ED243:
Meeting Times, Location, & Course Delivery Details
Ed243 is delivered in person, face‑to‑face on campus. Our class time is designed for active participation, discussion, and hands‑on practice. Being present in class allows you to collaborate with peers, engage in interactive activities, and receive immediate feedback. Together, we’ll build a supportive learning community that thrives on shared experiences and professional growth.
Contact Information
This course does not require a textbook. Instead, we’ll use a variety of resources — including articles, case studies, videos, and professional tools — that are provided for you in class and on Blackboard. All materials are chosen to be practical, accessible, and directly connected to your work as a future teacher. Bring a notebook or digital device for notes and reflections, and be ready to engage with hands‑on activities each week.
By the end of this course, candidates will be able to:
- Analyze historical, philosophical, psychological, and social foundations of P–5 education and explain how these perspectives shape current practice.
- Aligned to CAEP 1.1, InTASC 4, Ohio PLO 1
- Examine how cultural, linguistic, and socioeconomic diversity influences teaching and learning, and design responsive strategies that promote equity.
- Aligned to CAEP 1.3, InTASC 2, Ohio PLO 2
- Interpret and apply Ohio Learning Standards and national content standards to lesson planning, instruction, and assessment.
- Aligned to CAEP 1.4, InTASC 7, Ohio PLO 2
- Create classroom environments that are safe, healthy, respectful, supportive, and challenging for all children, with attention to cultural responsiveness.
- Aligned to CAEP 1.3, InTASC 3, Ohio PLO 2
- Select and use technology tools for instruction, classroom management, communication, and accountability in ways that enhance student learning.
- Aligned to CAEP 1.5, InTASC 8, Ohio PLO 2
- Apply strategies that foster independence, self‑regulation, and motivation in young learners.
- Aligned to CAEP 1.3, InTASC 1, Ohio PLO 2
- Develop plans to engage families, colleagues, and community partners in supporting children’s learning and advocacy.
- Aligned to CAEP 1.6, InTASC 10, Ohio PLO 3
- Demonstrate commitment to ethical guidelines, professional standards, and reflective practice as members of the teaching profession.
- Aligned to CAEP 1.6, InTASC 9, Ohio PLO 3
Tentative Schedule
Subject to change during the semester. Adequate notice of changes will be given.
Primary Education Philosophy and Practices Spring 2026 (Jan 12 – May 7)
| Week | Dates (M/W/F) | Module Title | Standards Alignment |
|---|---|---|---|
| Week 1 | Jan 12, Jan 14, Jan 16 | Course Introduction: Foundations of Primary Education & Policy Navigation | CAEP 1.1, 1.2; InTASC 4, 9; Ohio EPP Clinical Practice; WC PLO 1, 4a; OSTP 7.3 |
| Week 2 | Jan 19 (MLK Holiday – no class), Jan 21, Jan 23 | Fundamentals of Classroom Management | CAEP 1.1; InTASC 3; Ohio EPP Program Quality; WC PLO 7a; OSTP 5.1 |
| Week 3 | Jan 26, Jan 28, Jan 30 | PBIS Frameworks & Behavior Guidance | CAEP 1.2, 4.1; InTASC 3, 5; Ohio EPP Clinical Practice; WC PLO 7b; OSTP 5.2 |
| Week 4 | Feb 2, Feb 4, Feb 6 | Social-Emotional Learning (SEL) | CAEP 1.1, 4.2; InTASC 2; Ohio EPP Program Quality; WC PLO 4a, 7a; OSTP 1.1, 6.1 |
| Week 5 | Feb 9, Feb 11, Feb 13 | Culturally Responsive Teaching | CAEP 3.1; InTASC 2; Ohio EPP Program Quality; WC PLO 6a, 6b; OSTP 1.2, 4.3 |
| Week 6 | Feb 16, Feb 18, Feb 20 | Trauma-Informed Instruction | CAEP 1.2, 4.1; InTASC 2, 3; Ohio EPP Clinical Practice; WC PLO 3b, 4a; OSTP 1.1, 5.1 |
