PIEDMONT COLLEGE

SCHOOL OF EDUCATION

Mastering the art of teaching: Preparing proactive educators to improve the lives of all children

COURSE SYLLABUS B

EDSE 102, 201, 202, 301* and 302 Explorations in Secondary Education (6-12)

INSTRUCTOR INFORMATION:

Name: Dr. William P. Frech

Office Location: Stewart 211

Phone Numbers: 706-778-8500 x1308

E-mail: wfrech@piedmont.edu

Fax Number: 706-776-2811

Office Hours: 9am –12pm and 1:30pm – 4:30pm, Monday –Thursday. Hours subject to Intern

observations.

TIME AND PLACE:

CAMPUS: Demorest SEMESTER: Fall, Spring YEAR: 2007-2008

Dates: August - May

Time: Thursdays, 2-3:15pm

Place: L-130

COURSE INFORMATION:

Prerequisites/co-requisites: Completion of previous course(s) in the Explorations sequence. Credit: 1 semester hour for each course, except as noted (5-8* total)

Required field experiences: (16-20 hours per semester/course) provide a realistic view of high schools in this region.

*Students admitted to the secondary education (6-12) cohort during their general education program will enroll in one (1) hour Explorations classes. Transfer students and Piedmont students who declare a secondary education major during the fall semester of their Junior year will be required to enroll in Explorations for three (3) hours credit in order to introduce previously developed strands explored during the general education sequence. Students who opt for secondary education after the fall of their junior year will be advised to pursue the current Dual Degree Program

Period: TBA

I. TEXT AND SUPPLEMENTARY READINGS:

Subscription to “Education Week”, national pedagogical journals in each candidate’s content field, Annual Editions: Education, McGraw-Hill/Dushkin, Understanding By Design, ASCD.

Supplemental readings will be required as needed throughout the courses. These readings will include research, professional documents, and personal reading. Also, copying some materials to share with the class may be required.

II. PIEDMONT COLLEGE MISSION; SCHOOL OF EDUCATION MISSION; (See School of

Education Syllabus A – II)

Undergraduate Secondary Education (6-12) Program Goals

The goal of the undergraduate secondary education program is to produce candidates who possess the knowledge, skills, and dispositions to become scholarly, reflective, proactive practitioners. In order to achieve this goal, all candidates will provide evidence in a growth portfolio of the School of Education’s 10 Core Candidate Learning Outcomes (CCLO’s) and the 6 Competency Areas of the Georgia Systemic Teacher Education Program (GSTEP). Additional documentation will be provided to support the candidate’s commitment to:

Democratic Classrooms: The teacher guides students toward involvement in activities that provide the skills and dispositions necessary to fulfill the roles of a citizen engaged in pursuing the ideals of democracy.

Philosophical Orientation: The teacher studies initiatives, patterns, trends, and policies for their philosophical underpinnings as part of a continuing assessment of the efficacy of those underpinnings.

Integrity: The teacher pursues professional practices with a strong sense of mission and with a keen sense of ethical integrity

III. COURSE DESCRIPTION AND PURPOSE:

Exploratory courses taken each semester during the Freshman, Sophomore, and Junior years that identify, discuss, and allow candidates to reflect upon the knowledge, skills, dispositions, understandings, and other attributes of accomplished teaching. Based on the Georgia Systemic Teacher Education Program (GSTEP) Framework and Principles, required multicultural field experiences in 6-12 settings provide a realistic view of schools in this region. These courses provide an opportunity for candidates to become familiar with the attributes (strands) of accomplished teaching and reflect upon their role in modeling these in their future careers. All thirty-three of the secondary education attribute strands are spiraled throughout the three-year sequence with increasing levels of sophistication. These strands encourage candidates to incorporate the knowledge, skills, dispositions, and understandings acquired in their general education and content courses into their own professional philosophies. Discussions and oral/written (technology) presentations of trends and issues in middle and secondary education enhance candidates understanding of the foundations of education. Field work in grades 6-12, and an emphasis on the dispositions required for accomplished teaching, allow candidates to self-select whether education is a viable career choice.

