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 * Development and Planning of Curriculum and Assessment II & Technology Integratio****n** **Module IV** **University of Maine at Farmington, Fall 2009 – EDU 584✰ & EDU 580◆ Cohort 1**

//The Master of Science in Education degree program at the University of Maine at Farmington// //prepares professional educators for leadership roles in educational settings.//

**Professor**: Dr. Grace J. Ward
 * Office**: 226 Education Center
 * Office Phone**: (207) 778-7508
 * Office Hours**: By appointment
 * E-mail**: gward@maine.edu
 * Class Wiki**: []


 * //COURSE, TIME, DATES, LOCATIONS//**

**EDU 584** **✰** **Development and Planning of Curriculum and Assessment II, 3.0 credits EDU 580** ◆ **Module IV Technology Integration, 0.5 credits.** Education Center Room 112**
 * (Wed. 4:00-7:30) 9/2, 9/9, 9/16, 9/23, 9/30, 10/7, 10/14, 10/21(WS), 10/28, 11/4, 11/10 (Ed Ctr 012), 11/18, 12/2, 12/9, 12/16.
 * (Note: If UMF is closed due to weather conditions, class will be reschedule on Thursday of the same week.)**


 * //REQUIRED TEXTBOOKS and SOFTWARE//**

**Select the text appropriate to your school level or interest:** Bernhardt, L., Victoria (2003). //Using Data to Improve Student Learning in Elementary Schools//. Larchmont, NY: Eye On Education. ISBN 193055660-8. Bernhardt, L., Victoria (2004). //Using Data to Improve Student Learning in Middle Schools//. Larchmont, NY: Eye On Education. ISBN 193055687-X. Bernhardt, L., Victoria (2005). //Using Data to Improve Student Learning in High Schools//. Larchmont, NY: Eye On Education. ISBN 159667004-5.

// [|Microsoft Office 2007 for Windows] // (operating system needs to be Microsoft Windows XP or later) // [|Microsoft Office 2008 for Mac] // (operating system needs to be Mac OS X 10.4.9 or higher) **Each team will select a book from one of the following themes for the book talk presentations.** //A Whole New Mind// by Daniel Pink //Sparks of Genius: The Thirteen Thinking Tools of the World's Most Creative People// by Michele M. Root-Bernstein, and Robert S. Root-Bernstein //Leading in a Culture of Change// by Michael Fullan. //Leading Change in Your School// by Douglas B. Reeves //Asking the Right Questions: Techniques for Collaboration and School Change// by Edie L. Holcomb //Results: The Key to Continuous School Improvement, Second Edition// by Mike Schmoker //Whatever It Takes: How Professional Learning Communities Respond When Kids Don't Learn// by Rebecca DuFour, Robert Eaker, Gayle Karhanek, and Richard Dufour //Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning// by Michael J. Schmoker  //Supporting Content Area Literacy with Technology: Meeting the Needs of Diverse Learners// by William G. Brozo, Kathleen Puckett //Redefining Literacy 2.0//, by David Warlick
 * Select the software appropriate to your operating system:**
 * 21st Century Thinking:**
 * Change Process:**
 * Data-Informed Decision Making:**
 * Professional Learning Communities:**
 * Technology Literacy:**


 * //RESOURCE TEXTBOOKS//**

AACTE Committee on Innovation and Technology (Editors) (2008). //Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators.// New York: Routledge. ISBN: 10: 0-8058-6356-7. McTighe, J., & Wiggins, G. P. (2006). //Understanding by Design (Expanded 2nd Edition)//. Upper Saddle River, NJ: Pearson Education. ISBN: 0-13-195084-3. McTighe, J., & Wiggins, G. P. (2004). //Understanding by Design: Professional Development Workbook//. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN: 0-87120-855-5. **//Course Descriptions//**

