Mississippi Bend Area Education Agency
Course Syllabus (new course)
The syllabus is the basis for license renewal course* approval, and informs the course participants of the
requirements and learning outcomes. It contains identified essential components to meet indicators of
quality**.
* “course” can be used to include any planned adult learning opportunity such as class, in-service, training,
learning team, endorsement/graduate level, etc. in combination
to be not less than 15 contact hours per credit hour.
** Iowa Administrative Code 282: Chapter 17 indicators of quality for licensure renewal courses include:
1) The courses address specific student, teacher, and school needs evidenced in local school improvement
plans, or
2) The courses assist teachers in improving student learning performance, or
3) The courses assist teachers in improving teaching evidenced through the adoption or application of
practices, strategies, and information.
Course Overview
Original Date Submitted: May 30, 2012
Course title: Creative Curriculum for Preschool: Implementation Methods
Instructor: Jennifer Jansen, Lorry Wilson
Address: 729 21st Street, Bettendorf, Iowa 52722
Phone Number: 563-344-6393
Email Address: jjansen@aea9.k12.ia.us
Dates and times for new session of an existing course:
Dates
Times
August 21, 2014
8:30-3:30
September 18, 2014
8:30-3:30
October 16, 2014
8:30-3:30
Other Information
Lunch on your own
Revised 4-20-11
Mississippi Bend Area Education Agency
Course Syllabus
Assignments are due by: November 1, 2014
Date grades will be entered: November 15, 2014
Location: Mississippi Bend AEA9 Learning Center
Address: 729 21st Street, Bettendorf, IA 52722
At AEA?
If yes, Room:
Yes
No
Aug - Room 3, Sept - Scott, Oct - Yoder
Please complete the Learning Center Room Reservation Form (available in the Instructor Toolbox)
with your room request.
Number of Credits:
Type of credit requested:
Audit:
Workshop only:
1
2
Graduate
Yes
No
Yes
No
3
Licensure Renewal
Type of professional development proposed (check those that apply):
Traditional Course – Open to ALL (all sessions face-to-face)
Instructor Reimbursement by (check one):
AEA supplemental contract (teaching on noncontract time as AEA contracted instructor; supervisor
has been notified)
Local district/no pay (teaching as part of district assignment)
X no pay (teaching as part of AEA employee assignment or other arrangements)
Target Audience:
Grade Level(s)
Content Area(s)
Preschool
Curriculum, Instruction, Assessment
Minimum class size 10
Maximum class size 30
Category
Please select the primary category for this course from the drop down menu (click on the box and all
choices will appear):
Early Childhood
Course Outline
Published Course Description for website:
Participants will have the opportunity to study and implement the Creative Curriculum for Preschool, a leading
research-based preschool curriculum. This course will clearly define the teacher's role in connecting content,
teaching, environment, and learning for preschool children. Early childhood theory, planning, implementation,
and assessment will be covered in this course. Participants will deepen their understanding of the components
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Course Syllabus
of the Creative Curriculum and make connections to theory and research and they will develop specification
plans/goals to improve the quality of their environment, planning, and assessment within their setting.
Educators will understand how content is integrated into interest areas, create an appropriate environment for
all children, and develop lesson plans that include considerations for environmental changes, content, and child
skills.
Target Audience: Preschool teachers (including Statewide Voluntary Preschool Program and Early
Childhood Special Education teachers), assistant teachers, administrators/directors, community based
early childhood staff and Grant Wood AEA staff serving preschool programs.
Each participant is expected to bring:
 The Creative Curriculum for Preschool (4th or 5th edition). The 2010 5th edition can be purchased
by calling 800-637-3652 and selecting option 4 for customer service. (This is a 5 volume set
including The Foundation, Interest Areas, Math & Literacy content area books and the Objectives
for Development and Learning.) You can also check with Mississippi Bend AEA9 media department
to see if you can check out a copy of The Creative Curriculum for Preschool (5th edition). See of
you can borrow books from a colleague instead of buying them. We will have a few copies of
books that can be loaned during the class.
