Experience of the Neophyte Science Teachers Through Their Eyes
GFRP_GamingTheorytoPractice
https://www.oercommons.org/courses/wellbeing-freedom-and-social-justice-the-capability-approach-re-examined
Texas Educator Standards
Texas Teacher Dispositions
Unit 2 Asssessment
BranchED Survey of Content Knowledge and Experience Texas Educators
Overview
This work has been created to supplement a beginning teacher educator course entitled Survey of Content and Experience for Texas Educators. These units provide an understanding of the teacher candidates’ content, discipline, and related pedagogy inclusive of state standards and certification requirements. Students will engage in tasks that will assess their aptitude, skill, knowledge, and experience.
Unit 1 Content Objective 1 Maintain the dignity of the profession
Introduction to the Course: This goal of this course is to provide an understanding of the teacher candidates’ content, discipline, and related pedagogy inclusive of state standards and certification requirements. Students will engage in tasks that will assess their aptitude, skills, knowledge, and experience. Students will apply to admission for the College of Education during this course. Students will engage in a field-based experience.
Audience: The intended audience for this course will be undergraduate students who are interested in gaining admission to the College of Education.
Length of course: This course will be a 14 week couse that will meet twice a week for 1 hour.
Unit-level outcomes: The unit level outcomes are displayed below and the instructor has used these course learning outcomes to build the first three course units.
- The students will demonstrate knowledge of content specific competencies and the roles and responsibilities of the teaching profession.
- The teacher candidate understands the state and program certification requirements pertinent to their area of certification.
- Designs and implements engaging learner-centered instruction that reflects proficiency of content and evidenced-based, discipline specific, instructional strategies to meet the needs of EC-12 learners.
Technology requirements: Teacher candidates in this course are expected to demonstrate skills of using technologies (e.g. special software, programs, and online resources).
Unit 1 Introduction: The students will demonstrate knowledge of content specific competencies and the roles and responsibilities of the teaching profession.
Unit 1 Content Objective 1 Maintain the dignity of the profession
Reading Assignment: The learner will read pages 26-33 of the Stories of Beginning Teachers by David Thornton and answer the following questions:
Introductory Assignment- The purpose of this assignment is to gauge teachers' candidates knowledge about the Educators' Code of Ethics and society's high expectations for educators.
1. Are you aware of any support structures available for beginning teachers?
2. In your opinion what university courses have you taken that will help you handle students' classroom management?
The learner will view the following Maxine Greene's To New Teachers Video and work with a partner and respond to the following prompt:
1. Think about why you want to become a teacher and share your thoughts with your peer.
Unit 1 Objective 2-
Comply with standard practices and ethical conduct toward students, professional colleagues school officials, parents, and members of the community.
The learner will read about the various types of ethics and discuss the descriptions or explanations for the following basic ethical principles:
• Ancient Greek Ethics
• Normative Ethics
• Meta-Ethics
• Descriptive Ethics
• Applied Ethics
After you complete researching, share your ideas with your group on googledocs. Make sure that all of you have a common understanding of the basic principles of your topic. You will all be responsible for sharing what you found with other students during the next class meeting.
As a group, develop an ethical dilemma that highlights the unique traits of your school of philosophy. Make sure everyone in your group knows the ethical dilemma and can be an expert on the ethical philosphy and will teach the ethical philosophy to other students.
The next step will be to break into new groups and share out our concepts to others. You will share your ethical dilemma with your group and discuss HOW and WHY a follower of your ethical philosophy would respond to the situation. You are responsible for making sure everyone in our class understands your ethical philosophy as well as you do!
Unit 1 Objective 3
Safeguard academic freedom
The learner will view the following webinar and complete the discussion questions: CCCOER Webinar Cultural Shift to Academic Freedom
Assignment Discussion Questions:
1. What is academic freedon?
2. As a future teacher how can you ensure the protection of academic freedom for public school students?
Unit1 Objective 4
Maintaining the dignity of the profession, and respect and obey the law.
The learner will complete the Human Services Code of Ethics and Professional Ethical Issues (Standards 10 and 11): Key Term Overview and Self-Assessment and complete the Self-Assessment Quiz.
Unit1 Objective 5 & 6
Demonstrate personal integrity, and exemplify honesty and good moral character & Exemplify ethical relations with colleagues, and extend just and equitable treatment to all members of the profession.
