Teacher Education Program

EDUC 1301 – Introduction to the Teaching ProfessionCRN XXXXX – Fall 2017

Southwest College | Face-to-FaceIntroductory Level Course

Instructor contact Information and Preferred Method of Contact

Name firstname.lastname@hccs.edu Campus Phone NumberCanvas Inbox (preferred method of contact for class-related communication)Students can expect a response from me within 24 hours.

Office Location and Hours

Southwest College: Stafford Campus – Room XXX Monday and Wednesday: 1:00 pm – 4:00 pm

Office location and hoursPlease feel free to contact me concerning any problems that you are experiencing in this course. You do not need to wait until you have received a poor grade before asking for my assistance. Your performance in my class is very important to me. I am available to hear your concerns and just to discuss course topics.

Course Location/Times

Southwest College: Stafford Campus – Room XXXMonday, Wednesday, Friday: Lecture – 9:00 am – 9:50 am

Course Semester Credit Hours (SCH) (lecture, lab) If applicable

Credit Hours: 3.0Lecture Hours Weekly: 3.0

Total Course Contact Hours

48.00

Course Length (number of weeks)

16

Type of Instruction

Face-to-Face

Course Description (ACGM)

An enriched, integrated pre-service course and content experience that provides active recruitment and institutional support of students interested in a teaching career, especially in high need fields. The course provides students with opportunities to participate in early field observations at all levels of P-12 schools with varied and diverse student populations and provides students with support from college and school faculty, preferably in small cohort groups, for the purpose of introduction to and analysis

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of the culture of schooling and classrooms. Course content should be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards. Course must include a minimum of 16 contact hours of field experience in P-12 classrooms.

Course Prerequisite(s)

Completion of developmental English classes or passing grades on the English portion of the college assessment exam.

EDUC Program Objective/Goal

Have education majors begin thinking, writing, and dialoguing creatively and critically about educational theories, history, practices and policies.

Course Student Learning Outcomes (SLOs): 4 to 7

The student will be able to:1. Identify current issues influencing the field of education and teacher professional

development.2. Analyze the culture of schooling and classrooms from the perspectives of

language, gender, socioeconomic, ethnic, and disability-based academic diversity and equity.

3. Provide examples from classroom observations and course activities that demonstrate understanding of educational pedagogy and professional responsibilities of teachers.

4. Evaluate personal motivations, educational philosophies, and factors related to educational career decision making.

5. Recognize the various multiple intelligences/learning styles in order to be able to implement instructional practices that meet the needs of all students.

Learning Objectives

Students will:1.1 Understand the importance of a professional code of ethics and the legal

responsibilities that teachers engage in on a daily basis.1.2 Review several major court decisions that affect schools.2.1 Review the general structure of our K-12 education system.3.1 Examine the various curricular, instructional, assessment and management

responsibilities that teachers engage in on a daily basis.4.1 Examine the historical development of public and private U.S. schools.4.2 Consider the principles, practices and benefits of professional unions and

associations.5.1 Examine diversity in the classroom with consideration on culture, gender and

special needs.

SCANS and/or Core Curriculum Statement and Other Standards: If applicable

This course is designed to help individuals decide whether teaching could be a satisfying career for them. Information concerning the role of education and educators, teacher preparation programs, effective teaching, employability, and rewards and challenges of teaching is presented.

(L) Students will demonstrate the ability to understand, analyze, and interpret various forms of spoken communication. (S) Students will demonstrate the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience. (R) Students will demonstrate the ability to understand, analyze, and interpret a variety of printed materials, books, articles, and documents. (W) Students will demonstrate the ability to produce clear, correct, and coherent prose adapted to a specific purpose, occasion, and audience. (CT) Students will demonstrate methods for applying both qualitative and quantitative skills analytically and creatively to subject matter in order to evaluate arguments and to construct and alternative strategies.

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Course Calendar EDUC 1301 – Introduction to the Teaching Profession

16 Week Calendar / Regular Start / Tentative Calendar

WEEK AGENDA / ASSIGNMENTSAssignments are due by dates indicated unless prior approval has been obtained.

