Indiana University Purdue University Fort Wayne
SCHOOL OF EDUCATION
EDUA F500:
SEMINAR: LEARNING, TEACHING, LEADING
(CRN 12006) 3 credits
EDUA M501:
FIELD EXPERIENCE: SERVICE LEARNING FOR DIVERSITY
(CRN 12017) 10 hours
Course Information
KT 242
Monday
4:30 pm – 7:15 pm
This introductory course to an M.S. in Elementary Education or Secondary
Education seeks to help students frame broad goals for pursuing their degree
and develop plans for achieving them. In seminar format the students will read,
reflect upon, and analyze current educational research, scholarship, theory, and
practice about learning, teaching, and leading. They will analyze all ideas and
practices through the lenses of the program’s vision and the SOE Conceptual
Framework, as well as state and national educational conversations. Graduate
students will begin the process of self-assessment of their own growth, a process
that will continue throughout the program.
Instructor Information
Carol Lindquist, Ed.D.
Clinical Assistant Professor of Education
Neff Hall 243D
(260) 481- 6926 (phone)
(260) 481-5408 (Fax)
Email: lindquic@ipfw.edu
Office Hours: Monday 1:00 – 4:15
Tuesday 11:45 – 1:30
Course Instructional Materials
Costa, A., and Kallick, B. (2008) Learning and leading with habits of mind.
Alexandria, VA: Association for Supervision and Curriculum Development (ISBN
978-1-4166-0741-0)
Jacobs, H. Ed. (2010). Curriculum 21: Essential Education for a Changing World.
Alexandria, VA: Association for Supervision and Curriculum Development (ISBN
978-1-4166-0940-7)
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Foundational Statements
The following statements are central to the planning and implementation of
courses and to the approach that faculty and students share in all SOE activities.
Educator is defined as a pre-service teacher, in-service teacher, administrator, or
counselor.
Vision of the IPFW School of Education (SOE)
We seek to build with you, our students, our stakeholders, and
ourselves…Scholar-Practitioner learning communities for engaging in a
democratic and diverse society.
Mission of the IPFW School of Education (SOE)
To prepare professionals in teaching, counseling, and leadership who
demonstrate the capacity and willingness to continuously improve schools and
related entities so that they become more effective with their clients by:
1.
becoming more caring, humane, and functional citizens in a global, multicultural,
democratic society;
2.
improving the human condition by creating positive learning environments;
3.
becoming change agents by demonstrating reflective professional practice;
4.
solving client problems through clear, creative analysis;
5.
assessing client performance, creating and executing effective teaching, counseling
and educational leadership, by utilizing a variety of methodologies reflecting current
related research; and
6.
utilizing interdisciplinary scholarship, demonstrating technological and critical
literacies, and effective communicating with all stakeholders.
IPFW SOE Conceptual Framework: A Learning and Leadership Model
1) Democracy and Community Effective educators, such as teachers, counselors and
administrators, need to be a part of a dynamic educational community as a model for the
climate of community they hope to create. To do this, these educators need an
understanding of the moral, cultural, social, political, and economic foundations of our
society. Consequently, the SOE should foster a democratic, just, inclusive learning
community among its students, faculty, and staff, and with all other stakeholders in the
educational enterprise.
2) Habits of Mind Effective educators realize that knowledge alone is not sufficient. They
practice critical reflection in all endeavors. Within the context of a compassionate, caring
community, educators foster habits of mind necessary to engage learners, such as
investigating, inquiring, challenging, critiquing, questioning, and evaluating. Consequently,
the SOE must integrate critical habits of mind in all aspects of the teaching/learning
process.
