UNIVERSITY OF PIKEVILLE
PATTON COLLEGE OF EDUCATION
“Effective teacher leaders enable ALL students to learn”
National Board Certification Preparation
Spring 2016
EDU 570- Research II
Meeting Place:
Armington 422 from 5:00-7:00
1st and 3rd Thursdays of each month (calendar attached)
“Effective teacher leaders enable ALL students to learn” serves as the organizing theme
which undergirds and guides all the professional education programs at the University of
Pikeville. James Cooper (2006) defines an effective teacher as “one who is able to bring
about intended learning outcomes” (pp. 2-3). He explains that the effective teacher
approaches learning goals with intent and can demonstrate success through student
achievement. As research has indicated, the role of the teacher is one of the most significant roles in
student academic progress (Hattie, 2003). Hershberg, Simon, & Lea-Kruger (2004) note that the
individual teacher serves as a powerful indicator of student achievement. Teachers facilitate the climate,
tasks, schedule, and conditions of learning in their classrooms (Lasley, Siedentop, & Yinger, 2006).
Because the teacher plays a primary role in student learning, the key to improving outcomes in the
schools is through effective teacher preparation and effective professional development (Cooter, 2003).
Since leadership skills are vital in instructional effectiveness, effective teacher leaders require more
selective training to prepare them to be transformative leaders whose goal is to significantly improve
teaching and learning (Wallace, 2011). Teachers must meet their obligation and responsibility to
effectively facilitate achievement −however defined− in their classrooms, schools, districts, and
profession, creating the learning environment that facilitates achievement for every student.
Melissa Fickey
GH 301F
Office: 606-783-2598
Personal: 606-748-0002
Email: [email protected]
Melinda Willis
GH 401
Office: 606-783-2598
Email: [email protected]
Course Description This course can be repeated a total of 3 times for credit. This course constitutes a clinic
for mentoring graduate students in developing the initial three entries for the National Board Certification
(NBC) portfolio in any the 25 NBC certification areas.
In addition to the study of current theory, methods and material are researched and utilized as it relates to one of the areas of National
Board Certification. The purpose of this course is to aid students through assessment to build a content area while incorporating the
five core propositions specified by NBPTS. The course will assess, evaluate and implement teaching strategies as a key element,
incorporate the use of technology into instruction; use technology as a learning tool with students; and identify resources to enhance
skills. There will be a direct application of formal and informal instruments to complete a case study on a student with a content area
difficulty, communicate analysis of results with colleagues in the class, students, teachers and family, and apply the results to guide
instruction designed from the results.
Conceptual Framework Outcomes (CFO’s):
The Unit and the faculty within individual programs assess the degree to which its graduates:
1. Master the content knowledge, professional and the twenty – first century skills need to make an
optimal contribution to “whole” student learning in education settings.
2. Are competent in the collection and use of data to inform decision – making and to demonstrate
accountability for student learning.
3. Demonstrate professional dispositions
4. Are culturally competent and understand the regions from which they have come utilizing knowledge
and experiences to effectively “bridge the gaps” (economic, achievement, and geographic) ensuring
optimal learning for all students.
5. Engage in authentic field experiences in collaboration with committed school – based partners and are
empowered to improve the quality of education throughout this region and beyond.
Student Learning Outcomes (SLO’s):
The objectives listed below are consistent with the NCATE/ISTE Educational Computing and Technology
Standards. (Kentucky Teacher Standards.) By the end of this course, the candidate will be able to:
1. Develop content specific student instructional goals based in district, state and national standards.
2. Design an interdisciplinary learning experience that incorporates technology Class presentation and
peer critique.
3. Design Instruction using a variety of specific strategies to foster content development. Demonstrated in
video recording of teaching.
4. Effective use of varied literacy assessment tools. Class demonstrations of presentation skills as well as
through case study.
5. Recognition of individual growth of students as it relates to social, verbal, and cognitive development
with an explanation of how these attributes affect content development. Assessed through Conceptual
factors and next steps.
6. Implement strategies for reaching out to the families of his or her students and present results to class
for discussion.
NCATE/ EPSB Accreditation Alignment of CFO’s and SLO’s:
NCATE themes integrated throughout this course:
Diversity Every standard in NBPTS addresses diversity. In addition, the portfolio entries MUST
address individual issues of diversity in the classroom.
Technology This course utilizes the NBPTS website, blogs and results in the creation of a digital
video and written commentary to submit with the portfolio. Technology is used in
classroom based entries.
Professional Candidates discuss progress with other candidates, connections with the community,
Community families and contributions to the field of education.
Evaluation Class assignments, discussion boards, classroom visits and follow-up activities as well
as portfolio entries which are developed as capstones for NBPTS certification.
