Uploaded by vantrelperry

EDU625 Hall 1

advertisement
1
Instructional Leadership Skills
EDU 625
Hall # 1
Leadership Roles and
Becoming a Collaborative
Teacher Leader
2
Purpose of EDU 625
• Facilitate growth in the knowledge of national and state
teachers standards as well as issues related to school
improvement
• To hone leadership skills essential in enhancing student
achievement and effecting school improvement via
development of a professional teaching portfolio
• To assist teachers in documenting and planning for
professional growth as instructional leaders
• To integrate biblical principles in leading and serving in
the learning community
3
Format for Hall sessions
•
•
•
•
•
•
•
Introduction of the Hall
Hall Topics
Major Points for the Week’s Learning
Christian Worldview Applications
Weekly Assignments
Weekly Discussion Questions
Weekly Assessments
4
Learning tools
• Hall lectures
• Completing all
components is very
important to accomplish
the objectives of the
course.
▫ Hearing and seeing
• Text book
▫ Reading
• Weekly hall quiz
▫ Assessing comprehension
▫ ½ text; ½ hall lectures
• Individual homework
▫ Analyzing and applying
• Discussion forum
▫ Applying and Examining
5
Asynchronous learning
• Motivated
▫ Asynchronous learners
must be highly selfmotivated
• Responsible
▫ Asynchronous learners
must have high
responsibility for
assignments and
discussion
• Facts
▫ Asynchronous learning
is not easier than
traditional classroom
learning
▫ Learners must meet
deadlines
▫ It’s easy to think we’re
anonymous because
there’s no face time.
6
Tips for success
• Course Page
▫ Activities
 Individual homework
 Team activities (not
for online classes)
▫ Discussion forum
 Weekly discussions
▫ Media
 Syllabus
 Handouts & links
 Hall lectures
• Schedule
▫ Be attentive to
deadlines
▫ The week begins on
Sunday and ends on
Saturday
 Observe Sabbath
 Manage your time
7
Tips for success (cont.)
• Do not procrastinate
▫ It’s easy to get behind
in an asynchronous
course
 False security that
there is time to catch
up
 Each week builds on
the previous
• Sequence
▫ Set your schedule
 Hall lecture
 Assigned reading
 Discussion
 Homework
 Individual or team
 Study key points for
exam
8
Tips for success (cont.)
• Communicate
▫ Ask questions
▫ Participate
▫ Be engaged in
discussion
▫ Seek handouts
▫ Contact the professor
with questions or
problems
9
10
Class Introduction
• Becoming a Facilitator
11
Topics we’ll cover
• Becoming an effective and reflective teacher who leads the
classroom with biblical truths
• Explore the role of Christian leadership and service in the
teaching profession
• Composing, revising and editing a Comprehensive
Capstone Paper that includes the domains: Learning
Opportunities/Environments, Instructional
Methods/Teaching Strategies, Assessment and Use of
Assessment Data, Self-Evaluation/Reflection,
introduction, conclusion
• Leadership roles that teachers can assume effectively,
inclusive of tools use in leading peers toward positive
change that impacts student achievement
12
Hall 1 Objectives
• Introduction of the class
• Description of the Comprehensive Capstone Paper –
preparation assistance materials
• Explore two case studies relative to the teacher assuming
the role of facilitator within professional development
settings
• Consider the many different formats available for
teacher leaderships roles
• Reflect on your reaction to adversity and times you
receive praise, taking the Biblical perspective into
consideration
13
Biblical Foundation
• Belhaven University seeks to:
Prepare students academically and spiritually to
serve Christ Jesus in their careers, in human
relationships, and in the world of ideas.
• Motto:
To Serve – Not to be Served
14
Biblical Foundation
• The Belhaven School of Education seeks to:
Prepare competent teachers who demonstrate both
academic excellence and professional knowledge
while providing distinctive Christian leadership
and service to those they teach.
• Motto:
Learning to Teach – Teaching to Serve
15
Hall text highlights
•
Read the ASCD article entitled, “Ten Roles of Teacher
Leaders” and understand the ways teachers can lead
- Resource Provider
- Instructional Specialist
- Curriculum Specialist
- Classroom Supporter
- Learning Facilitator
- Mentor
- School Leader
- Data Coach
- Catalyst for Change
- Learner
16
Hall text highlights
• Dilemmas in Educational Leadership
▫
Read “The Promise of Collaborative
Communities” in the text.
