"Creative Thinking may mean simply the realization that there is no particular virtue in doing things the way they have always been done." - Rudolph Flesch, Philosopher
Description & Goals
Is teaching for me? The goal of this course is to help students answer this question and prepare those, who decide to enter the profession, to critically reflect like an English Education major from East Carolina University's outstanding school of education. Additionally, students will begin to evaluate literacy experiences and curricula, observe how teaching to diversity it manifested in the field, create a written philosophy of education, evaluate the effects of class activities on individuals and on groups, and assess how various contexts impact teaching .
Expectations
Students will begin to evaluate literacy experiences and curricula, observe how teaching to diversity is manifested in the field, create a written philosophy of education; evaluate the effects of class activities on individuals and on groups, learn to critically inquire, and assess how various contexts impact teaching.
- We will meet 5 times as a class: 3x at the beginning of the semester; 1 time in the middle of the semester; 1 time at the end of the semester.
- You will spend 16 hours in the field.
- You will be responsible for securing your own transportation to the field site.
This course follows principles articulated in the College of Education’s Conceptual Framework. Students will be required to adhere to the dispositions standards.
Contact Information
Todd Blake Finley, PhD – Associate Professor of English Education
English Education Program, Department of C & I, College of Education
Bate #2120, East Carolina University,
Greenville , NC 27858
252.328.6695 [o]
252.717.9286 [c]
finleyt@mail.ecu.edu [e]
toddfinley@gmail.com [e]
Office Hours: Todd's Calendar
https://www.airset.com/User/Group.jsp?gi=ZcSAwATcWzOK
ENED 2123 INTRODUCTION TO THE TEACHING OF HIGH SCHOOL ENGLISH Class Calendar
https://www.airset.com/User/Group.jsp?gi=zXQyyKYUACxB
Meeting Times & Place
W 12:30pm to 1:30pm / SP room 103
BUT WILL IT WORK WITH REAL STUDENTS (P) ALSUP, NATIONAL COUNC TEACHERS ENGLISH - ISBN: 0-8141-0389-8 ** REQUIRED ** |
Grading on a 7 Point Scale (% of Total Points)
- A: 93-100% (A- = 93; A = 96; A+ = 100)
- B: 85-92 (B- = 85, B = 88, B+ = 91)
- C: 77-84 (C- =77, C=80, C+ = 83)
- D: 70-76 (D- = 70, D = 73, D+ = 75)
All assignments have description and rubric handouts. Please turn in the rubric with your assignment. For extra copies, look in your “handouts” folder on your class CD.
Technical Support
Call the CU help desk at (252) 328-6866 or visit the ECU tech support website.There are two other sites for technical support. The College of Education also maintains a Virtual Help Desk.
ADA Compliance
East Carolina University seeks to comply fully with the Americans with Disabilities Act (ADA). Students requesting accommodations based on a disability must be registered with the Department for Disability Support Services located in Brewster A-117 (252-328-6799).
Credit Hours: 3
You must receive a C or better in this course to begin your internship. No incompletes will be given.
Assignments
(See Assignment Description Rubrics for full description)
| ASSIGNMENT NAME | POINTS POSSIBLE |
| 10 points | Upper Division Conference |
| 25 points | Statement of Teaching Philosophy |
| 25 points | Speech on Teaching Philosophy (Rubric) |
| 5 points | |
| 25 points | 5 Most Significant Educational Experiences - (2 Pages) Other link. |
| 5 points | Proof of Purchase- Welcome to Teacher Education |
| 100 points | Dialogue Journal |
| 5 points | Diversity Profile of School Site - Half Page - Link to GreatSchools.net |
| C/IN | Attendance |
| C/In | Proof of 16 Hour Visitation (.jpg scan of form you can also get from Office of Clinical Experiences) |
| 25 points | Metaphor Map |
| 25 points | Quiz |
| 2 points | Pink Contract |
| Professional Log | |
| 1-Minute Oral Philosophy of Education Presenation (Rubric) | |
| Schedule | |
| Class #1 Wed Jan 11th |
Introduction to Syllabus, Assignments, & Each Other
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| Class #2 Wed Jan 18th |
Preparing for Field Observations
What's Due?
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| Class #3 Wed Jan 25th |
What's Due? Metaphor Map |
Class #4 |
Individual Appointments with Instructor (Bate Hall #2120) What's Due at the Conference?
