View Syllabus - Columbia Area Career Center

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COLUMBIA AREA CAREER CENTER

FOUNDATIONS OF TEACHING AND INSTRUCTION

COURSE SYLLABUS

2012
-
2013


Instructor:

Gina Greenplate

Office Phone:

214
-
3800

(e
-
mail is checked more frequently)

Conference Period:

E
-
mail to schedule a time

E
-
mail:

rgreenpl@columbia.k12.mo.us


www.career
-
center.org

COURSE DESCRIPTION


Credit: 2

Grade Level:
11,
12

Prerequisite:
Grade of B
or bet
ter both semesters of Introduction to Teaching Professions

Recommended

Courses
: Psychology,

Sociology
, Child Development

or Human Development

Follow
-
up courses:
Teaching Professions Internship Course

This course will expand on student’s knowledge from Introduction to Teaching professions by
helping them

become better acquainted with themselves as learners, individuals and community
members. Students will also become acquainted with the educator both as a person and a
professional. Students will plan lessons, visit and observe several educational setting
s and grade
levels.


COURSE OUTLINE

Course Intr
oduction/Overview

The
me 1
: Experiencing Learning


Unit 1:

Awareness and Reflection


Unit 2:


Styles an
d Needs


Unit 3
:

Growth and Development

Theme 2
: Planning for the Classroom


Unit 1:

Observation
and Preparati
on


Unit 2:

Analysis and Reflect
ion

Theme 3: Experiencing the Profession


Unit 1: History and Trends

Theme 4
: Professional Growth and Development


Unit 1:
Professionalism


Unit 2:
Career Development


SUPPLIES

Portfolio
Binder:

2” Three Ring Binder with clear front pocket and dividers (for retaining work
and building a portfolio throughout the year)

Other Materials
: Spiral Notebook, Writing Instrument, Flash Drive,
Box of Kleenex


TEXTBOOKS and RESOURCE MATERIALS



Educational Psychology

by John W. Santrock, 4
th

Edition



A Framework for Understanding Poverty
by Ruby K Payne, Ph.D



The Acorn People

by Ron Jones.



The Hurried Child
by Dr. David Elkind.



All Grown Up and No Place to Go

by Dr. David Elkind.


Students will ut
ilize professional journals and Internet resourc
es to research teaching related

topics.


C
AREER CENTER EXPECTATIONS

All Career Center classes strive to prepare students for adult life by teaching skills and behaviors
that will be valued in the workplace.

The following expectations are stressed and graded in all
Career Center classes. Your instructor will review these, provide instruction in all areas and
answer any questions.




Attendance


Be here on time each day, prepared to work, dressed appropriately



Respect


Use appropriate language, be honest and truth
ful, be respectful of peers and


adults



Safety


Follow safety rules and procedures, keep work area orderly



Responsibility


Complete work on time, follow directions, use resources to answer
ques
tions, ask for help when needed, contribute to class discussion



Quality


Show determination to complete tasks, be consistent in quality, focus on the
task at hand



Team


Work as a productive team member in a variety of roles, communicate in a
sensitive wa
y


GRADING SYSTEM


Grading Scale:



A =

94
-
100


C =

73
-
76





A
-

=

90
-
93



C
-

=

70
-
72





B+ =

87
-
89



D+ =

67
-
69





B =

83
-
85



D =

63
-
66





B
-

=

80
-
82



D
-

=

60
-
62





C+ =

77
-
79



F =

59
-
00







Grading is

weighted as follows:


Classroom work






10
%

P
rojects including tests






5
5
%

Workplace readiness including Career Center Expectations

25
%











90%


Semester grades account for 90% and semester exams account for 10% of final letter grades.


End
-
of
-
Course testing
-

When a student has taken three (3) credits of a career center program,
they will take an industry
-
based end
-
of
-
course exam, NOCTI, which will account for 10% of the
final exam grade


Student literacy and math skills are assessed at
the beginning and end of the course, but these
assessments are not part of course grades.







MAKE
-
UP POLICY

Excused

(Parent Excused, Excused, Medical, Field Trips and Verified Absences)



All missed work may be made up at full credit.



It is the student’s
responsibility to initiate contact with the teacher to get make up work.



Work must be made up within the same number of days as the absence. (e.g. absent 2
days, work made up in 2 days)



Parti
cipation points
must be made up

by working in the classroom/shop
/lab outside of
class time or through alternate assignments determined by the instructor.

Suspension

(ISS, OSS)



Missed work may be made up at full credit.



It is the student’s responsibility to initiate contact with the teacher to get make up work.



It is
expected that missed work will be completed during suspension and submitted upon
returning to school. A one
-
day extension is given for each day of absence and must be
submitted upon returning to the class
room or school.




Participatio
n points must be
made up by working in the classroom outside of class time
or through alternate assignment
s determined by the instructor.

If this is not possible
points will be lost.

