Social and Political Issues
- Readings (from “American Education”):
- Chapter 3: Equality of Educational Opportunity: Race, Gender, and Special Needs
- Chapter 4: Student Diversity
- Chapter 5: Multicultural Education
- Chapter 6: Local Control, Choice, Charter Schools, and Commercialism
- Chapter 7: Power and control at the State and National Levels
- Chapter 10: The Courts and the Schools
- Landmark court cases
- Brown v. Board of Ed
- Plessy v. Ferguson
- Lau v. Nichols (which led to bilingual education act)
- Landmark legislation
- Public Law 94—142
- NCLB Act of 2001
- Title IX
- Issues of child abuse, anti-bullying, anti-harassment legislation
- Governance Issues
Philosophies of Education
- Readings (from “American Education”):
- Chapter 1: The Goals of Public Schooling
- Chapter 2: Education and Equality of Opportunity
- Readings (from “American Education”):
- Chapter 3: Equality of Educational Opportunity: Race, Gender, and Special Needs
- Chapter 4: Student Diversity
- Chapter 5: Multicultural Education
- Chapter 6: Local Control, Choice, Charter Schools, and Commercialism
- Chapter 7: Power and control at the State and National Levels
- Chapter 10: The Courts and the Schools
- Landmark court cases
- Brown v. Board of Ed
- Plessy v. Ferguson
- Lau v. Nichols (which led to bilingual education act)
- Landmark legislation
- Public Law 94—142
- NCLB Act of 2001
- Title IX
Educational Philosophy Paper
In the Educational Philosophy Paper, the candidate summarizes the major philosophies in practice in the education profession. The candidate articulates his/her personal philosophy at work in his/her K-12 student context.
| Graduate Percentage Scale: | 0.00 – 68.74% | 68.75 – 81.24% | 81.25 – 93.74% | 93.75 – 100% | |
| Graduate Scaled Score: | 0.0 – 1.5 | 1.6 – 2.5 | 2.6 – 3.5 | 3.6 – 4.0 | |
| % of Grade | Below Standard | Approaching Standard | At Standard | Exceeds Standard | |
| Articulation of Philosophies | 35 | Major proponents and principles of three (3) philosophies are incomplete. | Major proponents and principles of three (3) philosophies are described but lack rich detail. | Major proponents and principles of three (3) philosophies are fully described to a reviewer. | Major proponents and principles of three (3) philosophies are fully described to a reviewer. Effectively presents to a cohort and instructor. |
| Impact on Practice | 50 | Incomplete description of impact of philosophies on curriculum, assessment and environment. | Describes but lacks detail about impact of philosophies on curriculum, assessment and environment. | Clearly describes impact of philosophies on curriculum, assessment and environment. | Clearly describes impact of philosophies on curriculum, assessment and environment. Effectively presents to a cohort and instructor. |
| Professional Presentation | 15 | Improper use of grammar, spelling, syntax, punctuation, and APA style (7+ errors) | Some improper grammar, spelling, syntax, punctuation, and APA style (4-6 errors) | Mostly proper grammar, spelling, syntax, punctuation, and APA style (2-3 errors) | Proper grammar, spelling, syntax, punctuation, and APA style (0-1 errors) |
| TOTAL | 100% |
Collaboration on Educational Philosophies
Candidates apply their understanding of educational philosophies by collaborating to create a lesson taught in the purest form of that given philosophy.
| Graduate Percentage Scale: | 0.00 – 68.74% | 68.75 – 81.24% | 81.25 – 93.74% | 93.75 – 100% | |
| Graduate Scaled Score: | 0.0 – 1.5 | 1.6 – 2.5 | 2.6 – 3.5 | 3.6 – 4.0 | |
| % of Grade | Below Standard | Approaching Standard | At Standard | Exceeds Standard | |
| Collaboration on Presentation | 40 | Members of group do not work together. | Some but not all members contribute throughout the process. | All members actively participate and contribute to the development of the presentation. | All members actively participate and contribute to the development of the presentation. Enthusiasm and engagement are obvious throughout the process. |
| Presentation of Philosophies | 60 | Elements of philosophy are incomplete in the presentation. | Major elements of philosophy are observable in the presentation. | Major elements of philosophy are clearly observable in the presentation. | Major elements of philosophy are clearly observable in the presentation. Audience engagement is obvious. |
| TOTAL | 100% |
The Profession of Teaching
- Readings
- Chapter 8: The Profession of Teaching
- Chapter 9: Textbooks, Curriculum, E-Learning, and Instruction
- Evolution of collective bargaining
- Education associations
- Strikes
- Working conditions
- Grievance process
- Compensation/performance standards
- Merit pay
- National boards certification
- Highly qualified
- New compensation model (WA state)
- Career continuum
- Professional learning communities
- Collaboration
- Peer review
- Professional development
- Curriculum development
Discussion and Participation
Grading Criteria for Discussions and Participation
Class participation through discussion is an integral part of this course. Participation is defined as active engagement in a discussion or other course activities.
Online Discussion
To provide a structure for balanced participation and allow you to maximize the benefit of class discussion, it is recommended that candidates follow these guidelines:
- Post responses to discussion questions in the first three days of the school week (Monday through Wednesday).
- Post two or more thoughtful and topic-relevant comments to responses made by classmates during the last four days of the school week (Thursday through Sunday).
- Respond to any questions that your instructor or peers have regarding your original posts by the end of the school week.
Assessment Rubric
| Graduate Percentage Scale: | 0.00 – 69.99% | 70.00 – 81.24% | 81.25 – 93.74% | 93.75 – 100% | |
| Graduate Scaled Score: | 0.0 – 1.5 | 1.6 – 2.5 | 2.6 – 3.5 | 3.6 – 4.0 | |
| % of Grade | Below Standard | Approaching Standard | At Standard | Exceeds Standard | |
| Meets requirements of the activity in a timely manner | 30 | Lack of active participation in class discussions and activities; last-minute participation in online discussion | Some active participation in class discussions and activities; last-minute participation in online discussion | Actively participates in class discussions and activities; some posts not in time for others to read and respond to in online discussion | Actively participates in class discussions and activities; posts/responds early in online discussion |
| Adds insightful or new ideas, comments, or questions relevant to the activity and/or to other students’ posts | 30 | Superficial and undeveloped analysis; no insight or thoughtfulness; off topic | Scattered and poorly developed analysis; few, if any new ideas or connections; rephrases or summarizes other postings | Generally competent; analysis is somewhat insightful and thoughtful; some new ideas or connections, but lack depth and/or detail | Rich in content, thoughtful and insightful analysis; detailed new ideas with connections made to previous sessions and/or real life situations |
| Appropriately references readings, material in course sessions and other postings | 30 | No connections are made | Very few if any connections; mostly anecdotal examples with no references | Some connections to previous and current sessions; references to materials provided by instructor | Connections to previous and current sessions; references to materials, other than those provided by instructor |
| Writes clearly, concisely, and grammatically | 10 | Obvious grammatical or stylistic errors, making understanding impossible | Serious grammatical errors interfering with content | Several grammatical or stylistic errors | Few grammatical or stylistic errors |
Learning Mastery 