KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDUC 7725 Teacher Leadership Endorsement
Department EDL
Degree Title (if applicable) N/A
Proposed Effective Date Fall 2010
Check one or more of the following and complete the appropriate sections:
x 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
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Vice President for Academic Affairs Date
Approved
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President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog NA
___
Course Prefix and Number
___
Course Title
___
Class Hours
____Laboratory Hours_______Credit Hours________
Prerequisites
___
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _EDUC 7725_________________________
Course Title Best Practices in Teaching and Learning in Content Field
Class Hours 3____Laboratory Hours___0___CreditHours__3____
Prerequisites Admission to Graduate Study
Description (or Proposed Degree Requirements)
This course focuses on preparing expert teacher-leaders to implement research-based best
practices of exemplary schools. Course provides extensive examination of learning theories and
their application to diverse classrooms. Current renewal and reform initiatives in American
schools are examined in depth with the aim of preparing expert teacher-leaders for collaborative
roles in their school and district.
III.
Justification
This course will be one of three included in the teacher leader endorsement program at
Kennesaw State University. Building upon the Georgia Professional Standards Commission’s
draft (Fall 2009) Teacher Leader Standards, EDUC 7725 provides future teacher leaders with a
course deepening their understanding of research-validated best practices in teaching and
learning in discrete content areas. Additionally, the course particularly focuses on the learning
needs of students in historically underserved populations (low SES, ethnic or linguistic minority,
or students with other exceptionalities). In EDUC 7725, students will engage in study in their
particular content teaching field, focusing on applying theoretical concepts to the daily realities
of their teaching practice.
It is not envisaged that EDUC 7725 will take additional resources and funding as it is essentially
an amalgam of the best practices teaching courses in SMGE and ECE. The course is largely
based upon EDUC 7702, with modifications to course readings to make it applicable to varying
content fields.
IV.
Additional Information (for New Courses only)
Please see syllabus (enclosed) for all information requested under item four.
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0
0
0
0
0
0
0
TOTAL
0
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 __
I.
Course Number:
Course Title:
College:
EDUC 7725
Best Practices in Teaching and Learning
Bagwell College of Education
II.
Instructor and Contact Information:
III.
Class Meeting Time:
IV.
Required Readings:
Books:
1. Ormrod, J. E. (2007). Human Learning (5th Ed.). Prentice Hall.
2. Marzano, R. (ed) (2009). On excellence in teaching. Bloomington, IN. Solution Tree.
3. Stone, R., Cuper, P. (2007). Best practices for teacher leadership: What award-winning
teachers do for their professional learning communities
The articles:
Beal, c., Adams, N., & Cohen, P. (2010). Reading Proficiency and Mathematics Problem Solving by High
School English Language Learners. Urban Education, 45: 58-74
Johnson, C.& Fargo, J. (2010). Urban school reform enabled by transformative professional
development: impact on teacher change and student learning of science. Urban Education,45, 429.
Hollingworth, L. (2009) complicated conversations: Exploring race and ideology in an elementary
classroom. Urban Education, 44: 30-58.
Garza, R. (2009). Latino and White High School Students' Perceptions of Caring Behaviors: Are We
Culturally Responsive to our Students? Urban Education 4,: 297-321.
Blanchett, W., Klingner, J. & Harry, B. (2009). The intersection of race, culture, language, and disability:
implications for urban education. Urban Education, 44: 389-409.
V.
Catalog Course Description: EDUC 7725. 3-0-3. Prerequisite: Admission to graduate
studies in education. This course focuses on preparing expert teacher-leaders to implement research-based
best practices of exemplary schools. Course provides extensive examination of learning theories and their
application to diverse classrooms. Current renewal and reform initiatives in American schools are
examined in depth with the aim of preparing expert teacher-leaders for collaborative roles in their school
and district.
VI.
Purpose and Rationale:
KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK:
Collaborative development of expertise in teaching, learning and 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 are 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.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: preservice,
induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that
the concept of expertise is central to analyzing the teaching-learning process, the teacher education
faculty at KSU believe that the concept of expertise is central to preparing effective classroom teachers
and teacher leaders. Researchers describe how during the continuum phases teachers progress from being
Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their
teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued
development.
Use of Technology: Technology Standards for Educators are required by the Professional Standards
Commission. Telecommunication and information technologies will be integrated throughout the master
teacher preparation 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 feel confident to design multimedia
instructional materials, and create WWW resources and utilize computer software to analyze quantitative
and qualitative data.
