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Teacher Education Disclosure
EDU 1010: Orientation to Education
Fall 2017

Instructor: Brenda Straley
Office Phone: 801412-1300
Office Hours: M-Th 9-11:30

Text: Introduction to Teaching, Sixth Edition
by Donald Kauchak and Paul Eggen
ISBN-13: 978-0134026404
ISBN-10:0134026403
An electronic version is also available from the SLCC Bookstore or
Pearson Publication

Overview
This course explores the challenges and rewards of teaching in elementary and secondary schools. Historical perspectives, philosophies, social and legal issues, student diversity, professionalism, availability of teaching positions, and school governance will be discussed as students prepare to transfer to a four-year teacher preparation program.

Course Learning Objectives
After successfully completing this course, students should be able to:
• Analyze and discuss historical and theoretical perspectives of teaching in elementary, secondary, and special education classrooms (acquire substantive knowledge, communicate effectively, think critically and creatively)
• Explain contemporary K-12 teaching practices (acquire substantive knowledge, communicate effectively, community engaged learners)
• Discuss federal, state, and local issues related to educational governance, finance, and school law (acquire substantive knowledge, communicate effectively)
• Critically analyze contemporary educational practices, personal cultural and philosophical beliefs, and how these beliefs can impact classroom interaction with students of differing cultures or philosophies (acquire substantive knowledge, think critically and creatively, work in professional, constructive manner)
• Observe and explain roles played by teachers and students in the K-12 classroom (acquire substantive knowledge, communicate effectively, become a community- engaged learner)
• Develop a beginning professional portfolio using InTASC Standards (acquire substantive knowledge, work in a professional and constructive manner, develop computer and information literacy)

Note: italicized phrases address SLCC’s College Learning Outcomes: http://www.slcc.edu/gened/learning-outcomes.aspx

In addition, this course addresses the Utah Effective Teaching Standards Instructional Practice Standard 4 (Content Knowledge); 6 (Instructional Planning); 7 (Instructional Strategies); and 9 (Leadership and Collaboration) http://www.uen.org/k12educator/uets/

Course Requirements

Canvas

EDU 1010 has its own Canvas page where all course materials are posted. You must have:
● The regular use of a computer with internet assess
● A web browser such as Internet Explorer or Firefox
● Access to SLCC’s email and Canvas
● A readiness to learn

This is also where you will submit discussions and assignments as well as take quizzes. If you are a new Canvas user, please click here: https://vimeo.com/74677642

Attendance
For lecture (face-to-face) sections of this course, it is important for you to attend each class session. Online, you can “attend” class at any time that fits your schedule, day or night. Attendance connects you with course content, your peers, and with me!

Assignments (approx. 25% of your final grade)
(All course Learning Outcomes are addressed in the assignments.)

Assignments are essential components of your learning experience and provide opportunities for you to discuss and critically analyze educational theories and teaching practices. All assignments are listed on the Canvas course homepage under the “Assignment” icon or by accessing each module. Even though most of the assignments are posted, additional assignments may be given.

Each assignment can receive a maximum of 10 points. To receive full credit, assignments must:
● Be submitted on time
● Be well-written
● Have a clear introduction, a strong body of work, and conclusion
● Be at least one page in length
● Typed using standard 1” margins, 12 pt. font (such as Times New Roman or Georgia)
● In APA format (double-spaced, References, appropriate in-text citations)

Follow the course calendar for due dates/times. Note: Late assignments will not receive a score. This “hard fast rule” prepares you for the rigors of a teaching career and will help you create and maintain a workable time management system for the remainder of your college career.

As a future teacher, you must be an effective writer. For this reason, your written work will be carefully evaluated. When grading assignments, I will provide feedback to promote writing skills. Once work has been evaluated and scored, you may edit and resubmit assignments for an amended score as long as the revisions are posted within a week of the scheduled due date.

Discussions (approx. 15% of your final grade)
(All course Learning Outcomes are addressed in the discussions.)

Weekly discussion points focus on chapter-related scenarios creating a venue for you to express opinions and question teaching practice. You can receive a maximum of 5 points per discussion. (Note: points will not be awarded for late discussions.) A scoring rubric is posted under each discussion.

