Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - EDE6458I
Tracking Number - 2397
Edit function not enabled for this course.
Current Status:
Approved, Permanent Archive - 2011-02-15
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): change course objectives to:
1. Research and develop a paper that states the student’s philosophy of teaching (see seminar) with references to support that philosophy. (A.P. 3 & 4, C.F. 4, ACEI 1)
2. Observe teachers in a variety of diverse elementary classrooms, and write reflections/reactions to those observations. (A.P. 11, C.F. 1, 4 ACEI 5)
3. Develop an understanding of various roles and responsibilities of teachers. (A.P. 5, 6, 7, 8, 9, 10, 11, C.F. 1, ACEI 5
4. Develop a foundational understanding of K-5 classrooms to facilitate course instruction and content acquisition. (A.P. 5, 6, 7, 8, 9, 10, 11, C.F. 1, 2, 4, 5, 6, ACEI 5
5. Identify characteristics of effective teachers both philosophically and in K-5 classroom settings. (A.P. 5, 6, 7, 8, 9, 10, 11, C.F., 1, 4, ACEI 5
6. Demonstrate competence and professionalism in all written and oral communication. (A.P. 2, C.F. 1, 5, ACEI 5)
Comments: GC appd 1/24/11; to USF System for concurrence 1/27/11; to SCNS 2/7/11. SCNS approved. Effective 3/1/11
Detail Information
- Date & Time Submitted: 2010-11-02
- Department: Childhood Education & Literacy Studies
- College: ED
- Budget Account Number: 172100
- Contact Person: Audra Parker
- Phone: 8139741034
- Email: akparker@usf.edu
- Prefix: EDE
- Number: 6458I
- Full Title: Reflections on Instructional Decision Making
- Credit Hours: 1.0
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Reflections
- Course Online?: C -
Face-to-face (0% online)
- Percentage Online: 0
- Grading Option:
S - S/U Only
- Prerequisites:
- Corequisites:
- Course Description: This course is designed to introduce and orient new MAT student to the program and field of elementary teaching. Students will explore their beliefs about teaching and characteristics of effective teachers as they make observations in K-6 settings.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed for program/concentration/certificate change
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? MAT students enrolled in the fall and spring semesters will register for this course. This is approximately 25 students each fall and spring semester. n its original form EDE 6458I—Reflections on Instructional Decision Making was designed as a 1-credit seminar to support the practicum field experience. The two courses, EDE 6458I and the field practicum EDE 6946, shared course objectives and activities, and students typically took both towards the middle to end of their program of study. As a result, MAT students, all of whom have undergraduate degrees outside of education could take multiple semesters of coursework without entering a K-5 classroom.
EDE 6458I has been moved to the first semester of students’ programs of study so that it can serve as an entry level introduction to elementary classrooms. EDE 6946 remains the same, and seminar meetings are embedded in the overall practicum experience. We feel this was important in providing MAT students (who lacked background knowledge of elementary settings) a context for which they could experience their coursework. The purpose of this course change form is to further redefine the course objectives for EDE 6458I so that it meets the program’s needs of providing students with an initial exposure to elementary school teaching.
Redefining this course provides MAT students with initial observations in elementary classrooms and affords them an opportunity to affirm that teaching is the right career move for them.
EDE 6458I should not be confused with EDE 6458II—a separate course which students take in their final semester in the program in conjunction with the final internship experience. EDE 6458II does not need any revisions at this time.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Minimum qualification for the instructor is a PhD in field related to Elementary Education
- Objectives: 1. Research and develop a paper that states the student’s philosophy of teaching (see seminar) with references to support that philosophy. (A.P. 3 & 4, C.F. 4, ACEI 1)
2. Observe teachers in a variety of diverse elementary classrooms, and write reflections/reactions to those observations. (A.P. 11, C.F. 1, 4 ACEI 5)
3. Develop an understanding of various roles and responsibilities of teachers. (A.P. 5, 6, 7, 8, 9, 10, 11, C.F. 1, ACEI 5
4. Develop a foundational understanding of K-5 classrooms to facilitate course instruction and content acquisition. (A.P. 5, 6, 7, 8, 9, 10, 11, C.F. 1, 2, 4, 5, 6, ACEI 5
5. Identify characteristics of effective teachers both philosophically and in K-5 classroom settings. (A.P. 5, 6, 7, 8, 9, 10, 11, C.F., 1, 4, ACEI 5
6. Demonstrate competence and professionalism in all written and oral communication. (A.P. 2, C.F. 1, 5, ACEI 5)
- Learning Outcomes: Philosophy of Education
For this assignment, you will explore your beliefs about teaching and learning. Recall past experiences that have influenced your thinking, whether you were a student or someone working with children. Six prompts will be assigned and each should be addressed in a well-developed paragraph.
