COURSE DESCRIPTION:
This course explores the American school system as influenced by contemporary and historical principles and philosophies. Current educational issues discussed include (a) the organization, structure, and funding of schools; (b) legal issues impacting students, teachers, and administrators; (c) the significance of education in our society; and (d) the social and political forces impacting our educational system. Career opportunities and requirements of the teaching profession are also explored. This course is designed to be taken concurrently with ED 210: Practicum in Education to provide field-based experience in area schools.
Please note: There is a service-learning component to this course.

KNOWLEDGE/ UNDERSTANDING GOALS:
The following goals, as presented by the Department of Education for the
State of New Hampshire, will be met through this course. The candidate shall be able to:

1. Describe various theoretical models of organizing elementary schools, as well as their practical application. (Standard 4 – Instructional Theory)

2. Articulate his or her beliefs about the nature of teaching and learning. (Standard Instructional Theory)

3. Design self-contained classroom environments which address the learning needs of children as well as make efficient use of time and space. (Standard 4 – Instructional Theory)

4. Establish and reinforce behavioral values, standards and limits in an educational setting. (Standard 5 – Behavior Management)

The following goals will also be met through the service-learning component of this course. Based on the student's service-learning experience, the student will:

5. Describe the organizational structure and culture of the school in which he/she did his/her service-learning project.

6. Describe how the school is funded.

7. Describe how service-learning can be used as a philosophy and pedagogy, specifically how it can be used to meet the diverse learning styles and needs of the students involved in the project.

8. Identify the NH Curriculum Frameworks that were met by the students with whom he/she worked in this service-learning project.

9. Describe how various classroom climates and environments influenced the learning of the students with whom he/she worked.

10. Identify various teaching approaches and styles used by the various educators with whom the student came in contact.

(Specifics about the service-learning aspect of this course will be described in detail in the following pages.)

CLASS METHODOLOGY:
A variety of methods will be used, including lecture, class discussion,
Student projects and activities, films, readings, small and large group collaboration, and service learning.

REQUIRED TEXTS:
1. Schlechty, Phillip C. (1990). Schools for the Twenty-first Century. San
Francisco, CA; Jossey-Bass Publishers.

2. Education Week–A weekly newspaper. (Students are required to subscribe to this publication, which can be obtained from the bookstore.)

3. New England College Pre-Service Teacher Service-Learning Guidebook

4. NH Curriculum Frameworks

SUPPLEMENTARY READINGS:
As assigned throughout the semester.

APPLICATION TO THE EDUCATION DEPARTMENT:
Application for acceptance into the major should be done while you are enrolled in this course. Please be aware of the requirements for majoring in education as outlined in the 1997-98 Academic Catalog. Students will be apprised of the requirements for majoring in education and how to apply for acceptance into the major throughout the semester. Remember that the education requirements you must fulfill are based on the date you are accepted into the major. Therefore, you may be governed by two Academic Catalogs: (1) The education requirements, which you must fulfill, will be based on the catalog associated with the date of your acceptance into the major; and (2) The general education requirements of New England College, which you must fulfill, will be based on the catalog associated with the date you entered New England College.

PREPROFESSIONAL SKILLS TEST:
All students who plan to apply to the teacher education program are
Required taking a professional teacher exam as part of the course. While the grade on this exam will not be factored into your course grade, it will determine your eligibility FOR acceptance into the education major. Specifics concerning the Pre-professional Skills Test will be distributed by the instructor. Remember that you will not be considered for acceptance into the major without having successfully completed this test, and you will not be allowed to take certain courses without having been accepted into the major.

ATTENDANCE:
The study of education is a continual, interactive process. To fully participate in this process TOGETHER, we must ALL attend classes according to our agreed upon schedule. Much of the material presented in class is not available in the readings, and therefore must be obtained through participation in class discussion. Should an emergency arise, students must contact me prior to class. Therefore, attendance is required at all classes. Should you miss a class, it is your responsibility to obtain the material covered in class from a classmate. Those students who miss 5 or more classes for any reason will have their final grade lowered by 1 full letter grade for each absence over 4.

