Fall 2010
| Instructor | Dr. Kathleen G. Burriss | |
| Time | Tuesday, Thursday, 8:00 a.m. - 9:25 a.m. | |
| Place | Jones Hall 234 | |
| Phone | 2323 | |
| kburriss@mtsu.edu | ||
| Fax | 898-5009 |
II. ADA
If you have a disability that may require assistance or accommodation, or you have questions related to accommodation for testing, note taking, readers, etc. please speak with me as soon as possible. Candidates may also contact the Office of Disabled Student Services at 898-2783.
III. Knowledge Base
This course will enable candidates to apply the current learning theories with direct classroom practice. Candidates through their understanding of children's emotional, cognitive, social and physical development will be able to organize integrated thematic planning for children grades K-8. Negotiating individual children's meaning, including cultural, racial, linguistic, religious, sexual orientation, gender, and inclusion of children with special needs, will be emphasized. Candidates will demonstrate the ability to integrate authentic learning experiences across several content areas, utilize authentic assessment and evidence the beginning of a professional portfolio. This portfolio will represent the teacher work sample components. In order to promote candidate learning outcomes, facilitate parent/community involvement, and enhance professional collegiality, the skills of questioning, listening, observing, and transitioning will be addressed. The significance of modeling behavior and techniques for reinforcement and feedback will be emphasized. The role of teacher in promoting children's social, emotional and intellectual development will be highlighted. Candidates will be encouraged to critically interpret the extent to which verbal/nonverbal and teacher/curriculum strategies influence classroom environments and candidate learning outcomes.
IV. Diversity
As identified and described in the College of Education's conceptual framework Educator as Reflective Decision-maker, ELED 3050 Creating Learning Environments K-8 is constructed within an understanding of diversity. ELED 3050 Creating Learning Environments K-8 ensures candidates a variety of appropriate assessment alternatives and uses technology as instruction and as a median of instruction. Using the TK20 software, the Comprehensive Assessment System (CAS) clearly aligns content and pedagogical knowledge with programmatic objectives, professional goals, and accreditation standards. Faculty draw upon multiple data sources on which to analyze, interpret, and improve their teaching practice on behalf of candidates' knowledge, skills, and dispositions.
V. Course Requirements
All assignments, except for the field notes/observations, are to be submitted via e-mailed as in-line text. Attachments WILL NOT be read and will be considered as "no submission."
Text should be single-spaced. Please be sure to put your name at the top of the message body.
Assignments are due on or before the date identified. The instructor will not accept a late assignment.
1. Problem One: My University Preparation
You do not begin your professional classes until the third year. Many candidates believe their early general studies time is wasted. Then, you begin a year or so of professional training, but public school administrators complain our graduates are not well prepared in reading, math, classroom management, social studies, geography, or science. What can you do to prepare yourself for assuming the responsibility of “teacher as professional?”
Each group is to provide a format whereby all class members may learn what solution your group created.
Entering the professional methods block, Jamie truly wants to learn as much as possible in order to fully prepare for her own classroom. Jamie’s mother and aunt are both teachers and she spent many hours helping them to prepare for the school year, volunteered to teach small groups during vacations, and worked as a summer campus craft teacher each summer. Jamie believes she will be a good teacher. She likes working with children, she is familiar with the curriculum, and she believes herself to be quite creative. She has specific plans to prepare her physical environment in the classroom and has already begun to save different materials. She is nervous about getting a job in the school she wants, but is prepared to substitute teach on her days off from university courses. She believes substitute teaching may help her chances at the “Happy Children Elementary School.” As Jamie continues through her courses, she is maintaining a 4.0 grade average.
Jamie is currently enrolled in ELED 3050 and is not comfortable. She believes a teacher should outline the expectations, procedures, and define the product, but, this is not happening. Jamie wants to be an effective teacher; what is she to do?
2. Problem Two: My Residency
Teacher preparation is frequently referred to as “schoolish.” As students go through their methods courses, they are often perceived as not truly professional. Teacher candidates are seen as taking courses on bulletin boards, game-making, and content “lite.” How do you make the professional course meaningful?
The format of the presentation should allow all class members to participate in group findings.
3. Problem Three: Interviewing for a Teaching Position
Class members are to simulate interviewing for a teaching position.
4. Problem Four: My First Teaching Assignment – POST TO TK20, as well!
You have been hired as a third grade teacher in Happy apple Elementary School. The principal, Mr. Paul Itick who interviewed you said he really identified with your philosophy and approaches to teaching and learning. As you set up your classroom, organize your lessons and plan out your units, other teachers at the grade level begin to offer their assistance. They tell you to forget all that you have learned at the university and teach the way they do. The principal has told you that your grade level teachers are to serve as your mentors and they are there to guide you; Test scores are important in Happy Apple Elementary. Mr. Paul Itick will be in to observe you and wants clear evidence you can plan short and long term.
