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Department of Teacher Education
EDUC 450 (450)
Issues in Secondary Education
3 credit hours
Independent study web-enhanced
Dr. Frances Vitali
330 1536 (c) 566 3481 (unm)
Office Hours: Rm 231
Mondays @ 1-4pm & Wednesdays @ 1-4pm and by applointment
Course Webpage at https://sites.google.com/site/450f16/
Course Description
Issues in Secondary Education is an exploration of issues that face secondary school teachers, including classroom management, school and community, learning needs of adolescent learners, and planning for diverse groups.
This course is designed to assist prospective student teachers (PSTs) in learning how to establish a classroom community where all secondary students have opportunities to take responsibility for their own work and understand their role in creating a respectful context for learning. PSTs will learn about adolescent students and all the factors that can impact their experiences in a classroom including learning, culture and academic strengths and challenges, cultural and linguistic diversity and home and community experiences and expectations. Course experiences will include exploration and reflection on the impact of PST’s own school experiences on their teaching. PSTs will develop knowledge to apply to their teaching and the ability to organize classroom expectations and structures that support the learning of all students in their classrooms. PSTs will have the opportunity to implement strategies discussed in this class in the Teaching Experience I (EDUC 362) field placement.
One of the underlying assumptions of this course is that good teaching takes more than knowing your content area well, although this knowledge is crucial. Good teaching also requires a deep knowledge of adolescents, culture and the local community. In order to make effective decisions in the classroom, PSTs must be able to draw on multiple sources of information beyond the confines of the classroom. This course will help you develop the knowledge, dispositions and skills necessary in connecting with students, parents and the school community.
Because EDUC 450 is an integral part of the Secondary Education Teacher Education Program, students in this course are expected to demonstrate progress towards meeting all of the Quality Indicators of the COE Conceptual Framework in order to advance to student teaching/advanced field experience. These professional quality indicators are closely aligned with and support the Level I NM Teacher Competencies that our graduates must demonstrate in their beginning years of teaching.
Introduction
Course syllabi within the Teacher Education Department are aligned with the COE Vision, Mission, Core Values and Conceptual Framework for Professional Education, as well as the NM Entry Level Competencies and the NM Teacher Competencies when appropriate.
The College of Education
The vision of the College of Education: Excellence and diversity through people, ideas, and innovation.
Our mission is the study and practice of education through teaching, research, and service. We address critical education issues; Test new ideas and approaches to teaching and learning; and educate professionals who can facilitate human growth and development in schools, homes, communities and workplaces and prepare students for participation in a complex and challenging society.
In carrying out this mission, we ground our work in the following core values: 1) Advocacy, 2) Building Professional & Identities, (3) Collaboration and Relationships, (4) Dignity, (5) Diversity and Social Justice, (6) New Mexico, (7) Scholarship and Research, (8) Teaching and Learning.
The College of Education at UNM believes that professional individuals develop professional understandings, practices, and identities. These concepts frame the lifelong learning of professional educators and reflect the values articulated in state and national standards and competencies.
Understandings frame the identity and practices of professionals. We seek to help you better (1) understand human growth and development, (2) culture and language, (3) content of the disciplines, (4) pedagogy, (5) technology, (6) professional issues, and (6) the nature of knowledge.
These understandings enable you, as a professional, to value and engage in practices that embody the following qualities: (1) learner-centered, (2) contextual, (3) coherent, (4) culturally responsive, and (5) technologically current.
Developing a professional identity is central to lifelong growth as a professional educator. The COE will help you develop the following attributes of a professional: (1) caring, (2) advocacy, (3) inquisitiveness, (4) reflection-in-action, (5) communication, (6) collaboration, (7) ethical behavior.
New Mexico Teacher Competencies
1. The Teacher accurately demonstrates knowledge of the content area and approved curriculum.
2. The teacher appropriately utilizes a variety of teaching methods and resources for each area taught.
3. The teacher communicate with and obtains feedback from students in a manner that enhances student learning and understanding.
4. The teacher comprehends the principles of student growth, development and learning, and applies them appropriately.
5. The teacher effectively utilizes student assessment techniques and procedures.
6. The teacher manages the educational setting in a manner that promotes positive student behavior and a self and healthy environment.
7. The teacher recognizes student diversity and creates an atmosphere conducive to the promotion of positive student involvement and self-concept.
8. The teacher demonstrates a willingness to examine and implement change, as appropriate.
9. The teacher works productively with colleagues, parents and community members.
Full text of NM Competencies available at
http://coe.unm.edu/uploads/docs/ted/nm-levels-teach-comps.pdf
Essential Questions
Learners
What do I need to know about adolescents in order to teach them?
