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Instructor Class Description

Time Schedule:

Mun Julie Kang
EDC&I 496
Seattle Campus

Workshop in Instructional Improvement

Individual or group study projects on the improvement of instruction with attention to designing instructional plans.

Class description

Professional Certification WINTER 2006 Orientation to Effective Teaching (Pre-assessment Seminar)

This is the first course in the University of Washington’s Professional Certification Program. The University of Washington’s program is grounded in the belief that teachers’ understanding and experience in teaching will grow as they inquire into their practice with substantive consideration of the contexts in which teaching and learning take place. The program consists of approximately 15 credit hours over a 15 month period, beginning in the spring and concluding the following summer. The program has designed four components that leverage candidates’ strengths and interests to inform the specific focus within the component. The four components include: Orientation to Effective Teaching, Content-in- Context Learning Experiences, Refining Effective Teaching, and Assessing Working Collaboratively. The University’s design provides access to programs offered by content experts across the campus (e.g., Project Neptune, SCOPE, Puget Sound Writing Project, Multicultural Education Program, etc.). In addition, the program can be linked to a Master’s Degree in Education. The program aims for flexibility by offering courses on Saturdays and through online communication and production of certification products. The program has the following goals: • To foster teachers’ understanding and appreciation for the context of their teaching • To enable teachers to describe, analyze and justify their practice, adopting an analytical approach to teaching • To increase teachers’ understanding of what constitutes evidence of teaching that positively impacts student learning. • To increase teachers’ understanding of tools, including technology, to gather evidence of the impact of their teaching on student learning • To assist teachers in acquiring the knowledge, skills and dispositions that will enable them to learn from teaching and to improve practice throughout their teaching careers. • To enable teachers to engage in professional discourse about teaching • Completion of Professional Certification Requirements

COURSE OBJECTIVES

Participants will … 1. Develop an understanding of the State’s criteria that define effective teaching, that is, teaching that has a positive impact on student learning. 2. Develop an understanding of criteria that define professional development and professional contributions. 3. Use the State criteria and descriptors to assess teaching practice. 4. Identify examples of evidence that demonstrates teaching practice that has a positive impact on student learning. 5. Gain an understanding and appreciation for the context of their teaching. 6. Engage in professional discourse about teaching with colleagues 7. Examine systems for gathering and using feedback on teaching. 8. Develop a plan for professional growth.

The successful candidate will demonstrate that he/she has met these objectives by …

1. Forming a Professional Growth Team and involving the team in the development and approval of a Professional Growth Plan 2. Completing a self-assessment to determine areas of strengths and areas for growth 3. Completing a Professional Growth Plan which has been approved by the Professional Growth Team

INSTRUCTOR: Julie Kang, NBCT sonjulie@u.washington.edu

2006 COURSE DATES AND TIMES: We will be meeting on Saturdays, from 9 am -1 pm, in Miller 320, on the following dates: 1/28, 2/11, 3/4, 4/1, 5/6, and 6/3.

Evaluation Credits: Three quarter credits Grading: Credit/No Credit To receive credit for this course you must attend and participate in face-to-face sessions and complete an approved (signed) Professional Growth Plan. To complete the Professional Growth Plan students will need to complete drafts of plans and submit to your Professional Growth Team (which includes your faculty advisor) for revision and approval. Revisions will be completed based on comments. Students not maintaining adequate progress, as designed in course outline, may be advised to drop the course or be given no credit for the course.

Format of Course Students will be required to reflect, develop and write a number of documents (Professional Growth Plan) over the duration of the course. Within class we will be developing and refining work with the support of peers. Your attendance in class is essential to provide this type of support and complete your work. In case of emergency, and you are unable to attend a class, please contact your instructor. Each student will need to choose a critical friend (or group) to serve as a sounding board for ideas and a reader of your work. Your critical friend(s) may be at your grade level, be interested in similar issues of teaching and learning, or be a colleague(s) within class with whom you have a strong professional relationship. Critical friends will work within class (in-person) and outside of class (online) to edit and refine the Professional Growth Plan.

Professional Growth Team A requirement for writing your Professional Growth Plan is to work collaboratively with a Professional Growth Team to reach consensus regarding the content of your plan. This will be accomplished through ongoing communication among your professional growth team members using a variety of formats (e.g. conferences, electronic mail, conference calls, etc.) Your Professional Growth Team will be comprised of the following four people: you, a colleague specified by you (think about asking a colleague whose teaching you respect, a department head, or subject matter specialist in your building—someone who has already shown interest in your professional growth and may have been informally mentoring you); a college or university advisor (your instructor for this course); and a representative from your district. This person may be your principal or evaluator, but does not have to be. The Washington State Office of Superintendent of Public Instruction (OSPI) will provide 10 clock hours for each member of your team. We can make the assumption that approximately 10 hours may be required for each team member to fulfill his or her obligation to you.