| Week 7 | Feb 23, Feb 25, Feb 27 | Data-Informed Decisions | CAEP 1.3, 5.2; InTASC 6; Ohio EPP Continuous Improvement; WC PLO 5b; OSTP 3.1, 3.2 |
| Week 8 | Mar 2 (Session I ends), Mar 4 (In-Service Day – no class), Mar 6 | Engagement Strategies (UDL) | CAEP 1.2; InTASC 2; Ohio EPP Program Quality; WC PLO 2a, 7a; OSTP 5.1 |
| Week 9 | Mar 9–13 | Spring Break (no classes) | — |
| Week 10 | Mar 16, Mar 18, Mar 20 | Designing Learning Environments | CAEP 1.2; InTASC 3; Ohio EPP Program Quality; WC PLO 7a; OSTP 5.1 |
| Week 11 | Mar 23, Mar 25, Mar 27 | Behavior Management Plans | CAEP 1.2, 4.1; InTASC 5; Ohio EPP Clinical Practice; WC PLO 3a, 3b; OSTP 3.2, 5.1 |
| Week 12 | Mar 30, Apr 1, Apr 3 (Good Friday – no class) | Reflective Practice | CAEP 4.1, 5.2; InTASC 9; Ohio EPP Continuous Improvement; WC PLO 5a; OSTP 7.1 |
| Week 13 | Apr 6, Apr 8, Apr 10 | Teacher Resilience & Advocacy | CAEP 5.1, 5.2; InTASC 9, 10; Ohio EPP Continuous Improvement; WC PLO 4a, 7a; OSTP 7.1, 7.3 |
| Week 14 | Apr 13, Apr 15, Apr 17 | Collaboration with Stakeholders | CAEP 2.1, 5.3; InTASC 10; Ohio EPP Clinical Practice; WC PLO 4b, 6b; OSTP 6.1, 6.2 |
| Week 15 | Apr 20, Apr 22, Apr 24 | Ethics & Professional Responsibility | CAEP 5.1, 5.2; InTASC 9; Ohio EPP Continuous Improvement; WC PLO 4a; OSTP 7.3 |
| Week 16 | Apr 27, Apr 29, May 1 | Capstone Philosophy & Integration of Practice | CAEP 4.1, 4.2; InTASC 9, 10; Ohio EPP Program Quality; WC PLO 1a, 5a; OSTP 7.1, 2.2 |
| Finals | May 4, May 6, May 7 | Comprehensive Final Exam | Wilmington College Exam Schedule |
Final Exam Week: May 4–7, 2026 (per Wilmington College exam schedule)
📘 Tentative Assignment Schedule – ED243
Primary Education Philosophy and Practices Spring 2026 (Jan 12 – May 7)
| Week | Dates (M/W/F) | Assignment Type + Points | Due Date | Standards Alignment |
|---|---|---|---|---|
| Week 1 | Jan 12, Jan 14, Jan 16 | Educational Philosophy Scavenger Hunt (Formative – 20 pts) | Jan 16 | CAEP 1.1, 1.2; InTASC 4, 9; Ohio EPP Clinical Practice; WC PLO 1, 4a; OSTP 7.3 |
| Week 2 | Jan 19 (MLK Holiday – no class), Jan 21, Jan 23 | Reflection Journal: Foundations of Teaching Identity (Formative – 20 pts) | Jan 23 | CAEP 1.1; InTASC 3; Ohio EPP Program Quality; WC PLO 7a; OSTP 5.1 |
| Week 3 | Jan 26, Jan 28, Jan 30 | Curriculum Perspective Analysis (Summative – 55 pts) | Jan 30 | CAEP 1.2, 4.1; InTASC 3, 5; Ohio EPP Clinical Practice; WC PLO 7b; OSTP 5.2 |
| Week 4 | Feb 2, Feb 4, Feb 6 | SEL Integration Mini‑Lesson (Summative – 55 pts) | Feb 6 | CAEP 1.1, 4.2; InTASC 2; Ohio EPP Program Quality; WC PLO 4a, 7a; OSTP 1.1, 6.1 |
| Week 5 | Feb 9, Feb 11, Feb 13 | Equity Exit Ticket (Formative – 20 pts) | Feb 13 | CAEP 3.1; InTASC 2; Ohio EPP Program Quality; WC PLO 6a, 6b; OSTP 1.2, 4.3 |
| Week 6 | Feb 16, Feb 18, Feb 20 | Teaching Philosophy Paper (Summative – 55 pts) | Feb 20 | CAEP 1.2, 4.1; InTASC 2, 3; Ohio EPP Clinical Practice; WC PLO 3b, 4a; OSTP 1.1, 5.1 |
| Week 7 | Feb 23, Feb 25, Feb 27 | Data Analysis Report: Standards Alignment (Summative – 55 pts) | Feb 27 | CAEP 1.3, 5.2; InTASC 6; Ohio EPP Continuous Improvement; WC PLO 5b; OSTP 3.1, 3.2 |
| Week 8 | Mar 2 (Session I ends), Mar 4 (In‑Service Day – no class), Mar 6 | Peer Feedback on Lesson Design (Formative – 20 pts) | Mar 6 | CAEP 1.2; InTASC 2; Ohio EPP Program Quality; WC PLO 2a, 7a; OSTP 5.1 |
| Week 9 | Mar 9–13 | Spring Break (no classes) | — | — |
| Week 10 | Mar 16, Mar 18, Mar 20 | Environment Design Project (Summative – 55 pts) | Mar 20 | CAEP 1.2; InTASC 3; Ohio EPP Program Quality; WC PLO 7a; OSTP 5.1 |
