This course is entirely online, so no on-campus meetings or Zooms.
The student shall be able to identify and explain characteristics of the organization and administration of American public education - federal, state, and local. Students will analyze American education in its legal and financial aspects, identify current issues, and discuss developments and responsibilities of membership in the teaching profession. At least 15 hours of field experience at an approved learning institution is required. A criminal background check will be required before placement in a field experience setting.
Course Alignment
General Education Outcomes are the knowledge, skills, abilities, attitudes, and behaviors that students are expected to develop as a result of their overall experiences with any aspect of the college, including courses, programs, and student services, both inside and outside of the classroom. The General Education Outcomes specifically learned in this course are:
- Communication
- Responsibility
General Education/Course Objectives/Standards:
Standards and indicators listed below are addressed at an introductory knowledge level, unless otherwise specified.
Communication: Students will communicate with precision, clarity, fluency, accuracy, and coherence through their reading, writing, and verbal communications.
Quantitative Reasoning: Students will reason and solve quantitative problems from a wide array of contexts.
Ethical Reasoning: Students will apply skills in ethical reasoning and come to understand the ways ethical issues affect individual behaviors, individual lifestyles, and public life.
Inquiry and Analysis: Students will examine complex topics and apply systematic processes resulting in formed conclusions.
Faculty Contact Information
Student Support Hours
Virtual: Monday, Tuesday, Wednesday 8 a.m. - 10 a.m.
By Appointment
MAE - Curriculum and Instruction
BS - History Education
- PEL - Secondary Education
- Middle School Endorsement
- Teacher Leadership Endorsement
- Paraprofessional Endorsement
Master Online Teacher
Course Information
At the end of this course, students will be able to:
- Analyze inclusive instructional practices and student support systems by examining how educators plan for diverse learners, including students with disabilities, through the use of IEPs, Section 504 plans, and other support structures, while considering equity, accessibility, and applicable laws and policies. (Aligned to IPES.IN.4; IPES.PR.2; IPES.CC.2)
- Observe and evaluate instructional environments across PK–12 settings by analyzing classroom climate, management routines, instructional strategies, differentiation, assessment practices, and equity within real-world educational contexts. (Aligned to IPES.IN.3; IPES.A.2; IPES.CC.7)
- Reflect on instructional decision-making and professional practice by connecting observed classroom strategies and course content to personal beliefs, biases, and emerging professional identity, identifying areas for growth and future leadership. (Aligned to IPES.PR.1; IPES.PR.4)
- Evaluate research-based best practices in education by critiquing instructional strategies, classroom management approaches, and culturally responsive practices using professional texts, course resources, and discipline benchmarks. (Aligned to IPES.IN.3; IPES.A.2)
- Demonstrate foundational understanding of collaboration and communication in education by analyzing how educators work with families, colleagues, and community partners to support student learning, safety, and equitable access to educational opportunities. (Aligned to IPES.CC.2; IPES.CC.7)
Topical Outline
| Week | Module | Module Focus | IPES Standards and Student Learning Outcomes | Module Focus | Key Vocabulary / Terms | |
|---|---|---|---|---|---|---|
| One, Two, Three | Module One: Introduction to the Education Career Path & Teacher Licensure | History of public education, licensure, professional identity, ethics, and school-community context, budgets | IPES.CC.1 – Examining historical and philosophical foundations of American public education IPES.PR.1 – Recognizing how personal biases and perceptions affect practice IPES.PR.4 – Creating personal goals for professional growth, leadership, and advocacy SLO 3: Reflect on instructional decision-making, personal beliefs, biases, and emerging professional identity. How SLOs Are Addressed: Students are introduced to the teaching profession through the history and philosophy of public education, licensure requirements, ethics, and professional responsibilities. Early reflective practices help students examine their own beliefs, assumptions, and motivations for entering the field. Aligned Assignments:
| Students examine the historical development of American public education and its philosophical foundations. They explore licensure requirements, professional responsibilities, ethical expectations, and begin reflective practices related to personal beliefs, biases, and professional growth. Assignments: Students are introduced to the teaching profession, professional language, and the pathway to licensure in Illinois. Assignments include icebreaker and reflective discussions, vocabulary practice and assessment, exploration of major educational frameworks (such as historical events, the Danielson Model, and licensing), and short journal reflections. This module emphasizes community building, foundational terminology, and understanding the steps toward becoming a licensed educator. | Public Education Illinois State Board of Education (ISBE) Licensure ELIS Professional Ethics Normal Schools Compulsory Education John Dewey, Horace Mann and Maria Montessori Illinois School Report Card | |
