Professional Issues in Education

EDSE 3800 Professional Issues in Education Maymester 2017

Instructor: Dr. Kelley King Phone: 940-536-3663 E-Mail: [email protected] Office: 207 H Matthews Hall Office Hours: 2-3 M-Th and by appointment Section: M-F 11:00-1:50; MH 108

Required Textbooks

Fraser, J. W. (ed.). (2014). The school in the United States. A documentary History. 3rd Ed. New York: Routledge.

Recommended Textbooks Essex (2015). Teacher’s pocket guide to school law. 3rd Ed. New York: Pearson.

Other Resources

Some course readings will be found at the UNT Library Page. You can find a link in Blackboard Learn, Content Folder or you can follow these steps: 1. Go to the UNT library page.

2. Click “Subject Guides”.

3. Type “EDSE3800” in the search bar. Click “Search”.

4. Click “Professional Issues in Teaching”

5. You will either access the “Websites of Interest” Section for assignments or

6. Click “Required Readings” to access assignments.

7. If ever you are prompted for a password, type ______

8. http://guides.library.unt.edu/edse3800/ -Other resources of note, including class handouts and video links are available through Blackboard Learn.

-All students enrolled in EDSE 3800 must register for TK20. See below.

1 Course Description

An overview of American secondary education, including history, purposes, legal bases, school organization, education as a profession and analysis of characteristics required for professional success.

Course Objectives

This course is organized around addressing from a historical perspective the big question: What kind of education, for whom, and why? By the end of this course, students will

 Demonstrate an understanding of the education system in the United States with emphasis on education in Texas.  Demonstrate an understanding of the history of education in the United States.  Demonstrate an understanding of the impact of diversity in the classroom.  Be able to identify and discuss current issues in education in the United States generally and Texas specifically.  Demonstrate an understanding of the process of becoming a teacher in Texas.  Be able to make an informed choice about teaching as a profession.  Demonstrate an understanding of the principle philosophers and philosophies discussed in class.

Beliefs about learning

. Learning is an active, personal process and endeavor. . Learning is a social process of collaboration and interaction with others. We will share our responses and understandings as well as serve as a support system for each other during small and large group activities and discussions. . Learning occurs when we make connections to our experiences. . Choice allows learners to connect to their own experiences and feel ownership of the learning process. . Reflection is a vital part of the learning process. . Appreciation of cultural diversity enhances learning.

TExES Competencies

Standard I: Domain I: Competency 001-004 Domain III: Competency 007-010: The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment.

Competency 2 (A) (B) (D) (F): The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among students and that promote all students’ learning.

2 Standard III: Domain III: Competency 007-010: The teacher promotes student learning by providing responsive instruction that makes use of effective communication techniques, instructional strategies that actively engage students in the learning process and timely and high-quality feedback.

Competency 7 (A) (D): The teacher understanding and applies principles and strategies for communicating effectively in varied teaching and learning contexts.

Competency 9 (A) (B) (D) (E) (H): The teacher incorporates the effective use of technology to plan, organize, deliver and evaluate instruction for all students.

Standard IV: Domain IV: Competency 011-013: The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession.

Competency 12 (C) (D) (E): The teacher enhances professional knowledge and skills by effectively interacting with other members of the educational community and participating in various types of professional activities.

Competency 13 (A) (B) (C) (F) G): The teacher understands and adheres to legal and ethical requirements for educators and is knowledgeable of the structure of education in Texas.

Teacher Education & Administration Departmental Policy Statements

Disabilities Accommodation: “The University of North Texas complies with Section 504 of the 1973 Rehabilitation Act and with the Americans with Disabilities Act of 1990. The University of North Texas provides academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring accommodation, please see the instructor and/or contact the Office of Disability Accommodation at 940-565-4323 during the first week of class.” Dr. Jemimah Young is the compliance officer and contact person for the Department of Teacher Education & Administration.

