UNIVERSITY OF MARYLAND EASTERN SHORE
DEPARTMENT OF TECHNOLOGY
CTED 615
Administration and Leadership in
Career and Technology Education
SYLLABUS
FALL SESSION
2014
DATES
August 28 – December 4
Instructor
Mr. Robert Gray
UNIVERSITY OF MARYLAND EASTERN SHORE
DEPARTMENT OF TECHNOLOGY
COURSE SYLLABUS
Administration and Leadership in Career and Technology Education
Fall 2013
This syllabus, course calendar, and other attending documents are subject to change during the semester in the event of extenuating circumstances.
Course Prefix, Section #: CTED 615
Credit Hours: 3
Pre-requisite: Admission to Graduate Program
Co-requisite:
Day, Time and Campus: Thursdays 5PM – 8PM, BMI Fireplace Room
Professor: Robert Gray
Office Hours: By Appointment
Office Location: Baltimore Museum of Industry
Office Phone:
Email Address:
ACADEMIC DEPARTMENT: School of Business and Technology
Dean: Dr. Ayodele Alade
Office Location: Princess Anne campus
I. COURSE DESCRIPTION
This course is designed to prepare individuals to assume instructional leadership positions in the public schools, and specifically, career and technology education programs. As a result of participation in course activities, participants will develop skill and knowledge related to: contemporary educational theories and concepts; societal forces that affect education; tasks of administrators, role requirements, administrative processes and division of responsibility; organization variables; the administrator as an individual and leader; research; professional organizations; and ethics.
II. CONCEPTUAL FRAMEWORK
The University of Maryland Eastern Shore professional education programs prepare professionals who are reflective, innovative, value diversity and are effective (PRIDE). Our candidates are professionals who are dedicated and committed to excellence and have specialized knowledge and intensive academic preparation. They continuously reflect on and evaluate their practices and demonstrate a willingness to make changes that enhance student growth and learning. Moreover, candidates are innovative in employing the best contemporary practices using creative problem-solving techniques and connections to real world experiences. Our paradigm for valuing diversity centers on understanding and interacting with individuals in various educational, social and cultural environments. Finally, professional education candidates demonstrate the knowledge, skills and dispositions that support effective student learning.
Conceptual Framework / Maryland Redesign / INTASC PrinciplesThe teacher/counselor candidate practices professionalism. / I. Strong Academic Content Background
II. School-Based Professional Preparation: Continuing Professional Development / 1. Understand the discipline they teach and how to teach it.
2. Know how children learn and develop and can provide learning opportunities that support that development.
9. Continually evaluate their own practice and seek opportunities to grow professionally.
10. Foster relationships with colleagues, parents, and community agencies to support students’ learning and well-being.
The teacher/counselor candidate is reflective. / II. School –Based Professional Preparation / 7. Plan instruction based on knowledge of subject, students, the community and curriculum goals.
9. Continually evaluate their own practice and seek opportunities to grow professionally.
The teacher/counselor candidate is innovative in his/her instructional techniques and interactions with students. / IV. Linkage with K-12 Priorities: Technology
III. Performance Assessment / 5. Create environments that encourage positive social interaction, active learning, and self-motivation.
4. Use a variety of instructional strategies to encourage critical thinking problem solving, and performance skills.
8. Use formal and informal assessment strategies to evaluate and insure the continuous development of the learner.
The teacher/counselor candidate values diversity. / IV. Linkage with K-12 Priorities: Diversity / 3. Understand that children learn differently and adapt their instruction to diverse learners.
The teacher/counselor candidate is effective. / II. School-Based Professional Preparation
III. Performance Assessment / 2. Know how children learn and develop and can provide learning opportunities that support that development.
4. Use a variety of instructional strategies to encourage critical thinking problem solving, and performance skills.
6. Understand effective communication techniques and use them in the classroom.
8. Use formal and informal assessment strategies to evaluate and insure the continuous development of the learner.
III. MAJOR INSTRUCTIONAL OBJECTIVES
1. Explain the philosophy, mission, vision, and goals of Career and Technology Education and its contributions to general education.
2. Develop a vision and mission statement.
3. Describe the nature of contemporary public school organizations and their structural elements.
4. Identify the use of computer-based processes in CTE program management, support and supervision.
5. Describe the behavior sets that are required for effective school supervision and management.
6. Identify the special requirements of administrators and managers in CTE programs.
7. Identify Maryland laws and regulations related to CTE personnel position certification and programming.
8. Discuss the roles and responsibilities of contemporary educational leaders.
9. Design curriculum and instructional activities which are cross-referenced to state and local general program initiatives.
10. Communicate effectively.
11. Assess quality instructional planning and effective instruction.
IV. Instructional Technology Objectives:
I. Information Access, Evaluation, Processing and Application
Access, evaluate, process and apply information efficiently and effectively.
