Syllabus - Austin Community College

EDTC 3000: Pedagogy and Professional Responsibilities 150 hours

AUSTIN COMMUNITY COLLEGE Continuing Education 5930 Middle Fiskville Road Austin, Texas 78752 (512) 223-7649

Curriculum Writers: Abel Villarreal Tina Waddy Sharon Duncan Mary Chipley Tony Castro Ben Alley

Center for Teacher Certification, ACC

1

2010-2011 Program

EDTC 3000 Syllabus - 2010-2011 Time Requirements • Instructional Contact Hours • Studying/Reading • Saturday School Hours • Field Experience Hours • Technology Instruction Hours

96 30 5 14 5 150 Hours

Required Texts Three textbooks have been selected to establish the knowledge base for this class. They reflect course content and the ability to engage learners. Pre-service teachers are required to read texts and answer practice questions in preparation for class discussions and TExES exam preparation. 9 Van Tassell, Crocker. How to Prepare for the TExES: Texas Examination of Educator Standards (Barron’s How to Prepare for the TExES). ISBN: 0-7641-2884-1 9 Kelley, W. Michael. Rookie Teaching for Dummies. ISBN: 0764524798. 9 Select one according to certification area o

Nath, Janice and Myrna D. Cohen. Becoming a Middle School or High School Teacher in Texas. ISBN: 0-534-63801-5.

o

Nath, Janice and Myrna D. Cohen. Becoming an EC-4 Teacher in Texas. ISBN: 0-534-60300-9.

Suggested textbooks for professional development: o Clark, Ron. The Essential 55. 2003. ISBN: 0641650019 o Cunningham, Patricia M. and Richard L. Allington. Classrooms That Work: They Can All Read and Write, Fourth Edition. ISBN: 0-205-49394-7. o Kellough, Richard D. A Resource Guide for Teaching K-12. Upper Saddle River: Pearson Education, 2007, 5th Edition. ISBN: 0-13-170543-1. o Wong, Harry. The First Days of School: How to Be an Effective Teacher. 2004. ISBN: 0962936065 Course Rationale: Making context-based decisions requires using the best available evidence. Preparing pre-service teachers to develop their own knowledge and apply it to managing large and small group instruction, listening to students, asking questions and responding to student answers, and engaging students in knowledge construction, is the first step in providing experiences in team and individual teaching, group work, cooperative/collaborative and individual learning, interdisciplinary curriculum development, differentiation/modification/accommodation, the lesson cycle, and models of classroom management and discipline. Candidates will learn to apply technologies that support inquiry and project-based learning and to increase their own access to professional and personal data. In addition, candidates will develop skills in authentic construction and alternative assessment methods such as a portfolio. Their preparation includes learning how


2

2010-2011 Program

to identify learning styles, assess student learning, evaluate curriculum for multicultural content, modify curriculum to meet the needs of special learners, and analyze student data. Course Medium: The course will run face to face; however, pre-service teachers will regularly check Website Program Training page for requirements, changes, electronic documents, schedules, dates, and required components at http://www.austincc.edu/teacher/training.php. Flash drive provided with necessary documents. ACC gmail account and team webpage required. Course Objectives: EDTC 3000 is designed as a preparation course for teaching EC-12 courses in the public schools utilizing general teaching methods. This preparation course addresses the knowledge and skills needed for Pedagogy and Professional Responsibilities (PPR) of the Texas Examination of Educator Standards (TExES). Main objectives include an introduction to the basic concepts that underlie the TxBESS framework and TExES competencies and standards for certification. The course approaches this material in the following order: • Domain 4: Professionalism • Domain 1: Planning for Learner-Centered Instruction • Domain 2: A Classroom Environment that Promotes Equity, Excellence, and Learning • Domain 3: Instruction and Communication ♦ a hands-on, application course for pre-service teachers to teach themselves and produce classroom materials for use during the Summer Institute, and the August through May internship: o childhood development o classroom management o teaching strategies o assessment strategies Based on the Four Features of Effective Instruction, teachers must give explicit instructions, provide systematic instruction, provide practice opportunities, and ensure immediate feedback for students. The foundation built during the survey provides the framework for the remainder of the course which is structured into four units that explore and amplify basic information acquired during the survey. Using detailed lesson plans for each session, the course seeks to develop the knowledge and skills necessary to become a successful teacher by emphasizing: o Diagnosing the classroom (using a video and provided class background study, child development, behavior management, working with parents, observations in local area classrooms, etc.) o Assessing learning (expected outcomes/skills for TEKS/remediation) o Using effective teaching strategies (planning, differentiated instruction, categories for procedures, technologies) o Maintaining professionalism (responsibilities, development, relationships) Observations are based on the Principles of Learning; teachers focus on providing clear expectations, accountable talk, academic rigor, and socializing intelligence. Aligned with the other basic concepts of TExES, TxBESS, and the Four Features of Effective Instruction, this foundation education course provides conceptual learning for students. Other Resources: ♦ Laptop computers


3

2010-2011 Program

♦ ♦ ♦ ♦ ♦ ♦ ♦

Digital /video cameras Rolling crate Lab School Students (handout) Graphing calculators (math certifications) Personal organizational strategies, including portfolio binder Electronic portfolio ACC gmail account and Yahoo team web page