| Week 11 | Mar 23, Mar 25, Mar 27 | Mini Research Study: Teacher Interviews (Summative – 55 pts) | Mar 27 | CAEP 1.2, 4.1; InTASC 5; Ohio EPP Clinical Practice; WC PLO 3a, 3b; OSTP 3.2, 5.1 |
| Week 12 | Mar 30, Apr 1, Apr 3 (Good Friday – no class) | Reflective Analysis Paper (Summative – 55 pts) | Apr 1 | CAEP 4.1, 5.2; InTASC 9; Ohio EPP Continuous Improvement; WC PLO 5a; OSTP 7.1 |
| Week 13 | Apr 6, Apr 8, Apr 10 | Teacher Advocacy Toolkit (Summative – 55 pts) | Apr 10 | CAEP 5.1, 5.2; InTASC 9, 10; Ohio EPP Continuous Improvement; WC PLO 4a, 7a; OSTP 7.1, 7.3 |
| Week 14 | Apr 13, Apr 15, Apr 17 | Stakeholder Collaboration Plan (Summative – 55 pts) | Apr 17 | CAEP 2.1, 5.3; InTASC 10; Ohio EPP Clinical Practice; WC PLO 4b, 6b; OSTP 6.1, 6.2 |
| Week 15 | Apr 20, Apr 22, Apr 24 | Ethics & Professional Responsibility Paper (Summative – 55 pts) | Apr 24 | CAEP 5.1, 5.2; InTASC 9; Ohio EPP Continuous Improvement; WC PLO 4a; OSTP 7.3 |
| Week 16 | Apr 27, Apr 29, May 1 | Final Teaching Philosophy & Integration of Practice (Capstone – 110 pts) | May 1 | CAEP 4.1, 4.2; InTASC 9, 10; Ohio EPP Program Quality; WC PLO 1a, 5a; OSTP 7.1, 2.2 |
| Finals | May 4, May 6, May 7 | Capstone Presentations & Reflection (Included in Capstone) | May 7 | CAEP 4.1, 5.2; InTASC 9; Ohio EPP Continuous Improvement; WC PLO 5a; OSTP |
The grading scale will be as follows:📘 Point Totals Summary – ED243
Primary Education Philosophy and Practices Spring 2026
📘 Point Distribution – ED243
Primary Education Philosophy and Practices Spring 2026
- Formative Assessments (10 assignments) → 200 points total ◦ Each formative = 20 points (content + dispositions embedded)
- Summative Assessments (10 assignments) → 550 points total ◦ Each summative = 55 points (50 content + 5 dispositions)
- Capstone Philosophy (Final Project) → 110 points total ◦ Content = 100 points + Dispositions = 10 points
Total Course Points = 860
Letter Grade Conversion
| Points Earned | Percentage Range | Letter Grade | Performance Description |
|---|---|---|---|
| 696–740 | 94–100% | A | Exceptional mastery of course objectives; demonstrates excellence in knowledge, pedagogy, and professional responsibility. |
| 666–695 | 90–93% | A‑ | Strong performance with minor gaps; consistently demonstrates advanced understanding and application of standards. |
| 641–665 | 87–89% | B+ | Above average performance; demonstrates solid application of course concepts with room for refinement. |
| 621–640 | 84–86% | B | Competent performance; meets expectations for knowledge and practice with consistent effort. |
| 592–620 | 80–83% | B‑ | Adequate performance; demonstrates basic understanding but lacks depth in some areas. |
| 570–591 | 77–79% | C+ | Developing performance; partial mastery of objectives with notable gaps in application. |
| 547–569 | 74–76% | C | Minimum acceptable performance for education majors; demonstrates foundational understanding of standards. |
| 518–546 | 70–73% | C‑ | Below program requirement; insufficient mastery of objectives. Does not count toward graduation for education majors. |
| 495–517 | 67–69% | D+ | Limited performance; demonstrates minimal understanding and application of course concepts. |
| 474–494 | 64–66% | D | Weak performance; fails to meet most course objectives. |
| ≤ 473 | ≤ 63% | F | Unsatisfactory performance; does not demonstrate required knowledge, skills, or professional dispositions. |
Instructor Course Policies
Your presence and participation are essential to our shared learning community. Because ED386 emphasizes collaboration, reflection, and practice, regular attendance helps you stay engaged and prepared for assignments. If you must miss class, please communicate with me in advance whenever possible. Absences do not excuse you from completing assignments, and you are responsible for catching up on missed work. Together, we’ll keep the focus on growth, professionalism, and consistency.
