STANLEY TEACHER PREPARATION PROGRAM
Alternative Licensure Collaborative with the University of Colorado Denver
FNDS 5000 STP 1
TEACHING AS A PROFESSION
SPRING 2016
Instructor: Carrie Simpson
Location: Stanley British Primary School
Credit Hours: 3
Contact Hours: 45+
Phone: 303-332-8704
Email: [email protected]
Office Hours: As needed
“The self is not something ready-made, but something in continuous
formation through choice of action.”
― John Dewey
COURSE DESCRIPTION
This course is designed to help students identify their core philosophical ideology(s) and the
interrelationship of these beliefs with all aspects of the educational milieu. Students begin by
examining the main educational philosophies and theories that have been espoused and attempt to
determine how their own beliefs align with these doctrines. They also gain an understanding of the
correlation between philosophy and applied philosophy as it manifests in learning theory, curriculum,
pedagogy, policies, practices and beliefs about the purpose for education/schooling.
In the end, it is hoped that students will use this information to enhance their ability to become
reflective practitioners capable of analyzing, evaluating and making appropriate decisions based upon
a focused, conscious understanding of their personal ethical compass and the needs of their students.
REQUIRED- SUGGESTED MATERIALS – READINGS
Required materials for the course: Writer’s Notebook
Other materials: PowerPoint on “Creating a Writer’s notebook”, PowerPoint on “Educational
Philosophies/Theories”, other various handouts
Reading Suggestions for 3 Literature Reflections: (Options below and in attached bibliography or you
may select books not listed.)
Lucy Calkins - Living Between the Lines
Lucy Calkins - The Notebook; A Tool for Writing and Living
Elizabeth Cole - An Experience in Froebel’s Garden
Lisa Delpit - Other People’s Children
Eleanor Duckworth - The Having of Wonderful Ideas
David Hawkins - Messing about in Science
Constance Kamii - Young Children Continue to Reinvent Arithmetic
Vincent Robert Rogers - Teaching in the British Primary Schools
Regie Routman - A comprehensive Literacy Program
Other readings by or about -Dewey, Froebel, Piaget, Vygotsky, Rousseau
COURSE ESSENTIAL QUESTION
How do your personal beliefs impact the lens with which you view education, make decisions, set up
and conduct your classroom and interact with those around you?
KEY CONCEPTS/THEMES TO BE ADDRESSED
“Scientific principles and laws do not lie on the surface of nature. They are hidden, and must be wrested from nature by an
active and elaborate technique of inquiry. ” ― John Dewey, Reconstruction in Philosophy
All concepts presented in this course are designed to augment and align with the Urban Community
Teacher Education Program’s conceptual framework. Students in this course work collaboratively
with the instructors though the Stanley Teacher Preparation Program, their pre-service teachers and the
University faculty to reflect upon their day-to-day educational experiences while creating a
diagnostic/prescriptive/evaluative cycle that translates into their repertoire of practice. Understanding
various educational beliefs/theories is paramount to accepting diversity of thought/actions, ambiguity
tolerance and the creation of a socially just and equitable educational environment. It is also the
critical foundation for the appropriate application of curriculum assessment and the ensuing decisions
that result in successful pedagogy. All of this is a demonstration of the power and value of inquiry as
a tool of learning.
CONNECTIONS TO THE TEACHER WORK SAMPLE
As a student teacher, you must complete a Curriculum Unit and Cumulative Portfolio that make up the
Teacher Work Sample (TWS). The purpose of the TWS is to connect your teaching to the learning of
your K-12 students. The premise for the creation and implementation of FNDS 5000 is to provide the
participant (Stanley/UCD student) with the knowledge and understanding of core ideology and its
impact on conscious and unconscious choice. These selections (related to curriculum, instructional
organization, classroom management, assessment and student/teacher interaction) form the basis for
actions you manifest in your teaching and subsequently in your teacher work sample. The course
supports you (the teacher candidate) in the process of reflection, and understanding the substantial
significance in creating a cycle of diagnostic, prescriptive, evaluative instruction. This corresponds
directly with the rationale for the teacher work sample. In this process, teacher candidates are
encouraged to learn the “strategies and habits a successful teacher must develop and use”. The
ultimate goal of both the process and product is to create teachers who can perpetually analyze their
habits/choices and the corresponding results to foster continuous growth in their students as measured
by the state standards.