3) Pedagogy Effective educators need to understand multiple approaches to pedagogy as
well as the multiple roles of the teacher, such as facilitator, guide, role model, scholar, and
motivator. Educators appreciate and are receptive to diverse perspectives, modes of
understanding, and social circumstances that they and their students bring to the
educational setting. Consequently, the SOE needs to prepare educators to understand and
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use pedagogy creatively and thereby ensure active learning, conceptual understanding,
and meaningful growth,
4) Knowledge Effective educators need to be well-grounded in the content which they expect
to teach. Educators need to understand how knowledge is constructed, how the processes
of inquiry are applied, how domains of knowledge are established, and how disciplines can
be integrated and most effectively communicated to their students. Educators also need
understanding themselves, of communities in which they intent to learn, and of students.
Consequently, the SOE should immerse educators in nurturing learning communities that
deepen knowledge and encourage ongoing intellectual, emotional, and personal growth.
5) Experience Effective educators learn their craft through experiences in actual educational
settings. Through onsite campus activities and field-based experiences, students will
observe and emulate exemplary teaching and learning. These educators will practice,
collaborate, and interact with practitioners and their students. Consequently, the SOE must
integrate field and/or clinical experiences that reflect the diversity of educators, students,
and schools into all aspects of the curriculum and help educators to assess and reflect on
those experiences.
6) Leadership Effective educators are leaders. They have developed educational and social
visions informed by historical and cultural perspectives. They strive to set the highest goals
for themselves and inspire students to do likewise. Educators are enriched by the
convergence of knowledge, theory, and practices as they optimistically face the
educational challenges of the twenty-first century. Consequently, the SOE must provide
opportunities for educators to develop as leaders in their profession and in their
communities.
National Board for Professional Teaching Standards (NBPTS): 5 Core Propositions
Proposition 1: Teachers are committed to students and their learning.
 Teachers recognize individual differences in their students and adjust their practice
accordingly.
 Teachers have an understanding of how students develop and learn.
 Teachers treat students equitably.
 Teacher’s mission extends beyond developing the cognitive capacity of their students.
Proposition 2: Teachers know the subjects they teach and how to teach those subjects to
students.
 Teachers appreciate how knowledge in their subjects is created, organized, and linked
to other disciplines.
 Teachers command specialized knowledge of how to convey a subject to students.
 Teachers generate multiple paths to knowledge.
Proposition 3: Teachers are responsible for managing and monitoring student learning.
 Teachers call on multiple methods to meet their goals.
 Teachers orchestrate learning in group settings.
 Teachers place a premium on student engagement.
 Teachers regularly assess student progress.
 Teachers are mindful of their principle objectives.
Proposition 4: Teachers think systemically about their practice and learning from experience.
 Teachers are continually making difficult choices that test their judgment.
 Teachers seek advice of others and draw in educational research and scholarship to
improve their practice.
Proposition 5: Teachers are members of learning communities.
 Teachers contribute to school effectiveness by collaborating with other professional.
 Teachers work collaboratively with parents.
 Teachers take advantage of community resources.
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IPFW SCHOLAR PRACTITIONER LANGUAGE
The scholar-practitioner model is grounded in the ideal of scholar-practitioner leadership with
emphasis on preparing educational leaders who address the challenges of population growth
issues, cultural diversity, policy and analysis and design, problem solving, and the change
process. Bentz and Shapiro ( 1998) defined “a scholar practitioner as someone who mediates
between professional practice and the universe of scholarly, scientific, and academic knowledge
and discourse” (p.66). The IPFW SOE’s newly focused vision, newly sequenced courses, and
newly articulated performance-based assessment system demonstrate in practice a commitment
to the scholar-practitioner model.
The vision of the IPFW School of Education Master’s Program is to build with graduate students
and their schools and corporations, scholar-practitioner learning communities for engaging in a
democratic and diverse society. The two primary standards of scholar-practitioner educational
leadership are the effective use of research to improve practice and the effective engagement of
learning communities beyond local districts. These two standards synthesize the elements of the
conceptual framework, SOE mission and goals, and NBPTS standards.
