EDUC-F 200 EXAMINING THYSELF AS TEACHER ![MC900134537[1]](Spring,%202012%20F200%20Syllabus_files/image002.gif)
Spring, 2012 – Tuesdays / 1:00-2:50 / HH 210 / Course #6077
Wednesdays / 1:00-2:50 / HH 212 / Course #6078
Instructor – Neil Brewer / e-mail: nhbrewer@ius.edu / phone: 812-941-2135
Office: LF 104 / Tuesdays:
11:30-12:45 and 3:15-5:00 / Wednesdays: 11:30-12:45 and 5:15-6:30 / Thursdays: 1:00-3:00 / Other times
by appointment
Required Texts: 1. Pugach, M. C.
(2006) Because Teaching Matters.
(Hoboken, NJ: John Wiley
& Sons, Inc.) 2. F200
Field Experience Packet, see IUS
bookstore.
Catalog
Description:
P: ENG-W 131 with a C (2.0) or above. Explores the nature of teaching in
American schools with emphases on the nature of the profession and of teacher
education programs; school curricular issues, societal issues impacting
schools, the legal aspects of teaching; and on how schools are organized and
financed. Field experiences in diverse
P-12 school settings required. (Serves as the research/writing course for all education majors.)
Disability
Accommodation:
Students
who have a disability that requires accommodations in the classroom should
contact the Office of Disability Services by phone (941-2243) or email (mtspring@ius.edu)
early in the semester so that their learning needs may be appropriately
met. The student will need to provide documentation of the disability and
if further documentation is needed, recommendations can be provided from the
Office of Disability Services. Additional information about the Office of
Disability Services may be obtained at: http://www.ius.edu/asc/disabilityservices/
TEACHER EDUCATION AT IU SOUTHEAST / EDUCATORS
ENGAGED IN GROWTH
The mission of Indiana University
Southeast School of Education is to develop high quality, caring professionals
who are leaders in the continuous transformation of schools within a diverse
society.
Conceptual
Framework and SOE Themes
The SOE programs share a vision for
its efforts in preparing educators to work in P-12 schools. The conceptual framework establishes the
direction for programs, courses, teaching, candidate performance, scholarship,
service, and unit accountability. Our
conceptual framework consists of four themes:
preparing High Quality Professionals, preparing Caring Professionals,
the Transformation of Schools, and working in a Diverse Society.
Candidate
Outcomes
Candidates completing School of
Education programs of study will demonstrate:
- knowledge
of content and best practices for delivering effective student instruction
to all students.
- dispositions necessary to help all students learn,
- knowledge,
skills, and dispositions to participate in school transformation.
IU SOUTHEAST SCHOOL OF EDUCATION Dispositions
Faculty and students will:
1. Respect the accepted legal and ethical norms
and values of education.
2. Effectively interact and collaborate with others and
foster similar behaviors among students.
3. Be committed to diversity through equitable treatment and
respect for all individuals.
4. Exhibit personal management behaviors valued
by the professional education community.
5. Be
committed to inquiry & application of the knowledge base of education.
6. Exhibit enthusiasm and respects for education as a
practice and a profession
7. Be committed to data-based decision-making and fair
practices.
8. Be committed to continuous self-evaluation and
personal improvement.
Adopted January 2001 by School of Education Faculty.
TEACHER
EDUCATION AT IU SOUTHEAST IS BASED ON
NATIONAL STANDARDS
Development of Teacher Education programs in the School of
Education is influenced by
Standards from several bodies: the Interstate New Teacher
Assessment and Support Consortium
(INTASC), the
Accreditation of Teacher Education (NCATE), the National
Board for Professional Teaching
Standards (NBPTS), and the various
subject area societies (e.g., National Council of Teachers of
English).
We are particularly cognizant of the power and breadth of
the standards developed by INTASC.
Teacher preparation throughout
INTASC
Principles: The beginning teacher . . .
1. Understands the central concepts, tools
of inquiry, and structure of the disciplines taught; creates learning
experiences to make them meaningful to students.
2. Understands how children learn and
develop; provides learning opportunities that support their development.
3.
Understands how students differ in
their approaches to learning; creates instructional opportunities adapted to
diverse learners.
4.
Understands and uses a variety of
instructional strategies.
5.
Creates learning environment that
encourages positive social interaction, active engagement in learning, and
self-motivation.
6.
