Urban Teacher Education Program
Phone: 973-353-3500
Fax:
973-353-1622
http://edu.newark.rutgers.edu/
Department of Urban Education
Faculty of Arts and Sciences-Newark
Rutgers, The State University of New Jersey
110 Warren Street- Bradley Hall–1st Floor
Newark, NJ 07102
Part I: Course and Instructor information
Semester-Day-Time: Fall 2011- T 2:30-5:25
Course name:
Curriculum and Instruction for Secondary Schools
Course number:
NJIT ESTS336 (RU-N 21:300:388)
Location:
Kupfrian 110
Instructor:
James M. Lipuma & Joelle J. Tutela
Office Hours:
MT 12-2:30 and by appointment
Email
Lipuma@njit.edu and jtutela@rutgers.edu
Part II: Course description
1. Description of course:
This course will introduce teacher candidates to the concept of curriculum, how it has been
developed throughout the 20th and 21st centuries in the United States and how it will influence
their classroom practice. ). Particular attention will be paid to the ways in which the larger social
and political developments have influenced the curriculum of specific disciplines since World
War II in America. Several topics will be explored including: Guidance documents at the
national, state and local level, tensions between the overt, covert and hidden curricula, use of
resources to enact and augment the curriculum, the need for interdisciplinary instruction,
differentiated instruction, special education, and the integration of assessment into curriculum
planning and implementation.
This course will include a 20 hour Field Component of Tutoring at Newark Collegiate academy.
2. There are 8 objectives for this course:
1. Describe and analyze the foundations curriculum
2. Describe various stakeholders of Curriculum and understand Covert, Overt and Hidden
Curricula
3. Define the various philosophical thoughts that guide Curriculum in the United States
4. Create a time-line of the History of Curriculum in the US
5. Apply various standards in the creation of a Lesson Dossier
a. Standards from national, state, and local levels will be summarized and compared
i. Interstate Teacher Assessment and Support Consortium (INTASC),
Special Professional Associations National Common Core State Standards
(CCSS), the New Jersey Core Content Curriculum Standards (NJCCCS),
New Jersey Professional Standards for Teachers (NJPST) and Newark
Public Schools Curriculum
6. Develop planning skills
a. Utilize interdisciplinary planning in the development of the Lesson Dossier
b. Select various community resources for the Lesson Dossier
c. Integrate Students Needs—Differentiating Instruction & Special Education
7. Describe and analyze methods of evaluation and assessment
8. Tutor students from Newark Colligate Academy and write a Field Observation Report
Final 9-1-11
1
Urban Teacher Education Program
Phone: 973-353-3500
Fax:
973-353-1622
http://edu.newark.rutgers.edu/
Department of Urban Education
Faculty of Arts and Sciences-Newark
Rutgers, The State University of New Jersey
110 Warren Street- Bradley Hall–1st Floor
Newark, NJ 07102
3. Teacher Candidates outcomes expected upon completion of course:
1. Describe and analyze the foundations of disciplinary curriculum to be used to develop unit
and lessons in his or her classroom.
2. State principles of effective unit planning and teaching strategies for the diverse learner
3. Provide opportunities for authentic learning through self-directed inquiry, problem-solving,
critical thinking, and reflection in the real world and creative contexts
4. Provide effective methods for curriculum integration
5. Describe and analyze methods of evaluation and assessment that can be integrated into
classroom practice as a means of improving the curriculum and promoting learning
6. Analyze methods of reflection in order to continually assess and reflect upon the practice
of teaching and learning.
7. Describe and understand the state-mandated professional competencies for teachers the
New Jersey Core Curriculum Content Standards, and Newark Public School Curricula
4. Instructional methods implemented in the course:
 Active class participation
 Weekly reading assignments
 Reflection through discussion, writing, and assignments
 Tutoring at Newark Collegiate Academy
5. Multiple methods of assessing teacher candidates:
Type of Assessment
Class & Moodle participation,
Group Reading Response
Individual Report-Subject Matter Map
%
10
10
20
Type of Assessment
Reading Responses
Tutoring- Field Experience Report
Final Project- Subject Matter Map
%
25
15
20
6. Class norms
This course is designed to investigate the construction of a secondary curriculum. It is imperative
that all teacher candidates learn the design of creating a culturally responsive classroom. In
efforts to ensure just that, it is important that class norms are established for this class. Below is a
list of expectations of teacher candidates in this class.
