Suffolk County Community College
Department of Education, Health and Human Services
ED 12: Introduction to Education
Fall, 2006
Course Description: This course focuses on the foundations
of the educational system in the United States. Students study the school in relation to the historical and
philosophical premises of education; analyze the relationship among social and
cultural influences on the school and curriculum; examine the role of the
teacher within a cultural context; and study the physical organization of
schools and classrooms in relation to goals and curriculum. Guided observations: 10 hours for Child Study Program (elementary school) and 20
hours for the Adolescence Education Programs (middle and secondary schools).
A-W-E/3 cr. hrs. Restricted to students enrolled in
Curriculum Codes 112, 113, 114, 115, 116, 117, and 118 who have completed 30
credits.
Course Objectives: Upon completion of this course, the student will be able to:
1. identify and examine social and philosophical influences on the development of education and schools
2. identify and trace the political and historical factors impacting education programs
3. identify and analyze education law, legal issues and the organization of schools.
4. examine and discuss curriculum goals and development at the different levels of education
5. identify and examine personal values, goals and professional organizations related to the teaching profession
6. identify and analyze current issues, trends and concerns in education
7. identify and examine the roles and behaviors of effective teachers
8. identify and clarify requirements for New York State teaching certification at the elementary and secondary levels
9. identify developmental stages at the elementary, middle and secondary levels and their impact on the educational process at each level
Procedures for Accomplishing Course Objectives:
1. Lectures, Discussions
2. Films
3. Readings
4. Written Assignments, Exams
5. Field Observations
a. Child Study Program (elementary)Ñ3 Observations for 3 ½ hours each for a total of 10 hours
b. Adolescence Education Programs (middle and secondary)Ñ20 hours of observationÑ10 in a middle school and 10 in a high school
Student Requirements for Completion of this Course:
1. Students will complete and submit all assignments.
2. Students will observe and report on required classroom observations.
3. Students will do a research assignment and presentation on a topic to be assigned by the instructor.
4. Students will participate in class discussion.
5. Students will complete a portfolio and take final exam.
Grading Procedures:
1. Observation reports 30 points
2. Research paper and presentation 25 points
3. Portfolio 25 points
4. Final Exam 15 points
5. Professional Skills/Behaviors 5 points
Attendance Policy:
Students are required to attend all classes. More than one weekÕs absence will affect final grades. Promptness is expected, and two latenesses will be considered an absence. (It is unnecessary for students to call the instructor about a single absence.) Upon the third weekÕs absence prior to mid-semester, a student will be dropped from the course. A student who does not formally withdraw in compliance with the College policy (see catalog) will earn a failing grade.
Assignment Requirements:
1. Students are responsible for submitting/presenting completed work on the date assigned. Late assignments will not be accepted and will receive a 0 grade unless prior approval by the instructor has been given. All work must be typed and carefully proofread. Grades will be affected by writing proficiency, including spelling, grammar, syntax and punctuation. Students are responsible for all material presented during class. Please record classmatesÕ phone numbers so you can call if you have to miss a class.
2. Student Behaviors and Professional Ethics, attached.
3. Observation requirements/assignments, to be distributed in class.
4. There will be no make-up exams given and no resubmission of any required work.
Textbook:
McNergney, Robert F. and Joanne M. McNergney. Foundations of Education Fifth Edition. New York: Pearson Education Inc., 2007.
Specific Assignments:
1. Classroom Observation Reports (30 points)
a. Child Study Program: the instructor will distribute specific assignments for each of the three written and oral school reports in class. Each observation must be for 3 ½ hours in a different grade with a different teacher, for a total of 10 hours.
b. Adolescence Education Program: the instructor will distribute specific assignments for each of the two written and oral school reports in class. Observations will be 10 hours in middle school (grades 7 and/or 8) and ten hours in the high school. In each school the student will observe with one teacher in the discipline specific to the studentÕs major. There will be a total of 20 hours of observation.
2. Research Assignment (25 points)
The student will select a particular educational issue or policy (see attached list), with the instructorÕs approval, and research the topic using journals, the Internet, and other library resources. A formal outline and paper will be submitted. Handouts and an annotated bibliography will be distributed to the instructor and the class on the day the oral presentation is given. PowerPoint must be used during the presentation.
3. Final Exam (20 points)
Exam will be based on all material covered in class and assigned readings from the text as well as outside readings.
4. Portfolio (20 points)
The portfolio will be done within groups. Some of the work will be completed in class. Additional work will be the responsibility of the group to complete outside of the classroom.
