Classroom Management Resource
Page – Shindler – School Climate – PLSI – Teaching - Workshops
by JVS
EDCI 537:
Teacher Leadership in the Urban
School:
Issues, Trends and New Directions (4
units)
Instructor: John Schindler/Aleeta Powers Class Location: King Hall D3084.
Office Location: KH A2045 Time: (Thursdays) 4:20-7:55
Telephone No.:( 323) 343-5824 Email: jshindl@calstatela.edu
“The quality of leadership, more than any other
single factor, determines the success or failure of an organization.” -
Fred Fiedler & Martin Chemers Improving Leadership Effectiveness
"If your actions inspire others to dream
more, learn more, do more and become more, you are a leader.”
Example projects from previous classes
Course Schedule
|
1-January 3, 2008 |
Introduction to the Course Formation
of Teacher Leadership Inquiry Groups Introduction
to the concept of teacher leadership Leadership
and type |
|
2-January 10, 2008 |
Learning to Lead in Communities
and Portraits of Teacher Leaders Introduction
to: ·
Standards ·
Assignments ·
Needs assessment techniques ·
Literature review development/case study analysis Crowther, etal, Chapter 1 |
|
3-January 17, 2008 |
Organizational Leadership: Introduction
to becoming an National Board Certified Teacher Developing
an NBCT Portfolio Entry Nurturing
Leadership in your school Crowther, etal, Chapter 2 |
|
4-January 24, 2008 |
Strategic Leadership: Strategies
for Teambuilding/Interpersonal leadership Strategies
for Consensus building Needs
Assessment Workshop |
|
5-January 31, 2008 |
Online Coursework Completed Needs Assessment |
|
6-February 7, 2008 |
Analysis of Change Transformative leadership
Workshop
on leadership Analysis Collaborative Book Study Reports
(1, 2) |
|
7-February 14, 2008 |
Discussion of Curricular Issues
and Action Research/Case Studies Implementation Workshop Peer Workshops on completes
elements of Action Research Collaborative Book Study Reports
(3, 4) |
|
8-February 21, 2008 |
Collaborative Book Study Reports
(5) Collaborative Book Study Written
Reports due! Action Research Presentations |
|
9-February 28, 2008 |
Online Coursework |
|
10-March 6, 2008 |
Action Research/Case Study Presentations Written Action Research Project is
due |
|
11-March 13, 2008 |
Action Research/Case Study
Presentations Compilation of Written Work CD Due |
1.
2. Catalog Description:
This course is intended for candidates enrolled in an
induction program and who have completed a level 1 credential. It presents a new paradigm in teacher leadership
to enable teachers to explore the rewards and responsibilities of effective
leadership in urban school settings. In
addition, it serves as a foundational course for teachers seeking National
Board Certification. (Prerequisite: -
Level 1 credential, enrollment in an induction or MA Ed program)
3. The following components of the syllabus are posted on the WebCT site
for this class. Each class member is
responsible for going to the website and accessing and understanding the
included information. Clarifying
questions regarding the content of these sections may be raised at the
beginning or end of any class meeting.
4.
Professional
Statements
5.
Theme
and Conceptual Framework for Professional Preparation
6.
Statement
of Reasonable Accommodation
7.
Student Conduct
8.
Technology
8. Student Outcomes: Content and Performance Standards
This course is designed to provide advanced professional
education for teachers that will prepare them for roles as Teacher Leaders in
elementary and secondary schools, and for the examinations leading to National Board of Professional Teaching
Standards (NBPTS) certification as Instructional
Leaders. The course will combine
coursework, research, and field experiences that develop:
- Teachers who are committed to
students and their learning (NBPTS prop 1)
- Teachers who know the subjects
they teach and how to teach those subjects to the full range of students
in urban schools (NBPTS prop 2)
- Teachers who effectively manage
and monitor student learning (NBPTS prop 3)
- Teachers who think systematically
about their practice and learn from experience (NBPTS prop 4)
- Teachers who are active members
of professional learning communities (NBPTS prop 5)
In addition to an emphasis on Instructional Leadership and
National Board certification, the course is also designed to provide strategies
for developing:
- Organizational Leadership –
Nurturing leadership in urban schools
- Strategic Leadership –
Developing learning communities and the dynamics of team-building
- Interpersonal Leadership –
Leading through effective communication
- Transformative Leadership –
Overcoming challenges and initiating positive growth and change
- Motivational Leadership –
Building climate and community both inside and outside the classroom
This course examines essential questions related to teacher
leadership in urban school settings including the following:
1. What are the characteristics of effective teacher leaders?
2. What environments are most conducive to developing and sustaining
teacher leaders?
