PROF 190 (PJ) Course Syllabus

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.

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 (2008). These standards address:

• Commitment to Students and Student Learning: Members are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing members of Canadian society.
• Professional Knowledge: Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgement in practice.
• Professional Practice: Members apply professional knowledge and experience to promote student learning. They use appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities. Members refine their professional practice through ongoing inquiry, dialogue and reflection.
• Leadership in Learning Communities:Members promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize their shared responsibilities and their leadership roles in order to facilitate student success. Members maintain and uphold the principles of the ethical standards in these learning communities.
• Ongoing Professional Learning: Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning. Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge.

PROF 190, Theory and Professional Practice, blends on-campus and Practicum-based learning activities. The on-campus classes consist of discussions, readings, presentations, and assignments that reflect a combination of Theory and school-based Practice (see the Weekly Course Schedule). In your PROF 190 classes, you will work with peers and your instructors to learn from your Practicum. You will begin by increasing your understanding of typical issues and concerns of classroom teachers and addressing details of how you will work in your Practicum setting. You will develop a plan for your own professional learning during your B. Ed year, prepare a Statement of Beliefs and a professional portfolio, and use these to show your learning during a student-led Exit Conference with your peers at the end of April. During your Practicum, you will conduct a professional inquiry into a topic of interest to you, derived from an experience in your school placement. You will also participate, with your school group, in meetings held each week of the Practicum. The focus of each meeting will be concerns that typically arise, such as observing in classrooms, classroom management, assessment, instruction. Meeting procedures may vary slightly among each group. See the weekly discussion topics, which are also in our course pack. A representative from each school group emails meeting notes to their instructors each week during the Practicum.

All candidates are required to purchase the PROF 190 Course Pack. You may purchase the Course Pack at Queen's University Campus Book Store: 613-533-2955; frontdesk@campusbookstore.com or find copies on Reserve in the Education Library.

• Students with Disabilities
• Professional Conduct
• Attendance, Course Work and Conduct
• Academic Integrity
• Grading and Appeals

Teacher Candidates’ Roles/Responsibilities: Professionalism

The education provided by teachers is the foundation for the advancement of knowledge, democratic principles, ethical behaviour, and personal fulfillment. Teachers’ professional responsibilities require that they are expert in the disciplines in which they teach and accomplished in the field of pedagogy. They are answerable for their competencies in the discharge of these dual responsibilities which, in turn, carry the imperative to ensure the academic achievement, emotional well-being, and personal safety of the pupils in their care. The importance of these responsibilities requires that teachers maintain the highest levels of academic knowledge, teaching skills, and ethical conduct.

Teachers are expected to lead by example by promoting scholarship, maintaining the integrity of the profession, and contributing to the public good. In furtherance of these expectations society has granted teachers the right to professional organization through the Teaching Profession Act and professional self-regulation through the Ontario College of Teachers Act.

As associate members of the Ontario Teachers’ Federation, all teacher candidates are bound by the ethical and professional standards of the Teaching Profession Act. Teacher candidates and all practicing professional teachers in Ontario are bound by the Ontario College of Teachers Foundations of Professional Practice.

Teacher candidates are expected to consult relevant literature to extend their professional learning, beginning in their B. Ed year, and continuing throughout their teaching careers. 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.

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

Bloom, Lisa. (2009). Classroom management, creating positive outcomes for all students. Pearson.

Borich, Gary. (1999). Observation skills for effective teaching. 3rd edition. Prentice Hall.

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.

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

Jordan, Anne. (2007). Introduction to inclusive education. Toronto: Wiley. This is all Canadian.

Kauchak, Donald.  3rd edition. (2008). Introduction to teaching, becoming a professional. Pearson.

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

Langford, Helen. (2006). Education methods: a case study approach to professional development. Mississauga: Wiley.

Leithwood, Kenneth. (2004). Teaching for deep understanding: towards the Ontario curriculum that we need. Toronto: OISEUT.

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.

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

Parkay, Forrest, & Beverly Hardcastle Stanford. (2012). Becoming a teacher. 4th Canadian edition. Toronto: Pearson.

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.

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

Scott, Fentey. (2001). Teaching in a multicultural setting: a Canadian perspective. Toronto: Pearson.

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.

Watkins, Chris. (2005). Classrooms as learning communities. London: Routledge.

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.