1 PIEDMONT COLLEGE SCHOOL OF EDUCATION Mastering the art of teaching: Preparing proactive educators to improve the lives of all

children

COURSE SYLLABUS

Ed.S. 811.49 Curriculum Design and School Improvement

INSTRUCTOR INFORMATION: Name: Dr. Lynn Rambo Phone Numbers: 404-274-7100 (cell) E-mail: arambo0525@lions.piedmont.edu OR lynnrambo81@gmail.com Fax Number: n/a Office Hours: Before or after class by appointment Campus Security: (706)778-2222 (Demorest) or x1105 (706)433-1789 (Athens) or x8117 TIME AND PLACE: CAMPUS: Cohort SEMESTER: Summer YEAR: 2012 Dates: June 4, 11, 18, and 25 Time: 9:00 am to 3:00 pm Place: East Jackson Middle School COURSE INFORMATION: Prerequisites/co requisites: Credit: 3 credit hours I. TEXT AND SUPPLEMENTARY READINGS:
Schlechty, (2001). Shaking up the schoolhouse: How to support and sustain educational innovation. San Francisco: Jossey-Bass. American Psychological Association. (2009). Publication manual of the American Psychological Association (6th Ed.). Washington, D.C.

Supplemental readings will be required as needed throughout the course. These readings will include research, professional documents, and personal reading. Also, copying some materials to share with the class may be required.

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2 II. PIEDMONT COLLEGE MISSION & SCHOOL OF EDUCATION MISSION

Piedmont College Mission: Piedmont College educates students to become successful and responsible citizens through rigorous academic instruction in the liberal arts and professional disciplines. Learning opportunities are provided through undergraduate and graduate programs offered at various locations. The institution emphasizes high ethical standards and respect for diversity. School of Education Mission: The theme of the School is Mastering the art of teaching: Preparing proactive educators to improve the lives of children. The School of Education strives to prepare reflective, scholarly, proactive educators. These practitioners effectively educate their own students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities. Specific ideals undergird our conceptual framework. We advocate the democratic ideals of: equal rights and opportunities; individual freedom and responsibility; responsibility for the greater good; respect for diversity; openness to possibilities; and open, informed discourse. We endorse the following processes as a means of striving for our democratic ideals: engaging in participatory decision-making, collaborating in teaching and learning, collecting information from all constituencies, examining options and projecting consequences, nurturing open discourse; providing for field experiences, assessing processes as well as products, modeling democratic ideals in the classroom, forming communities of learners, and constantly revising the curriculum to reflect new insights and understandings. Further, we endorse the development of a sense of personal integrity and of strong habits of mind (e.g., reflectiveness, persistence, clarity, accuracy, and responsiveness to feedback). Specialist Degree Program Goal(s): The program goal of the Specialist Program in Instruction is designed to develop distinguished contributing teachers as leaders, mentors, and models across schools and systems. The primary purpose of schooling is instruction; therefore, all teachers, staff and administrators must focus through habits of mind on the ultimate goal of providing students with the best and most appropriate education possible through continuing school improvement. Regular classroom teachers, teachers in pull-out areas, lead teachers, department heads, building level administrators, as well as staff and administrators at the district level need to view themselves as instructional leaders and through proactive, scholarly and reflective professional and pedagogical development provide instructional expertise and leadership to students and peers both formally and informally. The specialist program in instruction offers components that address the qualities necessary for preparing distinguished teaching and leadership. The program will provide a rigorous and scholarly pragmatic approach that will meet the needs of candidates in various geographic and educational contexts. To that end, participants are required to specialize in the four program strand themes: 1. Foundations of education, 2. Field-based research that examines and leads to improved student achievement, 3. Personal and professional philosophy and pedagogy, and 4. Developing expertise in content inquiry style involving classroom practices and management. These four strands form a holistic approach to the one-year, 30-hour program of study as continuous themes and curricula to guide, instruct, and develop the professional educator
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to attain distinguished levels of both theory and practice and become contributing members in the professional discourse of improving schooling.

