EDUC 250_275

Santa Clara University

School of Education and Counseling Psychology

Department of Education

EDUC 250/275- Ethics, Diversity, Reflection: Introduction to TK-12 Teaching

(2 units)

(Summer Presession 2017)

Instructors: Lisa Goldstein & Louie Agelson

Email addresses: lsgoldstein@scu.edu & lagelson@scu.edu

Office: 256 Guadalupe Hall

Phone: 551-1611 (Lisa) & 537-9409 (Louie)

Office Hours: Daily before/after class; other times by appointment

Course Meeting Dates: June XX-XX, 2017 (Mon – Fri); 8 am -12 noon or 1 pm – 5 pm

Mission and Goals of the Department of Education

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. Rooted in the Jesuit tradition at Santa Clara University, core values of reflective practice, scholarship, diversity, ethical conduct, social justice, and collaboration guide both theory and practice.

The faculty, staff, and students in the Department of Education strive to

• 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

This intensive five-day course orients credential candidates to the SCU credential programs and to the teaching profession. Emphasis is placed on providing opportunities for candidates to learn and to practice the inquiry, thinking, and reflection skills that are the foundation for teachers’ ongoing professional development throughout their careers.

Required Reading

1. California Commission on Teacher Credentialing. (2003). California Teaching Performance Expectations. Sacramento, CA: California Department of Education. This is a short version of the TPEs. The full version can be found in the CalTPA Candidate Handbook, Appendix A.

2. California Commission on Teacher Credentialing. (2009). California Standards for the Teaching Profession. Sacramento, CA: California Department of Education. The full document can be found at http://www.ctc.ca.gov/educator-prep/standards/CSTP-2009.pdf; a short version of the CSTP is attached to this syllabus.

3. California Commission on Teacher Credentialing. (2014). CalTPA Candidate Handbook. Sacramento, CA: California Department of Education. This document is available online at http://www.ctc.ca.gov/educator-prep/TPA-files/CandidateHandbook.pdf. We strongly suggest you print a hard copy of the CalTPA Handbook as you will be using it throughout the program. Further information about the TPA and many other TPA materials can be downloaded from http://www.ctc.ca.gov/educator-prep/TPA-California-candidates.html

MATTC Program Learning Goals (PLGs)

The PLGs represent our commitment to the students who earn their California preliminary MS/SS teaching credentials in Santa Clara University’s MAT+Teaching Credential Program. (A fully elaborated version of the MS/SS PLGs can be found in 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 student learning outcomes that are cross-referenced with the PLGs.

Course Objectives

Course Objectives are cross-referenced with the following:

• Program Learning Goals (PLGs)

• Teaching Performance Expectations (TPEs)

· Department of Education Goal(s): (DG#)

· CTC Standards of Quality and Effectiveness for Teacher Preparation Programs (CTC#)

· Teacher Performance Assessment (TPA#)

In this course you will:

1. Be introduced to the expectations, requirements, and legal responsibilities for teaching credential candidates and practicing teachers in the state of California and begin the process of preparing yourself to meet these obligations successfully. (PLG #6, TPE #6)

2. Examine your own experiences, assumptions, and beliefs about schooling, teaching, learning, culture, language, race/ethnicity, social class, dis/ability, opportunity, privilege, knowledge, power, and society and develop strategies for noticing and managing the impact of your personal background on your professional practices. (PLG #4, DG # 1-4; TPE # 6).

3. Begin to develop an understanding of the moral work of teaching and the ethical responsibilities teachers hold toward their students, their colleagues, and society. (PLG #6; DG # 1-4; TPE # 6).

4. Learn and practice the inquiry, thinking, and reflection skills that are the foundation for teachers’ ongoing personal and professional development throughout their careers. (PLG #4; DG # 1-2, 4; CTC # 4, 12; TPE #6)

Student Learning Outcomes

(Student Learning Outcomes are cross-referenced to the PLGs)

As a result of your experiences in this course you will be able to:

· Make principled professional decisions aligned with the expectations of your school/community and in accordance with California Education Code and federal laws. (PLG # 4, 6)

· Recognize when personal bias and/or unwarranted assumptions are influencing your teaching practices and make adjustments to your thinking and behavior to reflect your personal commitments to ethical practice, social justice, and effective teaching that maximizes learning for all students. (PLG # 4, 6)

· Discuss your personal perspectives on TK-12 education and support your stance with appropriate connections to shared principles, standards, and practices. (PLG # 4, 6)

· Commit to engaging in professional reflection with the goals of improving your teaching practices and increasing learning outcomes for all your students, especially for students who represent historically underserved populations such as English learners, students with identified (and unidentified) special needs and/or gifts and talents, and students eligible for free or reduced price lunch. (PLG # 4, 6)

Course Requirements

Course requirements are cross-referenced with Course Objectives (CO#) and Program Learning Goals (PLG#).