1 Introduction, Expectations, Review all Course Resources

2 Chapter 1: The Teaching Profession and YouComplete Chapter 1 Related Assignment(s)/Quiz

3 Chapter 2: Different Ways of LearningComplete Chapter 2 Related Assignment(s)/Quiz

4 Chapter 3: Teaching Your Diverse StudentsComplete Chapter 3 Related Assignment(s)/Quiz

5 Chapter 4: Student Life in School and at HomeASSIGNMENT: Write possible test questions from Chapters 1-4 in your text using Bloom’s Taxonomy. You will write two questions at each level in Bloom’s. The questions may be multiple choice, essay, matching or fill in the blanks. You will also provide the answers. This must be typed and turned in on the first-class day of Week 7.

6 Chapter 5: The Multicultural History of American EducationComplete Chapter 5 Related Assignment(s)/Quiz

7 Chapter 6: Philosophy of EducationComplete Chapter 6 Related Assignment(s)/QuizDUE: Bloom’s Taxonomy Questions

8 Review for MidtermMIDTERM EXAM

9 Chapter 7: Financing and Governing America’s SchoolsComplete Chapter 7 Related Assignment(s)/Quiz

10 Chapter 8: School Law and EthicsPre-Write Session for POE paper

11 Chapter 9: Purposes of America’s Schools and the Current Reform MovementComplete Chapter 9 Related Assignment(s)/Quiz on ConnectEd Philosophy of Education Statement: Preliminary draft

12 Chapter 10: Curriculum, Standards, and TestingComplete Chapter 10 Related Assignment(s)/Quiz on ConnectEd

13 Chapter 11: Becoming an Effective TeacherComplete Chapter 11 Related Assignment(s)/Quiz on ConnectEdDUE: Philosophy of Education Statement

14 Chapter 12: Your first Classroom and Chapter 13: Q and A Guide to Entering the Teaching ProfessionField Study Paper: DUE XXXX

15 Final Exam ReviewIn-class Completion of Late/Make-Up/Extra Credit Assignments

16 FINAL EXAMComplete End Of course ReflectionComplete course evaluation (EGLS3)

This calendar may change; any updates will be posted in Eagle Online. You are responsible for obtaining and reading any updated course calendars.

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Instructional Methods

EDUC 1301 is a required course for all teacher education majors.

As an instructor, I want my students to be successful. I feel that it is my responsibility to provide you with knowledge concerning the field of education, modeling good teaching strategies, and organizing and monitoring the field experience that allows you to connect the information that you learn in this course to the real world of education.

As a student wanting to learn about the field of education, it is your responsibility to read the textbook, submit assignments on the due dates, study for the exams, participate in classroom activities, attend class, and enjoy yourself while experiencing the real world of education.

As I believe that engaging the students in the learning is essential for teaching to be effective, you will spend the majority of class time involved in collaborative activities. You will be involved in discussions with your classmates and your instructor. As you will want to contribute to these discussions, you will need to come to class prepared to discuss, analyze and evaluate information from your text and other assigned readings.

Student Assignments

Assignments have been developed that will enhance your learning. To better understand a topic, you will be given assignments on key information that you will need to remember for your success in your career as an educator. Students will be required to successfully complete the following:

QuizzesThere are nine chapter quizzes that are taken online and are worth 5% of your final grade.

Analysis of Bloom’s TaxonomyStudents will write possible test questions from Chapters 1-4 in your text using the Bloom’s Taxonomy chart. You will write two questions at each level in Bloom’s. The questions may be multiple choice, essay, matching or fill in the blanks. You will also provide the answers. This must be typed and turned in on the first-class day of Week 7. In the world of education, it is imperative that you submit reports, lesson plans or required paperwork on time, thus I require you to submit your papers on the due dates. Late papers will not be accepted.

Philosophy of Education Paper1. Use the educational theories discussed in your text to provide a well-written

synthesis describing how you plan to apply concepts of cognitive, behaviorist and constructivist theories of learning to your own classroom practice.