Observation of Religious Holidays: If you plan to observe a religious holy day that coincides with a class day, please notify your instructor as soon as possible.

Academic Integrity: Students are encouraged to become familiar with UNT’s policy on Student Standards of Academic Integrity: http://policy.unt.edu/sites/default/files/untpolicy/pdf/7- Student_Affairs-Academic_Integrity.pdf. Academic dishonesty, in the form of plagiarism, cheating, or fabrication, will not be tolerated in this class. Any act of academic dishonesty will be reported, and a penalty determined, which may be probation, suspension, or expulsion from the university.

Acceptable Student Behavior: Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Dean of Students to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at https://deanofstudents.unt.edu/conduct.

3 Attendance: See the instructor’s attendance policy.

Eagle Connect: All official correspondence between UNT and students is conducted via Eagle Connect and it is the student's responsibility to read their Eagle Connect Email regularly.

Cell Phones and Laptop: Students should turn off cell phones when they are in class unless the phones are being used for learning activities associated with the course.

SETE: The Student Evaluation of Teaching Effectiveness (SETE) is expected for all organized classes at UNT. This brief online survey will be made available to you at the end of the semester, providing you a chance to comment on how this class is taught. I am very interested in the feedback I get from students, as I work to continually improve my teaching. I consider the SETE to be an important part of your participation in this class.

Collection of Student Work: In order to monitor students' achievement, improve instructional programs, and publish research findings, the Department of Teacher Education and Administration collects anonymous student work samples, student demographic information, test scores, and GPAs to be analyzed by internal and external reviewers.

TK20: Some undergraduate and graduate education courses require assignments that must be uploaded and assessed in the UNT TK20 Assessment System. This requires a one-time purchase of TK20, and student subscriptions are effective for seven years from the date of purchase. Please go to the following link for directions on how to purchase TK20: http://www.coe.unt.edu/tk20-campus-tools. Announcements regarding TK20 will also be posted on this website.

Comprehensive Arts Program Policy. The Elementary Education program area supports a comprehensive arts program to assist preservice and inservice teachers to design and implement curricular and instructional activities which infuse all areas of the arts (visual, music, theater, and movement) throughout the elementary and middle school curriculum.

Technology Integration Policy. The Elementary, Secondary, and Curriculum & Instruction program areas support technology integration to assist preservice and inservice teachers to design and implement curricular and instruction activities which infuse technology throughout the K-12 curriculum.

TExES Test Preparation. To meet state requirements for providing 6 hours of test preparation for teacher certification candidates, the UNT TExES Advising Office (TAO) administers the College of Education TExES Practice Exams. Students who want to take a practice exam should contact the TAO (Matthews Hall 103). Students may take up to two exams per session that relate to their teaching track/field at UNT. Students should also plan accordingly, as they are required to stay for the entire testing period. Current students must meet the following criteria in order to sit for the TExES practice exams: Students must (1) be admitted to Teacher Education, (2) have a certification plan on file with the COE Student Advising Office, and (3) be enrolled in coursework for the current semester. For TExES practice exam information and registration, go to: http://www.coe.unt.edu/texes-advising-office/texes-exams. If you need special testing accommodations, please contact the TAO at 940-369-8601or e-mail the TAO at coe- [email protected]. The TAO website is www.coe.unt.edu/texes. Additional test preparation materials (i.e. Study Guides for the TExES) are available at www.texes.ets.org.

“Ready to Test” Criteria for Teacher Certification Candidates. Teacher certification candidates should take the TExES exams relating to their respective certification tracks/teaching fields

4 during their early-field-experience semester (i.e. the long semester or summer session immediately prior to student teaching).

Six Student Success Messages. The Department of Teacher Education & Administration supports the six student success messages on how to succeed at UNT: (1) Show up; (2) Find support; (3) Get advised; (4) Be prepared; (5) Get involved; and (6) Stay focused. Students are encouraged to access the following website: https://success.unt.edu. The site contains multiple student resource links and short videos with student messages.

