TFP 202-Molding and Enriching the Teacher Leader

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Spadoni College of Education

Coastal Carolina University

TFP 202-Molding and Enriching the Teacher Leader

Spring 2018

Instructor of Record: Mrs. Betsey Costner

Email: Phone: 843-349-6958

Office Location: 213H Prince Hall Location of Class: Prince 209

Office Hours: By Appointment

Class Meeting Date(s) and Time: Monday 4-4:50

Special Note: This course requires full participation in both the scheduled class and Experiential Learning experiences

Intended Audience: Sophomore Teaching Fellows

Prerequisite(s): Teaching Fellow Status, TFP 102, 201

Credit Hours: 0-1 Credit Hour

Course Description: This course focuses on the study of leadership and the leadership skills of effective leaders and teachers. Topics include qualities of an effective teacher, classroom management strategies, how to give constructive feedback in the classroom, decision making based on students’ needs, and identifying qualities of leadership in preservice teachers.

Required Textbooks/Other Required Materials and Resources:

Whitaker, Todd (2012). What great teachers do differently, 17 things that matter most (2nd edition), Larchmont, NY: Eye on Education.

Software: Microsoft Office 2007 or 2010 Professional,* Adobe Flash, Adobe Reader, Java, QuickTime

Broadband Internet service

Home, portable or remote storage – 2 GB minimum. USB drive recommended

Instructional Procedures:

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·  Cooperative learning

·  Investigation

·  Research

·  Lectures

·  Field experience

·  Field observations

·  Written and oral reflections

·  Written assignments

·  Creative projects

·  Role-Playing

·  Discussions

·  Evaluations

·  Presentations

·  Group work

·  Technology-based assignments

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Academic Expectations: To begin, we at Coastal would like to welcome you in joining our academic community. Achieving your maximum intellectual potential will require hard work, dedication, and diligence. The Coastal community has been designed to assist its students in many capacities, but the primary responsibility for learning is yours.

Purpose: The South Carolina Teaching Fellows Program strives to develop highly professional educators who lead by example. This seminar will enable Teaching Fellows to develop their knowledge of education policy and advocacy, engage in strategic professional development and service, and network with other Teaching Fellows across the state, education organizations, and leaders in education, business, and government. The South Carolina Teaching Fellows Goals are:

1)  developing their knowledge of education policy and advocacy.

2)  engaging in strategic professional development and service.

3)  networking with other Teaching Fellows across the state, education organizations, and leaders in education, business, and government.”

Course Objectives: TFP 202 is designed to:

·  Engage the student in higher critical thinking skills and facilitate reflective practice and continued professional growth into becoming teacher leaders. (T.F., 1,3)

·  Promote the use of writing, speaking and observing as major forms of inquiry, reflection, and expression.(T.F. 2)

·  Use writing, visual images, and speaking for a variety of purposes and audiences.(T.F. 3)

·  Develop and refine public speaking skills to recruit future teaching fellows to Coastal Carolina University.(T. F. 1,2,3)

·  Demonstrate leadership skills in educational settings; (T.F. 1, 2, 3)

·  Articulate the connections between service and advocacy; (T.F. 1, 2)

·  examine the effectiveness of educational settings; (T.F. 3)

·  explore current economic, social, and political trends that indicate what type of world future generations of students will inherit, & how educational leaders can address that need; (T.F. 1,2)

·  Identify and begin developing characteristics of effective teacher leaders (T.F. 1)

Student Learning Outcomes: Students in TFP 202 will:

·  Analyze professional development experiences in relation to teaching and student learning. (CF, 1,4)

·  Plan and provide learning experiences that are supported by best practice and professional standards. (CF, 1)

·  Engage in reflective practice.(CF, 5)

·  Communicate and collaborate with diverse populations, exhibiting professional behaviors and dispositions. (CF, 3)

Spadoni College of Education Conceptual Framework:

The Conceptual Framework of all teacher preparation programs in the Spadoni College of Education is The Teacher as Reflective Practitioner. Through this framework, programs are directed toward the development of knowledge, skills, professional behaviors, and dispositions which will insure that all candidates are well prepared and meet all university, state, and national expectations of pre and in-service teachers at the completion of their respective programs of study. Intertwined in our professional unit are the INTASC Principles, CAEP standards, the state-mandated ADEPT framework, NBPTS Principles (MED programs only), and nine of the Specialized Professional Association standards. The Conceptual Framework describes the shared vision of teaching, learning, and the preparation of teachers and school leaders.

