Course Number and Title:
EDC 151 The Role of the Teacher
Campus Location
- Dover
- Georgetown
- Wilmington
Prerequisites
SSC 100 or concurrent and ENG 101 or concurrent
Course Credits and Hours
3 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
This course provides teacher candidates a framework for examining their beliefs and assumptions to identify and address personal biases. Teacher candidates learn the teacher’s responsibility in establishing safe, productive learning environments and how reflective practice enables them to support student learning and develop professionally.
Additional Materials
None
Disclaimer
This course requires 10 hours of observation at a school designated by the department. Students must provide their own transportation to and from placement site.
Core Course Performance Objectives (CCPOs)
- Summarize the roles and responsibilities of a professional elementary teacher. (CCC 4)
- Explain the values, ethics, beliefs and assumptions of the elementary teacher to identify and reflect on personal biases. (CCC 4; PGC 4)
- Describe current issues affecting elementary education. (CCC 2, 4, 5; PGC 1, 2, 4, 5)
- Summarize the history and philosophy of elementary education in America for the dominant culture and minority cultures. (CCC 1; PGC 1, 2, 4, 6)
- Compare and contrast models of elementary education curriculum. (CCC 1; PGC 1, 3)
- Analyze the impact of social, economic, and cultural diversity on creating safe, productive learning environments for all students. (CCC 4, 5; PGC 4, 6)
- Explain how the requirements of special needs children are met in elementary educational settings. (CCC 4; PGC 1, 2, 4, 6)
- Explain the organizational and funding aspects of schools. (CCC 1, 2; PGC 5)
- Use effective oral and written communication in working with students, families, and school personnel. (CCC 1, 2, 3; PGC 4, 6)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
- Summarize the roles and responsibilities of a professional elementary teacher.
- Identify and explain the qualities of an effective elementary teacher.
- Summarize the interaction of teacher and students based on observation of a K-6 classroom.
- Locate teacher standards on the Delaware DOE website and explain the Delaware Department of Education (DOE) teacher certification requirements.
- Identify characteristics of professionalism.
- Explain how reflective practice enables teachers to support diverse student learning and develop professionally.
- Identify and describe how to improve personal strengths and weaknesses in relation to professionalism.
- Describe teacher leadership opportunities in schools and districts.
- Identify and describe professional educational organizations.
- Explain the values, ethics, beliefs and assumptions of the elementary teacher to identify and reflect on personal biases.
- Explain the values, ethics, beliefs and assumptions of effective elementary teachers, in relation to professionalism, equity, bias, and positive regard for children and self.
- Discuss problem-solving strategies necessary to resolve ethical situations such as those related to equity, confidentiality and child abuse.
- Identify and reflect upon personal biases.
- Describe current issues affecting elementary education.
- Explain how federal, state and local agencies support education, children and families.
- Explain current legislation impacting elementary education.
- Describe the current issues impacting student learning in elementary schools.
- Summarize how race, poverty, gender and other forms of diversity impact student success.
- Explain how state and federal accountability legislation impacts instructional practices.
- Summarize the history and philosophy of elementary education in America for the dominant culture and minority cultures.
- Summarize the inequalities among diverse groups of students throughout the history of elementary education in America.
- Describe the purpose of an individual philosophy of education.
- Detail the history of American elementary education using a historical timeline or other infographic.
- Explain instructional trends for elementary students over the past 50 years.
- Compare and contrast models of elementary education curriculum.
- Compare and contrast Froebel’s vision of kindergarten with current models.
- Explain the holistic approach to literacy in the elementary grades.
- Critique the use of cooperative learning in elementary grades.
- Explain character education in the elementary grades.
- Describe the advantages and disadvantages of standard-based instruction.
- Identify commonalities among different curriculum perspectives.
- Identify how different curriculum approaches are reflected in current instructional practices.
- Analyze the impact of social, economic, and cultural diversity on creating safe, productive learning environments for all students.
- Summarize how a student’s social, cultural, and economic background may affect the learning environment.
- Identify advantages of family diversity.
- Compare and contrast the impact of social, economic and cultural diversity on instructional practices in the past and present.
- Explain how the requirements of special needs children are met in elementary educational settings.
- Describe types of disabilities commonly present in a school.
- Identify legislation that affects special needs students.
- Describe how school personnel collaborate to assist special needs students.
- Define terms associated with special needs children and instruction.
- Define the classroom needs of English language learners.
- Discuss how Universal Design for Learning benefits all students.
- Explain the organizational and funding aspects of schools.
- Identify professional careers within a school district.
- Explain the school funding role of federal, state, and local governments.
- Describe the distribution of funds within Delaware school districts and schools.
- Explain how the location of a school impacts school funding and student success nationally and locally.
- Identify how a teacher’s salary is determined in Delaware.
- Use effective oral and written communication in working with students, families, and school personnel.
- Use grammatically correct English when speaking.
- Use grammatically correct English when writing.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
Will be completed with CCIT spring 22.
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
- Apply knowledge of the physical, social, emotional, cognitive, and language development of K-6 children in a classroom setting.
- Demonstrate supportive classroom practices that utilize positive behavioral supports, foster character development, and promote a healthy and safe environment.
- Demonstrate content area knowledge in literacy, mathematics, science, and social sciences.
- Apply understanding of multicultural education and sensitivity to and a respect for diversity.
- Access and employ educational technology.
- Communicate information about student learning and behaviors in a collaborative manner with school, family and community members.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.