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Indiana University Northwest

Professor Rochelle Brock

EDUC S510 Course Syllabus

Course Description | School of Education | Assignments | Grading and Evaluation | Reading Schedule

I. Course Description

Bulletin Description: Organized group study of a wide variety of issues in secondary urban education. EDUC S510 will acquaint the student with both the philosophies and practices associated with teaching in the urban environment.

Expanded Description: This course is designed to acquaint you with appropriate methods and materials for successful teaching in secondary urban classrooms, covering grades 5-12. The course will include an overview of the latest research and practice related to urban teaching. Their implications for planning, delivering and assessing instruction will be discussed.

II. School of Education

This methods course is part of the IU Northwest School of Education Teacher Education Program and is required for Option II Initial Licensure for Secondary Education. The program is based upon a research-based conceptual framework that incorporates nine outcomes, all of which are designed to prepare a "Reflective Professional". Since it is also a part of the Masters of Science for Secondary Education it incorporates the seven outcomes designed to prepare the ”Master Teacher” See the Appendix for further explanation of these themes.

Reflective Professional Outcomes

Course Objectives

• Communication Skills*


• Higher Order Thinking Skills


• Instructional Media & Technology*

2, 4

• Learning & Development

2, 3, 5

• School Culture & Diversity*

1, 2, 3, 4, 5

• Instructional Design & Delivery*

1, 3, 4

• Classroom Management


• Assessment & Evaluation


The course goals related to these outcomes and principles are that by the end of the semester you will be able to:

  1. Use your knowledge of urban students, schools, and communities to develop and deliver effective and appropriate lesson plans for middle and high school urban students;
  2. Make appropriate decisions about which teaching strategies should be used, reflecting on factors like the developmental needs of students, their culture and community context, their learning styles, the required curriculum, and the demands of urban school districts and communities;
  3. Apply critical pedagogy, invitational and multicultural concepts in the planning and delivery of instruction;
  4. Apply invitational concepts and other current research on urban learners to design and implement effective and appropriate classroom management; and
  5. Formulate assessment instruments, which reflect your knowledge of urban learners and their potential for learning.

Initial Program Dispsitions

  1. Attendance, punctuality, and professionalism (i.e., actions, appearance)
  2. Connect subject matter to students' worlds
  3. Align teaching with state and professional teaching standards
  4. Prepare for and promote active learning
  5. Communicate ideas clearly in speech and writing
  6. Use of multiple approaches and technology to teach
  7. Student-centered management of class time and student behavior
  8. Respects students from diverse backgrounds
  9. Promote cooperation in class, school, and community
  10. Tract student progress & adjust teaching to meet needs
  11. Willing to receive constructive criticism & suggestions
  12. Committed to becoming an effective teacher.

This course reflects the principles of the Interstate New Teacher Assessment and Support Consortium (INTASC) and the Developmental Standards of the Indian Professional Standards Board (IPSB). See Sections VII and VIII.

III. Materials

Kincheloe, J. Critical pedagogy primer. Peter Lange
Kincheloe, J 19 urban questions Peter Lange
Brock, R. (2005). Sista talk: The personal and the pedagogical

IV. Assignments and Activities

Since this course is designed to facilitate your preparation as a reflective professional and a master teacher, you will be asked to model professional attitudes and behaviors during class sessions,including being prepared for and participating in all sessions, being punctual, presenting assignments in a timely and professional manner, being responsible, and asking for help when you need it.

