Judith Herb College of Education

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Department of Educational Foundations & Leadership
The University of Toledo
Main Campus
Gillham Hall, 5th floor
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Mailing address:
The University of Toledo
Main Campus
MS 921
Toledo, OH 43606-3390

Department Secretary:
Ruth Ann Easterwood
Gillham Hall Room 5000
419.530.2461
ruthann.easterwood@
utoledo.edu

Staff Webpage


Interim Chair
Dr. Gregory Stone
Gillham Hall Room 5400-M
gregory.stone@utoledo.edu

Standards, Outcomes, & Assessments

Standards, Outcomes, & Assessments
For TSOC 3000

Approved by TSOC 3000 Working Group, 2005

As a course intended to prepare future educators in the democratic society of the United States, the course TSOC 3000 is based on the Ohio Standards embedded within Democratic Standards (Snauwaert, 2005), and contributes to the preparation of teachers in accordance with NCATE standards.  Multiple assessments of specific Learning Outcomes reflect the student’s ability and potential to be an effective teacher in and for a democratic society.  The Critical Skills Demonstration assesses student’s mastery of select Ohio Licensure Standards and analytic abilities foundational to  Pathwise Domain A1.
 

TSOC 3000 Standards

TSOC 3000 Learning Outcomes (Objectives)

Assessment

Correlation with Pathwise Evaluation & Ohio Licensure Standards

I. The capacity to make claims, contingent upon the development of:

 

 

 

A.Understanding: knowledge of moral, political, legal, historical, cultural concepts, events and actors and the ability to relate them to larger social and historical context

Identify basic factual knowledge about key people, movements, and events in the history of schooling in the U.S.

 

 

 

 

 

Describe own complex definition of democracy, and what is essential about democratic education (i.e., cite and explain sources of their definition).

Midterm and final exams

 

 

 

 

 

 

 

 

 

 

Reading analyses

 

 

 

 

 

 

 

 

 

 

 

1. Subject Matter:

Knowledge

1K1 The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.

Dispositions

1D1 The teacher realizes that subject matter knowledge is not a fixed body of facts but is complex and ever-evolving. S/he seeks to

keep abreast of new ideas and understandings in the field.

 

6. Learning Environment: Dispositions

6D2 The teacher understands how participation supports commitment.

6P5 The teacher helps the group to develop shared values and

expectations for student interactions, academic discussions, and

individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, and inquiry, and is committed to the expression and use of democratic values in the classroom.

B.Expression:  the capacity to articulate and defend one’s claims

 

Use scholarly work (i.e., primary textbook and supplemental materials) in own writing and speaking in order to support the democratic rights claims of self and others. 

Core assignment

 

C.Empowerment: confidence in one’s own efficacy

 

Demonstrate self-efficacy (i.e., confidence in one’s own abilities and capabilities to engage a democratic classroom). 

Core assignment

&

In-class Participation

5. Instructional Strategies: Dispositions

5D1 The teacher values the development of students’ critical

thinking, independent problem solving, and performance

capabilities.

5D2 The teacher values flexibility and reciprocity in the teaching process as necessary for adapting instruction to student

responses, ideas, and needs.

 

7. Communication

Dispositions

7D4 The teacher appreciates the cultural dimensions of communication,

responds appropriately, and seeks to foster culturally sensitive communication by and among all students in the class.

Performances

7P4 The teacher communicates in ways that demonstrate a sensitivity

to cultural and gender differences (e.g. appropriate use of

eye contact, interpretation of body language and verbal statements,

acknowledgment of and responsiveness to different

modes of communication and participation).

 

9. Professional Development:

Dispositions

9D3 The teacher is willing to give and receive help.

D. Critical Consciousness: the capacity to identify and critique power relations

Analyze and evaluate the relationships between schools and societies (i.e., ideology, schooling, and political economy).

Critical Skills Demonstration

6. Learning Environment:

6K2 The teacher understands how social groups function and

influence people, and how people influence groups.

 

10. Student Support

Knowledge

10K1 The teacher understands schools as organizations within the

larger community context and understands the operations of the

relevant aspects of the system(s) within which s/he works.

10K2 The teacher understands how factors in the students’ environment

outside of school (e.g. family circumstances, community

environments, health and economic conditions) may influence

students’ life and learning.

 

Pathwise Domain A1: Becoming familiar with relevant aspects of students’ background knowledge and experiences.

II. The capacity to respond to the claims of others (i.e., to take on the duties and responsibilities that accompany rights),  contingent upon the development of:

 

 

 

A. Empathy: the capacity to take another’s perspective or multiple perspectives

 

Demonstrate a willingness to suspend judgment while working to understand and explicitly validate others’ views and beliefs based on their experiences.

In-class participation

 

Reading analyses

3. Diversity of Learners:

Knowledge

3K4 The teacher understands how students’ learning is influenced by

individual experiences, talents, and prior learning, as well as

language, culture, family and community values.

3K5 The teacher has a well-grounded framework for understanding

cultural and community diversity… [The second part of this standard is not assessed in TSOC 3000: “… and knows how to learn about

and incorporate students’ experiences, cultures, and community

resources into instruction.”]

Dispositions

3D2 The teacher appreciates and values human diversity, shows

respect for students’ varied talents and perspectives, and is

committed to the pursuit of “individually configured excellence.”

3D3 The teacher respects students as individuals with differing personal and family backgrounds and various skills, talents, and interests.

3D4 The teacher is sensitive to community and cultural norms.

3D5 The teacher makes students feel valued for their potential as

people, and helps them learn to value each other.

Performances

3P6 The teacher brings multiple perspectives to the discussion of

subject matter, including attention to students’ personal, family,

and community experiences and cultural norms.

 

B.Reasonableness: openness to recognizing the validity of others’ beliefs & experiences, and using new understanding to further develop one’s opinions, beliefs, theories, etc.

 

Demonstrate an openness to new challenges, new intellectual conflicts, and counter-evidence in order to promote a climate of fairness.

 

In-class participation

 

C. Judgment: the capacity to take many perspectives into account while making a decision.

Demonstrate an understanding of the connection of self to others from different historical, social, cultural, and personal experiences

In-class Participation

 

Critical Skills Demonstration

1. Subject Matter:

Performances

1P3 The teacher can evaluate teaching resources and curriculum

materials for their comprehensiveness, accuracy, and usefulness

for representing particular ideas and concepts.

D. Thinking: the capacity of internal reflection and self-awareness of what is consistent with one’s own integrity.

 

Demonstrate how one’s individual beliefs and values contribute to the larger social good of a democratic society (i.e., do all the good you can and as little harm as possible)

Core Assignment

 

Last Updated: 6/26/15