Fall 2016

lntroduction to Teoching: The Teaching Profession

CUIN

18574

Misty Black

Tuesday

10am-12noon

FH2I7

Face

to

Face

29843

Eve Zehavi

Tuesday

10am-12noon

FH 210

Face

to

Face

19195

Laura

Online

Online

Online

Wednesday

9am-12pm

FH

336

Face

to

Face

Wednesday

9am-12pm

FH

335

Face

to

Face

32ZL*

culN
322L
EDUC

Turchi

3301*
EDUC

Laura

19999

Turchi

3301*
CUIN

6301

Online

11599

Laura

Turchi

directly connected to culN3121

Note. Assignments rrrolirt"d *itt the above .*rr*r
"*
Adolescents.
*Students must enroll in CUlN3121 unless otherwise approved by their advisers'

Educational Technology for

Farish Hall, TBD

Farish Hall, Room 344

Farish Hall, Room 325(or TBD)

Tuesdays 1-4, bY aPPointment.

By appointment {request bY

Tuesdays following class and bY

email or text), PreferablY

using Skype or FaceTime

appsintment

By appointment (request bY

713-743-4950

email or text)
832-45!-4119 (cell)

Cell ttext only, Please):

mrblack2@uh.edu

Iturehi@uh.edtr

82A-s45-252t

ezehavi@uh.edu

Blackboard (Learning Management System) websiter &r{g:,//gccesstli?.{lr?--ed{c or http;/le}e:ar9$,g.uh'edu

University of Houston Cougarnet credentials required for access'
Teacher Education Program
website: http : /fwww.cae. $h.ed$ /d gEp:ee-Pr&grq n',s/te 6-hi$gleq$* n* I or
email: fescr?a d@ uh.edu
(Second Edition), by Gene E'
Required rext: An Introduction to Teaching: Making o Difference in student Leorning
Hall, Linda F. euinn, and Donna M. Gollnick; pubtisher Sage Publications; ISBN 978-1-4833-6501-5

lrttps :lledge;aeepu b.qErn lt!

l3e

Online Text SuPPort:

An lntroduction to the Student Study Site h!tp:llst$-dvst-tes.sa{epub"qqmlhq!}l

Texas Career and College Readiness Standards http:l/wx&rw.thecb.state.t,{,u5leslleqereadi$e$s1eB5'pdf

Texas Essential Knowledge and Skills http;/ltea'!-exas"gpyl!n-dsxZ,espx?id;614&

Approved Educator Standards

EC-12 Pedagogy and Professional Responsibilities Standards
k

Technology Applications for All Beginning Teachers

Optional Texts:

publisher McGraw Hill; ISBN 978-0078024344

American Educotion (Fifieenth Edition) (2010) By JoelSpring;
978-1612052274
Lipton
Teaching to change the wortd by Jeannie oakes and Martin
from a friend)
borrow
PPR Study Guide of your choice (Purchase from a bookstore or

TechnologY Prerequisites:
attach files to an email message; recognize and
Students co-enrolled in the course must be prepared to: send and receive email;
files;
use search engines; and send computer
save
devices;
use hyperlinks; install software; copy and paste texu use external
screenshots for technical assistance.

Course Description ond Strategies of lnstrudion:

teachers do in US schools. lt includes texts and
This course provides an introduction to the teaching profession and the work
politica!
foundations of education in the uS; the
and
new knowledge about the theoretical

activities that lead students to

of educators and
historical and social contexts of schools, learning and development theories; and society's expectations
strategies and lesson
instructional
practices
teachers:
of
the
about
students. The course also includes introductory information
excellence'
and
access,
equity,
of
challenges
planning, the design of classroom environments, and the

from your individual experience as a

The course is divided into three parts or modules. First, we will concentrate on moving
the knowledge and skills that are
investigate
we
will
second,
learning.
and
student to a professional perspective on teaching
- and you will develop your
researchers
also
are
teachers
how
on
important to teaching practices. Finally, we witl concentrate
in schools through applied research'
skills as an observer, one part of becoming a teacher who can address learning challenges
for you to observe teachers at work in
As part of this course, the college of Education Teacher Education Program will arrange
you will see that the process of
observations,
and
these
content
their classrooms in the Houston area. Through the course
providing
a roadmap to ensure each of your
problems
and
solving
requires
instance, lesson planning and delivery}

