Approved by Faculty Senate.
College of Education
Winona State University
Department: Education Date of Revision: Spring 2002
Course Title: The Professional Educator Course Number: ED 459
Number of Credits: 3 Frequency of Offering: Semester
Prerequisite(s): EDUC 303/304/305, Grading: Grade only
EDUC310/311/312, MATH 100 or higher,
ENG 111, CMST 191
University Studies: Writing flag (3hrs) Course applies to: All licensure
A. Course Description
1. Catalog Description
This course is designed to familiarize teacher education majors and others associated with the education profession with the historical and philosophical foundations of public education, school organizational patterns, legal responsibilities, professional organizations, and related educational issues including special/inclusive education.
2. Statement of the Major Focus and Objectives of the Course
This course presents the knowledge base necessary to effectively understand and perform as a professional at the preprimary, elementary, middle and secondary levels. Students are given the opportunity to acquire knowledge, skills, and professionalism necessary for effective performance as a regular and/or special educator in schools. The knowledge, skills, and professionalism relate to the Effective Educator Program Model.
A. Students will develop the following competencies as outlined in the Minnesota Standards of Effective Practice for Beginning Teachers:
Standard 9 Reflection and Professional Development
Standard 10 Collaborative Ethics and Relationships
B. Students in Education 459 will
3. University Studies
This course allows students to meet the following University Studies Writing Flag requirements:
A. Practice the processes & procedures for creating & completing successful writing in their fields.
B. Understand the main features & uses of writing in their fields.
C. Adapt their writing to the general expectations of readers in their fields.
E. Learn the conventions of evidence, format, usage, and documentation in their fields.
Flag requirements A, B, C and E are met through the process of portfolio development. The Professional Portfolio developed by students in EDUC 459 contains their philosophy of education, an autobiography, and a statement of professionalism.
The philosophy of education paper is the students articulation of the nature of teaching, the nature of learning, the nature of teaching/learning transaction, and focus of the curriculum. The assignment is a reflective analysis of the underpinnings of the writers approach to development and delivery of the curriculum in a school setting. The prewriting experiences for this assignment include a lecture, an inventory of educational philosophy, class discussion, and a question/answer session. The initial writing is discussed during an individual conference with the instructor. The course professor reviews and provides editing suggestions. Subsequent revisions are prepared based upon the conference as well as student reflection and further editing. The target audiences are the classroom cooperating teacher who will supervise the writer during the student teaching experience and potential employers who review the writers portfolio.
The autobiography assignment is a first person account of how the writer became interested in and is pursuing teaching as a career. The assignment includes those influences, courses, and experiences that the student has identified as shaping his/her career aspiration to teach in the school setting. The target audience for the writing is the classroom cooperating teacher who will supervise the writer during the student teaching experience. Prewriting experiences include a lecture presentation, discussion, and question/answer period. The initial writing is discussed during an individual conference with the professor. The course professor reviews the autobiography assignment and provides editing suggestions. Subsequent revisions are prepared based on the conference as well as student reflection and further editing.
The professionalism assignment is a written synthesis of the students concept of professionalism in the field of education, which is a component of WSUs Effective Educator Program for Teacher Education. The target audiences are the classroom cooperating teacher who will supervise the writer during the student teaching experience and potential employers who review the writers portfolio. The prewriting experiences for this assignment include a lecture, a speaker whose focus if professionalism, review of the Effective Educator Program outcomes especially with regard to the professionalism component, and reading from the course textbook. The initial writing is discussed during an individual conference with the professor. The course professor reviews the autobiography assignment and provides editing suggestions. Subsequent revisions are prepared based on the conference as well as student reflection and further editing.
All assignments are to meet accepted standards of usage applicable to education in general with modifications made, as needed, for standards specific to a students field. The most common manuals of style used are APA and MLA.
D. Make use of the technologies commonly used for research in their fields
In the development of the professional portfolio assignments students are
expected to use commonly cited education journals (ex: Phi Delta Kappan), education databases (such as ERIC and Wilson), and Internet sites (see references below) to expand their knowledge of education related literature.
