Download MTLL-NTL 6242 - Arkansas Tech University

1
Arkansas Tech University
Master of Education
Teaching, Learning, and Leadership
Cognitive Coaching and Mentoring for the Master Teacher
MTLL-NTL 6242 Syllabus
Unit Vision
Students are “Professionals of the 21st Century” who will internalize, initiate, and sustain a lifelong commitment to impact learners in diverse and evolving learning communities.
The Center for Leadership and Learning Vision and Mission Statements
Vision
The vision of the Center for Leadership and Learning is to
prepare leaders and to build leadership capacity for a future, which constantly redefines itself.
Mission
The Center for Leadership and Learning
prepares and develops school leadership teams to work collaboratively for learner success.
The CLL Mission will be accomplished through professional learning communities,
advanced degrees and twenty-first century partnerships.
Revisited 2009-2010, 2010-2011, 2011-2012
1.
Course Number
MTLL-NTL 6242
2.
Course Title
Cognitive Coaching and Mentoring for the Master Teacher
3.
Instructor Contact Information
Office Hours:
Due to the nature of the graduate students’ work schedule, office hours also will
incorporate telephone conversations, e-mail correspondence, and when appropriate twoway video conferencing.
CLL Secretary Voice: (479) 498-6022
CLL Fax: (479) 498-6075
CLL Web Site: http://cll.atu.edu
4.
Catalogue Description
Students will develop the necessary skills that will enable the master teacher to be a peer
learning coach and mentor for the inductee, peer, and/or marginal teacher.
© Center for Leadership and Learning, Arkansas Tech University
Revised Fall 2009, 2011
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5.
Statement of Prerequisites
Students must be admitted to graduate school and must satisfy the entrance requirements to
the Master of Education, Teaching, Learning and Leadership (MTLL) degree program or
by approval of the Center for Leadership and Learning (CLL) Director. MTLL 6242 is a
sequenced course within the MTLL program of study.
6.
Required Text(s)
Knight, J. (2007). Instructional coaching: a partnership approach to improving
instruction. Thousand Oaks, CA: Corwin Press.
Required Materials
USB flash drive – 1 gigabyte minimum storage, Laptop
Optional Text(s)
American Psychological Association. (2009). Publication manual of the American
psychological association. (6th ed.). Washington, DC: Author.
7.
Bibliography
Council of Chief State School Officers (CCSSO). (2008). ISLLC (Interstate school leaders
licensure consortium) 2008: Educational policy standards as adopted by the
national policy board for educational administration, Washington, DC: Author.
Council of Chief State School Officers. (2011). Interstate teacher assessment and support
consortium (InTASC) model core teaching standards: A resource for state
dialogue. Washington, DC: Author.
Barkley, S.G. (2005). Quality teaching in a culture of coaching. Lanham, MD:
Performance Learning Systems, Inc.
Costa, A. & Garmston, R. (1994). Cognitive coaching: a foundation for renaissance
schools. Norwood, MA: Christopher-Gordon Publishers.
Covey, S. (2004). The 8th habit: From effectiveness to greatness. New York: Simon and
Schuster, Inc.
Crane, T.G. (2002). The heart of coaching, (2nd ed.). San Diego, CA: FTA Press.
Kise, J. A. (2006). Differentiated coaching: Frameworks for helping teachers change.
Thousand Oaks, CA: Corwin Press.
Learning Forward (NSDC). (2001). Standards for staff development, Revised. Oxford, OH:
Author.
Reiss, K. (2007). Leadership coaching for educators: Bringing out the best in school
administrators. Thousand Oaks, CA: Corwin Press.
© Center for Leadership and Learning, Arkansas Tech University
Revised Fall 2009, 2011
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National Board for Professional Teaching Standards (NBPTS). (2002). What teachers
know and should be able to do: school counseling standards. Arlington, VA:
Author
National Policy Board for Educational Administration (ELCC). (2011). Standards for
advanced programs in educational leadership for principals, superintendents,
curriculum directors, and supervisors. Reston, VA: Author.
Journals
Association for Supervision and Curriculum Development (ASCD). Educational
Leadership. Alexandria, VA: Author.
