SYLLABUS

Course Review Request

Student Name:

Date:
 University and Sponsor
Credit Options
Dear Administrator or Professional Development Coordinator,
Since 1988, Advancement Courses has been a leader in professional development, providing expertly crafted,
classroom-applicable courses to thousands of teachers. Our extensive curriculum includes over 280 online,
self-paced courses in a broad range of subjects covering both foundational topics and emerging trends in
K-12 education. Created by expert teachers with extensive classroom experience and a deep understanding of
national standards, courses are reviewed and offered in partnership with regionally accredited universities for
graduate-level semester hours of credit and professional development hours (or their equivalent).

Select Sponsor/University Approval/Accreditation State Credit

Advancement Courses is pre-approved by the Indiana

Department of Education to offer Professional IN 45 PGPs
Growth Points.

Advancement Courses is Massachusetts DESE

registered PD provider (#F2021007) for PDPs in the MA 45 PDPs
Comprehensive Health category.

Advancement Courses is pre-approved by the

45 OPI Renewal
Montana Office of Public Instruction to offer MT
Units
Renewal Units.

Advancement Courses is pre-approved by the Nevada

NV 45 PD Hours
Department of Education to offer PD Hours.

Advancement Courses is a pre-approved sponsor

(ID #23448) of the New York State Education 45 CTLE
NY
Department’s 100 hours of Continuing Teacher and Clock Hours
Leader Education (CTLE), requirements.

Advancement Courses (AUN 300000189) is pre-

approved by the Pennsylvania Department of
PA 90 Act 48 Hours
Education to meet Act 48 continuing professional
education requirements.

Advancement Courses is a Texas Education Agency

TX 45 CPE Hours
registered & pre-approved CPE Provider (# 902-341).

The University of West Alabama (UWA) is accredited by

the Southern Association of Colleges and Schools MS, OH 5 CEUs
Commission on Colleges (SACSCOC). All teacher
certification programs are accredited by the Council
for the Accreditation of Educator Preparation (CAEP,
formerly NCATE) and approved by the Alabama State 50 Clock/
All Other States
Department of Education. Contact Hours

While we have helped thousands of educators across the country earn advancement on their district’s salary
scale and meet their relicensing needs, please be sure to follow your district’s individual approval requirements.

“Student achievement is at the core of everything we do.”

 How It Works

Find the right course for you.

STEP
1 Search for specific topics or
browse by subject, grade level,
or popularity.

Choose your credit option.

STEP
On the course page, select the 2
Continuing Education credit type.
Then select the CE credit option
that’s right for your state or district.
(You can also find any relevant
course numbers on this page.)

STEP
3

Get your grades and certificate of completion.

Complete your course. Then receive your grades and feedback on your work.
You will receive a letter of completion from Advancement Courses and a
certificate of completion from the approving sponsor.

VIEW SAMPLE CERTIFICATE OF COMPLETION (PDF)

support@advancementcourses.com • 800.762.0121
 Why Teachers Love AC
A Focus on Student Success
Fostering student success in both academics and social-emotional growth is the main focus of all of our
courses. Our courses are filled with strategies, techniques, and activities that are directly tied to improving
student achievement in the classroom.

Classroom Applicability
“All the classes are next-day
We believe that professional development should be directly related to the relevant. I can read about an
classroom, so our courses are designed to include valuable resources for activity and then I’ll be able to
the classroom, innovative strategies and perspectives, and activities aimed do it in my class [right away],
at developing content teachers can use in the classroom immediately. which is fantastic.”

Connection to Special Populations

While many professional development courses may tack on a section on special populations at the end, we
believe that knowledge of special populations is integral to all subjects and grade ranges. The majority of
our courses include direct strategies for working with exceptional students (special needs, English language
learners, underserved students, and gifted and talented students).

Authentic Assessments
“I chose Advancement Courses...
because of the amazing types [and] As every subject and grade range has its own needs, we have
variety of courses they have. I was designed our courses to include authentic assessments that
sick of doing the run-of-the-mill mirror the type of work teachers do in the classroom. With
education courses that all seem to case studies, active reading exercises, and time for developing
have the same theme, butwith [AC], student-facing activities, our courses provide consistent
there are so many different options.”
opportunities to express learning in an authentic manner.