| Four, Five and Six | Module Two: Professional Responsibilities & Working in Schools | Professional conduct, communication, advocacy, mandated reporting, and collaboration | IPES.IN.4 – Incorporating applicable laws, rules, and policies in instructional decisions IPES.CC.2 – Collaborating with families and professionals in culturally sustaining ways IPES.PR.2 – Recognizing policies that are discriminatory, oppressive, or harmful SLO 1: Analyze inclusive instructional practices and student support systems (IEPs, 504 plans, equity, and law). SLO 5: Demonstrate understanding of collaboration and communication with families, colleagues, and community partners. SLO 3 (reinforced): Reflect on professional responsibilities and bias. How SLOs Are Addressed: Students examine legal and ethical responsibilities of educators, including mandated reporting, confidentiality, advocacy, and inclusive practices. Emphasis is placed on understanding diverse learners, special education services, and culturally sustaining collaboration with families and stakeholders. Aligned Assignments:
| Students analyze legal and ethical responsibilities of educators, including mandated reporting and confidentiality. Emphasis is placed on professional communication, advocacy, culturally sustaining collaboration with families, and identifying harmful or inequitable policies. Assignments: This module focuses on understanding students as learners with diverse needs and backgrounds. Students engage with content related to Special Education and IEPs, learning styles, and inclusive instructional practices. Major assignments include discussion posts, a Learning Buffet Project, a comprehensive Diversity Analysis, journal reflections, and an observation check-in. The module emphasizes equity, differentiation, and inclusive teaching practices. | Mandated Reporter Confidentiality FERPA Advocacy Professional Boundaries Cultural Competence Stakeholders Conflict Resolution IEP 504 Plan Behavior Intervention Plan (BIP) | |
| Seven, Eight, Nine and Ten | Module Three: Classroom Management, Instruction, and Planning | Lesson planning, equity, learning theory, differentiation, assessment, and classroom management | IPES.IN.3 – Aligning instruction with learning goals and standards IPES.A.2 – Aligning assessments with standards IPES.A.9 – Facilitating self- and peer-assessment strategies IPES.PR.1 – Recognizing how personal biases and perceptions affect practice SLO 2: Observe and evaluate instructional environments, classroom climate, and instructional strategies. SLO 4: Evaluate research-based best practices in instruction and classroom management. SLO 3 (reinforced): Reflect on instructional decision-making and bias. How SLOs Are Addressed: Students develop practical teaching skills by exploring learning theory, lesson planning, differentiation, assessment alignment, and classroom management. Coursework emphasizes equity, accessibility, and effective instructional design. Aligned Assignments:
| Students design standards-aligned lesson plans and objectives, examine equity across school contexts, apply learning theories, and develop classroom management and assessment strategies that support inclusive, accessible, and engaging learning environments. Students explore effective classroom management strategies and lesson planning skills. Assignments include discussions on classroom management, development of a classroom management plan, lesson planning activities using standards and templates, a lesson plan paper or video submission, reflective discussions, and an observation check-in. This module emphasizes practical skills needed to create structured, engaging learning environments. | Illinois Learning Standards (ILS) Measurable Objectives Bloom’s Taxonomy Differentiation Scaffolding Multiple Intelligences Learning Modalities Universal Design for Learning (UDL) Classroom Climate Authentic Assessment Rubric | |
| Eleven, Twelve and Thirteen | Module Four: Assessment, School Law, Leadership, and the Profession | Assessment systems, curriculum planning, leadership, multicultural education, school law, and compensation | IPES.A.2 – Aligning assessments with standards IPES.CC.7 – Collaborating with community and school partners to improve equitable opportunities IPES.PR.4 – Creating personal goals for professional growth, leadership, and advocacy IPES.PR.2 – Recognizing discriminatory or harmful policies SLO 1 (reinforced): Inclusive practices and legal responsibilities SLO 5 (reinforced): Collaboration with families, schools, and community partners SLO 3: Professional reflection, leadership, and growth How SLOs Are Addressed: Students analyze assessment systems, curriculum planning, multicultural education, and school law. They explore leadership roles, equity issues, and professional expectations while setting future goals within the education profession. Aligned Assignments:
| Students analyze assessment systems, curriculum planning, and public data to understand equity and access. They explore multicultural education, ELL instruction, legal foundations of schooling, teacher leadership, and professional expectations, while establishing future professional goals. Assignments: This module introduces students to key legal issues in education and the teaching job outlook. Assignments include analysis of educational court cases, school law readings and surveys, quizzes, discussions on job outlook, a group project related to school law, and a final reflective journal. The module emphasizes legal responsibilities, professional awareness, and career considerations for educators. | Standardized Assessment Formative vs. Summative Assessment Curriculum Mapping Leadership Styles Multicultural Education English Language Learner (ELL) Equity vs. Equality Tort Law Due Process Negligence Duty of Care In Loco Parentis Collective Bargaining | |
| Fourteen, Fifteen and Sixteen | Field Experience And Final Assessment | Students will complete 15 hours of field experience in a PK-12 school setting. | IPES.CC.7 – Collaborating with community and school partners to improve equitable opportunities IPES.PR.4 – Creating personal goals for professional growth, leadership, and advocacy SLO 2: Observation and evaluation of real-world instructional environments SLO 3: Reflection on practice, bias, and professional identity SLO 1: Inclusive practices, student supports, and legal considerations SLO 5: Collaboration within school and community contexts | Encouraging students to reflect on their future goals related to specific teaching/working environments, learning from others in the profession and connecting course topics with real-world situations. |
Braun, B. Illinois School Law Survey. 2025.