1. Identify, locate, retrieve and differentiate among a variety of electronic sources of information using technology.
2. Evaluate information critically and competently for a specific purpose.
3. Organize, categorize and store information for efficient retrieval.
4. Apply information accurately in order to solve a problem or answer a question.
II. Communication
A. Use technology effectively and appropriately to interact electronically.
B. Use technology to communicate information in a variety of formats.
1. Use telecommunications to collaborate with peers, parents, colleagues, administrators and/or experts in the field.
2. Select appropriate technologies for a particular communication goal.
3. Use productivity tools to publish information.
4. Use multiple digital sources to communicate information online.
III. Legal, Social and Ethical Issues
Demonstrate an understanding of the legal, social and ethical issues related to technology use.
1. Identify ethical and legal issues using technology.
2. Analyze issues related to the uses of technology in educational settings.
3. Establish classroom policies and procedures that ensure compliance with copyright law, Fair Use guidelines,
security, privacy and student online protection.
4. Use classroom procedures to manage an equitable, safe and healthy environment for students.
IV. Assessment for Administration and Instruction
Use technology to analyze problems and develop data-driven solutions for instructional and school improvement.
1. Research and analyze data related to student and school performance.
2. Apply findings and solutions to establish instructional and school improvement goals.
3. Use appropriate technology to share results and solutions with others, such as parents and the larger community.
V. Integrating Technology into the Curriculum and Instruction
Design, implement and assess learning experiences that incorporate use of technology in a curriculum-related instructional
activity to support understanding, inquiry, problem solving, communication and/or collaboration.
1. Assess students’ learning/ instructional needs to identify the appropriate technology for instruction.
2. Evaluate technology materials and media to determine their most appropriate instructional use.
3. Select and apply research-based practices for integrating technology into instruction.
4. Use appropriate instructional strategies for integrating technology into instruction.
5. Select and use appropriate technology to support content-specific student learning outcomes.
6. Develop an appropriate assessment for measuring student outcomes through the use of technology.
7. Manage a technology-enhanced environment to maximize student learning.
VI. Assistive Technology
Understand human, equity and developmental issues surrounding the use of assistive technology to enhance student learning performance and apply that understanding to practice.
1. Identify and analyze assistive technology resources that accommodate individual student learning needs.
2. Apply assistive technology to the instructional process and evaluate its impact on learners with diverse
backgrounds, characteristics and abilities.
VII. Professional Growth
Develop professional practices that support continual learning and professional growth in technology.
1. Create a professional development plan that includes resources to support the use of technology in lifelong
learning.
2. Use resources of professional organizations and groups that support the integration of technology into instruction.
3. Continually evaluate and reflect on professional practices and emerging technologies to support student learning.
4. Identify local, state and national standards and use them to improve teaching and learning.
V. DIVERSITY
The Department of Technology values the diversity of people, including those individuals with special needs and exceptionalities, and those from different ethnic, racial, gender, cultural, language, socioeconomic, and religious backgrounds. All graduate courses are designed to meet the educational needs of a diverse group of students, in addition to teaching them about the importance and influence of diversity in the content of each course. Students will interact with diversity and equity issues through experiential learning activities while in the classroom, technology laboratories, and field experiences. Students will be able to teach from a multicultural and global perspective that draws on the histories and experiences of students from diverse culture backgrounds. Courses are designed to help students confront issues of diversity that affect learning and to develop strategies and materials for improving student achievement and learning. Students will develop the proficiencies to work with students from diverse backgrounds and with disabilities and special needs to ensure that all students have the opportunity to learn and succeed.
Diversity Objectives:
The student will be able to:
· Design curriculum materials and utilize different teaching techniques to meet the educational needs of a diversity of students, including those from different ethnic, racial, gender, language, socio-economic, and religious backgrounds and those with special needs and exceptionalities.
· Explain and demonstrate how people from diverse ethnic, racial, gender, language, socio-economic, exceptionalities, and religious backgrounds have influenced by Career and Technology Education.
· Understand human, equity, and developmental issues surrounding the use of assistive instructional technology to enhance student learning and apply that understanding to practice.
· Apply assistive instructional technology to the instructional process and evaluate its impact on learners with diverse backgrounds, characteristics and abilities.
Diversity Objectives:
The student will be able to:
· Design curriculum materials and utilize different teaching techniques to meet the educational needs of a diversity of students, including those from different ethnic, racial, gender, language, socio-economic, and religious backgrounds and those with special needs and exceptionalities.
· Explain and demonstrate how people from diverse ethnic, racial, gender, language, socio-economic, exceptionalities, and religious backgrounds have influenced by Career and Technology Education.
· Understand human, equity, and developmental issues surrounding the use of assistive instructional technology to enhance student learning and apply that understanding to practice.
· Apply assistive instructional technology to the instructional process and evaluate its impact on learners with diverse backgrounds, characteristics and abilities.
Major Instructional Objectives tied to INTASC, the Conceptual Framework, MD Teacher Technology Standards,
(MTTS), and the National Board of Professional Teacher Standards.