 A copy of the Objectives for Development and Learning (which can be purchased separately, or
found in the Teaching Strategies GOLD Assessment Toolkit or is Volume 5 of the Creative
Curriculum for Preschool 5th edition).
Describe the best practices to support the course goals/outcomes described in the next section:
The course is aligned and supported by A Joint Position Statement of the National Association for the
Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State
Departments of Education (NAECS/SDE) on Early Childhood Education Curriculum, Assessment and
Program Evaluation and the Midwest Child Care Study Research. The Creative Curriculum is one of the
curricula being recommended for implementation in the Voluntary Four Year Old Programs by the Iowa
Department of Education.
For District-only courses
What district or building goals does this course support?
This course is designed to assist districts in meeting the professional development required by the
Administrative Rules for the Statewide Voluntary Preschool Program for Four-Year-Old Children. All of the
districts within MBAEA provide Statewide Voluntary Preschool Program for Four-Year-Old Children and
have preschool staff needing professional development in the district and community partner programs.
By offering this course multiple districts can participate and network with each other. This course is
designed to support the school-based and community-based centers implementing the Creative
Curriculum for Preschool. Twenty of 22 districts receiving funding for Statewide Voluntary Preschool
Program for Four-Year-Old Children have identified Creative Curriculum as the research/evidence based
curriculum they are using.
What follow up will be done to after the completion of this course?
AEA staff are available for follow-up support/coaching after the course is completed through ongoing
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Course Syllabus
professional development opportunities and consultations. Additional Creative Curriculum courses will be
offered to deepen participants understanding and skill to “fully implement” The Creative Curriculum.
Teacher impact statement: This course will assist early childhood educators & care providers as
they plan learning opportunities for preschool-aged year children. Directors, teachers and
assistants will learn more about implementing Iowa’s Early Learning Standards through both
child- initiated, teacher-guided and teacher-initiated, child-guided instruction. The course content
is designed to meet diverse developmental needs of young children in the areas of physical,
social-emotional, cognitive, and language development. This series will assist staff in
implementing the Creative Curriculum for Preschool.
Student impact statement: This course addresses the goal of improving student achievement for all
students. Research indicates that high quality preschool supports the goal of increasing student
achievement. It is expected that children from these programs will show gains in achievement,
which all districts are wanting to achieve. This course will also provide the technical assistance in
learning the characteristics of high-quality early childhood programs that meet the diverse needs
of children and families. Teachers and assistant teachers will learn and implement intentional
teaching strategies that align with Iowa’s Early Learning Standards and local district’s K
expectations.
Iowa Teaching Standard(s) being addressed; check all that apply:
X 1: Demonstrates ability to enhance academic performance and support for implementation of the
school district’s student achievement goals.
X 2: Demonstrates competence in content knowledge appropriate to the teaching position.
X 3: Demonstrates competence in planning and preparing for instruction.
X 4: Uses strategies to deliver instruction that meets the multiple learning needs of students.
X 5: Uses a variety of methods to monitor student learning.
X 6: Demonstrates competence in classroom management.
X 7: Engages in professional growth.
X 8: Fulfills professional responsibilities established by the school district.
Iowa Leadership Standard(s) being addressed; check all that apply:
X 1: An educational leader promotes the success of all students by facilitating the development,
articulation, implementation, and stewardship of a vision of learning that is shared and supported by the
school community. (Shared Vision)
X 2: An educational leader promotes the success of all students by advocating, nurturing and sustaining
a school culture and instructional program conducive to student learning and staff professional
development. (Culture of Learning)
X 3: An educational leader promotes the success of all students by ensuring management of the
organization, operations and resources for a safe, efficient and effective learning environment.
