ࡱ> ;X89:o labjbj |zfzfzX&&k k k k k $ P D#"\ R#n(()))]*-  /$k /]*]*//k k ))H }4}4}4/Rk )k )}4/}4}4Ju>{|) XM/OxB"0RxB0B{|{|Bk }//}4/////2///R////B/////////& 1: Note: This cover/first page, should be your syllabus cover page. [Delete this note prior to submitting.] Course & Section Nos.Course TitleClass Roster No. Course Day(s)TimeCourse LocationSemester / YearFall 2021InstructorPhoneE-MailOfficeOffice Hours  WELCOME [Optional] Welcome statement to teacher candidates. Set the tone for the class. SCHOOL OF EDUCATION MISSION & VISION STATEMENT (Adopted by SOE Governance Community, January 2013) Vision To serve the educational needs of local, regional, and global communities, the School of Education advances innovative practice and leadership by generating, embracing, and promoting equitable and creative solutions. Mission The mission of the School of Education community is to collaboratively transform education. We: Create community through partnerships Promote and foster social justice and educational equity Advance innovative, student-centered practices Inspire reflective teaching and learning Conduct purposeful research Serve the school, college, university, and community BASIC TENETS OF OUR CONCEPTUAL FRAMEWORK Student centered education Research and theory specific to the program field inform practice Connections and links between coursework and application Strong engagement between faculty and candidates Co-teaching clinical practice Culturally responsive pedagogy and socially just outcomes Note: A Table of Content (TOC) is required when a syllabus is 10 or more pages. When using the formatted headings (from the Styles menu) a TOC may easily be created. [Delete this note prior to submitting.] Instructions for PCs Update Table of Contents Click once on TOC below (TOC will appear with a gray box) Right click and select Update Field (or click on References tab above in toolbar) Select Update Entire Table, to update Headings to coincide with the headings you used in your syllabus. Or, select Update Page Numbers Only, if you have already completed your TOC and just need to ensure the pages are correct. Instructions for MACs Update Table of Contents Hold down CONTROL, click the table of contents, and then click Update Field. Click the option that you want: Update Entire Table or Update Page Numbers  Table of Contents  TOC \o "1-3" \h \z \u  HYPERLINK \l "_Toc458063611" COURSE DESCRIPTION  PAGEREF _Toc458063611 \h 1  HYPERLINK \l "_Toc458063612" Course Prerequisites  PAGEREF _Toc458063612 \h 1  HYPERLINK \l "_Toc458063613" Course Objectives  PAGEREF _Toc458063613 \h 1  HYPERLINK \l "_Toc458063614" Unique Course Requirements  PAGEREF _Toc458063614 \h 1  HYPERLINK \l "_Toc458063615" REQUIRED TEXTS, MATERIALS AND/OR ACCOUNTS  PAGEREF _Toc458063615 \h 1  HYPERLINK \l "_Toc458063616" Required Texts  PAGEREF _Toc458063616 \h 1  HYPERLINK \l "_Toc458063617" Cougar Courses  PAGEREF _Toc458063617 \h 1  HYPERLINK \l "_Toc458063618" TaskStream Account  PAGEREF _Toc458063618 \h 1  HYPERLINK \l "_Toc458063619" COURSE LEARNING OUTCOMES  PAGEREF _Toc458063619 \h 2  HYPERLINK \l "_Toc458063620" Authorization to Teach English Learners  PAGEREF _Toc458063620 \h 2  HYPERLINK \l "_Toc458063621" Teacher Performance Expectation (TPE) Competencies  PAGEREF _Toc458063621 \h 2  HYPERLINK \l "_Toc458063622" Teacher Performance Assessment  PAGEREF _Toc458063622 \h 2  HYPERLINK \l "_Toc458063623" CalTPA  PAGEREF _Toc458063623 \h 2  HYPERLINK \l "_Toc458063624" edTPA  PAGEREF _Toc458063624 \h 2  HYPERLINK \l "_Toc458063625" Expected Dispositions for the Education Profession  PAGEREF _Toc458063625 \h 3  HYPERLINK \l "_Toc458063626" PROGRAM STUDENT LEARNING OUTCOMES (PSLOs)  PAGEREF _Toc458063626 \h 3  HYPERLINK \l "_Toc458063627" SCHEDULE/COURSE OUTLINE  PAGEREF _Toc458063627 \h 4  HYPERLINK \l "_Toc458063628" COURSE REQUIREMENTS AND GRADED COURSE COMPONENTS  PAGEREF _Toc458063628 \h 5  HYPERLINK \l "_Toc458063629" Course Assignments  PAGEREF _Toc458063629 \h 5  HYPERLINK \l "_Toc458063630" Grading Standards  PAGEREF _Toc458063630 \h 5  HYPERLINK \l "_Toc458063631" Final Exam Statement  PAGEREF _Toc458063631 \h 5  HYPERLINK \l "_Toc458063632" School of Education/Course Attendance Policy  PAGEREF _Toc458063632 \h 5  HYPERLINK \l "_Toc458063633" Policy on Late/Missed Work  PAGEREF _Toc458063633 \h 5  HYPERLINK \l "_Toc458063634" Student Collaboration Policy  PAGEREF _Toc458063634 \h 5  HYPERLINK \l "_Toc458063635" GENERAL