This activity Morality and Values for Teachers and Students by Randall Vail is scheduled to last for two weeks due to the nature of its importance and the activities provided in this lesson. The primary goal of the lesson is to promote good behavior, academic integrity, and social responsbility in students.
Assignment-
1. Introduction (one hour)
We will begin with brief personal and professional introductory remarks by the instructor and participants. The rules and requirements of salary point classes will be presented. (If online, the parameters and guidelines for participation will be presented.)
Because of the potentially volatile nature of the topic and the potential for disagreement among participants, certain guidelines regarding respect and tolerance as well as techniques for non-violent communication will be presented.
Reading:
Definitions and discussion of “morality” and “virtue ethics”…
http://plato.stanford.edu/entries/morality-definition/
http://plato.stanford.edu/entries/ethics-virtue/
Supplemental sites explaining non-violent communication…
http://www.nonviolentcommunication.com/
Writing Prompts: Summarize the reading and provide at least two other annotated internet sources (websites) related to the topic. Identify passages from the reading with which you most relate. Describe one or more of your earliest memories in learning about right and wrong. How do you relate to the experiences of your colleagues?
Activity: Rules! Participants will make and discuss classroom rules, personal rules, and exceptions to rules.
2. Philosophy (one hour)
A brief introduction to ethics and morality in philosophy will be presented, and the ethical theories of various philosophers will be discussed.
Readings:
From the Internet Encyclopedia of Philosophy (by James Fieser). In particular, focus on the section on applied ethics…
http://www.utm.edu/research/iep/e/ethics.htm
Sources for important philosopher’s work regarding Ethics. Choose at least two philosophers to compare…
http://www-personal.umich.edu/~sdarwall/Phil361.html
Writing Prompts: Summarize the readings and provide at least two other annotated internet sources (websites) related to the topic. Identify a passage with which you most relate, or identify a philosopher with whom you most relate. With what philosophical ideas to you most agree or disagree? Why? Your assignment will be graded using the Unit 1 Writing Prompt Rubric
Activity: Participants will be asked to explain and evaluate a variety of proverbs and maxims on ethics, morality, and values. They may also share their own favorites. (Potential source: http://www.valuequotes.net/) Examples include:
“We do not act rightly because we have virtue or excellence, but we rather have those because we have acted rightly.” Aristotle
“A long habit of not thinking a thing wrong gives it a superficial appearance of being right.” Thomas Pain
“Do not be too moral. You may cheat yourself out of much life so. Aim above morality. Be not simply good, be good for something.” Henry David Thoreau
“Always do right--this will gratify some and astonish the rest.” Mark Twain
“The highest form of treason: to do the right thing for the wrong reason.” T.S. Eliot
“Never let your sense of morals get in the way of doing what's right.” Isaac Asimov
3. Religion (one hour)
A very general discussion of general ethical guidelines of the world’s great religions will be presented, including the Ten Commandments of the Hebrew Bible, the Beatitudes or the New Testament, The Five Pillars of Islam, the Eightfold Path of Buddhism, the concepts of Karma and Dharma in Hinduism, among others. Aspects of Secular Humanism will also be discussed in an attempt present all aspects of the religion debate.
Reading:
Exploring Religious Ethics is Daily Life, adapted from Religion for Dummies. Also, read at least three of the “related articles” which you can link to near the bottom of the page.
http://www.dummies.com/WileyCDA/DummiesArticle/id-977.html
Writing Prompts: Summarize the readings and provide at least two other annotated internet sources (websites) related to the topic. Identify a passage with which you most relate. While various religions have their own variation on The Golden Rule, what other ethical tenets do different religions share? Or, where is there a fundamental disagreement? How do different religions handle the concept of “sin”?
Activity: Create your own religion (or variation on an existing religion) or secular ethical movement. What are its moral guidelines? What is the nature mankind, the nature of salvation or self-fulfillment, and what are tenets of a virtuous life in your system of belief?
4. Educational Practice (two hours)
As teachers, we face a variety of ethically charged scenarios. Dealing with the behavior of our students, implementing fair rules, and grading are just a few. Also, academic integrity and intellectual honesty are challenged by the looming specter of cheating and plagiarism. Strategies for detecting and avoiding plagiarism will be presented. Additionally, there will be a discussion of a variety of ethical problems in society, e.g. casual lying, illegally downloading music and movies, corporate malfeasance and white collar crime.