(Management)
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Course Syllabus
X 4: An educational leader promotes the success of all students by collaborating with families and
community members, responding to diverse community interests and needs and mobilizing community
resources. (Family and Community)
X 5: An educational leader promotes the success of all students by acting with integrity, fairness and in
an ethical manner. (Ethics)
X 6: An educational leader promotes the success of all students by understanding the profile of the
community and responding to, and influencing the larger political, social, economic, legal and cultural
context. (Societal Context)
Iowa Core statement
Resources: http://www.aea9.k12.ia.us/en/iowa_core/ and
http://www.educateiowa.gov/index.php?option=com_content&view=article&id=2485&Itemid=4602
List the IC areas that are addressed by this course; check all that apply:
X Literacy
X Mathematics
X Science
X Social Studies
X 21st Century Skills
Describe how the checked areas are addressed in this course:
The Creative Curriculum for Preschool is aligned to the Iowa Early Learning Standards that provide early
care and education providers with a guide to delivering instructional content that is challenging and
meaningful to young children. To reinforce the continuum of learning beginning at birth, the Early
Childhood Services Bureau of the Iowa Department of Education has aligned the Iowa Early Learning
Standards with the Iowa Core Curriculum. This alignment highlights the expectations in the Iowa Early
Learning Standards that are necessary to master a rigorous, comprehensive and relevant curriculum in the
Iowa Core Curriculum. The alignment also makes evident that the skills and knowledge described in the
Iowa Early Learning Standards is consistent with the statewide expectations for K-12 students addressed in
the Iowa Core Curriculum.
The full alignment can be found in Iowa Core: Birth to Five Essential Concepts and Skills on the Iowa
Department of Ed Website at:
http://www.educateiowa.gov/index.php?option=com_content&task=view&id=631&Itemid=2139
Course Equity Information
What strategies are you providing to help your participants meet the needs of diverse learners? Mark as
many boxes that apply to the professional development outlined in this syllabus and then provide a
description of the learning activities for this course.
X
Multi-cultural Issues 1) Does this course discuss ways to ensure learners from other cultures are
successful in the classroom? 2) Does this course promote the diversity of ideas and thoughts in curriculum
and assignments, such as knowledge of different world views and cultural perspectives? 3) Does your
course acknowledge the learning styles of culturally diverse peoples? 4) Does your course promote/utilize
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Course Syllabus
resources that portray the various dimensions of a culturally diverse population? 5) Does this course
include strategies to form partnerships with families, particularly with those who are culturally diverse?
X
Gender-fair Issues 1) Does this course include discussion about ensuring both male and female
learners are successful in the classroom (e.g. math and science classes)? 2) Does this course
promote/utilize resources that portray both sexes in active and passive activities? 3) Does this course
promote/utilize resources that portray both sexes in “nontraditional” ways as role models? 4) Does this
course discuss gay, lesbian, bisexual, or transgender issues, particularly as they relate to school or
community climate and/or student achievement?
X
Socio-economic Issues 1) Does this course include discussion about ways to ensure that students
from low socio-economic backgrounds are successful in the classroom? 2) Does this course include
discussion/understanding about who are SES students and the culture of poverty? 3) Does this course
include discussion or analysis about disaggregating data based on socio-economic status? 4) Does this
course promote/utilize resources that may interest students from low socio-economic backgrounds who
may struggle academically? 5) Does this course include learning about instructional strategies that will
engage SES students in learning?
X
English Language Learners 1) Does this course include discussion of the impact of second language
learning on academic achievement? 2) Does this course address specific cultural issues impacting student
learning? 3) Does this course promote cross cultural communication and involvement with ELL
parents/family? 4) Does this course address legal/academic responsibilities of school districts with
educating ELL students?
X
Other Diverse Learners (e.g. TAG and learners with special needs) – 1) Does this course address who
are diverse learners, how to identify and/or how to serve diverse learners in the classroom? 2) Do the
learning expectations of this course include application of knowledge about diverse learners? 3) Does this
course deliver specific information about individual diverse groups?
Please provide a description of the issues checked above. The Creative Curriculum for Preschool
includes strategies for addressing the needs of all students, including those who have special
needs or are English Language Learners.
Course Goals, Outcomes and Evaluation
Outline the course goals and outcomes that a student will achieve upon completion of this course. The
description should be a statement that is a specific and measureable knowledge/skill.
An outcome is the specific learning behavior that participants in the course should demonstrate in the
context of achieving the goal. There may be more than one outcome for each goal.
To write goals, consider the following. These items will help dictate the grading rubric.
 What will participants know, be able to do, or value at the conclusion of the course?
