Course+Syllabus

** Department of Teacher Education ** EDUC 542: 3 Credit hours Tuesdays, 7:00-9:30 PM   Room: UNM-Valencia Campus Virginia Padilla-Vigil, MA Ed. vpadillavigil@gmail.com Course syllabi within the Teacher Education Department are aligned with the COE Vision, Mission, Core Values and Conceptual Framework for Professional Education, as well as the NM Entry Level Competencies and the NM Teacher Competencies when appropriate.
 * Introduction**

** The College of Education ** ** The vision of the College of Education: Excellence and diversity through people, ideas, and innovation. **  Our mission is the study and practice of education through teaching, research, and service. We address critical education issues; Test new ideas and approaches to teaching and learning; and educate professionals who can facilitate human growth and development in schools, homes, communities and workplaces and prepare students for participation in a complex and challenging society. In carrying out this mission, we ground our work in the following core values: 1) Advocacy, 2) Building Professional & Identities, (3) Collaboration and Relationships, (4) Dignity, (5) Diversity and Social Justice, (6) New Mexico, (7) Scholarship and Research, (8) Teaching and Learning. The College of Education at UNM believes that professional individuals develop //professional understandings, practices, and identities//. These concepts frame the lifelong learning of professional educators and reflect the values articulated in state and national standards and competencies.
 * ** Understandings ** frame the identity and practices of professionals. We seek to help you better (1) understand human growth and development, (2) culture and language, (3) content of the disciplines, (4) pedagogy, (5) technology, (6) professional issues, and (6) the nature of knowledge.
 * These understandings enable you, as a professional, to value and engage in **practices** that embody the following qualities: (1) learner-centered, (2) contextual, (3) coherent, (4) culturally responsive, and (5) technologically current.
 * Developing a professional **identity** is central to lifelong growth as a professional educator. The COE will help you develop the following attributes of a professional: (1) caring, (2) advocacy, (3) inquisitiveness, (4) reflection-in-action, (5) communication, (6) collaboration, (7) ethical behavior. ||


 * Course Text:** (2010) [|Curriculum 21: Essential Education for a Changing World] by, Heidi Hayes Jacobs. This book is available through the UNM ebrary and for purchase at Amazon (click on title above to access the hyperlink to the book at Amazon.

(2006) [|Integrating Differentiated Instruction + Understanding by Design] by, Carol Ann Tomlinson and Jay McTighe. This book is available through the UNM ebrary and for purchase at Amazon (click on title above to access the hyperlink to the book at Amazon.

To access texts on UNM’s ebrary go to: [] and click on the **//Research Databases & Indexes//** link under Albuquerque Campus Quick Finds. Click on the letter **//“E”//** on the alphabetical database list. Scroll down the list and click on the **//ebrary//** link. You will be prompted to sign in for off-campus access to library resources using your UNM NetID and password. Once you sign in, you will be on the __ebrary welcome page__. Click on the **//sign in//** link at the upper right hand corner of your screen. Then, click on the **//create account//** link and follow the prompts to create your account. You are in! Now all you have to do is search for your two texts.


 * UNM Catalog Course Description:** Focuses on issues of curriculum (K-12) from formal aspects of goal setting and planning to implicit issues of politics, culture and ideology.


 * Course Description:** Provides the pre-service and in-service teachers with an understanding of the principals of curriculum development, implementation and assessment.


 * Rationale:** Teachers are the users of curriculum and sometimes the developers of curriculum. As such, they need to understand the influences (social, political, historical, cultural and ideological) that impact curriculum as well as curriculum implementation and assessment.

This course is designed to assist participants in meeting the following learning objectives*: (CV-7; U-6 & 7) (CV-7,8; U-12, 3, 4, 5, 7 ; NMTC #1 – 7)
 * Goals and Objectives**
 * 1) To increase understanding of the purposes of curriculum in American education that have influenced current political and philosophical discourse about teaching and learning.
 * 1) To increase understanding of varied conceptual models and approaches to curriculum design.