CONSIDERATIONS  PAGEREF _Toc458063635 \h 6  HYPERLINK \l "_Toc458063636"  Academic Honesty Policy  PAGEREF _Toc458063636 \h 6  HYPERLINK \l "_Toc458063637" Plagiarism  PAGEREF _Toc458063637 \h 6  HYPERLINK \l "_Toc458063638" Students with Disabilities Requiring Reasonable Accommodations  PAGEREF _Toc458063638 \h 6  HYPERLINK \l "_Toc458063639" Credit Hour Policy Statement  PAGEREF _Toc458063639 \h 6  HYPERLINK \l "_Toc458063640" All University Writing Requirement  PAGEREF _Toc458063640 \h 7  HYPERLINK \l "_Toc458063641" Course Format  PAGEREF _Toc458063641 \h 7  HYPERLINK \l "_Toc458063642" Necessary Technical Competency Required of Students  PAGEREF _Toc458063642 \h 7  HYPERLINK \l "_Toc458063643" Contact Information for Technical Support Assistance  PAGEREF _Toc458063643 \h 7  HYPERLINK \l "_Toc458063644" Electronic Communication Protocol  PAGEREF _Toc458063644 \h 7  HYPERLINK \l "_Toc458063645" Use of Technology  PAGEREF _Toc458063645 \h 7  IMPORTANT SYLLABUS INSTRUCTIONS Red text are instructions on using this template and should not appear in the finished product. Green text indicates new elements of the syllabus template. Convert text to black. This template has specialized type styles built in to ensure formatting meets ADA requirements. Arial is the approved font. The following text and subheadings are required elements of syllabi with SOE modifications. Additional subheadings may be added for clarity and to meet the unique features of the course. As you cut and paste text from other documents you may lose these styles. To apply a style (Heading 1-3, Normal Body Text, Etc.), highlight the text you want to format and then choose the correct style from the Styles Menu. [Delete this box prior to submitting.] COURSE DESCRIPTION Course description should be taken verbatim from the catalog; variations should be noted and explained.  HYPERLINK "http://www.csusm.edu/catalog/documents/2016-2018/-2016-2018-Catalog.pdf" http://www.csusm.edu/catalog/documents/2016-2018/-2016-2018-Catalog.pdf Course Prerequisites (For School of Education courses, admission to the program is considered a prerequisite. If any other courses are prerequisites or recommended sequencing is important, as in a sequence of successful completion of 511 prior to 512, please include. This should not differ from the catalog) Course Objectives Objective should be measurable and tie directly to the assessments (and grades) in the course. In general terms, what should successful candidates know and be able to do by the time the course is completed? Unique Course Requirements [Optional] Any unusual requirements should be listed here. These might include field trips, observations in schools or access to students, etc. REQUIRED TEXTS, MATERIALS AND/OR ACCOUNTS Provide complete access information on texts and readings. Be sure that you have ordered these through the bookstore or have provided adequate information on how to obtain (ISBN number, etc.) Do not list any materials you are not going to use. Required Texts Course Material Available and Accounts [For courses where material will regularly be made available to students via Cougar Courses, other Learning Management Systems, Library Reserves, etc.] Cougar Courses [If applicable] TaskStream Account [If applicable] COURSE LEARNING OUTCOMES The Course Learning Outcomes (CLOs) are intended to communicate to the students what they are able to do upon completion of the course. These are often stated in a greater level of detail than Program Student Learning Outcomes. CLOs should be presented using the following construction: Upon successful completion of this course, students will (be able to): [List of Course Learning Outcomes follows.] At their own discretion, instructors may choose additionally to indicate how the CLOs are addressed in the course and how students will be expected to achieve them. For Credential Courses: Authorization to Teach English Learners [Credential Courses Only] This credential program has been specifically designed to prepare teachers for the diversity of languages often encountered in California public school classrooms. The authorization to teach English learners is met through the infusion of content and experiences within the credential program, as well as additional coursework. Candidates successfully completing this program receive a credential with authorization to teach English learners. (Approved by CCTC in SB 2042 Program Standards, August 02) Teacher