Mississippi Bend Area Education Agency
Course Syllabus
Mississippi Bend Area Education Agency
Course Syllabus (new course)
The syllabus is the basis for license renewal course* approval, and informs the course participants of
the requirements and learning outcomes. It contains identified essential components to meet
indicators of quality**.
* “course” can be used to include any planned adult learning opportunity such as class, in-service, training,
learning team, endorsement/graduate level, etc. that is not less than 15 contact hours for Relicensure credit
and additional hours of outside class work to total 45 hours for Graduate Credit through Drake University.
** Iowa Administrative Code 282: Chapter 17 indicators of quality for licensure renewal courses include:
1) The courses address specific student, teacher, and school needs evidenced in local school improvement
plans, or
2) The courses assist teachers in improving student learning performance, or
3) The courses assist teachers in improving teaching evidenced through the adoption or application of practices,
strategies, and information.
Course Overview
Date Submitted: 10/24/2016
Course title: Number Sense Routines in Mathematics
Instructor: Shannon Pasvogel
Address: 729 21st Bettendorf, IA 52722
Phone Number: 563-260-4618
Email Address: [email protected]
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Mississippi Bend Area Education Agency
Course Syllabus
Dates and Location
Times
Face to Face Dates
Other info.
(allow time for breaks/meals: 1 hour for lunch;
2 – 15 minute breaks are standard)
Minimum of 15 hours of seat time per
credit
9/19/16
10/19/16
12/14/16
1/13/17
2/15/17
3/15/17
4/9/17
5/10/17
8:00 - 11:00
7:45 - 9:00
11:30 - 4:00
7:45 - 9:00
7:45 - 9:00
7:45 - 9:00
7:45 - 9:00
7:45 - 9:00
EDMA credit work For guidance on types of work: http://goo.gl/hMXri4
For courses offered for Drake graduate credit with a start date after July 1, 2015, additional out-ofclass work is required to create a total of 45 hours of learning per credit.
Check the type of work you will require and outline the timing below.
Group Work (discussions, presentations, research, collaboration)
Implementation (application in classroom/district, training/coaching, modeling, tech
integration)
Multimedia (viewing or creating videos, audios,
Project-based assignments (creation of classroom materials, portfolios, data
collection/synthesis)
Presentations
Reading (hardcopy or online)
Writing (journaling, formal papers, book/article reviews, reflections, lesson plans)
Type of
out-of-class work
Group Work: Participants will discuss,
present, and collaborate around readings, routines
implemented, and reflect.
Estimated time
5 hrs
Implementation: Participants will develop
and implement at least 2-3 times a week a number
talk routine to develop number sense.
15 hrs
Multimedia: Participants will be asked to view
Video resources as well as tape one of their number
talk routines for reflection and growth .
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5 hrs
Other info
Collaboration among Instructional Coaches
and g peer coaching will
take place bi-weekly. Reflecting
whole group during monthly math pd.
Beginning September 19
ending May 20th participants
will plan, implement, and reflect on
their routines.
Teaching Channel video reflections, Norm
building videos, Videos on Talk Moves and
Questioning with reflection and then building
into their
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Mississippi Bend Area Education Agency
Course Syllabus
own routines. Video one number talk routine
of themselves and reflect
using the tool provided.
District will purpose Number Talk
books as a resource for each
participant. Participants will read and
reflect on the goals of Number Talk
routines for developing Number Sense.
Participants will use and create number
strings to implement and reflect on
student understanding.
Reading & Writing: Participants will be
reading Chapters from Number Talk Book as well as
articles shared in our Google Collaborative folder.
Participants will be asked to keep a journal logging
their planned number sense routines as well as
reflect on student understanding and next steps.
15 hrs
All assignments due by: Assignments will be due monthly. All assignments will be due by May 12,
2017.
Dates grades will be posted: May 20, 2017
Location of course:
Address:
Durant Elementary School
408 7th St, Durant, IA 52747
Credit and Format Information
Type of Credit: Drake EDMA AND Relicensure credit
(min. 15 hours of seat time/credit + outside work = 45 total time/credit)
(For courses for Relicensure credit only, please complete the syllabus for that credit type:
https://www.mbaea.org/en/professional_development/instructor_toolbox/ )
Number of Credits:
1
2
3
Audit
Yes
No
If a course is taken for audit, participants should plan to complete all of the work
required to receive the full benefit of the training.
