SCHOOL OF EDUCATION COLLABORATING ACADEMIC PARTNERSHIP PROGRAM “Excellence Through Collaborative Communities of Learners” Collaborating Academic Partnership Program Syllabus Guidelines The “Syllabus Guidelines” document is designed to assist instructors in developing courses to offer for graduate credit through Aurora University’s Collaborating Academic Partnership Program. It is organized to develop the course syllabus in a logical, concise, and instructionally sound format to maximize acquisition of the course content and skills taught. The course developed and approved will support the university’s belief in the “Transformative Power of Learning”. Graduate courses should emphasize the content, pedagogical knowledge, and skills necessary for educators to facilitate learning success for all students. The goal of the Collaborating Academic Partnership is enhancing teacher assessment of student progress, reflection to improve instruction, employment of a variety of appropriate instructional techniques, addressing a wide variety of diverse learners and learning styles in a manner that supports the continuing development of the professional educator. The Faculty Chairs Committee and the Deans of the various Colleges have the responsibility to approve all Aurora University courses for graduate credit. These courses and the instructors who teach them must meet the general standards of the University as expressed in the Faculty Handbook, the Manual of Academic Regulations, and the policies and procedures established by the Council on Certification for the regulation of credit-bearing courses and programs of the University. Courses delivered and credited through the Collaborating Academic Partnership Program have special requirements that arise from the manner by which the courses are developed, presented, the format used, and the participants served. These requirements are imposed by the Faculty Chairs Committee in coordination with the University’s Conceptual Framework and are in addition to the general University requirements. COURSE DEVELOPMENT GUIDELINES Instructors and Partnerships are to conform to the following general guidelines as they develop courses for submission to Aurora University. Courses submitted for graduate credit consideration are to address important topics in teacher staff development. Specifically, proposed courses must clearly demonstrate that they either add to the instructional skill of the educator and/or supplement the content knowledge of the commonly accepted K-12 curriculum. 1 2015 Blended online courses must provide the opportunity for the participants to meet face to face with the instructor of record at convenient times and places. The University requires the Collaborating Academic Partnership Program to provide the same intellectually challenging content and assignments it requires of on-campus graduate courses. Consequently, the course requirements for scholarship will be same as those expected of the University’s master’s degree courses. An approved syllabus is approved for a three year period; therefore, the syllabus format should not include the instructor’s name, dates, times, or course location. The University prefers to have a “generic” syllabus in order to share them with other Partnerships considering them for their use. Prior approved course syllabi must be updated and submitted to the Collaborating Academic Partnership Program office for approval every three years in order to schedule future offerings. When updating course syllabi, more recent references should replace those that are outdated. PROCEDURE FOR DEVELOPING A NEW COURSE PROPOSAL FOR APPROVAL All submission of forms and syllabi originate with the Partnership’s Designated Contact Person. 1. A SYLLABUS TEMPLATE is available from the partnership’s designed contact person. 2. The use of this template assures that instructors submit their proposed syllabus using the required course syllabus format. All new syllabi must be approved prior to the first course offering. Upon approval and the course meetings, dates, and times are established, the partnership’s designated contact may submit the Request to Schedule form. 3. The Partnership’s Designated Contact Person will receive all communication from the Collaborating Academic Partnership Program. This includes requests for syllabus revisions, course and instructor approval notifications, and scheduling approvals. If the syllabus needs revision prior to approval, the Collaborating Academic Partnership Program staff will work with the Partnership to bring the syllabus into compliance with University requirements. When the course syllabus is approved, an electronic copy of the approval letter and the approved syllabus will be sent to the Partnership’s Designated Contact Person. The approval letter will include the official Aurora University course number and title assigned by the University. This official title and course number must be used on all future course documents and correspondence. It is the partnership’s and instructor’s responsibility to see that this edited and approved syllabus is copied and distributed to the course participants at the first course session. 2 2015 “ EXCELLENCE THROUGH COLLABORATIVE COMMUNITIES OF LEARNERS” AURORA UNIVERSITY SYLLABUS Course Number: TBA Course Title: (30 characters or less including spaces between words) (Insert #) Semester Hours Graduate Credit 1. Catalog Description xxxx 2. Course Overview\Course Teaching Methods xxxx Course Teaching Methods: xxxx 3. Student Learning Objectives\Illinois Content & Teaching Standards Addressed As a result of this course, the participant will be able to: Illinois Content & Teaching Standards Addressed (Note: In this section, identify by number and write out completely the appropriate Illinois Content or Professional Teaching Standards that this course will cover.) PLEASE REFER TO THE ILLINOIS PROFESSIONAL TEACHING STANDARDS BEGINNING ON PAGE 24. CHOOSE AND INCLUDE THE APPROPRIATE STANDARDS ADDRESSED IN YOUR SYLLABUS. YOU MAY COPY AND PASTE THE APPROPRIATE STANDARDS INTO YOUR SYLLABUS. 4. Units of Work\Text and Required Reading xxxx Text and Required Reading xxxx 5. Class Assignments xxxx 3 2015 6. Evaluation and Grading Procedures (Rubrics & Grading Scale Required) Specify the grading criteria, list all items that are included in the grade, and note the percentage or point system used to weigh them in determining the final grade. A rubric describing the various assignments or course requirement components needed to achieve the grades of A, B, C, and F must be included. Please note the University does not recognize a grade of D for graduate courses. Aurora University College of Education Graduate Grading System At the end of the course, letter grades are awarded as defined: A (4 quality points per course unit) Excellent. Denoted work that is consistently at the highest level of achievement in a graduate college or university course. B (3 quality points per course unit) Good. Denotes work that consistently meets the high level of college or university standards for academic performance in a graduate college or university course. C (2 quality points per course unit) The lowest passing grade. Denotes work that does not meet in all respects college or university standards for academic performance in a graduate college or university course. F (0 quality points per course unit) Failure. Denotes work that fails to meet the graduate college or university standards for academic performance in a course. 7. Attendance Policy xxxx 8. Academic Honesty and Integrity Statement Students are expected to maintain academic honesty and integrity as students of Aurora University by doing their own work to the best of their ability. Academic dishonesty (cheating, fabrication, plagiarism, etc.) will result in the student’s receiving a zero for that test, assignment, or paper. The complete academic integrity statement is found in the current graduate catalog. 9. Final Examination Policy Indicate the final examination in detail. xxxx 10. American Disability Act Compliance In compliance with ADA guidelines, students who have any condition, either permanent or temporary, which might affect their ability to perform in this course, are encouraged to inform the instructor at the beginning of the course. Adaptations of teaching methods, class materials, 4 2015 including text and reading materials or testing, may be made as needed to provide for equitable participation. 