TEXAS A & M UNIVERSITY – CORPUS CHRISTI
College of Education, Department of Teacher Education
EDCI 3311 – School and Society
July 5 - 20th M-R 6:00 – 9:45 pm CCH 113
Dr. Carmen Tejeda-Delgado (Dr. TD)
Office: Faculty Center 245 Phone: (361) 825-2860
Office Hours: By appointment only
1. This is a Web-enhanced course; therefore, WebCT will be utilized for E-mails, syllabus,
assignment descriptions, Calendar of events, disseminating information, and etc.
User: Previously Assigned
Password: See below
Helpdesk at 361-825-2825 for assistance in getting logged in. (Andres Rodriguez)
One note can be made that if you are a first time user and have never used WebCT here at TAMUCC (not Del Mar or any
other campus), then your password is defaulted to your birthday using full month, day and year. (i.e. Jan 1 1984 would be
This course examines our nation’s and state’s educational system including:
a) teaching as a profession,
b) major philosophies and educational theories,
c) the history of the development of American and Texas schools,
d) the teaching environment of our schools and classrooms,
e) student diversity and the importance of understanding learners,
f) legal and ethical issues,
g) and requires an TExES-related observation experience in an area school.
This course is designed to orient students to the institution of the school and its integral relationship with
society, with emphasis on the schooling process in the State of Texas.
Course requirements: points possible
EDCI.4605.Dr. Tejeda-Delgado, SUMMER 11 2010 1
I. Class attendance and participation 100
II. Reading, writing and observation 450
A. Readings responses 100 (2 x 50)
B. Online quizzes 160 (4 x 40)
C. Philosophy of teaching 90 (50, 40)
D. Special Assignments 100 (2 x 50)
III. Exams 450
A. Pre/posttest 60 (*, 60)
B. Open-note quizzes 100 (2 x 50)
C. Exams 290 (140, 150)
Total points possible =1000
Foundations of American Education (6th ed.). Webb, L. D., Metha, A. & Jordan, K. F. (2000).
Upper Saddle River, New Jersey: Prentice-Hall. (Let me know if you have another edition)
Student learning outcomes (SLOs) (The student will . . .):
I. The teacher and the profession
A. Explain the characteristics that constitute a profession; is teaching a profession?
B. Investigate professional organizations and ongoing professional development opportunities.
C. Examine the ethics and standards of the teaching profession.
D. State a rationale for site-based management of schools.
E. Describe the certification process for teachers in the State of Texas.
F. Describe the functions of the Education Service Centers (ESC) in Texas.
II. The history and development of the American school
A. Recognize the pervasive influence that the major philosophies have had on education in the
B. Outline historic events in the development of education in the United States.
C. Identify sources of education law such as due process in the 14th Amendment.
D. Describe the contributions/impact of key individuals/events upon American education
including the following: Thomas Jefferson, Horace Mann, John Dewey, Brown vs. Topeka
BOE, Elementary and Secondary Education Act, P.L. 94-142, and more.
E. Compare the educational theories of perennialism, progressivism, behaviorism, essentialism,
existentialism, and social reconstructionism
F. Formulate a personal philosophy of education.
III. The student and the curriculum
A. Gain familiarity of research concerning characteristics of effective teaching.
B. Describe the influence of one’s cultural identity upon teaching and learning.
C. Develop awareness of the relationship between poverty and student achievement.
D. Explore the benefits and disadvantages of labeling students.
E. Develop awareness of instructional adaptations for students with special learning needs.
F. Acquire professionalism in speaking and writing about persons with disabilities.
EDCI.4605.Dr. Tejeda-Delgado, SUMMER 11 2010 2
Texas Examinations of Educator Standards (TExES) Pedagogy and Professional Responsibilities (PPR):
Domain I. Designing Instruction and Assessment to Promote Student Learning
002 The teacher understands human development processes and applies this knowledge to plan instruction and
ongoing assessment that motivate students and are responsive to their developmental characteristics and needs.
004 The teacher understands learning processes and factors that impact student learning and
demonstrates this knowledge by planning effective, engaging instruction and appropriate
Domain II. Creating a Positive, Productive Classroom Environment (No major emphasis on competencies within Domain II)
Domain III. Implementing Effective, Responsive Instruction and Assessment
(No major emphasis on competencies within Domain and
Domain IV. Fulfilling Professional Roles and Responsibilities
011 The teacher understands the importance of family involvement in children’s education and
knows how to interact and communicate with families.