III.

COURSE DESCRIPTION AND PURPOSE:

This course will address school reform and school improvement efforts across the nation. With a strong focus on educational change today, both in the media and in the school community, and with the discussion of restructuring in education, it is important to be aware of action across the nation and attempt to relate the action to current needs in order to be informed professional decision-makers. An examination of the media, professional journals, and recommendations from various sources (think tanks, foundations, colleges, and school systems) will be the basis of the study. By relating experiences of others to the setting in which the class candidates are working, there will be realistic opportunities to consider and synthesize old and new knowledge of practices that will assist the candidate in becoming a more effective teacher and a more effective leader of other teachers.

IV.

SCHOOL OF EDUCATION OUTCOMES

Core Candidate Learning Outcomes The following outcomes, adapted from the 1994 INTASC (Interstate New Teacher Assessment and Support Consortium) are addressed in this course: 1. Learning Environment: The proactive teacher uses an understanding of individual and group motivation to create a caring learning environment that encourages positive social interaction, active engagement in learning, self-regulation, and collaboration. The teacher additionally fosters the ideals of a democratic classroom by treating students fairly and justly, providing intellectual challenge, and supporting students as they pursue knowledge and understanding. 2. Subject Matter: The scholarly teacher understands and can model the central concepts, toils in inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 3. Student Learning: The reflective teacher understands how students develop and learn and can provide well-managed learning opportunities that support students intellectual, social, and personal growth. 4. Diversity: The teacher committed to the ideals of the democratic classroom understands that learners are the products of their innate talents/disabilities, preferred learning styles, and cultural experiences and can adapt instruction to meet diverse needs. 5. Instructional Strategies: The teacher understands and uses a variety of instructional strategies to proactively encourage the development of students critical thinking, problem solving, and performance skills. 6. Assessment Strategies: The teacher understands and uses a variety of assessment strategies to encourage the continual intellectual, social, and personal growth of students to become knowledgeable, inquisitive learners. 7. Communication and Technology: The proactive teacher uses knowledge of effective verbal, non-verbal, and media communication techniques and technologies to foster active inquiry, collaboration, and supportive interaction in the classroom. 8. Planning Instruction: The reflective, scholarly and knowledgeable teacher plans and manages instruction based upon knowledge of subject matter/pedagogy and students community and curriculum goals. 9. Reflection and Professional Development: The teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions upon others, and
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who proactively seeks opportunities for the continual development of a personal pedagogy. 10. Collaboration and Relationships: The proactive teacher communicates and interacts through democratic processes with other educators, parents/families, and the community to support student learning and well being. National Board Professional Teacher Standards: 1. Teachers are committed to students and their learning. 2. Teachers know the subjects they teach and how to teach those subjects to students. 3. Teachers are responsible for managing and monitoring student learning. 4. Teachers think systematically about their practice and learn from experience. 5. Teachers are members of learning communities. Specialist Candidate Learning Outcomes (SPCLOs): (11) Specialist Candidates will demonstrate proactive knowledge of techniques that bring about positive change in schools, schooling and practices. (15) Specialist Candidates will model, develop, and deliver content expertise. (16) Specialist Candidates will generate and use proactive and scholarly research to improve schooling. (17) Specialist Candidates will create learning communities. (19) Specialist Candidates will contribute to professional growth of their profession. (20) Specialist Candidates will demonstrate ethical dimensions of teaching.

V.

COURSE OUTCOMES (COs)

Upon successful completion of this course, the candidate will be able to: 1. Identify and analyze school reform and school improvement activities related to schools and the education process, including those related to the candidates in this class; CCLO 16, 17, 19 2. Identify knowledgeable professionals in the field and explore, question, and synthesize old and new knowledge of school reform and school improvement issues; CCLO 17, 20 3. State a position on a school reform and school improvement in writing and/or orally and defend that position in a factual and logical manner, using current research; CCLO 11, 15, 16 4. Critically analyze the reports of the media and professional journals, including the policies and actions from the local state and federal levels; CCLO 7, 17, 20 5. Make valid conclusions relative to the future of the schools; CCLO 5, 10, 11 6. Analyze the issues and trends related to the A+ Education Reform Act of 2000 in Georgia; CCLO 8, 11, 17 7. Provide scholarly information to inform others of school reform and school improvement; CCLO 11, 15, 17, 21

VI.