ASSIGNMENTS:
All assignments are to be submitted on the due date. If an assignment is late, your grade for that assignment will be lowered using the following guidelines as outlined for each requirement. (See particulars below.)

All assignments will be graded for content, mechanics (spelling, grammar, etc.), and presentation. It is my belief that all teachers must be able to communicate appropriately, in written as well as verbal form. As future educators, you must take care when presenting written papers and oral presentations; your future audience will be students, parents, other teachers, administrators, or any combination of these audiences. The writing rubric, which has been provided to you, should be used as a guide when you write. I will use it for grading purposes. Become very familiar with it and use it consistently.

Please use the APA style for format and technical assistance, including citations, etc. for written work. You can find a copy of this reference text at the Academic Support Center or you may ask me. Please refer to this guide whenever you write; don't rely on your memory.

All papers should be well thought-out. If I cannot read your work, or if the mechanics detract from it to such a degree that I cannot clearly identify the point you are making, I will return it to you, without a grade, and ask that you revise it prior to my reviewing it for a grade.

1. Formal Papers:
missed submission of written project: 2 pts. for each day late (including Sat. and Sun.) up to 50 pts.
Paper 1 – Personal Goals and why you want to be a teacher. Why is it that you want to be a teacher? What experiences have led you to this decision?
What characteristics do you have which will make you a great teacher?
What characteristics may inhibit you (challenge you) from being a great teacher? What do you plan to do about these challenges? What are your personal goals regarding this course and becoming a teacher? How can this class help you realize your goals? (written paper due 9/11 revision due 10/2)
Note: for those applying for acceptance into the major, this paper can be adapted for use in your application portfolio.

Paper 2 – What have you learned thus far? Give specific examples from your readings, observations, discussions that you have had, etc. that you have found exceptionally enlightening. In what ways has this new knowledge impacted you? What do you plan to do with this new information? What do you still need or want to learn? Why? How do you plan to meet these new learning goals? (written paper due10/14, revision due 11/4)


Paper 3 – The semester is quickly coming to a close. Much has happened and your views regarding teaching have no doubt changed. Discuss how your views have changed. What has contributed to these changes? What do you now plan to do with this new knowledge? You must give specific examples of what has contributed to your learning such as information learned as a result of class discussions, information obtained from films, information gleaned from Education Week, information learned as a result of your service-learning experience etc. (written paper due 12/9; no revision accepted.)

2. Term Project – Service-Learning Project
Please review carefully the Pre-Service Teacher Service-Learning Guidebook and refer to the appropriate pages in the Guidebook to help you complete your service-learning project.

You will be expected to keep a service-learning journal and binder and create a portfolio to represent your experience.

The binder must include the following sections:

A. Information about the school in which you are doing your service- learning projects. Please include names and phone numbers of key individuals, a description of the culture of the school, the school calendar, and other pertinent information.
B. Resources, their names, addresses and phone numbers, you will rely on you to implement the service-learning project.
C. A description of the need and how you determined it.
D. A detailed description of your plan to meet the need. Make sure you include the training and supervision which needs to be done; how you will fund the project; the steps of your project and the timeline; etc.
List of the NH Curriculum Frameworks which will be met through this project and a detailed description of how you plan to evaluate how effectively they have been met (formative and summative evaluation/ qualitative and quantitative data).
F. A detailed description of how you plan to recognize the efforts of the participants.

Note, missed submission of binder: 2 pts. for each day late (including Sat. and Sun.) up to 50 pts. Remember – I will use the rubric for written work that was given to you with the syllabus to grade your work.

You must keep a journal and include an entry each time you meet regarding your service-learning project. The questions outlined in the Pre-Service Teacher Service-Learning Guidebook should guide your reflection. In general, you should include:

A. WHAT? Observations
B. SO WHAT? Analysis
C. NOW WHAT? New or Future Applications
D. CLOSING (Synthesis)

Note: missed submission of journal: 2 pts. for each day late (including Sat. and Sun.) up to 50 pts. Remember – I will use the rubric f or written work that was given to you with the syllabus to grade your work.

