KENNESAW STATE UNIVERSITY GRADUATE COURSE PROPOSAL OR REVISION, Cover Sheet (10/02/2002) Course Number/Program Name EDCO 7010 Introduction to Coaching Department Educational Leadership Degree Title (if applicable) Coaching Endorsement Proposed Effective Date Fall 2010 Check one or more of the following and complete the appropriate sections: xx New Course Proposal Course Title Change Course Number Change Course Credit Change Course Prerequisite Change Course Description Change Sections to be Completed II, III, IV, V, VII I, II, III I, II, III I, II, III I, II, III I, II, III Notes: If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a new number should be proposed. A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new program. Current catalog information (Section I) is required for each existing course incorporated into the program. Minor changes to a course can use the simplified E-Z Course Change Form. Submitted by: Faculty Member Approved _____ Date Not Approved Department Curriculum Committee Date Approved Approved Approved Approved Approved Approved Not Approved Department Chair Date College Curriculum Committee Date College Dean Date GPCC Chair Date Dean, Graduate College Date Not Approved Not Approved Not Approved Not Approved Not Approved Vice President for Academic Affairs Date Approved Not Approved President Date KENNESAW STATE UNIVERSITY GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE I. Current Information (Fill in for changes) Page Number in Current Catalog Course Prefix and Number Course Title Credit Hours Prerequisites Description (or Current Degree Requirements) II. Proposed Information (Fill in for changes and new courses) Course Prefix and Number ____EDCO 7010__________________ Course Title ___ Introduction to Coaching___________ Credit Hours 3 credit hours Prerequisites none Description (or Proposed Degree Requirements) This is the first of the three courses in the Coaching Endorsement sequence. This course focuses on developing a knowledge base for coaching that is framed within an organization’s mission, vision, beliefs, and goals, and that is focused on performancecriteria. Candidates develop skills in personal assessment; feedback techniques; collaboration; written, verbal, and non-verbal communication; and ethical behavior. Learning is supported by field-based practice that provides context for addressing the needs of various groups of learners and educators, particularly those from diverse and socio-linguistically varied backgrounds. III. Justification The Professional Standards Committee provides for a Coaching Endorsement (Authority O.C.G.A. 20.2-200). The purpose for the Coaching Endorsement as established by PSC Rule 505-3-.86, is to prepare “individuals to use performance assessment data to provide feedback to individuals that will enable them in meeting criteria for performance in various educational positions such as, but not limited to, a supervisor/coach of individuals completing student teaching requirements or an alternative teacher preparation program, a mentor/coach of interns/beginning teachers, an instructional/academic coach of classroom teachers, or a coach of candidate seeking educational leadership positions. PSC language for an introduction to Standard three and its attending elements and subelements. Coaching provides an opportunity for teachers and leaders to develop the skills for providing meaningful feedback, and developing a culture of trust and collaboration (Arnau, Kahrs & Kruskamp, 2004; Cornett et al., 2009). Research suggests that coaching can support professional learning and change behaviors to improve performance (Reid, 2009).Guided field-practice allows the developing coach to interact directly with performers and provides the opportunity, through a team approach, to modify strategies based on varying context and socio-linguistics needs of students (Shriver, 2006). Introduction to Coaching The focus of this course is to understand the nature of coaching and to have the knowledge, skills, and dispositions for identifying performance criteria. Those performance criteria are aligned with the mission, vision, beliefs, and goals of the schools. The program will prepare candidates to identify organizational criteria, and analyze strengths and opportunities for the coachee’s growth (PSC Coaching Endorsement, Standard 1). IV. Additional Information (for New Courses only) Instructor: TBA Text: Whitmore, J. (2007). Coaching for performance (3rd ed.). Nicholas Brealy Publishing Inc. Prerequisites: None Objectives: - The coaching candidate will be able to: Course Objectives (Knowledge, Skills, and Dispositons) 1. Identify, analyze, and communicate the alignment of