Aed 201 Course Syllabus

|[pic] |Syllabus |
| |College of Education |
| |AED/201 Version 4 |
| |Teaching as a Profession |

Copyright © 2009, 2007, 2006 by University of Phoenix. All rights reserved.

Course Materials

Kauchak, D. & Eggen, P. (2005). Introduction to teaching: Becoming a professional (2nd ed.).
Upper Saddle River, NJ: Merrill/Prentice Hall.

|Week One: The Teaching Profession |
| |Details |Due |Points |
|Objectives |Identify intrinsic and extrinsic rewards in teaching. | | |
| |Discuss how current educational reforms may affect the teaching profession. | | |
| |Identify dimensions of professionalism in teaching. | | |
|Course Preparation |Read the course description and objectives. | | |
| |Read the instructor’s biography and post your own. | | |
|Readings |Read Appendix A. | | |
| |Read Ch. 1 & 2 of Introduction to Teaching. | | |
|Participation |Participate in class discussion. |4 out of 7 days|10 |
|Discussion Questions |Respond to weekly discussion questions. |DQ 1 – |10 |
| | |Tuesday | |
| | |5/14/13 | |
| | | | |
| | |DQ 2 – | |
| | |Thursday | |
| | |5/16/13 | |
|CheckPoint |Resource: Ch.1 of Introduction to Teaching |Friday |30 |
|Teaching as a Professional |Write a 200- to 300- word paper in which you list 3 to 5 factors that define teaching as a |5/17/13 | |
|Career |professional career. Elaborate on how these factors are employed by teachers on a daily | | |
| |basis. | | |

|Week Two: The Roles of a Teacher |
| |Details |Due |Points |
|Objectives | | | |
| |Recognize the impact of time management on a teacher's typical workday. | | |
| |Relate complexities of decision making to the classroom environment. | | |
| |Identify the various roles of a teacher. | | |
|CheckPoint |Resource: Ch. 2 of Introduction to Teaching |Thursday |30 |
|Managing a Daily Teaching | |5/23/13 | |
|Schedule |Use a Microsoft® Excel or Word table function to propose and create a schedule of | | |
| |school-related tasks for a typical teaching day from the time you arrive at school until the | | |
| |time you leave school at the end of the day. Remember to take into account the education | | |
| |level you expect to teach (elementary or secondary). | | |
| | | | |
| |Search the Internet for three time management tips for teachers. | | |
| | | | |
| |List the tips, in a separate document and answer this question: How do you think these tips | | |
| |will affect your daily schedule as an educator? Provide a comment on how each one serves to | | |
| |improve your success or reduce your daily stress. | | |
| | | | |
| |Format your sources consistent with APA guidelines. | | |
|Exercise |Resource: Case Study on p. 62 of Introduction to Teaching and the text companion website |Friday |10 |
|Case Study: The Roles of a |Answer question #5 on the text companion website. |5/24/13 | |
|Teacher | | | |
| |Navigate to http://wps.prenhall.com/chet_kauchak_intrototea_2 | | |
| |From the Select a Chapter drop-down menu, choose Chapter 2. | | |
| |From the menu on the left, select Increasing Understanding. | | |
| |Answer question 5 by typing your answer in the box provided. | | |
| |When you are finished, click the Submit Answers for Grading button at the bottom. | | |
| |Scroll down to question 5 to read the feedback. | | |
|Individual |Resources: Ch. 2 in Introduction to Teaching |Sunday |100 |
|Interview with a Teaching | |5/26/13 | |
|Professional |Schedule a brief (15-minute) interview with a teacher or a teacher's aide. The interview may | | |
| |be in person, by phone, via e-mail, or in an instant message chat. | | |
| | | | |
| |Include the following questions in your interview: | | |
| | | | |
| |What are some examples of typical, quick decisions teachers make on a daily basis? | | |
| |What were the five most difficult school-related decisions you made this week? What made them| | |
| |difficult? | | |
| |What was the affect of those decisions on the classroom environment? Were the decisions | | |
| |effective? | | |
| | | | |
| |Develop two other pertinent questions related to the characteristics of classrooms as | | |
| |discussed in Ch. 2 of the text. | | |
| | | | |
| |Write a 750- to 1,050-word reflection on the interview that addresses the following: | | |
| | | | |
| |Sort each of the five most difficult decisions into the five characteristics of classrooms | | |
| |discussed in Ch. 2, beginning on p.54. Explain how each situation fits into each of the | | |
| |classroom characteristics. | | |
| | | | |
| |Describe the complexities the teacher or aide faced when making their decisions. | | |
| | | | |
| |Do you agree with the decisions he or she made based on the situations? | | |
| | | | |
| |What would you have done if you were in his or her shoes? Depending on the situations, what | | |
| |resources would have helped to ease decision-making? | | |
| | | | |
| |What rationale would you base your decisions on? | | |
| | | | |
| |Include your reaction to the responses of the two additional questions you asked. | | |
| | | | |
| |Format your paper consistent with APA guidelines. | | |