11. Bibliography xxxx PLEASE NOTE: The following Aurora University Professional Unit Conceptual Framework and the Aurora University Sexual Misconduct Policy must be included in all new/updated syllabi. Please copy and paste these documents into your syllabus. Aurora University Professional Unit Conceptual Framework Aurora University Mission Statement: An inclusive community dedicated to the transformative power of learning. The Mission of the Unit: The unit is dedicated to preparing competent and qualified professional educators who are dedicated to excellence and continuous learning for themselves and their students. The preparation process occurs within a collaborative environment, where the curriculum equips our candidates with knowledge, skills, and dispositions to educate all P-12 learners. Our candidates are empowered to create and support communities where integrity, citizenship, and reflective practice are modeled. The Vision of the Unit: Excellence through continuous learning communities. Visualization of the Conceptual Framework Organizing Concepts: A. COLLABORATION The unit’s goal is to produce collaborative educational professionals who understand “their roles and responsibilities as professionals in schools that must prepare all students for 5 2015 equitable participation in a democratic society” (Darling-Hammond & Bradsford, 2005, p. 11). Many of our teacher candidates will seemingly work in isolation and view their classrooms as their own domains. In reality, however, “Quality teaching is not an individual accomplishment, it is the result of a collaborative culture that empowers teachers to team up to improve student learning beyond what any of them can achieve alone” (Carroll, 2009, p. 13). In a comprehensive study of factors that help students learn at higher levels, it was found that collaboration among teachers was the most powerful strategy to assist with student learning. This collaboration involved teams of educators establishing essential learnings, gathering data as evidence of these learnings, and using the evidence to further plan and improve instruction (Hattie, 2009). Professional collaboration occurs in all walks of the educators’ lives including collaboration with colleagues, support staff, students, parents, administrators, and community stakeholders. B. CURRICULUM As foundations for successful teaching practice, research has identified “four different kinds of knowledge essential for expert teaching: knowledge of content; pedagogical content knowledge; general pedagogical knowledge; and knowledge of learners and learning” (Eggen & Kauchak, 2004, p.7). The Aurora University faculty strives to combine knowledge in these areas with current research-based practices, data-based methodologies, and technological advances to prepare professional educator candidates to meet the varied, diverse, and challenging needs presented by today’s educational systems. Emphasis is placed on the inclusion of broad based knowledge in these areas into an extensive array of field and community-based experiences designed to create optimal learning experiences. Perhaps the most obvious of the “knowledges” essential for school professionals is knowledge about learners and learning. Inspired by the research of Linda DarlingHammond, all professional educator candidates enrolled in the university’s licensure programs are instructed to analyze what they are teaching and whom they are teaching. This happens when educators reflect on how to engage and sustain learning (Linda-Darling Hammond, 2006). C. COMMUNITY There is abundant research linking higher levels of student achievement to educators who work in the collaborative culture of a professional learning community. (DuFour, 2011). The concept of community lies at the heart of the unit’s vision. Aurora University candidates enter an inclusive community dedicated to the transformative power of learning. Coursework, field experiences, and internship experiences support and guide candidates as they develop knowledge and reflective practice. Candidates develop an understanding of their dispositions for teaching and learning pedagogy and subject matter. They champion diversity, utilize technology to enhance communication and raise student achievement, and exemplify the importance of working within a practitioner community (Abdul-Haqq, 1997). 6 2015 Aurora graduates enter society with the knowledge, skills and experiences to collaboratively build professional communities of learning. References Abdul-Haqq (1997). Professional development schools: Weighing the evidence. Thousand Oaks, CA: Corwin Press. Carroll, T. (2009). The next generation of learning teams. Phi Delta Kappan, 91(2), 8-13. Darling-Hammond, L. & Bransford, J. (Eds.) (2005). Preparing teachers for a changing world: What teachers should be able to learn and be able to do. San Francisco, CA: Jossey-Bass. Darling-Hammond, L. (2006). Powerful teacher education lessons for exemplary programs. San Francisco, CA: Jossey-Bass. DuFour, R. (2011). Work together but only if you want to. Phi Delta Kappan, 92(5), 57-61. Eggen, P. & Kauchak, D. (2004). Educational psychology: Windows on classrooms. Columbus, OH: Pearson. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analysis relating to achievement. New York: Routledge. DuFour, R. (2011). Work together but only if you want to. Phi Delta Kappan, 92(5), 57-61. Eggen, P. & Kauchak, D. (2004). Educational psychology: Windows on classrooms. Columbus, OH: Pearson. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analysis relating to achievement. New York: Routledge. Aurora University Sexual Misconduct Policy Aurora University does not tolerate sexual misconduct against students, staff, faculty, or visitors, in any form, including but not limited to: sex discrimination, sexual harassment, dating/domestic violence, stalking, and sexual assault. The University also provides assistance for community members reporting sexual misconduct. For additional information, including detailed definitions, reporting options, and support resources, please see AU’s Sexual Misconduct Policy at www.aurora.edu/sexualmisconductresources. The University has designated the following individual to enforce the sexual misconduct policy and to educate the community regarding reporting and prevention: Title IX Coordinator: Shaun Neitzel, Dean of Student Life, sneitzel@aurora.edu, 630-844-6515 Confidential on-campus support and resources are provided by the following offices: Counseling Services, mwiseman@aurora.edu, 630-844-5416, 1400 Southlawn (north entrance) Wellness Center, cblock@aurora.edu, 630-844-5434, 1400 Southlawn (west entrance) Chaplain, mwoolfington@aurora.edu, 630-844-6175 7 2015 RUBRIC EXAMPLES RUBRIC FOR ONE SEMESTER HOUR GRADUATE CREDIT COURSE Example Submitted by Waubonsee Community College Course Number and Title: OEDP 5145 Curriculum Greening 8. Evaluation and Grading Procedures Grading will be based upon quality of work with components weighted a follows. Grades are differentiated on the bases of quality. Quality alone is not a significant factor for grade differentiation. Course Points Assignment #1 Assignment #2 Assignment #3 Assignment #4 Assignment #5 Assignment #6 Defining Sustainability Case Study Blackboard Participation Blackboard Participation Final Draft Final Presentation 15 Points 10 Points 10 Points 15 Points 15 Points 35 Points Final Grades A= B= C= F= Assignment One: Defining Sustainability A B Actively participates in Participates in the the Sustainability Sustainability Walking Tour, provides Walking Tour, a thorough written provides an outline abstract on of sustainability sustainability inclusion inclusion in his/her in curriculum and curriculum and provides constructive makes feedback to his/her unconstructive peers. comments on peer submissions. 15-14 Points 13-12 Points 8 2015 90 – 100 Points 89 – 79 Points 78 – 68 Points 67 – 0 Points C Provides an outline of sustainability inclusion in his/her curriculum and does not participate in any blackboard discussion. F Neglects to participate in a Sustainability Walking Tour, provides an incomplete assignment (or does not submit any assignment). 11-10 Points 9 or Less Points Assignment Two: Case Study, Environmental Justice and Social Equity A B C F Provides a thorough Thoughtfully Considers the greater Neglects to examine examination of local examines the local movement but the movement through resources and EJ movement in neglects to examine a case study. Provides theories/concepts in relationship to the local movement no reflection for context with the case concepts and through case study classroom study provided. Uses theories discussed completion. incorporation. personal and historical in the learning Provides no experiences to draw a module. Generates reflection for connection to the topic clear connections to classroom for classroom the student incorporation. incorporation. experience. 10-9 Points 8 Points 7 Points 6 or Less Points Assignment Three: Blackboard participation, Green Economy A B C Completes all readings, Completes all or Provides incomplete posts thorough responses most readings, posts responses to to discussion questions responses to discussion questions with references to questions with few with no references to readings/outside sources references to the the readings and & provides thoughtful readings and provides few to no responses to peer posts. responds to the responses to peer minimum number posts. of peer posts. 10-9 Points 8 Points 7 Points F Submits incomplete, poorly constructed responses to discussion questions and does not participate in any peerto-peer feedback. 