**EDU 584** **✰** **Development and Planning of Curriculum and Assessment II -** Participants in this course will investigate the cycle of program evaluation: design, implementation, management, and evaluation. The effects of reform initiatives on the stakeholders in educational environments will be investigated and critiqued. An emphasis is placed on developing a collaborative culture in educational environments that enhances teacher agency, builds instructional capacity, and enables every student to learn. **­EDU 580** ◆ **Technology Integration Module IV** - This course is designed to prepare leaders to integrate diverse educational technologies in an educational setting in ways that reflect a theoretical, research based, and practical understanding of curriculum/assessment development and the effective uses of technology. The course emphasizes practical ways to integrate technology into everyday instruction including content-area knowledge acquisition, inquiry, communication, critical thinking, and problem solving. Course content explores the role of leaders as agents of reform regarding technology and includes the role and responsibility of various technologies to address diverse learning needs by utilizing an array of applications to enhance classroom instruction, motivate learners, and connect home and school.

**//Prerequisites//**

Baccalaureate degree; practicing educator; successful completion of EDU 580 Technology Integration, Modules I, II, & III, EDU 581 History, Philosophy and Ethics in Education, EDU 582 Research Methods, and EDU 583 Development and Planning of Curriculum and Assessment I; concurrent enrollment in EDU 580 Technology Integration, Module IV; cohort member or permission of instructor and program administrator.

//(UMF Master’s of Science in Education Conceptual Framework)//
 * //ESTABLISHED STANDARDS//**

//**Visionary Leaders** (**VL**////):// o Practice moral leadership by including various ethical frameworks and perspectives on ethics, including a professional code of ethics **✰** o Respect the value of diversity and its meaning for educational programs ◆ o Create shared visions for learning by understanding o Lead for results through
 * The purpose of education and role of leadership in modern society **✰**
 * The political, social, cultural and economic systems and processes that impact learning environments both locally and globally **✰**◆
 * The change process for systems, organizations and individuals **✰**◆
 * Effective consensus-building and negotiation skills **✰**

**//Supportive educational cultures (SEC////)// are nourished by leaders who:** o Build a climate of respect among staff and students by promoting partnerships with individuals and institutions in their communities **✰** o Create positive change while sustaining effective practices by recognizing dynamic conditions that lead to rich and diverse educational communities **✰**◆

**//Continuous professional growth (CPG////)// is promoted by leaders who:** o Cultivate leadership in the educational environment by o Encourage continual investigation of practice by recognizing o Support professional learning communities by understanding
 * Valuing diverse perspectives that enhance professional development **✰**
 * Seeking and respecting diverse voices that offer insights for growth **✰**
 * Adult learning and professional development models ◆**✰**
 * The importance of continuous improvement cycles as a result of reflective practice **✰**◆
 * The structure and purpose of a professional learning community **✰**◆
 * The influence that mentors have on supporting new practitioners **✰**

**//Theory is translated into practice (TIP////)// by educators who:** o Develop a critical stance by recognizing the critical analysis of the social, cultural and political implications of curriculum design **✰** o Differentiate curriculum and assessment for all learners through o Challenge themselves and others by considering
 * Ongoing critical revision of measurement, evaluation and assessment strategies **✰**
 * The use of research, particularly action research, in examining curriculum, instruction and assessment practices **✰**
 * The growth and development of learners **✰**◆
 * Effective instructional practices **✰**◆

**//Leaders will understand that…//** //(National Board for Professional Teaching Standards) //

**Proposition #1: Teachers are Committed to Students and Their Learning** A. Teachers Recognize Individual Differences in Their Students and Adjust Their Practice Accordingly **//VL//** ◆ **//, SEC//** **✰**◆ **//, TIP//** **✰**◆ B. Teachers Have an Understanding of How Students Develop and Learn **//VL//** ◆ **//, SEC//** **P****✰**◆ **//, TIP//** **✰**◆ C. Teachers Treat Students Equitably **//VL//** ◆ **//, TIP//** **✰**◆ D. Teachers' Mission Extends Beyond Developing the Cognitive Capacity of Their Students **//VL//** ◆ **//, TIP//** **✰**◆

A. Teachers Appreciate How Knowledge in Their Subjects is Created, Organized and Linked to Other Disciplines **//CPG//** ◆ **//, TIP//** **✰**◆ B. Teachers Command Specialized Knowledge of How to Convey a Subject to Students **//TIP//** **✰**◆ C. Teachers Generate Multiple Paths to Knowledge **//VL//** ◆ **//, TIP//** **✰**◆
 * Proposition #2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students**

