This 18-hour course will develop effective mentoring and coaching competencies while demonstrating how to collect and analyze multiple data to develop a systematic approach for aiding teachers in more effectively addressing student needs. Feedback and communication protocols will develop professionalperformance and will include training in basic interpersonal communications. Systematic conference procedures to be applied in supervising, mentoring, and coaching roles will be of primary importance. This course is the online framework for field-based interactions designed to apply feedback protocols, data collection and analysis methods, and add to skills in evaluating professional developmentplans to assure they are implemented with fidelity and effectiveness. A case scenario and practice exercises will culminate the clinical experience.
This course is 18 hours
Aligned to: Danielson Domains 1 and 2, Marzano Domains 2 and 3
Strong knowledge of content and pedagogy requires on-going research, reflection and classroom practices informed by what the data says about our students. This course offers working knowledge of current and best instructional planning and design processes. On-going preparation of coherent instruction includes reflection, alignment, high student outcomes, research and resources, and inter-disciplinary pedagogical strategies – all of which are examined and practiced with in this e-course. In addition to knowing when and how to communicate this knowledge to students and stakeholders, participants will gain familiarity with effective and discipline-specific pedagogical approaches that further understanding of and forstudents.
Course Outcomes:
- Give examples of age-appropriate and cultural understanding of students through research and reflection.
- Predict and prepare for setting high instructional outcomes for students by understanding their needs.
- Develop working familiarity and practice with resources that aid in the planning of coherent instruction.
This course is 20 hours
This e-course will introduce participants to assignments that move quickly from busy work, to learning tool. They'll learn the key components to effective instructional design that works into productive homework assignments. Participants will learn the difference between instructional and independent learning as it flows into homework versus busy work.
Course objectives:
- Design instruction that feeds into students' independent reading and writing effort.
- Learn and understand the difference between students' instructional and independent learning levels.
- Assign homework that is instructional and manageable at the same time.
This course is 20 hours
Aligned to: Danielson Domain 4, Marzano Domain 4
Thoughtfully and accurately evaluating lessons, engaging in reflective discussions about teaching practices strengthens teaching and learning. Participants will draw upon these skills and new resources, along with prior professional development, peer coaching and other alternative actions to work into a pattern of success factors that comprise the professional responsibilities inherent in effective teaching.
Course Objectives:
- Examine methods of record keeping of student learning and of non-instructional activities to learn how to streamline them into classroom operations.
- Analyze formative and summative data to reflect upon, and then use this data in planning.
- Maintain student completion records and resource them for curriculum development and planning.
- Plan and implement using resources and effective methods that aid in ownership over professional responsibilities as educators.
This course is 20 hours
Aligned to: Danielson Domains 1 and 2, Marzano Domains 2 and 3
Planning with purpose leads to effective instruction. This course takes learners through a variety of planning processes that align closely to pre-established learning goals, objectives, and state and national standards. In addition, working knowledge of current best instructional design and preparation will highlight the relevance of reflection as it enriches comprehensive lesson development. Participants will work new ideas into planning with specific purposes and ends in mind as they work out of and into the Marzano (2001) Nine Categories of Instructional Planning.
Course Objectives:
- Develop understanding and knowledge of content and pedagogy as it informs differentiation for a variety of student needs.
- Understand and develop working knowledge of what the high instructional outcomes are, and how to plan for them through coherent instructional design.
- Develop utility with planning resources that aid in the lesson and content development.
This course is 20 hours
Project based learning, careful scaffolding, use of feedback (giving and receiving), coaching and effective facilitation of peer collaboration all work into the building of student capacity that makes building the teaching capacity that results in high student achievement. Participants will develop facility with the leadership and scholarship methods needed to develop both teacher and student capacity.
Course Outcomes:
- Investigate, plan and implement with resources and methods that build teacher and student capacity.
- Integrate new capacity-building strategies and resources into action plans to move forward with.
This course is 20 hours
- Understand the questioning approaches that move students deeper into text.
- Understand the difference between essential questions and guiding questions.
- Design their own essential questions that move students deeper into text.
- Apply questioning approaches that evoke high-level response from students.
This course is 20 hours