2. Include your own experiences in education and describe how that impacts your personal philosophy.

3. Discuss the use of appropriate theories of motivation for classroom learning. 4. Evaluate how your pedagogical practices are consistent with your personal

educational philosophy.

Midterm Exam Fifty (50) multiple choice questions covering Chapters 1,2,3,4,5,6 and 11. Questions will include knowledge and comprehension questions covering educational definitions and terminology. Questions will also include analysis, synthesis, and evaluations questions concerning educational theories. Matching questions concerning the levels of Bloom’s

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Taxonomy will also be included.

Final Exam Fifty (50) multiple choice questions, which will include all chapters of thetext. Questions will include knowledge and comprehension questions covering educational definitions and terminology. Questions will also include analysis, synthesis, and evaluations questions concerning educational theories

Field StudyStudents are required to complete 16 hours of observation in a classroom in a school setting. If this assignment is not completed with 70% of possible points, you will not receive a passing grade in this class. At the end of the semester, students will submit the Field Experience Forms and a paper detailing your observation. The paper will be a minimum of three pages and will include the following elements:

Name of school Classroom setting Number of students in class Type and grade of class Description of the children Anything that interested you during your visits Teacher’s Effectiveness

o Withitnesso Overlappingo Transitionso Least intervention

Assessmentso Effectivenesso Types

Classroom managemento High-traffic areaso Listening skills of teachero Examples of overlappingo Classroom ruleso Computers

Classroom techniqueso Wait timeo Teacher feedbacko Teacher’s questioning methodso Scaffoldingo Engaged timeo Hands on learningo Academic learning time

Student Assessment(s)

Quizzes 5% Analysis of Bloom’s Taxonomy 20% Philosophy of Education Paper 20% Midterm Exam 10% Final Exam 15% Field Study 30%

Instructor's As your Instructor, it is my responsibility to:5

Requirements Provide the grading scale and detailed grading formula explaining how student grades are to be derived

Facilitate an effective learning environment through class activities, discussions, and lectures

Description of any special projects or assignments Inform students of policies such as attendance, withdrawal, tardiness and make

up Provide the course outline and class calendar which will include a description of

any special projects or assignments Arrange to meet with individual students before and after class as required

To be successful in this class, it is the student’s responsibility to: Attend class and participate in class discussions and activities Read and comprehend the textbook Complete the required assignments and exams: Bloom’s Taxonomy Analysis, Educational Philosophy Paper, Midterm Exam,

Final Exam, Field Study Ask for help when there is a question or problem Keep copies of all paperwork, including this syllabus, handouts and all

assignments Complete the field study with a 70% passing score

Program/Discipline Requirements

The Field Study is a discipline requirement of EDUC 1301. The field study is essential in your deciding if education is the right career path for you. The field study also reinforces what you are learning in class by connecting theory to the real world of education. This assignment is very important and as such, it must be completed with 70% of possible points or you will not receive a passing grade in this class.

HCC Grading Scale:

The HCC grading scale is:

A = 100 – 90 4 points per semester hourB = 89 – 80 3 points per semester hourC = 79 – 70 2 points per semester hourD = 69 – 60 1 point per semester hour59 and below = F 0 points per semester hourFX (Failure due to non-attendance) 0 points per semester hourIP (In Progress) 0 points per semester hourW (Withdrawn) 0 points per semester hourI (Incomplete) 0 points per semester hourAUD (Audit) 0 points per semester hour

IP (In Progress) is given only in certain developmental courses. The student must re-enroll to receive credit. COM (Completed) is given in non-credit and continuing education courses.

To compute grade point average (GPA), divide the total grade points by the total number of semester hours attempted. The grades “IP”, “W”, “AUD”, “COM” and “I” do not affect GPA.

IncompletesThe grade of "I" (Incomplete) is conditional. A student receiving an "I" must arrange with the instructor to complete the course work within six months of the end of the incomplete term. After the deadline, the "I" becomes an "F." Upon completion of the coursework, the

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grade will be entered as I/grade on the student transcript. All "I"s must be changed to grades prior to graduation.