Honesty and integrity are the foundation of our work together. All assignments must reflect your own effort, with proper credit given when you use ideas, words, or resources from others. Collaboration is encouraged when appropriate, but copying or misrepresenting work is not. AI tools (such as Microsoft Copilot, ChatGPT, or others) may be used responsibly for brainstorming or organizing ideas, but all submitted work must show your own understanding and professional judgment. If AI assists your work, please acknowledge it. Misrepresenting AI-generated content as entirely your own is considered a violation of academic integrity.
Course Description
ED243 introduces candidates to the historical, philosophical, psychological, and social foundations of primary education (P–5). Through analysis of diverse perspectives and current policy contexts, candidates will explore how foundational theories shape instructional practice, classroom management, and professional identity. Emphasis is placed on designing standards‑based instruction aligned with Ohio Learning Standards, integrating social‑emotional learning, and fostering equitable, supportive environments for all learners.
Candidates will engage in applied practice through lesson design, reflective analysis, and collaborative projects that connect families, schools, and communities. Technology integration, data‑informed decision making, and professional ethics are embedded throughout the course to prepare candidates for contemporary challenges in education. By the end of ED243, candidates will demonstrate the ability to connect philosophy to practice, advocate for children, and uphold professional standards consistent with CAEP, InTASC, Ohio EPP, and Wilmington College PLOs.
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Undergraduate: SP25 Final Exam Schedule Graduate:
Out-of-class Work Expectation A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week. |
Instructional Course Delivery |
Academic Integrity Policy The use of generative AI is prohibited except where expressly allowed in assignment instructions. |
Class Attendance Policy |
Accessibility and Disability Services
Accessibility and Disability Services
Wilmington College provides accommodations and services for student with a variety of disabilities, including chronic illnesses, psychological, physical, medical, learning, and sensory disability amongst others. If you anticipate or experience barriers based on disability and feel you may need a reasonable accommodation to fulfill the essential functions of this course, you are encouraged to contact:
Spencer Izor, Associate Vice President of Compliance - Title IX/ADA Coordinator at spencer.izor@wilmington.edu or 937-481-2365 or Nathan Flack, Academic Resource Manager at 937-481-2208 to learn more about the process and procedures for requesting accommodations, or by visiting College Hall Room 306a or the Robinson Communication Center, Room 103.
Religious Accommodations
Wilmington College strives for an inclusive climate and welcomes students from all backgrounds, faiths, and experiences. If religious observance impedes your ability to participate fully in classroom activities or a principal holiday from your religious tradition occurs during the semester and conflicts with class meetings or activities, please make the professor aware of this immediately to determine if a reasonable accommodation is possible.