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. in combination
to be not less than 15 contact hours per credit hour.
** 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: 2/1/14
Course title: Iowa Core ELA- Grades 3-5: Quality Instruction and Assessment
Instructor: Leigh McEwen, Lisa Hawker, Terri Parker, Beth Roland
Address: 729 21st St. Bettendorf, IA 52722
Phone Numbers and Email Addresses:
Leigh McEwen
Lisa Hawker
Terri Parker
Beth Roland
563-344-6556
563-344-6378
563-344-6316
563-344-6434
lmcewen@aea9.k12.ia.us
lhawker@aea9.k12.ia.us
tparker@aea9.k12.ia.us
eroland@aea9.k12.ia.us
January 30, 2014
Mississippi Bend Area Education Agency
Course Syllabus
Dates and Location
Dates
June 11, 2014
June 12, 2014
September 12, 2014
October 29, 2014
November 20, 2014
January 22, 2015
February 25, 2015
April 22, 2015
TBD
Times (please allow time for
breaks/meals: 1 hour for lunch; 2 – 15
minute breaks are standard)
Other (mentoring/coaching
time, online work, etc.)
8:30-3:30
8:30-3:30
8:30-3:30
8:30-3:30
8:30-3:30
8:30-3:30
8:30-3:30
8:30-3:30
Coaching TBD
All assignments due by: May 16, 2015
Dates grades will be posted: June 3, 2015
Will course be held at the Bettendorf AEA?
Yes
If yes, Room:
Conference Center
No
Credit and Format Information
Number of Credits:
1
2
3
Time commitment and work load are the same for all credits earned.
Type of credit requested
Type of Drake Graduate Credit:
Audit
Graduate (Drake)
Both
Licensure Renewal
EDEX (Drake Education Extension)
EDMA (application toward a Drake grad degree; see
Head of Professional Development for additional syllabus
requirements)
Yes
No $20 print materials fee
CEUs available from AEA
Yes
No
No. of Hours:
Appropriate for Paraeducator certificate Renewal
Yes
Appropriate for Substitute Authorization certificate Renewal
Yes
No
No
Type of professional development proposed (check those that apply):
Course open to: (See below) All teachers in grades 3-5
District Only Course – Priority registration: Pleasant Valley (3 teachers); St. Joe’s (3
teachers); Camanche (4 teachers); Columbus Junction (2 teachers)
January 30, 2014
Mississippi Bend Area Education Agency
Course Syllabus
Target Audience:
Grade Level(s)
Content Area(s)
3-5
English Language Arts
Minimum class size
10 Maximum class size: 40
Category
Please select the primary category for this course from the drop down menu (click on the
box and all choices will appear):
English Language Arts/ Literacy
Course Outline
Published Course Description for website:
This course will be an introduction to the Iowa Core ELA standards with the content
based on the meaning and intention of the Iowa Core ELA standards, as well as the
pedagogy of teaching and assessing the standards with fidelity. Participants will examine
the Iowa Core English Language Arts Standards with a focus on the history,
development, format, and structure of the standards. They will deconstruct (unwrap) the
standards to determine the concepts and skills that are embedded within each standard.
This will lead to the creation of learning targets for selected standards.
Teachers will connect the unwrapped standards and learning targets to create integrated,
standards-based lessons. These lessons will be based on the pre-designed units (units 1, 3,
and 5) that will be provided. The expectation is that the units will be implemented
throughout the school year with support from the coach and the collaborative grade-level
team from the cohort.
Participants will also engage in learning based on the Gradual Release of Responsibility
framework for quality instruction. Creating standards-based focus lessons that include
purpose, learning targets, and modeling will be the basis of the observation and coaching
conversations for the course.
Participants will work collaboratively among and across districts to design standardsbased lessons (within the pre-designed unit provided) for which they collect, analyze, and
use data to inform instruction. Participants will engage in monthly coaching (Sept., Oct.,
Nov., Jan., Feb., Apr.) that includes an observation and coaching conversation with an
AEA coach.
Describe the best practices to support the course goals/outcomes described in the next
section:
The Iowa Core Standards define the knowledge and skills that every student needs to be a
successful and literate individual.