Field Based Activities: While completing your graduate program at Kennesaw State University, you are
required to be involved in a variety of leadership and school-based activities directed at the improvement
of teaching and learning. Appropriate activities may include, but are not limited to, attending and
presenting at professional conferences, actively serving on or chairing school-based committees,
attending PTA/school board meetings, leading or presenting professional development activities at the
school or district level, and participating in education-related community events. As you continue your
educational experiences, you are encouraged to explore every opportunity to learn by doing.
Professional Portfolio Narrative: A required element in each final portfolio for the Graduate Program is
the portfolio narrative. The purpose of the portfolio narrative is to ensure that every candidate reflects on
each of the proficiencies on the CPI with regard to what evidence the candidate has selected for his/her
portfolio. In your portfolio, you need to include a narrative which includes descriptive, analytic and
reflective writing in which you reflect on each proficiency and how you make the case that the evidence
you have selected in your portfolio supports a particular proficiency, using the Portfolio Narrative Rubric
as a guide. The narrative should be comprehensive, documenting research-based best practices. Included
in this narrative should be references to assignments you have completed throughout your program of
study. Assignments in this course should be considered as evidence when you plan your selections for
your portfolio.
Rationale for Course
The graduate student in education must develop critical-mindedness, sensitivity, and social analysis skills
to participate in shaping educational policies and to determine the best equitable classroom practices for
all students. This course will promote an analysis of multicultural concerns and explore beliefs about
global perspectives as they are related to teaching and learning. The purpose of this course is to prepare
teachers to more effectively deal with historical and current theoretical principles and concepts of
learning, intelligence and motivation with attention to global perspectives. The information and activities
will provide a basis for a clear understanding of present educational practice, suggesting practical
application to improve classroom instruction.
VII.
Course Objectives:
The objectives of this course are consistent with the Kennesaw State University’s Candidate Performance
Expectations as outlined in the Master Candidate Performance Instrument. The content of the course is
organized around the three broad graduate outcomes of KSU’s Masters candidate performance instrument
(Master CPI). The specific proficiencies (to be completed by class) addressed by the objectives are
outlined below. Students will be able to:
Course objective
Explain major theoretical
perspectives of learning (cognitive,
developmental, social, behavioral and
information processing) and their
impact on learning
Examine social and psychological
factors influencing learning and their
implications for practice
Plan, implement and evaluate
instruction which incorporates a
variety of learning theories and
assessment techniques
Understand motivational processes in
the education of learners of diverse
backgrounds and learning styles
Master
CPI
Outcome
2
NBPTS
Core
Proposition
1,2,3
PSC/NCATE
Standard
TL
Standard
1.3, 1.4, 1.7
7a
2
1,4
1.3, 1.4, 1.7
7a, 7b
1,2
1,2,3,4
1.3, 1.4
7c, 7d
2
1,3
1.4, 1.6, 1.7
7a, 7d
Understand the impact of classroom
and school climate on learning.
Design instruction which is consistent
with research based-best practices
Analyze one’s own dispositions
related to working with diverse
students and colleagues and make
suggestions of how to strengthen
supportive/positive dispositions or
change negative ones.
Analyze one’s impact on student
learning in diverse classrooms and
make suggestions for enhancement
and/or improvement.
Analyze and evaluate school reform
recommendations from national
associations
Identify appropriate roles for teachers
in reforming/reinventing schools.
Collaborate with peers and colleagues
in evaluating teaching practices and
leadership activities in schools.
Integrates appropriate technology to
support teaching and learning
Compare national, state, and local
standards to standards of learned
societies.
Incorporate standards based criteria
in the development of a plan to
improve student achievement as
identified in their school plan
Critically examine curricula,
instruction, and programs currently
utilized at the candidate's school site
VIII.
2
1,3
1.4, 1.6, 1.7
3b
1, 2
1,2
7b,6g
2, 3
1,2,3,4
1.1, 1.3, 1.4,
1.7
1.4, 1.6, 1.7
1, 2, 3
1,2,3,4
1.3, 1.4, 1.6,
1.7
7d
3
5
1.1
9a, 9g, 5a
3
4,5
1.4
3f, 5c, 5d
3
4,5
1.4, 1.6
3f
3f
7e
5a, 5b
2.2, 2.4,
2.5
5b, 9c
1.1, 1.3
5a,
Policies:
Diversity: 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. (Confessions
Assignment)
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.
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their academic
programs in an ethical, professional manner. Faculty of the M.Ed. in Adolescent Education program
abide by the policies and guidelines established by the university in their expectations for candidates’
work. Candidates are responsible for knowing and adhering to the guidelines of academic honesty as
stated in the graduate catalog. Any candidate who is found to have violated these guidelines will be
subject to disciplinary action consistent with university policy. For example, plagiarism or other
violations of the University’s Academic Honesty policies could result in a grade of “F” in the course and
a formal hearing before the Judiciary Committee.