1. Professional Conduct (CO # 1-4; PLG # 4, 6)

Please note: These expectations are very similar to the expectations for professional conduct you find in your field placements.

A. Attendance and punctuality. You are required to be present for the entirety (4 full hours) of all five class sessions of this course. Any absence, late arrival, or early departure may have an impact on your final course grade.

B. Preparation and participation. The quality of your experience and the depth of your learning in this course depend directly on the effort you invest. Preparing properly for class will involve careful reflection and thoughtful completion of all required readings and assignments. Minimum expectations for participation in class include maintaining a respectful and open-minded attitude toward ideas/experiences that are new, challenging, or difficult to embrace; engaging actively in all discussions and activities; and demonstrating a commitment to your own professional growth and to supporting the learning of your classmates.

C. Responsible use of technology. During class time, electronic devices will not be used unless otherwise directed by the instructor or as an accommodation approved by Disabilities Resources. While our class is in session, you should not engage in any activity not directly related to what is taking place in our classroom. We reserve the right to ask you to close your laptops or put away any other form of technology at our discretion; when/if this occurs, please respond quickly and without protest to avoid further disruption of the class’s learning. If you would like more detailed clarification about our expectations regarding appropriate and inappropriate in-class technology use, please feel free to contact either of us for further information.

To earn full credit for the Professional Conduct requirement, you should meet all the expectations listed above. We will gather observational evidence of student performance throughout the week. If we have reason to feel you are not meeting the expectations, one of us will contact you privately to discuss the issue, to clarify the expectations, and offer support in helping you reach those expectations. If we do not contact you with a concern, you are successfully satisfying this course requirement.

2. Daily Reflection Assignments (CO # 1-4; PLG # 4, 6)

The Daily Reflections (one due in class on Tuesday, Wednesday, and Thursday) have three purposes. First, each provides an opportunity for you to identify and reflect on your assumptions/values/thoughts about key issues at the core of every teacher’s professional practice and prepare you to articulate your views in dialogue with classmates. Second, the daily process of identification, reflection, articulation, and in-class dialogue allows you to develop clarity about your professional stance. Finally, Daily Reflections also provide a baseline articulation of your beliefs, understandings, and goals. As you move through the program (and your career), you can refer back to these writings to check that your practices, instructional strategies, professional decisions, and classroom behaviors are aligned with your values and aspirations. The prompts for each assignment are presented in the following table:

To receive full credit, each of your Daily Response Assignments must (a) address all parts of the prompt in a thorough and thoughtful manner; (b) be double-spaced, in an easily readable 12 pt font with one inch margins; and (c) be available in hard copy form at the beginning of class on the day it is due. If Lisa and/or Louie have a concern about the quality of your Daily Response, we will provide you with feedback designed to improve your work.

3. Life Graph (CO # 1-4; PLG # 4, 6)

Following the format shown in the models completed and discussed in class (St. Ignatius’ life graph, Lisa’s life graph) identify 8-12 critical incidents from your own life—incidents you believe played a decisive role on your path to becoming a teacher—and create a life graph that features visual representations of those incidents. We will provide the large paper for you to use for your life graph; you will share your completed life graph in class on Friday.

For your presentation, you will choose only 3 of your critical incidents and discuss their impact on your path to teaching. To earn full credit for this assignment, (a) your life graph must include 8-12 illustrations/drawings/symbols that represent critical incidents in your life; (b) your presentation must include a discussion of the impact of 3 of those critical incidents on your path to becoming a teacher; and (c) you will attend thoughtfully to the presentations given by your classmates. Please refer to the attached rubric for more information.

Life Graphs will be shared on the final day of class.

4. Overgeneralizations and Problematic Projections (OPPs) Statements (CO # 2, 3, 4; PLG # 4, 6) DUE to Lisa via email attachment on Sunday, June XX by 8 pm.

Our life experiences—both the good ones and the bad ones—impact our teaching practice. Sometimes we’re conscious of these influences and use them to strengthen our teaching (e.g., “my sixth grade teacher told me I was bad at math; I am NEVER going to tell my students they’re bad at anything!”). But sometimes our life experiences lead us to develop unidentified or unexamined biases, projections, or overgeneralizations about people or situations and, as a result, we may behave in ways that detract from the quality of our teaching. By reflecting on our lives, beliefs, and tacit assumptions, teachers can become aware of the OPPS that might undermine our efforts to be highly effective with all our students.

This assignment requires you to identify THREE of you OPPs and to complete the four-stem sentence frame below for each OPP.

Four-Stem Sentence Frame

Stem 1: Because I….

Stem 2: I might…

Stem 3: Rather than…

Stem 4: I’ll remain aware of this possibility by….

How this works:

Because I describe something you believe or experienced or know about yourself that could impact your teaching in a potentially problematic way….

I might engage in a specific professional behavior related to what you described in the “because I” statement ….

rather than describe a specific behavior or practice that would be better aligned with your goals for yourself as a teacher….

