TTE 350 D

TTE 350 D

Schooling in America: ECE

(4 units/credits)

Course Description:

TTE 350d, “Schooling in America: Foundations of Early Childhood Education,” deals with the nature and functions of schools in society, the moral dimensions of schooling, equality of educational opportunity, alternatives to traditional schooling, school reform proposals, and the nature of the teaching profession. It considers as major themes/orientations: the history of schooling/education in the United States, the philosophical foundations of education, and the social/cultural/economic/political contexts of schooling/education in contemporary America. In short, this course aims to help the student learn how to think critically within these frameworks and is meant to question and challenge existing knowledge about schooling/education.

Notes:

1.         The information contained in the syllabus, other than grade and absence policies, is subject to change with advanced notice as deemed appropriate by, and at the discretion of the instructor.

2.         Disability Resource Center: The University is committed to equal working and learning op-portunities for students, faculty, and staff with disabilities and recognizes that accommoda-tions or modifications may be necessary to ensure access. The mission of the Disability Resource Center is to equalize the educational opportunities for students and provide support services for students, faculty, and staff with disabilities. The program is designed to promote full inclusion and participation in the educational experience and campus life. The Disability Resource Center is the designated office that reviews disability documentation, certifies eligi-bility for services, determines reasonable accommodations, and provides or arranges for rea-sonable accommodations. If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the Disability Resource Center and request that the DRC send me official notification of your accommodation needs as soon as possible. Please plan to meet with me by appointment to discuss accommodations and how my course requirements and activities may impact your ability to fully participate.

3.         The instructor is fully and firmly committed to the goals of diversity, anti-discrimination, and justice relative to race, ethnicity, culture, nationality, age, gender, sexuality, religion, lan-guage, socioeconomic status, and ability/disability (etc.)

Academic Integrity:

The University of Arizona’s Code of Conduct (available via www.arizona.edu) specifically pro-hibits “all forms of student (and faculty) academic dishonesty, including cheating, fabrication, facilitating academic dishonesty and plagiarism.” Cheating is defined by the Code as follows: In-tentionally using or attempting to use unauthorized materials, information or study aids in any academic exercise. The bottom line: DO NOT CHEAT!

Attendance*:

All holidays or special events observed by organized religions will be honored for those students who show affiliation with that particular religion. Also, absences pre-approved by the UA Dean of Students (or Dean's designee) will be honored. However, if you are going to miss a class session, for whatever reason, contact me (via email, cell phone, etc.) before the expected absence and simply, let me know why will not be in class.

NOTE: Please do not use cell phones, pagers or other electronic devices during our class time

Objectives: The following objectives are linked to Arizona’s Professional Teacher Standards, as well as the National Association for the Education of Young Children (NAEYC) Standards. Students who successfully complete Schooling in America will:

•Expound on the purposes of schooling (ECE) in the United States.

•Describe the contemporary profession of teaching.

•Explore the historical foundations of schooling (ECE) in the United States.

•Define the term “philosophy of education,” and list plausible reasons for including it in programs of teaching and/or teacher education.

•Understand the relevance and meaning of contemporary theories of education.

•Make sense of/ascribe meaning to the various social, cultural, economic, and political contexts within which modern schooling/education occurs, including: (a) diversity and multiculturalism; (b) class and economic opportunity; (c) power; (d) race, gender and special needs, and (e) the law and schools.

•Engage in/complete the Community-Based Learning Project (See: Signature Assignment).

Grading           Grading Criteria

A:        90-100 Attendance*, Participation and Contributions: 25%

B:        80-89   Assignments, Essays and Quizzes: 25%

C:        70-79   Midterm Examination: 15%

D:        60-69   Signature Assignment (CBLP): 15%

E:         0-59     Presentation: 10%

Final Examination: 10%

Required Readings:

Morrison, G. (2009). Early Childhood Education Today, 11th Ed. New Jersey: Pearson.

Supplementary Readings:

To be announced (TBA)

Arizona’s Professional Teacher Standards:

Standard 1: The teacher designs and plans instruction that develops students’ abilities to meet Arizona’s academic standards and the district’s assessment plan.

Standard 2: The teacher creates and maintains a learning climate that supports the development of students’ abilities to meet Arizona’s academic standards.