Class Policy Statements Attendance Policy: Participation in class activities and discussions is critical. If you are tardy or absent, it is your responsibility to obtain from your discussion group members any assignments, make-up work, handouts, or other class information that you may have missed. Daily attendance will be taken. Class participation and attendance will be considered in assigning the final course grade. Tardiness and absences will count toward final grade reduction (3 tardies/returning late from breaks/leaving early = 1 absence). You are expected to attend all class meetings for the entire scheduled class time. Late arrivals (more than 10 minutes after class begins) or early departures (any time before the end of class) are considered absences. I realize that circumstances beyond your control may cause you to miss class, to arrive late, or to leave early. Please send me an email on Blackboard before or immediately after an absence, late arrival, or early departure if you wish to explain any extenuating circumstances. The only excused absences are those due to the observance of a religious holiday or participation in university-sponsored activities (with proper documentation). Excused absences count toward the unpenalized absences. (Additional excused absences will not count against you.) Other absences are not likely to be excused, but I will take reasonable conflicts into consideration when calculating final course grades. More than 2 absences will result in an F for the course. 2 absences = drop 1 letter grade;

Misconduct in completing attendance forms constitutes academic dishonesty and will be handled accordingly.

In case of serious public health threats, we will follow forthcoming University guidelines.

This course requires an assignment (the teacher interview) that must be uploaded and graded in the UNT TK20 Assessment System. Please go to the following link for directions on how to purchase TK20: http://www.coe.unt.edu/tk20

Announcements regarding training on use of the TK20 system will also be posted on this website.

Failure to submit key assessments in TK20 will result in a grade of zero.

5 College of Education Conceptual Framework

The Educator as Agent of Engaged Learning

Improving the quality of education in Texas schools and elsewhere is the goal of programs for the education of educators at the University of North Texas. To achieve this goal, programs leading to teacher certification and advanced programs for educators at the University of North Texas 1) emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines, 2) incorporate the Texas Teacher Proficiencies for learner centered education, 3) feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and 4) respond to the rapid demographic, social, and technological change in the United States and the world.

The educator as agent of engaged learning summarizes the conceptual framework for UNT's basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner centered practice. "Engaged learning" signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. "Engaged learning" features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life-long learning. In our work of developing educators as agents of engaged learning, we value the contributions of professional development schools and other partners and seek collaborations which advance active, meaningful, and continuous learning.

Seeing the engaged learner at the heart of a community that includes educators in various roles, we have chosen to describe each program of educator preparation at UNT with reference to the following key concepts, which are briefly defined below.

1. Content and curricular knowledge refer to the grounding of the educator in content knowledge and knowledge construction and in making meaningful to learners the content of the PreK-16 curriculum.

2. Knowledge of teaching and assessment refers to the ability of the educator to plan, implement, and assess instruction in ways that consistently engage learners or, in advanced programs, to provide leadership for development of programs that promote engagement of learners.

3. Promotion of equity for all learners refers to the skills and attitudes that enable the educator to advocate for all students within the framework of the school program.

4. Encouragement of diversity refers to the ability of the educator to appreciate and affirm formally and informally the various cultural heritages, unique endowments, learning styles, interests, and needs of learners.

6 5. Professional communication refers to effective interpersonal and professional oral and written communication that includes appropriate applications of information technology.

6. Engaged professional learning refers to the educator's commitment to ethical practice and to continued learning and professional development.

Through the experiences required in each UNT program of study, we expect that basic and advanced students will acquire the knowledge, skills, and dispositions appropriate to the educational role for which they are preparing or in which they are developing expertise.

A broad community stands behind and accepts responsibility for every engaged learner. UNT supports the work of PreK-16 communities through basic and advanced programs for professional educators and by promoting public understanding of issues in education.

7 COURSE REQUIREMENTS

Class Participation, Preparation, Activities, and Group Work:

Active involvement in discussions and activities constitute emergent learning experiences and cannot be made up. Reading the assigned materials prior to class is essential and indispensable to your learning. Please be prepared.