Uses knowledge of communication
techniques to foster active inquiry, collaboration, and supportive interaction.
7.
Plans instruction based on knowledge
of subject matter, students, the community, and curriculum goals.
8.
Understands and uses formal and
informal assessment techniques.
9.
Reflects on teaching.
10.
Fosters relationships with
colleagues, parents, and agencies in the larger community.
This course focuses specifically on
INTASC Principles 3, 6, 9, and 10.
OVERVIEW OF COURSE GOALS AND THEMES
1.
High
Quality Professionals (HQ): Becoming a broadly educated and highly proficient professional should
be the overriding goal of every teacher education candidate. It is certainly the main premise behind the
design of teacher education programs here at IU Southeast. In F200 the specific activities and topics
that directly relate to this theme include the various course lecture/discussions,
especially the in-class presentation and discussion of the nature of
professions and professional organizations, and the course exams that assess
mastery of this content. If teachers are anything they are communicators, to a
wide variety of groups and individuals, using a broad range of communicative
skills aided by technology wherever appropriate. In F200 the array of experiences and
assignments are designed to encourage teacher candidates to improve their communication skills includes the following: participation in class
discussions; interactions with teachers and students in the field experiences;
reflective writing assignments; written reports on the teacher interview, the
school board meeting, and the field experiences; and above all, the research
paper (which is enhanced by workshops on the APA research writing format and on
electronic data base searching). In addition, this semester all students in
this section of F200 will explore The Common Experience theme for 2011-2012,
which is “Liberty and Justice for All? Social Change and
Campus Action for 70 Years and Beyond.”
2.
Caring
Professionals (CP): The life of a skilled teacher has often been
described as harried and hurried. While
this is likely to remain true, truly effective schools and the caring teachers
that work in them find opportunities to regularly reflect on the work they
do. In this course we endeavor to impart
the skills and the habit of reflection,
especially in situations involving
ethical issues through the two reflective writing assignments, the written
summaries and in-class discussions of the field experiences, the Teacher
Interview, the School Board Meeting report, and the research paper.
3.
The
Multicultural Nature of Schools (MC):
Prospective teachers need to embrace opportunities to learn about the diverse nature of American society and
of the children who populate American schools.
In F200 the required field experiences in urban schools, class sessions
on American educational history and on societal influences on education,
landmark Supreme Court decisions and the research paper (depending on the topic
selected) all serve to foster inquiry into the complexities of diverse
educational needs.
4.
Stimulate
the Continuous Renewal of Schools (CR):
Students in F200 will understand the need for school renewal
through attending and reporting on a public school board meeting, interviewing
a teacher, class sessions on the recent history of American education and on
how schools are organized and financed.
Relationships Among
Conceptual Framework Themes, INTASC Standards, and Course Activities
|
Course
Themes |
INTASC
Standards |
Course
Activities, Assignments/Assessments |
Technology
Emphasis |
|
||
|
High Quality Professionals (HQ)
|
10, 6 |
Field Experience Reports Teacher Interview Report School Board Meeting Report Research Paper Class sessions on: Philosophy of
Education History of
Education Professional
Organizations Veterans’ Awareness Assignment Discussions and events based on "Liberty and Justice for All?” Course Exam |
Word Processing Internet Searching Electronic data bases |
|
||
|
Caring Professionals (CP) |
9 |
Field Experience Reports Teacher Interview Report Veterans’ Awareness Assignment In-class writing assignments Course Exam |
Word Processing Internet Research |
|
||
|
Sensitivity to Diversity/Multi- Culturality (MC) |
3 |
Field Experiences Class sessions on: History of
Education Societal Influences
on Education Supreme Court
Decisions Course Exam |
Word Processing
|
|
||
|
Stimulating the Continuous Transformation of Schools (CR) |
10 |
School Board Meeting report Teacher Interview Report Class sessions on Recent American Educational History Class sessions on School Organization and Finance Discussions and events based on "Liberty
and Justice for All?” Course exam |
Word Processing School Websites Word Processing |
|
||
Course Knowledge Base: The
following sources, in addition to the text, are those that underpin the goals
of this course. Since F200 Examining
Self as Teacher, as taught in the Spring 2007 semester
and beyond, is the beginning course, the foundation of all IU Southeast
undergraduate teacher education programs, these sources also serve to support
this entire set of teacher education programs.
A nation at risk: The imperative for school reform.
The National Commission on Excellence in
Education,
April 1983.
