PIEDMONT COLLEGE

SCHOOL OF EDUCATION

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

 

 

COURSE SYLLABUS B

EDUC 199  Introduction to Education

 

INSTRUCTOR INFORMATION:

Name:                                      Gene Pease

Office Location:                        L120

Phone Numbers:                       706 778 8500 ext 1279

E-mail:                                      gpease@piedmont.edu

Fax Number:                            706 776 0135

Office Hours:                            Posted by my office door and by email

Campus Security:                      706 778 2222

 

TIME AND PLACE

CAMPUS:  Demorest            SEMESTER:  Spring YEAR:  2008

Dates:               January-May

Time:                Tuesday and Thursday 12:30-1:45

Place:               L130

 

COURSE INFORMATION:

Credit:              3

Period:             11

 

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

Henniger, M.L. (2004).  The teaching experience: An introduction to reflective practice.  NewJersey: Pearson Education, Inc.

 

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; &

 

III.       COURSE DESCRIPTION AND PURPOSE:

This course serves as an introduction to education as a profession, with emphasis on the foundations of education, its history and philosophy and the qualities and competencies required of those wishing to teach.  Several field-based experiences are required. The format for this course will include lectures, discussions, cooperative group decision making, student presentations, field experiences, and the use of educational technology.

 

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

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

 

V.        COURSE OUTCOMES :

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

1.      Articulate a personal philosophy of education; CCLO: 1-10

2.      Express a clear understanding of the philosophical, sociological, legal and historical framework upon which contemporary American education is based and in which it currently exists; CCLO: 2, 4, 5, 8, 9

3.      Articulate an understanding of the teaching profession and the demands thereof in general and in particular as required by the teacher education program at Piedmont College;  CCLO: 1-10

4.      Discuss current issues in American education and the impact these may potentially have on the classroom;  CCLO:  4, 9, 10

5.      Discuss the nature and needs of the students who are now and will be in the near future entering our schools;  CCLO:  1, 2, 3, 4, 5, 6, 7, 8, 9, 10

6.      Discuss the demands of society placed on our schools and the role of the teacher in addressing and/or responding to those needs.  CCLO:  2, 4, 7, 8, 10

 

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.  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.  Tardiness or leaving class early will also be considered a partial absence reflected in your grade.  Only those absences due to emergencies, illness, or extenuating circumstances can be made up. It is your responsibility to inform me in writing how you make up the work.  Your writing should include a statement about why you were absent and a detailed quality description of the process you undertook to make up the work as well as a comprehensive summary of the content that was covered in class.  Be sure to include a cover page.  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.  Also understand that reading a classmate’s notes cannot easily duplicate many of the experiences of the course.

 

Emergency Assignment:  If we must miss class, use the time to research the topic we would have discussed if class had met.  You may use the Internet or other resources.  Bring your information to the next class and be prepared to discuss it.

 

2.  Written Work—See Schol of Educaton Syllabus A-VI-2

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.

2.   Description of Assignments:

Readings from the assigned texts will be one 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 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: Specific assignments will be provided the first night of class.  (co=course outcome)

            -Textbook discussion  CO: 2,3,5

            -Current Issues in education in America and the world CO:  2,3,4

            -Certification Information  CO:  6  Candidates will gather information specific to            becoming certified in the state of Georgia

            -Content information  CO:  2,5,6  Candidates will gather information relative to the content they will teach and the communities in which they will teach.

            -Employment information  CO: 6  Candidates will gather information about the

            employment process.

            -Community Information  CO: 5,6  Candidates will interview stakeholders within           public   education and attend a school board meeting.

            -Personal Philosophy  CO:  1  Candidates will begin to create their personal      philosophy of    education.

            -Portfolio File  CO: 1  Candidates will begin to create their Program Portfolio for           the Piedmont School of Education.

            -Dispositions  CO:  3  Candidates will begin the process of reflecting on their     professional dispositions.

