catalog description - east texas baptist university · parkay, f. w., & stanford, b. h. (2009)....

EDUC 3301

The Professional Teacher & Diverse Learners

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EDUC 3301.02 The Professional Teacher and Diverse Learners Fall 2017

Adjunct Faculty Sandra Spencer HDB: Classroom 201; Office 109C 903-923-2279 [email protected]

OFFICE HOURS: By Appointment

Catalog Description This course will give students an opportunity to explore the field of teaching by building a background that includes an historical overview, as well as current trends, legal issues, and professionalism, as they apply to teaching in the public schools. The present structure, organization, and management of local, state, and national systems will be reviewed. In-depth study of diverse learners and the legislation and regulation of special needs students will comprise a significant portion of the course. Fifteen (10) clock hours of on-site public school field experience is required. If concurrently enrolled in EDUC 3302, most general education requirements must be completed prior to enrollment in order to meet the requirements for admission to the Teacher Education Program. Prerequisites: Sophomore standing; Meet minimum GPA requirements per catalog. Students are required to successfully complete a criminal history check and have a TB test. The class will meet on MWF from 11:00-11:50 in HDB, Room 201.

Required Textbook

Parkay, F. W., & Stanford, B. H. (2009). Becoming a Teacher - Texas Version. Boston: Pearson Custom Publishing, ISBN-13: 978-ISBN-13: 978-0-13-386841-8.

Field Requirement

EDUC 3301 requires a significant investment of time in a field observation experience. The following requirements must be met:

TLW (The Learner Will) complete 10 clock hours of field experience in a public school classroom(s) and submit 5 weekly reflections

TLW exhibit professionalism throughout all in-school activities

TLW complete the following forms, tests, and other course requirements: o submit to a criminal history check; o submit tuberculosis test certificate; o sign the Ethical Conduct Code for Texas Teachers after completing the module training

Pedagogy and Professional Responsibilities Standards (EC-12/Texas):

Educational Goals for the course are directly related to the domains and competencies found in the Pedagogy and Professional

Responsibilities for Texas teachers.

Standard I: The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and

is based on continuous and appropriate assessment.

Standard II: The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning,

equity, and excellence.

Standard III: The teacher promotes student learning by providing responsive instruction that makes use of effective

communication techniques, instructional strategies that actively engage students in the learning process and timely, high

quality feedback.

Standard IV: The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the

profession.

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By the end of this course, pre-service teachers will demonstrate proficiency in the following course topics and skills:

Becoming a Teacher in Texas/at ETBU o TLW (The Learner Will) know the required steps in obtaining Teacher Certification in the State of Texas o TLW identify the requirements for successful completion of the Teacher Certification program at ETBU o TLW complete any required documentation and assessments required for entry into and continuation in professional

studies at ETBU o TLW demonstrate appropriate professional behaviors while performing required field experience hours for the course o At all times, TLW adhere to FERPA and other legal and ethical requirements when engaged in coursework related to

in-school field experiences

History of the Teaching Profession o TLW describe the foundations of American education o TLW describe the evolution of middle and secondary schools o TLW understand the impact of twentieth-century reform efforts on schools o TLW list the main tenets of the Progressive Education movement o TLW describe the role the federal government has played/plays in American education o TLW identify the activities and impact of some of the influential educators who have helped fashion today’s schools

Legal and Ethical Requirements of the Teaching Profession in the State of Texas o TLW know the legal and ethical requirement s of teachers in the state of Texas o TLW read and certify understanding of the Code of Ethics and Standard Practices for Texas Educators (revised 2010) o TLW understand the characteristics of students who bully and examine resources related to the current anti-bullying

movement in schools

Diversity in the Classroom o TLW demonstrate knowledge of students with diverse personal and social characteristics (e.g., those related to

ethnicity, gender, language background, exceptionality) and the significance of student diversity for teaching. This goal includes the following sub-goals:

TLW identify key Special Education vocabulary and law TLW know major changes of IDEA 2004 TLW employ “people-first”, strengths-based language when describing students with special needs TLW identify key Bilingual Education vocabulary and law TLW be able to define dyslexia and related disorders as described in the TEC and TAC, including screening, treatment

options, and 504 Procedural Safeguards.

o TLW know strategies for enhancing one's own understanding of students' diverse backgrounds and needs. o TLW understand cultural and socioeconomic differences o TLW understand the instructional significance of varied student learning needs and preferences.