012 The teacher enhances professional knowledge and skills by effectively interacting with other
members of the educational community and participating in various types of professional
013 The teacher understands and adheres to legal and ethical requirements for educators and is
knowledgeable of the structure of education in Texas.
Description of course requirements:
I. Class attendance and participation is a reflection of one’s commitment to his/her preparation for the
teaching profession. Attendance and punctuality are essential aspects of becoming a successful educator. As
such, students are expected to be punctual and attend all class meetings. Time missed during teaching
sessions will require completion of a make-up assignment of which the student is responsible for receiving.
Should you miss 1 or more teaching sessions or be tardy on more than three occasions throughout the
semester, you will be in jeopardy of failing this course or may be advised to re-take at a later semester. One
hundred points possible. Forty points deducted for each absence, 10 points deducted
for tardies and early departures.
II. Reading, writing and observation
A. Reading responses – Two reading responses covering a book chapter each will be
assigned during the course to stimulate student input, promote interaction among
classmates, and strengthen class discussions. Due: RR#1: Thursday, July 8th (Groups 1-5) &
15th (Groups 6-10). RR#2: Last Day of class. Fifty points each, 100 total points
RR1: July 8th and July 14yh: This RR Assignment will be presented and discussed in
class with a group of students (20 min). Chp. & group/members will be assigned by
professor. Both a narrative (2pg., double space, 12 font) and a power point will be
required. EACH student in every group will submit their own narrative. Only ONE
power point will be required from ea. group MUST BE E-MAILED TO CLASS VIA
WEBCT THE DAY BEFORE THE PRESENTATION.
RR2: Last day of class: This Assignment will be completed by each individual student
and can be over any book chapter that had NOT already been discussed in RR1. ONLY a
EDCI.4605.Dr. Tejeda-Delgado, SUMMER 11 2010 3
narrative (2pg., double space, 12 font) will be required from ea. student. NO power point
will be required for this assignment.
B. Online quizzes – Four online quizzes will be assigned during the course. Quizzes over
Chapters 1, 3, 9 and 10 are due on the dates and times specified on WebCT Due: see
timeline below. Forty points each, 160 total points possible.
C. Philosophy of teaching - Complete a philosophy of teaching response paper
(PROFESSOR WILL SUBMIT BULLETIN BOARD PROMPT) and submit online
via WebCT discussion board by midnight Tuesday, July 6th. Respond to Two of your
classmates philosophies via WebCT. 60 pts. possible.
Submit an end-of course philosophy of teaching paper (combined with final exam) via
WebCT e-mail by midnight Tuesday, July 20th. 3-4 pg., double space, 12 font. Forty
D. Special Assignment (2 article critiques (AC) – Professor will distribute guidelines in class.
Two special assignments in lieu of classroom observations this semester will be required.
The assignments will consist of critiquing, analyzing and synthesizing two peer reviewed
journal articles. Students are to go to the Bell Library (in person or on-line) and search
Peer Reviewed Journals for this assignment. Students are encouraged to solicit the aid of
Bell Library Personnel for assistance. Students will select one of the critiques to be
presented in a group in class on date TBD the first day of class. Due: Article #1: July
15th(Groups 1-5) & 19th (Groups 6-10). AC #2 Due: Aug. 20th (Last Day of class). Fifty
points each, 100 total points possible:
AC #1 Due July 15th or July 19th:. This assignment will be a group assignment and
students are to select ONE article together to present in class (30 min.). Groups will be
the same as in RR#1. A narrative (2pg., double space, 12 font) from EACH student in
every group will be required for this assignment. But, Only ONE power point will be
required from ea. group which MUST BE E-MAILED TO CLASS VIA WEBCT THE
DAY BEFORE THE PRESENTATION.
AC #2 Due Last day of class (July 20th): This Assignment will be completed by each
individual student and can be over an article of their choice (must still be peer reviewed or
refereed) A narrative from EACH student (2pg., double space, 12 font) will be required.
NO power point will be required for this assignment
Remember, 2 PAGE MAXIMUM NARRATIVE. (See Article Critique Guidelines on
WebCT) AC #1 Presentations Due: July 15th and 19th (respectively).
