WARNER PACIFIC COLLEGEDepartment of Education

Wisdom ✦ Purpose ✦ Calling ✦ Excellence

ED 551A FOUNDATIONS OF EDUCATION

Syllabus

MAT 6-7 & 7-8 Cohort

Instructor: Dr.Robert Nava

Office: A.F. Gray 300B

Phone: (O) 503-517-1051

Email: rnava@warnerpacific.edu

Office Hours: by appointment

COURSE DESCRIPTION

This course explores teaching as a career choice and includes an overview of the historical, philosophical, and sociological foundations of education. It includes current issues, practices, roles of school personnel and federal and state laws related to education.

COURSE TOPICS

Study in this course introduces students to the following theories and concepts:

● Educational philosophy and research on best practices in teaching and learning● Current trends and issues in education● The roles and responsibilities of a teacher● The working environment of schools● Political, legal and ethical issues affecting schools

COURSE OUTCOMES

Upon successful completion of this course, each student will be able to● Identify and explain current public school issues and practices● Explain the nature of teaching and characteristics of teaching as a career ● Relate professional goals to the realities of teaching responsibilities● Articulate the impact of the function of schools within a social, philosophical, and

political framework ● Demonstrate knowledge of current ethical and legal issues and apply them to professional

plans

● Describe educational philosophies and develop a personal educational philosophy

TEXTBOOKSRequired:

Ryan, K., Cooper, J.M.  (2016). Those who can, teach.  (14th ed.).  Wadsworth.  ISBN-13: 978-1305077706

STATE AND NATIONAL STANDARDS

This course supports the development of knowledge, skills, abilities, and professional dispositions for the Oregon Initial Teaching License, as provided in Oregon Administrative Rule 584-018-0105, and the Interstate Teacher Assessment and Support Consortium (InTASC) standards.

OAR 584-018-0100

INTASC Standards InTASC Performances, Knowledge, and Critical Dispositions

1(a) Learner Development (InTASC 1)

1) Learner Development: The teacher understands how children learns grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Essential Knowledge 1(d) The teacher understands how learning occurs-- how learners construct knowledge, acquire skills, and develop disciplined thinking processes--and knows how to use instructional strategies that promote student learning.

1(b) Learning Differences (InTASC 2)

2) Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Critical Dispositions 2(l) The teacher believes that all learners can achieve at high levels and persists in helping each learner reach his/her full potential.

Critical Dispositions 2(n) The teacher makes learners feel valued and helps them learn to value each other.

1(c) Learning Environments (InTASC 3)

3) Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Critical Dispositions 3(r) The teacher is a thoughtful and responsive listener and observer.

2(a) Content Knowledge (InTASC 4)

4) Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for

Critical Dispositions 4(p) The teacher appreciates multiple perspectives within the discipline and facilitates learners’ criticalanalysis of these perspectives.

learners to assure mastery of the content. Critical Dispositions 4(q) The teacher recognizes the potential of bias in his/her representation of the discipline and seeks to appropriately address problems of bias.

3(a) Assessment (InTASC 6)

6) Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Critical Dispositions 6(q) The teacher is committed to engaging learners actively in assessment processes and to developingeach learner’s capacity to review and communicate about their own progress and learning.

Critical Dispositions 6(u) The teacher is committed to making accommodationsin assessments and testing conditions, especially for learners with disabilities and language learning needs.

3(b) Planning for Instruction (InTASC 7)

7) Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills and pedagogy, as well as learners and the community context.

Critical Dispositions 7(n) The teacher respects learners’ diverse strengths and needs and is committed to using this information to plan effective instruction.

3(c) Instructional Strategies (InTASC 8)

8) Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Critical Dispositions 8(r) The teacher is committed to exploring how the use of new and emerging technologies can support andpromote student learning.

Critical Dispositions 8(s) The teacher values flexibility and reciprocity in the teaching process as necessary for adapting instruction to learner responses, ideas, and needs.

4(a) Professional Learning and Ethical Practice (InTASC 9)

9) Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Essential Knowledge 9(j) The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educationalequity, appropriate education for learners withdisabilities, confidentiality, privacy, appropriatetreatment of learners, reporting in situations related to possible child

abuse).

Critical Dispositions 9(n) The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon current education policy and research as sources of analysis and reflection to improve practice.

Critical Dispositions 9(o) The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.

