Semester with Course  

Spring 2017 1301-1302

Reference Number (CRN)

19745

Instructor contact

 Christian Jioni  De Los santos

information

(phone 832-606-1346  [email protected] )

Office Location and Hours Upon Request Room 304 Northwest Campus

Course Location/Times

M.W 6:30-8:00 P.M.

Course Semester Credit Hours (SCH) (lecture, lab) If applicable

Total Course Contact Hours

48

Course Length (number of weeks)

16

Type of Instruction

 Face to Face Lecture and Web enhanced 

Course Description:

An enriched, integrated pre-service course and content experience that provides active recruitment and institutional support of students interested in a teaching career, especially in high need fields. The course provides students with opportunities to participate in early field observations at all levels of P-12 schools with varied and diverse student populations and provides students with support from college and school faculty, preferably in small cohort groups, for the purpose of introduction to and analysis of the culture of schooling and classrooms. Course content should be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards.  Course must include a minimum of 16 contact hours of field experience in P-12 classrooms.

Course Prerequisite(s)

None

Academic Discipline/CTE Program Learning Outcomes

1.      Students will explain the purposes of schooling and contexts of classrooms with an emphasis on the characteristics of exceptional students in the regular and special education classroom.

2.      Students will analyze and evaluate teacher preparation programs, effective teaching strategies, their own employability, and the role of educators as they decide whether teaching could be a satisfying career for them.

3.      Students will describe the characteristics of a specific type of exceptional learner including pre-referral interventions that should or could be used, modifications that must be made after referral, and legal implications. 

4.      Students will explore, examine, and evaluate one of the current issues affecting the field of education today, such as instructional methods, learning, curriculum, students, teachers, families, administration, school policy, or school law.

Course Student Learning Outcomes (SLO)

Upon successful completion of this course, students will:

1.       Identify current issues influencing the field of education and teacher professional development.

2.       Analyze the culture of schooling and classrooms from the perspectives of language, gender, socioeconomic, ethnic, and disability-based academic diversity and equity.

3.       Provide examples from classroom observations and course activities that demonstrate understanding of educational pedagogy and professional responsibilities of teachers.

4.       Evaluate personal motivations, educational philosophies, and factors related to educational career decision making.

5.       Recognize the various multiple intelligences/learning styles in order to be able to implement instructional practices that meet the needs of all students.

Learning Objectives (Linked to Student Learning Outcomes, e.g., 1.1, 1.2, 1.3, etc.)

1. Identify current issues influencing the field of education and teacher professional development.

1.1 Understand the importance of a professional code of ethics and the legal responsibilities that teachers engage in on a daily basis.

1.2 Review several major court decisions that affect schools.

2. Analyze the culture of schooling and classrooms from the perspectives of language, gender, socioeconomic, ethnic, and disability-based academic diversity and equity.

 2.1. Review the general structure of our K-12 education system.

3. Provide examples from classroom observations and course activities that demonstrate understanding of educational pedagogy and professional responsibilities of teachers.

3.1. Examine the various curricular, instructional, assessment and management responsibilities that teachers engage in on a daily basis.

4. Evaluate personal motivations, educational philosophies, and factors related to educational career decision making.

4.1 Examine the historical development of public and private U.S. schools.

4.2 Consider the principles, practices and benefits of professional unions and associations.

5. Recognize the various multiple intelligences/learning styles in order to be able to implement instructional practices that meet the needs of all students.

SCANS and/or Core Curriculum Competencies: If applicable

(L) Students will demonstrate the ability to understand, analyze, and interpret various forms of spoken communication. 

(S) Students will demonstrate the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience.

(R) Students will demonstrate the ability to understand, analyze, and interpret a variety of printed materials, books, articles, and documents.

(W) Students will demonstrate the ability to produce clear, correct, and coherent prose adapted to a specific purpose, occasion, and audience.

(CT) Students will demonstrate methods for applying both qualitative and quantitative skills analytically and creatively to subject matter in order to evaluate arguments and to construct and alternative strategies.