Esquith, R. Teach Like Your Hair’s On Fire. 2007.
Brooks, G. Go See The Principal. 2019.
Other resources provided in our Canvas Learning Management System.
Braun, B. Illinois School Law Survey. 2025. ISBN-10: 1880331322
Esquith, R. Teach Like Your Hair’s On Fire. 2007. ISBN-10: 0670038156
Brooks, G. Go See The Principal. 2019. ISBN-10 978-0-7382-8506-1
Student Learning Outcomes
Upon successful completion of EDUC 1713: Introduction to Public Education, students will be able to:
- Analyze inclusive instructional practices and student support systems by examining how educators plan for diverse learners, including students with disabilities, through the use of IEPs, Section 504 plans, and other support structures, while considering equity, accessibility, and applicable laws and policies.
(Aligned to IPES.IN.4; IPES.PR.2; IPES.CC.2) - Evaluate instructional environments across PK–12 settings by analyzing classroom[JR1] climate, management routines, instructional strategies, differentiation, assessment practices, and equity within real-world educational contexts.
(Aligned to IPES.IN.3; IPES.A.2; IPES.CC.7) - Reflect on instructional decision-making and professional practice by connecting analyzed classroom strategies and course content to personal beliefs, biases, and emerging professional identity, identifying areas for growth and future leadership.
(Aligned to IPES.PR.1; IPES.PR.4) - Evaluate research-based best practices in education by critiquing instructional strategies, classroom management approaches, and culturally responsive practices using professional texts, course resources, and discipline benchmarks.
(Aligned to IPES.IN.3; IPES.A.2) - Demonstrate foundational understanding of collaboration and communication in education by analyzing how educators work with families, colleagues, and community partners to support student learning, safety, and equitable access to educational opportunities.
(Aligned to IPES.CC.2; IPES.CC.7)
[JR1]SLOs numbered
Field Experience
200 Points
(Hours: 100 points | Reflection: 100 points)
One of the major requirements for this course is the completion of 15 hours of field experience in a PK–12 educational setting. This field experience is designed to provide you with structured opportunities to connect course concepts to authentic professional practices and responsibilities.
Through coordination with the course instructor, you will be placed in local schools or educational environments where you will engage in purposeful analysis and reflection regarding instructional practices, learning environments, and professional decision-making.
While in the field, you are expected to take detailed notes focused on, but not limited to:
- Instructional strategies and responsiveness to diverse learner needs
- Classroom management and learning environments
- Use of accommodations and inclusive practices
- Professional, legal, and ethical responsibilities
- Collaboration among educators, professionals, families, and the community
You will use these notes to complete a reflective analysis that connects your field experiences to course concepts and demonstrates your developing understanding of the teaching profession.
Field Experience Reflection
Your reflection should be a formal narrative written in third person, addressing the following:
- Discipline: Preventive strategies, types of misbehavior witnessed, and professional responses
- Inclusion: To what extent was the environment inclusive of all learners? Consider supports, placement (e.g., general education vs. self-contained), and equitable access
- Environment: Describe the physical setup and analyze how it impacted learning and interaction; include suggestions for improvement
- Teacher Support: What support did the professional receive (e.g., paraprofessionals, specialists, administrators, nurses)?
- Instructional Emphasis: What was the primary focus of instruction during the field experience?
- Successes and Challenges: What worked well? What challenges were visible?
- Routine Tasks: How did the professional manage responsibilities such as grading, planning, instruction, and assessment? Was work completed beyond the school day?
- Curricular Emphasis: Was there a particular curricular focus? How, if at all, was diversity reflected in the curriculum?
- Technology Use: What technologies were used (e.g., computers, tablets, interactive tools)? How did they support learning?
- Professional Reflection: How did this experience influence your perspective on pursuing a career in education? What strategies or practices do you plan to use in the future?
Paper Formatting Requirements
- Typed, double-spaced
- Times New Roman, 12-point font
- Page numbers included
- Title page including: your name, course title (e.g., EDUC 1713 or EDUC 1833), and field experience dates
- Written in third person (no “I” or “me”)
- Bold all relevant course terms (e.g., IEP, 504 Plan, accommodations, modifications, assistive technology, inclusion, classroom management, lesson planning, etc.)
- Do not use real names—refer to individuals as Professional A, Student A, etc.
Standards Introduced
IPES.IN.3 — Instruction aligned with learning goals and standards
IPES.IN.4 — Application of laws, rules, and policies
IPES.A.2 — Assessment alignment
IPES.CC.2 — Collaboration with families and professionals
IPES.CC.7 — Collaboration with community and school partners
IPES.PR.1 — Recognition of personal bias
IPES.PR.4 — Professional growth and reflection
Student Learning Outcomes
SLO 1, SLO 2, SLO 3, SLO 5
Course Assignments and Assessments
Field Experience: Students complete 15 hours of field experience in a PK–12 educational setting and submit a reflective analysis connecting course concepts to instructional practice, classroom environment, and professional responsibilities.
