|
3 Castleton Graduate Credits - EDU
6710
Instructor : Beth Brodie & Christine Kurucz
Contact Information :
bbrodie@sover.net 348-6652
ckurucz@tvhs.k12.vt.us 464-5255
This class is a 3 graduate credit class offered through Castelton which is
open to any new teachers to WSSU and teachers who are new to teaching
within the past three years. It is designed to provide the information,
structure and support necessary for teachers new to the Windham Southwest
Superviosry Union to be effective and successful educators.
Goals :
1. To provide a structure and support system for teachers new to a school
in the WSSU.
2. To provide information about the structure of the WSSU.
3. To explore current practices and responsibilities for teachers covering
all aspects of their role as a teacher.
4. To encourage teachers to constantly explore how to meet the needs of
all learner.
Learning Outcomes :.
1. Teachers will have adequate knowledge
of the structures, initiatives and policies of their schools and the supervisory
union to work effectively within that framework.
2. Teachers will feel a sense of collegial support during their first
years of teaching.
Structure : The seminar will be comprised of two
components. The first is to provide check-in and a structure for teachers
to explore solutions for issues through dialogue with a group of colleagues.
The second is informational and will provide guest speakers and reading
on topics germane to the needs of all teachers in the WSSU.Teachers will
be required to keep an electronic learning log and to observe another
teacher in the group onceduring the Fall semester.
Course Policies:
Attendance Policy :
Students are expected to attend all classes. In the case of an unforseen
conflict, students need to contact me at bbrodie@sover.net before the
class to make arrangements for an alternative assignment. If more than
two classes are missed we will need to discuss the possibility of the
student not continuing with the course.
Contributions in class : Due to the emphasis on collegial
support and discussion, it is expected that all students will participate
in discussions about the readings and the presentations and will participate
in finding solutions for teaching dilemas.
Castleton State College Grading Policy:
- Grades are indicated by letters with a designated “quality point” value assigned to each as follows:
- A+ = 4.0
- A = 4.0
- A- = 3.7
- B+ = 3.3
- B = 3.0
- B- = 2.7
- C+ = 2.3
- C = 2.0
- C- = 0.0
- Additional grading information can be found beginning on page 22 of the “Castleton College Handbook & Calendar, 2003-2004”, also accessible online at: http://www.castleton.edu/campus/StudentHandbook/pages 6 to 43.
Castleton State College Academic Honest Policy:
As a community of scholars, the administration, faculty and students at Castleton expect all to maintain the highest integrity in scholarly work. All tests, papers, assignments, and projects must be the work of the individual or group assigned. Any work that is not original must be properly credited or it is plagiarized. Any violation of academic honesty will be considered cheating and will be dealt with accordingly by the individual instructor. For more information see page 12 of the “Castleton College Handbook & Calendar, 2003-2004”, also accessible online at:
http://www.castleton.edu/campus/StudentHandbook/pages6to43.pdf
Castleton State College - Use and Ownership of Copyrighted Materials:
For information and guidance, faculty and students are referred to the Vermont State College Manual of Policy and Procedures as it relates to the use and ownership of copyrighted materials. Guidelines are set out in Policy 416, accessible online at the following address:
http//www.castleton.edu/library/VSC%20Copyright%10Policy.pdf
Additional information on this subject is contained in the publication “Questions and Answers on Copyright for the Campus Community.” This document can be accessed online on the National Association of College Stores web site at the following address: http://www.nacs.org/public/copyright/.
Readings - readings will be assigned for each class dealing
with a wide range of topics. All participants will be responsible for
reading and journaling about these topics. Please see biweekly assignments
for the list of readings.
Electronic Submissions/Internet Use:
..........Blog Journal :
The class will maintain a running electronic blog journal and teachers
will participate in the blog on a bi-weekly basis.
..........Communication :
The primary mode of out-of-class communcation will be through e-mail.
The exception will be in the case of class being cancelled due to weather.
..........Registering and Transcripts
: Students will be required to register on the first day of class
Student Case Study : Participants will choose one student
whose progress they will follow through bi-weekly journal entries. Students
will give a presentation about the student and their learning in February.
Peer Observation : All participants will observe a peer
during the first semester and journal about what they observe.
Student Evaluation/Assessment :
Grading Policy : Participation
in each class will be valued at 5 points (60). The complilation of all
blogging assignments is valued at 20 points. The peer observation is values at 10 points, and the case study is valued
at 10 points.
Schedule : We will meet one half day before the
commencement of the school year and two Wednesday afternoons a month in
a different building each time through March . Readings which align
to the month’s topic area will be provided.
..Date .......................Time
August 22.............. ....8-1:00 * see note below
September 11......... ...3:30-6:30
September 25......... ...3:30-6:30
October 9............... ...3:30-6:30
October 30.................3:30-6:30
November 13.............3:30-6:30
December 4...............3:30-6:30
December 18.............3:30-6:30
January 8...................3:30-6:30
January 22 ................3:30-6:30
February 5.................3:30-6:30
February 19...............3:30-6:30
March 12...................3:30-6:30
March 26................. (final event, time and location to be determined)
Day 1 - Full Orientation day August 22th 8:00 - 12:45
...............Team Building
...............The Structure of the Central
office
...............Who’s who in the Supervisory
Union and the General Area
...............LSB and Relicensing, Initiatives
in the area, Professional Development
...............Time with Team Members from
the Individual Schools
...............Introducing Yourself to the
Community/ Web sites
...............Luncheon with Building Principals
Handouts: Orientation guide to WSSU
“9 Observations on our System and Student Population”
Journal Assignment : Make a list of what support you
need for the year
Week one blogging assignment : first impressions
Note : In the event that the teacher is not new to the
WSSU and has already participated in the Orientation day, an alternative
assignment will be issued, and they will not be required to attend on
August 26th.
