University of North Carolina at Chapel Hill Program Course Information:

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1 University of North Carolina at Chapel Hill Program Course PROGRAM: Elementary Education EDUC 519 SECTION: 005 COURSE TITLE: Seminar on Teaching Elementary Grades INSTRUCTOR NAME and CONTACT INFORMATION: Holly Gray Phone: or DATE SYLLABUS REVISED: January 6, 2011 COURSE DESCRIPTION: EDUC 519 is a bi-monthly seminar designed to instruct and support student teachers as they complete their practicum field experience. Individual seminars will focus on curriculum planning and unit development, assessment, collaboration among student teachers, problem solving, use of technology in teaching and learning, career planning and personal and professional development. Students will reflect on the process of teaching in diverse classrooms throughout the semester. Additionally, topics of student interest and/or concern that arise will be addressed during seminar sessions. The course earns 3 credit hours. UNC-CH School of Education Conceptual Framework: Preparing Leaders in Education The School of Education is committed to the preparation of candidates who can assume leadership roles in the field of education. Such preparation is accomplished through the coherent integration of the abilities and predispositions of candidates, the knowledge and abilities of faculty, and the contextual elements of academic and field settings. Candidates accept their professional responsibilities and focus their expertise and energy on supporting Birth-12 student development and learning. They must work to maintain a meaningful involvement in activities within schools and in partnership with parents and the community. The growth and development of candidates is promoted through curriculum, instruction, research, field experiences, clinical practice, assessments, evaluations, and interactions with faculty and peers. All of these elements work together to build a solid foundation for exemplary practice in education, creating educational practitioners who are prepared to better serve children, families and schools, as well as business and agencies of government within North Carolina, across the nation and throughout the world. For Equity and Excellence Preparation of educational leaders for today's society is based in values of equity and excellence that assure our candidates' and their students' future success. Attending to the challenge of promoting both equity and excellence is imperative. To address only one of these goals would, on the one hand, sacrifice those put at risk by social and cultural hierarchies in society or would, on the other hand, fail to press for the highest possible levels of accomplishment. Equity and excellence must be pursued concurrently to assure that all students are well served and that all are encouraged to perform at their highest level. Within the School of Education, equity is seen as the state, quality, or ideal of social justice and fairness. It begins with the recognition that there is individual and cultural achievement among all social groups and that this achievement benefits all students and educators. Equity acknowledges that ignorance of the richness of diversity limits human potential. A perspective of equity also acknowledges the unequal treatment of those who have been historically discriminated against based on their ability, parents' income, race, gender, ethnicity, culture, neighborhood, sexuality, or home language, and supports the closure of gaps in academic achievement. Decisions grounded in equity must establish that a wide range of learners have access to high quality education in order to release the excellence of culture and character which can be utilized by all citizens of a democratic society. Within the School of Education, excellence is seen as striving for optimal development, high levels of achievement and performance for all and in all that is done. In preparatory programs across grade levels, curriculum and instruction furthers excellence when it moves a learner as effectively as possible toward expertise as a thinker, problem solver and creator of knowledge. Excellence entails a commitment to fully developing candidates, not only academically but also in moral and political senses.

