ED3000_Spring_2016_ainsel

ED 3000
CRN 2259
Foundations of American Education
Spring 2016
January 18, 2016 – May 8, 2016
Wednesdays at 5:15 – 8:10PM
Building and Meeting Room TBD
Professor Alexander Insel M.S.
Office Hours: By Appointment
Phone: (808) 726 - 3745
E-mail: ainsel@hpu.edu
Office: N/A
Course Description:
This course provides an introduction to the knowledge, skills, and dispositions that characterize the
profession of education. Highlights the social, political, legal, historical, philosophical, and curricular
foundations of American education.
Credits: 3
Pre-requisites Advisor Approval Required
Required Texts and Materials:
Johnson, J. A., Musial, D. L., Hall, G. E., Gollnick, D. M. (2013). Foundations of American Education:
Perspectives on Education in a Changing World. Boston, MA: Allyn and Bacon.
Books are available at the HPU Bookstore at the campus which the course is offered (Downtown or
Hawaii Loa) and online (all campuses) at www.hpu.bncollege.com. Rentals and eBooks are available for
many of the course materials. You can contact them at 808.544.0290 if you have any questions.
First Day of Registration Tuesday, November 3, 2015
Tuition Payment Deadline Tuesday, January 5, 2016
Holiday (Martin Luther King, Jr. Day Monday, January 18, 2016
Instruction Begins Tuesday, January 29, 2016
Last Day to Drop Classes w/100%
Tuition Refund
Monday, January 25, 2016
Last Day to Register for Classes Monday, January 25, 2016
First Day of $30 Add/Drop Fee
Assessed for Paper Forms
Tuesday, January 26, 2016
Last Day to Drop Classes with 50%
Tuition
Refund.............................................
Monday, February 1, 2016
Last Day to Drop Classes without W Monday, February 15, 2016

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Attendance Policy:
Many classes at HPU’s School of Education follow a seminar format, during which we engage in collaborative
learning activities and discussions relevant to the learning outcomes for the course. Therefore, regular
attendance and active participation is mandatory. Candidates must be present for more than ½ a class period
to be considered present.
Excused Absences: Absences will be excused only in the event of an illness or a family
emergency. Candidates must notify the course instructor in writing regarding the absence well before the
class meeting, or if that is not possible, within 24 hours after the class has met. If a candidate has more than
two excused absences, he or she must document the reason for the absence with written documentation from
a doctor or other appropriate authority.
Unexcused Absences: Any absence that is not an illness or family emergency will be considered
unexcused. Some examples: dentist appointment, family reunions, airport pick-up, bad traffic, broken car,
child’s appointment, deploying spouse, etc.
Penalties:The candidate’s first absence, either excused or unexcused, will not incur a penalty. After that,
every unexcused absence may result in a drop of one letter grade from your final semester grade. In the
event of excessive, excused or unexcused absences, it will be recommended that the candidate either
withdraw from the class or accept a grade of F for the course. Course grades of “Incomplete” are not allowed,
except in rare and extreme circumstances.
Cancellation: In the event of extraordinary conditions that may affect class meeting (such as severe
weather), potential cancellations or special instructions will be sent through the Campus Pipeline email.
Every effort will be made to notify candidates in the event that the class will not be held as scheduled.
Late Work Policy:
Candidates must complete and submit all assignments on or before the date for which they are due. Late
homework may be excused only in rare, extreme circumstances-– a family emergency or serious illness
documented by a doctor’s written excuse. Problems with computers or printers are not excuses for late
Grade
Last Day to Drop Classes w/25% Tuition
Refund
Holiday (President's Day) Monday, February 15, 2016
Last Day to Submit Spring/Summer
Petition to Graduate
Spring Break Monday, March 7, 2016-Sunday, March 12, 2016
Holiday (Spring Break-Staff) Friday, March 11, 2016
Holiday (Kuhio Day-Observed) Thursday, March 24, 2016
Holiday (Good Friday-Observed) Friday, March 25, 2016
Last Day to Drop Classes With W Grade Monday, April 4, 2016
Last Day of Class Sunday, May 1,2016
Final Exam Period Monday, May 2, 2016-Sunday, May 8, 2016
Term Ends Sunday, May 8, 2016
Spring Graduation Thursday, May 12, 2016 (tentative)

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homework. Late homework may be accepted up to one class session after the due date and will be assessed
with a late penalty. Late homework submitted after that time may receive no credit.
Academic Honesty:
I. General Statement
It is Hawai‘i Pacific University’s policy that any act of academic dishonesty will incur a penalty up to and
including expulsion from the University. Any student, who cheats on an academic exercise, lends
unauthorized assistance to others, or who hands in a completed assignment that is not his or her work will be
sanctioned. The term “academic exercise” includes all forms of work submitted either electronically or on
paper for points, grade, or credit.
II. Definitions
Academic Dishonesty involves the following:
A. Cheating
1. The intentional use of or attempted use of unauthorized assistance, materials, information, and/or study
aids in completing an academic exercise.
2. The act of collaborating and working together on any academic exercise without the approval of the
instructor, producing an exercise which is similar in content and form, so as to create doubt as to whether the
work was truly the product of individualized effort.
3. Examples of cheating include, but are not limited to:
a. Giving or receiving unauthorized assistance during examinations.
b. Submitting an assignment that is so similar in appearance, content, and form to an assignment submitted
by another person that it could not have been independently produced.
B. Plagiarism
1. The deliberate use or reproduction of ideas, words, or statements of another as one’s own without proper
acknowledgement or citation.
2. Examples of plagiarism include, but are not limited to:
a. Using verbatim or paraphrased text without proper citation.
b. Paraphrasing so as to mislead the reader regarding the source.
c. Submitting, without permission, the same written or oral material in more than one course.
d. Obtaining research or laboratory data from another individual or source but presenting it as one’s own.
C. Facilitating Academic Dishonesty
This is defined as intentionally or knowingly helping or attempting to help another to commit an act or acts of
academic dishonesty as defined in this policy.
D. Fabrication
1. The intentional or unauthorized falsifying or inventing of any information or citation in an academic exercise
or University document.
2. Examples of fabrication include, but are not limited to:
a. Falsifying data or signatures of an official University document (e.g., registration form, college record,
and/or transcript).
b. Misrepresenting a fact in order to obtain a course exemption, waiver, or withdrawal.
III. Procedures for Academic Dishonesty