The assignments will include:

  1. Essay #1 (150 points)Personal Analytical Narrative: My Own K-12 Schooling in a Socioeconomic Context Students will write a 1000 word essay, due in the 5th week of the course, analyzing their own educational upbringing. Using concepts learned in the course relating to socioeconomic context of education, students will examine how issues of race and class affected their own K-12 experience, whether it was urban, suburban or rural. Students will use at least 3 references to class readings as points of comparison and contrast in analyzing educational opportunity in their own communities and in their personal experience.
  2. Reflections: (25 Points x 6=150 points) Students will write SIX Reflections throughout the semester on both the readings and on their Service Learning experiences.
  3. Presentation on Reading (50 Points)
    Each week a group of 3 students will lead class discussion on the assigned reading. Your group should prepare for a one hour discussion. These discussions are semi-informal, requiring leaders to 1) provide insights into the main themes and supporting information in the reading under study; and 2) encourage thoughtful discussion or interaction on the piece. No written work is required. Note: You will be assigned a group and a date to lead class discussion in the second class.
  4. Field Experience Assignments (100 Points)
  5. Extra Credit (30 Points) See OnCourse under assignments for description of assignment.
  6. Class Preparation and Participation (50 Points)—Demonstrating the attendance, preparation, punctuality, and participation in class of one who is preparing to be a reflective professional and a master teacher.
    1. Regular and punctual attendance is expected and will be monitored. Failing to attend class or arriving late sends the worst possible message about your commitment to teaching. Two missed classes will result in a “one-gradedrop from your highest possible grade score. More than three absences may result in your being dropped from the class roster.
    2. Required projects/assignments must be submitted on or before the established due-dates. Any assignment submitted more than four days late will be deducted one full grade score lower than the highest possible score that might have been earned. All assignments must be turned into my office—electronic attachments will not be accepted.
    3. One revision may be submitted for a possible improved score on Essay 1 if–and only if–you have turned in your essay on or before the due date. No “late” essays will be accepted for revision. Deadline for each revision is ONE week: no revisions will be accepted after the one-week interval. The “highest” possible revision score is set at A-.

V. Grading / Evaluation System

Grades will be determined on the following basis:

Essay 1
150 Points
150 Points
Group Presentation on Reading
50 Points
Field Experience
100 Points
Attendance, Preparation, etc
50 Points
Extra Credit
30 Points

Final grades will be assigned as follows if all assignments have been completed:

490-500 Points =A+ 457-467 Points =B+ 424-434 Points = C+
479-489 Points =A 446-456 Points =B 404-414 Points = C
468-478 Points =A- 435-445 Points =B- 393-403 Points = C-

VI. Bibliography

Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001). Teaching Today: An Introduction to Education (6th Edition). Merill/Prentice Hall.

Banks, J. A. & Banks C.A. (1993). Multicultural Education: Issues and Perspectives Allyn & Bacon.

Clark, L. H. & Starr, I. S. ( 1996) Secondary and Middle School Teaching Method (7Th Edition). Merrill/Prentice Hall.

Darling-Hammond, L., Wise, A.E. & Klein, S.P. (1995). A License to Teach: Building a Profession for 21st Century Schools. Westview Press.

Gay, G. (2000). Culturally Responsive Teaching: Theory, Research & Practice. Teachers College.

Haberman, M. (June, 1995). “Selecting ‘Star ‘ Teachers for Children and Youth in Poverty.” Phi Delta Kappan. 777-781.

Holland, H. & Mazzoli, K. (December 2001). “Where Everybody Knows Your Name.” Phi Delta Kappan, 294 – 303.

Irvine, J.J. & Armento, B.J. (2001). Culturally Responsive Teaching: Lesson Planning for Elementary and Middle Grades. McGraw-Hill.

Kellough, R.D. & Kellough, N.G. (1999). Secondary School Teaching: A Guide to Methods and Resources: Planning for Competence. Merrill/Prentice Hall/

Kozol, J. (1991). Savage Inequalities: Children in American Schools. Harper Perennial.

Moore, K.D. (1999). Middle and Secondary School Instructional Methods (2nd Edition). McGraw-Hill.

Novak, J.M. & Purkey, W.W. (2001). Fastback #488:Invitational Education, Phi Delta Kappa Educational Foundation.

Novak, J.M. (1994). Democratic Teacher Education: Programs, Processes, Problems and Prospects. SUNY.

Novak, J. M. (1992) Advancing Invitational Thinking. Caddo Gap Press.

