Semester: Spring 2015

EDUC 101 51J 25917

Introduction to Teaching
Course and Section Number:

EDUC 101 51J

CRN 40325

Course Title:

Introduction to Teaching

Credits:

Contact Hours:

3 Hours Lecture

Prerequisites/Corequisites:

Demonstrated competency through appropriate

assessment or earning a
grade of C or better in ENGL
093 Introduction to College Writing and ENGL
083 Reading Strategies for College and
/or ENGL 095 Integrated Reading
And Writing

School: Education

Program: Education

Days: Tuesdays

Time 6:00-8:50 pm

Building: Columbus

Room: 330A

FACULTY INFORMATION

Instructor: Dr. Julie Bilz

Contact Information
Ivy Tech

800-922-4838

Instructor

812-374-5180

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HOWEVER, STUDENTS WILL BE NOTIFIED OF ANY CHANGES
11/4/2015 Updated

Phone #:
Course
Questions:
Office
Hours:
Blackboard
IM ID:

Phone #:
Ivy Tech email
preferred; If using
email, include full
name and name of
course
Monday 11:00 5:00
Tuesdays 2:00-4:00
Offsites TBA
jbilz

Ivy Tech
E-mail:
Office
Location:
Blackboard
IM Hour(s):

jbilz@ivytech.edu

Columbus: Room 42
TBA

For all issues related to your course, first contact your instructor. If your instructor is not able to
solve your issue, contact the following individuals:

If you are having instructor related issues, contact the instructors supervisor.
If you are having distance learning issues, contact the Columbus Online Technologies
Help desk. This includes questions related to distance education courses, Blackboard,
WIMBA and live web cast courses.
If you are having technical issues, contact the Columbus IT Help desk.

Instructors
Supervisor
Distance
Education Help
Desk
Columbus IT
Help Desk

Joann Hallawell

Email

jhallawe@ivytech.edu

Dylan Hughes

Email
Blackboard IM

dhughes52@ivytech.edu
dhughes52

812-374-5109

Email

r10-cats@lists.ivytech.edu

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COURSE INFORMATION
Catalog Description:
EDUC 101 is an introductory three-credit course, which provides a general introduction to the
field of teaching. Students will explore educational careers, teaching preparation and
professional expectations as well as requirements for teacher certification. Current trends and
issues in education will be examined. A 20 hour supervised observational experience component
is required for successful completion of this course.

General Course Objectives:

Upon successful completion of this course the student will be expected to:
1. Identify and appreciate the essential requirements of teaching as a profession.
2. Define qualifications for teaching and what is meant by the competent teacher.
3. Recognize the function of ethics, morals, and value system in the role of the teacher,
including liability and confidentiality in family/school relationships.
4. Reflect on reasons for entering the teaching profession and write a personal statement of
educational philosophy.
5. Review teacher licensure laws and the process for certification in content areas.
6. Recognize and identify strategies to support the familys role as the childs primary
teacher to support the family/teacher partnership in the childs development.
7. Identify career choices within the field of education and review programs for teacher
preparation.
8. Define and describe the nature, purpose, and responsibilities of the public education
system in a democratic society.
9. Review the history of American education and identify the philosophical foundations of
education.
10. Identify and reflect on dimensions of personal learning style.
11. Identify how diversity and individual learning styles affect student learning and observe
in the educational setting how diversity issues affect student accomplishment.
12. Recognize and examine the diversity in schools.
13. Identify the cultural, family, and environmental factors that affect the students in schools.
14. Complete a minimum of twenty (20) hours of supervised observational experience and
reflect on the experience in relation to personal skills, dispositions and future professional
decisions.
15. Observe, record, and reflect on the behavior of students.

Additional Course Learning Objectives:

STANDARDS ADDRESSED IN EDUC 101 USING COMPETENCIES FOR ELEMENTARY
AND MIDDLE SCHOOL TEACHERS.
Standard

INTASC
1
2

Class Assignment
X

Lesson Plans and

Philosophy Paper

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5
6

X
X

7
8

X
X

10

Classroom Design
Project
Philosophy of
Teaching paper
Job Outlook Paper
Journals
Lesson Plans
Lesson Plans and
Assessment Project
Lesson Plans
Lesson Plan
demonstrations
Field Experience,
Philosophy Paper and
reflections
Field Experience

Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic, social, emotional,
and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.
Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities
to ensure inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and selfmotivation.
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s)
he or she teaches and creates learning experiences that make these aspects of the discipline
accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related to authentic
local and global issues.
Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to monitor learner progress, and to guide the teachers and learners decision making.
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Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context.
Standard #8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.
Standard #9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate
his/her practice, particularly the effects of his/her choices and actions on others (learners,
families, other professionals, and the community), and adapts practice to meet the needs of each
learner.
Standard #10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student
learning, to collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth, and to advance the profession.