the mission, vision, beliefs, and goals to the roles, responsibilities, and performances required for the coachee’s position; KS 2. Assess and analyze the coachee’s understanding of the performance criteria; KS 3. Help the coachee self-assess, communicate expected performance criteria to the coachee; KS 4. Provide on-going advocacy and support for the coachee in the development of confidence professional conduct in her/his ability to achieve the performance criteria and personal growth, and show genuine concern for coachee’s welfare and future; SD 5. Develop and prioritize a timeline, and provide resources that align with identified needs;KS 6. Develop coachee’s recognition of incremental improvement and growth and recognize the fluid nature of coachee’s plan for continuous improvement;KS 7. Understand, develop, and use feedback techniques, effective questioning, and clarifying and phrasing skills to collaborate with the coachee and plan strategies for meeting performance criteria; KS 9. Use proper grammar, usage, and mechanics in written work that is directed to varied audiences, with varying purposes, and with an understanding of the legal implications of the written word; KS 8. Use effective listening skills and recognize implications for coaching of body language and other non-verbal aspects of the coaching environment; KSD PTEU Performance Outcomes a, b, c, g PSC Standards 1 a, b, c, d, g a, b, c, d, g 1 1 a, b, c, d, g 1, 4, 6 a, c 4 1, 4 a, b, c, g, e 4, 5 a, b, c, g, e 5 a, b, c, g, e 5 10. Develop and use collaborative relationships skills in an ethical manner with specific attention to maintaining confidentiality; KSD 11.Demonstrate respect for coachee’s perceptions and personal learning style, cross-generational/cultural/other differences, and recognize/address issues that may impair, conflict, or interfere with performance and professional relationships; and KSD 12. Serve as a member of the coachee’s professional team and participate effectively in partnerships and networks of support to include all stakeholder. SD e, b, c, f, h 6 a, b, c, f, h 6 a, b, c, f, h 6 Instructional Method - The candidates and university supervisor will use GeorgiaVIEW Vista for communication and course management. Please check daily for postings, mail, and announcements. Instructional methods may include, but are not limited to: Problem-Based Learning Proficiency Examination Cooperative Learning Document-Based Inquiry Case Study Analysis Simulations Field Experiences Method of Evaluation Attendance and Participation: Readings summaries/reflections: Field Experiences ** Organizational Vision/Mission Project: Presentation of Organizational Vision/Mission Project: Conferences: 15% 10% 20% 25% 20% 10% V. Resources and Funding Required (New Courses only) Resource Amount Faculty Other Personnel Equipment Supplies Travel New Books New Journals Other (Specify) TOTAL n/a Funding Required Beyond Normal Departmental Growth VI. COURSE MASTER FORM This form will be completed by the requesting department and will be sent to the Office of the Registrar once the course has been approved by the Office of the President. The form is required for all new courses. DISCIPLINE COURSE NUMBER COURSE TITLE FOR LABEL (Note: Limit 30 spaces) CLASS-LAB-CREDIT HOURS Approval, Effective Term Grades Allowed (Regular or S/U) If course used to satisfy CPC, what areas? Learning Support Programs courses which are required as prerequisites APPROVED: ________________________________________________ Vice President for Academic Affairs or Designee __ VII Attach Syllabus Kennesaw State University Coaching Endorsement I. COURSE: EDCO 7010: Introduction to Coaching (3 credit hours) Prerequisite: None. II. III. IV. INSTRUCTOR: Office: Phone: E-Mail: Office Hours: CLASS MEETINGS Dates: TBA Day/Times: TBA Bldg/Room: TBA TEXTS & READINGS: Suggested Texts: Ayers, W., Ladson-Billings, G., & Michie, G. (Eds.). (2008). City kids, city schools: More reports from the front row. New York, NY: The New Press. Cornett, J., Ellison, J., Hayes, C., Killion, K. et al (2009). Coaching: Approaches and perspectives. London: Corwin Press. Friere, P. (2005). Education for critical consciousness. New York, NY: Continuum International Publishing Group. Reiss, K., (2007). Leadership coaching for educators: Bring out the best in school administrators. Thousand Oaks: Corwin Press. Whitmore, J. (2007). Coaching for performance (3rd ed.). Nicholas Brealy Publishing Inc. Supplemental Readings: Professional Journals Damore, S. J., & Murray, D. (2009). Urban elementary school teachers’ perspectives regarding collaborative teaching practice. Remedial and Special Education, 30(4), 234-244. Esposito, J. & Swain, A. (2009). Pathways