“Teaching Ethics in the classroom” by Peter Hart…
http://www.pitt.edu/utimes/issues/34/020418/09.html
“Ethics in the Science Classroom” by Kenneth Abbott & William Leacock http://onlineethics.org/edu/precol/classroom/lesson2.html
“The Ethics Classroom was developed as an interactive forum for individuals interested in current issues involving values, morals, and ethics across American society”…
http://www.ethicsclassroom.info/
Sources on academic integrity or a lack thereof…
http://www.cheatingculture.com/
http://tlt.suny.edu/cheating.htm
http://www.web-miner.com/plagiarism
http://www.virtualsalt.com/antiplag.htm
More Moral Dilemmas…
http://www.friesian.com/valley/dilemmas.htm
Writing Prompts: Summarize the readings and provide at least two other annotated internet sources (websites) related to the topic. Identify passages from the reading with which you most relate. When is lying appropriate? Explain the importance of academic integrity and/or intellectual honesty. Choose another moral dilemma to analyze.
Activity 1: Share your best practices in classroom management and behavior modification. Describe how you handle grading and cheating in your classroom.
5. Being Polite: Manners, Etiquette and Classroom Behavior (one hour)
Proper behavior in a variety of contexts is important for students to know. However, “home training” is not always as thorough as teachers would like. This discussion on manners and etiquette is meant to be instructive, and it will include reference to the book “Multicultural Manners,” about appropriate behaviors across different cultures.
Readings:
Classroom Management: Manners and Etiquette – from the NEA
http://www.nea.org/classmanagement/ifc040113.html
Manners and Etiquette: Teaching Essential Ingredients for Success – from Education World…
http://www.education-world.com/a_curr/profdev/profdev087.shtml
Articles on Social Skills and Classroom Behavior…
http://www.politechild.com/rss-articles.htm
Children’s Etiquette Resources from Parenting Experts…
http://www.rudebusters.com/etikid.htm
Writing Prompts: Summarize the readings and provide at least two other annotated internet sources (websites) related to the topic. Identify passages from the reading with which you most relate. Your prioritized etiquette list. Pet peeves in class? Should we be training the children or their parents?
Activity: The manners game. Participants will critique each other in various role-played encounters, e.g. eating dinner, a job interview, meeting another’s family, hosting a party, etc.
6. Subject Areas, Grade Levels, and Content Standards (two hours)
There are several places in the Texas Content Standards for K-12 education where ethics and morality are a part of the curriculum. In History, Social Studies, the development of the US Constitution, the notion of rights, and the historical treatment of various groups and cultures all have a moral component. In Science, the ethical treatment of experiment subjects and the importance of the integrity of scientific research are fundamental to a discussion on ethics. And in the Language Arts, from the vocabulary of values to the use of rhetoric to persuade an audience, there is much for students to write about what is right.
And there is this from the Texas Education Code, Chapter 47: Ethical Conduct Toward Students.
(A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law.
(B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor.
(C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student.
(D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation.
Readings:
From the CDE, an annotated bibliography on “Character Education”…
http://www.cde.ca.gov/ls/yd/ce/bibliography.asp
From the CDE, Character Education “supports the core values of trustworthiness, respect, responsibility, fairness, caring and citizenship”…
http://www.cde.ca.gov/ls/yd/ce/
Writing Prompts: Summarize the readings and provide at least two other annotated internet sources (websites) related to the topic. Identify passages from the reading with which you most relate. Using the link to the content standards, identify at least two specific standards you use in your class related to the teaching of ethics and morality.
Activity: Develop at least one lesson plan based on Character Education. What are your specific instructional objectives, what materials will you use, what activities will the students do, and how will you evaluate your lesson?
The lesons will help learners develop their moral intelligence. Vail, R. (2014, January 09). Classroom Ethics. OER Commons. Retrieved June 21, 2021, from https://www.oercommons.org/authoring/4693-classroom-ethics.
