Mississippi Bend Area Education Agency
Course Syllabus
Mississippi Bend Area Education Agency
Course Syllabus
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
Date Submitted: 8/15/15
Course title: Collaborative Teaching: Making it Work
Instructor: Stacie Giesecke, Frank Ogden
Address: 1315 Denniston Avenue Bettendorf, IA 52722
Phone Number: 563-940-1733
Email Address: Stacieg@mchsi.com
Dates and Location
Dates
Times (please allow time for
breaks/meals: 1 hour for lunch; 2 – 15
minute breaks are standard)
Other (mentoring/coaching
time, online work, etc.)
15 hours of seat time per credit
Total in class hours
equals 67; Total out of
class hours equals 94
(see below)
10/6
10/6-12/1
4:30-5:30
Online class
Face to face meeting
Below is the detailed description of in class and out of class hours
for this class:
HOURS FOR EACH COURSE
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Mississippi Bend Area Education Agency
Course Syllabus
* Completion of the Moodle System orientation = 3 hours
* Reading course syllabus information provided by instructor = 1 hour
* Training specific to a course (including when assignments are due, how to use
additional technologies required in course, etc.) = 2 hours
* Creation of your own personal profile and reading other participants' profiles = 2
hours
* Completion of course evaluations = 1 hour
HOURS PER WEEK
* Logging in, checking announcements, checking grades = 2 hours (15+ minutes a
day)
* Communicating with the instructor = 1 hour
Module 1
Introduction Discussion: Introduce yourself to the class by answering the following: Name,
job/family, experience with co-teaching, why you are taking this class, and where the best
vacation spot is.
Read Chapters 1 through 4 (8 hours outside of class)
Discussion 1: Choose 3 benefits to inclusion from p. 5 and explain. (2 hours in class)
Discussion 2: There are many definitions of collaboration. Write your own. Respond to 2 of your
classmates. (2 hours in class)
Assignment 1: Watch the online video entitled “The Seven Methods of Co-Teaching”
https://www.youtube.com/watch?v=bRVFuKcjN8w. For this assignment, just watch Chapter 1
“What is Co-Teaching” and Chapter 4 “The Seven Methods” and complete the following: 1. How
does this video define co-teaching? Explain the 3 C’s. 2. What are the assumptions of coteaching? 3. List and explain the 7 methods of co-teaching. Give an example from your setting
for each of these methods. Which method do you find yourself using most? Which method is
best and why? (5 hours outside of class) (3 hour in class)
Assignment 2: Watch the online video entitled “Co-Teaching Examples”
https://www.youtube.com/watch?v=6llQCG8QhBE. Compare and contrast this video to the one
you watched in Part 1 Assignment 2. How are they alike? How are they different? What
differences did you observe when watching the examples they showed?
Now watch the online video entitled “CoTeaching is NOT”
https://www.youtube.com/watch?v=gY9GeuCwWc4. Share your observations and opinions of
what you saw. Give an example of what NOT to do when coteaching from your setting. How can
you fix that problem? (4 hours outside of class) (3 hour in class)
Discussion 3: Choose 2 barriers to co-teaching on p. 29 and explain using your own experiences.
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Mississippi Bend Area Education Agency
Course Syllabus
How do you overcome those barriers? Respond to 2 of your classmates. (2 hours in class)
Discussion 4: Do's and Don'ts of co-teaching. List the 8 guidelines. Why are each of them so vital
to the success of the marriage? (2 hours in class)
Discussion 5: Case study pg. 45-46. Read the case study and answer questions 1 through 3. Post
your answers. (2 hours in class)
Discussion 6: Describe a bad experience you have had with co-teaching. How was it resolved? (If
you haven't co-taught, describe a bad work experience with a co-worker. (2 hours outside of
class) (1 hour in class)
Discussion 7: Choose one of the disability awareness activities and try it (you can do this alone
or with a coworker or friend). What were your thoughts? Why would this be good to do at a
teacher inservice? Respond to 2 of your classmates. (3 hours outside of class) (2 hours in class)
Discussion 8: You will be presenting to your faculty on co-teaching. You will only have 30
minutes to prepare staff for co-teaching partnerships that will happen in the building that fall.
Use the information in Chapters 1 through 4 to introduce co-teaching to them. *Attach the
inservice agenda/activities and descriptions to this post. Minimum 500 words. Respond to 2
classmates. (5 hours outside of class) (3 hours in class)
Discussion 9: Research more resources for learning about various abilities/disabilities (some
examples are on p. 53). Write a review on what you find. Minimum 300 words. (5 hours outside
of class) (3 hours in class)
Quiz Chapters 1 through 4 (3 hours in class)
Module 2
Read Chapters 9 through 12 (8 hours outside of class)
Discussion 1: Choose one of the physical issues from pages 116-118 and comment on an
experience you have had setting up the physical space of your co-teaching classroom. Did you
have an uncomfortable situation? How was it resolved? (2 hours in class)
Discussion 2: Pick 3 of the classroom management issues from pages 118-131 and explain.