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A. Instructor Action
Incidents of academic dishonesty substantiated by evidence may be dealt with by the instructor in the
classroom in one of the following ways. Suggested penalties are:
1. Require the student to redo the exercise or do a new exercise as a condition for continuing in the course or
avoiding one of the other penalties below.
2. Give the student an “F” or a “0” for the exercise and permit it to be redone with or without a penalty at the
instructor’s discretion. For example, the grade on the new exercise could replace the “F” or “0,” or it could be
averaged with it, or lowered by one letter grade.
3. Give the student an “F” or a “0” for the exercise and not permit it to be redone.
4. Lower the course grade or assign a course grade of “F”.
Even if the instructor disposes of the case in the classroom, a Report of Academic Dishonesty must be
submitted to the Vice President of Academic Affairs via the appropriate academic dean. The report should
detail the dishonest act and the disposition. If the student disagrees with the instructor’s decision, the student
may make a written appeal to the appropriate dean in accordance with the Academic Grievance Procedures
in the current Student Handbook. Students majoring in nursing should also refer to the Student Nursing
Handbook.
B. Vice President of Academic Affairs
The Vice President of Academic Affairs maintains a confidential tracking system of repeated acts of academic
dishonesty. The Vice President of Academic Affairs will notify the appropriate dean if the student is a repeat
offender, and the dean must then attempt to interview the student to assess the situation. If the student
refuses to be interviewed without a verifiable reason (e.g., a documented medical emergency) then this will be
noted. After the interview (or reasonable attempts to schedule one), the dean may impose additional
penalties, and/or refer the incident to the Vice President of Academic Affairs. The Vice President of Academic
Affairs may then impose additional penalties or uphold penalties already imposed. The Vice President of
Academic Affairs may refer the incident to the Academic Conduct Review Board. Throughout all these
actions, the instructor involved will be kept advised. One possible penalty for repeat offenders is expulsion
from the University.
C. Academic Conduct Review Board Action
Action by the Board will conform to the guidance outlined in the Student Handbook. Board action must be
approved by the Vice President of Academic Affairs prior to execution.
IV. Time Line for Academic Dishonesty Incidents
A. Instructor Action
The Report of Academic Dishonesty should be submitted to the dean of the college in which the course is
located within 10 working days of discovery of the incident. The instructor may set his or her own time for
corrective action, but expedience is encouraged.
B. Appropriate Dean Action
The dean of the academic division involved will review the instructor’s Report of Academic Dishonesty and
forward it to the Vice President of Academic Affairs within 10 working days. The Vice President of Academic
Affairs will tell the dean if the student is or is not a repeat offender within another 10 working days. The dean
will invite the student to be interviewed within another 10 working days. If the student cannot meet in this time
period, the dean may proceed to the next step immediately, or choose to make a reasonable delay to
accommodate the student. If the dean decides to take punitive action, the dean will decide appropriate action
within an additional 10 working days. The student may appeal the decision to the dean in accordance with the
Student Handbook within 10 working days of being notified. The instructor may also appeal the

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recommendation of the dean to the Vice President of Academic Affairs within 10 working days.
C. Vice President of Academic Affairs Action
If the dean forwards the Report of Academic Dishonesty to the Vice President of Academic Affairs for action,
the Vice President has 10 working days to decide on the appropriate penalty or convene the Academic
Conduct Review Board.
D. Academic Conduct Review Board Action
Within 10 working days of notification of convening, Board members, as identified in the Student Handbook,
will meet with the offending student and conduct a hearing to decide on a penalty if appropriate. Results of the
Board recommendation will be made to the Vice President of Academic Affairs for approval and execution of
the penalty within 10 working days. Upon approval, the Vice President of Academic Affairs will notify the
student, concerned dean, and instructor of the Board’s decision.
Note: If the student accused of academic dishonesty is nearing his/her graduation date, then this review
process will be accelerated accordingly.
Disability Statement:
Under the Rehabilitation Act of 1973 (Section 504), the Americans with Disabilities Act (ADA), Title III (Public
Accommodations) and Title V (Employment) and the Hawai'i Fair Employment Practice Law, Hawai'i Pacific
University does not discriminate against individuals with disabilities. If you are a student with special needs,
as addressed by the Americans with Disabilities Act, and need any course materials provided in an alternative
format, please contact your HPU ADA advisor. Reasonable efforts will be made to accommodate your special
needs.
If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities
Act, you must contact Deneen Kawamoto, Academic Advising - Students with Disabilities at 544-1197 or e-
mail her at dkawamoto@hpu.edu, to complete the necessary paperwork in order to receive the appropriate
accommodation.
Field Experiences Policy [for field course syllabi only]
Successful Field Experiences Practices
Part of HPU’s commitment to the success of school-university partnerships is to ensure that teacher
candidates respect school protocol. Teacher candidates should:
1. Check in the school office before going into the classroom/get school pass.
2. Give prior notice to the mentor teacher before conducting formal classroom observations.
3. Make an appointment with the school administrators should he/she need to speak to them.
4. Learn the names of the SASA and office staff. Be courteous and friendly to them.
5. Attend orientation meetings and review requirements/expectations with the mentor teacher
6. Always check out of school when leaving campus/return school pass.
Attendance Policy
The attendance policy is simple: teacher candidates are required to attend and actively participate in all field-
based experiences. In the event of illness, death in the family, accidents, or other extenuating circumstances,
a teacher candidate is required to notify the mentor teacher, the HPU School of Education Field Services
Director, and the field course instructor. Under most circumstances, the notification should occur before the
scheduled field-based experience. In all these cases, a teacher candidate must provide the Field Services

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faculty member with written documentation to justify the absence.
In the event of a foreseen circumstance, causing a teacher candidate to be absent from a field experience,
the teacher candidate must notify the mentor teacher, the HPU School of Education Field Services Director,
and the field course instructor as far in advance of the absence as possible. These foreseen absences must
be kept to an absolute minimum.
Teacher candidates will fail a field-based course in the event of excessive unexcused absences and will be
required to repeat the course. This suspension may lengthen the time needed for a teacher candidate to
complete the program.
Teacher candidates will not have the opportunity for extended leave from field experiences.
Appearance Standards
Teacher candidates are expected to dress as professionals, in order to establish a positive image that will
convey maturity and self-confidence, and gain students’ trust, confidence, and cooperation. To maintain
classroom discipline and to establish an image of authority in the classroom, teachers must “dress for
respect”.
A professional image is a tool for communicating and for revealing the teacher candidates’ inherent qualities –
their competence, credibility, abilities and leadership. It is a reflection of these qualities that others associate
with a professional educator, a reflection that bears long-lasting influence in the teacher candidate’s
effectiveness in the classroom. The teacher candidates’ image determines how people will react to them.
Teacher candidates need to be aware of their appearance – their clothing, grooming, shoes, etc. – so that
they communicate appropriately about their role in the classroom and in the school. When they dress and act
professionally, they inspire confidence in the students, parents, and others, and these audiences tend to view
them as the authorities in the classroom and inspirational leaders in providing quality education for the
students.
It is the teacher candidate’s responsibility to create an image they are proud of and one that other people will
support. Teacher candidates should adhere to the following practical guidelines for dressing for success:
1. Adopt a “business casual” look for the classroom – clean and professional, not fancy, fussy, or expensive
clothing.
2. Select clothes that look and feel comfortable, but convey a professional, “I’m in charge here” message.
3. Select classic, timeless, well-tailored clothes that make you look approachable, yet authoritative. Ask
yourself, “Does my image say I’m a successful professional educator?”
4. Select professional-looking clothes that work in the classroom, on the playground, and in Hawaii’s warm
weather. Appropriate Aloha shirts or knit polo shirts and slacks for men; professional dresses, skirts,
dress slacks, and blouses or sweaters for women.
5. Make sure your clothes are neat and clean, with no missing buttons or frayed edges. Avoid clothes that
are not too tight, revealing, or sheer.
6. No low-rider pants, low-cut tops for women. No tank tops, shorts, or T-shirts for men.
7. Make sure shoes are polished and in good shape. Keep your sneakers and slippers for the weekends.
Dressing appropriately for school is a sign of respect – for oneself, the students, and the profession.
Illness or Injury during a Field Setting

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Each school or field site has a policy for staff members who become ill or injured in the school or field setting.
An ill or injured teacher candidate should immediately notify the mentor teacher, and then follow the protocol
for staff members at that school or field site. The teacher candidate must have the principal’s permission to
leave the school or field site. An injury must be reported to the mentor teacher, the Field Services faculty
member , and the field course instructor, as soon as reasonably possible. Teacher candidates will complete a
Risk and Release Waiver upon admission to the School of Education. (See “Student’s Liability Release,
Waiver, Discharge, and Covenant Not to Sue” form in the School of Education Handbook.

