Pre-Clinical Observation in Education
I. Course Prefix/Number: EDN 104
Course Name: Pre-Clinical Observation in Education
Credits: 1 (1 lecture; 0 lab)
III. Course (Catalog) Description
Course provides opportunity for observation in a local school for students planning on transferring to a four-year College of Education. Content includes thirty hours of required in-school experiences in a local K-12 school; initial class meeting to prepare for pre-clinical experience; and final class meeting to reflect upon pre-clinical experience. During the observation period, this course is conducted on-line.
IV. Learning Objectives
Courses within the Education Program contribute to the fulfillment of multiple professional teaching standards. In most cases the courses at Oakton will introduce the skill/concept covered in the standard; however, some standards are fully met at this level. Each course will have assignments linked to particular learning standards. These assignments, or “artifacts,” serve as evidence that the student has either been introduced to or met the concept/skill described in the standard. The artifacts will be saved in an electronic learning portfolio within each Education course so that at the time of transfer each student will have standards-based evidence of accomplishment in all Education courses completed prior to transfer to a College of Education.
It is crucial that students understand the linkage of assignments in all Education courses to particular standards. Assignments are not only a part of a certain course, but begin to build the body of knowledge each student will continue to develop during the remainder of her/his academic life and throughout her/his professional career. Each student, while in an Education major program at a four-year college or university, will be asked to collect and look back over all artifacts created, create linkages among the artifacts, and reflect upon the learning that has occurred during the course of his/her entire sequence of Education classes. Each student will develop a complete electronic learning portfolio that addresses all professional teaching standards prior to graduation with a Bachelors degree. Even though graduation with a BA may seem many semesters away, Education students at Oakton must begin to plan and develop their electronic learning portfolios while completing Education courses offered at Oakton.
For a full listing of professional teaching standards met at Oakton and more detailed information on where this course fits into the entire Education program and individual portfolio development, go to the Education Program website: www.oakton.edu/educationprogram.
Illinois Professional Teaching Standards (IPTS - 2013)
Standard 1: Teaching Diverse Students
The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.
Standard 8: Collaborative Relationships
The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members.
Standard 9: Professionalism, Leadership, and Advocacy
The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
There are three levels that indicate the level to which the standards / indicators identified are addressed:
Partially Introduced: Concepts are partially covered at a beginning level of knowledge and/or skill.
Introduced: Concepts are covered at a beginning level of knowledge and/or skill.
Met: Concepts are covered at a proficient level of knowledge and/or skill.
The competent teacher
|1A.||Understands the spectrum of student diversity (e.g. race and ethnicity, socioeconomic status, special education, gifted, English language learners (ELL), sexual orientation, gender, gender identity) and the assets that each student brings to learning across the curriculum.|
The competent teacher
|1C.||Understands how teaching and student learning are influenced by development (physical, social and emotional, cognitive, linguistic), past experiences, talents, prior knowledge, economic circumstances and diversity within the community.|
|1E.||Understands the impact of linguistic and cultural diversity on learning and communication.|
|1F.||Understands his or her personal perspectives and biases and their effects on one’s teaching.|
|8A.||Understands schools as organizations within the larger community context.|
|9B.||Knows laws and rules (e.g. mandatory reporting, sexual misconduct, corporal punishment) as a foundation for the fair and just treatment of all students and their families in the classroom and school.|
|9C.||Understands emergency response procedures as required under the School Safety Drill Act (105 ILCS 128/1), including school safety and crisis intervention protocol, initial response actions (e.g. whether to stay in or evacuate a building), and first response to medical emergencies (e.g. first aid and life-saving techniques).|
|9D.||Identifies paths for continuous professional growth and improvement, including the design of a professional growth plan.|
The competent teacher
|9I.||Models professional behavior that reflects honesty, integrity, personal responsibility, confidentiality, altruism and respect.|
|9K.||Reflects on professional practice and resulting outcomes; engages in self-assessment; and adjusts practices to improve student performance, school goals, and professional growth.|
|9O.||Participates in professional development, professional organizations, and learning communities, and engages in peer coaching and mentoring activities to enhance personal growth and development.|
|9R.||Is aware of and complies with the mandatory reporter provisions of Section 4 of the Abused and Neglected Child Reporting Act (325 ILSC 5/4).|
V. Academic Integrity and Student Conduct
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.