Professional Learning Community

A dedicated online community space allows teachers to interact with course instructors and their peers,
sharing resources, exploring new ideas, and connecting with other educators from across the country.

Feedback & Facilitation

Experienced facilitators guide learners through every course, answering “The professors are incredible.
questions and offering detailed feedback on assignments. Feedback is They’re easilyadaptable to
rubric-driven, constructive, and positive. what your needs are and at
thesame time hold you to high
standards as aprofessional
Reflective Practice educator. They give you lots of
A key component of all of our courses is time dedicated to reflective room for reflective work and
practice. Each course includes a journaling component, which prompts also immediately respond to
teachers to connect the reading to their practice, experiences, student your emails and requests.”
population, and school community.

support@advancementcourses.com • 800.762.0121
 Creating Meaningful Relationships and Setting
Boundaries With Your Students
Course Description
Research has shown that a positive teacher–student relationship correlates strongly with
increased student achievement. When you have a good relationship with your students, their
self-esteem rises, which in turn may increase their interest in school, reduce the rates of
dropping out, provide support for further academic development, and aid in peer acceptance.
But how do you ensure that you have a positive, healthy relationship with your students to help
them succeed?

In this course, you will examine the fundamental strategies involved in building meaningful
relationships and setting boundaries with your students. You’ll learn foundational concepts of
interpersonal relationships, learner-centered instruction, the role of the teacher as a facilitator
and advisor, the impact of the learning environment on the development of meaningful
relationships, authentic learning, and inquiry-based teaching. In addition, you’ll cultivate
techniques for establishing good rapport while maintaining healthy boundaries, even with hard-
to-reach students.

Using the methods from this course, you will be able to foster impactful relationships with all
your students to set them up for academic success.

Connections to Practice
This course provides the following classroom connections:

• Research on the impact of interpersonal relationships on student success.

• Ways to implement facilitation, engagement, and cooperative learning practices in your
classroom.
• Tools to help you evaluate the impact of the learning environment.
• Techniques and strategies to develop partnerships to foster meaningful relationships
with students and to build a rapport with hard–to-connect students.

Course Objectives
In this course, participants will:

• Assess the impact of student–teacher relationships on instruction.

• Assess how the role of the teacher as a facilitator and advisor can increase opportunities
for student success.
• Evaluate the impact of the learning environment on the development of meaningful
relationships and boundaries with students.
• Compare and contrast authentic learning and inquiry-based teaching as a component in
building student success in the classroom.

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 • Evaluate techniques and strategies to apply in the classroom to build meaningful
relationships and establish boundaries.

Charlotte Danielson Framework for Teaching Alignment

Domain 1: Planning and Preparation

1b Demonstrating Knowledge of Students

1d Demonstrating Knowledge of Resources

Domain 2: The Classroom Environment

2a Creating an Environment of Respect and Rapport

2b Establishing a Culture for Learning

2c Managing Classroom Procedures

2d Managing Student Behavior

2e Organizing Physical Space

Domain 3: Instruction

3a Communicating with Students

3c Engaging Students in Learning

Domain 4: Professional Responsibilities

4a Reflecting on Teaching

4c Communicating with Families

Course Engagement and Resources

To complete this course, you will have the opportunity to choose between two options for
engagement. You may participate in each online module within the LMS (Moodle) by completing
the readings, discussion forums, and activities. Or, if you prefer, you may download the activity
packet that is located within the course to complete on your own, and submit to the assignment
blocks throughout the course as directed.

The activities and engagement options for the course have been designed to align with
guidelines and considerations of Universal Design for Learning. This course aims to:

• Provide the learner with multiple means of representation.

• Provide the learner with multiple means of action and expression.

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 • Provide the learner with multiple means of engagement.

As part of both course engagement options, your course facilitator will be available to you to
answer questions and provide written feedback on your submitted Checkpoint assignments and
Final Project. Additionally, within the Moodle LMS, you will have access to a collection of
community resources through which you will be able to further explore course concepts through
collaboration with facilitators and peers.