Admission to Upper Division Form Completed (if you are interested in continuing on in the English Education Teacher Program: http://www.ecu.edu/cs-educ/teached/upload/A1UDform.pdf) CPL Form |
| Class #5 Wednesday April 19th |
1-Minute Oral Philosophy of Education Presentation (Rubric) See How to Write a Philosophy of Education What's Due?
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Wednesday May 3rd |
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Conceptual Framework for Preparing Education Professionals
Aligned with the mission statements of East Carolina University, the College of Education, and Teacher Education, the conceptual framework represents the vision that drives the work of all administrators, faculty, and candidates. Through our commitment to excellence through partnership, our efforts to prepare reflective education professionals dedicated to democratic principles and practices, including the empowerment of all learners in all aspects of educational decision-making, define the core of this vision. The conceptual framework is responsive to the changing needs in education and allows for adjustments in the unit's priorities without altering the entire framework. Current priorities include enhanced emphasis on the areas of diversity, assessment, technology, and research.
The essence of the unit's conceptual framework is the empowerment of all learners. The reference to "all learners" includes the unit's candidates, the students in P-12 school programs, beginning and career educators and administrators, and education-related professionals. This definition of "all learners" recognizes and embraces the diversity in race, ethnicity, culture, gender and ability that is present in our society and in any learner population. The unit focuses on empowering these learners to play meaningful roles in the on-going processes of democracy and to support the role of public education in support of democratic principles and practices.
The conceptual framework's emphasis on all aspects of educational decision-making recognizes that the unit's activities extend beyond just the preparation of education professionals. These actions influence the practices in the field, the continuing professional development of beginning and career educators, and the policiesthat are adopted at local, state, and national levels. The unit's efforts are influential both directly and indirectly. The faculty within the unit have direct impact as they engage in any of theses activities, but greater influence comes from the unit's candidates who are prepared to assume leadership roles in their professional careers and impact the field through their involvement in these endeavors.
The preparation of reflective education professionals establishes the foundation of the conceptual framework and underlies the unit's efforts in all educational endeavors. In order to empower all learners, educational professionals must be willing to analyze and modify their practices. They need to assess learner needs and learning styles, plan and implement programs that are aligned with standards and learner needs, evaluate and analyze learner outcomes, and modify practices based on this reflective process. They also need to reflect on how those practices contribute to the larger purposes of education in a democratic society.
Achieving excellence through partnership is the overriding theme of the conceptual framework. It acknowledges that the empowerment of all learners is not a goal that can be achieved in isolation, or by a single entity. In keeping with our commitment to democratic values, empowerment must be a collaborative effort by the university, public schools and the community. Candidates must be prepared to recognize and assume their roles as leaders in a larger effort to empower all learners, and strive to achieve educational excellence in partnership with their school and community colleagues.
While pursuing the purposes advanced in the conceptual framework, the unit must be responsive to continuing changes and needs in education, and the results of feedback regarding the unit's performance in meeting its goals. There is a fluid element to the conceptual framework that can respond to needed changes without undermining or altering the entire framework. This component of the framework includes priorities that require focused attention and increased unit resources. These priorities include the development of candidate knowledge, skills and dispositions in the areas of diversity, assessment, and technology, and promotion of the unit's responsibility to conduct, disseminate and apply the results of clinical research.
Teacher Education Mission Statement
The mission of Teacher Education is to prepare and develop professionals through partnership with the educational community. Teacher Education is committed to the vision of preparing education and human services professionals who are academically and technically proficient; knowledgeable, skilled, and reflective in their practice; committed to the empowerment of all people to develop their full potential; and committed to the role of public education in a democratic society.
College of Education Mission Statement
The mission of the College of Education is the preparation of professional educators and allied practitioners, including professionals in business information systems, counseling, electronic media, and librarianship. Significant to this mission is a strong commitment to three important related areas, all of which are realized through partnerships and other endeavors. These three areas are: the encouragement and nurturing of professional growth for educators and allied practitioners at all levels and in all areas of the educational endeavor; a continuing emphasis on and support for scholarship and research/creative activity; and service in all areas of professional education. Critical to such commitment is the promotion of effective teaching; staff participation in the improvement of schools; and, in concert with other state agencies, the development and creation of educational policy for North Carolina.
