Coastal CarolinaUniversity

SpadoniCollege of Education

EDUC 101: Introduction to Teaching as a Profession

Three (3) Semester Hours Credit

Instructor of Record Ivy C. Grayson Email:

Office Location: 226 Office Hours:planning block

Meeting Dates and Time: third block

Intended Audience:

High School students who are interested in teacher preparation programs and are registered at their assigned high school in the dual-enrollment course EDUC 101 (Teacher Cadet Program).

Prerequisite Courses:

None

Course Description:

This course is a survey of the history, development, organization and practices of early childhood, elementary, middle level, and secondary education. The course also provides fundamental knowledge and experiential opportunities for students to explore teaching as a profession and the process of becomingan educator while providing experiences to assist students in making decisions regarding careers in education.

Required Text/ Materials/Resources:

For Teacher Cadets: CERRA (2010). Experiencing Education, Teacher Cadet Curriculum, 10th Edition. Rock Hill, SC: Center for Educator Recruitment, Retention, and Advancement (CERRA).

Conceptual Framework:

The conceptual framework of all teacher preparation programs in the Spadoni College of Education is The Reflective Practitioner. Through this framework, programs are directed toward the development of knowledge, skills, professional behaviors, and dispositions which will ensure that all candidates are well prepared and meet all university, state, and national expectations of pre and in-service teachers at the completion of their respective programs of study. Intertwined in our professional unit are the INTASC Principles, NCATE standards, the state-mandated ADEPT framework, NBPTS Principles (MED programs only) and nine of the Specialized Professional Associations’ standards.

As depicted aboveThe Reflective Practitioner works with diverse populations, applies content and pedagogical knowledge to the teaching and learning process, integrates technology to improve teaching and learning, demonstrates professional behaviors and dispositions, and engages in reflective practice to improve teaching and learning. These attributes and dispositions are developed through the core curriculum, content area courses, teacher education courses, field experiences, and community activities.

Course Outline:

Experiencing Learning

Awareness and Reflection

  • Analyze their strengths and areas for improvement as learners.
  • Evaluate themselves as diverse individuals, learners, and community members.
  • Examine and appreciate others’ diversity.
  • Analyze the role of self-esteem in learning and its contributing factors.

Styles and Needs

  • Evaluate different learning styles.
  • Identify the special needs and exceptionalities of learners and determine how these needs affect the learning process.
  • Examine major physical, social, and personal challenges that can impede successful learning.

Growth and Development

  • Differentiate among the physical stages of learners.
  • Examine the cognitive stages of learners.
  • Distinguish between the moral stages of learners.
  • Analyze the steps in the psychosocial stages of learners.
  • Apply an understanding or knowledge of the developmental changes of learners.

Experiencing the Profession

History and Trends

  • Trace the history of education in South Carolina and the United States.
  • Evaluate the educational philosophies that have influenced the issues in education today.
  • Predict future educational movements based on past and current events.

Structure and Governance

  • Compare the various types of schooling.
  • Examine the governance structure of their local, state, and national educational systems.

Certification and Employment

  • Explore careers in education.
  • Describe the process and structure of teacher certification.
  • Identify the reasons for teacher shortages and the content and geographic areas that are greatly impacted.
  • Demonstrate effective job application and interview skills.

Ethics and Professionalism

  • Recognize and analyze the current state code of educator conduct.
  • Identify and evaluate the Teacher’s Bill of Rights.
  • Understand how teachers can exhibit leadership as advocates and agents of change for education.
  • Assess the importance of service to the community and civic responsibility.
  • Identify the services professional organizations provide for teachers.

Experiencing the Classroom

Observation and Preparation

  • Analyze their strengths and areas for improvement as potential teachers.
  • Evaluate appropriate instructional objectives after analysis of developmental stages of learners.
  • Distinguish between desirable and undesirable teaching strategies and traits.
  • Analyze ways in which a teacher’s personality, disposition, and cultural competence impact instructional style and interaction.
  • Defend effective teaching methodologies.
  • Evaluate components of effective classroom climate, management, and discipline.
  • Incorporate various technologies in the planning of effective instruction and demonstrate its application.
  • Evaluate various assessment techniques.
  • Design and deliver an effective lesson for instructor and peer feedback that differentiates instruction to accommodate all learners.