1. The scholar-practitioner educator fosters a democratic, just, inclusive learning
community among all stakeholders. The scholar-practitioner educator engages
in ongoing reading and analysis of research to inform their teaching practice.
2. The scholar-practitioner educator engages in ongoing evaluation of the impact
of their practice on students’ learning and to reflectively make further
curriculum and instruction decisions.
3. Finally, the scholar-practitioner contributes to the knowledge base through
research writing, grant-writing, and professional presentations to strengthen
the field of education on multiple levels.
4. The scholar-practitioner educator weaves between research and practice, and
theory and experience, constantly working within learning communities to
foster a democratic society.
Bentz, V. M. & Shapiro, J. J. (1998). Mindful Inquiry in social research. Thousand Oaks,
CA: SAGE Publications.
Course Objectives
As a result of participating in F 500, each student should be able to:
1) demonstrate knowledge of program goals, standards, and assessment system as
represented in the program vision and SOE Conceptual Framework. (CF: Democracy &
Community, Habits of Mind, Pedagogy, Knowledge, Experience, Leadership) (NBPTS: 1, 2, 3,
4, 5)
2) read, reflect upon, and analyze current educational research, scholarship, theory, and
practice about learning, teaching, and leading. (CF: Habits of Mind, Pedagogy, Knowledge,
Leadership) (NBPTS: 2, 4, 5)
3) begin self-assessment of personal and professional growth that will continue through the
program (CF: Habits of Mind, Knowledge, Experience, Leadership) (NBPTS: 1, 2, 3, 4, 5)
4) demonstrate growth in understanding of diversity through a service learning for diversity
experience (CF: Habits of Mind, Knowledge, Experience, Leadership) (NBPTS: 1, 2, 3, 4, 5)
5) develop knowledge of, competence in, and dispositions toward learning, teaching, and
leading that are demonstrated through performance assessment. (CF: Habits of Mind,
Pedagogy, Knowledge, Experience, Leadership) (NBPTS: 1, 2, 3, 4, 5)
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6) communicate research-based personal perspectives on educational, sociological, and
political factors of influence on public education (CF: Habits of Mind, Knowledge, Leadership)
(NBPTS: 1, 2, 4, 5)
7) demonstrate skill toward building a scholar-practitioner learning community for engaging in
a democratic and diverse society (CF: Habits of Mind, Pedagogy, Knowledge, Leadership)
(NBPTS: 1, 2, 3, 4, 5)
Class Information
This course integrates academic (scholarly) and professional (practitioner)
aspects of professional education, reflecting the scholar/practitioner focus that
guides the development of all education programs offered at IPFW. This course
will have a seminar format which will be instructor-led initially and become more
student-led as the course progresses. Students will complete a 10-hour Service
Learning for Diversity field experience off-campus, unless in special situations
when an experience is set up on campus for students.
Essential questions to be considered throughout the course include:
 What is the role of American PreK-12 education and what factors influence
its direction?
 How do educators and other members of the school community contribute
to the direction and effectiveness of PreK-12 education?
 What habits of mind and habits of practice are necessary for teachers and
other school leaders to positively influence the direction and effectiveness of
PreK-12 education?
 How can those skills be developed through formal and informal efforts and
what constitutes measurement of effectiveness?
 What are critical areas for continued scholarship and practice to build
individual and collective professional competence?
Each student has the right to expect that the instructor:
 is well-prepared, competent, and caring;
 demonstrates knowledge of learning, teaching, and leading
 facilitates professional discourse on teaching and learning;
 assists the in development of a scholarly paper;
 supports student exploration of the personal and professional endeavors of
an effective educator .
The instructor has the right to expect that each student:
 is well-prepared for each class meeting and participates fully in class
activities;
 conducts himself/herself in a mature, professional manner;
 confronts challenging issues with respect for other’s opinions and
experiences;
 seeks to expand teaching skills through personal investment and supports
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

the learning experiences of other class members;
is genuinely interested in advancing his/her knowledge and expertise of
content reading pedagogy; and
conforms to all university code of conduct policies while exhibiting the
practices and dispositions that are expected of professional educators.