Assignments and Grading Class preparation, contribution, and in-class work (discussion groups and in-class activities, documented in folder) 20%

Blog 5%

Teacher Interview Group Presentation 15%

Quizzes (3 @ 10%) 30%

Educational Biography presentation 15%

Educational Autobiography 15%

Grades are calculated on a 100 point scale as follows: A =90-100 B =80-89 C =70-79 D =60-69 F =Below 60

This course syllabus in intended to be a guide and may be amended at any time.

8 Proposed Course Schedule

Date Topics and In-Class Activities Assignments Due Today State Standards Addressed May Distribute Syllabus. Review plagiarism  Standard IV: Domain Mon 15 Introduce TK20 policy IV, Competencies 12, (C) Introductions Check (D) (E), 13(A) (B) (C) (F) Create discussion groups, (take ecampus.unt.edu (G) pictures) account Discussion: Reflections on TK20 registration today! teachers, teaching, and education. Review COE The First Year Video conceptual framework (on syllabus pp. 6-7)

Tues 16 Philosophies of Education Philosophy of Education Standard IV: Domain IV, Philosophy of Education Chart: Readings: Competencies 12, (C) (D) Group project in class http://www.education.com/reference/artic (E), 13(A) (B) (C) (F) (G) le/Ref_Teacher_Centered/

Video: School I. Common http://www.education.com/reference/artic School, 1770-1890 (begin) le/Ref_Student_Centered/

(Cut and paste or type the above URLs. Links don’t work in UNT computers.)

Bring video guide print out. Wed 17 Origins of Education in the US Discussion Group: Standard IV: Domain IV, Generate Teacher Interview Fraser, Ch. 1, p. 1-10 & Competencies 12, (C) (D) questions Ch. 2, p. 17-35 (E), 13(A) (B) (C) (F) (G)

-Certification Requirements in Texas

Guest speaker from the field placement office will speak regarding placement and certification requirements.

Thurs 18 Conceptions of Schooling, Discussion Group: Standard I: Domain I: Teaching, and Learning Fraser, Chapter 3 Competency 2 (A) (B) (D) (F)

Noddings, The Challenge to care in schools: An alternate approach to education Fri 19 Quiz 1 Quiz 1 Standard IV: Domain IV, 9 Video: School V2—1900-1950. Discussion group: Competencies 12, (C) (D) Fraser, Chapter 8 (E), 13(A) (B) (C) (F) (G)

Mon 22 Ethics for Educators Texas Code of Ethics for Dr. King will not be here. Class Educators time is reserved for you meet Videos online + quiz with groups. Fraser, Chapter 6, Emergence of the High School. Online Group Work Time: Prepare discussion. First Year Presentation Tues 23 Race and Education Read Fraser, Chapter 5. Online Discussion Dr. King will not be here. Class time is reserved for you meet Bring your interview transcripts to with groups. your group meeting.

Group Work Time: Prepare First Year Presentation

Wed 24 The Right to Education: Race Discussion Group: Standard I: Domain I: & Fraser, Chapter 10 & Fraser p. Competency 2 (A) (B) (D) Gender, Sexuality and 302-305, 320 (Title IX) (F) Education Library materials: Watch school video V.3 How Schools Shortchange Girls Boys are Struggling Talk Show on Gender and The Truth about Boys and Girls Education (Laptops helpful) You can find some of these See additional resources in readings at the links below: LEARN Boys are struggling: http://www.usatoday.com/news/op inion/2004-12-02-boys-girls- academics_x.htm The Truth About Boys and Girls: http://www.educationsector.org/us r_doc/ESO_BoysAndGirls.pdf