To enhance your learning and professional growth, it is important to read and respond to other students’ responses. You will only receive credit for your original discussion points, however.


Quizzes (approx. 30% of your final grade)
(All course Learning Outcomes are addressed in the quizzes.)

Essay quizzes provide opportunities for you to extend your learning. All quizzes are taken online through Canvas. Note: Students will not be allowed to take quizzes after the posted due date. Emergency exceptions may be considered upon prior approval.


Course Projects (approx. 30% of your final grade)

Teaching Demonstration
(Learning Outcomes: Analyze and discuss historical and theoretical perspectives of teaching in elementary, secondary, and special education classrooms; Explain contemporary K-12 teaching practices)


As teachers, you will continually look for ways to strengthen instruction and address diverse learner needs. This semester you have an opportunity to blend your creativity with current elementary or secondary core curriculum standards by creating an activity and teaching a brief lesson. A detailed explanation of the project is posted on Canvas “Teaching Demonstration.” The Teaching Demonstration form is posted at the end of this syllabus and on Canvas.


Field Experience
(Learning Outcome: Observe and explain roles played by teachers and students in the K-12 classroom)

The field experience component of EDU 1010 will help you explore the many dynamic elements of a working K-12 classroom. Conversations with knowledgeable educational professionals serve as powerful ways to help you determine whether or not to pursue a teaching career path.

What do you need to do?
During the first two weeks of the semester, select an elementary or secondary public or private (accredited) school. Contact the school office, introduce yourself as a Salt Lake Community College education student and ask if the school is accepting classroom volunteers. Office personnel will give you further instructions. For example, in some schools the principal wants to meet all student volunteers; in other schools office personnel route inquiries to specific teachers. Mention that you would like to volunteer for 20 hours.

At end of the second week of the semester, email your field experience site information to me:
● school name
● the teacher’s name
● contact phone number or email address.

When the field experience hours are complete, post the following under “Assignments” “Field Experience:”
● signed field experience log
● a reflection
● a copy of your background check or explanation of where you are in the process of securing a background check

Copies of the required and optional Field Experience forms are posted at the end of this syllabus and on Canvas.

Confidentiality: Confidentiality is extremely important. When working with children in a school setting, everything you see and hear is confidential. Please do not use the names of teachers or students in your papers or in class discussions. Refrain from discussing children you observe with others outside the classroom. Note for online students: If you complete your teaching demonstration video in the classroom in conjunction with field experience hours, appropriate authorization processes must be followed. Ask your mentor teacher about the school’s process.

Field Experience Reflection
(Learning Outcomes: Observe and explain roles played by teachers and students in the K-12 classroom; explain contemporary K-12 teaching practices)

The purpose of a personal reflection is to provide an opportunity for you to deeply consider the value of field experiences and how philosophies of education, classroom management, and assessing student learning are addressed in K-12 classrooms. In addition, personal reflections provide steps to prepare you to become reflective teaching practitioners. The Reflection is written must include:

● A discussion of events you thought were noteworthy and how they might influence your future work as a teacher
● A discussion of the significance of field experience in a K-12 classroom
● What were your thoughts about the field experience component of this course?
● What biases, assumptions, beliefs, and feelings did you have prior to, during, and at the conclusion of your field experiences?

Professional ePortfolio
(Learning Outcomes: Analyze and discuss historical and theoretical perspectives of teaching in elementary, secondary, and special education classrooms; Critically analyze contemporary educational practices, personal cultural and philosophical beliefs, and how these beliefs can impact classroom interaction with students of differing cultures or philosophies; Develop a beginning professional portfolio using InTASC Standards)

Teachers often create a professional portfolio to document their skill, knowledge, and expertise as practicing educators. In this course you have an opportunity to create a beginning portfolio in an electronic format. All of the required documents are also chapter assignments (that simplifies your life!).

