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North Idaho College • Coeur d'Alene • Social & Behavioral Sciences • Education

Introduction to Teaching EDUC-201

  • Fall 2012
  • Sections 01, 02
  • 3.0 Credits
  • 08/27/2012 to 12/20/2012
  • Modified 08/22/2012

Contact Information

Instructor: Gail Ballard

Meeting Times

EDUC 201-01:  meets Mondays: 2:30-4:30pm:  Siebert 209

EDUC 201-02: meets Tuesdays: 6:00-8:00pm: Siebert 209


EDUC 201 provides an introduction to the world of teaching by focusing on teachers, learners, curriculum, and the social context in which teaching occurs. Insight and understanding of this world will be facilitated through reflection and analysis of the student's observations and participation in 30 hours of field experience in public schools. This course is required for some transfer degrees in education. Its goals are to assist students in making an educated decision about teaching as a career choice, to develop communications and interpersonal skills, to encourage creativity and critical thinking, and to provide opportunities to examine personal values and beliefs about teaching. Prior completion of other courses is not required. Lecture: 2 hours per week Field Experience: 30 hours per semester Recommended: College-level reading, oral and written English language, and computer skills


Educational Foundations An Anthology of Critical Readings

  • Author: Alan S. Canestrari & Bruce A. Marlowe
  • Publisher: Sage
  • Edition: Second
  • ISBN: 978-1-4129-7438-7
  • Availability: Campus Bookstore

Teaching Essentials

  • Author: Reggie Routman
  • Publisher: Heinemann
  • ISBN: 978-0-325-01081-6
  • Availability: Campus Bookstore


Learning Outcomes

Assessment Measures

Develop an understanding of the purposes, goals, and structures of American schools including public laws and state department goals.

Textbook reading assignments and quiz

Demonstrate knowledge about the wide diversity (gender, race, ethnic origin, religion, sexual orientation, class status, disability, etc.) of students and analyze how one teacher can/cannot meet the needs of the student

Completion of field experience, textbook assignments, quizzes, discussion forum case studies

Evaluate the concept "being a teacher of equity"

Participation in discussion forum case studies


Demonstrate critical thinking and creativity

Completion of four lesson plans and course activities in the field experience

Identify the social and cultural contexts in which students live and learn and list the impact of these contexts on student learning

Completion of field experience, collaboration with the cooperating teacher, textbook assignments, quizzes, discussion forum.

Teach two lessons utilizing written lesson plans

Lessons evaluated by field experience teacher

Observe three different grade level teachers (excluding assigned field experience teacher)

A minimum one page paper

Distinguish between evaluative and descriptive praise and practice using descriptive praise

Reading assignment and discussion forum

Examine educational legal issues and Idaho Teacher's Code of Ethics

Textbook reading, quiz, and discussion forum

Identify main attributes of three classroom management techniques.

Textbook reading, quiz, and field experience observations

Identify key concepts from the textbooks/class sessions and implement the concepts during your field experience

Textbook assignments, quizzes, and field experience participation


Demonstrate basic knowledge of how IEP, 504, IDEA, and ADA are applies in schools

Textbook reading, quiz, and discussion forum

Demonstrate use of computer skills

All assignments completed online utilizing a variety of computer software

Identify the different roles, challenges, and responsibilities of teachers and assess your commitment to the teaching profession

Textbook assignment, quiz, completion of field experience assignments, decision paper

Write a cohesive essay about choosing or not choosing teaching as a career

Decision paper

Complete satisfactorily 30 hours in a K-12 school setting

Completion of field experience with 30 hours or more verified by signed timesheet and cooperating teacher evaluation with passing grade

Begin to develop a personal teaching philosophy based on an understanding of self and the history of American education         

Classroom activities, textbook course work, discussion forums, and field experience assignments

Demonstrate oral and written communication and interpersonal skills

Written assignments graded for grammar, spelling, and content; oral and written  in field experience evaluation; interpersonal skills demonstrated in field experience and in discussion forums 

Work cooperatively with other students in Education 201

Discussion forums

Work cooperatively with field experience teacher and other school personnel

Field experience assignments and evaluation

Examine personal values and beliefs about teaching

Journal reading assignment, decision paper, field experience assignments and participation

