The Professional Progam in Elementary Education
Department of Education:533 Waterman
College of Education and Social Services
Faculty in our college aspire to prepare a committed
reflective practitioner,
instructional leadeer and change agent, collaborating
with other professionals
to make a positive difference in schools and the lives
of all learners.
(NCATE conceptual framework)
EdEl 10 Introduction to Teaching and Learning as Meaningful Enterprise
Fall 2002
Prerequisites: Admission to CESS
Credits: One credit hour. Re-enroll Spring Semester for EdEl 10,
one credit hour.
Faculty:
Dr. Joseph Abruscato, 532A Waterman, Phone 6-3356, (C. Foley)
Dr. Charles Rathbone, 537 Waterman, Phone 63356, (C. Foley)
Class Sessions
Whole Group: 427 Waterman, 12:20-1:10 pm
August 28 - Welcome, Overview, Assignment of Advisors
September 4 - What is good teaching?
September 25 - What's in a theme? To know and to do.
The Professional Portfolio.
October 23 - Preregistration for Sp2003. The Academic
Concentration. Dr. B.A. Mohler
December 4 - Pot Luck Luncheon. 539 Waterman.
Begins 11:30am.
December 4 - Portfolio Sharing. 427 Waterman
@ regular class time.
Cohort Groups, Every Wednesday except Whole Group Meeting
Dates. Individual Syllabi
Dr. Abruscato, 457 Waterman
Dr. Rathbone, 403 Waterman
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Description: This two semester course/seminar
is the introductory experience for students contemplating a major in elementary
teaching. The seminar orients new students to their academic career
at UVM and their professional career within our program. Teaching
and learning will focus on the knowledge, skills, and dispositions embodied
by the theme of the elementary program Teaching All Children In Diverse
Communities of Learners. Introduction to the complexities of
teaching in the nation's elementary schools at beginning of the 21st century
will be developed through readings, discussion, and a variety of learning
experiences.
Goals:
1. learn about and make decisions
about pursuing UVM's elementary education program
2. explore different aspects
of the career of being a professional educator
3. begin the study of good
teaching
Objectives:
By actively participating
in this course, you will be able to
1. describe the aims, mission, outcomes, and personal dispositions embodied
in the elementary program;
2. understand and manage and take responsibility for your education as
a teacher-to-be at UVM; and
3. recognize, identify, and describe in context the following knowledge,
skills, and dispositions of being able to teach all children
in diverse communities of learners (Program Outcomes):
a. subject matter knowledge
b. differentiated instruction
c. safe, strength-based learning environments
d. social justice
e. specialized practice
assessment informed
interdisciplinary
inclusive
collaborative
f. equitable and culturally responsive pedagogy
g. technological expertise
h. every child a learner
i. reflective practice
j. leadership in educationcv |
4. develop a beginning Professional Program Portfolio
5. read and discuss literature about teaching in the nation's elementary
schools
6. demonstrate leadership as a preservice educator
7. understand that you are part of a college of education and social services
that focuses your professional education in reflective learning and practice
guided by the following beliefs:
Constructivism. Knowledge is socially constructed through
dialogue and community based practice.
Collaboration. Teachers and other school professionals work collaboratively
to problem-solve with stakeholders.
Human Development and Empowerment. Education facilitates the development
of human potential.
Inclusion. All students can learn and have value in their communities.
Multiculturalism/Culturally Responsive Pedagogy. Learning communities
demonstrate respect for and honor diversity; pursue knowledge and affirmation
of our diverse cultures.
Equity and Justice. Education should advance social justice
and democracy.
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Requirements:
1. Construct a four year
UVM educational plan with your advisor.
2. Demonstrate reflective
and critical thought in a beginning Professional Portfolio through the
submission of three captioned portfolio documents.
3. Complete assignments as
specified by your cohort group leader in your individual cohort group.
4. Obtain and use whatever
text material is required by your cohort group leader.
5. Applies unit beliefs and
program outcomes to your ongoing study of educational practice.
Grading: A letter grade is earned based on attendance,
participation, completed work and other course expectations specified in
cohort group expectations.
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