EPS 350 builds on the content and experiences of EPS 100 and EPS 200 courses. The purpose of EPS 350 is to explore and discover the interconnectedness among the commonplaces of education: teacher, subject matter, student, milieu (context). This course will provide you with the opportunity to further develop and deepen your holistic understanding of your:
•    emerging identity as teacher
•    foundational, theoretical and practical knowledge and skills
•    knowledge of who your learners are
•    understanding of the variety of contexts of schools

EPS 350 includes one 3-week block of pre-internship experience in a high school setting (March 2nd to March 20th, 2009). You will be observing for 2 days prior to your placement (Thursday, Feb. 26th and Friday, Feb. 27th, 2009).

You will be encouraged to explore the complexities of critically reflective practice, turning inward to assess your own growth and development as a professional, while monitoring classroom practice and student learning, and turning outward to examine the contexts and structures of educational institutions and systems.

This EPS 350 course incorporates projects and assignments that involve individual work, subject area groups, as well as interdisciplinary staff groups that will help you to develop responsibilities for your own professional growth.  We will challenge you to critically reflect on the political, moral, and ethical dimensions of your teaching practice and your evolving teacher identity.

Finally, the interconnectedness of the components of the course along with your field experience will help you plan and prepare for your internship and future teaching career.

II. Course Objectives
•    To explore and understand the four commonplaces of schooling
•    To articulate the complexity of teaching and learning in a high school
•    To understand the meaning of equity and diversity  in high schools
•    To participate in a process to identify a school-related issue and investigate ways to address the issue
•    To experience and reflect upon effective teaching practices
•    To monitor and plan your own professional growth and development, including reflecting, setting questions, learning goals, and soliciting feedback on the teaching and learning process