Teaching as a Profession

ED 200 ~ Hinckley 383 T/Th 12:45-1:45 (Section 7)

T/Th 2:00-3:00 (Section 6)

Instructor:
Kevin Stanger Office: HIN 147 Office Hours: M-Th 4:30-5, F 9-10:00
stangerk@byui.edu Phone: (208) 496-4123

Prerequisite: (none)

Texts:
“The Framework for Teaching”; Danielson Group (2013)
https://danielsongroup.org/downloads/2013-framework-teaching-evaluation-instrument
“Framework for Teaching Smartcard”; Danielson Group (2013)
https://danielsongroup.org/downloads/2013-framework-teaching-evaluation-instrument
“Perspectives in the History and Philosophy of Education”; BYU-I Press (2011)
Available on CANVAS/Course.

COURSE DESCRIPTION:
This course, a cornerstone of the Educational Core for all teacher preparation programs, is designed
to assist future teachers develop a personal educational philosophy through broadened perspectives
and enlightened discernment. Included is a thoughtful study of gospel-themed teaching principles,
educational philosophies and theories, current educational research, and relevant historical events
and perspectives. Learning activities will lead the serious teacher candidate through a creative
process culminating in an individual articulation of a personal philosophy statement.
Although the course focuses on the preparation and development of professional teachers, we view
teaching and learning as eternal principles with application in ourselves, homes, church, and
classrooms. All are encouraged to increase in wisdom and follow the Savior as we strive to become
master teachers.

COURSE OUTCOMES:
1. The teacher candidate will gain a historical perspective of the purposes and functions of
education, the developmental processes and theories of thinking and learning, and the
intentions of efforts to reform education.
Idaho Core Standards [1a, 1c, 2a, 7c, 10a, 10d]

2. The teacher candidate will develop a cultural perspective of education through the
exploration of the roles and responsibilities of an educator, the look and feel of today’s
classrooms, and the important issues and challenges encountered by educators in a diverse
society.
Idaho Core Standards [2m, 3n, 3r, 5c, 9d, 9e, 9f, 10d, 10f]

3. The teacher candidate will examine philosophical systems in education and their role in
defining the skills of a good educator.
Idaho Core Standards [7a]

4. The teacher candidate will explore the methods and practices of effective teachers.
Idaho Core Standards [1b, 1c, 3c, 5d, 6a, 7o, 8e, 8r]
 Technology Standards [3a, 3c, 4a]

5. The teacher candidate will identify necessary characteristics of an educator in order to

develop an individual philosophy of education and the impact this philosophy will have on
the learning environment.
Idaho Core Standards [2l, 3b, 4q, 5r, 9c, 9h, 9i, 9l, 10s]
Technology Standards [3a, 3c]

Knowledge Statements:
 Identify historical changes in the world of education, past and present, projecting their impact
on future trends.
 Identify learning theories and describe the developmental processes of each.
 Identify historical issues influencing educational reform initiatives and their impact upon
public education.
 Recognize that inclusive public school classrooms typically include students from diverse
backgrounds with individualized needs: developmental, intellectual, exceptional, linguistic,
cultural, and socio-economic.
 Identify elements that contribute to a classroom culture and an environment conducive to
learning.
 Aware of existing policy, issues, and events impacting today’s schools.
 Examine the defining characteristics of traditional educational philosophies.
 Identify the principles and actions of the educational philosophies that align with the
doctrines and teachings of Jesus Christ, the Master Teacher.
 Identify the essential, research-based characteristics of and methods used by effective
teachers.
 Identify the professional expectations of educators in public school settings.
 Identify personal bias that may impact student relationships and teaching performance.
Understanding
 Recognize the different ways that children learn.
 History impacts education; education impacts history.
 Efforts to differentiate instruction can positively impact all learners.
 Demonstrate an awareness of personal biases relating to cultural issues.
 Recognize specific actions and dispositions modeled by effective teachers.
 Demonstrate a willingness to learn new technologies and implement newly acquired skills
and tools into own learning.
Performance
 Articulate an individual philosophy describing personal beliefs and dispositions that will
influence the teacher candidate’s performance based upon learning theory, educational
philosophy and gospel principles.
 Teacher candidates conduct themselves professionally by demonstrating the dispositions of
the profession recognized through their own daily behaviors, attitudes, and actions.
 Teacher candidates demonstrate the willingness and ability to collaborate effectively with
others.
 Comprehensive review, completion and submission of approved BYU-Idaho Graduation
Plan.

