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UNIVERSITY OF CENTRAL FLORIDA

College of Education

I. Descriptive Information

Department: Educational and Human Sciences

Course Title: Professional Role of the Vocational Teacher

Course Number: ECT3062

Course Credit: 3 hours

Prerequisites: ECT 3371 or C.I.

Intended Audience Junior standing or CI

Semester: Summer 2016

Instructor: Dr. Julie Golden

Internet Address: Access through: https://my.ucf.edu/

UCF Coordinator: Judith Montilla

Office: Main Campus, Education Complex Bldg. 123N

Office Hours: SKYPE – by appt

Catalog Description: Professional Role of the Vocational Teacher: PR: ECT 3371 or C.I. -

(UCF Undergraduate Catalog)

This course focuses on some of the other professional roles a vocational education teacher fills in

the CTE classroom. These include: occupational expert, team member, partner, role model,

advisor, and entrepreneur. This course offers discussion and introspection into teaching and the

transition from industry to education. This transition is often a challenge to the typical technical

education teacher. The environment is new, the language is different, and the responsibilities

many and varied. After surviving the first week or term, there may be time to reflect--that is what

this course is all about--this new career of teaching in vocational education and the OTHER roles

that go with it.

II. Statement of Course Goals and Objectives

KEY: FEAP/PEC = Florida Educator Accomplished Practices / Professional Educator

Competencies Quality of Instruction

1. Instructional Design and Lesson Planning

2. The Learning Environment

3. Instructional Delivery and Facilitation

4. Assessment

5. Continuous Professional Improvement

6. Professional Responsibility and Ethical Conduct

Objectives: The student will be able to:

(a) Quality of instruction Quality of Instruction

(b) Continuous Improvement, Responsibility and Ethics

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1. Identify content area expertise.

2. Specify how work & school has been of value in becoming an occupational expert.

3. Describe ways in maintaining technical expertise as a teacher.

4. Formulate ideas on overcoming the "trials & tribulations" to become a technical expert.

5. Evaluate why you never thought of yourself as an expert until now.

6. Describe a “virtual team” and how it manages discussions and progress without

traditional face-to-face meetings.

7. Distinguish differences and similarities between a virtual team and a traditional face-to-

face team.

8. Formulate how a virtual team can be of value in our jobs as vocational teachers or

technical trainers.

9. Design a preliminary plan for a new partnership as a teacher from a school OR as a

trainer from business/industry by discussing the importance, identifying a partnership,

evaluating the partner, what is needed, and what can be offered.

10. Evaluate why making the connection from classroom to business is important. 11. Propose how to acquire equipment/supplies for a program.

12. Propose how to promote a program.

13. Formulate a suggestion for a teacher as an entrepreneur.

14. Describe attributes of a mentor, and explain what is a “mentoring teacher.”

15. Create a scenario to advise a prospective student, a current student, a program

completer/graduated student, the family of a student, and a peer teacher.

16. Create a scenario for an example of diversity that the technical trainer/teacher may

experience regarding the role as: a facilitator, a coworker, a subject matter expert, how

technology acts as an equalizer, or the role of technical students.

17. Describe the purpose of ethics—personal and professional

18. Evaluate why a professional code of ethics is important.

19. Create a scenario for both maintaining and violating the ethic's indicators.

20. Analyze how an incident could be handled in a more ethical manner.

21. Apply adherence to ethics in specific situations

22. Demonstrate how to use the Web to gather references and cite the reference using APA

style.

23. Reflect on accomplishments during the term of this course and post what has been

learned and what has influenced you as a teacher or trainer.

III. Required Texts and Readings

Textbook: None required

Supplementary Materials: None required

IV. Academic Course Requirements

1. Activities (80%)

Your written work must be professional in appearance. It should be free from

grammatical and spelling errors.

It is very important that your work be posted on or before the published due date and on

time. You will have until a specific date and time noted for each course (see Schedule).

Please see the grading “procedures” provided below.

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2. Examination (10%)

There will be one overall final exam at the end of the course. It is weighted at 10% of

the total course grade. Turnaround dates for this varies-but are usually two weeks. Pay

attention to course Schedule.