Performance A variety of performance assessments are used throughout the class. Candidates
Assessment demonstrate proficiency through the successful completion of papers, projects, and
peer teaching experiences.
Course Technology Requirements:


Access to a computer at home or work
Digital camera capable of recording up to 30 minutes of instruction.
Academic Honesty
Cheating, fabrication, plagiarism or helping others to commit these acts will not be tolerated. Academic
dishonesty will result in severe disciplinary action including, but not limited to, failure of the student assessment
item or course, and/ or dismissal from MSU. If you are not sure what constitutes academic dishonesty, read the
Eagle: Student Handbook or ask your instructor. An example of plagiarism is copying information from the
internet when appropriate credit is not given. The policy is located at
http://morehead-st.edu/units/studentlife/handbook/academicdishonesty.html
Americans with Disabilities Act (ADA)
In compliance with the ADA, all students with a documented disability are entitled to reasonable
accommodations and services to support their academic success and safety. Though a request for services may
be made at any time, services are best applied when they are requested at or before the start of the semester. To
receive accommodations and services the student should immediately contact the Disability Services
Coordinator in the Office of Academic and Career Services, 223 Allie Young Hall, 606-783-5188,
www.moreheadstate.edu/acs/
Campus Safety Statement
Emergency response information will be discussed in class. Students should familiarize themselves with the
nearest exit routes in the event evacuation becomes necessary. You should notify your instructor at the
beginning of the semester if you have special needs or will require assistance during an emergency evacuation.
Students should familiarize themselves with emergency response protocols at
http://www.moreheadstate.edu/emergency
Attendance Policy:
Attendance at all class sessions is expected. Illness, death in the family, and participation in authorized
university-related trips will constitute excused absences; however, the instructor must be notified before class of
the absence and a written excuse must be presented to the instructor when the student returns to class. It is the
responsibility of the student to secure information presented in class and to make up any experiences missed. It
should be stressed; this class is hands-on and covers a lot of material. If you do miss a class, for any reason, you
will certainly need to contact a fellow student to find out what you missed and make it up. More than three
hours of absences or excessive tardiness for other reasons are not excused and may result in the reduction of the
final grade.
Program:
EDUC 603 – National Board Certification Preparation
Aligned with
Entry
National Board of Professional Teaching
Standards (NBPTS)
Kentucky
Teacher
Standards
(KYS)
Education
Professional
Standards Board
(EPSB)
NCATE
Standards
EDUC 603 – National Board Certification Preparation
1, 2, 3 KTS I, II,
Diversity,
Standard 1,
V, VII, X
Assessment,
Standard 2,
Closing the
Standard 3,
Achievement Gap Standard 4
Knowledge of the Field
2, 3
KTS I, II,
Assessment,
Standard 1,
IV, VI,
Standard 2,
VII, VIII,
Standard 3,
IX
Equity, Fairness, and Diversity
1, 2,
KTS , VIII, Diversity, Closing Standard 1,
IX
the Achievement
Standard 4
Gap
Learning Environment
2, 3
KTS I, II,
Diversity, Closing Standard 1,
III, IV, V,
the Achievement
Standard 2,
VI, VII,
Gap
Standard 3,
VIII, IX
Standard 4
Instructional Resources
1, 2, 3, KTS I, II,
Diversity,
Standard 1,
III, IV, VI, Assessment,
Standard 4
VII, IX
Closing the
Achievement Gap
1, 2, 3 KTS I, II,
Diversity,
Standard 1,
Instructional Decision Making
III, IV, V,
Assessment,
Standard 4
VI, VII,
Closing the
VIII, IX
Achievement Gap
Assessment
1, 2, 3 KTS I, II,
Assessment,
Standard 1,
IV, V, VII, Closing the
Standard 2,
VIII
Achievement Gap Standard 3,
Standard 4
Integration
1, 2, 3 I, II, III,
Assessment,
Standard 1,
IV, VII, IX
Standard 2,
Standard 3,
Collaboration with families and
1, 2, 3 VIII, X
Diversity, Closing Standard 2
Communities
the Achievement
Standard 4
Gap
Program:
I.
Knowledge of Learners
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Grading Scale:
A=90-100%
B=80-89%
C=70-79%
D=60-69%
E=59% or below
Course Evaluation:
Candidates will be evaluated on class participation, attendance, assignments, and completion of case study
portfolio.
Assignment Descriptions:
Program:
Assessment
(point value)
Class activities.
