RAMAPO COLLEGE OF NEW JERSEY

School of Social Science and Human Services

COURSE INFORMATION: PROFESSOR INFORMATION:

EDUC 222: Hybrid Sections Dr. E. K. Katić
Teaching: Principles and Practices Office: E-227
4 Credits Office Phone: 201-684-7633

College Closings Phone: 201-236-2902 Email: [email protected]

Teacher Education Suite: E-wing (E-232) Mailbox: E-238A
Teacher Education Office: 201-684-7638 Canvas: https://ramapo.instructure.com
Ramapo: http://guide.ramapo.edu Office Hours: By appointment via Webex

“Children today are tyrants; they contradict their parents, gobble their food, and tyrannize their teachers.”
~Socrates, 470-399 B. C., Greek teacher and philosopher

I. PRE-REQUISITES/CO-REQUISITES: 1) Admission into the Teacher Education program is a prerequisite for this
course. Please contact the Director of Teacher Education if you have questions about your eligibility to register for this
course. 2) Critical Reading and Writing 102 (CRWT 102) must be completed before taking this Writing Intensive (WI)
course.

II. COURSE DESCRIPTION: This course provides students with an overview of the educational principles and best
practices supported by research that are currently followed in American schools. This course will examine teacher
responsibilities, lesson planning and presentation, instructional objectives, questioning skills, assessment, classroom
management, teacher-student interaction, the application of learning theories to the classroom, and the impact of New
Jersey Department of Education requirements on teaching, student learning, and assessment. This course includes a
required clinical experience component.

“If you deliberately plan on being less than you are capable of being,
then I warn you that you’ll be unhappy for the rest of your life.”
~ Abraham Maslow, 1908-1970, American psychologist

III. TEXTS, READINGS, AND MATERIALS:

All course materials are listed in the “Files” section in Canvas or can be found online using links posted to Canvas
pages. This syllabus is also a course material: please read it carefully. Many common questions about the course and
assignments are answered in the syllabus.

IV. COURSE REQUIREMENTS:

1. Planning for Instruction and Assessment (PIA) Assignments: 100 points (total)
a. PIA-1: Context for Learning assignment: 10 points
b. PIA-2: Lesson Plan assignment: 30 points
c. PIA-3: Instructional Materials assignment: 10 points
d. PIA-4: Assessments assignment: 10 points
e. PIA-5: Planning Commentary assignment: 40 points
2. Clinical Experience: NJDOE State Requirement (0 points)
a. Twenty (20) hours of clinical experience fieldwork in an urban setting
b. Ungraded, required state licensing requirement
3. Professional Dispositions Survey: TE Program Requirement (0 points)
a. Completion of the Professional Dispositions Self-Survey (by you)
b. Completion of the Professional Dispositions Survey (by your cooperating teacher)
c. Ungraded, Teacher Education program requirement

Katić Teaching Principles and Practices: EDUC 222 1

 V. GRADING POLICY:

The evaluation of your performance in this class is based on a points system. Your course requirements (as outlined
above) are each worth a particular number of points (totaling to a maximum of 100 points).

Ramapo Grading Scale:

To Earn A/An… A A- B+ B B- C+ C C- D+ D F
Points Needed 96-100 90-95 89-87 86-83 82-80 79-77 76-73 72-70 69-67 66-60 59 & below

Extra-credit and/or extensions: There are none. It is against the National Education Association (NEA) Code of Ethics
(Principle 1.6.c) to grant such benefits to any student. Do not ask me to give you special privileges or advantages over
your classmates. Do not ask me to behave unethically for your benefit. Every student gets the same chance and the same
amount of time to complete the same assignments which are then graded against the same criteria. It is of the utmost
importance that a course is designed to provide equality of opportunity to all students and that all students are treated
equally.

In addition, adhering to due dates is an important professional characteristic that is best learned before a career begins.
Assignments are to be submitted before or on the day they are due. CANVAS WILL NOT ACCEPT LATE
ASSIGNMENTS. NO EXCEPTIONS.

If you contact me with a plea to create some kind of superfluous opportunity especially for you in order to boost your
grade, and/or extend the due date of your assignment, please be advised that you will receive a copy of this policy in
response.

While the following descriptions are not comprehensive, they may be helpful to you:

A student: Original ideas with thorough expostulation. Problem solver. Can self-evaluate. Uses time wisely. Independent.
B student: Starts with examples. Adds own ideas. Can evaluate work with help. Work is complete and focused.
C student: Copies examples. Work is not always complete, nor thorough. Doesn’t read carefully and/or follow directions.
D student: Work is unfocused, superficial, and/or incomplete. Doesn’t read carefully and/or follow directions.
F student: Work is incoherent, of poor quality, or non-existent. Work does not meet minimum standards for this course.

Shop for security over happiness and you will buy it at that price.

VI. CLASS PARTICIPATION AND ATTENDANCE POLICY:

Format:

This course is a hybrid course. This means that some weeks we will meet in person in class and other weeks we will not.
In the weeks we do not meet in person, you are expected to do the work for that week on your own, before we meet again
in person. Please see the class schedule near the end of this syllabus (or online) for the exact dates that we will and will
not be meeting in our classroom.

In-Person Class Meetings:

You must endeavor to attend all course meetings. It will be difficult for you to be an active learner if you are not regularly
present or if you are regularly late. If you miss a class, it is your responsibility to catch up with whatever you may have
missed and to be ready for the next class you attend. Please let me know in advance if you will be late or unable to attend
a class. It is your responsibility to complete the work by the dates indicated in the syllabus. For more information, please
see: https://www.ramapo.edu/fa/files/2013/04/College-Wide-Class-Policies-3.docx

Katić Teaching Principles and Practices: EDUC 222 2

Not only must you come to class, but you must also “be present.” Being present means that you are actively listening or
participating in class. In particular, when you ask questions that have already been answered (in class, in the readings, or
during the lectures), this indicates that you have not been engaged during class time and/or that you have not been reading
the materials that you are required to read. If you are not engaged in nor prepared for class, this will be reflected in your
Professional Dispositions Survey (PDS).

Because we have an extended class period, there will be a short break (10-15 minutes or so) approximately halfway
through the class. I will announce the break when we have finished our work for the first half of class. Please return to the
classroom when the break has elapsed, as I will begin class promptly at that time. If you are late on your return to the
classroom after the break, this will be reflected in your Professional Dispositions Survey (PDS).

Email Content and Communication:

Please contact me via email with any questions you may have (directly to: [email protected]). At any time, but
especially during a time where much of our dialogue is electronic, it is of the utmost importance to communicate clearly
and appropriately with others. When writing an email to me (or to anyone else, for that matter), please follow these
guidelines. Emails that lack greetings and closings, meander aimlessly without regard to their intent or meaning, lack
punctuation and/or capitalization, read as a text message, and/or appear to be dictated without any sense of order or logic,
will receive a copy of these guidelines and a request to resend the email.

Opening greeting, using a formal title, such as:

Dear Teacher Smith,

Start off with a personal greeting to connect with the person, such as:
I hope this email finds you well.

Then, get right down to business, such as:

In an effort to organize everything that is due before this semester ends, I ask that you please email me with the
signed and scanned clinical experience log that is required for my class. I must upload this file on Month Day,
Year by Time. (Be specific with your date/s and time/s).

Make it easy for them to complete/fill in whatever you need. Be specific with any guidelines, such as:
I’ve reattached the instructions and a copy of my Clinical Experience Log to this email. Please: 1).
Download/print the form; 2). sign where indicated; 2). scan/take a picture of the completed log; 3). and email me
by Month Day, Year, Time. I will confirm receipt of your email.

(If applicable): Let them know what you are willing to do, such as:
Should you have any questions or concerns, please don't hesitate to reach out. If there’s anything I can do to
assist, just let me know.

(Optional): Share something that you appreciated, such as:

I really appreciated the opportunity to observe and participate in your classroom this semester. Remember the
Civil War Bingo game? That was one of the best classroom activities I have ever experienced!

Thank them:
Thank you for your cooperation.

Closing to the message, such as:

Sincerely,

Your full name, such as:

Student Jones

Katić Teaching Principles and Practices: EDUC 222 3

 VII. PLANNING FOR INSTRUCTION AND ASSESSMENT (PIA) ASSIGNMENTS:

The Planning for Instruction and Assessment (PIA) assignments give you an opportunity to show how well you have
comprehended and incorporated the material in this course.

All PIA assignments are YOUR responsibility to complete, on your own. While you may ask your cooperating teacher to
help you with some of the data collection in PIA-1, you may not ask your teacher to help you with the PIA as a whole.

