CBSE 3207: Teaching Science: Childhood Education: Home

SCHOOL OF EDUCATION CONCEPTUAL FRAMEWORK (SOECF)
*Collaboration *Critical Self-Reflection *Social Justice *Diversity

1. Candidates critically reflect on their own assumptions about their practices, the students with whom they work, the communities in which they work, as well as their own development as professionals. (Critical Self-Reflection)
2. Candidates foster relationships and know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and the community to support students’ learning and well-being and also to create classrooms that foster opportunities for student collaboration thereby enhancing student learning and social development. (Collaboration)
3. Candidates demonstrate, in their practice, strategies that support every student’s effort to reach the highest level of academic achievement and to use pedagogies that embrace the wide range of cultures represented in today’s classrooms. (Social Justice)
4. Candidates show, in their practice, a sensitivity to knowledge about and understanding of their own and others’ racial, ethnic, religious, class, sexual, gender, cultural and linguistic identities, as well as implement a variety of teaching strategies that encourage students to develop critical thinking and problem solving skills. (Diversity)

Interstate Teacher Assessment and Support Consortium (InTASC) developed model core teaching standards that outline what teachers should know and be able to do to ensure that every K-12 student reaches the goal of being ready to enter college or the workforce in today’s world.

1. The Learner and Learning
   • Standard 1: Learner Development—The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
   • Standard 2: Learning Differences—The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
   • Standard 3: Learning Environments—The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
2. Content
   • Standard 4: Content Knowledge—The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
   • Standard 5: Application of Content—The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
3.  Instructional Practice
   • Standard 6: Assessment—The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
   • Standard 7: Planning for Instruction—The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
   • Standard 8: Instructional Strategies—The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
4. Professional Responsibility
   • Standard 9: Professional Learning and Ethical Practice—The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
   • Standard 10: Leadership and Collaboration—The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Course Learning Objectives: By the end of this course, students will be able to begin the process of:

• Demonstrating the ability to translate subject matter of science into meaningful learning with inquiry based experiences that support the intellectual, social, and personal development of all Grades 1-6 students (SOECF 3, 4; InTASC 1, 2, 3, 4).
• Gaining skills to create a nurturing, learning environment in a high-needs urban elementary school by intersecting best classroom practices with an understanding of the social, economic, and cultural context of the students and their families (SOECF 3, 4; InTASC 3, 4, 5, 6, 7, 8, 10).
• Showing increased ability (abilities) to improve as a teacher by critically reflecting on pedagogy and practice coupled with addressing student diversity with equity (SOECF 2, 3, 4; InTASC 2, 6, 7, 8, 9).
• Developing capacity for incorporating collaborative learning, inspiration, communication, and community-building in a classroom (SOECF 1, 3, 4; InTASC 3, 5).
• Identifying the skills in understanding curriculum, instructional planning, differentiated instruction for all learners that include English Language Learners and Students with Special Needs, Students of Color, Latinos, Native Americans, and LGBTQ+; inquiry-based teaching, increased use of instructional technology, as well as formal and informal assessment tools that allows students to show their learning in a high-needs urban context (SOECF 3, 4; InTASC 6, 7, 8, 9, 10).
• Acquiring the knowledge and skills for dealing with safety and health concerns in the classroom (SOECF 3, 4; InTASC 2).
• Valuing collaboration with families, administrators, colleagues, and other professionals to improve one’s pedagogy and practice (SOECF 1, 3, 4; InTASC 9, 10).

PROFESSIONALISM-ATTENDANCE-PUNCTUALITY -- You are expected to:

• Demonstrate outstanding professionalism, attendance, and punctuality throughout the practicum;
• Follow the same general schedule as if you were employed by the NYC Department of Education;
• Notify your Cooperating Teacher if there is an emergency or if you are unable to be present in the classroom for any reason;
• Attend all student-teaching seminars.

Unexcused absences from weekly seminars will influence your final grade for the course. Absence from a class is not an excuse for being unprepared or for missed/late assignments. It is your responsibility to find out what was covered and to know when assignments are due.
Please refer to the tab below "Religious Accommodations" regarding non-attendance because of religious beliefs.

Academic dishonesty of any type, including cheating and plagiarism, is unacceptable at Brooklyn College. Cheating is any misrepresentation in academic work. Plagiarism is the representation of another person’s work, words, or ideas as your own. Students should consult the Brooklyn College Student Handbook for a fuller, more specific discussion of related academic integrity standards.