teaching {for
you will see how teachers match instructional strategies to the state learning
students achieves mastery level on the objectives.
you learn in this class about content, pedagogy,
objectives (TEKS) in order to determine the effectiveness of their teaching. what
you will plan and deliver as a professional. This
and technology will become the basis for the curriculum and instruction that
and Professional Responsibitities (PPR)
Pedagogy
Texas'
of
course will give you the opportunity to think about the state
practice,
conversely, your study of competencies and our
and,
current
of
competencLs (and the theories behind them) in the light
your observations.
to
organize
which
within
classroom discussions will give you a theoretical framework
second is refledion.
Two strategies tie together much of what we do in this course. The first is colldboration and the
the
groups
of
teachers-expands
or
among
and
teachers,
students
Collaboration-among groups of students, among
increases
lt
also
study.
individual
or
instruction,
whole-class
opportunities for learning beyond the limitations of direct,
your work and initial teacher-like
opportunities for continual improvement through collaborations that give you feedback on
need
to develop an awareness of actions
You
grow
and
develop.
how
teachers
is
practices. Reflection (thinking about experience)
(i.e., What did I expect my
practice
in
your
theory
enadment
of
your
and
actions
in the classroom in order to later reflect upon
activities in this course
learning
the
Finally,
next
time?).
I
improve
can
students to learn? What worked? Why? Where/how
You should feel free,
classroom.
in
the
implement
you
later
may
that
strategies
provide opportunities to learn instructional
your
learning as a future
to
enhance
in
order
together,
we
undertake
activities
the
on
questions
or comment
therefore, to ask
student'
perspective
as
a
your
current
teacher as well as from

Objectives
o To build your understanding of the theory and practice of classroom teaching as required in four domains of pedagogy and
professiona I responsibilitY:
Designing instruction and assessment to promote student learning;
1.
Creating a positive, productive classroom environment;
2.
lmplementing effective, responsive instruction and assessment; and
3.
Fulfilling professional roles and responsibilities'
4.

Texas standards (TEKS College and career

To observe and analyze schools and classrooms using the four domains and
Readiness Standards);
o To conduct research on key teaching practices; and
o To prepare for the Texas Pedagogy and Professional Responsibilities (PPR) exam'

Required TechnologY:
several online tools, software, and hardware to enhance
This course helps to increase relevant technology strategies by utilizing
needs include: a computer desktop or laptop,
hardware
course
content knowledge and understanding. To be successful in this
web camera, and computer microphone'
headphones,
phone
camera,
USB flash drive (at least 16 6lG), digital camera or cell
Apple Safari, or lnternet Explorer), stable
Chrome,
Google
Software needs include: two lnternet browsers (e.g. Mozilta Firefox,
and Java plugin
internet connection, Microsoft office 2007 or laie., Adobe PDF Reader http:flg*t'adqbe.cEry'l/readerl'

http:/lwww. iava.com/
software or hardware can be purchased at the uH
lf you cannot purchase or download the suggested
check-out equipment http:/lprvylv.eqe.uh.ed!!{cr1e.
Additional uH computer labs are available all over

Bookstore or UH cougarByte Discount website (http;/l$twiry.Equgarbvte"coml)'

software programs, utilize the clrE lab for available computers and technology
clrE is located on the third floor of Farish Hall in the suite 300N rooms'
campus. Learn more by visiting

Attendonce and Discussion Policies

presentations and group work (which will happen
A great deal of what you will learn in this course will be through discussions,
All
course sections require scheduled observations'
week.
every
online and in person). Face-to-face courses require attendance
with their class colleagues in group work'
collaborate
and
discussions
The expectation is that all students will participate in class
happened and to catch up (i.e. notes, handouts,
lf you do miss a class, it is your responsibility to find out from a classmate what
excessive and students may be dropped from
considered
are
etc.). I will help, but it is your responsibility. Three or more absences
the course.

lf you're toking the course online ..,

(work
will include frequent postings to Blackboard discussian groups ond use other collaborotive tools
us to process the reodings
which takes the ploce of foce-to-face closs meetings). The discussion baards ore designed to allow
The caurse readingsfiistenings/viewings
on a more meaningful level ond hove a purposeful conversation about our learning,
posting. Students should expect
before
ure q criticol component: you will be expected to read all assigned course materiat
to log on to Blackboard and participate o minimum o! three times (a totat ol opproximately three hours) each
The online course

week.
Btackboard Student Support kttp:f { -.yt,uh*dslilst|{bqqrdl$Eg?grtf
oniine Support Form btlp;I{vvlve&!Ib.ed!,lblac&beardl!}els.{fff Inl
o Phone SupPort -7L3743'141L

