Course Title: School and Society - College of Education



Department of Curriculum and InstructionEDF 200Course Title: School and SocietyCredit Hours: 3 Dual CreditCOURSE DESCRIPTION: Schooling and Society. I, II. Prerequisites: Score accepted by the Kentucky Education Professional Standards Board on one of the approved tests: ACT, PPST, SAT, GRE and completion of EDF 103 (with a satisfactory grade). An introduction to social and cultural influences on schools, the purposes of schooling, the governance, financing, and administration of schools, and the role of the individual as an educator. A minimum of 15 hours of field experience COURSE TEXT and Other MaterialsCourse will use Teaching to Proficiency and Beyond, (2000) from the Kentucky Department of Education which includes: Transformations: Kentucky’s Curriculum Framework and the Program of Studies, Frankfort, KY: Kentucky Department of Education. Information is accessible through the Kentucky Department of Education Web site and through the College of Education.Text:Sadker, David Miller, Sadker, Myra Pollack, and Zittleman, Karen R., Teachers, Schools and Society, McGraw Hill Company, New York. 8th Edition, 2008Technology RequirementAll teacher education students must have computer technology access and skills to use word processing. Power Point, email and web related activities.COURSE OBJECTIVES and Related Kentucky Department of Education New Teacher Standards for Preparation and Certification Upon completion of this course students will have:1.Demonstrated an understanding of Kentucky New Teacher Standards2.Prepared an initial admission to teacher education portfolio consisting of a resume, professional development plan, a philosophy of education statement, and a reflection journal on a 15 hour mentoring project with an individual student and/ or small group of students. Teacher Standards: I(1,4,5,6,7,11);II(3,8);III(3,4,5,8,9,11,12,13,14,15); V(1, 2); VII(1,2) VIII(2,3,4); IX(3,6,10,11, 13)3.Demonstrated a basic understanding of social and cultural influences on schools including student diversity and exceptionality. Teacher Standards: I(4,5,6,10); II(3);4.Demonstrated possession of the basic concepts in public school governance, organization and administration; historical and philosophical foundations of the public school; KERA; and the employment prospects for an educator in the future. Teacher Standards: I(3,6,10)5.Acquired a fundamental understanding of the duties and activities of an educator. Teacher Standards: I(1); III(9); V(1); VI(1,5)6.Successfully completed a 15 hour mentoring project in a public school or community agency (with an individual student or small group of students.) Teacher Standards: I(1,2,3,4,5,6,10,11); II(1,2,3,4,5,6,7,8); III(1,2,3,4,5,9,12,13,15); IV(2,4,5); V(1,2); VI(1,2,3,4,5); VII(1,2,3); VIII(1,2,3,4,5); IX(3,6,11,14)7.Demonstrated a basic understanding of the purposes of schooling in America. Teacher Standards: I(1,2)8.Demonstrated a basic understanding of governance, finance, and administration of schools and school law. Teacher Standards: I(1,2)9.Demonstrated a basic understanding of the role of individuals as an educator and instructional planner for all students including students who are diverse learners due to race, culture, language, socioeconomic status and or disability. Teacher Standards: I(1,2,5,6,7); II(3); III(2,5,15); IV(2); V(1); VI(5); IX(3,8,9)10.Demonstrated a basic understanding of EKU Professional/Dispositions Model for Effective educators. Teacher Standards: I(6); II(1,2,3,4,6,7,8); III(1,2,7,9,14); IV(2); VI(4,5); VII(1,2); VIII(2,6); IX(10,16)11.Demonstrated specific computer technology competencies including word processing, internet research, on-line discussion groups, and computer-generated presentations. Teacher Standards: IX(6)Grading System: Will be determined by local school district policy. STUDENT PROGRESS REPORTPrior to the date for withdrawal from the course, the instructor will provide a written progress report indicating the status of the student at that time.ATTENDANCE POLICY Attendance policy will be determined by the local district. LAST DAY TO DROP THE COURSE See University Calendar University Policy on Services for Individuals with DisabilitiesIf there is any student in this class who is in need of academic accommodations and who is registered with the Office of Services for Students with