3. Reflection (5%)

In each course we require a reflection at the very end of the course. It is done to offer

you an opportunity to sit and think about the course-any aspect of it-and note your

reflections.

4. Professionalism (5%)

Part of being a professional in education is modeling behaviors. You are, or will be, a

professional educator/trainer and, as such, are expected to adhere to quality standards in

the (virtual) classroom. Five points will be assigned about midway through the course.

Your professionalism in the virtual classroom will be monitored and reviewed as to the

extent you:

Participate regularly in Discussion Topics

Interact regularly with peers and instructor through course mail.

Submit completed assignments on time

Demonstrate appropriate net-etiquette

Provide on-line assistance to peers in the course

V. Administrative Course Requirements

Attendance. This course places a strong emphasis upon the interaction of the students therefore

you are expected to log on to the course at least twice a week (daily is better). Each time you log

on, you are required to check your course email, announcements, and discussion boards and

reply as necessary. This is considered “attending class.” The failure to attend class will

negatively affect your grade.

Late Assignments. The schedule of due dates for assignments is posted at the beginning of the

course. You have the entire semester to plan how you will meet each assignment deadline. If a

due date falls during a family or work vacation, it is YOUR responsibility to make adjustments

to YOUR schedule.

One point per day late will be deducted from your overall grade for a late assignment, i.e.,

if you are three days late, you will lose 3 points for the late assignment.

Please email the professor if you are having difficulty meeting course deadlines. You must make

arrangements with your instructor PRIOR to a missed deadline.

VI. Evaluation and Grading System

All of our courses use the same grading scale and follow the same grading procedure. This is

based on specific principles:

1. The work you do is performance--based, assignments are actual or simulate real world

work.

2. There is one opportunity to revise selected work within 5 days of scored date.

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3. Work is assessed using criterion and not norm-referenced; a "normal curve" is not used in

calculating grades or activity scores in our courses.

4. Exams, as such, are weighted lower than in most other college courses, hence we attempt

to treat adult learners as adult learners. There are no make-up exams.

5. A "participation" component termed "Professionalism" is included in each course to

simulate required participation in real-world work.

Each student earns points throughout the course. Listed below is the grading scale used in the

course. Points given to each assignment are seen in the course's "Schedule."

Grading scale:

Letter Grade Percentage

A 94 - 100

B 87 - 93

C 80 - 86

D 73 - 79

F 72 and below

The faculty in this program has chosen NOT to adopt plus or minus policy for grades.

Grading Procedures: The following are the grading procedures used in determining your grade

in each course.

1. Late Assignments

Assignments need to be posted to Discussions by 11:55 p.m. Eastern Standard Time on

the due date. A late assignment is graded as follows:

Beginning after 11:55 p.m., 1 point is deducted for every day that the assignment is

posted late.

Any time you feel you might be falling behind in the course, contact the intern or

instructor to discuss your situation. No assignments will be accepted after the final day of

class.

2. Reposting

If you did not receive 100% of the points assigned to an activity, you have the chance to

repost the activity within 5 days after receiving the grades (please see the "Grades" section

below). However, reposting does not apply to group discussions where you are required to

post a response to another student. In other words, you are not able to go back into an

activity and post a response to another student’s posting after the activities due date.

Reposting only applies to a written assignment posting that did not receive full point

value. There is one final exam for this course. There are no make-up exams.

Please note that you

must get 80 points

to receive a C in this

course.

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3. Posting of Grades

Grades are completed within two weeks after the due date. You can view your grades by

selecting the "My Grades" link from the WebCT homepage. If you do not see your grade

after two weeks, please notify your instructor or intern.

VII. Major Topics of the Course

Professional roles of a technical expert Teacher as an advisor

Importance of partnerships Diversity considerations in a career & technical

classroom.

Making connections from the classroom to business

(entrepreneurship)

Ethical considerations in the classroom

How to be a mentor.