Important Dates:
Due Sept.19
* You must have selected a school to work closely with and, as a team, educators, students, etc., identified a need which can be met by the group.

Due Sept, 25
* You must have a list of individuals/agencies in the community who can act as resources to clarify the need, help to meet the need, etc.

Due Oct. 2
* You must have developed a plan with students and other appropriate community members to meet the need. (Please use the Service-Learning Action Plan in the Pre-Service Teacher Service-Learning Guidebook.) You must submit a detailed, written plan to me.

Due Oct. 9
* You must have identified the NH Curriculum Frameworks that will be met by the students who participate in the project.

* You must have identified the training and supervision which will be necessary for those involved in the service-learning project. Provide a description of the training and supervision that will be done.

* You must have identified the resources, money, people, materials, etc. that will be needed to implement the plan. Explain in writing who you will contact, for what, the money needed, who will fund you, etc.

* You must describe in detail how you plan to evaluate the effectiveness of your service-learning project (evaluation must include formative and summative measures as well as supply qualitative and quantitative data).

Due Nov. 15
* You must describe in detail how you plan to recognize the efforts of the participants. (Remember, you can plan to celebrate at the presentation on Dec. 4.)

Due Dec. 4
* You must continually document your work and present evidence of it in a portfolio. Your portfolio should include:

1) A narrative of the project with the need clearly identified and the plan to meet the need clearly outlined.

2) A description of the participants.

3) A reflective piece which includes:

A. KNOWLEDGE: What were your first impressions of your service learning experience?
B. COMPREHENSION: How was this service-learning experience similar to or dissimilar from what you expected?
C. APPLICATION: How has your participation in this service-learning project changed your perspective on education?
D. ANALYSIS: What parts of the experience has been most challenging to you?
E. SYNTHESIS: What have you personally learned about yourself from your service-learning experience?
If you could take away one photograph in your mind from this service project that meant something to you, what would it be?
F. EVALUATION
What changes would you recommend to enhance the experience and learning of those involved?

4) Photos or other visuals.

* You must share with the ED 200: Principles of Education class and members of the communities impacted by the project the plan and the results of the participants' efforts (evening presentation Thursday Dec. 4 – keep this date set aside).

Note: You will be graded on your presentation of your project on Dec. 4 as well as your presentation of how your project meets NH Curriculum Frameworks (see syllabus for date.) The group created oral presentation rubric will be used to assess your performance.

3. Education Week Responses
Note: missed responses: 10 pts. deducted from response grade for each response date missed (As a group we will create a rubric for oral presentations. Each member of the class will use this to assess each student's oral presentation.)

A fish bowl format will be used for presentations. Those who will be presenting will sit in the middle of a circle, the fish bowl; listeners will sit around the outside. Those who are presenting (the fish in the bowl) will be the only ones allowed talking (the fish). Listeners will have an opportunity to ask questions after the presentations have been made. One seat will be open for individuals from the outside circle to occupy in order to ask a question. Others wishing to ask questions may do so by tapping the questioner's shoulder, who must then relinquish his/her seat to the new questioner. The process will become very clear when we do our first fish bowl.

You will be expected to sign-up for a response date on the attached form. You must be prepared to respond to an article of your choosing in Education Week on the date you have selected. Those not "officially responding" will be required to listen attentively and ask pertinent questions.

Response 1: due by Sept. 30
Enter here the date you have signed up for__
Response 2: due by Oct. 30
Enter here the date you have signed up for___
Response 3: due by Dec. 4
Enter here the date you have signed up for___

Format for Responses:
1. Include an introductory statement that contains a thesis statement (this statement should be enticing to the listener, and set the stage for what is to be discussed.)
2. Discuss the issues brought forth in your reading of Education Week, how they relate to class discussions, films viewed, and your observations as a result of your service-learning experience. You should present as many sides of the issue as possible. In other words, if you discuss gender issues in the classroom, you must discuss the views of males, females, teachers, and society, which may be similar or may be very different.
In this way you should take a variety of positions, some of which may be counter to your own, and present them through a well-articulated presentation.
3. Include a conclusion that revisits your introductory statement and closes your discussion.
4. Be prepared to answer questions from your listeners.