Importance of Family & Community Involvement o TLW know appropriate ways to work and communicate effectively with families in various situations. o TLW identify strategies for communicating effectively with families on a regular basis

Ongoing Professional Development o TLW identify resources that will provide personally stimulating and appropriate ongoing professional development;

including sites that will provide resources for future courses and lesson planning o TLW participate in a variety of ongoing Professional Development activities

http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=T&app=9&p_dir=P&p_rloc=140871&p_tloc=&p_ploc=1&pg=27&p_tac=&ti=19&pt=7&ch=247&rl=2

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Method and Determination of Course Grade

I. Assignment Grades

a. Outside Assignments (120 pts.)

b. Chapter Vocabulary/Presentations (180 pts.)

Chapter Definitions (12X10=120 points)

Chapter Focus Questions (12X5=60 points)

c. 5E Lesson Plan (100 pts.)

d. Observation Log and Weekly Reflections (100 pts.)

e. Exams (400 pts.)

Test 1 (100 pts.)

Test 2 (100 pts.)

Test 3 (100 pts.)

Final (100 pts.)

f. In-class Participation and Discussion (100 pts.)

II. Grade Distribution for the Semester

Each assignment is given a point value. At the end of the semester the points are totaled and the percentage of the total is

figured using the following guidelines:

A 90-100%

B 80-89%

C 70-79%

D 60-69%

F Below 60%

Requirements for the Course: 1. Read and study each chapter of the text and assigned supplemental readings before coming to class. These will be used

for discussion and as required information for in-class activities.

2. Complete chapter definitions and reflections prior to the discussion and in-class activities (Focus Questions) for the chapter. Be prepared to discuss any questions that you may have from the assigned chapter.

3. Take examinations over selected content material. All tests will be timed and will start at the time designated for the beginning of the class period. Students will be required to turn in their papers at the end of the period. Tests are designed to be completed in fifty minutes. If there is an emergency due to illness or death in the family you must make arrangements with the teacher.

4. Participate enthusiastically during in-class discussions and activities. Attendance and Participation count toward the student’s final grade. Daily work assigned and collected during class cannot be made up if the student misses class.

Students with Disabilities Students with a disability may request appropriate accommodations for this course by contacting the Office of Advising and Career Development in SCAR 104, and providing the required documentation. If accommodations are approved by the

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Disability Accommodations Committee, the Advising Office will notify you and your professor of the approved accommodations. You must then discuss these accommodations with your professor.

Assignments Assignments are to be handed in on time. If you have any difficulty finding resources or material, contact me immediately DO NOT WAIT. If you have difficulty because of situations beyond your control, please see me immediately. Do not let a situation or illness keep you from your task. This course MUST RECEIVE APPROPRIATE ATTENTION THROUGHOUT THE SEMESTER.

If you have a problem completing an assignment by the due date, you must let me know in advance. You will receive a deduction in your grade for late assignments.

My office phone is (903) 923-2279 and e-mail is [email protected]. If you need to see me call and leave a message or e-mail me. I will make arrangements to meet you.

Attendance Students are expected to attend class daily and demonstrate diligence in preparing assignments. The class time will be devoted to lecture, discussions, and activities to practice and discuss a specific topic. To be eligible to earn the daily class grades you must be present. To avoid penalties for late assignments if there is a family emergency or when you are too ill to come to class, email me before class and leave a message concerning the reason for your absence.

If you must be absent, you are obligated to get notes and handouts from someone in the class. You must be prepared for the class when you return to class; your being absent is not a legitimate excuse for being unprepared.