Instructor Grading Criteria

Your instructor will conduct quizzes, exams, and assessments that you can use to determine how successful you are at achieving the course learning outcomes (mastery of course content and skills) outlined in the syllabus. If you find you are not mastering the material and skills, you are encouraged to reflect on how you study and prepare for each class. Your instructor welcomes a dialogue on what you discover and may be able to assist you in finding resources on campus that will improve your performance.

Quizzes 5% of your final grade Analysis of Bloom’s Taxonomy 20% of your final grade Philosophy of Education Paper 20% of your final grade Midterm Exam 10% of your final grade Final Exam 15% of your final grade Field Study 30% of your final grade

Instructional Materials

Sadker, D.M., & Zittleman, K.R. (2016). Teachers, schools and society: A brief introduction to education (4th ed.). New York: McGraw Hill.

Access code for textbook online supplement: Connect. (NOTE: When purchased through the HCC campus bookstores, the text comes packaged with the access code for the online supplement.)

HCC Policy Statement: ADA, Academic Honesty, Student attendance, 3-peater, Withdrawal Deadline

Access Student Services Policies on their Web site:http://www.hccs.edu/district/students/student-handbook/

HCC Policy Statement: Accommodations due to a Qualified Disability

HCC strives to make all learning experiences as accessible as possible. If you anticipate or experience academic barriers based on your disability (including mental health, chronic or temporary medical conditions), please meet with a campus Abilities Counselor as soon as possible in order to establish reasonable accommodations. Reasonable accommodations are established through an interactive process between you, your instructor(s) and Ability Services.  It is the policy and practice of HCC to create inclusive and accessible learning environments consistent with federal and state law. For more information, please go to http://www.hccs.edu/district/students/disability-services/

HCC Policy Statement: Basic Needs

Any student who faces challenges securing their food or housing and believes this may affect their performance in the course is urged to contact the Dean of Students for support. Furthermore, please notify the professor if you are comfortable in doing so.

HCC Policy Statement: Campus Carry

At HCC, the safety of our students, staff, and faculty is our first priority. As of August 1, 2017, Houston Community College is subject to the Campus Carry Law (SB11 2015). For more information, visit the HCC Campus Carry web page at http://www.hccs.edu/district/departments/police/campus-carry/

HCC Policy Statement: Sexual Misconduct

Houston Community College is committed to cultivating an environment free from inappropriate conduct of a sexual or gender-based nature including sex discrimination, sexual assault, sexual harassment, and sexual violence.  Sex discrimination includes all forms of sexual and gender-based misconduct and violates an individual’s fundamental rights and personal dignity.  Title IX prohibits discrimination on the basis of sex-including pregnancy and parental status-in educational programs and activities.  If you require an accommodation due to pregnancy please contact an Abilities Services Counselor.  The

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Director of EEO/Compliance is designated as the Title IX Coordinator and Section 504 Coordinator.  All inquiries concerning HCC policies, compliance with applicable laws, statutes, and regulations (such as Title VI, Title IX, and Section 504), and complaints may be directed to:

David CrossDirector EEO/ComplianceOffice of Institutional Equity & Diversity3100 Main(713) 718-8271Houston, TX 77266-7517 or Institutional.Equity@hccs.edu

HCC Online and/or Continuing Education Policies

Access HCC Online Policies on their Web site:

All students are responsible for reading and understanding the HCC Online Student Handbook, which contains policies, information about conduct, and other important information. For the HCC Online Student Handbook, click on the link below or go to the HCC Online page on the HCC website.

The HCC Online Student Handbook contains policies and procedures unique to the online student. Students should have reviewed the handbook as part of the mandatory orientation. It is the student's responsibility to be familiar with the handbook's contents. The handbook contains valuable information, answers, and resources, such as HCC Online contacts, policies and procedures (how to drop, attendance requirements, etc.), student services (ADA, financial aid, degree planning, etc.), course information, testing procedures, technical support, and academic calendars. Refer to the HCC Online Student Handbook by visiting this link:http://www.hccs.edu/media/houston-community-college/distance-education/student-services/HCC-Online-Student-Handbook.pdf

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