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HPU School of Education Guiding Values and Principles
The core values and principles HPU’s School of Education are embedded in its vision and mission statements
and provide the foundation for the school’s knowledge base and standards. For a full list of the HPU School of
Education Guiding Values, Principles, and Knowledge Base refer to the School of Education Handbook.
Relevant HPU Standards, Learning Outcomes, and Assessments of Candidate Learning
InTASC Standard Assessment of Candidate
Learning
Standard #1: Learner Development Professional Portfolio
The teacher understands how children learn and develop, recognizing that
patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.
Reflections and Artifacts
Standard #2: Learning Differences Professional Portfolio
The teacher uses understanding of individual differences and diverse cultures
and communities to ensure inclusive learning environments that enable each
learner to meet high standards.
Standard #3: Learning Environments Professional Portfolio
The teacher works with others to create environments that support individual
and collaborative learning, and that encourages positive social interaction,
active engagement in learning, and self-motivation.
Standard #4: Content Knowledge Professional Portfolio
The teacher understands the central concepts, tools of inquiry, and structures
of the discipline(s) he or she teaches and creates learning experiences that
make these aspects of the discipline accessible and meaningful for learners.
Standard #5: Innovative Applications of Content Professional Portfolio
The teacher understands how to connect concepts and use differing
perspectives to engage learners in critical/creative thinking and collaborative
problem solving related to authentic local and global issues.
Standard #6: Assessment Professional Portfolio
The teacher understands and uses multiple methods of assessment to engage
learners in their own growth, to monitor learner progress, and to guide the
teacher’s and learner’s decision making.
Standard #7: Planning for Instruction Professional Portfolio
The teacher plans instruction that supports every student in meeting rigorous
learning goals by drawing upon knowledge of content areas, curriculum, cross-
disciplinary skills, and pedagogy, as well as knowledge of learners and
the community context.
Standard #8: Instructional Strategies Professional Portfolio
The teacher understan ds and uses a variety of instruction al strategies to
encoura ge learners to develop deep understanding of content areas and their
connections, and to build skills to apply knowledge in meaningful ways.
Standard #9: Reflection and Continuous Growth Professional Portfolio
The teacher is a reflective practitioner who uses evidence to continually
evaluate his/her practice, particularly the effects of his/her choices and actions
on others (students, families, and other professionals in the learning
community), and adapts practice to meet the needs of each learner.
Standard #10: Collaboration Professional Portfolio
The teacher collaborates with students, families, colleagues, other
professionals, and community members to share responsibility for student
growth and development, learning, and well-being. Reflections and Artifacts

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Hawaii Standards
Teacher candidates must also be familiar with:
Hawai'i Content and Performance Standards (HCPS III) These standards refer to content knowledge,
skills and attitudes that children are expected to acquire in Hawai'i’s public schools.
http://doe.k12.hi.us/standards/hcps.html
GLO’s: General Learner Outcomes (Hawai'i DOE)
There are six general goals of standards-based learning in all content areas, for all grade levels.
http://doe.k12.hi.us/curriculum/GLO_rubric.htm
Common Core State Standards Initiative (CCSS)
Hawaiʻi is also transitioning to Common Core Standards in Math and Language Arts for all grade levels.
http://www.corestandards.org/

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Professionalism:
Candidates are expected to conduct themselves as professionals at all times: attending all seminars,
meeting all field requirements, arriving on time, interacting with respect for the perspectives of others,
communicating in an open and reflective manner, and collaborating responsibly. We are all responsible for
our own learning and for building a safe and nurturing community of learners. We need to be role models
now to cultivate appropriate attitudes and behaviors we will expect from our students later.
Accordingly, engaging in personal emails, instant messaging, games and web surfing are not appropriate
activities during class time. Please turn off your interrupting devices.
*NOTE:Excessive violation of HPU’s School of Education’s expectations for professionalism will result in a
Plan for Continuous Improvement to guide and support observable changes in the candidate’s behavior.
Professionalism Rubric
Excellent Approaching Unacceptable
Punctuality 2
Consistently arrives on time
to class, returns on time
after breaks, and stays for
the entire class
1
Occasionally arrives more
than five minutes late to
class, returns more than five
minutes late from breaks, or
leaves class early
0
Habitually arrives more than
five minutes late to class,
returns more than five
minutes late from break, or
leaves class early.
Engagement 2
Actively engages in all class
activities, listens attentively
and respectfully to all
speakers, and
communicates clearly and
thoughtfully
1
Participates appropriately in
all class activities, listens to
speakers, and
communicates clearly
0
Participates inappropriately
or fails to participate in class
activities, does not listen to
speakers, , and
communicates unclearly
Preparedness 2
Consistently comes to class
fully prepared with complete
in-class assignments,
textbooks, materials, and
syllabus
1
Occasionally unprepared
without complete in-class
assignments, textbooks,
materials, and/or syllabus
0
Habitually unprepared
without complete in-class
assignments, textbooks,
materials, and/or syllabus.
Collaboration 2
Works well with others in all
class activities, and gives
thoughtful feedback, and
responds well to feedback
1
Works well with others in
most class activities, and
gives and receives feedback
appropriately
0
Exhibits difficulty working
with others, gives feedback
disrespectfully, and/or is not
self-reflective when
receiving feedback

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Grades:
Point Values for Individual Homework Assignments:
Activity Percent
Professional Portfolio Artifact Presentation 100
Current Event in Education Presentation 100
Professional Portfolio Presentation 100
Inspirational Book Presentation 100
Professional Portfolio Midterm Review Conference 100
Professional Portfolio Final Submission 500
Total 1000
Final Grades will be assigned as follows for seminar courses:
Letter Grade Point Value
A 93.0 – 100
A- 90.0 – 92.9
B+ 87.0 – 89.9
B 83.0 – 86.9
B- 80.0 – 82.9
C+ 77.0 – 79.9
C 73.0 – 76.9
C- 70.0 – 72.9
D+ 67.0 – 69.9 *Note: D+ grades may be assigned for undergraduate classes only.
D 60.0 – 66.9 *Note: D grades may be assigned for undergraduate classes only.
F 59.9 and below

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Course Schedule
DATE TOPIC LEARNING OUTCOMES LEARNING ACTIVITIES
In-Class:
Week 1 Course  Introductions
Introduction  Program Orientation
Wed.,  Syllabus Review
Jan. 20  Blackboard Overview
After Class:
 Read Chapter
 Do Self-Assessment
 Do Professional
Portfolio Artifact