Artifacts: Items to Include in this Course’s Professional Teaching Portfolio
1. Lesson Plan
Either use the teaching demonstration form or create a unique plan.
2. Philosophy of Education (Assignment 5)
3. Philosophy of Classroom Management (Assignment 10)
4. Philosophy of Assessing and Grading Student Learning (Assignment 11)

You may use your General Education e-Portfolio for this project by simply attaching another page entitled “EDU 1010.” For more information on how to construct an ePortfolio: http://www.slcc.edu/gened/eportfolio/

Attach each of the artifacts as Word or PDF documents. Proofread your material before posting. A scoring rubric with specific guidelines is posted on Canvas under “Professional Portfolio.”

Grades
Grades will be generated from quiz scores, assignments, discussions, quizzes, the teaching demonstration, field experience, and your professional portfolio. (The Canvas grade book keeps a running total of points earned with a “to date” grade posted in the far right column.)

94% - 100% = A
90% - 93% = A-
87% - 89% = B+
83% - 86% = B
80% - 82% = B-
77% - 79% = C+
73% - 76% = C
70% - 72% = C-
67% - 69% = D+
63% - 66% = D
60% - 62% = D-
59% or less = F


EDU 1010 Assignments
Each assignment can receive a maximum of 10 points. To receive full credit, assignments must be:
● submitted on time
● well-written
● clear introduction, body of work, and conclusion
● at least one page in length
● typed using standard 1” margins
● 12 pt. font (such as Times New Roman)
● APA format (double-spaced, References, appropriate in-text citations)

Chapter 1
(Learning Outcomes: Analyze and discuss historical and theoretical perspectives of teaching in elementary, secondary, and special education classrooms; Explain contemporary K-12 teaching practices)

Your first paper focuses on teaching as a career. Based on information from the course text and additional information posted on Canvas, your paper will address the following:
● What are the intrinsic rewards of teaching? List at least three.
● What difficulties can teachers face, professionally?
● Which is likely to be the most problematic for you?
● Is teaching a profession? (Ask your field experience mentor teacher for his/her thoughts about this question to gain additional insights.)

Remember to begin with a clear introduction, several paragraphs that respond to each point, and a concluding paragraph that pulls your work together. Be sure to include an APA Reference page if you cite the course text or other resources.

Chapter 2
(Learning Outcomes: Discuss historical and theoretical perspectives of teaching in elementary, secondary, and special education classrooms; Analyze contemporary educational practices, personal cultural and philosophical beliefs, and how these beliefs can impact classroom interaction with students of differing cultures or philosophies)

The second assignment examines SES factors and our nation’s schools. In your paper, respond to the following:
● How can socioeconomic factors affect teaching and schools in general?
● Do you see any evidence of these indicators in your field experience classroom?
● What changes are we seeing in students?
● Which concern you? Why?

Remember to begin with a clear introduction, several paragraphs that respond to each point, and a concluding paragraph that pulls your work together. Be sure to include an APA Reference page if you cite the course text or other resources.

Chapter 3
(Learning Outcome: Analyze contemporary educational practices, personal cultural and philosophical beliefs, and how these beliefs can impact classroom interaction with students of differing cultures or philosophies)

The chapter 3 assignment will be a discussion of cultural diversity and how it has influenced teaching and learning for decades. For this assignment, explain:
● How cultural diversity affects students and teachers alike.
● How might an effective teacher respond to diversity?

Chapter 4
(Learning Outcome: Discuss historical and theoretical perspectives of teaching in elementary, secondary, and special education classrooms)

Referring to the material in chapter 4:
● Select an historical era or contemporary issue discussed in the chapter.
● Briefly explain how this era influenced education in the United States.
● What contemporary connections do you see between your chosen era and teaching practices today?

Chapter 5
(Learning Outcome: Develop a beginning professional portfolio using InTASC Standards)

This week write your philosophy of education for your professional portfolio. If corrections are warranted, you will place the corrected copy in your professional portfolio.

Chapter 6
(Learning Outcome: Discuss historical and theoretical perspectives of teaching in elementary, secondary, and special education classrooms)

For this week’s assignment, respond to the following:
● What, exactly, is “school?”
● What components comprise the typical public school in the United States?
● Identify characteristics of an effective school and why you consider each to be important.

Chapter 7
(Learning Outcome: Discuss federal, state, and local issues related to educational governance, finance, and school law)

The chapter 7 paper will include the following elements related to school funding:
● How are schools funded?
● How is the money spent?
● What choices should parents have to select their children’s schools?
● Do you support privatization of public school, funding private schools with tax monies, and the charter school system?
● Explain your responses to each.

