Syllabus
Master of Science in Education
EDU 600 Teacher as Leader – Fall A 2016
Credits - 3
Description
This course will enhance your classroom-based experiences by linking those experiences with professional research skills. Teachers will learn how to locate and critically review a wide range of professional resources. Teachers will take significant steps toward becoming teacher leaders by combining their classroom based knowledge, articulating that knowledge from a research-based framework, successfully navigating school cultures, and learning from their seasoned peers. Exposure to this information will instill in teachers an understanding of their leadership potential and responsibilities in the school setting.
There are no prerequisites for this course.
Materials
Learning Objectives and Outcomes
The mission of the Department of Education is to develop–through research, service, and innovative teaching–reflective teachers and school leaders who are competent and caring lifelong learners committed to innovative and effective practices.
We have EDU 600 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 |
|
Search and locate professional education resources to support informed educational practice |
Summarize one’s research methodology used in the compilation of resources and creation of focus questions related to an area of teaching. |
PSEL 1, 10 |
Independent Research Project Week 5: Topic Selection and Research |
|
Articulate key research results and instructional implications regarding: cognitive processes, non-linguistic representations, summarizing and note taking, motivation to learn, and homework |
Apply research results about non-linguistic cognitive processes to their own teaching. Relate and apply a research framework to determine the effectiveness of classroom homework policies. Evaluate practical experience and research regarding classroom homework policy in a discussion with other professional educators. Appraise the value of summarizing and note taking, providing adequate examples from course reading and explanation to support major points. Prepare an IRP literature review that summarizes, analyzes and interprets key findings from their research. |
PSEL 1, 10 |
Week 2 Week 4 Writing Assignment: Summarizing, Note Taking, and Homework Independent Research Project |
|
Relate and apply research results to their own classroom, building or district |
Relate research about learning styles to their own classroom management. Select a specific cooperative learning strategy, and explain how it can be used to achieve both individual and group accountability, assure equal opportunity for success, and foster positive interdependence. Compare and contrast researched strategies for grouping, managing and providing meaningful feedback while using cooperative learning. Assess the success of a professional article related to school leadership. Discuss with classmates what they have learned about becoming a teacher-leader and applying that knowledge to their own classroom, building or district. |
PSEL 3, 4, 10 |
Group Discussion on Learning Styles Group Discussion on Cooperative Learning Week 2 Assignment: Teaching Strategies, Graphic Organizers Week 3 Writing Assignment: Cooperative Learning Week 4 Assignment: Summarizing, Note Taking, and Homework Independent Research Project Week 6 Writing Assignment: Leadership |
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Describe idealized Professional Learning Community (PLC) models |
Formulate a list of steps that could improve the leadership climate at school. Assess personal leadership skills using professional readings and research as a framework, providing steps that can be taken to improve leadership qualities. Describe how educational research regarding at-risk students, the role of parents, or the role of students applies to the development of PLCs. |
PSEL 1, 2, 5 |
Week 6 Writing Assignment: Leadership Week 7 Writing Assignment: Professional Learning Communities |
|
Articulate and analyze PLC models to their own school building or district |
Compare and contrast key features of various Professional Learning Community models in a discussion with other professional educators. Relate elements of PLCs to their own school environment. |
PSEL 1, 4, 6, 10 |
Week 6 Writing Assignment: Leadership Week 7 Writing Assignment: Professional Learning Communities |
|
Model and apply the ISTE Standards for Teachers |
Evaluate and select an e-portfolio application in order to create a professional portfolio using integrated goal statement(s).
Discuss their individual backgrounds and educational interests in order to engage in professional collaboration and communication. 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 in a discussion with other professional educators. Integrate IRP literature review into an online portfolio |
PSEL 4, 9 |
Weeks 1 Class Discussion Week 6 Written Assignment: Leadership 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. Your initial post must be completed by the end of the day on WEDNESDAY. The initial post should include at least one in-text citation and reference in APA format. Replies must be submitted by the end of the day on Sundays 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 Takign 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 each |
| 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)
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; End Dates for Each Part of Group Discussions |
|
Week 1 Aug. 31-9/4 Introductions; Websites |
Class Discussion |
Sun., Sept. 4 |
|
Week 2 9/5-9/11 Teaching Strategies |
Group Discussion Written Assignment Collaborate Session |
Part I: Wed., Sept 7; Part II: Sun., Sept. 11 Sun., Sept. 11 Wed., Sept. 7 @ 5:00 PM – APA Style/Format Workshop |
|
Week 3 9/12-9/18 Cooperative Learning Self Assessment |
Group Discussion Written Assignment |
Part I: Wed., Sept. 14; Part II: Sun., Sept.18 Sun., Sept.18 |
|
Week 4 9/19-9/25 Summarizing & Homework |
Group Discussion Written Assignment |
Part I: Wed. Sept. 21; Part II: Sun., Sept. 25 Sun., Sept. 25 |
|
Week 5 9/26-10/2 IRP, Part I |
Class Discussion Written Assignment |
*This discussion concludes on Wed., Sept. 28 Sun., Oct. 2 |
|
Week 6 10/3-10/9 PLCs, Part I |
Group Discussion Written Assignment Collaborate Session |
Part I: Wed., Oct. 5; Part II: Sun., Oct. 9 Sun., Oct. 9 Mon., Oct. 3 @ 7:00 PM – Literature Review Workshop |
|
Week 7 10/10-10/16 PLCs Part II |
Written Assignment |
Sun., Oct. 16 |
|
Week 8 10/17-10/23 IRP, Part II |
Class Discussion Literature Review |
Friday, Oct. 21 Friday, Oct. 21 |
(*) 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.