COURSE COMPETENCIES/OBJECTIVES
Students will be able to identify the attributes of the four main philosophical tenets (Idealism, Realism,
Pragmatism and Existentialism).
Students will be able to identify the four subcategories of philosophy (metaphysics, axiology,
epistemology and logic).
Students will identify their own core ideological philosophy and the theories that correlate with their
beliefs.
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Students will be able to examine their own practice (and the practice of those around them) and
determine how the various philosophies are interrelating with the educational decisions and
environment.
Students will apply what they have learned to make conscious decisions pertaining to curriculum,
pedagogy, policies and practices.
ASSIGNMENTS, ASSESSMENT AND GRADING
NOTE: All Stanley British Primary/UCD collaborative program courses and internships must be
successfully completed with a grade B or higher. If the compilation of the on-going work, the notebook
documentation and the paper is below a “B” average, students will not be considered ready for
promotion to licensure. In order to receive a course grade as indicated relative to the point distribution,
all required activities and projects must be completed.
Assignments
Class Participation: demonstration of understanding of
content from assigned readings and seminar presentations
through seminar discussions and in-class application exercises
Point Value
Not graded -participation
monitored by seminar presenters
Writer’s Notebook: see rubric
15 points possible
Mid-Semester Update
Not graded. Feedback provided
as a guide for continued progress,
however, points may be deducted
from final paper grade if not
submitted or submitted late.
Literature Reflections
6 points (2 possible for each)
Culminating Philosophy/Theory Paper: see rubric
24 points possible
__________________________________________________________________________________
TOTAL
Grade
A
A-
45 points possible
Points
45 – 43
42 – 41
Grade
B+
B
Points
40 – 39
38 – 37
Grade
BC
Points
36 – 35
34 and below
STANLEY BRITISH PRIMARY SCHOOL (Alternative Licensure Collaborative with the
University of Colorado Denver) INCOMPLETE POLICY
Incomplete grades (I) are not given to replace low grades. To be eligible for an incomplete grade,
students must (1) successfully completed at least 75% of the course requirements, (2) have special
circumstances (verification required) that preclude the student from attending classes and/or
completing graded assignments, and (3) make arrangements to complete missing assignments with the
original instructor before more than one year has elapsed since the end of the semester in which the
course was taken.
3
SEHD Incomplete Process
1. Students must be in close communication with the instructor PRIOR to the end of the semester
regarding special circumstances precluding them from successfully completing the remainder
of the course. Faculty may assign students an incomplete grade of “I” to signify that special
circumstances beyond the student’s control prevented the student from completing a small
portion of the course (no more than 25%) and that a final grade cannot yet be assigned.
2. IT IS THE STUDENT’S RESPONSIBILITY TO COLLABORATE WITH THE
INSTRUCTOR TO COMPLETE AN INCOMPLETE AGREEMENT FORM (found at
www.ucdenver.edu/education under Current Students/Current Student Resources) prior to the
end of the semester for which the incomplete is given. A copy of the form, signed by both the
student and the instructor should be submitted to the SEHD Student Services Center (LSC
701). Both the student and instructor should also keep a copy. The instructor sets the
conditions under which the course work can be completed and the time limit for completion.
The student is expected to complete the requirements within the established deadline. If the
missing assignments are not completed within the allotted time, the “I” converts to an F on the
student’s transcript. Students making up an incomplete should not re-register for the course.
3. Upon completion of the missing coursework, the original instructor will complete a “Change of
Record Form” in order to change the “I” to a letter grade. Faculty should work with the Faculty
Services Center to complete the Change of Record Form.
OVERVIEW OF ASSIGNMENTS
Interns registered for this course are required to complete the following assignments. These projects
are designed to assist you in synthesizing and expounding upon the experiences and material
encountered in your classroom, instructional settings and readings. It is our hope that the assignments
represent authentic activities that enhance your educational experience and help you to develop, clarify
and articulate your professional voice and decision-making.