Course Calendar

Calendar is Attached at the bottom of this document

Instructional Methods

[Instructor, you may highlight the method that applies to your course, and/or delete those that don’t apply.]

Face to Face

Hybrid (50% or more on line)

Web-enhanced (less than 50% online; may include online weekly quizzes)

HCC Online (100%)

Note: A variety of instructional strategies will be used throughout the semester. Examples of such include class, discussions, simulations, lectures, group projects, videotapes/DVD viewings, and Internet searches.

Required Component

This course includes two required components: 1) Philosophy of Education Statement paper; and 2) Field Experience of 16 hours in a P-12 school setting (with accompanying paper and forms completed).  Both components must be completed to pass this course. Additionally, the philosophy of education paper must be completed with at least 70% of possible points in order to pass this course.

Student Assignments

Student Assessment(s)

Instructor's Requirements

Program/Discipline Requirements: If applicable

NOTICE This course of study would not be appropriate for anyone who falls into the following category as noted by the Texas Department of Family and Protective Services: "No person with a conviction or who is under indictment for, or is the subject of an official criminal complaint alleging violation of any of the crimes listed as a felony against the person or felony violation of the Texas Controlled Substance Act may be present while children are in care."

Required Component Assignments/Key Assessments Revision Policy: Only one revision allowed per student on key assessments and required component assignments.  The maximum grade a student can earn on a revised assignment is 70 % of the possible points.  If a student uses any tutoring service, he or she must take/send assignment description or directions with the first draft.  IF the student does not pass the assignment the first time, any or all of the following will be required:

a.        Conference with professor

b.       Take an APA and/or Plagiarism online tutorial and pass the quiz (upon instructor’s request):

·         APA Tutorials
http://flash1r.apa.org/apastyle/basics/index.htm?_ga=1.19617784.1771959994.1463149658

                OR

·         http://www.lib.usm.edu/legacy/tutorials/apatutorial/definition.html

·         Plagiarism Tutorial http://www.lib.usm.edu/legacy/plag/plagiarismtutorial.php

c.        See an in-person tutor at professor’s discretion

HCC Grading Scale

FX is the assigned grade if a student stopped attending class and fails to withdraw prior to the last official day for withdrawals for the semester.  The instructor will note the last day the student attended the class for record.  The grade of FX cannot be changed once assigned.   IP (In Progress) is given only in certain developmental courses. The student must re-enroll to receive credit. COM (Completed) is given in non-credit and continuing education courses.  In the event of a W (Withdrawn), no grade is given; see Student Handbook for more details.  Note that only six W’s are allowed.  In the event of an I (Incomplete), students must arrange with the instructor to complete the course within 6 months or the I converts to an F). Grades are available online within one week of the end of the course on the website www.hccs.edu. Students needing an official copy of their grades for reimbursement, etc., may request a copy from the Office of Student Records at the System Administration Building. The grades "IP," "COM" and "I" do not affect GPA.

Incomplete Policy The grade of “I” (Incomplete) is conditional. Incompletes are at the discretion of the professor and aligned with departmental guidelines. The grade of “I” may be earned if a student is passing the course with a D or higher.  Additionally, the student must have a justifiable and documented reason for not completing the work on schedule.

If you receive an “I”, you must arrange with the instructor to complete the course work within six months. After the deadline, the “I” becomes an “F”.  All “I” designations must be changed to grades prior to graduation. The changed grade will appear on your record as “I”/Grade (example: “I/A”) (see HCC Student Handbook, Academic Information Section).

Instructor Grading Criteria

Instructional Materials

Sadker, D.M., & Zittleman, K.R. (2016). Teachers, schools and society: A brief     

        introduction to education (4th ed.). New York: McGraw Hill.

Access code for textbook online supplement: Connect.  (NOTE:  When purchased through the HCC campus bookstores, the text comes packaged with the access code for the online supplement.)

