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Siena Heights University Teacher Education Program Course #: EDU 349 Course Title: Urban Education Experience Semester Hours: Three (3) Meeting Dates/Times/Location: Mondayss-8/26/13-12/9/13/ 6-8:45 p.m./ PAC Instructor: Kevin Grasley Phone/Fax: 517.215.4760 Email(s): seeksturtle@yahoo.com Office Hours: By appointment, before or after class Program Website:
http://www.sienaheights.edu/Academics/ProgramDetail/tabid/73/MajorID/EDU/CampusID/1/De fault.aspx Mission Statement of Siena Heights University The mission of Siena Heights, a Catholic university founded and sponsored by the Adrian Dominican Sisters, is to assist people to become more competent, purposeful and ethical through a teaching and learning environment which respects the dignity of all. Mission and Learning Outcomes for Teacher Education at SHU The Teacher Education Program emphasizes a belief in teaching as both an art and a science. Engagement in the art of teaching flows from pre-service preparation that inspires lifelong learning and the living of a reflective life. It inspires the acquisition of knowledge and love of subject matter, knowledge about learners and a concern for them, deftness in communication, commitment to continuous growth and self-renewal in the profession of teaching, and recognition of the benefits of studying and emulating great teachers (Schubert, 1986). Etymologically, to learn means to follow the traces, tracks or footprints of those who have gone before (Van Manen, 1986). The Teacher Education Programs support the mission of Siena Heights University by fostering the personal and professional living of a purposeful, competent, and ethical life. Following the Adrian Dominican philosophy of meeting individuals at various stages of personal and professional growth, the Teacher Education Programs strive to help students meet their individual educational needs, and encourage them to contemplate and the share the fruits of that contemplation.

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Teacher Education Program Learning Outcomes (revised June 2009) The SHU Teacher Education Program Learning Outcomes reflect the desired knowledge, understandings, skills and dispositions of students who complete the program. Consistent with a view of teaching as an art and science, the program highlights the following outcomes with the realization that valuable, but unanticipated, outcomes will also emerge. Those listed below are overall outcomes; no single course necessarily addresses every outcome. Students at the graduate and undergraduate levels demonstrate these outcomes in ways consistent with their varied levels of academic coursework, teacher candidate/certification status, and work experiences. 1. Mission The teacher education student demonstrates: qualities consistent with the mission of the university to assist students in becoming more competent, purposeful, and ethical the qualities of a reflective practitioner and a commitment to lifelong learning 2. Theory into Practice The teacher education student demonstrates: the ability to analyze situations in classrooms and other educational settings, in light of current educational research the ability to apply principles of best practice and use technology in preK-12 classrooms 3. Politics, Ethics, and Professionalism The teacher education student demonstrates: an understanding of the political nature of educational institutions an understanding of the demands that are placed on educators the personal integrity, professionalism, and ethical behavior essential to the role of teacher 4. External Social Forces The teacher education student demonstrates: an understanding of the influence of major social forces on the lives of preK-12 students partnership with families, specialists, and the larger community preparation and willingness to address and accommodate the educational needs of students an awareness of the social and emotional aspects of teaching and learning 5. Diversity, Culture, & Climate The teacher education student demonstrates: an understanding of the diverse social and cultural factors that influence, challenge, and provide opportunities for enriching, the teaching/learning process an ability to identify characteristics of the educational community and how these characteristics impact the teaching/learning climate. 6. Teaching/Learning Styles The teacher education student demonstrates: an understanding of the impact of multiple intelligences and teaching/learning styles on the teaching/learning process an ability to identify his/her personal strengths and limitations

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the ability to incorporate alternatives to his/her preferred teaching/learning style in curriculum and instruction 7. Developmentally Appropriate Curriculum & Design The teacher education student demonstrates: an understanding of the intellectual, social, physical, and emotional stages of development of preK-12 students the ability to plan, select, and design developmentally appropriate learning activities, materials, and assessments an understanding of the content and methodology in various disciplines the ability to identify meaningful learning outcomes consistent with national and state standards 8. Leadership The teacher education student demonstrates: the ability to initiate change in the classroom or other educational settings for the improvement of learning and teaching the ability to work collaboratively with other educators to develop communities of learning

Course Description Designed to provide students with an opportunity to examine, participate in, and experience teaching in an urban setting. Sixty (60) clock hours in either an urban elementary or secondary classroom are required. Supervision by classroom teachers will provide the students with many opportunities for teaching and evaluation. Requirements include keeping a journal, reading educational periodicals, using technology to both learn and present, interviewing teachers and students, and processing the experience with university professors/ supervisors.