Arum,
Richard and Beattie, Irenee R. The
Structure of Schooling: Readings in the Sociology of
Education.(Mountain
View, CA: Mayfield Publishing Company), 2000.
Aldridge,
J. and Goldman, R. Current issues and trends in education.
(Boston: Allyn and
Bacon), 2002.
Bracey,
Gerald W. The
war against America’s public schools.(Boston: Allyn and Bacon), 2002.
Chubb,
John E. and Moe, Terry M. Politics,
markets, and America’s schools. (Washington, D.C.:
The Brookings Institution), 1990.
Essex,
Nathan L. School Law and the Public
Schools, 2nd ed. (Boston: Allyn and Bacon), 2002.
Emery,
K. and Ohanian, S. Why is
corporate America bashing our public schools?
(Portsmounth, NH: Heinemann) 2004.
Fischer,
Louis, Schimmel, David, and Kelly, Cynthia. Teachers
and the law, 5th ed. (New York:
Longman), 1999.
Gollnick,
Donna M. and Chinn, Philip C.
Multicultural education in a
pluralistic society, 5th ed.
(Upper Saddle
River, NJ: Merrill), 1998.
Goodlad,
John I. A place called school: Prospects
for the future. (New York: McGraw-Hill),
1984.
___________.
In praise of education. (New York: Teachers College
Press), 1997.
Gutek,
G. L. American education: 1945-2000.
Prospect Heights, IL: Waveland Press, Inc.),
2000.
________. Historical
and philosophical foundations of education: A
biographical introduction,
2nd
ed. (Upper Saddle River, NJ: Merrill), 1997.
Jacobsen,
David Andrew. Philosophy in classroom teaching: Bridging the gap. (Upper Saddle
River, NJ:
Merrill), 1995.
Hostetler,
K. D. Ethical judgment in teaching. (Boston: Allyn and Bacon), 1997.
Kismaric,
C. and Heiferman, M.
Growing up with Dick and Jane:
Learning and living the
American
dream.
San Francisco: Scott Foresman, 1996.
Kozol,
Jonathan. Savage inequalities: Children in America’s schools. (New York:
Harper
Collins), 1991.
LaMorte,
Michael W. School Law: Cases and Concepts, 7th ed. (boston: Allyn
and Bacon),
2002.
Leiberman,
Myron. The teacher unions: How they sabotage educational reform and why.
San
Francisco:
Encounter Books, 2000.
Lune,
Jack. Schoolhouse dreams deferred.
(Bloomington, IN: Phi Delta Kappa International),
1998.
Morris,
Van Cleve. Philosophy and the American school. (Boston: Houghton
Mifflin Co.),1961.
Ozmon,
H., and Craver S.
Philosophical foundation of education, 5th ed. Englewood Cliffs, NJ:
Merrill, 1990.
Course
Content Objectives:
1.
(HQ/CP) To develop a broad overview
of the profession of teaching as it is practiced today.
2.
(HQ/CP) To confirm one’s decision to
be a teacher, or not.
3.
(MC/CP/HQ) To engage in initial
Practicum experiences in elementary and/or secondary schools.
4.
(HQ) To engage in writing and
speaking experiences appropriate to assess competence for continuation in a
teacher education program.
5.
(HQ/SR) To demonstrate knowledge of
the effects of school law on the work of teachers and the direction and
operation of schools.
6.
(HQ/CP) To understand the importance
of the recognition and inclusion of students’ families’ background schema
(language, military service, country of origin, travel experience, culture and
other unique and valued knowledge) within the curriculum.
7.
(HQ) To demonstrate knowledge of
American educational history and philosophy.
8.
(HQ/MC/SR) To examine, using ethical
reasoning, specific societal issues and professional dilemmas and their effects
upon Education (e.g., racism, cultural pluralism, substance abuse, changes in
family structure, poverty, etc.)
9.
(CR/MC) To examine the structure,
governance, and financing of American public education.
![MC900363186[1]](Spring,%202012%20F200%20Syllabus_files/image004.gif)
![MC900084194[1]](Spring,%202012%20F200%20Syllabus_files/image009.gif)
Class Requirements: Students
are expected to complete the following at undergraduate (high) levels of
achievement in order to do well in this course:
1.
Attend all classes and be on time.
If you cannot be on time, be early.
2.
Understand, respect and apply all
S.O.E. dispositional expectations.
