SRJC Course Outlines

9/25/2021 12:00:11 AMEDUC 55 Course Outline as of Fall 2021

Changed Course
CATALOG INFORMATION

Discipline and Nbr:  EDUC 55Title:  INTRODUCTION TO TEACHING  
Full Title:  Introduction to Teaching
Last Reviewed:1/25/2021

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.50Lecture Scheduled3.0017.5 max.Lecture Scheduled52.50
Minimum3.50Lab Scheduled017.5 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total52.50
 
 Non-contact DHR2.67 Non-contact DHR Total46.73

 Total Out of Class Hours:  105.00Total Student Learning Hours: 204.23 

Title 5 Category:  AA Degree Applicable
Grading:  Grade Only
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly: 

Catalog Description:
Untitled document
This course is designed to provide students interested in pursuing a teaching career in K-12 classrooms with theory and hands-on, practical experience working with children at local schools. Topics include teaching as a profession and career, contemporary teaching practices, Common Core content standards and frameworks, and teacher performance standards. In addition to class time, the course requires a minimum of 45 hours of structured fieldwork in public school classrooms that represent California's diverse student population. The fieldwork must be conducted in cooperation with at least one instructor-approved, credentialed classroom teacher.

Prerequisites/Corequisites:


Recommended Preparation:
Eligibility for ENGL 1A or equivalent or appropriate placement based on AB705 mandates

Limits on Enrollment:
Students must show proof of current TB test and other required immunizations for field placement to enter off-site school classrooms.

Schedule of Classes Information
Description: Untitled document
This course is designed to provide students interested in pursuing a teaching career in K-12 classrooms with theory and hands-on, practical experience working with children at local schools. Topics include teaching as a profession and career, contemporary teaching practices, Common Core content standards and frameworks, and teacher performance standards. In addition to class time, the course requires a minimum of 45 hours of structured fieldwork in public school classrooms that represent California's diverse student population. The fieldwork must be conducted in cooperation with at least one instructor-approved, credentialed classroom teacher.
(Grade Only)

Prerequisites:
Recommended:Eligibility for ENGL 1A or equivalent or appropriate placement based on AB705 mandates
Limits on Enrollment:Students must show proof of current TB test and other required immunizations for field placement to enter off-site school classrooms.
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:Effective:Inactive:
 Area:
 
CSU GE:Transfer Area Effective:Inactive:
 
IGETC:Transfer Area Effective:Inactive:
 
CSU Transfer:TransferableEffective:Spring 2010Inactive:
 
UC Transfer:Effective:Inactive:
 
C-ID:
 CID Descriptor: EDUC 200 Introduction to Elementary Classroom Teaching SRJC Equivalent Course(s): EDUC55

Certificate/Major Applicable: Not Certificate/Major Applicable



COURSE CONTENT

Student Learning Outcomes:
Upon completion of the course, students will be able to:
Untitled document
1. Analyze the role of schooling and describe the multiple roles and functions of teachers in meeting the diverse needs of students.
2. Describe and document the optimal classroom teaching environment, instructional practices that align with the California Standards for the Teaching Profession (CSTP), and California Teacher Performance Expectations (TPE).
 

Objectives: Untitled document
Students will be able to:
1. Identify, define, and document personal meanings related to teaching, reflecting upon their career goals and examining personal characteristics, assumptions and beliefs which could affect
    their development as a teacher.
2. Demonstrate knowledge of professional standards, ethics, and professionalism in a school setting.
3. Identify teaching methods that address individual student needs and engage students.
4. Demonstrate knowledge of Common Core standards and examples of subject matter specific instructional strategies.
5. Identify methods and uses of student assessment.
6. Complete a minimum of 45 hours of approved fieldwork at a public school site.
7. Recognize and describe examples of teaching events that implementing elements of the CSTP and TPEs.
8. Promote English language development according to Core Curriculum standards.