COURSE POLICIES & PROCEDURES: 1. Class Attendance & Participation

Attendance, timeliness, and participation are required and part of your grade. The School of Education policy states that more than the allotted number of excused absences for any reason will result in failure of the course. The allotted number of absences for this course is zero. In order to effectively complete the course requirements, attendance in all classes in mandatory. Only those absences due to emergencies, illness, or extenuating circumstances will be excused. Work missed due to an excused absence may be made up. It is your responsibility to inform the professor in writing how you plan to make up the work. Any candidate who misses a class (more than 4 hours) will automatically receive a
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grade reduction. Missing more than one full class (8 hours) will result in failure to complete the course. EXTREME circumstances may be discussed with the professor and the Dean. Active participation means that you prepare for classes by reading the text and/or other assigned readings and that you take active part in discussions and activities conducted during class.

2. Written Work
Use APA style (6th Ed.). All papers for the course are to by typed using size 12 point and one of the following fonts: Bookman, Times New Roman, Geneva or similar font. Papers should be double-spaced, error-free, and grammatically correct (including punctuation, spelling, capitalization, etc.). Make good use of writing references such as dictionaries, writing handbooks, and computer spelling and grammar checks. Each paper should have a cover sheet with your name, course number and name, assignment, and date clearly typed on the front. For example (double-spaced and centered), your name; EDUC 811.49: Curriculum Design and School Improvement Reflection #1: Chapters 1 and 2; Date. Quality is important! All work submitted should reflect your professionalism and graduate level work. Your writings and reflections will be assessed according to the depth, breadth, clarity, and accuracy they convey. Be sure to keep a duplicate copy of all submitted work for your own records.

3. Academic Integrity
By accepting admission to Piedmont College, each candidate makes a commitment to understand, support, and abide by the Academic Integrity Policy without compromise or exception (See the Piedmont College Catalog and the Student Handbook for details of the policy). This class will be conducted in strict observance of the policy. The College imposes strict penalties for academic dishonesty (cheating, fabrication, facilitating academic dishonesty, and plagiarism) as defined in the Catalog and Handbook. Some suggestions for helping you abide by the policy include: All coursework submitted must be your original work created in and for this course. Cite and reference work properly using the current APA guidelines (6th Ed.). o Cite all quotes or paraphrased material. It is better to over cite than not give credit to the author of a work or source that you are using in your paper or project. Any time you use the exact words of a researcher, author, or source, you must place the words in quotation marks when your quote is less than 40 words. If more than 40 words, place the quote in an indented block, omitting quotation marks. (See the APA Manual for specific guidelines). You must also give credit to an author or source when you paraphrase. When referring to information from your course text, be sure to cite and reference the source and/or author. Follow the protocol in the current APA Manual for citing and referencing all electronic sources. Double dipping is not permitted. You may not use an assignment created in one course to meet the requirements in another.
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6 4. Special Considerations
Piedmont College makes every effort to provide reasonable accommodations to students with disabilities. Accommodations must be coordinated through the Office of Academic Support by contacting the Director at 1-800-277-7020 ext. 1359 or by e-mail dtaylor@piedmont.edu. Students are responsible for providing accurate and current documentation of their disability and for making a written request to the Director of Academic Support before receiving accommodations. Students with special needs (disabilities, problems, or any other factors that may affect their performance or that require special instructional strategies) should also make these needs known to the professor/instructor during the first class session.

VII.