A. Teachers Call on Multiple Methods to Meet Their Goals **//CPG//** **✰**◆ B. Teachers Orchestrate Learning in Group Settings C. Teachers Place a Premium on Student Engagement **//TIP//** **✰**◆ D. Teachers Regularly Assess Student Progress **//TIP//** **✰**◆ E. Teachers Are Mindful of Their Principal Objectives
 * Proposition #3: Teachers are Responsible for Managing and Monitoring Student Learning**

A. Teachers Are Continually Making Difficult Choices That Test Their Judgment **//VL//** ◆ **//, SEC//** **✰**◆ B. Teachers Seek the Advice of Others and Draw on Education Research and Scholarship to Improve Their Practice **//CPG//** **✰**◆
 * Proposition #4: Teachers Think Systematically About Their Practice and Learn from Experience**

A. Teachers Contribute to School Effectiveness by Collaborating with Other Professionals **//VL//** **P** **//,//** //**CPG**// **✰**◆ B. Teachers Work Collaboratively with Parents **//SEC//** **✰**◆ C. Teachers Take Advantage of Community Resources
 * Proposition #5: Teachers are Members of Learning Communities**


 * //ESSENTIAL QUESTIONS//**

How do Professional Learning Communities ensure that every student has an opportunity to learn and achieve at high levels? Which web resources serve as powerful learning tools for specific curriculum strands to ensure that every student succeeds? Why is a variety of data important in improving student learning? How can an academic leader change the culture of a school to influence student learning? **//Leaders will know how to…//**

**//Leaders will be able to...//**
 * Provide instructional leadership with consideration for the community’s values, goals, social needs and changing conditions. **✰**
 * Engage staff in ongoing study of current best practices. **✰**
 * Use knowledge of research on instructional effectiveness to inform decisions. **✰**
 * Collaboratively determine high expectations and standards for the academic, developmental, cognitive, learning, and social needs of the teachers and students involved. **✰**
 * Use multiple sources of data, some of which are self-generated, to plan and assess instructional improvement. **✰**
 * Inspire a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of that vision ◆
 * Ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching ◆
 * Apply technology to enhance their professional practice and to increase their own productivity and that of others ◆


 * As a team design and deliver a book talk conversation to a professional learning community.**✰**◆
 * Seek and respect diverse voices that offer insights for growth and improvement of student learning. **✰**
 * Research and evaluate the demographics data of their school district and community. **✰**
 * Analyze achievement data (state, district, school, department/grade level) and unit data. **✰**
 * Consider the relationship between the individual student learning and performance task and showcase actual student performance task product of unit. **P****✰**
 * Collaborate and reflect on the process of teaching the integrated unit. **✰**

**//PERFORMANCE TASK//**

· Create a wiki of web resources that target a curriculum strand. **✰**◆


 * //SELF–ASSESSMENT AND REFLECTION//**


 * Share a graphic representation of your philosophy of education and your final reflection statement. **✰**
 * Reflect on your leadership skills and the process used in teaching the integrated unit and sharing your data analysis, conclusions and recommendations. **✰**
 * //EXPECTATIONS//**

Teaching is a profession and this course is about teaching and learning. Participation is a critical component of learning and you are expected to arrive to class on time and attend all classes. If an **emergency** arises, please notify us by phone or e-mail prior to the class. If classes get cancelled due to weather, they will be rescheduled.

Assignments are required to be turned in on time, unless prior arrangements have been made in advance. You may have the opportunity to redo some assignments, if they are turned in on time and will be due one week after being returned to you. You must submit the original work, rubric, the revised work and a brief statement of the improvements you made to the assignment. All assigned work must be typed on a word processor using Times font, 12 points, left justified, double spaced, and free of typographical, spelling and grammatical errors. Please keep a copy of all work submitted, until the final grade of the course has been determined.