|Week Three: Students in Today’s Classrooms |
| |Details |Due |Points |
|Objectives | | | |
| |Identify instructional strategies that accommodate different learning preferences. | | |
| |Contrast educational experiences of boys with educational experiences of girls. | | |
| |Relate best teaching practices to the needs of diverse learners. | | |
|Readings |Read Ch. 3–5 of Introduction to Teaching. | | |
|Participation |Participate in class discussion. |4 out of 7 days|10 |
|Discussion Questions |Respond to weekly discussion questions. |DQ 1 – |10 |
| | |Tuesday | |
| | |5/28/13 | |
| | | | |
| | |DQ 2 – | |
| | |Thursday | |
| | |5/30/13 | |
|CheckPoint |Resource: Appendix B and Ch. 3 of Introduction to Teaching |Friday |30 |
|Learning Needs of Diverse |Identify at least two types of diverse learners as discussed in Ch. 3 of the text. |5/31/13 | |
|Students |Search for effective teaching practices for the two types of learners on the Internet and in | | |
| |the text. | | |
| |List effective teaching practices for both types of learners. | | |
| |List the Web addresses for information retrieved from online sources. | | |
| |Select one instructional practice from your list. How might this practice be applied to both | | |
| |types of learners you identified? Can this single practice be effective for all learners? | | |
| |Explain why or why not. Conduct this discussion in the appropriate section within Appendix B.| | |

|Week Four: Changes in American Society and the Effects on Education |
| |Details |Due |Points |
|Objectives | | | |
| |Infer the relationship of socioeconomic status with student achievement. | | |
| |Identify characteristics associated with at-risk students. | | |
| |Review the history of education in America. | | |
|CheckPoint |Resource: p. 134 of Introduction to Teaching |Wed. |30 |
|Socioeconomic Status and | |6/5/13 | |
|Student Achievement |Research the socioeconomic status of the school you want to work in or the district you live | | |
| |in and complete the following: | | |
| | | | |
| |Identify the name and location of the school or school district you're investigating; include| | |
| |this information in your response. | | |
| | | | |
| |Locate and record information that would indicate socioeconomic status of the school or | | |
| |district. Possible ways to locate the information are by visiting the school site or district| | |
| |in person, researching the school or district website, researching your state’s Department of| | |
| |Education website or the U.S. Department of Education website. | | |
| | | | |
| |Locate and record information that would indicate student achievement (such as performance on| | |
| |standardized tests). | | |
| | | | |
| |Compare and discuss actual student achievement scores with your expectations based on your | | |
| |observations of socioeconomic status. Did your observations match your expectations? Explain | | |
| |why or why not. | | |
| | | | |
| |Search the Web to see how your community might be involved at the school or district you’re | | |
| |investigating. School, district, city, chamber of commerce, county, or state websites may | | |
| |provide information. What programs, if any, exist for the school or district that address the| | |
| |needs of students having low socioeconomic status? What types of programs should or could the| | |
| |school, district, or community provide? | | |
| | | | |
| |Discuss at least one program. | | |
|CheckPoint |Resource: Interactive Timeline and Ch. 5 of Introduction to Teaching |Friday |30 |
|History of American Education | |6/7/13 | |
| |Identify the three major periods and the two major eras in the history of American education | | |
| |as discussed in Ch. 5 of Introduction to Teaching. | | |
| | | | |
| |Copy and paste the following website address for the history of American education timeline | | |
| |into your web browser: | | |
| |http://wps.ablongman.com/ab_johnson_introfound_13/0,9143,1377249-,00.html | | |
| | | | |
| |Select and list one event within each of the five historical periods or eras that stand out | | |
| |to you. List the events in chronological order, and identify the period or era for each | | |
| |event. | | |
| | | | |
| |Discuss, in 250 to 300-words, how one of the events has shaped today's classroom and how that| | |
| |event is still reflected in today's classroom. | | |
|Individual |Resources: The Online Library and Ch. 4 of Introduction to Teaching |Sunday |100 |
|Characteristics of At-Risk | |6/9/13 | |
|Students |Read p. 134 of the text, which discusses the way one school district addresses the needs of a| | |
| |group of at-risk students. | | |
| | | | |
| |Choose a category of at-risk students identified in Ch. 4 of the text. | | |
| | | | |
| |Use the Internet and Library databases to research one or more exemplary programs in your | | |
| |state, school district, or community that help meet the needs of the selected group of | | |
| |at-risk students. | | |
| | | | |
| |Write a 700- to 1,100-word paper that includes your description of the category of at-risk | | |
| |students you chose and the programs you found for the selected type of at-risk students. | | |
| | | | |
| |Explain what components make the program(s) beneficial and ‘exemplary’. | | |
| |Evaluate how well the programs ensure they reach all targeted students and how well students’| | |
| |needs are met. | | |
| | | | |
| |Format your paper consistent with APA guidelines. | | |

