Course Number and Title:
EDC 300 The Effective Teacher
Campus Location
- Dover
- Georgetown
- Wilmington
Prerequisites
None (Major lock)
Course Credits and Hours
3 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
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This course builds on prior education and emphasizes the role of the teacher in establishing an inclusive, culturally-responsive classroom and evidence-based practices in teaching. Teacher candidates engage in reflection on their competencies to learn about themselves and set goals for enhancing their skills and dispositions to support learners.
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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 sites.
Core Course Performance Objectives (CCPOs)
- Develop and implement a culturally-responsive K-6 lesson plan based on a specific standard. (CCC 1,2,4; PGC 1,2,4,5)
- Analyze assessment data to inform and differentiate instruction and evaluate student progress. (CCC 2,3,5,6; PGC 1,2,4,5)
- Examine culturally responsive teaching to engage learners in critical thinking and collaboration to problem solve local and global issues. (CCC 1, 2, 4; PGC 1,2,3)
- Describe an equitable classroom where all students can learn regardless of race, culture, economics, gender, or other diverse backgrounds and experiences. (CCC 1, 4, 6; PGC 1,2, 7)
- Promote and model professionalism as a reflective educator. (CCC 2,4,5; PGC 1,6)
- Evaluate the role of the educator within the school and the local community. (CCC 1,2,5; PGC 1,2)
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:
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Develop and implement a culturally-responsive K-6 lesson plan based on a specific standard.
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Locate the Delaware State Standards for all major areas of instruction: literacy, math, science, and social studies.
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Investigate the structure, organization, and content for the designated content area standards.
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Explain the components of a lesson plan and the essential information for each component.
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Develop a culturally-responsive lesson that effectively incorporates each component of the lesson plan.
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Evaluate and reflect upon lesson design and implementation.
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Analyze assessment data to inform and differentiate instruction and evaluate student progress.
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Explain the differences between informal and formal assessments.
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Describe multiple options for informal and formal assessments.
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Use informal assessment data via observation, anecdotal records, interval sampling, and error analysis to inform practice.
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Define various types of scores obtained through formal and informal assessment.
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Explain the benefits, cautions, and responsible uses associated with each score type.
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Analyze data reports, both individual and class, from a variety of formal assessments in multiple content areas.
3. Examine culturally responsive teaching to engage learners in critical thinking and collaboration to problem solve local and global issues.
- Discuss the characteristics of a culturally responsive classroom.
- Identify culturally appropriate children’s literature for a variety of purposes.
- Describe the teacher’s role in engaging students to think critically about local and global issues in a culturally responsive classroom.
4. Describe an equitable classroom where all students can learn regardless of race, culture, economics, gender, or other diverse backgrounds and experiences.
- Define the term inclusive classroom.
- Identify the importance of understanding other cultures and their beliefs.
- Identify the characteristics of an inclusive classroom.
5. Promote and model professionalism as a reflective educator.
- Explain the responsibilities of a teacher on a daily basis.
- Identify acceptable behavior for elementary education professionals.
- Discuss effective communication techniques a teacher can use.
- Describe possible ethical dilemmas in the classroom and discuss options to demonstrate professional behavior.
6. Evaluate the role of the educator within the school and the local community.
- Discuss techniques to create a positive, culturally-sensitive learning environment.
- Explain the responsibilities a teacher has within the school.
- Discuss the role of professional development and the cycle of continuous self-improvement for teacher effectiveness.
- Identify the responsibilities of the teacher in the local community.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
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A |
| 80-89 |
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B |
| 70-79 |
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C |
| 0-69 |
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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
Evaluation Measure | Percentage of final grade |
Cultural Diversity Project (Summative) | 15% |
Identify Strengths and Weaknesses Assignment (Summative) | 11% |
Children’s Book Critique (Summative)
| 11% |
About You Project (Summative) | 11% |
Resume Assignment (Summative) | 11% |
Final Lesson Plan (Summative) | 11% |
Observation Assignment (Summative) | 10% |
Formative
The course will contain an equitable number of formative assessments including but not limited to: assignments/exit tickets quizzes discussions journals group activities
| 20% |
TOTAL | 100% |
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
1. Build an inclusive classroom community to nurture the developmental needs of diverse learners.
2. Apply instructional design, content knowledge, and culturally responsive pedagogy to equitably support all learners in achieving high standards.
3. Connect concepts using varied perspectives to engage learners in critical thinking and collaborative problem solving related to local and global issues.
4. Integrate meaningful assessment to measure, monitor, and support learner growth.
5. Use student data and evidence-based strategies to inform instructional practices.
6. Collaborate, as a professional, with colleagues, families, and communities as partners.
7. Be empowered to reflect on, question, and change practices that marginalize groups and do not support ethical practices in education.
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.