Dual Enrollment: Introduction to Education

Dual Enrollment: Alonzo and Tracy Mourning Senior High and Florida International University





SCHOOL OF EDUCATION

Introduction to the Teaching Profession
Credit Hours: Three (3)
Pre-requisite: None

Course Description
This survey course includes the historical, sociological, and philosophical foundations of education,
governance, finance, policies, legal, moral and ethical issues, and the professionalism of teaching. The
student will be introduced to The Florida Educator Accomplished Practices, Next Generation Sunshine
State Standards, and the Professional Educator competencies. Fifteen hours of field experience are
required.

Instructor Information
Instructor: Megan Rudnick Term: 2014-2015
Office Hours: 2:20-3:00pm Office Location: Room 209
Class Location: 209 Campus: Biscayne Bay
Phone: 305-919-2000 Class Time: 6
th
Period
E-mail: mrudnick@dadeschools.net Class Days: M-F
Website: edmodo.com AND www.msrudnick.weebly.com

National, State, and College Standards
Florida Subject Matter Competencies ESE, ESOLC&S, Social Sciences, Biology, Chemistry,
Earth/Space, Science, Physics, Middle Grades Science, Math
Florida Performance Standards for ESOL Teachers ESOL
Florida Educators Accomplished Practices FEAP
Florida Reading Competencies K-12 RE
Next Generation Sunshine State Standards SSS
Miami Dade College Learning Outcomes


Florida Educator Accomplished Practices:

1. Assessment

2. Communication

3. Continuous
improvement

4. Critical thinking

5. Diversity

6. Ethics

7. Human
development and
learning

8. Knowledge of
subject matter

9. Learning
environments

10. Planning

11. Role of the
teacher

12. Technology


COURSE COMPETENCIES:
Upon completion of this course the student will:
Competency 1: Describe the attributes of a professional educator by:
a. Examining and discussing the attributes and ethical standards of a professional educator.
b. Summarizing the broad concepts of national, state, and district curriculum standards.
Identifying and explaining Floridas Educator Accomplished Practices.
c. Identifying and analyzing the change that many first year teachers undergo in their attitude
toward students.
d. Discussing the value of induction programs and the roles of mentors.
e. Identifying and analyzing the most common reasons teachers give for leaving the profession.

Dual Enrollment: Introduction to Education

Competency 2: Compare and apply historical knowledge to todays current practices by:
a. Explaining how philosophy relates to the work of the teacher.
b. Assessing the relationships between key educational philosophies and the development of
educational practices in the United States.
c. Comparing and contrasting the philosophies of education in terms of their implications for
schooling.

Competency 3: Understand and apply historical knowledge to todays current practices by:
a. Identifying current and historical trends, issues, and individuals who have influenced school
curricula and the development of the school system in the United States.
b. Describing trends from colonial times to the present in terms of educational opportunity of
various groups, compulsory attendance, curricular emphasis, and teacher training.
c. Analyzing the importance of the Common School movement in the development of the United
States.
d. Identifying and describing the significance of key rulings or laws that had an impact on the
expansion of education. (e.g. Old Deluder Satan Act, Northwest Land Ordinances,
Kalamazoo case, Plessy v. Ferguson, Brown v. Board of Education).
e. Identifying and analyzing the constraining factors that restrict local reform efforts.

Competency 4: Identify key factors associated with effective schools by:
a. Explaining the difference between education and schooling.
b. Comparing and contrasting the explicit and implicit curriculum.
c. Describing how schools function as transmitters and re-creators of culture.
d. Researching and discussing characteristics of effective schools.

Competency 5: Identify local, state, and federal sources of funding and how each affects
education by:
a. Reviewing and recognizing the economic issues that affect schools including sources of
funding, funding formulas, school choice initiatives, tuition tax credit, and vouchers.
b. Explaining the implications of several Supreme Court cases regarding equitable state and
local funding of education.

Competency 6: Identify the legal aspects of education and understand how governance, laws, and
policies are enacted at the local, state, and federal levels by:
a. Comparing and contrasting various governance structures.
b. Identifying the laws and crucial court cases that influence education practices and programs.

Competency 7: Define the ethical and legal issues facing teachers by:
a. Distinguishing the difference between ethics and the law and explaining the proper province
of each.
b. Researching and discussing the legal and civil rights and responsibilities of students and
teachers.
c. Identifying characteristics of ethical behavior in teaching and how they relate to appropriate
decision-making.
d. Defining due process, liability, assault and battery, corporal punishment, free speech, and
students rights.


