ࡱ>  &o *=bjbj |zfzfO4`` $ P!t!  {"^"(###g$r%lE&8~{{{{{{{${ }&g$g$}&}&{ ##H{s(s(s(}&d # #~{s(}&~{s(s(ozx#9IM&tsHj{{0{s\7'7xx7 x}&}&s(}&}&}&}&}&{{(^}&}&}&{}&}&}&}&7}&}&}&}&}&}&}&}&}&` k: Note: This cover/first page, should be your syllabus cover page. [Delete this note prior to submitting.] Course NumbersEDLD XXXX () / EDS XXXX (UCSD)Course TitleCourse Day(s)TimeCourse LocationSemester / YearFall 2021InstructorPhoneE-MailOfficeOffice Hours  IMPORTANT SYLLABUS INSTRUCTIONS Red text are instructions on using this template and should not appear in the finished product. Green text indicates new elements of the syllabus template. Convert text to black. This template has specialized type styles built in to ensure formatting meets ADA requirements. Arial is the approved font. The following text and subheadings are required elements of syllabi with SOE modifications. Additional subheadings may be added for clarity and to meet the unique features of the course. As you cut and paste text from other documents you may lose these styles. To apply a style (Heading 1-3, Normal Body Text, Etc.), highlight the text you want to format and then choose the correct style from the Styles Menu. [Delete this box prior to submitting.] WELCOME [Optional] Welcome statement to teacher candidates. Set the tone for the class. OUR LEARNING COMMUNITY The following Community Agreements and Teaching/Learning philosophy will serve as the foundational principles by which we relate to each other as we learn together. As a community, we can add specifics to these principles as we need. Community Agreements We speak from our own experience We are open to hearing others We share air time We are willing to have our thinking challenged We respect confidentiality We share experiences that are issue focused, not necessarily who said it or where Each of us participates using a value added approach by expanding upon ideas, providing examples, and/or expressing a different perspective. COURSE DESCRIPTION Course description should be taken verbatim from the catalog; variations should be noted and explained.  HYPERLINK "http://www.csusm.edu/catalog/documents/2016-2018/-2016-2018-Catalog.pdf" http://www.csusm.edu/catalog/documents/2016-2018/-2016-2018-Catalog.pdf STUDENT LEARNING OUTCOMES Include learning outcomes for the course PROGRAM STUDENT LEARNING OUTCOMES (PSLOs) (List outcomes addressed in this course & at what level) By the end of the program, students will be able to: PSLO 1: Demonstrate and engage in critical analysis around creating and sustaining organizational conditions that promote socially just and equitable learning environments. PSLO 2: Use evidence-based decision-making. PSLO 3: Generate and use applied research. PSLO 4: Demonstrate and apply leadership skills and dispositions that are applicable to positively impact organizational culture and practice. GENERAL CONSIDERATIONS Joint Doctoral Program Attendance Policy Students must participate in 80% of the course sessions to receive an A for this course. Additional absences may further impact the course grade. If the absence is predictable (e.g. professional obligation) the student should inform the instructor ahead of time. If the absence is unanticipated, the student should initiate contact with the instructor as soon as possible. Notification of an absence does not constitute an excuse. Academic Honesty Policy Students will be expected to adhere to standards of academic honesty and integrity, as outlined in the Student Academic Honesty Policy. All assignments must be original work, clear and error-free. All ideas/material that are borrowed from other sources must have appropriate references to the original sources. Any quoted material should give credit to the source and be punctuated accordingly. Academic Honesty and Integrity: Students are responsible for honest completion and representation of their work. Your course catalog details the ethical standards and penalties for infractions. There will be zero tolerance for infractions. If you believe there has been an infraction by someone in the class, please bring it to the instructors attention. The instructor reserves the right to discipline any student for academic dishonesty, in accordance with the general rules and regulations of the university. Disciplinary action may include the lowering of grades and/or the assignment of a failing grade for an exam, assignment, or the class as a whole. Incidents of Academic Dishonesty will be reported to the Dean of Students. Sanctions at the University level may include suspension or expulsion from the University. Refer to the full Academic Honesty Policy at:  HYPERLINK "http://www.csusm.edu/policies/active/documents/Academic_Honesty_Policy.html" http://www.csusm.edu/policies/active/documents/Academic_Honesty_Policy.html Plagiarism As an educator, it is expected that each candidate (course participant) will do his/her own work, and contribute equally to group projects and processes. Plagiarism or cheating is unacceptable under any circumstances. If you are in doubt about whether your work is paraphrased or plagiarized see the Plagiarism Prevention for Students website  HYPERLINK "http://library.csusm.edu/plagiarism/index.html" http://library.csusm.edu/plagiarism/index.html. If there are questions about academic honesty, please consult the University catalog. Students with Disabilities Requiring Reasonable Accommodations Students with disabilities who require reasonable accommodations must seek approval for services by providing appropriate and recent documentation to the Office of Disability Support Services (DSS). This office is in Craven Hall 4300, contact by phone at (760) 750-4905. Students authorized by DSS to receive reasonable accommodations should meet with their instructor during office hours or by appointment. COVID-19 For all COVID-19 related concerns (e.g. excused absences, late work, missed exams, etc.), please contact your instructor. For all other COVID-19 related concerns that students wish to get campus support to address (e.g. exposure, diagnosis, ongoing symptoms, etc.) students should feel free to contact the Cougar Care Network: (https/ HYPERLINK "http://www.csusm.edu/ccn/index.html" www.csusm.edu/ccn/index.html) at (760) 750-7627 or  HYPERLINK "mailto:ccn@csusm.edu" ccn@csusm.edu. You are welcome, but not required to let your instructor know of any COVID-19 related concerns. Credit Hour Policy Statement Per the University Credit Hour Policy: Courses with face-to-face instruction (including activity and laboratory modes of instruction) must include a statement to the effect that students are expected to spend a minimum of two hours outside