Attendance
Attending class regularly and participating in discussion and class activities will
provide maximum benefit from this course. In addition, these behaviors reflect
the professional expectations of the learning communities found by educators in
their school assignments. If you cannot attend a class, it is a courtesy to notify
the instructor in advance. Despite an absence, assignments are due as listed on
the schedule and will be graded as indicated below. Should you have an assigned
role for a class meeting that you cannot attend, you need to inform the
instructor of your intended absence prior to that class session. The instructor will
determine whether or not the absence will be excused or unexcused and will
also determine if any special conditions will be attached to the granting of an
excused absence.
Characteristics of Submissions
It is expected that all written and oral submissions be scholarly and professional
in content, mechanics, style, tone, and presentation. Submissions should reflect
the high quality work expected of a professional educator. Students needing
assistance are encouraged to take advantage of the services provided by the
writing center. http://www.ipfw.edu/casa/writing/
Unless otherwise noted, all submissions should be headed with your name, the
course name and number, and the date of submission. The APA style manual
should be used as a guide in the preparation of papers and reference data. The
following website is an excellent reference regarding the APA style:
http://owl.english.purdue.edu/owl/resource/560/01.
All electronic communications regarding the course should use IPFW e-mail
addresses.
All submissions are due at the time designated by the instructor. In the case of
absence (whether excused or unexcused), any work due that day should be
emailed to the instructor no later than the end of the class session associated
with that assignment. Any late submissions must be accompanied by an
explanation. Whether or not credit is given for any late submission is at the
discretion of the instructor.
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Portfolio
A requirement of the IPFW graduate program in education is the assessment of a
candidate-developed professional portfolio after the completion of 18 hours and
again at 33 hours of course work. An explanation of the portfolio is found in the
Program Guide and Unit Assessment System booklet accessible through the SOE
website.
Specific portfolio materials to be completed in affiliation with F500 Seminar:
Learning, Teaching, Leading include:
 Dispositions Questionnaire
 Candidate reflection on the Service Learning Field experience.
 Instructor’s response to the Service Learning reflection.
 Scholarly Seminar paper
 Scholarly Seminar presentation
 Scholarly Seminar feedback from classmates
 Self-critical reflection on learning, teaching, and leading of candidate-led
seminar
 Instructor’s response to Scholarly Seminar
 Candidate reflection on understanding the SOE vision and how the MS
program will help the candidate grow toward that vision.
Additional class discussion will provide a full understanding of subsequent
portfolio expectations and checkpoints.
Grading
Your course grade will reflect the integrated roles of learner, teacher, and leader
and be based upon your performance in each role.
Your performance in LEARNING will be evaluated based upon:
 Evidence during discussion of having read assigned material (15 pts)
 Presentation and artifact on “What should be required of public
schools?” (10 pts)
 Scholarly Seminar paper (60 pts)
Your performance in TEACHING will be evaluated based upon:
 Asking questions to deepen understanding (10 pts)
 Leading group discussion of assigned chapters (15 pts)
 Response as Discussant to assigned Scholarly Seminar paper (15 pts)
Your performance in LEADING will be evaluated based upon:
 Presentation of Scholarly Seminar paper (15 pts)
 Chairing the Seminar for an assigned student (10 pts)
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Assigned Coursework
Coursework includes submissions that build your graduate portfolio and
submissions to be graded. Both types of work are listed below.
Self-assessment of professional dispositions toward learning, teaching, leading.
During class you will complete a dispositions survey that measures growth
toward actualizing democratic teaching practices and building of learning
communities. The survey is found on pages 44-48 of the SOE Program Guide and
Unit Assessment System and will be repeated for the 18 hour and 33 hour
portfolio checkpoints. For your portfolio, you will reflect upon your growth
between administrations of the survey.