(Personal
Technology:Off / Dress and
language appropriate/Approved snacks)
3.
Participate actively in class
discussions and activities.
4.
Complete satisfactorily the 30 hour
practicum experiences and reports.
5.
Attend a regular meeting of a public
school board and prepare a report on the meeting.
(Format and details are included in this
syllabus.)
6.
Conduct a structured interview with
a teacher and prepare a report on the interview.
(Format,
required questions, and other details are included in this syllabus.)
7.
Prepare a 6-8 page library research
paper on an approved topic using the given format.
8.
Complete reflective writing assignments.
9.
Actively participate in the IUS
“Common Experience” by attending one “Common Experience” campus event, and
submitting a one-page reflection paper on the event.
10.
Have at least one conference with
the instructor.
11.
Score at a passing level on the
course exam.
DESCRIPTIONS OF KEY COURSE
COMPONENTS
TEACHER INTERVIEW:
Each student will construct a structured interview with a teacher,
(100,000 pts.) someone with whom the student does not reside. Ideally this would be a teacher whose job is
the type that the student ultimately wants to have. See the separate sheet in this syllabus for
the specific questions and format to use.
(HQ, CP, CR)
PRACTICA: Students
will complete 30 clock hours of practicum experience (15 hours at
(200,000 pts.) each of two levels. Be sure to include comments in your
summaries on aspects of diversity and uses of technology that you noted.
(HQ, CP, MC)
LIBRARY PAPER: Students
will prepare and submit an 8-10 page library research paper using
(200,000
pts.) the format and style of the American Psychological
Association (APA). See
the syllabus for additional details and
for a list of approved topics. (HQ,
CP, MC)
SCHOOL BOARD VISIT:
Each student will attend a regular meeting of a public school.
(100,000
pts.)
A
typed summary and analysis of the meeting will be completed. Students are advised to schedule this early
in the semester. See the separate sheet
in this syllabus for the specific report format to be used. (HQ,
CP, CR)
Common
Experience Reflection: Make your
choice at http://www.ius.edu/commonexperience
(50,000 pts.)
"Liberty and Justice
for All? Social Change and Campus Action
for 70 Years and Beyond."
Final EXAM (25,000 pts.) The
specific nature will be discussed in class in advance. (HQ)
REFLECTIVE WRITING ASSIGNMENTS: (
25,000) Along with clarity and accuracy of content, these assignments
will be used to assess writing ability.
EVALUATION: Grades in this course will be determined by
class attendance, class participation and attitude (see the statements of
dispositions above), the quality of written reports, the quality of the
practicum experiences and reports, the quality of the library paper, and the
score on the exam.
Value of Course Components
Attendance/Participation/Dispositions - 300,000 / 15 days @
20,000
(Examples of Daily Participation Assignments include: Multiple Intelligence Inquiries,
Classroom Management Construction Activities, Class
Management Chess Inquiry, Veterans’
Awareness Activity, Integration of Mathematics Inquiry,
Outdoor Classroom Management
Activity, 100 products List-What
Great Teachers Do Inquiry.)
Practica Reports --------------------------- 200,000 / 100,000 each
Teacher Interview Report ---------------- 100,000
School Board Report --------------------- 100,000
Library Paper ------------------------------ 200,000
Other Written Reflections---------------- 25,000
Common Experience ---------------------- 50,000
Exam ---------------------------------------- 25,000
1,000,000
A+ 980,000 -
1,000,000
A 930,000 -
979,999
A-
900,000 - 929,999
B+ 875,000 - 899,999
B 840,000 -
874,999
B-
800,000 – 830,999
As teachers, we always reflect and revise,
so
therefore, here noted, are words to the wise:
This schedule, though seemingly scribed upon stone -
might well be,
in part, o’er the highest cliffs thrown.
TEACHER INTERVIEW ![MC900332546[1]](Spring,%202012%20F200%20Syllabus_files/image013.gif)
The purpose of this assignment is
for you to talk in depth with someone who is currently teaching. The
interviewee may be an experienced teacher, someone very new to the profession,
or someone in between. Ask each of these questions, but feel
free to ask additional ones that are of interest to you.
Questions:
1.
Why did you become a teacher?
2.
How long have you been teaching?
3.
What are the grades and subjects
that you teach? What are your other
duties?
4.
What are things that you like best
about teaching?
5.
What are the things that you like
least about teaching?
6.
What is your most interesting career
experience?