I’ll remain aware of this possibility by describe how you will keep your behavior and practices in line with your professional aspirations for yourself and with district and state understandings of best practice.

Example:

Because I was a child who loved reading, I might assume that every child loves reading rather than observing my students carefully and noting who is an enthusiastic reader and who appears to be more reluctant. I’ll remain aware of this possibility by jotting down my observations of my students’ reading habits during daily sustained silent reading and regularly looking for patterns that will help me understand each individual student as a reader and so I can teach him/her more effectively.

Each of your three sentence frames should be completed with a level of detail that will allow us to understand the context, see logical connection across the four stems, and understand the specific, observable steps you intend to take to remain aware of this OPP.

Please note: The instructors retain the right to make changes, additions, or deletions to the syllabus during the period in which the course is being taught.

Course Schedule

You are accountable for the information presented in this schedule.

Grading Scale/Criteria/Rubric

• This class is offered on a Pass/No Pass basis. Students must meet all the expectations listed in this syllabus to earn a grade of Pass.

• All assignments must be completed and handed in at the beginning of class on the day they are due. Because of brief duration and high intensity of this course format, we cannot accept late work.

Disability Accommodation Policy

To request academic accommodations for a disability, students must be registered with Disabilities Resources, located in Benson 216. If you would like to register with Disabilities Resources, please visit their office or call at 408-554-4109. You will need to register and provide appropriate professional documentation of a disability prior to receiving academic accommodations.

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 (or No Pass) for the course. In addition, a student guilty of dishonest acts may 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, 2009-2010).

Life Graph/Life Graph Presentation RUBRIC

STUDENT NAME ASSIGNMENT GRADE

OPP Statements Rubric

STUDENT NAME ASSIGNMENT GRADE

CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION (2009)

The California Commission on Teacher Credentialing (CCTC) established these professional standards to support educators in fulfilling their professional roles and responsibilities throughout their careers. The standards are not intended to control the specific actions of teachers, but rather to guide teachers as they develop, refine, and extend their practice.

1. Engaging and supporting all students in learning

· Use knowledge of students to engage them in learning

· Connect learning to students’ prior knowledge, backgrounds, life experiences, and interests

· Connect subject matter to meaningful, real-life contexts

· Use a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs

· Promote critical thinking through inquiry, problem solving, and reflection

· Monitor student learning and adjust instruction while teaching

2. Creating and maintaining effective environments for student learning

· Promote social development and responsibility within a caring community where each student is treated fairly and respectfully

· Create physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students

· Establish and maintain learning environments that are physically, intellectually, and emotionally safe

· Create a rigorous learning environment with high expectations and appropriate support for all students

· Develop, communicate, and maintain high standards for individual and group behavior

· Employ classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn

· Use instructional time to optimize learning

3. Understanding and organizing subject matter for student learning

• Demonstrate knowledge of subject matter, academic content standards, and curriculum frameworks

• Apply knowledge of student development and proficiencies to ensure student understanding of subject matter

• Organize curriculum to facilitate student understanding of the subject matter

• Utilize instructional strategies that are appropriate to the subject matter

• Use and adapt resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students

• Address the needs of English learners and students with special needs to provide equitable access to the content

4. Planning instruction and designing learning experiences for all students

· Use knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction

· Establish and articulate goals for student learning

· Develop and sequence long-term and short-term instructional plans to support student learning

· Plan instruction that incorporates appropriate strategies to meet the learning needs of all students

· Adapt instructional plans and curricular materials to meet the assessed learning needs of all students

5. Assessing student learning

· Apply knowledge of the purposes, characteristics, and uses of different types of assessments

· Collect and analyze assessment data from a variety of sources to inform instruction

· Review data, both individually and with colleagues, to monitor student learning

· Use assessment data to establish learning goals and to plan, differentiate, and modify instruction

· Involve all students in self-assessment, goal setting, and monitoring progress

· Use available technologies to assist in assessment, analysis, and communication of student learning

· Use assessment information to share timely and comprehensible feedback with students and their families

6. Developing as a professional educator

· Reflect on teaching practice in support of student learning

· Establish professional goals and engage in continuous and purposeful professional growth and development

· Collaborate with colleagues and the broader professional community to support teacher and student learning

· Work with families to support student learning

· Engage local communities in support of the instructional program;

· Manage professional responsibilities to maintain motivation and commitment to all students

· Demonstrate professional responsibility, integrity, and ethical conduct

California Teaching Performance Expectations (TPEs)

(Adopted June 2016)

The Teaching Performance Expectations delineate the knowledge and skills that are the essential foundation of effective teaching. Each TPE listed below has multiple elements. The full list is provided WHERE?

1. Engaging and supporting students in learning

1. Creating and maintaining effective environments for student learning

1. Understanding and organizing subject matter for student learning

1. Planning instruction and designing learning experiences for all students

1. Assessing student learning

1. Developing as a professional educator

Page updated

Report abuse