4. Course Outline of the Major Topics and Subtopics
I. Course Overview
B. Scope and sequence
C. Outcomes and assessments
II. The Teaching Profession (Winona State University Education Department and the Placement Office, Sadker and Sadker, U.S. Department of Education, Association Supervision and Curriculum Development, Phi Delta Kappa)
A. Teacher preparation
1. The Winona State University Effective Educator Program
B. The teaching profession
C. Professional organizations and societies (teacher unions, Association for Curriculum and Supervision Development, Phi Delta Kappa, Council for Exceptional Children, etc)
D. Ongoing assessment for continuing professional education and lifelong learning
III. Foundations of Education
A. History of American education (Franklin, Jefferson, Mann, Webster, McGuffey, Dewey, Froebel, Montessori, Bethune)
B. Philosophy of American education (Socrates, Plato, Aristotle, Bagley, Dewey, Adler, Hutchins, Neill, Watson, Skinner)
C. Political dimensions (Sadker and Sadker)
D. Legal dimensions (Tinker v. Des Moines, Hazelwood v. Kuhlmeir, Ingraham v. Wright; U.S. Constitutional Amendments; Minnesota State Statutes ADA/IDEA/Sec. 504 [purpose, target groups, major principles) privacy/confidentiality
IV. Current issues in education (selected contemporary educational journals)
A. Teacher issues
B. Student issues
C. Curriculum issues including global and multicultural education
D. School/society issues
E. School, community, home relationships
F. Relationships with parents/guardians
G. Using community resources
5. Basic Instructional Plans And Teaching Methods Utilized
Lecture and guest lectures by professionals in the field, small group work, class discussion, assigned readings on effective schools and teaching with student reports to the class assignments - preparing a multicultural/gender-fair lesson plan, teaching the class about timely educational issue, preparing test items based upon assigned readings.
6. Course Assignments/Requirements
Examination(s), cooperative group report, test items, attendance, field experience, demonstrate a completed electronic portfolio.
7. Methods of Evaluation
Course evaluation is based on individual performance on writing a lesson plan, small group performance on the presentation of a lesson on a timely education issue, individual preparation of examination items, and final examination. The total raw score of individual and small group assignments and the final examination determines assignment of a grade of A through F. Students have the opportunity to take the final examination until a mastery level of 80% is achieved.
8.Textbook(s) or Alternatives
Teachers, Schools, and Society (5th edition) (2000) by Sadker and Sadker, McGraw-Hill Publishers.
9. List of references and bibliography
AIDS and the Family, Patricia Tolmie, WSU Education Department
Schools That Work, National Public Television
School Improvement Through Staff Development, Association for Supervision, and Curriculum Development
Voice of Intervention, Minnesota Department of Human Services, 1999
Phi Delta Kappan
Teaching Exceptional Children
Selected journals in content areas
Public school teachers and administrators in the Winona State University service area
Winona County Human Services Child Protection
Winona State University student teachers
Winona State University International Student Organization
Minnesota Code of Ethics for Teachers
Minnesota Standards for Effective Practice for Beginning Teachers
Interstate New Teacher Assessment and Support Consortium Standards
National Board for Professional Teaching Standards
Current selected documents generated from ERIC using PALS and other retrieval systems
Title: American Federation of Teachers
Title: Education Week on the Web
Title: EdWeb: Exploring Technology and School Reform
Title: Eisenhower National Clearinghouse
Title: Educational Resources Information Center
Title: The Law and Special Education
Title: Library of Congress (legislative information)
URL: www.loc.gov and www.thomas.loc.gov
Title: Mid-continent Regional Educational Laboratory
Title: National Education Association
Title: National Information Center for Children and Youth with Disabilities
Title: National School Boards Association
Title: US Department of Education
Title: Minnesota Department of Children, Families, and Learning
10. Alignment of assignments and University Studies Flag requirements:
Writing Flag (3hrs) requirements
a. Practice the processes & procedures for creating & completing successful writing in their fields
Portfolio of autobiography, philosophy of education, and professionalism reflection
b. Understand the main features & uses of writing in their fields
c. Adapt their writing to the general expectations of readers in their fields
d. Make use of the technologies commonly used for research in their fields
e. Learn the conventions of evidence, format,
usage, and documentation in their fields.