PIEDMONT COLLEGE
SCHOOL
OF EDUCATION
Syllabus for
Specialist Degree
Strand
I
Advanced Foundations
of Teaching and Learning
EDS 810
Mastering the art of
teaching: Preparing proactive educators to improve the lives of all children
1.
COURSE
INFORMATION:
Summer 2005/Demorest Cohort
EDS
810: Advanced
Foundations of
Teaching
and Learning
Prerequisite: None
Credit: Three
semester hours
Period: Wednesdays 9:00a.m.
to 5:00 p.m.
II.
INSTRUCTOR
INFORMATION:
Name: Dr. Julie Palmour
Office Location: L-126, Demorest Campus
Phone Numbers: (706)778-3000 X1230 (Office)
(706)839-6337
(Home)
Fax number: (706)776-0135
Office
Hours: As posted or
by appointment
III. TIME AND PLACE:
Time: Wednesdays 9:00a.m.
to 5:00 p.m.
Place: L-122
Demorest Campus
IV. TEXT AND SUPPLEMENTARY READINGS
American Psychological Association.
(2001). Publication
manual of the American Psychological Association (5th
ed.). Washington, D.
C.: Author.
V.
PIEDMONT MISSION:
Piedmont College Mission:
Piedmont College
educates students to become successful and responsible citizens through
rigorous academic instruction in the liberal arts and professional
disciplines. Learning opportunities are
provided through undergraduate and graduate programs offered at various locations. The institution emphasizes high ethical
standards and respect for diversity.
School
of Education Mission:
The theme of the School
of Education is “Mastering the art
of teaching: Preparing proactive educators to improve the lives of children.” The School
of Education strives to prepare
reflective, scholarly, proactive educators in a caring environment with
challenging and meaningful learning experiences. These practitioners effectively educate their
own students to become knowledgeable, inquisitive, and collaborative learners
in diverse, democratic learning communities.
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).
Specialist Degree Program Goal(s);
The program goal of the Specialist Program in Instruction
is designed to develop distinguished contributing teachers as leaders, mentors,
and models across schools and systems.
The primary purpose of schooling is instruction; therefore, all
teachers, staff and administrators must focus through habits of mind on the
ultimate goal of providing students with the best and most appropriate
education possible through continuing school improvement. Regular classroom teachers, teachers in
pull-out areas, lead teachers, department heads, building level administrators,
as well as staff and administrators at the district level need to view
themselves as instructional leaders and through proactive, scholarly and
reflective professional and pedagogical development provide instructional
expertise and leadership to students and peers both formally and informally.
The specialist program in
instruction offers components that address the qualities necessary for
preparing distinguished teaching and leadership. The program will provide a
rigorous and scholarly pragmatic approach that will meet the needs of
candidates in various geographic and educational contexts. To that end,
participants are required to specialize in the four program strand themes:
1.
Foundations of education,
2.
Field based research that examines and leads to improved
student achievement,
3. Personal and professional philosophy and
pedagogy, and
4. Developing expertise in content inquiry
style involving classroom practices and
management.
These four strands form a holistic approach to the one
year, 30 hour, program of study as continuous themes and curricula to guide,
instruct, and develop the professional educator to attain distinguished levels
of both theory and practice and become contributing members in the professional
discourse of improving schooling.
VI. COURSE
DESCRIPTION AND PURPOSE:
This course is designed to
help educational leaders understand key ideas central to ongoing research in
teaching and learning. It emphasizes ways in which cultural, social and
organizational contexts influence learning, and it examines knowledge from
epistemology, the psychology of learning, and cognitive science, to improve
teaching and help students develop to maximum potential. The course also
explores the connection between educational policies and classroom practice. As
a result of this course, students will apply current best teaching and learning
practices at their institutions while modeling and providing leadership to
other members of the school community.
VII. SCHOOL OF EDUCATION OUTCOMES:
Core Candidate Learning Outcomes :
The following outcomes, adapted from the 1994 INTASC
standards (Interstate New Teacher Assessment and Support Consortium), are
addressed in this course.