Course Content

Teaching and learning

Learning styles
Effective teachers
The teaching profession
Licensure laws Certification process
Career choices Purpose of education
Current trends and issues Diversity in schools
Developmental assets Social problems affecting students
Purpose of schools Philosophical foundations of education
History of American education Organization and funding of schools
The classroom Relationship-building techniques
Family-advocacy Professional dispositions
Power of communities

Required Texts
Introduction to Teaching: Becoming a Professional, Kauchak, D. & Eggen, P. (5th edition)

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Teaching Methods
A variety of teaching methods are utilized in this course including cooperative learning,
differentiated instruction, project-based learning, interactive, hands-on activities, Socratic
questioning and discussion.

Grading and Evaluation

Course grades are available for students by logging into the Colleges online student system,
Campus Connect, at the following address: http://cc.ivytech.edu/. Grades will not be distributed
by mail.

Methods of Evaluation
Participation and Flex points (100)
Getting to Know Blackboard Assignments: Email, message, assignments, SafeAssign,
Assignment, Discussion Board (50)
Journal Writings (50)
Tests and Quizzes (75)
Portfolio Activities and Discussion (50)
Project #1 (50)
Project #2 (50)
Jobs Outlook Paper
Rough Draft (25)
Final Draft (50)
Lesson #1 (50)
Lesson #2 (50)
Reflections on Lesson #1 and #2(50) @ 25 points each
Philosophy of Teaching Paper
Peer Review #1 and #2 (50)
Final Draft (100)
Forms for Field Experience (100)
Student information and background
Criminal Background Check
Signed timesheet
Notes
Thank you letter to teacher
Observation (100) (Students must complete the required forms and 20 hours of field
experience/observation to pass the class)
Optional assignments: Blogs
Extra credit points: Participating in Teacher Club Activities earn you extra credit points. These
events will be posted in announcements and announced in class.
1000 points total

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Extra Credit Options: As a future teacher, you will experience the need for possible extra credit
points in your own classroom. Extra Credit can be an effective tool in your classroom if used in the
correct manner. However, it can also be a point of contention and a headache for the teacher if used
incorrectly. When assigning extra credit for your classroom be specific on points and be sure

everyone in classroom has the same opportunity for extra credit points. For this class you do
have some extra credit options that go above and beyond the classroom
When participating or helping to plan Future Teacher Club events, you can receive extra credit
points. For each Teacher Club event you help plan, you receive 5 extra credit points, and for
each Teacher Club event in which you participate, you receive 2 extra credit points.

Grading Scale
100-93% = A
85-92% = B
84-75% = C
74-70% = D

Assignment Information
Flex and/or Participation points 100 points
Students are expected to attend and participate in class. Participation points consist of in-class
assignments that cannot be made up. These activities are planned at the discretion of the
instructor and include a variety of activities including scenarios, small group assignments,
role-playing, educational games and simulations, and other interactive assignments.
Getting to Know Blackboard 50 points
Students will send an email, message, post a discussion board, write a blog, send an assignment,
and use Safeassign.
Journals 50 points
Students will complete 10 journal writings throughout the semester. Journals will be collected
near the end of the semester.
Quizzes and Tests: 75 points
Students will complete quizzes and tests over textbook and lectures.
Portfolio Activities and Discussion: 50 points
Your textbook contains some practice Portfolio Activities and Questions. We will utilize your
textbook for some of these activities.
Project #1 50 points
Students will create and design a project based on Standard #3: Learning Environments
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Project #2 50 points
Students will create and design a project based on Standard #6: Assessments
Job Outlook Paper Rough Draft 25 points Final Draft 50 points
Students will write a paper examining the job outlook for the teaching profession.
Lesson #1 50 points
Each student will write a basic lesson plan including learning objectives/outcomes, common core
or related academic standards.
Reflection for Lesson #1 25 points
Each student will write a one-two page reflection on Lesson #1
Lesson #2 50 points
Each pair of students will practice writing and conducting a thematic lesson using learning
stations for the Boys and Girls Club. Stations must be interactive. Students will be responsible
for building a lesson box containing all materials needed for the station.
Reflection for Lesson #2 25 points
Each student will write a one-two page reflection on Lesson #2
Philosophy of Teaching Paper 150 points
Peer Review #1-25 points
Peer Review #2-25 points
Final Draft 100 points
Observation Forms-100
(student background, criminal background, confidentiality statement)
Observation-100 points
All students will be expected to complete 20 hours of observation field experience in an
elementary school. The instructor will set up placements in local schools for student
convenience.
Extra Credit Options: As a future teacher, you will experience the need for possible extra credit
points in your own classroom. Extra Credit can be an effective tool in your classroom if used in the
correct manner. However, it can also be a point of contention and a headache for the teacher if used
incorrectly. When assigning extra credit for your classroom be specific on points and be sure