Each PIA Assignment will be assessed based on the criteria listed in the rubrics on Canvas. PIAs 1-4 will be graded
within a week of being submitted. Because PIAs 3-5 are all based on PIAs 1-2, you may use the comments/corrections in
each graded PIA to improve upon forthcoming PIA assignments. For example, if you did poorly on PIA-2, use the
comments and corrections to improve your PIA-2 and then use this improved PIA-2 as the basis for PIAs 3, 4, and 5. If
you did poorly on PIA-3, use the comments and corrections to improve your PIAs 4 and 5. In this way, you do not “carry
forward” your errors to the following PIAs.

Save your PIA assignment files in the following manner: Your Last Name, Your First Name_PIA-#. Make sure to upload
your assignment to Canvas before the due date and time. Do not wait until the literal last minute to submit--Canvas does
not always work automatically and will not accept late assignments.

Please contact the Center for Reading and Writing at Ramapo as you work on your PIAs. For help with improving your
writing, please work with a Writing Consultant in The Center for Reading and Writing. Plan on signing up for workshops
that may help you over the course of the semester (based on availability), such as: 1. Avoiding Plagiarism, 2. APA
Citation Workshop, 3. Improving Sentences, 4. Avoiding Comma Splices, 5. Email Professionalism, 6. Time Management
Strategies, 7. Developing the Argument and Thesis, etc. In addition, consider signing up for private tutoring sessions with
a CRW tutor to review your writing. Private tutoring sessions must be scheduled at least 2 days in advance of an
assignment due date. For more information, visit the website (https://www.ramapo.edu/crw/) or contact the CRW:
https://www.ramapo.edu/crw/contactus/, [email protected], 201-684-7561 or 201-684-7557.

There are five PIA assignments. All templates for the assignments are online in Canvas. Please read the following
descriptions and directions carefully:

A. Context for Learning (PIA-1): 10 points

1. The Context for Learning assignment assesses your knowledge of the school and classroom contexts of your
clinical experience.
2. Access/download the PIA-1 Template. All clinical experiences will use the same PIA-1 template.
3. If your teacher teaches multiple classes, you must select ONE class (your “focus class”) that you will visit
each week to focus your observations on.
4. Complete each section of the PIA-1 thoroughly. You may need to contact your cooperating teacher (or a
member of the administration/staff) to discuss school and classroom contexts. You must do additional
research on your own to find out more about the school, area, and students. Review the “PIAs 1-5 Guide”
slides, as needed.
5. Provide at least two (2) examples for each of the three (3) charts in the last section of PIA-1.
6. Read closely and answer all prompts completely. Contact the Center for Reading and Writing for an objective
opinion and suggestions to improve your writing: https://www.ramapo.edu/crw/.
7. Do not leave any prompts on the PIA-1 blank. Your PIA-1 must be fully complete, no matter what you
have or haven’t observed in your focus class. If you do not know the answer to a question, you must make an
educated guess using the coursework and readings in our course and/or your own research. Create a suitable,
fictional response/scenario/example, etc. that would fit in with the class you have observed thus far. For
example, if there are no special needs learners in your focus class, you cannot leave the last section of PIA-1
blank. You must create fictional learners with needs and accommodations that could likely exist in the class
you are observing.
8. Save your PIA-1 as a file (.doc or .docx are best). Save your PIA-1 file in the following manner: Your Last
Name, Your First Name_PIA-1. Upload your file to Canvas.

Katić Teaching Principles and Practices: EDUC 222 4

 B. Lesson Plans for Learning Segment (PIA-2): 30 points
a. The Lesson Plans for Learning Segment assignment assesses your knowledge of instructional planning.
b. Access/download the PIA-2 Template. All clinical experiences will use the same PIA-2 template.
c. Design a lesson for your focus class fieldwork class that is either: 1). Your own idea of a good lesson for
this class/age/grade, or 2). A possible future lesson for this class, based on what you have observed thus
far in your focus class.
d. Think about what you have learned in this course about lesson planning, educational learning theories,
Bloom’s Taxonomy, multiple intelligences, groupwork, direct and indirect instruction, assessment, and
the New Jersey Learning Standards to incorporate into your PIA-2. Review the “Lesson Planning” and
“PIAs 1-5 Guide” slides, as needed.
e. Follow the directions and guidelines on the PIA-2 template exactly. Read closely and answer all prompts
completely. Contact the Center for Reading and Writing for an objective opinion and suggestions to
improve your writing: https://www.ramapo.edu/crw/.
f. Do not leave any prompts on the PIA-2 blank. Your PIA-2 must be fully complete. All sections of your
lesson plan must be thoroughly answered. Use the EDUC 222 Lesson Plan Part A Instructions document
to help you complete your PIA-2.
g. Save your PIA-2 as a file (.doc or .docx are best). Save your PIA-2 file in the following manner: Your
Last Name, Your First Name_PIA-2. Upload your file to Canvas.

C. Instructional Materials (PIA-3): 10 points

a. The Instructional Materials assignment assesses your knowledge and application of instructional materials
and resources.
b. Access/download the PIA-3 Template. All clinical experiences will use the same PIA-3 template.
c. Think about ALL the instructional materials necessary for this lesson to succeed. Follow the directions
and guidelines on the PIA-3 template exactly. Read closely and answer all prompts completely. Review
the “Lesson Planning” and “PIAs 1-5 Guide” slides, particularly the slides that focus on instructional
materials.
d. Submit descriptions and images/scans of ALL the instructional materials needed in your PIA-2 lesson.
This means including items such as a Smartboard (if you are using the projection system) or pencils (if
students will be completing work in class). The instructional materials might include such items as class
handouts, slides, photos of interactive whiteboard images, copies of text, pencils, paper, screen shots of
websites, etc.
e. Cite all instructional materials properly using APA formatting. If a material cannot be cited (for example,
pencils), then identify/cite those materials as one of the following: 1. Teacher provided, no citation; 2.
Teacher created, no citation; 3. Student provided, no citation; 4. Student created, no citation; or 5.
Classroom equipment, no citation.
f. Do not leave any prompts on the PIA-3 blank. Your PIA-3 must be fully complete. Make sure your
PIA-3 mirrors the list of instructional materials in your PIA-2. Contact the Center for Reading and
Writing for an objective opinion and suggestions to improve your writing: https://www.ramapo.edu/crw/.
g. After you have completed your PIA-3, copy and paste the original, entire "Section G: Instructional
Materials" from your PIA-2 to the end of your document.
h. Save your PIA-3 as a file (.doc or .docx are best). Save your file in the following manner: Your Last
Name, Your First Name_PIA-3. Upload your file to Canvas.

D. Assessments: (PIA-4): 10 points

a. The Assessments assignment assesses your knowledge and application of assessments.
b. Access/download the PIA-4 Template. All clinical experiences will use the same PIA-4 template.
c. Think about ALL the assessments necessary for this lesson to succeed and measure the success of the
objectives. Follow the directions and guidelines on the PIA-4 template exactly. Read closely and answer
all prompts completely. Review the “Assessments” and “PIAs 1-5 Guide” slides. Review the “Lesson
Planning” slideshow, particularly the slides that focus on assessments.
d. Summative Assessments: Submit descriptions and images/scans of ALL summative assessments needed
for your PIA-2 lesson. You are required to submit the blank assessments given to students; sample
Katić Teaching Principles and Practices: EDUC 222 5
 assessments completed by students are optional. In addition, you must provide the measurement criteria
for each assessment: rubrics, grading scales, answer keys, grading criteria, etc.
e. Formative Assessments: Submit descriptions, directions, scripts, and examples for any oral, formative, or
performance assessments needed for your PIA-2 lesson. Describe all formative assessments used in your
PIA-2 lesson, giving several examples of teacher prompts and possible student responses. In addition, you
must provide the measurement criteria for each assessment: rubrics, grading criteria, observed student
behaviours, etc.
f. Cite all assessments properly using APA formatting. If a material cannot be cited (for example, a
teacher’s formative Q & A session during a lecture), then identify/cite those materials as one of the
following: 1. Teacher provided, no citation; 2. Teacher created, no citation; 3. Student provided, no
citation; 4. Student created, no citation.
g. Do not leave any prompts on the PIA-4 blank. Your PIA-4 must be fully complete. Make sure your
PIA-4 mirrors the list of assessments in your PIA-2. Contact the Center for Reading and Writing for an
objective opinion and suggestions to improve your writing: https://www.ramapo.edu/crw/.
h. After you have completed your PIA-4, copy and paste the original, entire "Section H: Assessment
Materials" from your PIA-2 to the end of your document.
i. Save your PIA-4 as a file (.doc or .docx are best). Save your PIA-4 file in the following manner: Your
Last Name, Your First Name_PIA-4. Upload your file to Canvas.