Appropriate for Paraeducator certificate Renewal
Appropriate for Substitute Authorization certificate Renewal
Yes
Yes
No
No
Type of professional development proposed (check those that apply):
District Only Course – Name of district: Durant Community School District
Instructor Reimbursement by (check one):
no pay (teaching as part of AEA employee assignment or other arrangements)
Target Audience:
Grade Level(s)
Content Area(s)
K-8
Numeracy
Minimum class size
2
Course Type
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Content
Maximum class size 15
Pedagogy
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Mississippi Bend Area Education Agency
Course Syllabus
Category
Mathematics
Course materials needed
None or provided by the instructor at no cost to participants
Handouts to be uploaded to AEA Handouts website
Book(s) – participant to purchase on own prior to start date
Book Selection has been established with the Durant district’s Curriculum Department
Head, Maria Brown, her and her teachers will select their book options.
K-8 teachers
Title/Author/copyright date:
Number Talks: Helping Children Build Mental Math and Computation; Book by Sherry Parrish
Best source: Amazon Prime
Cost: 56.91
K-3 Teachers
Title/Author/copyright date:
Number Sense Routines: Building Numerical Literacy Every Day in Grade…
Best Resource: Amazon Prime
Cost: $27.33
Grades 4 and up
Title/Author/Copyright date:
Making Number Talks Matter: Developing Mathematical Practices and Dee…
Best Resource: Amazon Prime
Cost: $21.01
Grades 4 and up
Title/Author/Copyright:
Number Talks: Fractions, Decimals, and Percentages
Best Resource: Amazon Prime
Cost: $75.95
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Mississippi Bend Area Education Agency
Course Syllabus
Course Outline
Published Course Description for website:
Learn to effectively build Number Sense Routines in your classroom to engage all learners in
becoming flexible-fluent Mathematicians through the study and implementation of Number Talks
geared toward engaging all learners in the Standards for Mathematical Practices.
Describe the best practices to support the course goals/outcomes described in the next
section:
Instructor will model, share, and discuss research based habits of mind and interactions all learners
must engage in to develop Number Sense. Various ‘talk moves and instructional strategies’ will be
shared around making student’s thinking visible to all learners in the room while implementing the
routine of Number Talks.
Teacher impact statement: Educators will be engage in productive teaching routines and provided
materials on research based strategies that focus on pedagogy and content shifts to increase
student discourse at tier 1, 2, and 3 while developing a deeper understanding of Number Sense as
adult learners.
Student impact statement: As educators plan and implement ‘Number Sense Routines’ daily
students’ will develop efficient strategies for expressing their thinking and become aware of the
flexibility within mental math strategies as well as develop connections among relationships of the
operations.
Iowa Teaching Standard(s) being addressed; check all that apply:
1: Demonstrates ability to enhance academic performance and support for implementation of the
school district’s student achievement goals.
2: Demonstrates competence in content knowledge appropriate to the teaching position.
3: Demonstrates competence in planning and preparing for instruction.
4: Uses strategies to deliver instruction that meets the multiple learning needs of students.
5: Uses a variety of methods to monitor student learning.
6: Demonstrates competence in classroom management.
7: Engages in professional growth.
8: Fulfills professional responsibilities established by the school district.
Iowa Leadership Standard(s) being addressed; check all that apply:
1: An educational leader promotes the success of all students by facilitating the development,
articulation, implementation, and stewardship of a vision of learning that is shared and supported by
the school community. (Shared Vision)
2: An educational leader promotes the success of all students by advocating, nurturing and
sustaining a school culture and instructional program conducive to student learning and staff
professional development. (Culture of Learning)
3: An educational leader promotes the success of all students by ensuring management of the
organization, operations and resources for a safe, efficient and effective learning environment.
(Management)
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Course Syllabus
4: An educational leader promotes the success of all students by collaborating with families and
community members, responding to diverse community interests and needs and mobilizing
community resources. (Family and Community)
5: An educational leader promotes the success of all students by acting with integrity, fairness
and in an ethical manner. (Ethics)
6: An educational leader promotes the success of all students by understanding the profile of the
community and responding to, and influencing the larger political, social, economic, legal and cultural
context. (Societal Context)
Course Equity Information
What strategies are you providing to help your participants meet the needs of diverse
learners? Mark as many boxes that apply to the professional development outlined in this
syllabus and then provide a description of the learning activities for this course.
Multi-cultural Issues 1) Does this course discuss ways to ensure learners from other cultures
are successful in the classroom? 2) Does this course promote the diversity of ideas and thoughts in
curriculum and assignments, such as knowledge of different world views and cultural perspectives?
3) Does your course acknowledge the learning styles of culturally diverse peoples? 4) Does your
course promote/utilize resources that portray the various dimensions of a culturally diverse
population? 5) Does this course include strategies to form partnerships with families, particularly
with those who are culturally diverse?
