Evangelina Bustamante Jones, Ph.D.
Telephone:	594-1836 office (please state date & time of call on voice mail)
Fax:	(619) 594-1183
Office Hours:	TBA
E-mail:	ejones@mail.sdsu.edu

Go to:
	Required Text
	Recommended Text
	Course Description
	Course Objectives
	Course Requirements
	Course Assignments
	Grading Policy
	Professionalism
	Standards of Quailty
	Resources
	Course Schedule of Meetings and Assignments

Required Text:

Michie, Gregory. (2005). See You When We Get There. Teachers College Press. PLEASE REFER TO RESOURCES LIST BELOW

Recommended Text:

Gibson, Margaret A., Gandara, Patricia, Koyanma, Jill Peterson (Eds.). (2004). School Connections: U. S. Mexican Youth, Peers, and School Achievement. Teachers College Press.

Course Description:

The course will focus on five interrelated areas: How Schools Work: Cultural, Societal, Political and Legislative Effects on Students and Schools; Programs and Student Needs; Curriculum; Governance Teacher as Professional: Legal and Professional Responsibilities Equitable and Supportive Environments for Teaching and Learning Teaching for Change and Social Justice Preparing to Teach: The Basic Components

Course Content Objectives:

You will: Identify significant cultural and social issues and conditions that affect adolescent students and their academic achievement; Identify current legislative decisions and political contexts that affect adolescent students and their academic achievement; Understand the connection between student needs, programs, and curriculum; Understand the legal and professional rights and responsibilities of teachers; Demonstrate a basic understanding of how the curriculum frameworks and content standards in your content area are organized, Demonstrate a basic understanding of the California (& PLC) Standards for the Teaching Profession and Teacher Performance Expectations; Identify, analyze, and critique school and classroom learning environments in terms of support, engagement, and equity for all students; Explore and consider your role as a teacher who promotes social justice and change; Demonstrate a basic understanding of lesson planning, classroom management, student assessment; Complete an autobiography, statement of personal philosophy and goals, and professional resume for use in applying for the bilingual credential program.

Course Requirements:

Complete fifteen (15) hours of classroom observation; Complete an autobiography, statement of personal philosophy and goals, and professional resume for use in applying for the bilingual credential program; Present (either in pairs or individually) material about education and the law that will be on a quiz; Complete reading assignments about the five teachers in See You When We Get There and write reflections to be shared in peer response groups; Participate weekly in discussions, hands-on activities, peer response groups; Complete other (additional) reading assignments and products as assigned.

Course Assignments and Point Value:
400 Points Maximum
15 hours of classroom observations	8 pts. each	120 max
Autobiography		20
Philosophy and goals		20
Resume		13
Presentation		25
Quizzes (14)	3 pts. each	42 max
Chapter readings and reflections	18 pts. each	90 max
Participation in class (14 sessions)	5 pts. each	70 max

Points and Grade Equivalents
400-376 (100-94%) = A	319-300 (79-75%) = B-
375-360 (93-90%) = A-	299-280 (74-70%) = C+
359-340 (89-85%) = B+	279-260 (69-65%) = C
339-320 (84-80%) = B	259-240 (64-60%) = C-

Grading Policy:

PLEASE NOTE: The professor reserves the right to assign additional work that does not appear on this syllabus for the following reasons: An assignment with an agreed-upon deadline is not turned in promptly, with no indication from student that the product will be delayed, or personal negotiation for additional time to complete the work--it is your responsibility, not the professor's, to communicate important information related to your work; The professor has assessed the level of understanding about a particular reading, concept, or issue in the class as a whole or in individual students, and based upon this assessment, has determined that more work is necessary to attain adequate levels as defined through grading criteria, project rubric, content of written reflection, or quality of class participation.