4(b) Leadership and Collaboration (InTASC 10)

10) Leadership and Collaboration: The teacher demonstrates leadership by taking responsibility for student learning and by collaborating with learners, families, colleagues, other school professionals, and community members to ensure learner growth and development, learning, and well-being.

Performances 10(f) The teacher engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice.

Performances 10(h) The teacher uses and generates meaningful research on education issues and policies.

Performances 10(j) The teacher advocates to meet the needs of learners, to strengthen the learning environment, and to enact system change.

Performances 10(k) The teacher takes on leadership roles at the school, district, state, and/or national level and advocates for learners, the school, the community, and the profession.

Essential Knowledge 10(l) The teacher understands schools as organizations within a historical, cultural, political, and social contextand knows how to work with others across the system to support learners.

Essential Knowledge 10(n) The teacher knows how to work with other adults and has developed skills

in collaborative interaction appropriate for both face-to-face and virtual contexts.

Critical Dispositions 10(p) The teacher actively shares responsibility for shaping and supporting the mission of his/her school as one of advocacy for learners and accountability for their success.

Critical Dispositions 10(r) The teacher takes initiative to grow and develop with colleagues through interactions that enhance practice and support student learning.

Critical Dispositions 10(s) The teacher takes responsibility for contributing to and advancing the profession.

Critical Dispositions 10(t) The teacher embraces the challenge of continuous improvement and change.

Class Attendance and Participation Please see Attendance Policy in the Adult Degree Program Bulletin. Come ready to participate: to read, write, listen, and interact demonstrating critical, analytical and reflective process for each class session. Your punctual attendance is crucial. Please notify me if you must be absent. For any class sessions missed, you will lose10 points toward the course grade, and will still be required to complete all assignments according to the syllabus. In the case of significant extenuating circumstances, 5 of the 10 points can be earned back. “Significant extenuating circumstances” do not include family vacations, weddings, work schedule conflict, or minor illnesses.

Late WorkAn assignment turned in late will be lowered one letter grade per week that it is late. Assignments not turned in at least one week before grades are due to the Registrar’s Office will not be accepted

MAJOR ASSESSMENTS

Resume (30 points)The Education Department needs to have an electronic version of your resume on file. At the end of this syllabus is a template of the resume you need to use. Please use the format and subtitles

provided. Please try to keep the resume to one page. See due date in course calendar below. The resume should be saved in “.doc” or “.docx” word processor and should be uploaded to our class Moodle site.

“Who am I Becoming as a Teacher?” Assignment This project is designed to help you better understand your own decision to become a teacher as well as clarify existing values and beliefs about the role of the teacher and education. These foundational beliefs will influence choices you do and do no make, professional relationships, and actions you take throughout your MAT and teaching career. This is a point of philosophical emergence! This will mark a place of beginning you can return to over the years ahead. The project is a starting point; you will change.

This assignment includes a paper and a visual presentation. Below are the details.

The Paper (60 points):This project assumes that your decision to become a teacher as well as the title “teacher” is not neutral but influenced by many socially constructed values. Consider how gender, race, religion, culture, family, sexual identification, and socio-economic status influences your identity as, and definition of, teacher. The macro influences of educational philosophy, law, and ethics are powerful forces in shaping your identity of teacher. Include in your paper how these macro forces have shaped your decision to become a teacher. Think through and reflect upon your story. It is required to connect your story to concepts and ideas included in our main textbook.

This paper should be 3 to 5 pages. It should be double spaced using a 12 inch font and saved in “.doc” or “.docx” word process. See the course calendar for due date. Please upload to our Moodle site.

Visual Representation (10 points): This part of the assignment is a visual representation of the content you have written in your paper. Be creative when choosing how you will present- consider your own personal gifts and strengths. You may want to create a poster board with a visual “map” of your life’s journey. Perhaps a PowerPoint presentation with pictures and music that is of interest to you. Other ideas: “big book,” collage created with an analogy, scavenger hunt, suitcases with objects/artifacts in them, etc.

You will have 10 minutes to deliver your presentation to the class. Please do not go over the allotted time.

“WHO AM I BECOMING AS A TEACHER?” WRITING PAPER RUBRIC

42-47 points 48-53 points 54-60 points

Make an appointment with professor if earned less than 42 points..