Truancy



Students who are more than 10 minutes late must check in at the office.



Missed w
o
rk may
be made up at 50% credit.



Students will lose

participation points.



Students m
ay be permitted to take exams for 50% credit
.


*All assignments will be due at the beginning

of the class period on the
date assigned.


RETURN POLICY FOR SECOND SEMESTER

Students who are performing below average, or who are failing the semester are subject to
removal from the program at semester. A student/parent conference will be held prior to the end
of the semester with the appropriate individuals present and alternati
ves will be discussed.


PREREQUISITE FOR ADVANCED COURSES

To be eligible to take advanced courses, a student must meet the prerequisites for the course in
which he/she wishes to enroll. Prerequisites vary by course, but generally include a minimum
grade a
nd satisfactory performance on attendance and Career Center Expectations. See individual
course descriptions for specific prerequisite information. If the curriculum for a prerequisite
course is modified in any way, a pass/fail grade is issued. Pass/fail g
rades do not satisfy the grade
requirement to take advanced courses.


COLLEGE CREDIT

Articulation Credit


Students may earn college credit for career center classes through the Articulation process.
College credit awarded through Articulation gives the stu
dent a jump
-
start into a technical degree
program by allowing the student to by
-
pass certain entry
-
level classes at the college level for
which the student has
already mastered the coursework. Articulated college credit is free and is
transcripted after th
e student 1)

completes the high school course and 2) enrolls and completes
the required number of credit hours at the institution awarding the credit.



Eligibility
:

Grade of 80% or better in this class for the year




Attendance of 95% or better in this
class for the year



Institutions
: Moberly Area Community College


Dual Credit

College credit earned through Dual Credit is possible when the subject matter covered and the
competencies mastered are equivalent to those required in a particular college
-
l
evel class as
identified by the post
-
secondary institution. Unlike articulation, there is a fee for the award of
dual credit; however, dual credit is transcripted for the student whether or not the student attends
that college or university after high scho
ol graduation. The transcripted credit is usually
transferable to other post
-
secondary institutions.



Eligibility
:

Must meet the institution requirements for entrance



Institutions
:

University of Central Missouri (Warrensburg)



ACADEMIC INTEGRITY

The in
tegrity of the academic program and the evaluation of each student's achievement are of
primary concern to educational institutions. Cheating on an educational exercise not only reflects
dishonesty on the part of the student, bus also diminishes the value

of the work done by his/her
classmates. Students who cheat or plagiarize (using another's words, ideas or writing as one's
own) shall be subject to the following: referral to the assistant director; parent/guardian contacted;
a zero recorded for the exer
cise; possible detention and/or suspension; and/or removal from the
course with a grade of “F” recorded on the transcript.


STUDENT SERVICES

Student services are available to help students succeed in their technical classes. Students in
technical programs

are eligible for extra assistance by asking for help or by having their teacher
refer them to the Student Services team. There are literacy specialist, a math specialist,
counselors and resource personnel who will help students in classrooms, by appointm
ent and/or
before and after school with problems they are having in their technical classes. An employment
specialist is available to students who are looking for part
-
time or full
-
time jobs. In addition,
persons knowledgeable about financial aid for pos
t high school training/education are available,
as well as persons who can help students assess their vocational strengths and preferences in
order to make more informed career choices.


I
NSTRUCTOR’S PROFESSIONAL BACKGROUND

Education

2007

Masters of Education in Special Education, UMC

199
5 Bachelor of Science in Human Development and Family Studies, UMC


Employment

Present


Instructor for Career Center, Columbia Public Schools

1999
-
2008


Director of Easter Seals Child Develop
ment Center
and Coordinator of r
espite
and specialized car seat loan pro
gram

1998
-
1999

Education Coordinator CMC
-
HDC Head Start

1997
-
1998

Education Specialist CMC
-
HDC Head Start

1996
-
1997

Family Development Advisor CMC
-
HDC Head Start


STUDENT YOUTH ORGANIZATIONS

T
he
Future Educators Association® (FEA) assists middle and high school students in exploring
careers in education. The association is unique in its ability to offer students unparalleled, age
-
appropriate professional development opportunities, including an ann
ual conference and access to
a state
-
of
-
the
-
art FEA social networking website. Through hands
-
on career exploration
opportunities, FEA allows members to assume leadership roles and develop professional skill sets
that will serve them throughout their career
s. The association also connects students with chances
to earn scholarship grants through its sponsoring organization, PDK International.




DISCRIMINATION POLICY

As a political subdivision, employer, recipient of federal funds, and an education institutio
n, the
Board of Education is prohibited from, and hereby declares a policy against, engaging in unlawful
discrimination. This included harassment and creating a hostile envi
ronment on the basis o
f race,
color, religion, sex, national origin, ancestry, disa
bility, age, sexual orientation, or the use of leave
protected by the Family and Medical Leave Act, in its programs, activities, and with regard to
employment. The Board of Education is an equal opportunity employer.