...............September
: Getting the classroom under control
9/11 Class 1 : General needs to get things on track
- meeting the community
...............Classroom Management tools
...............How to Blog
Handouts : “Boys and Girls Learn Differently :
Discipline and Related Issues”, Who is the Variable"
Assignment : Start behavioral case study
Blogging Assignment : describe one discipline issue and
resolution, Thoughts on "Who is the Variable? "
Bring in policies on harassment, discipline, integrity, attendance
9/25 Class 2 : Classroom management : Presentation
and role play
............... Classroom Organization :
Evaluations, Grades, Grade books, Planning
............... Knowing Your School’s
Policies : Academic Integrity, Harassment etc.
Handouts : “Ask the Key Questions”, read
"Current Realities: Secondary Education, Schools and Communities
Assignment : Bring in one lesson plan to be dissected
Blogging Assignment : what is the most important policy
for you and why
...............October : Being in
Contact with Parents
10/9 Class 3 :
Effective Parent Conferences : presentation
............... Parent Conference Role Play
...............Effective Parent Conferences
: Reading and Discussion
Handout : “How to Involve Parents”
Blogging Assignment : Sharing best practices for parent
conferences
10/30 Class 4 :
Classroom and Community protocols :
............... Understanding climate
...............When and how to contact the
parents : discipline and academic contact
...............Parent contact roleplay :
the good, the bad and the ugly
Handout : More from “How to Involve Parents”
Blog Assignment : Recent parent contact
Outline of case study
...............November : Implementing
Special Education in the classroom
11/13 Class 5 : Special Education Department - Presentation
(structure)
...............The Role of Paraprofessionals
in the classroom - Presentation/ reading
Handout : “Leading the Classroom
Instructional Team”
Blog Assignment : How could you optimize your work
with paraprofessionals & needs met, needs not yet met
12/4 Class 6 : Pull-out vs Inclusion - Presentation
............... Special Ed law - where you
are liable - Presentation
...............How to Refer students to Special
Ed vs. TAT or BST
...............Accommodations : examples
and uses
...............Dealing with the learning
challenges - ADHD (reading)
Handouts : “Understanding and Managing ADHD in
Teens”
“Questions about ADHD : Information and Coping Strategies”
Blogging Assignment : Reflective writing about handouts
: Where do you see this in your class ? What are strategies that work for you
...............December
: Professional Development : The Overall Picture
12/18 Class 7 : The LSB and writing your IPDP -
presentation
...............Professional Development Opportunities
: Where are they ?
...............Not just Graduate Courses
...............Involvement in the School
Community Beyond the Classroom
Handout : LSB packet & sample IPDP
Assignment : Define at least 2 professional goals
W ork on case study, have a great vacation...recharge
...............January : Developing an Effective
and Integrated Curriculum
1/8 Class 8: Integrating Instruction and Curriculum
with the Vermont Standards - Presentation
...............Creating Student Evaluations
and Rubrics which Align
...............Integrating Thinking Maps
into your Curriculum
Handouts : Vermont Standards and Learning Opportunities
Packet of Rubrics
Assignment : Develop an activity and rubric for evaluation
Blog Assignment : How does this activity relate to
the Vermont Standards
1/22 Class 9: Differentiated Learning - How Does
it Fit Your Curriculum ?
...............Interest Inventory activity
- what are your strengths ?
...............The 8 intelligences - where
do you see them in your students ?
Handouts : Interest Inventory
“Projects, Presentations, Performances”
Bloom’s Taxonomy and the Matrix Plan
Assignment : Develop an array of variations for one theme
to reflect the 8 intelligences
Apply the concept of the 8 intelligences to your case study
Blogging assignment : What was your most meaningful school
assignment and why ?
...............
February: Effective Teaching Continued, Make up
Class,Engaging Activity Swap, Case Study
2/5 - Class 11 - Environment building -
..........................Celebrating student
success
Handouts : Teacher Response : Rationale to Practice (Tomlinson)
...................The Power of Praise (Whitaker)
Assignment : Environment survey
Blogging assignment : Reflective writing : How do you
celebrate success in your classroom ? How do students respond to your
techniques ?
2/19 Class 12: Engaging Activity Swap
.........................Case Study Presentations
Blogging assignment : reflections on case study presentations
March : Finish Case studies, Finding Balance, Wrap Up, and Next
Steps
3/12 Class 13 - Finish Case Studies
....................... Finding Balance
Handouts : What About These Darned Standardized Tests
? (Whitaker)
....................Teacher Resposibilities
and Duties ( Stronge)
Assignment : Pie Chart of Duties
Blogging Assignment : Where do you focus your energy ? Where
do you need to focus your energy ?
3/26 Class 14- Final Activity, celebrate, evaluate course , and
set goals
|