Academic honesty and integrity are important to the teaching profession. The University of Maine Farmington (UMF) Code of Academic Integrity is enforced in this course and students are expected to educate themselves. Please take the time to review the code, which is included in the on-line catalogue at [|UMF Academic Integrity Code]

If you have an identified learning disability and need special accommodations, please let me know immediately.


 * //BENCHMARKS//**

Below is the point value for each assessment and your grade will be based on the percent of points earned from the **total points of 600.**  Read your Philosophy of Education paper from EDU 581. Create a graphic representation of your philosophy that you will share with your colleagues in your Graduate Professional Learning Community (GPLC).
 * //Graphic Representation of Philosophy of Education//** **//(20 points)//** **//VL//** **✰** **//, CPG//** **✰** ◆ **//(Proposition//** **//#5A)//** 

You must be present and actively engaged in all aspects of the course. You need to be a contributing member of the Professional Learning Community in all the learning components of the course. Teaching is an art and requires dedicated leaders who will collaborate with one another and are not afraid of taking risk in the process of evaluating their teaching methods and developing their leadership capacity.  As a member of a team you will read a book that is pertinent to this class. The team will present its learnings to the class (30 to 45 minutes), addressing numerous learning styles and utilizing technology in the presentation. The presentation should include but is not limited to: key ideas, applications to needs of the members of your GPLC, your response to the information and some type of formative assessment. The GPLC colleagues will provide you with feedback on the presentation and the knowledge they gain from it.  Individually you will create a brief personal response to the material read, the process of how the team worked together, the role and job each team member, your contribution to the process and lessons you learned as a result of this process, as well as your thoughts on the feedback provided from colleagues and information gained. What are questions that have now come to the surface for you as a result of this assignment?   a. Select three or more colleagues in your local educational community who will partner with you to create a Local Professional Learning Community. If you are already part of a LPLC, determine a way that you can enhance what already exists. b. As a leader, work with the LPLC to identify a curriculum strand that needs improvement or enhancement OR present your findings to your LPLC of a curriculum strand that should be targeted after reviewing state and national standards. c. Make the Resources Wiki available to the LPLC and share the reaction with the GPLC.  a. **LPLC Information:** A page or section explaining who the LPLC members are, how they were selected, and the determination process of the curricular strand. **(15 points)** b. **Curriculum Strand & Standards:** A description of the curriculum strand and the context (school, grade level(s), how this strand fits into the bigger picture of the content area State and National standards including NETS (National Educational Technology Skills). **(20 points)** c. **Quantity & Quality of Resources:** An appropriate number of quality Web resources are included that will benefit the members of the LPLC. **(60 points)** d. **Description of Resources:** For each resource found, a description is given of: who is the audience that will benefit from the Web resource, how the resource will impact student learning, and what specific element(s) of the curriculum strand are targeted, helpful information for using the resource. **(20 points)** e. **Organizational Structure:** The information on the wiki is effectively organized so that it is easily understood. An explanation of the organizational structure of the wiki (how can the wiki audience find / understand the gathered resources). **(15 points)** f. **Presentation & Mechanics:** Graphics are relevant and support the written text. The wiki is visually appealing. A range of wiki tools is used effectively. Hyperlinks and other hypermedia aid understanding and add interest to the topic. The presentation of information is objective, balanced and free of bias (e.g. age, culture, gender, race), and images and icons are used sensitively. Information is summarized but not copied. The wording is intelligent and meaningful without jargon. *** (20 points)**  Select three student products and share the highlights of each and what student learning it represents for each