Education and Training Cluster

Teaching and Education Pathway

Education and Training Program

Teaching I

Course Syllabus

Course Description: Teaching I is a one-credit course. The prerequisite for this course is Education and Training. Content includes information to help students implement the teaching and learning processes. Major topics are funding sources, budget preparations, legal aspects, research, teaching and learning theories, curriculum development, positive learning environments, creative teaching techniques, appropriate learning activities, instructional resources, community resources and services, scope and sequence charts, course outlines, lesson plans, testing, grading, developing partnerships, technology, and careers. School-based laboratory experiences are essential for students to develop skills in teaching. Observational experiences are a required component of this course.

Career and technical student organizations are integral, co-curricular components of each career and technical education course. These organizations serve as a means to enhance classroom instruction while helping students develop leadership abilities, expand workplace-readiness skills, and broaden opportunities for personal and professional growth.

Prerequisites: The Education and Training Foundation course is a prerequisite for this class.

Program: Early Childhood Education

Program Goal: The program goal is provide students with the content knowledge and skills necessary to direct, operate, and teach in an early childhood education program.

Course Goals: The goals of the course are to:

1.  Create a classroom budget.

2.  Determine the legal aspects of teaching.

3.  Provide a positive learning environment for students.

4.  Assess interests and needs of students.

5.  Evaluate resources and materials used in teaching.

6.  Describe learning and developmental theories.

7.  Determine teaching strategies and learning activities needed to meet instructional goals.

8.  Describe assessment theories to evaluate students.

9.  Identify community resources and stakeholders to enhance instructional programs.

10.  Analyze curriculum development.

11.  Practice teaching lessons.

12.  Practice professionalism.

Essential Questions:

·  How does a teacher create a budget for funds allocated for classroom use?

·  How much money is budgeted for Alabama’s classroom by the state legislature?

·  What governs how a teacher can spend his/her classroom Instructional Supply allocation?

·  What are legal aspects associated with a career in the field of education?

·  How do you motivate students to enhance their achievement?

·  How does a teacher create a positive classroom learning environment?

·  Why is assessing the needs and interest of students important when determining educational goals, objectives, and teaching strategies?

·  How can a teacher determine the appropriateness of instructional resources and materials to meet instructional goals and needs of students?

·  What technological tools and equipment are used in the classroom to enhance student learning?

·  How do learning and developmental theories relate to understanding how students learn and how teachers provide instruction?

·  How do teachers determine what teaching strategies are best to meet their instructional goals?

·  How are learning activities selected to address both instructional goals and educational initiatives?

·  What grading practices are used to assess student achievement?

·  Who are the stakeholders who can partner with education to enhance student achievement?

·  How can stakeholders work with teachers to enhance the instructional program?

·  How can resources and services provided by the community enhance the instructional program?

·  What assessment theories are used to evaluate the student’s mastery of knowledge and skill?

·  What impact does the local, state, and federal governments have on the development of curriculum for classroom instruction?

·  What facts impact the curriculum development process?

·  How is curriculum developed?

·  How are scope and sequence charts used to plan instruction?

·  How are scope and sequence charts developed?

·  How are course outlines used in instructional planning?

·  How are course outlines developed?

·  How are unit plans/plans of instruction used in instructional planning?

·  How are unit plans/plans of instruction developed?

·  What characteristics make a teacher a professional?

·  How can being a member of a professional organization(s) impact a teacher’s career?

·  What are the benefits of being a National Board Certified Teacher?

Course Outline: The course outline includes the following major content:

I. Funding and Legal Aspects

A. Create a classroom budget (1)

B. Legal aspects of teaching (2)

1. Teaching certification

2. Tenure

3. Accountability

4. Liability for negligence

II.  Learning Environment

A.  Motivational techniques (3)

1.  Enhance student achievement

2.  Various grade levels

B.  Characteristics of a positive learning environment (4)

III.  Teaching and Learning

A.  Assess interests in needs of students (5)

B.  Evaluate instructional resources and materials for rigor and relevance (6)

1.  Content

2.  Grade level

3.  Reading level

4.  Needs of students

C.  Learning and developmental theories (7)

D.  Teaching strategies (8)

1.  Instructional goals

2.  Educational initiatives

E.  Create learning activities (9)

1.  Instructional goals

2.  Educational initiatives

F.  Grading practices used to access student achievement (10)

G.  Stakeholders that enhance the instructional program (11)

H.  Community resources and services that enhance the instructional program (12)

I.  Assessment theories used in evaluating students (13)

IV.  Curriculum Development

A.  Levels of curriculum development (14)

1.  State

2.  Local

3.  Program

4.  Course

5.  Unit

6.  Daily

B.  Factors affecting the development of curriculum (15)

C.  Steps in curriculum development (16)

1.  Conducting research

2.  Planning of instruction

3.  Presenting lessons

4.  Evaluating instruction

5.  Revising instructional plans

D.  Developing instructional plans (17)

1.  Scope and sequence charts

2.  Course outlines

3.  Unit plans

4.  Lesson plans

E. Teaching a lesson (18)

V.  Professionalism

A.  Characteristics of professionalism (19)

B.  Purposes of professional organizations (20)

Culminating Products:

1.  Students create a budget based on the state Classroom Instructional Supply Money Allocation.

2.  Students design a brochure on the legal aspects of education to distribute to new teachers.

3.  Create a Chart on Intrinsic and Extrinsic Motivational Techniques

4.  Sketch of a classroom to scale that is conducive to learning and explain their strategies for creating a positive classroom environment.

5.  Students utilize content knowledge on teaching strategies, learning activities, resources and theories to create lesson plans.

6.  Students create lesson plans and teach lessons.

7.  Brochure on a Professional Organization

8.  Paper on Professionalism

Assessment Procedures: Students will be evaluated as follows:

Course Evaluation

Evaluation Criteria

/

Total Points

Professional Grade

Daily Participation
Laboratory Experiences
Behavior
Classroom performance/daily work
Journal Entries

Academic Grade

Tests (Written and Performance)
Projects
Assignments
Portfolio
Semester Exam (if required) / 15%

Grading Scale

90 %—100 % = A

80 %— 89 %= B

70 %— 79 % = C

60 %— 69 % = D

Below 60 % = F

Career and Technical Student Organization (CTSO):

Family and Community Leaders of America (FCCLA)

Available Industry Credentials:

Successful completion of the coursework may lead to the following credentials:

CDA—Child Development Assistant Credential

AECTP

ServSafe

CPR