Competency 8: Identify key cultural and social factors that impact learning by:
a. Describing how multiculturalism impacts schools and learners.
b. Recognizing and valuing the diverse nature of their students and the implications of diversity
in establishing an optimal learning environment.
c. Describing the demographic trends of U.S. minorities and analyzing how ethnic and cultural
differences between public school teachers and students may foster misunderstandings.
d. Describing the responses that schools use in addressing social issues that affect the learner
in todays society.

Competency 9: Discuss career options in education by:

Dual Enrollment: Introduction to Education
a. Researching and identifying career options in education.
b. Describing the career track of the professional teachers: entering the field, licensing and
credentials, first year, tenure and continuing contract, other career options within and outside
education.

REQUIRED TEXTBOOK:
Sadker, M. & Sadker, D. (2010). Teachers, Schools, and Society. (9th Ed.), Mass.: McGraw Hill. ISBN:
9780077418052

TECHNOLOGY/AUDIO/VIDEOS:
Ddocumentaries, movies, and/or videos that showcase contemporary educational issues related to the
teaching profession such as: The First Year, Teach, or Waiting for Superman by Davis Guggenheim

COURSE OUTLINE:
The professor reserves the right to make changes in the order of topic presentation and
assignments.

DATE TOPIC(S) CHAPTERS/ASSIGNMENT(S)
August-
September
Introductions/Contract
Syllabus
Field Experience/Service Learning
Orientation
Purposes of Schooling
Philosophy Survey
Different Ways of Learning
Chapter 1
Chapter 2
September Diversity in the Classroom Chapter 3
October Curriculum Chapter 4
October School Reform Chapter 5
October Mid Term Examination All Chapters(up to this point)
November Social Problems and Tension Points
Technology in the Classroom
Chapter 6
November History of American Education Chapter 7
November Philosophical Foundations of American
Schooling
Chapter 8
December Governance of Schools Chapter 9
December Legal and Ethical Issues Chapter 10
January Effective Teachers Chapter 11
January The Interview Process
Writing a Resume
Job Options
Professionalism
Chapter 12
January Final Examination All Chapters/Videos

REQUIRED ASSIGNMENTS/Projects:
Assignment #1: Article Reviews and Reflections
Description: Professionals read and keep current in their fields by reading journal articles and relating
them to their practice.
Directions: The student will select, read, and review (2) journal articles that relate to a major topic
covered in the course competencies and specific topics from our textbook for Intro to Education. This
includes history, finance, ethics, and governance.

1. Select (2) journal articles written within the past five years that discuss a major topic covered in Intro
to Education.
2. The articles must be a minimum of three (3) pages in length each for each paper excluding cover and
reference pages
3. Write a summary of each article. Write your opinion of the each articles viewpoint. Include how the
articles relate to our readings and discussions in Intro to Education.
4. Attach a copy of the articles with your review/reflection for each paper.

Dual Enrollment: Introduction to Education
5. You must use APA format to cite any ideas and reflections in your summary that are represented in
the articles.The writing lab at your campus can also assist your with APA formatting and resources.
Use the following APA resources:
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.mdc.edu/medical/library/APAstyle.asp

Assignment #2: Educational Philosophy Essay
Description: A teachers educational philosophy guides his/her practice in the classroom and is
their guide for decision-making.
Directions: Each student will write a well-developed and thought-out essay in the first person that
discusses their personal philosophy of education and citing a minimum of three (3) theorists/educational
philosophies that have influenced their philosophy.
Students are to write an essay which includes the following:
1. Personal Information
2. Personal philosophy of education based on personal experience, theorists, and the results of your
philosophy survey.
3. Use APA format in writing the essay and cite any references that are used. Essays should be no
more than two (2) typed pages.

Assignment #3: Teacher Interview/Role of the Teacher
Description: Veteran teachers can provide pre-service teachers with invaluable information: advice,
practical tips, and guidance.
Directions: You will interview a veteran classroom teacher, one who has been teaching for a minimum of
five years. After completing the interview, the student will write a two-page critical reflection/summary
paper based on the answers the teacher gave to the questions asked during the interview.
1. Write a two-page critical reflection/summary paper which includes the following:
a. Background information of the teacher interviewed
b. Summary/reflection of the information elicited during the interview process
2. Develop a list of questions (you may use the sample below) to ask a veteran classroom teacher.
Suggested questions have been provided for you below.