1) Learning Environment: The proactive
teacher uses an understanding of individual and group motivation to
create a caring learning environment that encourages positive social interaction,
active engagement in learning, self regulation and collaboration. The teacher additionally 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.
2) Subject Matter: The scholarly teacher
understands and can model the central concepts, tools of inquiry, 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.
3) Student Learning: The reflective teacher understands how students
develop and learn and can provide well-managed learning opportunities that
support students’ intellectual, social, and personal growth.
4) Diversity: The teacher committed to the
ideals of the democratic classroom understands that learners are the products
of their innate talents/disabilities, preferred learning styles,
and cultural experiences and can adapt instruction to meet diverse needs.
5) Instructional Strategies: The teacher
understands and uses a variety of instructional strategies to proactively
encourage the development of student critical thinking, problem solving, and
performance skills.
6) Assessment Strategies: The teacher
understands and uses a variety of assessment strategies to encourage the
continual intellectual, social, and personal growth of students to become knowledgeable,
inquisitive learners.
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.
8) Planning Instruction: The reflective,
scholarly, and knowledgeable teacher plans and manages instruction based
upon knowledge of subject matter/pedagogy, students, the community, and
curriculum goals.
9) Reflection and Professional Development:
The teacher is a reflective practitioner who continually evaluates the effects
of her/his choices and actions upon others, and who proactively seeks
opportunities for the continual development of a personal pedagogy.
10) Collaboration and Relationships: The proactive
teacher communicates and interacts through democratic processes with
other educators, parents/families, and the community to support student
learning and well being
Specialist Program Candidate Outcomes
11)
Specialist
Candidates will demonstrate proactive knowledge of techniques that bring about
positive change in schools, schooling and practices.
12)
Specialist Candidates
will be use assessment of characteristics and needs of student learners .
13)
Specialist
Candidates (through reflection) will conduct self-assessment.
14)
Specialist
Candidates will reflect and improve on student learning.
15)
Specialist
Candidates will integrate technology to enhance learning.
16)
Specialist
Candidates will model, develop, and deliver content expertise.
17)
Specialist
Candidates will generate and use proactive and scholarly research to improve
schooling.
18)
Specialist
Candidates will create learning communities.
19)
Specialist
Candidates will provide leadership for creating democratic learning.
20)
Specialist
Candidates will contribute to professional growth of their profession.
21) Specialist Candidates
will demonstrate ethical
dimensions of teaching.
VIII. COURSE
OUTCOMES (CO):
Upon successful completion of this course, the candidate
will be able to:
1. identify
and analyze knowledge and use of knowledge in relationship to the classroom,
schools, and community; CCLO
1, 5, 8, 11, 12,
2. identify knowledgeable professionals in the field and
explore, question, and synthesize old and new knowledge of foundation of
teaching and learning; CCLO 2, 8, 10, 14, 17
3. state a position on the foundations of teaching and learning
in the classroom in writing and /or
orally and defend that position in a factual and logical manner, using
current research; CCLO 2, 4, 7, 15, 20
4. critically analyze the reports of the media and professional
journals, including the policies and actions from the local, state and federal
levels; CCLO 7, 9, 10. 11, 17
5. make
valid conclusions relative to the effectiveness of the schools; CCLO 4, 6, 9, 12, 17
6.
provide scholarly
information to inform others of successes in the classroom and school; CCLO 7, 10, 16, 20
IX. COURSE
POLICIES:
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. The allotted
number of absences for this course is zero. In order to effectively complete the course requirements attendance in
all classes is mandatory. Only
those absences due to emergencies will be excused Work missed due to an excused absence
may be made up. It is your
responsibility to inform professor in writing how you make up the work. Any
candidate who misses a class (more than 4 hours) will automatically receive a
grade reduction. Missing more than one
full class (8 hours) will result in failure to complete the course. EXTREME circumstances may be discussed with
the professor and the Dean.
Active participation means that you prepare for classes by
reading the text and/or other assigned readings and that you take active part
in discussions and activities conducted during class.
