FACULTY OF EDUCATION



165735-454660Faculty of EducationBachelor of Education?Education 434: Contemporary Issues in Public Education (CIPE)Winter 2012??David YoungOffice: XH 202867-2215dyoung@stfx.ca434:21 Classroom: C242Jeff OrrOffice: XH 206867-2214jorr@stfx.ca434:22Classroom: XH228AGarnet PattersonOffice: XH 227867-2402 gpatters@stfx.ca434:23Classroom: XH124Rob CarreauOffice: XH 893-4849rcarreau@stfx.ca434:24Classroom: DesmondRefer to the class schedule for days when the four sections meet in Desmond Hall?Office Hours:Monday – Thursday, 1:00 pm – 3:00 pm?Class Time: Mondays and Wednesdays 10:20 am to 12:10Friday, March 2, 9am to 2pmRationale and Philosophy ?This course examines the historical, legal, and philosophical underpinnings of contemporary issues facing public schooling. Goals, purposes, and dilemmas that have affected such facets of Canadian education such as the structure of schooling, political and policy-making processes, educational law, the work of teachers’ organizations, and educational standards are explored.Four Main Course Outcomes:Professionalism and its relation to life-long professional development: is able to articulate a personal professional platform through a portfolio;Awareness of the organizational structures of Canadian schooling: is able to articulate how and why schools are organized as they are;Legal issues impacting public education: is aware of the main legal statutes affecting public education and their implications for teachers; and Foundational issues affecting teachers’ places in public education: is aware of ways to clarify curriculum, professional development, governance, and teacher welfare issues affecting public education and how teachers can influence public education policy. Text on Reserve and ReadingsText:Young, J., Levin, B., & Wallin, D. (2007). Understanding Canadian schools (4th ed.). Toronto, Canada: Nelson.Readings (available from the course website):Young, D. C. (2009). New Brunswick school involved in anthem flap. CAPSLE Comments, 18(3), 1–2.Plus additional readings as assignedAssignmentsThis course requires a great deal of in-class discussion and dialogue, coupled with self-reflection and introspection. To best capture the ongoing and continuous work in class, there will be seven 3 page (maximum 750 words) responses and a final group project related to the annual Mock Spring Council. EDUC 434 will make space for you to consolidate your knowledge in a portfolio and to explore broader historical, philosophical, and legal issues affecting your future role as a teacher. Your grade in this course will be determined as follows:Responses (10% each) DUE: Jan. 16, 30, Feb. 8, 15, 20, 29 and March 7Professional Expectations (10%)Resolution Paper (Groups) (20%)DUE: March 5 N.B. Preliminary drafts of the portfolio can be submitted for formative feedback on January 18, 23, or 25, with the final portfolio DUE January 30ResponsesResponses: The seven response reflections are designed to assist you in developing your understanding of the organization and structure of public and band operated education in Canada. Five of these reflections will draw upon readings from the text and the remaining two will be primarily related to your individual reflections regarding the Mock Council, although it is expected that they will also draw upon course concepts and readings. Each response will be a maximum of 750 words and will enable you to: 1) draw attention to key concepts regarding the organization of schools; 2) use critical and creative thinking to make connections between the reading/research and your practice; and 3) develop your facility with the six traits of writing: Ideas and content, word choice, conventions, voice, sentence fluency, organization. Response #1: Due January 16: Drawing on issues raised in chapter one, and in the lecture related to philosophies of education, write a reflective response that clarifies your views on the most important purposes of school and how your approach to teaching will enact this. (Hint: This could form the basis of your belief piece in your portfolio).Response #2: Due January 30: Drawing upon the tensions of power and authority which are raised in chapter two related to centralized authority/local control, professional/lay authority, uniformity /diversity, and religious interests, discuss either Aboriginal education, provincial control of education, separate schools, or minority language schools. (Hint: You might want to choose an area of education to explore that you feel will especially benefit your understanding of your future practice).Response #3: Due February 8: Drawing upon the issues related to policy and politics raised in chapter three, use the issues of centralized authority/local control, professional/lay authority, uniformity/diversity, and religious interests, to identify and analyze a key policy