Assessments
Self-Reflection and Goal Setting
Each course will include a Self-Reflection and Goal Setting assignment in the first module, in
which each learner will articulate what they hope to learn/achieve because of the course.
Learners will be guided to reflect briefly upon their intentions for taking the course, and to set 1-
2 specific (SMART) goals for their learning.

Concept Practice
This automatically scored assessment will appear in each module and will include 10-15
questions about concepts in the module, which also include immediate feedback.

Discussions
Discussions will appear in each module, and will include questions about concepts that appear
in the module. Learners participating in the online engagement option will be expected to post
one original response to the prompt and respond to two peers.

Learners participating in the course via the Activity Packet option are not required to participate
in the online Moodle discussion forums, but will complete the discussion for each module with
an organized and comprehensive written response in the Activity Packet that corresponds with
the module.

Discussions will be evaluated on a pass/fail basis, per the following guidelines for completion:

• Participant satisfactorily shares thoughtful reflections and/or responds to colleagues in a

respectful and engaging way.
• Participant provides an adequate level of detail in entries.
• Examples are satisfactorily helpful and informative and foster discussions or
demonstrate substantial reflection.
• Participant’s responses are clear and well written, and employ proper APA citation.

Project Checkpoint Activities

Each course will include 3 Project Checkpoint activities for submission, in Modules 1, 3, and 4.
The first two checkpoints will be evaluated and will receive feedback from the course facilitator.

To receive feedback on the Checkpoint Activity in Module 4, students will be directed to share
with peers in the community space on the LMS or with personal colleagues in their professional
environment.

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These activities will be designed to serve as artifacts/components that will serve the learner in
completing the final project.

The checkpoint assignment in Module 1 will be evaluated using the following rubric:

Focus Areas Does Not Meet Partially Meets Meets Exceeds

Expectations Expectations Expectations Expectations

(1 point) (3 points) (4 points) (5 points)

Checkpoint relates Checkpoint Checkpoint relates Checkpoint relates

incomplete or relates superficial clear information detailed and
incorrect information about about course thorough information
information about course concepts concepts that is about course
course concepts. that is clearly clearly aligned with concepts that is
Alignment to aligned with 1-2 2-3 course clearly aligned with
Knowledge of course objectives course objectives. 3-5 course
Course Content is unclear or objectives. objectives.
absent. The learner
The learner provides a The learner provides
The learner provides a satisfactory a detailed reflection
provides an superficial reflection upon how upon how they will
unclear reflection reflection upon they will evaluate evaluate personal
upon how they will how they will personal progress progress toward
evaluate personal evaluate personal toward established established course
progress toward progress toward course goals. goals.
established course established
goals. course goals.

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The checkpoint assignment in Module 3 will be evaluated using the following rubric:

Focus Areas Does Not Meet Partially Meets Meets Exceeds

Expectations Expectations Expectations Expectations

(1 point) (3 points) (4 points) (5 points)

Checkpoint relates Checkpoint Checkpoint relates Checkpoint relates

incomplete or relates superficial clear information detailed and
incorrect information about about course thorough information
information about course concepts concepts that is about course
course concepts. that is clearly clearly aligned with concepts that is
Alignment to aligned with 1-2 2-3 course clearly aligned with
Knowledge of course objectives course objectives. 3-5 course
Course Content is unclear or objectives. objectives.
absent. The learner
The learner provides a The learner provides
The learner provides a satisfactory a detailed reflection
provides an superficial reflection upon how upon how they will
unclear reflection reflection upon they will evaluate evaluate personal
upon how they will how they will personal progress progress toward
evaluate personal evaluate personal toward established established course
progress toward progress toward course goals. goals.
established course established
goals. course goals.

The created artifact Learner makes Learner makes Learner chooses

is not clearly choices regarding appropriate choices and adapts artifact
aligned with content and regarding content content and
chosen audience; methods of and methods of presentation in
learner presentation that presentation; multiple ways to
demonstrates no or may be unclear demonstrates clear ensure complete
Application of faulty awareness of or inappropriate awareness of the appropriateness for
Course Content the audience’s in some ways; chosen audience’s the chosen
needs. demonstrates needs. audience;
some awareness demonstrates
of the chosen exceptional
audience’s awareness of the
needs. audience’s needs.

