Mastering the art of teaching: Preparing
proactive educators to improve the lives of all children
I. COURSE
INFORMATION:
EDUC 730 Law of the Classroom
Prerequisites: None
Credit: 3 hours
Period:
II. INSTRUCTOR
INFORMATION:
Name: Sandra
Dickson
Office Location: L-116,
Demorest Campus
Phone Numbers: 706-778-8500
ext.1400; 1-800-277-7020 ext. 1400
E-mail: sdickson@piedmont.edu
Fax Number:
706-776-0135
Office Hours: TBA
III. TIME
AND PLACE
CAMPUS:
SEMESTER:
YEAR:
Dates:
Time:
Place:
IV.
TEXT AND SUPPLEMENTARY
V.
American
Psychological Association. (2001). Publication
manual of the American Psychological
Association (5th ed.).
Washington, D. C.: Author.
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.
V. PIEDMONT
Inspired by the liberal arts tradition and a
historical association with the Congregational Christian Churches,
To accomplish this mission, the college offers a
number of major fields of study that are informed by the liberal arts,
including specialized professional programs and selected graduate
programs. Instructional opportunities
are also provided at distant locations to meet student needs.
The theme of the
Specific ideals under-gird our conceptual
framework. We advocate the democratic
ideals of: equal rights and opportunities; individual freedom and
responsibility; responsibility for the greater good; respect for diversity;
openness to possibilities; and open, informed discourse.
We endorse the following processes as a means of
striving for our democratic ideals: engaging in participatory decision-making;
collaborating in teaching and learning; collecting information from all
constituencies; examining options and projecting
consequences; nurturing open discourse; providing for field experiences;
assessing processes as well as products; modeling democratic ideals in the
classroom; forming communities of learners; and constantly revising the curriculum to reflect new insights and
understandings. Further, we endorse the
development of a sense of personal integrity and of strong habits of mind
(e.g., reflectiveness, persistence,
clarity, accuracy, and responsiveness to feedback).
Graduate
MA and MAT Program Goals:
The goal of the Master of Arts (MA) and Master of
Arts in Teaching (MAT) programs at
¨ provide the candidate
with the ability to communicate and teach effectively using an
interdisciplinary knowledge base and understanding of multidimensional
classrooms;
¨ use and facilitate critical thinking skills;
¨ enhance candidates’ content knowledge, integrating it
with instructional technology;
¨ enable candidates to interpret and assess educational
research, and conduct their own classroom-based research; and to
¨ provide experiences that enable candidates to assume
roles as scholarly practitioners and develop their skills and abilities as
professional teachers.
MAT Program Goals
Through an individualized program of study based on
the candidate’s undergraduate program, experience, and professional goals, the
MAT program seeks to:
¨ build the candidate’s knowledge base and understanding
of P-5 students’ characteristics, knowledge, skills, experience, interest,
approaches to learning, special needs, and cultural heritage;
¨ prepare candidates who have knowledge and
understanding about multicultural and global issues and perspectives as well as
to plan and implement instruction based on these perspectives;
¨ build the candidate’s knowledge and understanding of
content, pedagogy, record keeping and a wide variety of diagnostic and
assessment techniques and strategies;
¨ develop the candidate’s understanding and use of
educational technology including the use of computer and other technologies in
instruction, assessment, and productivity;
¨ build candidate’s ability to create classroom
environments that include: respect, rapport, a culture for learning, effective
management of classroom procedures, appropriate management of student behavior,
and efficient organization of physical space;
¨ inform candidates of resources available for teachers
and students to support and enhance student learning;
¨ develop the candidate’s repertoire of strategies for
effective teaching;
¨ enable candidates to plan and implement instruction
based on acquired knowledge of subject matter, students, and the community;
¨ provide candidates with concrete field experiences
across grades P-5 that help them link theory and practice through observation
and participation;
¨ develop the candidate’s understanding and use of
effective interactions with parents or guardians for supporting students
learning and well-being;
¨ develop the candidate’s ability to use research,
research methods, and knowledge about issues and trends to conduct research on
an educational topic of interest;
¨ help candidates grow and develop professionally toward
becoming proactive, scholarly, reflective practitioners, and lifelong learners
who improve the lives of children.
