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NCC Graduate Program Orientation Teacher as Leader in Curriculum and Instruction

NCC Graduate Program Orientation Teacher as Leader in Curriculum and Instruction. A Gateway to Lifelong Learning. Teacher as Leader Program Orientation. Mission of the Program and Conceptual Framework Program Alternatives Features of the Program Standards Based

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NCC Graduate Program Orientation Teacher as Leader in Curriculum and Instruction

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  1. NCC Graduate Program Orientation Teacher as Leader in Curriculum and Instruction A Gateway to Lifelong Learning

  2. Teacher as Leader Program Orientation • Mission of the Program and Conceptual Framework • Program Alternatives • Features of the Program • Standards Based • Field Experiences: Theory to Practice • Portfolio Development

  3. Our Mission The department of education prepares undergraduate teacher candidates and practicing teachers to facilitate the learning of all students….. enabling both teachers and their students to act as informed, involved, principled , and productive citizens and leaders over a lifetime. What does this mean to a candidate in this program?

  4. Facilitator of Learning:Conceptual Framework Components

  5. NCC Master Degree Programs • Teacher as Leader in Curriculum and Instruction • Educational Leadership and Administration *Campus Program- Graduate students may enter and withdraw from the program over two or more years *Professional Learning Community Cohort- Graduate students are mentored by a principal and complete coursework as a cohort in a Professional Learning Community forum over an 18-month period

  6. Why Teacher Leadership? The teacher leaders we have come to know are committed for the long term; they do not intend to give up on their students or one another. They plan to continue to assume responsibility for the deepening of their own practice and that of their colleagues. They are determined to become the architects of vibrant professional communities in which teachers take the lead in inventing new possibilities for their students and for themselves. (p. 92) Lieberman and Miller (2004)

  7. Teacher as Leader Program Features • Teacher as a Leader foundation-Entry and exit courses • Standards Based-National Board • Theory to Practice- Field applications • Portfolio Based: Growth and Final Portfolio • Faculty Availability and Support • Networking with Peers and School Leaders

  8. Teacher as Leader in Curriculum and Instruction—33 Credits Courses required - 11 courses Six courses (18 credits) in the core, with a focus on Teacher as Leader One liberal studies course Four Elective courses in any area or in one area of specialty: • Curriculum • Leadership • Math • Reading

  9. A gateway to much more….. • Teachers may obtain a reading endorsement by earning 19 credits through the reading strand and applying 5-6 credits in appropriate literacy courses from their undergraduate program. • Teachers will develop a portfolio and become familiar with the standards as a bridge to National Board Certification. • Teachers may earn credits toward a math endorsement through the math elective courses. • Teachers may earn credits toward a Type 75 Leadership and Administration certification through the leadership elective strand.

  10. Curriculum and Instruction Strand • EDN 504 Cooperative Learning Techniques Across the Curriculum • EDN 505 Using Student Learning Styles To Improve Instruction • EDN 506 Using Technology To Improve Instruction • EDN 511 Problem Based Learning • EDN 692 Special Topics

  11. Leadership Strand • EDN 508 Leadership for Innovation and Change • EDN 534 Leadership for Curriculum and Instruction • EDN 536 Home, School and Community • EDN 630 Schools As Learning Communities *These four courses may be applied to the Type 75 Illinois Leadership Certification

  12. Mathematics Strand MTH 504 Topics in Discrete Mathematics MTH 506 History of Math EDN 513 Methods in Mathematics MTH 604 Geometry and Algebra for Secondary Education *Possible math endorsement

  13. Reading Concentration of 19 Hrs to Fulfill Reading Endorsement in Illinois • EDN 507 Content Reading • EDN 462/562 Rding Assessment Tools and Strategies • EDN 463/563 Diagnostic Reading Instruction • EDN 464/564 Diagnostic Reading Practicum(1 credit) • EDN 652 Children &Adolescent Lit. • EDN 552 Lang. Dev.& Learning For Diverse Learners • EDN 551 Foundations of Literacy Instruction *Two appropriate undergraduate reading courses combined with the above courses will entitle the candidate to the reading endorsement

  14. The Teacher As Leader: Standards Matrix • National Board Leadership Standards and Core Propositions • Primary purpose: A tool to develop knowledge and evidence of the indicators from each standard • One artifact provided as evidence for each indicator • Each course is aligned to the standards and will address these indicators • Identify best evidence/artifacts for final portfolio using the conceptual framework • Matrix and Portfolio requirements must be fulfilled in your final course to be approved for certification. *You can obtain a copy of the matrix from the graduate office upon entry into the program or on the NCC graduate website.

  15. Growth Portfolio Development • Each course is aligned to the National Board Standards. • You will develop five artifacts per course as evidence of your growth as a teacher leader reflective of the 21indicators and five standards. • A “cover sheet” is provided and required for each artifact in your courses. Samples will be provided. *In most cases your artifacts may come from your course assignments, school experiences, and field work, and will be included toward your course grade.