3. What are the outcomes of effective teacher leadership?
The course, learning opportunities and field experiences are
based on the principles that:
- Teachers learn best through
inquiry and reflection;
- Good teaching and professional
development of teachers respects the diversity of goals and cultural
traditions in urban schools and communities,
- Deep understanding of
educational leadership is an important attribute of good teachers;
- Successful teachers have a
repertoire of managerial, instructional, and assessment skills, including
use of technologies that enhance the personal interactions in the
classroom, school, and community.
Content Standards for Educational
and Instructional Leaders:
As a result
of this course candidates will be able to:
|
Number |
Concept |
Standards |
|
1.0 |
develop,
articulate and implement a shared vision that is
supported by their classroom students and/or larger school community |
SEIL-1 PS-4 |
|
2.0 |
demonstrate
instructional leadership by applying
best practices to student learning in a selected curricular area. |
SEIL-2 PS-4 |
|
3.0 |
manage effective learning
environments
in collaboration with site administrators |
SEIL-3 PS-4
& 5 |
|
4.0 |
foster community and stakeholder
partnerships through related action research projects |
SEIL-4 PS-4
& 5 |
|
5.0 |
demonstrate
decision making strategies by planning
and implementing action research projects related to school transformation in
urban settings |
SEIL-5 PS-4
& 5 |
|
6.0 |
understand and demonstrate the
importance of responding to diversity in the classroom, school, and community |
SEIL-6 PS-3 |
|
7.0 |
plan and implement the integration
of technological and electronic tools in teaching, learning, management, research, and communication
responsibilities |
SEIL-7 PS-4
& 5 |
SEIL: Standards for Educational and Instructional
Leaders
PS:
Performance Standards
9. Course Content Standards
Content Standard 1:
The student will develop and
demonstrate a knowledge base in the field of teacher leadership that includes a
knowledge of the multiple dimensions of educational leadership including
organizational, instructional, strategic, interpersonal, transformative, and
motivational. Content elements include
knowledge of:
1.1
historical characteristics if educational leadership and the evolution
of teacher leadership;
1.2
significant social, political, and economic climates associated with
teacher leadership;
1.3
themes that persistently guide instructional decision making and foster
teacher leadership;
1.4
parallel leadership and its impact on shaping urban schools and
communities;
1.5
resources for teacher leaders
Content Standard 2:
The student will develop and
demonstrate knowledge of the dimensions
of strategic, parallel and transformational leadership. Content elements include knowledge of:
2.1
strategies for building a learning community that supports school
transformation and growth;
2.2
participants in establishing parallel leadership and the dynamics of
teambuilding
2.3
adaptive leadership strategies for navigating challenges and effecting
positive change and improvement
2.4
the impact of interpersonal and motivational leadership on student and teacher
achievement.
Content Standard 3: The student will develop and
demonstrate a knowledge of the National Board of Professional Teaching Standards (NBPTS), and
state-adopted academic content standards and curriculum frameworks in
3.1
the evolution of the current educational standards movement from A
Nation at Risk to the current reauthorization of ESEA in the No
Child Left Behind legislation and the National Board for Professional
Teaching Standards (NBPTS);
3.2
the process of developing
3.3
National Technology standards and technology in curriculum frameworks
and their impact on NBPTS and teacher leaders;
3.4
current curriculums for reading, English Language Development (ELD) and
English Language Learners (ELL’s), foreign language, exceptional education,
foreign language, and the education of young children;
3.5
issues in art, music, physical education and technology education in the
curriculum.
Content Standard 4:
The student will develop and
demonstrate knowledge of the processes
of working independently as well as collaboratively and cooperatively in
conducting group inquiry and action research.