Final Project
The final project for each course will appear in the final module, and will include a prompt that
aligns with each category (including the evaluate and create categories) of Bloom’s Taxonomy,
building on the concepts from each module.

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Final projects will be designed for the learner to create an artifact that demonstrates application
and understanding of concepts and skills learned through each module of the course. Learner
will have a choice of structure regarding the kind of the artifact that best suits their professional
role (e.g. lesson plan, individualized education plan, self-action plan).

Final projects will include integration of project milestone activities that have been completed
throughout the course.

Final projects will include a self-reflection component, in which the learner will evaluate the
(SMART) goals they articulated at the beginning of their course work and articulate how they
feel they have met their goals and/or how those goals can be met in the future.

The final project for each course will include a customized evaluation rubric. Final project
evaluation rubrics for each course will be written to account for the following criteria:

• The final project reflects the learner’s knowledge of the course concepts.

• The final project includes application of the course concepts.

• The final project includes implementation of the course concepts into the role-specific
environment.

• The final project includes the learner’s evaluation of, or plan for evaluation of, the
implementation of the course concepts in the role-specific environment.

Materials
• Online reading, viewing, and listening resources will be provided in each course module.

Course Outline
Module 1
Review the resources provided in Module 1, and complete the:

• Self-Reflection and Goal Setting Activity

• Introductory Forum
• Module 1 Foundations
• Module 1 Concept Practice
• Module 1 Discussion Forum
• Module 1 Project Checkpoint

Module 2
Review the resources provided in Module 2, and complete the:

• Module 2 Foundations
• Module 2 Concept Practice
• Module 2 Discussion

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Module 3
Review the resources provided in Module 3, and complete the:

• Module 3 Foundations
• Module 3 Concept Practice
• Module 3 Discussion
• Module 3 Project Checkpoint

Module 4
Review the resources provided in Module 4, and complete the:

• Module 4 Foundations
• Module 4 Concept Practice
• Module 4 Discussion
• Module 4 Project Checkpoint

Module 5
Review the resources provided in Module 5, and complete the:

• Module 5 Foundations
• Module 5 Concept Practice
• Module 5 Discussion
• Course Evaluation Survey
• Final Project

Method of Evaluating Student’s Performance

Assignment(s) Percentage of Total Possible Points
Project Checkpoint Activities 35%
Discussions 25%
Final project 40%
*Please note that you must receive a percentage of 80% or higher for
successful completion of this course..

Technology Requirements
Please review the System Requirements for Moodle.

Compliance with the American Disabilities Act

In compliance with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act,
participants who have any condition, either permanent or temporary, which might affect their
ability to complete this course, are encouraged to reach out to
support@advancementcourses.com at the beginning of the course. We will make reasonable
academic and accessibility accommodations to the course.

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Academic Integrity
Honesty is an essential aspect of academic integrity. Individual students are responsible for
doing their own work and submitting original assignments as per the course directions.
Plagiarism and cheating of any kind will not be tolerated.
Plagiarize: “To steal and pass off (the ideas or words of another) as one’s own without crediting
the source; presenting as new and original an idea or product derived from an existing source”
(Webster’s New Collegiate Dictionary, Springfield: G. & C. Merriam Company, 1973, 870). This
includes using information from the Internet without citing the website. Avoid plagiarism by
appropriately acknowledging the source of the author’s words and ideas.

Cheating: Submitting or presenting an assignment as your own when it was written or created
by someone else is not permissible in this class.

References
Alberta Education. (n.d.). Key element 1: Positive relationships.

Barr, J. J. (2016). Developing a positive classroom climate: IDEA paper #61 [PDF document].

Bluestein, J. (2013). Boundaries are more effective than rules.

Brooks, R. (n.d.). The impact of teachers: A story of indelible memories and self-esteem.

Comer, J. P., & Haynes, N. (1997, July 1). The home-school team: An emphasis on parent
involvement [Blog post].

Cotnoir, C., Paton, S., Peters, L., Pretorius, C., & Smale, L. (2014, July 24). The lasting impact
of influential teachers. Alberta: Canada.