IX.
COURSE REQUIREMENTS/ASSIGNMENTS:
All course requirements and assignments are planned in an effort to assist candidates to apply what they
have learned regarding learning and assessment in the secondary classroom. The requirements for this
course are consistent with the final portfolio requirements of the Master in Education degree. Therefore,
candidates should consider these assignments as ongoing opportunities to demonstrate their expertise in
the three outcomes delineated on the Master CPI. Furthermore, the candidate may wish to consider some
or all of these assignments as potential portfolio entries.
1. Journal Article Review (10 points)
Individually, each of you will use the on-line date base and search for two journal articles and write a
critical review on each article. The first article will be on learning theories or adult learners’ development.
The second article will be on best practices at the grade level that you currently teach. Topics of the
articles should be of your interest and research in nature. Your review will contain 3 sections:
1) Information about the article--author, title of the article, name of the journal, page #s, etc.
2) A brief summary of the article, and
3) Your critical analysis of the article.
The review will be typed and follow APA. (Graduate outcome 1, 2, 3) (TL standards: 6b, 7a, 7b, 8d, 9c)
2. Professional Development Project (15 points)
With this experience you will have the opportunity to mentor two new or student teachers who will observe your
classes and shadow you. These new teachers need to understand how to plan and implement the classes. The teacher
leader needs to explain and model professional dispositions, including these school concerns: legal issues, working
with diverse populations, and the use of technology. Detailed information with possible options will be provided and
discussed in class. This project may be tailored to school level needs: in other words, an elementary-level teacher
leader would mentor new elementary teachers; a middle school leader mentors new middle school teachers; and a
high school leader mentors new high school teachers. (Graduate outcome 1, 2, 3) (TL standards: 2d, 2e, 2n, 2u, 5a,
5d, 7c, 8a, 8b, 8d, 8f, 8j, 9c, 9e)
3. Videotape Analysis of Teaching (25 points)
Perhaps the most powerful snapshot of teaching expertise is actual teaching performance. Consequently,
videotapes of actual teaching practice in varying situations and circumstances are essential evidence for
demonstrating the development of candidate’s teaching expertise. With this program requirement you will
come up with two major items:
1) A 15-minute clip in which you engage the whole class in discussion or exploration of a
topic/concept/theme or one in which you interact with a small group of students who are working together
exploring a topic/concept or theme. This video clip will be uploaded with your e-portfolio. (Graduate
outcome 1, 2, 3) (TL standards: 2a, 2l, 5a, 6b, 7b, 8d, 9c, 9e)
2) A narrative which contextualizes and situates the learning and analyzes the candidates’
instruction and impact on student learning. A primary goal of this entry is to document effective use of
learning theories discussed in class and in the text. A sketch of the layout of the classroom, students,
group etc. will also accompany this entry. Other artifacts such as student work samples should also
accompany this entry. This narrative should be uploaded with your e-portfolio along with the video clip.
You will also share your videotaping experience and critique with a group in class. Additional
directions for this assignment will be provided in class. (Graduate outcomes 1, 2, 3) (TL standards: 6b,
7a, 7b, 8d, 9c)
4. Student Learning Analysis (25 points)
This assessment is to give you the opportunity to tie together many pieces of the assessment process to
help you:
1) determine the effect of instruction on all your students’ learning (NCATE/PSC Standards 1, 3, 4)
2) guide decisions about future instruction and plans to improve upon every student’s performance
(NCATE/PSC Standards 1, 3, 4)
3) communicate performance results to others (NCATE/PSC Standard 2)
It is our assumption that you are already assessing the influence of your instruction on your students’
learning and that you are considering what factors, such as student diversity, might affect your students’
achievement. For this assignment, you will select a lesson, activity, unit, or skill that you plan to teach
this semester and analyze how your teaching impacted your students’ learning. Then, using the “Impact
on Student Learning Analysis” Directions and Rubric as guides, you will write a narrative about the
impact your teaching had on your students learning, addressing in part, how the differences that every
student brings to the classroom. The length of the reflection is up to you, but it should be concise and
address all aspects of the assignment as outlined below.
Introduction:
Briefly describe your community (location, population), school (location, population, SES), and
classroom demographics (age, gender, race/ethnicity, exceptionalities, achievement/developmental levels,
culture, language, and others if appropriate).
