EDUC 130 Learning Environment Syllabus

Merced County Office of Education

EDUC 130 Learning Environment Syllabus 

 CLASS DATES (20 hours)

Dates as scheduled

Classes are from 5:00 p.m. to 9:00 p.m.

Week 1

Week 2

Week 3

Week 4

*Assignments/Observations completed outside of class sessions

MCOE MISSION

Nurture / Serve / Lead

The mission of the Merced County Office of Education, as the educational leader of the Central

Valley and trusted community partner, is to transform education and inspire personal, social,

and academic achievement of students through collaborative partnerships, accountable

leadership and innovative, high quality programs and services.

EDUCATIONAL SERVICES PHILOSOPHY

Merced County Office of Education's Educational Services Department is committed to

providing leadership and instructional services to Merced County districts that ensure quality

teaching and learning and accelerate achievement for all students.

PROGRAM PURPOSE

To provide a quality credential program that allows interns to thrive and develop into highly

experienced teachers.

COURSE SUMMARY

Candidates acquire skills for managing and organizing a classroom with first and second language learners, students from diverse backgrounds, and of varying abilities.  Candidates examine their own experiences as learners and explore how those experiences affect their beliefs as teachers.  Candidates will examine classroom environments and instruction as they impact the classroom learning community.  Topics covered will include organizing the classroom, planning and teaching rules and procedures, managing academic work, maintaining good behavior.  This course will include interaction with practicing teachers in the full range of service delivery model.  This course includes interaction with the Positive Behavior Interventions and Support (PBIS).

RATIONALE

Candidates will examine disabilities and risk factors and their influence on development competencies and outcomes for children.

CORE LEARNING OUTCOMES (CLO)

1. Graduates have expertise in developing relevant and rigorous curriculum. Graduates design systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students.

2. Graduates have expertise in the implementation of relevant and rigorous curriculum. Graduates implement systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students.

3. Graduates sustain a practice of innovation and reform.

4. Graduates understand the power of research. They critically analyze and synthesize findings to support the development and implementation of rigorous and relevant curriculum and plans. Graduates develop and implement research to contribute to the wider body of knowledge as well as to reflect on and inform personal practice.

5.     Graduates are collaborative, reflective practitioners who are committed to providing rigorous, relevant, and innovative educational experiences for all students.

STUDENT LEARNING OUTCOMES (SLO) 

Upon completion of the course, candidates will:

1. Understand information related to positive behavior management

2. Plan and implement classroom rules and procedures.

3. Understand a variety of terms related to positive behavioral management and intervention

4. Have the ability to collaborate and consult with parents and school personnel

5. Have the ability to research information and effective strategies for specific behavioral concerns using technology

6. Have the ability to develop appropriate interventions and behavioral plans

7. Plan and use instructional strategies, activities, and material that appeal to and challenge all learning styles

8. Understand the importance of and explore the principles behind effective collaboration between general education and special education staff

9. Examine current research regarding positive behavioral management strategies for students with complex behavioral needs

10.  Collaborate and consult with other professionals on positive behavioral management/behavior interventions

11.  Create accommodations and modifications to meet the needs of all students, particularly EL and students with disabilities

12.  Utilize and integrate technology as an accommodation and/or modification to meet the needs of all students, particularly EL and students with disabilities

ATTENDANCE AND TARDY POLICY:

Students must sign in for each class session. Attendance is mandatory, and on-time attendance is expected at all scheduled class sessions. Any absence will cause you to miss a significant amount of the course. You are at risk of having to retake the course, regardless of points, if you do not meet the attendance standards. Failure to attend class or arriving late may impact your ability to achieve course objectives, which may affect your course grade and passage of the course. 

PROFESSIONAL CONDUCT

Students and Staff agree to treat one another with mutual trust and respect, promote the success of the individual and the group as a whole, and refrain from behavior that is disruptive, offensive or reflects bias of any kind. All members of this learning community agree to maintain personal and academic integrity including refraining from plagiarism.