SAMPLE TEACHER INTERVIEW QUESTIONS
CURRICULUM/SUBJECT KNOWLEDGE
1. Do you prefer homogeneous or heterogeneous grouping? Why?
2. What does individualized teaching mean to you?
3. How can you tell students are learning? Which evaluation techniques do you use?
4. How do you individualize the learning process in your classroom?
5. Name some ways that a student in a group can show you s/he has mastered a concept?
6. In which curriculum area are you particularly strong?
7. If you were asked to obtain in-service experience in one area of the curriculum, which area would you choose?
8. What are some of the ways that you present materials to students such as in social science?
9. How do you integrate technology into your teaching and into students learning?
10. What do you think a teacher needs to know in order to begin lesson planning for a class?
11. What four key components do you believe you must include in a lesson plan?
INSTRUCTIONAL TECHNIQUES
1. Describe any school experience you have had, particularly in student teaching (or in another teaching position)
that has prepared you for a full-time position at our school?
2. Describe any innovative projects you have been involved in developing.
3. Give an example of how you have used cooperative learning in your classroom.
4. How you accommodate the different learning styles of the students in your classes?
5. What do you consider to be your strengths and how will you use them in your teaching?
6. What two core teaching strategies do you use to achieve your desired results?
CLASSROOM MANAGEMENT
1. How do you set standards for acceptable performance in your class at the beginning of the year?
2. How do you get students to do what you want them to do? Describe your system of classroom management.
3. How do you help students develop in self-discipline? Can you teach this skill?
4. In your opinion, who should be responsible for the discipline in the school?
5. If a student is disrupting your classroom, what steps would you take to solve this problem?
6. What is your opinion about individual vs. total class punishment?
7. Compare negative and positive reinforcement and describe the affects of each.

Dual Enrollment: Introduction to Education
8. Describe a typical student in your class with reference tohis/her developmental stage, study habits, attitude
towards learning, and his/her behavior characteristics.
9. How do you assist a student who has been tardy to become more punctual?
10. Describe your classroom's physical environment?
PARENT RELATIONS/COMMUNICATIONS
1. Describe some ways you inform parents of what is going on in your classroom.
2. How do you involve parents in your classroom?
3. How do you update parents about the progress of their child?
4. In your opinion, how effective are parent conferences in solving student problems?
5. Describe how you become acquainted with parents and students.
6. What would you tell a parent who complained about his/her child not having enough homework?
7. What information do you include in your Open House presentation?
PERSONALITY, PERSONAL ATTITUDES/PROFESSIONALISM
1. Why did you want to teach?
2. Describe an "ideal" teacher.
3. Why do you want to teach in our School District?
4. What is wrong with education today? What is right?
5. What do you expect from the school principal, psychologist, and superintendent?
6. What would your closest teaching associate say about your relationships with students?
7. What are your greatest teaching strengths?
8. What are your greatest weaknesses? How do you overcome these?
9. How do you collaborate with other teachers/staff in your school?
TEACHER RELATIONSHIPS WITH STUDENTS
1. What kind of students do you like to work with? What type of students could you teach most effectively?
2. How would you deal with a student who ridicules a given assignment?
3. How do you help students experience success?
4. How would you differentiate instruction for students?
5. What procedures do you use to evaluate student progress besides using tests?
6. How do you challenge the varieties of learners, both slower and advanced, within the same class?
7. How much do you need to know about your students in order to be most helpful to them?
8. What three things do you most want to know about your students?
9. In what major ways do you most want to influence the lives of your students?

Assignment #4: Field Experience/Service Learning Journal To be completed throughout the course.
Description: Chronicling your experience will allow you to note your growth and progress as you move
through the Teacher Education Program.
Directions: You will create and maintain a field experience/service learning journal that includes a
minimum of six (6) entries. Each entry will describe and reflect on the Florida Educator Accomplished
Practices (FEAPs) as they relate to the field experience and observations at the field site.
1. Create a journal that you will use for the semester to memorialize your experience. The first entry in
your journal should include an overview and a demographic description of the field experience/service
learning school site and any other relevant information about the school that would assist the reader.
2. The remaining entries in your class journal should include the following:
a. School Name/Grade/Date
b. Description of the activity/lesson in which you were involved
c. People involved in the activity/lesson
d. What FEAPs were addressed during the activity/lesson
e. How the activity/lesson relates to the FEAPs
f. What is your reaction to the activity/lesson?
g. What were the strengths and challenges of the activity/lesson?
3. Each entry must be a minimum of three (3) paragraphs.


FIELD EXPERIENCE/SERVICE LEARNING:
As per the Florida Department of Education regulations, students enrolled in this course MUST complete
fifteen hours (15) of field activities and a service learning experience during regular school hours in a
public school setting. Students are expected to systematically observe and analyze information in the
field setting using methods of gathering data from or through observation of a learner, an educator,
administrator, or paraprofessional. A comprehensive handout will be distributed in class regarding the
field experience/service learning activity. Students unable to complete their field experience/service
learning activity hours will receive an unsatisfactory grade in the course. An I will not be assigned in

Dual Enrollment: Introduction to Education
order for students to complete field hours because required completion of these, must occur
during enrollment in the course.