Provide a unit/lesson overview that includes a description of the placement of this unit within the
general curricula and a description (stated as learner outcomes) of the appropriate standards and
important principles/concepts of the unit. Make a case that the learner outcomes you have chosen
represent subject matter expertise within your chosen unit or lesson. Emphasis should be placed on
learner outcomes and the learner’s critical analysis, synthesis and integration of knowledge identified by
experts as important in this field. Additionally, you must address the variety of instructional strategies you
employ in this lesson to differentiate instruction based on the learning needs of students.
Method:
Decide on a method of collecting data for your impact based upon student learning using an assessment
that will generate data suitable for analysis of change, such as a pre- and post-test. That is, you must be
able to document in some fashion, student’s prior knowledge. The assessment(s) you choose should be
aligned with your objectives. The assessments can be of the authentic/alternative or traditional nature or a
combination of both.
Provide a complete description of each assessment including, but not limited to purpose,
instructions, scoring (provide copy of rubric if one was used), score sheet, equipment, administrator
details, and connection with the instructional unit.
In assessing the impact of your lesson on all students’ learning, you will need to interpret the results
within the contexts of the setting and student diversity. Contextual factors are important for teachers to
know because they often help explain student behaviors and achievements. In your analysis, you need to
investigate these contextual factors of the class you evaluated:
 geographic location, community and school population, socio-economic profile and
race/ethnicity,
 physical features of setting, availability of equipment/technology and other resources,
 student characteristics such as age, gender, race/ethnicity, exceptionalities (disability and
giftedness), achievement/developmental levels, culture, language, interests, learning styles or skill
levels.
Analyzing and Reporting the Data:
Perform the analysis on three levels:
 Whole group: Compile the data as a whole group by using simple descriptive techniques.
Compare the pre-and post-assessment results.
 Sub group: You should compile the data into groups for comparison (select two) from those
identified under student characteristics. This analysis should include the contextual factors of
exceptionalities, ethnicity, race, socioeconomic status, gender, language, religion, sexual
orientation, and geographical area.
 Individuals: Select two students who represent different levels of performance and examine the
data you have on them.
Wherever statistical techniques, charts, or other representations are used, describe them adequately in the
narrative. Provide the rationale for each of the statistical techniques used, a description of the findings,
and meaningful interpretation (finding and matching patterns, categorizing, drawing inferences, and
making meaning from the data).
Reporting Data:
Describe how these data will be reported to students (and others) in a timely and meaningful
manner. What strategies have you employed that allow the student to learn from this assessment?
Reflecting on the Data:
After analyzing and reporting the data, reflect on your performance as a teacher and link your
performance to student learning results using the “Impact on Student Learning” Rubric as a guide for
reflection. Evaluate your performance and identify future action for improved practice and professional
growth.
Additional Prompts for Reflection:
 Select the learning objective where your students were most successful.
 Select the learning objective where your students needed more opportunity to grow.
 Consider the individual items on your assessment and their effectiveness in measuring student
learning. Upon which items were your students most successful? Least successful? Reflect on
reasons for the levels of performance on those items, including student prerequisite knowledge,
student motivation, instructional strategies, and item design.
 What instructional strategies did you use? Reflect on relationships between teaching strategies
and performance on related objectives.

What other forms of assessment (including informal assessment such as questioning, large/small
group response, etc) did you use? Reflect on the appropriateness of the assessments and on the
relationships between the feedback you got from those assessments and performance on related
objectives.
In each case, provide two or more possible reasons for these outcomes. Consider your objectives,
instruction, and assessment along with student characteristics and other contextual factors that you can
influence to continue to have a positive impact on student learning.
Reflect on the possibilities for professional development.
 Describe at least two professional learning goals that emerged from your insights and experiences
with this assignment.
 Identify two specific steps you will immediately take to improve your performance in the critical
areas(s) you identified.
5. Best practices Presentation (15 points) Working in groups, develop a presentation on best practice
with full information given on content area trends and issues. This group presentation must involve the
use of technology: PowerPoint, You Tube, podcasting, or other technology as approved by the instructor.
See the rubric for further instructions and grading criteria. (Graduate outcomes 1, 2, & 3) (TL Standards:
3f, 5a, 5c, 7b, 6b, 7b, 8f, 9c, 9e)
6. Attendance and Participation (10 points)
Attendance and participation in discussion and presentation are required. To reward effort in study with
excellent attendance and participation bonus points will be awarded. Additional information about the
rewarding system will be discussed in class. (Graduate outcomes 2, 3)
X.
EVALUATION AND GRADING:(Points/Grade)
A:
92% - 100%
B:
84% - 91%
C:
75% - 83%
F:
75% or lower
Note: All written work should reflect careful organization of material and the high standards of
investigation associated with college-level studies. Papers should be typewritten, on 8 1/2 x 11 in. paper.