PROJECTS:
INQUIRIES: Educational Issues (Historical & Current): Issues relevant to the education
profession will be identified and analyzed. A variety of credible sources will be reviewed to
better understand all aspects of each issue. Ramifications of each issue will be discussed.
Consequences, both intended, as well as, unintended, will be considered.
BOOK STUDY: Educational Theme (Professional Learning Team): Each student will select a
book of choice from a pre-determined, educational themed list. Grouped with peers reading the
same book, students will design a reading schedule with bi-weekly due dates. Students will
prepare for group meetings using a reading comprehension strategy. In bi-weekly meetings,
students will share with one another those aspects they deem most important with their peers.
A individualized, written book study report will be submitted by each student following group
meetings.
Graduation Plan: Each student will complete a 4-year graduation plan using BYU-Idaho’s
online graduation planning tool, I-PLAN. After completing a proposed graduation plan,
projecting registration into specific courses for each semester leading up to graduation,
individual plans will be reviewed by Academic Advising counselors and/or departmental
faculty advisors for accuracy. Once completed and validated, the plan will be posted on the
student’s personal website (see Common Assessments/Educational Philosophy Website below).
Classroom Procedures: Procedures/routines used to manage the classroom efficiently will be
identified and include detailed implementation strategies (i.e. beginning/ending class, attention
getter, taking attendance, collecting assigned work, etc.)
Instructional Strategies: Educational pedagogy will be addressed as specific, effective
research-based instructional strategies are identified, described in detailed documents, and
posted on your Website. At least three strategies will be introduced and modeled in class.
These strategies will be included in your list of instructional strategy postings. You will be
responsible to identify at least three additional strategies appropriate to your certification
and/or content area.
Metaphor: Create a webpage that develops an educational metaphor that will allow you to
align (connect, synthesize) doctrines, principles, and applications (pattern) of learning and
teaching. For example, one might use a TREE to represent their understanding of learning and
teaching. The tree itself has meaning, as well as, a place to organize doctrine (ROOTS) /
principle (TRUNK & BRANCHES) / applications (LEAVES & BLOSSOMS). Clarify your personal
metaphor – explain its significance to you and to the work of learning and teaching. Provide an
example of the doctrine / principle / tool pattern connected to parts of your metaphor.
Philosophical Self-Assessment: We will introduce five educational philosophies: Idealism,
Realism, Neo-Thomism, Pragmatism, Existentialism. You will be asked to self-assess your
philosophical ‘make up’, identifying those core beliefs that define who you are as a teacher and
describe/justify your work as an educator. Attach a copy of your Philosophical Analysis, a self-
reflection of your philosophical tendencies, using the template provided in class and aligned to
several Essential Questions.
1. Who am I and what motivates me as a teacher?
2. How do I learn?
3. How do I view those that I teach?
4. What is my work as a teacher?
5. What is worth teaching?
6. What is the role of schools?
Website: Using google docs, create a personal website that includes the following
webpages:
1. Create a Homepage that introduces you as a potential teacher intern. Envision your
audience as a principal who will be interviewing you for placement into a classroom in his
school. Consider information in your introduction that would be important for her/him to
know about you personally and professionally. Include a picture of yourself and a quote
that briefly describes a core value or belief that conveys the type of teacher you are. Attach
links to documents that include: a) personal educational philosophy, b) 4-year graduation
plan.
 2. Create a page and attach a copy of your 4-year Graduation Plan that has been reviewed and
approved by department officials (i.e. advising center, faculty mentor, etc.).
3. Create a webpage to post Classroom Procedures.
4. Create a webpage to post Instructional Strategies.
5. Create a webpage to post your educational Metaphor and personal Philosophical Self-
Assessment.
* The final deadline for submission of all activities will be Wednesday, December 18th at 11:59 p.m.

