Department of Education

MATTC Program

EDUC 231 I Ethical Practicum II (Lecture) (4 units) - 60321

Fall Quarter 2017

Mission and Goals of the Department of Education

Rooted in the Jesuit tradition at Santa Clara University, the mission of the Department of Education is to prepare professionals of competence, conscience, and compassion who will promote the common good as they transform lives, schools, and communities. Our core values of reflective practice, scholarship, diversity, ethical conduct, social justice, and collaboration guide both theory and practice.

Faculty, staff, and students in the Department of Education:

1. Make student learning our central focus

2. Engage continuously in reflective and scholarly practice

3. Value diversity

4. Become leaders who model ethical conduct and a commitment to social justice

5. Seek collaboration with others in reaching these goals

MS/SS Teaching Credential Program Learning Goals (PLGs)

The PLGs represent our commitment to individuals who earn their MS/SS credential at Santa Clara University. The MS/SS faculty focus on ensuring each student will begin their teaching career ready to:

1. Maximize learning for every student

2. Teach for student understanding

3. Make evidence-based instructional decisions informed by student assessment data

4. Continually improve practice through critical reflection and collaboration

5. Create productive, supportive learning environments

6. Apply ethical principles to professional decision-making

The PLGs guide our program. Therefore, all MS/SS teaching credential program course objectives are cross-referenced with the PLGs. (A fully elaborated version of the MS/SS PLGs can be found in the Teacher Candidate Handbook.)

Course Description

This is the second of four field experiences designed to meet the on-going needs of the intern teacher (pseudo-intern). Individuals in this course must be accepted into the pseudo-intern program, be employed as a teacher in a school district, and be concurrently enrolled in the pseudo-intern sequence of courses. All pseudo-interns will meet in the teaching seminar on the dates identified above. The grade for this seminar consists of the course requirements described below and results of the pseudo-intern’s actual experience in the classroom as determined by the intern’s field supervisor.

All pseudo-interns will be assigned a university field supervisor who is responsible to support the pseudo-intern in the teaching environment. The field supervisor will evaluate the pseudo-intern’s performance in the classroom, will act on behalf of the pseudo-intern should the occasion arise, and will mentor the pseudo-intern in an effort to increase both content pedagogy and instructional methodology.

Course Objectives

1. The pseudo-intern will complete reflection activities in the following areas by:

Learning to engage and support all students using a variety of appropriate instructional strategies to promote academic, behavioral and social-emotional achievement.

Department Goals: 1, 2, 3, 4, 5 Program Learning Goals: 1, 2, 3, 4, 5, 6 TPE: 1.2

2. The pseudo-intern will actively participate in whole class and small group discussions to aid in his/her development as a professional educator. Areas include: time management, classroom environments that positively impact student engagement and learning, inclusion ofall students, ethical classroom/school climates that promote social justice, learning goals and techniques for communicating with parents via technology.

Department Goals: 1, 2, 3, 4, 5 Program Learning Goals: 1, 2, 3, 4, 5, 6 TPE: 6.1, 6.3, 6.4, 6.5, 6.6, 6.7

Required Texts

Burant, Terry, Christensen, Linda, Salas, Kelley Dawson and Walters, Stephanie, (2010), The New Teacher Book: Finding Purpose, Balance and Hope During Your First Years in the Classroom, 2nd Edition, Rethinking Schools, ISBN-13: 978-0-942961478

Hougan, Eric, Road to Teaching, ISBN-987-141-966-9071

Canvas/Camino Course Management System

Starting this quarter, most readings and other assignments will be found on Camino. To access course materials and participate in online activities, please be sure to review Canvas (also known as Camino). Reminders, tools, readings, and assignment descriptions will be made available through this online course management system.