E. Planning Commentary (PIA-5): 40 points

a. The Planning Commentary assignment assesses your knowledge of PIAs 1-4 as well as how your lesson
is supported by educational research and theory.
b. Select only one PIA-5 Template that best corresponds with your focus class and complete each section
thoroughly. All PIA-5 templates are available on Canvas.
c. Follow the directions and guidelines on the PIA-5 template exactly. Read closely and answer all prompts
completely. Think about everything you have learned in this course and completed for PIAs 1-4.
d. You will need to do your own additional research to support your answers in PIA-5. Make sure to cite all
sources that you use both in text and at the end of your PIA-5. Review the “PIAs 1-5 Guide” slides, as
needed.
e. Identify and explain at least two of each of the following: the New Jersey Learning Standards, Common
Core Standards, Danielson Domains, and Marzano Domains. You must clearly explain how each one is
referenced/reflected in the PIA-2 lesson you created.
f. Do not leave any prompts on the PIA-5 blank. Your PIA-5 must be fully complete, no matter what you
have or haven’t observed in your focus class. You must make educated guesses or extrapolate likely
conclusions, using the coursework and readings in our course, your own additional research, your PIAs 1-
4, and other sources as necessary to thoroughly complete each question on the PIA-5.
g. Contact the Center for Reading and Writing for an objective opinion and suggestions to improve your
writing: https://www.ramapo.edu/crw/.
h. Copy and paste your original, entire PIA-1 and PIA-2 at the end of your PIA-5.
i. Save your PIA-5 as a file (.doc or .docx are best). Save your PIA-5 file in the following manner: Your
Last Name, Your First Name_PIA-5. Upload your file to Canvas.

VIII. WRITING EXPECTATIONS:

Please correct and edit your grammar/form/spelling and other mechanics before you submit any written work in this
course. For example, you should know the difference between it’s and its, then and than, principal and principle, and aid and
aide. Refer to students as “students,” not “kids” or “children.” If your written work is littered with a variety of writing
errors, is difficult to follow, lacks a cohesive argument/idea or lacks cohesive structure/transitions, your grade will reflect
that.

a. Use the PIA templates on Canvas and type in your answers.

b. Delete ALL italicized text (including directions) on the PIA templates.
c. DO NOT change the formatting (i.e., font, font size, margins, alignment, etc.) of the PIA templates.
Katić Teaching Principles and Practices: EDUC 222 6
 d. DO NOT delete any prompts on the PIA templates.
e. Please do not bold/highlight/color code your responses. It makes your response difficult to read. If you must
differentiate the text while you are working on the assignment, make sure to revert back to regular text before you
submit.
f. Please do not use Apple Pages or Google Docs for your PIA assignments. These file formats do not upload
properly to Canvas (and sometimes not at all).

PLEASE READ the following frequently, especially as you are drafting your written work:

b. When you write sentences that can be interpreted in many different ways (and you do not make clear which
meaning you intend), you demonstrate that you are writing (and presumably) thinking in a vague way. Write so
that you make clear precisely what you mean.
c. When you do not give examples and illustrations to make your point clear, you demonstrate that you do not know
how to clarify your thought (or for some reason, have chosen not to). Give examples and illustrations to clarify
the meaning of the points you make.
d. When you do not make clear—with appropriate transitional words and critical vocabulary—the logical relations
between the sentence you write, you make evident that you are not thinking in terms of the logic of your thought
and that you do not fully understand the structure of your own reasoning. Make clear the logical relations between
the sentence and paragraphs you write.
e. When you do not analyze key concepts and demonstrate how to lay bare the logic of them, you make evident that
you are weak at conceptual analysis. Analyze key concepts in your written work wherever needed.
f. When you do not make clear the question of issue you are dealing with or drift (for no apparent reason) from one
issue to another, you reveal that you lack the intellectual discipline and focus to appreciate what each issue you
raise requires. Focus on the question that needs to be answered and stick to that question throughout the written
piece, showing how each point is relevant to that question.
g. When you make sweeping judgments about positions you have not sufficiently analyzed, you demonstrate
intellectual arrogance. Thus, show in your writing that you have fully considered all reasonable ways of looking at
the issue, or if not, indicate that.
h. When you use online sources to support your work, answer the following questions before using that online
source as a valid reference.
i. Did you read the entire article? Who wrote it?
ii. What was the platform this article (essay/report, etc.) was published on? What types of bias might
be inherent because of the platform?
iii. When was the article written?
iv. Have you found this article referenced in/on/at any other sources? What were they?
v. How many sources were referenced in the article itself? Were the sources identified? If so, did
you look them up? If not, why?

IX. CLINICAL EXPERIENCE:

According to New Jersey Department of Education requirements for teacher preparation, you must complete 20 hours of
clinical experience fieldwork over the course of this semester. This is an ungraded requirement for this course—if you do
not complete the fieldwork, you will automatically fail this course.

If your teacher teaches multiple classes, please select ONE “focus class” which you will visit each week and collect data
from for use in your PIA assignments (i.e., Period 1 English II, with the same group of students each time). However, all
of the time that you spend at the school that day (other classes that you observe), will all count towards your fieldwork
requirements. For example, you have selected Period 1 English II, with the same group of students as your focus class.
This class meets from 10:00-10:50am every day. You sign into the school at 8:00am and stay until 11:30am, observing
not only your focus class, but other classes as well. You have observed your focus class and completed 2.5 hours towards
your fieldwork requirements this week.

Your visits to your fieldwork school should be distributed weekly throughout the semester (from the beginning of the
semester to the end). You should visit your focus class each week throughout the semester, for approximately 2 hours a
Katić Teaching Principles and Practices: EDUC 222 7
week. Feel free to adjust your weekly hours if necessary, but strive to complete all of your hours at least one week before
the last day of this course. For example, if you must shorten your visit to 1 hour one week because of a conflicting
appointment, make up the hours the next week by visiting for 3 hours. However, please do not make this a regular
modification, if possible.

Clinical experience observations will be done at your fieldwork school/classroom. Please follow these guidelines when
setting up your clinical experience:

a. Email your cooperating teacher to set up a mutually compatible, weekly observation schedule. Suggest
days and/or times for observation that work with your schedule. Exchange contact information.
b. Print out a copy of the Clinical Experience Log (see the last page of this syllabus) and bring it with you to
each one of your fieldwork visits. Your teacher will need to sign your log after each observation.
c. Be early when arriving at your school/classroom. Be ready to join classroom activities when they begin.
d. Dress and behave professionally during your observations. Comb your hair, wash your face, and don
business casual clothing. Be attentive to what is going on in the class. Silence and put your mobile phone
away.
e. At some point near the end of the semester, send the principal of the school and your cooperating teacher
a note/email thanking him/her for their flexibility and support by allowing you to be a part of their school
this year.
f. If you have a question about your clinical experience (for example, you cannot get in touch with your
cooperating teacher, no one is returning your emails, etc.), please contact the Teacher Education
Undergraduate Program Assistant, Dr. Jordana Pestrong-Engler, [email protected], 201-684-7050.

Observation of instructional practice is required during the first ten (1-10) hours of this experience. During the last ten
hours (hours 11-20), involvement in additional activities with the class is required. Call, email or schedule an appointment
with your cooperating teacher to discuss how you can assist them during the second ten hours (hours 11-20) of your
clinical experience fieldwork.

On or before the last day of class, you must submit a copy of your Clinical Experience Log that details your clinical
experience participation to Canvas. Document your fieldwork hours, have your teacher sign each entry on the Clinical
Experience Log, and then scan the final copy and upload to Canvas.

X. PROFESSIONAL DISPOSITION SURVEYS:

1. You must complete a Professional Dispositions Self-Survey by the due date listed on the syllabus. This is an
ungraded, Teacher Education program requirement. Answer the questions on the survey honestly as you reflect on
your current learning behaviors. The link to your PDS form can be found online in the Canvas assignments.

2. Your cooperating teacher must complete the Professional Dispositions Survey (for you) on or before your last day
of clinical experience fieldwork. The link to your cooperating teacher’s PDS form can be found online in the
Canvas assignments.

If you or your teacher have any questions about the PDS form, please contact Ms. Ashley Restiano: [email protected],
201-684-7319.

“If you could only sense how important you are to the lives of those you meet, how important you can be to the people you may never
even dream of. There is something of yourself that you leave at every meeting with another person.”
~ Fred Rogers, 1928-2003, educator and creator of Mister Roger’s Neighborhood

Katić Teaching Principles and Practices: EDUC 222 8

 XI. GENERAL COURSE INFORMATION AND POLICIES

A. Electronic communication: In accordance with college policy, I will use your Ramapo College email address
(your user [email protected]) to communicate with you about all course-related matters. In addition, I will use
Canvas to post information about the course, announcements, and any course changes. I check my email Monday
through Friday, from approximately 8:00am to 4:00pm. I usually respond the same day if I receive your message
within these regular business hours, but I will respond within 24-48 hours to any message with the exception of
weekends. If you send me a message over the weekend, the soonest I will see your message will likely be Monday
morning. The best time to contact me with questions about an assignment is NOT the day before it is due. Be
proactive, work on your assignments ahead of time, reread the syllabus, and send me your queries in a timely
fashion. Panicked, eleventh-hour emails about assignment details that ARE/WERE COVERED in the syllabus,
course materials, or class meetings may not be answered.

