Queen's University Faculty of Education
PROF 191 Theory and Professional Practice
Course Overview 2008-2009

Course coordinator for 2008-09:

Dick Mansfield; mansfied@educ.queensu.ca;  Phone: (613) 533-6000, ext.77430, office - B188

 

Course Web site: http://educ.queensu.ca/~pr190191/ - Education Home Page: Quick Links

PLEASE USE THIS VALUABLE RESOURSE!

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

Calendar Description This course 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 this 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 Professional Practice, which includes the Standards of Practice for the Teaching Profession , published by the Ontario College of Teachers You will receive a copy of this document. These standards address:

 

To help teacher candidates meet these requirements and prepare for the extended practicum, course topics may include:             

• school cultures and practices                               

• effective teaching and learning strategies

• lesson and long range planning                                          

• classroom management practices

• teachers' professional roles

Classroom activities and concerns during On-Campus weeks may vary among instructors and will typically be centered on interests and needs identified by members of individual sections of the course.  PLEASE NOTE THAT THIS COURSE CONSTITUTES A TOTAL OF 18 HOURS OF ON-CAMPUS INSTRUCTIONAL TIME ,WEEKLY IN-SCHOOL MEETING TIME IN EACH OF THE THREE PRACTICUM BLOCKS AND THE EXIT CONFERENCE. Teacher candidates should not expect that all sections will be engaging in exactly the same kinds of activities and learning on the same dates. Each "school group" will conduct meetings during each week of the Fall and Winter Practicum. The focus of each meeting being concerns that typically arise; for example, classroom management, meeting individual needs, teaching strategy, school policy. Topics and meeting procedures will vary among each school group, depending on each group's interests and needs as determined by them and their instructor, and by Associate Teachers and School Liaisons. A list of weekly discussion topics has been developed to serve this PROF 191 field-based courses. See website. TYPICALLY THE IN-SCHOOL GROUPS ARE EXPECTED TO E-MAIL THEIR PROF 191 INSTRUCTOR EACH WEEK WITH A SUMMARY OF THE DISCUSSION GENERATED BY THE FOCUS QUESTIONS  AS WELL AS OTHER ISSUES, IDEAS, OR CONCERNS WHICH ARISE OUT OF THESE MEETINGS.

 

PROF 191 Course topics will include:

Assignments:

In your PROF 191 classes, you will work with peers and your instructor to learn effectively from your practicum. You will begin by identifying issues and concerns (Assignments #1&2, Professional Orientation) and addressing details of how you will work in your practicum setting. You will develop a personal philosophy of teaching,  a plan for your own self- directed professional learning, prepare a professional portfolio or add to an existing one, and use these to begin to show your learning during a student-led exit conference with your peers (Assignment #2). During your fall and/or winter practicum, you will conduct a professional inquiry (Assignment #3) into a topic of interest to you, derived from some experience in your school placement. Detailed descriptions of course requirements are in the Courseware and on the course Web site. Brief descriptions are given below. Interpretation of course expectations, procedures, and assessment may vary among course instructors.

Course Requirements

All candidates are required to complete the following:

1. Professional Reading Paper

See assignment sheet for details. Typically, the reading will have been completed BEFORE your arrival in September. Assessment: completion.

2. Self-Directed Professional Development

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 (see Suggested Timeline). Begin the process of developing your teaching philosophy that will guide you throughout your year. It will focus on what you care most about as a teacher, and will likely evolve over the course of your B.Ed. year.

Assessment: completion

3. Professional Inquiry Assignment

Improve your understanding of your own teaching practice by: identifying a concern in your Practicum (September-October); submitting a project plan (November on-campus); conducting an inquiry drawing upon your experience, professional dialogue with peers and Associate Teachers, and analysis of professional literature (Fall/Winter term);  and reporting on your learning in a paper and in class (Winter/April).  The inquiry will take the form of action research.

Assessment: graded in accordance to the Rubric provided

 

Grading

PROF 191 is an " PN" course. (PASS, NO HONOURS)

• To obtain a PASS in this course, you must fulfil the following requirements:

satisfactory completion of the Professional Reading Assignment (Assignment #1);

development of your personal philosophy of teaching, completion of your Self-Directed PD Plan, Professional Portfolio, and Exit Conference (Assignment #2);

satisfactory completion of  the Professional Inquiry Assignment (Assignment #3);

regular attendance at, and constructive participation in all, PROF 191 on-campus classes;

regular attendance at, and constructive participation in, all PROF 191 in-school weekly group meetings;

assignments submitted on or before the due date.

• It is at the discretion of the instructor whether extenuating circumstances warrant the waiving of any requirement(s) for a "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 immediately  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 2008/09 Faculty of Education Calendar,

 

Reading Materials and Resources

There is no assigned text for this course, however, teacher candidates are required to purchase a copy of the “191 Theory and Professional Practice Courseware 2008/09 available from the Queens’ University Campus bookstore. Teacher candidates are expected to consult relevant literature in order to complete course assignments and continue their professional development. The following list provides a beginning to your professional reading. These materials are available in the Education Library.

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

Clarke, J., Wideman, R., & Eadie, S. (1991). Together we learn. Toronto, ON: Prentice-Hall.

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

Emmer, E. T., Evertson, C.M., & Worsham, M.E. (2002). Classroom management for secondary teachers (6th ed.). Boston, MA: Pearson Education.

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.

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

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

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

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.

Newman, Judith. (1998).Tensions of teaching: beyond tips to critical reflection. New York: Teachers College Pr.

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

Perrone, Vito. (1991) A letter to teachers: reflections on schooling and the art of teaching. San Francisco, CA: Jossey-Bass.

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

Powell, R.R., Zehm, S., & Garcia, J. (1996). Field experience: Strategies for exploring diversity in schools. Englewood Cliffs, 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.

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

Created on 5/31/04 2:59 PMUntitled:Users:Dick:Documents:PROF 191:191-coord. 08/09:191 course overview 08/09Prof 1919overview June 2008Thorson, Sue A. (2003). Listening to students: Reflections on secondary classroom management. Boston, MA: Pearson Education.

Tovani, Chris (2000) I Read it, but I don’t get it; Comprehension Strategies for Adolescent Readers, Stenhouse Publishers

Upitis, R. (Ed.). (2000). Who will teach? A case study of teacher education reform. San Fransisco: Caddo Gap Press.

Wilson, R.J. (1996). Assessing students in classrooms and schools. Toronto, ON: Allyn & Bacon Canada.

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

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