 What specific observable or measurable actions should participants demonstrate when they have
met the outcome(s)?
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Course Syllabus
 How will you know if participants achieved the outcome? How will this new knowledge be
demonstrated? These outcomes will be used in the rubric to assess and grade the success of
learning.
Course Goal(s) fill out as many as appropriate
1. The participants will understand and use
key concepts, underlying themes and
different perspectives in implementing the
Creative Curriculum for Preschool including:
Theory and Research, How Children Develop
and Learn, The Learning Environment, What
Children Learn, The Teacher's Role,
Partnering with Families, and Interest Areas
Outcome(s)
a) Learners will describe their current practice
in implementing a developmentally appropriate
research-based curriculum and identify
modifications for future implementation based
on current learning by completing an action
plan.
b) Learners will clearly describe their
implementation efforts and evaluate their
degree of success. Additionally they will
identify how they will sustain implementation
efforts in the future.
c) Learners will complete a daily log identifying
any new learning and/or questions they have
regarding the content.
d) Learners will turn into instructors a personal
written reflection after each session.
From: Program-Based Review and Assessment: Tools and Techniques for Program Improvement. Office of
Academic Planning and Assessment. University of Massachusetts Amherst. (2001).
Iowa Professional Development Model (IPDM)
Resource: http://www.isea.org/assets/document/ipdm-overview.pdf
What percentage of each technical will be used and briefly describe:
Theory: 50%
Demonstration: 25%
Practice: Collaboration (coaching, feedback, reflection): 25%
This class will follow the Iowa Professional Development Model with theory, demonstration, modeling,
and coaching. Participants will be expected to apply the learning from the workshops in the workplace.
2) 932-4350 Fax (732) 932-4360
Outline of Course Content:
Day 1: Characteristics of Successful Learners; Beliefs about Early Childhood Education; Introduction to
the Creative Curriculum; Research Basis of the Creative Curriculum; How and What Children Learn;
Day 2: The Learning Environment; Learning Content through Interest Areas Teaching, Learning, and
Observing in the Interest Areas
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Course Syllabus
Day 3: The Teachers Role; Observing Children; The Assessment Cycle - Collecting Facts, Analyzing and
Responding, Evaluating & Planning, Summarizing and Reporting Progress; The Family’s Role
Instructor will provide the content through a combination of Power Point presentations, small group
dialog and hands-on activities, and viewing video segments from Creative Curriculum In Action and other
Early Childhood Resources.
Participants will complete individual actions plans for next steps of implementation of the curriculum as
well as a summary of their implementation efforts and the degree of success. Participants may use the
Creative Curriculum Implementation Checklist.
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Course Syllabus
Course Rubric
The course grade will be determined using the following criteria.
A resource to assist in creating a rubric: http://manoa.hawaii.edu/assessment/howto/outcomes.htm
Describe what is required for each Outcome and how many points are assigned to each proficiency level.
Provide a clear and specific description of the criteria that will be used to evaluate student work.
At the bottom of the rubric, state how many points are needed to earn each grade; weighting is accepted.
Course
Requirements
(enter each criteria
in the boxes below
and assign a point
value)
Requirement 1:
Complete Action
Plan
Requirement 2:
Complete
Implementation
Summary
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Exemplary
Demonstrates
good
understanding
and skill
Accomplished
Demonstrates
satisfactory
understanding
and skill
Developing
Demonstrates
some
understanding
and skill
Points: 4
Points: 3
Points: 2
Provides a clear
description of their
current practice in
using a
developmentally
appropriate,
research-based
curriculum and
indicates projected
modifications that
reflect new
learning. The action
plan includes an
extensive list of
available resources
and presents a
reasonable timeline
for implementation
identifying specific
connections to
modifications and
resources.
Provides a
description of their
current practice in
using a
developmentally
appropriate,
research-based
curriculum. The
action plan includes
modifications that
reflect new
learning. Resources
are identified that
are available to
them. Timeline
takes into
consideration
modifications and
resources.
Provides a
description of their
current practice
and the curriculum
they use. Their
action plan
identifies at least
one component for
implementation
that reflects new
learning. Limited
identification of
resources available
to them. Timelines
for implementation
present, but very
broad.