Disabilities, please make an individual appointment with the course instructor to discuss accommodations. Upon individual request, this syllabus can be made available in alternative forms. If any student who is not registered with the Office of Services for Students with Disabilities has need of academic accommodations, please contact the Office directly either in person on the first floor of the Turley House or by telephone at (859)622-1500. Upon individual request, this syllabus can be made available in alternative forms. Students are advised that EKU’s Academic Integrity policy will strictly be enforced in this course. The Academic Integrity policy is available at academicintegrity.eku.edu. Question regarding the policy may be directed to the Office of Academic Integrity.COURSE REQUIREMENTSElectronic teacher portfolio entries1. Electronic teacher portfolioa.Electronic resumeb.Philosophy of Education statementc.Professional Growth Pland.Letter of Introductione.Description and Reflection of Mentoring Project under Standard VI.f. Completion of all components of the Electronic PortfolioTwo reflections on dispositions for teaching or senior writing portfolio selections. One article review relevant to topics covered in class from education news topics online.Mentoring project including log of direct contact hours signed by school or agency supervisor. Mentoring Project should be approved and initiated by the first month of school, using the local district schedule. Attendance and active participation in the mentoring project is mandatory for successful completion of the course. Exams and QuizzesWeb-based activitiesParticipation in Speech and Hearing Screening conducted by the EKU Speech and Hearing Clinic, (will be completed during EDF 310 when coming to campus). Completion of Personal and Professional Fitness Form, (will be completed during EDF 310 when coming to campus).Participation in class projects and assignments. Attendance and active engagement in classroom experiences and all scheduled events. ADDITIONAL REQUIREMENTS In order to pass this course students must complete the 15 hours of mentoring and complete all the components of the teacher portfolio. These are mandatory assignments that all students must complete for acceptance into the teacher education program. TOPICAL OUTLINEUnit 1 Teachers & StudentsWeek 1 Introduction and BondingWeek 2 Becoming a Teacher & New Teacher Standards (Ch 1)Week 3 Student Diversity (Ch 3) Week 4 Teacher Effectiveness (Ch 11) Week 5 Observations (Preschool, K-5, middle & high school)Unit 2 FoundationsWeek 11 History of Education (Ch 7) Week 12 Field ExperiencesWeek 13 Philosophy (Ch 8) Week 14 School Finance (Ch 9) Week 15 School Law (Ch 10) Unit 3 Schools & CurriculumWeek 6 School Choices/Challenges (Ch 4)Week 7 Life in Schools (Ch 5)Week 8 What Students are Taught (Ch 6) Week 9 Who Controls Curriculum? (Ch 6) Week 10 Field ExperiencesUnit 4 Your ClassroomYour 1ST ClassroomWeek 16 Educational Opportunities (Ch 12)Week 17 Group PresentationsWeek 18 Final ExamPROGRAM EXPERIENCES:After completing EKU’s College of Education foundations courses, candidates will have a working knowledge of the EKU Conceptual Framework, the EPSB Kentucky Teacher Standards and Code of Ethics, and Kentucky Core Content for Assessment. Candidates are assessed within the foundations coursework to ensure that they have acquired a solid knowledge base. A strong foundation in these areas is necessary for candidates to effectively apply these varied concepts in projects and assessments in later classes. It should be noted that while the foundation courses focus on knowledge, evidence of application is required of candidates in one or more areas of each foundation course.ADDITIONAL INFORMATIONBIBLIOGRAPHYTo be provided by the instructorPROFESSIONAL EDUCATION STRANDS:Common Elements for All Professional Education Course SyllabiOfficial E-mail: An official EKU e-mail is established for each registered student, faculty, and staff member. All university communications sent via e-mail will be sent to this EKU e-mail address.Relationship to the Conceptual FrameworkK- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key AssessmentsProfessionalCF1CF2CF3CF4CF5EDF 200KK,AK,A,PAK,A,PARelationship to Kentucky Teacher Standards – Initial K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key AssessmentsCORETS1TS2TS3TS4TS5TS6TS7TS8TS9TS10EDF 