There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Please review the Code of Academic Conduct and the Code of Student Conduct, both located online at
VI. Sequence of Topics
Topics are not listed in chronological order; students should refer to the course calendar for the sequence of topics in a specific section. Individual instructors may add additional topics.
- Requirements of an Education major
- Philosophical Movements in Education
- The Profession of Teaching
- Role of the Teacher and Other Educational Professionals in the School
- School Law and Ethics
- Curriculum Development, Standards and Testing
VII. Methods of Instruction
Individual instructors will use an array of methods, which could include lectures, demonstrations, guest speakers, on-line discussions, individual reflections / journals, case studies, student presentations, and multi-media presentations. During the observation period, this course is conducted on-line using D2L.
Course may be taught as face-to-face, hybrid or online course.
VIII. Course Practices Required
This course may be taught as a face-to-face, hybrid or online course.
Students in all EDN 104 sections must:
- Attend an Education Program orientation session during this course if they have not done so beforehand.
- Complete 30 hours of in-school experiences and observation for this course. Students cannot pass this course without completing the required hours, most, if not all, of which will take place during normal school hours.
- Submit a criminal background check in order to begin the observation hours. Students will be provided detailed instructions for the background check by the Education Program Coordinator. There will be a fee associated with the background check.
- Submit results from a tuberculosis (TB) skin test (also known as the tuberculin or PPD test) in order to begin the observation hours. TB tests are given at the Oakton nurse’s office on either campus. A small fee is associated with the test.
- Attend class, participate in class discussions, and fully engage in group work and individual assignments given as part of the class session.
- Be present for all arranged pre-clinical hours at the school. Students must immediately notify both the school and the instructor in all cases of failure to attend scheduled pre-clinical hours. Two unexplained absences may be grounds for failure of the course.
- Be on time for all arranged pre-clinical hours at the school. More than three unexplained instances of tardiness beyond fifteen minutes may be grounds for failure of the course.
- While at the host school, abide by all school policies regarding such things as dress codes, smoking, eating and drinking in classes, chewing gum, and cell phone / text usage. Students must remember that at all times they are guests in the school.
- Purchase the required textbooks and bring the textbook to every class session.
- Complete the assigned readings before coming to class.
- Complete work on time. Late work will not be accepted without consultation with the instructor.
- Possess the ability to read and understand college-level text material.
- Submit written material that is free from typographical, spelling, and grammatical errors; typed, doubled-spaced, using 10 or 12 point normal fonts (Arial, Times New Roman), with 1-inch margins. When applicable, all citations should use APA format.
- Possess the ability to use basic technology, such as Desire2Learn (the on-line course management system used for all EDN courses), e-mail, Internet search engines, and library research databases. Students should check the D2L course site at least twice a week. During the observation period, this course is conducted on-line using D2L. Class announcements are made via D2L. Students should e-mail the instructor within the D2L class shell. Students need regular access to the Internet, which is available in the computer labs at both campuses. Students should schedule a technology instruction session with the instructor during office hours if extra technological help is needed.
- Help the instructor create and maintain a safe and healthy learning environment for all students in the class. All students and the instructor should be treated respect and consideration. Bullying, discriminatory, disruptive and/or disrespectful behavior can result in removal from the class and possible suspension or dismissal from the college.
Instructors of specific EDN 104 sections may create additional requirements of students, related to things such as:
- Specific attendance policies
- Specific policies regarding use of technology in the classroom
- Specific classrooms rules
- Specific academic requirements
IX. Instructional Materials
- Pryor, Caroline Writing a Philosophy Statement: An Educator’s Workbook, 2nd ed., New York: McGraw-Hill, 2004.