Unit 1 Objective 7 & 8
Accept a position of public trust, which will be measured by the success and progress of each student toward realization of his or her potential as an effective citizen. Fulfill the responsibilities in the community; cooperate with parents and others to improve the public schools of the community
Reading- The learner will read Chapter 2 of the Wellbeing Freedom and Social Justice Book by Ingrid Robeyns and complete a self-reflection essay.
Assignment - The learner will read the follwing journal article Parent–Teacher–Student Discrepancies in Academic Ability Beliefs: Influences on Parent Involvement by Nimisha Patel and Sharon Stevens and complete the parent invovlement activities in the Family Engagement Game
Unit 1 Assessment Assessment
UNIT 1 Assessment
Assessment: The learners will have an option of completing one of these two asssements:
View the Every kid needs a champion | Rita Pierson Rita and reflect on all the Units' 1-8 activities and complete one of the two assessements:
Complete the Every Kid Needs a Champion Essay Questions.
Unit 2 Content There are five requirements to become a certified teacher in Texas.
Introduction to the unit: The goal of this unit is to introduce the teacher candidate to state and program certification requirements pertinent to their area of teacher certification.
Audience: The intended audience of this course is undergraduate students who are interested in gaining admission to the College of Education.
Length of course: This course will be a 14 week couse that will meet twice a week for 1 hour.
Technology requirements: Teacher candidates in this course are expected to demonstrate skills of using technologies (e.g. special software, programs, and online resources).
Unit 2 Objective 1- Obtain a Bachelor’s Degree -
You must earn a bachelor’s degree from an accredited college or university.
- The Texas Administrative Code requires that candidates completing a Texas program must have a degree from a university that is accredited by an accrediting agency recognized by the Texas Higher Education Coordinating Board (THECB)
- U.S. Department of Education Database for Accredited Colleges and Universities (outside source)
- Health Science Technology and Trades & Industrial Education certifications are exempt from the Bachelor's degree requirement.
Assignment- Reflect on why it is important to have have caring teachers in the State of Texas. Observe the Teacher Voices video Erica Carter video and begin to draft your teaching philosphy 100 words. Address the following attributes: caring, flexible, culturally responsive
Unit 2 Objective 2 Complete and Educator Preparation Program
You must complete an Approved Educator Preparation Program. If you do not hold a degree you must complete a university program. If you hold a degree you may contact an Alternative Certification Program or Post Baccalaureate program.
Before we continue with the State of Texas requirements to become a teacher let us pause and enjoy this Texas Proud video about honoring teachers and why this career choice is so important for the future of Texas students. Meet Texas Heroes - Strong Communities in Support of Texas Teachers and Public Schools
Assignment - Now for this assignment let us explore one Texas Educator Preparation Program's recommendations for success in becoming a Texas certified public school teacher. After previewing this information you will be divided into 4-5 groups and you will create a career plan to be followed by you and your future fellow educators. This career plan will serve as a goal(s) checklist as you accomplish each of the milestone in your educational journey.
SAMPLE Texas Teacher Certification Checklist
Assignment - Preview the checklist and familiarize yourself with the steps in the process to become a Texas Teacher. Jot down any questions that you might have and present your question to the professor or advisor.
Unit 2 Objective 3 - Pass Certification Exams
Pass Certification Exams – You must pass the appropriate teacher certification exams. Contact your program for exam approval.
Review of the Texas Educator Testing Resources
Assignment - Review the Texas Education Educator Testing Resources and download your specific content's study guide. Complete the Practice test found at the end of the study guide and discuss your results with your professor. This part of the assignment will be done privately and by appointment.
Unit 2 Objective 4 Submit a State Application
Steps to Setting up your TEAL account
Assignment- We will coordinate this activity with a campus computer lab so that all the future educators can create their TEAL account together.
Unit 2 Objective 5- Complete Fingerprinting
Texas House Bill 3 Safety and Welfare of Texas Students
Assignment - A special speaker from one of the local school district's and the university's certification office will visit the class and present the steps involved with this process. The State of Texas follows the following steps to ensure the safety of Texas students.
Unit 2 Assessment
This assessment will evaluate your knowledge and application of the Texas Educator certification process. Open the document entitled Unit 2 Assessment and complete the assessment.