to social justice: Urban teachers’ uses of culturally relevant pedagogy as a conduit for teaching for social justice. Penn GSE Perspectives on Urban Education, 69(1), 38-48. Halvorsen, A. Lee, V. E., & Andrade, F. H. (2009). A mixed-methods study of teachers’ attitudes about teaching in urban and low income schools. Urban Education, 44(2), 181-224. Kose, B. W. (2009). The principal’s role in professional development for social justice: An empirically-based transformative framework. Urban Education, 44(6), 628-663. Luehmann, A. L. (2009). Accessing resources for identity development by urban students and teachers: Foregrounding context. Cultural Studies of Science Education, 4(1), 51-66. Monroe, C. R. (2009). Teachers closing the discipline gap in an urban middle school. Urban Education, 44(3), 322-347. Moscovici, H. (2009). Science teacher retention in today’s urban schools: A study of success and failure. Urban Education, 44(1), 88-105. Strayhom, T. L. (2009). Different folks, different hopes: The educational aspirations of black males in urban, suburban, and rural high school. Urban Education, 44(6), 710-731. V. COURSE CATALOG DESCRIPTION This is the first of the three courses in the Coaching Endorsement sequence. This course focuses on developing a knowledge base for coaching that is framed within an organization’s mission, vision, beliefs, and goals, and that is focused on performancecriteria. Candidates develop skills in personal assessment; feedback techniques; collaboration; written, verbal, and non-verbal communication; and ethical behavior. Learning is supported by field-based practice that provides context for addressing the needs of various groups of learners and educators, particularly those from diverse and socio-linguistically varied backgrounds. VI. JUSTIFICATION The Professional Standards Committee provides for a Coaching Endorsement (Authority O.C.G.A. 20.2-200). The purpose for the Coaching Endorsement as established by PSC Rule 505-3-.86, is to prepare “individuals to use performance assessment data to provide feedback to individuals that will enable them in meeting criteria for performance in various educational positions such as, but not limited to, a supervisor/coach of individuals completing student teaching requirements or an alternative teacher preparation program, a mentor/coach of interns/beginning teachers, an instructional/academic coach of classroom teachers, or a coach of candidate seeking educational leadership positions. PSC language for an introduction to Standard three and its attending elements and subelements. Coaching provides an opportunity for teachers and leaders to develop the skills for providing meaningful feedback, and developing a culture of trust and collaboration (Arnau, Kahrs & Kruskamp, 2004; Cornett et al., 2009). Research suggests that coaching can support professional learning and change behaviors to improve performance (Reid, 2009).Guided field-practice allows the developing coach to interact directly with performers and provides the opportunity, through a team approach, to modify strategies based on varying context and socio-linguistics needs of students (Shriver, 2006). Introduction to Coaching The focus of this course is to understand the nature of coaching and to have the knowledge, skills, and dispositions for identifying performance criteria. Those performance criteria are aligned with the mission, vision, beliefs, and goals of the schools. The program will prepare candidates to identify organizational criteria, and analyze strengths and opportunities for the coachee’s growth (PSC Coaching Endorsement, Standard 1). VII. CONCEPTUAL FRAMEWORK SUMMARY Collaborative Development of Expertise in Teaching, Learning & Leadership The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates at the doctoral level develop into leaders for learning and facilitators of the teaching and learning process. Finally, the PTEU recognizes values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning. Diversity Statement A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style differences provides a background for the consideration of cultural context. Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases, certification of disability is required. Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above. Use of Technology Integrated Use of Technology: The Bagwell College of Education recognizes the importance of preparing future educators and K-12 students to develop technology skills that enhance learning, personal productivity, decision making, their daily activities in the 21st century. As a result, the ISTE NETS*T Technology Standards for Teachers are integrated throughout the teacher preparation program enabling teacher candidates to explore and apply best practices in technology enhanced instructional strategies. Specific technologies used within this course include: Power Point; Microsoft Excel; Internet Use; Inspiration; and GeorgiaVIEW Vista. Technology Standards for Educators are required by the Professional Standards Commission. Telecommunication and information technologies will be integrated throughout the program, and all candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators. During the courses, candidates will be provided with opportunities to explore and use instructional media. They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and they will develop the confidence to design multimedia instructional materials, and create WWW resources. The students will be linked through GeorgiaVIEW Vista and via a listserv that will be utilized in processing the comprehensive experiences of the program. The emerging technologies will be utilized with the parallel expectation that participants demonstrate a high degree of technological literacy in retrieving and sharing information and resources VIII. GOALS, OBJECTIVES The Professional Teacher Education Unit prepares school leaders who understand their disciplines and principles of pedagogy, who reflect on their practice, and who apply these understandings to making decisions that foster the success of all learners. As this course is outcomes-driven, successful individuals must provide evidence of meeting the following complementary PTEU Performance Outcomes: a. Fosters an organizational culture that facilitates development of a shared vision, school improvement and increased learning for all students. b. Implements sustainable educational change and process improvement. c. Creates 21st century learning environments that advance best practices in curriculum, instruction, and assessment. d. Engages in applied research that supports data-driven planning and decision making for the improvement of schools and learning. e. Builds collaborative relationships, teams and community partnerships that communicate and reflect distributed leadership for learning. f. Embraces diversity by demonstrating intercultural literacy and global understanding. g. Facilitates professional learning and development that enhance and improve professional practice and productivity. h. Exercises professionalism and ethical practice. The coaching candidate will be able to: Course Objectives (Knowledge, Skills, and Dispositions) 1. Identify, analyze, and communicate the alignment of the mission, vision, beliefs, and goals to the roles, responsibilities, and performances required for the coachee’s position; KS 2. Assess and analyze the coachee’s understanding of the performance criteria; KS 4. Help the coachee self-assess, communicate expected performance criteria to the coachee; KS 4. Provide on-going advocacy and support for the coachee in the development of confidence professional conduct in her/his ability to achieve the performance criteria and personal growth, and show genuine concern for coachee’s welfare and future; SD 5. Develop and prioritize a timeline, and provide resources that align with identified needs; KS 7. Develop coachee’s recognition of incremental improvement and growth and recognize the fluid nature of coachee’s plan for continuous improvement; KS 7. Understand, develop, and use feedback techniques, effective questioning, and clarifying and phrasing skills to collaborate with the coachee and plan strategies for meeting performance criteria; KS 9. Use proper grammar, usage, and mechanics in written work that is directed to varied audiences, with varying purposes, and with an understanding of the legal implications of the written word; KS 8. Use effective listening skills and recognize implications for coaching of body language and other non-verbal aspects of the coaching environment; KSD 10. Develop and use collaborative relationships skills in an ethical manner with specific attention to maintaining confidentiality; KSD 11.Demonstrate respect for coachee’s perceptions and personal learning style, cross-generational/cultural/other differences, and recognize/address issues that may impair, conflict, or interfere with performance and professional relationships; and KSD 12. Serve as a member of the coachee’s professional team and participate effectively in partnerships and networks of support to include all stakeholder. SD PTEU Performance Outcomes a, b, c, g PSC Standards 1 a, b, c, d, g a, b, c, d, g 1 1 a, b, c, d, g 1, 4, 6 a, c 4 1, 4 a, b, c, g, e 4, 5 a, b, c, g, e 5 a, b, c, g, e 5 e, b, c, f, h 6 a, b, c, f, h 6 a, b, c, f, h 