A. Pre/posttest – The pretest (Monday, July 5th) is required; the posttest (Tuesday, July
20th) is worth 60 points. Both tests will be taken via WebCT
B. Open-note quizzes – Two open-note quizzes over assigned chapters will be given during
the semester; one page of hand-written notes will be allowed. Fifty points each, 100 pts.
total; Due: Thursday, July 8th and Monday, July 19th.
EDCI.4605.Dr. Tejeda-Delgado, SUMMER 11 2010 4
C. Mid-term– The mid-term in-class exam on Thursday, July 15th will be a combination
of objective and short essay items. Two pages of personally handwritten notes will be
allowed; 140 points possible.
D. The Final Exam AND Philosophy of Teaching will be submitted via WebCT Email.
Due by midnight Tuesday, July 20th: 190 (150+40) points possible.
A = 1000 – 900 pts.
B = 899 – 800 pts.
C = 799 – 700 pts.
D = 699 – 600 pts.
F = 599 pts. and below
Assignments - Type (word-process), 12 font and double space all assignments, unless you are
provided with a form. Points will be deducted for misspelled words, errors in
mechanics, grammar errors, etc. Please edit your documents carefully before
submitting your final draft.
Late work - Assignments submitted one class session past the due date will be accepted for a
maximum of 50% credit. Any assignment submitted beyond 24 hours from the date it
was due will not be accepted. No exceptions. All late assignments are subject to
Chat Presentation Protocol - When presenting a chapter in a chat session, the groups will go in the
order of the book (e.g. chp. 1 first, chp. 2, etc.). Each member in the group should
decide who will present the first few minutes and so on. The presenters must
formulate “probing” questions as a means for presenting in the chat room. Questions
should be engaging, promote discussion and be specific in nature. PRESENTERS
SHOULD TYPE IN CAPS IN THE CHAT ROOM. Professor will present first to
model the process and format.
Mon. July 5th (F/F) Introductions
Course overview/syllabus/classroom; Reading responses assignments (chp.& date);
WebCT (e-mailing assignments, posting DBs, Chats/chat leaders, etc.)
Student Information Form
Introduction and perusal of text
The profession of teaching; professional organizations
Assign RR and AC Groups & Chps. (RR#1 only).
“Tentative” on syllabus
WebCT 8:30: Submit Personal Beliefs about Diversity Scale and the Professional Beliefs about
Diversity Scale due by Tuesday Midnight (will find on WEbCT).
Submit philosophy of teaching response posted in Bulletin Board midnight.
EDCI.4605.Dr. Tejeda-Delgado, SUMMER 11 2010 5
Quiz – Chapter 1 by Tuesday 2:00 pm.
Reading assignment: Chapter 1 – Status of the Profession
Chapter 2 – Development of the Profession
Tues. July 6th(F/F) Discuss Reading Assignments
WebCT 8:30: Respond to 2 classmates’ philosophy papers via Discussion Board by Midnight
Reading assignment: Chapter 3 – The Major Philosophies
Chapter 4 – The Impact of Educational Theories on Ed. Practice
Wed, July 7th (WebCT) Discuss Reading Assignments
Educational theories (Activity/Tentative)
Educational history: From Socrates to Thomas Jefferson
WebCT 8:30: Respond to Professor’s DB Post (dated 7/7).
Quiz – Chapter 3 by Wed. 2:00 pm
Reading assignment: Chapter 5&6
Prepare reading response (1):
Prepare for open-note quiz 1 (Q1): Chapter 5 – European Heritage and Colonial Experience
Chapter 6 – From Revolution to the Twentieth Century
Thurs. July 8th(F/F) Dr. Lucido’s Presentation (Tentative)
Reading responses Presentations (#1) Due. (Groups 1-5) + Narratives
Open Note Q1 (chps. 5&6)
WebCT 8:30: Respond to Professor’s DB Post (dated 7/8)
Reading assignment: Chapter 7&8
Mon., July 12 (WebCT) Discuss Reading Assignments
Discuss Article Critique Progress
WebCT 8:30: Article Critique Research (Bell Library)
EDCI.4605.Dr. Tejeda-Delgado, SUMMER 11 2010 6
Quiz Chp. 9 by Tuesday, 2:00pm
Reading assignment: Chapters 9&10
Tues., July 13th(F/F) Discuss Reading Assignments
Continue Peer Reviewed Article Research @ 8:30
Study guide for midterm exam (WebCT – under Course Menu)
Wed., July 14th (WebCT) Reading responses (#1) Due Presentations due via Chat (Groups 6-10)
Reading assignment: Chps. 11&12
WebCT 8:30: Quiz – Chp.10 by Thursday, 2:00pm
Thurs., July 15th (F/F) Present Article Critiques #1 in class (Groups 1-5)
No WebCT tonight!