COMMON ASSESSENTS:
Educational Philosophy Website:
The purpose of this assessment is to give the teacher candidate an opportunity to individually
communicate his/her own personal philosophy of education. The teacher candidate will provide: 1)
Personal Homepage that will include a professional photo, background information, and a core belief
statement. 2) A philosophical ‘statement’ that reflects personal beliefs in response to essential
questions pertaining to teaching and learning. The statement will reflect both depth and breadth of
knowledge and understanding of learning theory and pedagogy.  Specific examples of how the teacher
candidate’s philosophy will be implemented into future classroom practice will be required. 3) A
collection of pedagogically sound instructional strategies appropriate within the candidates discipline.
4) A list of classroom policies and procedures the candidate will implement into their classroom
management practices. 5) An approved copy of the candidates Graduation Plan listing courses and
experiences included in their teacher preparation program.

Description of Effective Teaching:

The purpose of this assessment is to demonstrate that the teacher candidate is aware of and able to
identify the components of effective teaching. The teacher candidate will demonstrate understanding
of gospel doctrines and will connect principles of teaching and learning in the Savior’s way with current
research-based components of effective teachers.  Also, the teacher candidate will be able to recognize
them when observed in the performances and dispositions of others.

EVALUATION:
PROFESSIONALISM (15%): This course is a job interview. Would we hire you? Teacher candidates
become aware of the expectations of their profession and begin to develop those dispositions early in
their preparation.
* Effective teachers are reflective in the work that they do…both their own actions, as well as, those that they
observe in others.
Action Step 1: Observe/record the dispositions, procedures, and strategies of teachers.
* Effective teachers are organized and manage records in an orderly manner.
Action Step 1: Monitor assigned work and course standing as posted in I-Learn regularly.
* Effective teachers participate in a professional community. They foster positive relationships that are
both collegial and collaborative. Together, working as a team they engage in professional inquiry as
they grow and develop professionally.
Action Step 1: Actively participate in content specific teams to explore topics and complete assigned work.
Action Step 2: Actively participate in discussion groups.
* Effective teachers show professionalism in all aspects of their lives.
Action Step 1: Abide by the BYU-Idaho Honor Code.
Action Step 2: Arrive to ‘work’ each day prepared and on time.

Attendance/Punctuality. Class will often begin with a five-minute interview. You need to be present,
punctual, and engaged in the process. As you arrive to class, find a new colleague each time; please
don’t participate if you are late to class.
Assignments/Deadlines. The quality of assignments must be completed at a professional standard in
order to be accepted. If the standard is not achieved initially, then assignments can be resubmitted for
full credit once the standard is met. Meeting initial deadlines are tracked. Each individual teacher
contributes to the success of the team, encourages others, and is alert/attentive. (Some examples of
unprofessional behavior include ignoring classmates in favor of electronic devices,
non-participation/withdrawal, absenteeism, spending time on activities unrelated to the class while
on-the-job, non-invitational speech and demeanor, and failure to submit course material in a timely
manner.)
Collaboration/Collegiality. Some assignments in class will require that you work with peers in
professional learning teams (PLT’s). Your participation, dispositions, and quality of contributions will
be assessed.
DAILY ASSIGNMENTS (30%): Most days you will be assigned outside readings and/or research
assigned topics. Beyond reading, you will be invited to capture an author’s work or creatively reflect on
and/or apply the material in some other way to enhance your preparation and initial comprehension of
course material. Turn in your written reflections (completed in a word-processed format) in class.
FRAMEWORK QUIZZES (5%): Two frameworks will be introduced as tools that describe the work and
dispositions of effective teachers. One framework (Framework for Teaching) comes from the research
conducted by professionals in the field of education. It includes four Domains and twenty-four
Components. This tool builds a common educational vocabulary and includes performance rubrics that
are used in upcoming practicum experience. The other framework was established by the church and is
articulated in four Principles and fifteen Applications (Teaching in the Saviors Way). Daily quizzes will
be administered assessing the level of content mastery pertaining to this learning outcome.
PROJECTS (30%): Throughout this course you will monitor your personal understanding (learning,
development, growth) by developing projects (or other appropriate tool) to represent your individual
learning. All projects must be completed to receive a passing grade in the course.
COMMON ASSESSMENTS (20%): There are two ‘common assessments’ included in the course. The
first is the creation of a website that includes the following pages: Personal Intro, Policies &
Procedures, Instructional Strategies, Educational Philosophy, Professional Development. The second is
a formal assessment that measures the knowledge and conceptual understandings of two instructional
frameworks: (“Framework for Teaching” (Danielson), “Teaching in the Savior’s Way” (Church of Jesus
Christ of Latter-day Saints)