Learning Forward (NSDC). Journal of Staff Development. Oxford, OH: Author.
Internet Links
Arkansas Department of Education: http://arkansased.org/
Association of Supervision and Curriculum Development (ASCD): http://ascd.org
Crane Consulting. http://www.craneconsulting.com
Learning Forward: http://nsdc.org
Nets for administrators: http://www.iste.org
8.
Justification/Rationale for the Course
The purpose of this course is to prepare the master teacher with the knowledge and skills
necessary to be an effective Instructional Facilitator to implement plans of action
efficiently and effectively for greater student achievement.
Enduring Understanding:
Cognitive coaching improves teaching and student learning.
Essential Questions:
What is the current reality of coaching in Arkansas?
Why coaching?
How does a coach model professionalism?
What are the coaching skills needed to be an effective coach?
How can a coaching model be implemented into a school schedule for sustained
professional development for improved teaching and learning?
A. Understand the current reality of
coaching in Arkansas
© Center for Leadership and Learning, Arkansas Tech University
InTASC
2011
Arkansas
Standards for
Beginning
Teachers
P
Performance
ELCC
2011
U
Understanding
A
Standards
Awareness
Course Objectives
Upon completion of this course,
students will:
Danielson
Domains
9.
Standards One,
Two, Three,
Four, Five
Revised Fall 2009, 2011
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B. Understand and apply the key concepts
of coaching
10F
Standards One,
Two, Three,
Four, Five
C. Focus on coaching in regard to
curriculum and instruction
2
7E
Standards One,
Two, Three,
Four, Five
D. Learn to coach and facilitate
interdisciplinary teams for sustained
professional development
3
10B
Standards One,
Two, Three,
Four, Five
E. Model professionalism as a
leader/coach
5
10I
10.
Licensure Standards:
Objectives of this course meet the general educational requirements for the Master of
Education, Teaching, Learning, and Leadership (MTLL and MTLL-NTL) as outlined in
the Arkansas Tech University Graduate On-line Catalogue. Course objectives also meet
the standards outlined in the Arkansas Standards for Beginning Teachers, the Pathwise
Domains, the National Board for Professional Teaching Standards (NBPTS), the
Educational Leadership Constituent Council Standards 2011 (ELCC), the Interstate
School Leaders Licensure Consortium Standards (ISLLC) for School Leaders 2008, the
Interstate Teacher Assessment and Support Consortium 2011 (InTASC) as well as the
standards for Arkansas Teacher Licensure renewal.
11.
Assessment Instruction and Methods
Instructional delivery in this course will include:
experiential learning, facilitative dialogue, seminar, case studies, and cooperative learning.
The following methods of assessment will be used:
Assessment is performance-based and is based on state and national performance
standards. Informal and formal authentic assessments are conducted in each course and the
following methods of assessment are used:
On-site Performance
Student participation, both in attendance and in-class contribution, is required.
In- route learning
Assessed throughout the course utilizing written responses, reflections and traditional
assessments - Students will complete written responses, written reflections and
assessments in regard to research, class discussions, readings, case studies, and
experiences.
Assessment of Professional Potential
An assessment of professional dispositions based on the work of Art Combs will be
utilized to assess the professional dispositions critical to successful leadership.
© Center for Leadership and Learning, Arkansas Tech University
Revised Fall 2009, 2011
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Culminating Performance
Students must synthesize and apply the information learned in this course in order to solve
the presented problem(s). This assessment reflects the knowledge, skills and dispositions
purported throughout the course of study. This required culminating artifact provides
evidence of the student’s ability to synthesize research and theory, to implement the
research and theory into practice, and to report individual findings in a scholarly manner.
Each artifact must support the appropriate identified state and national propositions and
standards identified for the program of study.
Course Grade
The final course grade will be assigned based on the weighted average of all assessment
categories. Multiple assessors may be used for any activity and/or assignment. If there is a
significant discrepancy between the two assessor scores, a third reader will be asked to
review the work in question to achieve assessment equity. This replicates licensure
assessment practices of Educational Testing Services (ETS).