Performance Expectation (TPE) Competencies (2017) The course objectives, assignments, and assessments have been aligned with the CTC standards for (Single Subject, Multiple Subject, Special Education, etc.) Credential. This course is designed to help teachers seeking a California teaching credential to develop the skills, knowledge, and attitudes necessary to assist schools and district in implementing effective programs for all students. The successful candidate will be able to merge theory and practice in order to realize a comprehensive and extensive educational program for all students. You will be required to formally address the following TPEs in this course: LIST the Local TPE numbers and titles that this course responds to. Teacher Performance Assessment Beginning July 1, 2008 all California credential candidates must successfully complete a state-approved Teacher Performance Assessment (TPA), as part of the credential program of preparation.During the 2018-19 academic year the credential programs will use the CalTPA (California Teacher Performance Assessment) CalTPA To assist with your successful completion of the CalTPA, a series of informational seminars are offered over the course of the program. TPA related questions and logistical concerns are to be addressed during the seminars. Your attendance to TPA seminars will greatly contribute to your success on the assessment. The CalTPA Candidate Handbook, TPA seminar schedule, and other TPA support materials may be found on this website:  HYPERLINK "http://www.ctcpa.nesinc.com/Home.aspx" http://www.ctcpa.nesinc.com/Home.aspx Additionally, to support your success in your credential program and with TPA, SOE classes use common pedagogical language, lesson plans (lesson designs), and unit plans (unit designs). Expected Dispositions for the Education Profession Education is a profession that has, at its core, certain dispositional attributes that must be acquired and developed. Teaching and working with learners of all ages requires not only specific content knowledge and pedagogical skills, but positive attitudes about multiple dimensions of the profession. The School of Education has identified six dispositions that must be evident in teacher candidates: social justice and equity, collaboration, critical thinking, professional ethics, reflective teaching and learning, and life-long learning. These dispositions have observable actions that will be assessed throughout the preparation program. For each dispositional element, there are three levels of performance - unacceptable, initial target, and advanced target. The description and rubric for the three levels of performance offer measurable behaviors and examples. The assessment is designed to provide candidates with ongoing feedback for their growth in professional dispositions and includes a self-assessment by the candidate. The dispositions and rubric are presented, explained and assessed in one or more designated courses in each program as well as in clinical practice. Based upon assessment feedback candidates will compose a reflection that becomes part of the candidates Teaching Performance Expectation portfolio. Candidates are expected to meet the level of initial target during the program. PROGRAM STUDENT LEARNING OUTCOMES (PSLOs) [For courses identified by departments as addressing the Program Student Learning Outcomes (PSLOs) in a major offered by the department which offers the course] The syllabus must include a list of all PSLOs that the department has determined are addressed in the course. At their own discretion, instructors may choose additionally to indicate how the CLOs are addressed in the course and how students will be expected to achieve them. (NOTE - This document contains an embedded section break so that the course schedule stands alone.) SCHEDULE/COURSE OUTLINE Provide sufficient detail to allow teacher candidates to understand roughly what percent of course time is spent on the different topics. The suggested calendar below can also suffice to include assignment due dates. DateTopicAssignment (if any)Due DateSession 1 Date Session 2 Date Session 3 DateSession 4 DateSession 5 DateSession 6 DateSession 7 DateSession 8 DateSession 9 DateSession 10 Date Session 11 DateSession 12 DateSession 13 DateSession 14 DateSession 15 DateFinal Exam Date COURSE REQUIREMENTS AND GRADED COURSE COMPONENTS Course requirements (i.e., number of exams, assignments, etc.) and graded