- 1 -COLLEGE OF EDUCATIONDEPARTMENTAL COURSE SYLLABUSConceptual Framework Statement: (For undergraduate educator preparation programs, MAT programs, MA Plan I programs, counseling, school psychology, educational measurement and evaluation, and educational leadership programs):The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity. These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow. For more information on the Conceptual Framework, visit: www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html1.Course Prefix and Number: ESE 53442. Course Title:Classroom Management for a Diverse School and Society3. Regular Instructor (s)Jane Applegate Pat Daniel4. Course Prerequisites (if any):None5. Course DescriptionCovers practical, theoretical, philosophical and ethical aspects of school and society, the education profession, and secondary schools with particular focus on classroom management, school violence, school safety, educational law, and other critical social issues. Conceptual Framework Statement: (For undergraduate educator preparation programs, MAT programs, MA Plan I programs, counseling, school psychology, educational measurement and evaluation, and educational leadership programs):The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity. These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow. For more information on the Conceptual Framework, visit: www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html6. Course Goals & Objectives:Students will:1. Identify procedures and routines that foster a positive, productive classroom environment, including interaction routines for individual work, cooperative learning, and whole group activities.- 2 -2. Reflect on data gathered from own classroom to modify teaching practices.3. Develop rules of evidence for students to use to analyze judgments, conclusions, and interpretations in content and in social settings.4. Articulate what is necessary to establish a learning environment in which all students are treated equitably.5. Identify professional conduct in relation to legal issues, with parents, students, colleagues, and administrators.6. Identify “best practices” acknowledged by learned societies for specific content areas.7. Participate in simulated classroom management problem solving.8. Identify school and community resources available to families and teachers in their efforts to meet the needs of diverse learners.9. Articulate a classroom management plan that takes into account the diverse needs of learners, the diverse backgrounds and behaviors of adolescents, and the importance of cultivating a positive classroom learning environment. 7. Course Outline:1. Adolescents2. Classroom Environment3. Adolescents and Critical Social Issues/Infused Special Populations/Equity vs. Equality4. School Violence and Bullying5. Legal Issues/Students’ Rights—ESOL Consent Decree6. Legal Issues/Professional Ethics7. Instructional Momentum8. Professional Ethics/Parents and Students—communicating with parents of English Language Learners; LEP committees; 9. Professional Ethics/Colleagues and Administrators—advocating for English Language Learners10. Specialization Personnel: Drop Out Prevention11. Application of Specialization Personnel—accessing resources and support services for English Language Learners12. School Culture and School Safety—mediating cultural conflicts13. Guest Speakers: School Law14. Reflection and Celebration8. Student Outcomes:Students will design a classroom environment which will include structures and routines to support a variety of teaching practices- 3 -Students will produce a collection of data sets from classroom observations with a description of how data can be used to modify classroom practices for a safe and secure classroom.Students will produce a guide to school and community resources for at-risk adolescents. Students will modify this guide to ensure comprehensibility for English language learners.Students will produce a case study of a student who has had problems in school. If possible, an (additional) case study of an ELL.Students will produce an essay on a legal issue and how it was resolved incorporating relationships with parents and school administrators.9. Grading Criteria Classroom Environment/Management Plan (25% of final grade)Students will design a classroom management plan that includes rules, policies, procedures, seating and space utilization.This requirement/activity will address the following Accomplished Practice(s): Accomplished Practice # 2 – CommunicationAccomplished Practice # 3 – Continuous ImprovementAccomplished Practice # 9 -- Learning EnvironmentsAccomplished Practice # 10 – Planning Accomplished Practice # 11 – Role of the Teacher Classroom Observations (15% of final grade)Students will observe classrooms in action and analyze management routines and procedures. Where possible, they will also note how the English language learners are socialized into the management system.This requirement/activity will address the following Accomplished Practice(s): Accomplished Practice # 9 Learning EnvironmentsAccomplished Practice # 11 – Role of the Teacher Community Resource Guide (20% of final grade)Students will produce a guide to using the community including at least 20 references. The student will modify this guide to ensure comprehensibility for English language learners.This requirement/activity will address the following Accomplished Practice(s): Accomplished Practice # 11 – Role of the Teacher Case Study (10% of final grade)- 4 -Students are required to submit a case study of an at-risk teen that demonstrates knowledge of the social, emotional and learning needs of the adolescent. If possible, an (additional) case study of an ELL.This requirement/activity will address the following Accomplished Practice(s): Accomplished Practice # 5 – DiversityAccomplished