B. Policy on Academic Integrity: Cheating is an act of deception, fraud or trickery that creates an unfair advantage
and breaks the rules. Plagiarizing is a dishonest practice where one uses the LANGUAGE and/or IDEAS of
someone else and represents them as his/her own. If you use someone else’s words or ideas, you MUST credit
that person in your references. Students are expected to read and understand Ramapo College’s academic integrity
policy, which can be found online in the College Catalog (http://www.ramapo.edu/catalog-2014-2015/academic-
policies/). Members of the Ramapo College community are expected to be honest and forthright in their academic
endeavors. Students who are suspected of violating this policy will be referred directly to the Office of the
Provost. In the event that I detect that a student has used the words or ideas of someone else without properly
citing them, the student will fail the assignment and (depending on the severity of the transgression) quite
possibly the course.

C. Students with Disabilities: Ramapo College is committed to providing reasonable accommodations for all
students and to offer optional academic support for those with documented physical, sensory, learning, or
psychological disabilities. Students can request academic accommodations by registering with the Office of
Specialized Services (OSS). Information and documentation provided to OSS are held in confidence as
educational records. Students can utilize these services at any time after registering with OSS. Students who need
course adaptation or accommodations due to disability reasons should make an appointment to see an OSS
representative during the first week of the semester. Please note: Students must be registered with OSS to receive
accommodations. For additional information, contact the Office of Specialized Services: 201-684-7514 (x7514)
or [email protected].

D. Sexual Misconduct: Ramapo College is committed to fostering a safe, productive learning environment. Title IX
of the U.S. Education Amendments of 1972 is a federal civil rights law that prohibits discrimination on the basis
of sex and gender in education programs and activities. Title IX and our college policy prohibit sexual
misconduct, including sexual harassment, domestic and dating violence, sexual assault, and stalking. The College
encourages anyone experiencing sexual misconduct to talk to someone about what happened, so they can get the
support they need and our college can respond appropriately. If you wish to speak confidentially about an incident
of sexual misconduct, please contact the Counseling Center at 201-684-7522 (during business hours) or call the
Public Safety Department at 201-684-6666 to request an Emergency On-Call Counselor (during nights and
weekends). If you wish to report sexual misconduct or have questions about policies and procedures regarding
sexual misconduct, please contact Kat McGee, the College’s Director of Title IX at 201-684-
7220 or [email protected]. As a faculty member, I am required by our College to report incidents of sexual
misconduct and thus cannot guarantee confidentiality, but I will respect your privacy and only share the
information with those who have a duty to respond. Should I become aware of an incident involving sexual
misconduct, I must provide our Title IX Director with relevant details such as the names of those involved in the
incident. To learn more about your rights and resources please visit: www.ramapo.edu/titleix.

E. Measurable Student Learning Outcomes:

1. Students will be able to: Communicate effectively with others [Measured via: Participation in class; clinical
experience; Professional Dispositions Survey (PDS)].
2. Students will be able to: Write comprehensibly and cohesively [Measured via: Planning for Instruction and
Assessment (PIA) assignments].
Katić Teaching Principles and Practices: EDUC 222 9
 3. Students will be able to: Present information clearly and professionally [Measured via: Participation in class;
Professional Dispositions Survey (PDS); Planning for Instruction and Assessment (PIA) assignments].
4. Students will be able to: Identify and explain the following educational methodologies (Please note: This is
not a comprehensive list, but rather a condensed summary. Topics covered during the course will expand
upon the following as well as include additional topics not listed here): reflective teaching; decision making;
Bloom’s Taxonomy; scaffolding, instructional planning; lesson organization; multimethodologies; classroom
management strategies and implementation; questioning strategies and implementation; cooperative learning;
small group discussions; assessment strategies and implementation [Measured via: Participation in class;
Planning for Instruction and Assessment (PIA) assignments].
5. Students will be able to: Identify and explain the following educational concepts (Please note: This is not a
comprehensive list, but rather a condensed summary. Topics covered during the course will expand upon the
following as well as include additional topics not listed here): educational philosophies; educational learning
theories, lesson creation and organization models; classroom management models; assessment models;
professionalism; social contexts of teaching; lesson plan components; learning standards, edTPA Task 1,
elements of classroom management; elements of classroom environment; types of questions; proactive
questioning behaviors; types of ethical dilemmas; process of ethical deliberation; common legal issues in
education, teachers’ rights and responsibilities; types of assessments; standardized testing [Measured via:
Participation in class; Planning for Instruction and Assessment (PIA) assignments].
6. Students will be able to: Analyze data and formulate findings [Measured via: Planning for Instruction and
Assessment (PIA) assignments; clinical experience].
7. Students will be able to: Observe authentic teaching practices and posit relationships to information learned in
the course [Measured via: Clinical experience; Planning for Instruction and Assessment (PIA) assignments].

F. Professional, Accreditation, and NJ Department of Education (NJDOE) Standards and Requirements:

1. Professional Standards and Requirements: New Jersey Professional Standards for Teachers (NJPST)

All of the course activities and/or assessments correspond to a wide variety of the NJPST. The following course
activities and/or assessments specifically connect to these New Jersey Professional Standards for Teachers
(NJPST) standards:

Participation: Standard 3, in particular: 3.i.1, 3.i.2, 3.i.3, 3.i.4, 3.i.5, 3.i.6, 3.i.8, 3.ii.3, 3.ii.3, 3.ii.4, 3.ii.6, 3.iii.2.,
3.iii.3, 3.iii.4
PIA-1 Assignment: Standards 2, 4, and 9, in particular: 2.i.2, 2.i.5, 2.i.6, 2.ii.3, 2.ii.4, 4.i.9, 9.i.4,
PIA-2 Assignment: Standards 1, 2, 3, 4, 5, 6, 7, and 8, in particular: 1.i.2, 1.ii.1, 1.ii.2, 1.iii.2, 1.iii.3, 2.i.1, 2.ii,2,
2.iii,1, 3.ii.1, 4.i.1, 4.i.2, 4.i.3, 4.i.4, 4.ii,1, 4.ii.5, 4.iii.4, 4.iii.5, 5.i.5, 5.i.6, 5.ii.7, 6.ii.1, 7.i.1, 7.i.2, 7.i.3, 7.i.4,
7.ii.1, 7.ii.4, 7.ii.5, 7.iii.1, 7.iii.3, 7.iii.3, 8.i.1, 8.i.5, 8.i.7, 8.i.7, 8.ii.1, 8.ii.2, 8.ii.4, 8.iii.4
PIA-3 Assignment: Standards 3, 4, 5, 7, and 8, in particular: 3.i.7, 4.i.6, 4.i.7, 4.i.9, 5.i.3, 5.ii.3, 5.ii.4, 5.ii.6, 5.ii.8,
7.ii.5, 7.ii.7, 8.i.5, 8.ii.5, 8.i.7, 8.ii.5, 8.ii.6
PIA-4 Assignment: Standards 4, 6, and 7, in particular: 4.i.6, 4.i.7, 6.i.1, 6.i.2, 6.i.5, 6.ii.1, 6.ii.2, 6.ii.5, 6.iii.1,
6.iii.2, 6.iii.4, 7.i.4
PIA-5 Assignment: Standards 1, 2, 4, 5, 7, an 8, in particular: 1.iii.2, 2.i.4, 2.ii.5, 2.ii.6, 2.iii.2, 4.i.5, 4.ii.2, 4.ii.4,
4.ii.6, 5.ii.1, 7.ii.3, 7.ii.4, 7.ii.5, 7.ii.6, 8.ii.1, 8.ii.2
Clinical Experience: Standards 9, 10, and 11, in particular: 9.i.2, 9.i.4, 9.iii.3, 9.iii.4, 10. i.1, 10.i.2, 10.i.6, 10. i.9,
10.ii.1, 10.ii.3, 10.ii.4, 10.iii.3, 10.iii.4, 10.iii.5, 11.i.1, 11.i.2, 11.i.3, 11.i.4, 11.i.5, 11.i.6, 11.i.7, 11.ii.1, 11.ii.2,
11.ii.3, 11.ii.4, 11.iii.1, 11.iii.2, 11.iii.3, 11.iii.4
Professional Dispositions Survey: Standards 10 and 11, in particular: 10. i.1, 10.i.5, 10. i.9, 10.ii.1, 10.ii.2, 10.ii.3,
10.ii.4, 10.iii.2, 10.iii.3, 10.iii.4, 10.iii.5, 11.i.3, 11.i.4, 11.i.5, 11.i.7, 11.ii.2, 11.ii.4, 11.ii.4, 11.iii.1, 11.iii.2,
11.iii.3, 11.iii.4

2. Accreditation Standards and Requirements: Council for the Accreditation of Educator Preparation
(CAEP) and Interstate New Teachers Assessment and Support consortium (InTASC)

This course satisfies the following 2016 CAEP/InTASC Accreditation Standards:

Katić Teaching Principles and Practices: EDUC 222 10
 1.1: Knowledge of 10 InTASC standards
1.2: Use of research and evidence in demonstrating understanding of teaching and assessment
1.3: Application of content and pedagogical knowledge
1.4: Demonstration of skills for preparing college- and career-ready K-12 students
3.5: Verification that high standards of candidate content knowledge has been met
3.6: Explanation of professional standards of practice, relevant laws, and policies.