Roe, B. D. And Ross, E.P. (1998) Student Teaching and Field Experiences Handbook (4th Edition). Prentice/Prentice Hall.

Tileston, D.W. (2000). 10 Best Teaching Practices: How Brain Research, Learning Styles, and Standards Define Teaching Competencies. Corwin Press.

Wilson, B.L. & Corbett, H.D. (2001). Listening to Urban Kids: School Reform and the Teachers They Want. SUNY.

Wong, H.K. & Wong, R.T. (1991). The First Days of School: How to be an Effective Teacher. Wong Publications.

VII. Schedule Course Topics and Reading Assignments

Week 1 - January 10

Introduction to UTEP and Urban Education

Week 2 - January 17

Searching For A Theory and Understanding
Guiding Question: Putting it on the line: What assumptions do we as individuals and as a society have about urban schools and urban environments? What kind of schooling experience do you bring to this course? What defines “urban”? Guiding Question: What is urban education? How are urban schools unique? What opportunities and challenges exist in urban environments?

Topic: All OnCourse
Reading: All OnCourse

  • I “Shifting the Center and Reconstructing Knowledge”

Week 3 - January 24

Topic: Conceptualizing Race, Class, and Gender: Racism
Guiding questions: Does race matter? What is race and what do we mean when we say race is a social construction? What is the relationship between race and culture?

Reading: All OnCourse

  • “Missing People and Others: Joining Together to Expand the Circle”
  • “The Complexity of Identity: Who Am I”
  • “Something about the Subject Makes it Hard to Name”
  • “Of Race and Risk”
  • “Defining Racism: Can We Talk?”
  • “Wall Street Journal”
  • “Oppression”
  • “Just Walk on By: A Black Man Ponders His Power to Alter Public Space”

Week 4 - January 31

Topic: Conceptualizing Race, Class, and Gender: Whiteness
Guiding questions: What does Whiteness mean to me? Compare the racial identity development in Tatum’s article with your racial identity. Where do you fit? Are there other stages in racial identity development you can think of?


  • “White Privilege and Male Privilege: A Personal Account…”
  • “Unveiling Positions of Privilege”
  • “Owning Unearned White Privilege”
  • “Teaching White students about racism: The search for White allies and the restoration of hope”

Week 5 - February 7

Topic: Conceptualizing Race, Class, and Gender: Classism
Guiding questions: What is the relationship between social class and culture? What are the factors that cause poverty? The number of Americans who live in poverty is increasing. In your opinion, what should be the roles of the schools to combat poverty?

Reading: All OnCourse

  • “Aid to Dependent Corporations: Exposing Federal Handouts to the Wealthy”
  • “Tired of Playing Monopoly”
  • “The Indignities of Unemployment”
  • “Soft” Skills and Race”
  • “The Invisible Poor”
  • “Millions Left Behind

Essay #1 Due: Personal Analytical Narrative: My Own K-12 Schooling in a Socioeconomic Context

Week 6 - February 14

Framing Urban Education

Topic: Understanding your Philosophy of Education

Reading: All OnCourse

  • “Educational Philosophy”
  • “Banking (Schooling) and Problem-Posing Education Compared”

Week 7 - February 21

Topic: Developing a Philosophy of Education: Multicultural Education

Reading: All OnCourse

  • “Changing Multiculturalism” Kincheloe
  • “The Relationship Between Multicultural and Democratic Education”
  • “Mediating Boundaries of race…”
  • “Taking Multicultural Antiracist Education Seriously”

Week 8 - February 28

Topic: Developing a Philosophy of Education: Culturally Relevant Pedagogy

Reading: All OnCourse

  • “Preparing Mathematics And Science Teachers For Diverse Classrooms: Promising Strategies for Transformative Pedagogy”
  • “That’s Good Teaching”
  • “Culturally Relevant Teaching”
  • “The Practice of Teaching for Social Justice…”