The Iowa Professional Development Plan clearly states that quality professional development is
supported by focused collaboration and support.
Iowa Teaching Standard(s) being addressed; check all that apply:
January 30, 2014
Mississippi Bend Area Education Agency
Course Syllabus
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)
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)
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
Describe how the checked areas are addressed in this course:
This course will specifically address the English Language Arts Core as it relates to the literacy
need of current and future teachers and students.
Course Equity Information
January 30, 2014
Mississippi Bend Area Education Agency
Course Syllabus
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 socioeconomic status? 4) Does this course promote/utilize resources that may interest students from
low socio-economic 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
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.
This course addresses the needs of all students regardless of gender, cultural, or
learning profile differences by incorporating within the PD activities that prepare
and support employees to work with diverse learners. Participants are provided
varied opportunities to demonstrate their learning and apply the learning within
their respective assignments.
January 30, 2014
Mississippi Bend Area Education Agency
Course Syllabus
Course Goals, Outcomes and Evaluation
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.
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.
Course Goals
1. Participants will examine the Iowa Core ELA
standards’ history, development, format and
structure.
2. Participants will dig into the vocabulary and
intent of the standards.
3. Participants will learn how to deconstruct
(unwrap) standards and create a progression of
learning targets.
4. Participants will use learning targets to create
lessons and locate resources.
5. Participants will deliver standards-based focus
lessons.
6. Participants will engage in ongoing coaching
7. Participants will collect and analyze data to inform
further instruction based on need.
Outcomes
a. They will complete a graphic organizer to
demonstrate their understanding of history,
development, format and structure.
a. They will compile a personal glossary of the
standards’ vocabulary.
b. They will demonstrate understanding of the intent of
the standards by creating and delivering an elevator
talk.
a. They will deconstruct (unwrap) selected standards.
b. They will write standards-based learning targets.
a. They will create (write) a lesson plan with the
unwrapped standards and learning targets
b. Teachers will compile a list of resources for teaching
the standards for which they are writing lessons.
a. They will deliver a standards-based lesson (This will
be observed by AEA coach several times over the
course of the school year.)
b. The lesson will include a focus lesson consisting of a
purpose statement, learning targets, and modeling.
a. Coaching will be based on standards-based lessons
above.
b. Teacher will submit lesson plan for feedback before
the observation.
a. Teachers will administer pre and post assessments
from
pre-designed units.
b. Teachers will bring data to sessions to engage in data
conversation with grade-level collaborative team.
January 30, 2014
Mississippi Bend Area Education Agency
Course Syllabus
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: 20
Demonstration: 20
Practice: Collaboration (coaching, feedback, reflection): 60
Course Rubric
The course grade will be determined using the following criteria.
Rubric for grading: A: 28-22; B: 21-17; C: 16-12; D: 11-8; F: 7-0
Course
Requirements
Exemplary
(demonstrates
good
understanding and
skill)
Points: 4
Completes graphic
Goal 1
Outcome organizer
correctly;
knowledge of
(1)history,
(2)development,
(3)format, and
(4)structure is
clearly evident.
Glossary of terms
Goal 2
Outcome is complete and
clear; elevator talk
is effective for its
purpose.
Selected standard
Goal 3
Outcome is unwrapped fully
and all the skills
and concepts are
clearly noted; a
progression of
learning targets
based on the
unwrapped
standard is clear
and the complexity
of the target is
Accomplished
(Demonstrates
satisfactory
understanding and
skill)
Points: 3
Graphic organizer
is completed
correctly;
knowledge of 3 of
the 4 parts is
clearly evident.
Developing
(Demonstrates
some
understanding and
skill)
Points: 2
Graphic organizer
is completed
correctly;
knowledge of 2 of
the 4 parts is
evident.
Beginning
(Demonstrates
little or no
understanding or
skill)
Points: 1
Graphic organizer
is completed
correctly;
knowledge of 1 of
the 4 parts is
evident.
Not completed or
not able to be
scored
Glossary of terms
is complete and
clear; elevator talk
is effective for its
purpose.
Selected standard
is unwrapped fully
and all the skills
and concepts are
noted; a
progression of
learning targets
based on the
unwrapped
standard is clear.
Glossary of terms
is complete but
vague or elevator
talk is effective for
its purpose.
Selected standard
is unwrapped and
some skills and
concepts are noted;
a progression of
learning targets
based on the
unwrapped
standard are
present.
Glossary of terms
is incomplete;
elevator talk is
ineffective for its
purpose.
Attempt to unwrap
selected standard
is evident; no
learning targets are
noted.
(This may have
learning targets
only without
unwrapping- one
or the other)
There is no
glossary of terms
or an attempt to
complete an
elevator talk.
There are no
unwrapped
standards or
learning targets
present.
Points: 0
Graphic organizer
is not complete.
January 30, 2014
Mississippi Bend Area Education Agency
Course Syllabus
Goal 4
Outcome
Goal 5
Outcome
Goal 6
Outcome
Goal 7
Outcome
evident.
Lesson plan is
written to show all
learning targets as
well as the focus
lesson portion of
the lesson. A list
of quality
resources is
included on the
lesson plan (or at
least the resources
used for that
particular lesson.
Standards-based
lesson will be
delivered while
coach is present.
Lesson includes a
purpose statement
(stated in the
lesson), learning
targets (posted in
room), and
modeling (clear
“I” statements and
think aloud).
Teacher fully
engages in
ongoing coaching
by accepting
feedback, trying
new strategies,
asking questions,
and contacting
coach regularly.
Teacher submits
lesson plan before
observation.
Administers
pre/post CFA
assessments for all
units implemented
and brings data to
sessions to engage
Lesson plan is
written to show all
learning targets. A
quality resource is
on the lesson plan.
Standards-based
lesson will be
delivered while
coach is present.
Lesson includes a
purpose statement,
learning targets,
and modeling.
Lesson plan is
written to show a
learning target.
There may or may
not be a resource
listed.
Lesson is
somewhat
standards-based
and will be
delivered while
coach is present.
Lesson may
include one or
more of the
following:
Purpose statement,
learning targets,
and modeling.
Teacher engages in Teacher engages in
ongoing coaching ongoing coaching
by accepting
by accepting
feedback, trying
feedback and
new strategies, and asking questions.
asking questions.
Teacher does not
Teacher submits
submit lesson plan
lesson plan before before observation.
observation.
Administers
pre/post CFA
assessments for all
units implemented
and brings data to
sessions to engage
Lesson plan is
written with no
learning targets or
resources.
There is no lesson
plan and/or
resource.
Lesson is not
Lesson is nonstandards-based
existent.
and coach may or
may not be
present. The lesson
may include one of
the following:
Purpose statement,
learning targets,
and modeling.
Teacher does not
engage in ongoing
coaching by
accepting
feedback, trying
new strategies,
asking questions,
OR contacting
coach regularly.
Teacher does not
submit lesson plan
before observation.
Administers
Administers
pre/post CFA
pre/post CFA
assessments for all assessments for
units implemented. some units
implemented.
Teacher shows no
effort to engage in
ongoing coaching.
Does not
administer pre/post
CFA assessments
or bring data to
engage in gradelevel collaborative
January 30, 2014
Mississippi Bend Area Education Agency
Course Syllabus
in grade-level
in grade-level
collaborative team. collaborative team.
This data is used to
inform instruction.
team.
Additional Comments:
Time commitment and work load are the same for all credits earned.
Attendance is required for all sessions.
Course Materials
For courses that need printed materials, please have your department secretary complete the
Print/Graphics Request Form, using the appropriate account (s). Consult with the Staff
Development Specialist before placing the order to verify number of course registrants, etc.
All print and materials orders should be placed two weeks prior to the start date.
Refreshments are not included in the registration fees of Staff Development courses. If you would
to order refreshments for participants, please discuss options and costs with your secretary or the
Staff Development Specialist.
Course Materials to be provided through the AEA:
Total print cost: $20.00
Iowa Core Standards Booklets
Other print costs TBD
January 30, 2014