IPES Standards Introduced
IPES.IN.3 — Instruction aligned with learning goals and standards
IPES.IN.4 — Application of laws, rules, and policies
IPES.A.2 — Assessment alignment
IPES.CC.2 — Collaboration with families and professionals
IPES.CC.7 — Collaboration with community and school partners
IPES.PR.1 — Recognition of personal bias
IPES.PR.4 — Professional growth and reflection
Student Learning Outcomes
SLO 1 — Analysis of inclusive instructional practices and student supports
SLO 2 — Evaluation of instructional environments
SLO 3 — Reflection on instructional decision-making and professional identity
SLO 5 — Understanding collaboration in educational settings
Reflective Teacher / Best Practices Analysis (Teach Like Your Hair Is on Fire, Go See the Principal): Students complete a formal written reflection analyzing research-based instructional strategies and their application to future teaching practice.
IPES Standards Introduced
IPES.IN.3 — Instruction aligned with learning goals and standards
IPES.PR.1 — Awareness of personal bias in professional practice
IPES.PR.4 — Professional growth and advocacy
Student Learning Outcomes
SLO 3 — Reflection on instructional decision-making and professional practice
SLO 4 — Evaluation of research-based instructional strategies
Diversity and Multiculturalism Project: Students conduct research on diversity and multicultural education and analyze strategies for equitable learning environments.
IPES Standards Introduced
IPES.IN.3 — Instruction aligned with learning goals and standards
IPES.IN.4 — Incorporation of laws, rules, and policies
IPES.CC.2 — Collaboration with families and professionals
IPES.CC.7 — Community and school partnerships
IPES.PR.1 — Recognition of personal bias
IPES.PR.2 — Identification of discriminatory or harmful policies
Student Learning Outcomes
SLO 1 — Analysis of inclusive instructional practices and student supports
SLO 3 — Reflection on instructional decision-making and bias
SLO 5 — Understanding collaboration with families and communities
Lesson Planning / Danielson Mini Lesson: Students design and teach a standards-based mini lesson incorporating various classroom management strategies and aligned assessment.
IPES Standards Introduced
IPES.IN.3 — Instruction aligned with learning goals and standards
IPES.A.2 — Assessment alignment
IPES.A.9 — Self and peer assessment strategies
IPES.CC.2 — Collaboration and communication
IPES.PR.4 — Professional growth and reflection
Student Learning Outcomes
SLO 2 — Evaluation of instructional environments and strategies
SLO 4 — Application of research-based instructional practices
Public School Law Project: Students research Illinois public school law and analyze how legal requirements influence professional practice, student protections, and educational equity.
IPES Standards Introduced
IPES.IN.4 — Application of laws, rules, and policies
IPES.CC.2 — Collaboration with families and professionals
IPES.PR.2 — Identification of discriminatory or harmful policies
Student Learning Outcomes
SLO 1 — Analysis of inclusive practices and legal responsibilities
SLO 5 — Understanding collaboration and communication in education
Discussion Forums, Midterm, and Final Exams: Students complete written discussions and reflective essay-based exams demonstrating understanding of course concepts, the history of public education, standards, and professional expectations.
IPES Standards Introduced
IPES.IN.3 — Instruction aligned with learning goals and standards
IPES.A.2 — Assessment alignment
IPES.PR.1 — Awareness of personal bias
IPES.PR.4 — Professional reflection and growth
Student Learning Outcomes
SLO 1 — Inclusive practices and legal responsibilities
SLO 3 — Reflection on beliefs, bias, and professional identity
SLO 4 — Evaluation of instructional strategies and best practices
Assignment Breakdown:
Discussion Forums 100 Points
Projects and Papers 200 Points
Field Experience 200 Points
Exams 100 Points
Total 600 Points
A 90%
B 80%
C 70%
D 60%
F Below 59%
Observation & Field-Based Assignments
- Field Experience Component (15 hours) – Required PK–12 field experience with detailed notes and a reflective analysis connecting course concepts to real classroom practice. This is a required capstone assignment.
Major Projects / Culminating Assignments
- Reflective Teacher / Best Practices Paper (Teach Like Your Hair’s On Fire) – A formal reflection analyzing research-based instructional strategies and connecting them to future teaching practice.
- Diversity and Multiculturalism Project – Research-based project examining equity, culturally responsive teaching, and strategies for supporting diverse learners.
- Lesson Planning / Danielson Mini Lesson – Students design and present a standards-based mini lesson using Multiple Intelligences theory, including classroom management and assessment components.
- Public School Law Project – Research and interactive presentation focused on Illinois school law, legal responsibilities, equity, and professional ethics.
Assessments
- Midterm Exam – Essay-based assessment requiring synthesis of course content, reflection, and application of standards.
- Final Exam – Cumulative, reflective, and application-focused exam aligned with professional practice and equity.
Participation & Ongoing Coursework
- Class discussions and activities – In-class participation focused on professional communication, collaboration, ethics, and advocacy.
