EDU 112: Foundations of Education Field Lab I
Instructor: Prof. Joyce Richardson Telephone: (919) 546-8534
Office: TOS 304
Email: jric8530@shawu.edu
Office Hours: M: 2:00-4:00; T:
11:00-1:00; Time:
Thursday 1:00-1:50
W: 1:00-4:00; Th: 11:00-2:00;
Conceptual Framework Theme
The
theme/purpose of the conceptual framework undergirding the Department of
Education's progra
Department of Education
The Shaw University Department of Education builds on the
knowledge, skills, and values that students acquire through their liberal arts
and science foundations. Candidates
graduating from the department will have the specialty area knowledge, professional
skills, and experiences that will enable them to function as competent and
effective teachers who think critically and demonstrate effective
problem-solving skills.
Departmental majors may choose a
specific concentration from four different specialty areas. Each student is encouraged to choose one of
the specialty areas listed below by the end of his/her sophomore year.
Birth through
Kindergarten Education (B-K)
Elementary
Education (K-6)
Graduate students may pursue a
Master of Science in Curriculum and Instruction with a concentration in Early
Childhood Education.
[The Secondary English Education
(9-12) and Secondary Mathematics Education (9-12) progra
Department of Education Goals
The goals of the Department of
Education are:
1. to align
the institutional mission and goals with state, regional, national, and
departmental standards and requirements;
2. to
prepare candidates to work in schools as teachers who know and can demonstrate
the content, pedagogical, and professional knowledge, skills, and dispositions
necessary to help all P-12 students learn;
3. to
implement an assessment system that collects and analyzes data on applicant
qualifications, candidate and graduate performance, and unit operations to
evaluate and improve the unit and its progra
4. to
collaborate with school partners to design, implement, and evaluate field
experiences and clinical practice so that teacher candidates develop and
demonstrate the knowledge, skills, and dispositions necessary to help all
students learn;
5. to
design, implement, and evaluate curriculum and experiences for candidates to
acquire and apply the knowledge, skills, and dispositions necessary to help all
students learn;
6. to
maintain a qualified faculty that models best professional practices in
scholarship, service, and teaching; and
7. to
maintain the leadership, authority, budget, personnel, facilities, and resources
for the preparation of candidates to meet professional, state, and
institutional standards.
NOTE: The
mission statement and goals of the Department of Education are aligned with the
mission statement and goals of each of its progra
LiveText
General Course Description
This course includes a 20-hour field lab that provides
opportunities for the prospective teacher to observe the dynamics of the
classroom and school environment.
Student Learning Outcomes
At the successful completion of this course, students
should be able to:
1.
Observe, tutor students, and assist teachers or
school personnel in a variety of settings prior to the clinical practice.
2.
Reflect on observations of the dynamics of the
classroom with their supervisors and fellow candidates.
3
Interact with students and teachers from diverse
cultures and abilities.
4
Demonstrate use of technology to conduct computer-
assisted searches of library resources.
5. Demonstrate
knowledge of the Code of Professional Practice and Conduct for North Carolina Educators (pp. 24-25
of G.S., General Statute, 115C-295.3).
NCDPI/NCATE
Standards
Core Standards and Indicators (Professional Dispositions)
3.1
Teachers demonstrate their belief that diversity in
the classroom, in the school, and in the society is strength.
3.2
Teachers treat students as individuals.
6.0
Teaches respect and care about students.
6.1
Teachers enjoy spending time in the company of
children and young adults.
6.3 Teachers maintain the dignity of each
student.
1.0 Teachers
demonstrate a sound understanding of technology operations and concepts.
1.0 Teachers understand the central
concepts, tools of inquiry, and structures of the discipline(s) they teach and
can create classroom environments and learning experiences that make these
aspects of subject matter accessible, meaningful and culturally relevant for
diverse learners.
Assignments
1.
