Note: The ECTS prefix will change to an ECTS prefix in fall 2010.
Instructor: Donna Shea, M.A.
Office: College of Education, CE 321 (Map)
Office Hours: Tuesdays, 2:00 - 5:00 PM and telephone conference by appointment
Office Telephone: (909) 537-5679
E-mail: ECTS@verizon.net
Year/Quarter: Fall 2010/2011
Time/days/location: This is a distance learning course with no on-campus meetings. It is offered through the College of Extended Learning (CEL) in an open entrance/open exit format. You can register at anytime and have 5 weeks to complete the course from date of registration. Contact the instructor immediately for course information and materials.
The College of Education of California State University, San Bernardino (CSUSB) is dedicated to the development and support of wise, reflective professional educators who will work toward a just and diverse society that embraces democratic principles. The wise teacher:
Possesses rich subject matter knowledge.
Uses sound pedagogical judgment.
Has practical knowledge of context and culture.
Acknowledges the relativism associated with variations in the values and priorities of both their peers and their students.
Is comfortable with the uncertainty of the outcomes of instructional decisions.
(College of Education Conceptual Framework, 2000)
Examination of basic skills, knowledge, and attitudes required for beginning Career and Technical (CTE) teaching success and strategies for teaching English learners. Offered through College of Extended Learning. (2 units)
ECTS 505 will introduce scholars to skills, knowledge, and attitudes required for beginning Career and Technical Education (CTE) teachers including teaching methods, learning styles, lesson plans, equity and diversity, legal/ethical issues, and CTE strategies. OSHA regulations for specific CTE industry sectors are covered. Strategies for special needs students and English learners are explored. Business and Industry partnerships are discussed. Scholars develop a classroom management plan and year-1 plan that includes policy and procedures for their ROP or school site. This is a self-paced course, but scholars are expected to complete a minimum of two assignments each week.
On completion of this course given reading assignments, class discussions, examples and case studies scholars will:
Develop a plan to familiarize themselves with school policies and procedures.
Discuss effective classroom management strategies described in research-based teaching.
Generate lesson plans for various types of content delivery.
Modify lesson plans to accommodate specials needs students and English learners.
Explore and discuss reusable learning objects (RLOs) relevant to lesson plans and activities for CTE
Identify and address four basic learning styles.
Develop assessment and evaluation tools appropriate for all students including special needs and English learners.
Discuss and apply OSHA regulations and classroom safety in CTE.
Discuss legal and ethical issues relevant to CTE.
Develop an action plan for business/industry partnerships in CTE.
Demonstrate cooperative work ethics by working together as a group effectively.
Demonstrate critical thinking skills by developing action plans to resolve student-oriented issues common in adult learning environments.
The following is a brief description of the course assignments that satisfy the course objectives. Scholars should refer to the electronic textbook for the specific assignment objectives, assignment discussion, and examples, before beginning any assignment.
PI Scholar's Information and Memo of Intent
In this assignment scholars will provide the instructor with personal contact and
work information via e-mail. All information is
confidential and accessible to the instructor only.
Each scholar will e-mail a Memo of Intent to the instructor. This memo
will include the scholar's registration status, the type of hardware and
software the scholar will be using, and information about the CTE industry
sector and school district the scholar will be teaching. Special needs
should be disclosed in the Memo of Intent.
P&P District Policy and Procedures
Scholars will visit the district for which they will teach to explore that
districts policies and procedures including forms and reporting requirements.
Scholars will develop a 1-year action plan to work with that districts
administrators to ensure a successful first year.
LE Legal Ethical Issues for CTE
Scholars will discuss legal and ethical issues relevant to CTE.
Scholars will familiarize themselves with California Education Code, ROCP
Handbook. Explain ADA, NCLB, and the Williams Act as they applies to CTE.
CM Research-based Teaching and Classroom Management
Scholars will explore effective instructional and classroom management
strategies presented in research-based teaching. Scholars will conduct
on-line research and write a report on their findings relevant to instructional
and classroom management strategies for CTE.
BIP Business and Industry Partnerships
Scholars will describe the concept of business and industry partnerships as
they relate to CTE. Scholars will develop an action plan for developing
partnerships with local businesses and industries for their course/industry
sector.
CS Classroom Safety and OSHA Regulations
Scholars will locate OSHA regulations for the course they will teach.
Scholars will develop classroom and lab/shop safety rules and consequences for
the course they will teach.
LP Lesson Plans
Scholars will develop lesson plans for cognitive, psychomotor, and affective
domain objectives. Lesson plans will be modified to accommodate special
needs students and English learners. Lesson plans will include strategies
for four basic learning styles. Scholars will familiarize themselves with
the CTE Model Curriculum Standards by citing specific standards for the lesson
plans they develop.
RLO Reusable Learning Objects
Scholars will research and report on reusable learning objectives (RLOs) for
lessons and activities relevant to CTE, special needs students, and English
learners. Scholars will locate RLOs suitable to the industry sector they
teach and describe how the RLOs will be implemented to reduce their workload and
stress during their first year of teaching.