MA
Program Goals
Through an individualized program of study based on
the candidate’s undergraduate program, experience, and professional goals, the
MA program seeks to:
¨ enable candidates to critique their planning and
teaching strategies so they can more effectively plan instruction based on
extended knowledge of subject matter, students, and the community;
¨ broaden the candidates’ knowledge of developmentally
appropriate content and resources needed for teaching and interacting with
their students;
¨ expand the candidate’s repertoire of strategies for
effective teaching and communication with parents;
¨ enhance and expand the candidate’s knowledge and
understanding about multicultural and global issues and perspectives as well as
ways to plan and implement instruction based on these perspectives;
¨ expand the candidate’s understanding and use of
educational technology including the use of computer and other technologies in
instruction, assessment, and productivity;
¨ diversify field experiences for candidates to
strengthen their understanding of the link between theory and practice;
¨ develop the candidate’s ability to use research,
research methods, and knowledge about issues and trends to improve practice in
schools and classrooms;
¨ develop the candidate’s ability to assume roles as
leaders and mentors in the profession;
¨ establish procedures that candidates can use to
continually keep up-to-date on changes in the field;
¨ help candidates become more independent in their
professional development as scholarly, reflective, practitioners and lifelong
learners who improve the lives of children;
¨ encourage candidates’ involvement in professional
activities and endeavors; encourage candidates to present at local, state, and
national conferences.
VI. COURSE
DESCRIPTION AND PURPOSE:
Education, particularly public education, is a reflection of today’s society. Complex legal issues confront students and teachers in the public education classrooms of our nation. This course provides educators with an overview of legal doctrines applicable to the school setting, including those dealing with truancy, curriculum, due process rights of all students and teachers, freedom of speech, expression, and all religion, student publications, search and seizure, students discipline, sexual harassment and discrimination, student records, students testing, terms and conditions of teacher employment and other constitutional rights of teachers.
The purpose of EDUC 730 is to provide the student with a critical exploration and analysis of various legal issues in education. Attention will be given to multicultural legal issues in education when appropriate. Particular attention will be given to those contemporary laws that influence the teaching-learning process, as well as the laws governing and protecting the rights of all students from varied backgrounds and all teachers in the public schools. Through classroom and field based activities, the student will have the opportunity to increase his/her awareness of legal perspectives and to have the opportunity to reflect upon them in the context of the classroom. The use of technology in researching and presenting content on the part of the student is an integral part of the course.
VII.
Core
Candidate Learning Outcomes :
The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium) and updated Fall 2003, are addressed in this course.
1) Learning Environment: The proactive
teacher uses an understanding of individual and group motivation to create a
caring, democratic learning environment that encourages positive social
interaction, active engagement in learning, self regulation, and collaboration. The proactive teacher fosters
the ideals of a democratic classroom
by treating students fairly and justly, providing intellectual challenge, and
supporting students as they pursue knowledge and understanding. CO: 1,2,3,4,5,
2) Subject Matter: The scholarly teacher
understands and can model the central concepts, tools of inquiry, national
standards, and structures of the discipline(s) he or she teaches and can create
learning experiences that make these aspects of subject matter meaningful for
students. CO: 1,2
3) Student Learning: The reflective teacher understands how students
develop and learn and provides well-managed learning opportunities that support
students’ intellectual, social, and personal growth. The teacher documents
student achievements and contributes to systems of accountability designed to
improve schooling. CO: 1
4) Diversity:
By understanding that all learners are products of their innate abilities,
preferred learning styles, and cultural experiences, the democratic teacher
modifies instruction and assessments to meet diverse needs of all students. CO:
1,2,3,4,5
5) Instructional Strategies: The proactive teacher understands and
uses a variety of instructional strategies to encourage the development of all
students’ creative talents, critical thinking, problem solving, and performance
skills. CO: 3,5
6) Assessment Strategies: The scholarly, reflective, proactive teacher
designs a variety of assessments including alternative assessment strategies,
which (a) assess the acquisition of knowledge, skills, and dispositions
expected in the subject, (b) offset the negative effects of high-stakes
testing, and (c) encourage the continual intellectual, social, and personal
growth of all students to become knowledgeable, inquisitive learners.