Week 9 - March 6

  • Spring Break - No Class

Week 10 - March 13

Topic: Developing a Philosophy of Education: Critical Pedagogy

Reading: 1

  • Critical Pedagogy Primer Chap 1 & 2
  • “Putting Critical Pedagogy in its Place” OnCourse
  • “Critical Pedagogy for Beginning Teachers” OnCourse

Week 11 - March 20

Topic: Race & Education

Reading: All OnCourse

  • “The Impact of Race, Class and Gender on Education”
  • “Racial Discrimination in Schools”
  • “You Can’t High Jump…”
  • “Learning at Whose Expense”

Week 12 - March 27

Topic: Class & Education

Reading: All OnCourse

  • “Urban Schools The Challenge of Location and Poverty”
  • “Segregation, Poverty and Limits of Local Control”

Week 13 - April 3

Topic: Urban Education

Reading: 19 Urban Questions: Teaching in the City

  • Chapter 1 “Why a Book on Urban Education?”
  • Chapter 2 “Why Is Urban Education Different from Suburban and Rural Education?

Week 14- April 10

Topic: Urban Education

Reading: 19 Urban Questions: Teaching in the City

  • Chapter 3 “Who Are Our Urban Students and What makes Them So Different?”
  • Chapter 6 “How Do We Locate Resistance in Urban Settings?”
  • Chapter 19 “Why Teach in Urban Settings?”

Week 15 - April 17

Topic: Bringing it Together


  • Sista Talk: The Personal and The Pedagogical

Week 16 - April 24

Topic: Wrap Up

Note: Assignments can be turned in early. Late work will only be accepted under extenuating circumstances. If you do not call or email and get permission to turn work in late, it will not be accepted and you will receive an F on that assignment. Accepted late assignments will be penalized.

Some Websites:

VII. Principles of the Interstate New Teacher Assessment and Support Consortium (INTASC)

The INTASC principals are addressed by the Conceptual Model that underlies all of the initial programs of the School of Education at IU Northwest. The 10 principles are listed below followed by a table that shows how the objectives of this course relate to the principles.

  1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
  2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
  3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
  4. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem-solving, and performance skills.
  5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
  6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
  7. The teacher plans instruction based upon knowledge of subject matter, students, the community and curriculum goals.
  8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
  9. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
  10. The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being.

Interstate New Teacher Assessment and Support Consortium
(INTAsc) Principles by Course Objectives

INTASC Principles Course Objectives
• Knowledge of Subject Matter 1
• Knowledge of Human Development & Learning 1, 4
• Adapting Instruction for Individual Needs 2, 3
• Multiple Instructional Strategies 2, 3
• Classroom Motivation & Management Skills 4
• Communication Skills 1, 3
• Instructional Planning Skills 1-4
• Assessment of Student Learning 5
• Professional Commitment & Responsibility 4
• School & Community Partnerships 2

VIII. Indiana Professional Standards Board Developmental Standards

The Indiana Professional Standards Board has established developmental standards for Teachers of Early childhood, Teachers of Middle childhood, Early Adolescence Generalist Teachers, and Teachers of Adolescence & Yong Adults. The last two categories are relevant to the outcomes of this course. A complete listing and discussion of these is found at the following web-site: The following table indicates how the objectives of this course are keyed to those developmental standards.

Indiana Professional Standards Board
(IPSB) Developmental Standards by Course Objectives

Early Adolescence Generalist Teachers (EAG)
ipsb Standard Course Objectives

  • Young Adolescent
  • Health & Development
  • MS Philosophy &
    School Organization2, 4,
  • MS Curriculum2, 3, 4
  • MS Instruction1-5
  • Family Involvement2
  • Community Involvement
  • Teacher Role1

Teachers of Adolescence and Young Adults (AYA)
ipsbStandard Course Objectives

  • Development of
    Adolescence/Young Adulthood2
  • Decision-making4
  • High School Learning
    Communities 2-4
  • Curriculum2-4
  • Instructional Strategies1-4
  • Home/School Connections 1,2
  • Community & Transition to
    the Future
  • Collaborative Behavior4