2 In a Democratic Society The preparation of exemplary practitioners in education to meet the challenges of equity and excellence is best accomplished through preparation for a democratic society. Democracy around the globe is an ideal, one with the potential to meet the needs, recognize the interests and establish the rights of all citizens. Education is a necessary foundation for this ideal, and both must be subscribed to and participated in by all. School of Education Conceptual Framework Principles The School of Education is committed to diverse, equitable, democratic learning communities. As a result, candidates are expected to acquire and apply the knowledge, skills and dispositions that prepare them to support the development and education of all students. The School of Education uses the following unit principles, applicable at all program levels, to identify the knowledge and skills that are central to preparation of candidates. It is the School of Education 19s goal that candidates will become leaders supporting and promoting the development, teaching and learning of all students in multiple contexts. 1. Candidates possess the necessary content knowledge to support and enhance student development and learning. 2. Candidates possess the necessary professional knowledge to support and enhance student development and learning, including meeting student needs across physical, social, psychological, and intellectual contexts. Candidates incorporate a variety of strategies, such as technology, to enhance student learning. 4. Candidates view and conduct themselves as professionals, providing leadership in their chosen field, including effective communication and collaboration with students and stakeholders. SOE Conceptual Framework Dispositions Certain dispositions are essential to prepare leaders who support equity and excellence in education within a democratic society. Dispositions are beliefs that foster commitments, leading to actions within educational environments with students, colleagues, families, and communities. Candidates strengthen these dispositions as they think deeply, reflect critically and act responsibly in their professional practice. These dispositions are interconnected with knowledge and skills; specific dispositions connect to and exemplify unit principles, facilitating their enactment in particular programs. 1. Candidates will exhibit behavior that demonstrates a belief that all individuals can develop, learn, and make positive contributions to society. 2. Candidates will exhibit behavior that demonstrates a belief that continuous inquiry and reflection can improve professional practice. Course Objectives: Students will: Develop and teach an integrated unit of study which will be concept-based and aligned with NC Standard Course of Study goals and objectives and address a diverse group of learners Use technology for teaching and learning throughout the student teaching experience and share experiences Study and reflect on issues related to improving their teaching skills, organizational skills, classroom management, working with parents, volunteers, and teaching assistants. Explore ways to access employment information from various school districts, write cover letters, develop resumes, and participate in interviews with principals and interview teams Attend and actively participate in seminars Course Standards (Addressed): INTASC Standards: 1. The candidate understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 2. Understands how children learn and develop, and can provide learning opportunities that support a child s intellectual, social, and personal development. 3. Understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

3 4. Understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. 5. Uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self- motivation. 6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. 7. Plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. 8. Understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. 9. Is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. NC Core Standards: 1. Teachers know the content they teach. 2. Know how to teach students. 3. Successful in teaching a diverse population of students NC Diversity Standards: 1. Candidates understand the central concepts, tools of inquiry, and structures of the disciplines they teach and can create classroom environments and learning experiences that make these aspects of subject matter accessible, meaningful and culturally relevant for diverse learners. 2. Candidates understand how students cognitive, physical, socio-cultural, linguistic, emotional, and moral development influences learning and address these factors when making instructional decisions. NC Technology Standards: 1. Candidates demonstrate a sound understanding of technology operations and concepts. 2. Plan and design effective learning environments and experiences supported by technology. 4. Candidates apply technology to facilitate a variety of effective assessment and evaluation strategies. NC-CH-P: 1. Candidates incorporate a variety of strategies, such as technology, to enhance student learning. 2. Candidates possess the necessary professional knowledge to support and enhance student development and learning, including meeting student needs across physical, social, psychological, and intellectual contexts. Candidates incorporate a variety of strategies, such as technology, to enhance student learning. 4. Candidates know and attend to the individual developmental needs of their students across physical, social, psychological, and intellectual contexts. NC-CH-D: 1. Candidates will exhibit behavior that demonstrates a belief that all individuals can develop, learn, and make positive contributions to society. 2. Candidates will exhibit behavior that demonstrates a belief that continuous inquiry and reflection can improve professional practice. Course Standards (Assessed): INTASC Standards: 1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 2. Understands how children learn and develop, and can provide learning opportunities that support a child s intellectual, social, and personal development. 3. Understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. 7. Plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. 8. Understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. NC Core Standards: 1. Teachers know the content they teach. 2. Know how to teach students. 3. Successful in teaching a diverse population of students