Attach an example of something you have created that has worked (if you haven't co-taught
before, create something new). (2 hours in class) (2 hours outside of class)
Discussion 3: In the chart on page 131, for each behavior issue, there is a suggested response.
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Mississippi Bend Area Education Agency
Course Syllabus
What if one of the teachers in the partnership doesn't agree with the suggested response? How
can you work together to create a compromise? Respond to at least two other posts. (2 hours in
class)
Discussion 4: Post your answers to the 4 questions on page 143 about sharing space/materials.
Add one question to this list. Respond to at least two other classmates' questions. (2 hours in
class)
Discussion 5: Time is the biggest barrier to effective co-planning. Read through the ideas for
finding time to co-plan on pages 149-152 and comment on your experience with these. What
works? What doesn't? If you have 4 different classes/teachers to work with throughout the day,
how do you find time to co-plan? Respond with suggestions to at least two other posts. (2 hours
in class) (3 hours outside of class)
Discussion 6: Working with one of the teachers in your building, develop and upload a lesson
plan for a lesson you might teach with a co-teacher. Use one of the guides in the chapter or one
you have created on your own. (2 hours in class) (3 hours outside of class)
Discussion 7: Special Ed teacher responsibilities have changed over the years. Read the Pre-NCLB
and Post-NCLB scenarios on page 174. Which is the best for Johnny B? Have you had these
experiences in your school? How did the special educators prepare for co-teaching in classes
where they have never had any experience/knowledge? Reply to two other student comments.
(2 hours in class) (3 hours outside of class)
Discussion 8: Look over the two schedules on pages 178 and 179. Post your daily schedule. How
does it compare to the schedules in the book? What are your opinions on the comparison? (2
hours in class) (3 hours outside of class)
Assignment 3: Create a checklist/survey/interest Discussion to use for co-teaching partners. The
idea is for the partners to get to know each other. Use the internet or another source to help
you find your information or make it up yourself! Upload the Discussion and respond to 2 of
your classmates’ Discussion. (2 hours in class) (4 hours outside of class)
Quiz Chapters 9 through 12 (3 hours in class)
Module 3
Read Chapters 13 through 17 (10 hours outside of class)
Discussion 1: List the 5 practical approaches for co-instruction. Explain what each should look
like and what each should not look like. Give an example of a lesson that could be used for each
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Course Syllabus
approach. Which approach do you use most (or think you would use most)? Why? (2 hours in
class) (2 hours outside of class)
Discussion 2: Research and write your own definition for the term “differentiation.” What is the
most important thing to remember? Respond to two other posts. (2 hours in class) (2 hours
outside of class)
Discussion 3: Creating assessments are difficult when thinking about all the different kinds of
students there are in today's classrooms. Upload an example of a test or quiz that was created
by the general ed teacher or both the general and special ed teachers. Then upload or create
another test that shows the test accommodations or modifications that a special ed student
may need for that test. If you are not currently in a co-teaching arrangement, ask to see tests in
your building that would work. Include at least 3 different types of accommodating/modifying
when posting. Post on at least 3 other posts with suggestions or comments. (3 hours in class) (3
hours outside of class)
Discussion 4: There are many ways to grade students in co-taught classes. Should all the
students be graded the same? How are students with IEP's graded but still prove they are
learning the material? Should there be different grading scales? Should students with IEP be
graded by a pass/fail measurement? What issues should be considered when making these
important decisions? Comment on at least two other posts. (3 hours in class) (3 hours outside of
class)
Discussion 5: How should the co-teaching partnership be evaluated? How do you know if you
were successful or not? Who should be included in these decisions? What kinds of data could be
collected? If a partnership is not working, how can a divorce be supported? Reply to at least two
other posts. (3 hours in class) (3 hours outside of class)
Assignment 4: Create an end of the semester/year survey for the students in your co-taught
class. If you are not in a co-taught class, ask someone who is to give the survey to his/her class.
Upload the survey and respond to 2 classmates and give them feedback on their survey. What
results did you get? Was the information helpful? How will you use the information to change
and improve your co-teaching partnership? (2 hours in class) (4 hours outside of class)
All assignments due by: 12/1/15
Dates grades will be posted: 12/12/15
Will course be held at the Bettendorf AEA?