Develop individual talent and self-expression

Completion of field experience, lesson presentations, and discussion forum participation


Evaluation: I use a non-competitive grading system, so it is possible for all students to earn an A. Your grade is not based on effort or needs but is assigned on the number of points earned out of the total points possible. I hold no preconceived ideas about what grades and/or performance you've held in the past. I do not give any student a grade; it is earned. Assignments may include:

  • Mid-term exam = 100 points
  • Final exam/Decision Paper = 100 points
  • Celebration of Learning = 100 points
  • Reflection Paper 1 = 20 points
  • Reflection Paper 2 = 20 points
  • Reflection Paper 3 = 20 points
  • *Field Experience = 400 points
  • Homework Assignments = 10 points each
  • Weekly quizzes = @200 points
  • Weekly Posts (online students only!) = 50 points each (10 weeks)

Criteria for each letter grade is as follows:

  • 93.0% + = A
  • 90.0% - 92.9% = A-
  • 87.0% - 89.9% = B+
  • 83.0% - 86.9% = B
  • 80.0% - 82.9% = B-
  • 77.0% - 79.9% = C+
  • 73.0% - 76.9% = C
  • 70.0% - 72.9% = C-
  • 67.0 % - 69.9% = D+
  • 63.0% - 66.9% = D
  • 60.0% - 62.9% = D-
  • 0.00% - 59.9% = F

*It should be noted that the cooperating teacher will assign a grade of "pass" or "fail" for the field experience, resulting in your earning either zero or 400 points.

*A student cannot pass Education 201 without completing the field experience        

Course Policies


Students are expected to participate in all face-to-face classes (01,02), on-line discussions (03,04), and to participate in a minimum 30 hours of field experience. Consistent attendance: face-to-face, online, and in the public/private school is necessary to be successful in this course. Please realize that since this class meets once a week, a single skipped week is the equivalent of missing three hours of classes. If you know that commitments will interfere with regular postings and/or attendance, please consider dropping the course and taking it another semester because it is essential, due to the nature of the course, that you have time for the NIC class, the field experience, quizzes and homework. Unexpected emergencies (e.g., hospital confinements) will be handled on an individual basis.

Attendance can have a large impact on your grade. If you accumulate zero absences, 100 points will be added to the total points that you have earned for this class. If you miss a total of one class, grace is given and 0 points will be added/deducted from the points that you have earned for this class. If you accumulate more than one absence, 100 points are deducted for each class session that you have missed. Missing more than two classes will likely result in failure of this class. (Internet class participants [03,04] please disregard this paragraph.)

Please remember that coming in late to class distracts the class and disrupts the flow of concentration for both the instructor and other class members. We all know that parking is limited, so give yourself plenty of time to find a spot.


Since teachers always need to have their work completed before their classes meet, prospective teachers in Education 201 will be expected to complete their work prior to the beginning of class on the assigned due date. If it is not handed in at the beginning of class, it is considered late - so it is not a good idea to skip class to finish an assignment. If, for any reason, class is canceled, place your assignment in the plastic container on the wall outside my office door. Early papers can be dropped there too. Early work is gladly accepted.

Late work will not be accepted, with one exception noted on page one of the Field Experience Packet. It is a wise Education 201 student who finishes assignments several days or weeks before the due date.

Teachers need to communicate proficiently. They also spend time evaluating student papers; therefore, all assignments will be evaluated for the level of reflection, content, and clarity (50%) as well as spelling, punctuation, and grammar (50%). Demonstrate your best writing skills: express ideas clearly and succinctly, triple-check spelling, grammar and punctuation, and proofread, so you turn in a finished product, not a rough draft.

If you believe that I have made a mistake in grading, feel free to gently explain (in writing) the mistake and include evidence from a text or online site. Then attach your document to your paper and hand it in to me within a week of receiving your original grade. I will gladly reevaluate your paper.

Please Note

Occasionally, announcements will be made in class that alter this syllabus or class meeting times and/or places. If you are not in class, you are still responsible to comply with any announced class changes.

I reserve the right to amend this syllabus. Course content may be subject to change based on student interest, class size, and times.

Extra Credit

I generally do not assign extra credit paperwork, because I am more interested in having you do the best you can on the required assignments or their substitutes.

