Education & Training Cluster/Pathway
Teaching I
Course Syllabus
Jane Robbins, Instructor
Course Description: Teaching I is a one-credit course. The prerequisite for this course is Education and Training. Content includes information to help students implement the teaching and learning processes. Majortopics are funding sources, budget preparations, legal aspects, research, teaching and learningtheories, curriculum development, positive learning environments, creative teaching techniques,appropriate learning activities, instructional resources, community resources and services, scope andsequence charts, course outlines, lesson plans, testing, grading, developing partnerships, technology,and careers. School-based laboratory experiences are essential for students to develop skills inteaching. Observational experiences are a required component of this course.
Career and technical student organizations are integral, cocurricular components of each career andtechnical education course. These organizations serve as a means to enhance classroom instructionwhile helping students develop leadership abilities, expand workplace-readiness skills, and broadenopportunities for personal and professional growth.
Prerequisite: Early Childhood Education II
Program: Early Childhood Education
Course Goals:
Students will:
1. Create a classroom budget utilizing funds allocated for use in the classroom.
2. Explain legal aspects of teaching.
Examples: teaching certification, tenure, accountability, liability for negligence
3. Demonstrate motivational techniques used to enhance student achievement at various grade levels.
4. Determine characteristics of a positive learning environment.
5. Assess interests and needs of students to determine instructional goals, objectives, and
teaching strategies.
6. Evaluate instructional resources and materials based on rigor and relevance of content, grade
level, reading level, and needs of students.
Examples: technological tools and equipment
7. Describe learning and developmental theories relative to individual student characteristics.
8. Determine teaching strategies needed to meet instructional goals and to address educational initiatives.
Alabama Course of Study: Career and Technical Education 631
9. Create learning activities designed to meet instructional goals and to address educational
initiatives.
10. Compare grading practices used to assess student achievement.
11. Identify stakeholders that partner to enhance the instructional program.
12. Describe community resources and services that may enhance the instructional program.
13. Describe assessment theories used in evaluating students.
14. Describe levels in which curriculum is developed for classroom instruction.
Examples: state, local, program, course, unit, daily
15. Analyze curriculum development for factors that impact the process.
16. Describe steps in curriculum development.
Examples: conducting research, planning of instruction, presenting lessons, evaluating
instruction, revising instructional plans
17. Develop scope and sequence charts, course outlines, unit plans, and lesson plans.
18. Practice teaching a lesson plan.
19. Recognize characteristics of professionalism in the educational workplace.
20. Compare purposes of professional organizations in the field of education.
Essential Question(s):
How does a teacher create a budget for funds allocated for classroom use?
How much money is budgeted for Alabama’s classroom by the state legislature?
What governs how a teacher can spend his/her classroom Instructional Supply allocation?
What are legal aspects associated with a career in the field of education?
Course Outline:
I. Funding and Legal Aspects
A. Classroom Instructional Budget (1)
B. Legal Aspects (2)
1. Teaching certification
2. Tenure
3. Accountability
4. Liability for Negligence
II. Learning Environment
A. Motivational Techniques (3)
1. Enhance student achievement
2. Grade levels
B. Positive Learning Environment (4)
III. Teaching and Learning
A. Student Interests and Needs(5)
B. Instructional Resources (6)
1. Types
2. Evaluation
a. Rigor and relevance
b. Grade level
c. Reading level
d. Needs of students
C. Learning and Development Theories (7)
D. Learning Strategies (8)
1. Instructional goals
2. Educational initiatives
E. Selecting Learning Activities (9)
1. Instructional goals
2. Educational initiatives
F. Grading Practices (10)
G. Stakeholders that Enhance the Instructional Program (11)
H. Community Resources (12)
I. Assessment Theories (13)
IV. Curriculum Development
A. Level of Curriculum Development (14)
1. Federal
2. State
3. Local
4. Program
5. Course unit
6. Daily
B. Factors Affecting the Development of Curriculum (15)
C. Steps in Curriculum Development (16)
1. Conducting research
2. Planning of instruction
3. Presenting lessons
4. Evaluating instruction
5. Revising instructional plans
D. Selecting and Organizing Content (17)
E. Lesson Planning (18)
1. Scope and Sequence Charts
2. Course Outlines
3. Unit Plans/Plans of Instruction
4. Lesson Plans
F. Teaching (19)
V. Professionalism
A. Characteristics of Professionalism (20)
B. Purposes of Professional Organizations (21)
Culminating Product(s): Students will prepare a brochure on a Professional Organization and a paper on Professionalism.
Culminating Product(s):
Students will visit an elementary school and play games or use therapies developed in class with students identified by teachers as having developmental delays. Games and/or therapies will be matched to specific areas of delayed development (social, physical, emotional, academic, etc.)
Assessment Procedures:
Students will be in lab situations on Tuesdays and Thursdays. Their supervisor will evaluate them. Any student not feeling well enough to go to lab will be expected to check out. Students must adhere to the Elmore County Dress Code for lab. If a student is removed from a lab site, they will be denied credit.
Students will receive 20 points per day for coming to school and being on task – thus demonstrating employability skills. No points are given when you are absent. (If you don’t work, you don’t get paid.) You will be allowed to make up the points if you are absent due to an excused school event.
A student assigned to ATS/ECAP will not be able to attend lab and will receive a zero for each lab day missed. Pregnant students will not be allowed to attend lab.
A nine weeks grade will be determined using the following criteria:
Daily25% - Lab Evaluation25% - Participation 25% - Tests 25%
Grading Scale:
100-90A
89-80B
79-70C
69-60D
59-BelowF
Career and Technical Student Organization (CTSO):
Family, Career, and Community Leaders of America (FCCLA)
Career and technical student organizations are integral, cocurricular components of each career and technical education course. These organizations serve as a means to enhance classroom instruction while helping students develop leadership abilities, expand workplace-readiness skills, and broaden opportunities for personal and professional growth.
Available Industry Credentials:
NOCTI Assessment Early Childhood Care and Education
AAFCS Pre-professional Assessment Early Childhood Education
Friends and Family CPR