1. WRITER’S NOTEBOOK: You will be required to keep a Writer’s Notebook for the duration of
this course. Your entries should document your observations, thoughts, feelings, experiences,
reflections, questions, and any pertinent scholarly investigations. In addition, you should include
critical analyses of books (at least 3), articles, seminars, and other learning experiences.
2. LITERATURE REFLECTIONS: Read at least three books related to the historical, social, and/or
philosophical tenets of education. Analysis of each book should be 1-2 pages typed, with two copies
printed, one that is added into your Writer’s Notebook and one that will be handed in on April 28,
2016 during seminar. Each reflection should include:
a. Proper APA citation for the book at the end of the reflection and throughout if the
content is quoted directly.
b. A description of why you selected the reading and your reactions to the reading (i.e.,
agree/disagree and why)?
c. A description of how the reading relates to your own classroom experiences and how
the reading might impact your teaching now and/or in the future.
d. Note: In addition to these three books, you are encouraged to read as many articles as
possible (newspaper, journal, on-line, etc.). Reflections on these articles can be part of
your on-going Writer’s Notebook entries.
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A number of individuals get concerned about which books they should be reading. You should
be reading books that enhance your awareness and abilities to meet the needs of your students.
They do not have to be specific “philosophy” books. As you read, you will develop an
understanding of the philosophies, theories, skills and strategies that you believe are beneficial
to your profession. Through this process (including your day to day experiences and
reflection), you should start to find your own professional voice. Who are you as a teacher?
What do you believe? How are your beliefs reflected in your daily actions in the classroom and
interactions with students, parents, colleagues, etc.? As you explore these questions, you will
be continually making connections to various philosophical and theoretical underpinnings.
3. PHILOSOPHY/THEORY OF EDUCATION PAPER: Write a paper that presents your philosophy
(and theories) of education. Based upon your experiences, reflections from your notebook, and
relevant readings, what did you learn about yourself? What is your core ideology? What do you
believe about yourself as a teacher? What do you believe about your students and their learning
journey? How do you demonstrate this philosophy in the classroom? Do you perceive your philosophy
as a “fixed” or evolving entity and why? Focus on why you do what you do in the classroom. Be sure
to reflect back the specific philosophical and theoretical constructs that were presented in the course
materials.
Papers of about 5 pages are typical for this type of assignment and please do not exceed 6 pages.
Papers will be handed in in hard copy to Lisa on April 7, 2016. They should be typed (12 point font)
and double-spaced for ease in reading. All references should be documented in a consistent style (APA
is the most well known and there are plenty of websites to assist you with the format). Please note: if
you would like to turn your paper in early, please give a hard copy to Lisa and she and I will
coordinate getting these papers to me.
4. MID-SEMESTER REPORT: On or before February 28, 2016, you will email me a mid-semester
summary report. Please sign your email (with the name you prefer to be called) since I will not
recognize all of your email addresses. This is just a one-page summary of your progress to date. It
should include any salient observations you have made, pondering questions or dilemmas you have
encountered.
5. On April 28, 2016, when I return to seminar, you will be placed in groups with a number of your peers to
share the salient parts of your Writer’s Notebook entries, Literature Reflections, and overall classroom and
teaching experiences. I will send out more specific guidelines later in the semester.
COURSE OUTLINE
Week
Orientation
Week
Orientation
Week
Orientation
Week
Orientation
Dates
Topics
Introduction to Writer’s Notebook
Assignments Due
Set up Writer’s Notebooks
Understanding the concept of “Choice” and
its application to the learning environment/
Curricular assimilation with core ideology/
Designed for reflection and understanding
of GRR (gradual release of responsibility).
What is British Primary? An introduction
into a philosophy based educational
environment.
KWL- Successful Learning- Children Learn
Seminar discussions and
application exercises/
Readings provided by
presenter.