- Written reflections and short assignments – Used throughout modules to support professional identity development and reflection on bias, equity, and instructional decision-making.
Business, Technology & Human Services
Dean, Paul Carlson; 815-802-8858; V105; pcarlson@kcc.edu; Division Office – W102; 815-802-8650
Absences
Unexcused absences exceeding the course credit value will result in a final semester course grade reduction.
Criminal Background Check Information
It is the policy of Kankakee Community College to adhere to all policies of educational facilities with which the College affiliates for the field experience. Some of the schools require criminal background checks for students enrolled in an education program.
Kankakee Community College has determined that prior to being assigned to a field experience; the student must complete the prescribed criminal background check. The student is responsible for all costs incurred. Both requirements must be completed no later than two weeks prior to the student beginning his/her program. Students may be dropped from their course/program if this requirement is not completed.
Arrests or convictions during the semester may also result in the removal from the course. All reasonable efforts will be made to maintain the confidentially of results. If you plan on completing the field experience with Kankakee School District 111, please see me before obtaining a background check! You may not obtain your background check from a local police department!
Mandated Reporter
State law mandates that workers in certain professions must make reports if they have reasonable cause to suspect abuse or neglect. Mandated reporters include: Medical Personnel: Physicians, psychiatrists, surgeons, residents, interns, dentists, dentist hygienists, medical examiners, pathologists, osteopaths, coroners, Christian Science practitioners, chiropractors, podiatrists, registered and licensed practical nurses, emergency medical technicians, substance abuse treatment personnel, hospital administrators and other personnel involved in the examination, care or treatment of patients.
- School and Child Care Personnel: Teachers, school personnel, educational advocates assigned to a child pursuant to the School Code, truant officers, directors and staff assistants of day care centers and nursery schools, and child care workers.
- Law Enforcement: Truant officers, probation officers, law enforcement officers, and field personnel of the Department of Corrections.
- State Agencies: Field personnel from the Departments of Children and Family Services, Public Health, Public Aid, Mental Health and Developmental Disabilities, Corrections, Human Rights, Rehabilitation Services. Also includes supervisors and administrators of general assistance under the Illinois Public Aid Code.
- Others: Social workers, social service administrators, substance abuse treatment personnel, domestic violence program personnel, crisis line or hotline personnel, foster parents, homemakers, recreational program or facility personnel, registered psychologists and assistants working under the direct supervision of a psychologist, members of the clergy.
Mandated reporters who make good faith reports have the same immunity from liability under the law as non-mandated reporters. However, a mandated reporter's failure to report suspected instances of child abuse or neglect to DCFS constitutes a Class A misdemeanor; simply reporting suspicions to a superior does not satisfy legal requirements.
College Policies
Specifications for Written Materials
When working on paper assignments, students must remember to give credit where credit is due. Properly paraphrase and cite, using either the APA or MLA referencing style, everything that originates from the work of others. Use your own words when writing to demonstrate an understanding of the material. Only minimal use of direct quoting will be acceptable.
APA guidelines can be found at http://owl.english.purdue.edu/handouts/research/r_apa.html.
MLA guidelines can be found at http://owl.english.purdue.edu/owl/resource/557/01/.
Unexcused absences exceeding the course credit value will result in a final semester course grade reduction.
Artificial Intelligence
Artificial Intelligence sites (ChatGPT, Open AI, Gemini and so on) are powerful tools. If utilized, citations are required. Failure to include the citation in assignments will result in a reduction in points or a possible zero.
Course Deadlines
Course work is expected on the day it is due.
Participation
This is a college course, and as an adult you are responsible for your participation. In this course participation will be measured by the in-class discussions, projects, and various other instructional strategies. I will be looking at what input you provide to determine a portion of your grade.
Incompletes
Incompletes are designed to help a student who is successfully completing a course deal with a personal emergency that arises at the end of the semester. A grade of Incomplete will only be assigned in the case of emergencies such as a death in the immediate family or an illness which requires hospitalization. This is college policy. The student must currently have a passing grade and must still meet the attendance requirements of the course. Official documentation will be required to verify the validity of the student's need for an incomplete.
Incompletes will NOT be given in the case of vacation plans, job conflicts, apartment lease problems, social engagements, missing too many deadlines, or forgetting to take exams. If you need an incomplete, you must speak with me, provide the documentation, and fill out the required paperwork before final grades are due.
Academic Integrity
Academic integrity is a fundamental principle of collegial life and is essential to the credibility of the College's educational programs. Moreover, because grading may be competitive, students who misrepresent their academic work violate the right of their fellow students. The College, therefore, views any act of academic dishonesty as a serious offense requiring disciplinary measures, including course failure, suspension, and even expulsion from the College.
Violations of academic integrity include, but are not limited to cheating, aiding or suborning cheating or other acts of academic dishonesty, plagiarism, and misrepresentation of data, falsification of academic records or documents and unauthorized access to computerized academic or administrative records or systems. Definitions of these violations may be found in the college catalog.