Going the Extra Mile

If you wish to "go the extra mile" put your time and energy into your field experience. If your total points are within 10 points of the next higher grade, and you have a minimum ten extra hours of field work, you will receive the next higher grade. The NIC/U of I Ed Club meetings will count as field experience providing you have Kris Allen or myself sign your Field Experience Hours paperwork.


Gail Ballard’s Schedule

Fall 2012







8:30am – 10am



Mentoring and Advising Day

Please schedule time as needed.

Please schedule time as needed.

10 – 11am






Gail attends a superintendent’s meeting on the third Wednesday   of every month.

Noon – 1pm


1 - 2pm


2 – 3 pm

2:30 – 4:30

Educ 201-01

Siebert 209



3- 4 pm



4 -5pm



5 – 6pm


6:00 – 8:00

Educ 201-02

Siebert 209


6 – 9pm


The easiest way to contact me is via cell phone: 208-215-5908

Additional Items

Course Delivery

Method of Course Delivery

This course is considered an online hybrid course at NIC because students meet online, and complete fieldwork in a K-12 school. You will receive more infomation about the field experience. As far as the online part, the context of the class meetings will be student-centered and will be organized so that the instructor and the students are actively involved in it. A variety of methods (experiential, mini-lectures, large and small groups, role-plays, etc.) will be used. There will be emphasis on reading, writing, speaking, listening, creativity and reflective thinking. The students will be encouraged to try new skills and complete diverse assignments. It is my hope that this class will be exciting, enjoyable, challenging and stimulating.

Tentative Class Schedule






1. Course   Intro - Building Community


Reading 10

Placement Request Form


2. Code of Ethics, 10 Core Principles


 Chapter 1 & 2 R.R.

F.E. 1 & 2

Reflection #1


3. Curricula: Historical & Current

Placement Request Form

Reading 7

Teach us an activity that you are good at


4. Lesson Planning

Teach us an activity

Reflection #1

Chapter 3 & 4 R.R.

Reflection #2

Philosophical Inventory Handout


5. Philosophical Stance

philosophical inventory

 print out 2 articles for mid-term

Ed Foundations: any reading from part 5


6. Assessment

Reflection #2

Chapter 5 R.R.


7.  Assessment Part 2






 Reading  11

Reflection #3


Classroom Management


Chapter 6 R.R.: guiding question: How does this relate to Kohlberg's theory of moral development and classroom management?

"The Worst of Times" poverty article



Reflection #3

 "Multiculturalism's Five Dimensions" by James A. Banks


Equity in Education


 Bring in a minimum of 2 articles that relate to money and/or political issues in local education


Money and Politics in Education


 Reading 8

Celebration of Learning


IEP's, 504's, RTI


 How is your work on your field experience packet progressing?


To Be Announced


 Chapter 8 R.R.

Final Exam


Integrating   Technology

Field Experience Packet!



Celebration   of Learning

 Celebration of Learning



Final   Exam Week

No Class

 Final Exam: decision paper


*Schedule, including due dates, is tentative and subject to change at anytime.

Division Policies

For a complete explanation of the North Idaho College Statement on Academic Honesty & Academic Integrity please ferfer to Policy 5.06 & Procedure 5.06.01: 

Academic Dishonesty
Violations of academic integrity involve using or attempting to use any method that enables an individual to misrepresent the quality or integrity of his or her work at North Idaho College. These violations include the following:

Cheating: using or attempting to use unauthorized materials, information, or study in any academic exercise.
Fabrication: falsifying or inventing any information or citation in an academic exercise.
Plagiarism: knowingly representing the words or ideas of another as one’s own in an academic exercise.
Violation of Intellectual Property: stealing, altering, or destroying the academic work of other members of the community or the educational resources,materials, or official documents of the college. Facilitating Academic Dishonesty: knowingly helping another to attempt to violate any provisions of this policy.

Student Responsibility
As outlined in the Student Code of Conduct, all North Idaho College students have both rights and responsibilities: Please access www.nic.ferpa.StudentCode/index.htm for complete information that pertains to this subject.

