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

Required Readings:

Bixler, Bill. Learning Style Inventory. Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwjC8pqs65XrAhUP1VkKHcEXCxEQFjABegQIAhAB&url=https%3A%2F%2Fccids.umaine.edu%2Fresource%2Flearning-style-inventory-pdf%2F&usg=AOvVaw1fKXJuJrLLczwFUE-CgCNt

Blitz, Cynthia, L. (2013). Can online learning communities achieve the goals of traditional professional learning communities? What the literature says. U.S. Department of Education.

Dean, C. B., Hubbell, E. R., Pitler, H., Stone, B. (2012). Classroom instruction that works; Research based strategies for increasing student achievement. (2nd Edition) ASCD, Alexandria, Virginia, USA. Kindle

Dufour, R., Dufour, R., Eaker, R., (2008) Revisiting Professional Communities at Work; New Insights for Improving Schools, Bloomington, IN: Solution Tree. Kindle

Publication Manual of the American Psychological Association, 6th Edition, (2010). Publication date: July 2009 Kindle

Additional Readings:

APA Style. [Web]. www.apastyle.org.

Howard Gardner’s theory of multiple intelligences. [PDF] Retrieved from Northern Illinois University, Faculty Development and Instructional Design Center: http://www.niu.edu/facdev/resources/guide/learning/howard_gardner_theory_multiple_intelligences.pdf

Mali, Taylor. (2008). The Impotence of Proofreading. Retrieved from http://youtube.com/watch?v=OonDPGwAyfQ

Marzano, Robert J., Debra J. Pickering, Jane E. Pollock. Appendix b: what is an effect size? Classroom instruction that works: research based strategies for increasing student achievement. (2001). [PDF document]. Retrieved from www.marzanoresearch.com

Searby, L. & Shaddix L. (2008). Growing teacher leaders in a culture of excellence, Professional Educator, 32(1).

Slavin, Robert. (2014). Making cooperative learning powerful. Educational Leadership. 72(2). Retrieved from https://elearn.une.edu/bbcswebdav/pid-616960-dt-content-rid-9567553_1/courses/EDU-600_2013_QM_Master_Template/Making%20Cooperative%20Learning%20Powerful%20%28Slavin%29.pdf.

“What is a literature review?” [Document] Retrieved from The Writing Center at UNC-Chapel Hill: http://www.unc.edu/depts/wcweb/handouts/literature_review.html.

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
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

(*) 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 Tutorial: Find an article
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:

UNE Student Academic Success Center

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.

Policies

Attendance Policy

Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.

Late Policy

Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student 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.