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Week 2 Chapter 1  Articulate the importance of educators in Chapter 1
our society and our societies’ views of (Teaching in a Changing
Wed.,
Jan. 27 Teaching in a teachers. World)
Changing World (INTASC Standard 10: Leadership and
Collaboration) Before Class:
(INTASC  Read Chapter
Standards 1 – 10)  Identify the characteristics of a profession  Do Self-Assessment
and develop arguments for or against  Do Professional
declaring teaching a profession. Portfolio Artifact
(INTASC Standard 9 & 10: Professional
Responsibility) In Class:
 Self-Assessment
 Collect sources of evidence to show that Review
you understand and are developing the  Discussion Questions
knowledge, skills, and dispositions  Professional Portfolio
outlined in the INTASC standards. Presentation
(INTASC Standards 1–10)  Current Event
Presentation
 List many ways that you can improve your  Inspirational Book
teaching. Presentation
(INTASC Standards 1-10)  Professional Portfolio
Workshop
 Research the basic requirements for the
initial teaching license in the state where
you plan to teach, including the types of
tests and other assessments that are
required.
 List and discuss the qualities of a great
teacher.
(INTASC Standards 1-10)

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 Detail the major educational
Week 3 Chapter 2 accomplishments of the ancient Greeks, Chapter 2
the ancient Romans, and the Europeans (The Early History of
Wed., The Early History of of the Middle Ages, Renaissance, Education in a Changing
Feb. 3 Education in a Reformation, and Age of Reason. World)
Changing World (INTASC 1-10)
Before Class:
(INTASC Standards  List some of the most important early  Read Chapter
1 - 10) educators in the world and explain their  Do Self-Assessment
contributions to education.  Do Professional
(INTASC 9: Professional Learning and Portfolio Artifact
Ethical Practice)
In Class:
 Discuss the educational activity of the  Self-Assessment
“Age of Reason.” Review
(INTASC 4: Content Knowledge)  Discussion Questions
 Professional Portfolio
 Analyze what life was like for the colonial Presentation
schoolteacher, student, and parent.  Current Event
(INTASC 9: Professional Learning and Presentation
Ethical Practice)  Inspirational Book
Presentation
 Articulate the historical development of  Professional Portfolio
education of minority groups and females. Workshop
(INTASC 1 & 2: The Learner and
Learning)
 Summarize the historical contributions of
private schools in the United States.
(INTASC 4 & 5: Content)
 Analyze how an understanding of early
U.S. educational history might be used to
improve teaching today.
(INTASC 1-10)

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 List and detail several of the most
Week 4 Chapter 3 important changes that have been made Chapter 3
in the U.S. educational system during the (Historical Perspectives of
Wed., Historical past half century. Education)
Feb. 10 Perspectives of (INTASC 1-10)
Education Before Class:
 Explain the major changes in the  Read Chapter
INTASC evolution of the teaching profession.  Do Self-Assessment
Standards 1 – 10) (INTASC 9 & 10: Professional  Do Professional
Responsibility) Portfolio Artifact
 Discuss the development of the major In Class:
aims of American education.  Self-Assessment
(INTASC 1-10) Review
 Discussion Questions
 Explain the evolution of teacher training in  Professional Portfolio
colonial America and the United States. Presentation
(INTASC 9 & 10: Professional  Current Event
Responsibility) Presentation
 Inspirational Book
 Name some of the important major Presentation
historical trends in American education  Professional Portfolio
(INTASC 1-10) Workshop
 Decide, explain, and defend the degree to
which you believe it is possible to know,
understand, and profit from the history of
education.
(INTASC 1-10)

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 List major philosophical questions
Week 5 Chapter 4 associated with the three major branches Chapter 4
of philosophy: metaphysics, (Philosophy: Reflections
Wed., Philosophy: epistemology, and axiology. on the Essence of
Feb. 17 Reflections on the (InTASC 4: Content Knowledge) Education)
Essence of
Education  Define philosophy and describe methods Before Class:
of inquiry used by philosophers.  Read Chapter
(InTASC 4: Content Knowledge)  Do Self-Assessment
(INTASC Standards  Do Professional
1, 2, 3, 4, 8 & 9)  Elaborate on the major tenets of idealism, Portfolio Artifact
realism, pragmatism, and existentialism
and compare writers from different In Class:
schools of philosophy.  Self-Assessment
(InTASC 4: Content Knowledge) Review
 Relate philosophical concepts to teaching  Professional Portfolio
and learning and explain why idealism Presentation
and realism are teacher centered while  Current Event
pragmatism and existentialism are Presentation
student centered.  Inspirational Book
(InTASC 1: Learner Development; Presentation
InTASC 3: Learning Environments;  Professional Portfolio
InTASC 8: Instructional Strategies) Workshop
 Describe the characteristics of Eastern
and Native North American ways of
knowing.
(InTASC 2: Learning Differences;
InTASC 9: Professional Learning and
Ethical Practice)

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Week 6 Chapter 5:  Identify philosophy, psychology, and Chapter 5
sociology concepts that influence the (Building an Educational
Wed., Building an development of an educational Philosophy
Feb. 24 Educational philosophy. for a Changing World)
Philosophy (InTASC 4: Content Knowledge)
for a Changing Before Class:
World  Identify the major tenets of the teacher-  Read Chapter
centered educational philosophies of  Do Self-Assessment
(INTASC Standards essentialism, behaviorism, and positivism.  Do Professional
1, 4, 9 & 10) (InTASC 4: Content Knowledge) Portfolio Artifact
 Identify the major tenets of the student- In Class:
centered educational philosophies of  Self-Assessment
progressivism, humanism, and Review
constructivism.  Discussion Questions
(InTASC 4: Content Knowledge)  Professional Portfolio
Presentation
 State the components of your personal  Current Event
philosophy of education in light of Presentation
classroom organization, discipline  Inspirational Book
practices, motivation, and classroom Presentation
climate.  Professional Portfolio
(InTASC 1: Learner Development; Workshop
InTASC 4: Content Knowledge;
InTASC 9: Professional Learning and
Ethical Practice)
 List the characteristics of teachers as
change agents.
(InTASC 9: Professional Learning and
Ethical Practice;
InTASC 10: Leadership and
Collaboration)

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Week 7 Chapter 6  Explore the roles of schools and how Chapter 6
they contribute to the socialization of (The Place of Schools in
Wed., Place of Schools in children and youth. Society)
Mar. 2 Society
 Examine culture, its characteristics, and Before Class:
(INTASC  Read Chapterits impact in schools. (InTASC 2: Learning
Standards 1 and 2) Differences)  Do Self-Assessment
 Do Professional
 Explain the school choices available to Portfolio Artifact
parents in a growing number of school
In Class:districts.
 Self-Assessment
 Understand why schools have evolved Review
 Discussion Questionsinto different groupings of students by age
and grades. (InTASC 1: Learner  Professional Portfolio
Development) Presentation
 Current Event
 Characterize some of the differences Presentation
between rural, suburban, and urban  Inspirational Book
schools and their impact on students. Presentation
(InTASC 2: Learning Differences)  Professional Portfolio
Workshop

