Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - EDG7327
Tracking Number - 2538
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Current Status:
Approved, Permanent Archive - 2011-08-01
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 5/10/11; learning outcomes need correction; emailed 6/28/11. cleared 6/29/11; GC approved 7/5/11. To USF Syst 7/5/11; to SCNS 7/13/11. Approved effective 8/1/11. Submitted as 7326; number assigned 7327
Detail Information
- Date & Time Submitted: 2011-04-07
- Department: Childhood Education & Literacy Studies
- College: ED
- Budget Account Number: 172100
- Contact Person: Diane Yendol-Hoppey
- Phone: 9743460
- Email: dyhoppey@usf.edu
- Prefix: EDG
- Number: 7327
- Full Title: Differentiated Supervision & Teacher Professional Development
- Credit Hours: 3
- Section Type: D -
Discussion (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): Diff Super & Teach Prof Dev
- Course Online?: C -
Face-to-face (0% online)
- Percentage Online: 0
- Grading Option:
R - Regular
- Prerequisites: Doctoral Standing
- Corequisites: N/A
- Course Description: This course cultivates the knowledge of job-embedded professional development tools that facilitates teacher effectiveness through collaborative instructional and school improvement efforts.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed for accreditation
- 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? Elementary Ed concentration was just reopened, and we are currently admitting students. We anticipate program growth over the next few years.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctoral degree in elementary education or related field
- Objectives: In completing the requirements for this course, the students will be able to:
1) Explore the theoretical underpinnings and research base for job-embedded, professional learning.
2) Explore the relationship between professional development and educational equity.
3) Develop the knowledge and skills necessary to coach job-embedded professional learning of both prospective teachers in university settings and practicing teachers and administrators in schools.
4) Engage in discussion and debate about pertinent and contemporary issues related to job-embedded professional learning.
5) Complete an independent professional learning activity related to each student’s context and personal interest.
6) Explore the “anatomy” of a powerful professional learning plan at the local, state, or national level.
- Learning Outcomes: n completing the requirements for this course, the students will be able to:
1) Explore the theoretical underpinnings and research base for job-embedded, professional learning.
2) Explore the relationship between professional development and educational equity.
3) Develop the knowledge and skills necessary to coach job-embedded professional learning of both prospective teachers in university settings and practicing teachers and administrators in schools.
4) Engage in discussion and debate about pertinent and contemporary issues related to job-embedded professional learning.
5) Complete an independent professional learning activity related to each student’s context and personal interest.
6) Explore the “anatomy” of a powerful professional learning plan at the local, state, or national level.
- Major Topics: Introduction to job-embedded professional development and differentiated supervision
Historical and contemporary perspectives of professional development
Teacher effectiveness research and teacher career research
Exploring professional development research
Teacher leadership
Data literacy for professional development
Coaching and mentoring
Teacher inquiry
Professional learning communities
Lesson study
Other innovations in professional development
Technology for professional development
Planning teacher participation in school improvement through job-embedded professional learning
Synthesizing our professional development work
Making our professional development work public
- Textbooks: Easton, L. B., Ed. (2008). Powerful Designs for Professional Learning. Oxford, Ohio, National Staff Development Council.
Dana, N. F., & Yendol-Hoppey, D. (2007). The reflective educator’s guide to professional development: Coaching inquiry-oriented professional learning communities. Thousand Oaks, CA: Corwin Press.
- Course Readings, Online Resources, and Other Purchases: Easton, L. B., Ed. (2008). Powerful Designs for Professional Learning. Oxford, Ohio, National Staff Development Council.
Dana, N. F., & Yendol-Hoppey, D. (2007). The reflective educator’s guide to professional development: Coaching inquiry-oriented professional learning communities. Thousand Oaks, CA: Corwin Press.
- Student Expectations/Requirements and Grading Policy: 1) Discussion leadership (10 pts): It is expected that at all times you will keep current with the course readings. Our class meetings will reflect my desire to create a learning community where multiple perspectives are heard and respected. You will lead one discussion during the semester and be expected to contribute to each discussion.
2) Five Online Journal Entries (25 pts total)
You are responsible for writing critical responses to experiences throughout the semester. Each critique should deepen your interest and understanding of professional development research. These responses should consist of connections to course readings, practitioner knowledge, and your own experiences. Be sure to elucidate the particular aspects that resonate with you or cause you dissonance. Explain your perspective. Finally, consider what have you are learning and how you think it will influence (or not as the case might be) your future work with professional development.
3) Practitioner Interview and Group Synthesis (15 pts)
Using the interview protocol collaboratively developed in class, interview a practitioner about the professional development initiatives in their context. Transcribe and bring the interview data to class to share with peers. In your group, look across the data set to identify overarching themes, challenges, and facilitators to using job-embedded learning as a part of school improvement.
4) Literature Review (50 pts)
You will select a current research area in professional development for synthesis and analysis. Identify and evaluating the controversies, dilemmas, debates, conflicts, and major issues that emerge from this research in elementary schools, elementary school teaching, and elementary teacher education. Include an exploration of research characterized by multiple methods and practitioner voices related to the use of this research.
5) Professional Development Activity (50 pts)
You will conduct a modest job-embedded professional development activity in order to develop your facilitation skills. You will need to document the research that underpins your activity, context and participants, goals, process, data collected, evidence of professional learning, and a reflection which includes next step, connections/disconnections to the literature, and areas for your own personal growth as a professional learning facilitator.
6) Research and Roundtable Presentation (15 pts)
Present an overview of your professional development project to the class and generate questions for discussion that encourage a critical analysis of the project, research, assumptions embedded in the research, and your professional development project.
- Assignments, Exams and Tests: Introduction to job-embedded professional development and differentiated supervision
Historical and contemporary perspectives of professional development
Teacher effectiveness research and teacher career research
Exploring professional development research
Teacher leadership
Data literacy for professional development
Coaching and mentoring
Teacher inquiry
Professional learning communities
Lesson study
Other innovations in professional development
Technology for professional development
Planning teacher participation in school improvement through job-embedded professional learning
Synthesizing our professional development work
Making our professional development work public
- Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
- Policy on Make-up Work: Grading Criteria:
Letter grades will be earned using the grading scale below. No grade below a C- will be accepted toward a graduate degree. A grade of ‘I’ will only be awarded for situations in which the student has completed the majority of the coursework and is confronted with an extenuating circumstance at the end of the semester, which significantly impacts their ability to complete assignments in a timely manner.
Each late assignment (for any reason) will lower your grade on the assignment by a letter grade for each calendar day that it is late. If you must turn in a late assignment, it will not be accepted more than one week past its original due date.
- Program This Course Supports: PhD in C/I with Concentration in Elementary Education
- Course Concurrence Information: PhD programs across the college of education that have doctoral students interested in a focus on Elementary Education
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.