VIII. Tentative Course Outline (see course schedule for due dates)

Activities

Welcome Orientation, Introduction

Activity 1

Technical Expert

Activity 2

Partnership

Activity 3

Entrepreneur

Midterm Professionalism – Orientation Activity describes this grade - 5 points may be earned at

this time based on your professionalism. If you have not earned all 5 points at this time, you can

earn them by the end of the course.

Activity 4

Mentor

Activity 5:

Advisor

Activity 6:

Diversity Role

Activity 7:

Ethical Teacher

Course Reflection

Final Exam

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IX. Bibliography

1. Association for Career and Technical Education (2006). ACTE business-education

partnership. http://www.acteonline.org This web site provides the benefits of businesses becoming a partner with ACTE.

Also, ACTE is a MAJOR source for legislative activity and resources for

Vocational/Technical education. The association has been around since 1926.

2. Davies, L. (n.d.). Teacher/counselor articles. Retrieved on from

http://www.kellybear.com/TeacherTips.html This site has about 50+ articles on different topics that can apply for grades 6-12

as well as adult learners. Florida Educator Accomplished Practices (n.d.). Retrieved from the

http://www.fldoe.org/dpe/publications/professional4-99.pdf Review this site regarding the Florida Educator Accomplished Practices (FEAP)

for ethics beginning on page 15.

3. Florida Department of Education. (n.d.). Division of Educator Quality. Retrieved on from

http://www.fldoe.org/teaching/professional-dev/the-fl-educator-accomplished-practices.stml

This site provides the Florida Educator Accomplished Practices in PDF form.

4. Kane, P.R. (1991). The First Year of Teaching: Real World Stories from America's Teachers.

Walker & Co; ISBN: 0802773591

5. National Education Association (2012). Code of Ethics of the Education Profession.

Retrieved from http://www.nea.org/home/30442.htm

This site provides more insight into the topic of ethics in education.

6. Newschools Venture Fund (n.d.). Entrepreneurs in action. Retrieved from

http://www.newschools.org

7. The Council for Corporate & School Partnerships (n.d.). How-to-Guide. Retrieved on May 1,

2012 from

Mid-Term Professionalism Guidelines Possible

Percentage Points

Participates in discussions as assigned. Providing substantive feedback to peers and adding value to the conversation. 1%

Uses full, complete sentences with correct spelling, grammar, and punctuation on a regular basis in all course communications. 1%

Completes all assignments on time as per the course schedule. Checks announcements regularly.

1%

Uses netiquette in all communication avoiding slang, all caps, harsh or abusive language or behavior. 1%

Provides online assistance and/or encouragement to peers in a professional, respectful manner.

1%

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http://www.pittsburghregionalcompact.org/PDFs/EmployerCareerEducationManualGuidingP

rinciples.pdf

Conceptual Framework

The graphical representation of our conceptual framework is based on basic geometric shapes

that aptly portray key aspects of the framework:

At the heart of the model are three concentric circles creating a “target” for graduates from all of

our professional education programs. The core objective (“bull’s eye”) is becoming a

Professional Educator, an achievement that requires continuous reflective practice (middle ring)

and professional development aligned with applicable national, state, and institutional standards

(outer ring).

The three triangles represent three broad levels of professional development: Pre-professional,

Professional, and Accomplished (note the physical progression indicating that professional

development always moves in the direction toward Professional Educator). These triangles also

represent the three major dimensions of professional development: knowledge, skills, and

dispositions.

Integrated throughout all aspects of our conceptual framework and thus reflected as a circle-in-

motion is our circle of core beliefs (Research Base, Best Practice, Life-Long Learning, Ethics,

Social Justice, Equity, Diversity, Caring, Democracy, Academic Standards, and High Quality

Education).

The outer pentagon of the conceptual framework represents five broad orientations regarding the

preparation of professional educators (Academic, Teaching/Scientific, Practical, Critical/Social,

and Humanistic), which serve as a broad foundation for the framework.