Professionalism:

Attendance and Participation: If you must miss a session, PLEASE E-MAIL OR CALL BEFORE CLASS so that we can make other arrangements for material or work to be turned in or done. Consider it this way--would you call your principal if you could not go to work or would you just leave him/her guessing? This is related to item #1: If you are working in a group and you are not able to attend, please give your part of the assignment to a group member if it is to be presented or turned in. Please do not let other group members down by not doing your share; if you are in a bind (for example, overwhelmed at work), do your group members the courtesy of letting them know you will not be able to fulfill your part of an assignment so that they can cover the missing part. It is your responsibility to initiate a dialogue with the professor when you do not understand an assignment or other class activity, as you will be held accountable for following through on the work. Communication Style: All efforts must be made to assure that communication between you and your colleagues, and communication with the professor, is conducted with the following criteria--clarity, tactfulness, honesty, and respect. Professionals can discuss differing opinions and views openly and continue to feel respect and warmth for those who do not hold similar views. Professionals have the duty to seek clarity when faced with ambiguity, so that they can better understand their role in the task at hand. They also have the responsibility as role models for their students to maintain equitable, civil, and power sharing habits of communication among their peers.

Standards of Quality:

All work will be typed, double-spaced and already revised and edited by you and/or a peer, unless the work is a rough draft in progress you wish to share for input. Points will be removed for substandard presentation. Please see me if you do not have access to typewriter or word processor. Plagiarism will not be tolerated in student products. Such work is subject to a minimum of a zero grade and possibly result in the student being dropped from the class by the professor.

Resources:

WEBSITES

California Dept. of Education Home Page: http://www.cde.ca.gov/index.asp Below are specific links within the CA Dept. of Education Home Page: Content Standards and Curriculum Frameworks: http://www.cde.ca.gov/be/st/ Testing and Accountability: http://www.cde.ca.gov/ta/ Laws and Regulations: http://www.cde.ca.gov/re/lr/ Free Downloads: http://www.cde.ca.gov/re/pn/fd/ Data and Statistics: http://www.cde.ca.gov/ds/ Learning Support: http://www.cde.ca.gov/ls/yd/re/    The Resilience Assessment Module: An Optional Module of the California Healthy Kids Survey, from a research publication: http://www.gettingresults.org/c/@08nmINB_cWCXs/Pages/update1chapter3.html Specialized Programs: http://www.cde.ca.gov/sp/    Charter Schools, Public schools that may provide instruction in any of grades K-12 that are created or organized by a group of teachers, parents, community leaders or a community-based organization    Educational Options, School and program alternatives that provide students with the environment, curriculum, and support systems needed to ensure that they achieve their full academic potential: http://www.cde.ca.gov/sp/eo/ English Learners: http://www.cde.ca.gov/sp/el/ Resources for EL: http://www.cde.ca.gov/sp/el/er/ Office of English Language Acquisition, a US govt. website; the Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) administers Title III of No Child Left Behind Act (2001). OELA also provides national leadership in promoting high quality education for English language learners (ELLs).    OELA's mission is to identify major issues affecting the education of English language learners, and to assist and support State and local systemic reform efforts that emphasize high academic standards, school accountability, professional training and parent involvement. http://www.ed.gov/about/offices/list/oela/index.html State Bar of California website, where you can download the following pamphletsó"Kids and the Law: an A-to Z Guide for Parents," and "When you Become 18: A Survival Guide for Teenagers." http://www.calbar.ca.gov/state/calbar/calbar_generic.jsp?cid=10581&id=1400 San Diego County Office of Education links to resources of all kinds: Computer Technology,   Teacher Resources Education Statistics,   Student Resources Health & PE,   Special Ed & GATE History/Social,   Science Search & Research Language Arts,   Science & Nature Mathematics,   Parent Resources Music & the Arts,   News & Media http://www.sdcoe.k12.ca.us/resources/resframe.html

Teaching Ideas

Schools of California Online Resources for Education- Connecting California's Classrooms to the World http://score.rims.k12.ca.us/    National Science Education Standards http://www.nap.edu/readingroom/books/nses/html/    National Council of Teachers of Mathematics Standards http://standards.nctm.org/ Focusing on Motivation to Read Content Area Texts    Poetry 180: A Poem a Day for American High Schools http://www.loc.gov/poetry/180/    Art Net http://www.artnet.com/    The Internet Public Library http://ipl.org/    Online Math Lessons http://score.kings.k12.ca.us/lessons.html    NASA in the Classroom http://quest.arc.nasa.gov/index.html    NASA, the Space Place http://spaceplace.nasa.gov    An American Timeline http://www.americasstory.com/cgi-bin/page.cgi/jb/    Engaging Cultures and Literacies for Learning-- Webspanol http://www.geocities.com/athens/thebes/6177/    Linguistic Funland http://www.linguistic-funland.com/    Newspapers of the World http://www.onlinenewspapers.com/