A&E Assessment and Evaluation
Scholars will describe assessment protocol for the district in which they
will teach. Scholars will generate appropriate evaluation tools for each
lesson plan. Scholars will evaluation methods for diversity and equity
among all students including English learners and special needs students.
FP Final Presentation
Scholars will develop a Power Point presentation for a specific lesson that
includes strategies for learning styles, special needs students, and English
learners. The final presentation will include appropriate lesson plans)
and an introduction describing the class demographics, lesson objectives, and
expected outcomes. Scholars will include appropriate evaluation tools for
the lesson presented.
All scholar's are expected to perform at a level of "B" or higher. For this course, any grade less than a "B" is inadequate. Work that does not meet the criteria listed in the assignment description will be returned to the scholar with suggestions for improvement . Work returned to the scholar must be revised to meet objectives and resubmitted for evaluation. Each assignment is worth 10 points, 10% of the final grade.
PI/MI
10%
P&P 10% LE 10% CM 10% BIP 10% CS 10% LP 10% RLO 10% A&E 10% FP 10%
|
Points |
Grades |
|---|---|
| 95 - 97.99 | A- |
| 92 - 94.99 | B+ |
| 89 - 91.99 | B |
| 80 - 88.99 | D |
| 0 - 79.99 | F |
A "B" grade is expected in all ECTS courses and is the minimum grade accepted by the state for all credential courses. This means you must accrue a minimum of 89 points.
The text for this course is the ECTS 505 e-text which can be accessed from my CSUSB Home Page or my CTE Web site. Click on the "Course Syllabi" link and scroll down to locate ECTS 505. The link for the e-text is in the right column. Be sure to read all information provided in the e-text, follow all links, and review all examples before beginning any assignment. E-mail the instructor immediately if you have questions or concerns. Suggestions are always welcome.
The following books are required to complete your assignments. These two books are available in the Coyote Bookstore or on-line at Amazon (click on link below). Order them the first week of the quarter with priority delivery. They must be purchased immediately upon registration as reading assignments are due the first week of class. If you order by mail request priority or overnight shipping. Books must be read prior to the scheduled assignment date in the course calendar below. Failure to obtain and read the books before the scheduled due date will not constitute a valid reason for failing to submit the report on time. No excuses will be accepted.
The New Winning Year One: Jumpstart Student Success From Day One K-12 an Essential Survival Guide for New and Veteran Teachers by Carol Fuery
Teaching English Language Learners in Career and Technical Education Programs by Victor M. Hernanadez-Gantes and William Blank (will also be used for ECTS 501, 518, 519, and 504).
This is a self-paced distance learning course with no
on-campus meetings. The first day of class will scholars should read the
syllabus and e-text for orientation to course materials and requirements.
Scholars should e-mail the instructor immediately regarding problems, concerns,
or questions. Although this is a self-paced class, two assignments are due
each week. The due dates are flexible to some extent, but all work must be
completed in 5 weeks to ensure success.
California State University, San Bernardino has a zero tolerance for
plagiarism and academic dishonesty. A
scholar who commits an act of
dishonesty will receive a failing grade and be reported to university officials.
Scholars do not cheat, use another scholar's work in place of their own, or knowingly assist another to do so. Also, unauthorized access to or
changing grades on an assignment or examination is unacceptable.
To be successful in this course, the scholar will:
In our commitment
to the furthering of knowledge and fulfilling our educational mission,
California State University, San Bernardino seeks a campus climate that
welcomes, celebrates, and promotes respect for the entire variety of human
experience. In our commitment to
diversity, we welcome people from all backgrounds and we seek to include
knowledge and values from many cultures in the curriculum and extra-curricular
life of the campus community. Dimensions
of diversity shall include, but are not limited to, the following: race,
ethnicity, religious belief, sexual orientation, sex/gender, disability,
socioeconomic status, cultural orientation, national origin, and age. (from the CSU
San Bernardino University Diversity Committee Statement of Commitment to
Diversity, 1995)
In keeping with the
university’s Commitment to Diversity, the faculty of the College of Education
fully support the Americans with Disabilities Act (ADA).
Faculty will provide reasonable accommodation to any student with a
disability who is registered with the Office of Services to Students with
Disabilities and who needs and requests accommodation.
If you require assistance in the event of an emergency, you are advised to establish a buddy system with a buddy and an alternate buddy in the class. Individuals with disabilities should prepare for an emergency ahead of time by instructing a classmate and the instructor.
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Support for Student with Disabilities
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WEEK |
AGENDA |
|---|---|
Week 1 |
Complete
and Submit: |
Week 2 |
Complete
and Submit: |
| Week 3 |
Complete
and Submit: |
| Week 4 |
Complete
and Submit: » LP Lesson Plans » RLO Reusable Learning Objects |
| Week 5 |
Complete
and Submit: |