GENERAL PURPOSE OF THIS COURSE - Alabama State …



Alabama State University College of Education Course Title:FOUNDATIONS OF EDUCATION Course Number:EDU 300 Prerequisite:N/A Credit Hours:3 Semester Hours Required Text:Parkay, F. W. (2012). Becoming a Teacher (9th ed.) Boston:Merrill. Electronic Resources:LiveText for Students Course Description: A comprehensive overview of the foundations of education in the United States including the philosophical, historical, social, political, economic and legal aspects of education. In addition, this course specifically provides pre-service teachers with a fundamental understanding of the teaching profession and the problems, issues, and controversies confronting schools today. Educator as Decision Maker: The Conceptual Framework of the College of Education (COE) describes the candidate as The Educator as Decision Maker. This concept embodies the College’s constructivist approach to teaching and learning. Students’ prior knowledge, skills, and attitudes, including dispositions, interconnect with the knowledge, skills, dispositions and expectations they encounter at Alabama State University (ASU). As a result of this fusion, students develop and acquire new knowledge, skills, and attitudes that manifest themselves in the students’ informed decision-making capabilities - their tendency to put into action their capabilities as reflective practitioners, change agents and lifelong learners. ADA Statement: Any student requiring alternative formats for testing and/or handouts for this course, or other accommodations, due to a disabling condition will advise the instructor within the first week of class. The university does not permit students to bring anyone who is not registered for the course into the classroom. Prepared by:___________________________________________ Date: ____________________Department Chairperson:___________________________________________ Date: ____________________Dean:___________________________________________ Date: ____________________PURPOSE OF THE COURSE Foundations of Education—in addition to the course description—is designed: (1) to serve as one of the basic support courses in the College of Education, (2) to provide candidates with the basic principles and philosophies upon which the American educational system was established, (3) to provide students with the opportunity to develop critical thinking skills by relating current issues in education with past, present, and projected future issues, and (4) to meet one of the requirements for admission to teacher education. Through the course content and field experiences required for this course, teacher candidates will acquire knowledge, skills, and abilities that are related to the Alabama State Department of Education Standards and the dispositions and outcomes linked to the College of Education Conceptual Framework: Educator as Decision Maker. Thus, the primary focus is to prepare teacher candidates to become reflective teachers who will be able to make informed decisions to enhance and improve learning for diverse learners and who become change agents and lifelong learners in their teaching careers. Assessment CF ALSDE, NCATE, INTASC and NBPTS Standards Standard Description 1. Demonstrate knowledge of the elements, conditions and standards involved in preparing for and selecting teaching as a career. CF (RP: 1.1) CF (CA: 2. 6) ALSDE: (5) (c) 1. (i) ALSDE: (5) (c) 1. (ii) NBPTS (1.1) Collaboration for Improvement in Education 2. Demonstrate an understanding of the knowledge teachers need to manage effectively the complexities of teaching. CF (RP: 1.1) ALSDE: (5) (c) 1. (iii) ALSDE: (5) (c) 1. (iv) ALSDE: (5) (c) 1. (v) ALSDE: (5) (c) 1. (vi) ALSDE: (5) (c) 1. (vii) ALSDE: (5) (c) 1. (viii) NCATE (1)Content Knowledge 3. Comprehend the traditional philosophical orientations to teaching, which have influenced educational practices. CF (RP: 1.1) ALSDE: (5) (c) 2. (iv) NCATE (1) INTASC (9.11) Content Knowledge 4. Demonstrate an understanding of the social realities confronting today’s schools, including ethical and legal issues impacting education in the United States. CF (RP: 1.11) ALSDE: (5) (c) 1. (iv) ALSDE: (5) (c) 1. (v) ALSDE: (5) (c) 1. (vi) 5. Demonstrate an understanding of current educational issues, including teaching diverse learners, multiculturalism in education, addressing learners’ individual needs, peer coaching and mentoring. CF (RP: 1. 4) CF (CA: 2. 3) CF (CA: 2. 