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Are you a teacher who is looking to rekindle their passion, are you new to the profession, or are you struggling to document your own proficiency in the context of a new mandated evaluation system? If you answered yes to any part of this question, this is the course for you!
One can argue the teaching profession is changing more rapidly than at any other time in United States educational history. Teacher evaluation, coupled with new standards and new high stakes testing systems have become the norm across the country and many teachers are experiencing the disequilibrium that comes with these significant shifts.
This course details how a teacher, required to teach differently to conform to this new and complex environment can thrive as a result of understanding the fundamental policy shifts that got us here. Moreover, the teacher taking this course will take away concrete methodologies and strategies she can immediately use in any teaching assignment. Through understanding policy shifts and exploring the best practices in Response to Intervention (RtI), Professional Learning Communities (PLCs) and gaining ideas on how to best deploy the rich learning and teaching strategies through Differentiated Instruction (DI), the teacher consuming this class will gain tools to make herself a powerful, effective educator. The online format allows for reflection, practice, observation and analysis and application of skills to current settings. Emphasis is upon intentional best practice, resulting in a classroom environment where all children have the ability to maximize their learning, and where the teacher deploys skills, methods and strategies to thrive in this challenging time in our profession. Teachers new to the profession, struggling with evaluation systems and teachers, simply wanting “a shot in the arm” are sure to benefit from this course.
Course Objectives: Participants will
Students will be required to:
Texts, Reading, Instructional Resources:
Totally online- no additional textbooks required.
Reflective Journal Exercises (34)
On-Line Forum Assignments (8)
Upon completion of the course, students can decide if they would like to receive credit and from which university they would like to receive credit. Please see University Affiliations under the Information Center for the cost per credit.
Lesson 1: Finding our professional equilibrium
1a. Making transitions in a time of change
1b. Teacher effectiveness is more than a test score
1c. Trends around the country
1d. How does an instructional framework impact the evaluation process?
1e. What is evidence and what is just an artifact?
1f. What is quality evidence?
1g. How to collect evidence?
1h. Review of chapter one enduring understandings
Lesson 2: What does “all students” mean and who is responsible for them?
2a.Where did all this stuff come from anyway?
2b.What does this new evaluation system mean to me?
2c.What are some differences between the “new” standards and the previous version of my state standards?
2d.Why are we ratcheting up the rigor?
2e. Putting it all together and a preview of next chapter
Lesson 3: An ounce of prevention is worth a pound of cure
3a.What is Response to Intervention (RtI) and where did it come from?
3b.Where they start is where they finish
3c.How do we set targets for our students in our systems?
3d.What do academic prevention and intervention look like in K-12?
3e.What do behavioral prevention and intervention look like in K-12?
3f.What happens if my school or district does not have a proactive, preventative framework?
Lesson 4: Assessment precedes instruction and more minds are better than one mind
4a.From a culture of independence to a culture of interdependence (opening teacher practice)
4b. How teacher evaluations and PLCs are “joined at the hip”
4c. Operationalizing PLCs
4d. The relationship between RtI and PLCs
4e. Data to drive individual student achievement improvements
4f. Again, what happens if my school or district does not provide this formal supportive framework?
Lesson 5: Instructional ferocity entails DI
5a. Key principles
5b. DI allows us to
5c. Hallmarks of a good DI classroom
5d. Instructional Strategies Seen in a DI Classroom
Chapter 6: Formative Assessment How Do I manage it?
6a. Assessment is the backbone of all we do and the most important assessment is what we use to drive student learning at the classroom level
6b. Relentless timely effective feedback- what would John Hattie say?
6c. FA Techniques- strategies for checking for understanding
Chapter 7: Putting it all together
7a.The terror that is the total system
7b. Graphic organizers
7c. RTI + PLC + DI = improved student learning
Midterm and Final:
Midterm-Assess your current school. On a Likert Scale of 1 (low evidence) to 5 (high evidence), rate your school in each of the following categories:
For each (a) – (d) above, provided that you didn’t give the highest score, list one thing that your school could do to move positively up the Likert Scale (for example, if you gave a score of “2”, what could be done to move to a “3”?).
The Final Exam is in two parts:
Part 1- A multiple choice test.
Part 2- If you have had access to students while taking this course, describe, using data and/or providing examples or descriptions of their work, how a particular skill or approach you learned in this course, impacted your student outcomes? Give examples that reference at least two students.
If you did not have access to students while taking this course, describe a skill or process you learned about in this course that you will implement in your classroom. Explain what assessment you will design and what data you will collect. Describe how you expect student outcomes will change and why.
Contact Information: info@CECreditsOnline.org or 425-788-7275 Ext 104