ET-Contemporary Issues in Education Syllabus-2nd Semester 2016-2017 Mrs. Michael-WGHS

Classroom Web Page: http://mrsmichaelci.blogspot.com/ Contact Information:   

School phone number: 678-507-3900. 770-601-3743 (Homework emergencies only-text me-keep texts professionalDO NOT TEXT ME AFTER 9:00PM) Email: [email protected] (most efficient way to contact me) You can find all lesson plans, units, handouts and other important information on class web page:

Behavior Expectations

iPad Policy

Cell Phone Policy

Bathroom Policy

Late/Missing Work Policy

Be RESPECTFUL Be RESPONSIBLE

At no time are you allowed to take a picture or video of the teacher or another student without their knowledge and consent.

Place cell phone in assigned daycare pocket.

You will be given a five-minute bathroom break in the middle of the block.

Makeup Work When you are absent, it is your responsibility to find out what you missed by asking a classmate or checking for assignments in Schoology.

Disrespectful and irresponsible behaviors may result in referral to administrator.

Grading Policy: 35% Tests 15% Vocabulary Assignments 20% Products/Participation/ Quizzes 20% Portfolio Assignments 10% Final/SLO

During learning activities, you are to be on assigned or approved apps or web sites. Automatic admin referral if you violate these policies.

NO EXAM EXEMPTIONS

All assignments, except tests, will be graded using a 10 point scale.

If you need to go before, sign out and take pass, but you do not leave during 5min. break. I will never touch your cell phone. You will not touch anyone else’s phone. You will be able to see your cell phone at all times. In return, you are able to eat in class and receive 5-min. cell phone break at middle of class.

Tardy Policy th

Starting with 4 tardy to class, you must serve AFTERSCHOOL detention with me each time you are late. Failure to serve detention=1 day of ISS.

You have as many days to make up the work as you were out. Late Work I will deduct 20% (8 out of 10) from any work not turned in on time and each Friday, and I will assign academic detention (Monday and Tuesdays) for any missing assignments. There will be no extra credit opportunities at the

end of the semester. Retesting Policy: You may retake 2 of the 6 unit tests after completing the Request to Retest form.

Remember: you can always find a copy of this page under Course Syllabus on the classroom web page. Please, parent and student sign below and return this page to me. Thank you. Student's Name_____________________________

Date____________________Block_________

We have read the behavior expectations and classroom policies regarding technology and bathroom breaks. ____________________________________________ Parent/Guardian Signature

_________________________________________ Student Signature

I prefer the teacher to contact me by: ____email. My email address is___________________________________________________(Parent email) ____phone. The best number to reach me is ________________________________________(Parent phone number) Mrs. Michael has my permission to post pictures of my child on her classroom web page. ____YES ____NO

10 Point Grading Rubric   

Only assignments scored 6 or below can be revised for a better grade, but revisions must occur with me during an academic detention. Tests may be retaken after completing the Test Request form and meeting with me during an academic detention. Test will only be re-administered after school with me.) Also, revisions/retests must be completed according to the following schedule: Revision/Retest Due Dates

Assignments/Tests due between . . .

Feb. 9

Jan. 9 and Feb. 9

March 17

Feb. 10 and March 17

April 27

March 18 and April 27

May 19

April 28 and May 19

10 8 6 4 0

Any grades for assignments or tests not revised or retaken by the appropriate due date will remain permanent for the semester.

Name is on assignment All information is correct Exceeded requirements No spelling/grammar errors Neat, organized, and/or creative Turned in late (If absent, you have as many days as you were absent to turn in the work before late points are deducted.) Contains minor spelling/grammar errors All requirements were completed Most of the information is correct Neat, organized, and/or creative Only completed half the assignment Most information is incorrect Several spelling/grammar errors Could be neater, more organized, and/or creative Appears to be little attempt to complete the assignment Messy, unorganized Did not turn in the assignment If you have any 0s in the gradebook on Friday, you will be assigned academic detention for Monday and/or Tuesday after school. If you do not show up for academic detention and the assignments are not completed by Sunday, midnight, the 0s will be permanent. I am not able to assign morning academic detentions because of hall duty and preparations for first block. A Note about Academic Detention: Academic detention is not a disciplinary action. You’re not “in trouble.” Academic detention is a tool to help you stay caught up in class and receive oneon-one teaching that just can’t occur in class. The goal of academic detention is to help you be the best student you can be in my class, not to punish you. I apologize to parents for the inconvenience of afternoon detentions, but I must do what is best for your child and me. If you child turns in assignments on time and works hard in class, there will no need for academic detentions.