19
Week 8 Chapter 7  Design ways for incorporating race and Chapter 7,
ethnicity in your classroom so that students (Diversity in Schools and
Wed., Diversity in Schools see their cultures in the curriculum and in your Society)
Mar. 16 and Society instruction.
(InTASC 2: Learning Differences and
Before Class:InTASC 7: Planning for Instruction)
(INTASC  Read Chapter
Standards 2, 3 & 7)  Identify the interaction of academic  Do Self-Assessment
 Do Professionalachievement and socioeconomic status and
strategies for providing educational equity Portfolio Artifact
across economic groups.
(InTASC 2: Learning Differences and In Class:
InTASC 7: Planning for Instruction)  Self-Assessment
Review
 Contrast different instructional strategies for  Discussion Questions
assisting English-language learners in
learning English and the academic content
Presentation
that will help them achieve at levels necessary  Current Event
to improve their academic achievement.
Presentation(InTASC 2: Learning Differences and
InTASC 7: Planning for Instruction)  Inspirational Book
Presentation
 Analyze differences based on sex and gender  Professional Portfolio
that influence how girls and boys are treated Workshop
and perform in schools
InTASC 7: Planning for Instruction)
 Discuss strategies for supporting lesbian, gay,
bisexual, transgender, and queer (LGBTQ)
students who are often harassed and bullied
by other students in school.
InTASC 3: Learning Environments)
 Articulate the need for providing appropriate
accommodations in the classroom for
students with disabilities.
 Characterize accurately the ways religion and
religious beliefs can be addressed in schools
(InTASC 2: Learning Differences and InTASC
3: Learning Environments)
 Develop strategies for creating a classroom
that values the diversity of the student
population and promotes high academic
performance.
 (InTASC 2: Learning Differences and

20
Week 9 Chapter 8  Respect the different family backgrounds Chapter 8
from which students come and (Students and their
Wed., Students and their understand the importance of not Families)
Mar. 23 Families stereotyping student behavior or
academic potential on the basis of the Before Class:
(INTASC Standards type of students’ families.  Read Chapter
1,2, 7, and 10) (InTASC 2: Learning Differences)  Do Self-Assessment
 Do Professional
 Provide appropriate support to children Portfolio Artifact
and young people who need caring adults
to help them maneuver through the In Class:
tribulations and challenges of the  Self-Assessment
childhood and the teenage years. Review
(InTASC 1: Learner Development)  Discussion Questions
 Support young people as they face the Presentation
challenges of discovering their sexuality  Current Event
and availability of alcohol and drugs. Presentation
(InTASC 2: Learning Differences)  Inspirational Book
 Analyze the role that prejudice and
Presentation
discrimination play in marginalizing Workshop
students.
(InTASC 2: Learning Differences)
 Probe the reasons that some students
leave school early and the importance of
making school meaningful and important
to those students.
(InTASC 1: Learner Development;
InTASC 2: Learning Environments;
 Develop strategies for engaging parents
in schools and in their children’s learning.
(InTASC 10: Leadership and
Collaboration)

21
Week 10 Chapter 9  Describe the organizational structure of Chapter 9
schools, school districts, states, and the (Organizing and Paying
Wed., Organizing and for Americanfederal government.
Mar. 30 Paying for American Education in a Changing
(InTASC 10: School and Community
Education in a World)
Involvement)Changing World
Before Class:
(INTASC Standards  Explain the organizational relationship of  Read Chapter
3, 9, & 10) teachers to their principal and how the  Do Self-Assessment
responsibilities of the principal relate to  Do Professional
those of the school district superintendent Portfolio Artifact
and the school board.
In Class:
(InTASC 10: School and Community
 Self-Assessment
Involvement)
Review
 Summarize the key sources of funding for
public education and issues related to Presentation
overreliance on any one of these sources.  Current Event
(InTASC 10: School and Community Presentation
Involvement)  Inspirational Book
Presentation
 Identify key issues related to equity and  Professional Portfolio
Workshopequality in the financing of public
education.
(InTASC 3: Diverse Learners)
 Understand that politics are an inherent
part of education, schools, and teaching
and that it is important for you to see how
teachers can be effective in this arena.
(InTASC 9: Reflective Practice)
 Articulate themes related to expectations
for school accountability.
(InTASC 9: Reflective Practice)

22
Chapter 10  Explain the relationships between the
Week 11 U.S. Constitution and the role and Chapter 10
Legal Perspectives of responsibilities of the states in ensuring (Legal Perspectives of
Wed., Education the availability of public schools for all Education)
Apr. 6 children.
(INTASC Standards (InTASC 7: Planning) Before Class:
7 & 9)  Read Chapter
 Summarize key components of the rights  Do Self-Assessment
and responsibilities of teachers as  Do Professional
determined by key U.S. Supreme Court Portfolio Artifact
decisions.
(InTASC 7: Planning; In Class:
InTASC 9: Reflective Practice)  Self-Assessment
Review
 Reflect about the legal implications of  Discussion Questions
teacher and student potential misuses of  Professional Portfolio
social media. Presentation
(InTASC 7: Planning,  Current Event
InTASC 9: Reflective Practice) Presentation
 Distinguish between students’ rights and
Presentation
responsibilities as citizens and their rights  Professional Portfolio
and responsibilities as students. Workshop
(InTASC 7: Planning;
InTASC 9: Reflective Practice)

23
Week 12 Chapter 11  Analyze the importance of standards and Chapter 11
list different types of standards and the (Standards, Assessment,
Wed., Standards, expected ways they are to improve our and Accountability)
Apr. 13 Assessment, and educational system.
Accountability (InTASC 1: Content Pedagogy) Before Class:
 Read Chapter
 Understand and apply formal and informal  Do Self-Assessment
(INTASC assessments to determine what students  Do Professional
Standards 1 & 8) know and are able to do. Portfolio Artifact
(InTASC 8: Assessment)
In Class:
 Discuss ways that teachers, schools,  Self-Assessment
school districts, and states are being held Review
accountable for student achievement.  Discussion Questions
(InTASC 8: Assessment)  Professional Portfolio
Presentation
 Current Event
Presentation
Presentation
Workshop

24
Week 13 Chapter 12  Analyze the effects of different influences Chapter 12
on the selection and design of curricula in (Designing Programs for
Wed., Designing your state. Learners: Curriculum and
Apr. 20 Programs for (InTASC 10: Leadership and Instruction)
Learners: Collaboration)
Curriculum and Before Class:
Instruction  Describe and compare different  Read Chapter
curriculum designs.  Do Self-Assessment
(INTASC Standards (InTASC 4: Content Knowledge;  Do Professional
1, 2, 4, 6, 7, 8, 9 InTASC 8: Instructional Strategies; Portfolio Artifact
and 10) InTASC 7: Planning for Instruction;
InTASC 6: Assessment) In Class:
 Self-Assessment
 Identify different curriculum evaluation Review
approaches and studies across multiple  Discussion Questions
levels including classrooms, schools,  Professional Portfolio
districts, nations, and globally. Presentation
(InTASC 9: Professional Learning and  Current Event
Ethical Practice) Presentation
 Identify and apply different types and
Presentation
forms of learning objectives to instruction.  Professional Portfolio
(In-TASC 8: Instructional Strategies; Workshop
 Describe and analyze characteristics of
direct and indirect teaching strategies.
(InTASC 8: Instructional Strategies)
 Compare the learning needs of different
types of learners and the relative
effectiveness of different teaching
strategies.
(InTASC 1: Learner Development;
InTASC 2: Learning Differences)
IES