Gender-fair Issues 1) Does this course include discussion about ensuring both male and female
learners are successful in the classroom (e.g. math and science classes)? 2) Does this course
promote/utilize resources that portray both sexes in active and passive activities? 3) Does this
course promote/utilize resources that portray both sexes in “nontraditional” ways as role models? 4)
Does this course discuss gay, lesbian, bisexual, or transgender issues, particularly as they relate to
school or community climate and/or student achievement?
Socio-economic Issues 1) Does this course include discussion about ways to ensure that
students from low socio-economic backgrounds are successful in the classroom? 2) Does this
course include discussion/understanding about who are SES students and the culture of poverty? 3)
Does this course include discussion or analysis about disaggregating data based on socio-economic
status? 4) Does this course promote/utilize resources that may interest students from low socioeconomic backgrounds who may struggle academically? 5) Does this course include learning about
instructional strategies that will engage SES students in learning?
English Language Learners 1) Does this course include discussion of the impact of second
language learning on academic achievement? 2) Does this course address specific cultural issues
impacting student learning? 3) Does this course promote cross cultural communication and
involvement with ELL parents/family? 4) Does this course address legal/academic responsibilities of
school districts with educating ELL students?
Other Diverse Learners (e.g. TAG and learners with special needs) – 1) Does this course
address who are diverse learners, how to identify and/or how to serve diverse learners in the
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Course Syllabus
classroom? 2) Do the learning expectations of this course include application of knowledge about
diverse learners? 3) Does this course deliver specific information about individual diverse groups?
Please provide a description of the issues checked above. In our readings and reflections, we
will collaborate about the supports that should be put in place during our ‘Number Sense Routines’ to
meet the range of Diverse Learners we have within our classrooms. There is an expectation that
participants will implement the instructional strategies as well as explicitly teach the strategiess that
need to be taught which will allow for all learners to gain access to the mathematics.
Course Goals, Outcomes and Evaluation
Iowa Core statement
Resources: http://www.aea9.k12.ia.us/en/iowa_core/ and
http://www.educateiowa.gov/index.php?option=com_content&view=article&id=2485&Itemid=4602
List the IC areas that are addressed by this course; check all that apply:
Literacy
Mathematics
Science
Social Studies
21st Century Skills
Outline the course goals and outcomes that a student will achieve upon completion of this course.
The description should be a statement that is a specific and measureable knowledge/skill, and tie
directly to the Iowa Core Components that were checked above.
An outcome is the specific learning behavior that participants in the course should demonstrate in
the context of achieving the goal. There may be more than one outcome for each goal.
To write goals, consider the following. These items will help dictate the grading rubric.
 What will participants know, be able to do, or value at the conclusion of the course?
 What specific observable or measurable actions should participants demonstrate when they
have met the outcome(s)?
 How will you know if participants achieved the outcome? How will this new knowledge be
demonstrated? These outcomes will be used in the rubric to assess and grade the
success of learning.
 The goal of courses offered for relicensure and/or graduate credit is that the outcomes are a
way to ensure that the Iowa Core is being transmitted into action. Please be specific in
documenting this through the goals and outcomes.
Course Goal(s) fill out as many as
appropriate
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Outcome(s) (to be used in Rubric below)
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Mississippi Bend Area Education Agency
Course Syllabus
1.
Participants will learn how to develop
Norms for building a classroom culture
for productive discourse as well as
protocols to facilitate the
conversations.
2.
Participants will explore various
Number Strings that engage students
in the Standards for Mathematical
Practice.
3.
Participants will practice strategies and
personalize them to fit each of their
various needs based on grade level
expectations.
4.
Participants will share their ideas and
collaborate on how to build on their
routine of developing Number Sense
for all students.
a) Participants will develop classroom
Norms to create a safe environment to
allow for Number Talk routines to mature
as they learn through completing
readings from “Number Talks”, a book by
Sherry Parrish, as well as reading and
reflecting on several articles around
building a safe classroom and culture for
learning of all.
a) Participants will create an action plan with
their implementation of number strings fitting
for their grade level content and reflect on
student engagement around the Standards
of Mathematical Practices.
a) Upload action plan as well as reflect
monthly on the google prompt.
a) Reflect and contribute on our ongoing
google doc tool to allow for reflection and
collaboration across the building.
From: Program-Based Review and Assessment: Tools and Techniques for Program Improvement. Office of Academic Planning and
Assessment. University of Massachusetts Amherst. (2001).