CO:
7) Communication and Technology: The proactive teacher uses knowledge of
effective verbal, non-verbal, and media communication techniques and
technologies to foster active inquiry, collaboration,
and supportive interaction in the classroom. CO: 1,6
8) Planning Instruction: The scholarly, reflective, proactive teacher
plans and manages instruction based upon knowledge of content, pedagogy,
students, the community, and curriculum goals. CO: 1,2,3,4,5
9) Reflection and Professional Development: The scholarly teacher is a reflective
practitioner who continually evaluates the effects of her/his choices and
actions upon others, institutes research aimed at improving instruction,
attends to the development of policies affecting education at the state and
national levels, proactively seeks opportunities for the continual development
of a personal pedagogy. CO: 1,2,3,4,5
10) Collaboration and Relationships: The scholarly, reflective, proactive teacher
communicates and collaborates with other educators, parents/families,
agencies and the community through democratic processes to support
student learning and well being. CO: 1
Early
Childhood Graduate Candidate Learning Outcomes:
11)
Constructivist Practices: The
scholarly, reflective, proactive teacher models and provides opportunities
for constructivist practices. CO: 5
12)
Informed Teachers: The scholarly,
reflective, proactive teacher is an informed professional. CO: 1,2,3,4,5
13)
Scholarly Work: The reflective,
proactive teacher actively engages in scholarly work. CO: 4
14)
Action Research: The scholarly,
reflective, proactive teacher participates in action research. CO: 5
Secondary Education Masters-level Candidate Learning Outcomes:
u For both
Initial and Advanced Certification Programs
15) Research: The teacher refines instructional practices
informed by critical consideration of relevant research and by the application
of action research as an ongoing aspect of practice. CO: 1,5
16) Democratic Classroom: The teacher guides students toward involvement in
activities that provide skills and dispositions to fulfill the roles of a
citizen engaged in pursuing the ideals of democracy. CO: 1,2,3,4,5
17) 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. CO: 2,5
18) Integrity: The teacher pursues her/his professional
practices with a strong sense of mission beyond keeping a job, and with a keen
sense of ethical integrity. CO:
1,2,3,4,5
19) Philosophical Pragmatism: The teacher maintains an intellectual spiral in
which practices are improved by conceptual refinements, which are in turn
refined by assessing the results of implementations over time. CO: 5
¨
For Advanced Certification Programs
20) Modeling and Mentoring: The teacher both models best practices and accepts
responsibility to mentor new and veteran teachers. CO: 2
21) Professional Discourse: The teacher participates actively in the
professional discourses related to the field of certification--at the school
and in regional and national venues. CO: 1,2,3,4,5
22) Proactive Involvement: The teacher takes advantage of opportunities to
influence the school toward curricula, instructional practices, policies and
professional climate which result in students acquiring more durable knowledge
and skills and in-depth understanding, as well as positive dispositions toward
learning. CO: 1,2,3,4,5
Dispositions for All Candidates:
In addition to the common core learning outcomes, all
candidates are expected to be familiar with the dispositions expected of
professionals. Their work with students,
families, and communities reflects the following dispositions as defined by the
Scholarly: Inquiring; creative; seeks solutions; thinks
critically about theory and method; keeps current in discipline (conferences,
journals, classes); pursues lifelong learning.
Reflective: Bases daily decisions on in depth reflection,
done frequently and honestly; considers many possibilities for problem
solutions; stays open to constructive criticism.
Proactive: Anticipates problems in management;
anticipates problems and difficulties in instruction; addresses pertinent
issues of school and community to support student learning; encourages
students’ critical thinking, problem solving, and creativity; plans for
important student learning; fosters visionary thinking and action; promotes
mindful leadership to improve schools.
Democratic: Facilitator; views others as capable to deal
with problems and able to make decisions; promotes equitable treatment for all
students; has high expectations for all students; seeks best interest of
students they serve; open-minded; able to view other perspectives; accommodates
individual differences; culturally sensitive in areas of communications,
learning, assessment, and cultural norms; collaborates well with others; works
for the good of the community.
Responsible: Patience, professional temperament; aims to
be the best he/she can be; good work ethic; punctual; recognizes when their own
dispositions may need to be adjusted and are able to develop plans to do so.
VIII. COURSE
OUTCOMES (CO):
Upon successful completion of this course, the candidate will be able to:
1. Understand
the statutory and case law affecting the areas identified in the course
summary;
(Core
CLO 1,2,4,7,8,9,10,12,15,18,21,22)
2.
Identify
correctly the significant legal issues involved in a variety of educational
situations;
(Core
CLO 1,2,4,8,9,12,17,18,20,21,22)
3.
Anticipate the
likely judicial ruling on the issues identified;
(Core
CLO 1,4,5,8,9,12,18,21,22)
4.
