Math 0330 Basic Math Skills
EDTC 3000 Pedagogy and Professional Responsibilities Syllabus, Assignment Guidelines, and Rubrics
Spring 2011
Instructor: Abel L. Villarreal email: misterv@austincc.edu
Campus: Highland Business Center (HBC) Room # 301.1 (3rd floor)
Class meets: Tues/Thurs 6:00 to 9:00 PM January 11 to May 5, 2011
Office hrs: Tues/Thurs 5:30 – 5:45 PM Office: Rm #301.1
9:00 - 9:45 PM Phone: 512–223–7649
Course Description and Rationale
This course is designed for teacher interns that are ready for a most demanding challenge. This course will blend and balance the latest educational research and the most important teacher survival skills to create teacher tools that can be practiced on real students.
Since this is a graduate level course, I expect graduate level coursework from all interns. With the stakes so high, there is no room for procrastination, excuses, or just plain substandard work. A good teacher always completes tasks early or on time and stays ahead.
Required Text
Becoming an EC-6 Teacher in Texas, by Janice Nath and Myrna Cohen, Thomson and Wadsworth; Publisher; ISBN #0534603009 OR
Becoming a Middle School or High School Teacher in Texas, by Janice Nath and Myrna Cohen; Thomson and Wadsworth, Publisher; ISBN #0534638015. A second edition my now be available and may be entitled Becoming a Middle School or High Teacher in Texas.
Rookie Teaching for Dummies, by W. Michael Kelley; Wiley Publishing, Inc.; ISBN 0764524798.
Classroom Routine (times are approximate)
First 5 minutes (up to 6:05 pm)
Interns will enter class, pick up a warmup sheet. Complete it. Check it. Give it to instructor.
Next 1 hour 10 minutes (6:05 to 7:15 pm)
We will have computer (and other technology) based instruction. Bring your laptops.
15 minute break (7:15 -7:30 pm)
Break
Final 1 hour and 30 minutes (7:30 -9:00 pm)
Unless technology is needed, shut it down.
Austin Community College Policies
Attendance Policy
Attendance (and clock hours) is required in this course. According to ACC policy, students with four (4) or more absences may be withdrawn. Texas Success Initiative (TSI) mandated students with excessive absences (4 or more) MAY be withdrawn by the instructor. Clock hours may be made up by attending Saturday School, offered on specific Saturdays in Jan, Feb, March, and April. Notify Ms. Duncan prior to attending Saturday School.
Statement on Scholastic Dishonesty
Acts prohibited by the college for which discipline may be administered include scholastic dishonesty, including but not limited to, cheating on an exam or quiz, plagiarizing, and unauthorized collaboration with another in preparing outside work. Academic work submitted by students shall be the result of their thought, work, research, or self-expression. Academic work is defined as, but not limited to, tests, quizzes, whether taken electronically or on paper, projects, either individual or group, classroom presentations, and homework.
Statement on Scholastic Dishonesty Penalty
Students who violate the rules concerning scholastic dishonesty will be assessed an academic penalty that the instructor determines is in keeping with the seriousness of the offense. This academic penalty may range from a grade penalty on the particular assignment to an overall grade penalty in the course, including possibly an F in the course. ACC’s policy can be found in the Student Handbook under Policies and Procedures on the web at
Statement on Academic Freedom
Institutions of higher education are conducted for the common good. The common good depends upon a search for truth and upon free expression. In this course the professor and students shall strive to protect free inquiry and the open exchange of facts, ideas, and opinions. Students are free to take exception to views offered in this course and to reserve judgment about debatable issues. Grades will not be affected by personal views. With this freedom comes the responsibility of civility and a respect for diversity of ideas and opinions. This means that students must take turns speaking, listen to others speak without interruption, and refrain from name-calling or other personal attacks.
Statement on Student Discipline
Classroom behavior should support and enhance learning. Behavior that disrupts the learning process will be dealt with appropriately, which may include having the student leave class for the rest of the day. In serious cases, disruptive behavior may lead to student being withdrawn from the class. ACC’s policy on student discipline can be found in the Student Handbook under Policies and Procedures or at .
Prerequisite: Approval by Education Department head, Ms. Sharon Duncan, is required.