5) ALSDE: (5) (c) 1. (v) ALSDE: (5) (c) 1. (vi) ALSDE: (5) (c) 2. (iii) NCATE (4) INTASC (3.15) NBPTS (1.1) Content Knowledge 6. Demonstrate an understanding of effective educational practices to support learning including parent involvement, collaboration with colleagues, integrating technology with classroom teaching, developing instructional objectives based on the Alabama courses of study and the needs, interest/abilities of students. CF (RP: 1. 5) CF (RP: 1.115) CF (CA: 2. 2) ALSDE: (5) (c) 5. (ii) ALSDE: (5) (c) 5. (iv) ALSDE: (5) (c) 5. (v) ALSDE: (5) (c) 5. (vi) INTASC (6.24) Content Knowledge PURPOSE OF THE COURSE Outlined Standards for EDU300: Foundations of Education Assessment CF ALSDE, NCATE, INTASC and NBPTS Standards Standard Description 7. Demonstrate knowledge of the importance that professional code of ethics, educational associations and organizations, professional literature and current educational research play in advancing the professionalism of teaching. CF (LL: 3. 1) CF (LL: 3.2) CF (LL: 3.4) ALSDE: (5) (c) 2. (i) ALSDE: (5) (c) 2. (ii) ALSDE: (5) (c) 4. (ii) ALSDE: (5) (c) 4. (iii) ALSDE: (5) (c) 4. (iv) ALSDE: (5) (c) 5. (ii) NCATE (5. 2) INTASC (9.24) Professionalism 8. Demonstrate knowledge of the requirements for a beginning professional teacher to include meeting certification requirements and the expectations of professionals as outlined in the Alabama Educator Code of Ethics. CF (LL: 3. 1) CF (LL: 3.2) ALSDE: (5) (c) 5. (i) ALSDE: (5) (c) 5. (ii) ALSDE: (5) (c) 5. (iii) ALSDE: (5) (c) 5. (iv) Professionalism 9. Develop a working teacher candidate portfolio, which includes a personal philosophy of education and other educational artifacts. CF (FP: 1. 6) ALSDE: (5) (c) 2. (i) ALSDE: (5) (c) 2. (iv) ALSDE: (5) (c) 2. (v) ALSDE: (5) (c) 5. (i) Professionalism 10. Complete 20-hours of classroom observation field experience in an assigned K-12 public school. CF (LL: 3. 1) ALSDE: (5) (c) 2. (i) ALSDE: (5) (c) 2. (iv) INTASC (9.32) Professionalism Performances 11. Demonstrate knowledge of the requirements necessary for admission to the teacher education program including the Alabama Prospective Teacher Test. CF (LL: 3. 1) INTASC (9.25) Professionalism ALSDE: Alabama State Department of Education Standards (Alabama Quality Teaching Standards) CF: Alabama State University: College of Education Conceptual Framework Outcomes (RP: Reflective Practitioners, CA: Change Agents, LL: Lifelong Learners) NCATE: National Council for Accreditation of Teacher Education INTASC: Interstate New Teachers Assessment and Support Consortium NBPTS:National Board For Professional Teaching Standards ACADEMIC POLICIES Evaluation and Minimum Standards:Teacher candidates must pass each objective. All objectives will be evaluated with a quiz/exam (s) and/or performance assessments.Evaluation Criteria and Grading Standards for ALL objectives:A will be awarded based on 90% of the points available. B will be awarded based on 80% of the points available. C will be awarded based on 70% of the points available. D will be awarded based on 60% of the points available. F will be awarded based on less than 60% of the points available.Professional DispositionsDiscussions of scenarios of case studies and/or other forms of critiques provide an opportunity for students to explore the importance of having a good rapport with their students, creating a safe, positive & supportive learning environment, and exploring teacher attitudes that positively or negatively influence the behavior of students who reside within their care. Professional dispositions are assessed in all COE courses.ProfessionalismAll Alabama State University students are expected to conform to recognized university standards of conduct, behave with decency, and dress appropriately while attending on and off campus functions and in academic settings, social events, extracurricular activities and other public functions. Appropriate Dress: No student will be allowed to enter any university building with their pants hanging below the waist, without a belt, wearing spaghetti straps, or with hats and/or “doo” rags on their heads; and No student will be allowed in any university building with pajamas on, except in the residence halls and excluding the lobby areas; and Students are to refrain from using profanity in any university building or on campus.ACADEMIC POLICIESLiveText LiveText is a web-based data management system that the College of Education (COE) uses to collect data for the purpose of assessment, evaluation, and accreditation. LiveText is an integral part of all courses within the COE. Initial and advanced candidates are expected to have an activated LiveText account. Throughout