Tennessee State University
Professional Education Unit
Department of Teaching & Learning
Educational Seminar-Secondary
EDCI 4705
Instructor: Celeste Williams Ed.D.
Phone: (615) 963-5460
Email:
Office Location: Clay Hall room 211
Class Days/Times: Monday 4:40-7:40 Clay Hall room 213
Office Hours: Monday: 1:30pm-4:30pm
Tuesday: 1:00pm -4:30pm
Wednesday: 1:00pm – 4:30pm
Thursday: By Appointment
Friday: By Appointment
Pre-requisites
· Admission into Teacher Education Program Required
· Admission into Student Teaching Required
Required Text(s)
Tennessee State University, Office of Teacher Education (2006). Student Teacher Handbook online.
Wong, H.K., Wong, R.T. (2008). The first days of school: How to be an effective teacher. Mountain View California: Harry K. Wong Publications Inc.
Catalog Description
A course that presents a study of current issues and research in education. Emphasis is placed upon the student’s developing a coherent approach to educational theory and practice. Taken concurrently with EDCI 4721, Student teaching in the Secondary School.
Course Proficiencies*
(*Course proficiencies are based on the seven (7) Key Performance Areas which have identified by the Professional Education Unit. The complete listing of Key Performance Areas is available at www.tnstate.edu/coeweb -> student resources -> key performance areas.)
Knowledge and Skills
INDICATOR 1.A : Establishes appropriate instructional goals and objectives
INDICATOR 1.B: Plans instruction and student evaluation based on an in depth understanding of the content, student needs, curriculum standards, and the community
INDICATOR 1.C: Adapts instructional opportunities for diverse learners
INDICATOR 3.A: Uses appropriate evaluation and assessments to determine student mastery of content and make instructional decisions.
INDICATOR 3.C: Reflects on teaching practice through careful examination of classroom evaluation and assessments
INDICATOR 5.A. Collaborates with colleagues and appropriate others
INDICATOR 5.B. Engages in on-going professional development to strengthen knowledge and skill in the content of the teaching assignment
Dispositions
INDICATOR 7.A. Demonstrates knowledge, skills, and dispositions in field of study
Instructional Strategies
Discussion
Case Studies
Log/Diary/Journal
Portfolio
Individual Presentations
Group Discussions
Group Presentations
Report/Paper
Field Experience Information
EDCI 4706 is taken concurrently with Enhanced Student Teaching in the Elementary School and is the final required course of the Professional Education Core.
Elearn Information
Students will upload The Teaching Performance Assessment (TPA) Tasks I, II, III, & IV onto Elearn.
Expectations and General Information:
1) Academic Integrity - You are responsible for what you achieve in this class; therefore neither cheating nor plagiarism will be tolerated. Any material taken from other sources must be documented. In no case should one represent another’s work as one’s own. This includes information received from others during examinations or submitting another’s assignments, papers, etc. as one’s own. To avoid questions of plagiarism, students involved in collaborative research should exercise extreme caution. If in doubt, students should check with their major professor. In addition to the other possible disciplinary sanctions which may be imposed through the regular institutional procedures as a result of academic misconduct, the instructor has the authority to assign an “F” or a zero for the exercise or examination, or to assign an “F” in the course.
2) Classroom Conduct – The instructor has the primary responsibility for control over classroom behavior and maintenance of academic integrity. The classroom instructor can order the temporary or permanent removal from the classroom, any student engaged in disruptive conduct or conduct in violation of the general rules and regulations of the institution. The use of cell phones and text messaging are not allowed in the classroom.
3) Classroom Attendance - Students are expected to attend classes regularly and punctually. The instructor will keep an accurate record of class attendance. It is the responsibility of the student to inform the instructor of any anticipated absences and contact the instructor to find out what work was missed during a period of absence. Unexcused absences and or tardiness may contribute to your grade in this course being lowered. Children are not allowed to attend class. In addition, children are not allowed to wait in unoccupied classrooms, hallways, snack rooms, computer labs, the curriculum lab etc. unsupervised by an adult.