The following course activities and assessments specifically connect to these CAEP standards:

PIA 1-5 Assignments: 1.1, 1.2, 1.3, 3.5

Clinical Experience: 1.4, 3.5, 3.6
Professional Dispositions Survey: 1.4, 3.5, 3.6

3. New Jersey Department of Education (NJDOE) Standards and Requirements: Education Teacher
Performance Assessment (edTPA)

This course also familiarizes students with all 5 components of Task 1 of the Education Teacher Performance
Assessment (edTPA): 1) Context for Learning Information, 2) Lesson Plans for Learning Segments, 3)
Instructional Materials, 4) Assessments, and 5) Planning Commentary.

“It’s not what we don’t know that gets us in trouble. It’s what we know for sure that just ain’t so.”
~ Samuel Langhorne Clemens (Mark Twain), 1835-1910, American writer, humorist, and entrepreneur

XII. SCHEDULE:

WEEK (M-F) WHAT YOU NEED TO DO BEFORE OUR NEXT CLASS

August 31- 1. Hybrid Week: We are NOT meeting on campus. Do your work for this week on your own.
September 6 Complete it before we meet for our next class.

(All readings 2. Read: the syllabus. Write down any questions you may have and contact me for clarification.
and files can Also, please check Canvas regularly for updates and changes to the course.
be accessed at
the Canvas 3. Watch online: “RSA-Drive” https://www.youtube.com/watch?v=u6XAPnuFjJc
website for
this course).

September 7- 1. Check your section, print out a paper copy of the syllabus, and bring it with you to class this
13 week in person, on campus, as scheduled.

2. Contact: your cooperating teacher to set up a basic schedule for your clinical experiences, once
you receive your fieldwork assignment. Fieldwork assignments will be sent to you via email
once they are finalized. Observation of instructional practice is required during the first ten (1-
10) hours of this experience. During the last ten hours (hours 11-20), involvement in additional
activities is required.

3. Optional, but helpful: Print out copies of the “Reading Guide.” Please use one reading guide per
reading to help you comprehend the readings this week.

4. Read: “The Complexities of Teaching”

5. Read and think about: “Is Teaching for Me?” Parts 1 and 2
Katić Teaching Principles and Practices: EDUC 222 11
 September 14- 1. Hybrid Week: We are NOT meeting on campus. Do your work for this week on your own.
20 Complete it before we meet for our next class.

2. Optional, but helpful: Print out copies of the “Reading Guide.” Please use one reading guide per
reading to help you comprehend the reading/s this week.

3. Read: “Know What it Means to Be a 21st Century Educator: Learning to Manage Your Stress”

4. Watch online: “Ken Robinson on Flourishing”:

https://www.youtube.com/watch?v=KDhhIghXxfo

5. Watch online: “The Science of Teaching, Effective Education, and Great Schools”:
https://www.youtube.com/watch?v=KVLTxKyxioA

6. Observe (and participate, if applicable): in your focus class for about 1-3 hours (adjust as
necessary to stay on your personal fieldwork schedule) this week.

September 21- 1. Check your section and attend class this week in person, on campus, as scheduled.
27
2. Optional, but helpful: Print out copies of the “Reading Guide.” Please use one reading guide per
reading to help you comprehend the reading/s this week.

3. Read: “Educational Philosophies in Conflict”

4. Read “Three Perspectives on Instructional Decision Making”

5. Watch online: "Piaget's Theory of Cognitive Development": https://youtu.be/IhcgYgx7aAA

6. Watch online: “Vygotsky’s Theory of Cognitive Development in Social Relationships”:

https://www.youtube.com/watch?v=8I2hrSRbmHE

7. Watch online: “Skinner’s Operant Conditioning”: https://www.youtube.com/watch?v=ne6o-

uPJarA

8. Complete: the Professional Dispositions Self-Survey (PDS). The link to your PDS form can be
found online in the Canvas assignments. Answer the questions on the survey honestly as you
reflect on your current learning behaviors. If you have any questions about the PDS, please
contact Ms. Ashley Restiano at [email protected]. Upload a screen shot of the verification
email that you will receive (once you have completed the survey) to Canvas.

9. Observe (and participate, if applicable): in your focus class for about 1-3 hours (adjust as
necessary to stay on your personal fieldwork schedule) this week.

10. Review: slideshow titled “What Makes a Good Teacher?” on Canvas, as needed

11. Review: slideshow titled “Educational Philosophies and Learning Theories” on Canvas, as
needed

12. Review slideshow titled: “PIAs 1-5 Guide,” especially PIA-1 guidelines

13. Work on PIA-1: Access/download the PIA-1 Template. Begin filling in what you know about
the school and the students on your PIA-1. Contact your cooperating teacher (or a member of the

Katić Teaching Principles and Practices: EDUC 222 12

 administration/staff) to discuss school and classroom contexts. Do additional online research to
find out more about the school, area, and students.

Although PIA-1 is not yet due, make it your personal deadline to complete 1/3 (rough draft) of
PIA-1 this week.
September 28- 1. Hybrid Week: We are NOT meeting on campus. Do your work for this week on your own.
October 4 Complete it before we meet for our next class.

2. Watch online: “Neil deGrasse Tyson on Knowledge vs. Thinking”:

https://www.youtube.com/watch?v=NwoohzjscHY

3. Review slideshow titled: “PIAs 1-5 Guide,” especially PIA-1 guidelines

4. Observe (and participate, if applicable): in your focus class for about 1-3 hours (adjust as
necessary to stay on your personal fieldwork schedule) this week.

5. Continue to work on PIA-1. Although PIA-1 is not yet due, make it your personal deadline to
complete 2/3 (rough draft) of PIA-1 this week.

6. For help with improving your writing, please work with a Writing Consultant in The Center for
Reading and Writing: https://www.ramapo.edu/crw/ (Links to an external site.), 201-684-7557 or
[email protected]. Private tutoring sessions must be scheduled at least 2 days in advance of an
assignment due date. For more information, contact Priscilla Tovey: [email protected] or call
201-684-7561.

October 5-11 1. Check your section and attend class this week in person, on campus, as scheduled.

2. Optional, but helpful: Print out copies of the “Reading Guide.” Please use one reading guide per
reading to help you comprehend the reading/s this week.

3. Read: “Mastering Instructional Planning”

4. Read: “The Uses of Difficulty”

5. Read: “Develop the Practical Skills You’ll Need for Managing a Classroom”

6. Read “Bloom’s Taxonomy”

7. Watch online: “Bloom’s Taxonomy: Structuring the Learning Journey”:

https://www.youtube.com/watch?v=ayefSTAnCR8

8. Read online: “New Jersey Learning Standards.” Click and read through the standards that would
correspond to the content area and grade level of your focus class:
http://www.state.nj.us/education/cccs.

9. Observe (and participate, if applicable): in your focus class for about 1-3 hours (adjust as
necessary to stay on your personal fieldwork schedule) this week. Contact your teacher for ways
that you can participate more fully in the class for your remaining 10 hours.

10. Review: slideshow titled “Bloom’s Taxonomy” on Canvas, as needed

11. Review: slideshow titled “Lesson Planning” on Canvas, as needed

Katić Teaching Principles and Practices: EDUC 222 13

 12. Continue work on PIA-1 and start work on PIA-2: All clinical experiences will use the same
PIA-2 template. Think about what you kind of lesson you might want to design and what levels
of Bloom’s Taxonomy that lesson might incorporate.

Although PIA-1 and PIA-2 are not yet due, make it your personal deadline to:

a. Finish the rough draft of PIA-1 and

b. Complete about 1/3 (rough draft) of PIA-2 this week.

13. For help with improving your writing, please work with a Writing Consultant in The Center for
Reading and Writing: https://www.ramapo.edu/crw/ (Links to an external site.), 201-684-7557 or
[email protected]. Private tutoring sessions must be scheduled at least 2 days in advance of an
assignment due date. For more information, contact Priscilla Tovey: [email protected] or call
201-684-7561.

October 12-18 1. Hybrid Week: We are NOT meeting on campus. Do your work for this week on your own.
Complete it before we meet for our next class.

2. Skim through: “Danielson Framework 2013”

3. Read: “Marzano Teacher Evaluation Domains”

4. Observe (and participate, if applicable): in your focus class for about 1-3 hours (adjust as
necessary to stay on your personal fieldwork schedule) this week. Contact your teacher for
virtual ways that you can participate more fully in the class for your remaining 10 hours.