the coursework, practicum, and internship for individual programs, candidates will complete assignments, portfolios and surveys which require an activated account. There are no exceptions to this policy. Class Attendance Policy Each student is expected to attend all lectures, seminars, laboratories and field work for each registered class, including the first class session. Attendance is required to verify official enrollment and continuance in each course. When students are absent from class for authorized reasons such as death in the family, illness, hindrance by true emergency situations or University activities, they will be allowed to make up assignments/examinations that they missed. Instructors, of course, are not obligated to provide make up opportunities for students who are absent, unless the absences have been officially approved. Official excuses can be obtained from the Office of Student Affairs. An officially excused absence, however, merely gives the individual who missed the class an opportunity to make up the work and in no way excuses him or her from completing the course requirements. Students receiving veterans’ benefits are required to attend classes according to the regulations of the Veterans Administration, in addition to those requirements set by the university for all students. Instructors are required to keep an accurate attendance record for all students enrolled. It is the responsibility of the student to withdraw from the university or drop a course, within the allowed timeframe, when this is the desired course of action.Field Experience This course requires that each student participate in twenty (20) hours of field experiences in a public school setting. These field experiences are to be conducted concurrently with the course work. The field experiences will provide teacher candidates with actual classroom experiences and will give them a clearer perceptive of the teaching field as it relates to the fundamental foundations of education. Teacher candidates will be exposed to both positive and negative aspects of teaching that will enhance their ability to make an informed decision to pursue a career in the teaching profession. ASSESSMENT DESCRIPTION (COURSE OBJECTIVES) 1. Demonstrate knowledge of the elements, conditions and standards involved in preparing for and selecting the teaching profession. 2. Demonstrate an understanding of the knowledge teachers need to manage effectively the complexities of teaching. 3. Comprehend the traditional philosophical orientations to teaching, which have influenced educational practices. 4. Demonstrate an understanding of the social realities confronting today’s schools, including ethical and legal issues impacting education in the United States. 5. Demonstrate an understanding of current educational issues, including teaching diverse learners, multiculturalism in education, addressing learners’ individual needs, peer coaching and mentoring. 6. Demonstrate an understanding of effective educational practices to support learning including parent involvement, collaboration with colleagues, integrating technology with classroom teaching, developing instructional objectives based on the Alabama courses of study and the needs, interest/abilities of students. 7. Demonstrate knowledge of the importance that professional code of ethics, educational associations and organizations, professional literature and current educational research play in advancing the professionalism of teaching. 8. Demonstrate knowledge of the requirements for a beginning professional teacher to include meeting certification requirements, and the expectations of professionals as outlined in the Alabama Educator Code of Ethics and other national code of ethics. 9. Develop a working teacher candidate portfolio, which includes a personal philosophy of education and other educational artifacts. 10. Complete 20-hours of classroom observation field experience in an assigned K-12 public school. 