Reading assignment: Chps. 13&14
Mon., July 19th(F/F) Present Article Critiques #1 in class (Groups 6-10)
Discuss Reading Assignments
Open Note Quiz 2 (chps. 13-14)
Reading assignment: Study for Posttest and Final
No WebCT tonight!
Tues., July 20th (WebCT)
NO CHAT –SUBMIT DUE:
1. Final exam
2. End off-course philosophy of teaching
3. Reading Response #2 Paper
4. Article Critique #2
5. Post Test
**E-mail to Professor ONLY VIA WEBCT E-MAIL BY MIDNIGHT – NO LATE
ASSIGNMENTS WILL BE ACCEPTED UNLESS PRIOR ARRANGEMENTS
HAVE BEEN MADE WITH THE PROFESSOR.
EDCI.4605.Dr. Tejeda-Delgado, SUMMER 11 2010 7
In this course, we will study the art and science of teaching. Each of you enters the program with particular
interests and areas of expertise. Now your challenge is to understand how to effectively communicate information and
ideas to your students, helping them construct meaningful knowledge. You must now shift roles as you move from
student to teacher. Remember the teachers/professors you have had who motivated you to learn? What did they do?
How did they do it?
Certainly, these educators needed to know their subject matter very well. But, they also needed to understand
the processes involved in their students' learning. You enter classrooms of children from many different cultural
backgrounds and experiences. One thing is for sure; all students will display a range of readiness levels, interests and
learning profiles. How will you meet the many needs of all your students? What can you do to help ensure that each
student succeeds in school? What are the internal mental processes involved in learning something new and applying i
to new situations? How do the complexities surrounding the cognitive, social, and moral development of your students
affect their abilities to construct meaningful, well-organized knowledge for themselves? What is the relationship
between motivation and learning? What are the different ways students learn or exhibit what they have learned? All
these questions are vitally important to teaching because they relate directly to the decisions we make about what to
teach and how to teach it. We will look at a variety of teaching strategies, the theories behind them, and their
appropriate application in the classroom.
Finally, a major component of this course is to prepare each of you to take and PASS the Texas Examination of
Educator Standards (TExES). We will accomplish this by “doing” and participating in the many scenarios which will
be demonstrated on the exam. You will do great! Helpful Website: http://texes.tamucc.edu/
This course does not provide an opportunity to develop teaching skills. You will not
work with students in the schools. Other than the two hours of observation, this is a
course that is very much about studying about schools from a distance. The actual
real-world experience that is so important in your teacher education program will
commence with the field-based block courses that many of you will take this fall.
I should also emphasize that this is a three semester credit hour course that is
delivered in the span of two weeks. The course is fast-paced and work-intensive. You
must be able to devote at least four to five hours of preparation prior to each class
session. There is always something to do. This is a full-time commitment. Outside of
class work will exceed the in-class time. If you do not have the time required to
prepare for class during the next two weeks, it would be wise to consider taking this
course later in the summer or next fall when you would hopefully have a schedule that
would be a better fit.