4. Schlechty's Book
The Final Word activity scheduled for week 9/10 will be graded using the oral presentation rubric we created as a class.

TENTATIVE COURSE OUTLINE;
What follows below is a tentative schedule for the course. I expect that the press of class discussion, the likely intrusion of world events, and the presence of very talkative students and instructor will force alterations in the schedule.

Week one 9/2 and 9/4
Topics: Syllabus and Requirements
Teaching as a Career
Materials due:
due 9/4 Contract with Goals

Activities:
*Review Syllabus and Requirements
* Create Rubric for Oral Presentations
* Sign-up for Education Week Response Presentations
* Project 1: Personal Goals: Break into pairs. Share thoughts about why you want to teach, and the goals you have for yourself in regard to this class. Create a visual representation of why you want to teach.
* Film: To Be A Teacher!

Week TWO 9/9 and 9111
Topic: Teachers
Materials due:

due 9/11 Formal Paper 1
Activities:
* First Fish Bowl
* Me, A Teacher! In small groups discuss the qualities/characteristics of the best teacher you have ever had. As a group, come to a consensus as to what qualities/characteristics are embodied by the "best" teacher. You will be expected to share with the large group what your group has decided these characteristics/qualities are. Your group must determine how it will share this information. You might want to create a skit or a poster, write a poem, or compose a letter to your favorite teacher, you decide.
Tentative date 9/11 for meeting with administrators, teachers, and students of service learning sites.

Week Three 9/16 and 9/18
Topic: Schools
Materials due:
due 9/18 Service-Learning Binder: Select a school to work closely with and, as a team, educators, students, etc., identify a need which can be met by the group. Include in your Binder:
*Information about the school in which you are doing your service learning project. Please include names and phone numbers of key individuals, a description of the culture of the school, the school calendar, and other pertinent information.
*A description of the need and how you determined it. (Use Pre-Service Teacher Service-Learning Guidebook for assistance.)

due 9/18 Service-Learning Journal
Activities:
* Second Fish Bowl (week three)
* Environment. Close your eyes and take a journey back in time. Envision the classroom where you felt most comfortable and where you feel you learned best. Draw a picture. In small groups discuss your classrooms. Share the qualities you believe make up a positive socio-emotional environment. Consider what you would like to do to this classroom to make the environment more conducive to your needs.

Week Four and Five 9/23,9/25, 9/30 and 10/2
Topic: Schools
Materials due:
due 9/25 Service-Learning Binder:
-Identify the individuals/agencies in the community, who can act as resources to clarify the need, help to meet the need, etc.
-Identify the resources, money, people, materials, etc., which will be needed to implement the plan.
-Include in your Binder all previous information as well as:
Resources, their names, addresses and phone numbers, you will rely on to implement the service-learning project.
due 9/25 Service-Learning Journal
due 10/2 Service-learning groups should be prepared to share the status
of their projects using the Tuning Protocol Format (see attachment.)
due 10/2 Service-Learning Binder:
Develop a plan with students and other appropriate community members to meet the need. Identify the training and supervision that will be necessary for those involved in the service-learning project. Include in your Binder all previous information as well as:

A detailed description of your plan to meet the need. Make sure you include the training and supervision which needs to be done; how you will fund the project; the steps of your project and the timeline; etc. due 10/2 Service-Learning Journal due 10/2 Revised Formal Paper 1 Activities:

* Third Fish Bowl (week four) Fourth Fish Bowl (week five)
* Film Bill Moyers (Savage Inequalities) What issues were raised? What can you do about these issues? How are these issues related to the needs you have identified in your service-learning sites? How are you planning to address these needs? Who will you go to for and as resources? Your service learning group should be prepared to respond to these questions and share the status of your work.

