TED 466.02:

SINGLE SUBJECT ALTERNATIVE CREDENTIAL SEMINAR

"Superteacher," courtesy of Discoveryschool.com

COURSE SYLLABUS, Fall, 2002

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Instructor: Nada Mach, Ph.D.

Office: School of Education, Building 12, Room 1001b (in the Student Services Center).

Telephone: (310) 243-3915

E-mail Address: nmach@dhvx20.csudh.edu

Home Page: http://www.csudh.edu/soe/faculty/nmach.htm

Office Hours:

• Tuesdays, 3:00-6:00 P.M.
• Wednesdays, 2:00-4:00 P.M.;
• every other Wednesday, beginning 9/11/02, from 4:00-6:00 P.M.; & by appointment.

Class Meetings: Alternating Wednesdays, 4:30-6:20 P.M., in room SBS D125, beginning 9/4, and continuing on 9/18, 10/2, 10/16, 10/30, 11/13, and 12/4.

Texts:

• California Department of Education. California Standards for the Teaching Profession, January, 1997. (http://www.ctc.ca.gov/cstppublication/cstpreport.html)
• CSUDH Teacher Education Department. Single Subject Alternative Credential Handbook. 1999.

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Course Description and Conceptual Framework

The primary purpose of seminar is to share classroom experiences, problems, and situations, as well as to expand practical expertise. In addition, you will receive pertinent information concerning the required university pre-field clinical experiences, fieldwork, credential requirements, and classroom survival skills in seminar. Topics throughout the course will address the concerns of ethnic and cultural diversity and educational equity (CTC Standard 5, correlated to Standards 10-19; NCATE Standards IA, ID1, ID2, IH).

Your ideas and suggestions are always welcome.

In accordance with the School of Education's Conceptual Framework, all students will work toward achieving the following in this class:

• Skill in realizing educational equity for all learners;
• Sensitivity toward and effectiveness with people from diverse cultural and linguistic backgrounds;
• Appropriate and creative use of independent and collaborative experiential learning;
• Multicultural and global perspectives in thinking and practice; and
• Personal growth through reflection and self-evaluation.

 

NCATE Standards:

• Standard IA: Conceptual Framework
• Standard ID1: the responsibilities, structure and activities of the profession; school law and educational policy, professional ethics
• Standard ID2: Collaboration with school colleagues, parents and agencies; effective interactions with parents; opportunity for candidates to reflect on their teaching and its effects on student growth and learning.
• Standard IE1: Integrating content, professional, and pedagogical knowledge and skills

Expectations

Grading for seminar is on a credit (CR)/no credit (NC) basis. There is one required assignment due at the last class, the "Verification of University Pre-Field Clinical Experiences," which is included in the Single Subject Alternative Credential Handbook. The assignment combines observation, participation and reflection, and is designed to give the beginning teacher experiences in the classroom that will promote good practice. The anecdotal records from this assignment become part of the Candidate's portfolio.

Because of the nature of seminar, in addition to the "Verification of University Pre-Field Clinical Experiences," attendance and participation in class discussions are the basis for the completion of the course. More than one excused absence (excluding parent night) may result in a "No Credit." An excused absence is one for which the instructor has received prior notice (including telephone call/message up to the time of class). Because of the short duration of class meetings, students are expected to be in class promptly at 4:30 P.M. Excessive tardiness may also result in a "No Credit" for the class.

 

Academic Integrity

Students are reminded to review the university regulations on academic integrity on page 14 of the university catalogue.

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Tentative Course Discussion Topics
Fall, 2002

Date	Topic	Class Activity
9/4	Introductions; Program Requirements; and Credential Procedures	Whole class discussion
9/18	Survival Skills at your School; Credential Program portfolio & reflective practice	Cooperative Group Activity
10/2	Orientation to Instructional Media Services/AV materials (Sharon LeBot, IMS, Guest); California Standards for the Teaching Profession (CSTP)	Discussion
10/16	Gang Activity in the L.A. Area (Dr. Lal, Guest)	Lecture/discussion
10/30	Credential information (Credential Analyst, guest); CSTP revisited	Lecture/discussion
11/13	Legal Rights and Responsibilities (Dr. Marvin Brown, Principal, Culver City Continuation School,Guest)	Lecture/discussion/Fieldwork applications due Dec. 1, 2002
12/4	Preparation for Fieldwork; Credential Program Portfolio reviewed	Discussion/reflection/Verification of University Pre-Field Experiences due

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Suggested Readings

• Good, T. & Brophy, J. Looking in Classrooms, 6th Ed. New York: Harper & Row, 1994.
• Goodlad, J. A Place Called School. New York: McGraw-Hill Co., 1984.
• Goodlad, J. In Praise of Education. New York: Teachers college Press, 1997.
• Goodlad, J. Educational Renewal. San Francisco: Jossey-Bass Publishers, 1998.
• Henderson, J.G. Reflective Teaching: The Study of Your Constructivist Practices, 2nd Ed. Englewood Cliffs, NJ: Prentice-Halle, Inc., 1996.
• Kagan, S. Cooperative Learning: Resources for Teachers. Riverside, CA: Printing and Reprographics, U.C. Riverside, 1989.
• Kozol, J. Savage Inequalities. New York: Crown Publishers, 1991.
• McLaren, P. Life in Schools. New York: Longman, 1989.

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