Assignment Submission
Assignments are to be e-mailed to [email protected] by the beginning of the class session
the assignment is due. Students are RESPONSIBLE for keeping a back-up copy. Feedback
will be given electronically for assignments submitted by e-mail.
Late or Missed Assignments
Requests for an assignment extension may be requested ONLY in situations when the
student has an illness or other circumstances beyond the student’s control. A request
MUST be submitted in writing (email) for consideration. It is the student’s responsibility to
pursue the request status and to obtain the assignment alternative due date, if granted.
Missed assignments, due to a class absence, ARE the responsibility of the student.
Levels of Proficiency
Each course requirement will be assess at the following level of proficiency:
Level Three - Exceeds expectations
Level Two - Meets expectations
Level One - Unacceptable
Please refer to the Level/Grade Correlation Chart for additional information regarding
assessment.
12.
Policies
Attendance
Class attendance and participation is required.
Academic Dishonesty
Any student found to have committed academic misconduct including, but not limited to
cheating, plagiarism, or other forms of academic dishonesty is subject to the disciplinary
sanction outlined in the Arkansas Tech University Student Handbook. Plagiarism is
© Center for Leadership and Learning, Arkansas Tech University
Revised Fall 2009, 2011
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defined as an idea, expression, plot, or the like taken from another and used as one’s own.
Food, Drink, Tobacco Products
Food, drink, or tobacco products are not allowed in some classrooms. Please check with
the professor for specific class room policies. The CLL operates under the, leave no trace
behind policy, if food and/or drink are acceptable use for a specific location. Also, all
drinks should be in bottles with screw-top lids. Thank you for assisting us in maintaining a
professional adult atmosphere.
Incomplete Grade Contract
An “I” at the end of any semester may be assigned only under the following conditions: A
grade of incomplete is appropriate ONLY in situations where the student has an illness or
other circumstances beyond the student’s control, and has completed at least seventy-five
percent of the course requirements, provided work already completed is of passing quality.
If a grade of “I” is assigned, the student and instructor, together, will complete and sign
this contract. If a grade of “I” is assigned, the contract is valid only if both parties have
signed. If the remaining course requirements are not completed and final “I” grade
reported by the end of the next regular semester (fall or spring), the grade will be
automatically changed to a grade of “F” for grade and grade purposes (Arkansas Tech
University Graduate Catalogue).
Incompletion of Capstone Projects
Students enrolling in capstone projects such as the project in educational research, the
liberal arts project, or thesis research will be given a grade of “R” if requirements are not
completed by the end of the semester. The grade of “R” does not affect hours or grade
point. Students receiving the grade of “R” will be required to enroll in the course the
following semester(s) until the requirements are complete. (Current Arkansas Tech
University Graduate Catalogue).
Official E-Mail Address
The official email for communication is the student’s ATU email address. All electronic
correspondence will be sent through the student’s ATU email address. At the discretion of
each individual, the ATU email address may be forwarded to the email account you access
most often.
Inclement Weather
CLL classes meet unless the University has closed due to inclement weather. In the event
dangerous road conditions exist where you live or in the area you must travel, you must
exercise sound judgment in deciding whether to attend class. Please check Blackboard to
learn of the University’s closing. If the University is not closed and you decided it would
be unsafe to attend class, please notify the professor by e-mail concerning your decision.
13.
Course Content
The content of this course will include the following:
A. building community
B. analysis of the current state of coaching in Arkansas
© Center for Leadership and Learning, Arkansas Tech University
Revised Fall 2009, 2011
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C.
D.
E.
F.
G.
H.
I.
14.
coaching rationale
coaching skills and dispositions
modeling professionalism
implementation of a coaching model
coaching students in the classroom
reflective practice
Habits of Mind
Access, Accommodation, and Diversity
Access
Arkansas Tech University is committed to providing equal opportunities for higher
education to academically qualified individuals who are disabled pursuant to the
Americans with disabilities act and Section 504 of the Rehabilitation Act of 1973. Any
student with a disability who needs accommodation should inform the professor at the
beginning of the course. “The Disabilities Coordinator’s Office is located in Bryan Hall,
Room 103, Arkansas Tech University and can be contacted at 968-0302 (Arkansas Tech
University Graduate Catalogue).