issue facing education today that is of personal/professional concern to you. (Hint: This could be a burning issue that will direct your attention towards a key unresolved issue for attention at the Mock Council).Response #4: Due February 15: Drawing upon the issues raised related to natural justice and rights on pp. 101-118 of the text, as well as the lectures on law, analyze the case involving a New Brunswick school principal and the morning playing of the national anthem. In writing your response, please address the following points: (a) How does this case impact the fundamental practice of teaching and learning in public schools? (b) How might this case influence your practice as a teacher/administrator? (c) What did you learn from this case? And (d) What advice would you give fellow educators based on this case?Response #5: Due February 20: Drawing upon issues raised in the law lectures and the section regarding laws affecting teachers and schools, pp. 119-140 of the text, examine and analyze either negligence, child abuse, corporal punishment, or search and seizure and draw implications and learning for your practice. Response #6: Due February 29. You are to write an analysis of the resolution presented by one of the other Local Committees. We will assist in the assigning of a different resolution to each member of your group. Each analysis must include a brief summary of arguments both in support of, and opposed to, the proposed resolution. Information for these positions may be obtained from sources such as provincial Departments of Education, the Canadian Teachers Federation, and provincial teacher organizations. The Nova Scotia Teachers Union Guidebook may also be of assistance. A balanced perspective of each resolution should be presented. Your opinion and recommendation, on the basis of your research as to support for or against this resolution, should also be included.?Response #7: Due March 7. Each student is expected to submit a personal reflection paper of approximately 750 words to his/her section professor. This reflection, based on the student’s participation in Mock Spring Council, will outline his/her role in the resolution process, dynamics of the preparation for Spring Council, and how this experience will be useful in terms of his/her future role as a public school teacher. Professional ExpectationsBEd Professional Expectations Strategy Evaluation Tool??ScoreCompleted PortfolioPunctualityAttendanceCommunicationAttitudeRespect (cell phones, BlackBerry etc.)PreparednessParticipationObservation/ConversationAnecdotal RecordsDocumentation/10???? ????? Teaching PortfolioDue: January 30Your professional teaching portfolio is designed to assist you in consolidating your knowledge, capabilities and professional dispositions that you have been developing in your B.Ed. program and that will also likely be reflected in relation to other life experiences. Your emerging professional teaching identity should be evident in your portfolio. Your portfolio will be unique to you. Your portfolio is formatively assessed and is then considered part of your ongoing professionalism, besides being a consolidation of key content; equally important is how you put it together and how well you have related the content to your professional traits as an emerging professional. Please include:Title PageTable of Contents (itemizing the sections and the components of each section)Statement of Beliefs (i.e., your teaching philosophy). This component also serves to convey the key aspects contained in your portfolio. It provides the reader with an awareness of your range of expertise and your professional beliefs as an educator, thus, conveying your significant professional teacher qualities. This needs to include a statement of future goals and career aspirations (750 words). This can be developed from your first response. A professional teaching résumé with the names and contact information of three referencesTangible artifacts (from previous teaching practicum, course work, paid work, volunteer activities, etc.). Artifacts should be examplars of your best work that go well beyond your year one PTT. EACH artifact should be accompanied by: (a) a brief (i.e., approximately 30 word) caption statement which concisely identifies how the artifact exemplifies a key aspect of your professional identity.Sections explicate a number of major categories that you believe best represents your uniqueness as a teacher. One of these categories and related artifacts should be specific to your teaching specialization. Each of the main categories should include a minimum of 3 to a maximum of 5 original artifacts of quality that are representative of this professional area. We caution you not to rely on quantity to capture your professional qualities—the key is how well you use the artifacts to demonstrate your distinctive