everyone in classroom has the same opportunity for extra credit points. For this class you do
have some extra credit options that go above and beyond the classroom. When participating or
helping to plan Future Teacher Club events, you can receive extra credit points. For each
Teacher Club event you help plan, you receive 5 extra credit points, and for each Teacher
Club event in which you participate, you receive 2 extra credit points

IVY TECH COMMUNITY COLLEGE COLUMBUS | SOUTHEAST REGION RIGHT OF REVISION: THIS
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HOWEVER, STUDENTS WILL BE NOTIFIED OF ANY CHANGES
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PLAGIARISM
What Constitutes Plagiarism?
Plagiarism is presenting someone elses words or ideas as your own, whether in writing or in
speaking.
You are plagiarizing if you
present ideas, images, or testimony of others without citing the source of the material
and/or implying in any way that such material is your own;

paraphrase or summarize without crediting the source of the material;

directly quote with no quotation marks, footnotes, or textual citation of the source;

submit material from one class as if it were originally produced for another classeven if
it is your own material;

submit material written by someone else as your own; this includes purchasing a term
paper or essay;

submit a paper or assignment for which you have received so much help that the writing
is different from your own; or

copy assignments in part or in whole previously submitted or written by another student.

You are expected to give and to receive help in this class, but all written work must be your own.
Plagiarism is a serious offense; it is illegal, it is unethical, and it is behavior that can disqualify
you from receiving a degree from this college under some circumstances. If you plagiarize, in
whole or in part, from library or field sources or from other students writings, or if you fail to
document properly, the minimum penalty is an F or ZERO credit for the assignment. If you have
questions about plagiarism, ask before you act.

Makeups/Late submittals
Generally, late work is not accepted. If there is an extenuating circumstance, contact the
instructor immediately. Lesson presentations, out-of-class field trips, Flex and participation
activities are counted as in-class assignments and cannot be made up. NO EXCEPTIONS!
When submitting assignments online, students must use the appropriate portal in Blackboard or
the assignment will not be accepted.

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Attendance
Regular attendance is expected at scheduled class meetings or other activities assigned as part of
a course of instruction. Attendance records are kept by instructors. When personal circumstances
make it impossible to attend scheduled classes and activities, the College expects students to
confer with instructors in advance. The instructor is not in a position to make a determination
whether or not your absence is excused. All absences are treated in the same way to avoid
favoritism or confusion. Absences may be considered by instructors in awarding grades.
Students who must interrupt their Ivy Tech education to fulfill Reserve and National Guard
annual tour requirements should present official military orders to their instructors prior to
departure for duty. Students are not excused from completion of the course work and should
make arrangements with their instructors to complete all work.
COMMUNICATIONS
All students must use the Messages or Ivy Tech email function of the course for course related
communications outside of class time. Students are responsible for checking their course
messages or Ivy Tech email once each week (twice each week is suggested) for communication
from the professor. Direct communication from the instructor comes primarily from email.
When corresponding on course issues do not request email communication at your personal
email address.