Instructional Method: The course consists of 32 class sessions that consume 96 contact hours. Classes take place on Tuesday and Thursday evenings (excluding Spring Break). Weaving technology into assignments and an electronic portfolio will require time at home on a computer, designing and uploading documents. For additional help, the instructor will be available for two hours before class. Technology directions will be provided by the technology specialist via email and availability during Saturday School, once per month. Saturday School provides assistance with course materials, requirements, and with technology: It is available (by appointment) for makeup work January through April (dates vary). The course is designed to provide the future teacher with the greatest possible exposure to the requirements and strategies for teaching in Texas schools. In addition to requiring standardized tests, Texas emphasizes the development of critical thinking and problem solving skills. The preferred method for teaching these skills is found in applying relevant learning by modeling learner-centered instruction based on these principles: teacher and student responsibilities; consequences/rewards for taking responsibility for learning; and consistency. Consequently, this course is designed to immerse the pre-service teachers in these strategies. The majority of the pre-service teacher's education consists of hands-on lesson planning, delivery and assessment, initially within collaborative groups. Simply put, with coaching and oversight of the instructor and specialists, the students become teachers. Each pre-service teacher takes responsibility for selected topics, writes a lesson plan, submits it for review and approval, teaches the lesson, and assesses the students' products. The instructor is available by appointment for pre-service teacher needs including coaching lesson plan development and providing advice on delivery. Pre-service teachers who receive the lesson both actively seek to learn the material and provide helpful feedback to the teacher. Pre-service teachers are held accountable for both the material that they teach and the material that they learn from classmates and the instructor. Saturday School Tutorials: The Technology Specialist will be available on specific Saturdays from 9 AM to 12 PM at the Highland Business Center (room TBA) to provide individual and group assistances on selected materials. Pre-service teachers must make an appointment for Saturday work and inform the instructor of the desired assistance. Appointment sheets are available online and hard copies in class. • language skills • technology • test taking skills


4

2010-2011 Program

Technology Throughout the course, technology skills are integrated into the activities and other assessments. Technology skills are needed both to prepare lessons and to help pre-service teachers who will be using computers and other technology in the classroom. Saturday School is available for tutorials on equipment and software including web pages and using Microsoft office suite. Pre-service teachers must have access to the Web, email, and most Microsoft applications. Regular communication with staff, instructors, and supervisors is required. Field Experiences The State Board requires 30 hours of field experience/observation in classrooms. Since campuses are limited in time and opportunity, the fall candidates will be given information about observing at least 16 hours before the program start. Once EDTC 3000 begins, pre-service teachers complete a total of fourteen hours of classrooms on at least three campuses. During the tutorials, work with students, observations, pre-service teachers collect data on specific focus topics for the observation and write a summary of the observations. All observations and summary must be completed by the first class meeting following Spring Break. Assessments: The course assessments are divided into four categories and include a variety of assessment types including products, performances, and quizzes. Assessment data must prove that pre-service teachers have demonstrated competency regarding the completion of all course requirements as defined by the State Board for Educator Certification and Austin Community College Center for Teacher Certification Program Requirements. A rubric is provided for each performance or product-based activity. A mid-term assessment will be provided in March. Successful completion of the TExES EC-12 Pedagogy and Professional Responsibilities exam is required in April-May. Student performance is monitored closely. Your grade for the EDTC 3000 Course will be computed based upon the following: Program and Course Focus: Steps for Rigor •

• • •

Review the objectives for each class preparation (Nath, Kelley, and Power Points) at complete the lower Bloom’s Taxonomy cycle (knowledge, comprehension, and application); o Use horizontal teams as a resource to help answer questions about PPTs and Nath chapters. o Use PPTs and chapters to determine the difference between the “perfect world of Texas” and reality (remember that the PPTs and Nath chapters compliment each other). o Bring relevant questions for class discussion. When searching for answers, use the “Ask Three Before Me” method for finding low Bloom’s questions by asking team members. Discussion – Discussing the objective through analysis (not by defining terms you were supposed to learn from assigned reading). Synthesis – Deconstruct the objective: o Deciding how the objective works, o How the objective works for me and/or students, o How the objective can be implemented in the classroom.


5

2010-2011 Program

•

Evaluation - Interpreting, through judgment and evaluative measures, the effectiveness of the objective (or process).

Student Presentations: Steps for Rigor 1. Readable and legible work is required 2. Projects that demonstrate creativity and rigor are preferred 3. Professional dress is advised 4. One person presents at a time 5. Present with proper stance (facing the audience, with eye contact) 6. Presentation time must be split equally amongst all group members 7. Efficient use of time allotted is required (don’t exceed time allotted) 8. Technology is a group responsibility (all members) 9. Always explain (defend) your projects with professionalism 10. Speak with confidence, so everyone can hear.

Classroom Procedures: Breaks are for making phone calls, relaxation, socializing, checking messages, and eating. Class time is for instruction and productivity, without side discussion. • No cell phones on during class (check during break) • All backpacks, computer bags, purses, and unnecessary materials should be placed in an assigned area • Independence expected. Grading: A. Students submit “high quality” assignments on time. B. Students occasionally submit “average quality” assignments. C. Students occasionally submit “below average” assignments. Grading Equivalence: 100-90 = A; 89-80 = B;