11. Demonstrate knowledge of the requirements necessary for admission to the teacher education program including the Alabama Prospective Teacher Test. SCORING RUBRIC: CLASS PRESENTATION EVALUATION CRITERION30 POINTS 20 POINTS 15 POINTS 10 POINTS Organization (Content and Information) Information thorough and organized in an excellent manner Information adequate and organized in a sufficient manner Information limited and organized in a passable manner Information vague and not organized in an acceptable manner Verbal Communication (Speech and Language) Spoke clearly, and excellent articulation Spoke clearly, and good articulation Mumbling with inadequate articulation; using filler words such as “well uh”, “you know uh”, etc. Lots of mumbling, inadequate articulation; inexact using of filler words such as “well uh”, “you know uh”, “you know what I mean SCORING RUBRIC: EDUCATIONAL MEDIA CRITIQUE AND CRITICAL ANALYSIS REACTION PAPER EVALUATION CRITERION 60 POINTS (Excellent) 50 POINTS (Proficient) 40 POINTS (Partially Proficient) 20 POINTS (Basic) Organization Responses to assignment topics are clear, logical and orderly Responses to assignment topics are generally clear, logical and orderly Responses to assignment topics are partially clear, some logical sequence and orderly Responses to assignment topics are not clear, some responses are confusing, and organization is haphazard Critical Analysis Consistently explains or discusses points of view relevant to assignment Generally explains or discusses points of view relevant to assignment Occasionally fails to explain or discuss points of view relevant to assignment Frequently fails to explain or discuss points of view relevant to assignment Writing MechanicsSentences are complete and flow together easily, Grammatical and punctuation are excellent with less than four mistakes Sentences are complete and flow together easily, Grammatical and punctuation are proficient with less than five mistakes Some sentences do not flow easy, Grammatical and punctuation are partially proficient with more than six mistakes Many sentences do not flow easy, Grammatical and punctuation are marginal with more than eight mistakes SCORING RUBRIC: PROSPECTIVE TEACHER e - PORTFOLIO ARTIFACTS (1) EVALUATION CRITERION Target (150?pts) Acceptable (140?pts) Partially Acceptable (130?pts) Unacceptable (100?pts) Cover Page and Table of Contents Contains all required components for the Cover Page and the Table of Contents.Contains all required components for the Cover Page and the Table of Contents.Lacks at least two the required components for the Cover Page or the Table of Contents.Lacks more than two of the required components for the Cover Page and the Table of Contents.ASU/COE Conceptual Framework Model and Summary Description Contains the Graphic illustration of the ASU College of Education Conceptual Framework Model and the Summary Description of the Model.Contains the Graphic illustration of the ASU College of Education Conceptual Framework Model and the Summary Description of the Model.Lacks the Graphic illustration of the ASU College of Education Conceptual Framework Model or the Summary Description of the Model.Lacks both the Graphic illustration of the ASU College of Education Conceptual Framework Model and the Summary Description of the Model.ASC/COE Decision Maker Outcomes Contains the ASU College of Education: Educator as Decision Maker Outcomes: Reflective Practitioners (1.1 - 1.17); Change Agents (2.1 - 2.6); and Lifelong Learners (3.1 - 5.5).Contains the ASU College of Education: Educator as Decision Maker Outcomes: Reflective Practitioners (1.1 - 1.17); Change Agents (2.1 - 2.6); and Lifelong Learners (3.1 - 5.5).Lacks one of the ASU College of Education: Educator as Decision Maker Outcomes: Reflective Practitioners (1.1 - 1.17); Change Agents (2.1 - 2.6); and Lifelong Learners (3.1 - 5.5).Lacks two of the ASU College of Education: Educator as Decision Maker Outcomes: Reflective Practitioners (1.1 - 1.17); Change Agents (2.1 - 2.6); and Lifelong Learners (3.1 - 5.5).SCORING RUBRIC: PROSPECTIVE TEACHER e - PORTFOLIO ARTIFACTS (2) EVALUATION CRITERION Target (150?pts)Acceptable (140?pts)Partially Acceptable (130?pts)Unacceptable (100?pts)Professional Code of Ethics Contains all of the Alabama Educator Code of Ethics Standards (1- 9). Contains the Reporting Rule and Disciplinary Action Code.Contains all of the Alabama Educator Code of Ethics Standards (1 - 9). Contains the Reporting Rule and Disciplinary Action Code.Lacks two or more of the Alabama Educator Code of Ethics Standards(1 - 9). Lacks the Reporting Rule or Disciplinary Action Code.Lacks all of the Alabama Educator Code of Ethics Standards (1 - 9). Lacks the Reporting Rule and/or Disciplinary Action Code.Professional Code of Ethics Contains the Preamble and Principle I and II of the National Education Association Code of Ethics.Contains the Preamble and Principle I and II of the National Education Association Code of Ethics.Lacks the Preamble or Principle I and/or Principle II of the National Education Association Code of Ethics.Lacks the Preamble and Principle I and Principle II of the National Education