University of North Carolina at Chapel Hill

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1 Program Course Information: University of North Carolina at Chapel Hill PROGRAM: Elementary Education EDUC 519 COURSE TITLE: Seminar on Teaching Elementary Grades INSTRUCTOR NAME and CONTACT INFORMATION: Tracy L. Johnson Phone: DATE SYLLABUS REVISED: January 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 unit development, behavior management, collaboration within the educational community, problem solving, 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. 3. Candidates possess the necessary knowledge and skills to conduct and interpret appropriate assessments. 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: Course Standards (Addressed): Students will: Develop and teach an integrated unit of study which will be concept-based and aligned with curricular objectives Use technology in the integrated unit and for teaching and learning throughout the student teaching experience Problem solve individually and as a group study topics to improve their teaching skills, organizational skills, and classroom management Attend and actively participate in all seminars Reflect on teaching experiences with mentors 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. 4. Understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

3 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. 3. Candidates possess the necessary knowledge and skills to conduct and interpret appropriate assessments. 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 NC Diversity Standards:

4 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. 3. Candidates possess the necessary knowledge and skills to conduct and interpret appropriate assessments. 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 Attend and actively participate in required seminars to address the course topics Complete readings in preparation for seminars, write brief papers, reflections as required o Problems in Practice assignments Create an integrated unit and teach it during the spring semester Integrate technology in teaching and learning throughout the semester Develop transition and behavioral strategies 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 unexplained absence is automatically an unexcused absence.

5 3. During any internship period, absences and tardiness are governed by policies described in the School of Education Practicum Manual. 4. Any unexcused absence or tardiness may result in a lower course grade. Instructors have the right to limit the number of excused absences. Seminar Topics: Integrated Unit Development Reflections/Problem Solving Classroom Management English Language Learners Developing Positive Relationships with Parents and Colleagues Use of Technology in Teaching and Learning Career Planning, Job Interviews Learning from First Year Teachers Other Topics Addressed as Requested by Student Teachers Schedule: DATE TIME LOCATION TOPIC Jan. 10 Morris Grove First full day of student teaching Jan. 18 Jan. 28 Jan 18 Jan 28 8:30-3:30 8:30-3:30 CCEE Feb :30-3:30 TBD Feb 7 Integrated Unit Training Integrated Unit Planning Form Due Unit Rationale Due Content Paper Due Integrated Unit Planning & Writing Integrated Unit Due Feb. 15 2:45-4:15 Morris Grove Using Technology in Teaching and Learning March 1 2:45-4:15 Morris Grove Classroom Management March 10 4:00 5:30 CCEE Job Panel: Principals from local schools & human resource officers March 15 2:45-4:15 Morris Grove Resumes and Cover Letters March 23 1:00-4:30 Campus UNC Job Fair March 28- April 1 April 5 2:45-4:15 Morris Grove April 19 2:45-4:15 Morris Grove Spring Break (CHCCS) Building Relationships with Parents & Colleagues STs Topics April 27 Morris Grove Last Day of Student Teaching Important date: Celebration for STs/CTs/TAs/Admins-TBA--3:15-4:45 Ackland Art Museum;

6 Reference/Resource: Required Text: Charney, R. S. (2002). Teaching Children to Care: Classroom Management for Ethical and Academic Growth, K-8 (2 nd ed.). MA: Northeast Foundation for Children. ISBN