course components (i.e., relative weight of the exams, assignments, etc.). Course Assignments List assignments for this course. Grading Standards Include points, relative weights of each assignment, policy on late work, and attendance, if a contribution to the grading scheme. Are grades by a percentage scale? Total points? How will candidates know how they are progressing in terms of final assessment? Final Exam Statement Syllabi must include either the date and time of the final exam, or a statement that there will be no final exam. If this information is integrated with the tentative schedule or the course grading standards, then it is not necessary to make this a separate syllabus item. School of Education/Course Attendance Policy Due to the dynamic and interactive nature of courses in the School of Education, all candidates (course participants) are expected to attend all classes and participate actively. At a minimum, candidates (course participants) must attend more than 80% of class time, or s/he may not receive a passing grade for the course at the discretion of the instructor. Individual instructors may adopt more stringent attendance requirements. Should the candidate (course participants) have extenuating circumstances, s/he should contact the instructor as soon as possible. (Adopted by the COE Governance Community, December, 1997). If you have a more stringent policy add the language onto this statement. Any special attendance requirements, such as attendance at outside events or Service Learning activities must be listed. In accordance with the Administrative Course Drop policy, if there are any dates for which attendance is required to avoid being administratively dropped, these must be specified. Hybrid courses with specific on-campus meeting requirements (e.g., for exams) must state those requirements. Policy on Late/Missed Work [For courses with such a policy] If the instructor has a policy regarding acceptance of late work or making up missed work, this must be specified in the syllabus. If such a policy is integrated with the course grading standards (required item 11), then it is not necessary to make this a separate syllabus item. Student Collaboration Policy [For courses with such a policy] Any course guidelines and rules on (i) how students may collaborate on assignments and/or (ii) how students are required to work together. GENERAL CONSIDERATIONS Academic Honesty Policy Students will be expected to adhere to standards of academic honesty and integrity, as outlined in the Student Academic Honesty Policy. All assignments must be original work, clear and error-free. All ideas/material that are borrowed from other sources must have appropriate references to the original sources. Any quoted material should give credit to the source and be punctuated accordingly. Academic Honesty and Integrity: Students are responsible for honest completion and representation of their work. Your course catalog details the ethical standards and penalties for infractions. There will be zero tolerance for infractions. If you believe there has been an infraction by someone in the class, please bring it to the instructors attention. The instructor reserves the right to discipline any student for academic dishonesty, in accordance with the general rules and regulations of the university. Disciplinary action may include the lowering of grades and/or the assignment of a failing grade for an exam, assignment, or the class as a whole. Incidents of Academic Dishonesty will be reported to the Dean of Students. Sanctions at the University level may include suspension or expulsion from the University. Refer to the full Academic Honesty Policy at:  HYPERLINK "http://www.csusm.edu/policies/active/documents/Academic_Honesty_Policy.html" http://www.csusm.edu/policies/active/documents/Academic_Honesty_Policy.html Plagiarism As an educator, it is expected that each candidate (course participant) will do his/her own work, and contribute equally to group projects and processes. Plagiarism or cheating is unacceptable under any circumstances. If you are in doubt about whether your work is paraphrased or plagiarized see the Plagiarism Prevention for Students website  HYPERLINK "http://library.csusm.edu/plagiarism/index.html" http://library.csusm.edu/plagiarism/index.html. If there are questions about academic honesty, please consult the University catalog. Students with Disabilities Requiring Reasonable Accommodations