CI70601
Course Name/Number: CI7060 Developing and Sustaining Professional Learning Communities for Teacher LeadersDescription:This course provides participants an opportunity to explore the emerging research base about effective practices for creating, maintaining, and utilizing professional learning communities in schools and districts.
Credit Hours:3
Required or Elective:Required
Faculty Members who Teach the course: Angie Ferguson
Prerequisites:Admittance into a program of study
Textbook(s):
DuFour, R., DuFour, R. & Eaker, R. (2008). Revisiting professional learning communities at work: New inights for improving schools.Bloomington, IN: Solution Tree.
Hord, S. M. & Sommers, W. A. (2008). Leading professional learning communities: Voices from research and practice.Thousand Oaks, CA: Corwin Press.
Schmoker, M. (2001). The results fieldbook. Alexandria, VA: Association for Supervision and Curriculum Development
Bennis, W. (2003). On becoming a leader. Cambridge, MA: Perseus Books.
Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria, VA: Association for Supervision and Curriculum Development.
Resource Materials:None.
Marker Assignments: / Plan and implement a PLC. Leadership case study.
Learning outcomes: Upon completion of this course, the Teacher Leader candidate will:
1. Demonstrate an understanding of the relationship among mission, vision, goals, assessment, data, and accountability for results.
2. Identify the organizational strategies and teacher leadership practices that foster a culture focused on outcomes, data, and continuous improvement.
3. Explain the use of action research as a tool for measuring progress and fostering innovation and improvement
4. Identify elements of a school’s culture and norms that support pursuit of continuous improvement.
5. Demonstrate an understanding of the processes to develop formative and summative assessments aligned with measurable goals for learning and for school operation.
6. Outline the steps necessary to research potential interventions and develop targeted strategies to achieve desired measurable outcomes.
7. Identify actions and attitudes of a Teacher Leader that create and reinforce the characteristics of an effective PLC in their school.
Alignment with Conceptual Framework:
This course addresses these institutional standards: Preparing candidates who are able to use technology to support their practice.
Alignment with Ohio Standards for the Teaching Profession:
Standard 5
Teachers create learning environments that promote high levels of learning and achievement for all students.
· Teachers treat all students fairly and establish an environment that is respectful, supportive and caring.
· Teachers create an environment that is physically and emotionally safe.
· Teachers motivate students to work productively and assume responsibility for their own learning.
· Teachers create learning situations in which students work independently, collaboratively and/or as a whole class.
· Teachers maintain an environment that is conducive to learning for all students.
Standard 6
Teachers collaborate and communicate with students, parents other educators, administrator and the community to support student learning.
· Teachers communicate clearly and effectively.
· Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health.
· Teachers collaborate effectively with other teachers, administrators, and school and district staff.
· Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning.
Standard 7
Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.
· Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct.
· Teachers take responsibility for engaging in continuous, purposeful professional development.
· Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements and student achievements.
Alignment with State Requirements:
Teacher Leader Endorsement Standards / Course Objective / Evidence
1.1 Candidates articulate their knowledge of effective leadership to encourage high levels of performance for educators and students. / 1, 2, 4 / Teacher Leader Reflection
1.5 Candidates engage in reflective practice concerning leadership roles and responsibilities, and encourage reflective practice in others. / 1, 2, 3, 4 / Teacher Leader Reflection
Leadership Case Study
Teacher Leader Endorsement Standards / Course Objective / Evidence
1.1 Candidates articulate their knowledge of effective leadership to encourage high levels of performance for educators and students. / 3, 6 / PLC Project
1.5 Candidates engage in reflective practice concerning leadership roles and responsibilities, and encourage reflective practice in others. / 7 / PLC Project
1.6 Candidates assume leadership roles at the school, district, state or national levels and in professional organizations. / 7 / PLC Project
1.7 Candidates facilitate the development of efficacy among other teachers in their school and district. / 5, 6 / PLC Project
2.1 Candidates serve as building leaders in the development, implementation, and continuous improvement of a comprehensive, cohesive, and integrated school assessment plan grounded in multiple measures and data sources. / 5 / PLC Project
2.2 Candidates collaboratively analyze assessment data to plan and implement differentiated instruction to meet student needs. / 3, 5 / PLC Project
2.3 Candidates lead collaborative efforts to develop high quality classroom assessments among grade-level and content-area teachers. / 1 / PLC Project
2.4 Candidates support teachers in responding to the intervention process by designing, implementing, and gathering appropriate data and evidence. / 5 / PLC Project
2.5 Candidates identify resources (including instructional technology) and research-based strategies to support the assess-plan-teach-reassess cycle. / 6 / PLC Project
3.2 Candidates nurture open and effective lines of communication with students, parents, other educators, administrators, and the community through professional learning communities. / 2, 7 / PLC Project
3.3 Candidates work with stakeholders to identify appropriate resources for enhancing collaboration. / 2 / PLC Project
4.1 Candidates participate in developing a shared vision for short-term and long term goals for ongoing school reform, and continuous improvement. / 2 / PLC Project
4.2 Candidates advocate for and initiate increased opportunities for teamwork to promote and support student achievement and other school goals. / 1, 2 / PLC Project
4.3 Candidates participate in designing practices and structures that create and maintain an effective learning culture. / 2, 4 / PLC Project
4.4 Candidates support other school leadership team members in advocating and communicating the school's vision and goals. / 1, 2 / PLC Project
5.1 Candidates use their knowledge of professional standards, including the Standards for Ohio Educators to support teachers' professional growth. / 2 / PLC Project
5.2 Candidates work effectively with individuals and groups of teachers by demonstrating the skills and competencies needed to teach adult learners. / 7 / PLC Project
5.4 Candidates develop, implement, and evaluate professional development activities for teachers. / 1 – 7 / PLC Project
5.5 Candidates engage in activities that promote reflective practices in others. / 1 - 7 / PLC Project
Attendance Policies: Attendance for this class is required. Missing more than one class will negatively affect your final grade in the course. For class preparation, students are expected to come on time, complete the reading/assignments, prepare answers to the questions in preparation of the meeting, complete in-class assignments, and participate in a lively class discussion.