Blackboard Postings
On the weeks that we do not have a class meeting, you will be making observations in K-6 classrooms and posting these reflections on Blackboard in the Discussions tab. Reflections will be due the Friday prior to the next in-class meeting. You will also need to read and respond to the reflections of your peers. You will need to post TWO responses to peers’ reflections by Sunday prior to the next in-class meeting.
Field Observations
Students are required to complete four separate observations in K-6 classrooms. These observations should be substantial in length (2+ hours of instruction) and in various settings/grade levels. Students will complete reflections for topics assigned for each of the three field observations.
- Major Topics: Major course topics
The overarching purpose of this course is to provide new MAT in Elementary Education students an introduction to the field of teaching by addressing the following topics:
1) Why teaching?
2) Philosophy of teaching
3) Current context of elementary classrooms
4) Shifting understanding of teaching from student to teacher perspective
5) Florida Accomplished Practices for Teachers
- Textbooks: There are no textbooks for this course.
- Course Readings, Online Resources, and Other Purchases: Course readings as posted to Blackboard
Sample:
Borich: Chapters 1-3 (Making observations in classrooms)
Pugach: Chapter 2 (Understanding teaching philosophies)
Borich: Chapter 5
- Student Expectations/Requirements and Grading Policy: The minimum expectations for all students are
Class attendance, promptness (Must attend 75% to earn an S)
Philosophy of Education
For this assignment, you will explore your beliefs about teaching and learning. Recall past experiences that have influenced your thinking, whether you were a student or someone working with children. Six prompts will be assigned and each should be addressed in a well-developed paragraph. Must earn 18/25 to receive an S.
Blackboard Postings
On the weeks that we do not have a class meeting, you will be making observations in K-6 classrooms and posting these reflections on Blackboard in the Discussions tab. Reflections will be due the Friday prior to the next in-class meeting. You will also need to read and respond to the reflections of your peers. You will need to post TWO responses to peers’ reflections by Sunday prior to the next in-class meeting. Must complete all observations to earn an S.
Field Observations
Students are required to complete four separate observations in K-6 classrooms. These observations should be substantial in length (2+ hours of instruction) and in various settings/grade levels. Students will complete reflections for topics assigned for each of the three field observations. Must complete all observations to earn an S.
- Assignments, Exams and Tests: Assignments
Philosophy of Education
For this assignment, you will explore your beliefs about teaching and learning. Recall past experiences that have influenced your thinking, whether you were a student or someone working with children. Six prompts will be assigned and each should be addressed in a well-developed paragraph.
Blackboard Postings
On the weeks that we do not have a class meeting, you will be making observations in K-6 classrooms and posting these reflections on Blackboard in the Discussions tab. Reflections will be due the Friday prior to the next in-class meeting. You will also need to read and respond to the reflections of your peers. You will need to post TWO responses to peers’ reflections by Sunday prior to the next in-class meeting.
Field Observations and Reflections
Students are required to complete four separate observations in K-6 classrooms. These observations should be substantial in length (2+ hours of instruction) and in various settings/grade levels. Students will complete reflections for topics assigned for each of the three field observations.
- Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance at every class meeting is indicative of your engagement, involvement and professionalism.
• If you will be absent, you are responsible for notifying the instructor prior to class by email or phone. It is the student’s responsibility to get any missed notes, information, and handouts.
• An absence (excused or unexcused) will negatively impact your class participation points and ultimately, your final grade. I strongly encourage any student who knows before the class begins that they will miss more than one week of class to withdraw at this time. Excessive absences or tardies, even for legitimate reasons, result in substantial portions of the course not being fulfilled and will result in a failing grade.
• Prompt arrival to class is also a reflection of involvement and professionalism. Because many extraneous factors can influence arrival time, two tardies (30 minutes or less) can be overlooked. However, beyond two, your class participation points, and ultimately, your final grade will be negatively impacted. Missing more than 30 minutes of class will be considered an absence.
http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
- Policy on Make-up Work: • All class assignments must be completed on or before the due date. Please plan ahead for computer difficulties and complex schedules. If problems occur, please discuss them with me. However, for the normal course of events, no late assignments will be accepted.
- Program This Course Supports: MAT in Elementary Education
- Course Concurrence Information: None
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.