Professional Conduct Expectations

1. Attend and be an ACTIVE participant in ALL class seminars

2. Demonstrate professionalism at all times, including a willingness to consider the opinions and experiences of others

3. Be prepared to engage in cooperative and collaborative groups

4. Challenge yourself and offer insightful questions and comments

5. Bring a laptop or tablet, your text (or online access), and your Portfolio to each class session

6. Seek support from the instructor whenever you have a question or issue through an office appointment, email, or phone

7. Demonstrate preparedness, engagement, and a sense of humor

Grading Criteria: Participation and Assignments

Teacher Candidates must earn the equivalent of a "B" or above to earn a passing grade. Pass (A or B grade) or Fail grades will be based on:

1. Participation (40%): Completion of all readings and other assignments on time, and quality of participation in seminar discussions and activities, demonstrating insights and grasp of the concepts taught. As we will uncover in this course, everyone’s learning is enhanced by the quantity and quality of the interactions in the learning environment. Hence, your participation in whole class discussions, group work,and pair group is essential to the success of all in this course.

While a class is in session, you should not engage in any activity not directly related to what is taking place in the classroom. I reserve the right to ask you to close your laptop or put away some other form of technology at my discretion; when/if this occurs, please respond quickly and without protest to avoid further disruption of the class’s learning. I also reserve the right to ignore your inappropriate use of technology in class and simply deduct points from your final grade (Participation). If you would like more detailed clarification about the expectations regarding appropriate and inappropriate in-class technology use, please see me.

2. Assignments (60%): You will have several homework assignments as well as the signature assignment, the website that you will create. All written assignments, including, but not limited to, reflection-writing assignments, should clearly demonstrate correct and appropriate grammar and a depth of discussion that illustrates rich, cognitive thinking and specific connections to course material and discussions. Should you need help, the HUB is a student-run center that assists students with proper grammar and writing skills. Rubrics for these Reflections and other short writings will be accessible during our second class session (The signature assignment is worth 50 points and the 5 writing assignments are worth 2 points each for a total of 60/100.

Letter grades are assigned on the standard scale based upon a possible total of 100 points.

Signature Required Assignment – Critical Incident Reports (RPW 6.1, 6.6)

Teachers (and teacher candidates) frequently encounter complex professional problems that have no obvious right or wrong solutions. The research literature on teachers’ ethical decision making often refers to these challenging situations as “critical incidents.” A critical incident does not have to be dramatic or confrontational—something as routine as deciding which student to call on when there are 6 hands raised is an ethical dilemma that warrants consideration.

You have already noticed and experienced critical incidents as soon as you entered your classroom and interacted in a professional capacity with students. You will need to become increasingly aware of the moral and ethical implications of the activities and interactions that occur in your classroom. This assignment is designed to assist you in developing the skills needed for the efficient identification and effective management of critical incidents and the ethical dilemmas embedded within them.

Beginning with Class #2 and continuing into the middle of spring quarter, you will be required to bring a completed Critical Incident Report to each class session. This form should be used to document a critical incident that you experienced in the period since the class last met. (A copy of this form can be found at the back of this syllabus along with the rubric that will be used to evaluate your Critical Incident Reports. A blank Critical Incident Report form and an electronic copy of the rubric will be available on Camino. These completed Critical Incident Reports will be analyzed and discussed in each class session.

Please type your assignment and complete each part of the graphic organizer to the best of your ability.

You will have the opportunity to write a practice Critical Incident Report in the first class and to evaluate your assignment using the assignment rubric before you tackle the task on your own. More information will be provided in Class #1.

Other Requireents:

1. Guided reflection activities and assignments--conducted during the practicum. (TPE 6.6; 6.7)

2. Keep a journal/reflection using the template provided in class.

3. Begin a file of activities and resources that you find helpful and interesting. Make sure you write out complete titles of books and their publishers so you will know where to find these materials in the future. Always ask permission of other teachers if you want to keep a copy of their activities and worksheets. TPE:

4. Maintain a log of meetings and conferences with your school mentor and university supervisor. Include dates, times, topics- TPE

Regular Attendance: (per School of Education)

1. Attendance is mandatory in this program. Points equaling 5% of your final grade will be deducted for each class session you missed.

2. Religious Holidays: Students will not be penalized for absences due to the observance of religious holidays that fall on our scheduledclass day. Please give me advance notice of these absences so I can make necessary accommodations with you to acquire the curriculum you missed and for make-up work. All other absences are unexcused and will affect your grade.

