EDUC_255

Santa Clara University

School of Education and Counseling Psychology Department of Education • MATTC Program

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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:

• • Make student learning our central focus

  • Engage continuously in reflective and scholarly practice

  • V alue diversity

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

  • Seek collaboration with others in reaching these goals

    • Course Description

    • This 2-quarter course sequence enables preliminary teaching credential candidates to examine, understand, and appraise standards-based education and the standards-based accountability systems that shape teaching and learning in public school classrooms and in teacher education programs in the United States. Credential candidates critically analyze district and school-level assessment data, examine and evaluate the California state content standards and the Common Core State Standards, and prepare themselves for the two types of standards-based performance measures that document their mastery of the California Teaching Performance Expectations: the California Teaching Performance Assessment and the observation of their teaching practice conducted in their clinical practice classrooms by their master teacher(s) and field supervisors.

    • This course addresses these 2042 Multiple/Single Subject Preliminary Credential Program Standards:

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ü Standard 5: Professional Perspectives Toward Student Learning and the Teaching Profession

ü Standard 6: Pedagogy and Reflective Practice

Required Text(s) or Readings

1. MATTC Candidate Handbook

Handbooks will be available online, in the course’s Camino site. Please read the Handbook prior to the first class meeting.

2. CalTPA Candidate Handbook

Download from the CTC website [also available in the Files folder in the Camino site]: http://www.ctc.ca.gov/educator-prep/TPA-files/CandidateHandbook.pdf

This handbook, created by the CTC to support credential candidates’ work on the TPAs, should be downloaded and printed out.

3. California State Content Standards

The state standards for all content areas and grade levels are available online at the California Department of Education website: http://www.cde.ca.gov/be/st/ss/. Please see the reading/ preparation assignment for Class Session 2 to determine the standards you will need to read and bring to class.

4. Common Core State Standards (CCSS) for English Language Arts, California version Although the Common Core State Standards are intended to be shared and implemented in a uniform manner across the 46 participating states (that’s what makes them common standards), certain states—including California—have created their own modified versions of the CCSS. When your placement district/school implement the CCSS, they will implement the California version, available on the CA Department of Education website: http://www.cde.ca.gov/be/st/ss/ However, if you want more background knowledge about the CCSS—who was involved in developing these standards, which states have agreed to implement them, what curricular and instructional materials are currently available to teach them, how student mastery of these standards will be assessed, etc.—or if you want to see the original “common” version of the CCSS, you can find this info on the web at http://www.corestandards.org/

5. Some class sessions may require you to complete additional readings or to download additional handouts, forms, and/or documents not included in the syllabus. If new materials are required for a session, I will send out a notification email at least one week prior to the scheduled class session and post the new materials in a folder under the “Files” tab on your course page on Camino. Please read/complete these materials prior to the class session for which they are listed.

6. New topics not currently included in the syllabus may be added in response to your interests, needs, or to changes in CTC requirements or state policies. If new topics are added, supplemental readings/instructional materials may be required for those sessions. Should this occur, I will send out a notification email at least one week prior to the scheduled class session and post the new materials in a folder under the “Files” tab on your course page on Camino. Please read/ complete these materials prior to the class session for which they are listed.

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MATTC Program Learning Goals (PLGs)

The PLGs represent our commitment to the individuals who earn their California preliminary MS/SS teaching credential in Santa Clara University’s MAT+Teaching Credential Program. (A fully elaborated version of the MS/SS PLGs can be found on pages 8-9 of the MATTC Candidate Handbook.) The MS/SS faculty focus on ensuring that each of you will begin your 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. Improve your practice through critical reflection and collaboration.

  5. Create productive, supportive learning environments.

  6. Apply ethical principles in your professional practices.

The PLGs guide our program. Therefore, all MATTC courses have objectives that are cross- referenced with the PLGs.