EGLS3 – Evaluation for Greater Learning Student Survey System

At Houston Community College, professors believe that thoughtful student feedback is necessary to improve teaching and learning. During a designated time, you will be asked to answer a short online survey of research-based questions related to instruction. The anonymous results of the survey will be made available to your professors and division chairs for continual improvement of instruction. Look for the survey as part of the Houston Community College Student System online near the end of the term.

Access Student Services Policies on their website:

http://www.hccs.edu/district/about-us/policies/d-student-services/

Attendance Policy

For a 3-credit-hour lecture class, meeting 3 hours per week (48 hours of instruction), you can be dropped after 6 hours of absence. The 6 hours includes accumulated minutes late to class and leaving class early.

Access HCC Online (distance education) Policies on their website:

http://www.hccs.edu/online/

HCC Online Attendance Policy

All students are expected to attend classes regularly, thus online students must log in to the course on a regular basis. Online students who do not log in and actively participate before the Official Day of Record will be AUTOMATICALLY dropped for non-attendance. Completing the HCC Online orientation does not count towards attendance.

Active participation means turning in assignments each week. If you are having technical difficulties and cannot log in, you must immediately contact your professor and the Eagle Online Help desk or you will be counted as absent.

Title IX

HCC is committed to providing a learning and working environment that is free from discrimination on the basis of sex which includes all forms of sexual misconduct. Title IX of the Education Amendments of 1972 requires that when a complaint is filed, a prompt and thorough investigation is initiated. Complaints may be filed with the HCC Title IX Coordinator available at 713-718-8271 or email at [email protected].

Title IX of the Education Amendments of 1972 requires that institutions have policies and procedures that protect students’ rights with regard to sex/gender discrimination. Information regarding these rights is on the HCC website under Students-Anti-discrimination.  Students who are pregnant and require accommodations should contact any of the ADA Counselors for assistance.

It is important that every student understands and conforms to respectful behavior while at HCC. Sexual misconduct is not condoned and will be addressed promptly. Know your rights and how to avoid these difficult situations by logging in from your HCC student email account, go to www.edurisksolutions.org  Go to the button at the top right that says Login and click. Enter your student number.

Date

Readings/ Assignments Due

Class work

Week 1

 (1/16,18  MLK

holiday- no Janclass)Jan.16 Jan.18

Introductions/Course Content Chapter 1

Ask Online; Plagiarism Tutorial; Writing Sample; Virtual Child; Eagle Online

Week 2

Jan. 23, 25

Chapters  1-2

Quiz 1

Week 3

Jan.30 Feb 1.

Chapter 2-3

Quizzes 2 and 3

Week 4

Feb. 6, 8

Chapter 4

Quiz 4

Week 5

Feb. 13,15

Chapter 5

Week 6

(FEB. 20 Presidents Day Holiday- no class) Feb 22

Chapter 6

Quiz 5

Week 7

Feb. 27, March 1

Chapter 7

Quiz 6

Week 8

Mar. 6,8

Chapter 8

Midterm

Midterm- 7

Week 9

Mar. 13,15

Spring Break Holiday

Week 10

Mar. 20-22

Current Issues in Education – Media Presentation.

Current Issues in Education – Media Presentation.

Week 11

Mar. 27-29

Chapter 9

Quiz 8

Week 12

Mar, 31- Apr. 2

Chapter 10

Quizzes 9 and 10

Week 13

April 3, 5

Chapter 11

Observation Logs documentation  of 16 hours are due. And teacher interviews

Week 14

April 10, 12

Current Issues in Education – Media Presentation.

Current Issues in Education – Media Presentation.

Week 15

April 17, 19

Research Paper  Assignment  Due

Research Paper  Assignment  Due

Week 16

Apr. 24, 26

Current Issues in Education – Media Presentation.

Current Issues in Education – Media Presentation.

May 1-3,

May 8, 10

Review

FINAL EXAM TBA

 Final Exam Due