TEXTS

Fischer, L., Schimmel, D., & Stellman, L. R. (Eds.). (2003). Teachers and the law, Sixth Edition. Allyn and Bacon. Chapters from Teachers and the Law 2, Do I have a contract? (individual) 3, How secure is my employment? 4, How does collective bargaining affect me? (individual) 5, When am I liable? 6, What constitutes slander and libel? (individual) 7, How should I deal with child abuse and neglect? (individual) 8, How does copywright law affect me? (individual) 9, When can schools restrict freedom of expression? (three) 10, When can schools limit religious freedom? 11, When can schools limit freedom of association? 12, What are my rights under due process? 13, How free is my personal life? 14, Are teachers and students protected against racial discrimination? 15, Are teachers and students protected against sex discrimination? 16, Are there special rights for students with disabilities and non-English-speaking students? 17, Who controls student records? 18, Do parents have choices in educating their children? (individual) 19, When can schools restrict personal appearance?

Course Schedule of Meetings and Assignments

PLEASE NOTE THAT THESE ARE SUBJECT TO CHANGE. SPEAKERS OR OTHER EVENTS MAY BE SCHEDULED AND AFFECT THE SCHEDULE DESCRIBED BELOW. PLEASE BRING YOUR TEXTS TO CLASS.

SESSION	READING DUE// ASSIGNMENT DUE	PRESENTATION// HANDS-ON ACTIVITY
#1-1/24		Intro to course Jigsaw of education issues
#2-1/31	Write a 3-page autobiography to be read in peer response group (preliminary draft) Look up at least 3 websites with lesson plans/resources; download at least one lesson	Classroom observations: purpose, format, rubric Overview of Teachers and the Law topics; assignments of presentations Share downloaded lessons in small groups
#3-2/07	Read "Liz Kirby" and write a 2-page reflection	Presentation and quiz Peer Response Activity with Kirby chapter reflection
#4-2/14	Read "Resilience" handout Autobiography due	Presentation and quiz Resilience Model and School
#5-2/21	Read "Cynthia Nambo" and write a 2-page reflection	Presentation and quiz Peer Response Activity with Nambo chapter reflection
#6-2/28	Download at least one grade level of content standards in your content, bring to class Download CA Standards for the Teaching Profession	Presentation and quiz Working with content standards and curriculum frameworks De-constructing the CA Standards for the Teaching Profession Lesson Planning, Classroom Management, and the CA Standards
#7-3/07	Examine Website, OELA http://www.ed.gov/about /offices/list/oela/index.html, write a "web-view"	Presentation and quiz The role of peers in the schooling of U. S. Mexican youth, from Gibson et al book Reflection on classroom observations (half-way thru the semester)
#8-3/14	Read "Freda Lin" and write a 2-page reflection	Presentation and quiz Peer Response Activity with Lin chapter reflection
#9-3/21	Write 3-page philosophy and goals to be read in peer response group (preliminary draft)	Presentation and quiz Social capital among working-class minority students, from Gibson et al book
3/28	SPRING BREAK, No Class
#10-4/04	Read "Toni Billingsley" and write a 2-page reflection Download either Kids and the Law, or When I Become 18, http://www.calbar.ca.gov/state/calbar/ calbar_generic.jsp?cid=10581&id=1400	Presentation and quiz Peer Response Activity with Billingsley chapter reflection Discussion, pamphlets from CA Bar Association
#11-4/11	Read "Acting out" handout Philosophy and Goals due	Presentation and quiz Discussion, "Acting out" reading
#12-4/18	Write professional resume, to be shared in peer response group (preliminary draft)	Presentation and quiz Changing shape of aspiration: Peer influence on achievement behavior, from Gibson et al book
#13-4/25	Read "Nancy Serrano" and write a 2-page reflection	Presentation and quiz Peer Response Activity with Serrano chapter reflection
#14-5/02	Resume due	Presentation and quiz Reflection on classroom observations
#15-5/09		Presentation and quiz Celebrate!

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Last updated: 02/07/05