Course Objectives (COs)

(Objectives cross-reference the PLGs) In this course you will have the opportunity to

• 1. Examine state and federal education and accountability policies and trace the impact of these policies on California public school teachers’ day-to-day curricular and instructional practices. (PLG 4, 6; CTC Program Standards 4, 5)

  2. Identify the ways in which California’s requirements for teacher credentialing are shaped by state/federal legislation and by broad trends in public discourse. (PLG 4; CTC Program Standards 4, 5)

  3. Develop proficiency in locating and interpreting student standardized test scores and other data that contribute to public perception of a school or school district’s effectiveness and quality. (PLG 3, 4; CTC Program Standards 4, 5)

  4. Analyze accountability-related data to identify areas of student underperformance, develop possible explanations for that underperformance, and formulate plans for improving student learning outcomes in those areas, particularly for students with identified disabilities, students who are English Learners, and students eligible for free or reduced-price lunch. (PLG 1, 3; CTC Program Standards 4, 5, 6, 9, 10, 12, 13)

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5. Engage in conversations about accountability data with other education professionals. (PLG 4; CTC Program Standards 4, 5, 6)

Student Learning Outcomes (SLOs)

(Outcomes cross-reference the PLGs)

As a result of participating fully in this course, teacher candidates will be able to

• 1. Understand and contribute to professional conversations with practicing teachers and administrators about standards-based education, curriculum standards, and assessment of student learning in K-12 public schools. (PLG 4; CTC Program Standards 4, 5, 6, 9, 10, 12, 13)

  2. Situate the California Teaching Performance Assessment within the national conversation about measuring teacher competence and engage in completion of the 4 TPA tasks with clarity about their purpose. (PLGs 1-6; CTC Program Standards 4, 5, 6, 16, 18)

  3. Examine publicly-available data about their placement district and school, then (a) interpret and integrate those data to identify an aspect of student achievement that needs improvement, (b) develop at least two different evidence-based hypotheses that might reasonably explain students’ poor performance in that area, (c) suggest at least two evidence-based recommendations for improving student achievement, particularly for English learners, students with identified and unidentified special needs, students eligible for free and reduced price lunch and students from other historically underserved populations (d) present their findings to classmates. (PLGs 1-4; CTC Program Standards 4, 5, 6, 9, 10, 12, 13)

  4. Commit to the goal of achieving equitable learning outcomes across all student population subgroups (PLGs 1-6; CTC Program Standards 3, 4, 5, 6, 9, 10, 12, 13)

     1. Course Requirements

     2. (Course requirements cross-reference the COs and the SLOs)

Professional conduct (CO #1-5, SLO #1-6) (100 points, 100% of course grade) The professional conduct requirement includes the six dimensions described below.

1. Attendance.

Regular attendance at all class meetings is a requirement of this course. For each class session you miss, 10 points will be deducted from your final grade for the course. Each of you will be granted one Emergency Release (ER) for the course: you may use it in Fall or Winter. Your ER excuses you from one class session with half the grade penalty (loss of 5 points instead of 10). To use your ER you must notify me by email or phone BEFORE the class session you will be missing. I recommend that you save your ER for medical issues, family demands, car trouble, etc. Students will not be penalized for absences due to the observance of religious holidays that fall on our scheduled class day; please give me advance notice of these absences so the necessary accommodations can be made. All other absences are unexcused and will affect your grade.

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2. Punctuality.

Coming to class on time and ready to learn is another course requirement. Your first lateness will be excused. More than three late arrivals indicate a serious problem; this situation will be dealt with at the discretion of the instructors.

3. Preparation.

The quality of our class sessions and the depth of your learning depend directly on your preparation. In order to be properly prepared, you must complete every reading or preparation requirement and arrive in class ready to learn. We cannot emphasize this strongly enough. Teachers should not be unprepared for class.

4. Participation.

This requirement includes but is not limited to (a) engaging actively in all discussions and activities (this includes making contributions, listening actively, and withholding contributions to leave space to allow other classmates to participate), (b) completing and submitting CFU assessments at the end of each class session (which might occasionally include posting and responding to postings in our Camino discussion forum), and (c) developing data-based presentations to share with the class.

5. Responsible use of technology.

While our class is in session, do not engage in any activity not directly related to what is taking place in our classroom. Laptops/cell phones and smart phones/iPads, etc. may be used during class, but only at appropriate times and for appropriate purposes. Please note that:

Instructors 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 group’s learning.

Instructors reserve the right to ignore your inappropriate use of technology in class and simply deduct professional conduct points from your final grade.

