Teaching as a Profession

ED 200 ~ Hinckley 381 M/W 2:00-3:00 (Section 3)

M/W 3:15-4:15 (Section 4)

Instructor:
Kevin Stanger Office: HIN 147 Office Hours: M/W 9:00-10:00
T/Th 3:30-4:30
stangerk@byui.edu Phone: (208) 496-4123

Prerequisite: (none)

Texts:
“The Framework for Teaching”; Danielson Group (2013)
See CANVAS > HOME > COURSE DOCUMENTS
“Framework for Teaching Smartcard”; Danielson Group (2013)
See CANVAS > HOME > COURSE DOCUMENTS
“Teaching in the Savior’s Way”; The Church of Jesus Christ of Latter-day Saints (2022)
See CANVAS > HOME > COURSE DOCUMENTS

COURSE DESCRIPTION:
This course, a cornerstone of the Educational Core for all teacher preparation programs, is designed
to assist future teachers to 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 basic 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 dispositions of an effective 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.
 Become 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.

LEARNING ACTIVITIES:
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
read a book focused on an educational theme. 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. An 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 a
personalized website. At least three strategies will be introduced and modeled in class. These
strategies will be included in your list of instructional strategy postings. Students 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 students 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) / principles (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 four educational philosophies: Idealism,
Realism, 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 Sites, create a personal website that includes the following web
pages:
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 Professional Development 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 Personal Philosophy webpage to post your educational philosophical Metaphor and
personal Philosophical Self-Assessment.
* The final deadline for submission of all activities will be last day of the posted Finals Schedule.

COMMON ASSESSENTS:
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.

Code of Ethics Test:

The teacher candidate works to examine a scenario provided to identify possible strategies for dealing with
ethical dilemmas. This scenario (dealing with physical contact at school) is based on similar scenarios
reported by the media across the nation. The scenario presents teacher candidates an opportunity to outline a
specific issue raised, examine state and district policy, recognize possible consequences, and generate
alternative considerations that would result in a more positive outcome.

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) a 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 candidate’s 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.

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 (20%): 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.
INQUIRIES (10%): Five topics specific to issues in education (both historical and current) will be
explored on an individual basis. Students will identify three questions pertaining to each topic and research
the answers to each question. Written responses w/ cited sources will be submitted/graded.
BOOK STUDY REPORTS (10%): From a list of educationally themed books, students will select one to
read throughout the semester. Grouped according to book selections, students will meet bi-monthly, as a
professional learning team (PLT), and share what they are learning with peers. A written report will be
collected following each PLT session.
FRAMEWORK ASSESSMENTS (15%): 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: 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). Successful completion of each common assessment is prerequisite to passing the course.

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.