Participants will:
4.1
demonstrate an ability to work independently as well as cooperatively
with colleagues to identify and inquire into issues and practices associated
with topics of teacher leadership;
4.2
demonstrate an ability to work independently as well as cooperatively
with colleagues to develop and present research, issues, and practices
associated with a teacher leadership topic;
4.3
demonstrate an ability to conduct independent action research including
the ability to identify a teacher leadership issue, conduct library research to
build a knowledge base; develop a narrative review of the related literature;
develop a strategy to resolve the issue; and develop a plan to evaluate the
teacher leadership strategy and report findings of the evaluation.
10. Required
All students will purchase the core texts and one of
the book club selections based on their book club assignment.
Core texts:
·
Crowther,
F., Kaagan, S., Ferguson
- Lieberman, A. & Miller, L.
(2004). Teacher Leadership. Jossey-Bass.
Jossey-Bass Leadership Library in Education
Book Club Selections:
Eaker, R., Dufour, R., &
Burnette, R. (2002). Getting Started: Reculturing Schools to Become
Professional Learning Communities. Bloomington ,
IN
Elmore, R.F. (2002) Bridging the Gap Between
Standards and Achievement: The Imperative for Professional Development in
Education. Washington , D.C.
Fullan, Michael (2006) Learning Places: A
Field Guide for Improving the Context of Schooling, Corwin Press ISBN: 9781412942331
Fullan,
Michael (2006) Turn Around Leadership, Jossey-Bass Leadership Library ISBN-13:
978-0787969851
McLaughlin, M.W., & Talbert, J.E. (2001). Professional
Communities and the Work of High School Teaching.
Recommended Reading/ Additional References
You will find a list of additional resources for recommended
reading/additional resources on the WebCT site
11. Assignments:
- Attendance and Participation (40
points)
- Collaborative Study Team Book Report (50
points)
- Presentation Due: Determined by sign up on 1st
night of class
- Written report Due
- Action Research Project (60 points)
- Presentation Due: Determined by sign up on 1st
night of class
- Written Report Due:
- Portfolio Entry (50
points)
The following
course requirements provide evidence of content and performance knowledge and
skills:
|
Assignment |
Description |
Due Date |
|
Attendance (20 points) |
Students are expected
to arrive on time and attend all class sessions. Due to the
interactive nature of this course, any student who misses more than one class session will
be unable to receive an A for this course, any student who misses more than two class
sessions will be unable to receive either an A or a B for this course, and any student who
misses more than three class sessions will be unable to receive a passing grade for this
course. Tardy arrivals will be compiled into missed class sessions. |
|
|
Participation (20 points) |
You are expected to
read the assigned readings prior to each class and to actively participate on
a weekly basis. There are two parts to participation in this course. First,
you will be asked to participate in a variety of group activities, all of
which will have direct applicability to your teaching in the classroom. Please
plan on being an active group participant. Active participation |
|
|
Collaborative Study
Team Book Report (50 points) |
At the first class
session you will form a Collaborative Study Team which will investigate a
specific professional literature title (assigned from titles listed under
required readings). You will be responsible for reading, keeping notes and
contributing to the group discussion. Your group will
Details for each
component are listed below. |
Presentation Due—Date
your group signed up for The written group report is due the 8th
week of classes. |
|
Collaborative Study
Team Book Report: Project Presentation |
You will prepare a
multi-genre display that highlights important aspects of your book to share
with the rest of the class. Your presentation must communicate this
information through three (or more) different genres (news, poetry, video,
art, play, short story, etc. Be
creative. |
|
|
Collaborative Study
Team Book Report: Book Talk |
The week of your
presentation you will also give a book talk about your group’s book. We will
divide into small groups and each member of your book club will give a book
talk to one small group. For the book talk you will: Ø Give the book’s title,
author’s name, publication date, etc. Ø Summarize the book. Ø Describe a connection
between the book and your current and or future teaching. Ø Review the book.