This class includes a required in-school observation component. Remember that professional behavior and dress are required. Do not wear shorts, jeans with holes or tops that show bare midriffs to your in-school observations.

Make sure that you turn off your cell phone before you enter any classroom and/or school. All phones must be put away during class. Please dispose of your gum before coming to class.

Academic Honesty Students are expected to do their own work, display marked effort in study and application to the content and exhibit honesty when doing research assignments. Students are not to copy or plagiarize another person's material. Students are to prepare self-made materials/papers and are not to use another person's work as their own. Plagiarized work is dishonest and the grade will reflect failure- no make-ups will be allowed.

mailto:[email protected]

Tentative Class Calendar – EDUC 3301.02– Fall 2017

Dates (Fall 2017) Topic & Class Readings Assignments

M 08/21 Class Introduction/Criminal History Form TB Test

W 08/23 Code of Ethics/TB Test Criminal History Form DUE

F 08/25 Discuss Observation Requirements Read Ch. 1

M 08/28 Chapter 1: Your Chosen Profession Ch. 1 Definition/ Reflections DUE

W 08/30 Code of Ethics

F 09/01 Teacher Reflection #1 Read Ch. 2

M 09/04 School Holiday

W 09/06 Chapter 2: Today’s Teachers Ch. 2 Definitions DUE

F 09/08 Discuss OA #1/TR #2 Read Ch. 3

M 09/11 Chapter 3: Today’s Schools Chapter 3 Definition DUE

W 09/13 Today’s Schools (cont.) OA #1 DUE

F 09/15 Discuss OA #1 Read Ch. 4

M 09/18 Chapter 4: Philosophical Foundations Chapter 4 Definitions DUE

W 09/20 FQ 4 Student Presentations PI DUE/OA #2

F 09/22 Exam #1 Read Ch. 5

M 09/25

Chapter 5: Historical Foundations Chapter 5 Definitions DUE

W 09/27 FQ 5 Student Presentations OA #2 DUE

F 09/29 Discuss OA #2 Read Ch. 6; Discuss OA #3

M 10/02 Chapter 6: Governance and Finance Chapter 6 Definitions DUE

W 10/04 FQ 6 Student Presentations

F 10/06 Fall Break – No Classes

Mid-Semester Period (Oct. 09-13)

M 10/09 Observation Reflections OA #3 DUE; OLC

W 10/11 5E Lessons

F 10/13 Online Assignment Read Ch. 7

M 10/16 Chapter 7: Ethical and Legal Issues Chapter 7 Definitions DUE

W 10/18 FQ 7 Student Presentations Discuss OA #4

F 10/20 Speaker Read Ch. 8

M 10/23 Chapter 8: Today’s Students Chapter 8 Definitions DUE


F 10/27 Guest Speaker Read Ch. 9

M 10/30 Exam #2

W 11/01 Chapter 9: Addressing Learners’ Needs

Chapter 9 Definitions DUE

OA #5

F 11/03 FQ 9 Student Presentations OLC ;Read Ch. 10

M 11/06 Chapter 10: Authentic Instruction and Curricula for

Creating A Community of Learners

Chapter 10 Definitions DUE


F 11/10 Discuss OA #5 Read Ch. 11

M 11/13 Chapter 11: Curriculum Standards, Assessment, and

Student Learning

Ch. 11 Definitions DUE

W 11/15 FQ 11 Student Presentations OA #6 ; OLC

F 11/17 Online Assignment (Research 3 ISDs) Read Ch. 12

M 11/20 Exam #3 Chapter 12 Definitions DUE

W 11/22 Thanksgiving Holiday

F 11/24 No Classes

M 11/27 Chapter 12: Becoming A Professional Teacher OA #6 DUE

W 11/29 FQ 12 Student Presentations

F 12/01 PPR Terms and Format OBSERVATION LOG DUE

Final Exam Final Exam-Mon., Dec. 4 from 8:00-9:50

Course Addendum

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Professor's Name: Sandra Spencer

