Syllabus
Conceptual Framework:
The College of Education of California State University, San Bernardino (CSUSB) is dedicated to the development and support of wise, reflective professional educators who will work toward a just and diverse society that embraces democratic principles. The wise teacher:
- Possesses rich subject matter knowledge.
- Applies sound pedagogical judgment to professional practice and conduct.
- Applies a practical knowledge of context.
- Respects multiple viewpoints.
- Reflects on professional practices and follows up with appropriate action.
(College of Education Conceptual Framework, 2006)
Catalog / Bulletin Course Description:
Semester Prerequisite: admission to the Integrated Track for the Multiple Subject Credential program.
Perspectives on public school teaching for potential elementary teachers including the various roles of teachers the society and history. Preparation for admission to the credential portion of the B.A. in Liberal Studies, Integrated Track. A minimum of 30 hours of observation/participation in public schools grades K-8. (2 units)
Formerly EELB 230. Graded A through C-/No Credit.
Course Overview:
This course is designed for future Multiple Subject teachers. It allows students to learn through first hand experiences while observing in classroom settings. It provides an opportunity to link undergraduate subject matter course work to the subject matter taught in elementary classrooms.
EDMS 2301 requires a minimum of 30 hours of fieldwork. Admission to the CSUSB Multiple Subject Credential part of the Integrated Program requires 45 hours of field experiences which can be satisfied through one of the following: current or previous employment in K-12 classrooms, documented by a letter from the person(s) who supervised your work or fieldwork hours while enrolled in EDMS 2301 and pre/co-requisite courses (the observation course that is concurrent with HD 240, HSCI 100, PSYC 350) documented by a fieldwork log.
Be sure to keep a copy of your fieldwork log for this admission requirement. If you are concerned that you may not have the required 45 hours, you can complete an additional 15 hours of fieldwork while taking EDMS 2301.
Relevant Professional Standards:
1. Prospective Multiple Subject teachers will have introductory experiences, which include one or more of the following activities:
- Structured observations
- Observations of school-based activities required of Multiple Subject teachers CCTC 7.1
2. Prospective Multiple Subject teachers will have field observations and experiences that are substantively linked to the content of university course work. They will reflect on, analyze, and discuss their K-8 observations and experiences. CCTC 7.2
3. Prospective Multiple Subject teachers will have classroom experiences that occur at more than one grade level, and in classrooms that represent California's diverse population. CCTC 7.4
4. Each prospective teacher's K-8 experiences will include a planned, focused pre-service visit to the school site and a meeting with the site principal and the recommended classroom teacher. CCTC 7.5
5. The prospective Multiple Subject teacher's experience will include work with at least one certificated classroom teacher with a clear credential who has been identified by the principal as one whose work exemplifies the California Standards for the Teaching Profession. CCTC 7
6. Prospective Multiple Subject teachers will have significant experiences and interactions with students from a variety of populations in California schools. CCTC 8.4
7. Prospective Multiple Subject teachers will learn about similarities, differences, contributions of, exchanges between, and the varying perspectives of the populations referenced in the Non-Discrimination Policy of the State of California. CCTC 8.2
Course Goals/Objectives:
The following objectives identify the knowledge, skills, and dispositions that will be assessed in this course.
KNOWLEDGE - Students who successfully complete EDMS 2301 will:
1. Become aware of classroom diversities relating to academic development such as gender, age, culture, previous academic achievement, home language, and special needs.
2. Become aware of the span of achievement and needs of students in a variety of subject matter areas such as reading, writing, mathematics, science, and social studies.
3. Become familiar with various ways in which classroom furniture, materials, etc. can be arranged.
4. Learn to recognize the emotional climate of the classroom and the components that work together to create this climate.
5. Recognize various types of classroom management practices used by the teachers, including routines and procedures, rewards and punishments, and disciplinary measures.
6. Become aware of Common Core State Standards for subject matter instruction.
7. Become aware of various ways in which teachers provide instruction to students.
8. Become familiar with the ways in which support is given to English Language Learners (ELLs).
9. Become familiar with the variety of students with special needs in the Multiple Subject classroom.
10. Be aware of the differences in student behaviors, instructional materials, etc. in primary and intermediate grades.
SKILLS - Students who successfully complete EDMS 2301 will be able to:
1. Observe the various facets of Multiple Subject instruction, including classroom management, classroom environment, classroom climate, school environment, subject matter instruction, and instruction of diverse students.
2. Describe, analyze, and reflect on observations related to student diversity, classroom environment, classroom management, and instructional procedures.
3. Ask questions of and take direction from a Multiple Subject Credentialed teacher.
4. Communicate with student colleagues and instructors in written work using appropriate conventions of language (i.e. spelling, grammar, punctuation).