200KKKKKK,AK,AK,A, PAKKRelationship to EKU Goals ProfessionalEKU-G1EKU–G2EKU-G3EKU-G4EKU-G5EDF 200XXXContent StandardsFoundation courses seek to provide students with an overview of knowledge of how schools function, how students develop physically and mentally, etc.. Knowledge of content is limited to an overview of Kentucky Core Content preparing them for content connections in later courses. COURSESLearner Goals/Academic ExpectationsProgram of Studies: UnderstandingsProgram of Studies: Skills & ConceptsCore ContentEDF 200NANANANAEPSB Themes: Foundation courses cover three of the four EPSB themes well; diversity in all course throughout foundations, assessment in EDF 413, and closing the achievement gap in 203 and 319.K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key AssessmentsCOURSESDiversityAssessmentLiteracy/ReadingClosing Achievement GapEDF 200K,A,PAKN/AKThe following strands, identified in the Professional Education Framework, are to be part of each professional education course. Please explain briefly, in the space provided, how each strand is developed through this course.FIELD EXPERIENCES - Field experiences include a minimum of fifteen (15) hours of community and/or school-based mentoring hours. These experiences may include any one to one mentoring project within the public school setting or with approved community agencies. Student must receive instructor approval before making contact with agencies.METACOGNITION SKILLS - Students are required to make reflective journal entries related to their mentoring experiences and complete (2) reflections on dispositions for teaching questions presented during the semester. Students will complete a professional growth plan as one component of their electronic MUNICATION SKILLS - Communication skills will include: a written mentoring project, critical review of an article, two disposition reflections, electronic teacher portfolio and course exams.RESEARCH SKILLS/INDEPENDENT LEARNING - Evidence of research skills and independent learning is required in preparation of the article review, philosophy of education statement, and professional growth plan.PLANNING SKILLS - Planning skills will be demonstrated by the completion of Mentoring Project portfolio.TECHNOLOGY - Technology will be used to access information related to each class topic and assignments. Students will use appropriate technologies in completing each course requirement. Technology will be used to complete the Electronic Portfolio.PROFESSIONAL/SOCIAL SKILLS – All assignments and projects in the course require students to use both professional and social skills.TEAMING/COLLABORATION - Teaming and collaboration will be demonstrated as groups of students lead and participate in the class assignments. Students will also collaborate with outside community agencies in the completion of their Mentoring Project.CONTINUOUS AUTHENTIC ASSESSMENT – Students’ work will be assessed both formally and informally throughout the course. Performance assessments will be modeled throughout the course by the instructor. Course evaluation method is strongly aligned with performance assessments, events, and activities. Scoring rubrics are developed for each course assignment.DIVERSITY - Diversity will be addressed through course content. Diversity, multicultural, and equity issues are included as lecture topics within the course and will be present in Mentoring Projects and student reflections.INCLUSION/EXCEPTIONALITIES - Inclusion and exceptionalities will be addressed through course content, especially in the context of diversity within the school and community and will be present in Mentoring Projects.PROFESSIONAL DEVELOPMENT PLAN - Professional development plan will be explained in the context of the class and is a critical component of the electronic portfolio.ADMISSION TO TEACHER EDUCATION ELECTRONIC PORTFOLIO - Includes a letter of introduction, resume, professional development plan, philosophy of education statement, a summary of a 15 hour mentoring project, and the completed mentoring log.INSTRUCTIONAL TECHNOLOGY:Videotapes/Video StreamersWorld Wide WebPower PointDigital CamerasElectronic PortfolioOtherLIST OF TOPICS FOR LECTURES OR DISCUSSIONS:To be provided by the instructor and a copy provided for each student.SELECTED BIBLIOGRAPHY:Anyon, J. 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