IV. SCHOOL OF EDUCATION OUTCOMES: See School of Education Syllabus A – IV

(Core Candidate Learning Outcomes by Program and Dispositions for All Candidates)

V. COURSE OUTCOMES :

Upon successful completion of this course, the candidate will be able to:

(1) identify the attributes of accomplished teaching and reflect upon the importance of modeling these attributes in their future careers.

(2) incorporate the knowledge, skills, and dispositions acquired in their general education and content courses into their own professional philosophies.

(3) discuss, both orally and in written format (using technology), their understanding of the foundations of education.

(4) display the dispositions required for accomplished teaching through field work in multiple settings (6-12).

(5) self-select whether education is a viable career choice.

Twenty-six candidate attribute strands, which support the six competency areas of the GSTEP Framework for Accomplished Teaching, are spiraled throughout the three-year sequence to insure that candidates achieve the above outcomes.

VI. COURSE POLICIES & PROCEDURES: (In addition to information provided on School of Education Syllabus A – VI).

1. Class Attendance & Participation

Attendance, timeliness, and participation are required and part of your grade. Tardiness or leaving class early will be considered a partial absence reflected in your grade. More than the allotted number of absences for any reason will result in failure for the course. All absences for participation in recognized school events (e.g., athletics, drama, field trips) will count against the announced absence policy. A request for consideration of an exception to this policy must be submitted in writing to Dean McFerrin.

You may not drop this course for any reason! If you miss more than 2 class meetings for any reason, you will receive an F for the course. An appeal to this policy can be made to Dr. James Mellichamp, the Dean of Arts and Sciences, if mitigating circumstances develop during the semester and the student can provide written evidence of the event that has occurred such as hospitalization. P Work missed due to an excused absence may be made up. It is your responsibility to inform the Instructor in writing how you will make up the work. If work is not made up, the highest grade a candidate can receive for the course is a “B”.

All absences for participation in recognized school events (e.g., athletics, drama, field trips) will count against the announced absence policy. The number of permitted absences, therefore, will not be in addition to the excused absences. Attendance, timeliness, and participation are required and part of your grade. The School of Education policy states that more than the allotted number of excused absences for any reason will result in failure of the course. Additionally, tardiness or leaving class early will be considered a partial absence and will be reflected in your grade.

2. Written Work (See School of Education Syllabus A – VI)

3. Academic Integrity (See School of Education Syllabus A – VI)

4. Special Considerations (See School of Education Syllabus A – VI)

5. Cell Phone Usage (See School of Education Syllabus A – VI)

VII. INSTRUCTIONAL METHODS, DESCRIPTION OF ASSIGNMENTS, AND FIELD EXPERIENCES:

1. Instructional Methods: See School of Education Syllabus A – VII.

These classes will operate as democratic classrooms. Candidates will engage in shared decision- making and in taking responsibility for making the classroom the best it can be. Interactive discussions and problem solving will be emphasized where all ideas and contributions are explored and respected. Various approaches will be utilized by the candidates and professor including, but not limited to: lecture, demonstrations, observations, class discussions, small group discussions, cooperative group work, field observations, use of educational technology, student presentations, readings, writings, listening, questioning and formative and summative evaluations

2. Description of Assignments:

Readings from assigned materials will be the focus for discussions, writings, and group activities. Complete the assigned readings before coming to class in order to facilitate quality discussions. Think about how the readings relate or could relate to your classroom teaching experiences. Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class. All work for the course is to be in on time, or handed in on an agreed upon future date. Work submitted late will automatically lose 15 points per class meeting unless prearranged by the professor and the candidate. To meet the deadline, assignments may be mailed (post marked by the due date), sent electronically on or before the due date, or delivered by a peer at the class meeting. Make-up tests will be considered if a reason for missing the original test is justified.