Thurs 25 The Right to Education: Read: Standard I: Domain I: Students with Disabilities Education of All Handicapped Competency 2 (A) (B) (D) SPED Alphabet soup Children Act, Fraser, p. 323 (F) FAT City DVD & Discussion Standard IV: Domain IV, RTI http://www.rti4success.org/rti- Competencies 12, (C) (D) implementer-series-self-paced- (E), 13(A) (B) (C) (F) (G) Mental Health Kahoot! learning-modules 10 Standard III: Domain III, https://www.edutopia.org/practice/ Competency 7, (A) (D), 9 response-intervention-meeting- (A) (B) (D) (E) students-their-learning-ability

https://www.ncbi.nlm.nih.gov/pmc /articles/PMC3137487/

Mental Health Slides on Blackboard

Fri 26 Texas Demographics— Discussion Group: Standard I: Domain I: Implications for Educators Fraser; p. 320 (Lau v. Nichols) Competency 2 (A) (B) Competency 13 (A) (B) (C) Texas School Finance Library Readings: (F) G) (D) (F) Delpit: Other People's Children: Cultural Conflict in the classroom Standard IV: Domain IV, Competencies 12, (C) (D) Valenzuela: Subtractive (E), 13(A) (B) (C) Schooling, ebook, chapter 8 Standards and Accountability

Quiz 2 (2 parts) School Video 4

Mon 29 HOLIDAY NOTE HEAVY READING FOR TUESDAY. Tues 30 Standards and Accountability Discussion Group: Standard IV: Domain IV, Fraser, Chapter 12 Competencies 12, (C) (D) TEKS & Fraser, Chapter 13 (E), 13(A) (B) (C) (F) (G) Common Core-- http://www.corestandards.org/re Race to the Top: ad-the-standards/ http://en.wikipedia.org/wiki/Race (watch the 3 minute video.) _to_the_Top Ravitch on the Common Core: http://www.cnn.com/2013/11/25 /opinion/ravitch-common-core- ESSA standards/ http://www.aft.org/position/every -student-succeeds-act Webquest—“The curriculum, where does it come from?” in class (Laptops helpful

11 Curriculum Activity Presentation (completed in class)

Wed 31 Legal Issues in Teaching Discussion group: Chapter 11. Standard IV: Domain IV, (Anything we have not yet read Competencies 12, (C) (D) from this chapter) (E), 13(A) (B) (C) (F) (G) Folders Due Quiz 3

Thurs 1 Synthesis Auto/Biography Roundtables Standard IV: Domain IV, Biography Projects due Competencies 12, (C) (D) Autobiography Presentations (E), 13(A) (B) (C) (F) (G) due Standard III: Domain III, Competency 7, (A) (D), 9 (A) (B) (D) (E)

12 Course Readings Discussion Group Roles

Discussion Director Provides a summary of key points, which may be in paragraph, outline, or concept map (web) form. Develops questions from assigned reading to generate group discussion. Keeps track of time and moves group through discussion process. Makes certain everyone has a chance to speak and no one person dominates discussion. Group specific responsibility:

Literary Luminary Selects particular portions of readings to bring forth for group comments. Bases selection on agreement with, disagreement with, confusion about author’s comments. Reviews critical terms with group. Identifies specific terms in the readings that are unclear or that seem particularly salient. Asks for group members’ interpretation of term. May use dictionary to check group understanding with accepted norm. Group specific responsibility:

Connector Connects specific passages, quotes, or issues from readings with examples from recent articles, readings or news reports. Provides links to articles well in advance of class or a copy of article for each group member. Asks for group members’ responses to passage. Group specific responsibility:

Biographer Researches the background of the author(s) of the selection. Explores with the group the context in which the author is writing and how context shapes the meaning of the text. Group specific responsibility:

Quizzer Writes questions based on the test to quiz group members (minimum 5 multiple choice or short answer questions). Quizzes group members during group discussion and leads discussion regarding answers. Evaluates group members’ participation using rubric and turns score sheet in to course instructor. Group specific responsibility:

Group decisions to be made day 1: Group specific responsibilities for roles

Each group member will post their materials to the group’s discussion board by 11:59 the night before class. These posts will count toward your participation grade.