Social and Political Issues

  1. Readings (from “American Education”):
    • Chapter 3: Equality of Educational Opportunity: Race, Gender, and Special Needs
    • Chapter 4: Student Diversity
    • Chapter 5: Multicultural Education
    • Chapter 6: Local Control, Choice, Charter Schools, and Commercialism
    • Chapter 7: Power and control at the State and National Levels
    • Chapter 10: The Courts and the Schools
  2. Landmark court cases
    • Brown v. Board of Ed
    • Plessy v. Ferguson
    • Lau v. Nichols (which led to bilingual education act)
  3. Landmark legislation
    • Public Law 94—142
    • NCLB Act of 2001
    • Title IX
  4. Issues of child abuse, anti-bullying, anti-harassment legislation
  5. Governance Issues

Philosophies of Education

  1. Readings (from “American Education”):
    • Chapter 1: The Goals of Public Schooling
    • Chapter 2: Education and Equality of Opportunity
  2. Readings (from “American Education”):
    • Chapter 3: Equality of Educational Opportunity: Race, Gender, and Special Needs
    • Chapter 4: Student Diversity
    • Chapter 5: Multicultural Education
    • Chapter 6: Local Control, Choice, Charter Schools, and Commercialism
    • Chapter 7: Power and control at the State and National Levels
    • Chapter 10: The Courts and the Schools
  3. Landmark court cases
    • Brown v. Board of Ed
    • Plessy v. Ferguson
    • Lau v. Nichols (which led to bilingual education act)
  4. Landmark legislation
    • Public Law 94—142
    • NCLB Act of 2001
    • Title IX

Educational Philosophy Paper

In the Educational Philosophy Paper, the candidate summarizes the major philosophies in practice in the education profession. The candidate articulates his/her personal philosophy at work in his/her K-12 student context.

Graduate Percentage Scale: 0.00 – 68.74% 68.75 – 81.24% 81.25 – 93.74% 93.75 – 100%  
Graduate Scaled Score: 0.0 – 1.5 1.6 – 2.5 2.6 – 3.5 3.6 – 4.0  
  % of Grade Below Standard Approaching Standard At Standard Exceeds Standard
Articulation of Philosophies 35 Major proponents and principles of three (3) philosophies are incomplete. Major proponents and principles of three (3) philosophies are described but lack rich detail. Major proponents and principles of three (3) philosophies are fully described to a reviewer. Major proponents and principles of three (3) philosophies are fully described to a reviewer.
Effectively presents to a cohort and instructor.
Impact on Practice 50 Incomplete description of impact of philosophies on curriculum, assessment and environment. Describes but lacks detail about impact of philosophies on curriculum, assessment and environment. Clearly describes impact of philosophies on curriculum, assessment and environment. Clearly describes impact of philosophies on curriculum, assessment and environment.
Effectively presents to a cohort and instructor.
Professional Presentation 15 Improper use of grammar, spelling, syntax, punctuation, and APA style (7+ errors) Some improper grammar, spelling, syntax, punctuation, and APA style (4-6 errors) Mostly proper grammar, spelling, syntax, punctuation, and APA style (2-3 errors) Proper grammar, spelling, syntax, punctuation, and APA style (0-1 errors)
TOTAL 100%        

Collaboration on Educational Philosophies

Candidates apply their understanding of educational philosophies by collaborating to create a lesson taught in the purest form of that given philosophy.

Graduate Percentage Scale: 0.00 – 68.74% 68.75 – 81.24% 81.25 – 93.74% 93.75 – 100%  
Graduate Scaled Score: 0.0 – 1.5 1.6 – 2.5 2.6 – 3.5 3.6 – 4.0  
  % of Grade Below Standard Approaching Standard At Standard Exceeds Standard
Collaboration on Presentation 40 Members of group do not work together. Some but not all members contribute throughout the process. All members actively participate and contribute to the development of the presentation. All members actively participate and contribute to the development of the presentation.
Enthusiasm and engagement are obvious throughout the process.
Presentation of Philosophies 60 Elements of philosophy are incomplete in the presentation. Major elements of philosophy are observable in the presentation. Major elements of philosophy are clearly observable in the presentation. Major elements of philosophy are clearly observable in the presentation.
Audience engagement is obvious.
TOTAL 100%        

The Profession of Teaching

  1. Readings
    • Chapter 8: The Profession of Teaching
    • Chapter 9: Textbooks, Curriculum, E-Learning, and Instruction
  2. Evolution of collective bargaining
    • Education associations
    • Strikes
    • Working conditions
    • Grievance process
  3. Compensation/performance standards
    • Merit pay
    • National boards certification
    • Highly qualified
    • New compensation model (WA state)
    • Career continuum
  4. Professional learning communities
    • Collaboration
    • Peer review
    • Professional development
    • Curriculum development

Discussion and Participation

Grading Criteria for Discussions and Participation

Class participation through discussion is an integral part of this course. Participation is defined as active engagement in a discussion or other course activities.

Online Discussion

To provide a structure for balanced participation and allow you to maximize the benefit of class discussion, it is recommended that candidates follow these guidelines:

  1. Post responses to discussion questions in the first three days of the school week (Monday through Wednesday).
  2. Post two or more thoughtful and topic-relevant comments to responses made by classmates during the last four days of the school week (Thursday through Sunday).
  3. Respond to any questions that your instructor or peers have regarding your original posts by the end of the school week.

Assessment Rubric

Graduate Percentage Scale:   0.00 – 69.99% 70.00 – 81.24% 81.25 – 93.74% 93.75 – 100%
Graduate Scaled Score:   0.0 – 1.5 1.6 – 2.5 2.6 – 3.5 3.6 – 4.0
  % of Grade Below Standard Approaching Standard At Standard Exceeds Standard
Meets requirements of the activity in a timely manner 30 Lack of active participation in class discussions and activities; last-minute participation in online discussion Some active participation in class discussions and activities; last-minute participation in online discussion Actively participates in class discussions and activities; some posts not in time for others to read and respond to in online discussion Actively participates in class discussions and activities; posts/responds early in online discussion 
Adds insightful or new ideas, comments, or questions relevant to the activity and/or to other students’ posts 30 Superficial and undeveloped analysis; no insight or thoughtfulness; off topic Scattered and poorly developed analysis; few, if any new ideas or connections; rephrases or summarizes other postings Generally competent; analysis is somewhat insightful and thoughtful; some new ideas or connections, but lack depth and/or detail Rich in content, thoughtful and insightful analysis; detailed new ideas with connections made to previous sessions and/or real life situations
Appropriately references readings, material in course sessions and other postings 30 No connections are made Very few if any connections; mostly anecdotal examples with no references Some connections to previous and current sessions; references to materials provided by instructor Connections to previous and current sessions; references to materials, other than those provided by instructor
Writes clearly, concisely, and grammatically 10 Obvious grammatical or stylistic errors, making understanding impossible Serious grammatical errors interfering with content Several grammatical or stylistic errors Few grammatical or stylistic errors
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