6 IX. COURSE REQUIREMENTS AND ASSIGNMENTS: Definition of terms Coaching – A developmental process that builds a leader’s capabilities to achieve professional and organizational goals. The coaching is conducted through one-on-one and group interactions, driven by evidence/data from multiple perspectives, and is based on mutual trust and respect. (GSAEC Guidelines for Graduate Academic Programs in Executive Coaching. http://www.gsaec.org/curriculum.html ) Coach – An individual who works with the coachee (candidate) to develop and implement strategies to improve his/her performance as a leader. (Whitmore, 2007) The coach is external to the organization and is separate from the formal evaluation process. (Hall, Otago, & Hollenbeck, 1999 as cited in Sue-Chan, Latham, 2004). Field Experiences Coaching candidates will be required to complete field-based experiences that provide context for addressing the needs of various groups of learners, teachers, and educators. Through guided field-practice the developing coaching candidate will interact directly with a coachee for a period of twelve (12) practicum hours. The candidate will maintain a field log and a reflective journal that focuses on processes and implications for coaching practice and student learning. Candidates will develop an understanding of the context of coaching through readings and discussions related to urban/suburban environments, culture, SES, and socio-linguistics elements. Readings will vary and be extended to accommodate diverse experiences and will be used to support the candidate in developing coaching techniques that meet the needs of a variety of context experiences. The coaching endorsement prepares candidates to work coaches from a variety of school levels to include: elementary/primary, middle, and secondary. Theoretical Framework for Field Experiences: Suggested Readings Ayers, W., Ladson-Billings, G., & Michie, G., 2008; Clopper, C. G., Conrey, B., & Pisoni, D. B., 2005; Darling-Hammond, D., Bransford, J., LePage, P. & Hammerness, K., 2007; Friere, P., 2005; Ladson-Billings, G., 2009; Stevenson, J., 2002; Trifonas, P. P., 2002. Instructional Methodology: The candidates and university supervisor will use GeorgiaVIEW Vista for communication and course management. Please check daily for postings, mail, and announcements. Instructional methods may include, but are not limited to: Problem-Based Learning Proficiency Examination Cooperative Learning Document-Based Inquiry Case Study Analysis Simulations Field Experiences Required Activities (Theoretical Framework: Course Readings; GA School Keys; Georgia GAPSS Analysis; GA Keys Implementation Resources) 1. Attendance and Participation: Candidates will come to class prepared by reading all assignments and completing all required activities. Objectives: All objectives Assessment: Holistic 2. Summaries/Reflections of Selected Readings: Following the reading of two selections from the professional literature on coaching (journals or book excerpts), the candidate will develop a one page summary and a one page reflection of each selection. The reflections will address the following prompts: o What knowledge of and/or experience in coaching did I bring to the reading? o What new knowledge about coaching have I acquired? o How will this knowledge impact my practice and potentially student learning? Objectives: All objectives Assessment: Holistic 3. Ethics Statement: Following a review of coaching standards, the candidate will develop a set of ethic and professional expectations for coaches. The ethics statement will be shared with class and developed into a working document that will inform the ethical practices in coaching. Objective: 9 Assessment: Holistic 4. Coaching Simulations: The candidates will engage in observable, peer reviewed, coaching simulations during class. The purpose is to develop the communication skills, questioning, skills, and feedback techniques necessary for the field experience. The duration of the coaching simulation will be 15 minutes. Following each candidate’s session, the class will debrief and discuss observations focusing on positive aspects and areas would benefit from improvement. The debriefing peer-review is collaborative, professional, and supportive. Objective: Assessment: 7, 8, 11 Holistic 5. Field Experiences: The candidates will complete 12 hours of field-based coaching. The time spent in the field experience will be documented in a field experience log and the process will be noted in a field experience reflection. The reflection will focus on the context (vision/mission), procedures, and impact on practice and student learning. (Note: The successful completion of the