Students with disabilities who require reasonable accommodations must seek approval for services by providing appropriate and recent documentation to the Office of Disability Support Services (DSS). This office is in Craven Hall 4300, contact by phone at (760) 750-4905. Students authorized by DSS to receive reasonable accommodations should meet with their instructor during office hours or make an appointment. COVID-19 For all COVID-19 related concerns (e.g. excused absences, late work, missed exams, etc.), please contact your instructor. For all other COVID-19 related concerns that students wish to get campus support to address (e.g. exposure, diagnosis, ongoing symptoms, etc.) students should feel free to contact the Cougar Care Network: (https/ HYPERLINK "http://www.csusm.edu/ccn/index.html" www.csusm.edu/ccn/index.html) at (760) 750-7627 or  HYPERLINK "mailto:ccn@csusm.edu" ccn@csusm.edu. You are welcome, but not required to let your instructor know of any COVID-19 related concerns. Credit Hour Policy Statement Per the University Credit Hour Policy: Courses with face-to-face instruction (including activity and laboratory modes of instruction) must include a statement to the effect that students are expected to spend a minimum of two hours outside of the classroom each week for each unit of credit engaged in learning. (Note that for courses with a lecture mode of instruction over an entire semester, each unit of credit corresponds to an hour of class-time and two hours of student learning outside of class. For activity and laboratory modes of instruction, depending on the particular instructional mode, each unit of credit corresponds to two or three hours of class-time, and two hours of student learning outside of class.) Courses that are entirely on-line must describe the activities that the student will be required to complete as part of the course and indicate the expected minimum time (at least 45 hours for each unit of credit) that students will need to devote to each of these. Hybrid courses must describe to students how the combination of face-to-face time, out-of-class time associated with the face-to-face sessions, and on-line work will total at least 45 hours per unit of credit. All University Writing Requirement Statement on how the All-University Writing Requirement (850 words for a 1-unit course, 1700 words for a 2-unit course, and 2500 words for courses of 3 or more units) is satisfied in the course. Course Format [For courses offered in a format other than face-to-face, traditional (FT) instruction] The Online Instruction Policy lists the following alternatives to face-to-face, traditional (FT) instruction: face-to-face, online (FO); local, online (LO); remote, online (RO); or hybrid (HY). Necessary Technical Competency Required of Students [For on-line and hybrid courses] Contact Information for Technical Support Assistance [For on-line and hybrid courses] This may include customer support for software used in the course as well as the Help Desk. Electronic Communication Protocol Electronic correspondence is a part of your professional interactions. If you need to contact the instructor, e-mail is often the easiest way to do so. It is my intention to respond to all received e-mails in a timely manner. Please be reminded that e-mail and on-line discussions are a very specific form of communication, with their own nuances and etiquette. For instance, electronic messages sent in all upper case (or lower case) letters, major typos, or slang, often communicate more than the sender originally intended. With that said, please be mindful of all e-mail and on-line discussion messages you send to your colleagues, to faculty members in the School of Education, or to persons within the greater educational community. All electronic messages should be crafted with professionalism and care. Things to consider: Would I say in person what this electronic message specifically says? How could this message be misconstrued? Does this message represent my highest self? Am I sending this electronic message to avoid a face-to-face conversation? In addition, if there is ever a concern with an electronic message sent to you, please talk with the author in person in order to correct any confusion.     PAGE 2 Instructor Name, Course Number Syllabus is subject to change.  Engaging diverse communities through leading and learning for social justice.  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