Plagiarism is defined in section 16.2 of the Code of Conduct: “Representing the words or ideas of another as one’s own. Plagiarism includes claiming credit for assignments completed by someone else.”All instances of intentional plagiarism on any major assignment for this course will lead to the immediate failure of the course with no opportunity for the student to withdraw. The instance of plagiarism will be reported to the Dean of Student Development. If the student has a second instance of plagiarism reported to the Dean of Student Development, the student may be suspended from the institution.
Plagiarism is the presenting of others' ideas as if they were your own. When you write a paper, create a project, do a presentation or create anything original, it is assumed that all the work, except for that which is attributed to another author or creator, is your own. Plagiarism is considered a serious academic offense and may take the following forms:
1. Copying word-for-word from another source and not giving that source credit.
2. Paraphrasing the work of another and not giving that source credit.
3. Adopting a particularly apt phrase as your own
4. Using an image or a copy of an image without crediting its source
5. Paraphrasing someone else's line of thinking in the development of a topic as if it were your own.
6. Receiving excessive help from a friend or elsewhere, or using another project as if it were your own.
The penalties for plagiarism are at minimum failure on the particular piece of work to failure in the course.
[Adapted from the Modern Language Association's MLA Handbook for Writers of Research Papers. New York: MLA, 1995: 26]
Withdrawals
When it is necessary to withdraw from a course or from the college, a student may do so on or before the withdrawal date stated on the syllabus without receiving a punitive final grade. Students should use Change of Schedule forms which are available in Student Services. Students may submit Change of Schedule forms to Student Services or through the mail, but they must be postmarked no later than the withdrawal date.
Email Policy
To ensure a student's privacy under all applicable education laws and to facilitate timely interactions, two College-authorized methods of electronic communication exist: KCC-issued student email accounts (using the domain name of .student.kcc.edu) and the Canvas Learning Management System. Students are expected to regularly check their KCC email accounts and Canvas for important incoming communication from the college or from individual instructors. Students understand that emails they send from personal email accounts (other than those listed above) may not be delivered to the KCC recipient, and students should have no expectation that such messages will be answered.
Code of Conduct
Students need to adhere to the Code of Conduct located in the college catalog.
College Resources
Tutoring assistance is free to all currently enrolled KCC students. Our tutor program is certified by the College Reading and Learning Association (CRLA). For schedules, resources, and other helpful information, go to www.library.kcc.edu/tutoring.
Miner Memorial Library
The Miner Memorial Library provides a variety of services free to students. For the services they offer, their hours of operation and other helpful information, go to www.library.kcc.edu.
Copyright
Course materials are exclusively for the use of students enrolled in the course for purposes associated with the course. Additional information regarding KCC's copyright policies is available on KCC's website.
Syllabus information is subject to change. Please be flexible!
Course Policies
Absences
Unexcused absences exceeding the course credit value will result in a final semester course grade reduction.
Criminal Background Check Information
It is the policy of Kankakee Community College to adhere to all policies of educational facilities with which the College affiliates for the field experience. Some of the schools require criminal background checks for students enrolled in an education program.
Kankakee Community College has determined that prior to being assigned to a field experience; the student must complete the prescribed criminal background check. The student is responsible for all costs incurred. Students may be dropped by their course/program if this requirement is not completed.
Arrests or convictions during the semester may also result in the removal from the course. All reasonable efforts will be made to maintain the confidentiality of results. If you plan on completing the field experience with Kankakee School District 111, please see me before obtaining a background check! You may not obtain your background check from a local police department!
Mandated Reporter
State law mandates that workers in certain professions must make reports if they have reasonable cause to suspect abuse or neglect. Mandated reporters include: Medical Personnel: Physicians, psychiatrists, surgeons, residents, interns, dentists, dentist hygienists, medical examiners, pathologists, osteopaths, coroners, Christian Science practitioners, chiropractors, podiatrists, registered and licensed practical nurses, emergency medical technicians, substance abuse treatment personnel, hospital administrators and other personnel involved in the examination, care or treatment of patients. school and childcare personnel: teachers, school personnel, educational advocates assigned to a child pursuant to the School Code, truant officers, directors and staff assistants of day care centers and nursery schools, and childcare workers.
- Law Enforcement: Truant officers, probation officers, law enforcement officers, and field personnel of the Department of Corrections.
- State Agencies: Field personnel from the Departments of Children and Family Services, Public Health, Public Aid, Mental Health and Developmental Disabilities, Corrections, Human Rights, Rehabilitation Services. Also includes supervisors and administrators of general assistance under the Illinois Public Aid Code.
- Others: Social workers, social service administrators, substance abuse treatment personnel, domestic violence program personnel, crisis line or hotline personnel, foster parents, homemakers, recreational program or facility personnel, registered psychologists and assistants working under the direct supervision of a psychologist, members of the clergy.
Mandated reporters who make good faith reports have the same immunity from liability under the law as non-mandated reporters. However, a mandated reporter's failure to report suspected instances of child abuse or neglect to DCFS constitutes a Class A misdemeanor; simply reporting suspicions to a superior does not satisfy legal requirements.