EVALUATION:
The final grade will reflect the results of exams, projects, meeting due dates, punctuality, and
attendance:

Assessment Weight
Educational Philosophy Essay (Ass #1) 10%
(2) Article Reviews/Reflections (Ass #2) 10%
Teacher Interview/Role of the Teacher (Ass #3) 10%
Field Experience Journal (Ass #4) 15%
Midterm 10%
Final Exam 10%
Quizzes 10%
Participation 5%
In Class Activities 5%
Readings 5%
Notebook 10%
Total 100%

Grading Scale and Incomplete Policy
90-100 A
89-80 B
79-70 C
69-60 D (Must repeat course
59-50 F (Must repeat course)

An incomplete grade (I) can only be assigned under the following conditions:
The student:
Must have documentation explaining the extenuating circumstances preventing completion of
assignments and/or attendance.
Must agree to complete missing work by a date specified by the instructor.
An I will NOT be assigned in order for students to complete field hours because required
completion of these must occur during enrollment in the course.

ATTENDANCE EXPECTATIONS:
Students are expected to attend every class. It is the students responsibility to notify the instructor in
advance of any absence and to take the necessary steps to make-up all assignments missed. After the
last drop date, no W grade will be given. All electronic devices must be silenced and out of sight
during the class period. Students are expected to read the assigned chapters of the required textbook
and to complete all assignments on time. Attendance is critical for the successful completion of the
competencies required for this course. Much of our work this year will be covered as we gather together
as a class and entire curriculum areas will be covered in one class period.

If you miss a class, you are still responsible for any material presented or assignments due for the day.
You are expected to come to class on time and stay until the class is over. Arriving late or leaving class
early is a distraction to others.

Absences/Tardiness
Please refer to the student handbook for the Alonzo and Tracy Mourning school policy.


Methods of Instruction
Any of the following instructional techniques may be utilized as they fit within the context of the session:
class discussions, text-based discussions, lectures, cooperative learning groups, student presentations,
debates, reflections, and analysis. Presentations will address the needs of all learners including learners
with diverse linguistic backgrounds and exceptional learners. Students are expected to participate during
each class. All assigned reading must be completed before class.

Dual Enrollment: Introduction to Education

Examinations
Examinations will be used to aid in the assessment of this course. Examinations are designed to examine
your knowledge, application, analysis, and synthesis of the material presented in class, text, and other
course materials. The examinations will be composed of objective items (multiple choice, matching),
short response items, true/false with explanations, and essay questions.


Written Assignment Criteria
Written materials should reflect students knowledge of the subject as well as the use of analysis,
interpretation, synthesis, and evaluation. Materials should contain correct spelling, punctuation,
grammar, and usage. All written papers should contain the students own thought and words unless
quotation marks are used. All references including the Internet must be cited. Papers must be typed and
follow the American Psychological Association (APA) format. All assignments are due on the date stated
in the syllabus. Points will be removed for late assignments.

Projects and Assignments
All projects and assignments must be completed to receive a grade. Projects must be presented on
the assigned dates. Late projects will require written documentation as to the reason the projects
was late (ex. medical reasons).

All students are expected to take examinations on the assigned dates. Make-up exams will be given only
for documented excused absences and must be taken within one week of the missed exam.


ACADEMIC INTEGRITY:

Cheating the improper taking or submission of any information or material to be used to determine
academic credit. Taking of information includes, but is not limited to, copying graded home learning
assignments from another student; working together with another individual(s) on a take-home test or
home learning assignment when not specifically permitted by the instructor; looking or attempting to
look at another students paper during an examination; and looking or attempting to look at text or
notes during an examination when not permitted. Tendering of information includes, but is not limited
to, giving your work to another student to be used or copied; giving someone answers to exam
questions either when the exam is being given or after having taken an exam; giving or selling a term
paper or other written materials to another student; and sharing information on a graded assignment.

Plagiarism the attempt to represent the intellectual property of another person, whether published or
unpublished, as the product of ones own thought. Plagiarism includes, but is not limited to, quoting
oral or written materials without citation on an exam, research paper, home learning, or other written
materials or oral presentations for an academic requirement, or submitting a paper which was
purchased from a term paper service as your own work; and submitting anyone elses paper as your
own work.

Copyright law an attempt to represent the work of another as the product of ones own thought,
whether the others work is written, found on the Internet, or simply the work of a fellow student. It is
not limited to quoting oral or written materials. It includes photographs, clip art, and music samples.
For an academic requirement; submitting a paper, image, and/or music which was copied from a
website as your own work; submitting anyone elses paper as your own work is considered a breach of
copyright law unless they fall into the guidelines of the Teach Act-
http://www.lib/ncsu.edu./scc/legislative/teachkit/


**This syllabus can be modified at any time throughout the course at the discretion of the
instructor.**