cease to attend class and who do not bring an official Cameron drop form for the instructor’s signature will receive an “F” in the course regardless of their grade at the time they cease to attend class. Current Cameron policy prohibits the instructor from giving students a grade of “W” in such a circumstance.
X. COURSE OUTLINE AND SCHEDULE:
All classes will meet 9:00-12:00, unless otherwise announced.
Week One
August Experience Reflections
Stages of Teacher Development
Phases of Mentor Teacher Development
OK Criteria Lessons
Classroom Management
University Supervisors Panel
Fingerprints
No Child Left Behind
Portfolio Submission
Week Two
Process First Student Teaching Assignment
Learning Preferences
Job Search Information
Action Plan Development
Portfolio Submission
Week Three
Final Portfolio Submission
Certification Paperwork
Process Second Student Teaching Assignment
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Process Action Planning Experiences
Recognition of Influential Teachers
Celebration
Additional topics may be included throughout the seminar as those needs are identified by students.
It is the policy of Cameron University to accommodate students with disabilities, pursuant to federal and state law. Students with disabilities who need classroom accommodations must make their requests by contacting the Office of Student Development at (580) 581-2209, North Shepler
Room 314.
XI. BIBLIOGRAPHY:
Student Teaching Experiences
Clement, M. (1999). Reducing the stress of student teaching. Contemporary Education, 70 (4), 20-
26.
Johnson, E. W. (1993). Teaching school: Points picked up . Braintree, MA: Association of
Independent Schools in New England, Inc.
Noddings, N. (2004). Learning from our students. Kappa Delta Pi Record, Summer , 154-159.
Tigchelaar, A., & Korthagen, F. (2004). Deepening the exchange of student teaching experiences:
Implications for the pedagogy of teacher education of recent insights into teacher behaviour.
Teaching and Teacher Education, 20 , 665-679.
Woods, A. M., & Weasmer, J. (2003). Great expectations for student teachers: Explicit and implied. Education, 123 (4), 681-688.
Reflection
Bennett, C. K. (1994). Promoting teacher reflection through action research: What do teachers think? Journal of Staff Development, 15 (1), 34-38.
Corcoran, C. A., & Leahy, R. (2003). Growing professionally through reflective practice. Kappa
Delta Pi Record, Fall , 30-33.
Classroom Management
Curwin, R. L., & Mendler, A. N. (1999). Discipline with dignity . Alexandria, VA: Association for
Supervision and Curriculum Development.
Fay, J., & Funk, D. (1995). Teaching with love and logic: Taking control of the classroom .
Golden, CO: The Love and Logic Press, Inc.
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Glasser, W. (1998a). The quality school: Managing students without coercion . New York: Harper
Perennial.
Marzano, R. J. (2003). Classroom management that works . Alexandria, VA: Association for
Supervision and Curriculum Development.
Nelsen, J., Lott, L., & Glenn, H. S. (2000). Positive discipline in the classroom: Developing mutual respect, cooperation, and responsibility in your classroom . Roseville, CA: Prima
Publishing.
EDUC 4613: Prof Ed Seminar