University of Minnesota , Duluth

Syllabus for ( ElEd 4345, Strategies, Management and Assessment,

3 credits: Spring Semester 2004)

To teach in a manner that reflects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin.

Bell Hooks

Course Description:

Assessment strategies to ensure and evaluate continuous intellectual, social and physical development of students while managing and supporting a positive classroom environment. This class will include participation in actual teaching activities and a field experience.

Required Texts / Readings :

Arends , R. I. (2004). Learning to Teach (6 th , ed.). McGraw-Hill Companies, Inc.,

Kronowitz , E. (2004) Your First Year of Teaching and Beyond (4 ed.). Pearson Ed.Inc .,

Course Outcomes:

Dispositions:

Communicator

Collaborative Enthusiastic

Integrity Listener

Knowledgeable       Open to Suggestions/Criticism

Reliable   Seeks Help When Necessary Passion for Teaching

UMD teacher candidates are expected to behave professionally. A professional teacher is defined in the following way:

1. She/he is punctual and well prepared

2. She/he works in a productive, constructive and collaborative manner with: students, cooperating teachers and UMD faculty.

3. She/he understands and demonstrates interactions formats that are ethical and respectiful of diversity

4. She/he listens and communicates effectively, clearly and appropriately either verbally, in writing and demeanor with students, cooperating teachers, staff, parents and UMD faculty.

5. She/he is able to acknowledge, accept and implement constructive suggestions and criticism.

Instructional Strategies, Class Format & Diversity:

Instruction will include small and large group discussions and activities, lecture, cooperative learning, videos, homework assignments, individual and group presentations using power point/an overhead projector, websites, internet search etc. We will describe the purposes of effective assessment touching on different ways teachers can assess their students.

Class sessions will revolve around the theme of diverse classroom learning and teaching environments. Attention will be given to relating new information from reading, discussions, videos /speakers to personal past and present experience in school settings.

Working Assumptions for the course:

•  Ideas, not individuals are open to challenge. The nature of this course should produce a diverse of ideas. To insure that multiple voices are heard, the course must forster a high degree of psychological safety. As college students you should feel comfortable challenging the ideas and thinking of others. However, that challenge can not disparage the personhood of others. We are here at UMD to learn with, from and about each other.

•  Questions represent an opportunity to learn. Sometimes students feel that they should not ask questions because they may  sound dumb.  On the contrary, questions can be an indication of your engagement with the subject. Do not self-sensor because your questions may lead to clearer understanding for us all.

Course Requirements/Expectations:

Attendance:

Consider this class to be a professional job in which you are a member of a teaching team. As in a job, therefore, you as a professional must be present, prepared for class discussions and activities, actively involved in the lesson and ready to cooperate and help others. Since you are very close to being paid professionals, you should therefore adhere to professional ethics and expectations.

Attendance is mandatory and will be taken at the beginning of each class session. If you miss more than three (3) classes, your final grade will be lowered. If your absences are 20% or more, you will fail the course. Exceptions would be (a) illness, accident or death in your social network.

(b) absences due to official college activities. A signed explanation, notifying me ahead of time, from your coach, director, etc. will be required. Planning ahead usually eliminates problems later.

Missed Test Policies:

Sometimes there are acceptable reasons for not being able to take a test on the regularly scheduled time. You must get prior approval from me if you need to miss a scheduled test. Leaving early for vacation or weekends, poor time management, or having other tests on that day are not acceptable reasons.

Late Work/Projects

The penalty for late work will be as follows: (a) Work turned in within 24 hours of the due date will be deducted 10% (b) Work turned in 24 hours past the due date will be deducted 10% plus an additional 5% for each class period the work is late. For planned absences, inform me ahead of time and make the proper arrangements to turn in your work. In case of an emergency, call me.

Students with special needs

Individuals who have a disability, either permanent or temporary, or any other special circumstances, which might affect their ability to perform in this class or in the field, are encouraged to inform me at the start of the semester. Together adaptation of methods, materials, testing, assignments as needed, or field experience may be made as suggested through the Access Center or me to provide for equitable participation.

Confidentiality

It is imperative that you maintain a professional ethics as well as the law to protect the confidentiality of the individuals and schools you work with.

Assessment

Quizzes (8 @ 20)      160 pt

These will vary from traditional styles, essay, short answer, etc.

Oral Story      20 pts

Tell about a real life educational experience (positive or negative), that you had either in Block 1 Practicum or another educational experience (tutoring, etc.) and then tell how it impacted you and/or your teaching. Share this story with the class and then hand in a two page short paper describing your experience.

Interview      25 pts

Interview a tenured teacher about the teacher evaluation and tenure process. At a minimum, ask him or her:

What are the procedures for annual evaluation of teachers?

Is there a difference between tenured and non-tenured evaluation procedures?

What are the procedures for receiving tenure in the district?

You must attach copies of the written instrument that the district uses for both formative and summative evaluations. Prepare a written summary of this information. Also be prepared to share this information with the class. This summary should be at least 2-3 pages long, double spaced.

Teaching - Learning Philosophy (more explanation later)      50 pts

Assessment Plan (more explanation later)      40 pts

Classroom Management Plan (more explanation later)    100 pts

Points Allocation at a Glance

1. 8 quizzes @ 20pts each         160

2. Oral Story                    20   

3. Teaching - Learning Philosophy       50

4. Interview              25

5. Assessment Plan           40

6. Classroom Management Plan       100

7. Group work/class participation/attendance 5

Total     400

Grading:

Final grade will be based on the following scale:

Total Points         Semester Grade

376- 400         A   94-100%

360- 375         A-   90- 93%

348- 359         B+   87- 89%

336- 347         B   84- 86%

320- 335         B-   80- 83%

312- 319         C+   78- 79%

304- 311         C   76- 77%

296- 303         C-   74- 75%

288- 295         D+   72- 73%

284- 287         D   71%

272- 283         D-   68- 70%

Below 272         F   Below 68%

Tentative Class Schedule: