Introduction to Education

This syllabus contains a calendar and tentative assignments. They are subject to change. Any revisions will be communicated during the course of the semester.

Instructor: Beth Dellatori

Text:Foundations of Education, 9th ed., ISBN: 0-618-47406-4

E-mail: or

Phone:815.258.8346

“Office” Hours: By appointment only, please contact me via phone to set a date.

Course Website:

*This site needs to be checked frequently to obtain class announcements, assignments and class notes.

Catalog Description:This course provides an introduction to teaching as a profession in the American education system. It offers a variety of perspectives on education including historical, philosophical, social, legal, and ethical issues in a diverse society. It also includes background knowledge in organizational structure of schools. A practicum component is required which includes 15 hours of classroom observation. This course requires direct contact with children. Because of that fact, students will be required to complete a criminal background check by the Illinois State Police.

Expected Learning Outcomes and Related Competencies: The following course objectives are based directly on the Illinois Professional Teaching Standards required by the state. There are two levels that correspond to the standards below: Introduced (Concepts/ materials are covered at a beginning level of knowledge and/or skill) and Met (Concepts/ materials are covered at a proficient level of knowledge and/or skill).Upon completion of the course, the student will be able to:

  • Understand how students’ learning is influenced by individual experiences, talents, and prior learning as well as language, family, and culture (IPTS 3C-Introduced)

  • Understand personal cultural perspectives and biases and their effects on one’s teachings. (IPTS 3F-Introduced)

  • Understand how to use various technological tools to access and manage information (IPTS 4G-Introduced)

  • Understand how cultural and gender differences can affect communication in the classroom. (IPTS 7B-Introduced)

  • Understand the social, intellectual, and political implications of language use and how they influence meaning. (IPTS 7C-Introduced)

  • Understand schools as organizations within the larger community context. (IPTS 9A-Introduced)

  • Understand that reflection is an integral part of professional growth and improvement of instruction. (IPTS 10A-Introduced)

  • Understand methods of inquiry that provide for a variety of self assessment and problem-solving strategies for reflecting on practice. (IPTS 10B-Introduced)

  • Understand the unique characteristics of education as a profession and a professional code of conduct as defined by the Illinois School Code. (IPTS 11A-Met)

  • Understand how school systems are organized and operate. (IPTS 11B-Introduced)

  • Understand school policies and procedures. (IPTS 11C-Introduced)

  • Understand legal issues in education. (IPTS 11D-Introduced)

  • Understand the importance of active participation and leadership in professional education organizations. (IPTS 11E-Introduced)

  • Become familiar with the rights of students with disabilities. (IPTS 11F-Introduced)

Course Requirements

Attendance:I will take attendance each class period. Attendance is required to do well in this class. All students are expected to attend class and actively participate. Attendance and class participation will be taken into consideration as part of your final grade. If you assume 3 or more unexcused absences I reserve the right to drop you from the class. I understand that some absences are unavoidable; if this is the case it is your responsibility to notify me (via e-mail or phone) and make arrangements to pick-up any missed handouts.

Behavior:I expect that you will have all assigned readings complete before you attend class. All additional assignments must be completed on time as well; no late projects/ presentations will be accepted. You are to arrive on time and stay until the end of class. Late arrivals and early departures can be disruptive to others. All cell phones and pagers must be on silent mode. Overall you must have professional behavior- don’t be one of the students that will later drive you crazy in your own classroom;-).

Exams:There will be 5 exams throughout the semester each worth 100 points. They will cover the text and lecture material. They will consist of true/ false, multiple-choice questions, matching, short answer or a combination or the four. If you are caught cheating on an exam you will receive an automatic score of zero. A missed exam for any unexcused absence will also result in a zero. Missed exams will be administered at my discretion only for reasons such as serious illness or a death in the family. You need to notify me prior to class. The make-up exam will need to be completed one class following the scheduled test. Failure to make up the test within one class will result in a zero.

Assignments:Throughout the semester I will assign random assignments. These assignments will be on various topics covered throughout the semester. I may ask you to respond to a chapter in the book, a magazine article, a video or a website. You may be asked to reflect on one of our classroom discussions. I may ask you to interview a classroom teacher or principal. Possibly, an assignment may be as simple as typing out 20 facts that you learned while reading a chapter in the book.You may be asked to find an article that corresponds with a topic being discussed in class and write a review of it. Whatever the nature of the assignment, they will each be worth 20 points. The entries need to be at least one page, typed, double spaced, using a 12 pt. (nothing fancy) font.

Observation Reflection Journals:Throughout the semester you are required to complete a practicum component which includes 15 hours of classroom observation. You are to write a reflection after each hour of observation explaining who, what and where you observed as well as your opinions about the classroom, the techniques, the environment, the teacher, the activities, etc. that you see. Each reflection is limited to 2 pages, typed, double spaced, using a 12 pt. (nothing fancy) font. Each reflection is worth 10 points for a total of 150 observation points.