Course Objectives:
• Determine and analyze content, curricular, and pedagogical knowledge acquired through research and practice of the academic disciplines
• Incorporate the most recent Content and Pedagogy and Professional Responsibility Standards of the State Board for Educator Certification
• Design instruction for all students that reflects an understanding of relevant content, differentiation, and is based on continuous and appropriate assessment.
• Create a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence.
• Promote student learning by providing responsive instruction that makes use of effective communication strategies to actively engage students in the learning process, with timely, high quality feedback.
• Fulfill professional roles and responsibilities and adhere to legal and ethical requirements of the profession.
Course Grade: No assignment is optional, and the course grade is determined as follows:
• Participation and attendance, warmups 15%
• Projects & homework 25%
• Teacher survival kit (crate) 15%
• Field Experiences & Essay 15%
• Student teaches 30%
Every class session will have two (2) grades: a warmup (there are 25 of them) grade and an in-class activities & tasks grade. When a homework task (there are 10 of them) is assigned, teams will be given one (1) week to complete them. Grades for the survival kit/crate, participation & attendance, and field experiences will be assigned near the end of the course. There will be four (4) student teaches and will also occur near the end of the course. Every intern will be expected to prepare, plan, and teach like a real teacher to his/her peers. Mid-Term Review on March 8 and 10. Have all projects and assignments completed by that time frame.
About the Course
The amount and type of content is set by the Texas Education Agency (TEA) and the Texas Legislature. As a result, teacher certification programs are given very little “wiggle room.” Please do not ask us to circumvent, drop, or not count any part of this course as we cannot do so by state law. The timetable and content of this course has gone through several versions to improve intern success and increase flexibility. We believe this year’s version of EDTC 3000 will be the best yet.
STUDY SMARTER, NOT HARDER!
For every class meeting, you will be asked to form one of two (2) types of teams: a vertical team (where interns form teams according to subject from EC-12), and area certification team (where all interns form groups according to their certification specialty like special education, bilingual education, science and math teams). Form productive and well adjusted teams. Support and encourage each other. Teach each other where possible. Model the behavior you want YOUR students to model. If you need to change teams, let me know immediately.
Late Work
Since TEA does not give teacher certification programs much wiggle room, this means that our program WILL ACCEPT late work for full credit ONLY for serious personal tragedy (death in the family, emergency surgery, having a baby, or something similar). Be prepared to show proof of your circumstance. All other late work will be assessed at least a 10 point penalty and only two (2) minor assignments will be allowed to be late. After that, an automatic zero (0) will be assessed for late work. However, certain assignments such as the Field Experience, must be completed regardless of grade since it is a TEA requirement. Course and program evaluations are also required by both TEA and ACC Continuing Education.
Class Expectations and Participation
To help achieve success in this course, I recommend you:
o Take good notes and use a simple system of organization.
o Attend class regularly.
o Dress appropriately.
o Participate in all class activities and complete all assignments.
o Pace your studying.
o Ask questions in class.
o Read/study over material BEFORE coming to class.
o Focus your efforts on success.
o Translate/rewrite notes and class lectures into terms YOU understand.
o STUDY SMARTER NOT HARDER.
Cell Phones
I understand the need for cell phones, but interns must be considerate of fellow interns and exercise good judgment and etiquette when bringing a cell phone to class. Please turn cell phones OFF (or SILENT mode) during class. The same applies to text messaging, IPods, IPhones, and other electronic devices. It is rude, inconsiderate, and disrespectful to interrupt or distract a whole class while you answer your phone or text message someone. This is no place to be multi-tasking. Would you want your students using the cell phone or some other electronic device while you are teaching? Set the example you want your students to follow.
Final Note
Teaching is a demanding profession and not for the weak. You must be firm on your commitment to BE A TEACHER and understand that your resolve will be tested like never before. After you have completed the training, we will consider you a professional educator ready for the next level.
