Siena Heights University Teacher Education Program Course #: EDU 201 Course Title: Principles of Teaching Semester Hours:

Three (3) Meeting Dates/Times/Location: AA:T/R 2:30-3:45pm AB: T/R 8:30-9:45am Instructor: Sally Rae Phone/Fax: 517-264-7892 Email(s): srae@sienaheights.edu Program Website:
http://www.sienaheights.edu/Academics/ProgramDetail/tabid/73/MajorID/EDU/CampusID/1/De fault.aspx Mission Statement of Siena Heights University The mission of Siena Heights, a Catholic university founded and sponsored by the Adrian Dominican Sisters, is to assist people to become more competent, purposeful and ethical through a teaching and learning environment which respects the dignity of all. Mission and Learning Outcomes for Teacher Education at SHU The Teacher Education Program emphasizes a belief in teaching as both an art and a science. Engagement in the art of teaching flows from pre-service preparation that inspires lifelong learning and the living of a reflective life. It inspires the acquisition of knowledge and love of subject matter, knowledge about learners and a concern for them, deftness in communication, commitment to continuous growth and self-renewal in the profession of teaching, and recognition of the benefits of studying and emulating great teachers (Schubert, 1986). Etymologically, to learn means to follow the traces, tracks or footprints of those who have gone before (Van Manen, 1986). The Teacher Education Programs support the mission of Siena Heights University by fostering the personal and professional living of a purposeful, competent, and ethical life. Following the Adrian Dominican philosophy of meeting individuals at various stages of personal and professional growth, the Teacher Education Programs strive to help students meet their individual educational needs, and encourage them to contemplate and the share the fruits of that contemplation.

Teacher Education Program Learning Outcomes The SHU Teacher Education Program Learning Outcomes reflect the desired knowledge, understandings, skills and dispositions of students who complete the program. Consistent with a view of teaching as an art and science, the program highlights the following outcomes with the realization that valuable, but unanticipated, outcomes will also emerge. Those listed below are overall outcomes; no single course necessarily addresses every outcome. Students at the graduate and undergraduate levels demonstrate these outcomes in ways consistent with their varied levels of academic coursework, teacher candidate/certification status, and work experiences. 1. Mission The teacher education student demonstrates: qualities consistent with the mission of the university to assist students in becoming more competent, purposeful, and ethical the qualities of a reflective practitioner and a commitment to lifelong learning 2. Theory into Practice The teacher education student demonstrates: the ability to analyze situations in classrooms and other educational settings, in light of current educational research the ability to apply principles of best practice and use technology in preK-12 classrooms 3. Politics, Ethics, and Professionalism The teacher education student demonstrates: an understanding of the political nature of educational institutions an understanding of the demands that are placed on educators the personal integrity, professionalism, and ethical behavior essential to the role of teacher 4. External Social Forces The teacher education student demonstrates: an understanding of the influence of major social forces on the lives of preK-12 students partnership with families, specialists, and the larger community preparation and willingness to address and accommodate the educational needs of students an awareness of the social and emotional aspects of teaching and learning 5. Diversity, Culture, & Climate The teacher education student demonstrates: an understanding of the diverse social and cultural factors that influence, challenge, and provide opportunities for enriching, the teaching/learning process an ability to identify characteristics of the educational community and how these characteristics impact the teaching/learning climate. 6. Teaching/Learning Styles The teacher education student demonstrates: an understanding of the impact of multiple intelligences and teaching/learning styles on the teaching/learning process an ability to identify his/her personal strengths and limitations