Remember to use APA formatting and submit a well-written, error-free paper!

Chapter 8
(Learning Outcome: Discuss historical and theoretical perspectives of teaching in elementary, secondary, and special education classrooms)

Educational Law is an important topic for teachers. This week’s assignment focuses on key aspects of the legal system.
● What differences exist between legal and ethical influences on the teaching profession?
● At state and local levels, does the legal system influence the local school?
● If so, in what ways?
● What rights will your students have in the public school system?
● How might you protect these rights?

Chapter 9
(Learning Outcome: Explain contemporary K-12 teaching practices)

After writing a clear introduction, define the following and provide an example:
● Explicit curriculum
● Implicit curriculum
● Integrated curriculum
● Extra-curriculum

In your paper, also discuss what forces influence curriculum based on course materials and what you observe in your field experience classroom.

Chapter 10
(Learning Outcomes: Explain contemporary K-12 teaching practices; Analyze contemporary educational practices, personal cultural and philosophical beliefs, and how these beliefs can impact classroom interaction with students of differing cultures or philosophies)

This week write your philosophy of classroom management. Include statements of how you plan to create productive learning environments for your students and how you might address student misbehaviors.

Chapter 11
(Learning Outcome: Explain contemporary K-12 teaching practices; Observe and explain roles played by teachers and students in the K-12 classroom)

This week you will complete two assignments.

Assignment 1: Student motivation is a critical skill for all teachers to develop. For this assignment, include the following elements:
● Define motivation and identify instructional strategies that might increase motivation.
● Describe essential teaching skills, and list specific examples.
● What types of motivation did you observe in your field experience classroom?
● Finally, describe four instructional strategies that you plan to use in your future classroom. Be sure to include an example of each.

Assignment 2: As a bonus, you will also write your philosophy of assessing learning as a second assignment.

Chapter 12
(Learning Outcomes: Explain contemporary K-12 teaching practices; Discuss federal, state, and local issues related to educational governance, finance, and school law; Observe and explain roles played by teachers and students in the K-12 classroom)

Why is educational reform in the forefront of teachers’ and administrators’ thinking? Describe how current reform may influence your life in the classroom. Once again, include specific examples. Ask your mentor teacher if s/he is or has been involved with educational reform and briefly explain his/her comments.

Chapter 13
(Learning Outcomes: Explain contemporary K-12 teaching practices; Develop a beginning professional portfolio using InTASC Standards)

This semester you have noted the acronym, InTASC. In your final paper for EDU 1010, discuss the following:
● What is InTASC?
● Why did the authors of the course text include these standards throughout?
● On an unrelated note, what factors will contribute to a successful first year of teaching?
● How do the InTASC Standards connect to these factors?
● How did artifacts in your ePortfolio (Professional Portfolio) connect with InTASC?

Student Support

In addition to the student supports posted below, a wide-variety of resources are available on the course Canvas page under “Start Here.”

Disability Resource Center
SLCC values inclusive learning environments and strives to make all aspects of the College accessible to our students. If you have a disability and believe you need accommodations to improve access to learning materials or the learning environment, please contact the Disability Resource Center: (phone) 801-957-4659; (email) drc@slcc.edu; (website) www.slcc.edu/drc.

Title IX
Title IX of the Educational Amendments of 1972 prohibits discrimination based on sex in any educational institution that receives federal funding. Salt Lake Community College does not tolerate sex discrimination of any kind including: sexual misconduct; sexual harassment; relationship/sexual violence and stalking. These incidents may interfere with or limit an individual’s ability to benefit from or participate in the College’s educational programs or activities. If you have questions or concerns regarding your rights or responsibilities, or if you would like to file a Title IX complaint please contact:

Kenneth Stonebrook, J.D.
Title IX Coordinator
Salt Lake Community College
Taylorsville Redwood Campus – STC 276A
(801) 957-5027
ken.stonebrook@slcc.edu