2. Written Work:
Use APA style (4th ed.). All papers for the course are to be typed
using size 12 point and one of the following fonts: Bookman, Times New Roman, Geneva
or similar font. Papers should be double-spaced,
error-free, and grammatically correct (including punctuation, spelling,
capitalization, etc.). Make good use of
writing references such as dictionaries, writing handbooks, and computer
spelling and grammar checks. Each paper
should have a cover sheet with your name, course number and name, assignment,
and date clearly typed on the front. For
example (double spaced and centered), Your name; EDUC 638.1: Advanced
Assessment and Instruction in Reading , Learning Log #1: Essay Questions for Chapters 1 and 2,
Date.
Quality is important! All work submitted should reflect your
professionalism and 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.
3. Academic Integrity:
By accepting admission to Piedmont
College, each candidate makes a
commitment to understand, support, and abide by the "Academic Integrity
Policy" without compromise or exception (See the Piedmont College Catalog
and the Student Handbook for details of the policy). This class will be conducted in strict
observance of the policy. The College
imposes strict penalties for academic dishonesty (cheating, fabrication,
facilitating academic dishonesty, and plagiarism) as defined in the Catalog and
Handbook.
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:
Piedmont
College makes every effort to
provide reasonable and appropriate accommodations to students
with disabilities. Accommodations must be coordinated through the
Office of Academic Support by contacting the director at 1-800-277-7020
ext. 1359 or by email - dtaylor@piedmont.edu
Students are responsible for providing accurate
and current documentation of their disability and for making a
written request to the Director of Academic Support before receiving
accommodations. Students with special needs (disabilities, problems,
or any other factors that may affect their performance or that require special
instructional strategies) should also make these needs known to the
professor/instructor during the first class session.
5. 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/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. 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.
6.
Course Grade:
Final grade will be determined by attendance and class
participation (25%), journal reflections (50%), and online assignment (25%).
X. COURSE OUTLINE
AND STUDENT EXPECTATIONS:
1.
Read assignments and be ready for discussion
each week. Readings are to be completed prior to class in order to facilitate
quality discussions.
2.
Keep a reflection
journal throughout the four weeks of class.
Include reactions to class, readings, peer comments, videos, etc…. You
will prepare a two page summary of your reflective journal to be
turned in within a week following the final class. You will turn in your summary and may
be asked to turn in your journal entries.
3.
Begin work on the development
of your research question.
4.
Complete an online
assignment, which includes work on the written STAR reflection. STAR # 7.
5.
Other assignments or
activities may be required as deemed necessary to assure the mastery of the
course objectives as stated.
XI. Resources
Web sites
·
Piedmont College’s web page: www.piedmont.edu
·
Library
http://www.piedmont.edu/library/homepage.html
·
Galileo
http://www.galileo.peachnet.edu/Homepage.cgi
·
Bookstore
http://www.piedmont.bkstr.com/
·
Georgia
Professional Standards Commission: www.gapsc.com
·
Educational
Testing Services/Praxis: www.ets.org/praxis
·
QCC
http://admin.doe.k12.ga.us/gadoe/sla/qcccopy.nsf
·
Public
Schools Report Card http://168.31.216.185/
·
US
Department of Education http://www.ed.gov/
·
Georgia
Association of Educators http://www.gae.org/
·
Professional
Association of Georgia Educators http://www.pageinc.org/
·
Southern
Region Education Board (SREB) http://www.sreb.org/
·
Education
World http://www.education-world.com/
·
Internet
Public Library http://www.ipl.org/
·
Education
Web Site Clearinghouse http://library.ucf.edu/internet/Education/webed.htm
QCC objectives: http://www.glc.k12.ga.us/passwd/searchsrchqcc/content.asp
ASCD: www.ascd.org
Center for Research on Education, Diversity and Excellence
(CREDE): http://www.crede.ucsc.edu
Tests at a Glance: www.ets.org/praxis
Federal Reserve for Educational Excellence: http://www.ed.gov/free/
National Board for Professional Teaching Standards: http://www.nbpts.org
·
Voices
from the National Forum: http://www.ed.gov/pubs/TeachersLead
·