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Syllabus

Master of Science in Education

EDU 600 Teacher as Leader – Fall A 2020

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

Required Reading:

Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop as leaders. 3rd edition. Corwin Press. ISBN: 978-1412960403 E- Text: 978-1452272672

Teacher Leadership Exploratory Consortium. (2011). Teacher leader model standards. https://www.ets.org/s/education_topics/teaching_quality/pdf/teacher_leader_model_standards.pdf

Supplementary Text: 

American Psychological Association. (2019). Publication manual of the American Psychological Association (7th ed.). ISBN: 978-1433832154. E-text: 978-1433832185

Other readings and materials assigned in Blackboard

Learning Objectives and Outcomes

EDU 600 is aligned with the Teacher Leader Model Standards (TLMS). EDU 600 will use the seven domains of the standards as a framework for the following learning objectives. 

Standards

Course Outcomes

Learning Objectives

TLMS I

Foster a collaborative culture to support educator development and student learning.
  • Utilize a curation application for the creation of professional portfolios using integrated goal statement(s)
  • Compare the dimensions of school culture and climate and the impact they have on teacher leadership and discuss how they apply to their own building or district.

TLMS II

Access and utilize research to improve student learning.
  • Analyze how teacher leaders use research to create new knowledge, inform policies and practices, and improve teaching and learning.
  • Review APA formatting and the role of research in education.
  • Apply research findings to summarize effective models of teacher leadership and assess personal strengths and areas for growth as a teacher leader.

TLMS III

Promote professional learning for continuous improvement.
  • Evaluate the evolving nature of teaching and learning and use this understanding to critique job-embedded professional learning aligned with school improvement goals.

TLMS IV

Facilitate improvements in instruction and student learning.
  • Apply research from studies that examine how schools use student data to understand different levels of interventions needed to improve instruction.
  • Apply instructional strategies that address issues of diversity and equity in the classroom.

TLMS V

Promote the use of assessments and data for school and the district.

 

  • Evaluate personal methods of gathering and reporting student data used to inform instruction.
  • Evaluate the effectiveness of school policies around the use of student data to inform and improve instructional practices.

TLMS VI

Improve outreach to families and communities.
  • Use knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in a school community to promote effective interactions among colleagues, families, and the larger community
  • Compare and contrast effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances
  • Synthesize learning from educational research in a discussion with colleagues, reflecting on a shared understanding of the diverse educational needs of families in the school community

TLMS VII

Advocate for student learning and the profession.
  • Apply research to identify appropriate opportunities to advocate for additional resources to support student learning in your classroom, building or district.
  • Describe how teacher leaders are recruited, selected, evaluated, and compensated in their own schools or districts.

 

Assignments

Discussion Forums

You will post a response to a prompt presented in the weekly whole class or small group 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: Using Research to Improve Practice and Student Achievement
  • Week 3: Leadership Skills
  • Week 4: Analyzing and Using Classroom-based Data
  • Week 6: Developing Strong Community-School Partnerships
  • Week 7: Advocating for Resources to Improve Student Learning and the Teaching Profession

Independent Research Project

The Independent Research Project is comprised of two parts:

  • Part I: Topic Selection & Research (due in Week 5)
  • Part II: Literature Review (due in Week 8)

The University of New England provides students, staff, and faculty with free access to RefWorks, an online tool for collecting and managing references and making style-correct citations. Access the tool through the link on the left navigation bar in Blackboard. For instructions and tutorials in setting up your account and getting started, visit the RefWorks support page in the UNE Online Student Portal. 

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

AssignmentsPoints
7 Discussions: 3 Class; 4 Group 7 @ 4 Points Each = 28 Total Points
APA Self-check Quiz2 points
Week 2 Writing Assignment: Teaching Strategies, Graphic Organizers10 Points
Week 3: Short Writing Assignment: Cooperative Learning10 Points
Week 4 Written Assignment: Summarizing, Note Taking and Homework10 Points
Week 5: Part I Independent Research Project (Topic Selection & Research Summary)10 Points
Week 6 Written Assignment: Leadership10 Points
Week 7 Written Assignment: PLCs10 Points
Week 8: Part II Independent Research Project (Literature Review)10 points
Total Points100

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

August 26 – August 30

Teacher as Leader

Class Discussion: Introductions

Create ePortfolio

Sunday by 11:59 PM ET *Post your initial response by Friday

Week 2

August 31 – Sept 6

Using Research to Improve Practice and Student Learning

Group Discussion

Written Assignment

APA Self-Check Quiz

Sunday by 11:59 PM ET *Post your initial response by Wednesday

Sunday by 11:59 PM ET

Sunday by 11:59 PM ET

Week 3

Sept 7 – Sept 13

Promote Professional Learning for Continuous Improvement

Group Discussion

Written Assignment

Sunday by 11:59 PM ET *Post your initial response by Wednesday

Sunday by 11:59 PM ET

Week 4

Sept 14 – Sept 20

Collecting, Analyzing, and Using Classroom-based and School-based Data

Group Discussion

Written Assignment

Sunday by 11:59 PM ET *Post your initial response by Wednesday

Sunday by 11:59 PM ET

Week 5

Sept 21 – Sept 27

Independent Research Project Part I

Class Discussion

Written Assignment

*Wednesday by 11:59 PM ET

 Sunday by 11:59 PM ET

Week 6

Sept 28 – Oct 4

Collaborate with Families, Community Members, and Other Stakeholders to Expand Opportunities for Student Learning

Group Discussion

Written Assignment

 

Sunday by 11:59 PM ET *Post your initial response by Wednesday

Sunday by 11:59 PM ET

 

Week 7

Oct 5 – Oct 11

Advocate for Resources to Improve Student Learning and the Teaching Profession

Written Assignment

Sunday by 11:59 PM ET

Week 8

Oct 12 – Oct 18

Independent Research Project Part II: Literature Review & Course Wrap Up

Class Discussion

Literature Review

Complete All Posts by Friday by 11:59 PM ET  *Post your initial response by Wednesday

Friday by 11:59 PM ET

(*) End date only, for each part of group discussions.

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:

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.

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:

  1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
  2. Fabrication or falsification of data, results, or sources for papers or reports.
  3. Action which destroys or alters the work of another student.
  4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
  5. 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.