Surface definition of “teacher” that reads like a job description. Begins to explore contextual and personal perspectives. Limited connections between the two. Minimal use of concepts and vocabulary from the textbook. There are many APA style errors.

Rich definition of “teacher” that incorporates ethics, responsibilities for justice, and social factors influencing the profession. Explores the connection between the definition and effective education with personal life story. There are minimal APA errors.

Critiques, connects, and articulates the influences of contextual and personal perspectives on a definition of “teacher” that includes a deep understanding of social constructions, philosophies, ethics, justice and law. There are minor APA errors.

COURSE CALENDAR

Dates Topics Due Next time12/15/15 ● Resume

● Ryan&Cooper text:o All students: ch.2, ch. 5,

and ch. 10o Group A: ch. 3 and ch. 4o Group B: ch.8 and ch. 9

1/5/16 ● syllabus● Factors that

shape your teacher identity and the teaching profession

● create WPC/Google email

● upload resume to moodle

● “Who am I Becoming as a Teacher?” Paper and visual representation

1/12/16 ● MAT Handbook● Presentations● Course Evals● Celebration

LETTER GRADESA+ 95-100 points C 70-74 pointsA 90-94 points If a student earns less than 70 points,

the

B+ 85-89 points assignments must be corrected and resubmitted.

B 80-84 pointsC + 75-79 points

TECHNOLOGY POLICY

Because this class relies heavily on the continuity of discussion, please silence all cell phones, pagers, and beepers, and do not take or make calls during class. If you must take a call, please quietly step out of the classroom.

Use of laptop computers in class to take notes, organize comments, or do research related to class discussions is encouraged. Abuse of this privilege by checking personal e-mail, instant messaging, playing games, doing homework in class, excessively using computers during discussion time, or surfing the Internet creates disruptions to the learning environment and will not be tolerated.

The course intentionally and authentically integrates technology into teaching and learning, incorporating the ISTE/NETS Standards. Teacher and student tools include the internet, web applications, software, and hardware, in any or all of the following activities:

• Display of information• Storage of information• Exploration of content, materials, and ideas• Collaboration• Skill development• Application of skills• Organization of information• Problem solving• Design and construction of projects

Students will learn with and through technology, thus increasing their technology literacy and their ability to design and develop curriculum and teaching strategies in their own classrooms; build connections with their tech-savvy, internet-native students; and conduct future research in areas of interest.

ACCOMMODATIONS FOR DISABILITIES

Any student who has a documented disability that may require accommodation to fully participate in this class should contact the Director of Career and Life Counseling at 503-517-1119 as soon as possible. Students with an Accommodation Plan through the ASC who would like to discuss the plan, emergency medical information, or special arrangements in case the building must be evacuated should also make an appointment at ASC.

Jane Smith2219 SE 68th Ave.

Portland, OR 97215(503) 425-1234

jsmith@warnerpacific.edu ___________________________________________________________________________________

OBJECTIVE To obtain a practicum placement at an elementary level in order to gain knowledge and experience towards my future career in the field of education.

EDUCATION Warner Pacific College, Portland, OR August 2009-PresentBachelor of Science in Elementary Education

Portland Community College, Portland, OR June 2009Associates of Arts Oregon Transfer Degree

WORK EXPERIENCEEnterprise – Manager Trainee May 2006 – August 2007

● Contributed dynamic leadership skills with full accountability for developing major accounts

● Proficiently developed and executed financial and customer service strategies supporting enterprise-wide operations

● Maintained accountability for actively performing month end accounting duties and collecting past due bills from accounts and customers

Starbuck’s -- Barista February 2003 – June 2005● Provided customer service by taking orders and fulfilling them in a timely manner● Answered any customer complaints in a respectful manner● Maintained positive attitude and excellent work ethic

VOLUNTEER EXPERIENCEHot Chocolate Ministry, Warner Pacific College October 2009 –

Present● Give out chocolate to homeless in downtown Portland● Organize students and van drivers● Build relationships with people we meet

Sunday School Teacher, Sunset Church of God May 2006 – August 2007

● Planned Sunday School lessons for eight first graders● Engaged students in group activities

SKILLS SUMMARYProficient in Microsoft Office (Word, Excel, PowerPoint, Outlook)Speak conversational Spanish

REFERENCESJim Regland, Starbuck’s Manager at Pioneer Square 503-262-XXXXHelen Vogt, College Mentor 503-741-XXXX