Week Six and Seven 10/7, 10/9, 10/4
Topic: Curriculum/Standards
Materials due:
due 10/9 Service-Learning Binder:
Identify the NH Curriculum Frameworks which will be met by the students who participate in the service-learning project.

Describe in detail how you plan to evaluate the effectiveness of your service-learning project (evaluation must include formative and summative/ qualitative and quantitative data).

Include in your Binder all previous information as well as:
A list of the NH Curriculum Frameworks which will be met through
This service-learning project and a detailed description of how you plan to evaluate how effectively they have been met (formative and summative/ qualitative and quantitative data).
due 10/9 Service-Learning Journal
due 10/14 Formal Paper 2
due 10/14 Service-learning groups should be prepared to share how their projects will help their students meet the NH Curriculum Frameworks. We will use the Tuning Protocol Format to do this (see attachment.)
Activities:
* Fifth Fish Bowl
* NH Curriculum Frameworks – What are they and why to we have them? How do they relate to the Goals 2000?
* Tuning Protocol – How your service-learning project will help students meet the NH Curriculum Frameworks.

Week Seven and Eight 10/16, 10/21 and 10/23 Topic: Students/ Expectations Materials due:
due 10/16 Service-Learning Journal
due 10/23 Service-Learning Journal Activities:

* Sixth Fish Bowl
* Expectancy Theory Lecture
* Film "Why Kids Flunk"

Week Nine and Ten 10/28. 10/30, 1114 and 11/6 Topic: Schools, an historical journey Materials due:
due 10/28 Have read Schlechty – Schools for the Twenty-first Century
due 10/30 Service-Learning Journal
due 11/4 Revised Formal Paper Two
due 11/6 Service-Learning Journal Activities:

* Seventh Fish Bowl (week 9)
o The Final Word (see attachment) – Be prepared to share at least three favorite thoughts or quotes from the book. Your thoughts/quotes must come from the beginning, the middle, and the end. Identify the page from which the quote or thought has been taken so others may have a reference point. Film "Simple Justice"

Week Eleven 11/11 and 11/13 Topic: Issues Affecting Schools (Salaries, contracts, etc.) materials due:
due 11/13 Service-Learning Journal Activities:
* Eighth Fish Bowl.
* A comparison of salaries and contracts. What is important to know? In groups, review the contracts and salary schedules. Be prepared to discuss with the rest of the class what you have found out. Week Twelve 11/18 and 11/20 Topic: Parents Materials due:
due 11/18 Service-Learning Binder: Include in your Binder all previous information as well as: * Describe in detail how you plan to recognize the efforts of the participants. Remember that you can plan to recognize the participants, efforts at the presentation on Dec. 4.
due 11/20 Service-Learning Journal Activities:

* Ninth Fish Bowl
* Parent Forum – A group of parents will meet with you to discuss what they see as the crucial issues facing schools, what parents expect from teachers, and what you, as future teachers, can do to ensure that our children receive a quality education.
* Film: 60 minutes tape – Criminal checks

Week Thirteen, Fourteen and Fifteen 11/25 12/2, 12/4, 12/9. and
12/11
Topic: Teaching now and in the future.
materials due:
due 12/4: Service-learning Binder:
Share with the ED 200: Principles of Education class and members of the communities impacted by the project the plan and the results of the participants, efforts (evening presentation Thursday Dec. 4 – keep this date set aside).
Document your work and present evidence of it in a portfolio.
due 12/4 Service-Learning Journal
due 12/9 Formal Paper Three
due 12/9 Service-Learning Journal, Portfolio, and

Activities:
* Tenth Fish Bowl
* Teacher Forum – A group of teacher will meet with you to discuss what they see as the crucial issues facing schools, what teachers expect from other teachers, and what you, as future teachers, can do to ensure that our children receive a quality education.
* Film: "Stand and Deliver"
* A review of the course and last minute thoughts.

Please remember this course outline is tentative and subject to change depending on the needs of the class.