INSTRUCTIONAL METHODS, DESCRIPTION OF ASSIGNMENTS, AND FIELD EXPERIENCES: 1. Instructional Methods:

The class will be conducted in seminar format by a group of experienced professional educators. Discussion of timely topics and issues related to curriculum and school improvement will guide the studies of each candidate. Group work, individual work, and class discussion will comprise our session activities.

2. Description of Assignments:
Readings from the assigned texts and articles will be the focus for discussions, writings, and group activities. Please read the assigned readings before coming to class in order to facilitate quality discussion. Think about how readings relate/could relate to your classroom teaching experiences or school environment. Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class. All work for the course is to be turned in on time, or handed in on an agreed upon future date. Completion of all assignments is required for a passing grade in the course. If at any time you are unclear about assignments or expectations, please contact me for clarification.

Assignments to Be Completed for This Course: 1. Reading Assignments:

Read textbook assignments and be ready for discussion each week. Readings are to be completed prior to class in order to facilitate discussions. Additional reading of one current journal article will require a formal written review.

2. Shaking Up the Schoolhouse Chapter Presentations:

Pairs of students (and one group of 3) will present one chapter in the textbook. The presentations will be orally delivered to the class as a whole. In order to make the information meaningful and as interesting as possible, each pair of students should construct a study guide or similar learning tool with pertinent points and critical questions to help facilitate discussion. The time for each presentation should be limited to 15-20 minutes followed by class questions, comments, and discussion.

3. Curriculum Reform Proposal Group Project:

The cohort group will be divided into three teams, each tasked with designing a curriculum segment that could be implemented in a school in order to address a specific curricular problem arising at the school or district level. A 30-minute presentation (PowerPoint, Keynote, Prezi, etc.) will be made to the class as part of our final meeting.
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GUIDELINES FOR THE GROUP PROJECT Describe a real or hypothetical curricular problem that arose/may arise in a school or district. Write a new or revised curriculum segment aimed at solving the problem(s). Include a statement of the basic beliefs that should guide your solution to the problem. Discuss the particular challenges of leadership, administration, and policy that may facilitate or obstruct the successful development and implementation of the curriculum segment (e.g., state frameworks, national standards, common core, professional development, etc.). Write an action plan that will guide the development of your new or revised curriculum. Support your proposed curriculum by answering the following questions: 1. What is your target population, including diverse learners and their needs? 2. What subject matter does your proposal address, including interdisciplinary aspects? 3. Why is the problem you propose to address important? 4. What theory or philosophy guides all elements of your proposal? 5. How are the stakeholders impacted by the program you propose and what are their roles in the implementation of the project? 6. How does your proposal account for student diversity ethnic, learning style, special needs? 7. What leadership/supervisory issues confront your work, including staff development and organization? 8. What local, state, and/or national standards undergird your proposal? 9. What environmental factors must be addressed school plant, classroom configuration, access to water and electronic resources? 10. What outcomes do you anticipate for your target population and how will you assess them? 11. How will your proposal generate best practice in the teaching and learning that it purports to address?

4. School Reform/Initiative Paper:

The paper is to be 3-5 pages in length with a minimum of 4 references. It must include a cover page and bibliography with appendices as appropriate, and be written in APA style using the 6th edition. This will constitute the Flagship paper for this course.

5. W.O.W. (Working on the Work) details and handout to be provided. 6. Reflective Writing (Blog Entries/Stixy Contributions) for Chapter
readings/presentations/class activities.

7. Specialist Candidate Learning Outcomes (SPCLOs) required for Ed.S.

students. For this course, SPCLO #17 and #20 are to be completed. A handout and rubric will be provided.