the ability to incorporate alternatives to his/her preferred teaching/learning style in curriculum and instruction 7. Developmentally Appropriate Curriculum & Design The teacher education student demonstrates: an understanding of the intellectual, social, physical, and emotional stages of development of preK-12 students the ability to plan, select, and design developmentally appropriate learning activities, materials, and assessments an understanding of the content and methodology in various disciplines the ability to identify meaningful learning outcomes consistent with national and state standards 8. Leadership The teacher education student demonstrates: the ability to initiate change in the classroom or other educational settings for the improvement of learning and teaching the ability to work collaboratively with other educators to develop communities of learning Course Description Principles of Teaching is a course that involves beginning prospective teachers in the real issues of schooling and education - issues such as curriculum, methodology, politics, global perspectives, multicultural diversity, and State of Michigan certification requirements. Students will encounter many opportunities to reflect upon the teaching/learning process, develop tentative images of themselves as teachers, and experience the realities of elementary and secondary classrooms. There are opportunities for microteaching on video, individual and cooperative learning projects, attendance at school board meetings, and personal exploration of motives for teaching. Field experience in schools at all levels is required. Course Objectives 1. Through class discussions, presentations, written exercises, and examinations, the student will demonstrate his/her understanding of the concepts presented in the textbook. 2. The student will be able to identify the major components of the formal lesson design and will design two sample plans for his/her peer teaching experiences. 3. The student will begin to experience an awareness that he/she brings into the teaching profession standards/beliefs which affect not only how he/she views the world, but also the type of teacher he/she will eventually become. The student will articulate and symbolize some of these beliefs. 4. The student will encounter many opportunities to reflect upon the teaching/learning process, develop a tentative image of himself/herself as a teacher, and experience the reality of the classroom. He/She will: a. attend and report on one meeting of a local or county school board, b. observe and report on at least nine hours of classroom teaching in the elementary, middle and high school settings, c. review education related newspaper articles, periodicals, and popular movies

d. participate in a peer teaching experience e. begin work on formatting an electronic portfolio

Required Textbooks
Teachers, Schools, and Society, ninth edition, by Myra Pollack Sadker and David Miller Sadker, McGraw-Hill Higher Education, 2010.

Attendance Policy The expectation for Teacher Education Program courses is that students attend every class prepared to discuss the assigned work, and that the instructor attends every class to present materials and facilitate individual and group growth. The course syllabus may be adjusted from time to time to address pacing, more detailed attendance policies for a specific course or other learning needs.
For

EDU 201: Students are urged to participate in discussions and activities; a commitment to the interactive nature of this course is essential. You are preparing to be a teacher! Participation grades will be based upon both the quantity and quality of the students input in both small and large group discussions and activities. Attendance is this course is required. Two class absences are allowed at no penalty. If you have work due on a day you are absent, you are still responsible for getting the work turned in on time. Illness is not a reason for work to be turned in late. For every absence beyond the two allowed your final semester grade will be lowered by one letter grade. If you are more than 10 minutes late to any class, or leave more than 10 minutes before the conclusion of class, it will be recorded as L. Being late twice will be the equivalent of one full absence. Late Work All assignments are to be submitted at the beginning of the class session on the due date (unless otherwise specified). No late assignments will be accepted unless prior arrangements are made with the instructor. Best Practices: Teaching methodologies that have been proven over time, research, and experience to enhance student learning by developing thinking and problem-solving skills through integration and active learning, including the incorporation of technology, to instruction, assessment, and management in preK-12 classrooms. This will be the foundation of teaching methods used in Teacher Education Program courses.