Express the above
capabilities clearly and persuasively both verbally and in writing; and
(Core
CLO 1,4,8,9,12,13,18,21,22)
5.
Become familiar
with legal resources for the educator via the Internet and plan for the
incorporation of selected resources into class activities;
(Core
CLO 1, 4,5,8,9,11,12,14,15,17,18,19,21,22)
6.
Use email to
communicate with colleagues and the course instructor.
(Core
CLO 7)
IX. COURSE
POLICIES & PROCEDURES:
1.
Class Attendance & Participation:
Attendance, timeliness, and participation are required
and part of your grade. The
Undergraduate:
o
Day classes
meeting three times a week for entire semester: 6 absences
o
Day classes
meeting two times a week for entire semester: 4 absences
o
All eight week
classes: 1 absence
o
Evening classes
meeting for entire semester: 3 absences
o
Courses operating
under a different format (4 week, online, etc.) determined by the professor of
the course
o
All absences for participation in recognized school
events (e.g., athletics, drama, field trips) will count against the announced
absence policy.
o
A request for consideration of an exception to this
policy must be submitted in writing to the Dean.
Graduate:
o
Attendance policy
is at the discretion of the professor of the course. The policy will be approved by the department
chair and printed in Part B of your course syllabus.
INCLEMENT WEATHER – In general, classes
are dismissed or cancelled (day and/or night classes) when conditions in and
around Demorest become such that the main streets and college parking lots
become too dangerous on which to drive.
Candidates who live outside the Demorest area for which road conditions
are too difficult to proceed should stay at home. Candidates who miss class should consult
their instructors for assignments and make-up work. Dismissed or cancelled classes must be made
up during semester breaks, the first available Saturday, or an agreed upon
make-up by class members and the professor.
When classes are dismissed, the following radio/TV stations will be
informed of the action taken: Station WCON (99.3 FM) – Cornelia; WMJE (102.9
FM) – Clarkesville/Gainesville; WNEG (6.30 AM) – Toccoa; WAGA TV – Fox 5,
Atlanta; WNEG TV Ch. 32; and WXIA TV – 11 Alive.
PARTICIPATION - Active participation
means:
Ø
prepare for
classes by reading the text and/or other assigned readings;
Ø
attend all
classes for duration of allotted class time;
Ø
take active part
and contribute significantly during class discussions and activities;
Ø
be attentive and
respectful of peers and the professor during the discussions, dialogue, and
presentations;
Ø
submit all
assignments on time.
2.
Written Work:
Use
APA style (5th ed.). All
papers for the course are to be typed using size 12 print and one of the following fonts: Bookman,
Times New Roman,
Quality
is important! Work submitted should
reflect professional, scholarly, graduate level
work. Your
writings and reflections will be assessed according to the depth, breadth,
clarity, and accuracy they convey.
Be sure to keep a duplicate copy of all submitted work for your
own records. It is also wise to periodically save your work on the hard
drive as well as the disk.
3.
Academic Integrity:
By
accepting admission to
Some suggestions for helping you abide by the policy include:
Ø
All work
submitted must be your original work created in and for this course.
Ø
Cite and
reference work properly using the current APA guidelines.
o
Cite all quotes
or paraphrased material. It is
better to over cite than not give credit to the author of a work or source that
you are using in your paper or project.
§
Any time you use
the exact words of researcher, author, or source, you must place the words in
quotation marks when your quote is less than 40 words. If more than 40 words, place the quote in an
indented block omitting quotation marks.
(See the APA Manual for specific guidelines).
§
You must also
give credit to an author or source when you paraphrase.
§
When referring to
information from your course text, be sure you cite and reference the
source and/or authors.
§
Follow the
protocol in the current APA manual for citing and referencing all electronic
sources.
Ø
Double dipping is
not permitted. For example:
o
You may not use
an assignment created in one course to meet the requirements in another.
o
Visiting a
classroom for one field experience may not be used to meet a field experience
requirement for another course.
4.
Special Considerations:
5. Cell Phone Usage: Cell
phones should not be used during class time.
Use only prior to the beginning of class or during break. If you need to be contacted due to a crisis,
critical, or emergency situation, you should leave your phone on vibrate and
respond appropriately and professionally.
Notify the professor in advance when possible.
X. STUDENT EXPECTATIONS AND COURSE
OUTLINE:
1. Instructional Methods
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.
Assignments: