Graduate Curriculum Committee Course Proposal Form
for Courses Numbered 6000 and Higher
Note: Before completing this form, please carefully read the accompanying instructions.
Submission guidelines are posted to the GCC Web site: http://www.ecu.edu/cs-acad/gcc/index.cfm
1. Course prefix and number:
EDTC 6992
2. Date:
09/27/2011
3. Requested action:
New Course
X
Revision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from
to
#
X
Required
#
Elective
4. Method(s) of delivery (check all boxes that apply for both current/proposed and expected
future delivery methods within the next three years):
Current or
Proposed Delivery
Method(s):
Expected
Future Delivery
Method(s):
On-campus (face to face)
Distance Course (face to face off campus)
X
Online (delivery of 50% or more of the instruction is offered online)
X
5. Justification (must cite accreditation and/or assessment by the graduate faculty) for new course
or course revision or course renumbering:
The program area faculty for the MAEd in Instructional Technology have reviewed
content for the course EDTC 6992 and determined there is a need to revise culminating
experiences in the internship for instructional technology specialists for NC schools.
Competencies related to teacher-leadership are important for this degree and licensure
area. In order to ensure teachers gain skills and concepts needed to be instructional
leaders—discussions, readings, and K12 school onsite activities have been added to the
course EDTC 6992 Internship Seminar. The faculty have determined it is important to
inform students and our partner schools of our efforts for developing teacher leaders in
the area of instructional technology, thus, we are also proposing a course name change
from EDTC 6992 Internship Seminar to EDTC 6992 Technology Specialists as Teacher
Leaders in K12 School Systems.
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6. Course description exactly as it should appear in the next catalog:
6992. Technology Specialists as Teacher Leaders in K-12 School Systems (3) P: EDTC
6010, 6020; EDTC 6035 or 6073; EDTC 6139, 6149. Applies current research in the
development of technology specialists as instructional leaders in K-12 schools.
7. If this is a course revision, briefly describe the requested change:
The requested change includes revisions in course title and revision of course objectives
to include leadership skills defined in the Professional Standards for public school
teachers.
Standard I. Teachers demonstrate leadership.
“Leadership among the staff and with the administration is shared in order to bring
consensus and common, shared ownership of the vision and purpose of work of the
school. Teachers are value for the contributions they make to their classroom and the
school”. (North Carolina Professional Teaching Standards, NCDPI)
8. Course credit:
Lecture Hours
2
2
Weekly
OR
Per Term
Credit Hours
Lab
Weekly
OR
Per Term
Credit Hours
s.h.
Studio
Weekly
OR
Per Term
Credit Hours
s.h.
Practicum
Weekly
OR
Per Term
Credit Hours
Internship
Weekly
OR
Per Term
Credit Hours
110
1
s.h.
s.h.
s.h.
Other (e.g., independent study) Please explain.
s.h.
3
Total Credit Hours
s.h.
30 - 35
9. Anticipated annual student enrollment:
10. Changes in degree hours of your programs:
Degree(s)/Program(s)
Changes in Degree Hours
MAEd IT
0
11. Affected degrees or academic programs, other than your programs:
Degree(s)/Program(s)
Changes in Degree Hours
na
12. Overlapping or duplication with affected units or programs:
X Not applicable
Documentation of notification to the affected academic degree programs is
attached.
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13. Council for Teacher Education (CTE) approval (for courses affecting teacher education):
Not applicable
X
Applicable and CTE has given their approval. (approved February, 2012)
14. University Service-Learning Committee (USLC) approval:
x Not applicable
Applicable and USLC has given their approval.
15. Statements of support:
a. Staff
Current staff is adequate
X
Additional staff is needed (describe needs in the box below):
b. Facilities
X Current facilities are adequate
Additional facilities are needed (describe needs in the box below):
c. Library
X
Initial library resources are adequate
Initial resources are needed (in the box below, give a brief explanation and an
estimate for the cost of acquisition of required initial resources):
d. Unit computer resources
X
Unit computer resources are adequate
Additional unit computer resources are needed (in the box below, give a brief
explanation and an estimate for the cost of acquisition):
e. ITCS resources
X
ITCS resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Software
Approval from the Director of ITCS attached
16. Course information (see: Graduate Curriculum and Program Development Manual for
instructions):
a. Textbook(s) and/or readings: author(s), name, publication date, publisher, and
city/state/country. Include ISBN (when applicable).
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Assigned readings from the professional literature.
Readings Include:
Blank, R. K., Delas Alas, N., & Smith, C. (2008) Does teacher professional development have effects on teaching
and learning? Analysis of evaluation findings from programs for mathematics and science teachers in 14
states. Published by Council of Chief State School Officers.
Creasy, K. (2005). The effects of a professional development school program on student achievement as measured
by the Iowa Test of Basic Skills, teacher perceptions of school climate, and pre-service teacher reflection.
[Eric Document ED494680. Retrieved from www.eric.ed.gov
Cunningham, W. G., & Sherman, W. H. (2008). Effective internships: Building bridges between theory and practice.
The Educational Forum, 72(4), 308-318.
Franklin, P, & Stephens, C. G. (2006). The inner teacher-leader: The staff developer. School Library Media
Activities, 25(7), 44-45.
Killion, J., & Williams, C. (2009). Professional Development. MultiMedia & Internet@Schools, 15464636,
Jul/Aug2009, Vol. (16)4, 28-32.
Kopcha, T. J. (2009). A systems-based approach to technology integration using mentoring and communities of
practice. Educational Technology Research and Development, 58(2), 175-190.
Lumley, D. & Bailey, G. (1997) Planning for Technology: A Guidebook for Teachers, Technology Leaders, and
School Administrators (Best practices series) [Paperback]
Loucks-Horsley, S. (1996).Professional development for science education: A critical and immediate challenge.
Bybee, R., Ed., National Standards & the Science Curriculum, edited by Rodger Bybee of the Biological
Sciences Curriculum Study. Dubuque, Iowa: Kendall/Hunt Publishing Co.
Sherry, L., & Gibson, D. (2002). The path to teacher leadership in educational technology. Contemporary Issues in
Technology and Teacher Education Retrieved from
http://www.citejournal.org/vol2/iss2/general/article2.cfm
Silva, E. (2010). Rebuild it and they will come. Educational Leadership, 67(8), 60-65.
Vanderlinde, R. van Braak, J. (2005). A new ICT curriculum for primary education in Flanders: Defining and
predicting Teachers’ perceptions of innovation attributes. Journal of Educational Technology & Society
14(2), 124-135.
b. Course objectives for the course (student – centered, behavioral focus)
Upon completion of this course, students will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
Demonstrate leadership dispositions for bringing about positive change in a K12 school system.
(Standard I, Teacher demonstrate leadership; Professional Teaching Standards; )
Describe and discuss strategies for use of assessment data to bring about change in k12 school
systems. (Standard 1 Teacher demonstrate leadership;
Demonstrate and model appropriate technology to embrace diversity in the school community
and in the world (Standard II
Demonstrate and model use of technology for aligning standard course of study with classroom
instruction. (Standards III, IV)
Model the use of technology to promote reflection for improving professional practices in the
K12 classroom (Standard V).
Discuss and defend strategies for teaching and learning for professional development (Standard
I).
Communicate a vision for contemporary teaching and learning including creative, critical, and
collaborative thinking (Standards I & III).
Demonstrate and model instructional strategies that include critical, creative, and collaborative
thinking processes (Standard III).
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c. Course topic outline
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Designing Leadership Experiences in the Internship
Developing teachers as Leaders
Coaching as a Method for Teacher Leadership
Leading Teachers to Apply 21 st Century Skills Framework in the Curriculum
Working with teachers and administrators to access and display assessment data.
Comparing Professional Development Models for K12 school systems.
Examining time Management Strategies for Professional Educators
Collaborating with Building Level and County Administration
Developing Partnerships with the Community
Reflecting on Metacognitive Processes
Planning Self-Assessment as a Teacher Leader
d. List of course assignments, weighting of each assignment, and grading/evaluation system
for determining a grade
I.
II.
III.
IV.
20%. Collaborative Proposal will demonstrate dispositions for positive change in their local
school system (Standard I Teachers lead in their classroom and in other instructional
environments), a disposition embracing diversity in theory and practice (Standard II Establish
respectful environment though use of technology resources), and activities reflecting the
standard curriculum for PreK-12 school system (Standards III, Proposal collaborative projects
that align classroom activities with NCSCOS; IV Plan technology programs and practices that
facilitate learning for K12 students)
30%. Discussions and reflective writings in the following categories:
a. Strategies for use of data collected during needs assessment. Standard II Use a variety
of assessment data;
b. Strategies for implementing technology into the school curriculum including higher
thinking skills as recommended by the consortium for 21st Century Skills Framework
and Common Core Standards English Language Arts, Math, and extended standards.
c. Strategies for design of professional development leading to best practices and
effective use of resources (10%). Standard I, Standards III & IV, Standards I & V.
20%. Staff Development Project. Design and delivery of a professional development experience
for PreK-12 school system. Standard I. Teachers Lead in their classrooms and through activities
as teacher-leaders in their building.
30%. Final Report. A summary of activities, observations and projects, including reflective
writings as a method for self-assessment and evidence of theory to practice internship
experiences. Standards I, II, III, IV, V, VI. The 110 hour internship will be reflection six of the
Professional Teaching Standards, see 16.b
Grading Scale
90 to 100% = A
80 – 89%
=B
70-79%
=C
Less than 70% = F
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