25
Week 14 Chapter 13  Present an overview of the continuing Chapter 13
national pressures to reform schools. (Becoming a High-
Wed., Becoming a High- (InTASC Standard 10: Leadership and Quality Teacher in a
April. 27 Quality Teacher in Collaboration) Changing World)
a Changing World
W,  Describe key characteristics of effective Before Class:
(INTASC Standards schools  Read Chapter
7,8,9, and 10) (InTASC Standard 9: Professional  Do Self-Assessment
Learning and Ethical Practice)  Do Professional
Portfolio Artifact
 Present the case for why and how high-  Professional Resume
quality teachers use evidence.
(InTASC Standard 8: Assessment); In Class:
and clarify your philosophy of what high-
quality teaching and high-quality schools Professional Portfolio
are like. Presentations
(InTASC Standard 7: Planning for
Instruction)
 List several ways that you, as an
educator, may effectively deal with
challenging changes in the future.
(InTASC Standard 10: Leadership and
Collaboration)
 Summarize key sources of support that
you will have access to as a first-year
teacher.
(InTASC Standard 7: Planning for
Instruction)
 List and discuss several professional
organizations that you may wish to join
and in which you may wish to participate.
(InTASC Standard 9: Professional
Learning and Ethical Practice
InTASC Standard 10: Leadership and
Collaboration)

26
Course Assignments
Professional Portfolio Artifact Presentation
Complete a draft of the artifact assigned for that week, and present an electronic copy of that artifact to your
classmates.
Current Events in Education Presentation
Select a newspaper or magazine article or video that provides details about a current event in education.
Summarize the article, show the video, or show an excerpt from the video, and prepare key question(s) to
ask your classmates to facilitate a discussion about this current event in education.
Inspirational Book Presentation
Select a book or movie that has inspired you to become a teacher. Summarize the book or movie, and read an
excerpt from the book, or show an excerpt from the movie, and explain why it inspired you to become a
teacher.
Professional Portfolio MidtermReview
Schedule a ½ hour conference with your professor to review a draft of your professional portfolio, using
the portfolio checklist provided for you on page 46 of your syllabus.
Professional Portfolio Presentation
As a group, prepare a PowerPoint presentation that includes the following slides, which respond to
the following prompts about your artifacts.
1. We have learned….
2. We have taught our classmates….
3. We believe….
4. We are taking with us….
Professional Portfolio – Final Submission
When your Professional Portfolio is complete, share a snapshot of your final portfolio for evaluation by
our professor, as follows:
 Click on the Professional Portfolio link in Blackboard 
 Click on More 
 Choose Share from the dropdown menu 
 Select Share a Snapshot With 
 Choose External Users from the drop down menu 
 Type ainsel@hpu.edu in the Email Recipients box 
 Click on the Submit button 

27
Professional Portfolio Design Template
[Insert your name here]
The Teaching Profession
Chapter 1 Artifact: Teaching in a Changing World
Historical Foundations of Education
Chapter 2 Artifact: The Early History of Education in a Changing World
Chapter 3 Artifact: Historical Perspectives of Education
Philosophical Foundations of Education
Chapter 4 Artifact: Philosophy: Reflections on the Essence of Education
Chapter 5 Artifact: Building an Educational Philosophy
Sociological Foundations of Education
Chapter 6 Artifact: The Place of Schools in Society
Chapter 7 Artifact: Diversity in Schools and Society
Chapter 8 Artifact: Students and their Families
Political and Legal Foundations of Education
Chapter 9 Artifact: Organizing and Paying for American Education in a Changing World
Chapter 10 Artifact: Legal Perspectives of Education
Curricular Foundations of Education
Chapter 11 Artifact: Standards, Assessment, and Accountability
Chapter 12 Artifact: Designing Programs for Learners: Curriculum and Instruction
Chapter 13 Artifact: Becoming a High-Quality Teacher in a Changing World
[Insert an inspirational quote here.]

28
Professional Portfolio1
Overview
According to Foster, Walker, and Soong (2007), a standards-based professional teaching portfolio is “a
purposeful, organized, self-reflective collection of evidence produced by a teacher to demonstrate professional
growth and achieved competence on the constellation of teaching knowledge and skills described in the
standards.” It is the means by which you demonstrate to yourself and to an external audience that you have
the knowledge, skills, and dispositions of a professional educator. Also, it demonstrates that you are the kind
of professional educator who analyzes, critiques, and evaluates the impact of your actions and identifies areas
for continuous professional growth. Thus, your professional teaching portfolio is a carefully assembled
document that you create to describe, analyze, interpret, and communicate what you know, what you believe,
and what you are able to do as a classroom teacher.
A professional teaching portfolio is composed of two kinds of evidence: artifacts and reflections. Artifacts are
demonstrations of what you know about teaching and learning, and reflections are explanations of what you
were thinking when you created the artifact, the impact the artifact has had on your learning and/or on the
learning of your students, and what you would do the same or differently the next time. These reflections
reveal you to be a reflective practitioner.
A teaching portfolio may be used for a variety of purposes. It will enable you to collect examples of your work
to study and improve your performance in the classroom. Through the act of reflection, you will have the
opportunity to critique your work and evaluate the effectiveness of your teaching. In the process of collection,
selection, reflection, and communication, you will take responsibility for your learning. Your university professor
will also use your portfolio as a means of authentic assessment of your effectiveness as a beginning teacher
and your readiness for licensure. Transforming your licensure portfolio into a job search portfolio will give you a
competitive edge when you interview with school administrators. Once you are employed, you will find that you
may be asked to compile a professional growth portfolio as part of your school’s annual evaluation process.
Finally, you may wish to continue the habit of collecting and organizing documentation of your best practices
and professional expertise in pursuit of National Board of Professional Teachers (NBPT) certification.
_________________________________
1. Assignment adapted from Foster, B.R., Walker, M.L., & Song, K.H. (2007). A Beginning Teaching Portfolio
Handbook: Documenting and Reflecting on Your Professional Growth and Abilities. New Jersey: Pearson

29
The Teaching Profession
Chapter 1 Artifact: Teaching in a Changing World
Biographical Statement
In a brief biographical statement, provide personal and professional information about yourself. Be sure it
summarizes who you are, what matters most to you, and how you add value to the people (in particular
students) and organizations (schools, various workplaces, non-profit agencies, etc.) with which you interact.
• Be creative. Write from your heart about your personal experiences, ideals and passions. You might
tell a story that emphasizes your qualifications for teaching or reflects your accomplishments in the
field. You could even choose a favorite quote and explain how it inspires your career goals.
• Keep it brief. Try to keep your biographical sketch to 250 words – not to exceed 350 words. Do not
attempt to include everything from your resume. Highlight the points that you consider most significant
or impressive, including where you are from, mentioning schools you have attended, and positions
that you have held.
• Toot your own horn. Put your best foot forward. Mention awards or recognitions. Make sure that you
come across as a confident, capable professional.
Component
1 2 3
Unacceptable Acceptable Target
Biographical Candidate’s statement is Candidate’s statement Candidate’s statement
Statement generic, too long or too conveys a sense of the captures interest,
short, contains major candidate’s personality, conveys a strong sense
typographical errors is an appropriate length, of the candidate’s
and/or demonstrates a error free, and personality, is an
lack of professionalism. professional. appropriate length, error
free and professional.