Cell Phones in Class

Cell phones and pagers should be turned off when you are in class. If your cell phone or pager
rings during class, points may be deducted from your grade. If you have unusual circumstances,
you should talk to the instructor.
Any use of cell phones and pagers during a quiz or test is strictly prohibited. Any student who
violates this policy will earn a zero on the quiz or test.
TEACHER ASSESSMENT TEST INFORMATION FOR TRANSFER
Students planning to apply to a teacher education program at a four-year institution should meet
initially with an Ivy Tech advisor to develop a course of study.
Before application to a four-year institution teacher education program, students must pass the
teacher assessment (reading, writing, math). Information is available at
http://www.ets.org/praxis.
For transfer students, completion of prerequisite courses, passing CASA, and application does
not guarantee admittance to the four-year institution teacher education program. Please contact
an advisor at the four-year institution for details about teacher education program application
requirements and deadlines, acceptance into the program, and teacher licensure requirements.

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Qualifying Test Scores for Teacher Education Program (TEP) Admission

As of August 27, 2012, the Indiana Department of Education has stated that effective September
1, 2013, Praxis I will no longer be used to assess basic skills competency of prospective Indiana
educators.
Beginning September 1, 2013, the Indiana CORE Academic
Skills Assessment (CASA) test will replace the Praxis I option for demonstrating basic skills
competency.
Qualifying Praxis I scores, IF taken through August 31, 2013, can be used for TEP admission:
Qualifying scores on the Praxis I
o Reading 176; Writing 172; Math 175 OR
Praxis I combined scores of at least 527
o Reading + Writing + Math scores = 527
Candidates may also document basic skills competency for admission to the TEP using the
following additional assessments/routes:
ACT with a score of at least 24 based on Math, Reading, Grammar, and Science
SAT with a score of at least 1100 based on Critical Reading and Math
GRE with a score of at least 1100 based on Verbal and Quantitative prior to 8/1/11 OR
GRE with a score of at least 301 based on Verbal and Quantitative after 8/1/11
Master's degree or higher from a regionally accredited institution is exempt from this
requirement.
PORTFOLIO STATEMENT:
All degree seeking students will be expected to present examples of coursework that they deem
suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will
contain several artifacts and reflection pieces as evidence of the students demonstrated
understanding of education principles as outlined by INTASC standards. The cumulative
portfolio should document dispositions and competencies reflected in assignments throughout
their coursework. Students may begin collecting artifacts when they begin their coursework.
Creating a portfolio has value to the graduating student, the Ivy Tech Community College
Education Program, the transferring four-year institution, and potential employers. Students
should select from a variety of assignments and are free to confer with their instructor about
alternate choices of material. See additional handouts on this cumulative assignment.

Final Withdrawal Date and Responsibility for Withdrawal

You may withdraw from most courses online through your Campus Connect account. Course
withdrawal may also be done in person at the Advising Center, or Registrars Office. Your
student ID is required for in-person withdrawals. Withdrawing by phone requires verification of
your student identification number (C number). Email withdrawals are acceptable for Internet
courses as long as the email is sent from your Ivy Tech email and the body of the email includes
your student identification number (C#); semester enrolled in this course; and course title, course
number, and CRN number located on your schedule or at the top of the course syllabus (Sample:
English Composition, ENGL 111 01D, CRN 12345).
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Withdrawing from a course may delay progression toward program completion and may impact
your financial aid. If you must withdraw, consult with your academic advisor and with a
financial aid advisor, if applicable. There is no refund for withdrawn courses.
The last day to withdraw from this course is April 11th, 2014

COLLEGE INFORMATION
Blackboard Assignments
If there is an outage of the Blackboard system that is verified by central system administrators,
instructors will provide an extension for students to submit work at no penalty.

Academic Honesty Statement

The College is committed to academic integrity in all its practices. The faculty value intellectual
integrity and a high standard of academic conduct. Activities that violate academic integrity
undermine the quality and diminish the value of educational achievement.
Cheating on papers, tests or other academic works is a violation of College rules. No student
shall engage in behavior that, in the judgment of the instructor of the class, may be construed as
cheating. This may include, but is not limited to, plagiarism or other forms of academic
dishonesty such as the acquisition without permission of tests or other academic materials and/or
distribution of these materials and other academic work. This includes students who aid and abet
as well as those who attempt such behavior.

ADA Statement
Ivy Tech Community College seeks to provide reasonable accommodations for qualified
individuals with documented disabilities. If you need an accommodation because of a
documented disability, please contact the Office of Disability Support Services in the Student
Success Center in the Poling Building (Columbus main campus) at the beginning of each
semester. If you will require assistance during an emergency evacuation, notify your instructor
immediately. Look for evacuation procedures posted in your classrooms.

