COLLEGEWIDE COURSE OUTLINE OF RECORD
EDUC 101, INTRODUCTION TO TEACHING
COURSE TITLE: Introduction to Teaching COURSE NUMBER: EDUC 101 PREREQUISITES: Demonstrated competency through appropriate assessment or earning a grade of “C” or better in ENGL 025 Introduction to College Writing II or ENGL 093 Introduction to College Writing and ENGL 032 Reading Strategies for College II or ENGL 083 Reading Strategies for College and MATH 015 Fundamentals of Algebra I or MATH 023 Essentials of Algebra I SCHOOL: Education PROGRAM: Education CREDIT HOURS: 3 CONTACT HOURS: Lecture: 3 Course not offered on-line DATE OF LAST REVISION: Fall, 2012 EFFECTIVE DATEOF THIS REVISION: Fall, 2013
CATALOG DESCRIPTION: An introductory three-credit course which provides a general introduction to the field of teaching. Students will explore educational careers, teaching preparation and professional expectations as well as requirements for teacher certification. Current trends and issues in education will be examined. A supervised observational experience component of a minimum of 20 hours is required for successful completion of this course.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
1. Identify and appreciate the essential requirements of teaching as a profession. 2. Define qualifications for teaching and what is meant by the “competent teacher.” 3. Recognize the function of ethics, morals and value system in the role of the teacher, including liability and confidentiality in family/school relationships. 4. Reflect on reasons for entering the teaching profession and write a personal statement of educational philosophy. 5. Review teacher licensure laws and the process for certification in content areas. 6. Recognize and identify strategies to support the family’s role as the child’s primary teacher to support the family/teacher partnership in the child’s development. 7. Identify career choices within the field of education and review programs for teacher preparation. 8. Define and describe the nature, purpose, and responsibilities of the public education system in a democratic society. 9. Review the history of American education and identify the philosophical foundations of education. 10. Identify and reflect on dimensions of personal learning style. 11. Identify how diversity and individual learning styles affect student learning and observe in the educational setting how diversity issues affect student accomplishment. 12. Recognize and examine the diversity in schools.
Ivy Tech Community College 1 EDUC 101 Academic Affairs 13. Identify the cultural, family, and environmental factors that affect the students in schools. 14. Complete a minimum of twenty (20) hours of supervised observational experience and reflect on the experience in relation to personal skills, dispositions and future professional decisions. 15. Observe, record, and reflect on the behavior of students.
COURSE CONTENT: Topical areas of study include –
Teaching and learning Learning styles Effective teachers The teaching profession Licensure laws Certification process Career choices Purpose of education Current trends and issues Diversity in schools Developmental assets Social problems affecting students Purpose of schools Philosophical foundations of education History of American education Organization and funding of schools The classroom Relationship-building techniques Family-advocacy Professional dispositions Power of communities
A TABLE HAS BEEN DEVELOPED BELOW TO SUMMARIZE WHICH STANDARDS HAVE BEEN ADDRESSED IN EITHER A PRIMARY OR SECONDARY FASHION IN THIS InTASC COURSE. Web Site http://www.doe.in.gov/
Course number EDUC 101 Course Name Introduction to Teaching
InTASC InTASC Standards Addressed in this course 1 X 2 X 3 X 4 5 X 6 X 7 X 8 9 X 10 X
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InTASC Model Core Teaching Standards Interstate Teacher Assessment and Support Consortium CCSSO (Council of Chief State School Officers)
Standard #1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standard #6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard #7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners,
Ivy Tech Community College 3 EDUC 101 Academic Affairs families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
PORTFOLIO STATEMENT:
All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the student’s demonstrated understanding of education principles as outlined by INTASC standards. The cumulative portfolio should document dispositions and competencies reflected in assignments throughout their coursework. Students may begin collecting artifacts when they begin their coursework. Creating a portfolio has value to the graduating student, the Ivy Tech Community College Education Program, the transferring four-year institution, and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material. See additional handouts on this cumulative assignment.
CERTIFICATION STATEMENT
Ivy Tech cannot guarantee that any student will pass a certification or licensing exam. Our requisite coursework is designed to assist you in understanding the material sufficiently to provide a firm foundation for your studies as you prepare for the exam. Department of Education web site http://www.doe.in.gov/
HOW TO ACCESS THE IVY TECH COMMUNITY COLLEGE LIBRARY:
The Ivy Tech Library is available to students’ on- and off-campus, offering full text journals and books and other resources essential for course assignments. Go to http://www.ivytech.edu/library/ and choose the link for your campus.
ACADEMIC HONESTY STATEMENT:
The College is committed to academic integrity in all its practices. The faculty value intellectual integrity and a high standard of academic conduct. Activities that violate academic integrity undermine the quality and diminish the value of educational achievement.
Cheating on papers, tests or other academic works is a violation of College rules. No student shall engage in behavior that, in the judgment of the instructor of the class, may be construed as cheating. This may include, but is not limited to, plagiarism or other forms of academic dishonesty such as the acquisition without permission of tests or other academic materials and/or distribution of these materials and other academic work. This includes students who aid and abet as well as those who attempt such behavior.
Ivy Tech Community College 4 EDUC 101 Academic Affairs COPYRIGHT STATEMENT:
Students shall adhere to the laws governing the use of copyrighted materials. They must insure that their activities comply with fair use and in no way infringe on the copyright or other proprietary rights of others and that the materials used and developed at Ivy Tech Community College contain nothing unlawful, unethical, or libelous and do not constitute any violation of any right of privacy.
ADA STATEMENT:
Ivy Tech Community College seeks to provide reasonable accommodations for qualified individuals with documented disabilities. If you need an accommodation because of a documented disability, please contact the Office of Disability Support Services.
If you will require assistance during an emergency evacuation, notify your instructor immediately. Look for evacuation procedures posted in your classroom
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