Cognitive Coaching and Mentoring for the Master Teacher

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Arkansas Tech University

Master of Education

Teaching, Learning, and Leadership

Cognitive Coaching and Mentoring for the Master Teacher

MTLL-NTL 6242 Syllabus

Unit Vision

Students are “Professionals of the 21st Century” who will internalize, initiate, and sustain a life-long commitment to impact learners in diverse and evolving learning communities.

The Center for Leadership and Learning Vision and Mission Statements

Vision

The vision of the Center for Leadership and Learning is to

prepare leaders and to build leadership capacity for a future, which constantly redefines itself.

Mission

The Center for Leadership and Learning

prepares and develops school leadership teams to work collaboratively for learner success.

The CLL Mission will be accomplished through professional learning communities,

advanced degrees and twenty-first century partnerships.

Revisited 2009-2010, 2010-2011, 2011-2012

1. / Course Number
MTLL-NTL 6242
2. / Course Title
Cognitive Coaching and Mentoring for the Master Teacher
3. / Instructor Contact Information
Office Hours:
Due to the nature of the graduate students’ work schedule, office hours also will incorporate telephone conversations, e-mail correspondence, and when appropriate two-way video conferencing.
CLL Secretary Voice: (479) 498-6022
CLL Fax: (479) 498-6075
CLL Web Site: http://cll.atu.edu
4. / Catalogue Description
Students will develop the necessary skills that will enable the master teacher to be a peer learning coach and mentor for the inductee, peer, and/or marginal teacher.
5. / Statement of Prerequisites
Students must be admitted to graduate school and must satisfy the entrance requirements to the Master of Education, Teaching, Learning and Leadership (MTLL) degree program or by approval of the Center for Leadership and Learning (CLL) Director. MTLL 6242 is a sequenced course within the MTLL program of study.
6. / Required Text(s)
Knight, J. (2007). Instructional coaching: a partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press.
Required Materials
USB flash drive – 1 gigabyte minimum storage, Laptop
Optional Text(s)
American Psychological Association. (2009). Publication manual of the American psychological association. (6th ed.). Washington, DC: Author.
7. / Bibliography
Council of Chief State School Officers (CCSSO). (2008). ISLLC (Interstate school leaders licensure consortium) 2008: Educational policy standards as adopted by the national policy board for educational administration, Washington, DC: Author.
Council of Chief State School Officers. (2011). Interstate teacher assessment and support consortium (InTASC) model core teaching standards: A resource for state dialogue. Washington, DC: Author.
Barkley, S.G. (2005). Quality teaching in a culture of coaching. Lanham, MD: Performance Learning Systems, Inc.
Costa, A. & Garmston, R. (1994). Cognitive coaching: a foundation for renaissance schools. Norwood, MA: Christopher-Gordon Publishers.
Covey, S. (2004). The 8th habit: From effectiveness to greatness. New York: Simon and Schuster, Inc.
Crane, T.G. (2002). The heart of coaching, (2nd ed.). San Diego, CA: FTA Press.
Kise, J. A. (2006). Differentiated coaching: Frameworks for helping teachers change. Thousand Oaks, CA: Corwin Press.
Learning Forward (NSDC). (2001). Standards for staff development, Revised. Oxford, OH: Author.
Reiss, K. (2007). Leadership coaching for educators: Bringing out the best in school administrators. Thousand Oaks, CA: Corwin Press.
National Board for Professional Teaching Standards (NBPTS). (2002). What teachers know and should be able to do: school counseling standards. Arlington, VA: Author
National Policy Board for Educational Administration (ELCC). (2011). Standards for advanced programs in educational leadership for principals, superintendents, curriculum directors, and supervisors. Reston, VA: Author.
Journals
Association for Supervision and Curriculum Development (ASCD). Educational Leadership. Alexandria, VA: Author.
Learning Forward (NSDC). Journal of Staff Development. Oxford, OH: Author.
Internet Links
Arkansas Department of Education: http://arkansased.org/
Association of Supervision and Curriculum Development (ASCD): http://ascd.org
Crane Consulting. http://www.craneconsulting.com
Learning Forward: http://nsdc.org
Nets for administrators: http://www.iste.org
8. / Justification/Rationale for the Course
The purpose of this course is to prepare the master teacher with the knowledge and skills necessary to be an effective Instructional Facilitator to implement plans of action efficiently and effectively for greater student achievement.
Enduring Understanding:
Cognitive coaching improves teaching and student learning.
Essential Questions:
What is the current reality of coaching in Arkansas?
Why coaching?
How does a coach model professionalism?
What are the coaching skills needed to be an effective coach?
How can a coaching model be implemented into a school schedule for sustained professional development for improved teaching and learning?
9. / Course Objectives / Standards / Danielson
Domains / A / U / P
Upon completion of this course, students will: / ELCC
2011 / InTASC
2011 / Arkansas Standards for Beginning
Teachers / Awareness / Understanding / Performance
A. / Understand the current reality of coaching in Arkansas / Standards One, Two, Three, Four, Five
B. / Understand and apply the key concepts of coaching / 10F / Standards One, Two, Three, Four, Five
C. / Focus on coaching in regard to curriculum and instruction / 2 / 7E / Standards One, Two, Three, Four, Five
D. / Learn to coach and facilitate interdisciplinary teams for sustained professional development / 3 / 10B / Standards One, Two, Three, Four, Five
E. / Model professionalism as a leader/coach / 5 / 10I
10. / Licensure Standards:
Objectives of this course meet the general educational requirements for the Master of Education, Teaching, Learning, and Leadership (MTLL and MTLL-NTL) as outlined in the Arkansas Tech University Graduate On-line Catalogue. Course objectives also meet the standards outlined in the Arkansas Standards for Beginning Teachers, the Pathwise Domains, the National Board for Professional Teaching Standards (NBPTS), the Educational Leadership Constituent Council Standards 2011 (ELCC), the Interstate School Leaders Licensure Consortium Standards (ISLLC) for School Leaders 2008, the Interstate Teacher Assessment and Support Consortium 2011 (InTASC) as well as the standards for Arkansas Teacher Licensure renewal.
11. / Assessment Instruction and Methods
Instructional delivery in this course will include:
experiential learning, facilitative dialogue, seminar, case studies, and cooperative learning.
The following methods of assessment will be used:
Assessment is performance-based and is based on state and national performance standards. Informal and formal authentic assessments are conducted in each course and the following methods of assessment are used:
Onsite Performance
Student participation, both in attendance and in-class contribution, is required.
In- route learning
Assessed throughout the course utilizing written responses, reflections and traditional assessments Students will complete written responses, written reflections and assessments in regard to research, class discussions, readings, case studies, and experiences.
Assessment of Professional Potential
An assessment of professional dispositions based on the work of Art Combs will be utilized to assess the professional dispositions critical to successful leadership.
Culminating Performance
Students must synthesize and apply the information learned in this course in order to solve the presented problem(s). This assessment reflects the knowledge, skills and dispositions purported throughout the course of study. This required culminating artifact provides evidence of the student’s ability to synthesize research and theory, to implement the research and theory into practice, and to report individual findings in a scholarly manner. Each artifact must support the appropriate identified state and national propositions and standards identified for the program of study.
Course Grade
The final course grade will be assigned based on the weighted average of all assessment categories. Multiple assessors may be used for any activity and/or assignment. If there is a significant discrepancy between the two assessor scores, a third reader will be asked to review the work in question to achieve assessment equity. This replicates licensure assessment practices of Educational Testing Services (ETS).
Assignment Submission
Assignments are to be e-mailed to by the beginning of the class session the assignment is due. Students are RESPONSIBLE for keeping a back-up copy. Feedback will be given electronically for assignments submitted by e-mail.
Late or Missed Assignments
Requests for an assignment extension may be requested ONLY in situations when the student has an illness or other circumstances beyond the student’s control. A request MUST be submitted in writing (email) for consideration. It is the student’s responsibility to pursue the request status and to obtain the assignment alternative due date, if granted. Missed assignments, due to a class absence, ARE the responsibility of the student.
Levels of Proficiency
Each course requirement will be assess at the following level of proficiency:
Level Three - Exceeds expectations
Level Two - Meets expectations
Level One - Unacceptable
Please refer to the Level/Grade Correlation Chart for additional information regarding assessment.
12. / Policies
Attendance
Class attendance and participation is required.
Academic Dishonesty
Any student found to have committed academic misconduct including, but not limited to cheating, plagiarism, or other forms of academic dishonesty is subject to the disciplinary sanction outlined in the Arkansas Tech University Student Handbook. Plagiarism is defined as an idea, expression, plot, or the like taken from another and used as one’s own.
Food, Drink, Tobacco Products
Food, drink, or tobacco products are not allowed in some classrooms. Please check with the professor for specific class room policies. The CLL operates under the, leave no trace behind policy, if food and/or drink are acceptable use for a specific location. Also, all drinks should be in bottles with screw-top lids. Thank you for assisting us in maintaining a professional adult atmosphere.
Incomplete Grade Contract
An “I” at the end of any semester may be assigned only under the following conditions: A grade of incomplete is appropriate ONLY in situations where the student has an illness or other circumstances beyond the student’s control, and has completed at least seventy-five percent of the course requirements, provided work already completed is of passing quality.
If a grade of “I” is assigned, the student and instructor, together, will complete and sign this contract. If a grade of “I” is assigned, the contract is valid only if both parties have signed. If the remaining course requirements are not completed and final “I” grade reported by the end of the next regular semester (fall or spring), the grade will be automatically changed to a grade of “F” for grade and grade purposes (Arkansas Tech University Graduate Catalogue).
Incompletion of Capstone Projects
Students enrolling in capstone projects such as the project in educational research, the liberal arts project, or thesis research will be given a grade of “R” if requirements are not completed by the end of the semester. The grade of “R” does not affect hours or grade point. Students receiving the grade of “R” will be required to enroll in the course the following semester(s) until the requirements are complete. (Current Arkansas Tech University Graduate Catalogue).
Official E-Mail Address
The official email for communication is the student’s ATU email address. All electronic correspondence will be sent through the student’s ATU email address. At the discretion of each individual, the ATU email address may be forwarded to the email account you access most often.