Disabilities Services
Students with questions or needs for disabilities support services should contact their local
Disabilities Support Services director/coordinator. It is recommended that students contact
Disabilities Support Services at least 30 days before the start of the semester. The contact
information listed below is for the disabilities support director/coordinator at the instructors
local campus. For information about disabilities support services at another campus, please visit:
http://ivytech.edu/dss/ or Campus Connect at http://cc.ivytech.edu
Disabilities Support Contact
Name:
Janet Sharp
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Phone Number:
Email (Ivy Tech Email):
Office/Campus Location:

812-374-5324
jsharp19@ivytech.edu
Poling Building in the Student Success Center area
Columbus campus

VETERANS AND MILITARY NOTICE

If you are a Veteran, currently serving as a member of the Armed Forces (Active, Reserve or
National Guard), or an immediate family member, promptly communicate with your instructor
any potential commitments or deployments that may interfere with course requirements. If you
are receiving GI Bill benefits or have questions about your benefits, contact:
Veterans Affairs Coordinator, Pat Vercauteren (317-921-4773 or pvercaut@ivytech.edu )
Financial Aid Veterans representative, Nina Loesch. (812-374-5207 or
nloesch@ivytech.edu )
An active Student Veterans Organization is also available on campus.

CHILDREN ON CAMPUS POLICY

So that each student may give full attention to the task of learning, and to comply with insurance
regulations, children are prohibited from attending classes, exams, clinical, or laboratories with
the parent or guardian. Children also may not accompany adults using the open computer
laboratory.
Students are also discouraged from bringing children to scheduled meetings with a course
instructor, faculty, or advisor so that the students full attention may be focused on the topic of
discussion.
Students are encouraged to make alternative arrangements for children in the event of school
cancellations, childhood illnesses, and other issues.
Unaccompanied children cannot be left in the library or other areas of the campus unsupervised.
Exceptions may be made for special situations at the discretion of the instructor.

GRIEVANCE PROCEDURE
Please refer to the Code of Student Rights and Responsibilities for procedure located in
Blackboard.

SCHOOL CLOSINGS DUE TO INCLEMENT WEATHER:

If any Ivy Tech Region 10 facilities will be closed due to inclement weather or other emergency
conditions, the closing will be announced on the radio. Even if the facilities remain open, you are
expected to use your judgment as to whether the existing weather conditions permit safe travel.
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Notify your instructor immediately if you do not attend class due to weather or other emergency
conditions.
Facilities closings are also announced via the Ivy Tech ALERT system for your cell phone. If you
can receive text message on your cell phone, you should go to http://www.ivytech.edu/alert/ and
register for the service. Campus closings are the only message sent through this system.
Closings due to inclement weather are reported to the following local radio stations:
QMIX 107.3 Y106 106.1 WCSI 1010
WKKG 101.5 WQKC 93.7
The announcement is also posted on our home page - www.ivytech.edu/columbus
Television stations are NOT notified.

Right of Revision:
NOTE: This syllabus and the information contained within it are subject to change without
notice

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SYLLABUS AND THE INFORMATION CONTAINED WITHIN ARE SUBJECT TO CHANGE WITHOUT NOTICE;
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Assignments and Tentative Course Schedule:

Class
Meeting

Topic

Readings

In-Class
Activities

Out of Class
Activities and
Assignments
Getting to Know
Blackboard
Complete Early
Field Experience
paperwork.

Week 1

Do I Want to be a
Teacher?
Reasons
Responsibilities of
Teachers
Rewards
Challenges

Read
Chapter 1

Connections
Syllabus
First
Assignments
Video
Education
Program
Early Field
Experience
Paperwork
Education Club
Volunteer
Hours

Week 2

How Has American

Society Changed and
Influenced Education,
Students, and Teachers?
Private, Common,
and Public Schools
Artisan and
Farming to
Industrial and
Technological

Read
Chapter 2

Connections
This I Believe
Journal #1
Writing papers,
formatting,
organization,
APA
Video
Planning your
Portfolio
Entry Event:
Project #1Learning
Environments

Write first draft

of Job Outlook
Project
All field
experience forms
are due.