5. Use technology to get information from the Internet.
DISPOSITIONS - Students who successfully complete EDMS 2301 will:
1. Develop the habit of critically analyzing the components of classroom life.
2. Recognize the importance of providing qualitative, differentiated instructional support to facilitate learning for ELL students.
3. Recognizes the importance of on-going assessment designed to ensure that all students receive appropriate instruction.
4. Recognize the importance of providing qualitative, differentiated instructional support to facilitate learning for a variety of students with special needs.
5. Develop an understanding of the social/cultural/academic and other differences in the classroom and acquire an understanding of instructional practices that provide support for all students.
6. Develop an understanding that subject matter learned during undergraduate courses is an important component of being an effective teacher.
Course Readings:
Teachers, Schools, and Society: A Brief Introduction to Education, Fifth Edition, by David M. Sadker and Karen Zittleman, McGraw-Hill Publishing Company (2017, Paperback). ISBN: (978-1259913792)
Book Description:
https://www.mheducation.com/highered/explore/new-products/sadker-5e-teachers-schools-and-society.html
Detailed Table of Contents:
https://s3.amazonaws.com/ecommerce-prod.mheducation.com/unitas/highered/rollover/fall/sadker-5e-detailed-toc.pdf
Course Requirements:
General Information: EDMS 2301 provides a format for CSUSB students to link undergraduate course work with classroom experience. It is the student’s responsibility to find a school site for observation fieldwork.
- BEFORE YOU START (0 pts. - non-graded)
- Attendance / Preparation (10 pts.)
- Classroom Experience Proposal (15 pts. - due 3rd class session)
- School Information / Analysis (10 pts. - due 6th class session)
- Mid-Term Exam (10 pts. – 8th class session)
- Observation Report #1 (15 pts. - due by 8th class session)
- School Board Meeting (10 pts. - due 10th class session)
- Observation Report #2 (15 pts. - due by 14th class session)
- Final Exam (15 pts. – finals week)
- Course Evaluation (unofficial) (0 pts. - non-graded – due 15th class session or finals week)
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100 points
Course Evaluation Plan:
In all participation and assignments (whether in-class or out-of-class), I am looking for evidence of:
- understanding and application of facts, concepts, terms, and processes learned/read/discussed in class;
- demonstration of substantial knowledge and higher order thinking and analytic skills;
- critical reflexivity, i.e., “wrestling” with issues and topics;
- frequent and appropriate use of new and reconstituted knowledge learned in class;
- imaginative thinking and responses to challenges/problems/issues;
- “reading between the lines” and “digging” into underlying assumptions about knowledge production;
- clarity of expression and logical connection among ideas expressed;
- dispositions that suggest respect, charity, tactfulness and responsibility;
- scholarly writing that reflects precise and concise thinking;
- no or few errors in grammar, syntax, and spelling; and where methodologically appropriate, general format and reference style consistent with the Publication Manual of the American Psychological Association (APA) and CSUSB College of Education.
The grade assignment, based on a 100-point evaluation, is as follows:
A: 94 - 100 A-: 90 - 93
B+: 87 - 89 B: 83 - 86 B-: 80 - 82
C+: 77 - 79 C: 73 - 76 C-: 70 - 72
D: 65 -69
F: 64 and below
A = Fully achieved the purpose of the assignment while insightfully interpreting and extending beyond the task.
B = Fully completed the purpose of the activity. Displayed understanding of the concept.
C = Important purpose of the assignment was not achieved. Work may need redirection. Presents fragmented or incomplete understanding of concepts.
D / Fail = Purposes of the assignment not accomplished. Shows little evidence of understanding or effort of the activity.
* If you are on financial aid: Please be aware that receiving grades of F, NC and WU may have an impact on your financial aid. It is a student’s responsibility to maintain financial aid eligibility.
Assignments:
Steps in securing a school site include:
BEFORE YOU START (0 pts. - non-graded)
Since you will be doing observations in a Multiple Subject classroom, the State of California requires you to have the following:
a. Certificate of Clearance: This is a background check using your fingerprints (Live Scan). An email was sent to your explaining how to obtain a Certificate of Clearance. After the Certificate of Clearance is completed, you must make a copy and attach it to your Classroom Experience Proposal. Keep the original for your Program Admissions File (PAF).
b. A current (within the last 2 years) negative TB test: You will make a copy and attach it to your Classroom Experience Proposal. Keep a copy for your Program Admissions File (PAF). PALS in Student Services (1st floor) has also this info.
