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Graduate Course Proposal Form Submission Detail - EDA6106
Tracking Number - 2175
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Current Status:
Approved, Permanent Archive -
Campus:
Submission Type: Change
Course Change Information (for course changes only): New Course Description:
Assessment, accountability, and inquiry are the foci. Students will develop as understanding of assessment in general and standardised testing in particular, as well as the implications they have on school accountabilty and student learning improvement.
Comments: Changed approved by SCNS 11/17/08 - may not be same change?
Detail Information
- Date & Time Submitted: 2009-09-24
- Department:
- College: ED
- Budget Account Number:
- Contact Person: LC Burrello
- Phone: 9746036
- Email: burrello@coedu.usf.edu
- Prefix: EDA
- Number: 6106
- Full Title: Analysis and Change
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Analysis and Change
- Course Online?: -
- Percentage Online: 0
- Grading Option:
R - Regular
- Prerequisites: None
- Corequisites: None
- Course Description: Change and change strategies in formal and informal organizations are foci. Students will develop change strategies and will apply them to selected situations.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed to meet state requirements, licensure, etc
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? The program is going through a state approval process that must respond to 91 indicators as well as the needs articulated by local county district staff development personnel. Finally, faculty values and expertise are combined and represented in these changes.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
- Objectives: "In this course, students are expected to engage in critical dialogue of accountability and assessment issues which are at the heart of NCLB. We will apply theoretical perspectives on organizational complexity and system learning to analyses of performance based accountability and assessment policies. We will also discuss how accountability laws have ignored some fundamental understandings about the influence of inequality and discrimination on academic achievement. Also, we will examine conditions under which school-based accountability policies are likely to contribute or maybe not contribute to significant and sustainable school improvement. In addition, we will dialogue and deal with issues of measuring graduation rates, exemption of certain students with disabilities and some language learners from testing, and teachers¡¦ classroom behavior in the context of high stakes accountability. Finally, we will look into professional accountability as an alternative to the bureaucracy in education, and prepare a position on assessment.
FELE standards addressed in the class:
1.2
1.4
2.1
2.2
2.3
2.4
3.2
8.1
9.1
14.1, 14.2,
15.1, 15.2, 15.3, 15.4, 15.5,
16.1, 16.2,
2.1
ISSLC Standards addressed in the class:
1.E; 2.E; 4.A; 5.A; 6.C;
"
- Learning Outcomes: "In this course students are expected to:
1. Develop a multicultural perspective of inquiry in the classroom to provide equitable and sensitive treatment of all students as well as a learning environment that supports the intellectual, emotional, social and physical development of all students.
2. Develop an understanding of various types of assessment (standardized and authentic) as well as the different models (status, growth, and value-added) as measures of student performance, identifying the advantages and disadvantages to inform continuous improvement.
3. Understand and create varied educational assessments to meet the needs of your school in assessing achievement as well as school values.
4. Expand understanding and use of technology to disaggregate data in order to address diversity within the school environment as well as represent the analysis of data.
5. Gain experience in reading published research for the purpose of determining its use to you as a professional educator.
6. Demonstrate capacity to utilize assessment in order to foster improvement in teaching and learning.
7. Develop the necessary knowledge on evaluating the validity of educational assessments.
8. Become knowledgeable on assessment of students with disabilities and ELLs.
9. Build the knowledge base necessary for interpreting and applying accountability information to improve practice and marshal advocacy.
10. Learn how to design and conduct an action research classroom inquiry that brings about greater understanding of and/or change to your classroom practice.
11. Gain understanding and knowledge of common assessments used in the state of Florida.
12. Develop a system that would enable relating data to the individual teacher as well as the student.
13. Develop the ability to articulate to the staff and school community the meaning and importance of data in decision making.
14. Understand principal accountability and responsibility for school achievement.
"
- Major Topics:
- Textbooks: "Holcomb, E. L. (2004). Getting excited about data: Combining people, passion, and proof to maximize student achievement. (2nd ed.). Thousand Oaks: Corwin Press.
Popham, J. W. (2006). Assessment for educational leaders. New York: Allyn & Bacon.
Sadovnik, A. R., O¡¦Day, J. A., Bohrnstedt, G. W., Borman, K. M. (2008). No Child Left Behind and the reduction of the achievement gap: Sociological perspectives on federal educational policy. New York: Routledge.
"
- Course Readings, Online Resources, and Other Purchases: Blackboard and other online resources
"Black, W. R. (2008). A story of ¡§accountable¡¨ talk: Unsettling the normalization of a culture of performance at MaƒVrquez Elementary. In J. Diem & R. Helfenbein (Eds.), Unsettling beliefs: Teaching theory to teachers (pp. 39-73). Charlotte, NC: Information Age Publishing, INC.
Janesick, V. J. (2006). Authentic assessment. New York: Peter Lang Publishing.
(Chapter 2: Standards, assessment, and critical thinking; and Chapter 4: National voices on authentic assessment).
Noddings, N. (2007). When school reform goes wrong. New York: Teachers College Press. (Chapter 3: Equality; and Chapter 4: Accountability)
Noguera, P. (2000). Closing the achievement gap.
