EDMS 512 Elem Teaching and Learning II

California State University San Marcos
School of Education
EDMS 512
Elementary Teaching and Learning II
Bonsall Cohort
Spring 2012
Friday 8:30 – 3:00

Instructor: Phyllis Wilson MAT
Distinguished Teacher in Residence     Office: University Hall 423
Email: pwilson@csusm.edu      Office Phone: (760) 750 8590
Office Hours: Before or after class or by appointment   Cell Phone :  (858) 663-8816

COLLEGE OF EDUCATION
Mission Statement
The mission of the College of Education Community is to collaboratively transform public education by preparing thoughtful educators and advancing professional practices.  We are committed to diversity,
Educational equity, and social justice, exemplified through reflective teaching, life-long learning, innovative research, and ongoing service.  Our practices demonstrate a commitment to student-centered education, diversity, collaboration, professionalism, and shared governance. (Adopted by COE Governance Community, October 1997).
COURSE DESCRIPTION
This course requires participation in public schools and other education-related contexts.
This course is designed to:
• extend pre-service candidates’ understandings about numerous philosophies of teaching learning
• inform pre-service candidates about key concepts and procedures as they relate to student students with special education needs and English Language Learners
• encourage further infusion of technology into curriculums.

COURSE PREREQUISITES:
Admission to the Multiple Subject Teacher Credential Program

COURSE OBJECTIVES
Expand pre-service candidates’ knowledge about general learning theories and experiences with a range of pedagogical practices
Enhance pre-service candidates’ awareness of the multiple perspectives and learning styles that exist in diverse classrooms and other education-related settings
Provide a safe environment for pre-service candidates’ discussion of, and experimentation with, a variety of techniques and methods of instruction.
INFUSED COMPETENCIES

Authorization to Teach English Learners
This credential program was specifically designed to prepare teachers for the diversity of languages often encountered in California public school classrooms. The authorization to teach English learners is met through the infusion of content and experiences within the credential program, as well as additional coursework. Students successfully completing this program receive a credential with authorization to teach English learners. (Approved by CCTC in SB 2042, Program Standards, August, ’02.)
Special Education
Consistent with the intent to offer a seamless teaching credential in the College of Education, this course demonstrates the collaborative infusion of special education competencies reflecting inclusive educational practices.
Technology
This course infuses technology competencies to prepare candidates to use technology, emphasizing use in both teaching practice and student learning.
All University Writing Requirement
Writing requirements for this class will be met as described in the assignments.  Every course at the university, including this one, must have a writing requirement of at least 2500 words.
STUDENT LEARNING OUTCOMES
Teacher Performance Expectation (TPE) Competencies
Teacher Performance Expectations are standards for student teachers. This course is designed to help teachers seeking the Multiple Subjects Credential develop the skills, knowledge, and attitudes necessary to assist schools and districts implement effective programs for all students.  The successful candidate will be able to merge theory and practice in order to realize a comprehensive and extensive educational program for all students.
California Teacher Performance Assessment (CalTPA)
Beginning July 1, 2008, all California credential candidates must successfully complete a state-approved system of teacher performance assessment (TPA), to be embedded in the credential program of preparation.  At CSUSM, this assessment system is called the “CalTPA” or TPA.
To assist your successful completion of the TPA, a series of informational seminars are offered over the course of the program.  TPA related questions and logistical concerns are to be addressed during seminars.  Your attendance to TPA seminars will greatly contribute to your success on the assessment.
Additionally, SOE classes use common pedagogical language, lesson plans (lesson designs), and unit plans (unit designs) in order to support and ensure your success on the TPA, and, more importantly, in your credential program.
The CalTPA Candidate Handbook, TPA seminar schedule, and other TPA support materials can be found on the SOE website provided at the website provided: http://www.csusm.edu/education/CalTPA/ProgramMaterialsTPA.html
Students with Disabilities Requiring Reasonable Accommodations
Students with disabilities requiring reasonable accommodations must be approved for services by providing appropriate and recent documentation to the Office of Disabled Student Services (DSS). The office is located in Craven Hall 4300, and can be contacted by phone at 760.750.4905 or TTY 760.750.4909. Students authorized by DSS to receive reasonable accommodations should meet with their instructor during office hours or, to ensure confidentiality, in a more private setting.
CSUSM Academic Honesty Policy
“Students will be expected to adhere to standards of academic honesty and integrity, as outlined in the Student Academic Honesty Policy.  All written work and oral presentation assignments must be original work.  All ideas or materials borrowed from other sources must have appropriate references to the original sources.  Any quoted material should give credit to the source and be punctuated with quotation marks.
Students are responsible for honest completion of their work including examinations.  There will be no tolerance for infractions.  If you believe there has been an infraction by someone in the class, please bring it to the instructor’s attention.  The instructor reserves the right to discipline any student for academic dishonesty in accordance with the general rules and regulations of the university.  Disciplinary action may include the lowering of grades and/or the assignment of a failing grade for an exam, assignment, or the class as a whole.”
Incidents of Academic Dishonesty will be reported to the Dean of Students.  Sanctions at the University level may include suspension or expulsion from the University.
Plagiarism
As an educator, it is expected that each student will do his/her own work, and contribute equally to group projects and processes.  Plagiarism or cheating is unacceptable under any circumstances.  If you are in doubt about whether your work is paraphrased or plagiarized see the Plagiarism Prevention for Students website http://library.csusm.edu/plagiarism/index.html.  If there are questions about academic honesty, please consult the University catalog.
Electronic Communication Protocol
Electronic correspondence is a part of professional interactions. If you need to contact me, e-mail is often the easiest way to do so at pwilson@csusm.edu. Please be reminded that e-mail and on-line discussions are a very specific form of communication, with their own nuances and etiquette.  For instance, electronic messages sent in all upper case (or lower case) letters, major typos, or slang, often communicate more than the sender originally intended.  With that said, please be mindful of all e-mail and on-line discussion messages you send to your colleagues, to faculty members in the College of Education, or to persons within the greater educational community.  All electronic messages should be crafted with professionalism and care.  
Things to consider:
• Would I say in person what this electronic message specifically says?
• How could this message be misconstrued?
• Does this message represent my highest self?
• Am I sending this electronic message to avoid a face-to-face conversation?
•
In addition, if there is ever a concern with an electronic message sent to you, please talk with the author in person in order to correct any confusion.
School of Education Attendance PolicyDue to the dynamic and interactive nature of courses in the College of Education, all students are expected to attend all classes and participate actively.  At a minimum, students must attend more than 80% of class time, or s/he may not receive a passing grade for the course at the discretion of the instructor.  Individual instructors may adopt more stringent attendance requirements. (Adopted by the COE Governance Community, December, 1997). Should a student have extenuating circumstances, s/he should contact the instructor as soon as possible. For this course: Students missing more than one class session ( 1 class session equals ½ day) cannot earn an A or A-. Students missing more than two class sessions cannot earn a B or B+.  Students missing more than three class sessions cannot earn a C+. Arriving late or leaving early by more than 20 minutes counts as an absence.  Notifying the instructor does not constitute an excuse. All assignments must be turned in on due date even in case of an absence.
Required Texts
Wiggins and McTighne, Understanding by Design, Association of Supervision and Curriculum Development
Lemo, D., (2010) Teach like a Champion, Jossey Boss Teacher Publication, San Francisco, CA.
Himmele and Himmele (2011)  Total Participation Techniques, Association for Supervision and Curriculum Development

