Graduate Course Proposal Form Submission Detail - EDE6366
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Approved by SCNS
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 6808; appd as 6366
- Department and Contact Information
Tracking Number Date & Time Submitted 2725 2012-01-31 Department College Budget Account Number Childhood Education & Literacy Studies ED 1721-000 Contact Person Phone Diane Yendol-Hoppey 8139743460 email@example.com
- Course Information
Prefix Number Full Title EDE 6366 Professional Development 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) Prof Develp for Stdt Learning Course Online? Percentage Online B - Face-to-face and online (separate sections) 50
EDE 6076, EDE 6486 and EDE 6556
This course prepares effective teacher leaders for facilitating job-embedded educator learning with a specific focus on P-6 student learning.
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 partiipants 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?
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.
- Other Course Information
*Develop the knowledge, skills, and abilities to foster a collaborative culture to support educator development and student learning.
*Develop the knowledge, skills, and abilities to foster attention to the needs of diverse student populations and the ability to identify and establish necessary changes in practice.
*Develop the knowledge, skills, and abilities to facilitate professional learning for continuous improvement.
B. Learning Outcomes
Within this course the student will (1) develop an understanding of a variety of profesional learning vehicles designed to strengthen teacher and student learning, and(2) acquire the knowledge, skill and abilities needed to implement these tools within the school setting. This will be demonstrated through a portfolio which contains student-selected artifacts that represent teacher leadership standards.
C. Major Topics
I. Introduction (week 1)
II. What is job-embedded professional learning? (weeks 2 & 3)
III. Exploring job-embedded professional learning tools (weeks 4-8)
a. Lesson Study
b. Professional Learning Communities
d. Book Studies
e. Research in Action
f. Conversation Tools
g. Technology Tools
IV. Planning and implementing job-embedded professional learning (weeks 9-14)
V. Advocating and sharing job-embedded professional learning (week 15)
E. Course Readings, Online Resources, and Other Purchases
additional readings as assigned.
F. Student Expectations/Requirements and Grading Policy
Students will complete a portfolio which contains student selected artifacts in four areas:
1. Theoretical underpinnings,
2. Professional development toolbox,
3. Planning professional development, and
4. Implementation of professional development.
These artifacts, rationalized by the Student Leadership Standards, include research papers, professional development plans, student reflections and critical analysis. The portfolio will be assessed according to the rubrics that reflect content and context.
G. 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
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,
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. Its 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 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