Standard 3: The teacher implements and manages instruction that develops students’ abilities to meet Arizona’s academic standards

Standard 4: The teacher assesses learning and communicates results to students, parents and other professionals with respect to students’ abilities to meet Arizona’s academic standards.

Standard 5: The teacher collaborates with colleagues, parents, the community and other agencies to design, implement, and support learning programs that develop students’ abilities to meet Arizona’s academic standards and transition from school to work or post-secondary education

Standard 6: The teacher reviews and evaluates his or her overall performance and implements a professional development plan

Standard 7: The teacher has general academic knowledge as demonstrated by the attainment of a bachelor’s degree. The teacher also has specific academic knowledge in his or her subject area or areas sufficient to develop student knowledge and performance to meet Arizona academic standards

Standard 8: The teacher demonstrates current professional knowledge sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment, and assess student learning

Standard 9: In collaboration with other professionals and parents, the special education teacher participates in the design, implementation, and assessment of individualized education programs

For the complete AZ standards, please refer to:

http://www.ade.state.az.us/certification/downloads/Teacherstandards.pdf

National Association for the Education of Young Children (NAEYC) Standards:

Standard 1. Promoting Child Development and Learning

Candidates use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children.

Standard 2. Building Family and Community Relationships

Candidates know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.

Standard 3. Observing, Documenting, and Assessing to Support Young Children…

Candidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children’s development and learning.

Standard 4. Teaching and Learning

Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all children

4a. Connecting with children and families: Candidates know, understand, and use positive relationships and supportive interactions as the foundation for their work with young children.

4b. Using developmentally effective approaches: Candidates know, understand, and use a wide array of effective approaches, strategies, and tools to positively influence children’s development and learning.

4c. Understanding content knowledge in early education: Candidates understand the importance of each content area in young children’s learning. They know the essential concepts, inquiry tools, and structure of content areas including academic subjects and can identify resources to deepen their understanding.

4d. Building meaningful curriculum: Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for all young children.

Standard 5. Becoming a Professional

Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.

Community Based Learning Project: (TTE 350 D - Signature Assignment)

Schools have developed as a direct result of community needs and demands. In this light, they reflect what a community believes it needs to survive and flourish. Simply put, schools represent what individuals think their children will need to live successful lives and maintain the community in the future.

One of the most distinctive features of the system of education in the United States is the relationship between schools and their communities. Most notably, states have developed highly decentralized school systems, which allows for local communities to have an enormous range in choice over how schools are to be structured and what they should teach their children. However, few communities are of one mind about what citizens need, and in turn, making decisions about the course of the school system are frequently difficult. Therefore, to understand what goes on inside a school, it is often necessary to understand what goes on outside that school.

Schools are a major part of a community. They are bound to their particular community by seen and unseen bonds, by past achievements and future hopes. To know your school, you must need to know your community. Conversely, to know your community, you need to know your school.

By engaging in this signature assignment, as well as community based learning, in general, teacher candidates will gain a better understanding of the communities and school systems in which they would like to work, as well as the day-to-day conditions and contexts of 21st century classrooms.

Overview: The signature assignment is 15% of your overall grade.

Teacher candidates (with instructor guidance/mentoring) will develop Community-Based Learning Projects in order to acquire a better understanding of: (1) Student, school and community demographics, (2) A basis and/or framework for creating community and culturally relevant pedagogy, (3) Translating theory into professional practice, and (4) Applying Arizona’s Professional Teaching Standards, as well as the NAEYC Standards.

Format and procedures:

-Student/Instructor Interviews

One-on-one interviews will be conducted with students to determine: (1) What community and school the prospective teacher would like to work within, and (2) Why they believe working within the aforementioned community and school would bolster their preparedness to enter the teaching profession.

-Personal Research/Observations/Etc.

After selecting a community (and school site) to focus on, students will be required to perform a minimum10 hours of off-campus field observation. This will include researching information on student, school and community demographics, conducting interviews with school/community members, (etc).

-Self Reflection Surveys

The final facet of the signature assignment will provide prospective teachers with the opportunity to: (1) Reflect on their growth and development within the UofA’s teacher preparation program, and (2) reflect on their preparedness in becoming a professional early childhood educator.