EDUC 1300 - Education as a Profession: An Overview of Teaching
Candidates will receive a panoramic view of teaching as a career from multiple perspectives of life in the classroom, while introducing the skills necessary to become reflective practitioners. At the end of the course, candidates should possess an understanding of central issues that will help them clarify goals in choosing education as a career.
"I am not a teacher, only a fellow traveler of whom you asked the way. I pointed ahead - ahead of myself as well as of you." ~Gearge Bernard Shaw
School Board Meeting Times
|
School District |
Meeting Time |
Meeting day |
Telephone |
Meeting Place |
|
Cabot |
6:00 pm |
3rd Tuesday |
843-3363 |
602 N. Lincoln St., in the Central Administration Office |
|
Conway |
6:00 pm |
2nd Tuesday |
450-4800 |
Administration Building, 2220 Prince St. |
|
East End |
7:00 pm |
2nd Monday |
759-2808 |
Hwy 113, Bigelow High School Learning Center |
|
Greenbrier |
6:00 pm |
2nd Tuesday |
679-4808 |
4 School Drive, in the Greenbrier Administration Building |
|
Guy Perkins |
7:30 pm |
2nd Thursday |
679-3507 |
492 Highway 25 N., |
|
Little Rock |
5:30 pm |
3rd Thursday |
447-1000 |
810 West Markham, Little Rock Administrative District School Building |
|
Mayflower |
6:00 pm |
1st Monday |
470-0506 |
15 Old Sandy Road, (just off Highway 89 N) |
|
Mount Vernon-Enola |
6:30 pm |
3rd Monday |
849-2220 |
38 Garland Springs Road Mount Vernon High School |
|
North Little Rock |
5:30 pm |
3rd Thursday |
771-8000 |
2700 N Poplar St, Administration Building. |
|
Perryville |
7:30 pm |
4th Monday |
889-2327 |
823 Ash St., in the high school library, next to the superintendent's office |
|
Pulaski County |
6:00 pm |
2nd Tuesday |
490-2000 |
925 E. Dixon Road, Little Rock Central Office in Board Room |
|
South Conway County |
7:00 pm |
2nd Monday |
354-9400 |
704 East Church Street, Morrilton |
|
Vilonia |
7:00 pm |
2nd Monday |
796-3500 |
in the Vilonia Administration Building, adjacent to the football field on Highway 107 S |
|
State Department of Education |
9:00 am |
2nd Monday |
682-4247 |
#4 Capital Mall in the auditorium on Capital Hill (Arch Ford Building) |
COURSE GOALS:
1. Identify personal motives for wanting to teach.
2. Articulate the requirements for teacher licensure.
3. Describe the relationship between teacher effectiveness and the Praxis Assessment for Beginning Teachers.
4. Provide examples of ethical responsibilities and legal rights associated with the teaching profession.
5. Discuss the school as an organization.
6. Describe the impact of student diversity upon American schools.
COURSE OUTCOMES AND EVALUATIONS:
Students will be evaluated on a 600 point scale. Grades will be calculated based on the percentage of the total possible points as follows: A is 90-100, B is 80-89, C is 70-79, D is 60-69, and below 60 is F.
Three tests will be given, which includes the final exam, at 100 points each ---------------- 300
Five major activities/field experience ------------------------------------------------------ 200
Two teacher interviews, public school k-12, at 40 points each for 80 points
One school board meeting observation for 40 points
One classroom presentation from the Dangerous Minds novel for 40 points
One group activity to develop a School Improvement Plan for 40 points
Classroom Attendance/Activities --------------------------------------------------------- 100
***** Useful textbook companion website: http://www.prenhall.com/kauchak/
***** Standard Syllabus for course at http://www.uca.edu/divisions/academic/coe/msit/syllabi.htm
***** College of Education website: http://www.uca.edu/divisions/academic/coe/
Rubric for School Board Meeting – (based on 40 possible points)
No credit is given without evidence of attendance – agenda signed by school or state department official.