3. To increase skills in designing standards-based curriculum, instruction and assessment. (CV-2,7,8; P 1-5; I-1; NMTC #1-5) (CV-2,3,4; U-5, 6; P-5; I-1, 5, &6 NMTC #8 and 9) (CV 8; I-1-7; NMTC #1-9) (CV-1,2, 4, 5, 7,8; U-1-7; P-1-5; NMTC #1-7) (CV- 2,3,7,8; I-1-7; NMTC #1 & 8) (CV-2; P-3; I-3, 4, 5 & 7) (CV-2,7,8; P-3; I-3, 4, 5 &7; NMTC #1 & 8) *Key = CV are references to the Core Values, U, P, I are references to individual Understandings, Practices and Identities in the COE Conceptual Framework for Professional Education. NMTC # are references to individual NM Teacher Competencies.
 * 1) To participate actively in a professional learning community where teachers can talk to their colleagues each week and share what they are learning about curriculum development.
 * 1) To demonstrate new knowledge and skills by applying what you have learned to your practice.
 * 1) To demonstrate understanding of the connections between curriculum design and student learning as required in the New Mexico Teacher Competencies.
 * 1) To demonstrate the ability to reflect on your personal experiences in curriculum design or delivery.
 * 1) To increase skills in varied forms of academic writing.
 * 1) To articulate personal understanding of yourself as a curriculum leader.

Strategies in this course will focus on activities to stimulate collaboration/interaction, exploration, critical analysis, synthesis, and reflection.
 * Instructional Strategies:**

Students compose a 3-5 page paper that articulates a clear stance on curriculum (the purpose, design, and assessment of learning experiences for students in their classrooms). A reference list is required. Students will present/discuss their positions in small groups citing references to literature in the field within the presentation/discussion. (Objectives 1, 2, 7, 8, 9) Note: Students will construct a beginning of the semester philosophy of curriculum as a draft and will build on that draft throughout the class using what they’ve learned through the class (resources, readings, activities, literature review, activities, experiences, interactions etc.).
 * Course Assignments**
 * 1) ** Philosophy of Curriculum (Position Paper) 25 pts **

Students will write a reflective literature review of a maximum of 12 pages (double-spaced, 12 pt. font) including reference list. This paper will include discussion of research studies, research-based practices, and theoretical models centered on a specific area of curriculum development. It will also include description of personal experiences that are pertinent to the discussion of research and theory on curriculum, and culminate with a discussion of implications for future practice. Students will use APA style for format, citations, and reference list. This will act as the basis for a presentation made to the class about the selected topic (Objectives 1, 2, 6, 8,9) Students will study their own curriculum through the curriculum mapping process and will begin to re-conceptualize it and upgrade and enhance it so that it leads to improvement in student learning. Students will present their new curriculum within small groups highlighting what they discovered about their curriculum, the process they went through to re-conceptualize, how they chose to implement shifts or upgrades, and how these shifts will improve student learning. __Note:__ Students will have the opportunity to work with individual lesson shifts and implement these in the classroom to evaluate the results and impact on student learning, which will aid in the curriculum mapping project. (Objectives 2, 5, 9)
 * 1) ** Reflective Literature Review 25 pts **
 * 1) ** Curriculum Mapping Project & Presentation 25 pts **

Students will participate in weekly online/asynchronous discussions. These discussions will be included as part of the overall participation grade for the course. (Objectives 1, 2, 4, 6, 7)
 * 5. Participation In Class & Online/Asynchronous Discussions & Activities 25 pts **

Each of the assignments will be evaluated using a point system for completion of tasks assigned or a rubric.
 * Evaluation Criteria**


 * Tentative Course outline**: As always, a course outline is a document in evolution but this is a beginning framework for our work this semester.