Inclement Weather
CLL classes meet unless the University has closed due to inclement weather.In the event dangerous road conditions exist where you live or in the area you must travel, you must exercise sound judgment in deciding whether to attend class.Please check Blackboard to learn of the University’s closing.If the University is not closed and you decided it would be unsafe to attend class, please notify the professor by e-mail concerning your decision.
13. / Course Content
The content of this course will include the following:
A.  building community
B.  analysis of the current state of coaching in Arkansas
C.  coaching rationale
D.  coaching skills and dispositions
E.  modeling professionalism
F.  implementation of a coaching model
G.  coaching students in the classroom
H.  reflective practice
I.  Habits of Mind
14. / Access, Accommodation, and Diversity
Access
Arkansas Tech University is committed to providing equal opportunities for higher education to academically qualified individuals who are disabled pursuant to the Americans with disabilities act and Section 504 of the Rehabilitation Act of 1973. Any student with a disability who needs accommodation should inform the professor at the beginning of the course. “The Disabilities Coordinator’s Office is located in Bryan Hall, Room 103, Arkansas Tech University and can be contacted at 968-0302 (Arkansas Tech University Graduate Catalogue).
Accommodation
If you need a specific accommodation due to temporary or long-term injury, handicap, or disability, please contact me as soon as possible. Please remember that this is a teaching institution that focuses on its teaching mission. If you need clarification, or other individual help with course material or objectives, please contact the instructor as soon as possible. Please take advantage of all the resources available to you.
Diversity
The Center for Leadership and Learning (CLL) maintains a strong and sustained commitment to the diverse and unique nature and learning needs of all people. All CLL faculty and staff are dedicated to the preparation of future school leaders who possess sensitivity to diverse and unique people.
15. / Artifacts
A copy of course work should be maintained for all courses. Culminating artifacts will be available in the CLL office at the beginning of the semester following the course. It is the responsibility of each student to pick-up the artifact during this semester. The CLL is not responsible for artifacts remaining more than one semester following the course completion.
16. / Resources
Emergency Outreach Notifications
Arkansas Tech University has developed a new emergency text messaging system with a goal of more efficiently communicating important information to the campus community. The new Arkansas Tech Campus Emergency and Outreach Notification (CEON) system is fully integrated with the Blackboard Course Management System that Arkansas Tech faculty, staff and students use on a daily basis. Individuals who do not have a mobile device registered under the Banner SIS system at Arkansas Tech and wish to opt in to the Arkansas Tech CEON system should log in to the OneTech portal, select the appropriate member tab (student, faculty or staff) and choose the personal information channel. There, individuals will have the chance to register via the Campus Emergency and Outreach Notification numbers link. More information concerning registration for CEON can be obtained by calling (479) 968-0646 or by sending e-mail to . This e-mail address is being protected from spam bots.
Follow the link below to read more:
http://www.arkansastechnews.com/index.php/university-news/5735-new-emergency-text-messaging-system-developed
Praxis Test Assistance
Students who need help with mathematics can visit the math lab located in Doc Bryan Room 247 Monday thru Thursday 9:00 am to 5:00 pm and Friday 9:00 am to noon.
Students who need help improving their writing skills can visit the writing lab located in Witherspoon Room 365 Monday thru Friday 1:00 pm to 5:00 pm. The writing lab can also be accessed through blackboard by clicking on the courses tab and searching for “Writing Lab.” To enroll in the lab use the code bb9-enroll.
Reflective Practice Scoring Rubric
Learning occurs in the reflection.
Student performance is defined and assessed by the following criteria:
Level Three: Exceeds Expectations–response is defined as more indicative of a distinguished practitioner
Level Two: Meets Expectations – response is defined as basic entry level
Level One: Below Expectations – response is defined as lacking adequate entry level skill
Criteria / Performance / Levels / Sub-Total
3 / 2 / 1
Identifies
Problem or Experience / Identify assumptions and feelings underlying problem or experience.
Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas.
Practice / Recognize consonance between individual practices and those of successful practitioners.
Theory / Use research and theory to address problem or experience to new situations by applying acquired knowledge, facts, techniques and rules in a different way.
Analysis / Examine and break problem or experience into parts by identifying motives or causes.
Make inferences and finds evidence to support generalizations.
Synthesis / Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions or reframing practices.
Evaluation / Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.
Implications / Consider the results and or consequences of the problem or experience.
Describes how reflective practice will be utilized for continuous feedback to target specific areas for improvement.
Potential of significant and sustained improvements to impact higher levels of student learning.
Professionalization / Addresses the moral, ethical or socio-political issues
Disciplined Inquiry
Individual autonomy and self-understanding; self-actualization as a profession

Four Types of 1. Reflect within – Personal purpose – Who you are 3. Reflection in Action – Thinking on your feet