Technology self-assessment log. A chart for recording technology-based learning
experiences in your program will be provided for inclusion in your portfolio. You
will complete the chart during the various courses you take. The chart will be
reviewed by your F500 instructor toward the end of the course.
Reflection on Vision Statement, Scholar-Practitioner learning and MS program.
A reflection on your understanding of the IPFW School of Education Vision
statement and how the MS program will help you grow toward this vision is
included in F500. Write a 2 page reflection on this and submit it to the F500
instructor by December 6 for rubric feedback, then place the reflection and
rubric in your portfolio.
Service Learning for Diversity
To receive credit for M501, you will need to complete a ten (10) hour Diversity
Service Learning Field Experience at an approved site. Each student will create an
original artifact from the experience for inclusion in the portfolio. The artifact
should not merely assemble materials already created, but reflect your personal
experience and learning. To document your experience, make a copy of the form
on page 35 of the Program Guide, fill out the top portion and have the site
supervisor sign it. At the conclusion of your ten hours, complete a reflection on
the experience based on the guideline on page 37 of the Program Guide book.
The artifact, reflection, and rubric should be included in your portfolio. The
signed forms and reflection are due to the F500 instructor no later than Nov 29.
Presentation and Artifact on “What should be expected of PreK-12 public
schools?”
Consider this question and create a tangible artifact (brief paper, artistic
representation, video, etc.) that provides an answer to it. Present a 5 minute
explanation of your ideas and artifact.
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Statement of Expectations of an Educator
Examine the changing dynamics for educators and write no more than 3 pages in
which you identify the qualities you believe must be inherent in educators for
them to sufficiently prepare their students for both the present and the future.
This is not a graded item but can be a valued addition to your portfolio.
Chapter Discussions
Small groups will teach assigned chapters of the books in whatever manner they
feel is most meaningful based on content of the message and the dynamics of
the class, preparing for approximately 90 minutes of class time. Discussion
questions should be prepared in advance and written so as to build complex,
layered understanding of the topics and various ways they can be considered.
Presentation materials may be used in your portfolio as artifacts from the
course.
Candidate-led Scholarly Seminars
The heart of the course is the student-led scholarly seminar, an opportunity for
each student to present his/her personal research and writing in a forum of
inquiry and support. During the Seminar, a student designated as the Chair
manages the proceedings. After an introduction, the Presenter explains his/her
paper orally and fully to the class. Immediately following the presentation, the
Discussant provides extensive feedback on the written work and the oral
explanation. When the Discussant is finished, the remaining class members share
their observations, questions, and suggestions with the Presenter.
Each student will serve in each of the Seminar roles, carrying out the duties as
indicated.
1. Chair – introduces speaker, keeps time, and facilitates class
discussion
2. Presenter – formally explains the basis for the research,
contextualizes his/her research in practice, explains the personal
interest in the topic and its relevance to the author’s professional
engagement, and presents an overview and highlights of the
paper
3. Discussant – prepares typed notes for the presenter concerning
strengths of the research and writing, weaknesses and
suggestions for extension or expansion, and questions that will
help the presenter to think further about the topic. Discussant
provides comprehensive oral feedback to the Presenter at the
conclusion of the presentation. The notes should be provided in
paper form to the instructor and presenter at the conclusion of
that class session.
4. Respondents – prepare typed notes for the presenter to be
included in the presenter’s portfolio
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Topics are selected based upon areas of professional interest and current
educational research. Each student will write and submit an 8-12 page scholarly
paper to be sent electronically to the instructor by the end of the day, November
22. The papers will be then sent to the rest of the class as electronic attachments
in preparation for class discussion. The paper will include the basic components
of research, follow a designated format, and use the APA style.