Accommodation
If you need a specific accommodation due to temporary or long-term injury, handicap, or
disability, please contact me as soon as possible. Please remember that this is a teaching
institution that focuses on its teaching mission. If you need clarification, or other individual
help with course material or objectives, please contact the instructor as soon as possible.
Please take advantage of all the resources available to you.
Diversity
The Center for Leadership and Learning (CLL) maintains a strong and sustained
commitment to the diverse and unique nature and learning needs of all people. All CLL
faculty and staff are dedicated to the preparation of future school leaders who possess
sensitivity to diverse and unique people.
15.
Artifacts
A copy of course work should be maintained for all courses. Culminating artifacts will be
available in the CLL office at the beginning of the semester following the course. It is the
responsibility of each student to pick-up the artifact during this semester. The CLL is not
responsible for artifacts remaining more than one semester following the course
completion.
16.
Resources
Emergency Outreach Notifications
Arkansas Tech University has developed a new emergency text messaging system with a
goal of more efficiently communicating important information to the campus community.
The new Arkansas Tech Campus Emergency and Outreach Notification (CEON) system is
fully integrated with the Blackboard Course Management System that Arkansas Tech
faculty, staff and students use on a daily basis. Individuals who do not have a mobile
device registered under the Banner SIS system at Arkansas Tech and wish to opt in to the
© Center for Leadership and Learning, Arkansas Tech University
Revised Fall 2009, 2011
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Arkansas Tech CEON system should log in to the OneTech portal, select the appropriate
member tab (student, faculty or staff) and choose the personal information channel. There,
individuals will have the chance to register via the Campus Emergency and Outreach
Notification numbers link. More information concerning registration for CEON can be
obtained by calling (479) 968-0646 or by sending e-mail to [email protected]. This email address is being protected from spam bots.
Follow the link below to read more:
http://www.arkansastechnews.com/index.php/university-news/5735-new-emergency-textmessaging-system-developed
Praxis Test Assistance
Students who need help with mathematics can visit the math lab located in Doc Bryan
Room 247 Monday thru Thursday 9:00 am to 5:00 pm and Friday 9:00 am to noon.
Students who need help improving their writing skills can visit the writing lab located in
Witherspoon Room 365 Monday thru Friday 1:00 pm to 5:00 pm. The writing lab can also
be accessed through blackboard by clicking on the courses tab and searching for “Writing
Lab.” To enroll in the lab use the code bb9-enroll.
© Center for Leadership and Learning, Arkansas Tech University
Revised Fall 2009, 2011
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Reflective Practice Scoring Rubric
Learning occurs in the reflection.
Student performance is defined and assessed by the following criteria:
Level Three: Exceeds Expectations–response is defined as more indicative of a distinguished practitioner
Level Two: Meets Expectations – response is defined as basic entry level
Level One: Below Expectations – response is defined as lacking adequate entry level skill
Levels
Criteria
Identifies
Problem or
Experience
Practice
Theory
Analysis
Synthesis
Evaluation
Implications
Performance
3
2
Sub1Total
Identify assumptions and feelings underlying problem or
experience.
Demonstrate understanding of facts and ideas by
organizing, comparing, translating, interpreting, giving
descriptions and stating main ideas.
Recognize consonance between individual practices and
those of successful practitioners.
Use research and theory to address problem or experience
to new situations by applying acquired knowledge, facts,
techniques and rules in a different way.
Examine and break problem or experience into parts by
identifying motives or causes.
Make inferences and finds evidence to support
generalizations.
Compile information together in a different way by
combining elements in a new pattern or proposing alternative
solutions or reframing practices.
Present and defend opinions by making judgments about
information, validity of ideas or quality of work based on a
set of criteria.
Consider the results and or consequences of the problem
or experience.
Describes how reflective practice will be utilized for
continuous feedback to target specific areas for improvement.
Potential of significant and sustained improvements to
impact higher levels of student learning.