Week 3

Student Diversity:
Ethnic
Socio-economic
Ability
Gender
Cultural
Language

Read
Chapter 3

Connections:
This I Believe
Journal
Video
Feedback
Session: Job
Outlook
Project
Assisted

Write final draft

of Job Outlook
project
Quiz #1

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Technology
Differentiated
Instruction
And UDL

Week 4

What is Curriculum and

How is it Developed?
Informal
Formal
Common Core
Academic
Curriculum
Mapping
Planning for
Diversity

Read
Chapter 9

Connections
Journal
Video
Introduction of
objectives,
academic, and
common core
standards and
writing lesson
plans
Introduce
Lesson #1

Practice writing
lesson plans
Research
academic and
common core
standards
Work on Lesson
#1

Turn in Job
Outlook

Week 5

How Can I Create a

Positive Learning
Environment?
Physical space
Nonphysical space

Read
Chapter 10

Connections
Journal
Video
Turn in lesson
#1
Weebly

Work on Weebly
Continue to work
on Project #1

Week 6

What Innovative and

Vigorous Instruction
Should I Use?
Motivating
Sense of Humor
Positive
Relationships
How Can I Be an
Effective Teacher?
Various teaching
strategies

Read
Chapter 11

Connections
Journal
Video
Discuss Lesson
#2 and the

Quiz
Write reflection
for Lesson #1

Read
Chapter 11

Connections
Journal
Video
Introduce
Lesson #2:
Portfolio

Work on Lesson
#2

Week 7

IVY TECH COMMUNITY COLLEGE COLUMBUS | SOUTHEAST REGION RIGHT OF REVISION: THIS
SYLLABUS AND THE INFORMATION CONTAINED WITHIN ARE SUBJECT TO CHANGE WITHOUT NOTICE;
HOWEVER, STUDENTS WILL BE NOTIFIED OF ANY CHANGES
11/4/2015 Updated

Activities and
Discussion
Cooperative
Learning
Learning
Stations
PBL
UDL
Week 8

What are Assessments?

Traditional
Authentic
Alternative
Formative
Summative
Standardized
Spring Break
How has School Reform
Changes Assessments?

Classroom
Readings.

Connections
Journal
Video
Introduce
Lesson #2:

Have
Chapter 12

Week 11

How and When were

Public Schools created?

Read
Chapter 4

Week 12

What is my Philosophy of Read

Teaching? Part 1
Chapter 5
Essentialism-Social
Efficiency; Progressivism,
Humanism,
Reconstructionist

Week 13

What is my Philosophy of
Teaching? The Sequel

Fun!
Connections
Journal
Video
Present Project
#1-Learning
Environments
Weebly:
Biography
Teacher
Education
origins
Present
Classroom
Designs
Connections
Journal
Video
Entry Event:
Philosophy of
Teaching Paper
Review Writing
Papers, APA
Connections
Journal
Video
Peer Review #1

Week 14

How are Schools

Week 9
Week 10

Read and
complete
Teacher
Training
Packet
Read

Connections

Work on Lesson
#2: Learning
Stations
Quiz

Work on your
Weebly Portfolio

Write reflection
on Lesson #2

Write rough
draft: Part 1
Philosophy of
Teaching paper
Quiz

Journals due
Week 14

Work on Paper,

IVY TECH COMMUNITY COLLEGE COLUMBUS | SOUTHEAST REGION RIGHT OF REVISION: THIS
SYLLABUS AND THE INFORMATION CONTAINED WITHIN ARE SUBJECT TO CHANGE WITHOUT NOTICE;
HOWEVER, STUDENTS WILL BE NOTIFIED OF ANY CHANGES
11/4/2015 Updated

Organized and
Governed?

Chapter 6
and 7

Week 15

How can I be an Ethical

Teacher?

Read
Chapter 8

Week 16

What are my Future

Professional Goals and
Plans?

Chapter 13

Week 1

Do I Still Want to be a
Teacher?

Peer Review #2
Portfolio
Activities and
Discussion
Connections
Final Draft due
Project #2 due
Ethical
Dilemmas
Connections
Professional
Development
Plan;
Putting
together your
portfolio

Project, and
lesson; Finish
observations and
notes
Work on
portfolios and
ethical dilemmas
Observations due

Class reflection

IVY TECH COMMUNITY COLLEGE COLUMBUS | SOUTHEAST REGION RIGHT OF REVISION: THIS
SYLLABUS AND THE INFORMATION CONTAINED WITHIN ARE SUBJECT TO CHANGE WITHOUT NOTICE;
HOWEVER, STUDENTS WILL BE NOTIFIED OF ANY CHANGES
11/4/2015 Updated