Goals for Candidate Proficiency

The Educator as Reflective Practitioner theme defines the initial and advanced teacher education programs and the advanced program in educational leadership. The following goals for candidate proficiency are addressed and reflected in program student learning outcomes and course objectives:

I. Ability to apply content and pedagogical knowledge to the teaching and learning process

1.1 Demonstrate a thorough knowledge of subject matter and use such knowledge to create effective learning experiences for students (ADEPT 5ABC, 6ABC).

1.2 Understand instructional planning and design plans based on knowledge of subject matter, students, community, curriculum goals, and standards (ADEPT 1ABCDE, 2ABC, 6ABC; PADEPP 5.3).

1.3 Use a variety of instructional strategies to encourage students' development of critical thinking and problem solving skills (ADEPT 4C, 5B, 8C).

1.4 Manage the classroom and school to create a positive and safe learning environment (ADEPT 8ABC, 9ABC; PADEPP 4.2, 4.3, 4.4).

1.5 Understand and use formal and informal assessment strategies to evaluate and monitor student learning, modify instruction, and create positive environments for student learning (ADEPT 3ABC, 7ABC; PADEPP 2.2, 2.3, 2.4, 2.5, 4.2, 4.3, 4.4).

II. Ability to integrate technology to improve teaching and learning

2.1 Plan and implement effective learning environments and experiences supported by technology (ADEPT 5AB, 8C).

2.2 Apply technology to facilitate effective assessment, evaluation, and productivity practices (ADEPT 1AD, 2C, 3BC).

III. Ability to work with diverse populations

3.1 Demonstrate knowledge of different cultural, emotional, developmental and cognitive needs of students (ADEPT 5ABC, 6ABC, 7ABC, 8ABC).

3.2 Evaluate, plan and provide appropriate activities and experiences to meet the needs of culturally and developmentally diverse student populations (ADEPT 3ABC, 5ABC, 6ABC, 7ABC).

IV. Ability to demonstrate professional behavior and dispositions

4.1 Demonstrate a commitment to the ideal of fairness* in the treatment of students based on their educational needs (ADEPT 8B, 9A, 10D; PADEPP 6.2, 7.1).

4.2 Demonstrate a belief that all students can learn and convey confidence and caring in working with students (ADEPT 4ABC, 8BC, 10D; PADEPP 6.2, 7.1).

4.3 Demonstrate professional dispositions and a commitment to fulfilling professional responsibilities (ADEPT 10ABCDE; PADEPP 6.2, 7.1).

V. Ability to engage in reflective practice to improve teaching and learning

5.1 Analyze personal performance to improve teaching and learning (ADEPT 2C, 3 BC, 10E; PADEPP 8.1, 8.2, 8.3, 8.4; 9.1, 9.4).

5.2 Analyze student performance to improve teaching and learning (ADEPT 2C, 3ABC; PADEPP 2.2, 2.3, 2.4, 2.5).

*Fairness (professional disposition): The commitment demonstrated in striving to meet the educational needs of all students in a caring, non-discriminatory, and equitable manner.

Academic Integrity Code:

Statement of Community Standards:

"Coastal Carolina University is an academic community that expects the highest standards of honesty, integrity and personal responsibility. As members of this community, we are accountable for our actions and are committed to creating an atmosphere of mutual respect and trust.

Honor Pledge: (required of all entering CCU students)

On my honor, I pledge:

·  That I will take responsibility for my personal behavior; and

·  That I will actively oppose every instance of academic dishonesty as defined in the Code of Student Conduct.

From this day forward, my signature on any University document, including tests, papers and other work submitted for a grade is a confirmation of this honor pledge.

Course Requirements:

The following assignments and activities will be used to evaluate your level of achievement in this course. Rubrics for each assignment will be provided when an assignment is given. Assignments and projects may be modified due to the interests and needs of the students or the instructors.