* If you do not have the Certificate of Clearance and negative TB test by the third week of class, you will delay your access to a classroom. You CANNOT be in a classroom without proof of both the Certificate of Clearance and the TB test.
c. Select a school district. Then locate a school in that district that will meet the requirements of this course and your personal situation.
d. Read the “Code of Ethics” so that you will understand how to conduct yourself every time you go to a school. Do an internet search on “Teacher Code of Ethics”? There are several, including from the National Education Association (NEA), the American Federation of Teachers (AFT), the Association of American Educators (AAE), various Teaching Councils, and so forth. Read them to get an idea about what they believe is important. Include a printed copy of the one of your choice, with your signature acknowledging that you will abide accordingly to the best of your ability.
e. Meet with the site principal. Contact the site principal of the school(s) where you want to observe. Ask for a meeting (probably about 20 minutes) so that you are able to explain what the course requirements are. Be sure to share the “Message for Principal & Classroom Teachers” during your meeting.
f. The principal(s) and the classroom teachers must sign the designated line at the bottom of the message.
Notes:
- You cannot expect to be assigned to a classroom at your first meeting with the principal. Please remember to be courteous and to abide by the administrator’s decision.
- You must do ½ of your classroom experience in a lower grade (K-3) and the other half in an upper grade (4-6). Note: This can be done in any order.
- You cannot do your field experience in a faith-based school or a self-contained special-education classroom.
- You must have two resident teachers (one in a K-3 and one in 4-6). You should work with one classroom teacher for at least 15 hours before you move to another classroom for the additional 15 hours.
- These teachers cannot be related to you or be a friend or be someone currently enrolled in any credential program.
- At least one of the classroom teachers who will be your resident teacher must have a Professional Clear Teaching Credential. Be sure to indicate the type of credential each teacher has on your "Bio and Field Site Information Sheet".
- You may plan your classroom experience schedule any way that fits into your personal schedule and is approved by the resident teachers.
2. Attendance / Preparation (10 pts.)
Being tardy or leaving early counts toward an absence.
3. Classroom Experience Proposal (15 pts. - due 3rd class session)
Include the following in the order listed:
"Message for Principals and Classroom Teachers from the EDMS 2301 Instructor" signed and dated by the principal and classroom teachers.
Completed "Bio and Field Site Information Sheet" making sure that all information is correct.
A ½ page typewritten purpose statement that includes at least three (3) specific objectives; that is, three things you hope to learn while in the schools (such as techniques for classroom management, how to work with small groups, what materials are used in the classroom) and the activities you will do to achieve your objectives. Also, before you write this statement, talk with your resident teacher.
A typewritten projected observation schedule: days per week, time during the day, number of hours per day. This needs to add up to a total of 30 hours.
A 1-page typewritten resume of your education and work experience; this should be in the form that you would submit as if applying for a job. If you need help with the resume go to the Career Development Center (UH 329).
Copy of your Certificate of Clearance
Copy of your negative TB test.
4. School Information / Analysis (10 pts. - due 6th class session)
Include the following in the order listed:
- The purpose of this assignment is to gather information about the school in which you will be observing.
- Go to http://www.cde.ca.gov/ds/
- Gather data such as API scores, ethnic groups, SES of students, number of students receiving free/reduced lunch, number of English Language Learners, average years teachers have been teaching, and any other information you find interesting.
- Print out the data.
- Write a short summary about what you learned from the data.
- Provide an analysis of what this information tells you about the school/students/teachers.
5. Mid-Term KTDEs - Chapters 1, 2, 3, 8, 11 (10 pts. – 8th class session)
6. Classroom Experience / Observation Reports (30 pts. total)
- Observation Report 1 (15 pts. - due by 8th class session):
“Student Diversity – Human Differences and Similarities”
- Observation Report 2 (15 pts. - due by 14th class session):
“Classroom Instruction / Environment / Management”
One of your observations must be in a primary (K-3) grade and the other in an upper (4-6) grade classroom. It doesn't matter which grade level you observe in first.
Use the formats for your observation reports as provided in the “Course Handouts”. The questions are used to guide your observations and discussions with the resident teachers. You may want to take notes on these documents. Your typewritten observation report is a separate document.
Please turn in a copy of your Log of Observations for each report. The Log of Observations is a log of your observations that the Resident Teachers will initial each time you visit.
7. School Board Meeting (10 pts. - due 10th class session)
Include the following in the order listed:
- Attach an agenda and highlight the items you are writing about.
- No more than two typewritten pages that describes what was discussed, who was in attendance, who spoke, what the various points of view were, what decisions were made, how this meeting connected to the concepts in the textbook and your reflections about the content and process of the meeting.
8. Final KTDEs - Chapters 4, 5, 6, 7, 9, 10 (15 pts. – finals week)