.
o

By email supPort$uh"edu

Bylivechat Flttprl/www.Lrh.eduli$foleqhlltveqlat

Acddemic DishonestY
or engaging in conduct in an
The University of Houston defines academic dishonesty as "Employing a method or technique
or a course instructor to fulfill
academic endeayor that the student knows or should know is not permitted by the university
etc. Penalties include but are
academic requirements.,, students are expected to do original work, including class assignments,
of additional action'
not limited to failure of the entire assignment and referal to the department chair for consideration
http:llrataIog,H h"edu {eentent,phs?atEid=6&,naveid-10e5
Acade mic Accommod ations
inform the instructor during the
Any student with a documented disability and who needs academic accommodations should

first
provide
to
attempt
will
Houston
clais. whenever possible, and in accordance with 504/ADA guidelines, the university of
contact the center for students with
Please
them.
require
and
request
who
to
students
reasonable academic accommodations
h.edu/Csd1
DisABl uTl ES at TL3-7 43-5400 for additional information. http ://rstam' u
tncomplete Grades

will not complete the course

grade state: "The grade of "1" is
incomplete
an
guidelines
regarding
Houston
requirements on time. Keep in mind the university of
but, for reasons bevond his or her control' has not
a conditional, temporary giade given when the student is passing a course
description of these guidelines can be found at
complete
more
A
completed a relativelv small part of his or her requirements."
please
a year, an incomplete in a course automatically
after
that
remember
the back of each semester,s class schedule booklet.
,,F.,, These guidelines will be strictly followed. lf you have any questions, please contact me for more information'
becomes an
http;l/ww-rry.r*h.eduldoslstade*thandb-sqkl or trrttB:lleatalog"gh-edgleontent"phs?{3tqidr6&}raYqjdr1E77
often, students enter

a course thinking that they can take an "incomplete" if they decide they

,.Non-certification,, sTuDENTS: we welcome students who are interested in schools but not on a pathway to Texas Teacher
for public school teaching. Generally the course
certification - BUT this course is designed to prepare future professionals
relevant to classrooms and schools' But
will address students as future teachers, and often the assignments will be directly
student who successfully completes the
this is NOT a methods-of-teaching course, and the instructors hope that every
parent as a result of the topics we explore and analyze
course will be a better- informed citizen, taxpayer, and perhaps

throughout the semester.

please note: it is highly recommended that all students co-enroll in CUIN 3121. lt is a requirement at UH for
pursue a teaching license, you
recommendation for teacher certification - so if you change your mind and decide to

will

have to go back and make it uP.

Assignment Submission
posted due date. Follow assignment
All assignments are to be turned in electronically to the Blackboard website by the
in
Blackboard'
submission instructions as indicated
Assignments
Technology for Adolescents in that the
Most weekly assignments in this course are directly linked to culN 3121 - Educational
produce the assigned product' For each
majority of assignments utilize specific software (i.e., PowerPoint, Google Docs, etc.) to
instructor. Whether or not a
assignment, content is graded by the content instructor and technology use by the technology

each
student is co-enrolled in culN 3121. the required inteqrated technologv must be utilized to complete
assiqnment.

Participation in the course

Class preparation (assigned texts and writing)
Attendance (asynchronous in online course)
Participation (asynchronous in online course)

Self-reflection and assessment

Module Assessments (see road maP)

lndependent Assignments

Glogster

Group assignments
.
Google Presentation
Google document (columns)
.
Prezi presentation on "big idea" (education
philosophy and psychologY)

Participation in a professional community

.
.

Edmodo posting articles on research topic

Evernote parts 1 & 2 based on observations

Research Process (Presentation & Paper, with observation

25

notes submitted)
Total

[100]

on the following basis:

Evaluation scoring Based on a 100 point scale, grades will be assigned
F 59.o
7o-73;
CC74-76;
A 95-1oo; A- 9o-94; B+ 87.8gi B 84.86; B- 80-83; C+ 77-79;

1. Participation in the course (20 points)

videos, podcasts, etc' and any associated mini-assessments

Each week students are expectedto complete all assigned readings,

environment, ready to engage in

prior to class discussions. students are expected to come to class, or log-in to our online
will
be held responsible for having read or
students
that
This
means
meaningful learning activities related to the course content.
prior to class' Preparation before
lectures
recorded
and
podcasts,
PowerPoints,
viewed all textbook and article readings, videos,
will complete a participation
You
time.
ctass
during
material
the
class activities will enable students to actively interact with
your preparation (with or
assess
your
you
quiz
otherwise
or
also
may
instructor
self-assessment at least twice in the semester.