Topics and Scope
Untitled document
I. Role, Responsibilities, and Guidelines in a Fieldwork Placement
    A. Relationship with the host teacher
          1. Understanding the role of student volunteer
          2. Classroom activity design
     B. Relationship with students in the classroom environment
          1. Teacher/Child communications
          2.  Individual child and group dynamics
     C. Understanding Current Practices in Teaching
          1. Education in America
          2. Overview of History of Education
II. Engaging and Supporting all Students in Learning (TPE 1)
     A. Understanding Diverse Student Populations
          1. Learner-centered and teacher-centered approaches
           2. Diverse student populations
          3. English language learners
          4. Learners with special needs
    B. Connect learning to students' prior knowledge, backgrounds, and interests
    C. Connecting subject matter to meaningful, real-life contexts
    D. Using a variety of instructional strategies, resources, and technologies to meet students' diverse learning needs
         1. Applying contemporary learning theories
         2. Promoting critical thinking through inquiry, problem solving, and reflection
         3. The importance of observing children and individualizing strategies
III. Creating and Maintaining Effective Environments for Student Learning and Understanding (TPE 2)
     A. The safe classroom and the role of respectful, inclusive relationships
         1. The roles and responsibility of adults in the classroom
          2. Student- teacher relationships
         3. Supporting respectful interactions among students
         4. Creating an intellectually and emotionally safe environment
         5. Accessing resources for students who have experienced trauma
    B. Employing routines and norms to support positive behavior
         1. Daily schedules, routines, and activities
         2. Supporting social development and responsibility
         3. Age appropriate behavior expectations and guidance techniques
    C. Current definitions of best practices in the classroom environment   
          1. Developmentally and culturally appropriate practices
         2. The importance of the physical environment
         3. Setting up the classroom environment
IV.  Organizing Subject Matter for Student Learning Content Specific Pedagogy (TPE 3)
    A. Curriculum standards and guidelines
         1. Understanding Common Core standards
         2. Subject area content and frameworks
    B. Methodology for K-12 Instruction - Understanding the learner
         1. Applying knowledge of the range of developmental skills
         2. Understanding individual differences
         3. Setting goals for children with atypical development
    C. Organizing curriculum to facilitate student understanding
          1. Creating and implementing lesson plans
         2. Inquiry based approaches
         3. Adapting instructional strategies based on subject matter
    D. Ensuring accessibility for all students
         1. Use of technology
         2. Adaptive materials
         3. Universal Design for Learning
V. Planning Instruction and Designing Learning Experiences for All Students (TPE 4)
     A. Establishing and articulating goals for student learning
    B. Planning for individualized learning
            1. Lesson planning
            2. The role of assessment in planning
            3. Choosing and evaluating instructional materials
    C. Planning to meet the needs of all students
         1. Adapting materials and curriculum to meet individual needs
         2. Working with an IEP
         3. Incorporating English Language Development standards
VI. Assessing Student Learning (TPE 5)
     A. Methods of evaluating student learning
         1. Types and uses of assessment tools
         2. Diagnostic, formative, and summative testing
         3. Using multiple sources and types of assessment to ensure equity
    B. Using assessment to monitor student progress and plan for learning
    C. Communicating student progress to families
VII. Developing as a Professional Educator (TPE 6)
     A. Career choices in education
    B. Teacher preparation and professional standards
         1. National Board of Professional Teaching Standards
         2. California Teaching Performance Expectations (TPEs)
          3. California Standards for the Teaching Profession (CSTP)
    C. Teacher professional ethics and responsibilities
    D. Establishing relationships with parents and colleagues
    E. Reflective Teaching Practices

Assignments:
Untitled document
1.   Reading textbook, handouts, journals, and articles: approximately 40-50 pages per week
2.   In-class discussions, group activities, and collaborative work
3.   Reflective writing based on reading, content standards, and placement experiences (5000 to 7000 words)
4.   Exams, including quizzes, written midterm, and final exam
5.   Written lesson plan(s) (1-3)
6.   Presentation of activity based on lesson plan at fieldwork site with small or large group of children
7.   Written reflection on fieldwork and lesson plan presentation
8.   In-class teaching demonstration based on a written lesson plan
9.   Participate in the 45-hour service-learning experience at a local public school (approximately 3-4 hours per week), to be documented with an annotated log of weekly hours and
      activities with master teacher verification.
10. Comprehensive portfolio project that includes work completed in the course

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
35 - 50%
Reflective writing assignments, lesson plan(s)
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
0 - 0%
None
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
5 - 10%
Presentation of activity at service-learning site; teaching demonstration
Exams: All forms of formal testing, other than skill performance exams.Exams
10 - 20%
Quizzes, midterm, final exam
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
25 - 40%
Service-learning participation, In-class discussions, group activities, and collaborative work, portfolio


Representative Textbooks and Materials:
Untitled document
What Great Teachers Do Differently: 17 Things That Matter Most. 3rd ed. Whitaker, Todd. Routledge Press. 2020
Your Introduction to Education: Explorations in Teaching. 4th ed. Powell, Sara. Pearson. 2019

Print PDF