  16. What are the benefits of portfolio? • Focusing professional and personal growth • Collecting artifacts and evidence of knowledge and performance • Improving and applying leadership skills • Drawing on past and present knowledge and experiences • Assessing the impact and influence of the school system in which you work • Reflecting on and identifying your values, attitudes, and experiences

  17. Two Types of Portfolios Growth Portfolio • Alignment to the National Board Certification Standards(matrix) • Artifacts collected from each course indicating growth • Cover sheet provided with each artifact as reflective practice • Assessment by each instructor/course completed Final Assessment Portfolio • Alignment to the five areas of the conceptual framework • Best evidence of learning, performance, and reflection • Formal best writing and references required • Assessment by two readers due by week 7 of final course.

  18. Portfolio Cover Sheet • Artifact Description -This is a brief description of your artifact • Standard -Main standard and the indicator[s] and Conceptual Framework Element you are addressing. • Rationale -Explain how this artifact/experience addresses the conceptual framework element you listed. Provide evidence of research to practice. • Artifact Reflection -- Reflect on what this artifact/experience has meant to you and your growth as a teacher leader.

  19. Final Portfolio (10) Requirements-Rubric I. Cover Page On the front of your portfolio binder, put a cover page. Information included on the page is your name, the date, and the date you began the Curriculum and Instruction program and the term of your expected graduation. II. Table of Contents This page identifies the content of the portfolio and the order and location of items. III. Culminating Reflections Use APA heading structure to organize/create your paper (see Appendix C). Pages should be numbered electronically. Use APA style citations and headings in this section of the culminating program portfolio IV. Introduction (Usually written last to foreshadow what will be found in this section of the culminating program portfolio.) V. Overview of your development as a teacher leader who facilitates the learning of all students (Usually written after the other major sections so that major themes that emerged from your other writing can be addressed.)

  20. Portfolio Requirements Continued VI. Address your growth in these five areas of the CF and support this growth with reflection on how it is evidence of research to practice as well as evidence of your teacher leadership (see Appendix B). • A. Subject Matter Knowledge Culminating Reflection • B. Pedagogy Culminating Reflection • C. Student Characteristics Culminating Reflection • D. Environmental Context of Learning Culminating Reflection • E. Professionalism Culminating Reflection *1500 word minimum for this section • VII. Provide a summary of your growth and development. Also address your future goals as a teacher leader.

  21. Portfolio Requirements Continued VIII References – Cite all sources you mentioned in your writing of the culminating program portfolio (see Appendix C). IX. Appendices of Final Artifacts (preferably one artifact, no more than two artifacts per section) • Appendix A Subject matter knowledge artifact and growth portfolio cover sheet • Appendix B Pedagogy artifact and growth portfolio cover sheet • Appendix C Student characteristics artifact and growth portfolio cover sheet • Appendix D Environmental context of learning artifact and growth portfolio cover sheet • Appendix E Professionalism artifact and growth portfolio cover sheet X. Include References- APA Style *A handbook and rubric will be provided for the portfolio requirements; Both can be found on the graduate website

  22. Core Propositions National Board for Professional Teaching Standards The department of education has adopted the five core propositions articulated by the National Board for Professional Teaching Standards to guide its process of developing graduate students in curriculum and instruction as teacher leaders: • Proposition 1 – Teachers Are Committed To Students and Learning • Proposition 2 ‐ Teachers Know The Subjects They Teach and How To Teach Those Subjects To Students • Proposition 3 – Teachers Are Responsible For Managing and Monitoring Student Learning. • Proposition 4 – Teachers Think Systematically About Their Practice and Learn From Experience. • Proposition 5 – Teachers Are Members of Learning Communities.

  23. Theory to Practice: Learning by Doing • Students in this program will apply classroom theory, discussions, research, and best practices to their own school, classroom or work environment. • Students will apply multiple frameworks – the Education Program conceptual framework, National Board standards, and core propositions-to themselves and their own development as teacher leaders. • Evidence of theory to practice will be illustrated in artifacts developments in each course and the selection of evidence of the conceptual framework for the final portfolio.

  24. Completer Requirements Complete all required course work. Follow program requirements as identified in the Teacher as Leader program handbook. Address questions to Dr. Kristine Servais, Education Coordinator of Graduate Studies or Frank Johnson, Graduate Office. Submit portfolio and matrix by week seven of EDN 697 Capstone Teacher Leader II or your final course. Obtain and submit commencement information to the Graduate Office for graduation.

  25. 2009-2010 Academic Calendar • Sept. 14-Fall Term Start • Jan. 4-Winter Term Start • March 29-Spring Term Start • June 14-Summer Term Start • Terms are ten weeks long except for summer courses. • Final portfolios are due week 7 of final course *Candidates determine a program and completion date and are able to modify this as needed using a five year projection of courses that will be provided.

  26. Student Resources/Contacts • Admissions Office: http://www.northcentralcollege.edu/5112.xml • Director of Graduate Programs-Frank Johnson • 637-5842; fajohnson@noctrl.edu • Graduate Coordinator-Dr. Kristine Servais • 637-5746; kservais@noctrl.edu • Graduate Office Secretary-Laraine Ellensohn; -637-5580; Irellensohn@noctrl.edu • Graduate Website: http://www.noctrl.edu/x3230.xml

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