|Week Five: Governance and Finance in Education |
| |Details |Due |Points |
|Objectives | | | |
| |Explain how governance affects schools and policies. | | |
| |Relate funding inequalities among school facilities across the United States. | | |
| |Debate the implications of school-choice reforms. | | |
|Readings |Read Appendix A. | | |
| |Read 8 & 9 in Introduction to Teaching. | | |
|Participation |Participate in class discussion. |4 out of 7 days|10 |
|Discussion Questions |Respond to weekly discussion questions. |DQ 1 – |10 |
| | |Tuesday | |
| | |6/11/13 | |
| | | | |
| | |DQ 2 – | |
| | |Thursday | |
| | |6/13/13 | |
|CheckPoint |Resource: p.275 of Introduction to Teaching |Friday |30 |
|Governance and Effecting |Write a 200- to 300-word response to the following: |6/14/13 | |
|Change in Schools | | | |
| |Assume you are a teacher who would like to address a technology issue at your school. Many of| | |
| |the students’ textbooks provide Web links for engaging enrichment activities. Each classroom | | |
| |has five computers, but there is only one computer connected to the Internet per room and the| | |
| |computers are all at least five years old. Your peers, students, and their parents all | | |
| |support your desire to increase Internet access in the classroom for instructional purposes. | | |
| | | | |
| |In your response, address the following: | | |
| | | | |
| |What would you have to do to increase Internet access? List the steps you would have to take | | |
| |or who you would have to contact to have this change take place in the classrooms at your | | |
| |school. | | |
| | | | |
| |Address each level (starting from your school site) that would need to be involved within the| | |
| |administrative structure pictured on p. 275 of the text. | | |
| | | | |
| |Format your paper consistent with APA guidelines. | | |

|Week Six: School Law |
| |Details |Due |Points |
|Objectives | | | |
| |Discuss how legal and ethical standards influence teacher professionalism. | | |
| |Describe legal rights and responsibilities of teachers and students. | | |
|Exercise |Resource: Introduction to Teaching companion website at |Friday |10 |
|Teacher Liability |http://wps.prenhall.com/chet_kauchak_intrototea_2 |6/21/13 | |
| |Answer three questions on the text companion website. | | |
| | | | |
| |Navigate to http://wps.prenhall.com/chet_kauchak_intrototea_2 | | |
| |From the Select a Chapter drop-down menu, choose Chapter 9. | | |
| |From the menu on the left, select Reflect on This. | | |
| |Click on Classroom Management. | | |
| |Answer all three questions. | | |
| |When you are finished, click the Submit Answers for Grading button at the bottom. | | |
|Individual |Resources: Appendix C, the University Library, and Ch. 9 of Introduction to Teaching |Sunday |100 |
|Rights and Responsibilities of|Complete Appendix C by filling in the following: |6/23/13 | |
|Educators and Students | | | |
| |Perform a search of the University Library databases and locate four school-related court | | |
| |cases (with outcomes decided), two of which involve educators as defendants and two of which | | |
| |involve students as defendants. | | |
| | | | |
| |Provide an overview of each court case, outcome, and opinion regarding whether the outcome | | |
| |fits the allegation. | | |
| | | | |
| |State and discuss whether you agree or disagree with each outcome. Base your opinion on legal| | |
| |and ethical standards as discussed in Ch. 9 of the text. | | |
| | | | |
| |Explain what would have been just based on the rights and responsibilities of those involved | | |
| |(if you do not agree with the outcome). | | |
| | | | |
| |Cite your sources consistent with APA guidelines. | | |