Critically analyze it. Did you like it or not? How does it compare to other
similar books you have read? Would you recommend it to a fellow student or
teacher? Why? Ø Discussion addressing
questions raised within the group. |
|
|
Collaborative Study
Team Book Report: Written Book Report |
One report will be
created collaboratively by the group, however, each member will upload it to
webct. The report will be no longer than 4 pages (typed and double-spaced)
plus the coversheet. Please Ø identify the group
members, the book title and author. (cover sheet, not included in page count) Ø describe and reflect
upon the group experience as well as the content of the book. Ø be explicit about the
questions that surfaced as you read the book and any questions the group
still wants to explore. Ø
summarize the key ideas and explain how the book could serve as a resource for teachers. |
|
|
Action Research/Case Study 60 points Further detail on the guidelines for developing an Action
Research study are posted on WebCT |
The
concept of teacher as researcher
underlies the movement to professionalize teaching and restructure public
schools. This concept involves the development of the skills of inquiry,
including those of action research. See Attachment B for further description
of the action research proposal. This
assignment facilitates the development of action research skills involving a
Case Study of a Classroom or School. The following components comprise the
action research process. 1)
Identify 1) a Teacher Leadership
Issue and B) a Curricular Issue in a classroom or school. An issue is one that exists in your school and represents
an area of interest for you. If you are not teaching, you may identify an
emerging issue of interest in your area of concentration a research that
issue in a classroom or school. (This is the field assignment for this
course.) A discussion of the issue and your school context shapes the Background and Purpose of the Project sections of your project. 2)
Develop a knowledge base. Review at least ten current
journal articles of research and practice related to your Teacher Leadership issue. In addition, you are to review at least
five current journal articles of research and practice related to the Curricular Issue. A discussion of
this reading forms the Review of the
Related Literature section of your project. 3) Develop a research design and a curriculum project to solve the issue.
Use qualitative and/or quantitative research tools to gather
information about your topic. Based on your research and knowledge of your
school context, develop a program design to solve your issue. This may be a
staff development, new course, sequence of units, etc. Include a restatement
of the overall problem, goals and objectives of your program, description of
the content, implementation plan and timeline, and evaluation plan. These
discussions are housed in the Project
Design, Implementation, and Evaluation section of your project. 4)
Develop strategies to report
project outcomes.
Discussion and dissemination of the outcomes of your program can occur both
formatively and summatively. Describe strategies you will use to provide
feedback to key audiences concerning your program’s outcomes. |
|
|
Teacher Leadership Portfolio Entry 50 points |
Full
directions for this assignment will be provided following the visit by Susie
Chow, NBCT specialist for LAUSD. She
will provide updated information on the current guidelines for submission for
NBCT certification specific to each class member’s current teaching
assignment. |
|
12.
Assessment Procedures
The
course represents the view that powerful assessment and evaluation require
multiple
indicators of knowledge and performance. Moreover, such
indicators reflect both traditional and alternative assessment tools, and
emphasize critical thinking.
All assignments are due on the due date
specified on the syllabus. No late assignments will be accepted without prior
approval of the instructor. If arrangements are made for late assignments
there will be a 20% penalty to the grade.
All assignments must be typed and
double spaced (with the exception of student samples).
All written
assignments are to be included on one CD-Rom to be turned in at the end of the quarter.
6. Grading Procedure:
Grades will be determined by the quality of the evidence
submitted. Evidence includes the Midterm Examination, Action Research Project,
and Group Curriculum Inquiry Project.
An “A” (90-100 points) represents a high level of complex
thinking, depth, and performance on content and performance standards
represented by the evidence.
A “B” grade (79-89
points) represents an above average level of complex thinking, depth and performance
on content, process and performance standards represented by the evidence.
A “C” grade (68-78 points) represents an average level of
thinking, minimal depth of coverage, and average performance on content,
process and performance standards.
Please note: scoring rubrics and criteria charts will be
posted on WebCT.
13.
– Professor Sabrina Mims-Cox
Write down WebCT
ID and password for future reference
type in the WebCT ID and password
you just created above
`
do not fill in id and password choose REGISTER
Everything past this To be posted on
Conceptual Framework
VISION
Promoting an inclusive environment to support caring
professional educators for the future, so that all
learners achieve their fullest potential.
9. Professional Statements:
A. Theme and Conceptual Framework
for Professional Preparation
The faculty
members of the Charter College of Education have adopted the organizing theme
of “Promoting an inclusive environment to support caring professional educators
for the future, so that all learners achieve their fullest potential.” This theme is infused in course topics,
instructional strategies, and select readings in EDCI 560, Principles and
Practices of Curriculum Development. The attached diagram provides the
conceptual framework for the theme and supports the preparation of professional
educators by the members of the CSLA Charter College of Education faculty.