30
Professional Resume
Attach a copy of your professional resume as follows:
 Centered, near the top of your resume, provide complete contact information (name, mailing address,
phone number, and email address) 
 Write a clear and specific career objective that indicates your preferred teaching situation (e.g.,
seeking a position as a secondary English teacher in a multilingual/multicultural setting.) 
 In the Education section, list, in reverse chronological order, the degree earned, the name and address
of the university, and any accolades (e.g. magna cum laude, summa cum laude). For your current
degree, be sure to specify your anticipated graduation date. 

 In the Professional Work Experience section, include relevant work experience that provides evidence
of your ability to work with young people. 

 In the Personal and Professional Information section, include headings for job-related skills,
interests, activities, honors, and professional memberships. 
 List references or indicate that references will be made available upon request

31
Bring printed copies of your biographical statement and professional resume to class where we will share
our responses with our peers in small groups. You may wish to revise and edit your resume, once you have
received feedback from your peers. Then, you should copy and paste your final draft into the textbox for this
section.
1 2 3
Component Unacceptable Acceptable Target
Resume Candidate’s resume is Candidate’s resume includes Candidate’s resume is
missing one or more all required components, concise yet thorough and
required components, contains no typographical detailed, contains no
contains typographical errors, and is organized and typographical errors, and
errors, is disorganized, professional. has a unique style and
and/or lacks flow.
professionalism.

32
Historical Foundations of Education
Chapter 2 Artifact: The Early History of Education in a Changing World
Discuss some of the historical educational ideas mentioned in this chapter that are still valid and useful for
educators today.
Your response should be about one page long (about 250 words). Bring printed copies of your response to
class where we will share our responses with our peers in small groups. You may wish to revise and edit your
response, once you have received feedback from your peers. Then, you should copy and paste your final
draft into the textbox for this section.
Component
1 2 3
Artifact Candidate does not Candidate provides an Candidate provides an
provide an artifact or artifact that is organized artifact that is well-
provides an artifact that and sufficiently organized and well-
is disorganized or under- developed developed.
developed.
Chapter 3 Artifact: Historical Perspectives of Education
.
Discuss the most useful outcomes of U.S. education during the past sixty years and what you, as a
beginning teacher, can learn from these outcomes.
Component
1 2 3
developed.

33
Philosophical Foundations of Education
Chapter 4 Artifact: Philosophy: Reflections on the Essence of Education
According to idealistic philosophy, character education can be enhanced through the study and imitation of
exemplars/heroes in the historical record. Identify and exemplar educator from history and describe how you
could teach character through that person’s example.
response, once you have received feedback from your peers.
Component
1 2 3
developed.

34
Chapter 5 Artifact: Building an Educational Philosophy
Philosophy Statement
Examine your beliefs about teaching and learning, students, knowledge, what is worth knowing, and the
philosophical orientation to which you most closely adhere. Considering your philosophical orientation will help
you clarify your views on content knowledge; learning and development; diversity; teaching; individual
motivation and classroom climate; classroom communication; planning; assessment; professionalism; and
partnerships.
Then, use the example on p. 119 of your textbook to help you develop a narrative for each of the following
topics:
 Learning Focus and Goals 
 Classroom Organization 
 Teaching Style and Lesson Planning 
 Student Assessment and Evaluation 
 Motivation 
 Classroom Climate 
Being able to articulate your philosophy of education will be an important part of your career as a professional
educator and reflective practitioner, so continue to develop and refine this statement, even after you complete
the program.
Your philosophy statement should be about one page long (about 250 words). Bring printed copies of your
philosophy statement to class where we will share our responses with our peers in small groups. You may
wish to revise and edit your philosophy statement, once you have received feedback from your peers. Then,
you should copy and paste your final draft into the textbox for this section.
1 2 3
Philosophy Candidate does not Candidate discusses Candidate discusses
Statement discuss beliefs, values, general beliefs, values, specific beliefs, values,
or approach to education and approaches to and approaches to
and/or discussion is education with clarity education in personal
unclear and lacks detail. and detail. terms, providing specific
examples about teaching
and learning with clarity,
details, and examples.

35
Sociological Foundations of Education
Chapter 6 Artifact: The Place of Schools in Society
Review a selected number of the U.S. Department of Education's Blue Ribbon Schools
at http://www2.ed.gov/programs/nclbbrs/index.html
Select a particular blue ribbon school in Hawai‘i for your case study of a school. Consider the following
aspects of the school’s cultures:
 Environment - the school facility or physical plant and its materials and human resources; howspace
is organized; the climate of the school 

 Formal Practices - how grading is done; how the school year is organized; how time is structured;
how students and teachers are grouped for instruction 

 Traditions - events and activities and products that seem important to students, teachers, and
administrators; symbols, slogans, and ceremonies that identify membership in the school; how
community members viewand relate to the school 
Summarize the aspects of the school culture that seem to support learning and academic achievement,
and describe the kind of culture you would like to create or promote in your classroom.
Component
1 2 3
developed.

36
Chapter 7 Artifact: Diversityin Schools and Society
Identify one cultural group in Hawaii and provide information about this group that will be helpful to you in your
teaching. Identify the most difficult situations or issues that the students in this group encounter when
acculturating into school here in Hawaii. These situations could be making friends, understanding school
procedures, conflicting values between home and school, financial concerns/limitations, religious beliefs, and
others. Determine the most effective ways to work with students and families of this group, describe
instructional strategies and techniques for working with these students, and discuss pressing issues that these
students encounter and ways to alleviate these situations.
Component
1 2 3
developed.

37
Chapter 8 Artifact: Students and their Families
Identify one group of diverse students (e.g. homeless students, low income students, students with special
needs, LGBT students, pregnant students, students with drug or alcohol abuse problems), and identify
instructional and assessment strategies and techniques for accommodating these students in the classroom
and any programs and services in place at the school or district for assisting them. Indicate how parents
may be involved in the development and implementation of these programs and services.
Component
1 2 3
developed.

38
Political and Legal Foundations of Education
Chapter 9 Artifact: Organizing and Paying for American Education in a Changing World
One important component of accountability is the role of standards. Most states have adopted the Common
Core Standards. Check the Hawaii Public Schools website at http://www.hawaiipublicschools.org to learn
more about Hawaii's expectations for using these standards, read articles and opinions about the Common
Core Standards, and develop a personal position statement about the relative value of these standards.
Component
1 2 3
developed.

39
Chapter 10 Artifact: Legal Perspectives of Education
Compose a legal brief summarizing a court case relevant to a legal issue impacting our schools today.
A legal brief is a form of reporting the findings or decisions of a judicial body, which includes either a judge or
a panel of judges, depending on the case. A legal brief has a standard format and includes special sections
that explain the issue, summarize the laws that pertains to the judgment, summarize the legal questions or the
viewpoints of the various claimants, explain the opinion and/or decision of the judge or court, and conclude
with an evaluation of the case. You will write a legal brief that is structured in this same format but has been
modified for this assignment.
 Section 1: Title. Name the parties involved in the case. 