Major Milestones of Program

Orientation Activity:

Completion of these components is critical--therefore required. The benefits to you include:

1. Success using Web-CT, the software program UCF uses, for our online courses.

2. Ability to perform basic word processing skills.

3. Clear understanding at onset of this course of the grading plan and grade scale.

4. Interaction among students in this course in a non-graded manner.

There are NO points attached to this activity, yet it coincides with the beginning of each course.

The benefits are many and we feel a need to incorporate this in ALL our courses.

After completion of these Orientation Activity you, the prospective new student will be able to:

1. Identify important aspects of learning on-line.

2. Locate selected buildings on the UCF campus in Orlando.

3. Cite references according to protocol.

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4. Follow UCF student conduct policies.

5. Accept grading policies for our courses.

Learning on-line

UCF began using the Web for courses in the summer of 1996. At that time, there was no

infrastructure like the one that now exists. Initially our courses were technically challenging by

today's standards, and yet our students not only survived but thrived. However, with the growth

of online learning and access to online education by a wider range of skilled students, we find an

initial tutorial necessary to ensure that all students are ready to succeed. You will take the tutorial

on-line.

Completion of this tutorial can take up to one hour--time well spent up-front, for technical

success later. You are asked to complete the tutorial as soon as possible.

1. Access Online Support and Learning on-line

Review the resources available to online students at UCF including:

o Skill Requirements

o Technical requirements

2. Complete:

o Orientation Course

As a reminder, use the checklist below as review in your Web journey.

Webcourses Technical Competencies

Just as you would not embark on a long-distance trip without knowing something about the

vehicle you are traveling in, you should not enroll in web courses without acquiring some skills

of the vehicle used to transfer your knowledge to the instructor.

The following are some competencies you must achieve before beginning this course. You must

be able to do the following:

1. Access the Webcourses course(s) in which you are enrolled.

2. Log in with your username and password.

3. Access course components.

4. Post comments to Discussion Topics.

5. Enter Chat room and post comments.

6. Access Course Mail to select specific addresses, write notes or respond to mail.

7. Find mail in your Inbox and the Outbox

8. Copy and paste to and from Webcourses

9. Include URL's in your postings. (copy & paste)

10. Access "My Grades"

Writing Papers & Posting References - Procedures

APA STYLE

Below are sites where you can go to find information on how to write using APA style and how

to cite an electronic resource.

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1. American Psychological Association. (2003). APA Online website APA Style.org retrieved

on August 8, 2005 at http://www.apastyle.org/ .

2. APA Style Resources. (n.d.) Retrieved from http://www.psychwww.com/resource/apacrib.htm

** Sometimes you have to try the site a couple of times or copy the URL and paste it. But

it does work. From the selections that are offered to you, I prefer the link listed below…

4. Degelman, D. (2000-2005). APA style essentials. Retrieved from

http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796

**has examples of papers to view

How to Cite an Electronic Source Using APA http://www.apastyle.org/elecsource.html.

How to do Reseach on the Internet

Go to http://library.ucf.edu/ or just click on UCF Library from your course menu.

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How to Organize a Paper

The purpose providing you this site is that I want you to know that I will be grading you on the

organization of your papers. Your papers should contain a thesis statement that contains your

topic sentence, the main body (all of the paragraphs should reflect what is in your topic sentence)

and a conclusion.

Steps in writing your Essay. (n.d.) Retrieved from

http://www.importwarehouse.com/mrsboysen/Students/steps.PDF

Team Strategies:

This course will require one group or team assignment. Learning how to work in a team

environment is beneficial to you for problem solving, working under the pressure of a time limit,

and learning how to work with others. Also, team work is a reality of the workforce. Learning

some of the strategies given below is useful for the present class and a possible future job

requirement.

Steps to beginning a Team Project

1. Don’t delay! Make contact in your team discussion group.

2. Discuss the topics (Team Rules & Guides to Discuss) with your team members.

3. The team makes a decision on who is doing what when.

Picking a leader is optional. Understand that if each team member completes

their designated job, the team can function without a leader. However, the team

might want to designate a leader to help with organization. Sometimes, leaders

will just occur as the team proceeds with the project.

4. The team begins to work on the project with a PLAN and a SCHEDULE for completion

of individual components.