professional ability. The categories can follow a similar organizational framework of your PTT, but you are encouraged to create categories that best reflect your specializations and style. Additional optional information to support the portfolio (e.g., a copy of transcripts, certificates, awards, scholarship letters, etc.) Resolution and Paper (20%)The construction, submission, debate, and passage of resolutions at annual councils of provincial and territorial teacher organizations are important ways that teachers can learn to participate in the policy-making process so as to influence public education and the conditions in which it takes place. Some of the main categories of educational policy are related to: (a) What is taught; (b) Where and when teaching occurs; (c) How teaching occurs; (d) Who can teach; (e) How teachers are treated; (f) How students are treated; and (g) How schools operate.When constructing Council Resolutions by the Nova Scotia Teachers Union, the main categories of resolutions are:Governance of the NSTUProfessional Development for Provincial TeachersCurriculum Issues in the ProvinceEconomic Welfare and Working Conditions of TeachersGovernment Educational Policy ChangesSee, for instance, ? For this assignment you will join with like-minded colleagues to form a Local Committee of 9 to 10 members. Each Local will undertake three tasks: the construction of a resolution; the research of the history, background, and potential consequences of the resolution; and an analysis of the resolutions presented by other Locals. Each Local will debate their resolution at Mock Spring Council to be held Friday, March 2, 2012. This resolution development activity is intended to assist you in learning more about your place as a teacher in the educational policy-making process as it relates to teacher organizations. ? All members of the group will contribute to the resolution construction (Part 1) and The writing of the background paper (Part 2)Your submission must include the following components:Part 1A clearly written resolution that identifies the issue as well as the group members who will be responsible to act upon this resolution, along with their identified tasks. Note that your resolution cannot have been previously tabled at NSTU Spring Council. You must submit your proposed resolution to Garnet for feedback and approval before proceeding with the preparation of the background research paper and the resolution debate process. The Resolution Form is available as a MS Word document on the course website (in the syllabus section). You can fill in your details and save the file. Part 2A background research paper, in which you:Define the issue, incorporating the relevant dilemma in public education policy making as discussed in class and reviewed in course readings. You are to explain the current state of the problem, and present its main arguments, what needs to be changed and why.Identify who is involved and affected by the issue, including the role of external and/or internal stakeholders and the impacts of the particular central dilemma, and the ways this issue affects themDocument past efforts, if any to address this issue at Council, by the NSTU, the Department of Education or other branches of government, by school boards, or in other political or policy arenas with comments related to central dilemmas—linked specifically to existing policies from the board level to the Department of Education.Develop a concise, politically appropriate, sensible and realistic action plan that will lead to a potentially effective resolution of the issue.Your group’s participation in this Council Resolution Process will be evaluated according to the following criteria:?Resolution is written in clear, concise language, and accurately identifies appropriate stakeholders affected, and an appropriate action plan.Background paper provides a detailed analysis of the current state of the problem, identifying to whom and why it is a problem, when and how it became a problem, with reference to relevant central dilemmas in public education.Background paper provides evidence that the group has thoroughly researched past efforts to identify whether or not this issue has been previously addressed at Council, by other arenas within the NSTU,?by the government, by school boards or elsewhere, with reference to relevant central dilemmas in public education.Response RubricDraw attention to key concepts regarding the organization of schools Use critical and creative thinking to make connections between the reading/research and one’s practice Adhere to the six traits of writing: Ideas and content, word choice, conventions, voice, sentence fluency, organization. A+ Exceptional 85-99Shows thorough understanding of key concepts regarding the organization of schools. Uses an exceptional level of critical and