5. Professional Skills/Behaviors (5 points)
Students are expected to exhibit professional skills and behaviors in class and during all observations at schools. These skills are necessary for success in teaching and include, but are not limited to, attendance, punctuality, active class participation, attentiveness and mutual respect.
ED 12: Introduction to Education
Student Behaviors and Professional Ethics for Observations and Discussions
Each
schoolÕs policy may vary and the student is responsible for abiding by
the schoolÕs procedures or policy relating to any specific school observation.
Under no circumstances should a student make arrangements directly with a specific teacher until or unless authorization or permission is granted by the appropriate administrative office.
Observations
are to be completed in appropriate level schools only. Each observation must be continuous, in the same class,
with the same teacher.
The
student must give her/his home/cell phone number to the schoolÕs office, if
requested, so that they will be able to contact you, not the college, when your
appointment has been approved.
This procedure may take time, so please allow sufficient time for the
process to run its course so that you can have your assignments completed on
time. The student is responsible
for the timely submission of all assignments.
**Disregard of any of these procedures will result
in a failing grade for the student and possible removal from the Education Program
ED12 Suggestions for Research Assignments
The following is a list of possible topics for you to consider for your research paper. You may choose another topic of interest to you, but must get the approval of the teacher.
1.
Americans with Disabilities
Act
2.
Students with Physical
Disabilities
3.
Individuals with
Disabilities Act
4.
ADHD/ADD
5.
No Child Left Behind Act
6.
Inclusion
7.
Bilingual Education vs.
ESL
8.
Services for Gifted and
Talented
9.
Multiple Intelligences
(Howard Gardner)
10.
Mentoring Programs
11.
SAVE Act
12.
Anti-bias curriculum
13.
Bullies
14.
Gangs
15.
Cultural Diversity
16.
Media Influences
17.
Political Influences
18.
Educational Finance
19.
School Vouchers
20.
Home-schooling in NYS
21.
Magnet Schools
22.
Charter Schools
23.
Academic Achievement
24.
Brain Research
25.
Middle School vs. JHS
26.
Class Size
27.
NYS Standardized
Assessment
28.
Authentic Assessment
29.
School Districts rights
30.
Teacher rights and
responsibilities
31.
K-12 student rights and
responsibilities
**Other topics may be used with prior approval of the
instructor. Students may not use
papers that have been or will be used for other courses.
ED12 Observation Reports
Child Study Program (elementary)
You are to visit three
different grades in elementary schools.
(See Student Behaviors and Professional Ethics for Observations and Discussions). Each observation will have a specific
focus and last 3 ½ hours for a total of 10 hours. Each written report will follow the
same format.
Page One: Your
name
School
name
School
address
Type
of school
Grade
observed
Date
and hours of observation
Page Two: Daily
schedule
Floor
plan (drawn out and explained in paragraph form)
Pages Three on: In
a written report, comment on the following specific topics:
1. Focus on the classroom environment.
Please describe how the classroom
makes you feel. Does the room
reflect the childrenÕs or the teacherÕs work and interests? Are the classroom displays used for
instruction, or are they for decorations only? What kinds of social interactions does the room
encourage? In your written report
you will also discuss the interactions between the teacher and the
students. How did the teacher show
interest in her students as people as well as learners?
2. Focus on materials, strategies and modifications that help
support the individual learning styles of children.
All children are unique and
have different learning styles.
From time to time, the teacher may need to modify lessons to meet these
learning styles. In addition, the
New York State Education Department is committed to educating children with
special needs (exceptional learners) within the regular school setting. During your observation, you will focus
on ways the teacher has modified her classroom, instruction techniques or curriculum
content to meet the needs of children with special needs or different learning
styles.
Please comment on the
following:
For
some children,
--Did
the teacher alter the length of the assignment?
--Did
the teacher alter the way she delivered lessons?
--Did
the teacher modify the physical setting, instructional materials, etc.?
--Were
there other staff members available to support the children?
3. Focus on classroom management techniques.
It is the responsibility of
the classroom teacher to provide a classroom environment conducive to learning. This includes treating children with
respect, planning interesting lessons, planning space in the classroom,
establishing rules and routines, rewarding children for positive behaviors and
addressing misbehavior.
Your written report should
include a discussion of several techniques you observed which promoted positive
behavior. (How did the teacher
respond when children displayed appropriate behavior? Inappropriate behavior? What were the rules and routines? Was there a system of rewards and consequences?)