Unit 3 Content Instructional Strategies for Diverse Learners
Introduction to the unit: The goal of this unit is to present teacher candidates with the designs and implementation strategies to engaging- learner-centered instruction that reflects proficiency of content and evidenced-based, discipline specific, instructional strategies to meet the needs of EC-12 learner
Audience: The intended audience of this course is undergraduate students who are interested in gaining admission to the College of Education.
Length of course: This course will be a 14 week couse that will meet twice a week for 1 hour.
Technology requirements: Teacher candidates in this course are expected to demonstrate skills of using technologies (e.g. special software, programs, and online resources).
Unit 3 Objective 1
Engage in the process of learning more about the students’ families, languages, cultures, and educational backgrounds to engage them in class and prepare and deliver lessons more effectively.
The students will read chapter 3 The Capability Approach Versus Capability Theories of the Social Wellbeing book by Ingrid Robeyns:
Assignment- Explain the meaning of this statement, capability approach is that persons have different abilities to convert resources into functionings. These are called conversion factors: the factors which determine the degree to which a person can transform a resource into a functioning (Robeyns, pg. 45, 2017).
Unit 3 Objective 2-
Create a classroom culture so students fecomfortable by making deliberate and culturally inclusive decisions regarding the physical environment, the materials, and the social integration of students to promote language learning.
Unit 3 Objective 2-
Create a classroom culture so students feel comfortable by making deliberate and culturally inclusive decisions regarding the physical environment, the materials, and the social integration of students to promote language learning.
The students will reaad Chapter 4 of the Social Wellbeing book by Robeyns, 2017 and the Culturally Responsive Teaching article by Ohio State University, 2009 and complete the Venn Diagram Assignment.
Assignment - Create a venn diagram to compare both of these academic resources.
Unit 3 Objective 3-
Promote language learning and help students develop learning strategies and critical thinking skills by planning meaningful lessons that evolve from the learning objectives.
To complete this assignment you will need to link to the following lesson What Culture has to do with it Lesson pgs. 1-5 and view the Victor Rios Ted Talk and submit a one page summary of your thoughts about this presentation.
Assignment -Submit your thoughts about the Victor Rios Ted Talk
Unit 3 Objective 4-
Continually assess students as they teach by observing and reflecting on learners’ responses to determine whether the students are reaching the learning objectives.
- Continue working on Complete What Culture has to do with it Lesson pgs. 6-10
- Listen to Kandice Sumner Ted Talk
- Assignment- Submit a summary to describe what Kandice Sumner means by being a caring and flexible educator. Please use 300-500 words.
Unit 3 Objective 5-
Acknowledge that language learners learn at different rates, by regularly monitoring and assessing their language development in order to advance their learning efficiently.
- Complete the Cultural and Linguistic Diffences: What Teachers Should Know Module Cultural and Linguistic found in this link Cultural and Linguistic Differences: What Teachers Should Know
- Complete the Cultural and Linguistic Differences: What Teachers Should Know Assessment
Assessment
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.
- Why is it important for teachers to reflect on cultural and linguistic diversity?
- Explain the difference between BICS and CALP. Why is it necessary for teachers to understand the distinction between these two types of language proficiency?
- In the Challenge, Mr. Bennett wrote notes home to Maria’s family. Why might this have proved problematic? What other options might you recommend to Mr. Bennett for communicating with Maria’s parents?
- Mr. Stone, a teacher from a rural community where all the students share similar cultural backgrounds, relocates to a large city where the students come from a wide variety of cultural groups. He notices that many of his students are not performing well in class. Upon self-reflection, he realizes that because of cultural differences these students may not relate to his style of teaching or to the stories and examples he uses in class. What can Mr. Stone do to become more culturally responsive and meet the diverse needs of these students?
Unit 3 Objective 6-
Collaborate with others in the profession to provide the best support for their learners with respect to programming, instruction, and advocacy.
- Review the Cultural Competence and Trauma, Part 1 PPT
- Discuss its contents with a classmate
Assignment - Summit your summary thoughts in a collaboratively created one page summary
Unit 3 Assessment
For the Unit 3 Assessment - you will complete the following tasks:
1. Select a partner to work with for this assessment;
2. Download a copy of the Texas Teacher Disposition Worksheet;
3. Read through each one of the dispositions very carefully;
4. Complete the disposition sheet for yourself and discuss the results with your partner;
5. Meet with the professor individually to discuss your self-analysys and areas for professional growth.