Syllabus-Cadet Teacher Academy Page 4
Effective Date: June 14, 2013
VAN BUREN INTERMEDIATE SCHOOL DISTRICT
CADET TEACHER ACADEMY
Course Syllabus
1st YEAR PROGRAM
Teacher / Sheryl JohnsenBest time to contact / Any Time
Telephone / School: 269-539-5336 or cell 269-806-3531
E-Mail /
Course Textbook / “How to be an Effective Teacher” ,“Becoming a Teacher”and “Teaching”
I. COURSE IDENTIFICATION: Cadet Teacher Academy (1st Year)
Primary Career Pathway – Human Services
II. PURPOSE OF THE COURSE
The Cadet Teacher Academy course is offered to college-bound junior and senior students who are considering a career in education. This off-site program provides opportunities for the Cadet Teacher Intern to experience the classroom from a teacher’s perspective. Students will work with an instructor/coordinator to learn about proper classroom pedagogy and assist a mentor teacher at their home school district.
The Cadet Teacher Academy is a dual-enrollment course offering Introductory Psychology through one of the local community colleges. Topics include research methods and data analysis, child development, learning, applied behavior analysis, memory, intelligence, states of consciousness, physiological bases of behavior, behavioral health, personality, abnormal behavior, and treatment techniques.
III. PREREQUISITES: 2.5 GPA or Above, Application, Counselor(s) & Teacher(s) Recommendations, Essay, and Interview. The Compass testing is required prior to the college-level course. ACT test results can be used in place of Compass test for LMC College testing requirement.
IV. OTHER COURSE REQUIREMENTS
Textbooks:
The First Days of School: How to be an Effective Teacher
Harry K. Wong & Rosemary T. Wong
Harry K. Wong Publications, Inc.
Becoming a Teacher
Forrest W. Parkay and Beverly Hardcastle Stanford
Introduction to Psychology (or other required textbook)
Teaching – Sharleen Kato
V. LEARNING OBJECTIVES
Upon successful completion of the Cadet Teacher Academy, students will have completed the following core curriculum requirements:
A. Students attend a twice-a-week class for two semesters or its equivalent. Classes consist of lecture, discovery, discussion, videotaped lessons, video role playing, problem solving, decision making, simulation, debate, and observation activities.
B. Three-days-a-week, students observe and participate with a mentor teacher in one or more classrooms at the kindergarten, primary, elementary, middle/junior high, and/or secondary level. During this observation, students collect data on the school environment, the students, the teachers, and student/teacher interactions. Participation will include assisting the mentor teacher in activities related to the teaching profession. Students will also experience planning, presenting and evaluating lessons in the classroom setting.
C. Students discuss both positive and negative aspects of teaching as a career. They complete and discuss self-assessments in order to obtain clear pictures of their personal interests & abilities.
D. Students examine the instructional methods, planning, and processes in the educational environment. This will include determining the curriculum needs of students and the development of effective instructional skills.
E. Students discover educational roots by connecting the past and present. School reform and schools of choice issues will be discussed.
F. Students recognize the professional development & growth of teachers in the teaching profession.
G. Students learn about various personnel in the educational system and their responsibilities (e.g., superintendent, principal, curriculum coordinator, school board member, counselor, special education teacher, etc.). Students interpret the school environment & structure.
H. Students learn about educational career opportunities and receive information about college support options.
I. Students read current newspaper articles and professional journals that relate to education & teaching.
J. Students examine the issues of special population students and the mandatory laws & educational opportunities for Special Education students.
K. Students develop employability & workplace skills to include a portfolio (with an emphasis on the teaching profession), resume, cover/application letter, interview questions & techniques pertinent to the teaching profession, and educational research.
L. Students understand introductory psychology to include: What is Psychology; Scientific Methods in Psychology; Biological Psychology; Sensation & Perception; States of Consciousness; Learning; Memory; Cognition & Language; Intelligence & Its Measurement; Human Development; Motivation; Emotions, Health, & Stress; Personality.
· Instructional Philosophy: Students will adhere to classroom policies and procedures both in the seminar class and the mentor classroom. Instruction will be given to students through classroom discussion, tests and quizzes, observation, reflective writing, cooperative groups and independent assignments.
VI. STUDENT ASSESSEMENT AND GRADING
Job Skills
Mentor Teacher Evaluation/Grade 20%
CTA Assignments 30%
College Class 20%
Integrated English 10%
Personal Management
CTA Experience Logs 10%
Teamwork Skills/FCCLA
CTA Participation and Preparedness 10%
Total 100%
Students must pass all sections to remain in the Cadet Teacher Academy program.
Grading Scale:
100 - 93% = A
92 - 90% = A-
89 - 87% = B+
86 - 83% = B
82 - 80% = B-
79 - 77% = C+
76 - 73% = C
72 - 70% = C-
69 - 67% = D+
66 - 63% = D
62 - 60% = D-
59 - 50% = F
Students will be graded through reflective writing, rubrics, quizzes and tests, observation, and authentic assessment.
All assignments, journals, contract services, tests, and other activities will be announced. Make-up tests are by arrangement with the instructor/coordinator.
Assignments will be collected during the seminar class, uploaded to the Moodle website or emailed or faxed to Mrs. Johnsen.
· Course Schedule:
Marking Period 1 – Ideas for learning names, useful websites, true colors personality test, safety in the schools, beginning to think and act like a teacher, communication, professionalism, positive expectations, discipline, classroom management, and CPR Certification.
Marking Period 2- Blooms taxonomy, lesson planning, moral dilemmas, class room rules vs. procedures, diversity in the classroom, learning styles, bulletin boards, multiple intelligences, teaching strategies, lesson plan formats, History of Education, Resume, Cover Letter, References, Interviewing, Asset/Compass Testing, and Portfolios.
VII. STUDENT RESPONSIBILITY
Students are expected to be in class or with their mentor teacher every day. Students are to be with their mentor teacher on three designated school days and with the instructor/coordinator on two designated school days each week first semester (second semester- students will attend the dual enrollment class instead of class with the instructor/coordinator). Students are not allowed to vary their assigned locations without permission of the instructor/coordinator. Attendance is critical for successful completion of the program. Daily absences must be reported to the mentor teacher and instructor/coordinator on the day of the absence. Students who fail to call, text or email their absence will risk the loss of points on their timesheet for the week and could be dismissed from the program. Students requesting a prearranged absence must complete a Cadet Teacher Academy Student Status Form (available from instructor/coordinator). Students are responsible for completion of all assignments, journals, contracts, tests, and activities as well as obtaining missed assignments from the instructor/coordinator when absent.
CTAsyllabus1stYear