VII. COURSE EVIDENCE FOR MEETING THE TExES COMPETENCIES
Domain TExES Competencies
(PPR) Course Assignments
001 Understanding Lesson Plans and Reflections
I. Designing Human Development Assessment Assignment
Instruction and 002 Appreciating Uses a Variety of Informal and Formal
Assessment to Human Diversity Assessment Techniques
Promote Student 003 Designing Integrates Technology to Enhance Instruction
EDCI.4605.Dr. Tejeda-Delgado, SUMMER 11 2010 8
Learning Effective Instruction Scaffolding Techniques (e.g., Graphic Organizers, Levels
004 Learning Theories of Questioning)
and Processes; Factors In-class Teaching Sessions
that Impact Learning Summative Portfolio
005 Teacher creates Lesson Observations by Supervisors
II. Creating a Positive and and Maintains a Safe Cultural Context Description in Assessment
and Productive Utilizes Culture (i.e., the Arts, Music and
Classroom Cultural Heritage) to Enhance Student
006 Utilizes Strategies Engagement and Learning
for Creating an Incorporates the Arts and Music to Enhance
Organized Class and Learning
for Managing Student Classroom Map
Behavior Bulletin Boards
007 Understands and Uses a Variety of Scaffolding Techniques, ESL
III. Implementing Applies Principles and Strategies, Grouping Techniques and Instructional
Approaches to Support All Learners
Effective, Responsive Strategies for Effective
Assignment – Modifications/Accommodations
Instruction and Communication
Utilizes Culture (i.e., the Arts, Music and
Assessment 008 Provides
Cultural Heritage) to Enhance Student
Engagement and Learning
Lessons incorporating the Arts and Music to
009 Uses Technology
in the Classroom
010 Monitors Student In-class Teaching Sessions
Attendance & Participation in Class
IV. Fulfilling Communicates with
Introductory Letter to Parents
Professional Roles Families
Video Analysis and Reflection
and Responsibilities 012 Interacting and
Family Night Participation
Involvement w/ Professional Organizations
Journal Entries, Reflections and Revised Lesson
013 Understands Legal Plans
Exhibits a Professional Attitude and Disposition
Outside School Activities
Structure of Education
TeXES/ PPR Review & Practice Test
Note: See Nath & Cohen Text for an explanation of the TExES Competencies. Please also refer to the
TExES website for detailed information (address above).
Learner-Centered Schools for Texas:
State Adopted Proficiencies for Teachers
The teacher possesses and draws on a rich knowledge base of content, pedagogy, and technology to provide relevant
and meaningful learning experiences for all students.
EDCI.4605.Dr. Tejeda-Delgado, SUMMER 11 2010 9
The teacher exhibits a strong working knowledge of subject matter and enables students to better understand patterns of
thinking specific to a discipline. The teacher stays abreast of current knowledge and practice within the content area, related
disciplines, and technology; participates in professional development activities; and collaborates with other professionals.
Moreover, the teacher contributes to the knowledge base and understands the pedagogy of the discipline.
As the teacher guides learners to construct knowledge through experiences, they learn about relationships among and within
the central themes of various disciplines while also learning how to learn. Recognizing the dynamic nature of knowledge, the
teacher selects and organizes topics so students make clear connections between what is taught in the classroom and what they
experience outside the classroom. As students probe these relationships, the teacher encourages discussion in which both the
teacher’s and the students’ opinions are valued. To further develop multiple perspectives, the teacher integrates other
disciplines, learners’ interests, and technological resources so that learners consider the central themes of the subject matter
from as many different cultural and intellectual viewpoints as possible.
To create a learner-centered community, the teacher collaboratively identifies needs; and plans, implements, and
assesses instruction using technology and other resources.
The teacher is a leader of a learner-centered community, in which an atmosphere of trust and openness produces a stimulating
exchange of ideas and mutual respect. The teacher is a critical thinker and problem solver who plays a variety of roles when
teaching. As a coach, the teacher observes, evaluates, and changes directions and strategies whenever necessary. As a
facilitator, the teacher helps student’s link ideas in the content area to familiar ideas, to prior experiences, and to relevant
problems. As a manager, the teacher effectively acquires, allocates, and conserves resources. By encouraging self-directed
learning and by modeling respectful behavior, the teacher effectively manages the learning environment so that optimal
Assessment is used to guide the learner community. By using assessment as an integral part of instruction, the teacher
responds to the needs of all learners. In addition, the teacher guides learners to develop personally meaningful forms of self-
The teacher selects materials, technology, activities, and space that are developmentally appropriate and designed to engage
interest in learning. As a result, learners work independently and cooperatively in a positive and stimulating learning climate
fueled by self-discipline and motivation.
Although the teacher has a vision for the destination of learning, students set individual goals and plan how to reach the
destination. As a result, they take responsibility for their own learning, develop a sense of the importance of learning for
understanding, and begin to understand themselves as learners. The teacher’s plans integrate learning experiences and various
forms of assessment that take into consideration the unique characteristics of the learner community. The teacher shares
responsibility for the results of this process with all members of the learning community.
Together, learners and teachers take risks in trying out innovative ideas for learning. To facilitate learning, the teacher
encourages various types of learners to shape their own learning through active engagement, manipulation, and examination
of ideas and materials. Critical thinking, creativity, and problem solving spark further learning. Consequently, there is an
appreciation of learning as a life-long process that builds a greater understanding of the world and a feeling of responsibility
EQUITY IN EXCELLENCE FOR ALL LEARNERS
The teacher responds appropriately to diverse groups of learners.