All papers submitted should be written in formal style and should follow the American Psychological
Association [APA] format. Manuscripts must be proofread to ensure accuracy in spelling,
punctuation, and grammar.
Tentative Course Calendar
Week One
Week Two
Week Three
Week Four
Topic
Introduction of course &
review of syllabus
Introduction of educational
psychology & new research on
the brain with an emphasis on
motivation and achievement
Continuing our discussion of
motivation and achievement of
both students and educators
Working with communities &
families
Assignment Due
None
CH 1 & CH 2 of Human
Learning
CH 15 -16 of Human Learning
Journal article review due
CH 2 of the Best Practice text
Week Five
Social Cognitive Theory
CH 5 of Human Learning
Week Six
Teacher leadership through
collaboration with colleagues
Developmental perspectives on
cognition
Mentoring and sharing
professional development
CH 1 of the Best Practice text
Week Seven
Week Eight
Week Nine
Week Ten
Week Eleven
Week Twelve
Week Thirteen
Week Fourteen
Week Fifteen
Metacognition and study
strategies
Problem solving
Social processes in knowledge
creation
Work on Impact on Student
Learning
Teaching with passion
Synthesis of course
information. Course evaluation
completed. Group
presentations delivered and
reviewed.
CH 5 of Human Learning
CH 4 of the Best Practice text
Videotaped analysis of teaching
due
CH 12 of Human Learning
CH 13 of Human Learning
Professional development
project due
CH 14 of Human Learning
CH 5 of the Best Practice text
Impact on Student Analysis
Due
Group presentation on best
practice delivered
XII. References and additional readings
Ainsworth, P., & Baker, P. (2004). Understanding mental retardation. Jackson, MS: University of
Mississippi Press.
Algozzine, R. (2008). 63 tactics for teaching diverse learners, K-6. Thousand Oaks, CA: Corwin.
Anderson, V., & Roit, M. (1996). Linking reading comprehension instruction to language development
for language-minority students. Elementary School Journal, 96, 295-310.
Aronson, E., Blaney, N., Stephan, L., Sikes, J., & Snapp, M. (1978). The jigsaw classroom. Beverly Hills,
CA: Sage.
Au, K. (1993). Literacy instruction in multicultural settings. Fort Worth, TX: Harcourt Brace Jovanovich
College Publishers.
Au, K. A. & Kawakami, A. J. (1994). Cultural congruence in instruction. In E.R. Hollins, J. E. King, &
W.C. Hayman (Eds.) Teaching diverse populations: Formulating a knowledge base (pp. 5-24).
Albany, NY: State University of New York Press.
Au, K. H. (1980). Participation structures in a reading lesson with Hawaiian children: Analysis of a
culturally appropriate instructional event. Anthropology and Education Quarterly, 1, 91-115.
Banks, J. A. (2003). Teaching strategies for ethnic studies. 7th ed. Boston: Allyn & Bacon.
Banks, J. A., & McGee Banks, C. A. (Eds.). (2005). Multicultural education: Issues and perspectives (5th
ed. update). Hoboken, NJ: John Wiley & Sons.
Banks, J., Cochran-Smith, M., Moll, L., Richert, A., Zeichner, K., Lepage, P., et al. (2005). Teaching
diverse learners. In L. Darling-Hammond (Ed.), Preparing teachers for a changing world: What
teachers should learn and be able to do (pp. 232-274). San Francisco: Jossey-Bass.
Banks, J.A. (1991). A curriculum for empowerment, action, and change. In C.E. Sleeter (Ed.),
Empowerment through multicultural education (pp. 125-142). Albany, NY: State of New York
Press.
Barton, P. (2003). Parsing the achievement gap: Baselines for tracking progress. Princeton, NJ:
Educational Testing Service.
Barton, P. E. (2004). Why does the gap persist? Educational Leadership, 62, 8-13.
Beane, J. A. (1997). Curriculum integration: Designing the core of democratic education. New York:
Teachers College Press.
Benard, B. (2004). Resiliency: What we have learned. San Francisco: WestEd.
Berk, L. E. (2004). Development through the lifespan. 3rd ed. Boston: Allyn & Bacon.
Bialo, E. & Sivin, J. (1989). Computers and at-risk youth: Software and hardware that can help.
Classroom Computer Learning, 9, 48-55.
Boutte, G. (1999). Multicultural education: Raising consciousness. Boston: Wadsworth Publishing
Company..
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Appendix A: Rubric for Graduate Impact on Student Learning
The evaluation of the candidate’s teaching of a course(s) in the Teacher Leadership Endorsement Program meets
these objectives from the National Board for Professional Teaching Standards: Propositions I, II, and III:
Proposition 1: Teachers are Committed to Students and Their Learning


NBCTs are dedicated to making knowledge accessible to all students. They believe all students can learn.