Ga Educators Code of Ethics 1 Legal Compliance 2 Conduct with Students 3 Alcohol and Drugs

4 Honesty

5 Public Funds

6 Remunerative Conduct

7 Confidential Information

8 Abandonment of Contract

9 Mandatory Reporting

10 Professional Conduct

11 Testing

An educator shall abide by federal, state, and local laws and statutes. An educator shall always maintain a professional relationship with all students, both in and outside the classroom. An educator shall refrain from the use of alcohol or illegal or unauthorized drugs during the course of professional practice. An educator shall exemplify honesty and integrity in the course of professional practice. An educator entrusted with public funds and property shall honor that trust with a high level of honesty, accuracy, and responsibility. An educator shall maintain integrity with students, colleagues, parents, patrons, or businesses when accepting gifts, gratuities, favors, and additional compensation. An educator shall comply with state and federal laws and state school board policies relating to the confidentiality of student and personnel records, standardized test material and other information. An educator shall fulfill all of the terms and obligations detailed in the contract with the local board of education or education agency for the duration of the contract. An educator shall file reports of a breach of one or more of the standards in the Code of Ethics for Educators, child abuse (O.C.G.A. §19-7-5), or any other required report. An educator shall demonstrate conduct that follows generally recognized professional standards and preserves the dignity and integrity of the teaching profession.

An educator shall administer state-mandated assessments fairly and ethically.

TAP students shall abide by all school and county Code of Conduct requirements. TAP students shall always maintain professional relationships with any students under their care during either practicum or mentoring duties. TAP students shall refrain from the use of alcohol, drugs, cigarettes, vapor cigarettes, etc. at all times especially while on school property or supervising younger students. TAP students shall be honest regarding their schoolwork and interactions with teachers, classmates, and students in their care. TAP students entrusted with school money and property (iPads, computers) shall honor that trust with a high level of honesty, accuracy, and responsibility. TAP students shall maintain integrity when accepting gifts from parents of practicum students or mentees.

TAP students shall follow school and county policies regarding confidential information of classmates, practicum students or mentees. (Do not take photos of students.) TAP students shall fulfill all requirements for their practicum and/or volunteer mentoring responsibilities that include completing assignments and reporting to work when scheduled. TAP students shall report any suspicions of child abuse or students who may be violating the Code of Conduct. TAP students shall demonstrate conduct that follows generally recognized professional standards for educators in addition to student code of conduct requirements. TAP students must treat all students and teachers with respect. TAP students must be on time and refrain from using cell phone during time in mentor’s classroom. TAP students shall exhibit honesty and integrity in schoolwork and testing.

have read and understand that I must follow the GA Educator Code of Ethics as it applies to TAP students even if not currently enrolled in a TAP class or internship. Failure to follow the Code of Ethics may result in my dismissal from TAP Program. __________________________________ _________________ Student Signature Date __________________________________ _________________________________ Student Name Printed Parent Signature

I

Syllabus/Curriculum Map/Standards Education and Training CTAE Pathway Course Description:

This course engages the candidate in observations, interactions, and analyses of critical and contemporary educational issues. The candidate will investigate issues influencing the social and political contexts of educational settings in Georgia and the United States and actively examines the teaching profession from multiple vantage points both within and outside of the school. Against this backdrop, the candidate will reflect on and interpret the meaning of education and schooling in a diverse culture and examine the moral and ethical responsibilities of teaching in a democracy. (Mastery of standards through project based learning, technical skills practice, and leadership development activities of the career and technical student organization Future Educators of America (FEA) will provide students with a competitive edge for either entry into the education global marketplace and/or the post-secondary institution of their choice to continue their education and training). Ongoing

ET-CIE-1 Demonstrate employability skills required by business and industry. The following elements should be integrated throughout the content of this course. 1.1 Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities. 1.2 Demonstrate creativity with multiple approaches to ask challenging questions resultingin innovative procedures, methods, and products. 1.3 Exhibit critical thinking and problem-solving skills to locate, analyze, and apply information in career planning and employment situations. 1.4 Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity. 1.5 Apply the appropriate skill sets to be productive in a changing, technological, and diverse workplace to be able to work independently, interpret data, and apply team work skills. 1.6 Present a professional image through appearance, behavior, and language.

Jan. 9-13

Introduction: Goal setting and finding reliable sources

Jan. 16-31

Unit 1-Do You Have What It Takes to be a Teacher? (The Teaching Profession)

Feb. 1-10

Unit 2-Do You Even Know What You Think about Education? (The Philosophy of Education)

ET-CIE-2 Analyze career paths in the area of education. 2.1 Identify career opportunities and interests in the field of education. 2.2 Determine preparation and educational requirements for certification in various levels of employment in the field of education. 2.3 Compare and contrast national, state, and local professional organizations for early, elementary, middle and secondary education. 2.4 Select appropriate specialized associations of teachers. 2.5 Determine rewards and demands, including salaries and benefits for various levels of employment in the field of education. ET-CIE-4 Analyze the inevitable presence of societal and cultural influences in contemporary educational thought and practice. 4.1 Understand and employ value orientations and ethical perspectives in analyzing and interpreting critical and contemporary educational ideas. 4.2 Develop systematic procedures in examining the normative and ethical assumptions of critical and contemporary schooling practice and educational ideas. 4.3 Evaluate conceptions of truth, justice, and caring applied in contemporary educational policy and practice. ET-CIE-11 Research and discuss moral and philosophical assumptions underlying an assessment and evaluation process. 11.1 Examine and distinguish the many philosophical orientations to education. 11.2 Refine your personal philosophy of teaching that includes the use of assessment within a classroom setting.