Grading Scale A+ 98-100 A 94-97 A91-93

B+ B B-

88-90 84-87 81-83

C+ C C-

78-80 74-77 71-73

D+ D D-

68-70 64-67 61-63

E <60

Technology Computer access at home or from a school/university lab Ability to reprint copies for the class when requested. Teacher Education Student Expectations The Teacher Education Program requires that the student assumes active control of his/her own learning and is professional in his/her behaviors at all times. Therefore, the student is expected to completely familiarize him/herself with the course requirements, actively manage the course calendar and assignment due dates, attend every live class meeting prepared to discuss assigned work, participate actively (in live and online discussions), complete assignments on time, communicate special circumstances (lateness, absence, etc.) to the instructor in a timely and professional manner, and be professional in his/her conduct toward instructors and peers. QUALITY OF WORK: Students are expected to expend full energy and effort and to utilize experience, knowledge, skills, and learning in all activities and associations related to this course. All written work is expected to demonstrate the understanding and practice of acceptable grammar, spelling, etc. and this ability is figured into the criteria for assessment within each assignment. Academic Dishonesty Policy Siena Heights University expects its students to use resources with consideration for ethical concerns and legal restrictions. The principles of truth and honesty are recognized qualities of a scholar and of a competent, purposeful, and ethical individual, and Siena Heights University expects its students to honor these principles. Academic and professional integrity refers to the representation of ones self and ones work honestly, while demonstrating respect for the accomplishments and contributions of others. Demonstration of academic and professional integrity involves the following expectations for students in this course: 1. Students must appropriately credit the sources of materials and ideas, published or not. Failure to acknowledge the works of others implies that the work is ones own. Misrepresentation of ones self and ones work is plagiarism. 2. Students must follow the ethical and legal guidelines established for copyrighted materials. Students are expected to be familiar with the policies and practices governing the use of resources and references, as set forth by the American Psychological Association in its Publication Manual. The course instructor who has documentation of plagiarism by an education student is required to, at a minimum, assign a failing grade for the assignment in question and file the documentation with the respective program director. The student may be assigned a failing grade for the course. The Dean is authorized to suspend the student for plagiarism or copyright infringement. Appeal process of a suspension is available in the student.

Sienas Accommodation Policy for Students with Disabilities In accordance with University policy and the equal access laws, the instructor is available to discuss appropriate academic accommodations that you may be eligible for as a student with a disability. Please make an appointment to discuss possible accommodations. Students must register with the Office for Students with Disabilities for disability verification and determination of reasonable accommodations. Requests for accommodations must be done in a timely manner and are not retroactive. For more information, you may contact: Bob Ritz, Coordinator, Office for Students with Disabilities, Room 301A, Sacred Heart Hall, Adrian campus, 517-264-7683; rritz@sienaheights.edu Classroom Emergency Preparedness and Response Information To Report an Emergency or Suspicious Activity Call the Department of Public Safety at 517-264-7800 (Adrian Campus). If the line is unavailable or you are calling from another University location, dial 911. Shelter in Place General Guidance Although it is unlikely that we will ever need to shelter in place, it is helpful to know what to do just in case. No matter where you are on campus, the basic steps of shelter in place will generally remain the same: If you are inside, stay where you are. If you are outdoors, proceed into the closest building or follow instructions from emergency personnel on scene. Shelter-in-place in an interior room, above ground level, and with the fewest windows. If sheltering in a room with windows, keep away from the windows. If there is a large group of people inside a particular building, several rooms maybe necessary. Shut and lock all windows (locking will form a tighter seal) and close exterior doors. Turn off air conditioners, heaters, and fans. Close vents to ventilation systems as you are able. (Facilities staff will turn off ventilation systems as quickly as possible). Make a list of the people with you and call the list in to Public Safety so they know where you are sheltering. Visit Campus Safety @ Siena for incident updates http://www.sienaheights.edu/campussafety.aspx or call the Information Line 517-2647900. If possible, turn on a radio or television and listen for further instructions. If your e-mail address or mobile device is registered with SHU Alerts, check for alert notifications. Make yourself comfortable and look after one other. You will get word as soon as it is safe to come out.

Evacuation An evacuation will be considered if the building we are in is affected or we must move to a location of greater safety. We will always evacuate if the fire alarm sounds. In the event of an evacuation, please gather your personal belongings quickly (purse, keys, cell phone, SHU ID card, etc.) and proceed to the nearest exit Once we have evacuated the building, proceed to our primary rendezvous location.

SHU Alerts SHU Alerts provides free notification by e-mail or text message during an emergency. Visit Campus Safety @ Siena for a link and instructions on how to sign up for alerts pertaining to your campus. If you receive a SHU Alert notification during class, please share the information immediately.