7.
How do you spend your summers?
8.
If you had it to do all over again
would you still become a teacher? Why?
9.
What advice would you give a person
who is considering a teaching career?
Question
Responses – Summarize and paraphrase the
teacher’s responses to the questions.
Use complete sentences, writing in paragraph form. This report should read as though you were
writing it as a newspaper story. Summary – Conclude with your
reflections on these views: Do you agree with the teacher? How would do things differently? What did you like best about her/his
approach? Scoring
rubric – Responses to questions -----35,000 pts.
Summary ----------------------15,000 pts.
Writing ------------------------50,000 pts.
100,000
pts.
![MC900231082[1]](Spring,%202012%20F200%20Syllabus_files/image015.gif)
SCHOOL
BOARD MEETING
You are to attend a regularly scheduled meeting of a public
school board. You may choose any
public school system in Indiana or Kentucky.
Written Report:
Name of school system / Types and names of main attendees /
Discussion of main agenda items / Description of the “atmosphere” of the
meeting / How this event fit with your expectations and the most important thing you learned------------------
25,000
Writing
---------------------------------------------------------------------------50,000
Agenda
attached ----------------------------------------------------------------25,000
100,000
TEACHER
RESEARCH PAPER
1.
The research paper must be
word-processed and contain between six and ten pages of text, double spaced, excluding the title page and the reference
page(s).
The paper must
be organized as follows:
- Title
Page
- Introduction
– include in this section how you came to select your topic, why it is
important to you, and how you will organize the information. Also provide
details as to scope of the topic or specific definitions needed to
understand it.
- Body
– include in this section the information you have gathered about the
topic, organized into labeled sub-headings according to APA style.
- Conclusion
– include in this section your
opinions. This is not a
summary.
References – see the next section and handouts from workshops
for details.
- Appendix
– include only if needed
2.
The paper must be based on a minimum of five
bibliographic sources.
The only acceptable sources will be professional journals and
books. Do not use popular periodicals
such as TIME, Newsweek, or Parents Magazine. You
may use one high quality Internet
source. If you are in doubt about a
source, ask.
3.
The paper must be written using the
style prescribed by the American Psychological Association (APA). All citations must be indirect. You will be
paraphrasing your sources and, therefore, no
direct quotes are to be used.
Examples of Indirect Citations
a. In
her recent article, Evans (1997) points out that . . .
b. According to
Smith and Jones (1999), . . .
c. In
their summary of research, Jones, et al. (1998)
conclude that . . .
d. Wesson
(1996) said . . .
e. Smith,
as cited in Jones (1994), feels that . . .
4.
All sections of your paper, except
perhaps the Introduction and Conclusion, must contain references to sources
that you have listed in your references section.
5.
The last page of the paper will be
the references list or bibliography, unless you have an appendix. The entries on the references page must be
alphabetized by first author’s last name and must contain information organized
according to APA guidelines
6.
Correct spelling, punctuation and a
mature sentence structure will be expected.
Do not use
plastic covers, folders, or binders.
TOPICS FOR LIBRARY RESEARCH PAPERS
![MC900048084[1]](Spring,%202012%20F200%20Syllabus_files/image019.gif)
1.
Assertive Discipline (as developed
by Lee Canter)
2.
Inclusion and Mainstreaming – Is
Everyone on the Same Page?
3.
School Restructuring and Site-based
Management of Schools
4.
Teacher Unions: Their Impact on American Education
5.
Including the Worldly Experiences of
Children of Military Families
6.
Programs for At-risk Learners
7.
Moral Education / Character
Education – Should It Be Part of the Curriculum?
8.
Educating the Gifted and Talented
9.
Effective Classroom Incorporation of
the Appreciation of Veterans
10.
The Influences of Technology in
Today’s Schools
11.
Effectively Involving Parents in
Schools
12.
Other topics approved by the
instructor
Common Experience Events for Spring, 2012:
January
Film: TransAmerica
Fri., January 13, 2012 / 7:30 - 10:00pm / Woodland Lodge Great Room / This Common Experience movie follows the life of a pre-operative male-to-female transsexual as she takes an unexpected journey when learning that she fathered a son who is now a teenage runaway hustling on the streets of New York.
Food, Body
Image, and You: Healthy Living for 2012
Wed., January 18, 2012 / 12:15 - 1:15pm / UC 121 / Join IU Southeast’s Jacquelyn Reid, professor of nursing, as she discusses ways to kick off 2012 right with tips for healthier eating, healthier living, and a healthier you!