4) Official Course Enrollment - Students who are not on the official class roll may not remain in class. These students must leave class and may not return to class until they have enrolled in the course and their names show up on the official class roster. Please make sure that you are in the correct section.
5) Disabled Student Services – Any student who has a condition which might interfere with his/her performance in class may contact the office of Disabled Student Services. This office is located in room #117 Floyd Payne Student Center. The phone number is 963-7400. They will provide you with a document stating what type of classroom accommodations, if any, are to be made by the instructor. The student is to give a copy of this document to the instructor no later than the end of the second week of class. Failure to do so will result in the instructor making no special accommodations of any kind.
6) Changes to Course Syllabus – The instructor reserves the right to make modifications to this syllabus. Any modifications to the syllabus must be clearly communicated to students.
7) Missed or late work: missed work can be made up if accompanied by a doctor’s note. Missed work must be turned in by the class period following the due date unless doctor’s restrictions indicate otherwise. ALL late work will carry a 10% grade reduction per each day late. In other words, if your work is one day late 10% will be ducted from assignment grade, if late two days 20% will be deducted from assignment grade (etc.). The missed and late work policies also apply to online discussions.
Tentative Course Schedule
Weekly Calendar:
1. Introduction/Course Syllabus-First Day Jitters- What Should I be Doing? 8/27
2. Hoilday! No Class! 9/3
3. Relationship with your Cooperating Teacher, University Supervisor, Principal, Parents and others 9/10
4. Problem Solving- Course Discussion 9/17 (online)
5. Managing Inappropriate Classroom Behavior 9/24 Article Critique Due
6. Teaching in Diverse Classrooms 10/1 (online)
7. Sharing Resources and Activities 10/8 Case Study Due
8. Fall Break!!!!! 10/15 No class!!!!
9. Decision Making Skills 10/22
10. The use of technology in the classroom 10/29 (online)
11. Stress Management 11/15 Student Teaching Artifacts Due
12. 11/12 Class---Professional Development Plan Due
13. Community Resources 11/19 (online)
14. 11/26 - Presentation
15. Last Day of Class 12/3
16. Final Exams 21/7 – 12/14
**** The schedule listed above is subject to change at the instructor’s discretion
Course Assignments
The key assignment is required and must be passed in order to pass the class.
Professional development Plan (key Assignment) 50 points
Article Critique 40 points
Reflective Writings (on-line) 50 points
Case Study 40 points
Presentation 20 points
Student Teaching Artifacts - unit, three best lesson plans
w/reflection, journal, revised educational philosophy,
two week assessment of three students, pre &
post test measures
100 points
Total Possible Points 300 points
Grading System
A = 270 - 300 (points) C = 210 – 239 (points)
B = 240 – 269 (points) D = 180 – 209 (points)
F = 179 and below (points)
Additional Readings/Resources
Arum, R. & Beattie, I.R. (2000). The Structure of Schooling: Readings in the Sociology of Education.
Mountain View, CA: Mayfield Publishing Company.
Darling-Hammond, L. (1997). The Right To Learn. San Francisco, CA: Jossey-Bass Publishers.
Deal, T.E. & Peterson, K.D. (1999). Shaping School Culture. San Francisco, CA: Jossey-Bass
Publishers.
Henderson, J. (1992). Reflective Teaching: Becoming an Inquiring Educator. New York, NY:
MacMillian.
Moffatt, C.W. & Moffatt, T.L. (2000). How To Get A Teaching Job. Needham Heights, MA: Allyn &
Bacon.
Nieto, S., Bode, P. (2008). Affirming Diversity: The sociopolitical context of multicultural education.
(5th ed.). Boston, MA: Pearson.
Noddings, N. (1992). The Challenge to Care in schools. New York, NY: Teachers college Press.
Tharp, R.G. & Estrada, E.(2000). Teaching Transformed: Achieving Excellence, Fairness, Inclusion
and Harmony. Boulder, CO: Westview Press.
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