Iowa Professional Development Model (IPDM)
Resource: http://www.isea.org/assets/document/ipdm-overview.pdf
What percentage of each technical will be used and briefly describe:
Theory: 30%
Demonstration: 30%
Practice: Collaboration (coaching, feedback, reflection): 40%
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Course Syllabus
Course Rubric
The course grade will be determined using the following criteria.
A resource to assist in creating a rubric: http://manoa.hawaii.edu/assessment/howto/outcomes.htm
Describe what is required for each Outcome and how many points are assigned to each proficiency level. Provide a clear and specific
description of the criteria that will be used to evaluate student work.
At the bottom of the rubric, state how many points are needed to earn each grade; weighting is accepted.
Course Requirements
(enter each criteria in the
boxes below and assign a
point value)
Goal 1 Outcomes:
Participants will
develop classroom
Norms to create a
safe environment to
allow for Number
Talk routines to
mature.
Exemplary Demonstrates
good understanding and
skill
Accomplished
Demonstrates satisfactory
understanding and skill
Developing
Demonstrates some
understanding and skill
Beginning
Demonstrates little or no
understanding or skill
.
Participant completes
all 8 reading
assignments.
Participant completes
monthly discussion
prompts and shares
them via google as
well as responds to
feedback provided by
peers.
Participant completes
7 reading
assignments.
Participant completes
7-8 monthly
discussion prompts as
well as responds to
feedback provided by
peers.
Participant completes
6 of the 8 reading
assignments.
Participant completes
6-8 monthly
discussion prompts as
well as responds to
feedback provided by
peers.
Participant completes
6 of the 8 reading
assignments.
Participant only
completes monthly
discussion prompts.
They do not respond
to feedback peers
provide either.
Points = 6
Points = 3
Participant completes
Action Plan including
3 different Number
Strings & 3 different
Number Talks. But
does not align each to
their grade level
Participant completes
Action Plan including
2 different Number
Strings & 2 different
Number Talks. But
does not align each to
their grade level
Points = 8
Points = 7
Goal 2 Outcomes:
Participants will
create an action plan
with their
implementation of
number strings fitting
for their grade level
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Participant completes
action plan including 4
different Number
String & 4 different
Number Talks,
aligning each to grade
level content
Participant completes
Action Plan including
3 different Number
Strings & 3 different
Number Talks,
aligning each to grade
level content
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Not completed or not
able to be scored
Mississippi Bend Area Education Agency
Course Syllabus
content and reflect on
student engagement
around the Standards
of Mathematical
Practices.
standards and
overtime is able to
provide evidence of
students engaging in
all 8 Standards of
Mathematical
Practices.
standards and
overtime is able to
provide evidence of
students engaging in
at least 6 out of 8
Standards of
Mathematical
Practices.
content standards.
There is only
evidence of students
engaging in 6 out of 8
Standards of
Mathematical
Practices.
content standards.
There is only
evidence of students
engaging in 4 out of 8
Standards of
Mathematical
Practices.
Points = 6
Points = 4
Points = 3
Participant completes
8 out of 8 online
discussions, and
provides evidence of
implementation 100%
of the time by
attaching 3-4 pictures
of student reasoning
monthly, as well as
provides feedback to
peers on our monthly
Successes and
Struggle Log.
Participant only
completes 7 out of 8
online discussions,
and provides
evidence of
implementation 90%
of the time by
attaching 2-3 pictures
of student reasoning
monthly, as well as
provides feedback to
peers on our monthly
Successes and
Struggle Log.
Participant only
completes 6 out of 8
online discussions,
providing evidence of
implementation 75%
of the time by
attaching 1-2 pictures
of student reasoning
monthly, as well as
provides feedback to
peers on our monthly
Successes and
Struggle Log.
Participant engages in
only 4 out of 8 online
discussions around
the Successes and
Struggles Log. The
participant does not
provide evidence
through attaching
photos of student
reasoning.
Points = 8
Points = 7
Points = 6
Points = 3

--------------This criterion is
either met or not met. -------------
Points = 8
Goal 3 Outcomes:
Reflect and
contribute on our
ongoing Successes
& Struggles google
doc reflection tool
to allow for ongoing
feedback and
collaboration
across the district.

Reflects 15 collaborative hours completed per
each credit.
NOTE: Do not include attendance as
criterion in the scoring; 100% attendance is
required for all levels of credit.
Participation Requirement
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Does not reflect 15 collaborative hours
completed per each credit.
Mississippi Bend Area Education Agency
Course Syllabus
Those taking the course for relicensure need to earn and A or B to Pass.
A = 24-21
B = 20-17
C= 16-10
D = 9-8
F = 7 and below.
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