5. Review: slideshow titled “Lesson Planning” on Canvas, as needed

6. Continue to work on PIA-1, PIA-2, and look at PIA-3: All clinical experiences will use the same
PIA-3 template. Think about what you have learned about lesson planning and what instructional
materials you might use in your designed lesson.

Although PIA-1, PIA-2 and PIA-3 are not yet due, make it your personal deadline to:

a. Begin turning your PIA-1 rough draft into a final draft (edit, add detail and data, refine
writing, etc.)
b. Complete about 2/3 (rough draft) of your PIA-2
c. Go over the format of PIA-3 this week.

7. For help with improving your writing, please work with a Writing Consultant in The Center for
Reading and Writing: https://www.ramapo.edu/crw/ (Links to an external site.), 201-684-7557 or
[email protected]. Private tutoring sessions must be scheduled at least 2 days in advance of an
assignment due date. For more information, contact Priscilla Tovey: [email protected] or call
201-684-7561.

October 19-25 1. Check your section and attend class this week in person, on campus, as scheduled.

2. Participate: actively in your focus class for about 1-3 hours (adjust as necessary to stay on your
personal fieldwork schedule) this week.

3. Review: the slideshow titled “Lesson Planning,” on Canvas, as needed

4. Review slideshow titled: “PIAs 1-5 Guide,” especially PIA-2 and PIA-3 guidelines

Katić Teaching Principles and Practices: EDUC 222 14

 5. Continue work on PIA-1, PIA-2 and PIA-3:

Although PIA-1, PIA-2, and PIA-3 are not yet due, make it your personal deadline to:

a. Finish the final draft of PIA-1 (ready for submission)

b. Finish your rough draft of PIA-2
c. Complete about 2/3 (rough draft) of PIA-3.

6. For help with improving your writing, please work with a Writing Consultant in The Center for
Reading and Writing: https://www.ramapo.edu/crw/ (Links to an external site.), 201-684-7557 or
[email protected]. Private tutoring sessions must be scheduled at least 2 days in advance of an
assignment due date. For more information, contact Priscilla Tovey: [email protected] or call
201-684-7561.

October 26- 1. Check your section and attend class this week in person, on campus, as scheduled.
November 1
2. Optional, but helpful: Print out copies of the “Reading Guide.” Please use one reading guide per
reading to help you comprehend the reading/s this week.

3. Read: “Classroom Assessment”

4. Read: “The Cult of Success”

5. Read: “Perils of Panflation”

6. Read: “Small Group Discussions and Cooperative Learning”

7. Participate: actively in your focus class. Continue to work towards completing your 20 hours.

8. Review: the slideshow titled “Indirect Instruction and Independent Practice” on Canvas, as
needed

9. Review: the slideshow titled “Assessment” on Canvas, as needed

10. Review: the slideshow titled “PIAs 1-5 Guide” on Canvas, especially PIA-4 guidelines

11. Continue work on PIA-2 and PIA-3 and begin work on PIA-4: All clinical experiences will use
the same PIA-4 template. Think about what you have learned about lesson planning and how you
might measure student progress in your designed lesson.

Although PIA-2, PIA-3, and PIA-4 are not yet due, make it your personal deadline to:

a. Begin turning your PIA-2 rough draft into a final draft (edit, add detail and data, refine
writing, etc.)
b. Finish your rough draft of PIA-3
c. Complete about 1/3 (rough draft) of PIA-4.

12. Submit PIA-1 Assignment: Context for Learning

a. The Context for Learning assignment assesses your knowledge of the school and
classroom contexts of your clinical experience.
b. Access/download the PIA-1 Template. All clinical experiences will use the same PIA-1
template.

Katić Teaching Principles and Practices: EDUC 222 15

 c. If your teacher teaches multiple classes, you must select ONE class (your “focus class”)
that you will visit each week to focus your observations on.
d. Complete each section of the PIA-1 thoroughly. You may need to contact your
cooperating teacher (or a member of the administration/staff) to discuss school and
classroom contexts. You must do additional research on your own to find out more about
the school, area, and students. Review the “PIAs 1-5 Guide” slides, as needed.
e. Provide at least two (2) examples for each of the three (3) charts in the last section of
PIA-1.
f. Read closely and answer all prompts completely. Contact the Center for Reading and
Writing for an objective opinion and suggestions to improve your writing:
https://www.ramapo.edu/crw/.
g. Do not leave any prompts on the PIA-1 blank. Your PIA-1 must be fully complete, no
matter what you have or haven’t observed in your focus class. If you do not know the
answer to a question, you must make an educated guess using the coursework and
readings in our course and/or your own research. Create a suitable, fictional
response/scenario/example, etc. that would fit in with the class you have observed thus
far. For example, if there are no special needs learners in your focus class, you cannot
leave the last section of PIA-1 blank. You must create fictional learners with needs and
accommodations that could likely exist in the class you are observing.
h. Save your PIA-1 as a file (.doc or .docx are best). Save your PIA-1 file in the following
manner: Your Last Name, Your First Name_PIA-1. Upload your file to Canvas.
i. PIA-1 is DUE by the date listed on Canvas no later than 11:59pm.

November 2-8 1. Hybrid Week: We are NOT meeting on campus. Do your work for this week on your own.
Complete it before we meet for our next class.

2. Continue work on PIA-2, PIA-3, and PIA-4 and begin work on PIA-5: Select the PIA-5
template that best matches your clinical experience content area. If you are unsure about which
PIA-5 is the best match, please contact me for help.

Although PIA-3, PIA-4, and PIA-5 are not yet due, make it your personal deadline this week to:

a. Finish the final draft of PIA-2 (ready for submission)

b. Begin turning your PIA-3 rough draft into a final draft (edit, add detail and data, refine
writing, etc.)
c. Complete about 2/3 (rough draft) of PIA-4
d. Complete about 1/3 (rough draft) PIA-5.

3. Review slideshow titled: “PIAs 1-5 Guide,” especially PIA-5 guidelines

4. Submit PIA-2 Assignment: Lesson Plans for the Learning Segment

a. The Lesson Plans for Learning Segment assignment assesses your knowledge of
instructional planning. It will be graded against the criteria in the PIA-2 rubric, so read
through the rubric to understand what criteria this assignment needs to meet.
b. Access/download the PIA-2 Template. All clinical experiences will use the same PIA-2
template.
c. Design a lesson for your focus class fieldwork class that is either: 1). Your own idea of a
good lesson for this class/age/grade, or 2). A possible future lesson for this class, based
on what you have observed thus far.
d. Think about what you have learned about lesson planning, educational learning theories,
Bloom’s Taxonomy, multiple intelligences, groupwork, direct and indirect instruction,
assessment, and the New Jersey Learning Standards to incorporate into your PIA-2.

Katić Teaching Principles and Practices: EDUC 222 16

 Review “Lesson Planning,” “PIAs 1-5 Guide,” and “EDUC 222 Lesson Plan Part A
Detailed Instructions” as needed.
e. Follow the directions and guidelines on the PIA-2 template exactly. Read closely and
answer all prompts completely.
f. Contact the Center for Reading and Writing for an objective opinion and suggestions to
improve your writing: https://www.ramapo.edu/crw/.
g. Do not leave any prompts on the PIA-2 blank. Your PIA-2 must be fully complete.
All sections of your lesson plan must be thoroughly answered. Use the EDUC 222
Lesson Plan Part A Instructions document to help you complete your PIA-2.
h. Save your PIA-2 as a file (.doc or .docx are best). Save your PIA-2 file in the following
manner: Your Last Name, Your First Name_PIA-2. Upload your file to Canvas.
i. PIA-2 is DUE by the date listed on Canvas no later than 11:59pm.

November 9- 1. Check your section and attend class this week in person, on campus, as scheduled.
15
2. Optional, but helpful: Print out copies of the “Reading Guide.” Please use one reading guide per
reading to help you comprehend the reading/s this week.

3. Read: “What Does it Mean to be Smart?”

4. Read: “The Process of Classroom Questioning”

5. Watch online: “How to Help Every Child Fulfill Their Potential”:

https://www.youtube.com/watch?v=Yl9TVbAal5s

6. Watch online: “John Lloyd on Knowledge”: https://www.youtube.com/watch?v=N0vO5zc73qk

7. Participate: actively in your focus class. Continue to work towards completing your 20 hours.

8. Review: the slideshow titled “Multiple Intelligences” on Canvas, as needed

9. Review: the slideshow titled “Questioning” on Canvas, as needed

10. Review slideshow titled: “PIAs 1-5 Guide,” especially PIA-5 guidelines

11. Work on PIA-3, PIA-4, and PIA-5: Think about what you have learned about multiple
intelligences this week and incorporate into your PIA-5, if applicable. Think about the research
and theories covered in this course and do your online research to find research and theories the
support your lesson rationale, design, delivery, and assessments.