1.
Regular attendance, punctuality and participation are an integral part of the instructional
format. It is important that we begin class on time. Therefore, student attendance and
involvement is a requirement. As part of Rutgers-Newark academic policy, three
absences will result in a failing grade. If you need to be absent, make sure the
instructor knows ahead of time.
2. Turn off cell phones before arriving to class.
3. Class discussions: Many of the topics discussed in class involve sensitive issues of
ethnicity and equity and require that students be considerate of various points of view.
Final 9-1-11
2
Urban Teacher Education Program
Phone: 973-353-3500
Fax:
973-353-1622
http://edu.newark.rutgers.edu/
Department of Urban Education
Faculty of Arts and Sciences-Newark
Rutgers, The State University of New Jersey
110 Warren Street- Bradley Hall–1st Floor
Newark, NJ 07102
 Listen respectfully to all points of view. Give respect to others, and expect respect from
others.
 Separate your critiques of another person’s ideas from your feelings about the person. Agree
or disagree, amicably. Our subject matter is complex, and disagreements will be common,
but they can help us grow.
 Recognize that others may be struggling with ideas and feelings ,which are difficult for
them and they need your support.
4. Inclusive language, non-sexist and non-racist are mandatory when speaking and writing
for this class.
5. All assignments must be posted to Moodle and RDrive
6. All readings must be done before you arrive to class.
7. Grades: A traditional A-F structure is used for final grades in the course. Grades are
earned, NOT given. Grades are based on content knowledge, clarity, and accuracy of
written and oral communication, thoughtfulness, creativity, promptness and thoroughness
in the completion of assignments. Each assignment will be graded on the quality and
content of the assignment.
Grading
A=91-100 B+ =86-90.5 B=81-85.5 C+ = 76-80.5 C=70-75.5
D=61-69.5 F= 0-60.5
7. Required Readings:
Readings are provided for you in a PDF in Moodle and include:
Eisner, Elliot. (2002).The Educational Imagination On the Design and Evaluation of School
Programs-Third Edition. Upper Saddle River, NJ: Merrill Prentice Hall.
a. Chapter 7 On the Art of teaching
Oakes, Jeannie and Lipton, Martin. (2007). Teaching to Change the World-Third Edition. New
York: McGraw Hall.
a.
Chapter 3: Philosophy and Politics The Struggle for the American Curriculum
Parkway, Forrest, Until, Eric and Hassam Glen. (2006). Curriculum Planning A contemporary
Approach. New York, NY: Pearson.
a. Ch. 1: Goals and Values pages 1-8
b. Ch. 2: Social Forces: Present and Future pages. 51-64
c. Ch. 4: Learning And Learning Styles 165-171
d. Ch. 5: Approaches to Curriculum development pages 219-229
e. Ch. 6: Curriculum and Instruction pages. 270-286
Sadovnik, Alan R., Cookson, Peter W. Jr., and Semen, Susan. (2001) Exploring Education an
Introduction to the Foundations of Education. Second Edition. Boston: Ally and Bacon.