North Idaho College, in compliance with the Americans with Disabilities Act of 1990 and Section 504/508 of the Rehabilitation Act of 1973, provides both services and accommodations to students who meet the guidelines provided in these acts.  For a complete description, please see:

Please contact the North Idaho College Center for Educational Access in Seiter Hall, Room 100 for assistance.  Phone:  208-769-5947

To withdraw from all courses a student must obtain a college withdrawal form from the Registrar's Office, secure the signatures of those persons indicated on the form, and return the form to the Registrar's office. No student may withdraw from the college after the final date of withdrawal from courses except for compelling and extraordinary reasons. In such circumstances a student must petition the Admissions and Academic Standards Committee for late withdrawal from college using the college withdrawal form available in the Registrar's Office.


For complete information regarding student withdrawals, please see the North Idaho College Policy 5.04.01: 

Institutional Policies

Student Code of Conduct

The Student Code of Conduct applies to any student enrolled at North Idaho College.  This includes, but is not limited to, face-to-face classes and Internet classes.

Student Responsibilities

As students undertake to fulfill the obligations and duties outlined in this document, the college community of which they are a part undertakes to respect the basic freedoms of students. In recognition of students’ rights and dignity as members of the college, North Idaho College is committed to the principles found in the NIC Student Handbook.

Center for Educational Access/Disability Support Services

In compliance with the Americans with Disabilities Act of 1990 and Section 504/508 of the Rehabilitation Act of 1973, North Idaho College provides accommodations to eligible students who experience barriers in the educational setting due to learning, emotional / mental, physical, visual, or hearing disabilities.  Instructors will provide accommodations to students only after having received a Letter of Accommodation from the Center for Educational Access. 

If a student would like to request accommodations, he or she must contact the Center for Educational Access so that a Letter of Accommodation may be sent to the instructor.  Students requesting accommodations must contact the Center for Educational Access at the beginning of each semester.


By registering at North Idaho College, you agree to provide payment by the due dates. You also understand that collection costs and legal fees will be added if the services of a collection agency are utilized.

If you are registered for a class and do not attend, you will still be liable for the tuition unless you drop the class.


Last day for students to withdraw from semester-length classes:

Instructor-Initiated Withdrawal: Instructors have the right to withdraw students for academic reasons up until the same date; in doing so, instructors must notify students through NIC e-mail within 48 hours of submitting documentation to the Registrar's office, and students have the right to appeal the instructor's decision. For more information, see the NIC Procedure:

Financial Aid Satisfactory Progress Policy: All withdrawals, whether for individual classes, total withdrawal from school, or instructor-initiated are not considered to be satisfactory progress for financial aid.  See the Financial Aid Satisfactory Progress Policy:

Additional withdrawal information:


An incomplete is assigned only if the student has been in attendance and has done satisfactory work to within three weeks of the end of the semester (or proportional length of time for a course of less than a semester in length).  Incompletes are issued only in cases of extenuating circumstances, such as severe illness or injury.  Incompletes are not issued in cases in which the student is simply unable to complete his/her work within the specified semester or session.  If a final grade of "I" is recorded, the instructor will indicate in writing to the Registrar what the student must do to make up the deficiency.  The instructor will indicate in the written statement what permanent grade should be entered if the Incomplete is not removed by the deadline.

All incomplete grades must be removed within six weeks after the first class day of the following term, excluding the summer session.  If the Incomplete is not removed by that date, the grade reverts to the grade indicated by the instructor's written statement authorizing the incomplete.

Discrimination and Harassment

North Idaho College has a zero tolerance policy for any acts of discrimination or harassment of any kind.  For more information, please see the NIC Student Handbook, Code of Conduct Article III and Article VIII. Compliance efforts with respect to these laws and regulations are the responsibility of each member of the campus community and are under the direction of the Dean of Students Office for Student Issues (2nd floor, Edminster Student Union Building, (208) 676-7156) and the Human Resources Office (Sherman Administration Building, (208) 769-3304) for employee issues.

Institutional Statement

DROP FOR NON-PAYMENT:  By registering at North Idaho College, you agree to provide payment by the due dates. You will be dropped from classes if payment is not received by  5 p.m. Pacific Time on the third day of the semester. Students on the waitlist will be given the option to register for classes after students are dropped for non-payment.

REMOVAL FROM CLASS FOR NON-ATTENDANCE:  Attendance is based on your participation in this class. Failure to attend may result in your being removed from this class and may result in your financial aid award being reduced. You are responsible for confirming the accuracy of your attendance record.