College Policies
Specifications for Written Materials
When working on paper assignments, students must remember to give credit where credit is due. Properly paraphrase and cite, using either the APA or MLA referencing style, everything that originates from the work of others. Use your own words when writing to demonstrate an understanding of the material. Only minimal use of direct quoting will be acceptable.
APA guidelines can be found at http://owl.english.purdue.edu/handouts/research/r_apa.html.
MLA guidelines can be found at http://owl.english.purdue.edu/owl/resource/557/01/.
Unexcused absences exceeding the course credit value will result in a final semester course grade reduction.
Artificial Intelligence
Artificial Intelligence sites (ChatGPT, Open AI, Gemini and so on) are powerful tools. If utilized, citations are required. Failure to include the citation in assignments will result in a reduction in points or a possible zero.
Course Deadlines
Course work is expected on the day it is due.
Participation
This is a college course, and as an adult you are responsible for your participation. In this course participation will be measured by the in-class discussions, projects, and various other instructional strategies. I will be looking at what input you provide to determine a portion of your grade.
Incompletes
Incompletes are designed to help a student who is successfully completing a course deal with a personal emergency that arises at the end of the semester. A grade of Incomplete will only be assigned in the case of emergencies such as a death in the immediate family or an illness which requires hospitalization. This is college policy. The student must currently have a passing grade and must still meet the attendance requirements of the course. Official documentation will be required to verify the validity of the student's need for an incomplete.
Incompletes will NOT be given in the case of vacation plans, job conflicts, apartment lease problems, social engagements, missing too many deadlines, or forgetting to take exams. If you need an incomplete, you must speak with me, provide the documentation, and fill out the required paperwork before final grades are due.
Academic Integrity
Academic integrity is a fundamental principle of collegial life and is essential to the credibility of the College's educational programs. Moreover, because grading may be competitive, students who misrepresent their academic work violate the right of their fellow students. The College, therefore, views any act of academic dishonesty as a serious offense requiring disciplinary measures, including course failure, suspension, and even expulsion from the College.
Violations of academic integrity include, but are not limited to cheating, aiding or cheating or other acts of academic dishonesty, plagiarism, and misrepresentation of data, falsification of academic records or documents and unauthorized access to computerized academic or administrative records or systems. Definitions of these violations may be found in the college catalog.
Plagiarism is defined in section 16.2 of the Code of Conduct: “Representing the words or ideas of another as one’s own. Plagiarism includes claiming credit for assignments completed by someone else.All instances of intentional plagiarism on any major assignment for this course will lead to the immediate failure of the course with no opportunity for the student to withdraw. The instance of plagiarism will be reported to the Dean of Student Development. If the student has a second instance of plagiarism reported to the Dean of Student Development, the student may be suspended from the institution.
Plagiarism is the presenting of others' ideas as if they were your own. When you write a paper, create a project, do a presentation or create anything original, it is assumed that all the work, except for that which is attributed to another author or creator, is your own. Plagiarism is considered a serious academic offense and may take the following forms:
1. Copying word-for-word from another source and not giving that source credit.
2. Paraphrasing the work of another and not giving that source credit.
3. Adopting a particularly apt phrase as your own
4. Using an image or a copy of an image without crediting its source
5. Paraphrasing someone else's line of thinking in the development of a topic as if it were your own.
6. Receiving excessive help from a friend or elsewhere or using another project as if it were your own.
The penalties for plagiarism are at minimum failure on the particular piece of work to failure in the course.
[Adapted from the Modern Language Association's MLA Handbook for Writers of Research Papers. New York: MLA, 1995: 26]
Withdrawals
When it is necessary to withdraw from a course or from the college, a student may do so on or before the withdrawal date stated on the syllabus without receiving a punitive final grade. Students should use Change of Schedule forms which are available in Student Services. Students may submit Change of Schedule forms to Student Services or through the mail, but they must be postmarked no later than the withdrawal date.
Email Policy
To ensure a student's privacy under all applicable education laws and to facilitate timely interactions, two College-authorized methods of electronic communication exist: KCC-issued student email accounts (using the domain name of.student.kcc.edu) and the Canvas Learning Management System. Students are expected to regularly check their KCC email accounts and Canvas for important incoming communication from the college or from individual instructors. Students understand that emails they send from personal email accounts (other than those listed above) may not be delivered to the KCC recipient, and students should have no expectation that such messages will be answered.
Code of Conduct
Students need to adhere to the Code of Conduct located in the college catalog.
College Resources
Tutoring assistance is free to all currently enrolled KCC students. Our tutor program is certified by the College Reading and Learning Association (CRLA). For schedules, resources, and other helpful information, go to www.library.kcc.edu/tutoring.
Miner Memorial Library
The Miner Memorial Library provides a variety of services free to students. For the services they offer, their hours of operation and other helpful information, go to www.library.kcc.edu.