Field Experience is required for passing the course.) Reflections Log: The candidates will record evidence based experiences in a reflection log which will provide documentation of the ability to analyze their own teaching, their ability to collaborate and the ability to improve their teaching practice to improve students learning. The log will enable the candidate to reflect on their professional practices, experiences, insights, connections between theory and practice, impact on student learning, and professional growth. The log will document objectives for coaching and relationship of coaching to various to divers populations of faculty and students. Candidates define context by documenting nature of diversity in the setting: race/ethnicity, subgroups, and grade levels for both the coachee and the student population. The log will include but not be limited to reflections related to: Evaluating student data to prioritize learning objects at a particular level or with a particular group of students. Writing objectives to address priorities Planning and delivering PD session on learning objective Modeling lesson on learning objective Co-planning lessons and formative assessment on learning objective Observing team/teacher teaching lesson on learning objective Providing feedback on lesson/observation Planning next steps Possible artifacts for reflections: student data, observation forms, learning objectives, lesson plans, feedback forms, and timelines. Objectives: All objectives Assessment: Rubric 6. Organizational Vision/Mission Profile: The candidate will develop a comprehensive profile of culture to establish context and inform the coaching relationship. The project will require the candidate to specifically: (This is a required Chalk and Wire Activity) o Exam the vision and mission of the organization and establish alignment between the district and building level vision and mission; 1(i) 2(i) o Analyze the School Strategic Plan (SSP) for evidence of structure and procedures employed to support vision and mission;1(i) 2(i) o Develop a demographic profile of the school and/or district to include Student performance data 1(i)(ii) Diversity (student/family/community; socio-linguistics, SES, urban/suburban, ethnicity, etc.); 2(i) 6(i)(ii) o Exam criteria established for teacher performance evaluation (GA Keys); 1(i)(ii) 2(iii) 5(iii) o Determine procedures employed for measuring the culture for collaboration (GA Keys); and 1(i) 4(ii) 6(iv) o Develop a summative narrative that describes how the profile establishes a lens for informing the coaching process. The narrative should specifically describe how the information from the profile impacts coaching and links to student learning. 1(ii) 2(iii) 5(i)(ii) Objectives: 1, 2, 3 Assessment: Rubric 7. Presentation of Organizational Vision/Mission Profile: The candidate will develop a PowerPoint and use it to make a presentation to the class. The purpose of the presentation is to provide overview of the Organizational Vision/Mission Project as it relates to coaching to performance and improving student learning. The presentation will specifically address the context of coaching and the cultural, SES, and socio-linguistic nature of context. Objectives: All objectives Assessment: Rubric 8. Conferences: The candidate will meet with the course instructor to review progress and receive feedback on the Organization’s Vision/Mission Project. Objectives: All objectives Assessment: Holistic X. EVALUATION AND GRADING: Evaluation Attendance and Participation: Readings summaries/reflections: Field Experiences ** Organizational Vision/Mission Project: Presentation of Organizational Vision/Mission Project: Conferences: 15% 10% 20% 25% 20% 10% **Note: Successful completion of Performance Task 5 (Field Experience) is a minimum competency for passing the course Grading: A= 90% -100% B= 80% - 89% C= 70% - 79% F= 69% or lower XI. TENTATIVE COURSE OUTLINE Session Activity Assignment/Due Date Session 1 Introduction and Overview xxxxxxxxxxxxxxxxxxx Session 2 Coaching for Performance: What does it mean? Examining Mission and Vision Field Experience Begins Sessions 3&4 Document-Based Inquiry: School Mission and Vision Statements Field Experience Debriefing Sessions 5&6 Adapting Coaching to Varied Analysis of School Context Audiences and Contexts Readings #1 Topic: Demographics Sessions 7&8 Sessions 9 & 10 Self-Assessment and Performance Criteria Coaching and Student Performance Sessions 11 & 12 Sessions 13 & 14 Session 15 Session 16 Field Experience Debriefing Field Experience Debriefing Assigned Readings Cornett et al. Luehmann School Resources Field Experience Debriefing Identifying and Developing Feedback