Additional Information Additional information about emergency preparedness and response at SHU as well as the Universitys operating status can be found on Campus Safety @ Siena website http://www.sienaheights.edu/campussafety.aspx or by calling the Department of Public Safety at 517-263-0731.

Student Assessment: Required Course Assignments and Course Schedule Assignments and Assessments will take several different forms: written essays, in-class and takehome tests, visual displays, poster sessions, simulations, journaling, personal responses to field experiences, self-assessment of peer teaching, movie reviews, and lesson planning. Grades for EDU 201 are assigned for the following assignments and the final grade for the course will be figured based on the following percentages: Active Participation 30% Classroom Observation Report 10% Peer Teaching & Lesson Plans 10% School Board Report 5% Weekly Assignments 25% Content Assessments 20% Dispositions Inventory (required,no % attached) Common Question (required, no % attached)

Course Content: CHAPTER 1: Becoming a Teacher Knowing your motives for teaching The rewards of teaching Sources of useful experience Necessary skills in teaching CHAPTER 2: Different Ways of Learning Multiple Intelligences Emotional intelligence Exceptional learners

CHAPTER 11: Teacher Effectiveness Are Teachers Born or Made? Academic Learning Time
The Pedagogical Cycle

Classroom Management CHAPTER 3: Teaching Your Diverse Students Student Diversity Bilingual education Multicultural Education Teaching Your Diverse Students CHAPTER 4: Student Life in School and at Home Rules, Rituals, and Routines Our Children, Your Student Children: At Promise or At Risk? The Affective School Reform CHAPTER 5: Reforming Americas Schools The Purpose of School Education Reform What Makes a School Effective? CHAPTER 6: Curriculum, Standards, and Testing The Invisible Curriculum The Extra Curriculum Who and What Shapes he Curriculum? Michigans Curriculum Framework CHAPTER 7: The History of American Education Themes in American education The history of American education The Education Hall of Fame CHAPTER 8: Philosophy of Education Educational philosophy what are they and the beginning search for yours Philosophical clashes in the real world CHAPTER 9: Financing and Governing Americas Schools Governing Americas schools Trends in school governance The future of school finance

CHAPTER 10: School Law and Ethics School law - teachers and students rights and responsibilities Teaching and ethics moral education CHAPTER 12: Your First Classroom The first year of teaching Job search strategies Teacher associations Teacher/Faculty development - lifelong learning CHAPTER 13: Q and A Guide To The Teaching Profession Teacher supply and demand The demographics of todays teachers, etc.

Siena Heights University EDU 201: Principles of Teaching Tentative Course Calendar Fall 2013

Class Session
August 27 August 29 September 3 September 5 September 10 September 12 September 17 September 19 September 24 September 26 October 1 October 3 October 8 October 10 October 15 October 17 October 22 October 24 October 29 October 31 November 5 November 7 November 12 November 14 November 19 November 21 November 26 November 28 December 3 December 5
15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

Content Covered
Introduction to the Course / Teaching Profession Chapter 1 Chapter 1 (cont.) Chapter 2 Chapter 2 (cont.) Chapter 11 Chapter 11 (cont.) Chapter 4 Chapter 5 Chapter 5 (cont.) Teacher Education at Siena and in Michigan Free2Play Presentation Chapter 6 Chapter 6 (cont.) Chapter 7 Chapter 7 Chapter 8 Chapter 8 (cont.) Chapter 9 Chapter 9 (cont.) Chapter 10 Chapter 10 (cont.) Catch up day Peer teaching prep Chapter 3 Chapter 11 Chapter 12 Chapter 12 No Class-Thanksgiving Break Chapter 13 Wrap Up!

Assignment Due

Internet site

Magazine review #1

Design bulletin board

Teacher interview #1

Initial Assessment Magazine review #2

Movie critique

Magazine review #3

Teacher interview #2
School Board Report Second Assessment

Observation report due

Peer Teaching Peer Teaching Peer Teaching e-Portfolios/Notebooks Due Peer Teaching Soft Skills Assessment Due Peer Teaching