EDUC 1301 1

Rev Spring 2019

Syllabus
Paris Junior College
EDUC 1301

Faculty Name: Robert Folden, EdD Office Location: 2nd Floor Fac. Rm
Year and Term: 2019 Spring Office Phone: 903-454-9333
Course Title: Introduction to Education Email: rfolden@parisjc.edu
Course Number: EDUC 1301 440 Office Hours: Tuesday 5:00-5:30 pm
Format: ITV

Description
EDUC 1301 is an integrated pre-service course and content experience that provides active
recruitment and institutional support for students who are interested in a teaching career.
Students will participate in a minimum of 16 contact hours of field experience in P-12
classrooms. The course provides students with support from college and school faculty,
preferably in small cohort groups, for the purpose of introduction to and analysis of the culture of
schooling and classrooms; it focuses on developing systematic observation skills, an overview of
the dimensions of teaching, and the teacher certification process. Course Format: ITV

Criminal Background Check

For students in this course who may have a criminal background, please be advised that the
background could keep you from being licensed as a teacher by the State of Texas. If you have a
question about your background and licensure, please speak with your faculty member or the
department chair. You also have the right to request a criminal history evaluation letter from the
applicable licensing agency.

Text & Materials

Teachers, Schools, and Society, Texas Version, 10th edition, by David Sadker and Karen
Zittleman, ISBN: 9780077411169
Students must have access to a computer with Internet access, word processing capabilities, and
a flash drive to save documents and presentations.

Course Goals and Objectives

• Investigate whether a career in teaching makes sense for you.
• Examine sociopolitical, financial, legal, and ethical issues in education.
• Describe methods of inquiry used to identify and analyze educational problems.
• Describe characteristics of effective schools and teachers.
• Define multiculturalism and identify cultural and community diversity issues.
• Examine personal goals, attitudes, and capabilities and construct a personal philosophy of
education.
• Identify current trends and future challenges in education.

TExES Competencies aligned with Education 1301

Competency 001: The teacher understands human development processes and applies this
knowledge to plan instruction and ongoing assessment that motivate students
and are responsive to their developmental characteristics and needs.
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Competency 002: The teacher understands student diversity and knows how to plan learning
experiences and design assessments that are responsive to differences among
students and that promote all students’ learning.
Competency 003: The teacher understands procedures for designing effective and coherent
instruction and assessment based on appropriate learning goals and
objectives.
Competency 004: The teacher understands learning processes and factors that impact student
learning and demonstrates this knowledge by planning effective, engaging
instruction and appropriate assessments.
Competency 005: The teacher knows how to establish a classroom climate that fosters learning,
equity and excellence and uses this knowledge to create a physical and
emotional environment that is safe and productive.
Competency 006: The teacher understands strategies for creating an organized and productive
learning environment and for managing student behavior.
*Competency 007: The teacher understands and applies principles and strategies for
communicating effectively in varied teaching and learning contexts.
*Competency 008: The teacher provides appropriate instruction that actively engages
students in the learning process.
Competency 009: The teacher incorporates the effective use of technology to plan, organize,
deliver and evaluate instruction for all students.
Competency 010: The teacher monitors student performance and achievement; provides students
with timely, high-quality feedback; and responds flexibly to promote learning
for all students.
*Competency 011: The teacher understands the importance of family involvement in
children’s education and knows how to interact and communicate
effectively with families.
*Competency 012: The teacher enhances professional knowledge and skills by effectively
interacting with other members of the educational community and
participating in various types of professional activities.
*Competency 013: The teacher understands and adheres to legal and ethical requirements
for educators and is knowledgeable of the structure of education in
Texas.
The five that are starred and bolded are the ones that you need to do for your ePortfolio.
EDUC 1301 Student Learning Outcomes
Upon successful completion of this course, students will:
1. Identify current issues influencing the field of education and teacher professional
development.
2. Analyze the culture of schooling and classrooms from the perspectives of language,
gender, socioeconomic, ethnic, and disability based academic diversity and equity.
3. Provide examples from classroom observations and course activities that demonstrate
understanding of educational pedagogy and professional responsibilities of teachers.
4. Evaluate personal motivations, educational philosophies, and factors related to
educational career decision making.
5. Recognize the various multiple intelligences/learning styles in order to be able to
implement instructional practices that meet the needs of all students.
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EDUC Program Level Requirements (SLO's)

1. Compose and/or Revise a Philosophy of Education that demonstrates their knowledge
and understanding of philosophical beliefs that are grounded in historical traditions and
research-based best practices. Defend their personal Student-Centered and Teacher-
Centered Philosophies.
2. Compose a Reflection Paper that analyzes and evaluates their (16) Hour Field Experience
incorporating ideas that will be gleaned for their future classrooms.
3. Evaluate and justify a collection of resources and materials to compile into an end of
course ePortfolio based on the competencies addressed in the Texas Examinations of
Educator Standards (TExES).