Course Objectives (and Corresponding Learning Outcomes) 1. Through class discussions, presentations, written exercises, and examinations, the student will demonstrate his/her understanding of the history of urban education, its impact on current educational practices, and its implication for their future classroom. 2. The student will reflect upon the necessities of being a life-long learner that continually researches and reflects, understands and plans what they intend to do in their classroom, and constantly assesses why they are doing it. In relation to the urban setting, students will research urban teachers experiences, students experiences, and develop their own plans for their urban classroom. 3. The student will begin to experience an awareness that he/she brings into the teaching profession standards/beliefs which affect not only how he/she views the world, but also the type of teacher he/she will eventually become. Particularly, they will examine their own culture of education and compare it to the cultures of the urban school. 4. The student will encounter many opportunities to reflect upon the teaching/learning

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process, develop a tentative image of himself/herself as a teacher, and experience the reality of the classroom. He/She will: a. research, develop, and plan for their future urban classroom b. observe and report on at least 60 hours of classroom teaching in the elementary, middle or high school settings, c. self-assess their own culture of learning and prepare for differing learning cultures of their students d. independently research, consider, and share their research and interview of an urban teacher or student e. add a culminating project to their electronic portfolio that exhibits their researchbased plans for their future urban classroom. Relationships of Course to Learning Outcomes: Siena Heights University is accredited by the North Central regional accrediting agency. Part of the accreditation process is a focus on learning outcomes: those behaviors that characterize the graduates of a program. Listed above are Sienas Teacher Education Programs Learning Outcomes. It is necessary that each student become familiar with these outcomes and search continuously for connections between what is being taught/learned and the stated program outcomes. These program outcomes will be the basis of a comprehensive final interview for each teacher education candidate from Siena. In particular, this course has been designed to raise a prospective teachers awareness of the impact of external social forces (#4), recognition of diversity within our schools (#5) and implement informed practice (#2 and 8). Required Textbooks Esquith, R. (2003). There are No Shortcuts. New York, New York: Anchor Books. Esquith, R. (2007). Teach Like Your Hairs on Fire. New York, New York: Viking. On Library Reserve: Corbett, D., Wilson, B., & Williams, B. (2002). Effort and Excellence in Urban Classrooms. New York, New York: Teachers College Press. Weiner, L. (1999). Urban Teaching. New York, New York: Teachers College Press. Attendance Policy The expectation is that students attend every class prepared to discuss the assigned work, and that the instructor attends every class to present materials and facilitate individual and group growth. The course syllabus may be adjusted from time to time to address pacing, more detailed attendance policies for a specific course or other learning needs.

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Late Work All assignments are to be submitted at the beginning of the class session on the due date (unless otherwise specified). No late assignments will be accepted unless prior arrangements are made with the instructor. Best Practices: Teaching methodologies that have been proven over time, research, and experience to enhance student learning by developing thinking and problem-solving skills through integration and active learning), including the incorporation of technology, to instruction, assessment, and management in preK-12 classrooms. This will be the foundation of teaching methods used in Teacher Education Program courses. Grading Scale A+ 98-100 A 94-97 A91-93

B+ B B-

88-90 84-87 81-83

C+ C C-

78-80 74-77 71-73

D+ D D-

68-70 64-67 61-63

E <60

Technology Computer access at home or from a school/university lab Ability to reprint copies for the class when requested : Log into My Siena. : Click the Software for Educators course under My eCollege Courses in the My Tools area on the right side of the My Siena page. NOTE: The eCollege Helpdesk is available 24 hours a day, 7 days a week, toll free at: 1888-748-1932 or use the Technical Support button on the eCollege screen. Please be sure to get a ticket number so you can refer to it when calling back if the issue is not resolved to your satisfaction. If you are having technical problems please inform the instructor. If you are having technical problems, please inform your instructor. Teacher Education Student Expectations The Teacher Education Program requires that the student assumes active control of his/her own learning and is professional in his/her behaviors at all times. Therefore, the student is expected to completely familiarize him/herself with the course requirements, actively manage the course calendar and assignment due dates, attend every live class meeting prepared to discuss assigned work, participate actively (in live and online discussions), complete assignments on time, communicate special circumstances (lateness, absence, etc.) to the instructor in a timely and professional manner, and be professional in his/her conduct toward instructors and peers.

Academic Dishonesty Policy Siena Heights University expects its students to use resources with consideration for ethical concerns and legal restrictions. The principles of truth and honesty are recognized qualities of a scholar and of a competent, purposeful, and ethical individual, and Siena Heights University