COURSE ASSIGNMENTS
Students are expected to demonstrate competency in the use of various forms of technology (i.e. word processing, electronic mail, Moodle, use of the Internet, and/or multimedia presentations).   Proofread and edit word-processed assignments prior to submission. Hand-written work is not accepted. Assignments are written in Times, size12 font, and are double-spaced. Ensure the text is error-free (grammar, spelling), and ideas are logically and concisely presented.
Too many punctuation, grammar, and/or spelling errors WILL result in a reduction of the assignment’s grade. All citations, where appropriate, use American Psychological Association (APA) format.
Assignment Points Possible
Presentation 15
Year Long Plan  15
Month Long Plan  15
IEP Best Practices 15
Reflections and Responses 20
Community Service Project 10
Professional Demeanor and Participation 10
Total Points 100

Grading Standards (Points)
In order to earn a teaching credential from the state of California, you must maintain a B average (3.0 GPA) and cannot receive below a C+ in any course in your teacher education program.
A 93-100 B+ 87-89 C+ 77-79
A- 90-92 B 83-86 C 73-76
  B- 80-82 C- 70-72

All students will come to prepared to class; readings and homework assignments are listed on the dates on which they are due.

All required work is expected to be on time.  One grade level will be deducted for each class meeting for which it is late (e.g. and “A” assignment that is submitted one class session late will be marked down to a “B”). Unless prior instructor approval is secured, assignments will not be accepted three class sessions after which they are due.  Exceptions will be handled on a case-by-case basis, as determined by the instructor.

It is expected that students will proofread and edit their assignments prior to submission.  Students will ensure that the text is error-free (grammar, spelling), and ideas are logically and concisely presented.  The assignment’s grade will be negatively affected as a result of an oversight in this area.  Each written assignment will be graded approximately 80% on content and context (detail, logic, synthesis of information, depth of analysis, etc), and 20% on mechanics (grammar, syntax, spelling, format, uniformity 9f citation, etc.).  All citations, where appropriate, will use American Psychological Association (APA) format.  Consult American Psychological Association (APA) Manual, 5th edition for citation guidance.