6 or Less Points Assignment Four: Blackboard Participation, Personal Engagement and Sustainability A B C F Completes all readings, Completes all or Provides incomplete Submits incomplete, posts thorough responses most readings, posts responses to poorly constructed to discussion questions responses to discussion questions responses to discussion with references to questions with few with no references to questions and does not readings/outside sources references to the the readings and participate in any peer& provides thoughtful readings and provides few to no to-peer feedback. responses to peer posts. responds to the responses to peer minimum number posts. of peer posts. 15-14 Points 13-12 Points 11-10 Points 9 or Less Points 9 2015 Assignment Five: Sustainability in the Syllabus – Draft of Final Presentation A B C F Submits a polished draft Submits a draft of Posts an incomplete Submits incomplete, of the final presentation the final draft of the final poorly constructed that addresses all areas presentation that presentation and draft of final of class discussion and addresses all or most responds to his/her presentation and does provides constructive areas of class Peer Review Partner not participate in any feedback to multiple discussion and with little to no peer-to-peer feedback. peer posts. provides feedback to constructive only his/her feedback. assigned Peer Review Partner. 15-14 Points 13-12 Points 11-10 Points 9 or Less Points Assignment Six: Final Presentation A B Proves a mastery of the Clearly and course information & concisely addresses has a clear vision for his/her intent to campus-wide include implementation. The sustainability in the “A” presentation is classroom. The “B” dynamic, complete & presentation is wellrehearsed and offers an thought out, audio and visual complete and representation of course addresses feedback material. from Blackboard discussions. 35-31 Points 30-28 Points C Provides the class with a general overview of his/her intent to consider sustainability in the classroom. The “C” presentation is incomplete, poorly organized and does not show mastery of presented information. 27-24 Points 10 2015 F Fails to provide an organized, tangible plan for future implementation. The “F” presentation is incomplete, inaccurate and does not address peer feedback from Blackboard discussions. 23 or Less Points RUBRIC FOR TWO SEMESTER HOUR GRADUATE CREDIT COURSE Example Submitted by Chicago Botanic Garden Course Number and Title: OEDP 5148 Climate and Living Systems 8. Evaluation and Grading Procedures Grading will be based upon quality of work with components weighted as follows. Grades are differentiated on the basis of quality. Quantity alone is not a significant factor for grade differentiation. I. III. IV. V. 10% 20% 50% 20% Grade Percentile Points A 100-90% 100-90 B 89-80% 89-80 C 79-70% 79-70 F 69-0% 69-0 10 points Class participation 20 points Technology Integration 50 points Classroom Implementation and Evaluation 20 points Presentation with supporting materials 100 Total Points Classroom participation 10% A Is a prompt and regular attendant; stays until the completion of the session; participates in group activities and discussion by asking questions and offering ideas. Completes work on time. 10-8 Points B Is a prompt and regular attendant; arrives late or leaves early only with the prior notification of the instructor; participates in group activities and discussion by asking questions and offering ideas. C Participates most of the time in group activities and discussion; listens when others talk. Attends part of the session and completes assigned make-up work for class time missed. 7-5 Points 4-3 Points 11 2015 F Rarely participates in group activities and discussion; does not listen when others are talking; is absent without prior notification; does not complete make-up work for missed session. 2 or Fewer Points Technology Integration 20% A Participant engages actively in BudBurst throughout the class, including reporting data and uploading photos on a regular basis. Student uses NASA data tools, usertest new BudBurst technologies suggests improvement, and uses as a key component of curriculum. 20-15 Points B C F Participant engages in BudBurst, student uses NASA data tools & BudBurst, but does not suggest improvements. Technology is used moderately effectively in the curriculum. Participant sporadically participates in BudBurst and NASA data tools. Technology is in the curriculum, but not well integrated with student activities. Participant registers with BudBurst but does not enter data on any regular basis, does not integrate technology into their curriculum. 14-10 Points 9-5 Points 4 or Fewer Points C F Participant implements activities in their classroom, but does not comment on how the activity was received. Participant does not implement activities in the classroom. Classroom Implementation & Evaluation 50% A B Participant implements activities in their classroom and records clear focused comments and notes on how the activity was received, and identify any changes required. Journal entries include additional suggestions for implementation, changes, and questions for class discussion. 50-35 Points Participant implements activities in their classroom. Journal entries include some notes on how the activity was received and questions for class discussion. 34-25 Points 12 2015 24-15 Points 14 or Fewer Points Class Presentation 20% A Participant presents the results of their classroom implementation, including technology applications and usability, makes relevant and practical suggestions for improvement and offers student artifacts for implementation. 20-15 Points B C F Participant presents the results of their classroom implementation, including technology applications and usability, makes some suggestions for improvement and offers a revised lesson plan offers student artifacts for implementation. Participant presents the results of their classroom implementation, including technology applications and usability, makes some suggestions for improvement and offers a revised lesson plan. Participant’s presentation of implementation is incomplete, a revised lesson plan is not provided. 14-10 Points 13 2015 9-5 Points 4 or less Points RUBRIC FOR THREE SEMESTER HOUR COURSE Example submitted by: DuPage Area Occupational Education System Course # and Title: OEDS 5612 Work Place Skills/Clsrm App 8. Evaluation and Grading Procedures: Grading will be based upon quality of work with components weighted as follows: Class Participation Daily Reflections Final Paper 15% or 30 points 35% or 70 points 50% or 100 points 200 points total Grades are differentiated on the basis of quality of the daily reflections and Final Paper. Quantity alone is not a significant factor for grade differentiation. Grade Percentile Points A 100-90% 200-180 B 89-80% 179-160 C 79-70% 159-140 F 69-0% 139-0 I. Classroom Participation A B Is a prompt and Is a prompt and regular attendant; regular attendant; participates actively participates actively and regularly in group and regularly in group work by offering work by offering ideas and asking ideas and asking questions; contributes questions; listens in team activities: when others talk, both in groups and in class: 30-27 Points 26-24 Points C Generally participates in group work by offering ideas and asking questions; makes fair contributions to class; listens when others talk, both in groups and in class: 23-21 Points 14 2015 F Minimal participation in group work by offering ideas and asking questions; occasionally listens when others talk, both in groups and in class; disrupts the class with private conversations: 20 or Less Points II. Daily Reflections A Daily reflection includes response to classroom instruction and identification of new skill, concept, and/or attitude to be included in final paper. Daily reflection demonstrates that time and effort were put forth: 70-63 Points III. Final Paper A Final paper is complete, well written and organized. It includes one fully developed unit of instructional strategy. It contains evidence of collateral reading and use of multiple sources of information. It is relevant to student’s professional work 100-90 Points B Reflection includes adequate response to daily session, but may lack supporting detail and or understanding of skill, concept, etc. learned. Daily reflection demonstrates that time and effort was put forth. C Reflection includes adequate response to daily session, but may lack supporting detail and or understanding of skill, concept, etc. learned. Daily reflection demonstrates that minimal time and effort were put forth. 