Application and Instruction: The Internship with a Cooperating Teacher

  • Implement developmentally appropriate learning activities for all learners in order to build confidence, knowledge, and skills.
  • Accommodate major physical, social, and personal challenges that can impede successful learning.
  • Apply knowledge of learning styles, multiple intelligences, Bloom’s Taxonomy, brain-based strategies for learning, and classroom management to instruction and assessment.
  • Design and deliver an effective lesson in a classroom setting that differentiates instruction to accommodate all learners.
  • Apply the components of effective classroom climate, management, and discipline.

Experiencing Education

Analysis and Reflection

  • Evaluate positive and negative aspects of the teaching profession.
  • Describe, analyze, and think systematically about their practice and reflect on their field experiences.
  • Develop a personal philosophy of education.
  • Submit requested data for program development and evaluation in a timely manner.

Unit Assessments and SPA Assessments required of this Course:

There are no unit or SPA assessments required of this course.

Course Objectives:

Students will be able to demonstrate the abilities, concepts, knowledge, and skills required to do the following:

  1. Identify characteristics of self as a learner (e.g. learning styles, multiple intelligences);
  2. Explain the concept of self-esteem regarding the learner;
  3. Identify and explain the stages of human growth and development;
  4. Identify the components of effective groups;
  5. Recognize barriers to learning and develop methods of dealing with these problems effectively;
  6. Distinguish between effective and ineffective teaching;
  7. Explain and demonstrate the process of teaching;
  8. Identify and utilize various methods of instruction;
  9. Participate in an extended field experience assisting a teacher with individual tutoring, group monitoring and tutoring, and whole class instruction;
  10. Research the history and development of education in the public schools;
  11. Distinguish between various alternatives to public education – private schools, home schooling, etc.;
  12. Explain the structure/organization of a school and a school district;
  13. Research on the Internet and debate in class various educational issues;
  14. Explain how individuals and schools react to and handle the need for change; and
  15. Develop one’s own vision of the transformation of education.

Student Learning Outcomes - Upon successful completion of this course and related field experiences students will be able to: / Standard Alignment Information
  1. Identify national, state, and program requirements to enter the teaching profession and related requirements to obtain certification/licensure.
/ EEDA
  1. Describe knowledge, skills, and characteristics of effective teachers.
/ CCU1.2, 3.1, 4.1, 4.2, 4.3
ADEPT 10AC
  1. Recognize ethical and professional responsibilities in education.
/ CCU 4.3
ADEPT 10AC
  1. Discuss key philosophical theories associated with public education.
/ CCU 1.2
  1. Access and utilize the professional literature in education, including Internet resources.
/ CCU 1.2, 3.1
  1. Discuss the role of early childhood, elementary, middle level, and special education teachers in schools.
/ CCU 1.2, 5.1
  1. Develop and articulate a personal philosophy of teaching.
/ CCU 5.1
  1. Discuss trends and issues in education, including legislation, litigation, and the use of technology.
/ CCU 1.1, 2.2
  1. Advocate for students through written communication to educate and influence stakeholders.
/ CCU 4.1, 4.2
ADEPT 10AC
  1. Describe historical events that have shaped education in schools today.

Field Experience:

Students enrolled in this course will participate in field experiences that will allow them to complete observations in the classroom that provide experiences related to their teaching interests. Field experiences are arranged, expectations are set, and evaluation completed by the course instructor.

Course Assessments:

Student progress is continuously assessed throughout the semester of the course. Students will be assessed through various techniques that include but not limited to: demonstration, modeling, teamwork in pairs and small groups, hands-on activities, projects-research, use of computers, and other multi-media, speakers, presentations, tests, readings, essays, classroom participation, and self-evaluations. The field experience will be assessed through journal writing, lesson plans, and a portfolio.

University Grading System (see page 47 of the University Catalog):

Grades will be computed using the percentage of the total points earned with letter grades as follows:

A90 – 100%C70 – 74%

B+85 – 89%D+65 – 69%

B80 – 84%D60 – 64%

C+75 – 79%F 0 – 59%

Students in the Professional Program in Teacher Education must receive the grade of C or above in this course before enrolling in the next course in the education sequence.