Curby, T. W, Rimm-Kaufman, S. E., & Abry, T. (2013). Does emotional support and classroom
organization early in the year lead to higher quality instruction?

de Frondeville, T. (2009, March 11). Ten steps to better student engagement [Blog post].

Edutopia. (2017, October 3). Domingo: Somebody just like me [Video file].

Gallagher, E. (n.d.). The effects of teacher–student relationships: Social and academic

outcomes of low-income middle and high school students.

Garcia, M. E., Frunzi, K., Dean, C. B., Flores, N., & Miller, K. B. (2016). Toolkit of resources for
engaging families and the community as partners in education: Part 1: Building an
understanding of family and community engagement (REL 2016–148). Washington,
DC: U.S. Department of Education, Institute of Education Sciences, National Center for
Education Evaluation and Regional Assistance, Regional Educational Laboratory
Pacific.

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Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal
of Teacher Education, 41(3).

Graham, E. (2014, January 3). How teachers and parents work together for student success
[Blog post].

Kelly, M. (2017, October 18). How to facilitate learning and critical thinking.

Levy, R. (n.d.). Dos & don’t’s for positive student relationships [Blog post].

Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Building
Classroom Relationships, 61(1), 6–13.

Martin, A. (2014). Interpersonal relationships and students’ academic and non-academic

development: What outcomes peers, parents, and teachers do and do not impact. In D.
Zandvliet, P. den Brok, T. Mainhardt, & J. van Tartwijk (Eds.), Interpersonal relationships
in education: From theory to practice (pp. 9-24). Rotterdam, The Netherlands: Sense
Publishers.

McCarthy, J. (2014, August 25). Learner interest matters: Strategies for empowering student
choice [Blog post].

McCarthy, J. (2015, September 9). Student-centered learning: It starts with the teacher. [Blog
post].

Meador, D. (2018, January 10). Strategies for teachers to develop positive relationships with
students [Blog post].

Meador, D. (2017, May 28). Cultivating highly successful parent teacher communication [Blog
post].

MPS PBIS. (2012, November 28). Building relationships within the classroom (PBIS) [Video file].

Mims, C. (2003). Authentic learning: A practical introduction & guide for implementation.
Meridian: A Middle School Computer Technologies Journal, 6(1).

Moye, J. J. (2010). Making your classes come alive [PDF document].

OntarioEDU. (2014, January 30). Student engagement: Students as partners in their learning
[Video file].

Raffaelli, L. (2015). 32 strategies for building a positive learning environment [Blog post].

Richardson, H. (n.d.). Reaching difficult students [Blog post].

Rule, A. (2006). The components of authentic learning. Journal of Authentic Learning, 3(1).

Sahu, A. (2013, April 18). Teacher as a facilitator in learning.

Sears, N. (n.d.). Building relationships with students [Blog post].

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Spark Policy Institute. (2018). Tools for complex decision-making: Facilitation vs. teaching [PDF
document].

Stahl, R. J. (1994). The essential elements of cooperative learning in the classroom (Report No.
1994-03-00). Bloomington, IN: ERIC Clearinghouse for Social Studies/Social Science
Education.

Strong, R., Silver, H. F., & Robinson, A. (1995, September). Strengthening student
engagement: What do students want (and what really motivates them)? Educational
Leadership, 53(1), 8–12.

Sturtevant, J. (2015, July 31). Use personal stories to connect with students[Video File].

TED. (2013, May 3). Every kid needs a champion | Rita Pierson [Video file].

Weimer, M. (2012, August 8). Five characteristics of learner-centered teaching.

Wisconsin DPI. (2015, March 26). Student-teacher relationships: Classroom culture (Promoting
excellence for all) [Video File].

Wise, D. (2017). Teaching or facilitating learning? Selecting the optimal approach for your
educational objectives and audience. Journal of Extension, 55(3).

Wolpert-Gawron, H. (2016, August 11). What the heck is inquiry-based learning? [Blog post].

Work, J. (2014, June 11). 5 tips for teaching the tough kids [Blog post].

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 Take Your Teaching to the
Next Level

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more resources...than I have in any professional development,
even in my master’s program.”

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support@advancementcourses.com • 800.762.0121