CI7061 Course Name/Number: CI7061 Coaching and Mentoring for Improved Results for Teacher Leaders Description: The purpose of this course is to develop (a) understanding of the research base for high quality coaching and mentoring, (b) how to design, implement, and sustain high quality coaching and mentoring, and (c) the effective use protocols during coaching and mentoring experiences. Credit Hours: 3 Required or Elective: Required Faculty Members who Teach the course: Pamela Williamson, Ph.D. Prerequisites: Entrance into a program of study Textbook(s): Carr, J., Herman, N., & Harris, D. (2005).Creating dynamic schools through Mentoring, coaching and collaboration, Alexandria, VA: Association for Supervision and Curriculum Development. Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nded.). Alexandria, VA: Association for Supervision and Curriculum Development. Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. The Teachers College Record, 103, 1013-1055. Resource Materials: Leadership books from CI7060 Marker Assignments: Coaching Mentoring Paper, Coaching/Mentoring Case, Coaching/Mentoring Protocol Learning Outcomes: Upon completion of this course, the student will be able to: How is this outcome assessed? 1. Describe the coaching continuum and implications for its application during preservice, induction, and professional development Application 2. Explain coaching and mentoring protocols Application 3. Apply strategies used in various coaching roles Performance assessment 4. Engage in collaborative inquiry 5. Design and implement appropriate coaching and mentoring according to various scenarios 6. Explain the research base for high quality coaching and mentoring 7. Explain how knowledge and skills of teachers increase developmentally during transfer of training Performance assessment Performance assessment Paper 1 CI7061 8. Explain different skills associated with coaching, mentoring, and collaboration 9. Understand the learning needs of diverse adult learners 10. Enact the characteristics of effective coaches and mentors, including listening, reflecting, providing constructive feedback, and collaborating 11. Display efficacy during the coaching and mentoring process Paper Application Performance Assessment Performance Assessment Alignment with Transformation Initiative: In view of this conceptual framework and our urban mission, the goal for our Transformation Initiative is to improve the performance of students in high needs schools by preparing educators who recognize the moral imperative to meet the needs of each student. We will prepare educators who are committed to each student, caring about each individual, and competent in evidence-based and data driven instruction. Themes addressed: CARLA Alignment with Conceptual Framework: This course addresses these institutional standards: Preparing candidates who are able to use technology to support their practice. Alignment with Specialized Program Association: This course aligns with the Ohio Standards for Teacher Leader in these ways: Teacher Leader Endorsement Standards 1.1 Candidates articulate their knowledge of effective leadership to encourage high levels of performance for educators and students. 1.3 Candidates understand and apply strategies that assist adult learning and development. Course Objective 1, 2, 6, 7, 8, 9 Evidence Coaching/Mentoring Practice Case 9, 11 Coaching/Mentoring Practice Case 1.5 Candidates engage in reflective practice concerning leadership roles and responsibilities, and encourage reflective practice in others. 10, 11 Protocol Practice Case Coaching/Mentoring Practice Case 2.4 Candidates support teachers in responding to the intervention process by designing, implementing, and gathering appropriate data and evidence. 3.1 Candidates coach and model collaborative efforts to share knowledge and demonstrate interdisciplinary instruction among teachers. 4.2 Candidates advocate for and initiate increased opportunities for teamwork to promote and support student achievement 4 Protocol Practice Case Coaching/Mentoring Practice Case Protocol Practice Case 2, 3, 4, 5 Protocol Practice Case 4 Protocol Practice Case 2 CI7061 and other school goals. 5.3 Candidates demonstrate skills in serving as mentors and coaches to others. 5.5 Candidates engage in activities that promote reflective practices in others. 2, 3, 5, 11 Coaching/Mentoring Practice Case 4 Coaching/Mentoring Practice Case Protocol Practice Case Alignment with Ohio Standards for the Teaching Profession: Standard 6 Teachers collaborate and communicate with students, parents other educators, administrator and the community to support student learning. · Teachers communicate clearly and effectively. · Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health. · Teachers collaborate effectively with other teachers, administrators, and school and district staff. · Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning. Standard 7 Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community. · Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct. · Teachers take responsibility for engaging in continuous, purposeful professional development. · Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements and student achievements. Alignment with State Requirements: Teacher Leader Standards Attendance Policies: Attendance for this class is required. Missing more than one class will negatively affect your final grade in the course. For class preparation, students are expected to come on time, complete the reading/assignments, prepare answers to the questions in preparation of the meeting, complete in-class assignments, and participate in a lively class discussion. Academic Integrity Policy The University Rules, including the Student Code of Conduct, and other policies of the department, college, and university related to academic integrity will be enforced. Any violation of these regulations, including acts of plagiarism, cheating, or falsifying field work will be dealt with according to the severity of the misconduct. Dishonesty in any form may result in a failing grade in a course and/or suspension or dismissal from a program (e.g., graduate or undergraduate). Electronic Communication Policy; All communication outside of class will be conducted via email to the student’s bearcat online account. Replies will be within 72 hours, whenever possible. At times I am engaged in national activities that preclude access to email. Grading: Description of Assessment and/or Evaluation of Student Learning: Graduate Students 95-100 A 4.00 Excellent 3 CI7061 4 92-94 A3.67 89-91 B+ 3.33 87-90 B 3.00 Good 84-86 B2.67 80-83 C+ 2.33 70-79 C 2.00 Satisfactory < 69% F 0.00 ANNIE – ADD ASSIGNMENTS HERE Topics: Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Exam Week Role of standards Teacher development Frameworks for coaching and mentoring Connecting coaching and mentoring with PLCs Effective mentoring Peer coaching Committing to a formative process Teacher resistance Protocols Online coaching and mentoring Equipment and other concerns Problem solving Reflection Assessing your own effectiveness Special Needs Policy – ―If you have a disability (e.g., visual impairment, hearing impairment, physical impairment, communication disorder, and/or specific learning disability, etc.) which may influence your performance in this course, you must meet with the Disability Services Office (DSO) to arrange for reasonable accommodations to ensure an equitable opportunity to meet all the requirements of this course. If you require accommodations due to disability, please contact DSO at 513-556-6823, Campus Location: 210 University Pavilion. You will be provided an Accommodation Form indicating your accommodation needs for the quarter. Please present this form to me AS SOON AS POSSIBLE to ensure your accommodation needs are discussed, agreed upon, and provided.‖ (see http://www.uc.edu/aess/programs_services/disability.html). Religious Observance and Class Attendance – ―Any UC student who is unable to attend classes or participate in any examination, study or work requirement on some particular day(s) because of his or her religious belief should be given the opportunity either to make up the work that was missed or to do alternative work that is intrinsically no more difficult than the original exam or assignment — provided that the makeup work does not create an unreasonable burden upon University of Cincinnati and its faculty. Upon request and timely notice, students should be provided reasonable accommodation.‖ (see http://www.uc.edu/registrar/policies_and_procedures/religious_observances_statement.html). CI7061 5 "I" (Incomplete) – No grades of ―Incomplete‖ will be assigned unless there are extreme circumstances AND a contract to complete the work is developed and signed by the student and the instructor prior to the last week of class. It is the student’s responsibility to approach the instructor with the request for an incomplete. Please note that a grade of ―I‖ will automatically be converted to an ―F‖ grade one calendar year after the initial grade was assigned. (see http://www.uc.edu/registrar/faculty_resources/grading_scales.html). CI7061 6 Copyright – ―Copyright infringement is a violation of the Student Code of Conduct - Misuse of Information Technology. Students who are found to be illegally sharing files will be subject to a procedural review to determine responsibility under the Code. If responsible, this offense will become part of each student's permanent judicial file with the University.‖ (see http://www.uc.edu/conduct/Copyright_Infringement.html). “AESS (Academic Excellence & Support Services) provides comprehensive, student-centered and university-wide programs, resources and services designed to promote transformative academic excellence through individual and group support. AESS comprises Disability Services and the Learning Assistance Center. We encourage any student with a disability who needs academic assistance to contact Disability Services. Learning Assistance is here to help all students who need help with tutoring, study skills, or other services. Additionally, our services are designed to help all UC students become successful independent learners, as well as assist in the retention and graduation of all students. Disability services, tutoring, and other learning resources are free to students!‖ (see http://www.uc.edu/aess.html).