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Santa Clara University
School of Education and Counseling Psychology
Department of Education
Ethical Teaching Practices 3
EDUC 271-MS and EDUC 302-SS
Instructor: Dr. Lisa S. Goldstein
Email: lsgoldstein@scu.edu
Office/Telephone: 256 Guadalupe Hall, 408-551-1611
Lisa’s Cell (for text messages and important phone calls): 512-762-6549
Office Hours: Tuesdays 2-4 pm, and by appointment
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
Value diversity
Become leaders who model ethical conduct and a commitment to social justice
Seek collaboration with others in reaching these goals
Course Description
The ethical dilemma “critical incident reports” and self-assessments each candidate completed in this course will form the central core of his/her case study, the central requirement Master of Arts in Teaching Capstone Project.
Required Text Readings and Materials
1. MATTC Ethical Teaching Practices Annual Casebook, 2015. Download this document from the ETP file in the MATTC Documents folder on Google Drive.
MS/SS Teaching Credential Program Learning Goals (PLGs)
The PLGs represent our commitment to the individuals who earn their preliminary MS/SS teaching credential at Santa Clara University. (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
Maximize learning for every student.
Teach for student understanding.
Make evidence-based instructional decisions informed by student assessment data.
Improve your practice through critical reflection and collaboration.
Create productive, supportive learning environments.
Apply ethical principles in your professional practices.
The PLGs guide our program. Therefore, all MS/SS teaching credential program course objectives are cross-referenced with the PLGs.
Course Objectives (COs)
(COs cross-reference the PLGs)
In this course you will have the opportunity to
1. Reflect on the moral and ethical core of your teaching practices and the relationship between your moral/ethical core and your identity and life experiences (PLG 4, 6)
2. Develop the ability to identify and understand the ethical dilemmas teachers encounter in their work and learn to manage these dilemmas effectively (PLGs 1-6)
3. Collaborate with classmates in Critical Friends Groups (CFGs) to analyze and evaluate the complexities of ethical classroom teaching in culturally and linguistically diverse school settings (PLG 4)
Student Learning Outcomes
(SLOs cross-reference the PLGs)
As a result of participating fully in this course, teacher candidates will be able to
1. Recognize and understand the ethical teaching dilemmas that arise in practice.
2. Interpret ethical dilemmas in teaching using appropriate and relevant theoretical principles in combination with their own contextual knowledge and professional judgment.
3. Manage the ethical dilemmas they encounter in their teaching in ways that are effective, responsible, culturally responsive, and supportive of students’ learning and moral development.
Course Requirements
(Course requirements cross-reference the COs and SLOs)
Professional conduct (CO #1-3)
(50 points, 50% of course grade)
The professional conduct requirement includes the dimensions described below.
1. Attendance. Regular attendance is a requirement of this course. However, the Spring quarter
format is different from the format in Fall and Winter quarters.
• The first meeting of each ETP section will be face-to-face. See the schedule below for details:
*When you are looking for your course section on Camino, use the “Courses” pull-down menu
and find the section with the 5-digit Camino Course Number associated with your section.
This initial meeting will be an opportunity to (1) establish your Critical Friends Groups; (2) learn about the process of transforming a CIR to a case study; (3) discuss expectations, timing, and deadlines; and (4) get your questions answered.
• There are no set meeting times for Week 2 through Week 9. Each Critical Friends Group is expected to create a schedule and establish procedures that will work best for the members of the CFG. I am always willing to make myself available to support your work, so don’t hesitate to get in touch if you feel like your CFG is drifting aimlessly or not moving at all. I have developed a “Detailed Roadmap” of the process of writing your Case Study. The roadmap makes things very clear. You can find the roadmap in the Course Resources folder.
• The last meeting for all sections will be a publishing party for the entire cohort to be held at my home on Friday, June 3. Bring a thumb drive or other data storage device to receive your copy of the completed 2016 Casebook! Woo hoo!