without warning!).
prepared with anv relevant materials that support the content and
Face-to-face sectionsl Erah *""k vou will be reouired to come
you are expected to be on time and attend class each week'
sections,
vour oersonal knowledee/exoeriences. For the face-to-face
your
the right to ask that all laptops and other electronic
reserves
put
also
instructor
awav.
cell phones should be silenced and
devices be put away for particular discussions or activities'

online sections:

wiil be required to make sense of the readines. viewinss. etc.. that are assiened' You will
your ideas with others in
these texts on-line and using various e-tools for organizing and presenting

Each week vou

participate by writingabout
the course,

preparation and participation are both qualities of student behavior that are part of the professional attributes required of
and in their observation placements
Teacher Education candidates. students will be evatuated and assessed both in the classroom
on these attributes.

your additional leadership responsibilities will

GRADUATE STUDENTS: As a graduate student in this cross-listed course,
will discuss how this will happen'
include facilitating one or more ctass discussions based on the weekly readings. we
(45 points)
2. Weekly Assignments: lndependent, Group, and as part of a Professional Community

ideas about education as you prepare to enter

The weekly assignments in this course are designed to help you articulate complex
as you process class readings,
the profesiion of teaching. Each week you will express your ideas utilizing different digital tools
a K-12 classroom observer'
discussions, assignment activities, experiences as a K-12 student, and discoveries as

grodes will
yes, if you sre enrolled in both EDU7 3307 and clJlN 3227, ossignments witl be submitted into Blsckbosrd twice. Two
grade
the
for
provide the content
be given for eoch ossignment The CUlN3221, EDUC3301, or CU|N6301 instructor will
assignment. Two separate grades will be
grade
same
for
the
provide
technology
the
will
instructor
assignment. The CUlN312l
provided for each assignment.
week. These assignments are due at
Excluding preparatory and in-class work, most assignments will be due the following
be uploaded to Blackboard by that
11:59pM the night before the class meets (wednesdays also for the online course) and must
assignments will be penalized and
time. The Blackboard course shell will provide the specific due date for each assignment. late
will be
will not be accepted after 11l59pm two days after the original due date. Rubrics for each weekly assignment
usually
posted on Blackboard alongside the assignment description'

3. Modules and Related Course Assessments (10 points)

Approximately week 5 and week 12: computer-based writing assessments

4. Observation Field Expectations (part of the 25 point Research Process)

semester, the college of Education Teacher
Classroom observations are a required component of this course. During the
of settings across the Greater Houston
Education office will arrange for groups to conduct classroom observations in a variety
scheduled school visits and any associated
area. The college of Education Teacher Education office will notify students regarding
program will provide a Field Experience Time log on which to record the date and
orientation meetings. The Teacher Education
for specific files or notices. At each visit,
time of schools visited. Keep posted in email and ttre college Teacher Education website
assure credit for the observation'
the Field Experience Time Log must be signed by authorized school personnel in order to
office at the end of the
submit the Field Experience rime log to the college of Education Teacher Education

students will

semester as evidence of completion of classroom observations.

your ongoing reflection and discussion in the class' For each

These observation visits are CRIICAL for generating field notes for
These field notes will be used and referred
visit you will record your observations in a journal or other method of your choosing.
integrated into your weekly assignments and
to for in-class and online discussions. lnformation from field notes will also be
to view other students'
research paper. Students will post observation commentaries, providing an opportunity
end-of-semester
field notes (typed or
posts and gain knowledge and understanding of classroom experiences. Hard copies of observation
paper. lt is your responsibility to check the readability
handwritten) will be turned in to your instructor with your final research
given'
of submitted observation notes; if they cannot be read, then no credit may be

5. Research Process, Presentation, and Paper

your choice, related to theory and/or practice but
During the semester, you will complete a research project on a topic of
There are three components to this project:
specifically incorporatint your observations at schools throughout the semester.
paper. Each of these components will integrate scholarly literature, on-line
Research plan, Research presentation, and Research
Paper will typed in a l2-point font, with 1"
resources, observation notes, and personal reflections/experiences. The Research
excluding a cover page and
utilize ApA formatting, with a minimum length of 1500 words (maximum 2300 words)

margins, and
references. Further project details will be provided throughout the semester.
GRADUATE STUDENTS ONLy: As a graduate student, your Research Paper

will include an annotated review of the relevant

current research literature with a minimum of 10 peer-reviewed articles on your topic of choice'

lmportant Dates to Remember:

o
o
o
o

August 29, 2016 - Last day to add a class;

grade;
September 7, ZOL6 - Last day to drop a course or withdraw without receiving a
'w';
with
a
withdraw
or
a
course
to
drop
day
Last
october 28, 2016