Yes
No
Location of course:
Face to face meeting on 10/6 will be held at the AEA
Address:
Online
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Mississippi Bend Area Education Agency
Course Syllabus
Credit and Format Information
Number of Credits:
Type of credit requested
1
2
3
Graduate (Drake)
Both
Licensure Renewal
Type of Drake Graduate Credit:
EDMA (application toward a Drake grad degree;
see Head of Professional Development for additional syllabus requirements)
Audit
Yes
No
CEUs available from AEA
Yes: no. of Hours: 45
No
If offering a course for CEU (not for teacher relicensure) will the participant need
to complete the work required for relicensure credit to receive CEUs:
Yes, must complete all assignments
No, no assignments necessary
Appropriate for Paraeducator certificate Renewal
Appropriate for Substitute Authorization certificate Renewal
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Yes
Yes
No
No
Mississippi Bend Area Education Agency
Course Syllabus
Type of professional development proposed (check those that apply):
Course open to ALL
District Only Course – Name of district:
Building Only Course – Name of building:
Blended delivery model (online & face-to-face)
Instructor Reimbursement by (check one):
AEA supplemental contract (teaching on noncontract time as AEA contracted instructor;
supervisor has been notified)
Target Audience:
Grade Level(s)
Content Area(s)
K-12 teachers, administrators, support staff
Any
Minimum class size
8
Course Type
Content
Maximum class size 25
Pedagogy
Category
Please select the primary category for this course from the drop down menu
(click on the box and all choices will appear):
Teaching Strategies
Course materials needed
None or provided by the instructor at no cost to participants
Printed handouts – cost to be added to cost of course
Handouts to be uploaded to AEA Handouts website
Book(s) – no cost to participant; paid for by another source
Book(s) – cost to be added to cost of course; AEA Staff Dev. Dept. to order
Book(s) – participant to purchase on own prior to start date
Title/Author/copyright date: Collaborative Teaching in Secondary Schools: Making the Co-
Teaching Marriage Work! Wendy W. Murawski March 31, 2009
Best source: http://www.amazon.com/Collaborative-Teaching-Secondary-Schools-CoTeaching/dp/1412968054/ref=sr_1_1?ie=UTF8&qid=1406140087&sr=81&keywords=coteaching+in+secondary+schools
Cost: $37.95
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Mississippi Bend Area Education Agency
Course Syllabus
Course Outline
Published Course Description for website:
This class is a great introduction to the world of co-teaching. It is perfect for any grade level
general or special ed teacher, as well as administrator or other school staff. This class is divided in
to four main parts related to improving coteaching effectiveness.
Describe the best practices to support the course goals/outcomes described in the next
section:







Understanding the importance of communication in coteaching relationships
Understanding the basic components in working with a partner
Understanding the use of questioning
Understanding how to make connections
Understanding the use of questioning
Understanding how to draw inferences
Understanding how to determine importance and synthesize information
Teacher impact statement: The teacher will instruct students how to begin and sustain successful
coteaching partnerships in order to increase learning for all students.
Student impact statement: The student will learn strategies to begin and sustain successful
coteaching partnerships as well as introduce coteaching to their building/district in order to
increase learning for all students.
Iowa Teaching Standard(s) being addressed; check all that apply:
1: Demonstrates ability to enhance academic performance and support for implementation of
the school district’s student achievement goals.
2: Demonstrates competence in content knowledge appropriate to the teaching position.
3: Demonstrates competence in planning and preparing for instruction.
4: Uses strategies to deliver instruction that meets the multiple learning needs of students.
5: Uses a variety of methods to monitor student learning.
6: Demonstrates competence in classroom management.
7: Engages in professional growth.
8: Fulfills professional responsibilities established by the school district.
Iowa Leadership Standard(s) being addressed; check all that apply:
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)
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)
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
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)
5: An educational leader promotes the success of all students by acting with integrity, fairness
and in an ethical manner. (Ethics)
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)
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.
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 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?
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?
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 socioeconomic 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?
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?
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
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Course Syllabus
diverse learners? 3) Does this course deliver specific information about individual diverse
groups?
Please provide a description of the issues checked above. Multi-cultural issues and Socio-
economic issues - this class will impact both of these issues by addressing the different learning
styles of students as well as the different strategies needed to address all kinds of learners.
Other diverse learners - this class is directly related to the diverse needs of ALL students and
learning about coteaching will enhance the learning process for all students.
Course Goals, Outcomes and Evaluation
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:
Literacy
Mathematics
Science
Social Studies
21st Century Skills
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, and tie
directly to the Iowa Core Components that were checked above.
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)?
 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.
