Educational Philosophy:
I cannot simply teach you what you need to know about early childhood and elementary school contexts and the process of structuring inquiry questions and projects. As this is the third in a series of inquiry courses, your challenge will be to synthesize all the previous work exploring the process of inquiry, and to construct and teach your Teacher Inquiry Project. In order for you to effectively complete this project you must be willing to be an active and motivated participant in the learning process; constructing and writing in a focused and self-disciplined manner. Therefore I see my role as a facilitator and a co-learner in the process and project. What I will do is provide you with a variety of resources and feedback that can assist you in learning and your job will be to work with your peers, utilize these resources, ask questions, and work assiduously. I have set aside time for office hours and individual meetings so that I can help. You may also drop in unannounced any time I am in the office. Furthermore, I have included my email address in order to encourage your questions and comments. The bottom line is that the progress you make in this course and on this project will be directly proportional to your level of involvement, both temporal and cognitive.

Course Description:
This course is designed to support students as they apply their knowledge from Inquiry I and II to develop and implement the Teaching Inquiry Project. This course offers support through peer interaction, critique, and discussion, structures to collect and analyze data and formulate interpretations, adjust curriculum and inquiry design as necessary, and critically analyze self as teacher based upon student learning.

Tentative Course Goals and Objectives (articulation of goals and InTASC Standards are at bottom of page)
As a result of participating in this course, prospective teachers will be able to:
1. Think critically about, reflect deeply upon, and analyze in-depth the data collected throughout the inquiry/teaching process and demonstrate how to use this data to inform one's practice as a teacher.
2. Apply culturally responsive interventions to enhance and produce a more equitable learning environment.
3. Utilize a variety of ways to set up, guide, manage, and maintain a classroom environment conducive to learning for all students.
4. Use assessment data collected through the inquiry teaching process to synthesize, deconstruct and complete a final interpretation of systems of schooling, student learning, and who one has become as a teacher.
5. Present inquiry through professional writing and presentation of a portfolio (Teacher Inquiry Project).
6. Present inquiry via a professional poster presentation at the Inquiry Learning Exhibition.

Course Requirements
This course will utilize only a few formal requirements. It is expected that you will attend class, meet class deadlines regarding specific elements of your TIP, and prepare a draft of your TIP for review no later than Jan. 25th. It is also expected that you will serve as a critical colleague supporting and being supported as a member of our learning community. As the course progresses throughout the spring, you will continue to refine your TIP as you complete your unit of study, collect and analyze your triangulated data, and reflect on your critical question. The final requirement of successfully completing this course will be to present this TIP to your peers and complete a self-assessment of your project that will include a proposed course grade.

Attendance. You are expected to attend each class and advising appointment. Because some materials that will be presented and discussed with your critical colleague and in class are not contained in the listed resources, it is important that you attend every class. Please contact me prior to class or your advising appointment if you will be absent for any reason.

Reading Assignments. This is a student-centered course, which means that each class will revolve around the questions that you bring to the class as well as the work you do outside of class. Therefore it is important that you come to class having completed the requisite writing, and prepared to collaborate with your peers.

Teacher Inquiry Project (TIP) will be assessed using the rubrics that we have developed. The final draft of the project will contain a unit of study that you will have planned, taught, and from which you will have gathered data on your critical question.
TIP Folder
TIP Entire Materials Guide

Required Assignments:
1. Teacher Inquiry Project: Initial draft due Jan. 25th including reflective self-assessment of each completed element.
2. Teacher Inquiry Project: Final Draft due to your supervisor when completed in Spring, and reflective self-assessment of entire TIP, including a proposed grade due to Mark no later than June 11.
3. Research Project Showcase presentation on June 5th.

Special Needs:
It is our intent to fully include persons with special needs in this course. Please let us know if you need any special accommodations in the curriculum, instruction, or assessment to enable you to participate fully. We will make every effort to maintain the confidentiality of any information you share with us.

University and College of Education Policies
Be aware of the Pacific University Code of Academic Conduct and the College of Education policies for professional behavior and the competent and ethical performance of educators. In this course students are expected to demonstrate behavior consistent with the Professional and Academic Standards in the College of Education. Pacific University Professional Programs Course Catalog.

Students With Disabilities
In general, the University will work with students to improve conditions that may hinder their learning. The university requires appropriate documentation of a disability in order to enable students to meet academic standards. It is the responsibility of each student to inform the Director of Learning Support Services of his or her disability. Students are encouraged to work with faculty proactively in developing strategies for accommodation. This policy is described at Pacific University Professional Programs Course Catalog.

Incompletes
Instructors may issue a grade of incomplete only when the major portion of a course has been completed satisfactorily, but health or other emergency reasons prevent the student from finishing all the requirements in the course. The instructor and the student should agree upon a deadline by which all work will be completed, with the following guidelines:
1. Incompletes given for Fall and or Winter III terms must be completed by the following April 15.
2. Incompletes given for Spring semester must be completed by the following November 15.
Instructors will issue the grade the student would have earned by not completing the course, preceded by an "I". This grade is determined by including a failing grade for the missing assignment(s) in the calculation of the final grade. If the agreed upon course work is not completed in the period allotted and an extension has not been granted, the grade issued will be permanent. The contingency grade will be used in the computation of the GPA until such time as a new grade is recorded. See the Pacific University Professional Programs Course Catalog.

Grade Changes
Once a grade is submitted to the Registrar it shall not be changed except in the case of recording errors. Grade changes will be approved by the appropriate Dean. See the Pacific University Professional Programs Course Catalog.

Safe Environment Policy
Pacific University's Rights and Responsibilities policy seeks to maintain conditions favorable to learning. Students have the right to pursue an education free from discrimination based on gender, religion, marital status, age, sexual orientation or handicap. Students have the responsibility to conduct themselves, both individually and in groups, in a manner which promotes an atmosphere conducive to teaching, studying and learning. This policy is described in detail in Pacific University Professional Programs Course Catalog.

Academic Integrity
Honesty and integrity are expected of all students in class preparation, examinations, assignments, practicums and other academic work. Misconduct includes, but is not limited to cheating; plagiarism; forgery; fabrication; theft of instructional materials or tests; unauthorized access or manipulation of laboratory or clinic equipment or computer programs; alteration of grade books, clinical records, files or computer grades; misuse of research data in reporting results; use of personal relationships to gain grades or favors or other attempts to obtain grades or credit through fraudulent means; unprofessional conduct related to student care; threats to University personnel and conduct inconsistent with academic integrity. The complete policy, definitions and appeal procedures are described Pacific University Professional Programs Course Catalog.
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