ED12 Observation Reports
Adolescence Program (middle and high school)
Ten observation hours in both
the middle school and high school are required for a total of twenty
hours. All three questions are
required for each level. Observations
must include classroom instruction, but other teaching functions such as
supervision, study halls, duty periods, etc. would be valuable to observe. In short, the actual responsibilities
of a secondary teacher should be examined. (See Student Behaviors and
Professional Ethics for Observations and Discussions.)
Page One: Your
name
School
name
School
address
Type
of school
Grade(s)
observed
Date
of observation
Hours
of observation
Page Two: Daily
schedule
Floor
plan
Pages Three on: In
a written report, comment on the following specific topics:
1. Classroom Environment and
Management
Describe the arrangement of
seats and other furniture/ equipment in the classroom. Did the setup seem to aid in the
learning? Describe the use of blackboards
and bulletin boards. Were displays
purely decorative or were they also instructional? Describe how the teacher responded to appropriate and
inappropriate behavior of the students.
Were class rules obvious to the observer? Did the students treat the teacher and other students with
respect?
2. Teacher and Student
Interactions
Were the students engaged and
involved in their own learning?
Did the students respond to the teacherÕs questions? Describe the teacherÕs speech qualities
including tone, volume, expression, etc.
Did the teacher lecture, pose questions, or use other instructional
techniques? Explain and describe
the strategies observed. Was it
evident that the teacher was taking into account special student needs? How? Was it evident that the teacher was taking into account
students with different learning styles?
How?
3. Lesson Planning and Preparation
How was the lesson
introduced? Was the learning
related to past lessons? Was
sufficient time allotted to adequately cover the material? Were studentsÕ questions welcomed and
answered? Were most of the
students involved in the lesson?
Was there closure or summing-up at the end of the lesson? Were any audio/visual/technological
equipment aids used?
Describe. Did the use of
these aids enhance the lesson?
How?
ED12 PORTFOLIO
ASSIGNMENTS
Part I
(individual
portion)
Everyone has a philosophy of some kind, whether it is about work, family, or life in general. Teachers are no exception. Your task is to design a personal philosophy which reflects your goals, beliefs and methods in regard to education.
Please use the following sentence starters somewhere in your essay. Each starter is the beginning of a new paragraph. You need to elaborate upon the ideas presented. Put yourself in the future; think of your first, tenth, or even your twentieth year as a teacher in front of a group of students. By defining yourself as an educator, you are developing your philosophy.
Sentence Starters:
á My goals of educationÉ
á The role of the studentÉ
á A teacherÕs roleÉ
á My methods of teachingÉ
á Subjects studied shouldÉ
*Please
use APA format for the essay.
Part II
(group portion)
I. After having reviewed different philosophers and their views, devise a mission statement and record the criteria by which it will be enacted.
II. Give the school a mascot or emblem.
III. Give the school specific colors.
IV. Create a school motto.
Utilize the statistics sheet provided when designing the mission statement. Based on the type of population you are assigned, the philosophical orientation (see p. 166) of your school will reflect the needs of the students and community. Be sure that your school motto encompasses the ideals set forth in your mission statement. Your school name and mascot/emblem may also be a reflection of the mission statement and/or its origin.
.
Good luck with your missionÉ
Part III
(group portion)
V. After having reviewed the many and various social issues that contribute to the at-risk student (ÒÉthose unlikely to complete high school and likely to have a low socioeconomic status through lifeÉÓ (McNergney 32)), choose two different social issues from page 33 of your text, and design a program for each of these issues.
VI. Describe the program in proposal form, as if you are proposing the program to your principalÑsee format below.
VII. Include specific letters and/or flyers you intend to send to your community or parent/student population.
VIII. Think about it:
á Who will your program target?
á What activities will be included?
á What time frame does the program encompass?
á From where does the funding of the program come?
Be sure that your programs encompass the needs of the population within your district. View the mission statement of your school and the statistics sheet to verify the needs. Make the programs age appropriate for the grade levels you plan to target. Take into consideration: spending, time, transportation and staffing.
PROPOSAL
FORMAT
á Introduction--What type of program is being considered for development?
á Problem Stated/Needs Assessment--Why is this program needed?
á Objectives--What will be accomplished with this program?
á Methods--How will objectives be met?
á Evaluation--What will be done to judge whether or not the program is successful?
á Funding--From where does the financial support of the program come?
á Budget--Delineate how the funds for the program will be spent.
Part IV
(individual
portion)
I. Choose one from the following list of reports:
á Attend a school board meeting. Hand in a write-up of what was covered and what the reaction of the community was. Include any hand-outs given at the meeting.
á Interview a Teacher Center Director. Hand in a write-up of the interview with any resource information about or used by the Teacher Center.
