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Graduate Course Proposal Form Submission Detail - EDE6076

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Current Status: Approved by SCNS - 2012-06-14
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: To GC 4/2/12; for proposed Teacher Ed Cert; to GC 4/2/12; cleared USF Sys Con 4/13; Learning outcomes need write; faculty emailed 4/11/12. Cleared. To SCNS 4/18/12. Appd eff 6/1/12. Sub as 6805; appd as 6076


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2722 2012-01-30
     
    Department College Budget Account Number
    Childhood Education & Literacy Studies ED 1721-000
     
    Contact Person Phone Email
    Diane Yendol-Hoppey 8139743460 dyhoppey@usf.edu

  2. Course Information

    Prefix Number Full Title
    EDE 6076 Teacher Leadership for Student Learning

    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

    Credit Hours Section Type Grading Option
    3 D - Discussion (Primarily) -
     
    Abbreviated Title (30 characters maximum)
    Leadership for Std Learning
     
    Course Online? Percentage Online
    B - Face-to-face and online (separate sections) 50

    Prerequisites

    None

    Corequisites

    none

    Course Description

    Prepares teachers as facilitators as they explore leadership roles in the K-12 contexts, including exemplary practitioner, curriculum decision-maker, researcher, advocate, and facilitator or job-embedded professional development.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for new program/concentration/certificate

    B. 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?

    Prepares participants to meet the Teacher Leader Model standards and the National Staff Development Council's standards (now called Learning Forward)for engaging in and facilitating professional learning.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Ph.D. in Elementary Education or related field.


  4. Other Course Information

    A. Objectives

    1)Demonstrate understanding and use knowledge of cultural and ethnic differences in both the school community and larger context to foster a collaborative, collegial culture for the purposes of change, instructional growth, and student learning. (TLMS 1e, 6a, 6c, 6d)

    2)Model effective communication and collaboration skills within colleagues in the school community and larger community context (TLMS 6b)

    3)Understand the central role of teacher leadership in school change, identify tools for change facilitation, and recognize why some change initiatives succeed and others are less successful (TLMS 2d)

    4)Recognize the role of research in creating new knowledge, guiding the inquiry process, and informing professional practice of both themselves and colleagues (TLMS 2d)

    5)Understand and use knowledge of the diverse needs of adult learners and the current educational climate to plan and facilitate professional learning experiences (TLMS 3b, TLMS 3h)

    6)Demonstrate understanding of and support colleagues use of a vast array of technological resources available to support the learning of P-12 students (TLMS 4e)

    7)Use their deep understanding of teaching and learning to promote instructional approaches that facilitate effective instruction for diverse P-12 learners, their families, and the community (TLMS 4f, TLMS 6e).

    8)Understand the role of classroom and school-based data driven decision-making and identify and guide use of appropriate summative and formative assessment tools in the data collection process. (TLMS 5a)

    9)Create collegial climates that foster collaboration in the design, collection, and interpretation of various forms of student data for the purposes of professional growth and student learning (TLMS 5b, 5c)

    10)Examine the role of local, state, and national educational policy on P-12 learners, and explore strategies for disseminating information on the impact of educational policy on P-12 classroom (TLMS 7a, 7b)

    11)Understand role of teacher leaders as advocate for best practices for diverse student learners, for acquisition of professional and school level resources, and for the teaching profession in larger contexts. (TLMS 7c, 7d, 7e)

    B. Learning Outcomes

    In completing the requirements for this course, the students will be able to:

    1) Demonstrate understanding and use knowledge of cultural and ethnic differences in both the school community and larger context to foster a collaborative, collegial culture for the purposes of change, instructional growth, and student learning. (TLMS 1e, 6a, 6c, 6d)

    2) Model effective communication and collaboration skills with colleagues in the school community and the larger community context (TLMS 6b)

    3) Understand the central role of teacher leadership in school change, identify tools for change facilitation, and recognize why some change initiatives succeed and others are less successful (TLMS 2d)

    4) Recognize the role of research in creating knowledge, guiding inquiry process, and informing professional practice of both themselves and colleagues (TLMS 2d)

    5) Understand and use knowledge of the diverse needs of adult learners and the current educational climate to plan and facilitate professional learning experiences (TLMS 3b, TLMS 3h)

    4) Demonstrate understanding of and support colleagues use of a vast array of technological resources available to support the learning of P-12 students (TLMS 4e)

    6) Use deep understanding of teaching and learning to promote instructional approaches that facilitate effective instruction for diverse P-12 learners, their families, and the community (TLMS 4f, TLMS 6e).