Final 9-1-11
3
Urban Teacher Education Program
Phone: 973-353-3500
Fax:
973-353-1622
http://edu.newark.rutgers.edu/
Department of Urban Education
Faculty of Arts and Sciences-Newark
Rutgers, The State University of New Jersey
110 Warren Street- Bradley Hall–1st Floor
Newark, NJ 07102
f. Chapter 2: The Politics of Education: Conservative, Liberal and Radical
Perspectives pages 23-38
g. Chapter 7: Curriculum, Pedagogy and the transmission of Knowledge Pages 282330
Web resources:
National
1. Common Core State Standards:
http://www.corestandards.org/
2. Interstate Teacher Assessment and Support Consortium:
www.ccsso.org/Resources/Publications/InTASC_Model_Core_Teaching_Standards_A_Resourc
e_for_State_Dialogue_(April_2011).html
State-New Jersey
1. Professional Standards for Teachers:
www.state.nj.us/njded/profdev/profstand/standards.pdf
2. New Jersey Common Core Content Standards:
https://www13.state.nj.us/NJCCCS/
District:
1. Newark Public Schools (Scroll to your content area)
http://newarkpublicschools.schoolwires.net/newarkpublicschools/site/Directory_List.asp?byType=37
Special Professional Associations (SPAs) for Educators:
Specialized Professional Associations are national organizations representing teachers,
professional education faculty, and other school personnel who teach a specific subject matter
(e.g., mathematics or social studies), teach students at a specific developmental level (i.e., early
childhood, elementary, middle level, or secondary), teach students with specific needs (e.g.,
bilingual education or special education), administer schools (e.g., principals or superintendents),
or provide services to students (e.g., school counselors or school psychologists). Standards
developed by SPAs describe what professionals in the field should know and be able to do.
Below is a table with the contact information and standards for the SPAs that pertain to UTEP.
Name of the SPA
Web Address
standards
International Reading Association (IRA)
National Middle School Association (NMSA)
www.reading.org
www.nmsa.org
www.nbpts.org
www.cec.sped.org
www.ncte.org
www.actfl.org
Standards
Standards
Standards
Standards
Standards
Standards
National Board for Teaching Standards (NBPTS)
Council for Exceptional Children (CEC)
National Council of Teacher of English (NCTE)
American Council for the Teaching of Foreign Languages
Final 9-1-11
4
Urban Teacher Education Program
Phone: 973-353-3500
Fax:
973-353-1622
http://edu.newark.rutgers.edu/
(ACTFL)
National Council of Teacher of Mathematics (NCTM)
National Science Teacher Associations (NSTA)
Department of Urban Education
Faculty of Arts and Sciences-Newark
Rutgers, The State University of New Jersey
110 Warren Street- Bradley Hall–1st Floor
Newark, NJ 07102
www.nctm.org
www.nsta.org
Standards
Standards
Part III: Course Topics and dates
Date
9-6-11
9-13-11
9-20-11
9-27-11
10-4-11
10-11-11
10-18-11
10-25-11
11-1-11
11-8-11
11-15-11
11-22-11
11-29-11
12-6-11
12-13-11
Topic
Introduction—what is curriculum?
Visions of Curriculum and how it is made
Teaching Subject Matter and Tutoring
History of curriculum
Overt, covert and hidden curriculum
Critical examination of standards
Issues of Subject Matter
Subject Matter Maps and Curriculum
Examining your subject matter breakdown
Issues of Teaching, Learning, and Pacing
Integration of Assessments
Consultation with Disciplinary Experts
Tutoring Special Event
Presentations on Subject Matter Maps
Presentations on Subject Matter Maps
Subject Matter Maps Due
Assignment due dates
Readings & Access Moodle tutorials
Read-response
Group Oral & Read-response
Group Oral & Read-response
Group Oral & Read-response
Group Oral & Read-response
Individual Oral Reports
Individual Oral Reports
Part IV: Plagiarism and Academic Integrity
If you wish to have assistance with writing, the Humanities department has a writing tutor who
can be contacted for assistance with all aspects of the paper. The lead contact is Janet Bodner
(Bodner@njit.edu). You may also ask your professor, Dr. James Lipuma, for further assistance
or more detailed information. All assignments handed in for this course should be original and
the sole work of the student. The rules and procedures set down in the student handbook as
administered by the Dean of Students office will be used to judge plagiarism. DO NOT
PLAGIARIZE. If you are unclear about the rules, please see the NJIT student handbook.
www.Turnitin.com will be used to check for plagiarized work via an assignment link in Moodle.