Although PIA-4 and PIA-5 are not yet due, make it your personal deadline this week to:

a. Finish the final draft of PIA-3 (ready for submission)

b. Begin turning your PIA-4 rough draft into a final draft (edit, add detail and data, refine
writing, etc.)
c. Complete about 2/3 (rough draft) of PIA-5.

November 16- 1. Check your section and attend class this week in person, on campus, as scheduled.
22
2. Optional, but helpful: Print out copies of the “Reading Guide.” Please use one reading guide per
reading to help you comprehend the reading/s this week.

3. Read: “Things You Say Without Saying a Word”

Katić Teaching Principles and Practices: EDUC 222 17

 4. Read: “Begin a Successful School Term”

5. Read: “Manage Your Classroom: Policies You Will Need to Develop”

6. Participate: actively in your focus class. Continue to work towards completing your 20 hours.

7. Review: slideshow titled “Classroom Management” on Canvas, as needed

8. Review: the slideshow titled “PIAs 1-5 Guide” on Canvas, as needed.

9. Continue work on PIA-4 and PIA-5: Think about the research and theories covered in this
course and do your online research to find research and theories the support your lesson
rationale, design, delivery, and assessments.

Although PIA-5 is not yet due, make it your personal deadline this week to:

a. Finish the final draft of PIA-4 (ready for submission)

b. Finish the rough draft of PIA-5 and begin work on turning it into the final draft (edit, add
detail and data, refine writing, etc.).

10. Submit PIA-3 Assignment: Instructional Materials

a. The Instructional Materials assignment assesses your knowledge and application of

instructional materials and resources. It will be graded against the criteria in the PIA-3
rubric, so read through the rubric to understand what criteria this assignment needs to
meet.
b. Access/download the PIA-3 Template. All clinical experiences will use the same PIA-3
template.
c. Think about ALL the instructional materials necessary for this lesson to succeed. Follow
the directions and guidelines on the PIA-3 template exactly. Read closely and answer all
prompts completely. Review the “Lesson Planning” and “PIAs 1-5 Guide” slides,
particularly the slides that focus on instructional materials.
d. Submit descriptions and images/scans of ALL the instructional materials needed in your
PIA-2 lesson. This means including items such as a Smartboard (if you are using the
projection system) or pencils (if students will be completing work in class). The
instructional materials might include such items as class handouts, slides, photos of
interactive whiteboard images, copies of text, pencils, paper, screen shots of websites,
etc.
e. Cite all instructional materials properly using APA formatting. If a material cannot be
cited (for example, pencils), then identify/cite those materials as one of the following: 1.
Teacher provided, no citation; 2. Teacher created, no citation; 3. Student provided, no
citation; 4. Student created, no citation; or 5. Classroom equipment, no citation.
f. Do not leave any prompts on the PIA-3 blank. Your PIA-3 must be fully complete.
Make sure your PIA-3 mirrors the list of instructional materials in your PIA-2.
g. Contact the Center for Reading and Writing for an objective opinion and suggestions to
improve your writing: https://www.ramapo.edu/crw/.
h. After you have completed your PIA-3, copy and paste the original, entire "Section G:
Instructional Materials" from your PIA-2 to the end of your document.
i. Save your PIA-3 as a file (.doc or .docx are best). Save your file in the following
manner: Your Last Name, Your First Name_PIA-3. Upload your file to Canvas.
j. PIA-3 is DUE by the date listed on Canvas no later than 11:59pm.

Katić Teaching Principles and Practices: EDUC 222 18

 November 23- 1. Hybrid Week: We are NOT meeting on campus. Do your work for this week on your own.
29 Complete it before we meet for our next class.

2. Optional, but helpful: Print out copies of the “Reading Guide.” Please
use one reading guide per reading to help you comprehend the
reading/s this week.

3. Read: “HIB Reporting Forms”

4. Read: “Teach Like Your Hair’s On Fire: Four Things”

5. Read: “Searching for Level VI”

6. Read: “Classroom Management Models”

7. Watch online: “Classroom Management – Meet Mr. Hester”:

https://www.youtube.com/watch?v=LdF5ry5g5-w

8. Participate: actively in your focus class. Continue to work towards completing your 20 hours.

9. Review: slideshow titled “Classroom Management” on Canvas, as needed

10. Review: the slideshow titled “PIAs 1-5 Guide” on Canvas, as needed

11. Although PIA-5 is not yet due, make it your personal deadline this week to:

a. Finish the rough draft of PIA-5 and begin work on turning it into the final draft (edit, add
detail and data, refine writing, etc.).

12. Submit PIA-4 Assignment: Assessments

a. The Assessments assignment assesses your knowledge and application of assessments. It

will be graded against the criteria in the PIA-4 rubric, so read through the rubric to
understand what criteria this assignment needs to meet.
b. Access/download the PIA-4 Template. All clinical experiences will use the same PIA-4
template.
c. Think about ALL the assessments necessary for this lesson to succeed and measure the
success of the objectives. Follow the directions and guidelines on the PIA-4 template
exactly. Read closely and answer all prompts completely. Review the “Assessments”
and “PIAs 1-5 Guide” slides. Review the “Lesson Planning” slideshow, particularly the
slides that focus on assessments.
d. Summative Assessments: Submit descriptions and images/scans of ALL summative
assessments needed for your PIA-2 lesson. You are required to submit the blank
assessments given to students; sample assessments completed by students are optional.
In addition, you must provide the measurement criteria for each assessment: rubrics,
grading scales, answer keys, grading criteria, etc.
e. Formative Assessments: Submit descriptions, directions, scripts, and examples for any
oral, formative, or performance assessments needed for your PIA-2 lesson. Describe all
formative assessments used in your PIA-2 lesson, giving several examples of teacher
prompts and possible student responses. In addition, you must provide the measurement
criteria for each assessment: rubrics, grading criteria, observed student behaviours, etc.
f. Cite all assessments properly using APA formatting. If a material cannot be cited (for
example, a teacher’s formative Q & A session during a lecture), then identify/cite those
materials as one of the following: 1. Teacher provided, no citation; 2. Teacher created,
no citation; 3. Student provided, no citation; 4. Student created, no citation.
Katić Teaching Principles and Practices: EDUC 222 19
 g. Do not leave any prompts on the PIA-4 blank. Your PIA-4 must be fully complete.
Make sure your PIA-4 mirrors the list of assessments in your PIA-2.
h. Contact the Center for Reading and Writing for an objective opinion and suggestions to
improve your writing: https://www.ramapo.edu/crw/.
i. After you have completed your PIA-4, copy and paste the original, entire "Section H:
Assessment Materials" from your PIA-2 to the end of your document.
j. Save your PIA-4 as a file (.doc or .docx are best). Save your PIA-4 file in the following
manner: Your Last Name, Your First Name_PIA-4. Upload your file to Canvas.
k. PIA-4 is DUE by the date listed on Canvas no later than 11:59pm.

November 30- 1. Check your section and attend class this week in person, on campus, as scheduled.
December 6
2. Optional, but helpful: Print out copies of the “Reading Guide.” Please use one reading guide per
reading to help you comprehend the reading/s this week.

3. Read: “Ethics and Education”

4. Read: “Guide to Education and Law”

5. Read: “Reporting Child Abuse/Avoiding Sexual Harassment”

6. Read: “NJ Hotlines and Helplines”

7. Read: “NJ Tenure Law 2012”

8. Read: “How to Avoid a Lawsuit: A Teacher’s Legal Responsibilities”

9. Read: “You, The Internet, and Your Information”

10. Participate: actively in your focus class. Continue to work towards completing your 20 hours.

11. Submit PIA-5 Assignment: Planning Commentary

a. The Planning Commentary assignment assesses your knowledge of PIAs 1-4 as well as
how your lesson is supported by educational research and theory. It will be graded
against the criteria in the PIA-5 rubric, so read through the rubric to understand what
criteria this assignment needs to meet.
b. Select only one PIA-5 Template that best corresponds with your focus class and
complete each section thoroughly. All PIA-5 templates are available on Canvas.
c. Follow the directions and guidelines on the PIA-5 template exactly. Read closely and
answer all prompts completely. Think about everything you have learned in this course
and completed for PIAs 1-4.
d. You will need to do your own additional research to support your answers in PIA-5.
Make sure to cite all sources that you use both in text and at the end of your PIA-5.
Review the “PIAs 1-5 Guide” slides, as needed.
e. Identify and explain at least two of each of the following: the New Jersey Learning
Standards, Common Core Standards, Danielson Domains, and Marzano Domains. You
must clearly explain how each one is referenced/reflected in the PIA-2 lesson you
created.
f. Do not leave any prompts on the PIA-5 blank. Your PIA-5 must be fully complete, no
matter what you have or haven’t observed in your focus class. You must make educated
guesses or extrapolate likely conclusions, using the coursework and readings in our
course, your own additional research, your PIAs 1-4, and other sources as necessary to
thoroughly complete each question on the PIA-5.