Instructors strongly encourage all of you to assist each other in meeting these expectations for technology use. If someone sitting near you is using technology in an inappropriate manner during class, it is your responsibility to remind that classmate to stop.

If you would like more detailed clarification about the expectations regarding appropriate and inappropriate in-class technology use, please feel free to contact your instructor for further information.

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6. Communication.

Email and our Camino discussion forum will be our primary means of communication outside of class. You must check your SCU email and our course’s Camino site every day to ensure you maintain a connection with the course content, your classmates, and your instructors.

Your Professional Conduct grade will be determined by analysis of evidence gathered through your instructor’s ongoing observation and documentation throughout each quarter. If your instructor has reason to feel you are not meeting the expectations spelled out in this syllabus, s/he will contact you privately to discuss the issue, to clarify the expectations as needed, and to offer my support in helping you reach these expectations. If your instructor does not contact you with a concern, you can assume your performance is satisfying the course requirements. However, if you would like specific feedback on your professional conduct during fall or winter quarter, you are welcome to contact your instructor at any time and s/he will be glad to share his/her assessment with you.

Course policies and procedures

• • Students are expected to attend the class sessions taught by their assigned instructor in the specific classroom designated for those sessions. If you are faced with a situation in which attending a different section of the course during a particular week would prevent an absence, you MUST discuss this option with your instructor(s) BEFORE you make any changes and secure his/her approval.

  • This course is graded on a pass-fail basis. You must meet all the professional conduct expectations listed above to earn a “pass.”

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Disability Accommodations Procedure

If you have a disability for which accommodations may be required in this class, please contact Disabilities Resources, Benson 216, 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 or parenting may 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.

Title IX Statement

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 and dating violence or stalking, we encourage

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you to tell someone promptly. For more information, please go to www.scu.edu/studentlife and click on the link for the University’s Gender-Based Discrimination and Sexual Misconduct Policy or contact the University's EEO and Title IX Coordinator, Belinda Guthrie at (408) 554- 3043 or by email at bguthrie@scu.edu. Reports may be submitted online through www.scu.edu/osl/report or anonymously through Ethicspoint: www.ethicspoint.comhttp://stage- www.scu.edu/hr/quick-links/ethics-point/

Statement on Reporting Practices

While I want you to feel comfortable coming to me with issues you may be struggling with or concerns you may be having, please be aware that there are some reporting requirements that are part of my job at Santa Clara University.

For example, if you inform me of an issue of harassment, sexual violence, or discrimination, I will keep the information as private as I can, but I am required to bring it to the attention of the institution’s EEO and Title IX Coordinator. If you inform me that you are struggling with an issue that may be resulting in, or caused by, traumatic or unusual stress, I will likely inform the campus Student Care Team (SCU CARE).

If you would like to reach out directly to the Student Care Team for assistance, you can contact them at www.scu.edu/osl/report. If you would like to talk to the Office of EEO and Title IX directly, they can be reached at 408-554-3043 or by email at bguthrie@scu.edu. Reports may be submitted online through www.scu.edu/osl/report or anonymously through Ethicspoint: www.ethicspoint.com. Additionally, you can report incidents or complaints to the Office of Student Life (OSL), Campus Safety Services, and local law enforcement. For confidential support, contact the Counseling and Psychological Services office (CAPS), the YWCA, or a member of the clergy (for example, a priest or minister).

Finally, please be aware that if, for some reason, our interaction involves a disruptive behavior, a concern about your safety or the safety of others, or potential violation of University policy, I will inform the Office of Student Life. The purpose of this is to keep OSL apprised of incidents of concern, and to ensure that students can receive or stay connected to the academic support and student wellness services they need.

Academic Integrity

The University is committed to academic excellence and integrity. Students are expected to do their own work and to cite any sources they use. 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 (ECP Graduate Bulletin, 2013-2014 http://www.scu.edu/ecp/studentlife/bulletin/upload/Graduate-Bulletin-2013- 14-01-27-14-Final-with-cover.pdf).

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Course Schedule

* NOTE: No classes are held during Thanksgiving week (Monday 11/23 to Friday 11/27).

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