This course is designed to enable students to:
# / Objectives / INTASCStandards / UMES
Conceptual
Framework / MTTS / ITEEA-CTTE-
NCATE / NBPTS
1. / Explain the philosophy, mission, goals of Career and Technology Education and its contributions to general education. / 1, 9 / P, R / I, II / 1, 2, 3, 4, 5 / 1, 2, 4, 5, 7, 8, 9, 10, 11
2. / Develop a vision and mission statement. / 1, 2, 3, 9 / P, R, I, D, E / I, II / 1, 2, 3, 4, 5 / 1, 2, 4, 5, 7, 8, 9, 10, 11
3. / Describe the nature of contemporary public school organizations and their structural elements. / 1, 9 / P, E / I, II / 12, 13
4. / Identify the use of computer-based processes in CTE program management, support and supervision. / 4, 6 / P, I, E / I, II, III, IV / 8 / 3
5. / Describe the behavior sets that are required for effective school supervision and management. / 1, 2, 3, 4, 5, 9, 10 / P, R, I, D, E / I, II, VII / 8 / 13
6. / Identify the special requirements of administrators and managers in CTE programs. / 1, 10 / P, E / I, II, VII / 13
7. / Identify Maryland laws and regulations related to CTE personnel position certification and programming. / 1, 10 / P, E / I, II, VII / 13
8. / Discuss the roles and responsibilities of contemporary educational leaders. / 1, 2, 3, 4, 5, 9, 10 / P, E / I, II, VII / 13
9. / Design curriculum and instructional activities which are cross-referenced to state and local general program initiatives. / 1, 2, 3, 4, 5, 6, 7, 8 / P, I, D, E / I, IV, V, VI / 6, 7, 8 / 13
10. / Communicate effectively. / P, E / II / 13
11. / Integrate mathematics, science, social studies, language arts skills and concepts, and Skills for Success into CTE curriculum. / 1, 2, 3, 4, 6, 7, 8, 10 / P, R, I, D, E / IV / 6, 7, 8 / 1, 2, 3, 4, 5
12. / Assess quality instructional planning and effective instruction. / 1, 7, 9 / P, E / I, II / 1, 2, 3, 4, 5, 6, 7, 8, 9, 12, 13
VI. Required Textbook(s), Resources AND MATERIALS
A. REQUIRED TEXTBOOKS
Basic Guide to SuperVision and Instructional Leadership, The (3rd Edition) (Allyn & Bacon Educational Leadership) [Paperback]
By: Carl D. Glickman, et al
E-Text is available from http://www.coursesmart.com/the-basic-guide-to-supervision-and-instructional/carl-d-glickman-stephen-p-gordon-jovita-m/dp/9780132613675
Technology-based readings and resources are a requirement in this class. You must regularly check Blackboard for course assignment and schedule updates. All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rft). It is important that you have access to other Microsoft software such a PowerPoint, Publisher, Excel, and Adobe Reader. Having supplemental programs such as adobe Professional may be useful in some classes.
B. SUPPLEMENTAL READINGS AND REFERENCES
C. TECHNOLOGY
Technology-based readings and resources are a requirement in this class. You must regularly check Blackboard for course assignment and schedule updates. All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf). It is important that you have access to other Microsoft software like PowerPoint, Publisher and Excel, and Adobe Reader. Having supplemental programs like Adobe Professional will be useful in some classes.
D. Supplies/ASSOCIATIONS
Group presentations may require some supplies and/or copies. Students are responsible for transportation to school and materials needed to teach lessons.
Membership in professional organizations is highly encouraged. They provide opportunities for networking, resources, presentations, and publication in peer-reviewed journals.
VII. Course Requirements & Expectations
A point system will be used to determine final grades for the course. Students can receive a total of 1000 points distributes as follows.
Session / Due Date / Assignment / Points1 / 9/4 / Administrator Research / 20
Posting on Chapter 1 & 2 Quotes / 10
2 / 9/11 / Textbook Reflection Log (Chapters 1 through 4) / 40
3 / 9/18 / Professional Journal Review / 100
4 / 9/25 / Textbook Reflection Log (Chapters 5 through 8) / 40
5 / 10/2 / Textbook Reflection Log (Chapters 9 through 11) / 30
6 / 10/9 / 1st Draft of Administrator Interview Report / 50
7 / 10/9 / Final Version of Administrator Interview Report / 100
8 / 10/16 / Textbook Reflection Log (Chapters 12 and 13) / 20
9 / 10/23 / Pros and Cons of Maryland’s Evaluation System / 30
10 / 10/30 / Instructional Observation, Data Analysis and Feedback / 200
11 / 11/6 / Textbook Reflection Log (Chapters 14 through 16) / 30
12 / 11/13 / Professional Leadership Vision & Leadership Development Plan PPt. Presentation / 100
13 / 11/20 / Textbook Reflection Log (Chapters 17 through 19) / 30
14 / 11/27 / Reflection on Diversity / 20
15 / 12/4 / Final Exam / 100
Class Participation / 100