PROF 190

Course Coordinator

Ellie Deir, B183
deire@queensu.ca
533-6000, extension 77673

Please do not hesitate to contact your instructor or the course coordinator, if you have any questions, concerns, or simply want to talk about your teaching experiences.

Calendar Description

Prof 190 focuses on connecting practicum experiences with on-campus learning and introduces the process of constructing and documenting professional knowledge. This course emphasizes understanding and improving learning and teaching and associated classroom practices.

 

Purposes of Course

The aim of this course is to enable teacher candidates to reflect on and improve their educational practices. The course is guided by the Foundations of Practice for the Teaching Profession, which includes the Standards of Practice for the Teaching Profession, published by the Ontario College of Teachers (2003). These standards address:

• commitment to students and student learning
• professional knowledge
• teaching practice
• leadership and community
• ongoing professional learning

Prof 190, Theory and Professional Practice, is taught by the instructor who will visit you during your practicum. The course assignments are part of your ongoing professional learning, as required by the Ontario College of Teachers. The on-campus classes consist of a mix of discussions, readings, presentations, activities and assignments that reflect the combination of Theory and school-based Practice, as indicated in the course title.

Classroom activities and concerns during On-Campus weeks will vary slightly among instructors, and will centre on interests and needs identified by course coordinators, instructors and members of individual sections of the course. In addition to the on-campus classes, each school group will conduct meetings during each week of the Practicum, with the focus of each meeting being concerns that typically arise; examples are classroom management, assessment, lesson planning. Meeting procedures will vary slightly among each school group. A list of weekly discussion topics for Prof 190 is on our website and in our courseware pack.

Assignments:

• • Professional Orientation (Professional reading, Statement of Beliefs).
  • Self-directed Professional Learning (Plan, Professional Portfolio, Exit Conference)
  • Professional Inquiry Assignment (Action Research)
• Topics connected to Preparing for the Practicum:
  • working with your Associate Teacher
  • working with your school group peers
  • orientation to your school
  • professional conduct
  • planning the details of your Practicum experience
  In your PROF 190 classes, you will work with peers and your instructor to learn effectively from your practicum. You will begin by identifying issues and concerns (Assignment #1, Professional Reading) and addressing details of how you will work in your practicum setting. You will develop a plan for your own professional development, prepare a professional portfolio or add to an existing one, and use these to show your learning during a student-led exit conference with your peers (Assignment #2). At an appropriate time in the year, you will conduct a professional inquiry (Assignment #3) into a topic of interest to you, derived from some experience in your school placement.

Course Requirements

All candidates are required to complete the following:

1. Professional Orientation Assignment
   1. Professional Reading Paper
      See assignment sheet for details. Typically, the reading will have been completed before your arrival in September. Assessment: completion.
   2. Statement of Beliefs
      Develop a statement of your teaching philosophy that will guide you throughout your year. It will centre on what you care most about as a teacher, will evolve, and will become part of your portfolio.
2. Self-Directed Professional Learning Activities.

Queen's B.Ed./Dip.Ed. program requires each candidate to create a   Professional Development Plan, develop a Professional Portfolio and conduct an Exit Conference. These activities span the academic year.

3.     Professional Inquiry Assignment
Your Inquiry will take the form of Action Research related to a question or issue arising out of your practicum. You will get the details from your course instructor. To complete your Action Research inquiry, aimed at Improving your understanding of your own teaching practice, you will:

• identify a concern in your Practicum (October or November or February)
• submit a project plan (ideally, November on-campus);
• conduct an inquiry drawing upon your experience, professional dialogue with peers and Associate Teachers, and analysis of professional literature (ideally during Fall term); and
• report on your learning in a paper and in class (January or April)
  

Grading

PROF 190 is a PN course (PASS, NO HONOURS). To obtain PASS , you must fulfil the following requirements:

1. satisfactory completion of the Professional Reading Assignment and the  Professional Inquiry Assignment.
2. successful participation in the development of your Self-Directed Professional Learning Plan, Professional Portfolio, and Exit Conference;
3. regular attendance and constructive participation in PROF 190 classes;
4. regular attendance and constructive participation in PROF 190 in-school group meetings.

It is at the discretion of the instructor whether extenuating circumstances warrant the waiving of any requirement(s) for a grade of PASS in the course assignments, or COMPLETE in the Self-Directed Professional Development aspects of the program. It is the responsibility of the teacher candidate to inform the instructor of extenuating circumstances.

In the event that a teacher candidate does not fulfil the criteria for "PASS" in the assignments for this course, a grade of "FAIL" will be recorded. For further details on the Faculty grading system, see the Faculty of Education Calendar, 2007-08.

Faculty of Education Calendar (Regulations and Policies, Grading System)

For further details on the Faculty grading system see the 2008-2009 calendar.