Since Rutgers students are also in our class, Rutgers University’s policy on plagiarism is
as follows: “Any involvement with cheating, the fabrication or invention of information used in
an academic exercise, plagiarism, facilitating academic dishonesty, or denying others access to
information or material may result in disciplinary action being taken at either the college or
university level. Breaches of academic integrity can result in serious consequences ranging from
reprimand to expulsion. Violations of academic integrity are classified into four categories based
on the level of seriousness of the behaviors.” See UTEP’s blackboard page
(http://edu.newark.rutgers.edu) for full details regarding plagiarism. Any questions or concerns
should be directed to the instructor of the course.
Part V: SUPER6
To align UTEP with its vision, mission, and TEAC claims as well as the New Jersey Professional
Standards for Teachers, the faculty of UTEP has developed six principles known as the SUPER
Final 9-1-11
5
Urban Teacher Education Program
Phone: 973-353-3500
Fax:
973-353-1622
http://edu.newark.rutgers.edu/
Department of Urban Education
Faculty of Arts and Sciences-Newark
Rutgers, The State University of New Jersey
110 Warren Street- Bradley Hall–1st Floor
Newark, NJ 07102
6. These principles encapsulate the core teaching proficiencies of an effective, highly qualified,
urban educator in the 21st century and include:
P1. Subject Matter and Curriculum Aptitude
P2. Understanding Your Learner
P3. Pedagogical Content Knowledge
P4. Evaluation of Achievement
P5. Readiness for Establishing and Maintaining Effective Learning Environments
P6. Educational Professionalism
This course satisfies the following principles:
Principle
Assignment
P1
Subject Matter Map
P2
Tutoring Field Experience Report
Part VI: Teacher Education Accreditation Council (TEAC) and Claims
As part of the federal mandate, No Child Left Behind, the state of New Jersey has required all
teacher education programs to be reviewed by a national accrediting agency. UTEP has chosen
TEAC. As part of UTEP’s adherence to TEAC requirements, this course meets UTEP’s claims
and has various artifact(s) to represent it is the successful completion of the claim.
Claim 1-Content Knowledge : Do our teacher candidates have
content knowledge?
Claim 2-Pedagogical Skill : Do our teacher candidates have
pedagogical knowledge and skill? Do they know, use and
understand the NJCCCS?
Claim 3-Caring and Competent : Are our teacher candidates
caring and competent novice teachers who are committed to
professional development?
Claim 4-Urban Knowledge and skill : Do our teacher candidates
understand the social, historical, and philosophical context of
teaching in urban schools? Do our students have the pedagogical
knowledge and skills to teach effectively in urban schools? Are
our teacher candidates committed to collaboration and
partnerships with families and urban communities?
Cross-cutting Theme: 1.4.1 Learning how to learn: Do our
teacher candidates have the necessary dispositions and skills for
critical reflection?
Cross-cutting Theme: 1.4.2 Multicultural: Have our teacher
candidates learned necessary skills on race, gender, gender,
individual differences and ethnic perspective to aid them in
effectively teaching their learners?
Cross-cutting Theme: 1.4.3
Technology Do our teacher candidates appropriately use
technology?
UTEP CLAIM
Claim 1-Content Knowledge
Claim 2-Pedagogical Skill
Final 9-1-11
Teacher candidate understand the subject matter
they will teach.
Teacher candidates use their knowledge of their
subject matter to develop lessons for diverse
learners.
Teacher candidates are able to teach their learners
in a caring manner and act as professional
educators.
Teacher candidates have an in-depth understanding
of the context of teaching in an urban district. They
have acquired pedagogical skill sets to aid them
effectively teaching in an urban school and the
importance of creating partnerships with families
and community organizations.
Teacher candidates have acquired the necessary
dispositions of critical reflection.
Teacher candidates have learned a wide array of
information on race, gender, individual differences
and ethnic perspective to aid them in effectively
teaching their learners.
Teacher candidates can appropriately use
technology to carry out their professional
responsibilities.
POWER WIKI assignments
Subject Matter Map
Subject Matter Map
6