Grading Criteria for EDUC 1301

Attendance and Classroom Discussion 100
*Field Experience 100
Reflection Paper on Field Experience 200
Teaching Demonstration 100
Philosophy of Education 200
Cumulative Exam 100
ePortfolio 200
Total 1000

Grading Scale: 90-100= A, 80-89= B, 70-79= C, 60-69= D, 59 - below=F

* Failure to complete the Field Experience will result in an F in this class. Universities may not
accept a “D” in this course as passing.

Paris Junior College Policies

Attendance: The College policy requires faculty members to take attendance each class session
and to record absences in the college-wide computer system. Once entered, each student’s
attendance record may be viewed by College personnel with the need to monitor such
information, such as student records, student financial aid, academic advising and counseling,
campus police department, and administrative staff. Students will not be necessarily dropped for
any specific number of class sessions missed, excessive absences may adversely affect the
student’s grades, financial aid awards, as well as overall student success.

Mid-Term Grades: Paris Junior College instructors are required to enter mid-term grades during
the ninth week of the semester. Once entered, each student’s mid-term grade may be viewed by
College personnel with the need to monitor such information, such as student records, student
financial aid, academic advising and counseling, and administrative staff. Mid-Term Grades
will be posted by March 15, 2019.

Official Report Date (ORD) and Participation: The Texas Higher Education Coordinating
Board (THECB) requires that online students show active participation in the course prior to the
Office Report Date (ORD) or they are to be dropped from the course on the ORD. In order to
remain enrolled in this course, students must actively participate in the course. For Spring
semester, the ORD is February 6, 2019.
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Last Date to Withdraw: April 18, 2019 is the last date to drop the course and receive an
automatic “W.” Withdrawal is the student’s responsibility.

ADA Statement: Services for students with disabilities are coordinated by the Counseling and
Advising Center (Paris campus). Services include arrangements for accommodations,
counseling, and services to allow equal access to educational opportunities for students with
disabilities. Students must request services by providing a letter of verification of disability and
must complete an interview with a Counseling/Advising Center counselor
or advisor. Reasonable accommodation request(s) with documentation may be subject to review
by the ADA Committee. To provide appropriated planning and scheduling, students must submit
their requests at least two weeks before accommodations are needed. For scheduling of
interpreters, available modified equipment, enlarged text and/or books on tape, please allow four
to six weeks. For more information, contact Counseling/ Advising at 903.782.0426 (Paris
campus). Students are encouraged to seek assistance in advance of the beginning of the semester
in which accommodations are requested.

Academic Honesty: By registering and taking this course, the officially enrolled student
declares that he/she will be the author for ALL work submitted for the course. Allowing another
student to complete assignments constitutes fraud and academic dishonesty. Should such
behavior come to the attention of the instructor, the instructor will implement appropriate
penalties, such as a 0 for the assignment, an F for the course, or referral to a disciplinary
committee. Failure to utilize APA or MLA parenthetical documentation for sources (including
borrowing/using information without giving credit to the source) will constitute plagiarism.

Email Response Time: If an email was sent Monday – Thursday, expect a response within 24
hours. If the email was sent Friday – Sunday, expect an answer on Monday.

Technical Difficulties: Computer access is available at the following PJC locations. Technical
issues are not an excuse to miss deadlines. This is why assignments should not be put off until
near the deadline. Paris Campus (The Learning Center and AS150), Greenville Center Library,
and Sulphur Springs Center Library

Basic Computer Requirements: As a general rule, a computer manufactured within the last five
years is adequate. In addition to the basic system requirements, some courses may also require
flash drive, web cam, common application software such as (Word, PowerPoint, Excel), and
specialized software.