EDTC 3000: Pedagogy and Professional Responsibilities
Assignment Guidelines & Rubrics
Course Grade: No assignment is optional, and the course grade is determined as follows:
• Participation and attendance, warmups 15%
• Projects & homework 25%
• Teacher survival kit (crate) 15%
• Field Experiences & Essay 15%
• Student teaches 30%
Every class session will have two (2) grades: a warmup grade and an in-class activities & tasks grade. Grades for the survival kit/crate, participation & attendance, and field experiences will be assigned near the end of the course. There will be four (4) student teaches and will also occur near the end of the course. Every intern will be expected to prepare, plan, and teach like a real teacher to his/her peers. Project 11 – Special Projects – will be team-based, so use Team-Based Management tools. See rubrics for more information and clarity. Technology will be woven throughout the training, so consult your Technology Packet, # 45.
Projects – must be completed by class due date Class due
|1 |Interview an educator |3 |
|2 |1st 15 days lesson plan |6 |
|3 |1st 15 days lesson plan with tiers |8 |
|4 |1st 15 days lesson plan with balanced learning modalities |11 |
|5 |1st 15 days lesson plan with assessments and formats |12 |
|6 |Resume |15 |
|7 |Frontline summary |16 |
|8 |Three student assessments for first 15 days |19 |
|9 |PBS Plan |23 |
|10 |Discipline policy |24 |
|11 |Special project (SPED; Bilingual Generalist; Math and Science) |28 |
|12 |Workstation for teach 2 |29 |
|13 |Student Teaches |28-31 |
|14 |Spring Field Experiences & Essay |19 or earlier |
|15 |Teacher Survival Kit/Crate |27 |
15: Survival kit/Crate: Will be checked by peers during class 27
• Teacher Certification Program documents
• File folders with titles, appropriate content to be used during Summer Institute and first year of teaching
• Tutoring materials
• Lesson plans for first 20 days
• Behavior policies, contracts
• Procedures, ideas for lesson plans, workstations, organization of teacher and student materials
• Technology plans and activities
Project 11: Special Team Projects
Become an Expert! Special Education Assignment
The Special education team will research the symptoms, treatment, and best practices for working with a student with each disability and present the information as a team PowerPoint. Be prepared to share this information during class discussions with other certification areas that will experience students with these issues. You may choose from the following:
1. Autism Spectrum Disorders, including Asperger’s and PDD
2. Schizophrenia
3. Bipolar
4. Child Behavior Disorders (Midline Plus is a good source)
5. Oppositional Defiance Disorder (ODD) and aggressive disorders
6. Mental Retardation
7. Down’s Syndrome
8. ADD and ADHD
9. Learning disabilities
10. OCD and depression
| |1 Point |2 Points |3 Points | |
| |Below Expectations |Proficient |Exceeds Expectations |Score Points |
| |Teacher has summarized some |Teacher has briefly summarized the |Teacher has briefly and thoroughly | |
|Symptoms & Causes |symptoms and known causes, but not|symptoms and known causes of the |summarized the symptoms and known | |
| |all relating to the disorder. |disorder. |causes of the disorder. | |
|Treatment Options |Teacher has summarized the |Teacher has briefly summarized the |Teacher has briefly and thoroughly | |
| |treatment options of the disorder.|treatment options of the disorder. |summarized the treatment options of | |
| | | |the disorder. | |
|Best Practices for |Teacher has outlined fewer than |Teacher has outlined three strategies|Teacher has outlined five strategies| |
|the Classroom |three strategies and/or methods |and/or methods for working with |and/or methods for working with | |
| |for working with students with the|students with the particular |students with the particular | |
| |particular disorder. |disorder. |disorder. | |
| |Teacher provides a PPT detailing |Teacher provides a PPT detailing |Teacher provides a PPT detailing | |
|PowerPoint |findings as a website resource. |findings as a website resource. PPT |findings as a website resource. PPT| |
|Presentation |PPT should have no more than ten |should have no more than ten slides, |should have no more than ten slides,| |
| |slides, and no more than three |and no more than two grammatical |and no grammatical errors. | |
| |grammatical errors. |errors. | | |
| |Teacher used fewer than three |Teacher used fewer than three |Teacher used three reliable sources | |
| |reliable sources and/or sources |reliable sources that are |that are professionally recognized. | |
|Sources Cited |were questionable (possibly not |professionally recognized. | | |
| |professionally recognized). | | | |
| |0 – 10 = C |11 – 14 = B |15 – 18 = A |Total |
Math & Science Special Project
Review for Fall Semester Benchmark
As a team, rewrite a selected district benchmark examination to create a series of review exercises for math or science benchmark exams that closely model existing ACC TAKS prep booklets. The team product should have about half multiple choice and half open-ended questions and contain alternate key words and vocabulary that significantly close gaps in student learning. Final production must be free of grammar mistakes, spelling, with a professional look. Answers must be correct and included at the end of the document.