Online Reporting Form: http://www.slcc.edu/eeo/title-ix/complaint.aspx
Students may also report incidents to an SLCC faculty or staff member, who are required by law to notify the Title IX Coordinator. If a student wishes to keep the information confidential, the student may speak with staff members of the Center for Health and Counseling, (801) 957-4268. For more information about Title IX, go to: http://www.slcc.edu/eeo/title-ix/index.aspx

Important Information for Students

General Education Regardless of your major, General Education courses build a foundation of broad knowledge and skills that help you in your further career and life.
http://www.slcc.edu/gened

General Learning Support & Tutoring Services provide support for SLCC students enrolled in any class at the College. All resources are provided free-of-charge. Ask your instructor about discipline-specific learning support and tutoring services.

The Tutoring and Learning Centers provide free assistance in Math, Science, Accounting, CSIS and Allied Health Classes at 6 campus locations. https://www.slcc.edu/tutoring

The Student Writing Center provides in-person and online feedback on all writing
assignments. http://www.slcc.edu/swc

The Academic Literacy Center provides tutoring in reading and conversation.
https://www.slcc.edu/english/academic-literacy-center.aspx

Library Services provides research help, print and online resources, computers and study space. libweb.slcc.edu

The ePortfolio Lab provides drop-in assistance for all ePortfolio questions.
http://eportresource.weebly.com/

eLearning Support provides support for navigating online and hybrid classes.
https://slcc.instructure.com/courses/297606

The Business Resource and Innovation Center provides tutors and a study space for students in Business and CSIS courses. Located in BB 226 on Taylorsville-Redwood Campus.

Advising and Counseling Support Services provide support for students enrolled in any class as the college.

The Center for Health and Counseling provides health care, mental health counseling, massage therapy services and healthy lifestyle programs.
http://www.slcc.edu/chc/index.aspx

Veterans’ Services assists hundreds of students in using their VA education benefits each semester. http://www.slcc.edu/veterans

Academic and Career Advising helps students plan, explore, make decisions, access
resources and evaluate their academic and career goals. And the Academic Achievement
Center helps students achieve GPA requirements for graduation.
https://www.slcc.edu/academicadvising
https://www.slcc.edu/academic-achievement-center/index.aspx

Parent Signature (Typed name is the equivalent of a legal signature.) *
Your answer
Student Signature (Typed name is the equivalent of a legal signature.) *
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FHS 1500 Disclosure
Salt Lake Community College Concurrent Enrollment
FHS 1500 – Life Span Development
Fall 2017
CRN#42472 – section 705

DISCLOSURE
INSTRUCTOR:
Wendy T. Crapo, MS

JATC TELEPHONE: 801.412.1315
E-MAIL: wendy.crapo@jordandistrict.org (best way to contact me is via email)

TEXT: Invitation to the Life Span, Second Edition, 2014 by Kathleen Stassen Berger, Worth Publishing. ISBN for high school classes: 9781429283526

ONLINE WEBSITE: See the “Course Website” section of this syllabus.

TEXT WEBSITE: http://bcs.worthpublishers.com/bergerinvitels2e

PREREQUISITES: There are no prerequisites for this course

High School Credit: 1.0 elective
SLCC Credit: 3 semester hours

EMERGENCY EVACUATION: For any reason if we need to evacuate the building i.e. fire alarm etc. we will come out of our room turn right and go down the stairs in the South east corner of the building. We will all stay together and go to the Preschool where we will help get the children out of the building. (Roll will be taken to make sure all students, teachers and aides are accounted for). If for any reason you would have difficulty with exiting the building by stairs, please come and talk to me ASAP.

CLASS FEES
$40.00 fee for admittance to Salt Lake Community College. You will apply online.
$15.00 partial tuition for taking this CE course. You can pay online.
Book costs or rental fees: __$100___________________

CAREER PATHWAY
FHS 1500 is required for the following:
• A SLCC Associate Degree of Applied Science in Family and Human Studies as a Major Course (64 hours). This degree prepares the student to become a teacher or director of a child care facility. And it is designed for students who plan to transfer to programs at four year universities or colleges.
• A SLCC Certificate of Completion/Family and Human Studies (36 hours)
• Child Development Associate Credential (CDA).