Faculty Classroom Policies:

Assignments

1. Discussions and Class Participation – Students will be required to read the course assignments
and be able to complete class assignments and participate in the course discussions related to
the chapter readings, video reviews, or current events in education. Class assignments can be in
the form of quizzes, journals, discussions, reflections, and/or presentations. (100)
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2. Field Experience –Texas Higher Education Coordinating Board requires all students enrolled in
this course to complete sixteen hours (16) of field observation in an EC-12 classroom. Students
are placed by Paris Junior College into a school district. (Please see Field Experience Application).
Current teacher aides are allowed to observe in the current classroom of their employment. A
criminal background check is conducted for prior approval to enter the schools. (100)
3. Reflection Paper on Field Experience – A reflection paper on the field experience is required at
the end of the sixteen hours of observation. This essay must be double spaced and uploaded
into Blackboard for grading. A grading rubric is provided in Blackboard. (200)
4. Teaching Demonstration – The teaching demonstration is a separate project from the field
experience. The teaching demonstration is where you, the student, will teach a lesson in a
chosen field of study. This will be completed in class. It is a 10 minute instruction with a lesson
plan. (100)
5. Philosophy of Education – After reading Chapter 8, students will write their own philosophy of
education based on the five major philosophies. Educational philosophies influence the way we
teach and our beliefs concerning education. You will demonstrate your knowledge and
understanding of philosophical beliefs that are grounded in historical traditions and research-
based best practices. Defend your personal Student-Centered and Teacher-Centered
Philosophies. (200)
6. Cumulative Exam – This is not a proctored exam since students complete their teaching
demonstrations and field experience in person. This exam may be taken from any computer
with Internet access. (100)
7. ePortfolio – a portfolio is a collection of work and can showcase how you have grown over time
in your educational training. Instead of a notebook portfolio, we will use the electronic method,
which is very similar to creating a website about you. We will take your resume, teaching
philosophy, reflection paper, sample lesson plans, and what you learned from the sixteen hours
of observation and house them in an online site called, Weebly. You will also include: an
evaluation and justification of a collection of resources and materials composing an end of
course eNotebook based on the competencies addressed in the State Board for Educator
Certification Pedagogy and Professional Responsibilities standards or the Texas Examinations of
Educator Standards (TExES)(You will find them listed above in this syllabus). Help for Weebly can
be found in the following links: https://www.weebly.com/online-portfolio
(https://www.youtube.com/watch?v=4OrAXJT2YqU
https://www.youtube.com/watch?v=tFlVhsD5KNM) (200)

Class Attendance:
Students are expected to attend class each week. You are expected to have read the required
material and completed/submitted all assigned work. If you can’t attend class for some reason,
you should notify the instructor ahead of time and arranged to get any notes from a classmate.
General Policies and Procedures:
This is an interactive class. You will be expected to participate in the discussions. Because of the
nature of ITV systems, it would be best if side conversations would be kept to a minimum. They
may cause the ITV system to focus on the wrong campus.
Academic Honesty
Student violations involving academic dishonesty are handled by the faculty members(s)
involved. Should the student object to the decision of the faculty members(s), the appeals
procedures for instructional due process may be utilized. The following list describes the most
common forms of academic dishonesty (cheating):
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A. Taking an exam for another student.
B. Having another student take an exam for you.
C. Altering of forging an official college document.
D. Paying someone to write a paper to submit as your own work.
E. Arranging with other student to give or receive answers by use of signals.
F. Arranging to sit next to someone who will let you copy on an exam.
G. Copying from someone’s exam with the student’s knowledge.
H. Writing a paper for another student.
I. Allowing another student to copy from you during and exam.
J. Copying answers for a source without doing work independently.
K. Getting questions or answers from someone who has already taken the same exam.
L. Copying a few sentences without footnoting in a paper.
M. Working on homework with other student when the instructor does not allow it.
N. “Padding” a few items on a bibliography.
Course Schedule/Calendar:

Reading
Week Topic Date Assignment
Assignment
1 What is teaching? 01/29 Chapter 1 Discussion 1
2 Compile ePortfolio 02/05 Begin working on ePortfolio
3 What is learning? 02/12 Chapter 2 Discussion 2
4 Why are we different? 02/19 Chapter 3 Discussion 3
5 What is the whole student? 02/26 Chapter 4 Discussion 4
6 Teaching Demonstrations 03/05 Teaching Demonstration
7 Expectations vs Reality 03/12
Mid-Term Grades Due 03/15
8 Why is structure important? 03/26 Chapter 6
9 What is education? 04/02 Chapter 8
10 Philosophy of Education 04/09 Philosophy of Education
11 What is a teacher to do? 04/16 Chapter 10
12 What makes a great teacher? 04/23 Chapter 11 Discussion 5
13 Exam (Chapters 1-11) 04/30 Cumulative Exam
Complete observation hours
14 Reflection Paper 05/07 Reflection Paper
15 ePortfolio 05/14 ePortfolio to be completed
16 Finals Week 05/13-17