creative thinking to make critical connections between the reading/research and one’s practice. Writing demonstrates a publishable command of the six traits of writing: Ideas and content, word choice, conventions, voice, sentence fluency, organization. This work adds something new and original to distinguish it from an A and such works are rare as they are exceptional from most all other responses. A- Excellent 80-84Shows strong understanding of key concepts regarding the organization of schools. Uses a high level of critical and creative thinking to make connections between the reading/research and one’s practice. Writing shows an excellent command of the six traits of writing: Ideas and content, word choice, conventions, voice, sentence fluency, organization. B Very Good 75-79Shows adequate understanding of key concepts regarding the organization of schools. Uses some critical and creative thinking to make connections between the reading/research and one’s practice. Writing shows an acceptable command of the six traits of writing: Ideas and content, word choice, conventions, voice, sentence fluency, organization. B- Good 70-74Shows good understanding of concepts regarding the organization of schools. Makes basic connections between the reading/research and one’s practice. Writing shows a minimal command of the six traits of writing: Ideas and content, word choice, conventions, voice, sentence fluency, organization. Some substantive aspect(s) of content are not evident or there are communication difficulties in this work, but there are some links to professional experiences.C Satisfactory 65-69Shows some understanding of concepts regarding the organization of schools. Makes limited connections between the reading/research and one’s practice. Writing shows an underdeveloped command of the six traits of writing: Ideas and content, word choice, conventions, voice, sentence fluency, organization. Some substantive aspect(s) of content are not evident and/or there are communication difficulties in this work that make it such that the reader may struggle to understand the author’s meaning, and/or the author includes limited links to professional experiences.C- Minimal pass 60-64 A minimal pass is for work demonstrating weak knowledge of ideas. Substantive aspect(s) of content are not evident and there are communication difficulties in this work that make it such that the reader must struggle to understand the author’s meaning. F 0-59 A failure is for work demonstrating inadequate knowledge of chapter ideas. Substantive aspect(s) of content are not evident and there are serious communication difficulties in this work that make it such that the reader must struggle to understand the author’s meaning. ?The Six Traits of Writing: Adapted for Education 434? Ideas and Content. This criterion assesses the message the writer is attempting to convey. The writer’s ideas add a fresh and original perspective that is unique to their personal experience. However it also contains details to support the main message of theresponse.? Word Choice. This criterion assesses the proficiency with the choice of words the writer uses to convey meaning. Words chosen are precise and accurate and the writer uses strong action verbs and descriptive adjectives.? Conventions. This criterion refers to the technical aspects of writing, including punctuation, grammar, spelling, capitalization, APA style and paragraph structure. These elements should be used to make the writing content easy to read, accessible to the reader, and provide a clear link to APA referencing.? Voice. This criterion is about the assessment of the unique personal voice of the writer. The reader should get a sense that there is a person behind the words and meanings on the page.? Sentence Fluency. This criterion assesses the smoothness and flow to the sentence structure.? Organization. This criterion assesses the overall logical and efficient structure to the content of the response. There is an introduction to the focal area, the development of the argument, and an appropriate conclusion which is all introduced and presented in a sensible flow and sequence.Writing and Referencing Style for AssignmentsAPA 6th edition, as per the StFX Faculty of Education standards.The StFX Curriculum Resource Centre has APA manuals for your use.Writing and referencing resources are available from the StFX Writing Centre at: . You can also call them for an appointment (867-5221).Class Participation and Attendance PolicyAttendance is mandatory for all BEd classes as participation in class discussions will enhance your assignments and benefit not only you but also your fellow students. Since this course is highly participatory and is based heavily upon in-class interactions, it is not possible to make up for experiences missed. Each missed class will result in a deduction from