|Week Seven: Technology in American Schools |
| |Details |Due |Points |
|Objectives | | | |
| |Determine how technology can impact learning. | | |
| |Identify different types of technologies teachers use to manage their classrooms. | | |
| |Devise strategies to overcome obstacles that arise with technology use in classrooms. | | |
|Readings |Read Ch. 11–13 in Introduction to Teaching. | | |
|Participation |Participate in class discussion. |4 out of 7 days|10 |
|Discussion Questions |Respond to weekly discussion questions. |DQ 1 – |10 |
| | |Tuesday | |
| | |6/25/13 | |
| | | | |
| | |DQ 2 – | |
| | |Thursday | |
| | |6/27/13 | |
|CheckPoint |Resource: Appendix D |Friday |30 |
|Technology Use Timeline | |6/30/13 | |
| |Research the use of technology in schools from 1980 until present day. | | |
| | | | |
| |Use Appendix D to fill in a timeline with events to depict the changes in school technology | | |
| |since 1980. You must discuss a minimum of two events per decade, for a total of at least six | | |
| |events. | | |
| | | | |
| |Format your paper consistent with APA guidelines. | | |

|Week Eight: Successful Instruction in American Schools |
| |Details |Due |Points |
|Objectives | | | |
| |Analyze elements of effective classroom interactions. | | |
| |Discuss programs that provide support for new teachers. | | |
|Exercise |Resource: Introduction to Teaching companion website at |Friday |10 |
|Characteristics of Effective |http://wps.prenhall.com/chet_kauchak_intrototea_2 |7/5/13 | |
|Classrooms |Read the case study on p. 421 of the text. | | |
| |Complete question 11 on the text companion website. | | |
| | | | |
| |Navigate to http://wps.prenhall.com/chet_kauchak_intrototea_2 | | |
| |From the Select a Chapter drop-down menu, choose Chapter 11. | | |
| |From the menu on the left, select Increasing Understanding. | | |
| |Answer question 11 by typing your answer in the box provided. | | |
| |When you are finished, click the Submit Answers for Grading button at the bottom. | | |
| |Scroll down to question 11 and read the feedback. | | |
|Individual |Resources: Web search or University Library, and Ch. 13 in Introduction to Teaching |Sunday |100 |
|Mentoring vs. Induction |Examine programs that encourage individuals to stay in the profession of teaching and lower |7/7/13 | |
|Programs |the attrition rate. | | |
| |Write a 1,000- to 1,200-word paper addressing the following: | | |
| | | | |
| |How does a mentoring program differ from an induction program? | | |
| |Are mentoring and induction programs equally effective? | | |
| |What kind of support is available for new teachers that participate in these types of | | |
| |programs? | | |
| |As a paraprofessional, what will your role be in a mentoring or an induction program? | | |
| |Based on your research, what do these programs lack and what kinds of additional features | | |
| |would improve these programs? | | |
| | | | |
| |Format your paper consistent with APA guidelines. | | |

|Week Nine: Developing as a Professional |
| |Details |Due |Points |
|Objectives | | | |
| |Create a professional development plan. | | |
| |Formulate informed expectations of the teaching profession. | | |
|Participation |Participate in class discussion. |4 out of 7 days|10 |
|Capstone Discussion Question |Respond to the capstone discussion question. |Wed. |20 |
| | |7/10/13 | |
| |How has this course impacted your impressions of what to expect personally and professionally| | |
| |as you enter a career in education? | | |
|Final Project |Resources: Introduction to Teaching, Appendix A, and INTASC principles at |Sunday |250 |
|Professional Development Plan |http://cte.jhu.edu/pds/resources/intasc_principles.htm |7/14/13 | |
| |Review the guidelines in Appendix A. | | |
| |Use Appendix A to help you create a Professional Development | | |
| |Plan—a component that may be added to your professional portfolio. | | |
| |Write a 2,100- to 2,500-word paper composed in Microsoft© Word, include answers to the | | |
| |following questions: | | |
| | | | |
| |What are your goals in the next 5 years? In the next 10 or more years? | | |
| | | | |
| |What steps are necessary to get you to your goals? What obstacles might you foresee and how | | |
| |will you overcome them? | | |
| | | | |
| |What is one principle from the INTASC Principles website | | |
| |(http://cte.jhu.edu/pds/resources/intasc_principles.htm ) that you feel you must improve the | | |
| |most to be effective in the education profession? What existing professional development | | |
| |programs might you pursue to address the need to improve in this area? | | |
| | | | |
| |What professional development programs might you enroll in to help you prepare to meet the | | |
| |diverse needs of today's learners? | | |
| | | | |
| |How will you evaluate your progress? What will help keep you motivated toward achieving those| | |
| |goals? | | |
| | | | |
| |What professional organizations will you join? Explain why. What do you expect to gain from | | |
| |membership in these organizations? | | |
| | | | |
| |What techniques will you use to help you develop leadership skills? | | |
| | | | |
| |Format your paper consistent with APA guidelines. | | |