S ED 690CI: The Multiple Roles of the Secondary Educator
Dr. Tae Chang: Professor in Secondary Education
Office Hours: Tuesdays 1:30-3:30 and by appointments in R. 2140 College of Education
Contact Information: 818.677.6491, 818.677.2580, or firstname.lastname@example.org
of Education Conceptual Framework
The faculty of the Michael D. Eisner College
of Education, regionally focused and nationally recognized, is committed to
Excellence through Innovation. We
believe excellence includes the acquisition of professional knowledge, skills,
and dispositions and is demonstrated by the growth and renewal of ethical and
caring professionals—faculty, staff, candidates—and those they serve. Innovation occurs through collaborative
partnerships among communities of diverse learners who engage in creative and
reflective thinking. To this end we
continually strive to achieve the following competencies and values that form
the foundation of the Conceptual Framework.
- We value academic excellence in the acquisition of professional
knowledge and skills.
- We value the use of evidence for the purposes of monitoring candidate
growth, determining the impact of our programs, and informing ongoing program
and unit renewal. To this end we foster
a culture of evidence.
- We value ethical practice and what it means to become ethical and
- We value collaborative partnerships within the College of Education as
well as across disciplines with other CSUN faculty, P-12 faculty, and other
members of regional and national educational and service communities.
- We value diversity in styles of practice and are united in a
dedication to acknowledging, learning about, and addressing the varied
strengths, interests, and needs of communities of diverse learners.
- We value creative and reflective thinking and practice.
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This course fosters critical
inquiry into historical and current educational issues that affect and shape
the roles of the secondary school educator. Through reading, discussion and
debate, reflection, and writing, students develop a thorough and nuanced
understanding of these issues and their implications for their own communities,
schools, and classrooms. Candidates examine research on social reproduction,
special education constructs, school culture, action research, outreach,
classroom power, and discourse, and consider ways to apply this learning to
their own communities, schools, and classrooms. A required course for M.A.
degree candidates in Secondary
Curriculum and Instruction. Enrollment restricted to students in
the Master of Arts in Secondary Curriculum
and Instruction program or with department permission.
Course Learning Objectives
This course addresses four of the five program Student Learning
Outcomes (SLOs). Students are expected to develop as
professional educators who demonstrate…
- SLO #1 Reflective Practice by critically examining their subject
knowledge, pedagogical content knowledge, and pedagogical skills to improve
their diverse students’ learning;
- SLO #2 Theoretical Understanding by reading, synthesizing, and evaluating
educational theory and research in their field and applying research findings
to their practice in diverse classroom settings;
- SLO #4 Educational Awareness by knowing current discipline-based and
general educational issues and how those impact schools; and
- SLO #5 Leadership by influencing policy and practice in
educational communities through advocacy and example.
This course focuses most
strongly on SLOs #2 and 4.