Assignments to Be Completed for This Course(s):

Assignments for the class include, but are not limited to:

a. written and/or oral reports from reading assignments

b. field experience checklists, interviews, socio-grams, etc. with reflections

c. student developed scoring rubrics for assignments

d. small/large group activities

e. individual projects, including individual tutoring,artifacts, Portfolio

3. Field Experiences:

Each candidate is expected to complete 16-20 hours per semester in field experiences in 6-12 schools for each of the five Explorations courses. These hours will be documented using SOE forms provided by the Instructor. Other forms, as appropriate, for required observations and field studies will also be provided by the SOE. Each candidate, with the assistance of the Instructor, is responsible for arranging and documenting his/her field experiences at appropriate (6-12) grade and content levels.

VIII. RESOURCES:

1. Bibliography:

Georgia Performance Standards

National Content Standards

Journals of National Content Organizations (e.g., NCSS, NCTM, NCTE and NSES)

LEC Collection

2. Relevant Web Sites: See School of Education Syllabus A – VIII

§ Library: http://library.piedmont.edu

§ Galileo: http://www.galileo.usg.edu/

§ Georgia Professional Standards Commission: www.gapsc.com

§ Georgia Department of Education: http://www.doe.k12.ga.us/

§ Georgia Performance Standards: http://www.georgiastandards.org

US Department of Education: http://www.ed.gov/

Education World: http://www.education-world.com/

Georgia Association of Educators: http://www.gae.org/

Internet Public Library: http://www.ipl.org/

Education Website Clearinghouse: http://library.ucf.edu/internet/Education/webed.htm

Educational Software Institute: http://www.edsoft.com/

Center for Research on Education, Diversity and Excellence (CREDE): http://www.crede.ucsc.edu

Better Teaching: Tips and Techniques to Improve Student Learning: http://www.teacher-institute.com

3. GACE Information: (See School of Education Syllabus A – VIII)

4. Admission to Teacher Education (See School of Education Syllabus A – VIII)

5. Application for Certification (See School of Education Syllabus A – VIII)

IX. COURSE(S) ASSESSMENT AND EVALUATION:

To be developed collaboratively by class members/instructor, with reference to course outcomes

and ‘givens’.

TWENTY-SIX ATTRIBUTE STRANDS LISTED BY COURSE:

PC 101: The American High School, School and Community, Secondary Curriculum, Multicultural

Classrooms, Diversity Issues, ESOL, Exceptional Children, Reflective Practitioners, Personal Philosophy of Education, Professionalism, Dispositions, Collaboration and Teaming.

EDSE 102: The American High School, Reflective Practitioners, National Content Standards and Georgia Performance Standards, Personal Philosophy of Education, Democratic Learning Environment, Professionalism, Media and Technology.

EDSE 201: The American High School, Reflective Practitioners, Personal Philosophy of Education, School Law, Ethics and Teaching, Dispositions (Rubric), Collaboration and Teaming, Differentiation of Instruction, Gender Issues, Fine Arts for Teachers, Spanish for Teachers.

EDSE 202: The American High School, Reflective Practitioners, Personal Philosophy of Education, Psychology of the Adolescent, Learning and Cognition, Critical Thinking, Creativity in the Classroom, Brain Research, Reading and Writing in the Content Fields.

EDSE 301: The American High School, Reflective Practitioners, Personal Philosophy of Education, Differentiation of Instruction, Methods of Instruction, Assessing Instruction, Classroom Management, Dealing with Parents, Peers, and Administrators, Georgia Assessment for the Certification of Educators, SST’s and IEP’s.

EDSE 302: The American High School, School and Community, Secondary Curriculum, Reflective Practitioners, National Content Standards and Georgia Performance Standards, Personal Philosophy of Education, Democratic Learning Environment, Professionalism, Creativity in the Classroom.