Reading Materials and Resources

All candidates are required to purchase the Prof190 courseware, available at the Campus Bookstore, Queen's University. In addition, teacher candidates are expected to consult relevant literature to continue their professional learning. The following list provides a beginning to your professional reading. These materials are available in the Education Library or the Campus Bookstore.

Ayers, W. (2001). To teach: the journey of a teacher (2nd ed.). New York: Teachers College Press.

Bennett, Barrie, & Carol Rolheiser. (2001). Beyond Monet: the artful science of instructional integration. Toronto: Bookation.

Bennett, Barrie, & Carol Rolheiser-Bennett. (1991). Cooperative learning: where heart meets mind. Toronto: Educational Connections.

Beynon, Carol. (2001). Learning-to-teach. Toronto: Prentice Hall.

Blair, Timothy, & Deneese Jones. (1998). Preparing for student teaching in a pluralistic classroom. Boston: Allyn & Bacon.

Bullock, Ann Adams, & Parmalee Hawk. (2005). Developing a teaching portfolio. 2nd edition. Upper Saddle River: Pearson.

Curwin, R., & Mendler, A. (1988). Discipline with dignity. Alexandria, VA: Association for Supervision and Curriculum Development.

Drummond, M. J. (1994). Learning to see: Assessment through observation. Markham, ON: Pembroke.

ETFO. (2000). Classroom beginnings: teachers's guidebook. Toronto: ETFO.

Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2000). Classroom management for elementary teachers (5th ed.). Boston: Allyn & Bacon.

Faber, Adele, & Mazlish, Elaine. (1995). How to talk so kids can learn. New York: Simon & Schuster.

Fennimore, B. S. (1995). Student-centered classroom management. Toronto, ON: Delmar.

Fostaty-Young, Sue, & Wilson, Robert. (2002). Assessment and learning: the ICE approach. How to maximize student learning with qualitative assessment. Winnipeg, MB: Portage & Main Press.

Foster, Bill, Walker, M., & Song, K. H. (2007). A beginning teacher portfolio handbook. Upper Saddle River: Pearson, Merrill.

Gibbs, Jeanne. (2001). Tribes: A new way of learning and being together. Toronto, ON: Irwin.

Holborn, P. (Ed.) (1990). Becoming a teacher. Toronto, ON: Kagan & Woo.

Kauchak, Donald & Paul Eggen. 3rd edition. (2008). Introduction to teaching: becoming a professional. Upper Saddle River: Pearson.

Jones, Vernon & Jones, Louise. (2004). Comprehensive classroom management: creating communities of support and solving problems. (7th ed.). Boston: Allyn & Bacon.

Kohn, Alfie. (1996). Beyond discipline: From compliance to community. Alexandria, VA: Association for Supervision and Curriculum Development.

Levin, James, & James Nolan. (2005). Principles of classroom management. Canadian edition. Toronto: Pearson.

McEwan, Barbara (2000). The art of classroom management: effective practices for building equitable learning communities. Upper Saddle River, NJ: Prentice-Hall.

McIntyre, D.John, & O'Hair, M. J. (1996). The reflective roles of the classroom teacher. Belmont CA: Wadsworth.

McNiff, J., Lomax, P., & Whitehead, J. (1996). You and your action research project. London: Routledge.

Naested, Irene, Potvin, B. & Waldron, B. (2004). Understanding the landscape of teaching. Toronto: Prentice-Hall. This is all-Canadian.

Parkay, Forrest, & Beverly Hardcastle Stanford. (2005). Becoming a teacher. 2nd Canadian edition. Toronto: Pearson.

Noddings, Nel. (1992). The challenge to care in schools. New York: Teachers College Pr.

Powell, Richard. (2001). Classroom management: perspectives on the social curriculum. Upper Saddle River, NJ: Prentice-Hall.

Pratt, D. (1994). Curriculum planning: A handbook for professionals. Fort Worth, TX: Harcourt Brace Jovanovich.

Purkey, W. W., & Novak, J. M. (1996). Inviting school success: A self-concept approach to teaching, learning, and democratic practice (3rd ed.). Belmont: Wadsworth.

Roe, B. D., & Ross, E. P. (1998). Student teaching and field experiences handbook (4th ed.). Upper Saddle River, NJ: Merrill.

Schwartz, S. & Pollishuke, M. (2002). Creating the dynamic classroom. Toronto, ON: Irwin Publishing.

Szatanski, B., & Taaffe, C. (1999). Classroom of choice: A teacher's guide to creating a dynamic classroom. Ottawa, ON: Cebra Publishing.

Taylor, Gerald, & Runte, R. (1995). Thinking about teaching. Toronto: Harcourt.

Wong, H. K., & Wong, R. T. (1998). The first days of school: How to be an effective teacher. Mountainview, CA: Henry K. Wong Publications.

York-Barr, Jennifer, & Sommers, W, Ghere, G, Montie, J. (2001). Reflective practice to improve schools. Thousand Oaks CA: Sage.

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