Team Topics to Discuss

1. Member's schedules

2. Member's attributes/skills

3. Assigning each member a portion of the project to complete

4. Completion dates for each portion of the project

5. Review schedule and editing assignments

Plagiarism & Turnitin

Our courses ask of you to visit many web sites, as part of using what has been done at other

places and actually reviewing research. It could be very easy to forget to offer a complete

citation. Some could also omit entirely a quote or reference. While the former may happen, the

latter should never occur. When it does it is plagiarism and is very serious.

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You will be submitting all of your work for this course through Turnitin. You do NOT want to

plagiarize or not include a complete citation for any reference or quotation. Turnitin will provide

a report of all matches to content found elsewhere on the Internet or in a database of student

papers. Be sure to include the complete citation information for anything that you did not write

yourself. If you are not the author, you need a citation.

Ethical Policies:

At UCF adhering to acceptable ethical practices is considered essential. To that end you are

asked to:

Access the Golden Rule on line

Read thoroughly Student Rights and Responsibilities

Rules of Conduct

Student Academic Behavior

Introductions

Our Web courses are very interactive. Therefore, it is important that you participate as scheduled

and in the proper location within the course as assigned. To practice this and to get to know

others in this course you are asked to offer an introduction when you start each course. We use

the "Discussion" area with one titled "Introductions." Once you are permitted access to the

course on the first day of class go to "Discussions" and select "Introductions." Type your name in

the "Subject" line.

The following items should be addressed in your introduction:

1. Name

2. (2) email addresses where you can be reached: UCF email AND alternate email

3. Where you work (if you do) and What you do

4. What technical (work) background do you have?

5. All types of education (High School, certificates, licenses, degrees)

7. One thing about yourself that would surprise us.

This would be a good place to practice copy and paste skills. Copy these headings to a word

file of some type, answer the items, run a spell check, and paste the answers to the discussion

board. Always review your posting BEFORE actually posting, add spacing, make headings

capitalized or different from the regular text, and then post.

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Immediately upon starting the course:

1. Post your Introduction with your name in "Subject" line to "Introductions" Discussion Topic.

This syllabus may be modified at the discretion of the instructor. Changes will be discussed in

class and/or via email

The UCF Creed Integrity, scholarship, community, creativity, and excellence are the core values that guide our

conduct, performance, and decisions.

Integrity I will practice and defend academic and personal honesty. Scholarship I will cherish and honor learning as a fundamental purpose of my membership in

the UCF community. Community I will promote an open and supportive campus environment by respecting the

rights and contributions of every individual. Creativity I will use my talents to enrich the human experience. Excellence I will strive toward the highest standards of performance in any endeavor I

undertake.

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Conceptual Framework

Dispositions

Skills

Know

ledge

Pre

-Pro

fess

ional

Pre-Professional

Pre

-Pro

fessio

nal

Pro

fess

ional

Professional

Profe

ssional

Academic orientatio

n

Hu

man

isti

c o

rienta

tio

n

Pra

ctic

al o

rienta

tion

Technical / Scientific orientation

Critical / Social orientation

Acc

ompl

ished

Accomplished

Accom

plished

UCF, College of Education

Conceptual FrameworkRevised: 08-17-04

R

E

LE C

OI

T

F

N

Professional

Educator/

Practitioner

Major Assessment Milestones (NCATE)

Program: Technical Education & Industry Training

Milestone Milestone Description

Program Entry Complete the University General Education requirements or its

equivalent, i.e. an AA degree from an approved Florida community

college or state university

Have a minimum 2.5 overall GPA

Meet the University CLAST or CLAST alternative criteria

Complete prerequisite courses

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Midpoint Milestone

Prior to Clinical

Practice

Satisfactory completion of all (or 90 %) program courses with a

minimum GPA of 2.5

Exit from Clinical

Practice

Satisfactory completion of Directed Field Experience

Program Exit Web-based Reflective Portfolio

If the milestones have not been satisfactorily completed a remedial plan to correct weaknesses

will be developed by advisor.