Students are required to develop a portfolio and
place it on Livetext. It must contain:
A. Five
journal article reviews related to current school policies, laws, rules,
environment, parent involvement, classroom management, diversity, assessments,
use of instructional technology, etc. (CS 1,2, DS 1, 2, 3, 4, TS 1,2,3)
B. School
profile (includes classroom profile) (CS5)
C. Your
philosophy of education (1 page minimum)
D. Interview
of teacher (include question and teacher responses in complete sentences),
principal (optional) (CS 5)
E. Pictures
of the school, classroom, etc. (CS 5)
F. Log of
daily activities providing details of (CS 5):
·
Observations of school policies enforced (CS 5)
·
Reflections of your observations of teachers’ and
your display of professional dispositions (CS 5)
·
Instructional strategies used by teacher (CS 5)
·
Reflections and descriptions of outcomes of your
activities while working with student(s) including work samples (CS 5)
·
Reflections and descriptions of activities done
with diverse populations (CS 5)
·
Description of activities in which you observed or
used instructional
technology with students (CS 5)
·
Use of critical thinking/problem solving activities
while working with students
·
Reflections and descriptions of activities in which
you were involved with working with families or parents.
G. Teacher log of your daily activities. You should
describe the activity that you participated in, supply the date, and have the teacher
initial each day that you attend the class. ( CS 5)
H. Professional
dispositions – Discuss the meaning of professional dispositions
and discuss how you will be able
to demonstrate professional dispositions and ethical practices while in the
school to which you are assigned. This assignment must be one page typewritten
and included in your portfolio both hard copy and on Livetext.(Department’s
Conceptual Framework)
Note: A diskette of the
electronic portfolio must also be submitted and the portfolio must be placed on
Livetext..
2.
Obtain information from the library and report on
five current journal articles using the Shaw University Department of Education
format:
A.
Title of Article, Date
B.
Author
C.
Journal
D.
Synopsis (Summary in your own words, at least ½
page in length)
E.
Subjects (People involved in study, ex. fifty ten
year old boys)
F.
Instrument (Kind of test, survey, etc. used to
collect data)
G.
Findings (outcome)
H.
Implications/Applications (How will this
information be used)
I.
Reflection (Use the Dept.’s Conceptual Framework to
describe whether the study addressed use of professional dispositions, use of
instructional technology, strategies necessary for working with diverse populations,
critical thinking, problem solving, activities to improve student learning,
etc. and how used) (CS 5, DS 1, DS 4, TS1)
All journal article abstracts must be attached to the
article. You should make a template of your article review and keep a backup on
diskette. Be sure to include your name, date, title of course, and the
instructor’s name on each abstract.
|
|
Topic/Activity |
|
Week of January 11 |
Orientation, review of syllabus |
|
Week of January 18 |
Presentation of abstracts (Abstracts 1 and 2 due) and on
Livetext |
|
Week of January 25 |
Presentation of abstracts, (Philosophy of education and
placed on Livetext; Abstracts 3 and 4 due) |
|
Week of February 1 |
Presentation of abstracts, (Abstract 5 due);
Professional dispositions’assignment due |
|
Week of February 8 |
Presentation of abstracts, Discussion of placement,
logistics, etc., Field Lab begins |
|
Week of February 15 |
Field lab |
|
Week of February 22 |
Field lab; Class meets |
|
Week of March 1 |
Field lab |
|
Week of March 8 |
Field lab |
|
Week of March 15 |
Field lab, Class meets - Observations of school due and
placed on Livetext |
|
Week of March 22 |
Field lab |
|
Week of March 29 |
Field Lab |
|
Week of April 2-6 |
Wake Co. Schools’ Spring Break |
|
Week of April 6-15 |
Shaw Univ. Spring Break |
|
Week of April 19 |
Class meets. Teacher Interview and portfolio due in hard
copy and completed on Livetext |
Course Evaluation:
Grading Scale: A: 90-100 (Target)
B: 89-89 (Acceptable)
C: 70-79 (Acceptable)
D 60-69 (Unacceptable)
F Below 60 (Unacceptable)
For the purpose of determining your final grade:
Journal
Abstracts and other assignments 20%
Portfolio,
hard copy and placement on Livetext 20%
Attendance
and participation 10%
Midterm
evaluation 25%
Final
evaluation 25%
American Educational Research Journal
Bulletin of the National Association of Secondary School
Principals (NASSP)
Encyclopedia of Educational Research
Educational Leadership
Journal of Educational Psychology
Journal of Educational Research
Journal of School Psychology
Phi Delta Kappan
Psychological Review
Review of Educational Research
School Board Journal
Class Rules/Expectations:
1.