62-56 Points 55-49 Points 48 or Less Points B Final paper is complete, well written and organized. It includes one fully developed unit of instructional strategy. It contains some evidence of collateral reading and use of multiple sources of information. It is relevant to student’s professional work. 89-80 Points C Final paper is complete, well written and organized. It includes one fully developed unit of instructional strategy. It contains limited evidence of collateral reading and use of multiple sources of information. It is relevant to student’s professional work 79-70 Points F Final paper is poorly written or incomplete: 15 2015 F Daily reflection is incomplete or poorly written: 69 or Less Points DO NOT INCLUDE THE FOLLOWING PAGES IN YOUR SYLLABUS These pages are intended for more detailed information and reference purposes. INSTRUCTIONS FOR PREPARING NEW AND UPDATING COURSE SYLLABI Font: Times New Roman 12 Margins: 1 inch, top, bottom, left and right. Utilizing the above syllabus template will allow partnership instructors to insert the required information under each component. Note that some specific wording is already provided in the template, which you may cut and paste into the proposed syllabus which may be cut and pasted into the proposed syllabus. Syllabi submitted must follow the syllabus template (as shown on page 1) and be complete and fully integrated into one document. Instructors are to submit proposed course syllabi online in Microsoft Word format only to the Partnership Designated Contact Person They are not to forward syllabi to the University directly. The Partnership’s Designated Contact Person will submit all new or updated course syllabi via email to Whitney Warren, Program Coordinator, at welder@aurora.edu in MS Word format ONLY. All new or updated proposed syllabi must be accompanied by the New And/0r Updated Course Proposal form online at http://www.aurora.edu/capp/course-proposal.html Please submit a proposed 30-character (including spaces) or less title with the course content as the first word. Whenever possible, the University will assign the title that the Partnership has proposed. However, this may not always be possible for a number of reasons; consequently, we reserve the right to alter the proposed course title. When the course is approved, the University will send the Partnership’s Designated Contact Person a copy of the edited syllabus with the University-approved course number and title affixed to the syllabus copy. The Aurora University approved syllabus is the official course syllabus which should be duplicated and provided to participants at the first course session. Please note that there is no mention in these guidelines of the instructor’s name, the dates, times, nor the location of the course. Due dates of assignments are also not included in the syllabus. The School of Education prefers to have a “generic” syllabus. Approved course syllabi must be resubmitted for update at least every three years. The updates need to be submitted for approval and filed with the Collaborating Academic Partnership Program office. After approval, electronic copies of the updated syllabus will be returned to the Collaborating Academic Partnership’s designated contact person. That person will provide an electronic copy to the appropriate instructor. 16 2015 REQUIRED SYLLABUS COMPONENTS WITH PROPER FORMAT 1. Catalog Description The catalog description is routinely supplied to school districts and other universities; consequently, it should be descriptive but brief. Try to capture the essence of the course’s intent and avoid “cute” or “off-beat” descriptions. This will assist individuals in getting prior approval to take this particular course. This should be limited to no more than 50 words and/or three to four sentences. 2. Course Overview\Course Teaching Methods Include the intended audience, type of classroom issues that are addressed, and larger issues in the disciplines and pedagogy of teaching. This will assist prospective participants, their principals, and superintendents to determine whether the course meets degree, certificate, and/or other professional needs. Include an explanation of how the material will be taught. List or discuss what technology will be utilized, guest lecturers, or onsite interactions will take place. 3. Student Learning Objectives\Illinois Content or Teaching Standard Addressed At least one objective should be devoted to classroom applications of course content. Also list here the appropriate Illinois content or teaching standards that the course will address Please use this wording below and list objectives as follows: As a result of this course participants will be able to: (List as bullet items) Objectives of the course should be stated in learner-centered, measurable terms, and should allude to terms based on Bloom’s taxonomy of educational objectives. The elements of analysis, synthesis, and evaluation, in addition to basic level elements of knowledge, comprehension, and application should be evident in the course objectives Illinois content or Teaching Standard Addressed In this section, identify by number and write out completely the appropriate Illinois Content or Professional Teaching Standards that this course will address. PLEASE REFER TO THE ILLINOIS PROFESSIONAL TEACHING STANDARDS BEGINNING ON PAGE 24. CHOOSE AND INCLUDE THE APPROPRIATE STANDARDS ADDRESSED IN YOUR SYLLABUS. YOU MAY COPY AND PASTE THE APPROPRIATE STANDARDS INTO YOUR SYLLABUS. 4. Units of Work\Text and Required Readings This format requires that units of work/session/topics covered be clearly stated so course participants can plan their time and prepare adequately in advance. Include a topical outline and generic schedule. Do not list specific days of the week or dates, rather refer to sessions; i.e., 17 2015 Session 1, Session 2, etc. The instructor may distribute a separate schedule with specific dates and times as an addendum to the syllabus. Text and Required Readings Include here required text and reading materials that will be utilized in this course. 5. Class Assignments List specific assignments and course requirements without due dates in order to maintain the “generic” nature of the syllabus. Include a clear delineation of the components of the each assignment and be specific as to expectations. What is expected in terms of participant’s outcomes; i.e., “a five-page paper on a topic selected by the student and approved by the instructor to contain at least five outside sources...etc., or a group presentation to the class members that involves course participants in a learning endeavor demonstrating a learning strategy discussed in the course,” etc. Professional Research Expectation: Three-semester hour graduate courses must include at least one unit of work based on primary or secondary research related to the course. This must consist of at least one written out-of-class assignment implemented through means generally accepted in the educational disciplines. Thoughtful written assignments based on graduate level readings are required to some extent for all courses. The university expects and will evaluate all course submissions based on the rigor of the course content and the understanding that the course provides graduate credit. The more credit hours the course offers, the greater should be the demands in terms of course expectations. 6. Evaluation and Grading Procedures (Rubrics and Grading Scale Are Required) Specify the grading criteria, list all items that are included in the grade, and note the percentage or point system used to weigh them in determining the final grade. A rubric describing the various assignments or course requirement components needed to achieve the grades of A, B, C, and F must be included. Please note the University does not recognize a grade of D for graduate courses. Criteria for grades must be qualitative as well as quantitative and must be stated in the grading criteria. For example: Grading will be based upon quality of work with components weighted as follows. Grades are differentiated on the basis of quality. Quantity alone is not a significant factor for grade differentiation. Please include a copy of the following Aurora University Graduate Grading System in this section of the syllabus. Aurora University College of Education Graduate Grading System At the end of the course, letter grades are awarded as defined: 18 2015 A (4 quality points per course unit) Excellent. Denoted work that is consistently at the highest level of achievement in a graduate college or university course. B (3 quality points per course unit) Good. Denotes work that consistently meets the high level of college or university standards for academic performance in a graduate college or university course. C (2 quality points per course unit) The lowest passing grade. Denotes work that does not meet in all respects college or university standards for academic performance in a graduate college or university course. F (0 quality points per course unit) Failure. Denotes work that fails to meet the graduate college or university standards for academic performance in a course. Providing this policy to participants helps them understand that the standards for grading arise from the University’s commitment to excellence in graduate education, as well as from the instructor’s own standards. Note: No more than 45% of the course grade for a one-semester hour course of graduate credit can be based on a combination of attendance, participation and reflective journaling. A twosemester hour course cannot have more than 35% of the final course grade based on this combination. A three-semester hour course cannot have more than 25% of the final grade impacted by attendance, participation, and reflective endeavors Collaborating Academic Partnership Program instructors are not authorized to give a grade of Incomplete. In special circumstances, (serious illness, accident, or other catastrophic occurrence) beyond the participant’s control, the instructor should discuss the circumstances requiring absence and alternatives for possible make-up, with the designated partnership’s contact person, and with the Chair of the Collaborating Academic Partnership Program for concurrence. A Petition for a Grade of Incomplete form is then sent to the partnership for completion by the instructor and the student and returned to Aurora University for approval. 