Theory, practice, models… Standards for Teachers || Week 2 Wiki Readings & Assignments || Approaches to Curriculum || Week 3 Wiki Readings & Assignments Curriculum as a Historical Text Implicit Issues: Political, Ideological, Historical, & Cultural || Curriculum 21 Ch. 1-4 || Re-Conceptualizing Curriculum How are we preparing students for tomorrow’s world? || Week 4 Wiki Readings & Assignments Curriculum 21 Ch. 5-8 || Socio-Technology Trends 21st Century Skills Common Core Standards || Week 5 Wiki Readings & Assignments Curriculum 21 Ch. 9-13 || DI & UBD Ch. 1-4 || DI & UBD Ch. 5-7 || DI Ch. 9-10 ||
 * **Date** ||  **Conceptual Focus**  || **Readings/Assignments** ||
 * 8/23 || Who we are, what we do, and what is curriculum? || Week 1 Wiki Readings & Assignments ||
 * 8/30 || Introductory Conversations About Curriculum
 * 9/6 || Conceptual Frameworks
 * //Draft 1 of Philosophy of Curriculum Position Paper due//** ||
 * 9/13 || Curriculum as a Social Construction
 * || Transformation
 * 9/20 || Curriculum Movements/Trends
 * 9/27 || Learning Theory related to Curriculum Development, Implementation and Instruction || Week 6 Wiki Readings & Assignments
 * 10/4 || Understanding By Design and Differentiated Instruction (students, content, planning for success) || Week 7 Wiki Readings & Assignments
 * 10/11 || Diversity (responsive teaching & teaching for understanding) || Week 8 Wiki Readings & Assignments
 * 10/18 || Assessment, evaluation, & applying UBD and DI || Week 9 Wiki Readings & Assignments ||
 * 10/25 || Special Topics || Week 10 Wiki Readings & Assignments ||
 * 11/1 || Special Topics || Week 11 Wiki Readings & Assignments ||
 * 11/8 || Work on Projects || Week 12 Wiki Readings & Assignments
 * //Reflective Literature Review Due//** ||
 * 11/15 || Work on Projects || Week 13 Wiki Readings & Assignments ||
 * 11/22 || Work on Projects || Week 14 Wiki Readings & Assignments ||
 * 11/29 || Curriculum Project Presentations || **//Final Philosophy of Curriculum (Position Paper) Due//**
 * //Curriculum Project Due//** ||
 * 12/6 || Curriculum Project Presentations || Curriculum Project Presentations ||

Attendance is required at all seminars. Arrive on time to allow classes to begin (and end) at the scheduled times. Attendance is a crucial professional responsibility. Thus, you should come to all classes well prepared to assume an active and thoughtful role in the scheduled activities by having read all required readings and completed all class assignments. “The reporting of absences does not relieve the student of responsibility for missed assignment, exams, etc. The student is required to take the initiative in arranging to make up missed work, and it is expected that faculty will cooperate with the student in reasonable arrangements in this regard” (UNM Pathfinder).
 * Attendance and Punctuality **
 * //If you are absent more than three times this semester, you may be dropped from the course //**.
 *  Make Up Work and Late Work **

It is your responsibility to check in with the Instructor after any missed class for all make- up work. Even if you miss class you are responsible for meeting the deadlines for assignments in this class

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you have a disability requiring accommodation, please contact me as soon as possible to make arrangements. For more information, contact Student Support Services at 277-3506.
 * Special Needs **

Plagiarism is the presentation of your work as original work by a writer of ideas, words, or thoughts belonging to someone else. You must provide a citation note indicating the source of any specific words or concepts borrowed from another source. Any project containing incidents of plagiarism will receive no credit. Plagiarism is a serious offense in any college course and can lead to failure in that course or expulsion from UNM (See the Academic Dishonesty policy in the //UNM Pathfinder// for more details).
 * Academic Dishonesty **

**Reflective Literature Review Assessment Rubric** The paper you develop for this course should demonstrate your understandings of important issues in your area of concentration, your depth and breadth of knowledge, and your ability to write for practitioner or research colleagues. You may use an expository style or a narrative style, but your paper should have a point and point of view. The style of your paper should be APA and modeled on academic and scholarly writing that incorporates personal and/or professional perspectives. Your final draft will be evaluated using the following scale:


 * Needs Improvement || Acceptable || Outstanding ||
 * Inquiry/discussion is difficult to follow and/or understand. || Inquiry is articulated well, but may have several places where connections are difficult to follow. || Inquiry is clearly articulated. Each part builds upon earlier parts. ||
 * Organization is confusing or it is organized as a list of summarized scholarship around a topic and unrelated or separate experiences. || Main points are supported by reasonable interpretations of scholarship and professional experiences. || New insight is created through analysis and synthesis of scholarship and professional experiences. ||
 * Scholarship is inaccurately cited, quoted, or summarized. || Scholarship is accurately cited, summarized and/or quoted. || Scholarship is seamlessly integrated into the discussion/argument. ||
 * Accounts of personal experience or descriptions of findings are not situated within existing scholarship || Data or reflection on personal experiences is explained in the context of existing scholarship. || Synthesis of existing scholarship provides a critical lens for analyzing personal experience or data. ||
 * Style deviated from style guidelines (APA) in ways that would prevent publication. || APA is followed with a few unobtrusive deviations. || Use of APA style is of publishable caliber ||
 * Significant errors in language usage || Language is acceptable for a graduate paper. Errors are minimal and do not interfere with flow of reading. || Language usage is eloquent and of publishable quality. ||