of the classroom each week for each unit of credit engaged in learning. (Note that for courses with a lecture mode of instruction over an entire semester, each unit of credit corresponds to an hour of class-time and two hours of student learning outside of class. For activity and laboratory modes of instruction, depending on the particular instructional mode, each unit of credit corresponds to two or three hours of class-time, and two hours of student learning outside of class.) Courses that are entirely on-line must describe the activities that the student will be required to complete as part of the course and indicate the expected minimum time (at least 45 hours for each unit of credit) that students will need to devote to each of these. Hybrid courses must describe to students how the combination of face-to-face time, out-of-class time associated with the face-to-face sessions, and on-line work will total at least 45 hours per unit of credit. Course Format [For courses offered in a format other than face-to-face, traditional (FT) instruction] The Online Instruction Policy lists the following alternatives to face-to-face, traditional (FT) instruction: face-to-face, online (FO); local, online (LO); remote, online (RO); or hybrid (HY). Necessary Technical Competency Required of Students [For on-line and hybrid courses] Contact Information for Technical Support Assistance [For on-line and hybrid courses] This may include customer support for software used in the course as well as the Help Desk. GRADING STANDARDS Include points, relative weights of each assignment, policy on late work, and attendance, if a contribution to the grading scheme. Are grades by a percentage scale? Total points? How will candidates know how they are progressing in terms of final assessment? Grading Scale Provide details of grading scale for course Final Exam Statement Syllabi must include either the date and time of the final exam, or a statement that there will be no final exam. If this information is integrated with the tentative schedule or the course grading standards, then it is not necessary to make this a separate syllabus item. General Evaluation/Feedback Rubric Does not meet standards (B or below) Approaching Standards (A-/B+)Meets Standards (A) Includes some of the required elements as delineated in the syllabus Some components of the assignment are included Provides a few concrete details of the information required for the assignment Includes personal viewpoints Organization hard to follow Many mechanical errors, including APA format Hard to read Little sentence/vocabulary variety  Includes required elements as delineated in the syllabus All components of the assignment are included Provides concrete details of the information required for the assignment Includes personal viewpoints Good organization Has few, if any, mechanical errors including APA format Holds interest is interesting to read Some sentence/vocabulary variety  Includes required elements as delineated in the syllabus All components of the assignment are included Provides concrete details of the information required for the assignment and makes clear connections to class discussions, readings and activities Insightful commentary using personal viewpoints supported by current learning Presents clear and logical organization of thoughts Has few, if any, mechanical errors including APA format Holds interest is engaging and thought-provoking to the audience Uses a sophisticated scholar researcher vocabulary and sentence structure If you are unable to submit an assignment by the due date, it is your responsibility to contact the instructor before the due date. This rubric represents general guidelines we will use to evaluate your work. As a doctoral candidate it is critical that you communicate your ideas through multiple formats. The written word is a powerful demonstrator of your knowledge, skills and disposition. Therefore, we hold high expectations of your performance and we are committed to providing you with useful and meaningful feedback that will support your learning and continued development as an educational leader. In general, we believe a doctoral student: Completes all assignments on time and demonstrates the ability to summarize, analyze, and/or reflect at sophisticated and complex levels. Varies sources of information for assignments, demonstrating high degree of effort in pursuing varied perspectives around important educational issues. Completes all the reading assignments and develops thoughtful and thorough responses. Produces work that reveals a strong commitment to self-discovery and learning. Produces work at a highly professional level in terms of both writing and content. Develops a high quality presentation, demonstrating significant learning around a contemporary issue. Presents confidently and intelligently, demonstrating effective teaching skills. Completes assignments in/out of class with a focus on learning and exploration, pushing him/herself to better understand the profession through quality work. Attends every class meeting and is fully engaged during class. Pushes him/herself to new understandings by participating in discussions, sharing his/her opinions, and valuing others perspectives. Contributes to the positive environment of the class by respecting all members. COURSE TEXTS AND READINGS List required and optional texts, including ISBN COURSE REQUIREMENTS List assignments and relative weight for course grade CLASS MEETING SCHEDULE DateTopicPreparations Required  , SCHOOL OF EDUCATION MISSION & VISION STATEMENT (Adopted by SOE Governance Community, January 2013) Vision To serve the educational needs of local, regional, and global communities, the School of Education advances innovative practice and leadership by generating, embracing, and promoting equitable and creative solutions. Mission The mission of the School of Education community is to collaboratively transform education. We: Create community through partnerships Promote and foster social justice and educational equity Advance innovative, student-centered practices Inspire reflective teaching and learning Conduct purposeful research Serve the school, college, university, and community , BASIC TENETS OF OUR CONCEPTUAL FRAMEWORK Student centered education Research and theory specific to the program field inform practice Connections and links between coursework and application Strong engagement between faculty and candidates Co-teaching clinical practice Culturally responsive pedagogy and socially just outcomes     PAGE 3 Instructor Name, Course Number Syllabus is subject to change.   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