Required Materials * 3 ring notebook

Resource Texts: Ayers, W. (1993) To teach. New York, NY: Teachers College Press. Ball, D.L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal 93(4), (pp. 373-397). Bransford, J.D., Brown, A.L. & Cocking, R.R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. Donovan, M.S., Bransford, J.D. & Pellegrino, J.W. (1999). How people learn: Bridging research and practice. Washington, DC: National Academy Press. Harris, D.E. & Carr, J.F., Flynn,T., Petit, M. & Rigney, S. (1996). How to use standards in the classroom. Alexandria, VA: ASCD. Herman, J.L., Aschbacher, P.R. & Winter, L. (1992). A practical guide to alternative assessment. Alexandria, VA: ASCD. McTighe, J. & Ferrara, S. (1998). Assessing learning in the classroom. NEA. Wiggins, G. P.& McTighe, J. (1998) Understanding by design. Alexandria, VA: ASCD. If you would like to request academic accommodations due to a disability, please contact Disabled Student Services, 448 Schmitz, (206) 543-8924 (V/TTY). If you have a letter from Disabled Student Services indicating you have a disability that requires academic accommodations, please present the letter to me so we can discuss the accommodations you might need for the class. January 28, 2006, 9:00am – 1:00pm Overview of Professional Certification  Description of UW Program  Components of Professional Certification  Overview of the course  Preview Professional Growth Plan  Quick write on your teaching experiences  Discuss purpose of self-assessment  Begin Self-Assessment  Who should be on your Professional Growth Team?  Identifying feedback sources (State criteria 2a)  Form Critical Friends Groups Homework: 1) Read the Professional Certification Handbook, and note any questions you have. 2) List of potential feedback sources (Feedback & Reflection System form). Due via email to instructor by Feb. 3th. 3) Identify members of your Professional Growth Team.

February 11, 2006, 9:00 am-1:00 pm Getting Started Introduce 1d (Curriculum) and 1f (Technology)  Peer review Feedback & Reflection System(last meeting’s homework)  What is evidence of positive impact on student learning?  How do you collect evidence? Tools and systems.  Considering a FOCUS  Introduce Class Profile  Overview of state criteria 1d and 1f Homework: 1) Complete Class Profile for your own teaching situation 2) Bring student work to next class 3) For criteria 1d and 1f, write either a growth plan or a narrative about why the area is a strength for you, with potential sources of evidence to use to demonstrate competency (one-page forms provided). Due via email to instructor by Feb. 24th.

March 4, 2006, 9:00 am-1:00 pm Introduce 1a (Instruction) and 1b (Assessment)  Peer review Class Profile  Share criteria 1d and 1f in a small group  Overview of State criteria 1a and 1b. What would evidence look like to demonstrate competency?  What is analysis of student work?  Analysis of student work (demo and with peers) Homework: 1) For criteria 1a and 1b, write either a growth plan or a narrative about why the area is a strength for you, with potential sources of evidence to use to demonstrate competency (one-page forms provided). Due via email to instructor by March 24th.

April 1, 2006, 9:00 am – 1:00 pm Introduce Classroom Environment (1c), Cultural Sensitivity (1e) and Families (1g)  Peer review documents 1a and 1b (last meeting’s homework)  Overview of state criteria 1c, 1e, and 1g  What would evidence look like to demonstrate competency? Homework: 1) For criteria 1c, 1e, and 1g, write either a growth plan or a narrative about why the area is a strength for you, with potential sources of evidence to use to demonstrate competency (one-page forms provided). Due via email to instructor by April 28th. 2) Make sure your meeting with your Professional Growth Team is set up (needs to occur between May 22-June 5).

May 6, 2006, 9:00 am – 1:00 pm Introduce Remaining Current (2c); Advocating (3a) and Participating (3b)  Peer review documents 1c, 1e, and 1g (last meeting’s homework)  Overview of state criteria 2c, 3a, and 3b. What would evidence look like to demonstrate competency?  Discussion of the final format for the Professional Growth Plan, and how you will revise and use all of the documents you have created for this class. How will this work relate to Portfolio expectations? Homework: 1) For criteria 2c, 3a and 3b, write either a growth plan or a narrative about why the area is a strength for you, with potential sources of evidence to use to demonstrate competency (one-page forms provided). Turn in via email to instructor by May 26th. 2) Draft of your Professional Growth Plan. Turn in via email to instructor by May 26th.

June 3, 2006, 9:00 am – 1 pm Review and reinforce feedback & reflection (2a) and assessment of professional performance (2b) Finalize Professional Growth Plan  Peer review documents for 2c, 3a, 3b (last meeting’s homework).  Work on revising and finalizing Professional Growth Plan. Receive assistance from peers and instructors.  What’s next in Professional Certification? Homework: 1) Meet with your Professional Growth Team to get plan approved and signed. 2) Turn in your final Professional Growth Plan via email to instructor by June 10th.

Student learning goals

General method of instruction

Recommended preparation

Class assignments and grading


The information above is intended to be helpful in choosing courses. Because the instructor may further develop his/her plans for this course, its characteristics are subject to change without notice. In most cases, the official course syllabus will be distributed on the first day of class.
Last Update by Mun Julie Kang
Date: 01/27/2006