PIEDMONT COLLEGE

SCHOOL OF EDUCATION

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

COURSE SYLLABUS B

EDSE 400 Facilitating Learning & Assessment I

INSTRUCTOR INFORMATION:

Name: Dr. William P. Frech

Office Location: Stewart 211

Phone Numbers: 706-778-8500 x 1308

E-mail: wfrech@piedmont.edu

Fax Number: 706-776-2811

Office Hours: 9am –12pm and 1:30pm – 4:30pm Monday –Thursday. Wed. 1-3pm committee meetings. Hours subject to Intern observations. Email for appointments.

Campus Security: 706-778-1105

TIME AND PLACE

CAMPUS: TBA SEMESTER: TBA YEAR: TBA

Dates:TBA

Time: TBA

Place: TBA

COURSE INFORMATION:

Prerequisites/Corequisites: ATE, EDSE 102-302 or permission of the instructor.

Credit: 3 hours

Period: TBA

I. TEXT AND SUPPLEMENTARY READINGS (In addition to information provided on School of Education Syllabus A – I).

Education Week; National Pedagogical Journals in each discipline (SPAs); Arrendale Library materials; SOE materials; Understanding by Design by Wiggins and McTighe; Classroom Teaching Skills by Cooper (ed.). American Psychological Association. (2001). Publication manual of the American Psychological Association (5^th ed.). Washington, D. C.

Supplemental readings will be required as needed throughout the course. 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; &

GRADUATE MAT AND MA PROGRAM GOALS (See School of Education Syllabus A – II)

III. COURSE DESCRIPTION AND PURPOSE:

Capstone courses taken as co-requisites with Apprentice Teaching EDSE 498 with emphasis on curriculum and content, facilitating student learning, creating positive learning environments for all students, formal and informal assessment, planning and instruction – including the use of media and technology - and professional reflection. Provides a culminating opportunity for candidates to discuss, model and reflect upon best practices in high school teaching. The course focuses on the high school curriculum established by the 2005 Georgia Performance Standards of the Georgia Department of Education. This new, innovative course is based on guidelines outlined in the Georgia Systemic Teacher Education Program (GSTEP) Accomplished Teacher Framework and Principles and twenty-seven of the thirty-three attribute strands of the secondary education department (Appendix A). Candidates not only identify personal strengths and weaknesses but also are proactive in addressing areas of weakness and increasing their expertise in areas of strength. Extensive discussion of and reflection on the CCLOs, the Georgia Performance Standards, and the National Content Standards (SPAs), with specific examples from candidate’s classrooms, is required in EDSE 400/401 and is evidenced with ‘artifacts’ contained in candidate’s Portfolios.

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, candidates will be able to identify the attributes of accomplished teaching and reflect upon the importance of modeling these attributes in their future careers. The course provides a culminating opportunity for candidates to discuss, model, and reflect upon best practices in high school teaching and identify their personal teaching strengths and weaknesses. Candidates are encouraged to incorporate the knowledge, skills, dispositions, and understandings acquired in their General Education and content courses into their own professional philosophies. Candidates will develop or refine content skills based on both national (SPAs) and state (GPS) standards. All ten CCLOs will be addressed on multiple occasions. The Georgia Systemic Teacher Education Program (GSTEP) Accomplished Teacher Framework and will provide the basis for studying curriculum and content, for facilitating student learning, for creating positive learning environments for all students, for formal and informal assessment, for planning and instruction, and for professional reflection. Candidates complete the production of their growth Portfolio documenting personal progress toward achieving the School of Education’s ten Core Candidate Learning Outcomes (CCLOs), the six competency areas of the Georgia Systemic Teacher Education Program (GSTEP) Framework and the secondary attribute strands identified in Appendix A.

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

1. Class Attendance & Participation

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. The allotted number of excused absences for this course is one. Only those absences due to emergencies, illness, or extenuating circumstances will be excused. The course professor, following a written appeal by the student, must approve any extenuating circumstances or exceptions to this policy. Additionally, tardiness or leaving class early will be considered a partial absence reflected in your grade. Work missed due to an excused absence may be made up. It is your responsibility to inform me in writing how you make up the work. If work is not made up, the highest grade a candidate can receive for the course is a “B”. Any candidate who misses more than one class will be asked to drop the course or will receive an “F” at the end of the semester. However, if makeup work is approved by the professor and satisfactorily completed, a passing grade is still possible.

2. Written Work

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.

This class will operate as a democratic classroom. 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: 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 the assigned texts will be the focus for discussions, writings, and group activities. Please read 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. Completion of all assignments is required for a passing grade in the course. If at any time you are unclear about assignments or expectations, please contact me for clarification.

Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.

Assignments to Be Completed for This Course:

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, CCLO/GSTEP Portfolio

3. Field Experiences (Initial and Advanced Ceritification Tracks):

During the fall semester block (EDSE 400), candidates will be in their schools (6-12) only part of the day – hence only 3 hours credit - and in two additional classes in the afternoon or evening. These two classes, Psychology of Adolescence and Reading and Writing in the Content Fields, both require field experiences that focus on topics addressed in their content. These content specific field experience requirements are incorporated into the candidate’s actual school activities and observations and later serve as the foundation for class discussions and assignments in all three classes. By focusing the field experiences on specific aspects of the high school classroom, candidates are better prepared for the realities of instruction. Candidates have the opportunity to: (a) observe a variety of instructional practices, (b) study closely the various dynamics of schooling, and (c) weave content knowledge with pedagogy to develop a repertoire of effective instructional practices. This approach to field experiences encourages candidates to reflect upon and discuss, through personal journals and growth portfolios, any experiences with implications for their professional growth or the development of their personal pedagogies. These experiences, discussions, and reflections, coupled with an emphasis on the dispositions required for accomplished teaching, allows candidates to self-select whether education is a viable career.

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/

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

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

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 ASSESSMENT AND EVALUATION:

To be developed collaboratively by class members and instructor, with reference to course .

outcomes and ‘givens’.

X. TENTATIVE COURSE SCHEDULE

Topics and Assignments

To be developed as needed and ‘keyed’ to actual classroom events.

APPENDIX A

EDSE 400 Facilitating Learning and Assessment I

The American High School, Democratic Learning Environment, The School & Community, Professionalism, Multicultural Classrooms, Diversity Issues, Gender Issues, Exceptional Children, School Law, Ethics & Teaching, Dealing with Parents, Peers and Administrators, Secondary Curriculum, Collaboration & Teaming, Differentiation of Instruction, National Content Standards & GPS, Media & Technology, Reading & Writing in the Content Fields, Learning & Cognition, Critical Thinking, Creativity in the Classroom, Methods of Instruction, Assessing Instruction, Classroom Management, Personal Philosophy of Education, Reflective Practitioners.