CLASS RULES
1. Students are expected to act as well behaved young adults and will be treated as such.
2. Students need to come prepared with notebook, paper, and pencil/pen. None will be provided and no one will be excused to get them. The hall pass may only be used for emergencies.
3. Promptness in imperative. Class work begins at the tardy bell with everyone seated and ready to work.
4. The teacher, not the bell will dismiss the class.
5. Profanity will NOT be tolerated. Such language will result in the student being temporarily or permanently removed from the class.
6. All distracters (food, drinks, nail polish, toys, etc.) should be left at home or in lockers. They will be taken away and not returned if found in classroom.
7. No hats are allowed in class. They will be taken away and not returned until the end of the day.
8. Respect must be shown to all members of the class no matter what their personal opinion is on any of the sensitive subjects we discuss.
9. We listen to the teacher or to whomever has permission to speak.
10. During quizzes, no one is to talk. Talking will be considered cheating and will result in the sanctions described in the SLCC Code of Conduct. (See the syllabus.)
11. School policy states no visitors will be allowed in the school.
12. Cell phone are a privilege and must be turned off in class.

SCHOOL POLICY ON ATTENDANCE AND DRESS CODE
It is extremely important that you participate in class, that you regularly attend class and are on time. Part of your final grade will be based on your attendance/citizenship in class. Because the nature of this class is mostly lectures and participation in activities that cannot be repeated. When a student is absent for any reason, except for home/hospital/activity absences, they receive NO PARTICIPATION POINTS.

TARDIES: Tardiness shows rudeness to other students and to the teacher. Lateness will affect future employment and relationships. In an effort to correct bad habits now and to use grades as a reflection of employability and responsibility, tardiness will be reflected in the student's participation grade indicated in the grading section. This reduction cannot be made up. Students are responsible to notify the teacher if they come in tardy, especially at the beginning of the year.

QUIZZES:
Quizzes will be taken at home. You may not make-up or retake any quiz. (That is what your Lifeline is for.)

DROP or WITHDRAWAL DATES:
Dropping a class means that you get out of the class early on. If you drop a class, the class will not appear on your college transcript. The Drop deadline is shown below.
Withdrawing from a class is different than dropping the class. Withdrawing can get you out of the class after the Drop deadline, but the class will appear as a “W” on your college transcript. If you have several “W”s on your college transcript, it can affect your ability to get college financial aid. You have until the Withdrawal deadline below to withdraw from the class. After that date, you can no longer drop/withdrawal, and your college transcript will display whatever grade you earn in the class.
Drop deadline: _Sept 13, 2017_____________
Withdrawal deadline: _October 25, 2017_____________


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2017-2018 UTAH SYSTEM OF HIGHER EDUCATION CONCURRENT ENROLLMENT PROGRAM PARENT PERMISSION FORM

Concurrent Enrollment Program Terms and Conditions

1. Concurrent Enrollment (CE) provides high school students an opportunity to take classes that earn both high school and college credit.
2. CE classes are college classes that require rigorous academic work. Course content may include controversial cultural, religious, political, aesthetic and human sexuality topics. Students must have the maturity to engage with the material in an academically appropriate manner and the organization and time management skills to complete more rigorous and demanding work than is required in high school. Students must also meet all college/university prerequisite requirements before enrolling in a CE class.
3. The CE program is open to students in grades 11 and 12; students in grades 9 and 10 may be admitted on a case-by-case basis. Students must be enrolled in a Utah public high school and be counted in the average daily membership. Students who have received a diploma, whose class has graduated from high school, or who have participated in graduation exercises are not eligible to participate in the CE program. Home-schooled students are eligible to participate in CE classes with permission from their local resident high school. Home-schooled students are subject to the same obligations as any student in the CE program.
4. Students may enroll in up to 30 CE credits per year. A CE class may not be repeated.
5. CE class registrations and grades, including withdrawals, are recorded on permanent high school and college transcripts, which may later impact eligibility for scholarships and financial aid and admission to certain college or university academic programs.
6. Withdrawing from or failing a CE class may impact a student’s ability to receive financial aid in the future or enroll in additional CE classes.
7. SUBMITTING THIS FORM DOES NOT ENROLL THE STUDENT IN CE CLASSES. Students must complete the college or university’s online enrollment process and pay CE class tuition.
8. A student who wishes to withdraw from a CE class must do so through his/her high school AND the college/university.
9. Although CE credit transfers from one Utah public institution to another, students should consult a college/university academic advisor to make class choices that meet their educational goals and transfer as equivalent credit.
10. CE students must abide by the college/university Student Code of Conduct and the high school Student Code of Conduct.
11. Students must contact the college/university CE administrator to request accommodations for a disability that may be required under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act.