Attendance/Administrative Policy:

  • Professionalism: This is a professional preparation course so you are expected to demonstrate professional dispositions, behavior, attire, and work at all times.
  • Attitude: Appropriate classroom and behavior is mandatory. You are expected to exhibit a positive and professional attitude throughout the course and during your school site experience.
  • Attendance and Punctuality: Attendance is a major requirement of this course and is a component of professional behavior. Coastal Carolina University 2010-11 catalog states, on page 41, that an instructor is permitted to impose a penalty, including assigning the grade of F, forunexcused absences in excess of 25% of the regularly scheduled class meetings.
  • Participation: Active engagement and participation in class are expected and required; this includes a) reading the assigned material prior to each class and coming to class prepared to learn with questions to clarify any ideas in the readings that are unclear and b) participating respectfully in class during lectures, discussions, and group activities, including listening attentively when peers are contributing to class discussion. Class participation is a major requirement of the course. To enable you to incorporate the material covered in the readings and in class into your beliefs, attitudes, and teaching practices, it is necessary for you to reflect on that material and how it can be applied by you in your future classroom. To encourage that reflective process, we will discuss your reactions to and beliefs about the course content throughout the semester.
  • Written Assignments: All written assignments will be professionally presented and follow the prescribed format set forth by the assignment unless otherwise specified by the instructor.
  • Course Requirement: Successful completion of all course components and requirements are expected and required.
  • Originality of Work and Plagiarism: In no case should assignments for this course be ones which have been submitted for another course or completed by another student. In case of collaboration, the work submitted by you should be the work created by you, not any member of your collaborative group.
  • Grade: All grades are assigned on the accuracy, quality, thoroughness and completion of the work according to the professional judgment of the instructor.
  • CoastalCarolinaUniversity is dedicated to establishing and maintaining a barrier-free environment with all of its resources.

Teacher Cadet Discipline Policy

Student Behavior: Teacher Cadets are given many responsibilities. They must be mature, dependable, responsible, but most of all trustworthy. BEING A MEMBER OF THIS PROGRAM IS A PRIVILEGE.

In order to promote positive choices, prevent discipline measures, and to enhance the credibility of the Teacher Cadet Program, Teacher Cadets must comply with duties and responsibilities set forth by the Teacher Cadet instructor, the guidance department, and the administration, in addition to school/district rules outlined in the Student Handbook.

A Teacher Cadet MUST adhere to the following in accordance with the Teacher Cadet Code of Conduct:

  1. TCs must arrive to school and to each class on time.
  2. TCs must show respect for him/herself, peers, teachers, and all other members of the school community.
  3. TCs will not fight or use force or intimidation with any member of the school community.
  4. TCs will not use profane or vulgar language or gestures. Racial, ethnic, religious, gender, or sexual orientation slurs will not be used by any member of the program.
  5. TCs will not use or sell alcohol/tobacco products/drugs on school grounds, elementary and middle school sites (during observations and field experiences), college sites or any other offsite location as a representative of the Teacher Cadet Program.
  6. TCs will dress in a professional manner on and off campus when being a representative of the school or Teacher Cadet Program.
  7. TCs will adhere to all school and district rules.

Teacher Cadets who disregard the above stated rules are in violation of the code of ethics set forth by the Teacher Cadet Program and the Teacher Cadet instructor. Discipline referrals will be reviewed by the instructor on an individual basis and the removal of any student from the program will be based on the Teacher Cadet instructor’s recommendation, teacher referrals, and guidance/administrative approval. Parents will be informed if their child has been removed from the program. Again, THIS PROGRAM IS A PRIVILEGE.

The consequences for Teacher Cadets who disregard the above noted Code of Conduct will be as follows:

  • The TC will be held accountable for his/her actions.
  • The TC will receive a verbal warning from the instructor.
  • The TC’s parent/guardian will be notified when unacceptable behavior persists.
  • The TC will be referred to the appropriate school administrator for disciplinary action.
  • The TC will be removed from the class.
  • If a TC has paid for college credit at the partnering college/university, all rights to credit from the Teacher Cadet course will be forfeited and no refund of any payment will be given. This is a college/university policy. Neither the Teacher Cadet instructor nor the school will be held liable for fees already processed by the partnering college/university.

Note: Consequences will be based upon the severity and frequency of the offense. Thus, there are circumstances that could warrant immediate removal from the course.

Center for Education Recruitment, Retention and Advancement (CERRA) Teacher Cadet Program, 2010