Self-Critical Reflection
Following their Scholarly Seminar presentations, each class member will reflect
on his/her own research, writing, presenting and critical feedback process
through the writing of a self-reflection on learning, teaching, and leading of the
candidate-led scholarly seminar. The form can be found on page 27 of the SOE
Program Guide and Unit Assessment System. This should be included in your
portfolio.
Grading
A
AB+
B
BC+
C
CD+
D
DF
95% - 100%
93% - 94%
91% - 92%
88% - 90%
86% - 87%
83% - 85%
80% - 82%
78% - 79%
75% - 77%
72% - 74%
70% - 71%
Below 70%
143 to 150 points
140 to 142
137 to 139
132 to 136
129 to 131
125 to 128
120 to 124
117 to 119
112 to 116
108 to 111
105 to 107
104 and below
Special Needs
Class members having special needs (disabilities or other factors that may affect
class performance or require additional instructional strategies) should make
these needs known to the instructor during the first week of the course. If you
have a disability and need assistance, special arrangements can be made to
accommodate most needs. Contact the Director of Services for Students with
Disabilities (Walb Union, Room 113, telephone number 481-6658) as soon as
possible to review the accommodations needed. Once the Director has provided
a letter attesting to a need for modification, the letter should be given to the
instructor for appropriate implementation. For more information, please visit
the web site for SSD at http://www.ipfw.edu/ssd/
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Schedule of Class Activities and Assignments
Adjustments may be made as determined within the learning community.
Date
Class Topic
Aug 23
Introductions
Overview of course,
graduate program,
and portfolio
Accountable Talk
Intro to APA Style
Aug 30
Model Core Teaching
Standards
Reading/Writing for this
class session
Submissions Due
Completion of
Dispositions Survey
during class time
Acquire course texts and
begin reading ahead of
assigned schedule.
Presentation and
artifact in response
to “What should be
required of public
K-12 schools?”
Initial topic for
scholarlypractitioner paper
by end of class
meeting.
Sept 6
Labor Day No Class
Sept 13 Researching in
Helmke Library
Meet in Helmke
Library Room 440A
Study the Model Core
Teaching Standards for what
is beneficial, what should be
revised, and what should be
added or deleted.
Being an Effective
Educator
Draft statement on
the qualities
necessary to be an
effective educator
in 2010 and
beyond.
Sept 20
Curr 21 Chapt 1, 2, 3, 4
Draft your response
to the Model
Core standards
Group 1 Discussion
Sept 27
Curr 21 Chapt 5, 6, 8, 9
Group 2 Discussion
Curr 21 Chapt 10, 11, 12, 13
Group 3 Discussion
Oct 4
Oct 10
Fall Break No Class
Submit comments
on Model Core
Standards to
CCSSO
11
Oct 18
Discovering and
Exploring Habits of
Mind
HOM Chapt 1, 2, 3, 4, 5
Group 1 Discussion
Oct 25
Building a Thoughtful
Environment
HOM Chapt 6-9
Group 2 Discussion
Nov 1
Assessing and
Reporting on HOM
HOM Chapt 10, 11, 12, 14
Group 3 Discussion
Nov 8
Leading Schools with
HOM
HOM Chapt 15, 16, 17
Revised
expectations for
educators
Nov 15
Building a 21st
century educational
system
Nov 22
Class time to work
on papers
Nov 29
Student–Led
Seminars
Scholar-Practitioner
papers due by
9:00 pm
Read and prepare to engage
in discussion of the paper
presented.
Presentation
schedule TBD
Completed field
experience
paperwork
Dec 6
Student–Led
Seminars
Read and prepare to engage
in discussion of the two
papers presented.
Presentation
schedule TBD
All portfolio
Reflections
Dec 13
Student-Led
Seminars
Read and prepare to engage
in discussion of the papers
presented.
Presentation
schedule TBD
Portfolio reflections
Course Evaluation
Curr21 – Curriculum 21
HOM – Learning and Leading with Habits of Mind
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