- Works and/or excerpts by John Dewey, including, The School and Society, The Child and the Curriculum, and Democracy and Education
- Works and/or excerpts by Jonathan Kozol, including Savage Inequalities: Children in America's Schools, Letters to a Young Teacher, and On Being a Teacher
- On-line articles and readings
X. Methods of Evaluating Student Progress
Instructors of EDN 104 sections will create specific assignments based on the suggested assignments below. At least one assignment must be linked to each of the learning objectives of this course, which are based on the Illinois Professional Teaching Standards (IPTS) 2013. Assignments may apply to more than one IPTS. There may be some assignments or elements of the course that are specific to that section and do not align with one specific IPTS. Individual instructors must fill out the grid below and include brief descriptions of each assignment below the grid. Each assignment should also have a detailed assignment sheet and grading rubric that is available to students in addition to the syllabus.
|IPTS||Assignment / Artifact (suggested)|
|1A||D2L discussion, interview, in-school observation tasks, observation reflection paper, current issue analysis, personal philosophy of education statement, pre- and post-philosophy of education survey instrument|
|1C||D2L discussion, interview, in-school observation tasks, observation reflection paper, current issue analysis, personal philosophy of education statement, pre- and post-philosophy of education survey instrument, workbook exercises|
|1E||D2L discussion, interview, in-school observation tasks, observation reflection paper, current issue analysis, personal philosophy of education statement, pre- and post-philosophy of education survey instrument|
|1F||D2L discussion, interview, in-school observation tasks, observation reflection paper, current issue analysis, personal philosophy of education statement, pre- and post-philosophy of education survey instrument, workbook exercises|
|8A||D2L discussion, interview, in-school observation tasks, observation reflection paper, current issue analysis, personal philosophy of education statement, pre- and post-philosophy of education survey instrument|
|9B||In-school observation tasks, observation reflection paper, current issue analysis, personal philosophy of education statement, compare / review school handbooks, quiz|
|9C||In-school observation tasks, observation reflection paper, current issue analysis, personal philosophy of education statement, compare / review school handbooks, quiz|
|9D||Observation reflection paper, personal philosophy of education statement, learning portfolio, pre- and post-philosophy of education survey instrument, personal inventory, teacher interview, participation in student club, workbook exercises, quiz|
|9I||D2L discussion, in-school observation tasks, observation reflection paper, personal philosophy of education statement, pre- and post-philosophy of education survey instrument instructor interview, attitudinal survey|
|9K||Learning portfolio, personal philosophy of education statement, pre- and post-philosophy of education survey instrument, case study, instructor interview, attitudinal survey, portfolio progress report, workbook exercises|
|9O||Attend professional conference or workshop, join professional organization, join student club, learning portfolio, personal reflection, D2L discussion|
|9R||Current event analysis, compare / review school handbooks, interview, in-school observation tasks, quiz|
- In-school Experiences and Observation
Students are required to complete 30 hours of in-school experiences and observation for this course. Students cannot pass this course without completing the required hours. Specific instructors will determine the tasks to be completed during the 30 hours. They must include 1) at least 24 hours of direct observation of children in the classroom based on specific observation tasks related to the philosophy of education; and, 2) interviews with individuals, such as, school administrator(s), teacher(s), school librarian, and/or guidance counselor / school psychologist. Students must track the hours completed on the official Oakton observation log sheet, as well as write a reflection based on the experiences.
- Education Orientation
Students must attend an Education Program orientation session during this course if they have not done so beforehand. Instructors may give points or extra credit for completion of this requirement.
- Educational Philosophy Statement
Students must write a 2-3 page philosophy of education statement.
- Learning Portfolio
Students must organize all their completed work for this course in an electronic portfolio. The portfolio should include the assignments / “artifacts,” a document that clearly links each artifact with one or more IPTSs, and a reflection by the student on the linkages among artifacts and the extent of their learning in the course.
Student learning must be assessed by at least two quizzes, which can be administered face-to-face or on D2L.
- Evaluation Scheme
Individual instructors must include a detailed breakdown of the possible points awarded for each assignment, as well as a tally of the total number of points available in the course.
- Final Grade
90% - 100% = A
80% - 90% = B
70% - 80% = C
60% - 70% = D
Below 60% = F
XI. Other Course Information
Instructors will insert the current college calendar of important dates.
Instructor Contact Information
Instructors will provide their contact information and office hours.
If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.
Oakton Community College is committed to maintaining a campus environment emphasizing the dignity and worth of all members of the community, and complies with all federal and state Title IX requirements.
Resources and support for
- pregnancy-related and parenting accommodations; and
- victims of sexual misconduct
Resources and support for LGBTQ+ students can be found at www.oakton.edu/lgbtq.