GRADING POLICY:
Letter grades will be assigned using the following scale:
A = 94% - 100% B+ = 87% - 89% C+ = 77% - 79% D = 60% - 69%
A- = 90% - 93% B = 84% - 86% C = 74% - 76% F = 0% - 59%
B- = 80% - 83% C- = 70% - 73%

*Disclaimer: This syllabus and the course schedule may be changed at any time prior to or during the
semester as the need arises, based upon circumstances. Any changes will be available to view
on the course documents.
UNVERSITY POLICIES:
Student Honor Code
Student Honor is following the path of discipleship and learning to be more like Christ - learning to think, to
feel, and to act more as He does. Following the Honor Code is of great importance as you strive to be a
disciple of Christ. Academic honesty and integrity are expected of all BYU-I students.
 Plagiarism: To copy another’s work from the Internet, a book, or from any other source and
claiming it to be your own work is plagiarism. Read the official definitions of plagiarism and
cheating from the Academic Honesty portion of the Honor Code. Each case of plagiarism or
cheating will be dealt with by the instructor. Any academic dishonesty issue will be referred
to the BYU-I Dean of Students, if necessary. When working on a group project, you have the
responsibility to assure that others in the group do not plagiarize.
BYU-Idaho’s Dress and Grooming Standards
By adhering to the Honor Code you will create a learning environment, “consistent with the ideals and
principles of The Church of Jesus Christ of Latter-day Saints” (Honor Code webpage).

Student Policies
You are responsible for understanding all university student policies. Read the Student Policies and
Procedures which include Student Honor, Students with Disabilities, Sexual Harassment, Complaints
and Grievances, etc. There is also a University Policies page in your course with helpful contact
information.

STUDENT SUPPORT
Tutoring and Academic Support
Tutoring options for online students are available through the Academic Support Centers. There are
tutors available to help you with your writing questions and there might be course-specific tutoring
available. Check the Online Tutoring page for more details.
Preventing Sexual Misconduct
BYU-Idaho prohibits sex discrimination against any participant in its education programs or activities.
Prohibited sex discrimination includes incidents of sexual harassment (including sexual violence),
dating violence, domestic violence, sexual assault, and stalking (collectively “sexual misconduct”). One
responsibility of instructors is to help create a safe learning environment for students and for the
campus as a whole. University policy requires that instructors report all incidents of sexual misconduct
that come to their attention. If an instructor or student encounters sexual misconduct, please contact
the Title IX Coordinator at titleix@byui.edu or 208-496-9209. Additional information about sexual
misconduct and available resources can be found at www.byui.edu/titleix.

Disability Services

BYU-Idaho does not discriminate against persons with disabilities in providing its educational and
administrative services and programs, and follows applicable federal and state law. This policy extends
to the University’s electronic and information technologies (EIT).

Students with qualifying disabilities should contact the Disability Services Office
at disabilityservices@byui.edu or208-496-9210. Additional information about Disability Services
resources can be found at http://www.byui.edu/disabilities

Notes: As a condition of participation in this institution we voluntarily accepted and pledged adherence
to the Honor Code. I believe there is purpose in that.
If you have any disability that may impair your ability to complete this course successfully, please
contact the Services for Students with Disabilities Office (496-1158) to instigate a process of
reasonable accommodation.