The Black Jew Dialogues
Tue., January 31, 2012 / 7:00 - 9:00pm / Stem Concert Hall, Ogle Center / In The Black-Jew Dialogues, Larry Jay Tish and Ron Jones take the audience on a hysterical and poignant ride through three days they spent together in a cheap hotel room discussing their own experiences, the history of their people, and why there has been a growing rift between the two groups since the early 70s. Through their dialogue, the audience gains insight to the true nature of prejudice and how our inability to face our own biases separate us in ways that we may not even think about. The comic journey begins in the Egypt of the Pharaohs and travels through Africa and colonial times to present-day America.
February
Compassionate
Conversations: Living with HIV/AIDS
Tue., February 7, 2012 / 6:00 - 7:00pm / UC 126 / Representatives and clients from AIDS Interfaith Ministries (AIM) of Kentuckiana will present about living with HIV/AIDS and reducing social stigma for people living with or affected by the disease.
African
American History in Southern Indiana
Thu., February 16, 2012 / 12:30 - 1:15pm / Library 3rd Floor / Maxine Brown, founder the Louisville race-relations forum NETWORK (New Energy to Work Out Racial Kinks), will speak about African American history in Southern Indiana.
March
Making a
Difference: Volunteerism in Africa
Wed., March 14, 2012 / 5:00 - 6:30pm / Library 3rd Floor / Two volunteers will recount their experiences serving in African countries. They will describe what inspired them to volunteer, how they found a program to volunteer with, and how their experiences in Africa have changed them and the people they served.
Samuel Beckett
and the Human Condition
Wed., March 21, 2012 / 7:30 - 9:30pm / Robinson Theatre, Ogle Center
Discussion and presentation of Samuel Beckett’s dramatic characters as they explore the human condition and search for a meaningful existence. The evening will be devoted to exploring issues of class struggle and equality in Beckett’s stage work as seen through film clips and live scenes acted from IU Southeast Theatre’s upcoming production of Waiting for Godot. A panel of literary and dramatic scholars will lead the discussion and field questions from the audience.
April
Interdisciplinary
Approaches to Social Change
Tue., April 10, 2012 / 4:30 - 5:30pm / Library 3rd Floor / Graduate students in the Liberal Studies Program will present a program exploring the Common Experience theme from multiple perspectives: natural sciences, social sciences, and humanities.
Film: A Day without a Mexican
Tue., April 10, 2012 / 7:00 - 9:00pm / UC 127 / The storyline of this film is a day when Californians wake up and not a single Latino is left in the state. They have all inexplicably disappeared, and chaos, tragedy, and comedy quickly ensue. This Common Experience event will take a look at the many inaccurate stereotypes of Mexicans.
National Day
of Silence
Fri., April 20, 2012 / all day / observed across campus and nationwide / On the National Day of Silence hundreds of thousands of students nationwide take a vow of silence to bring attention to anti-LGBT name-calling, bullying, and harassment in their schools.
____________________________________________________________________________
For Research Paper Example and Assistance:
http://libguides.ius.edu/content.php?pid=4629&sid=28964
For Praxis 1 Test Information:
http://www.ius.edu/SDC/article/SDC_PRAXIS
New
Albany Floyd County School Board Meeting Dates:
Common Experience Dates:
http://www.ius.edu/commonexperience
January 10 / 11 - Opening Inquiries
/ Forms
January 17 /18 - Due: Teacher
Interview and Chapter One (assigned bulleted questions)
January 24 / 25 - Due: Service
Poster / ________________________________________
January 31 / February 1 - Due:
Research Topic / ________________________________
February 7 / 8 - Due: ______________________________________________________
February 14 /15 - Due: First Observation
Report / _______________________________
February 21 / 22 - Due:
____________________________________________________
February 28 / 29 - Due: School Board
Report / _________________________________
March 6 / 7 - Due: Second
Observation Report / ________________________________
March 13 / 14 - Due:
______________________________________________________
March 20 / 21 - Due: Research Paper
/ ________________________________________
March 27 / 28 - Spring Break
April 3 / 4 - Due:
__________________________________________________________
April 10 / 11 - Due: Common
Experience / _____________________________________
April 17 / 18 - Due:
________________________________________________________
April 24 / 25 – Final /
______________________________________________________