student. (15-minute time limit)  I. Create a student perception questionnaire for the integrated unit consisting of age-level appropriate questions. **(20 points)** II. Gather Data **(80 points)** a. District and School Demographics Data **(30 points)** b. Class Demographic Data—total number of students in class, grade level, gender of students, learning styles, free/reduced lunch, English language learners, special needs, gifted/talented **(15 points)** c. Perception—results of student perception questionnaire related to integrated unit **(10 points)** d. School Student Learning Data – standardized data (MEA) for your school for two/three years **(5 points)** e. Class Student Learning Data— unit formative and summative data **(20 points)** f. (Processes—UbD and Type II tools) III. Create an analysis of the data including charts and graphs **(80 points)** a. School Data Profile b. School Student Learning Data Profile c. Classroom (demographics, student learning and perception data) Profile d. (Processes—UbD and Type II tools) e. Conclusions and Recommendations IV. Final Integrated Unit with both rubrics. **(10 points)**  Reflect on the student learning and the teaching process of the Integrated Unit with your Integrated Unit colleague. Share your conclusions and recommendations and write a blog entry about your leadership skills and the process used in sharing and reflecting.  Reflect on the information, learnings, readings, and experiences of this course. Respond to the four essential questions listed in the syllabus. How does what you learned change your thinking? This is an authentic demonstration and this product can take any form of Type II technology.
 * //Attendance and Participation//** **//(100 points)//** **//VL//** **✰** **//, CPG//** **✰** ◆ **(** **//Propositions #4B, #5A)//**
 * //Book Talk (50 points)//** **//VL//** **✰** **//, CPG//** **✰** ◆ **//(Proposition #4B,//** **//#5A)//**
 * //Book Talk Response –//** //**(10 points)**// **//VL//** **✰** **//, CPG//** **✰** ◆ **//(Proposition #5A)//**
 * //Performance Task: Resources Wiki - (150 points)//** The understanding of the course content will be demonstrated by designing a wiki that is a collection of appropriate and specific web tools that can be used by the community (teachers, students, parents, etc.) to further student learning in a specific curriculum strand. The curriculum strand will be selected based on a demonstrated academic need. The wiki will be shared with the Local Professional Learning Community (LPLC).
 * //I. Building or Enhancing a Local Professional Learning Community//** **//VL//** **P** **//, CPG//** **✰** ◆ **//(Proposition #4B,//** **//#5A)//**
 * //II.//** **//Resource Wiki Project//** Create a wiki with the following components **//(150 points)//** **//VL//** ◆ **//, CPG//** **✰** ◆ **//, SEC//** **✰** ◆ **//, TIP//** **✰** ◆ **//(Propositions #1A, #1B, #1C, #2B, #2C, #3A, #3C, #5A)//**
 * //Student Products and Student Learning (25 points//** **//)//** **//VL//** **P** **//, CPG//** **✰** ◆ **//, TIP//** **✰** ◆ **//(Proposition #3D, #5A) //**
 * //Evaluation Document (190 points//** **//) CPG//** **✰** ◆ **//, TIP//** **✰** ◆ **//(Propositions #3D, #4B)//** Create a student perception survey. Gather, analyze, and reflect on school/class demographic, student learning, and perception data. Create a final evaluation document containing questionnaire, data analysis reports, and final integrated unit.
 * //Reflection on Teaching of Integrated Unit (25 points//** **//)//** **//VL//** **P** **//, SEC//** **✰** ◆ **//, CPG//** **✰** ◆ **//, TIP//** **✰** ◆ **//(Proposition #2A, #4A, #5B)//**
 * //Reflection Statement (30 points)//** **//VL//** **P** **//, CPG//** **✰** ◆ **(//Proposition #5A)//**


 * //GRADING SCALE//**

**A** (93 -100) 4.00 grade points per credit hour Grades less than C are not acceptable for graduate work. Students receiving such grades will be reviewed for retention in the graduate program.
 * A-** (90 - 92) 3.67 grade points per credit hour
 * B+** (87 - 89) 3.33 grade points per credit hour
 * B** (83 - 86) 3.00 grade points per credit hour
 * B-** (80 - 82) 2.67 grade points per credit hour
 * C+** (77 - 79) 2.67 grade points per credit hour
 * C** (73 - 76) 2.00 grade points per credit hour
 * C-** (70 - 72) 1.67 grade points per credit hour
 * D+** (67 - 69) 1.33 grade points per credit hour
 * D** (63 - 66) 1.00 grade points per credit hour
 * D-** (60 - 62) 0.67 grade points per credit hour
 * F** (0 - 59) 0.00 grade points per credit hour
 * W** No GPR computation

* Some of the wiki criteria is from Vicki Davis’ [|Wiki Grading Rubric_flatclassroom2007.pdf] available at http://flatclassroomproject.wikispaces.com/Rubrics