STUDENT RESPONSIBILITIES AND EXPECTATIONS

• Be an active listener and participant

• Complete required readings and assignments 

• Be prepared to participate in class discussions and activities

• Self-monitor participation in group discussions, including using the Norms of Collaboration (pausing, paraphrasing, probing, putting ideas on the table, paying attention to self and others, presuming positive intentions, pursuing a balance between advocacy and inquiry)

• Cell phones should be silenced during class.

• Electronics will be used to access materials needed for course content only

• Notify instructor and Program Facilitator prior to class if you will be absent for any reason

TEXTBOOK AND MATERIALS

Title:            Creating Conditions for Learning

Edition:        9.1

Author:        Carolyn M. Everston, PH.D

Publisher:    Peabody College, Vanderbilt University

ASSIGNMENTS

Two classroom observations are required for this module. It is preferable that you observe

two different actual classrooms.

We recognize that at times, such as in the summer, it is difficult for you to observe an actual classroom.  So here is a link to videos you may use for classroom observations.  Please let us know if you know of any others that would work as well.

http://cchamplin.weebly.com/classroom-management.html (Links to an external site.) Links to an external site. This takes you directly to a page with a fieldwork observation video. You also may be able to find complete lessons by searching for them. Be sure that the video you use has a complete lesson of at least 30 minutes, depending on the grade level.

Here is the CSTP Placemat.  The CSTPs are the California Standards for the Teaching Profession.  Just as students have standards to achieve, so do teachers.  Standard Two addresses the classroom organization and management.  Therefore, the COMP Observation questions are also based on these standards.  

CSTP Placemat.pdf

COMP Observation Fieldwork Questions:

You will need to observe two classrooms using these questions twice.  Please label them as Observation #1 and Observation #2. The purpose of these observations is to look for examples/evidence that meet(s) Standard Two of the CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION (CSTPs).  Standard two is attached to this form.  Please refer to the observation rubric for items to include in your response. In addition, a possible 4 points are given for your use of appropriate language mechanics. Please number your responses so our scorers can easily find the 8 items.

Here is the link to the template for the lesson observations.  The questions are also listed below.

COMP Observation Fieldwork Template (10).doc

1. Describe and analyze the physical environment of the classroom. Draw or take a picture of the layout of the classroom. Please indicate the grade level and subject observed. (Module 1 of your COMP binder)

2. Evaluate and describe the tone or feel of the classroom? Does it appear that students are comfortable with each other and the teacher?  What do you think promotes the tone of this classroom? (Module 0, 2, 4, 5, 8)

3. Analyze the procedures and routines you see that the teacher has in place? (Module 0, 2)

4. Do students work well together and individually? Analyze the reasons for your opinion. (Module 2, 4, 5, 6, 8)

5. Are students on task (working on what they are asked to do)? How does the teacher correct someone who is not on task? Analyze the teacher’s actions and student responses. (Module 4, 5, 6)

6. Do you see rules, consequences, and rewards posted on the walls?  If so, do you see evidence that these are maintained?  How does the teacher correct misbehavior? (Module 2, 4)

7. Where does the teacher stand/walk throughout the lesson? Analyze the effect on student engagement. (Module 0, 1, 6)

8. What is the one thing that impresses you most about this classroom environment for learning? What is one thing you will want to apply to your own classroom environment? How will you put it in your routine? (All modules)

Standard 2 Creating and Maintaining Effective Environments for Student Learning: Teachers promote social development and responsibility within a caring community where each student is treated fairly and respectfully. They create physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students. They establish and maintain learning environments that are physically, intellectually, and emotionally safe. Teachers create a rigorous learning environment using the California Standards for the Teaching Profession (CSTP) with high expectations and appropriate support for all students. Teachers develop, communicate, and maintain high standards for individual and group behavior. They employ classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn. They use instructional time to optimize learning.