Attendance: Students are expected to comply with
the University Attendance Policy. It is your responsibility to explain to your
instructor any absence, reason for tardiness, or early departure from class at
the earliest possible time. You are expected to notify your cooperating
immediately of an impending absence. You are required to make up any time
missed from the field experience.
Students will have one week from
the day of the absence to present your supervisor with a university excuse.
2.
Electronic portfolios and other assignments are late after the due date. All
assignments must be saved on a diskette or cd, and on Livetext.
3. The final evaluation of this experience
is based upon satisfactory completion of the course assignments and evaluations
conducted by the cooperating teacher and the Department’s Coordinator of Field
Experiences. A rubric will be used to measure performance of the student as it
relates to the completion of the electronic portfolio and to the observation
experience. Attendance, tardiness, class participation and other professional
dispositions will be used to measure performance.
4. Students are required to conduct
themselves in an orderly, professional manner at all times. Students are
required to dress in a professional manner, refraining from wearing any garment
or item (s) that will draw attention away from classroom activities.
Students are allowed as many
unexcused absences as the number of times the course meets per week.
5.
Policy on Plagiarism
Plagiarism is presenting other
people’s work as your won. Using another person’s idea, words, or work is
theft. As members of the academic community, students must be mindful of other
people’s property. Failure to respect such property rights is considered a
serious and punishable violation of appropriate conduct at
A student who plagiarizes an
assignment can expect that he or she will receive a zero for the assignment and
that the plagiarism incident will be reported to the Vice President for
Academic Affairs.
A second incident of plagiarism
by the same student in the same class will result in automatic expulsion from
the class and a grade of “F” in the course. The reason for the “F” will be
documented in the grade report to the Registrar. A record of students expelled
from classes will be forwarded to the Vice President for Academic Affairs at
the end of each semester.
Three incidents of plagiarism in a student’s
college career will be cause for additional disciplinary action by the Vice
President for Academic Affairs up to and including suspension.
6. Classroom Decorum Expectations
To enhance the learning
atmosphere of the classroom, students are expected to dress and behave in a
fashion conducive to learning in the classroom. More specifically, students
will refrain from disruptive classroom behavior (i.e., talking to classmates,
disrespectful responses to teacher instructions; swearing; wearing clothes that
impede academic learning such as but not limited to, wearing body-revealing
clothing and excessively baggy pants; hats/caps, and/or headdress. Students
will turn off telephones prior to entering the classroom. Students who exhibit
the behaviors described above, or similar behaviors will immediately dismissed
from class at the third documented offense. The student will be readmitted to
class only following a decision by the department chair. The student may appeal
the decision of the department chair to the Dean of the College offering the
course, and, subsequently, to the Office of the Vice President for Academic
Affairs, and then to the President of Shaw University. The decision of the
President will be final. Failure to follow the procedures herein outlined will
result in termination of the appeal, and revert to the decision of the
department chair.
Special
Dates:
January 22 Last day to drop/add
February 7 Last
day to withdraw from University and receive a partial refund
March 22 Last
day to withdraw from a course
Appendix
Required Professional Ethics and Dispositions in the Education
Environment
Dress
Professional dispositions and ethics are determined by the
profession, community standards, grade taught, activities, and school climate.
Attendance
Know time you are to be there and be on time. Call the
school immediately and notify the cooperating teacher of your impending absence
and that you will make up your time. Call the Department’s Coordinator of Field
Experiences with the same information. Failure to do so will affect your final
grade.
School
system and school policy
Acquaint yourself with them and abide by them.
Gossip
Avoid school gossip.
Your
personal life
It becomes “their” business when it invades the school
environment, affects performance, or if you break the law
Hands Off
Don’t touch the students.