What do I need to know about diversity and the culture of my students in order to teach them?
How do I involve students in their own learning?
How do I provide for authentic learning experiences?
Classroom
What are the issues I have observed in the classroom and how do I address them?
How does who I am and my experiences in schools impact my teaching?
What do I believe to be true about students learning?
What does being a professional teacher mean?
Schools
What are the issues in secondary schools and how do they impact teaching and learning?
What is the culture of a school and how does it impact teaching and learning in the school?
What does being part of a school community mean?
Course Objectives
As a result of this course, students will:
1. Recognize the importance of acknowledging diversity in the classroom.
(Understandings 2, 4; Practices 1, 4; Identities 1, 4, 5, 7; NMTC entry F 1-8, G 1-9, H 1-11, I 1-4; NMTC-I 3, 4, 5, 7, 8, 9)
2. Consider diversity issues such as adolescent development, learning practices and abilities, socioeconomic differences, and cultural and linguistic characteristics in planning for instruction. (Understandings 1, 2, 4, 6; Practices 1, 2, 4; Identities 1, 2, 3, 4, 5, 7; NMTC entry F 1-8, G 1-9, H 1-11, I 1-4; NMTC-I 2, 3, 4, 6, 7, 8, 9)
3. Design a classroom environment that will facilitate learning in their disciplines. (Understandings 1, 2, 3, 4, 5, 7; Practices 1, 3, 4, 5; Identities 1 - 7; NMTC entry A 1-10, B 1-10, C 1-12, D 1-16, E 1-3, J 1-15, K 1-8; NMTC-I 1, 2, 3, 4, 6, 7, 8)
4. Develop rules and routines for a safe, healthy, and participatory classroom community. (Understandings 1, 2, 4, 5; Practices 1, 5; Identities 1, 2, 4, 5, 6, 7; ; NMTC entry A 1-10, B 1-10, C 1-12, D 1-16, E 1-3, J 1-15, K 1-8; NMTC-I 1, 2, 4, 6, 7, 8)
5. Construct an Oral History inquiry project impacting the context of school, community and teaching and explore the implications for teaching and learning within this context.
(Understandings 2, 4, 6, 7; Practices 1, 2, 4; Identities 1, 3, 4, 5, 6, 7; ; NMTC entry A 1-10, B 1-10, C 1-12, D 1-16, E 1-3, J 1-15, K 1-8; NMTC-I 3, 7, 8, 9)
6. Apply teaching strategies aimed at diverse student learning needs and develop a portfolio of documenting your teaching and learning.
(Understandings 1, 2, 4; Practices 1, 2, 3, 4, 5; Identities 1, 2, 4, 5, 7: ; NMTC entry A 1-10, B 1-10, C 1-12, D 1-16, E 1-3, J 1-15, K 1-8; NMTC-I 2, 3, 4, 5, 7)
*Key = CV are references to the Core Values, U, P, I are references to individual Understandings, Practices and Identities in the COE Conceptual Framework for Professional Education. NMTC entry are references to individual NM Teacher Competencies for Entry Level Secondary Teachers and NMTC-I are reference to NM initial teacher competencies.
College of Education Conceptual Framework Quality Indicators:
In this class, students will focus on these five quality indicators of the COE Conceptual Framework:
· Coherence · Learner Awareness · Contextual Content Knowledge · Cultural Awareness · Reflection
Optional Texts:
Managing the Active Classroom. (2015). (2nd. ed.).Berger, R., Strasser, D., & Woodfin, L. EL Education. ISBN 9780692533178
Course Requirements
Our course is an independent, self-paced mastery format.
Learning modules comprise your learning invitations with accompanying due dates. You will keep in communication witht he instructor to ask questions, for clarification and to individually meet for your midterm and final evaluations. During the project-based activity we will meet face-to-face for planning the project; implementing the project; writing the project grant; and presenting the project.
Post learning module responsibilities on your webpage by the due date to receive credit. Submit assignments and projects in a timely and complete manner. It is recommended that you also keep backup copies of your content posted on your own hard drive or zip to avoid the inconvenience of loosing information.
Academic Writing follows 6th edition APA style for citations and references.
Be receptive to feedback on assignments and teaching practice, making revisions as needed.
Some outside work will be required as needed during the oral history project
4. Demonstrate professional demeanor, including:
Appropriate professional relationships with peers, supervisors, and children.
Respectful problem solving and collaboration.
Maintenance of confidentiality regarding students and staff in schools; integrity in interviewing others with respect and dignity.
Appropriate dress as a professional educator.
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