Grading will also include a component of “professional demeanor.”  Students will conduct themselves in ways that are generally expected of those who are entering the education profession.  This includes but is not limited to:
• On-time arrival to all class sessions
• Advance preparation of readings and timely submission of assignments
• Respectful participation in all settings (whole, group, small group, in/outside of class)


ASSIGNMENTS

REFLECTIONS AND RESPONSES – 20 Points
Throughout the course you will be required to submit reflections and responses based on readings and class discussions.  Each reflection is worth 2 points and each response is worth 3 points.  Further information will be given in class.

PRESENTATION – 15 Points
In partners or a small group you will sign up to facilitate a discussion based on a reading.  You will prepare a 15-20 minute learning activity which teaches the information.  The activity should engage the class and allow them to examine and apply the material in a meaningful way.  You will find a guide for this presentation in Cougar Courses.  You will need to turn in this completed guided after your presentation.

YEAR LONG PLAN – 15 Points
This assignment requires you to work with a team to develop a proposed year long plan.  Your plan will cover all the appropriate learning standards for a selected grade level.  Your final document will be a ten page plan for one academic year.  The typed plan will be submitted through Cougar Courses.  Be sure to follow the format given you by the instructor.

MONTH LONG PLAN – 15 Points
You will create a month long lesson plan.  On the assigned day, bring the following materials in order to complete your assignment:  school calendar from your CP II placement, a calendar grid or plan book, and PE and Health lesson plans.  

IEP INFORMATION AND BEST PRACTICES – 15 Points
You will complete a form detailing the IEP practices in place at your CP II school.  You will compare those practices to the ones you learned about in class.  More information will be given in class and on Cougar Courses

COMMUNITY SERVICE PROJECT – 10 Points
As a class you will develop and implement a community service project.  More details in class.

PARTICIPATION & PROFESSIONAL DEMEANOR – 10 Points
You will be graded on your classroom participation.  It is expected that you will behave in a professional manner.  This will require that you approach your instructor, school personnel and colleagues in a respectful manner that emphasizes problem solving.  Your full attendance means you are not distracted by electronic equipment.  As a rule, cell phones should be turned off or to the vibrate mode during class.  Laptop computers are essential to the process of our learning; however it is expected that all students will avoid recreational use of computers during class ad that laptops will be put away at the request of the instructor.  Of course, participation includes the extent to which you participate in class discussions, how you interact with colleagues, and submit assignments on time
SCHEDULE
The instructor reserves the right to modify the schedule
Classroom management techniques and ideas will be infuse within each class session
Date Topic Readings & Assignments
Session 1
January 27 Course Overview
Assessment
TPA 3 Read:  
• Assessment Articles on CC
Review:  
• TPA 3 Materials
Bring:
• Hard copy of CPI school context information
Submit:
• Reflection of CPI school context information
Session 2
February 3 Year Long Planning
Presentations
Community Service Project Read:
• Understanding by Design  - Ch. 7
• Teach Like a Champion  -    Ch. 7
Review:
• Year Long Planning Info on CC
• Family Science Night Information on CC
Bring:  
• Year Long Calendar
• Grade Level Standards
Due:    
• Session 1 Reflection Activity
Session 3
February 10 Co-Teaching
More Year Long Planning Presentations
Community Service Project Read:
• Total Participation Techniques
Chapters 1, 3 & 8
• Co-Teaching Article on CC
Due:
• Session 2 Reflection Activity
Submit:    
• Co-Teaching Summary on CC
Session 4
February 17 Writing Resumes
Monthly planning
Presentations
Community Service Project Read:
• Resume information on CC
• Monthly planning Information on CC
Due:
• Session 3 Reflection Activity
Session 5
February 24 More on Resumes
Monthly plans
Accomplished Teaching – NBPTS
Community Service Project Read:
• Teaching Like a Champion
Chapters 10 – 12
Review:    
• NBPTS website and information
Due:
• Session 4 Reflection Activity
Session 6
March 2 Mock Interviews
SST
504
Presentations
Community Service Project Read:
• Information on CC
• Special Education; Ed Codes; Mandatory Reporting
Due:
• Session 5 Reflection Activity
Submit:    
• Mandatory Reporting Summary
Session 7
March 9 IEP/Special Ed
Presentations
Community Service Project Due:
• Session 6 Reflection Activity
Submit:         Year Long Planning Grid
Session 8
March 16 Special Ed
Classroom Management Wrap-up Due:
• Session 7 Reflection Activity
Submit
• Month Long Plan
• IEP Best Practices
• Presentation form
• Community Service Plan and Reflection