your final grade (Please refer to the Assessment Plan for this course). If you miss more than two classes, you may not pass the course, as you will most likely miss important information related to your assignments. Your name will be referred to the B.Ed. Chair for potential disciplinary action. If you do know ahead of time that you need to miss a class, please inform your instructor as soon as possible. If you must miss a scheduled class and cannot inform your instructor in the previous class, please inform the instructor directly by email or phone call prior to the class. Extenuating circumstances for missed classes (such as family emergencies) will be considered on an individual basis.Course Completion PolicyIf course work is not completed by the end of the regular scheduled term, a mark of IP (in progress) will be granted. This mark will stand until the work is completed and submitted by a negotiated date or the first day of the following term. If the outstanding work is not submitted by the established date, a grade of NM (no mark) will be entered as the final mark.Late assignments will result in a 3% loss per calendar day and consistent with University policy, missed due dates will require acceptable documentation.All assignments must be completed to an acceptable professional level to obtain credit for the course, and all assignments must be handed in before students are permitted to participate in Field rmation on grade appeals can be obtained from?the Dean of the Faculty of Education, Dr. Jeff Orr.Academic HonestyStudents are expected to be familiar with university policies associated with academic dishonesty. If you are unsure as to whether to cite a reference, please cite it! You must reference material taken from other scholars, and in particular, if you have found ideas on the Internet, you need to acknowledge what is yours and what came from others.Equity and RespectThe Faculty of Education is committed to providing an environment of equity and respect for all people and to educating faculty and students in developing teaching and learning contexts welcoming to all. Our intentions are to work alongside you to shape a classroom space and teaching practice which appreciate, foster and promote values of human dignity, equity, non-discrimination and respect for diversity.B.Ed. Course Confidentiality GuidelinesThe primary purpose of these guidelines is to insure that the names or identities of human subjects are safeguarded in recorded course work, both within and outside of the classroom. The names of any of the human subjects or institutions involved should not be used in class, whether in formal or informal discussion, or in any written work submitted as part of the course, including journal or logbook entries. Thus any oral or written analysis that is derived from the observations and conversations indicated above should employ pseudonyms in the place of actual names for individuals, institutions, or unique events.?Schedule for Winter 2012Classes: Mondays and Wednesdays 10:20am to 12:10pmDateTopicReadings & ResourcesMon, Jan 9Course OutlineIntro: Making Sense of Public Education and Introduction to Philosophies of EducationChapter 1Wed, Jan 11Making Sense of Public Education (continued)Chapter 1Mon, Jan 16Desmond HallHow we got here: The History and Organization of Education in Canada Jeff OrrChapter 2 R# 1 dueWed, Jan 18Desmond HallHow we got here: The History and Organization of Education in Canada (continued) Jeff OrrChapter 2Mon, Jan 23Job Search Skills and ResourcesThe Interview: A WorkshopINTERNATIONAL JOB FAIR Jan 28Supplementary MaterialsWed, Jan 25Desmond HallPolicy and Politics: Resolutions for ChangeGarnet PattersonChapter 3Mon, Jan 30Desmond HallLaw and Order: The IntroductionDavid YoungChapter 4 (pp. 101-140)R# 2 due Portfolio due by 4pmWed, Feb 1Desmond HallJanine Kerr—NSTU Teachers and the LawMon, Feb 6NO CLASS TODAY (Mid-Term Pause)Wed, Feb 8Desmond HallLaw and Order: The SequelDavid YoungChapter 4R# 3 dueMon, Feb 13Law and Order: The Final VerdictChapter 4Wed, Feb 15Desmond HallResources for EducationResolving your ResolutionsProcedures, Motions, ExceptionsGarnet PattersonChapter 5R# 4 dueMon, Feb 20Prospects for EducationChapter 10, NS Levin ReportResolution draft due to Garnet, via email by 4pmWed, Feb 22Parents and Families, Communities and SchoolsRESOLUTION AND COUNCIL PREPChapter 8R# 5 DueMon, Feb 27Desmond HallTeachers, Administrators and the School SystemRob CarreauChapter 6, Board Supervision and Evaluation Policies, Professional Learning Communities ReportWed, Feb 29Teachers, Administrators and the School SystemChapter 6R # 6 DueFri, Mar 2KMCMock Spring Council (9:00am – 2:00pm)Mon, Mar 5NO CLASS TODAY in Lieu of Spring CouncilWed, Mar 7Closing ReflectionsCourse Evaluation R# 7 due ................
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