3. Punctuality: Come to class (and return from breaks) on time. Your first lateness will be excused; your second lateness will cause 1point to be deducted from your final course grade; your third lateness will cause an additional 4 points to be deducted. More than three late arrivals indicate a serious problem, which will be dealt with at my discretion. Attendance and punctuality are the only policies with the immediate potential to impact your course grades. Through ongoing observation and documentation, I am required to gather data documenting your adherence to the remaining policies listed here. These data are a primary factor in the assessment of your mastery ofTPE 12- “Professional, ethical, and legal obligations.”

If an instructor has reason to believe you are not meeting all the expectations spelled out below, s/he will contact you privately to discuss the issue, to clarify the expectations as needed, and to offer his/her support in helping you reach those expectations. If your instructor does not contact you with a concern, you can assume you are satisfying these requirements. However, if you would like specific feedback on your professional conduct during the quarter, you are welcome to contact your instructor at any time and s/he will be glad to share his/her assessment with you.

Note: Points lost due to poor attendance and/or lack of punctuality will be deducted from your final grade. A student with excellent grades on assignments and other aspects of professional conduct can earn a poor course grade as a result of excessive absence or chronic lateness.

Class Schedule

Academic Integrity

Academic Integrity Pledge

The Academic Integrity pledge is an expression of the University’s commitment to fostering an understanding of -- and commitment to -- a culture of integrity at Santa Clara University. The Academic Integrity pledge, which applies to all students, states:

I am committed to being a person of integrity. I pledge, as a member of the Santa Clara University community, to abide by and uphold the standards of academic integrity contained in the Student Conduct Code

Students are expected to uphold the principles of this pledge for all work in this class.

The University is committed to academic excellence and integrity. Students are expected to do their own work and to cite any sources they use according to the rules for citation in the 6^th Edition of the Publication Manual of the American Psychological Association (APA, 2010). A student who is guilty of dishonest acts in an examination, paper, or other required work for a course, or who assists others in such acts, will receive a grade of F for the course. In addition, a student guilty of dishonest acts will be immediately dismissed from the University. Students that violate copyright laws, including those covering the copying of software programs, or who knowingly alter official academic records from this or any other institution, are subject to disciplinary action (SECP Graduate Bulletin, 2016-2017).

Disability Resources

If you have a disability for which accommodations may be required in this class, please contact Disabilities Resources, Benson 216,http://www.scu.edu/disabilities as soon as possible to discuss your needs and register for accommodations with the University. If you have already arranged accommodations through Disabilities Resources, please discuss them with me during my office hours. Students who have medical needs related to pregnancy may also be eligible for accommodations. While I am happy to assist you, I am unable to provide accommodations until I have received verification from Disabilities Resources. The Disabilities Resources office will work with students and faculty to arrange proctored exams for students whose accommodations include double time for exams and/or assisted technology. (Students with approved accommodations of time-and-a-half should talk with me as soon as possible). Disabilities Resources must be contacted in advance to schedule proctored examinations or to arrange other accommodations. The Disabilities Resources office would be grateful for advance notice of at least two weeks. For more information, you may contact Disabilities Resources at 408-554-4109.

Accommodations for Pregnancy and Parenting

In alignment with Title IX of the Education Amendments of 1972, and with the California Education Code, Section 66281.7, Santa Clara University provides reasonable accommodations to students who are pregnant, have recently experienced childbirth, and/or have medically related needs. Pregnant and parenting students can often arrange accommodations by working directly with their instructors, supervisors, or departments. Alternatively, a pregnant or parenting student experiencing related medical conditions may request accommodations through Disability Resources.

Title IX

Santa Clara University upholds a zero-tolerance policy for discrimination, harassment and sexual misconduct. If you (or someone you know) have experienced discrimination or harassment, including sexual assault, domestic/dating violence, or stalking, I encourage you to tell someone promptly. For more information, please consult the University’s Gender-Based Discrimination and Sexual Misconduct Policy at http://bit.ly/2ce1hBb or contact the University's EEO and Title IX Coordinator, Belinda Guthrie, at 408-554-3043, bguthrie@scu.edu. Reports may be submitted online through https://www.scu.edu/osl/report/ or anonymously through Ethicspoint https://www.scu.edu/hr/quick-links/ethicspoint/