PARENT/GUARDIAN PERMISSION TO PARTICIPATE
• I have read and understand the terms and conditions of the CE program and give permission for my child to participate.
• I understand that my child must abide by the terms and conditions of the CE program or risk loss of CE credit or removal from the CE program.

Under FERPA, an institution may disclose a student’s education records to parents without the student’s consent if the student is a minor and the parents claim the student as a dependent for federal taxes. The education records shared are limited to the classes in which a student is enrolled and tuition or fees owing for the classes.

I claim this student as a dependent. *
Parent Signature (Type Name) *
Your answer
STUDENT ACKNOWLDGEMENTS•
I have read and understand the terms and conditions of the CE program and wish to participate.• I agree to abide by the terms and conditions of the CE program or risk loss of CE credit or removal from the CE program.
Student Signature (Type Name) *
Your answer
Utah State Office of Education (Board Approved 2008) Parent/Guardian Consent Form Human Sexuality Instruction
Dear Parents/Guardian:

As part of your child’s education, he/she has enrolled in a course that includes instruction on topics related to human sexuality. You are receiving this consent form because instruction and/or discussion of human sexuality topics are controlled by state law and/or Utah State Board of Education rule. Please read the form carefully, select one option, sign, and return to the teacher above. Your student will not be allowed to participate in class activities without this completed and signed form on file. Thank you.

Information

All instruction related to human sexuality and/or sexual activity will take place within the context of Utah State Law (53A-13-101) and Utah State Board of Education rule (R277-474) as follow:

• The public schools will teach sexual abstinence before marriage and fidelity after marriage
• There will be prior parental consent before teaching any aspect of contraception and/or condoms
• Students will learn about communicable diseases, including those transmitted sexually, and HIV/AIDS


Program materials and guest speakers supporting instruction on these topics have been reviewed and approved by the local district review committee.

The following are NOT approved by the State Board of Education for instruction and may not be taught (per SB0196)

• The intricacies of intercourse, sexual stimulation, or erotic behavior;
• The advocacy of premarital or extramarital sexual activity;
• The advocacy or encouragement of the use of contraceptive methods or devices;
• The advocacy of sexual activity outside of marriage.

In accordance with Utah State Board of Education Rule R277-474-6-D, teachers may respond to spontaneous student questions for the purpose of providing accurate data or correcting inaccurate or misleading information or comments made by students in class regarding human sexuality.

DISCLOSURE: The curriculum for this course includes instructions and/or discussions about the topics listed below:

1. Reproductive anatomy and health
2. Contraception, including condoms*
3. Human reproduction
4. HIV and AIDS (including modes of transmission)
5. Information on self-exams
6. Sexually transmitted diseases (terms of a sensitive/explicit nature may be defined)
7. Date rape (terms of a sensitive/explicit nature may be defined)

*Factual, unbiased information about contraception and condoms may be presented as part of this course (only if the box above is checked). Demonstrations on how to use condoms or any contraceptive means, methods, or devices are prohibited and are NOT authorized. This consent form may be sent to parents within 2 weeks after the beginning of the course, but not less than 2 weeks prior to instruction of the identified topics. Under state law, your child cannot participate in the scheduled instructional activity specified above unless and until this signed letter of permission is returned to the teacher identified on this form. Signed forms will be kept on file at the school for a minimum of one year.