| |1 Point |2 Points |3 Points | |
| |Below Expectations |Proficient |Exceed Expectations |Score Points |
|Multiple Choice |Almost all review exercises are |About ¼ of the review exercises are |About ½ of the review exercises are | |
|Questions |multiple choice items with little |multiple choice items with proper |multiple choice items with well | |
| |revision |revision |phrased revisions. | |
|Open-ended |Very few open-ended questions are |About ¼ of the review exercises are |About ½ of the review exercises are | |
|Questions |present. |open-ended and have limited Bloom’s |open-ended and have well defined | |
| | |development (from knowledge based to |Bloom’s development (from knowledge | |
| | |critical thinking based). |based to critical thinking based). | |
|Team Presentation |Presenters did little to show why |Presenters demonstrated a limited |Presenters demonstrated a | |
| |their team product was different |scope and number of examples where |significant number of examples where| |
| |from the original benchmark. |alternate key words and phrases were |alternate key words and phrases were| |
| | |used to help transition student |used to help transition student | |
| | |learning up to expected benchmark |learning up to expected benchmark | |
| | |level vocabulary & understanding, |level vocabulary & understanding, | |
|Document Format |Not organized; hard for students |Organized; written clearly; easy for |Well-organized, easy to follow; very| |
| |to follow. |students to follow. |student friendly. | |
| |0 – 4 = C |5 – 8 = B |9 – 12 = A |Total |
Bilingual Generalist EC-6 Special Project
Reading Project for 3rd Grade – Balanced Literacy
| |1 Point |2 Points |3 Points | |
|Shared Reading |Too many elements |Elements missing |Teacher has built upon reading aloud time to further explore the text as a | |
| |missing | |whole group. During the shared reading time, teacher must teach and | |
| | | |formatively assess that students are aware of text, develop sense of story or| |
| | | |content; promote reading strategies for all student levels, develop fluency | |
| | | |and phrasing with each student, increase comprehension, and encourage | |
| | | |politeness and respect for literacy. Remediates for students needing extra | |
| | | |help. | |
|Guided Reading |Too many elements |Elements missing |Teacher has selected 5 books for each student’s reading level and as students| |
|(includes Independent |missing | |work in small groups [unless they are already independent readers completing | |
|Reading Time) | | |activities], teacher promotes reading strategies, increases comprehension, | |
| | | |encourages independent reading as soon as possible. Remediates for students | |
| | | |needing extra help. Students able to select appropriate books from the | |
| | | |library (with assistance from librarian). | |
|Guided Writing |Too many elements |Elements missing |Teacher and students collaborate to write text as teacher serves as scribe in| |
| |missing | |early grades. Collaboratively, goals are met for developing print concepts, | |
| | | |developing writing strategies, supporting reading development, providing | |
| | | |models for a variety of writing styles, modeling connections between sounds, | |
| | | |letters, and works; producing text that students can read independently; and | |
| | | |communicating in a clear and specific manner. As writing is spiraled and | |
| | | |scaffolded, student writes more independently for spelling knowledge, | |
| | | |creating language resources, and more writing applications to academic | |
| | | |content. | |
| |0 – 15 = C |15 – 19 = B |20 – 24 = A |Total |
| |Below Expectations |Proficient |Exceeds Expectations |Score Points |
|Station Components |Information in station was not |Information in station well organized|All components are stated clearly, | |
| |stated clearly; includes some |and neat, easy to follow. |with no grammatical errors. | |
| |grammatical errors; lacked rigor | |Workstation includes all materials | |
| |and clear expectations. | |(worksheets, post-its, note cards, | |
| | | |rubrics, directions, assessments | |
| | | |etc.). | |
| |Workstation is not differentiated |Workstation focused on one or two |Workstation is differentiated and/or| |
|Viable for |or modified for all three tiers. |groups of ability. |modified for all three tiers. | |
|Classroom Use | | | | |
| |Presentation was haphazard with |Teacher presented his/her workstation|Teacher presented his/her | |
| |little focus; did not explain how |but did not explain how it works for |workstation as a class activity with| |
|Presentation |it worked for three tiers of |immediate student use. All features |ways to differentiate for students. | |
| |students. |were not explained clearly and |All features of the station were | |
| | |professionally. |explained clearly and | |
| | | |professionally. | |
| |0 – 10 = C |11 – 14 = B |15 – 18 = A |Total |
Project 13: Student Teaches
Public speaking is difficult for most people, yet a critical skill for teachers. Whether you are speaking in a faculty meeting, training other teachers, or teaching students, several basic characteristics apply.