Academic Integrity Policy The University Rules, including the Student Code of Conduct, and other policies of the department, college, and university related to academic integrity will be enforced. Any violation of these regulations, including acts of plagiarism, cheating, or falsifying field work will be dealt with according to the severity of the misconduct. Dishonesty in any form may result in a failing grade in a course and/or suspension or dismissal from a program (e.g., graduate or undergraduate).
Electronic Communication Policy;All communication outside of class will be conducted via email to the student’s bearcat online account. Replies will be within 72 hours, whenever possible. At times I am engaged in national activities that preclude access to email.
Grading: Description of Assessment and/or Evaluation of Student Learning:
Graduate Students
95-97A4.00 Excellent
92-94A- 3.67
89-91B+3.33
87-90B3.00 Good
84-86B-2.67
80-83C+2.33
70-79C 2.00 Satisfactory
< 69% F 0.00
Topics:
Week
1 / Leading vs. managing
2 / Introduction to PLCs
3 / Characteristics of successful PLCs
4 / Cultural challenges of PLCs
5 / Mission and vision: The intersection of beliefs
6 / When PLCs are not an appropriate fit
7 / Systems interventions to school improvement
8 / Responding the leadership tasks of PLCs
9 / Setting up your environment for success
10 / Tuning protocols
11 / Monitoring group interactions
12 / Your leadership metaphor
13 / Building capacity
14 / Implementation
Exam Week
Special Needs Policy – ―If you have a disability (e.g., visual impairment, hearing impairment, physical impairment, communication disorder, and/or specific learning disability, etc.) which may influence your performance in this course, you must meet with the Disability Services Office (DSO) to arrange for reasonable accommodations to ensure an equitable opportunity to meet all the requirements of this course. If you require accommodations due to disability, please contact DSO at 513-556-6823, Campus Location: 210 University Pavilion. You will be provided an Accommodation Form indicating your accommodation needs for the quarter. Please present this form to me AS SOON AS POSSIBLE to ensure your accommodation needs are discussed, agreed upon, and provided.‖ (see
Religious Observance and Class Attendance – ―Any UC student who is unable to attend classes or participate in any examination, study or work requirement on some particular day(s) because of his or her religious belief should be given the opportunity either to make up the work that was missed or to do alternative work that is intrinsically no more difficult than the original exam or assignment — provided that the makeup work does not create an unreasonable burden upon University of Cincinnati and its faculty. Upon request and timely notice, students should be provided reasonable accommodation.‖ (see
"I" (Incomplete) – No grades of ―Incomplete‖ will be assigned unless there are extreme circumstances AND a contract to complete the work is developed and signed by the student and the instructor prior to the last week of class. It is the student’s responsibility to approach the instructor with the request for an incomplete. Please note that a grade of ―I‖ will automatically be converted to an ―F‖ grade one calendar year after the initial grade was assigned. (see
Copyright – ―Copyright infringement is a violation of the Student Code of Conduct - Misuse of Information Technology. Students who are found to be illegally sharing files will be subject to a procedural review to determine responsibility under the Code. If responsible, this offense will become part of each student's permanent judicial file with the University.‖ (see
“AESS (Academic Excellence & Support Services) provides comprehensive, student-centered and university-wide programs, resources and services designed to promote transformative academic excellence through individual and group support. AESS comprises Disability Services and the Learning Assistance Center. We encourage any student with a disability who needs academic assistance to contact Disability Services. Learning Assistance is here to help all students who need help with tutoring, study skills, or other services. Additionally, our services are designed to help all UC students become successful independent learners, as well as assist in the retention and graduation of all students. Disability services, tutoring, and other learning resources are free to students!‖ (see