Course Objectives (Candidates will:)

Workshop Objectives

Key Learning Points

Assessments

Assignments

1. Select a content-based topic for a Unifying Assessment Project (UAP) and develop a long-range plan for that topic that includes action research methodologies.

1a. Complete first draft of a needs assessment

1b. Develop 1-2 sound research questions for Phase I of the Action Research Plan

1c. Align UAP topic anticipated learning activities from other UAP courses

Data-driven decisions serve as effective planning tools

Determining the focus of action research at the onset saves time later

Stage One of the UAP

Phase I of the Action Research Plan

Embedded in Workshop Activities

Needs Assessment

Long-range action plan for UAP

Determine the scope of action research for the UAP

2. Research and make pedagogical applications to the theories presented during this course for professional growth and for evidence of improved P-12 student learning.

2a. Determine current baseline of P-12 student learning

2b. Demonstrate knowledge of professional expectations in a given content area and developmental level

Baseline data are critical to development of any action research plan, whether those data are on students or on teacher knowledge

Stage One of the UAP

Phase I of the Action Research Plan

Embedded in Workshop Activities

Locate relevant examples per content area of lesson plans that incorporate global perspectives

Text Readings

Identify key data points for professional growth ideas

3. Synthesize professional literature and research sources for standards-driven learning environments as they relate to diverse learners.

3a. Analyze arguments for and against standards-driven educational environments

3b. Apply diversity perspectives to all levels of standards in a given content area

Implementing standards-driven learning environments can be both positive and negative; the results depend on the teacher who is implementing them

Stage One of the UAP, including a Review of Literature & Research

Embedded in Workshop Activities

Study about and practice writing a Review of Literature & Research

Text Readings

4. Create a long-term professional Content Growth Plan that will enable them to improve in content-based knowledge, skills, and dispositions.

4a. Evaluate current and expected knowledge, skills, and dispositions with respect to a given content area

4b. Develop measurable and specific action steps to reach professional goals in a given content area and improve P-12 student learning at the same time

Growth in content knowledge, skills, and dispositions is as important as ever-increasing mastery of various instructional techniques

Stage One of the UAP

Phase I of the Action Research Plan

Embedded in Workshop Activities

Content Growth Plan

Action Research goals tied to P-12 student learning

Text Readings

5. Practice a variety of reflective practitioner assessment methods in their content area.

5a. Analyze various data sources (dispositions admissions essay, content area knowledge exam, video of their own teaching, etc.)

5b. Synthesize and organize the information from the data analysis process in order to draw valid conclusions about themselves as effective classroom practitioners

It takes all three areas - knowledge, skills, and dispositions - to effectively evaluate one's performance as a professional educator.  Taking time to seriously reflect on all of those attributes should occur on a regular and systematic basis.

Stage One of the UAP

Phase I of the Action Research Plan

Domain Introductions framework

Embedded in Workshop Activities

Video tape of teaching w/reflection

Analysis of current content knowledge, skills, and dispositions using a variety of instruments

Alignment of current content abilities with current, and expected improvement of, P-12 student learning

6. Analyze and synthesize self-diagnostic information by examining professional and university standards, with the ultimate aim of improving content-based teaching.

6a. Analyze national, state,  local, and university standards for professional teachers

6b. Identify new sources of standards-driven assessments for teachers

6c. Examine the advantages and disadvantages of various school models over time

6d. Analyze how standards-driven learning environments and a Christian Worldview have both commonalities and differences

Professional teacher standards exist for general teaching performances, for specific content-based knowledge, and for overall dispositions most likely to result in successful P-12 student learning

Stage One of the UAP

Phase I of the Action Research Plan

Embedded in Workshop Activities

Text Readings

Diagnostic/prescriptive evaluation of content and developmental standards affecting individual teachers