7. Attendance Policy Course participants are required to attend all course sessions in their entirety and to engage in class discussions, small group activities, and experiential group exercises and projects. Provide an explicit policy that includes expectations and consequences. Attendance policies need to begin with the assumption that attendance at all course sessions is essential, yet address what happens if an absence occurs. The policy needs to be academically defensible, equitable, and workable. However, a participant missing more than 20% of the scheduled course time is encouraged to withdraw from the course. Withdraw from a course due to absence will not result in a tuition refund. One hour graduate courses require attendance at all course sessions. 19 2015 8. Academic Honesty and Integrity Statement Students are expected to maintain academic honesty and integrity as students at Aurora University by doing their own work to the best of their ability. Academic dishonesty (cheating, fabrication, plagiarism, etc.) will result in the student’s receiving a zero for that test, assignment, or paper. The complete academic integrity statement is found in the current graduate catalog. 9. Final Examination Policy A final examination or a culminating activity is required for all Collaborating Academic Partnership Program courses. This may be a written, in-class examination, an authentic assessment, a performance assessment, a project, an oral report, or demonstration. The culminating activity should provide an opportunity for synthesis of the course material. Please reiterate the culminating activity here and in the class assignments section. 10. American Disability Act Compliance In compliance with ADA guidelines, students who have any condition, either permanent or temporary, which might affect their ability to perform in this course, are encouraged to inform the instructor at the beginning of the course. Adaptations of teaching methods, class materials, including text and reading materials or testing, may be made as needed to provide for equitable participation. 11. Bibliography Include both recommended readings during the course and items for future references and continued study. Provide information as well as full bibliographic citations. For unpublished items, provide phone numbers, addresses, or contact persons for ordering. For items from databases, such as ERIC, provide document numbers or other information needed for ordering or retrieval. For updated course syllabi, more recent references should replace those that are outdated. PLEASE NOTE: The following Aurora University Professional Unit Conceptual Framework and the Aurora University Sexual Misconduct Policy must be included in all new/updated syllabi. Please copy and paste these documents into your syllabus. Aurora University Professional Unit Conceptual Framework Aurora University Mission Statement: An inclusive community dedicated to the transformative power of learning. The Mission of the Unit: The unit is dedicated to preparing competent and qualified professional educators who are dedicated to excellence and continuous learning for themselves and their students. The preparation process occurs within a collaborative environment, where the curriculum equips our candidates with knowledge, skills, and dispositions to educate all P-12 learners. Our candidates are empowered to create and support communities where integrity, citizenship, and reflective practice are modeled. 20 2015 The Vision of the Unit: Excellence through continuous learning communities. Visualization of the Conceptual Framework Organizing Concepts: D. COLLABORATION The unit’s goal is to produce collaborative educational professionals who understand “their roles and responsibilities as professionals in schools that must prepare all students for equitable participation in a democratic society” (Darling-Hammond & Bradsford, 2005, p. 11). Many of our teacher candidates will seemingly work in isolation and view their classrooms as their own domains. In reality, however, “Quality teaching is not an individual accomplishment, it is the result of a collaborative culture that empowers teachers to team up to improve student learning beyond what any of them can achieve alone” (Carroll, 2009, p. 13). In a comprehensive study of factors that help students learn at higher levels, it was found that collaboration among teachers was the most powerful strategy to assist with student learning. This collaboration involved teams of educators establishing essential learnings, gathering data as evidence of these learnings, and using the evidence to further plan and improve instruction (Hattie, 2009). Professional collaboration occurs in all walks of the educators’ lives including collaboration with colleagues, support staff, students, parents, administrators, and community stakeholders. E. CURRICULUM As foundations for successful teaching practice, research has identified “four different kinds of knowledge essential for expert teaching: knowledge of content; pedagogical content knowledge; general pedagogical knowledge; and knowledge of learners and learning” (Eggen & Kauchak, 2004, p.7). The Aurora University faculty strives to combine knowledge in these areas with current research-based practices, data-based methodologies, and technological advances to prepare professional educator candidates to meet the varied, diverse, and challenging needs presented by today’s educational systems. Emphasis is placed on the 21 2015 inclusion of broad based knowledge in these areas into an extensive array of field and community-based experiences designed to create optimal learning experiences. Perhaps the most obvious of the “knowledges” essential for school professionals is knowledge about learners and learning. Inspired by the research of Linda DarlingHammond, all professional educator candidates enrolled in the university’s licensure programs are instructed to analyze what they are teaching and whom they are teaching. This happens when educators reflect on how to engage and sustain learning (Linda-Darling Hammond, 2006). F. COMMUNITY There is abundant research linking higher levels of student achievement to educators who work in the collaborative culture of a professional learning community. (DuFour, 2011). The concept of community lies at the heart of the unit’s vision. Aurora University candidates enter an inclusive community dedicated to the transformative power of learning. Coursework, field experiences, and internship experiences support and guide candidates as they develop knowledge and reflective practice. Candidates develop an understanding of their dispositions for teaching and learning pedagogy and subject matter. They champion diversity, utilize technology to enhance communication and raise student achievement, and exemplify the importance of working within a practitioner community (Abdul-Haqq, 1997). Aurora graduates enter society with the knowledge, skills and experiences to collaboratively build professional communities of learning. References Abdul-Haqq (1997). Professional development schools: Weighing the evidence. Thousand Oaks, CA: Corwin Press. Carroll, T. (2009). The next generation of learning teams. Phi Delta Kappan, 91(2), 8-13. Darling-Hammond, L. & Bransford, J. (Eds.) (2005). Preparing teachers for a changing world: What teachers should be able to learn and be able to do. San Francisco, CA: Jossey-Bass. Darling-Hammond, L. (2006). Powerful teacher education lessons for exemplary programs. San Francisco, CA: Jossey-Bass. DuFour, R. (2011). Work together but only if you want to. Phi Delta Kappan, 92(5), 57-61. Eggen, P. & Kauchak, D. (2004). Educational psychology: Windows on classrooms. Columbus, OH: Pearson. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analysis relating to achievement. New York: Routledge. DuFour, R. (2011). Work together but only if you want to. Phi Delta Kappan, 92(5), 57-61. Eggen, P. & Kauchak, D. (2004). Educational psychology: Windows on classrooms. Columbus, OH: Pearson. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analysis relating to achievement. New York: Routledge. 