Association Code of Ethics.Philosophy Reflections All reflections clearly describe the prospective teachers' "Philosophy of Education" including articulating the goals of education, the role of the student and the role of the teacher in the teaching and learning process. Creativity and effort are more than apparent.Most of the reflections clearly describe the prospective teachers' "Philosophy of Education" including articulating the goals of education, the role of the student and the role of the teacher in the teaching and learning process. Creativity and effort are apparent.Some of the reflections describe the prospective teachers' "Philosophy of Education" including the goals of education, the role of the student and the role of the teacher in the teaching and learning process. Creativity and effort are minimal.Limited reflections describe the prospective teachers' "Philosophy of Education" including the goals of education, the role of the student and the role of the teacher in the teaching and learning process. Creativity and effort are not apparent.SCORING RUBRIC: PROSPECTIVE TEACHER e - PORTFOLIO ARTIFACTS (3) EVALUATION CRITERION Target (150?pts)Acceptable(140?pts)Partially Acceptable (130?pts)Unacceptable (100?pts)Educational Media Critique and Critical Analysis Reaction Paper Present for the media critique. Composed a reaction paper that addresses the assigned groups’ components as it relates to the education media and the analysis is clearly and consistently appropriate for the given assignment. There are no writing mechanics errors (grammar, capitalization, punctuation, and spelling).Present for the media critique. Composed a reaction paper that addresses the assigned groups’ components as it relates to the education media and the analysis is clearly and consistently appropriate for the given assignment. There are a few writing mechanics errors (grammar, capitalization, punctuation, and spelling). These require minor editing and revision.Present for the media critique. Composed a reaction paper that addresses the assigned groups’ components as it relates to the education media and the analysis is somewhat pertinent appropriate for the given assignment. There are 4 or more writing mechanics errors (grammar, capitalization, punctuation, and spelling). These require editing and revision.Present for the media critique. Composed a reaction paper that addresses the assigned groups’ components to some extend as it relates to the education media and the analysis vaguely relates to the assignment task. There are more than 6 writing mechanics errors (grammar, capitalization, punctuation and spelling). These require major editing and revisionProfessional Development List many professional development involvements List some professional development involvements List a few professional development involvementsList very few professional development involvementsEvaluation Criterion Assigned Points Cover Page Table of Contents 5 pts 5 pts ASU Conceptual Framework Model ASU Conceptual Framework Summary Description 5 pts 5 pts ASU Educator As Decision Maker Outcomes 30 pts Alabama Educator Code of Ethics 10 pts National Association Code of Ethics 5 pts Philosophy of Education 20 pts Education Critical Analysis Reaction Paper 60 pts Professional Development 5 pts TOTAL POINTS 150 pts SUPPLEMENTARY REFERENCES AND ADDITIONAL READINGS American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: Author. Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Banks, J. A. (2008). An introduction to multicultural education (4th ed.). Boston: Allyn and Bacon. Campbell, D. M., Cignetti, P. B., Melenyzer, B. J., Nettles, D. H., & Wyman, Jr., R. M. (2004). How to develop a professional portfolio (3rd ed.). Boston: Allyn and Bacon. Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books. Gray, J., Reed, J. L., & Walton, N. (1987). A history of the Alabama state teachers association. Alabama: National Education Association. Kunjufu, J. (1989). Countering the conspiracy to destroy Black boys Vol. III. Chicago: African American Images. Kunjufu, J. (2005). Keeping Black boys out of special education. Chicago: African American Images. Murray, T. C., & Randall, O. J. (Producers), & Haines, R. (Director). (2006). The Ron Clark Story [Motion Picture]. United States: Echo Bridge. Perry, S. (2009). Raggedy schools the untold truth. New York: Renegade Books. Tough, P. (2008). Whatever it takes: Geoffrey Canada’s quest to change Harlem and America. New York: Houghton Mifflin. ................
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