B. Statement of Reasonable Accommodation
The Charter College of Education faculty members
fully support the Americans
with Disabilities
Act (
Accommodation to any
student with a disability who is registered with the Office
of Students with Disabilities (OSD) who needs
and requests accommodation.
The faculty
member may wish to contact the OSD to verify the presence of a
disability and
confirm that accommodation is necessary. The OSD will arrange
and provide for
accommodation.
Reasonable
accommodation may involve allowing a student to use an interpreter,
note taker, or
reader; accommodation may be needed during class sessions and for
administration of
examinations.
The intent
of the
is not to give a
particular student an unfair advantage over other students, but simply
to allow a
student with a disability to have an equal opportunity to be successful.
C. Student Conduct
Student conduct is viewed as a serious matter by the
faculty members of the
Division of Curriculum and Instruction. The Division
faculty members assume
that all students
will conduct themselves as mature citizens of the campus
community and
will conduct themselves in a manner congruent with
university
policies and regulations. Inappropriate conduct is subject to discipline
as provided for
in the Title 5, California Code of Regulations (see student conduct:
rights and
responsibilities, and student discipline, CSLA Catalog).
Courtesy requires that cell phones and beepers be
turned off or be placed on “vibration
only” during class time.
D. Technology
For formal admission to credential, certificate, or
Masters Degree programs in the
1.
Own
or have ample access to a computer (ex. in CSULA computer labs, or in home or
work)
2.
Have
general knowledge of operation and care of a computer, computer
hardware/software, and be able to implement some basic troubleshooting
techniques (ex. Check connections, restart the computer, etc.)
3.
Have
an email account (available free of charge to all CSULA students)
4.
Have
a basic understanding of how to use the internet.
In this course, technology
is integrated through WebCT and the
E. Recommended Reading/
Additional References
You will find a list of additional resources for recommended
reading/additional resources on the WebCT site
Ash, Ruth C., & Persall, J.
(2000). The Principal as Chief learning officer: Developing Teacher leaders. NASSP Bulletin 84(616), 15-22.
Barth, R. (2002). The Culture
Builder. Educational Leadership
59(8), 6-11.
Barth, R. (2001). Teacher leader. Phi Delta Kappan, 82(6), 443-449
Cain, G. & Caine, R. (2000). The
learning community as a foundation for developing teacher leaders. NASSP Bulletin. 84(616). 7-14.
Crowther, F., Kaagan, S.,
Day, D. (2000). Beyond
transformational leadership. Educational
Leadership, 57(7), 56-59.
Kroll, L., Cossey, R., Donahue, D.,
Galguera, T., LaBoskey, V., Richert, A., Tucher, P. (2004). Teaching as principled practice: Managing
complexity for equity. Sage Publications.
Lambert, L. (l998). Building leadership capacity in schools.
Lieberman, A. & Miller, L.
(1999). Teachers—Transforming their world
and their work.
Murphy, J. (2005). Connecting teacher leadership and school
improvement. Corwin Press
Sparks, D. (1998). The educator
examined. Journal of Staff Development,
19(3). 38-42
Vasquez-Levy, D. & Timmerman, M.
(2000). Beyond the Classroom:Connectng and empowering teachers as leaders. Teaching and Change. 7(4), 363-71.
Witcher, A. (2001). Promoting
teachers as participants in policy design. Kappa
Delta Pi Record. 37(2), 88-90.
Oakes, J., Lipton, M. (2006). Teaching to change the world.
Califo
Califo
Association fo
Lea
ERIC Clearinghouse on Teaching and
Teacher Education http://www.ericsp.org/
Guide to APA Style http://webster.commnet.edu/apa/index.htm
Google Scholar for Education and
Action Research topics: http://www.scholar.google.com/
Action Research Network for sample
ideas: http://actionresearch.altec.org/
Action Research Description: http://informationr.net/ir/1-1/paper2.html
Classroom Action Research
Homepage: http://www.madison.k12.wi.us/sod/car/carhomepage.html
National Board of Professional
Teaching Standards: http://www.nbpts.org/index.cfm
Teacher Leadership Network: http://www.teacherleaders.org/
Center for Teacher Leadership: http://www.ctl.vcu.edu/
Resources for Teacher Leadship: http://cse.edc.org/products/teacherleadership/
Teacher Leadership Obstacles -Conference Presentations: http://sustainability2003.terc.edu/go.cfm/teach_lead
ACTION RESEARCH PROJECT PROPOSAL
Action research seeks solutions to classroom, school, or community
questions linked to curriculum, instruction, and student learning. In the
classroom, action research begins with a question, and teachers have questions
daily about the curriculum and student learning. A question might be, How can I improve parent involvement in my
literacy program? Another question might be, How can the school encourage more teachers to effectively use
technology in their curriculum? Once a question is raised, the research
process begins. This process has the following stages:
1.