The teacher not only respects and is sensitive to all learners but also encourages the use of all their skills and talents. As the
facilitator of learning, the teacher models and encourages appreciation for students’ cultural heritage, unique endowments,
learning styles, interests, and needs. The teacher also designs learning experiences that show consideration for these student
EDCI.4605.Dr. Tejeda-Delgado, SUMMER 11 2010 10
Because the teacher views differences as opportunities for learning, cross-cultural experiences are an integral part of the
learner-centered community. In addition, the teacher establishes a relationship between the curriculum and community
cultures. While making this connection, the teacher and students explore attitudes that foster unity. As a result, the teacher
creates an environment in which learners work cooperatively and purposefully using a variety of resources to understand
themselves, their immediate community, and the global society in which they live.
While acting as an advocate for all students and the school, the teacher demonstrates effective professional and
interpersonal communication skills.
As a leader, the teacher communicates the mission of the school with learners, professionals, families, and community
members. With colleagues, the teacher works to create an environment in which taking risks, sharing new ideas, and
innovative problem solving are supported and encouraged. With citizens, the teacher works to establish strong and positive
ties between the school and the community.
Because the teacher is a compelling communicator, students begin to appreciate the importance of expressing their views
clearly. The teacher uses verbal, nonverbal, and media techniques so that students explore ideas collaboratively, pose
questions, and support one another in their learning. The teacher and students listen, speak, read, and write in a variety of
contexts; give multimedia and artistic presentations; and use technology as a resource for building communication skills. The
teacher incorporates techniques of inquiry that enable students to use different levels of thinking.
The teacher also communicates effectively as an advocate for each learner. The teacher is sensitive to concerns that affect
learners and takes advantage of community strengths and resources for the learners’ welfare.
LEARNER-CENTERED PROFESSIONAL DEVELOPMENT
The teacher, as a reflective practitioner dedicated to all students’ success, demonstrates a commitment to learn, to
improve the profession, and to maintain professional ethics and personal integrity.
As a learner, the teacher works within a framework of clearly defined professional goals to plan for and profit from a wide
variety of relevant learning opportunities. The teacher develops an identity as a professional, interacts effectively with
colleagues, and takes a role in setting standards for teacher accountability. In addition, the teacher uses technological and
other resources to facilitate continual
To strengthen the effectiveness and quality of teaching, the teacher actively engages in an exchange of ideas with colleagues,
observes peers, and encourages feedback from learners to establish a successful learning community. As a member of a
collaborative team, the teacher identifies and uses group processes to make decisions and solve problems.
The teacher exhibits the highest standard of professionalism and bases daily decisions on ethical principles. To support the
needs of learners, the teacher knows and uses community resources, school services, and laws relating to teacher
responsibilities and student rights. Through these activities, the teacher contributes to the improvement of comprehensive
educational programs as well as programs within specific disciplines.
EDCI.4605.Dr. Tejeda-Delgado, SUMMER 11 2010 11
ATTACHMENT II: mathematical connections within and outside of mathematics.
TExES Generalist EC-4
Domain I—English Language Arts and Reading (40% of Test)
Competency 001 (Oral Language)The teacher understands
the importance of oral language, knows the developmental Domain III—Social Studies (15% of Test)
processes of oral language, and provides children with varied opportunities Competency 016 (Social Science Instruction)The teacher uses social
to develop listening and speaking skills. science knowledge and skills to plan, organize, and implement instruction
Competency 002 (Phonological and Phonemic and assess learning.
Awareness)The teacher understands phonological and Competency 017 (History)The teacher demonstrates knowledge of
phonemic awareness and employs a variety of approaches to significant historical events and develops and
help children develop phonological and phonemic awareness. applies social science skills to historical information, ideas, and issues.