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Seminar discussions and
application exercises
(KWL on content)
Seminar discussions and
Week
Orientation
Week
1
2
2
2
4
Best When…
Introduction to theoretical concepts of
Multiple Intelligence, Inquiry Based
Learning, Expeditionary Learning and
Constructivism
Diagnostic Assessment – Using Data to
inform instruction
Lesson and introduction to influential
philosophers
Lesson on “Keeping a Writer’s Notebook”
Workshop on “Philosophy/Theories of
Education”/
Survey and discussion around “Beliefs and
Attitudes About Education”/
Discussion about educational implications
related to various philosophies/theories/
Review expectations for FNDS 5000
Introduction into influential philosophers
Dewey, Froebel, Piaget, Vygotsky, Rousseau
5
6
7
8
1-16
12
12
16
Discussion and lesson on developmentally
appropriate practice
On or before the due date you will email me
a mid-semester summary report. This is a
one-page summary of your progress to date.
It should include any salient observations
you have made, pondering questions or
dilemmas you have encountered.
Delving into one specific theory
- The Importance of Play
Lesson on Reflection and the role of a
reflective practitioner
Reflection – Diagnostic, Prescriptive
Evaluative cycle. Philosophy and Theory in
practice.
Completion of Literature Reflections –
Students will finish their analyses of three
books related to the historical, social and/or
philosophical tenets of education.
Based upon notebook reflections, your
readings and your experiences, what did you
learn about yourself? And…how will/do
you apply that to your teaching?
Circle of Learning –Shared Reflections
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application exercises
Seminar discussions and
application exercises/
Readings provided by
presenter
Seminar discussions and
application exercises
Seminar discussions and
application exercises
Seminar discussions and
application exercises
Seminar discussions and
application exercises
Seminar discussions and
application exercises
Seminar discussions and
application exercises
Mid-Semester Update emailed
to Carrie Simpson no later
than 2/28/16
Seminar discussions and
application exercises
Seminar discussions and
application exercises
Document experiences,
observations and learnings in
the Writers Notebook
Submit hard copies of three
Literature Reflections to
Carrie Simpson on 4/28/16 at
seminar
Submit Philosophy/Theory of
Education Papers to Carrie
Simpson in hard copy on
4/07/16
On 4/28/16, students will
come prepared to share salient
parts of their Writer’s
Notebook, Literature
Reflections, classroom and
teaching experiences
STANLEY BRITISH PRIMARY SCHOOL (Alternative Licensure Collaborative with the
University of Colorado Denver) SUPPORT PLAN PROTOCOL
The intern program at Stanley British Primary School has a documented Action Plan protocol in the
Program Handbook. Please see this document for more information.
ACADEMIC HONESTY
Plagiarism is the use of another person’s words or ideas without crediting that person. Plagiarism and
cheating will not be tolerated and may lead to failure on an assignment, in the class, and dismissal from
the University. (Refer to School/College guidelines.)
You are responsible for being attentive to or observant of campus policies about academic honesty and
all other aspects of student conduct as stated in the University’s Student Conduct Code, located at
http://www.ucdenver.edu/life/services/standards/Documents/UCD%20Code%202008-2009.pdf
ACCESS, DISABILITY, COMMUNICATION
The University of Colorado Denver is committed to providing reasonable accommodation and access
to programs and services to persons with disabilities. Students with disabilities who want academic
accommodations must register with the Office of Disability Resources and Services (DRS) 2514 North
Classroom, Campus Box 118, P.O. Box 173364, Denver, CO 80217-3364 Building, 303-556-3450,
TTY 303-556-4766, FAX 303-556-4771, email: [email protected] Office hours: M-F
8 AM – 5 PM. I will be happy to provide approved accommodations, once you provide me with a
copy of DRS’s letter.
GRADING RUBICS
Two rubrics (Writer’s Notebook Rubric and Philosophy/Theory Paper Rubric) will be provided to you
in hard copy on 1/14/16 at seminar as well as posted on your website.
BIBLIOGRAPHY
This is the Bibliography that goes with Suggested Readings and Resources
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: Massachusetts
Institute of Technology Press.
Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children.
Baltimore, MD: Paul H. Brookes Publishing Co.
Banks, J. A. (2001). Cultural diversity and education. (4th ed.). Boston: Allyn and Bacon.