Identifies progress
made in achieving
goals stated in
their action plan.
Present a detailed
description of
their modification
efforts with
examples of their
work. Evaluate
their success in
Identifies progress
made in achieving
goals stated in
their action plan.
Present a
description of
their modification
efforts which
includes examples
of their work.
Evaluate their
Identifies what
they have
attempted to
accomplish. Need
to provide a
detailed
description of
their efforts. Need
to evaluate their
accomplishments
and need to link
Beginning
Not
Demonstrates
completed or
little or no
not able to be
understanding or
scored
skill
Points: 1
Provides a limited Does not
description of their complete
current practice.
action plan
The action plan
identifies global
needs that do not
closely reflect new
learning. Limited to
no resources are
identified.
Timelines, if
present are very
broad.
Identifies few, if
any
accomplishments.
Need to reflect
accomplishments
to their new
learning. Need to
evaluate their
accomplishments
and identify
resources to help
Does not
complete
summary of
implementation
efforts
Mississippi Bend Area Education Agency
Course Syllabus
implementation
as well as the
challenges they
still face. Identify
the resources that
will help them to
sustain their
efforts toward
implementation.
Requirement 3:
Complete
Learning Log
Requirement 4 s:
Complete
Learning
Reflection
success in
implementation,
need to include
challenges or
means of
overcoming
challenges. Need
to identify clear
link between
success and
challenges and the
resources that will
help them to
sustain their
efforts toward
implementation.
Completes learning Completes learning
log identifying new log identifying new
learning and/or
learning and/or
questions in great questions in some
detail for each
detail for each
session
session
Completes
detailed learning
reflection for each
session
Completes
learning reflection
with some detail
for each session
Requirement 5:  Reflects 15 collaborative hours
Participation
completed per each credit.
NOTE: Do not
include attendance
as criterion in the
scoring; 100%
attendance is
required for all
levels of credit.
to resources to
assist them in
moving ahead
with their action
plan. Need to
mention
resources which
might be needed.
Completes learning
log identifying new
learning and/or
questions in some
detail for two
sessions
them sustain
efforts toward
implementation.
Completes learning Does not
log identifying new complete
learning and/or
learning log
questions in some
detail for one
session
Completes
Completes learning Does not
learning reflection reflection for one
complete
for two sessions
session
learning
reflection for
any of the
sessions
--------This criterion is either met
 Does not
or not met.--------
reflect 15
collaborative
hours
completed
per each
credit.
Grading: Grades will be on a Pass/Fail basis. The rubric will be used in reviewing the participant's Action
Plan and Summary of Implementation Results. Scores of 16-20 will be passing. Scores 15 and below will
fail.
Additional Comments:
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Course Syllabus
Course Materials
For courses that need printed materials, please have your department secretary complete the
Print/Graphics Request Form, using the appropriate account (s). Consult with the Staff Development
Specialist before placing the order to verify number of course registrants, etc.
All print and materials orders should be placed two weeks prior to the start date.
Refreshments are not included in the registration fees of Staff Development courses. If you would to order
refreshments for participants, please discuss options and costs with your secretary or the Staff
Development Specialist.
Course Materials to be provided through the AEA:
X Print: included in cost of course? X Yes
No
Books: included in cost of course?
Yes, information below
X No, students will purchase on their own; information below to share in course
description
Book(s)
Title:
Author:
Publisher:
Cost:
Best source:
Title:
Author:
Publisher:
Cost:
Best source:
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Creative Curriculum for Preschool (4th or 5th Ed.).
Trister Dodge, D., Colker, L.J., and Heroman, C. (2002).
Washington, D.C: Teaching Strategies, Inc.
$189.00
The 2010 5th edition can be purchased by calling Teaching Strategies at
800-637-3652 and selecting option 4 for customer service.
Teaching Strategies GOLD Objectives for Development & Learning (2010)
Berke, K., Bickart, T., Burts, D., and Heroman, C.
Washington, DC: Teaching Strategies, Inc.
$69.95
Teaching Strategies, Inc Website – www.teachingstrategies.com