4 NC Diversity Standards: 1. Teachers understand the central concepts, tools of inquiry, and structures of the disciplines they teach and can create classroom environments and learning experiences that make these aspects of subject matter accessible, meaningful and culturally relevant for diverse learners. 2. Teachers understand how students cognitive, physical, socio-cultural, linguistic, emotional, and moral development influences learning and address these factors when making instructional decisions. NC Technology Standards: 1. Candidates demonstrate a sound understanding of technology operations and concepts. 2. Plan and design effective learning environments and experiences supported by technology. 4. Candidates apply technology to facilitate a variety of effective assessment and evaluation strategies. NC-CH-P: 1. Candidates incorporate a variety of strategies, such as technology, to enhance student learning. 2. Candidates possess the necessary professional knowledge to support and enhance student development and learning, including meeting student needs across physical, social, psychological, and intellectual contexts. Candidates incorporate a variety of strategies, such as technology, to enhance student learning. 4. Candidates know and attend to the individual developmental needs of their students across physical, social, psychological, and intellectual contexts. NC-CH-D: 1. Candidates will exhibit behavior that demonstrates a belief that all individuals can develop, learn, and make positive contributions to society. 2. Candidates will exhibit behavior that demonstrates a belief that continuous inquiry and reflection can improve professional practice. Activities & Assignments: Requirements: Course Activities Participate in seminar discussions Create an integrated unit and teach it during the spring semester Share use of technology in teaching and learning used during the semester. Write a cover letter and develop a resume. Evaluation Pass/Fail All course activities and assignments must meet a satisfactory level to achieve the passing grade. Students are expected to attend all seminars. Attendance Policy You are enrolled in a professional school, the School of Education, and are beginning [or continuing] the process of your own professional development. Members of the education profession have special responsibilities since so many other people depend on them. Among these responsibilities are meeting all obligations on time and being thoroughly prepared. With this in mind, the following attendance policy has been adopted for all classes in the School of Education. 1. Attendance and punctuality are required. The Undergraduate Bulletin of the University describes regular class attendance as "a student obligation" and reminds us that "no right or privilege exists that permits a student to be absent from a given number of class meetings." 2. On rare occasions, it may be necessary to request that an absence be excused, e.g., for illness, death of an immediate family member, or other emergencies. The appearance of a student's name on the Infirmary List constitutes an excused absence for the days in which the student was in the Infirmary. Also, according to legislation adopted by the Faculty Council, students who are members of regularly organized and authorized University activities are to be excused when out of town taking part in a scheduled event. It is the student's obligation to give prior notification of such absences. Last of all, although the University calendar does not recognize religious holidays, instructors are encouraged to make reasonable accommodations for students requesting to miss class due to the observance of religious holidays. Students should make every effort to attend class. Students who do not attend class should call the instructor immediately to explain the absence and discuss ways to make up missed work. An

5 unexplained absence is automatically an unexcused absence. 3. During any internship period, absences and tardiness are governed by policies described in the School of Education Practicum Manual and in the Student Teaching Practicum Manual. Seminar Topics: Designing Instruction to Meet Learner Differences Schedule: Jan. 18 Jan. 28 Addressing Behavior Management Issues Use of Technology in Teaching and Learning to Enhance Teaching and Learning Developing Positive Relationships with Parents, Volunteers, and Teaching Assistants Career Planning, Resumes, and Job Interviews Learning from First Year Teachers Developing an Effective Classroom Other Topics Addressed as Requested by Student Teachers 8:30-3:30 8:30-3:30 CCEE Jan 10-Apr 27 Report -7:15 In Placements Feb 2, 3, & 4 8:00-4:00 Location to be Determined Jan 12 3:00-5:00 Efland Cheeks Feb 2 3:00-5:00 North Chatham Feb 23 3:00-5:00 Efland Cheeks Integrated Unit Workshop Mar 10 4:00 5:30 CCEE Getting That Job! Mar 23 11:00-4:30 Great Hall UNC Job Fair Beginning of student teaching practicum Integrated Unit Planning & Writing--Due to CT & Supervisor on Feb 7 Weekly Planning, Lesson Plan Design & Differentiation in the Classroom NC DPI New Teacher Evaluation Cover Letters, Resumes, & Interviewing Tips from Beginning Teachers-Working with Teaching Assistants, Organization & Behavior Management April 6 3:00-5:00 North Chatham First Days of School-Developing Engaged/Responsible Students Parent Conferences & Communication April 20 2:30-4:30 North Raleigh Sharing, Reflecting & Celebration Reference/Resource: Important dates: Celebration for STs/CTs/TA/Admins-Date TBA--3:15-4:45 Ackland Art Museum About Learning--4MAT Workshop Materials: Learning Type Measure, Hemispheric Mode Indicator, and STAR a Guide to Instructional Design Disability Services Honor Code If you have a medical condition/disability that may require reasonable accommodation to ensure equal access to this course, please contact the Department of Disability Services at , on the internet at or via at disabilityservices@unc.edu The University of North Carolina at Chapel Hill has had a student-administered honor system and judicial system for over 100 years. The system is the responsibility of students and is regulated and governed by them, but faculty share the responsibility. If you have questions the Dean of Students or the Instrument of Student Judicial Governance. This document, adopted by the Chancellor, the Faculty Council, a participation and observance of the honor code is expected. If you require further information on the definition of plagiarism, authorized vs Honor Code at UNC, please visit