 The goal of courses offered for relicensure and/or graduate credit is that the outcomes are a
way to ensure that the Iowa Core is being transmitted into action. Please be specific in
documenting this through the goals and outcomes.
Course Goal(s)
1. Able to understand the terms
inclusion, collaboration, differentiation,
and coteaching as well as the benefits
and barriers related to these terms.
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Outcome(s)
a)Writing definitions
b) Explaining using their experiences
Mississippi Bend Area Education Agency
Course Syllabus
c) Responding to their peers
2. Able to understand the components
a) Reading case studies and watching online
necessary for an effective teaching
partnership including: expectations,
rules, sharing the work load, defining
and solving problems, and goal setting.
videos and sites related to coteaching
b) Creating inservice documents and
interviewing administration
c) Researching about various abilities and
disabilities
3. Able to set up and maintain effective
a) Creating a joint rules/expectation sheet for
classroom management and
instructional and assessment
techniques.
their class
b) Researching and creating joint lessons and
evaluating
c) Creating joint assessments and evaluating
4. Understand and able to demonstrate
a) Practicing One Teach, One Support,
effective use of the five approaches to
coteaching and how to evaluate the
progress.
Parrallel Teaching, Station Teaching,
Alternative Teaching, and Team Teaching
b) Evaluating all 5 approaches and using
what works for them
c)
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:10 Students will research definitions, law, and coteaching strategies
Demonstration:10 Teacher will demonstrate and provide information and guidelines for projects
and written posts and assess knowledge through quizzes and tests
Practice: Collaboration (coaching, feedback, reflection): 80 Students will be responsible for
providing feedback on each others' posts and comments as well as reflecting on their own
experiences. Teacher will coach and provide feedback on every post, project, and assessment.
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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
Exemplary
(enter each criteria in the boxes
Demonstrates good
below and assign a point value) understanding and skill
Points: 9-10
Goal 1 Outcomes:
Able to understand the
terms inclusion,
collaboration,
differentiation, and
coteaching as well as the
benefits and barriers
related to these terms
Goal 2 Outcomes:
Able to understand the
components necessary for
an effective teaching
partnership including:
expectations, rules,
sharing the work load,
defining and solving
problems, and goal
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Accomplished
Demonstrates
satisfactory
understanding and skill
Points: 7-8
Developing
Beginning
Demonstrates some
Demonstrates little or no
understanding and skill
understanding or skill
Points: 5-6
Not completed or not able
to be scored
Points: 3-4
Understands all
terms as well as
benefits and
barriers and can
list at least 3
barries and
benefits and
include solutions
Understands all
terms as well as
benefits and
barriers and can
list at least 1-2
barriers and
benefits and
include solutions
Understands all
terms
Understands some
terms
Does not understand
terms or benefits and
barriers
Understands all 5
of the components
necessary for an
effective teaching
partnership
Understands 4 of
the components
necessary for an
effective teaching
partnership
Understands 3 of
the components
necessary for an
effective teaching
partnership
Understands 1-2 of
the components
necessary for an
effective teaching
partnership
Does not understand any
components necessary
for an effective teaching
partnership
Mississippi Bend Area Education Agency
Course Syllabus
setting.
Goal 3 Outcomes:
Able to set up and
maintain effective
classroom management
and instructional and
assessment techniques.
Goal 4 Outcomes:
Understand and able to
demonstrate effective use
of the five approaches to
coteaching and how to
evaluate the progress

Participation Requirement
Understands and is
able to set up and
maintain effective
classroom
management and
instructional and
assessment
techniques.
Understands and is
able to set up and
maintain effective
classroom
management and
instructional
techniques.
Understands and is
able to set up and
maintain effective
classroom
management
techniques.
Understands and is
able to set up
effective classroom
management
techniques.
Is not able to set up or
maintain effective
classroom management
and instructional and
assessment techniques.
Understands and
demonstrates
effective use of the
5 approaches to
coteaching and
how to evaluate
progress.
Understands and
demonstrates
effective use of 4
of the approaches
to coteaching.
Understands and
demonstrates
effective use of 3 of
the approaches to
coteaching.
Understands and
demonstrates 1-2 of
the approaches to
coteaching.
Does not understand and
demonstrate effective
use of any of the 5
approaches to
coteaching and how to
evaluate progress.
Reflects 15 collaborative
NOTE: Do not include attendance hours completed per each
as criterion in the scoring; 100% credit.
attendance is required for all
levels of credit.
(percentage scale)
A = 90 to 100
B = 80 to 90
C = 70 to 80
D = 60 to 70
F = 59 or below
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
--------------This criterion is either met or
not met. --------------
Does not reflect 15
collaborative hours
completed per each
credit.