5. Problem Five: My Goals for the Program
In this problem, students will identify goals for the remainder of their teacher preparation. Goals include cognitive, affective, and academic. Field experiences will be identified to facilitate professional development.
Unfortunately, you will not be able to evaluate this problem for a number of years. In fact, you will not be able to fully determine whether or not you are successful as a genuine professional until you have taught for a number of years. What benchmarks might you use? What formative and summative assessment strategies might you use?
6. Class Mores
Each candidate is expected to attend and participate in class. This participation will be contingent on the candidates having read assignments ahead of time and reflected upon their meaning with respect to children's learning and development. Further, candidates should be able to relate readings with the specific topic being identified. These behaviors will also be associated with TK20 dispositions. Failure to satisfy dispositions will forfeit more points.
VI. Assessment and Rubrics
Levels describe the highest to lowest conceptual understanding.
T = Targeted, A = Acceptable, NA = Not Acceptable
1. Problem One: My University Preparation
Targeted
Teacher candidates clearly identify relevant objectives and associated assessment strategies needed to attain a well established professional baseline.
Acceptable
Teacher candidates identify objectives and associated assessment strategies to be coming a professional educator.
Unacceptable
Teacher candidate’s objectives are not associated with the benchmarks needed for teacher licensure. Assessment strategies are not identified.
2. Problem Two: My Residency
Targeted
Teacher candidates connect the content of professional course content with the needs of diverse student populations.
Acceptable
Teacher candidates connect professional course content with the classroom.
Unacceptable
Teacher candidates are not able to link the content of their methods courses with the profession.
3. Problem Three: Interviewing for a Teaching Position
Targeted
Teachers conceptualize their identity as a professional educator and articulate their role with diverse students.
Acceptable
Teacher candidates describe their role as a professional educator and identify their responsibilities with diverse students.
Unacceptable
Teacher candidates are not clear with respect to their role as professionals and are not able to relate with diverse students.
4. Problem Four: My First Teaching Assignment – Post to TK20
Targeted
Teacher candidates provide examples of research-based long and short term planning and assessment. In all instances, planning for diverse student populations is evident.
Acceptable
Teacher candidates demonstrate the ability to plan for long and short term learning. Assessment is included. Some attention is provided for diverse student populations.
Unacceptable
Teacher candidates did not evidence relevant and research based long and short term planning. Assessment is not clearly related with content and diverse student populations.
5. Problem Five: My Goals for the Program
Targeted
Acceptable
Unacceptable
6. Class Mores
Candidates will design the standards under which the class will operate. This will include class attendance, participation, and interactions with instructor and peers. This contract will be typed and a copy handed to each candidate. Formative checks will be conducted throughout the semester. At this time, candidates will be invited to refine and critique classroom management. If the instructor feels a particular candidate is not maintaining the standards described by the class, this candidate will be asked to conference privately. Points from "classroom management" will reflect this process.
VII. Grades and Points
Evaluated based on the rubrics.
Class Activities Points
Problem One: My University Preparation 20
Problem Two: My Residency
15
Problem Three: Interviewing for a Teacher Position 15
Problem Four: My First Teaching Assignment 40
Problem Five: My Goals for the Program 15
Classroom Mores 30
Total 135
Plus/minus grades will not be used.
A = 90%
B = 80%
C = 70%
D = 60%
F = Below 60%
Note: Students are also assessed in TK20 regarding dispositions and Problem 4. Students not satisfying dispositional criterion with the instructor may have a continuous evaluation initiated.
VIII. Statement of Academic Misconduct
Plagiarism, cheating and other forms of academic dishonesty are prohibited. Candidates guilty of academic misconduct, either directly or indirectly through participation or assistance, are immediately responsible to the instructor of the class. In addition to other possible disciplinary sanctions which may be imposed through the regular institutional procedures as a result of academic misconduct, the instructor has the authority to assign an F or a zero for the exercise or examination; or to assign an F in the course. If the candidate believes he or she has been erroneously accused of academic misconduct, and if his or her final grade has been lowered as a result, the candidate may appeal the case through the appropriate institutional procedures.
IX. Course Texts
Each candidate is expected to purchase and read the text. The content will help in developing different assignments, enhance candidates' philosophical foundations, and contribute to the overall quality of discussion. In ELED 3050, candidates not evidencing understanding of reading material are encouraged to participate in QRC's: questions, responses and comments. Candidates who have questions regarding reading assignments or who merely want to comment on an author's perspective are invited to do so at the beginning of each class. The first minutes of each class will be reserved for QRC's. Discussions should not be reserved for only a few candidates, but is the responsibility of the group.
1. Starko, A. (2002). Teaching As Decision Making. Prentice Hall. 3rd Edition.