PROF 191 (IS) Course Syllabus

PROF 191 focuses on connecting practicum experiences with your on-campus learning and introduces the process of constructing and documenting the development of your professional knowledge. This course emphasizes understanding and improving learning and teaching and associated classroom practices.

The purpose of PROF191 is to support and assist teacher candidates as they learn to analyze and improve their professional 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):

• 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 191, Theory and Professional Practice, supports the process of linking practicum-based and on-campus learning activities and experiences. The on-campus classes include discussions, readings, presentations, and support for preparation of components of the course assignment. In your PROF 191 classes, you will work with peers and your Faculty Liaison to understand and improve your learning from your Practicum. You will develop a plan for your own professional learning during your B.Ed. year, prepare a statement of beliefs, develop an action research project or analyses of your practicum learning, and prepare a professional portfolio that illustrates your learning at an Exit Conference on the last day of the program. During your Fall Term practicum placement, you will participate with your school group in meetings held each week that you are in a school. The focus of each meeting will be concerns that typically arise, such as observing in classrooms, classroom management, assessment, and teaching approaches. Members of each school group will take turns sending notes of each weekly in-school meeting to your Faculty Liaison.

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

The education provided by teachers is the foundation for the advancement of knowledge, democratic principles, ethical behaviour, and personal fulfillment. Teachers’ professional responsibilities require them to be expert in the disciplines they teach and accomplished in the field of pedagogy. They are answerable for their competencies in the discharge of these dual responsibilities, which carry the imperative to ensure the academic achievement, emotional well-being, and personal safety of the pupils in their care. These responsibilities require 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 must follow 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.

This list is a small sample from the extensive literature about teaching and learning. Many of these titles are available in the Education Library; some may be on reserve.

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 A.. (2009). Classroom management: Creating positive outcomes for all students. Upper Saddle River, NJ: Merrill/Pearson.

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

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

Emmer, E. T., Evertson, C. M., & Worsham, M.E. (2006). Classroom management for middle and high school teachers (7th ed.). Boston, MA: Pearson/Allyn & Bacon.

Faber, Adele, & Mazlish, Elaine. (1995). How to talk so kids can learn. New York, NY: 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, NJ: 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, MA: Allyn & Bacon.

Jordan, Anne. (2007). Introduction to inclusive education. Toronto: Wiley.

Kauchak, Don, & Eggen, Paul. (2014). Introduction to teaching, becoming a professional (5th ed.). 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, ON: 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.

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

Parkay, Forrest, & Beverly Hardcastle Stanford. (2012). Becoming a teacher (4th Canadian ed.). 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: Harry K. Wong Publications.

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