22 2015 Aurora University Sexual Misconduct Policy Aurora University does not tolerate sexual misconduct against students, staff, faculty, or visitors, in any form, including but not limited to: sex discrimination, sexual harassment, dating/domestic violence, stalking, and sexual assault. The University also provides assistance for community members reporting sexual misconduct. For additional information, including detailed definitions, reporting options, and support resources, please see AU’s Sexual Misconduct Policy at www.aurora.edu/sexualmisconductresources. The University has designated the following individual to enforce the sexual misconduct policy and to educate the community regarding reporting and prevention: Title IX Coordinator: Shaun Neitzel, Dean of Student Life, sneitzel@aurora.edu, 630-844-6515 Confidential on-campus support and resources are provided by the following offices: Counseling Services, mwiseman@aurora.edu, 630-844-5416, 1400 Southlawn (north entrance) Wellness Center, cblock@aurora.edu, 630-844-5434, 1400 Southlawn (west entrance) Chaplain, mwoolfington@aurora.edu, 630-844-6175 23 2015 CHOOSE THE ILLINOIS PROFESSIONAL TEACHING STANDARDS YOUR COURSE WILL COVER AND FOLLOW THE DIRECTIONS IN SECTION 3 OF THE SYLLABUS TEMPLATE. YOU MAY COPY AND PASTE THE APPROPRIATE STANDARDS INTO YOUR SYLLABUS. PLEASE DO NOT INCLUDE THESE PAGES IN YOUR SYLLABUS SUBMISSION. THEY ARE FOR YOUR REFERNECE ONLY. Section 24.130 The Illinois Professional Teaching Standards Beginning July 1, 2013 No later than July 1, 2013, all approved teacher preparation programs shall submit the course of study for that program with evidence that the program’s or course’s content is congruent with the standards identified in this Section. An application for approval of a new preparation program or course of study submitted on or after November 1, 2010, shall provide evidence of congruence with the standards identified in this Section. No later than September 1, 2013, the assessment of professional teaching (APT) required for the issuance of an initial teaching certificate under 23 Ill. Adm. Code 25.720 (Certification) shall be based on the standards set forth in this Section. Standard One | Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning. Knowledge Indicators – The competent teacher: A. understands the spectrum of student diversity (e.g., race and ethnicity, socioeconomic status, special education, gifted, English language learners (ELL), sexual orientation, gender, gender identity) and the assets that each student brings to learning across the curriculum; B. understands how each student constructs knowledge, acquires skills, and develops effective and efficient critical thinking and problem-solving capabilities; C. understands how teaching and student learning are influenced by development (physical, social and emotional, cognitive, linguistic), past experiences, talents, prior knowledge, economic circumstances and diversity within the community; D. understands the impact of cognitive, emotional, physical, and sensory disabilities on learning and communication pursuant to the Individuals with Disabilities Education Improvement Act (also referred to as “IDEA”) (20 USC 1400 et seq.), its implementing regulations (34 CFR 300; 2006), Article 14 of the School Code [105 ILCS 5/Art.14] and 23 Ill. Adm. Code 226 (Special Education); E. understands the impact of linguistic and cultural diversity on learning and communication; F. understands his or her personal perspectives and biases and their effects on one’s teaching; and 24 2015 G. understands how to identify individual needs and how to locate and access technology, services, and resources to address those needs. Performance Indicators – The competent teacher: A. analyzes and uses student information to design instruction that meets the diverse needs of students and leads to ongoing growth and achievement; B. stimulates prior knowledge and links new ideas to already familiar ideas and experiences; C. differentiates strategies, materials, pace, levels of complexity, and language to introduce concept and principles so that they are meaningful to students at varying levels of development and to students with diverse learning needs; D. facilitates a learning community in which individual differences are respected; and E. uses information about students’ individual experiences, families, cultures, and communities to create meaningful learning opportunities and enrich instruction for all students. Standard Two | Content Area and Pedagogical Knowledge The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice. Knowledge Indicators – The competent teacher: A. understands theories and philosophies of learning and human development as they relate to the range of students in the classroom; B. understands major concepts, assumptions, debates, and principles; processes of inquiry; and theories that are central to the disciplines; C. understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem-structuring and problem-solving, invention, memorization, and recall) and ensures attention to these learning processes so that students can master content standards; D. understands the relationship of knowledge within the disciplines to other content areas and to life applications; E. understands how diverse student characteristics and abilities affect processes of inquiry and influence patterns of learning; 25 2015 F. knows how to access the tools and knowledge related to latest findings (e.g., research, practice, methodologies) and technologies in the disciplines; G. understands the theory behind and the process for providing support to promote learning when concepts and skills are first being introduced; and H. understands the relationship among language acquisition (first and second), literacy development, and acquisition of academic content and skills. Performance Indicators – The competent teacher: A. evaluates teaching resources and materials for appropriateness as related to curricular content and each student’s needs; B. uses differing viewpoints, theories, and methods of inquiry in teaching subject matter concepts; C. engages students in the processes of critical thinking and inquiry and addresses standards of evidence of the disciplines; D. demonstrates fluency in technology systems, uses technology to support instruction and enhance student learning, and designs learning experiences to develop student skills in the application of technology appropriate to the disciplines; E. uses a variety of explanations and multiple representations of concepts that capture key ideas to help each student develop conceptual understanding and address common misunderstandings; F. facilitates learning experiences that make connections to other content areas and to life experiences; G. designs learning experiences and utilizes assistive technology and digital tools to provide access to general curricular content to individuals with disabilities; H. adjusts practice to meet the needs of each student in the content areas; and I. applies and adapts an array of content area literacy strategies to make all subject matter accessible to each student. Standard Three | Planning for Differentiated Instruction The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement. Knowledge Indicators – The competent teacher: A. understands the Illinois Learning Standards (23 Ill. Adm. Code 1.Appendix D), curriculum 26 2015 development process, content, learning theory, assessment, and student development and knows how to incorporate this knowledge in planning differentiated instruction; B. understands how to develop short- and long-range plans, including transition plans, consistent with curriculum goals, student diversity, and learning theory; C. understands cultural, linguistic, cognitive, physical, and social and emotional differences, and considers the needs of each student when planning instruction; D. understands when and how to adjust plans based on outcome data, as well as student needs, goals, and responses; E. understands the appropriate role of technology, including assistive technology, to address student needs, as well as how to incorporate contemporary tools and resources to maximize student learning; F. understands how to co-plan with other classroom teachers, parents or guardians, paraprofessionals, school specialists, and community representatives to design learning experiences; and G. understands how research and data guide instructional planning, delivery, and adaptation. Performance Indicators – The competent teacher: A. establishes high expectations for each student’s learning and behavior; B. creates short-term and long-term plans to achieve the expectations for student learning; C. uses data to plan for differentiated instruction to allow for variations in individual learning needs; D. incorporates experiences into instructional practices that relate to a student’s current life experiences and to future life experiences; E. creates approaches to learning that are interdisciplinary and that integrate multiple content areas; F. develops plans based on student responses and provides for different pathways based on student needs; G. accesses and uses a wide range of information and