Academic dishonesty is punishable by failure of the “…test, examination, term paper or other assignment on which cheating occurred” (Faculty Council, May 18, 1954).

In addition, disciplinary proceedings in cases of academic dishonesty may result in penalties of admonition, warning, censure, disciplinary probation, restitution, suspension, expulsion, complaint to civil authorities, or ejection (Adopted by Policy Council, May 8, 1991).

NOTE: If you have a question about how to cite correctly ask your teacher BEFORE submitting your work.

• The faculty and administration of Brooklyn College support an environment free from cheating and plagiarism.
• Each student is responsible for being aware of what constitutes cheating and plagiarism and for avoiding both.
• View complete text of CUNY Academic Integrity Policy and Brooklyn College procedure for policy implementation.
• If a faculty member suspects a violation of academic integrity and, upon investigation, confirms that violation, or if the student admits the violation, the faculty member must report the violation.
• Please read the section entitled “Academic Regulations and Procedures” in the Brooklyn College Undergraduate Bulletin or Graduate Bulletin for a complete listing of academic regulations of the College.

Bereavement Policy:

• Students who experience the death of a loved one must contact the Division of Student Affairs, 2113 Boylan Hall, if they wish to implement either the Standard Bereavement Procedure or the Leave of Absence Bereavement Procedure. The Division of Student Affairs has the right to request a document that verifies the death (e.g., a funeral program or death notice). Contact Email: studentaffairs@brooklyn.cuny.edu
• Typically, this death involves that of a family member, in parallel to the bereavement policy for faculty and staff. However, it is up to the discretion of the Division of Student Affairs to determine if a death outside of the immediate family warrants implementation of the student bereavement policy.
•  As an option, and in consultation with the Division of Student Affairs, students may take the Leave of Absence Bereavement after the Standard Bereavement.
• Reference to the Student Bereavement Policies will be noted on course syllabi.
• Students requesting a religious accommodation should contact the Division of Student Affairs as well. The chief student affairs officer, or a designee, and the student will engage in an interactive process with the goal of finding an acceptable accommodation.

Bereavement Procedure:

• Upon approval from the Division of Student Affairs, the student is allowed one week, commencing from the day of notification to the Division of Student Affairs, of excused absence.
• Should the student feel that he/she needs additional days, these should be discussed with individual course instructors and/or the Division of Student Affairs.
• The Division of Student Affairs will contact the student’s faculty and academic staff of the student’s courses.
• Faculty and academic staff will be advised that extensions must be granted to the student for the period of one week of excused absence.
• Further extensions may be negotiated with the student when he or she returns to campus.
• Students are encouraged to discuss options with their instructors.

Leave of Absence Bereavement Procedure:

• Students may be allowed to withdraw from the semester in which the death occurs.
• The Bereavement Leave of Absence is for one semester only.
• Students who have opted to take the Bereavement Leave of Absence and have already attended classes for the semester of the leave will be allowed to re-enter the following semester without having to reapply to the college.
• Students who wish to take the leave of absence prior to the beginning of the semester will be required to reapply for the following semester.
• Students who are in good academic standing will be given the opportunity to successfully complete the credits for the semester in which they return.
• Students will consult with the Division of Student Affairs, on a case-by-case basis, as to whether they should withdraw from their courses during this leave of absence or to request incompletes from the faculty member.
•  Given that there may be a potential impact on financial aid, students who receive financial aid and who take the Bereavement Leave of Absence, upon arrangement with the Division of Student Affairs, will meet with a financial aid adviser prior to taking this option.

• The New York State Education Law provides that no student shall be expelled or refused admission to an institution of higher education because he or she is unable to attend classes or participate in examinations or study or work requirements on any particular day or days because of religious beliefs.
• Students who are unable to attend classes on a particular day or days because of religious beliefs will be excused from any examination or study or work requirements.
• Faculty must make good-faith efforts to provide students absent from class because of religious beliefs equivalent opportunities to make up the work missed; no additional fees may be charged for this consideration.
• If classes, examinations, or study or work requirements occur on Friday after 4 p.m. or on Saturday, similar or makeup classes, examinations, or study or work requirements will be made available on other days, where possible and practical.
• The faculty and the administration will not allow any adverse or prejudicial effects to accrue to students availing themselves of this regulation.
• If students have complaints about the application of this policy, they are entitled to bring action or a proceeding for enforcement of their rights in the Supreme Court of Kings County