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expects its students to honor these principles. Academic and professional integrity refers to the representation of ones self and ones work honestly, while demonstrating respect for the accomplishments and contributions of others. Demonstration of academic and professional integrity involves the following expectations for students in this course: 1. Students must appropriately credit the sources of materials and ideas, published or not. Failure to acknowledge the works of others implies that the work is ones own. Misrepresentation of ones self and ones work is plagiarism. 2. Students must follow the ethical and legal guidelines established for copyrighted materials. Students are expected to be familiar with the policies and practices governing the use of resources and references, as set forth by the American Psychological Association in its Publication Manual. Students are expected to purchase the Publication Manual prior to their first class and use it. The course instructor who has documentation of plagiarism by a graduate student is required to, at a minimum, assign a failing grade for the assignment in question and file the documentation with the respective program director. The student may be assigned a failing grade for the course. The Dean is authorized to suspend the student for plagiarism or copyright infringement. Appeal of the suspension must be addressed to the Dean of the Graduate College and the Graduate Council will review the request to make decision regarding reinstatement. Sienas Accommodation Policy for Students with Disabilities In accordance with University policy and the equal access laws, the instructor is available to discuss appropriate academic accommodations that you may be eligible for as a student with a disability. Please make an appointment to discuss possible accommodations. Students must register with the Office for Students with Disabilities for disability verification and determination of reasonable accommodations. Requests for accommodations must be done in a timely manner and are not retroactive. For more information, you may contact: Bob Ritz, Coordinator, Office for Students with Disabilities, Room 301A, Sacred Heart Hall, Adrian campus, 517-264-7683; rritz@sienaheights.edu Classroom Emergency Preparedness and Response Information To Report an Emergency or Suspicious Activity Call the Department of Public Safety at 517-264-7800 (Adrian Campus). If the line is unavailable or you are calling from another University location, dial 911. Shelter in Place General Guidance Although it is unlikely that we will ever need to shelter in place, it is helpful to know what to do just in case. No matter where you are on campus, the basic steps of shelter in place will generally remain the same:

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If you are inside, stay where you are. If you are outdoors, proceed into the closest building or follow instructions from emergency personnel on scene. Shelter-in-place in an interior room, above ground level, and with the fewest windows. If sheltering in a room with windows, keep away from the windows. If there is a large group of people inside a particular building, several rooms maybe necessary. Shut and lock all windows (locking will form a tighter seal) and close exterior doors. Turn off air conditioners, heaters, and fans. Close vents to ventilation systems as you are able. (Facilities staff will turn off ventilation systems as quickly as possible). Make a list of the people with you and call the list in to Public Safety so they know where you are sheltering. Visit Campus Safety @ Siena for incident updates http://www.sienaheights.edu/campussafety.aspx or call the Information Line 517-2647900. If possible, turn on a radio or television and listen for further instructions. If your e-mail address or mobile device is registered with SHU Alerts, check for alert notifications. Make yourself comfortable and look after one other. You will get word as soon as it is safe to come out.

Evacuation An evacuation will be considered if the building we are in is affected or we must move to a location of greater safety. We will always evacuate if the fire alarm sounds. In the event of an evacuation, please gather your personal belongings quickly (purse, keys, cell phone, SHU ID card, etc.) and proceed to the nearest exit (off rear parking lot or off front lobby. Once we have evacuated the building, proceed to our primary rendezvous location (baseball field). SHU Alerts SHU Alerts provides free notification by e-mail or text message during an emergency. Visit Campus Safety @ Siena for a link and instructions on how to sign up for alerts pertaining to your campus. If you receive a SHU Alert notification during class, please share the information immediately.

Additional Information Additional information about emergency preparedness and response at SHU as well as the Universitys operating status can be found on Campus Safety @ Siena website http://www.sienaheights.edu/campussafety.aspx or by calling the Department of Public Safety at 517-263-0731. Student Assessment: Required Course Assignments and Course Schedule Class participation/ attendance 150 points (15%) Research and Reflection 350 points (35%) Readings and reactions to current articles from our texts and journals will provide an opportunity to examine and discuss other urban teachers ideas and experiences. We

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will also be able to compare them with our own. Independent research is also contained in this section. Reflection one through five (noted on weekly plans(50 points each) Reflective writings where we mix our readings, research, and experiences together to create a new plan for our future urban classroom. The paper length will range from 2 to 3 pages and include connections to our readings and class discussions. Sources are expected to be adequately noted. Collection of weekly reading quotes + independent research(50 pts.) Twelve (12) sets of quotes plus an additional three (3) research articles comprise this collection of gatherings from our readings of urban teachers experiences. Quotes may be handwritten or typed and will include the quote and a short reaction or reflection of two or three sentence. The research need be only highlighted with comments made in the margin. Interview (50 points)A four to six page, typed reflection should result from searching to answer this question: What is life in an urban school like?This interview will be with a student or teacher at your school site. Details given out first night of class. Observation Documentation 500 points (50%) Journal (100 points) Depth of personal reflection is essential. This section requires a journal entry for each days urban education experience. Each days entry must include: date, hours spent, listing of duties performed, and a paragraph explaining a significant learning (give the details, what was learned and an emotional response to the learning). Observations-- This 40% of your grade will be evaluated by the number of hours you actually complete in the urban classroom and the quality of your performance while you are there. In order to receive any credit for this part, your hours must be documented by your classroom teacher. This will be done on The Field Experience Evaluation form which has been provided. It is your responsibility to see to it that this form is filled out and given back to you in time to make the December 2nd, 2013 deadline. If it is not possible for you to complete all 60 clock hours, grades will be calculated as follows: 57 clock hours = 360 points A- 53 clock hours = 320 points B 49 clock hours = 280 points C 45 clock hours = 240 points D