Feb. 13-March 10

Unit 3-How Are We Different, but More Importantly, How Are We Alike? (Understanding and Planning for Student Differences)

March 1331

Unit 4-Does the Law Make Education Honest and Right? (Ethical and Legal Issues in Education)

April 1021

Unit 5-Who Really Runs the Show in Education? (School Governance, Organization and Finance)

April 24May 12

Unit 6-How Do You Own Your Power to Change the System? (Reforming the U.S. Education System)

May 15-26

Review for Final Assessments

ET-CIE-10 Evaluate how issues such as justice; social inequality; concentrations of power; class differences; race and ethnic relations; disabilities; and family and community organization; affect teaching and schooling. 10.1 Identify the demographics of the local community. 10.2 Plan and implement community projects that address issues of race, socioeconomic status, cultural differences, or special needs. 10.3 Evaluate the contextual factors of the classroom. ET-CIE-7 Draw conclusions on the full significance of diversity in a democratic society and how that society influences instruction, school leadership, and governance. 7.1 Understand how social and cultural differences originating outside of the classroom and school affect student learning. 7.2 Acquire an understanding of education and connect sensitivity with democratic values and responsibilities. 7.3 Accept the idea that there is human commonality within diversity. 7.4 Adapt instruction to incorporate recognition and acceptance of social and cultural differences, as well as students with disabilities, to the extent that they do not interfere with basic democratic principles. 7.5 Critique the Code of Ethics of the Georgia Professional Standards Commission. 7.6 Research educational laws beyond Georgia’s Code of Ethics pertaining to the rights and responsibilities of students, parents and educators. 7.7 Recognize and appreciate the differences in culture, values, and social status contained within one classroom. ET-CIE-9 Synthesize individual and organizational efforts that maintain and enhance United States schools as institutions in a democratic society. 9.1 Examine professional organizations [i.e., Georgia Association of Educators (GAE); Professional Association of Georgia Educators (PAGE); American Federation of Teachers (AFT); National Education Association (NEA)], and analyze similarities and differences. 9.2 Examine the impact of teacher organizations on teacher salary, working conditions, and teacher recruitment and retention. 9.3 Investigate the role of the local Board of Education in making decisions for the school system. 9.4 Analyze the causes/effects of teacher unions and teacher strikes across the country and the influence on educational practice. ET-CIE-6 Differentiate how moral principles related to democratic institution can inform and direct schooling practice, leadership, and governance. 6.1 Participate effectively in individual and organizational efforts that maintain and enhance U.S. schools as institutions in a democratic society. 6.2 Evaluate the moral, social, and political dimensions of contemporary classrooms, teaching, and schools relating to life in a democratic society. 6.3 Identify the characteristics of a democratic classroom. ET-CIE-5 Apply critical perspectives on education and schooling. 5.1 Utilize theories and critiques of the overarching purposes of schooling and considerations of the intent, meaning, and contemporary. 5.2 Use critical judgment to question contemporary educational assumptions and arrangements and to identify contradictions and inconsistencies among current social and educational values, policies, and practices. 5.3 Compare and contrast United States education models with those of other countries ET-CIE-3 Apply disciplinary knowledge from the humanities and social sciences to interpret the meanings of education and schooling in diverse and contemporary contexts. 3.1 Develop habits of using this knowledge base in evaluating and formulating educational practice. 3.2 Examine and explain the practice, leadership, and governance of education in different societies in light of the origins, major influences, and consequences. 3.3 Utilize critical understanding of education thought and practice and decisions and events, including current events which have evolved into the contemporary practice. ET-CIE-8 Critique how ethical, philosophical and moral commitments affect the process of evaluation at all levels of schooling practice, leadership, and governance. 8.1 Identify, understand, question, evaluate, and critique educational conceptions, practices and current values that can lead to change. 8.2 Understand that in choosing a measuring device to evaluate learning and performance, one necessarily makes a moral and philosophical assumption and choice in a measuring device. 8.3 Consider the implications drawn from data or assessment information in the practices of schools and the achievement of students.

We may watch some or all of these videos in Teaching as a Profession Classes: Summerhill (NR)

Beyond the Blackboard (NR)

Reel Injun (NR)

Smoke Signals (PG-13)

Bend It Like Beckham (PG-13) Front of the Class (NR)

Mr. Holland’s Opus (PG) The Ron Clark Story (TV-PG)

Freedom Writers (PG-13) Teach with Tony Danza (NR)

Mr. Civil Rights: Thurgood Marshall (NR)

Temple Grandin (TV-PG)

The Other Side of Immigration (NR) The Marva Collins Story (NR)

_______________________________ has my permission to watch the videos listed on this sheet except for _____________________________________________________. Parent Signature______________________________Date__________