COMPUTER USE


The use of any Columbia Public School computer is a privilege, not a right. Users of computers
are obligated to conform to district and individual school policies and directions given by a staff
member. Using the CPS facilities to access information carri
ed by the Internet or other such
information services must be for academic work assigned by a teacher. Depending on the nature
of the situation, students who violate this regulation shall be subject to disciplinary action, or as
the case is with any other
property of the CPS, be held responsible for the cost of repair,
replacement or maintenance of any damaged equipment or materials. The school may have a
student assigned to an alternative educational program.





























Foundations of
Teaching and Instruction

Measurable Learning Objectives


Big Picture: Experiencing Learning


Concept: Awareness and Reflection

MLO: Students will analyze own strengths and areas for improvement as

learners.

MLO: Students will evaluate themselves as individuals, learners, and

community members.

MLO: Students will be able to work cooperatively with others.

MLO: Students will understand the factors contributing to self
-
esteem.

MLO: Students will analyze the rol
e of self
-
esteem in learning and its
contributing factors.

MLO: Students will examine and appreciate others’ diversity.

MLO: Students will analyze their own diversity.




Concept: Styles and Needs



MLO: Students will evaluate different leaning styles.



M
LO: Students will identify the special needs and exceptionalities of

learners and describe how these needs affect the learning process.



MLO: Students will examine major physical, social and personal

challenges that impede successful learning.

\




Conc
ept: Growth and Development



MLO: Students will differentiate the physical stages of learners.



MLO: Students will examine and observe cognitive stages of learners.



MLO: Students will recognize and distinguish between moral stages of


learners.



MLO: Students will analyze and observe the steps in the psychosocial




stages of learners.



MLO: Students will apply an understanding or knowledge of the




developmental

changes of learners.


Big Picture: Experiencing the Profession


Concept: History and Trends



MLO: Students will trace the state and national history in education.



MLO: Students will evaluate the educational philosophies that have




influenc
ed the issues in education today.



MLO: Students will predict future educational trends based on past and

current events.




Concept: Structure and Governance



MLO: Students will discuss and analyze regulations, policies, laws and



rights of children.



MLO: Students will locate community resources.



MLO: Students will understand and follow state licensing regulations



Concept: Certification and Employment



MLO: Students will describe the process and structure of te
acher


certification.



MLO: Students will identify the reasons for teacher shortages and the




content and geographic areas that are greatly impacted.



MLO: Students will pass Red Cross First Aid and Infant & Child CPR

training



MLO: Students will demonstrate effective job application and interview

skills.



Concept: Ethics and Professionalism



MLO: Students will recognize and analyze the current state and NAEYC


code of conduct.



MLO: Students will understand how teachers can exhibit leadership as




advocates and agents of change for education.

MLO: Students will identify professional organizations and the services


they provide for teachers.


Big Picture: Experiencing the Cla
ssroom


Concept: Observation and Preparation



MLO: Students will identify own strengths and areas for improvement as

potential teachers.

MLO: Students will develop appropriate instructional objectives after

analysis of developmental stages of learners
.



MLO: Students will distinguish between desirable and undesirable




teaching strategies and traits.



MLO: Students will identify strategies to strengthen school and family




partnerships.



MLO: Students will analyze ways in which a teacher’s personality,



disposition, and cultural competence impact instructional style and


interaction.



MLO: Students will defend effective teachi
ng methodologies.



MLO: Students will evaluate components of effective classroom climate,




management and discipline.



MLO: Students will incorporate various technologies in the planning of


effective instruction.

MLO: Students will
evaluate various assessment techniques.

MLO: Students will design and deliver an effective lesson for instructor


and peer feedback that differentiates instruction to accommodate


all learners.







Concept: Application and Inst
ruction



MLO: Students will plan developmentally appropriate learning activities




for all learners in order to build confidence, knowledge and skills.



MLO: Students will accommodate major physical, social, and personal



challenges that can impede successful learning.



MLO: Students will apply knowledge of learning styles, multiple




intelligences, Depth of Knowledge, brain
-
based learning, and




classroom management to instruction and assessment.

MLO: Studen
ts will design an effective lesson that differentiates

instruction to accommodate all learners.



MLO: Students will apply the components of effective classroom climate,



management, and discipline.



Big Picture: Experiencing Education



Concept: A
nalysis and Reflection



MLO: Students will evaluate positive and negative aspects of the teaching




profession.



MLO: Students will describe, analyze and think systematically about their




practice and reflect on field experience.



MLO: Students
will develop a personal philosophy of education.




Big Picture: Participating in a Local Student Organization


Concept: Students will participate in a local student organization.



MLO: Students will assess the purposes and goals of a local student

organ
ization.

MLO: Students will discover the benefits and responsibilities of

participation in a local student organization as an adult.

MLO: Students will demonstrate leadership skills through participation in

local

student organization meetings, programs and projects.