á Interview a DARE officer at your local police precinct. Hand in a write-up of the interview with any resources or informative pamphlets obtained.
á Interview an administrator of one of the following types of schools:
Montessori Waldorf Charter
Magnet Vocational-Technical
Explain the differences when compared to NYS public schools. Write-up the interview and hand in any resource information obtained.
II. Read and report on five current educational news articles (see below for appropriate sources). As long as the focus is on K-12 education, the topics may address: issues in the classroom, extracurricular areas, administration, finance, government, laws or acts, etc.
á Write up should be no more than 2 pages typed.
á Answer the following questions:
-Summarize the article in one paragraph
-What are the points of view presented in the article?
-How does this situation impact education today?
-How does this situation impact education in the future?
-What is your personal opinion of this situation?
á Use APA format.
Appropriate articles can be found from sources such as:
á National Council of Teachers of English (NCTE)
á National Council of Teachers of Math
á American Educational Research Association
á Public Education Network
á Education
Week
á Educational
Leadership
á Technology
and Learning
Part V
(individual portion)
IX. For Child Study students, assign a different grade level and subject area to each member within your group. No two members of a group may have the same grade or subject.
For Adolescence
Education students, assign a different grade to each member of your group. Be sure to choose your discipline of
study. No two members of a
group may have the same grade.
X. Develop a curriculum map (see attached) for 5 months of a school year. Research the scope and sequence set forth by New York State Education Department (NYSED). Utilize the following website to link with current curriculum guidelines: www.nysed.gov
XI. Outline your teacher goals and objectives for a specific grade and subject.
Utilize your curriculum map to aid you. Refer to the handout Teacher Goals, Objectives and Professional Growth Plan: Self Assessment Checklist to aid in your development and structure of the goals.
Part VI
(group portion)
I.
After having
reviewed the definitions of diversity and multicultural education, as a group, choose
one of the five approaches presented in the text. Once
the approach and goal have been decided upon, develop four lessons to obtain
the goal. (See reverse for lesson
plan format.) Each lesson should address a different level as is set forth
by the text.
II.
Level ÐBe specific
in regards to whom or what contribution is being celebrated. How will the contribution be presented
and taught?
III.
Level 2Ñbe precise
in how the curriculum will be enhanced to reach your goal. Name specific content areas, concepts,
lessons and units that will be added to the current curriculum.
IV.
Level 3ÑState how
the curriculum has been redesigned to achieve the necessary learning
outcome. What concepts have been
transformed to enable students to view the issues, events and themes from a
multicultural perspective?
V.
Level 4ÑDesign a way
in which students will apply their new knowledge. What action can students take in regards to social and civic
problems involving multiculturalism?
Part VII
(group portion)
There is an involved process in the development of school budgets. NYS government, superintendents, district administrators, school boards and the local community citizens are involved in developing and accepting, or rejecting, the budget.
I. Investigate similar districts and budgets to the one presented on your data sheet by accessing: http://nces.ed.gov/edfin/index.asp (see text pages 220-221 Technology in Practice).
á Compare and explain how this is a similar district to yours.
á Why is this information pertinent to education?
II. Utilizing the numbers on your statistics sheet, develop a budget for your district.
III. Refer to the text for the format model of your school budget.
Get out your
calculators! Percentages,
multiplication and division will be necessary for this portion of the
portfolio.
Part VIII
(group portion)
Journal: Format for
Non-fiction works. Choose a
Non-fiction book that focuses on some aspect of education (see suggestions
below). Answer the following questions for each chapter within the book.
á
QuestionsÑWhat questions, if any, does the author pose? What
questions does the author try to answer?
á
SourcesÑFrom where does the author get his/her information?
á
ThesisÑWhat is the main point the author is trying to
make? What is the authorÕs purpose
for writing this piece?
á
Literary StyleÑWhy did the author choose to write in this manner?
á
AssessmentÑWhat are your thoughts, feelings, reactions to what
the author says and how the author presents his/her thoughts?
á
More QuestionsÑWhat questions, if any, does the author leave in your
mind? How can you find the answers to these unanswered questions?
á
Annotated
BibliographyÑWhat specific books or
resources might you seek to help you answer these questions? Present the
reference(s) in proper APA format and include a paragraph that summarizes the
content of the work.
Suggested
Readings: Quality
Schools by William Glasser, M.D.
The
Call of Stories by Robert Coles
Building
Community Schools by Thomas J.
Sergiovanni
Why
Johnny CanÕt Tell Right from Wrong
by William Kilpatrick
Cultural
Diversity and Education by James
A. Banks
Suffolk County Community College
ED12: Introduction to Education