Competency 003 (Alphabetic Principle)The teacher Competency 018 (Geography and Culture)The teacher
understands the importance of the alphabetic principle for demonstrates knowledge of geographic relationships among
reading English and provides instruction that helps children people, places, and environments in Texas, the United States,
understand the relationship between printed words and and the world; understands the concept of culture and how
spoken language. cultures develop and adapt; and applies social science skills to
Competency 004 (Literacy Development)The teacher understands that geographic and cultural information, ideas. and issues.
literacy develops over time, progressing from emergent to proficient stages, Competency 019 (Government. Citizenship, and Economics)The
and uses a variety of approaches to support the development of children’s teacher understands concepts and processes of government
literacy. and the responsibilities of citizenship; knows how people
Competency 005 (Word Analysis and Decoding)The teacher organize economic systems to produce, distribute, and consume
understands the importance of word analysis and decoding goods and services; and applies social science skills to
for reading and provides many opportunities for children to information, ideas, and issues related to government and
improve their word-analysis and decoding abilities. economics.
Competency 006 (Reading Fluency)The teacher understands
the importance of fluency for reading comprehension and Domain IV—Science (15% of Test)
provides many opportunities for children to improve their Competency 020 (Science Instruction)The teacher uses
reading fluency. knowledge of science content and methods to plan effective,
Competency 007 (Reading Comprehension)The teacher engaging, and safe instruction and to assess learning.
understands the importance of reading for understanding, Competency 021 (Physical Science)The teacher understands the
knows the components of comprehension, and teaches fundamental concepts, principles, and processes of
children strategies for improving their comprehension. physical science.
Competency 008 (Research and Comprehension Skills in the Competency 022 (Life Science)The teacher understands the
Content Areas)The teacher understands the importance of fundamental concepts, principles, and processes of life
research and comprehension skills to children’s academic science.
success and provides children with instruction that Competency 023 (Earth and Space Science)The teacher
promotes their acquisition and effective use of these skills understands the fundamental concepts, principles, and
in the content areas. processes of earth and space science.
Competency 009 (Writing Conventions)The teacher
understands the conventions of writing in English and Domain V—Fine Arts, Health, and Physical Education (15% of Test)
provides instruction that helps children develop proficiency Competency 024 (Visual Arts)The teacher understands concept,
in using writing conventions. processes, and skills involved in the creation, appreciation, and evaluation
Competency 010 (Development of Written of art and uses this knowledge to plan and implement effective art
Communication)The teacher understands that writing to instruction.
communicate is a developmental process and provides Competency 025 (Music)The teacher understands concepts,
instruction that promotes children’s competence in written processes, and skills involved in the creation, appreciation, and
communication. evaluation of music and uses this knowledge to plan and
Competency 011 (Assessment of Developing Literacy)The implement effective learning experiences in music.
teacher understands the basic principles of literacy Competency 026 (Health)The teacher uses knowledge of
assessment and uses a variety of assessments to guide the concepts and purposes of health education to plan and implement
literacy instruction. effective and engaging health instruction for all children.
Competency 027 (Physical Education)The teacher uses
Domain II—Mathematics (15% of Test) knowledge of the concepts, principles, skills, and practices of
Competency 012 (Mathematics Instruction)The teacher physical education to plan and implement effective and engaging physical
understands how children learn mathematical skills and uses this
knowledge to plan, organize, and implement instruction and assess
Competency 013 (Number Concepts, Patterns, and Algebra)The teacher
understands concepts related to numbers and number systems and
demonstrates knowledge of patterns, relations, functions, and algebraic
Competency 014 (Geometry, Measurement, Probability, and
Statistics)The teacher understands concepts and principles of
geometry and measurement and demonstrates knowledge of
probability and statistics and their applications.
Competency 015 (Mathematical Process)The teacher
understands mathematical processes and knows how to reason
mathematically, solve mathematical problems, and make
EDCI.4605.Dr. Tejeda-Delgado, SUMMER 11 2010 12
Pedagogy and Professional Responsibilities EC-4
Domain I—Designing Instruction and Assessment to Promote Student Learning (31% of Test)
Competency 001 The teacher understands human developmental processes and applies this knowledge to plan instruction and ongoing assessment
that motivate students and are responsive to their developmental characteristics and needs.
Competency 002 The teacher understands student diversity and knows how to plan learning experiences and design assessments that are
responsive to differences among students and that promote all students’ learning.
Competency 003 The teacher understands procedures for designing effective and coherent instruction and assessment based on appropriate
learning goals and objectives.
Competency 004 The teacher understands learning processes and factors that impact student learning and demonstrates this knowledge by planning
effective, engaging instruction and appropriate assessments.
Domain II—Creating a Positive, Productive Classroom Environment (15% of Test)
Competency 005 The teacher knows how to establish a classroom climate that fosters learning, equity, and excellence and uses this knowledge to
create a physical and emotional environment that is safe and productive.
