Instruction: There are three primary documents that will be used to prepare your submission: 1) a working syllabus, 2) scope and sequence document, and 3) the completed narratives below.

  1. Select one working syllabus for the course that matches the TAG learning outcomes. You will be submitting one representative syllabus out of all of the sections offered by various faculty. The syllabus being used for this submission should provide the review panel with a general sense of how the TAG learning outcomes are implemented in a section of the course.
  2. Scope and Sequence document should be developed prior to working on the narratives to be provided below. A template and a sample are available on the TAG Course Description website at under Education. This document may be incorporated into the syllabus and provided for the submission or simply be provided as a separate document from the working syllabus.
  3. Based on the Scope and Sequence document, you’ll drill down to provide more in-depth narratives on how students meet each TAG learning outcome. What the Review Panel is looking for is the students’ learning activity and process that they undergo as a formative or summative assessment in the course. Most likely, graded summative assessments are obvious in the working syllabus. However, formative assessments are as important as summative assessments, which may not necessarily be graded. The Panel would like to know details about these assessments. The Scope and Sequence brings out some of the key segments from the syllabus, including instructional strategies, topics, and a list of assessments, to organize thoughts into more focused ways in relation to the TAG learning outcomes. Since the Review Panel members are not technically taking your course, the narratives you provide will help them see the steps that your students take to reach the TAG learning outcomes. Please provide specific examples used in the syllabus. For instance, if an essay or a discussion is used, what are students going to be writing or discussing, and what part of the assignment links directly to prepare students to meet the TAG outcome? If students are assigned a project, please provide details about it and the link with the TAG learning outcome.

Credit Hours: 3 semester hours
General Course Description:
This introductory course explores the purposes, organizations, and outcomes of schooling from the perspectives of the field of social foundations of education. Candidates undertake critical inquiry into teaching as a profession. Licensure requirements, teachers' legal responsibilities, and the accountability of public schools are also explored.
Themes:
a. Aims of Education and Role of Schools in a Democratic Society
b. Economic, Legal and Political Context of Schools
c. Culturally Responsive and Inclusive Education
d. Ethics and Professionalization
TAG Learning Outcome (asterisk means required)
/ Your Students’ Learning Experiences and Evidence/Assessments to Meet the TAG Learning Outcome (Evidence/Assessments Including Details about Summative and Formative Assessments That Measure the TAG Learning Outcome) – The Review Panel Is Interested in Seeing the Students’ Learning Process/Activities and the Methods of Assessment/Evidence. The Narratives Should Dive More In-Depth into What’s Mentioned in the Scope and Sequence Document.
[You (as a faculty member) are presenting one representative sample syllabus that best describes your institution’s course. Listing specific examples in your narratives below does not mean that the review panel is expecting other faculty at your institution teaching the same course to use the same methodologies/assessments. However, once the review panel approves a submission, the equivalent rigor from the presented learning activities to meet each TAG outcome is expected from other faculty. So please provide details about assignments and how each assignment meets the performance level (verbiage) expected in each TAG outcome.] / Time Spent on Learning Outcome
(Days/Weeks/Hours/Class Periods/ Percentages
Aims of Education and Role of Schools in a Democratic Society
(Understand the Purposes of Education Past and Present)
1. Describe the emergence and development of the American education system with a focus on the civic, social, economic and individual aims of education. *
Aims of Education and Role of Schools in a Democratic Society
(Understand the Purposes of Education Past and Present)
2. Illustrate how schools reflect, reproduce, and seek to challenge social stratification in society.*
Economic, Legal and Political Context of Schools
(Know about Schools)
3. Identify the roles that federal, state and local governments play in consideration of equal education provision, comparing types of schools (public, charter, private, virtual) and the ways they are organized and supported.*
Economic, Legal and Political Context of Schools
(Know about Schools)
4. Identify teacher, student, and parent rights and responsibilities in school settings and show how these have developed and changed over time.*
Culturally Responsive and Inclusive Education
(Know about Students)
5. Analyze the influence of shifting demographics on school districts and describe the ways in which schools respond to changing educational needs of students in the U.S.*
Culturally Responsive and Inclusive Education
(Know about Students)
6. Identify various dimensions of educational exclusion, (race, social class, ethnicity, English language proficiency, gender, sexuality, ability) and discuss the role of teachers in creating inclusive learning environments for all students.*
Ethics and Professionalization
(Understand the Teaching Profession)
7. Recognize knowledge, skills, dispositions, and ethical responsibilities of the professional educator.*
Ethics and Professionalization
(Understand the Teaching Profession)
8. Describe standards and processes guiding the preparation and professional development of educators.*
Ethics and Professionalization
(Understand the Teaching Profession)
9. Develop knowledge and understanding of Ohio educator requirements, with attention to the reasons for new developments and changes.*