Katić Teaching Principles and Practices: EDUC 222 20

 g. Contact the Center for Reading and Writing for an objective opinion and suggestions to
improve your writing: https://www.ramapo.edu/crw/.
h. Copy and paste your original, entire PIA-1 and PIA-2 at the end of your PIA-5.
i. Save your PIA-5 as a file (.doc or .docx are best). Save your PIA-5 file in the following
manner: Your Last Name, Your First Name_PIA-5. Upload your file to Canvas.
j. PIA-5 is DUE by the date listed on Canvas no later than 11:59pm.

December 7- 1. Hybrid Week: We are NOT meeting on campus. Do your work for this week on your own.
13 Complete it before we meet for our next class.

2. Optional, but helpful: Print out copies of the “Reading Guide.” Please use one reading guide per
reading to help you comprehend the reading/s this week.

3. Read: “Federal Constitutional and Statutory Rights of School Employees”

4. Participate: actively in your focus class. Complete your 20 hours.

DUE: Cooperating Teacher Professional Dispositions Survey:

5. If you have not already done so, ask your cooperating teacher to complete the Professional
Dispositions Survey. The link to your cooperating teacher’s form can be found online in the
Canvas assignments. If your teacher has any questions about the PDS form, please have them
contact Ms. Ashley Restiano at: [email protected].

Please upload one of the following to Canvas:

a. A screenshot from your teacher of the verification email that they receive once they have
completed the survey,
b. An email from your teacher stating they have completed the PDS, or
c. A text from your teacher stating that they have completed the PDS.
d. Once Ms. Restiano confirms that your cooperating teacher has submitted the PDS for
you, I will update your records to reflect that this assignment has been completed.

DUE: Completed Clinical Experience Log:

6. Assemble: your Clinical Experience Log.

e. Add details about your fieldwork in the column titled “Detailed Description…”
f. Make sure the log is complete (20 hours) and contains your teacher’s original signatures
and/or notes.
g. Scan (or take a photo of) your clinical experience log.
h. Upload this file to Canvas.
i. Once I have reviewed your log and verified it, I will update your records to reflect that
this assignment has been completed.

Katić Teaching Principles and Practices: EDUC 222 21

 XIII. COURSE TEXTS: REFERENCE LIST:

Arends, R. I., and Kilcher, A. (2010). Classroom Assessment. (pp. 131-160). New York, NY: Routledge.
Danielson, C. (2013). The Framework for Teaching: Evaluation Instrument. Princeton, NJ: The Danielson Group.
Esquith, Rafe. (2007). Teach Like Your Hair’s On Fire: The Methods and Madness inside Room 56. (pp. 7-12, pp.13-26). New
York, NY: Penguin Books.
Four Marzano Teacher Evaluation Domains. (2018). Learning Sciences International. Retrieved from
http://www.marzanoevaluation.com/evaluation/four_domains_2014_Protocol/
Imber, M., van Geel, T., Blokhuis, J. C., Feldman, J. (2014). Federal Constitutional and Statutory Rights of School Employees.
In A Teacher’s Guide to Education Law (pp 221-339). New York, NY: Taylor & Francis.
Koch, J. (2016). Multiple Intelligences: What Does it Mean to be Smart? In Teach3 (pp. 85-88). Boston: Massachusetts:
Wadsworth Cengage Learning.
Leslie, I. (2012). The Uses of Difficulty. Intelligent Life, Winter 2012, pp. 4-6.
Olsen, B. (2010). The Complexities of Teaching. Teaching for Success: Developing Your Teacher Identity in Today’s
Classroom (pp. 1-28). Boulder, CO: Paradigm Publishers.
Orlich, D., Harder, R., Callahan, R., Trevisan, M., Brown, A., & Miller, D. (2013). Bloom’s Taxonomy. Teaching Strategies: A
Guide to Effective Instruction (10th ed.) (pp. 78-88). Belmont, CA: Wadsworth Cengage Learning.
Orlich, D., Harder, R., Callahan, R., Trevisan, M., Brown, A., & Miller, D. (2013). Classroom Management Models. Teaching
Strategies: A Guide to Effective Instruction (10th ed.) (pp. 319-330). Belmont, CA: Wadsworth Cengage Learning.
Orlich, D., Harder, R., Callahan, R., Trevisan, M., Brown, A., & Miller, D. (2013). Developmental and Behavioural
Perspectives. Teaching Strategies: A Guide to Effective Instruction (10th ed.) (pp. 24-32). Belmont, CA: Wadsworth
Cengage Learning.
Orlich, D., Harder, R., Callahan, R., Trevisan, M., Brown, A. & Miller, D. (2013). Mastering Instructional Planning. Teaching
Strategies: A Guide to Effective Instruction (10th ed.) (pp. 110-133). Belmont, CA: Wadsworth Cengage Learning.
Orlich, D. Harder, R., Callahan, R., Trevisan, M. Brown, A. & Miller, D. (2013). Small Group Discussions and Cooperative
Learning. Teaching Strategies: A Guide to Effective Instruction (10th ed.) (pp. 243-268). Belmont, CA: Wadsworth
Cengage Learning.
Orlich, D. Harder, R. Callahan, R., Trevisan, M., Brown, A. & Miller, D. (2013). The Process of Classroom Questioning.
Teaching Strategies: A Guide to Effective Instruction (10th ed.) (pp. 213-237). Belmont, CA: Wadsworth Cengage
Learning.
Parkay, F. (2006). Educational Philosophies in Conflict. In Political Foundations for Becoming a Teacher. (pp. 60-84). New
York, NY: Pearson.
Senechal, D. (2011). The Cult of Success. American Educator, pp. 3-13. Winter 2011-2012.
The New Tenure Law: How It Will Affect You. (2012). (pp. 46-48). Retrieved from http://ecvea.org/wp-
content/uploads/2012/08/The-new-tenure-law-how-it-will-affect-you.pdf
The Perils of Panflation: A Virulent Monster is Dangerously Out of Control. Let Us Slay it Together. (2012, Apr. 7). The
Economist.
Thompson, J. (2013). Begin a Successful School Term. In The First Year Teacher’s Survival Guide: Ready-to-Use Strategies,
Tools, & Activities for Meeting the Challenges of Each School Day (3rd ed.) (pp.107-138). San Francisco, CA: John
Wiley & Sons, Inc.
Thompson, J. (2013). Develop the Practical Skills You’ll Need to Manage a Classroom. In The First Year Teacher’s Survival
Guide: Ready-to-Use Strategies, Tools, & Activities for Meeting the Challenges of Each School Day (3rd ed.) (pp. 35-
38, 40-43, 47-49, 59-61). San Francisco, CA: John Wiley & Sons, Inc.
Thompson, J. (2013). Manage Your Classroom: Policies You Will Need to Develop. In The First Year Teacher’s Survival
Guide: Ready-to-Use Strategies, Tools & Activities for Meeting the Challenges of Each School Day (3rd ed.) (pp. 204-
210, 436-437,460-464). San Francisco, CA: John Wiley & Sons, Inc.
Thompson, J. (2013). How to Avoid a Lawsuit: A Teacher’s Legal Responsibilities. In The First Year Teacher’s Survival
Guide: Ready-to-Use Strategies for Meeting the Challenges of Each School Day (3rd ed.) (pp. 455-457). San Francisco,
CA: John Wiley & Sons, Inc.
Thompson, J. (2013). Being a 21st Century Educator: Learning to Manage Your Stress. In The First Year Teacher’s Survival
Guide: Ready-to-Use Strategies for Meeting the Challenges of Each School Day (3rd ed.) (pp. 31-33). San Francisco,
CA: John Wiley & Sons, Inc.

Katić Teaching Principles and Practices: EDUC 222 22

 XIV. CLINICAL EXPERIENCE LOG:

Student: ________________________ Cooperating Teacher _______________________ School ___________________

To the Student: Please use this form to record your observation hours. You must complete a minimum of 20 total hours
that consist of: 1. observation (10 hours) and 2. assistance (10 hours). You may continue to observe past the 20-hour
mark, with your cooperating teacher’s permission.

When you have completed your hours, your teacher must verify your participation.

Make sure the log is complete (20 hours) and contains your teacher’s original signatures/notes. Scan this completed
clinical experience log and upload to Canvas before the due date.

To the Cooperating Teacher: * Thank you very much for your participation! *
Please verify that this student has observed and participated in your class this semester by signing the form below.

Date Detailed description of your participation in Time spent in this Teacher’s Verification/Signature
this class activity and
(hour/s||minute/s) Teacher’s Comments/Notes

(Please attach additional rows as necessary.)

Katić Teaching Principles and Practices: EDUC 222 23