PowerPoint on Conceptual Frame:
http://www.coe.ecu.edu/ncate_dpi/ConceptualFramework.pdf
Academic Integrity
I strongly uphold East Carolina University’s Academic Integrity Policy. Please make sure you are familiar with the specific behaviors that constitute violations of this policy. Academically violating the Honor Code consists of the following:
A. Cheating -Unauthorized aid or assistance or the giving or receiving of unfair advantage on any form of academic work.
B. Plagiarism -Copying the language, structure, ideas, and/or thoughts of another and adopting same as one's original work.
C. Falsification -Statement of any untruth, either spoken or written, regarding any circumstances relative to academic work.
D. Attempts -Attempting any act which if completed would constitute an academic integrity violation as defined herein.
The policy, including both a definition of violations and a description of procedures followed in the case of alleged violations, may be found at: http://www.ecu.edu/fsonline/FacultyManual2/Part4/part4.htm.
We don’t see things as they are. We see things as we are. - Anis Nin.
Revised 2005
MAJOR IN SECONDARY ENGLISH – BS DEGREE Sheet
(A minimum g.p.a. of 2.5 is required for admission to the English Education program)
GENERAL EDUCATION (42 S.H.)
Course Grade S. H
ENGL 1100 |
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3 |
ENGL 1200 |
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3 |
SCIENCE (8 S.H. from BIOL, CHEM, GEOL, PHYS) At least one must require a lab.
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SOCIAL SCIENCES (12 S.H.) (Including a course in HIST, PSYC 1000, PSYC 3260 & at least one of these areas: ANTH, ECON, GEOG, POLS, SOCI or other another approved social science course)
HIST |
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3 |
PSYC 1000 |
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3 |
PSYC 3206 |
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3 |
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MATH 1065: 3 S.H. (or equivalent) or 2127
MATH |
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3 |
HUMANITIES AND FINE ARTS (10 S.H. with at least one course each in HUMANITIES and FINE ARTS.) See recommendations below:$
ENGL 2000 * |
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3 |
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FINE ARTS (ART, DNCE, COMM 2510 or 2520, THEA, MUSC)
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HLTH/PHYE (3 S.H.)
HLTH 1000 |
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2 |
EXSS |
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1 |
FOREIGN LANGUAGE through
Level 1004 (0-12 S.H.)
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Recommended Humanities: FORL, RUSS = Foreign Lit in Translation; CLAS 2000, 2220, 2223.
Recommended Fine Arts : Art 1910
Free Electives (to bring |
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total S.H. to 126) |
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MAJOR ( 36 s.h.)
LITERARY HISTORY: (9 S.H.)
ENGL 3000* |
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3 |
ENGL 3010* |
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3 |
ENGL 3020* |
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3 |
SHAKESPEARE: (4070, 4080, or 4090)
ENGL |
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3 |
MULTICULTURAL ELECTIVE: (ENGL 3240, 3250,
3260, 3300, 4340, or 4360
ENGL |
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3 |
MYTHOLOGY and CLASSICAL LITERATURE (CLAS 3460,
ENGL 3460, ENGL 3450, or ENGL 3600)
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3 |
ADVANCED LIT ELECTIVES, excluding ENGL 4950 and writing courses. (6 S.H.)
ENGL |
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3 |
ENGL |
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3 |
LANGUAGE (6 S.H.)
ENGL 2700* |
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3 |
ENGL 2710* |
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3 |
LITERATURE and COMPOSITION STUDIES
ENED 4960* |
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3 |
ENED 3815* |
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3 |
PROFESSIONAL (28 or 29 s.h.)
ENED 2123* |
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1 |
EDUC 3200* |
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3 |
SENIOR I AND SENIOR II --Prerequisite: Admission to Upper Division of Teacher
SENIOR I. (Courses to be taken concurrently)
EDUC 4400* |
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3 |
ENED 4323* |
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3 |
SPED 4010* |
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2 |
EDTC 4001* |
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2 |
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READING (2 or 3 s.h.)
READ 5317* (Taken in Senior I |
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3 |
Or
READ 3990* (Taken in Senior II |
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2 |
SENIOR II (Courses to be taken concurrently)
ENED 4324 |
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10 |
ENED 4325 |
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2 |
*A minimum grade of C is required in ENGL 2000, 2700, 2710, 3000, 3010, 3020; ENED 2123, 3815, 4960, 4323; EDUC 3200, 4400; READ 5317 or 3990; SPED 4010, EDTC 4001
Semester's Theme: Pandas!