    7) Understand the role of classroom and school-based data driven decision-making and identify and guide use of appropriate summative and formative assessment tools in the data collection process. (TLMS 5a)

    8) Create collegial climates that foster collaboration in the design, collection, and interpretation of various forms of student data for the purposes of professional growth and student learning (TLMS 5b, 5c)

    9) Examine the role of local, state, and national educational policy on P-12 learners, and explore strategies for disseminating information on the impact of educational policy on P-12 classroom (TLMS 7a, 7b)

    10) Understand role of teacher leaders as advocate for best practices for diverse student learners, for acquisition of professional and school level resources, and for the teaching profession in larger contexts. (TLMS 7c, 7d, 7e)

    C. Major Topics

    •Introduction to Teacher Leadership

    •Identifying Our Leadership Experiences

    •Characteristics of Effective Leaders

    •Creating Communities Conducive for Inquiry and Change

    •Understanding and Facilitating the Change Process

    •Various Roles of Teacher Leaders

    •Using Research to Guide Inquiry and Leadership

    •Role of Data in Inquiry Process

    •Educational Policy and Its Intersection with Teacher Leadership

    D. Textbooks

    E. Course Readings, Online Resources, and Other Purchases

    Additional readings as assigned

    F. Student Expectations/Requirements and Grading Policy

    Course participation and discussion leadership (5 points per class; 10 points per discussion led): 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. Sign-up sheets for discussion leadership date will be distributed the first night of class.

    Teaching and Teacher Leader Platform (30 points)You will reflect on your own beliefs about teaching and teacher leadership by writing a platform statement. These will be used to guide our learning about effective teacher leadership.

    Critical responses (4 responses, 10 points each:) You are responsible for writing four critical responses (2 pages, single-spaced): throughout the semester. Each critique should be of an article that you choose and relates to your interest in teacher leadership. Begin by summarizing what you see as the critical points in the piece. Then consider the article within the context of course readings and your own experiences. Then elucidate on what particular aspects resonate with you or cause you dissonance. Explain your perspective. Finally, consider what have you learned from the piece and how you think it will influence (or not as the case might be) your future work as a teacher leader.

    Self and School Context Audit (75 points) In this assignment you will conduct an audit of yourself and your school to ascertain your strengths and areas of growth as a teacher leaders and the likelihood of your school context supporting teacher leadership. Through data collection and self-reflection based on course readings/discussions, you will analyze yourself, school structures, school governance and attitudes of teachers and students. After reviewing the data, you will create a next step action plan to facilitate emergence of or support existing teacher leaders.

    Educational Change Case Study (100 pts)You will write a case study of one change initiative in your teaching experience that was either successful or failed to succeed. In your case study, you will include a contextual description, a description of the initiative, multiple perspectives on the initiative’s implementation and success/lack of success, and an analysis of why success/failure to succeed occurred.

    G. Assignments, Exams and Tests

    *Course participation and discussion leadership (5 points per class; 10 points per discussion led)

    *Teaching and Teacher Leader Platform (30 points)

    *Critical responses (4 responses, 10 points each)

    *Self and School Context Audit (75 points)

    *Educational Change Case Study (100 pts)

    H. 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.

    I. Policy on Make-up Work

    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. In all instances make-up work will be negotiated between student and professor.

    J. Program This Course Supports

    MA in Elementary Education


  5. Course Concurrence Information

    Proposed Graduate Certificate in Teacher Leadership for Student Learning as well as the MA in Elementary Education



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.