instructional technologies to enhance a student’s ongoing growth and achievement; H. when planning instruction, addresses goals and objectives contained in plans developed under Section 504 of the Rehabilitation Act of 1973 (29 USC 794), individualized education programs 27 2015 (IEP) (see 23 Ill. Adm. Code 226 (Special Education)) or individual family service plans (IFSP) (see 23 Ill. Adm. Code 226 and 34 CFR 300.24; 2006); I. works with others to adapt and modify instruction to meet individual student needs; and J. develops or selects relevant instructional content, materials, resources, and strategies (e.g., project-based learning) for differentiating instruction. Standard Four | Learning Environment The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goalsetting. Knowledge Indicators – The competent teacher: A. understands principles of and strategies for effective classroom and behavior management; B. understands how individuals influence groups and how groups function in society; C. understands how to help students work cooperatively and productively in groups; D. understands factors (e.g., self-efficacy, positive social interaction) that influence motivation and engagement; E. knows how to assess the instructional environment to determine how best to meet a student’s individual needs; F. understands laws, rules, and ethical considerations regarding behavior intervention planning and behavior management (e.g., bullying, crisis intervention, physical restraint); G. knows strategies to implement behavior management and behavior intervention planning to ensure a safe and productive learning environment; and H. understands the use of student data (formative and summative) to design and implement behavior management strategies. Performance Indicators – The competent teacher: A. creates a safe and healthy environment that maximizes student learning; B. creates clear expectations and procedures for communication and behavior and a physical setting conducive to achieving classroom goals; C. uses strategies to create a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision-making, work 28 2015 collaboratively and independently, use appropriate technology, and engage in purposeful learning activities; D. analyzes the classroom environment and makes decisions to enhance cultural and linguistic responsiveness, mutual respect, positive social relationships, student motivation, and classroom engagement; E. organizes, allocates, and manages time, materials, technology, and physical space to provide active and equitable engagement of students in productive learning activities; F. engages students in and monitors individual and group-learning activities that help them develop the motivation to learn; G. uses a variety of effective behavioral management techniques appropriate to the needs of all students that include positive behavior interventions and supports; H. modifies the learning environment (including the schedule and physical arrangement) to facilitate appropriate behaviors and learning for students with diverse learning characteristics; and I. analyzes student behavior data to develop and support positive behavior. Standard Five | Instructional Delivery The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student. Knowledge Indicators – The competent teacher: A. understands the cognitive processes associated with various kinds of learning; B. understands principles and techniques, along with advantages and limitations, associated with a wide range of evidence-based instructional practices; C. knows how to implement effective differentiated instruction through the use of a wide variety of materials, technologies, and resources; D. understands disciplinary and interdisciplinary instructional approaches and how they relate to life and career experiences; E. knows techniques for modifying instructional methods, materials, and the environment to facilitate learning for students with diverse learning characteristics; F. knows strategies to maximize student attentiveness and engagement; 29 2015 G. knows how to evaluate and use student performance data to adjust instruction while teaching; and H. understands when and how to adapt or modify instruction based on outcome data, as well as student needs, goals, and responses. Performance Indicators – The competent teacher: A. uses multiple teaching strategies, including adjusted pacing and flexible grouping, to engage students in active learning opportunities that promote the development of critical and creative thinking, problem-solving, and performance capabilities; B. monitors and adjusts strategies in response to feedback from the student; C. varies his or her role in the instructional process as instructor, facilitator, coach, or audience in relation to the content and purposes of instruction and the needs of students; D. develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and presenting diverse perspectives to encourage critical and creative thinking; E. uses strategies and techniques for facilitating meaningful inclusion of individuals with a range of abilities and experiences; F. uses technology to accomplish differentiated instructional objectives that enhance learning for each student; G. models and facilitates effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning; H. uses student data to adapt the curriculum and implement instructional strategies and materials according to the characteristics of each student; I. uses effective co-planning and co-teaching techniques to deliver instruction to all students; J. maximizes instructional time (e.g., minimizes transitional time); and K. implements appropriate evidence-based instructional strategies. Standard Six | Reading, Writing, and Oral Communication The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge. Knowledge Indicators – The competent teacher: 30 2015 A. understands appropriate and varied instructional approaches used before, during, and after reading, including those that develop word knowledge, vocabulary, comprehension, fluency, and strategy use in the content areas; B. understands that the reading process involves the construction of meaning through the interactions of the reader's background knowledge and experiences, the information in the text, and the purpose of the reading situation; C. understands communication theory, language development, and the role of language in learning; D. understands writing processes and their importance to content learning; E. knows and models standard conventions of written and oral communications; F. recognizes the relationships among reading, writing, and oral communication and understands how to integrate these components to increase content learning; G. understands how to design, select, modify, and evaluate a wide range of materials for the content areas and the reading needs of the student; H. understands how to use a variety of formal and informal assessments to recognize and address the reading, writing, and oral communication needs of each student; and I. knows appropriate and varied instructional approaches, including those that develop word knowledge, vocabulary, comprehension, fluency, and strategy use in the content areas. Performance Indicators – The competent teacher: A. selects, modifies, and uses a wide range of printed, visual, or auditory materials, and online resources appropriate to the content areas and the reading needs and levels of each student (including ELLs, and struggling and advanced readers); B. uses assessment data, student work samples, and observations from continuous monitoring of student progress to plan and evaluate effective content area reading, writing, and oral communication instruction; C. facilitates the use of appropriate word identification and vocabulary strategies to develop each student’s understanding of content; D. teaches fluency strategies to facilitate comprehension of content; E. uses modeling, explanation, practice, and feedback to teach students to monitor and apply comprehension strategies independently, appropriate to the content learning; 31 2015 F. teaches students to analyze, evaluate, synthesize, and summarize information in single texts and across multiple texts, including electronic resources; G. teaches students to develop written text appropriate to the content areas that utilizes organization (e.g., compare/contrast, problem/solution), focus, elaboration, word choice, and standard conventions (e.g., punctuation, grammar); H. integrates reading, writing, and oral communication to engage students in content learning; I. works with other teachers and support personnel to design, adjust, and modify instruction to meet students’ reading, writing, and oral communication needs; and J. stimulates discussion in the content areas for varied instructional and conversational purposes. Standard Seven | Assessment The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student. Knowledge Indicators – The competent teacher: A. understands the purposes, characteristics, and limitations of different types of assessments, including standardized