Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - EDE6556
Tracking Number - 2724
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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: For Teacher Ed Cert. to GC 4/2/12; to USF Syst 4/5/12; to GC 4/16/12; to SCNS 4/16/12. Appd eff 6/1/12. Sub as 6807; appd as 6556
Detail Information
- Date & Time Submitted: 2012-01-31
- Department: Childhood Education & Literacy Studies
- College: ED
- Budget Account Number: 1721-000
- Contact Person: Diane Yendol-Hoppey
- Phone: 8139743460
- Email: dyhoppey@usf.edu
- Prefix: EDE
- Number: 6556
- Full Title: Coaching for Student Learning
- 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): Coaching for Student Learning
- Course Online?: B -
Face-to-face and online (separate sections)
- Percentage Online: 50
- Grading Option:
-
- Prerequisites: EDE 6076 and EDE 6486
- Corequisites:
- Course Description: Prepares coaches for facilitating preservice & inservice educator learning with specific focus on P-6 student learning.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed for new program/concentration/certificate
- 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 standars (now called Learning Foward)for engaging in and faciliting professional learning.
- 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.) Ph.D. in Elementary Education or related field
- Objectives: a) Model effective skills in listening, presenting ideas, leading discussions, clarifying, mediating, and identifying the needs in order to advance shared goals and professional learning.
b) Employ facilitation skills to create trust among colleagues, develop collective wisdom, build ownership and action that supports student learning.
c) Strive to create an inclusive culture where diverse perspectives are welcomed in addressing challenges.
d) Assist colleagues in accessing and using research in order to select appropriate strategies to improve student learning.
e) Facilitate the analysis of student learning data, collaborative interpretation of results, and application of findings to improve teaching and learning
f) Provide constructive feedback to colleagues to strengthen teaching practice and improve student learning
g) Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.
h) Engage in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and help make connections to research-based effective practices
i) Increase the capacity of colleagues to identify and use multiple assessment tools aligned to state and local standards
j) Support colleagues’ individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator
k) Promote instructional strategies that address issues of diversity and equity in the classroom and ensure that individual student learning needs remain the central focus of instruction.
l) Facilitate colleagues’ self-examination of their own understanding of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students
- Learning Outcomes: Communication
a)Model effective skills in listening, presenting ideas, leading discussions, clarifying, mediating, and identifying the needs in order to advance shared goals and professional learning;
b)Employ facilitation skills to create trust among colleagues, develop collective wisdom, build ownership and action that supports student learning;
c) Provide constructive feedback to colleagues to strengthen teaching practice and improve student learning;
Diversity/Equity
a)Strive to create an inclusive culture where diverse perspectives are welcomed in addressing challenges;
b)Facilitates colleagues’ self-examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students;
Research
a) Assist colleagues in accessing and using research in order to select appropriate strategies to improve student learning;
b)Facilitate the analysis of student learning data, collaborative interpretation of results, and application of findings to improve teaching and learning;
c)Promote instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.
Coaching Process
a)Engage in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research-based effective practices;
b) Use information about emerging education, economic, and social trends in planning and facilitating professional learning.
c)Increase the capacity of colleagues to identify and use multiple assessment tools aligned to state and local standards;
d) Support colleagues’ individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator
- Major Topics: The course is divided into four themes: 1) Establishing student-centered coaching, 2) clinical education, 3) coaching practicum and portfolio presentation and, 4) evaluation of student outcomes. Topics within each theme will focus on communication, diversity/equity, research, and coaching within an elmentary school setting.
- Textbooks:
- Course Readings, Online Resources, and Other Purchases: Additional readings as required
- Student Expectations/Requirements and Grading Policy: Part 1. Establishing Student-Centered Coaching [Weeks 1-4]
The goal is to keep your eye and the teacher's eye on student learning. After reading this book, you will be able to identify the key elements of student-centered coaching as well as the strengths and weaknesses of your current school context in relation to the concepts discussed.
Part 2: Clinical Education [Weeks 5-10]
The second part of this course will turn your gaze towards working with individual teachers. We will do this by exploring an expanded version of the clinical education model. This component is designed to meet the expectations of the Florida Clinical Education Training as well as expand your knowledge about what it means to be a school-based teacher educator in a partnership context. This module was created by an instructor who was trained by the state to provide Clinical Education for those who will serve as collaborating teachers.
Part 3: Coaching Practicum and Portfolio Presentation [Weeks 5-10]
In this part of the course, the student will coach a preservice or inservice educator. During this experience, the student will document the coaching activities related to each of the course objectives. Students will provide a portfolio of evidence demonstrating their progress on each objective.
- Assignments, Exams and Tests: Portfolio- The portfolio will be organized by the course objectives which are drawn from the Teacher Leadership Standards. Within each section of the portfolio, there will be a an artifact which represents work related to the stated objective, a description of the artifact that includes a rationale/justification for how that artifact provides evidence toward understanding the objective, and a reflection on the implementation or plans for implementation. A rubric will be used to assess the quality of the artifact, description, and justification.
- 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: 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.
- Program This Course Supports: MA in Elementary Education and proposed Certificate in Teacher Leadership for Student Learning
- 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.