Lisa’s Address: 163 Bellerose Drive, San Jose, CA 95128
2. Personal responsibility. Your success in this final quarter of the course depends entirely on your commitment to maintaining a high “quality of life” within your Critical Friends Groups. All of you will become intimately involved in the success of the other members of your CFG—if you drop the ball, slack off, or are unprepared to do the assigned work or task and fail to meet a given deadline, everyone in the CFG suffers the consequences of your irresponsible conduct. Make sure you’re not that person.
3. Communication. Email will be our primary means of communication outside of class. You
must check your SCU email every day to ensure you maintain a connection with your CFG members, other classmates, and me. Some course communication may also occur through Camino, especially if your CFG wants to have a discussion forum to provide each other with feedback.
4. Preparation and Participation. The quality of the 2016 ETP Casebook depends directly on your commitment, preparation, and full participation. This requirement encompasses engaging actively in all face-to-face and online discussions and activities with your CFG (this includes making contributions, listening actively, and withholding contributions to leave space to allow others to participate), adhering to all deadlines created within your CFG and checking your SCU email for class-related communication each day. I expect each of you to demonstrate a commitment to expressing your thoughts and listening to those of others, to engage in respectful dialogue with classmates, and to be willing to challenge and to be challenged by the important ideas raised in each candidate’s case study and response.
5. Maintaining classmate and student confidentiality. The final quarter of this course involves in-depth conversations about sensitive topics, personal issues, and the challenging behavior of students, master teachers, parents, and field supervisors. You are required to respect the privacy and confidentiality of every MATTC candidate, the candidates’ students and the students’ families, the candidates’ colleagues, and your SCU field supervisors and faculty. You are responsible for adhering to all FERPA regulations, even if your master teachers do not follow these requirements.
6. Failing this course. It is possible to fail this course by demonstrating chronic unprofessional
behavior. If you fail this course, you will not earn a credential or an MAT degree from SCU.
I take these Professional Conduct requirements very seriously, and I expect you to take them seriously also. See the “Grading Criteria” section of the syllabus for details about how your performance in this area will be assessed.
ETP Case Study and Case Study Response (CO #1-3)
(50 points, 50% of course grade)
This quarter you will be writing two specialized papers:
1. An Ethical Teaching Practices case study based on one of your CIRs.
2. A thoughtful response to the Ethical Teaching Practices case study written by one of your CFG members.
These papers will be discussed in detail in our first class session.
Course Resources
Resource 1: Detailed roadmap to help you get to your goal with the least amount of trouble
Resource 2: Detailed handouts for the more complicated tasks on the roadmap
Task 1- Choose a CIR
Task 2- Write a first draft of your case study
Task 3- Write a response to a case study
Task 4- Pull everything together
These handouts can be found in the Course Resources folder in our General ETP folder on Google Drive. I also added them to the each of the Section folders to make them easier to access.
Additional Course Information
• All assignments must be completed and posted in your CFG folder by the due date and time determined by your CFG. Late work may be penalized.
• Your Professional Conduct grade will be determined through analysis of evidence gathered by my ongoing observation and documentation throughout the quarter. If I have reason to feel you are not meeting the expectations spelled out on the syllabus, we will contact you privately to discuss the issue, to clarify the expectations as needed, and to offer our support in helping you reach those expectations. If I do not contact you with a concern, you can assume you are satisfying these course requirements. However, if you would like specific feedback on your professional conduct during the quarter, you are welcome to contact me at any time and I will be glad to share my assessment with you.
Course requirement Percent of final Grade conversion guidelines
course grade
Professional Conduct 50%
Completed Case Study and Response 50%
• Academic honesty: Santa Clara University insists on honesty and integrity from all members of its community. See website for details:
http://www.scu.edu/studentlife/resources/academicintegrity/
• Disability accommodations procedure: To request academic accommodations for a disability, students must contact Disability Resources located on the second floor of Benson. Phone numbers are (408) 554-4111; TTY (408) 554-5445. Students must register and provide documentation of a disability to Disabilities Resources prior to receiving academic accommodations.
Standards-based Grading Guidelines
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