They treat students equitably. They recognize the individual differences that distinguish their students from one another and
they take account for these differences in their practice.

NBCTs understand how students develop and learn.

They respect the cultural and family differences students bring to their classroom.

They are concerned with their students’ self-concept, their motivation and the effects of learning on peer relationships.

NBCTs are also concerned with the development of character and civic responsibility.
Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students.



NBCTs have mastery over the subject(s) they teach. They have a deep understanding of the history, structure and real-world
applications of the subject.
They have skill and experience in teaching it, and they are very familiar with the skills gaps and preconceptions students may
bring to the subject.
They are able to use diverse instructional strategies to teach for understanding.
Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning.




NBCTs deliver effective instruction. They move fluently through a range of instructional techniques, keeping students
motivated, engaged and focused.
They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet
instructional goals.
NBCTs know how to assess the progress of individual students as well as the class as a whole.
They use multiple methods for measuring student growth and understanding, and they can clearly explain student
performance to parents.
SUBJECT MATTER EXPERT
Indicator
Rating
Context of
Knowledge and
Learning
NCATE 1c:
Professional and
Pedagogical
Knowledge
GSTEP 2.4
“understands how
factors in
environments inside
and outside of school
1
Little or No Evidence
2
Limited Evidence
3
Clear Evidence
Candidate provides little
or no written evidence of
an examination of
school, family and
community contexts and
resources, or the
evidence is incorrect or
misinterpreted.
Candidate
demonstrates only a
superficial
understanding of
school and community
contexts and calls
attention to only one
factor that may
influence students’
learning.
Candidate
demonstrates an
understanding of the
school and
community contexts
in which they work
and from this,
identifies at least two
factors that may
influence their
student’s learning.
4
Clear, Consistent,
and Convincing
Evidence
Candidate presents
clear and consistent
evidence that they are
sensitive, alert, and
responsive to pertinent
factors for a child’s
well-being and
learning in context of
their school and
community. Candidate
identifies at least three
factors that may
influence their
students’ learning.
may influence
students’ lives and
learning”
1
Little or No Evidence
3
Clear Evidence
Rating
Indicator
Subject Matter
Expertise and
Learner Outcomes
NCATE 1.a: Content
Knowledge , 1b:
Pedagogical Content
Knowledge
GSTEP 1.1
demonstrate
knowledge of content,
major concepts
assumptions, debates,
processes of inquiry,
and ways of knowing
that
are central to the
subject(s) they teach.
GSTEP 1.2 understand
and use subject
specific
content and
pedagogical
content knowledge
(how to teach their
subjects) that is
appropriate for diverse
learners they teach.
Candidate provides little
or no evidence of
knowledge of subject
matter; and is unable to
give examples of
important principles or
concepts. Candidate is
unable to explain
linkages between theory
and their practice and is
not able to define
appropriate content
instructional strategies.
2
Limited Evidence
Candidate provides
limited evidence of
knowledge of the subject
matter and only one link
to pertinent standards.
Candidate’s overview
and lesson plan of
content appears to
contain some
inaccuracies or
simplistic explanations.
Candidate provides
clear evidence of indepth knowledge of
the subject through
the explanation and
inclusion of
important content
principles identified
from professional,
state and
institutional
standards.
Candidate’s lesson
plan demonstrates an
in-depth
understanding of the
content of their field
and of the theories
related to pedagogy
and learning.
CPI 1.1: Possesses
broad, current and
specialized knowledge
of subject matter and
demonstrates this
knowledge to
colleagues, parents
and students.
Indicator
Rating
1
Little or No Evidence
4
Clear, Consistent,
and Convincing
Evidence
Candidate provides
clear evidence of indepth knowledge of
the subject matter and
documents the
inclusion of important
principles to students
from professional,
state and institutional
standards.
Additionally, the
candidate
demonstrates this
knowledge through
lesson plan activities
that require inquiry,
critical analysis and
synthesis of the
subject with real-world
applications.
Candidate is able to
clearly defend the
chose of articulated
instructional strategies
based on best practices
that help all students
learn.
2
Limited Evidence
3
Clear Evidence
4
Clear, Consistent,
and Convincing
Evidence
Candidate presents
limited evidence of the
use of data/results to
assess the impact on the
learning of student in
terms of numbers of
students who achieved
and made progress
Candidate presents
evidence of the use
of data/results to
assess the impact on
the learning of
students in terms of
the number of
students who
The candidate’s
analysis of student
learning includes
clear, consistent and
convincing evidence
of the impact on
learning of every
student in terms of the
FACILITATORS OF LEARNING
Analyzing and
Reporting in the
Data
NCATE 1d: Student
Learning
NCATE 4d: Diversity
GSETP 4.3
Candidate presents no
substantive evidence of
the use of data/results to
assess the impact on the
learning of students.
