Syllabus
Master of Science in Education
EDU 600 Teacher as Leader – Fall A 2017
Credits - 3
Description
This course enhances classroom-based experiences by linking them with professional research skills. Educators in this course will learn to locate and critically review a wide range of professional resources, articulate knowledge from a research-based framework, and collaborate with their peers on navigating school cultures. This course highlights the roles and responsibilities of leaders in a school setting.
There are no prerequisites for this course.
Materials
Learning Objectives and Outcomes
EDU 600 is aligned with PSEL Standards (Professional Standards for Educational Leaders). Given this backdrop, the following objectives have been identified for EDU 600 and matched to the PSEL Standards.
|
Course Objectives |
Learning Outcomes |
Standards |
Evaluation |
|
Develop research informed focus questions to guide an independent research project supporting informed teaching practice |
Articulate strategies for conducting a literature review of educational research. Develop research supported focus questions to inform a literature review of educational research. |
PSEL 1, 10 |
Week 5: Topic Selection and Research Wk. 5 Discussion: “IRP Sharing and Collaboration” Independent Research Project |
|
Articulate key research results surrounding current educational conversations such as the use of non-linguistic representations, the practice of summarizing and note taking, and the assigning of homework |
Apply research about cognitive process and non-linguistic representations such as graphic organizers to a classroom lesson plan. Evaluate personal homework philosophy using current research surrounding best practice. Apply research about connections between homework and student motivation and mastery to authentic classroom practices. Evaluate the effectiveness of summarizing, note taking and homework as instructional strategies that student mastery. Conduct a review of current research literature on an educational topic, noting key findings, questions, and implications for further research. |
PSEL 1, 10 |
Week 2 Writing Assignment: Teaching Strategies, Graphic Organizers Week 4 Writing Assignment: Summarizing, Note Taking, and Homework Week 4 Discussion on Homework Independent Research Project |
|
Apply educational research results to practices in their own classroom, building or district |
Apply educational research findings about learning styles to instructional practices that promote student engagement. Evaluate the effectiveness of their own classroom management strategies using current education research as a framework. Articulate the impact of cooperative learning strategies on individual and group accountability, individual opportunities for success, and student interdependence. Justify criteria for grouping, managing classroom activities, and providing meaningful feedback for students in a cooperative learning classroom. Assess personal leadership skills using a research framework. Evaluate the leadership climate at their school, proposing strategies and specific steps for improvement. Synthesize learning from educational research in a discussion with colleagues, reflecting on personal teacher-leadership skills while sharing conclusions and insights with colleagues. |
PSEL 3, 4, 10 |
Week 2 Discussion on Learning Styles Week 2 Assignment: Teaching Strategies, Graphic Organizers Week 3 Discussion on Cooperative Learning Week 3 Writing Assignment: Cooperative Learning Week 4 Assignment: Summarizing, Note Taking, and Homework Week 6 Writing Assignment: Leadership Independent Research Project |
|
Describe idealized Professional Learning Community (PLC) models |
Describe how educational research regarding at-risk students, the role of parents, and the role of students apply to the development of ideal Professional Learning Communities. |
PSEL 1, 2, 5 |
Week 7 Writing Assignment: Professional Learning Communities |
|
Compare and contrast elements of Professional Learning Community (PLC) models to their own school building or district |
Compare and contrast key features of various Professional Learning Community models. Evaluate the potential benefits, drawbacks, and implications of Personal Learning Communities within their own schools or districts. |
PSEL 1, 4, 6, 10 |
Week 6 Writing Assignment: Leadership Week 7 Writing Assignment: Professional Learning Communities |
|
Model and apply the National Educational Technology Standards for Students |
Utilize a curation application for the creation of professional portfolios using integrated goal statement(s). Discuss how educators can address multiple learning styles through technology. Compile research articles using a digital database in order to support an independent research project related to an area of teaching. Determine the potential role of technology in the development of Professional Learning Communities. Wk 6 |
PSEL 4, 9 |
Week 2 Discussion on Learning Styles Week 5 IRP Assignment, Part I: Topic Selection and Research Week 5 Discussion on PLCs Week 6 Discussion on Personal Learning Communities Independent Research Project |
Assignments
Threaded Discussions
You will post a response to a question or problem presented in the weekly whole class or small group threaded discussion forum. Initial posts must be submitted by the end of the day on Wednesday of each week (wk 1 exception: post is due on Friday); second posts must be submitted by the end of the day on Sunday of each week.
Written Assignments
There are 5 written assignments throughout the course. Each assignment asks you to synthesize the course readings and relate the course studies to your work.
- Week 2: Teaching Strategies, Graphic Organizers
- Week 3: Cooperative Learning
- Week 4: Summarizing, Note Taking and Homework
- Week 6: Leadership
- Week 7: PLCs
Independent Research Project
The Independent Research Project is comprised of two parts, Part I: Topic Selection & Research and Part II: Literature Review.