Noguera, P. (2007). Rethinking the Standards and Accountability of No Child Left Behind. Available at http://www.inmotionmagazine.com/er/pn_rsa.html
"
- Student Expectations/Requirements and Grading Policy: "In this course, students are expected to begin their journey to becoming both skilled practitioners and generators of knowledge. The professor and students will learn about leadership in field-based and applied ways as well as re-conceptualize the possibilities of leadership work through engagement with theory. They will do this through multiple avenues: 1) Learning tasks have been designed to guide student inquiry within schools and policy environments; 2) books and articles have been selected to help students prepare for the multiple contingencies of leadership; 3) direct instruction of students in specific inquiry, curricular, and leadership skills; 4) mini-lectures, videos, and guest speakers (tentative) may supplement the readings and learning tasks and inform our whole and small group discussions, and 5) case studies of principal use of data sets to drive decision making in instruction and curriculum.
The assigned readings and theoretical frameworks introduced in the class should further the students' understanding of lived experiences, orient them to new possibilities, as well as provide them with tools for inquiry-based fieldwork experiences and practice in particular school environments. Students are expected to have read all assigned readings before class and to contribute consistently to discussions and activities in class. Careful completion of the assigned readings is a vital and central student responsibility in this class. Students will be evaluated, in part, on the degree and thoughtfulness of their participation and are expected to demonstrate full attendance and punctuality.
Cell phones and pagers are disruptive to classroom discourse and should be turned off during class meetings. Laptops should be used only for class work rather than to check/send emails during class time or to search the web for other unrelated information. Additionally, all private conversations should be reserved for breaks. Food and beverages are allowed as long as they do not disrupt the class.
Written and oral work should reflect integration of required readings and additional sources. The Publication Manual of the American Psychological Association (APA) is the style adopted by the Department of Educational Leadership and Policy Studies.
Each class member is expected to contribute thoughtfully and regularly through class participation. This participation is a critical component of the course, and communication with others will be an important part of your class contribution assessment. In addition, in each class session, we will start the class with written reflections on the readings as they relate to leadership practices you have observed. You are expected to collaborate constructively during small group activities and to provide personal insight, critical reflection, and questions during the discussion of the readings and learning tasks. As such discussion should reflect each class member¡¦s ability to: (1) listen openly to opinions that differ from their own, (2) communicate disagreement constructively, (3) seek information for clarification, (4) solicit the participation of others, and (5) mediate conflict between others.
Grading Scale
The points required to earn a grade are listed below (out of a possible 100 points):
A = 93-100
A- = 91-92
B+ =89-90
B = 83-88
B- = 81-82
C+ =79-80
C =73-78
F= Anything at 73 or below. No grade below ¡§C¡¨ will be accepted toward a graduate degree.
An ¡§A¡¨ grade is reserved for the students who consistently demonstrate exceptional performance over all activities and assignments. A ¡§B¡¨ grade is awarded to students for substantive high quality work in all aspects of the course. A ¡§C¡¨ grade may be assigned to the student whose work and/or class performance is not distinguished as graduate level quality. Rarely, lower grades may be assigned for serious failures in student responsibilities for class behavior, written work, or other problems as designated by the instructor.
Required Procedures and Format for Papers
The information in this section is important to remember. Points may be deducted if any items are ignored in submitting papers.
„Ï Prepare papers with word processor software ¡V MSWord;
„Ï Submit your paper by the deadline. Ensure the paper has been received by the instructor. Late papers will not be accepted. Papers may be turned in early, however.
„Ï Do not send the cover page as a separate file. Do not send the file in zip format;
„Ï Make your LAST NAME the first part of the file name used for e-mail submission (e.g., Karanxha Inquiry Paper);
„Ï Use APA style when using references and format all papers as noted below:
Type and double-space in 12 pt. Times New Roman font;
Use a one-inch margin including headers and footers;
Include the title on the first page and page numbers on each page thereafter;
Use your spell checker and grammar checker;
Set the grammar checker to Formal (or its equivalent)
„Ï Observe the minimum and maximum number of pages where noted
„Ï Include a cover page that has the title of the paper, your name and phone numbers at home and work, the course number and name, and the date of submission. (Neither the title page nor attachments are counted in the total pages.)
„Ï Note: Free downloads are available from APAstyle.org
"
- Assignments, Exams and Tests:
- Attendance Policy: "Attendance is expected at all class sessions. Students should prepare carefully for each class by completing the necessary readings and assignments before class. Missing more than 30 minutes of a class constitutes an absence. I make no distinction between excused and unexcused absences. However, students will have the opportunity to earn the points deducted due to an absence, by completing an alternative assignment from a list provided by the instructor.
"
- Policy on Make-up Work: "Completed work is not necessarily ¡§A¡¨ work. If work is not completed to quality, students will be allowed to resubmit their work. Students are encouraged to contact the instructor before assignments are due with ideas or drafts.
Incompletes are highly discouraged. An ¡§I¡¨ grade may be awarded at the discretion of the instructor only when the student is otherwise earning a passing grade. Students are advised to initiate a written contract for incomplete grades. The contract should include a description of the work to be completed, the date by which the work is to be submitted and should be approved and signed by the course instructor. Until removed, the ¡§I¡¨ is not computed in the grade point average. If not removed after two terms (including summer), ¡§I¡¨ grades will be converted to ¡§IF¡¨ or ¡§IU¡¨ (Incomplete-Fail/Unsatisfactory).¡¨ (USF Graduate Catalog)
"
- Program This Course Supports: Masters in Education
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.