Data are poorly
presented, the
interpretation is
(Assessment): Choose,
develop, and use
classroom-based
assessment methods
for appropriate for
instructional decisions.
GSETP 4.8
(Assessment):
Committed to suing
assessment to identify
student strengths and
needs and promote
student growth
Treats students
equitably and provides
equitable access to the
full curriculum by
respecting individual
differences and
adjusting (or assisting
teachers in adjusting)
practices accordingly.
(CPI 2.1)
inaccurate, or
conclusions are missing
or unsupported. The
analyses do not include
the previously identified
subgroups and
individual students.
towards each learning
objective. Conclusions
are limited, incomplete,
and/or not fully
supported by data. The
analysis of data includes
reference to only one
previously identified
subgroup.
achieved and made
progress towards
each learning
objective.
Interpretation is
technically accurate,
complete, and
consistent.
The candidate
provides clear
evidence of
collection and
analyses of student
learning in the
context of two
previously identified
factors related to
students, families
and communities
and for the
individual students.
number of students
who achieved and
made progress towards
each learning
objective. Meaningful
interpretation and
appropriate
conclusions are
determined based on
the data. The candidate
provides clear
evidence of collection
and analyses of
student learning in the
context of all
previously identified
factors related to
students, families and
communities.
CPI 2.5: Monitors
student progress with
a variety of formal and
informal evaluation
methods and uses
results to improve
student learning,
FACILITATORS OF LEARNING
Indicator
Rating
Differentiated
Instruction
NCATE 1b: Pedagogical
Content
1d: Student Learning
GSTEP 5.3 (Instruction):
Understand/use of
variety of instructional
strategies appropriate to
maintain student
engagement/support the
learning of all students.
CPI 2.4: Uses multiple
methods, technologies,
resources and
organizational
arrangements to meet
goals articulated for
1
Little or No Evidence
2
Limited Evidence
The candidate presents
evidence of one form
of instruction; does
not differentiate
instruction; and does
not successfully
accommodate the
learning needs of
various student.
The candidate
presents evidence of a
variety of
instructional
strategies, but there is
limited evidence that
the candidate
effectively
differentiated the
instruction and
activities based on
previously identified
needs of the students.
3
Clear Evidence
The candidate
effectively presents
evidence of strategies
to differentiate
instruction and
successfully
accommodate the
learning needs of at
least one previously
identified group.
4
Clear, Consistent,
and Convincing
Evidence
There is clear,
consistent and
convincing presented
evidence that the
candidate planned
multiple instructional
strategies to
differentiate
instruction and
activities to
successfully
accommodate the
learning needs of all
previously identified
groups.
individual students, class
instruction and the
overall school
improvement plan.
FACILITATORS OF LEARNING
Indicator
Rating
1
Little or No Evidence
2
Limited Evidence
3
Clear Evidence
4
Clear, Consistent, and
Convincing Evidence
Candidate appears to
make no or a limited
attempt to inform the
student or others of the
results of the
assessment in a timely
and informative
manner.
Candidate provides
evidence of an attempt
to inform student of the
results of the
assessment in a timely
and instructional
manner. However, the
assessment may not
include specific
comments made to
help students learn
from their work, or this
information is returned
well past a time of
instructional value.
Candidate provides
evidence that their
system of informing
the student and others
of the results of the
students’ progress is
timely and in an
instructional format.
Additionally, the
candidate has
included an effective
method for students
to obtain correct
information.
Candidate provides
evidence that their
system of informing the
student and others of
the results of the
student’s progress is
timely and in an
instructional format.
Candidate has included
an effective method for
students to obtain
correct information.
Additionally, Students
are provided additional
opportunities to
demonstrate mastery.
1
Little or No Evidence
2
Limited Evidence
3
Clear Evidence
4
Clear, Consistent, and
Convincing Evidence
The candidate provides
no evidence that he or
she reflected upon their
past performance and
identified no specific
The candidate provides
limited evidence that
he or she reflected
upon their past
performance by
Reporting Data
NCATE 1d: Student
Learning
GSTEP 4.4
(Assessment) Choose,
develop, and use
classroom-based
assessment methods for
instructional decisions.
GSTEP 4.6: Use
assessment data to
communicate student
progress knowledgeably
and responsibility to
students, parents, and
other school personnel.