Grading Policy
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Assignments | Points |
|---|---|
| 7 Threaded Discussions: 3 Class; 4 Group | 7 @ 5 Points Each = 35 Total Points |
| Week 2 Writing Assignment: Teaching Strategies, Graphic Organizers | 10 Points |
| Week 3: Short Writing Assignment: Cooperative Learning | 5 Points |
| Week 4 Written Assignment: Summarizing, Note Taking and Homework | 10 Points |
| Week 5: Part I Independent Research Project (Topic Selection & Research Summary) | 10 Points |
| Week 6 Written Assignment: Leadership | 10 Points |
| Week 7 Written Assignment: PLCs | 10 Points |
| Week 8: Part II Independent Research Project (Literature Review) | 10 points |
| Total Points | 100 |
Grade Scale
| Grade | Points Grade | Point Average (GPA) |
| A | 94 – 100% | 4.00 |
| A- | 90 – 93% | 3.75 |
| B+ | 87 – 89% | 3.50 |
| B | 84 – 86% | 3.00 |
| B- | 80 – 83% | 2.75 |
| C+ | 77 – 79% | 2.50 |
| C | 74 – 76% | 2.00 |
| C- | 70 – 73% | 1.75 |
| D | 64 – 69% | 1.00 |
| F | 00 – 63% | 0.00 |
Schedule
Written Assignments: Due by 11:59 PM ET on Sundays (except Week 8, due on Friday)
Group Discussions: Unless otherwise noted, Part I (initial post) will end at 11:59 PM ET on Wednesdays; Part II will end at 11:59 PM ET on Sundays (*)
Class Discussions: End at 11:59 PM ET on dates listed below
|
Modules |
Activities |
Due Dates for Written Assignments and Group Discussions |
|
Week 1 8/30-9/3 Introductions; Websites |
Class Discussion |
Sunday 9/3 by 11:59 PM ET *Post your initial response by Friday |
|
Week 2 9/4-9/10 Teaching Strategies |
Group Discussion Written Assignment Collaborate Session |
Sunday 9/10 by 11:59 PM ET *Post your initial response by Wednesday Sunday,9/10 by 11:59 PM ET TBA – APA Style Workshop |
|
Week 3 9/11-9/17 Cooperative Learning Self Assessment |
Group Discussion Written Assignment |
Sunday 9/17 by 11:59 PM ET *Post your initial response by Wednesday Sunday, 9/17 by 11:59 PM ET |
|
Week 4 9/18-9/24 Summarizing & Homework |
Group Discussion Written Assignment |
Sunday 9/24 by 11:59 PM ET *Post your initial response by Wednesday Sunday, 9/24 by 11:59 PM ET |
|
Week 5 9/25-10/1 IRP, Part I |
Class Discussion Written Assignment |
*Wednesday 9/27 by 11:59 PM ET Sunday, 10/1 by 11:59 PM ET |
|
Week 6 10/2-10/8 PLCs, Part I |
Group Discussion Written Assignment Collaborate Session |
Sunday 10/8 by 11:59 PM ET *Post your initial response by Wednesday Sunday, 10/8 by 11:59 PM ET TBA – Literature Review Workshop |
|
Week 7 10/9-10/15 PLCs Part II |
Written Assignment |
Sunday, 10/15 by 11:59 PM ET |
|
Week 8 10/16-10/22 IRP, Part II |
Class Discussion
Literature Review |
Complete All Posts by Friday, 10/20 by 11:59 PM ET *Post your initial response by Wednesday Friday, 10/20 by 11:59 PM ET |
(*) End date only, for each part of group discussions.
Group discussion expectations for early, ongoing and quality participation (EOQ) will be made available by each instructor.
Student Resources
Online Student Support
Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.
Questions? Visit the Student Support Education page
UNE Libraries:
- Library Access for all students: Your library login ID and password are the same as the ones you use to log into Blackboard/Brightspace.
- Education Databases: https://library.une.edu/library-materials/find/research-by-subject/education/
- Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.
UNE Student Academic Success Center
The Student Academic Success Center (SASC) offers a range of services to support your academic achievement, including tutoring, writing support, test prep and studying strategies, learning style consultations, and many online resources. To make an appointment for tutoring, writing support, or a learning specialist consultation, go to une.tutortrac.com. To access our online resources, including links, guides, and video tutorials, please visit:
Information Technology Services (ITS)
- ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673
Accommodations
Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.
Online Peer Support
Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.
Information Technology Services (ITS)
Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.
ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.
Career Ready Program
The College of Professional Studies supports its online students and alumni in their career journey!
The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.
Policies
Attendance Policy
8 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Sunday at 11:59 pm ET of the first week of the term. Reinstatement is at the purview of the Dean's Office.
16 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Friday at 11:59 pm ET of the second week of the term. Reinstatement is at the purview of the Dean's Office.
Student Handbook Online - Policies and Procedures
The policies contained within this document apply to all students in the College of Professional Studies. It is each student's responsibility to know the contents of this handbook.
UNE Course Withdrawal
Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
Academic Integrity
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.
Academic dishonesty includes, but is not limited to the following:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
- Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.