Addresses the moral, ethical or socio-political issues
Professional
ization
Four Types of
Directional
Reflective Practice
Disciplined Inquiry
Individual autonomy and self-understanding; selfactualization as a profession
1. Reflect within – Personal purpose – Who you are
3. Reflection in Action – Thinking on your feet
2. Reflection on Action – Looking back on the experience
4. Reflection for Action – Envision the future
© Center for Leadership and Learning, Arkansas Tech University
Revised Fall 2009, 2011
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Assessment of Dispositions for Professional Potential (ADPP)
Directions: For each item, place the number or letter that best describes the disposition of the graduate student, in the
appropriate box.
3 = Exceeds Expectations
2 = Meets Expectations
1 = Below Expectations
N = Not Observed
Personal & Professional
Responsibility
CRITERIA
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Social, Emotional. and
Physical Well-Being
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
3
2
1
N
EVIDENCE
Please continue on
back or on an additional
sheet of paper
Meets obligations and deadlines.
Accepts procedures and rules.
Seeks exceptions under appropriate circumstances.
Submits work that reflects high personal standards.
Demonstrates effective use of problem-solving
techniques.
Demonstrates tenacity and self-reliance in pursuit of
solutions.
Reflects upon and takes responsibility for own behavior.
Models appropriate leadership behaviors.
Comments:
Solves problems in constructive ways.
Display appropriate affect and emotions.
Demonstrates awareness of social and professional
behaviors and expectations.
Accepts suggestions positively and modifies behavior
appropriately.
Demonstrates awareness of self and sets reasonable
goals and expectations.
Demonstrates ability to make the best of diverse
experiences.
Demonstrates a high-energy level and generally positive
attitude.
Understands the role of both positive and negative
experiences in personal development.
Comments:
Demonstrates respect for the feelings, opinions,
knowledge and abilities of others.
Is genuine and authentic in relationships.
Is empathetic and resonates with the feelings of others.
Demonstrates effective interpersonal skills.
Functions effectively in a variety of group roles.
Solicits and considers alternative viewpoints.
Speaks with clarity, fluency, and appropriate grammar.
Communicates effectively with diverse audiences
Comments:
© Center for Leadership and Learning, Arkansas Tech University
Revised Fall 2009, 2011
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Class Performance Rubric
Level Three
The learner:
attends all scheduled class sessions,
is punctual to class,
is engaged in a reflective manner in class discussion and work,
completes and synthesizes assigned readings as demonstrated by class
contributions,
demonstrates leadership characteristics and collegiality in role-alike groups and
during integrated team work,
demonstrates an interest in current events, from varied resources and through class
participation, and
all work is completed and submitted on or before due date.
Level Two
The learner:
misses no more than one class session,
is engaged in a meaningful way in class discussion and work,
completes the majority of assigned readings as demonstrated by class
contributions,
demonstrates collegiality in role-alike groups and during integrated team work,
demonstrates an interest in current events, from varied resources and through class
participation, and
work is completed and submitted on the due date, but no later than the next day.
Level One
The learner:
misses more than two class sessions
inconsistent and irrelevant participation in class discussion and work
no evidence is presented that assigned readings have been completed
does not demonstrate ability to work in role-alike groups and during integrated
team work
does not demonstrate an interest in current events and does not contribute to
current events class, and
work is completed and submitted late.
© Center for Leadership and Learning, Arkansas Tech University
Revised Fall 2009, 2011
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Correlation Between Performance Levels and Traditional Measurement
Based on this
the probability is that you will perform this
well when assessed at this . . .
Based on
Levels
3
Based on
SLLA
200 Points
Based on
Percentag
e
Based on
Letter
Grade
200
97
97%
A+
2.82
188
94
94%
A
2.70
180
90
90%
A-
2.67
179
89
89%
B+
2.52
168
84
84%
B
2.00
158
79
79%
B-
1.80
157
78
78%
C+
1.60
148
74
74%
C
1.40
140
70
70%
C-
1.30
138
69
69%
D+
1.25
128
64
64%
D
1.20
120
60
60%
D-
119
&
Below
59
&
Below
59%
& Below
0
2.91
Based on
Traditional
100
Points
© Center for Leadership and Learning, Arkansas Tech University
F
Revised Fall 2009, 2011