CPI 2.6: Is accountable
to multiple audiences,
accurately interprets
student performance
data and communicates
results to multiple
audiences in multiple
formats.
COLLABORATIVE PROFESSIONALS
Rating
Indicator
Reflection on Data
and Learning
NCATE 1c:
The candidate
provides evidence
that he or she
reflected upon their
past performance by
The candidate provides
clear evidence that he
or she reflected upon
their past performance
by identifying three
Professional and
Pedagogical
Knowledge
GSTEP 6.4:
Systematically reflects
on teaching and
learning to improve
their own practice.
CPI 3.2: Reflects
regularly upon daily
practice, and draws
upon experience and
the professional
literature to design and
conduct research
aimed at improved
student achievement.
(3.2)
areas for improvement
based on professional
standards, feedback,
best practices, and
effective
communication. In
reflecting on his/her
analysis of student
learning, candidate
provides no rationale
for why some activities
were more successful
than others.
identifying one specific
area for improvement
based on professional
standards, feedback,
best practices, and
effective
communication. In
reflecting on his/her
analysis of student
learning, candidate
provides a simplistic or
superficial rationale for
why some activities
were more successful
than others.
identifying two
specific areas for
improvement based
on professional
standards, feedback,
best practices, and
effective
communication.
In reflecting on
his/her analysis of
student learning, the
candidate provides a
rationale that includes
at least two justifiable
reasons that identify
successful and
unsuccessful
activities.
areas for improvement
based on professional
standards, feedback,
best practices, and
effective
communication. In
reflecting on his/her
analysis of student
learning, the candidate
provides a clear,
consistent, and
convincing rationale to
identify successful and
unsuccessful activities
and provides plausible
research-based reasons
for their success or lack
thereof.
Four Observation Forms for EDUC 7725
Best Practices in Teaching and Learning
Instructions: With this experience you will have the opportunity to mentor two new teachers or student teachers
(mentees) who will observe your classes and shadow you. These new teachers need to understand how to plan and
implement classes. The teacher leader needs to explain and model professional dispositions, including these school
concerns: legal issues, working with diverse populations, and the use of technology. This project may be tailored to
school level needs: in other words, an elementary-level teacher leader would mentor new elementary teachers; a
middle school leader mentors new middle school teachers; and a high school leader mentors new high school
teachers.
Give the student/new teachers (mentees) these observation forms to use while observing you teach and for observing
other classrooms and school functions. These mentees need to address the information requested on each
observation form but may report on other elements as well. Ask your mentees to turn their lesson plans in to you so
that you may be sure that these plans exhibit excellence in knowledge, skills, and dispositions. As their mentor, you
should also observe these mentees teaching two classes. The mentees need to provide you with lesson plans for these
classes in advance.
(Graduate outcome 1, 2, 3) (TL standards: 2d, 2e, 2n, 2u, 5a, 5d, 7c, 8a, 8b, 8d, 8f, 8j, 9c, 9e)
Appendix B: Four Observation Forms for EDUC 7725
Best Practices in Teaching and Learning
Observation Form #1
Your name ____________________________________________________________
Instructions: Simply keep a running narrative. You may print this form and use it or write your notes on notebook
paper, based on this form. Keep track of time: when you entered the room, when the lesson began and ended, and
so on. Keep track of number: number of students in the room(s), number of boys and number of girls, number of
times children raise their hands and are acknowledged, and so on.
School:
Date:
Grade level observed:
Content area(s) observed:
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Add extra paper if needed.
Observation Form #2
Instructions: Write what you see again, this time focusing on the characteristics that we study in diversity: ethnicity,
race, socioeconomic status, gender, age, giftedness, disability, language, religion, family structure, sexual
orientation, and geographic region. You may see no examples of some of these qualities; if so, please note that you
do not see any evidence of this characteristic.
School:
Date:
Grade level observed:
Content area(s) observed:
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Add extra paper if needed.
Observation #3
Instructions: Please note any evidence you see of school programs, projects, or reforms, such as the use of new tests
or an anti-bullying campaign.
School:
Date:
Grade level observed:
Content area(s) observed:
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Add extra paper if needed.
Observation Form #4
Instructions: Please evaluate the technology that you have readily accessible in your school building. Evaluate the
set of computers & software that you most often use in teaching. Consider the quality of the hardware & software.
When evaluating the quality, please remember that these technological tools need to assist you in reaching
educational objectives, not merely create attractive graphics or provide students with games. Also please address on
this form whether you believe this technology assists in overcoming the Digital Divide—or not.
School:
Date:
Grade level observed:
Content area(s) observed:
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Add extra paper if needed.