(80 points)
Action Research
Project
Case Study with
multiple lesson plans
EDU 570 –Practicum -National Board Prep
Description
These activities will include preparation for class meetings: textbook readings and
assignments, planning activity for entries as well as completions,
responses/discussions, and other related events. Attendance is mandatory for credit
of these activities. (10 points per class)
Demonstrate the ability to identify a problem area with regards to content as part of
classroom instruction, collect and interpret data, design a plan of action to make a
change, and evaluate the results. To be accomplished as the foundation for
development of one of the National Board entries.
Choose one option of the following as your focus for this course. They may not be
repeated in the same semester.
1. Assess, Design, and Implement Instruction using a variety of specific
strategies to foster content development in a target area of a small group of
students as demonstrated in a video recording of teaching with a written
reflection of results.
2. Assess, Design, and Implement an interdisciplinary learning experience that
incorporates technology in fostering effective content instruction. Class
presentation of video and peer critique using rubric.
3. Assess, Design, and Implement an interdisciplinary learning experience that
incorporates activities that encourage opportunities for a class of learners to
demonstrate content area growth through student self assessment and goal
setting.
This is developed in the following stages:
1. Choose option
2. Contextual factors
3. Student evaluation and goal setting
4. Planning & Implementation
5. Assessment & Next Steps
6. Family Involvement Plan/Reporting
7. Reflection
Choose 1 option listed above, then do the following:
Action Research
Project
Case Study
Instructional Context
Reflection Paper
(50)
For the option listed above: Demonstrate recognition of individual growth of
students as it relates to social, verbal, and cognitive development with an explanation
of how these attributes affect content development.
Program:
Action Research
Project
Case Study
Student Evaluation
& Goals (50)
EDU 570 –Practicum -National Board Prep
For the option listed above: After the administration and analysis of varied
assessment tools with evidence of multiple assessments, develop content specific
student instructional goals based in district, state and national standards. To be
shared in class including student strengths, weaknesses and planned next steps for
instruction. This will also be included and demonstrated in the written case study.
Planning &
Implementation
(50)
Assessment & Next
Steps
(50)
For the option listed above: Design and implement a series of lessons to build student
content knowledge to address needs and goals listed above.
Family Involvement
Plan
(50)
For the option listed above: Share expertise in a leadership role with other educators
through the implement of 2-3 strategies for reporting student goals and outcomes
including student’s strengths and weakness as part of the case study results. Scoring
guide for peer evaluation given in class.
Reflection
(50)
For the option listed above: Reflect on student growth, possible reason for growth, and
teacher areas of strength and area of need as well as plan to address teacher need.
For the option listed above: After the implementation of the series of lessons, compile
multiple assessments, both formative and summative to analysis student growth,
reasons for the growth, and next steps including student strengths and weaknesses.
This will also be included and demonstrated in the written case study.
This syllabus and course calendar is a guide for the courses listed above. The syllabus may be altered, edited,
or modified at any time. Any such modifications will be communicated to students either electronically or faceto-face
F2F Meetings: 1st and 3rd Thursdays of each month -5:00-7:00
January 21
April 21
February 4
May 5- submit ePortfolio
February 18
March 3
March 17
April 7
If we miss a Thursday night because of
snow/weather conditions, we will meet the
following Tuesday from 5:00-7:00.
Tentative Class Calendar of Activities
Class #/Month
Topic
Class 1 – Jan.
-Exploring the Syllabus
-Backward Planning
-Planning Sheet with
Component 2 Group Work
-Introduce Wiki
Outcomes
-Develop a calendar of component 2
teaching and planning.
-Backward Planning Class activity
-Use individual planning sheets to create
one per certificate area
-HW: 5 Core Propositions
Class 2 – Feb.
-Unpacking the Level 4
Rubric -The 5 Core
Propositions
-Create a list of questions based on the
Rubrics. Answer questions. Develop
action plan based on answers.
- The Hierarchy (helix) of
teaching
-What is your teaching pedagogy and
evidence that supports it?
-Philosophies of Education
Class 3 –Feb.
Class 4 –March
-Writing Process- descriptive,
analytical, reflective
-Understand and Practice the 3 types of
writing
-What are “buzz words”?
-HW: Read through your standards. Create
a running list of “buzz words”
-Writing Process
-Understand and Practice the 3 types of
writing
-Atlas Instructional Context
-Instructional Unit should be complete
-HW: Determine students’ work to be
included and write instructional context
Class 5 –March
-Instructional Context- Ways
of knowing your students:
small group, whole class
Class 6 –April
-Highlighting of evidence tied -First rough draft due
to Standards/5 Core
Propositions
Class 7 – April
-Swap meet
Class 8 –May
-Bring in instructional context
-Second rough draft due
-Submit ePortfolio during last F2F class