(if necessary) or Reading Period

December s, zoL6- Make up day for class days officially cancelled by the university

UH Academic Calendar: htip;llufww.qlh.ed!rlac..ede{}licEl eiale#a-eadeqqiE-ealenda':l

Helpful Hints

o
o
o
o
o
o

Meet your advisor every semester - they are the experts in your degree plan; applications; the writing assessment
visit the Teacher Education website for deadlines and PPR reviews
listserv email, etc.
Look for Teacher Education program announcements - hallway monitors, social media sites,
email
you
this
through
with
we
communicate
that
requires
Check your official UH email - fERpJ!
(Google, Yahoo, etc)
Use a professional email account - use your name and an independent provider
your
name,
correct grammar, do not advertise
full
closing,
opening,
an
use
in
emails
professional communicator
Be a

other businesses, and avoid religious quotes ofthe day.

Teacher Education Questions
your academic advisor (located in suite 160 Farish Hall) or
euestions regarding your degree plan or program should be directed to
email teached@uh.edu.
Also visit the B.S. in Teaching & Learning website http:#wlsrlAr.eog.$h,ifui{{egre*progrgm6ltea

Professional Attributes of Teacher Education Candidates

.!lingrfearntr}gl

no place in the academic life of the

The faculty of the University of Houston take the position that deadly weapons have
during office appointments' concealed
class
and
in
this
University. The rules regarding concealed ."rry *ill be strictly enforced
the class and may delay completion of
from
removal
means concealedl any incident involving a firearm may result in immediate
vt3ifs. Please consult the uH
observation
school-site
the course for everyone. Also please note.. Firearms are never appropriate for
police Department,s campus carry - sB11 Frequently Asked Questions http:llwww'rlh.edulpBliqelea$pur-q*r{vlfaq.htm{'

your Professional Attributes, which are

A key benchmark of the Teacher Education program is the ongoing assessment of
is that all candidates will exhibit
The
expectation
effective characteristics and behaviors expected of a professional educator.
exhibiting difficulty with the
program.
Students
the
these professional Attributes in all courses and field experiences throughout
committee' For more
Leadership
Teaching
professional Attributes may be contacted for a conference with the Teacher Education
detailed information, please visit

The caurse raadmap {c*lendar} witl be svailsble

witbin Slsekb*ard {online le*rning rnsnagmnt system}"

Exemplary

Developing

Competent

Text lacks clear

idea, purpose, and
details. (2pts)

Text's ideas are

focused but general,
obvious. (3pts)

Text is clear and focused;

captures reader's attention'
(4pts)

ORGANIZATION: The internal

structure of ideas.

Order is missing or
random; no

Order moves reader

through with

Effective organization begins

with a purposeful lead and
moves toward a logical,
thoughtful ending.

identifiable
structure. (2pts)

confusion. (3pts)

Order compels, enhances, and

moves ideas. Matches Purpose.
(4pts)

writer's

Writing seems sincere

but not engaged; it's

writing and the writer.

Writer is
indifferent,
distanced from
topic/audience.
(1pt)

WORD CHOICE: The right word,

used in the right waY, at the
right time. The writer chooses

Words are simple

or vague; limited
in scope. (1pt)

Words are common

and obvious; they
lack energy. (2pts)

Words are precise, interesting,

engaging, and powerful. {3Pts)

Writing lacks flow;

it is difficult to

Writing moves along

Writing flows with rhYthm and

but feels more

business-like. (2Pts)

cadence. Elesant. (3Pts)

Errors distract the

Reasonable control of

reader and make

reading difficult.
(1pt)

conventions;
distracting errors.
(2pts)

Observes and uses standard

conventions; few errors. (3Pts)

Criteria
IDEA DEVELOPMENT: The

heart, main idea, or thesis of a

text; refers to the details,
examples, or images that
develop and suPPort the main
idea.

VOICE: You hear the

heart and soul, conviction and

wit; the text has energY and
connects you to both the

Writing is compelling, engaging;

aware of audience. {3pts)

plain. (2pts)

words that create the intended

effect, impression, or mood.
SENTENCE FLUENCY: Language

that flows with rhythm and

grace, logic and music.
Sentences are well crafted and

read. (1pt)

want to be read aloud.

CONVENTIONS: lncludes

punctuation, spelling,
grammar, and usage. lt does
not include layout, formatting,

or handwriting. The final

editing phase.