|
|
Unsatisfactory 1 point |
Basic 3 points |
Meets or exceeds all expectations 5 points |
|
INFORMATION: To what extent were the answers to questions 1 expressed? |
Information given is not sufficient |
Most of the information provided |
All requested information provided with details |
|
To what extent were the answers to questions 2 expressed? |
Information given is not sufficient |
Most of the information provided |
All requested information provided with details |
|
To what extent were the answers to questions 3 expressed? |
Information given is not sufficient |
Most of the information provided |
All requested information provided with details |
|
REFLECTION: Was the reflection for question 4 thoughtful? |
Minimal evidence provided |
Written as a summary |
Thoughtful and personal in well written paragraphs |
|
Did the reflection for question 4 provide details from the meeting? |
Minimal evidence provided |
Written as a summary |
Thoughtful and personal in well written paragraphs |
|
MECHANICS: Does the report provide evidence of good grammar, spelling, and punctuation? |
Difficulty in expressing information in clear manner |
Communication skills sufficient to convey message |
Proper sentence structure throughout |
|
Is the report easy to understand logically, with good sentence structure. |
Difficulty in expressing information in clear manner |
Communication skills sufficient to convey message |
Proper sentence structure throughout |
|
FORMAT: Has the candidate followed specific instructions regarding the deadline and format? |
Format is unacceptable or report is late |
Report provided in acceptable format and time frame |
Has met all requirements provided by instructor concerning the deadline and format |
Instructions for the Dangerous Minds presentation:
A brief presentation (3-5 minutes) that will answer the following questions about the chapter. Hand in a hardcopy of notes in paragraph or outline form.
Rubric for Dangerous Minds
|
|
1 point |
3 points |
5 points |
|
Time |
Less than one minute or stopped by instructor |
Less than 3 or more than 5 minutes |
3-5 minutes |
|
Context |
No clear focus from background info |
Shares information not related to teacher action |
Appropriate background from one story |
|
Presentation |
Cannot hear or presentation read |
Voice too soft or not enough eye contact |
Teacher voice and frequent eye contact |
|
Engagement |
No engagement |
Minimal engagement by including a visual or question to audience |
Audience is engaged in more than one level and is appropriate for the understanding |
|
Teacher action |
No analysis of Ms. Johnson as teacher |
Focus on story not teacher action |
Focus on evaluation of teacher action |
|
TPOA criterion |
Does not relate actions to TPOA |
Match vague or inappropriate |
Match action to TPOA |
|
Portfolio Page |
None provided |
Provided late |
Page provided in appropriate format |
|
Reflection on page |
Descriptive, not personal |
Provides analysis, but not personal |
Appropriate reflection from a personal viewpoint |
ACTIVITY - SUPPORT PERSON INTERVIEW
Interview a school support person, an employee that is not a certified teacher. This may be a janitor, secretary, lunchroom worker, bus driver, aid, or office/library volunteer. Your report will be similar to the teacher interview, including answers to the following questions, the instructional context for the report, and a reflection.
Questions:
1. How long have you held this job?
2. What influenced your decision to choose this job?
3. What grade levels are you in contact with?
4. What do you enjoy most about your job and why?
5. What do you enjoy least about your job and why?
6. Do you feel that you assist teachers in the education of the students? How?
7. Do you find ways to get to know the students? How?
8. What are your basic beliefs about discipline?
9. What do you wish the school district would do to help you in your job?
10. What do you wish the school district would do to help teachers do their job?
11. What do you wish could be done to help students get a better education?
12. What advice would you give to a student who is thinking about teaching as a career?
Rubric for support person interview
|
Description |
Possible |
Earned |
|
Neat and Professional Appearance |
2 |
|
|
Communication skills: mechanics, spelling, grammar |
2 |
|
|
Required information: context of choice and answers to questions in the syllabus/faculty page |
5 |
|
|
Reflection of experience includes personal focus on information(description/evaluation), and personal meaning explained (plans for the future) |
6 |
|
|
SUMMATION |
15 |
|
Rubric for teacher interviews
|
Description |
Possible |
Earned |
|
Hardcopy with contact information |
5 |
|
|
Neat and Professional Appearance |
5 |
|
|
Communication skills: mechanics, spelling, grammar |
5 |
|
|
Required information: context of choice and answers to questions in the syllabus/faculty page |
10 |
|
|
Reflection of experience includes personal focus on information(description/evaluation), and personal meaning explained (plans for the future) |
15 |
|
|
SUMMATION |
40 |
|