Name of Course/ Module

Behavioral Objectives and Relative Educator Standards

Knowledge & Skill Development Activities

Assessment Used to Evaluate Mastery of Relevant Standards

Remediation for Candidates who do not Master Relevant Standards

PPR Standard I. Domain I. Competencies 001-004 Domain III. Competencies 007-010 The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment. PPR Standard II. Domain II. Competencies 005-006 The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence. PPR Standard IV. Domain IV. Competencies 011-013. The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession

Terminology for each chapter that covers becoming an educator in the state of Texas

Formal - Test / Exam Formal - Activity / Demonstration (rubric)

Professor and student conference for feedback, review and/or reteaching Written or electronic feedback for improvement and resubmission Small group review of material

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PPR Standard I. Domain I. Competencies 001-004 Domain III. Competencies 007-010 The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment. PPR Standard II. Domain II. Competencies 005-006 The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence. PPR Standard IV. Domain IV. Competencies 011-013. The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession

Self-reflections on chapter material on becoming an educator in the state of Texas

Formal - Test / Exam Formal - Task Completion - Credit or No Credit

Professor and student conference for feedback, review and/or reteaching Study materials provided Probing and reflective questions with student response

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PPR Standard I. Domain I. Competencies 001-004 Domain III. Competencies 007-01 The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment. PPR Standard II. Domain II. Competencies 005-006 The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence. PPR Standard IV. Domain IV. Competencies 011-013. The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession PPR Standard I. Domain I. Competencies 001-004 Domain III. Competencies 007-010 The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment. Teacher Standard 6--Professional Practices and Responsibilities. Teachers consistently hold themselves to a high standard for individual development, pursue leadership opportunities, collaborate with other educational professionals, communicate regularly with stakeholders, maintain professional relationships, comply with all campus and school district policies, and conduct themselves ethically and with integrity.

Research study reviews: School/Family Involvement; Ethical behavior for Texas teachers; foundations for teaching; Special programs; Student behavior management; Curriculum/Standards in Texas public schools

Informal - In class discussion Formal - Task Completion - Credit or No Credit

Provide additional information, resources, and/or strategies for content/skills addressed Written or electronic feedback for improvement and resubmission

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Teacher Standard 6--Professional Practices and Responsibilities. Teachers consistently hold themselves to a high standard for individual development, pursue leadership opportunities, collaborate with other educational professionals, communicate regularly with stakeholders, maintain professional relationships, comply with all campus and school district policies, and conduct themselves ethically and with integrity.

Research studies on public school districts in the state of Texas (3)

Formal - Essay / Paper (rubric)

Written or electronic feedback for improvement and resubmission Verbal feedback with improvement and resubmission


Observations in public schools (30 hours)


Reflections on observations in public schools

Informal - In class discussion Formal - Task Completion - Credit or No Credit

Professor and student conference for feedback, review and/or reteaching Verbal feedback with improvement and resubmission

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PPR Standard I. Domain I. Competencies 001-004 Domain III. Competencies 007-010 The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment. PPR Standard II. Domain II. Competencies 005-006 The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence. PPR Standard IV. Domain IV. Competencies 011-013. The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession Teacher Standard 6--Professional Practices and Responsibilities. Teachers consistently hold themselves to a high standard for individual development, pursue leadership opportunities, collaborate with other educational professionals, communicate regularly with stakeholders, maintain professional relationships, comply with all campus and school district policies, and conduct themselves ethically and with integrity. Teacher Standard 2--Knowledge of Students and Student Learning. Teachers work to ensure high levels of learning, social-emotional development, and achievement outcomes for all students, taking into consideration each student's educational and developmental backgrounds and focusing on each student's needs.

Classroom dialogue and activities

Informal - In class discussion

Whole class review of material

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catalog description - east texas baptist university · parkay, f. w., & stanford, b. h. (2009)....

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