 

           

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

Different county and city school systems require that specific field experience procedures and forms be used for placement of candidates in their schools.  Also, certain field experience placement forms may be required by your college professor.  Make sure you are using the appropriate placement request form(s) for the field experiences in this course. 

 

Each candidate is responsible for arranging and documenting his/her field experiences at an appropriate grade level according to the guidelines of the Early Childhood Education (ECE)  program.  Keep in mind that ECE Majors are required to work in grades P-K, 1-3, and 4-5.  When selecting field experinces, be sure you are getting a good representation from each of the grade level areas in diverse settings for documentation of field experiences.  Initial certification candidates need to document a minimum of five hours for this course.  Advanced certification candidates need to document a minimum of two hours for this course.  Candidates adding a new field need to document a minimum of three hours.  

 

The assignment guide for this course details requirements for this field experience.

 

VIII.    RESOURCES: 

            1.    Bibliography: 

Boynton, M. & Boynton, C.  (2005) The Educator’s Guide to Preventing and Solving Discipline Problems.  Alexandria, VA:  Association for Supervision and Curriculum Development

 

Campbell, L. & Campbell, B.  (1999). Multiple Intelligences and Student Achievement:  success stories from six schools.  Alexandria, VA:  Association for Supervision and Curriculum Development

 

Nieto, S.  (2000). Affirming Diversity.  New York: Longman.

 

Mastropieri, M., Scruggs, T.  (2000). The Inclusive Classroom: strategies for effective instruction.  Upper Saddle River: Merrill Prentice Hall.

 

Turnbull, A., Turnbull, R., Erwin, E., Soodak, L. (2006). Families, Professional, and Exceptionality: Positive outcomes through partnerships and trust. Upper Saddle River:  Pearson Merrill Prentice Hall.

 

Turnbull, R., Huerta, N., Stowe, M.  ((2006). The Individuals with Disabilities Education Act as Amended in 2004.  Upper Saddle River:  Merrill Prentice Hall.

 

Washington, V. & Andrews, J.D. (1998). Children of 2010.  Washington, D.C. A publication of the National Association for the Education of Young Children.

 

Wiggins, G. & McTighe, J.  (1998). Understanding by Design.  Alexandria, VA:  Association for Supervision and Curriculum Development

 

            Wong, H.K. & Wong, R.T.  (2001).  The First Days of School : How to Be an Effective Teacher.   Harry K. Wong Publications

 

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

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:

            Textbook discussion                    55 Points

            Current Issues                           15

            Certification                                 7

            Content information                    17

            Employment information               6

            Community Information   24

            Personal Philosophy                    30

            Portfolio File                              10

            Dispositions                               10

 

X.         TENTATIVE COURSE SCHEDULE

Date                                        Topics and Assignments

            Meeting             Book Part/Chapter          Assignment

            1-8,10                                                   Orientation to this class!

 

            1-15,17             Part 1    Ch 1-3               Chapter questions/representation

                                                                        Current educational news item

                                                                        Internet: PSC, GACE, GPS, QCC

 

            1-22,24,29,31                Ch 4-5               Chapter questions/representation

                                                                        Current educational news item

                                                                        Administrator Interview

                                                                        Internet: AYP, Employment info

 

            2-5,7,12,14        Part 2    Ch 6-7               questions/representation

                                                                        news item

 

            2-19,21,26,28                Ch 8-9               questions/representation

                                                                        news item

 

                March 3-7 Spring Break  NO CLASS

 

            3-11,13,18,20    Part 3    Ch 10-12           questions/representation

                                                                        news item

 

            4-8,10,15,17                  Ch 13-14           questions/representation

                                                                        news item

                                                                        School Board meeting

                                                                        Parent Interviews

 

            4-22,24             Part 4    Ch 15                Philosophy

                                                                        Completed File box

            April 28 3PM-5PM Final Exam Period if needed TBA as semester progresses.  Professor may attend a conference out of town during the week of April 7