Please Note: 15 hours of observation in your anticipated grade level and/ or subject area is a MANDATORY requirement for this course. Students will need to complete all 15 hours in order to pass EDC 1000! An observation handbook will be given to all students explaining the logistics of observations.

Portfolios:Students are strongly encouraged to develop an educational portfolio for this course. The portfolio should contain artifacts representing work in each of the IPTS areas. This portfolio will not be graded. It will be assumed that, since building a portfolio is vital to the success in a teacher education program, the student will take personal and professional responsibility in adding completed assignments under proper headings. The Education Program Coordinator will visit our class and discuss the importance of portfolio development and recommend formats for you portfolios.

Personal Philosophy of Education:As a culminating project, all students will be required to create a personal philosophy of education, combining subject matter from nearly all aspects of this course. This paper will be worth 100 points, 80 for the paper and 20 for a brief class presentation. A separate information/ assignment sheet will follow with all the details later.

Quizzes: Quizzes may be given at the discretion of the instructor throughout the semester.

Grading:Yourfinal grade will reflect averaging your five test scores (500 points possible), journals (150 points possible), personal philosophy of education (100 points possible), quizzes and any assignments given. I will update you often on the total number of points possible and your points received. There should be no one surprised with his or her score at the end of the course. I will not give extra credit to raise a score at the end of the semester. It is up to you to seek help and guidance prior to the end of the class. In addition, class participation and attendance can influence your grade if you should fall between two grades. Your success in this course is up to you. My scale is as follows: 90-100% (A), 80-89% (B), 70-79% (C), 60-69% (D), 0-59% (F).

Please Note: I expect that all assignments will be turned in the date that they are due. Any late assignments will result in 5 points off everyday that they are late. If your assignment is more than a week late, you will receive a zero.

  • Incompletes: An incomplete will only be given as a result of prolonged illness or injury. No incomplete will be given unless 3 tests and 3 Learning Activities have been completed.
  • Withdrawals: Please contact me to officially withdraw from the class for whatever the reason may be.

Disability Statement:If you need support or assistance because of a disability, you may be eligible for academic accommodations through the Special Populations office. Stop by office B-204 or call (815) 224-0284.

Financial Aid statement:Withdrawal from a course can affect financial aid. Students who receive financial aid should see an advisor in the Financial Aid Office before withdrawing from a course.

IVCC Student Handbook:Please review the IVCC Student Handbook to be aware of student conduct including plagiarism, withdrawal policy and any other student matters.

Important Dates:

8/21: First Class/ Introduction

8/28:Chapters 1 & 2

9/4: No Class: Labor Day

9/11: No Class:Unit 1 Test (Will be posted on Bb for you to complete.)

9/18: Unit 1 Test Due, Chapters 3 & 4

9/25: Chapters 5 & 6

10/2: Unit 2 Test, Chapter 7

10/9: Chapters 8 & 9

10/16: Unit 3 Test, Chapter 10

10/23: Chapters 11 & 12

10/30: Unit 4 Test, Chapter 13

11/6: Chapters 14 & 15

11/13: Chapter 16, Units 5 & 6 Take-Home Tests

11/20: Take-Home Tests Due, Best Practices Class Activities

11/27: Aged-Level Interest Group Presentations

12/4: Philosophies of Education Presentations

12/11: Possible Night Off (Study for your other final exams!)

Unit

/ Topics To Be Covered / Chapters
Unit 1
Understanding the
Teaching
Profession /
  • Why become a teacher?
  • Job Opportunities/ Salaries
  • Certification
  • Local/ State/ Federal Standards
  • NCLB
  • The Teaching Profession
  • Staff Development
  • School Politics
  • AFT/ NEA
  • Professional Organizations
/ 1 & 2
Unit 2
Historical &
Philosophical
Foundations /
  • Education in Ancient Civilizations
  • The Renaissance
  • The Reformation
  • Period of Enlightenment
  • Philosophies of Education
  • Pioneers in Education
  • History of American Education
/ 3, 4, 5 & 6
Unit 3
Political, Economic
& Legal
Foundations /
  • Local School Boards/ Decision Making
  • School District Organization
  • Local/ State/ Federal Responsibilities
  • School Funding
  • Teachers’ Rights & Responsibilities
  • Students’ Rights and Responsibilities
/ 7, 8 & 9
Unit 4
Social Foundations /
  • Roles of Family & Peers
  • School Culture
  • Media Affects on Education
  • Gender Roles & Sex Differences
  • Students Issues
  • Affects of SES
  • The Roles of Race & Ethnicity
  • Achievements
  • Desegregation
  • NCLB
  • Multicultural Education
/ 10, 11 & 12
Unit 5
Curricular Foundations /
  • Establishing Goals & Objectives
  • Standards and Outcomes
  • Curriculum Organization
  • Teaching Methods
/ 13 & 14
Unit 6
Effective Education: International & American Perspectives /
  • Differences in Systems and Outcomes
  • Reforms in Types of Education
  • Characteristics of Effective Classrooms and Schools
  • Improvement Approaches
  • School Choice
/ 15 & 16

1