Copyright
Course materials are exclusively for the use of students enrolled in the course for purposes associated with the course. Additional information regarding KCC's copyright policies is available on KCC's website.
Syllabus information is subject to change. Please be flexible!
Course Deadlines
Course work is expected on the day it is due. Deadline flexibility is possible with professor approval.
Participation
This is a college course, and as an adult you are responsible for your participation. In this course participation will be measured by the discussions, projects, and various other instructional strategies. I will be looking at what input you provide to determine a portion of your grade.
Topical Outline
Module 1: Introduction to the Education Career Path and Teacher Licensure
Weeks 1–3
This module introduces the historical and philosophical foundations of public education, professional expectations of educators, and the pathway to teacher licensure. Students examine the development of American public education, ethical responsibilities, and the role of schools within communities. Reflective activities support the development of professional identity.
Standards Introduced
IPES.CC.1 — Historical and philosophical foundations of public education
IPES.PR.4 — Professional growth and advocacy
Student Learning Outcome
SLO 3 — Reflection on instructional decision-making, beliefs, bias, and emerging professional identity
Learning Activities
Introductory discussions, vocabulary development, reflective journaling, and analysis of educational history and licensure frameworks.
Key Terms
Public education, licensure, ELIS, professional ethics, compulsory education, normal schools, Illinois State Board of Education, Illinois School Report Cards, John Dewey, Horace Mann, Maria Montessori
Module 2: Professional Responsibilities and Working in Schools
Weeks 4–6
Students examine legal and ethical responsibilities of educators, including mandated reporting, confidentiality, advocacy, and collaboration with families and professionals. Emphasis is placed on inclusive practices and culturally sustaining approaches to supporting diverse learners.
Standards Introduced
IPES.IN.4 — Educational law, rules, and policies
IPES.CC.2 — Collaboration with families and professionals
IPES.PR.2 — Recognition of harmful or inequitable policies
Student Learning Outcomes
SLO 1 — Inclusive instructional practices and student support systems
SLO 5 — Collaboration and communication in educational settings
SLO 3 — Professional reflection and bias awareness
Learning Activities
Discussion forums, Learning Buffet Project, Diversity Analysis, reflective journals, field experience check-in.
Key Terms
Mandated reporting, FERPA, professional boundaries, advocacy, cultural competence, stakeholders, IEP, 504 Plan, Behavior Intervention Plan
Module 3: Classroom Management, Instruction, and Planning
Weeks 7–10
This module develops foundational instructional skills including lesson planning, differentiation, assessment alignment, and classroom management. Students explore learning theory and design standards-aligned learning experiences that support equitable and accessible instruction.
Standards Introduced
IPES.IN.3 — Instruction aligned to goals and standards
IPES.A.2 — Assessment alignment
IPES.A.9 — Self and peer assessment strategies
IPES.PR.1 — Reflection on personal bias
Student Learning Outcomes
SLO 2 — Evaluation of instructional environments
SLO 4 — Research-based instructional practices
SLO 3 — Reflective instructional decision-making
Learning Activities
Classroom management plan, lesson planning activities, Danielson-based mini lesson, reflective discussions, field experience check-in.
Key Terms
Standards (ILS, Common Core, NGSS), measurable objectives, Bloom’s Taxonomy, differentiation, scaffolding, Multiple Intelligences, Universal Design for Learning, classroom climate, authentic assessment
Module 4: Assessment, Leadership, and the Profession
Weeks 11–13
Students analyze assessment systems, multicultural education, and leadership within the teaching profession. The module emphasizes equity, legal responsibilities, and professional expectations in contemporary educational settings.
Standards Introduced
IPES.A.2 — Assessment alignment
IPES.CC.7 — Collaboration with community partners
IPES.PR.4 — Professional growth and leadership
IPES.PR.2 — Identification of inequitable policies
Student Learning Outcomes
SLO 1 — Inclusive practices and legal responsibilities
SLO 5 — Collaboration with families and communities
SLO 3 — Professional reflection and growth
Learning Activities
School law analysis, Public School Law Project, group project on legal and ethical issues, leadership discussions, final reflection.
Key Terms
Formative and summative assessment, curriculum mapping, multicultural education, English language learners, equity and equality, due process, negligence, duty of care, in loco parentis, collective bargaining
College Policies, Resources and Supports
For information related to the Student Code of Conduct Policy, Withdrawal Policy, Email Policy, and Non- Attendance/Non-Participation Policy, please review the college’s Code of Campus Affairs and Regulations webpage, which can be found at catalog.kcc.edu under the Academic Regulations & Conduct Guide.
KCC offers various academic and personal resources for all students. Many services are offered virtually, as well as in person. Please visit Student Resources - Kankakee Community College to access student resources services such as:
- Clubs and organizations
- Counseling and referral services
- Office of disability services
- Student complaint policy
- Transfer services
- Tutoring services, etc.
The materials on this course are only for the use of students enrolled in this course for purposes associated with this course. Further information regarding KCC's copyright policy is available at https://kcc.libguides.com/copyright.
|Course syllabus/calendar is subject to change.