assessments, universal screening, curriculum-based assessment, and progress monitoring tools; B. understands that assessment is a means of evaluating how students learn and what they know and are able to do in order to meet the Illinois Learning Standards; C. understands measurement theory and assessment-related issues, such as validity, reliability, bias, and appropriate and accurate scoring; D. understands current terminology and procedures necessary for the appropriate analysis and interpretation of assessment data; E. understands how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction; F. knows research-based assessment strategies appropriate for each student; G. understands how to make data-driven decisions using assessment results to adjust practices to meet the needs of each student; H. knows legal provisions, rules, and guidelines regarding assessment and assessment accommodations for all student populations; and 32 2015 I. knows assessment and progress monitoring techniques to assess the effectiveness of instruction for each student. Performance Indicators – The competent teacher: A. uses assessment results to determine student performance levels, identify learning targets, select appropriate research-based instructional strategies, and implement instruction to enhance learning outcomes; B. appropriately uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of an individual student and the class as a whole; C. involves students in self-assessment activities to help them become aware of their strengths and needs and encourages them to establish goals for learning; D. maintains useful and accurate records of student work and performance; E. accurately interprets and clearly communicates aggregate student performance data to students, parents or guardians, colleagues, and the community in a manner that complies with the requirements of the Illinois School Student Records Act [105 ILCS 10], 23 Ill. Adm. Code 375 (Student Records), the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g) and its implementing regulations (34 CFR 99; December 9, 2008); F. effectively uses appropriate technologies to conduct assessments, monitor performance, and assess student progress; G. collaborates with families and other professionals involved in the assessment of each student; H. uses various types of assessment procedures appropriately, including making accommodations for individual students in specific contexts; and I. uses assessment strategies and devices that are nondiscriminatory, and take into consideration the impact of disabilities, methods of communication, cultural background, and primary language on measuring knowledge and performance of students. Standard Eight | Collaborative Relationships The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members. Knowledge Indicators – The competent teacher: A. understands schools as organizations within the larger community context; B. understands the collaborative process and the skills necessary to initiate and carry out that 33 2015 process; C. collaborates with others in the use of data to design and implement effective school interventions that benefit all students; D. understands the benefits, barriers, and techniques involved in parent and family collaborations; E. understands school- and work-based learning environments and the need for collaboration with all organizations (e.g., businesses, community agencies, nonprofit organizations) to enhance student learning; F. understands the importance of participating on collaborative and problem-solving teams to create effective academic and behavioral interventions for all students; G. understands the various models of co-teaching and the procedures for implementing them across the curriculum; H. understands concerns of families of students with disabilities and knows appropriate strategies to collaborate with students and their families in addressing these concerns; and I. understands the roles and the importance of including students with disabilities, as appropriate, and all team members in planning individualized education programs (i.e, IEP, IFSP, Section 504 plan) for students with disabilities. Performance Indicators – The competent teacher: A. works with all school personnel (e.g., support staff, teachers, paraprofessionals) to develop learning climates for the school that encourage unity, support a sense of shared purpose, show trust in one another, and value individuals; B. participates in collaborative decision-making and problem-solving with colleagues and other professionals to achieve success for all students; C. initiates collaboration with others to create opportunities that enhance student learning; D. uses digital tools and resources to promote collaborative interactions; E. uses effective co-planning and co-teaching techniques to deliver instruction to each student; F. collaborates with school personnel in the implementation of appropriate assessment and instruction for designated students; G. develops professional relationships with parents and guardians that result in fair and equitable treatment of each student to support growth and learning; 34 2015 H. establishes respectful and productive relationships with parents or guardians and seeks to develop cooperative partnerships to promote student learning and well-being; I. uses conflict resolution skills to enhance the effectiveness of collaboration and teamwork; J. participates in the design and implementation of individualized instruction for students with special needs (i.e., IEPs, IFSP, transition plans, Section 504 plans), ELLs, and students who are gifted; and K. identifies and utilizes community resources to enhance student learning and to provide opportunities for students to explore career opportunities. Standard Nine | Professionalism, Leadership, and Advocacy The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession. Knowledge Indicators – The competent teacher: A. evaluates best practices and research-based materials against benchmarks within the disciplines; B. knows laws and rules (e.g., mandatory reporting, sexual misconduct, corporal punishment) as a foundation for the fair and just treatment of all students and their families in the classroom and school; C. understands emergency response procedures as required under the School Safety Drill Act [105 ILCS 128/1], including school safety and crisis intervention protocol, initial response actions (e.g.,whether to stay in or evacuate a building), and first response to medical emergencies (e.g., first aid and life-saving techniques); D. identifies paths for continuous professional growth and improvement, including the design of a professional growth plan; E. is cognizant of his or her emerging and developed leadership skills and the applicability of those skills within a variety of learning communities; F. understands the roles of an advocate, the process of advocacy, and its place in combating or promoting certain school district practices affecting students; G. understands local and global societal issues and responsibilities in an evolving digital culture; and H. understands the importance of modeling appropriate dispositions in the classroom. 35 2015 Performance Indicators – The competent teacher: A. models professional behavior that reflects honesty, integrity, personal responsibility, confidentiality, altruism and respect; B. maintains accurate records, manages data effectively, and protects the confidentiality of information pertaining to each student and family; C. reflects on professional practice and resulting outcomes; engages in self-assessment; and adjusts practices to improve student performance, school goals, and professional growth; D. communicates with families, responds to concerns, and contributes to enhanced family participation in student education; E. communicates relevant information and ideas effectively to students, parents or guardians, and peers, using a variety of technology and digital-age media and formats; F. collaborates with other teachers, students, parents or guardians, specialists, administrators, and community partners to enhance students’ learning and school improvement; G. participates in professional development, professional organizations, and learning communities, and engages in peer coaching and mentoring activities to enhance personal growth and development. H. uses leadership skills that contribute to individual and collegial growth and development, school improvement, and the advancement of knowledge in the teaching profession; I. proactively serves all students and their families with equity and honor and advocates on their behalf, ensuring the learning and well-being of each child in the classroom; J. is aware of and complies with the mandatory reporter provisions of Section 4 of the Abused and Neglected Child Reporting Act [325 ILCS 5/4]; K. models digital etiquette and responsible social actions in the use of digital technology; and L. models and teaches safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. (Source: Added at 34 Ill. Reg. 11505, effective July 26, 2010. 36 2015