BACKGROUND
OF THE STUDY
Describe a Teacher Leadership issue that is relevant to your research
and Case Study. Describe the classroom or school context for your Case Study.
Include demographic information about students and the community. Include
information that is relevant to the topic. If the topic concerns student
performance in mathematics, for example, discuss the mathematics curriculum
currently in use. Discuss how that curriculum is implemented and how student
learning is assessed. Tell a story about the curriculum issue being raised.
That story builds a case for studying the curriculum question or issue. Connect
the curricular issue to the Teacher Leadership Issue you are also addressing.
a.
THE BACKGROUND
PROVIDES A RICH DESCRIPTION OF THE PROBLEM.
1.
Discuss the
Teacher Leadership Issue and why it is important.
2.
Discuss the
demographics of the school, community, and classroom used for your Case Study.
Describe the curricular area in question.
3.
Discuss data
sources that provide evidence for the research problem/question. These may
include student work, assessment data, case studies of select students, or
questionnaires, for example. On the basis of the data and the overall
description of the school, community, classroom and curriculum area, define the
problem for research.
b.
THE PROBLEM
STATEMENT IS CLEARLY DESCRIBED.
Example:
Questionnaires reveal that parents of kindergarten children who attend
PURPOSE OF THE ACTION RESEARCH PROJECT
Once the background and problem are clearly discussed, state the purpose
of the research here. What does the research want to do to resolve the
curriculum question?
a.
STATE THE
PURPOSE OF THE PROPOSED RESEARCH PROJECT HERE.
Example: This research project seeks to develop a
parent education program centered on home literacy activities and to examine
the role of the program in parents’ understandings of home literacy and
students’ literacy development.
b.
THE STATEMENT OF
PURPOSE SHOULD CONNECT WITH THE RESEARCH PROBLEM.
2.
REVIEW OF THE RELATED LITERATURE
This is a key part of the research process. It is where the teacher
builds a knowledge base about relevant research and practice. It includes a
reference to at least ten current journal articles. At least five of the
articles must report current research on the topic. Remaining articles must
report current exemplary practice directly related to the topic.
a.
b.
WRITING IS
IN AN ESSAY FORMAT WHICH CONTAINS REFERENCES TO THE RELATED LITERATURE. DOCUMENTATION FOLLOWS THE FORMAT OF THE
AMERICAN PSYCHOLOGICAL ASSOCIATON (APA).
3.
PROJECT DESIGN, AND IMPLEMENTATION
This section develops the curriculum designed to solve the research
question. It shows a clear linkage to what has been learned in the
literature review. The section must address the following components:
a.
STATEMENT OF THE RESEARCH PROBLEM
b.
STATEMENT OF THE PURPOSE OF THE CURRICULUM PROJECT
c.
STATEMENT OF SPECIFIC OBJECTIVES FOR PARTICIPANT
LEARNING AND LINKAGE TO CONTENT STANDARDS WHERE APPROPRIATE
d.
DISCUSSION OF THE CONTENT OF THE PROGRAM
e.
DISCUSSION OF THE ACTIVITIES OF THE PROGRAM AND A
TIMELINE
FOR THEIR IMPLEMENTATION
f.
DISCUSSION OF RESOURCES THAT SUPPORT PROGRAM
IMPLEMENTATION
4.
PROJECT
EVALUATION AND REPORTING
This
section provides a thorough discussion of methods that will be used to conduct
both formative and summative assessments in the action
research project. In addition to
discussing assessments, the section includes a discussion of how the outcomes
of the project will be reported.
Example:
How does the program assess parents’ understandings of home literacy throughout
the program? This is formative assessment.
How will the program answer the
research question at the end of the program? This is summative assessment.