1.  Leadership Seminars - Students are expected to attend and actively participate in class. This requires students to actually READ the required reading and come prepared for discussion. Each student’s contributions are critical for the success of the class and the Coastal Carolina University Teaching Fellows program. ( 7 seminars, 70 points TOTAL)

2.  Sophomore Conference – You will participate in a Sophomore Leadership Conference (Sophomore Conference) (160 points)

3.  Spadoni College of Education Spring Formal. Students are expected to participate in the planning and executing of the Spring Formal. This includes participating on your assigned committee and following through with any of your committee’s responsibilities. (40 points)

4.  Service-Learning hours (Homewood Elementary/ Other School Locations) - Students are required to document a minimum of fifteen (15) hours of approved service to the Teaching Fellows Program, Coastal Carolina University, and the community. Students will turn in documentation of their service-learning hours and an analysis of their service-learning experiences at the end of the semester in the Teaching Fellows Notebook. Time will be recorded on an attendance log and signed by your cooperating teacher. (150 points)

5.  Professional Development Monthly Meetings - Students are expected to attend and actively participate in monthly professional development activities. Students will submit a summary of each of these professional development meetings in the Teaching Fellows Notebook. (4 meetings, 40 points)

6.  Business Meetings – Students are expected to attend and participate in all business meetings and committee planning meetings. Your presence is not enough, your active participation is needed for the success of your committee and the Teaching Fellows Program. (4 meetings, 40 points)

Course Assessments:

Assigned grade will be (P) Pass or (F) Fail. All aspects of this course must be completed satisfactorily (80% or more) to pass seminar. This means you must earn a minimum of 400 out of 500 points to pass.

Classroom Responsibilities

All teaching fellows will:

·  read and follow this syllabi, including course guidelines and procedures, to be prepared for class

·  check their CCU email accounts daily and check Moodle daily (if used in class) for class announcements, assignments, etc.

·  be aware that attendance will be taken in the first 5 minutes of class and you will not receive any points for class if you arrive late

·  communicate concerns about classes to their professor, including asking for clarification if the student does not understand an assignment or expectations

·  be courteous to peers, professors, and the learning environment, avoiding the following disruptive classroom behaviors: sleeping, inappropriate talking, inappropriate laptop use, rudeness, doing homework for other classes, text messaging, or answering cell phones

·  not give, use, or receive unauthorized aid in academic activities because these are serious violations of academic integrity

·  know and accept the consequences of committing plagiarism, which could include receiving a failing assignment grade, failing the course, or being suspended from the University.

·  communicate all absences or changes of schedule to the cooperating teacher at Homewood Elementary or various service learning sites.

Technology Issues:

·  Because all of the course activities and assessments depend upon successful use of technology to meet the requirements of the course, candidates are expected to utilize computer technology in ways that permit timely submission and thorough completion of assignments/assessments.

·  Unless a Coastal Carolina University system failure (designated by an alert from the university as a whole and not individually) prevents completion of coursework, “technology issues” will NOT be an acceptable excuse for any student’s lack of class participation or timely submission of assignments/assessments. Candidates having technology “issues” should contact the Coastal Carolina University Student Computing Services (http://www.coastal.edu/scs/).

Attendance/Administrative Policy:

·  Professionalism: This is a professional preparation course so you are expected to demonstrate professional dispositions, behavior, attire, and work at all times.

·  Attitude: Appropriate classroom etiquette and behavior is mandatory. You are expected to exhibit a positive and professional attitude throughout the course and during your school site experience. Unprofessional behavior will result in the development of a “Professional Improvement Plan” and potentially could result in a grade of “F.”

·  Attendance and Punctuality: Attendance is a major requirement of this course and component of professional behavior. Students are expected to attend class except in the case of illness or extreme emergency. Illness and emergencies should be communicated BEFORE the missed class. Cutting classes and tardiness are not acceptable professional behavior. Points will be deducted for each unexcused absence and/or tardy.

·  Written documentation is needed to confirm any and all excused absences such as: a recognized emergency or from a serious illness. It is the responsibility of each student to assume the loss of instruction when not in attendance. It is also the sole responsibility of each student to obtain any missed instructional materials and/or notes. It is advisable that you designate another classmate to collect your materials in your absence. Please note that the Coastal Carolina University catalog states that an instructor is permitted to assign an F to a student with unexcused absences in excess of 25% of regularly scheduled class meetings.

·  Participation: Active engagement and participation in class and school visits are expected and required, which includes: a) reading the assigned material prior to each class and coming to class prepared to learn with questions to clarify any ideas in the readings that are unclear, b) participating respectfully in class during lectures, discussions, and group activities, including listening attentively when peers are contributing to class discussion. Class participation is a major requirement of the course. To enable you to incorporate the material covered in the readings and in class into your beliefs, attitudes, and teaching practices, it is necessary for you to reflect on that material and how it can be applied in you in your future classroom. To encourage that reflective process, we will discuss your reactions to and beliefs about the course content throughout the semester.