CHOOSE ONLY 1 OPTION : The top options allows your child to remain in the EMT program. If you choose any other option, your student will need to be dropped from the program.led Title
Select *
Submit Topic that is the exception for option 2 permission.
Your answer
Type Parent Signature *
Your answer
LONG-TERM ACTIVITY AUTHORIZATION FORM JORDAN SCHOOL DISTRICT
The field experience component of EDU 1010 will help you explore the many dynamic elements of a working K-12 classroom. Conversations with knowledgeable educational professionals serve as powerful ways to help you determine whether or not to pursue a teaching career path. Students will be working in various classrooms K-12 during class time and will need to provide their own transportation.

Other field trips below:

Utah State University (busing provided)
University of Utah
Kauri Sue Hamilton School
American Prep Academy
American International School of Utah
Wasatch Charter School

Parent/Guardian Authorization: My name typed below signifies that I authorize my student to participate in the activities identified above. I understand that my student must provide transportation to practicum. I recognize that I have full responsibility for my student during the time he/she is off a public school site and for the transportation to and from the activity if transportation is not provided by Jordan School District.
Parent Signature (Typed Name) *
Your answer
Student Signature (Typed Name) *
Your answer
Work Based Learning Student Training Agreement
Classroom Instructor agrees to accept the following responsibilities:

1. Provide the site supervisor with a clear explanation of externship requirements, as well as act as a liaison throughout the externship experience to help the student and instructor maximize the externship experience.
2. Provide classroom training in critical work-­related skills.
3. Maintain records, verifying that requirements have been met for the student to receive externship credit.
4. This contract may be revoked in any situation where it is found that reasonable precautions have not been observed for the safety of the student.

This is the portion signed by Brenda Straley and kept on file.

CTE Class: Teacher Education
SEOP Career Goal: Education Profession

Student Intern agrees to accept and the Parent/Guardian agrees to support the following responsibilities:

1. Maintain passing grades and regular attendance in the JATC/Landscape Architecture program and at the externship site.
2. Follow all rules concerning the externship program, including notifying the classroom instructor prior to ANY absence.
3. Show honesty, punctuality, cooperative attitude, proper grooming/dress, and willingness to learn while at the externship site and in all interactions with both the classroom instructor and the clinical instructors.
4. Report immediately any problems or accidents to the site supervisor and classroom instructor.
5. Provide transportation to and from the externship site.
6. Understand that the student will be removed from the externship portion of the program if these rules are not followed.

Parent Signature (Type Name) *
Your answer
Student Signature (Type Name) *
Your answer
AUTHORIZATION FOR PARTICIPATION IN A STUDENT LEADERSHIP ORGANIZATION
Leadership Organization: FCCLA

I am the custodial parent or legal guardian of the above named student. I understand that my student wishes to participate in the above named, student leadership organization at the Jordan Applied Technology Center. I understand that membership and participation in this organization are voluntary. During approved student leadership meetings, a supervisor will be present to provide supervision and sponsorship and to ensure compliance with applicable school policies.

This student leadership organization has been authorized by the school based on its stated purposes and activities as set forth in the organization’s application and charter. I understand that I may make arrangements to inspect a copy of the application and charter of this organization which describes the nature, purposes, structure, and other information about this organization. I am satisfied that by either obtaining this information from my student and/or inspecting the organization’s charter, I have sufficient information about this organization to make an informed decision regarding my student’s participation. With all of these considerations in mind, I authorize my student’s participation in this student leadership organization. I further understand that my consent may be withdrawn at any time if I notify the school in writing of that withdrawal of consent.

Parent Signature (Type Legal Name) *
Your answer
WEBSITE RELEASE FORM
Jordan District wants to recognize students that have excelled in school or community events. A portion of this recognition may be posted on school websites or released to the media. This includes individual, group or team pictures. Names will only will be used. No personal contact information, such as address, phone number, e-mail address or other personal information will be released.

Please sign below indicating you give permission for use of student’s name and picture on Jordan District websites or other media outlets.

Parent Signature (Type Name) *
Your answer
Student Signature (Type Name) *
Your answer
MEDIA RELEASE FORM
Students at the Jordan Academy for Technology and Careers are periodically filmed, photographed or interviewed regarding programs and/or activities at the school. These are used for educational purposes including: the school web site, news articles, pamphlets, brochures, class activities and projects or to promote the courses offered at the school.
Media Release Permission: I am the parent/legal guardian of the student named above, and agree to the following: *
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