 Section 2: Facts of the Case. Describe the events that occurred, which were thought to be in
violation of the law. 
 Section 3: The Law. Identify and briefly explain the law(s) applicable to the case. 
 Section 4: The Legal Questions. List the questions about constitutional rights that the court needed
to answer to reach its decision. 

 Section 5: The Decision. Summarize the arguments and evidence used in the case, the court's
decision, the reasons for the decision, and any dissenting opinions. Describe the significance
of the case and the implications of the decision. 

 Section 6: Evaluation of the Case. Explain why you believe the court's decision should be affirmed
or reversed. Provide reasons and support for your position. 
 Section 7: Citations. Include a list of references of all sources that you used for your brief. 
Your response should be about one page long (about 250 words). Bring 5 printed copies of your response to
Component
1 2 3
developed.

40
Curricular Foundations of Education
Chapter 11 Artifact: Standards, Assessment, and Accountability
Authentic assessments provide students with opportunities to show what they know and are able to do in a
real-world setting. Go to the website for the Common Core Standards at http://www.corestandards.org, select
a standard at a grade level you would like to teach, and develop an authentic assessment you could use with
your students.
Component
1 2 3
developed.
Chapter 12 Artifact: Designing Programs for Learners:Curriculum and Instruction
An important part of a teacher's success is related to how well he or she implements the learning standards of
the school district. Select one standard from your state standards at a grade level that you are preparing to
teach, and provide a list of differentiated learning activities that relate to the target standards but also meet
the diverse learning needs of students in a typical classroom. Consider specific learning activities for learners
with different abilities and learning styles as well as ELL students and students with special needs.
Component
1 2 3
developed.

41
Chapter 13 Artifact: Becoming a High-Quality Teacher in a Changing World
Professional Development Plan
Professional development is about improving the practice of teaching. It is crucial therefore, that you engage in
a self- assessment of your strengths and areas for growth in content knowledge, pedagogical skills, and
professional dispositions.
Compose a self-assessment of your relative strengths and weaknesses with regard to the InTASC standards.
Write at least one paragraph discussing your strengths and one paragraph indicating your weaknesses.
Next, use your self-assessment of your strengths and areas for growth as a basis for articulating
your professional development goals. Write at least one paragraph for each goal.
Another important element of a professional portfolio is the identification of professional development
activities as well as local and national resources that will help you achieve your aims.
Consider your self-assessment and the goals and identify professional development activities that will help you
achieve these goals. Be sure to include both curricular and extra-curricular activities that will contribute to your
growth as a professional educator.
List these activities in the order in which you intend to complete them, and indicate your estimated completion
dates. Some of these activities will be completed in the short term, i.e., within the next 2 - 4 years; others will
be completed as part of your long term professional development.
Include a list of national and local resources that will support each of these activities (e.g., professional
organizations in education or your subject area, professional conferences, workshops, or meetings,
community service organizations, local charitable organizations, local charitable organizations or outreach
groups, or practicing educators.
Component
1 2 3
developed.

42
Professional Portfolio – Summative Rubric
1 2 3
Biographical Candidate’s statement is Candidate’s statement Candidate’s statement
Statement generic, too long or too conveys a sense of the captures interest,
short, contains major candidate’s personality, conveys a strong sense
typographical errors is an appropriate length, of the candidate’s
and/or demonstrates a error free, and personality, is an
lack of professionalism. professional. appropriate length, error
free and professional.
Philosophy Candidate does not Candidate discusses Candidate discusses
Statement discuss beliefs, values, general beliefs, values, specific beliefs, values,
or approach to education and approaches to and approaches to
and/or discussion is education with clarity education in personal
unclear and lacks detail. and detail. terms, providing specific
examples about teaching
and learning with clarity,
details, and examples.
Resume Candidate’s resume is Candidate’s resume Candidate’s resume is
missing one or more includes all required concise yet thorough and
required components, components, contains no detailed, contains no
contains typographical typographical errors, and typographical errors, and
errors, is disorganized, is organized and has a unique style and
and/or lacks professional. flow.
professionalism.
Artifacts
Candidate does not Candidate provides Candidate provides
provide artifacts or artifacts that are artifacts that are well-
provides an artifacts that organized and sufficiently organized and well-
are disorganized or developed developed.
under-developed.
Design Candidate’s portfolio Candidate’s portfolio has Candidate’s portfolio is
does not have a a consistent design and of professional quality,
consistent design and is is organized. The revealing considerable
disorganized. The candidate has met attention to style,
candidate has not met minimum requirements, organization, and makes
minimum requirements, as outlined in the appropriate use of
as outlined in the directions. visuals.
directions.

43
Professional Portfolio Checklist
1. For the Biographical Statement:
_____ Have you included a photograph of yourself?
_____ Have you included a clear, complete, and detailed biographical statement that provides:
 Personal and professional information about yourself? 
 A summary of 
_____ Who you are?
_____ What matters most to you?
_____ How you will add value to the students and schools where you will teach?
2. For the Professional Resume:
_____ Have you attached a clear, complete, and professionally prepared resume that provides:
_____ A concise, error-free, and detailed description of your career objective and preferred teaching
situation?
_____ your educational background?
_____ your professional work experiences?
_____ your job-related skills, interests, activities, honors, and professional memberships
3. For the Philosophy Statement:
_____ Have you included a clear, complete, and detailed educational philosophy statement that provides: 
A thoughtful examination of
_____ The philosophical orientation to which you most closely adhere?
_____ Learning Focus and Goals
_____ Classroom Organization
_____ Teaching Style and Lesson Planning
_____ Student Assessment and Evaluation
_____ Motivation
_____ Classroom Climate
4. For the Professional Development Plan:
_____ Have you included a clear, complete, and detailed professional development plan that includes:
_____ A thoughtful and reflective statement of your strengths?
_____ A critical reflection on your areas for growth?
_____ A clear and detailed listing of both your short and long-term professional goals?
_____ A clear, detailed, and realistic list of professional development activities?
_____ An annotated listing of national and local resources for professional development?
5. For the other Artifacts Sections:
_____ Have you included examples drawn from the wisdom of your own experiences along with any
school or community-based experiences you may have had that deepen and inform your understanding
of what it means to teach well?
_____ Have you begun paragraphs with a topic sentence, followed by details, evidence, and citations in
support of any claims you are making?
_____ Have you integrated scholarly sources as appropriate, providing correctly formatted APA in-text
citations and references as needed?
_____ Have you provided descriptive headings for each artifact?
_____ Have you included clip art and photographs to enhance readability and visual appeal?
_____ Have you used consistent font type and size?
_____ Have you single-spaced each paragraph, and double-spaced between paragraphs?

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_____ Have you deleted any extra spaces between paragraphs or sections?
_____ Have you eliminated any mechanical, grammatical, or formatting errors?

Revised10-13-2014 TechnologyRichLessondeletedfromkeyassessment
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ED3000_Spring_2016_ainsel

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