Bender, W. N., & Shores, C. (2007). Response to intervention: A practical guide for every teacher. Thousand
Oaks, CA: Corwin Press.
Cadwell, L. B. (1997). Bringing Reggio Emilia home. New York: Teachers College Press.
Center for the Improvement of Early Reading Achievement. (2003). Pu Reading First: The Research Building
Blocks for Teaching Children to Read K- 3 (2nd ed.). Retrieved at www.nifl.gov or order from
[email protected]
Chard, S. C. (1994). The project approach. New York: Scholastic.
Charlesworth, R., & Lind, K.K. (2006). Math and science for young children. (5th ed.). Albany, NY: Delmar
Publishers.
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early
Childhood programs serving children from birth through age 8. (3rd ed.). Washington, DC: NAEYC.
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Darling-Hammon, L., French, J., & Garcia-Lopez, S. P. (2002). Learning to teach for social justice. New York:
Teachers College Press.
Deiner, P. L. (2005). Resources for educating children with diverse abilities. (4th ed.). Clifton Park, NY:
Thomson Delmar Learning.
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: New Press.
Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves.
Washington, D.C.: National Association for the Education of Young Children.
Derman-Sparks, L., & Ramsey, P. G. (2006). What if all the kids are white? Anti-bias multicultural education
with young children and families. NY: Teachers College Press.
Edwards, C., Gandini, L., & Forman, G. (Eds.) (1998). The hundred languages of children. Greenwich, CT:
Ablex Publishing Corporation.
Fraser, S., & Gestwicki, C. (2002). Authentic childhood: Exploring Reggio Emilia in the classroom. Albany,
NY: Delmar
Genishi, C., & Dyson, A. H. (2009). Children, language and literacy: Diverse learners in diverse times. New
York: Teachers College Press.
Gonzalez-Mena, J. (2001). Multicultural issues in child care. (3rd ed.). Mountain View, CA: Mayfield
Publishing Company.
Gronlund, G. (2006). Make early learning standards come alive: Connecting your practice and curriculum to
state standards. St. Paul, MN: Redleaf Press.
Hart, B., & Risley, T.R. (1995). Meaningful differences in the everyday experience of young American children.
Baltimore, MD: Paul H. Brookes Publishing.
Helm, J. H., & Katz, L. (2001). Young investigators. New York: Teachers College Press.
Hendrick, J. (Ed.). (2004). Next steps toward teaching the Reggio way. Upper Saddle River, NJ:
Merrill/Prentice Hall.
Hirsh, R. A. (2004). Early Childhood curriculum: Incorporating multiple intelligences, developmentally
appropriate practice, and play. Boston, MA: Allyn & Bacon.
Howard, G. R. (2006). We can’t teach what we don’t know: White teachers, multiracial schools. NY: Teachers
College Press.
Jacobsen, T. (2003). Confronting our discomfort: Clearing the way for anti-bias in early childhood education.
Portsmouth, NH: Meinemmann.
Katz, L. G., & Chard, S. C. (1994). Engaging children’s minds: The project approach. Norwood, NJ: Ablex
Publishing Corporation.
Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2007). Developmentally appropriate curriculum: Best
practices in early childhood education. (4th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
McCracken, J. B. (1993). Valuing diversity: The primary years. Washington, DC: National Association for the
Education of Young Children.
Ramsey, P.G. (2004). Teaching and learning in a diverse world: Multicultural education for young children
(3rd.ed.). New York: Teachers College Press.
Robles de Melendez, W., & Beck, V. (2007). Teaching young children in multicultural classrooms. (2nd ed.).
Clifton Park, NY: Thomson Delmar Learning.
Schickendanz, J. A., & Casbergue, R. M. (2004). Writing in preschool. Newark, DE: International Reading
Association.
Smutny, J. F., & von Fremd, S. E. (2004). Differentiating for the young child: Teaching strategies across the
content areas (K-3). Thousand Oaks, CA: Corwin Press.
York, S. (2003). Roots and wings: Affirming culture in early childhood programs. St. Paul, MN: Redleaf Press.
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