5.
BIBLIOGRAPHY
This follows the conventions of the American Psychological Association.
6.
APPENDICES
This
section of the action research proposal can be used to provide illustrations of
classroom lesson plans, assessment tools, research tools, and resources
referred to in the proposal.
SCORING OF ACTION RESEARCH PROJECT PROPOSAL-50 Pts.
I. BACKGROUND OF THE STUDY—10 Pts.
a.
BACKGROUND
PROVIDES A RICH DESCRIPTION OF THE PROBLEM.
1.
Discuss
the Teacher Leadership Issue and why it is important.
2.
Discuss
the demographics of the school, community, and classroom used for your Case
Study. Describe the curricular area in question.
3.
Discuss
data sources that provide evidence for the research problem/question. These may
include student work, assessment data, case studies of select students, or
questionnaires, for example. On the basis of the data and the overall
description of the school, community, classroom and curriculum area, define the
problem for research.
b.
THE
PROBLEM STATEMENT IS CLEARLY DESCRIBED.
Example: Questionnaires reveal that parents
of kindergarten children who attend
II. PURPOSE OF THE
ACTION RESEARCH PROJECT-10 pts.
c.
STATE
THE PURPOSE OF THE PROPOSED RESEARCH PROJECT HERE AND ITS CONNECTION TO TEACHER
LEADERSHIP
d.
THE
STATEMENT OF PURPOSE SHOULD CONNECT WITH THE RESEARCH PROBLEM.
III. REVIEW OF THE RELATED
LITERATURE-13 pts.
a.
b. WRITING IS IN AN ESSAY FORMAT WHICH
CONTAINS REFERENCES TO THE RELATED LITERATURE. DOCUMENTATION FOLLOWS THE FORMAT OF THE AMERICAN PSYCHOLOGICAL
ASSOCIATON (APA).
IV. PROJECT DESIGN, AND IMPLEMENTATION-5
- STATEMENT OF THE
RESEARCH PROBLEM
- STATEMENT OF THE
PURPOSE OF THE CURRICULUM PROJECT
- STATEMENT OF SPECIFIC
OBJECTIVES FOR PARTICIPANT LEARNING AND LINKAGE TO CONTENT STANDARDS WHERE
APPROPRIATE
- DISCUSSION OF THE
CONTENT OF THE PROGRAM
- DISCUSSION OF THE
ACTIVITIES OF THE PROGRAM AND A
- TIMELINE FOR THEIR
IMPLEMENTATION
- DISCUSSION OF
RESOURCES THAT SUPPORT PROGRAM IMPLEMENTATION
V. PROJECT
EVALUATION AND REPORTING-5
This section provides discussion of formative and summative assessments and how the outcomes of the project will be
reported.
VI.
BIBLIOGRAPHY-5
VII.
APPENDICES-2
Possibly
include on WebCT
The Collaborative Book
Study Presentation and Report should illustrate:
·
a
high level of performance in working cooperatively to identify and research a
current leadership issue;
·
a
high level of performance in working collaboratively to prepare a thoughtful,
well-constructed and written report;
·
a
high level of performance in working collaboratively to prepare and present a
well-researched and original presentation of your book utilizing effective
presentation techniques
·
the
ability to complete and submit assignments in a timely manner
The Action Research
Project should illustrate:
·
a
high level of skill in organizing and presenting action research in writing,
including knowledge of the components of the action research model;
·
a
high level of critical thinking in identifying research issues and discussing
these in writing;
·
depth
of coverage in developing the narrative of the related literature and
accurately documenting references within the text of the related literature;
·
originality
in developing a curriculum project which integrates
o
knowledge
of planning, implementing, assessing and reporting on a curriculum
o
innovation;
·
an
accurately-crafted bibliography which, like documentation within the text,
follows the guidelines of the American Psychological Association;
·
the
ability to complete and submit assignments in a timely manner.
The portfolio entry
should illustrate:
·
a
high level of critical thinking in identifying current areas of need and
opportunities for leadership within the context of a current teaching
assignment;
·
a
high level of skill in demonstrating leadership ability in the context of an
authentic school setting
·
a
high level of skill in organizing and presenting evidence of utilization of
leadership skills
·
the
ability to complete and submit assignments in a timely manner.