Techniques Readings #2 Topic: Listening and Providing Feedback Identifying and Developing Listening Skills Using Collaboration to Build Relationships Field Experience Debriefing Ethics of Coaching/Establishing Trust/GA Code of Ethics for Educators Project Presentations Field Experience Debriefing Code of Ethics Halvorsen, Lee, & Andrede Kose Daro, Smithgall, English & Clary Ayers, W., Ladson-Billings, G., & Michie Trifonas Friere, P. Strayhorn Whitmore Monroe Moscovici Esposito & Swain Reiss, K., Sullivan & Glanz Sullivan & Glanz Damore & Murray Web Sources Field Experience Debriefing xxxxxxxxxxxxxxxxxxxx Vision/Mission Profiles Due Field Experience Logs Due XII. POLICIES Students should make every effort to attend every class. We will be learning how to use electronic equipment, evaluating our own learning, and providing feedback to each other. Class discussions, group work, peer evaluation activities require that everyone be present. Late work will have 10 points deducted for each day the paper is late. If you know you are going to miss a class, make arrangements for someone to turn your paper in during the class it is due or e-mail it as a last resort. Professionalism KSU expects that graduate students will pursue their academic programs in an ethical, professional manner. Candidates are responsible for knowing and adhering to the guidelines of academic honesty as stated in the graduate catalog. Academic Honesty Integrity Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which includes either "informal" resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct's minimum one semester suspension requirement. XIII. REFERENCES AND BIBLIOGRAPHY Arnau, L., Kahrs, J., & Kruskamp, B (2004). Peer coaching: Veteran high school teachers take the lead on learning. NASSP Bulletin, 88(639), 26-41. Ayers, W., Ladson-Billings, G., & Michie, G. (Eds.). (2008). City kids, city schools: More reports from the front row. New York, NY: The New Press. Baldwin, J., Johnson, L., Reding., P. (2005). Coaching skills for educational leaders: Professional development experiences in ne public school district Third Annual International Coach Federation Research Symposium. San Jose, CA. Clopper, , C. G., Conrey, B., Pisoni, D. B. (2005). Effects of talker gender on dialiect categorization. Journal of Language and Social Psychology, 24(2), p. 182-206 Clutterbuck, D., (2008). What’s happening in coaching and mentoring? And what is the difference between them? Development and Learning in Organizations, 22(4), 8-10. Cornett, J., Ellison, J., Hayes, C., Killion, K. et al (2009). Coaching: Approaches and perspectives. London, England: Corwin Press. Damore, S. J., & Murray, D. (2009). Urban elementary school teachers’ perspectives regarding collaborative teaching practice. Remedial and Special Education, 30(4), 234-244. Darling-Hammond, D., Bransford, J., LePage, P. & Hammerness, K. (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. Hoboken, NJ: Jossey-Bass. Esposito, J. & Swain, A. (2009). Pathways to social justice: Urban teachers’ uses of culturally relevant pedagogy as a conduit for teaching for social justice. Penn GSE Perspectives on Urban Education, 69(1), 38-48. Friere, P. (2005). Education for critical consciousness. New York, NY: Continuum International Publishing Group. Georgia Department of Education (2010).Georgia Keys. Georgia Leadership Institute for School Improvement, Retrieved December 5, 2009 from http://www.glisi.org/site/default.htm Halvorsen, A. Lee, V. E., & Andrade, F. H. (2009). A mixed-methods study of teachers’ attitudes about teaching in urban and low income schools. Urban Education, 44(2), 181-224. Kose, B. W. (2009). 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Reiss, K., (2007). Leadership coaching for educators: Bring out the best in school administrators. Thousand Oaks: Corwin Press. Shriver, S., & Re, T. (2006). Performance coaching: When to do it, how to do it. Pharmaceutical Representative, 36(9), 32-33. Retrieved from Academic Search Compete database. Sue-Chan, C. and Latham, G.P. (2004). The relative effectiveness of external, peer, and self -coaches. Applied Psychology: An International Review, 53(2), 260-278. Sullivan, S. S., & Glanz, J. G. (2005). Building Effective Learning Communities: Strategies for Leadership, Learning, & Collaboration . Thousand Oaks: Corwin Press: Sullivan, S. S. & Glanz, J. G. (2009). Supervision that Improves Teaching and Learning: Strategies and Techniques. Thousand Oaks, CA: Corwin Press. Stevenson, J. (2002). Concepts of workplace knowledge. International Journal of Educational Research, 37(1), p. 1-15 Strayhom, T. L. (2009). 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