Play the part: look like a teacher. Dress professionally, maintain eye contact with as many people as possible in the room, speak so that everyone can hear, be prepared, and have notes for your points and make notes for feedback from others. Practice what you plan to present and time yourself. Regardless of the activity, communicating briefly is preferred to speaking for long periods of time.
Assignment: We will run teacher teaches during EDTC 3000. Each evening will focus on specific areas of learning, and 10-15 minutes for each teacher teach is the requirement. Have necessary materials on hand, but do not spend more than 30 minutes planning and practicing for this short event. These skills will be strengthened as you find yourself presenting short topics for giving directions, working with students needing extra help, and best practices for student review for assessments (summative and cumulative).
• April 21 – Teach a short session with direct instruction, modeling, group practice (focus on directions
• April 26 - Teach using a workstation, differentiating for class tiers (differentiating)
• April 28 - Demonstrate technology to teach an abstract concept (technology)
• May 3 – Teach a 3-Tiered classroom (combination of all teaches)
Plan now. You will be in groups with varied certification areas (each group should have a SPED, math, science, and generalists. Facilitators will evaluate your teacher teach and provide feedback as they take on the role of a principal. While this is counted as a daily grade, everyone needs to participate and seize the opportunity to get in front of peers and teach a short portion of a lesson. Tips:
• Topics are more interesting when audience members do not know all about the topic.
• Student evaluations are important and should be quick and specific (“I learned...”) since everyone needs immediate feedback and debriefing so they learn from the experience and each other.
• Facilitator in each room will provide brief feedback. A brief, quick walk-through type of assessment will prepare participants for the internship year when strangers are running through their classroom, just to get a feel. The most important part is that students are learning and engaged.
You must provide lesson plans and copies of activities to your facilitator before you begin!
Teacher Characteristics: formative assessment taken during teach; flexibility to student needs; voice loud and clear; teacher moving around students, facilitating student-centered classroom; models and then facilitates; management of classroom; eye contact; high energy level and confidence; use of visuals and technology; meets learner types (kinesthetic , visual, and auditory learners), organized and prepared; briefly explained for student understanding; examples and connections given; use of manipulatives; effective presentation of vocabulary; reviews prior learning; appropriate teach for grade level; sense of humor; has a plan B ready…
Teacher Effectiveness: students have opportunities for small group and independent learning; pacing and effective use of time; active learning rather than passive; high level questioning; excellent student engagement; tiered assessment; interactive teaching; all student tiers addressed; use of graphic organizers or note-taking; plan for students finishing early…
Student Teaches
Sheets are to be shown to student and then given to principal.
Student name: ____________________ Subject/grade: _______________________
Facilitator: _______________________ Lesson plan/activities submitted: yes no
Class #: 28 29 30 31 Objective: ___________________
|Topic |Comments on Teacher Characteristics |Comments on Effectiveness |
|28 - Teach a short session with direct | | |
|instruction, modeling, group practice (focus on | | |
|directions) | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|29 - Teach using a workstation, differentiating | | |
|for class tiers (differentiating) | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|30 - Demonstrate technology to teach an abstract| | |
|concept (technology) | | |
| | | |
| | | |
| | | |
|31 - Teach a 3-Tiered classroom (combination of | | |
|all teaches) | | |
| | | |
| | | |
| | | |
Grade (indicate number grade:
_____90-100 (All standards met and effective lesson, minimal improvements needed)
_____ 80-89 (most standards met effective lesson; some improvements needed)
_____ 70-79 (Some or little standards met, many improvements needed)
Additional notes on the back:
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