INSTRUCTION

Sample Syllabus

ED 222 ORIENTATION TO THE TEACHING PROFESSION

Fall Semester 200_,  Wednesdays from 1:10 to 3:10 p.m. HB 206

Instructor: Faculty name 

Office location and telephone number

Office Hours and email address with response timeframe to student email

Course Context

This course is designed for students interested in the teaching profession or those planning to become teachers. It is a required course for those enrolled in the Bachelor of Arts in Elementary Education.

Course Description

An orientation to the teaching profession, including teacher training, employment opportunities, professional growth, education philosophy and teaching effectiveness. Introduction to issues confronting educators: integrating special needs students, selection of appropriate teaching materials, curriculum and lesson planning, and constructive teacher-student interaction. Observation of a wide range of teaching situations and levels.

Relationship to Conceptual Framework

This course will help students reflect on the unique profession of an educator. It will also help them to begin to identify what it means to be an informed, reflective and responsive teacher.

Instructional Methodologies

This course includes interactive lectures, discussions, group presentations, reflective field work and reports and written applications of class activities.

Texts (required)

Ryan, K. and Cooper, J. (2000). Those who can, teach. (ninth edition). Boston, MA: Houghton Mifflin.

Codell, E. (1999). Educating Esme: Diary of a teacher’s first year. Chapel Hill, NC: Algonquin Books.

Expected Outcomes and Assessments: In taking this course, the participant will be able to do the following:

1) Describe the motivation, values, and beliefs that influence the decision to enter or not enter teaching as a career in a classroom writing assessment (CTE Goal 1).

2) Describe the role of parents, families and communities in a classroom writing assessment (CTE Goal 7; AK Teacher Standard 7; Guidelines for Preparing Culturally Responsive Teachers for Alaska’s Schools # 7).

3) Recognize diversity in the schools and be able to describe different types of diversity in journal entries (CTE Goal 3; AK Teacher Standards 3 and 6; AK Cultural Standards for Culturally Responsive Educators).

4) Describe the purpose and function of schools in our society in a classroom writing assessment.

5) Reflect upon observations and practicum experience in journal entries (CTE Goal 6; AK Teacher Standard 3).

6) Demonstrate knowledge of American Psychological Association (APA) writing style through completion of research paper.

Encouragement

Each and every one of you are encouraged to consult with me early in the semester regarding any necessary accommodations which will assist you in your learning. I consider myself to be approachable, flexible, and available to students who desire to see or speak to me. If needed, please see me before or after class. Otherwise, please call, e-mail, write, or fax me.

Course Content

This course will give students beginning their formal study of education and those considering the same the information necessary to make an informed choice as they strive to clarify their career goals. Students will become involved in the real issue of schooling and education and will be given a clear view of the skills and knowledge they will need to be successful professionals.

Students will be given the opportunity to test themselves as prospective teachers and to become familiar with the necessary attitudes and skills of the profession. Active involvement in this course will engage the student, allowing them to make connections between what is being presented and discussed to what is going on in the school classroom of today.

Grading Requirements

A. APA research paper and oral report 350 points

B. Two in-class writings (25 points each) 50 points

C. Journal of three one hour observations 150 points

D. Completion of a twenty-five hour practicum and journal 250 points

E. Final examination/in class writing (Dec. 11) 200 points

Grading Scale

Letter Grade Total Points

A 915-1000 (90-100%)

B 835-914 (80-89%)

C 755-834 (70-79%)

D 675-754 (60-69%)

F 674 or less (less than 60%)

The APA paper can be sent electronically (as an attachment) and the practicum and observation journals can be sent by e-mail.

***LATE ASSIGNMENTS: -10% per weekday late*** (unless you make prior arrangements)

Late assignments can be put in my mailbox in Center for Teacher Education in the Hendrickson Annex. They must be signed and dated by a UAS Education staff person.

Field-based Course Components

Students will complete a twenty-five hour practicum in a classroom grade level of choice. They will also complete one hour observations in three additional classroom grade levels. Forms for host teacher evaluation and journal format will be provided prior to the practicum experience.

Technological Competencies

Students will need to use a word processor to complete the APA research paper. Students will also need to access Internet and other resources and will gain these skills/strategies through a presentation from UAS library personnel.

Diversity

Issues of diversity will be addressed through Expected Outcomes and Assessments “2,” “3” and “4” above.

Health Requirements

Student must be tested for tuberculosis (t. b.) and return results to Center for Teacher Education (Hendrickson Annex) assistant prior to starting practicum.

Bibliography, web sites

***List of each as appropriate***

APA Paper Specifications

These will be provided to students when the paper is assigned.

UAS Online!

An individual Website is created for every course offered at UAS. Students will use UAS Online! to access syllabi, course materials, submit homework, and have online discussions with other students and/or instructors. If you need assistance in using UAS Online!, please contact the Information Techonology Services Help Desk at 796-6400 or 1-877-465-6400.

Student Ratings of Instruction

During the last three weeks of class, you will have an opportunity to complete an on-line rating questionnaire on course instruction, how the course aided in your skill development,  effectiveness of technology and equipment used, and adequacy of library resources and services used during the course. You will receive notification in your UAS email account when the rating questionnaire is available. Please make use of this opportunity to provide feedback on what worked for you and what did not. Your input is used to assess methods and services in order to provide the best educational experience possible.


08/07