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8 SCHOOL REFORM/INITIATIVE TOPICS (not limited to)

School Choice Funding Education through Vouchers America 2000 Goals 2000 Charter Schools/Systems National Board Certification Making Middle Grades Work Special Education and Inclusion School-Based Management ESEA Elementary/Secondary Education Act Character Education Standardized Assessments New American Schools School to Work Race to the Top Comprehensive School Reform Career and Technical Education STEM American Competitiveness Initiative Extended School Day Reading First Universal Design High Schools That Work CCSS Common Core Standards Multicultural Education Blended/Online Learning Opportunities National Language Security Initiative Standards-Based Education

VIII. RESOURCES:

Relevant Web Sites: (see course Website/Weebly http://piedmonteds811.weebly.com/)

Piedmont College Web Page: www.piedmont.edu Piedmont Library: http://library.piedmont.edu Galileo: www.galileo.usg.edu Piedmont Bookstore: www.piedmont.bkstore.com Georgia Professional Standards Commission: www.gapsc.com Georgia Department of Education: www.doe.k12.ga.us Georgia Performance Standards: www.georgiastandards.org Common Core State Standards (CCSS): www.corestandards.org/ Common Core Georgia: www.georgiastandards.org/Common-Core/ US Department of Education: www.ed.gov Education World: http://education-world.com Internet Public Library: www.ipl.org Educational Software Institute: www.edsoft.com National Council of Teachers of English: www.ncte.org National Council of Teachers of Mathematics: www.nctm.org National Science Teachers Association: www.nsta.org/ National Council for the Social Studies: www.ncss.org/ Center for Research on Education, Diversity and Excellence (CREDE): http://crede.ucsc.edu Center on English Learning and Achievement (CELA): http://cela.albany.edu Better Teaching: Tips and Techniques to Improve Student Learning: www.teacher-institute.com University of Georgia: www.uga.edu Georgia Framework for Teaching and Georgia Systematic Teacher Education Program (GSTEP): www.teachersbridge.org Association for Supervision and Curriculum Development: www.ascd.org Education Week: www.edweek.org The National Center for Education Statistics: http://nces.ed.gov Georgia Partnership for Excellence in Education: www.gpee.org (for additional sites, please refer to the course Weebly address above)

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IX.

COURSE ASSESSMENT AND EVALUATION

Your final grade will be determined by: Article Review (APA) (10%) Teaching Perspectives Inventory and Analysis (10%) Chapter Presentation (15%) Reflective Writings (15%) W.O.W. Assignment (15%) Group Project (15%) School Reform/Initiative Flagship paper (20%)

INCOMPLETES A candidate may receive an incomplete (I) for reasons such as illness or other extenuating circumstances upon approval of the course instructor and the dean. An incomplete is not granted just to extend time to complete work that should have been completed in a timely manner. (For additional information regarding incompletes, see the Piedmont College catalog). If the candidates illness is extended, causing more than two class absences, the candidate may need to request in writing a medical withdrawal. If approved, a candidate may receive a W for the course.

X.

TENTATIVE SCHEDULE (Refer to course Weebly for details and resource links) http://piedmonteds811.weebly.com
Groups formed for Chapter Presentations, Curriculum Proposals, and W.O.W. Article Review assignment Work session Chapter Presentations/Group Project

June 4 Session 1 Review syllabus and course expectations School Reform Movement History Shaking Up the School House - Epilogue and Chapter 1 Waiting for Superman Chapter 2 June 11 Session 2 Article Review due Discussion of Article Chapter 3-5 Presentations/Discussion Issues of Engagement Preparing for W.O.W.

Blog/Stixy Presentation Reflection assignment (due June 15) Teaching Perspectives Inventory* - see box below (due next session)
*www.teachingperspectives.com Using the information presented from the text as a foundation, write an analysis paper describing the curriculum/instructional implications of your TPI results for future planning of student work. Must be at least 2 typed pages including 2 Schlechty citations. Extra pages: cover and references. May be submitted electronically prior to the due date.

June 18 Session 3 SPCLO #17 due Chapter 8, 9, 10 Presentations/Discussion W.O.W. Rotations & Follow-up Dialog Blog/Stixy Presentation Reflection assignment (due June 21) Work Session (as needed and time allows) June 25 Session 4 SPCLO #20 due Flagship Paper due

Chapter 10 - discussion Proposal Presentations

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Final Reflection (Ticket Out the Door)

10
*Graduation Application (Dr. Berrong)

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