- PLC’s (Professional Learning Communities)
- 5 Dimensions of PLCs
- Critical Friends Group
- Transformational Learning
- Understanding the Adult Learner
17
Hall text highlights
• Dilemmas in Educational Leadership
▫
Read “Becoming a Facilitator” in the text
- Teacher Leader Confides Issue
- Seeking Advice from Fellow Teacher Leaders
- Use of Protocols
- Getting Useful Feedback
- Philosophy of Facilitation
18
Capstone paper preparation
• Look at handout entitled Comprehensive
Capstone Paper Outline and Course
References
- Note sections: written across the course
- Note format: Professional Knowledge Base
Application to Practice
Integration of CWV in both
19
Capstone paper preparation
20
Domain I: Learning Opportunities &
Learning Environments
• Professional Knowledge Base – discuss
how you create learning opportunities and
design/manage learning environments that:
- make subject matter meaningful and useful
- accommodate a diverse student population
and provide for individual differences
- promote the growth, development and
achievement of all students
(*integrate Christian World View*)
21
Domain I: Learning Opportunities &
Learning Environments
• Application to Practice – discuss how the
points about professional knowledge base
mentioned are put into practice in the classroom
- How will you use the concepts in the classroom?
- How will it look?
- What are the benefits?
- How will this increase student achievement?
(*integrate Christian World View*)
22
Domain I preparation
• Read course notes in the following courses that
you have taken to refresh knowledge base and
determine focus intended for Domain I:
EDU 501 Measurement & Evaluation
EDU 602 Psychology of the Exceptional Child
EDU 614/628 Effective Teaching Strategies
EDU 630 Diagnostic & Remedial Strategies
EDU 506 Classroom Management
EDU 631 Individualized Instruction
EDU 612 Curriculum
23
Domain I preparation
• NOTE: Not all students will have taken each
course listed on the previous slide. Some
students are on the M.Ed. track, while others
are MAT students.
• Reference to every course or textbook is NOT
expected. Just reference what fits the logical
thread of thought you have established in your
paper.
24
Capstone paper graphic
•
Look at handout entitled Brainstorming Graphic for
Comprehensive Capstone Paper (next slide)
- Note 3 key points in the Professional Knowledge
Base
portion, each with source references and CWV
integration
- Note 3 key practices in the Application to Practice
portion, each with source references and CWV
integration
25
26
Capstone paper graphic
•
Look at handout entitled Brainstorming Graphic for
Comprehensive Capstone Paper. VERY IMPORTANT
- PARALLELISM – same topics follow across the
diagram
from key point to source to CWV in Knowledge Base
then across practices/sources/CWV under Application
to Practice
27
28
Capstone paper template
•
Look at handout entitled Template for Comprehensive
Capstone
- Template is APA format. DO NOT CHANGE settings.
- Title is a given. Do not change it.
- Introduction keys reader to what you are focusing
on in this domain.
- Body of paper is APA format. Remember to keep
your points parallel across the Professional
Knowledge Base, Application to Practice and CWV
Integration elements.
- Reference page is APA format. Look for sources in
the materials from the courses you have taken.
29
Bloom’s Taxonomy
• Synthesis
• Evaluation and
Reflection
• Analysis
• Application
• Comprehension
• Knowledge/Skills
30
Capstone paper checklist
•
Look at handout entitled Checklist – Comprehensive
Capstone Paper
- Two sections – domains and grammar/composition
- Provided only as optional checklist
- Useful as a guide
31
Capstone paper rubric
•
Look at handout entitled Comprehensive Capstone
Paper – Assessment Rubric
- Each domain has a page – levels 1 through 4
- Note correlation with Domain information already
given
- Work hard to be at level 4 so you will pass
- It is possible to pass this course without passing the
CCP paper, which is required for degree designation
- Note grammar/composition, APA format,
Introduction, and Conclusion sections
32
33
What’s next?
•
•
•
•
Complete your detailed reading
Answer the discussion questions
Complete the writing assignments
Take the Hall Quiz
34
References
• Bloom, B. (1956). Taxonomy of Educational
Objectives.
• Harrison, C. & Killion, J. (2008). Ten Roles for
Teacher Leaders. Educational Leadership,
65(1), 74-77.
• Reid, D. (2014). Dilemmas in Educational
Leadership: The Facilitator’s Book of Cases.
New York, NY: Teacher’s College Press.
Download