Competency 006 The teacher understands strategies for creating an organized and productive learning environment and for managing student
Domain III—Implementing Effective, Responsive Instruction and Assessment (31% of Test)
Competency 007 The teacher understands and applies principles and strategies for communicating effectively in varied teaching and learning
Competency 008 The teacher provides appropriate instruction that actively engages students in the learning process.
Competency 009 The teacher incorporates the effective use of technology to plan, organize, deliver, and evaluate instruction for all students.
Competency 010 The teacher monitors student performance and achievement; provides students with timely, high-quality feedback; and responds
flexibly to promote learning for all students.
Domain IV—Fulfilling Professional Roles and Responsibilities (23% of Test)
Competency 011 The teacher understands the importance of family involvement in children’s education and knows how to interact and
communicate effectively with families.
Competency 012 The teacher enhances professional knowledge and skills by effectively interacting with other members of the educational
community and participating in various types of professional activities.
Competency 013 The teacher understands and adheres to legal and ethical requirements for educators and is knowledgeable of the structure of
education in Texas.
EDCI.4605.Dr. Tejeda-Delgado, SUMMER 11 2010 13
State Proficiencies & TExES Competencies
State Proficiencies (PPR) Course Assignments
Learner-Centered 001 Lesson Planning
Knowledge 007 Lesson Presentations and Analysis
008 Interdisciplinary Unit
Learner-Centered 001 Interdisciplinary Unit
Instruction 003 Lesson Presentations and Analysis
008 Field Experience
Equity in Excellence 002 Interdisciplinary Unit
for All Learners 005 Lesson Development, Presentation, and Analysis
006 Attendance and Participation
Attending an ARD
Learner-Centered 007 Field experience
Communication 009 Interdisciplinary Unit
Learner-Centered 009 Attendance
Professional 012 Join Professional Organization
Development 013 Exit Interview
EDCI.4605.Dr. Tejeda-Delgado, SUMMER 11 2010 14
Texas A&M University—Corpus Christi’s College of Education does not discriminate on the basis of disability in the recruitment
and admission of students, the recruitment and employment of faculty and staff, and the operation of any of its programs and activities
as specified by federal laws and regulations. The student has the responsibility of informing the course instructor of any disabling
condition that will require modifications to avoid discrimination.
University students are expected to conduct themselves in accordance with the highest standards of academic honesty.
Academic misconduct for which a student is subject to a penalty includes all forms of cheating, such as illicit possession
of examinations or examination materials, forgery, or plagiarism. (Plagiarism is the presentation of the work of another as
one's own work.) http://falcon.tamucc.edu/~students/JAffairs/ja_hndbk_rules_n_regulations.htm
Students and faculty each have responsibility for maintaining an appropriate learning environment. Faculty has the
professional responsibility to treat students with understanding, dignity and respect, to guide classroom discussion and to
set reasonable limits on the manner in which students express opinions. Disruptive students in the academic setting hinder
the educational process. Disruption, as applied to the academic setting, means behavior that a reasonable faculty member
would view as interfering with normal academic functions. Examples include, but are not limited to, persistently speaking
without being recognized or interrupting other speakers, behavior which distracts the class from the subject matter or
discussion, or in extreme cases, physical threats, harassing behavior or personal insults, or refusal to comply with faculty
direction. Students are expected to refrain from disruptive behavior at all times. Students who fail to adhere to behavioral
standards may be subject to disciplinary action.
“The Americans with Disabilities Act (ADA) is a federal anti-discrimination statue that provides comprehensive civil
rights protection for persons with disabilities. Among other things, this legislation requires that all students with
disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you
believe you have a disability requiring an accommodation, please contact the Disability Services Office at (361) 825-5816
or visit the office in Driftwood 101.” http://disabilityservices.tamucc.edu
Statement of Civility
Texas A&M University-Corpus Christi has a diverse student population that represents the population of the state. Our
goal is to provide you with a high quality educational experience that is free from repression. You are responsible for
following the rules of the University, city, state and federal government. We expect that you will behave in a manner that
is dignified, respectful and courteous to all people, regardless of gender, ethnic/racial origin, religious background, age,
sexual orientation or disability. Behaviors that infringe on the rights of another individual will not be tolerated.
EDCI.4605.Dr. Tejeda-Delgado, SUMMER 11 2010 15