| TELC 2008 3 Credit Hours
Overview The on-line course will contain twelve modules of instruction that will involve the student in electronic research, dialogue with teaching colleagues and administrators, and generation of products resulting from assigned activity. The twelve modules focus on eleven areas of teaching effectiveness stated as standards. |
| Course Topics: | Specific Course Requirements: |
| Required Textbook: | Grading Procedure: |
| Assignments and Projects: | Web Resources: |
Standards and Course Objectives:
I. Standard 1
Discipline Taught
Students know, understand, and use the central concepts, tools of inquiry and structures of the discipline{s} they teach and can create learning experiences that develop student competence in the subject matter.
The student will become familiar with the Tennessee State Framework Curriculum.
The student will be involved in the process of creating curriculum maps for specific content from the Tennessee State Framework.
The student will communicate with professional organizations including the National Teachers Association and professional organizations for the individual content areas of the core curriculum of studies regarding assessment and evaluation techniques in that specific area as advocated and supported by research in the body of literature.
Students will utilize internet resources to find specific web sites that provide instructional resources and assessment instruments such as rubrics for the discipline that they teach.
II. Standard 2
Student Learning and Development
Students understand how students learn and develop and provide learning opportunities that support student intellectual, social and personal development.
The student will explore and discuss ways to increase student motivation.
The student will revisit learning theories of Piaget, Gardner, and Bloom with specific emphasis on assessment of well planned and age appropriate instruction.
The student will examine assessment and evaluation as how it relates to guiding teaching and delivery of content during the following phases of instruction: preassessment, formative assessment, and summative assessment.
III. Standard 3
Diverse Learners
Students understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.
The student should review instruments that measure attitudes of students.
The student will become aware of the variety of learning styles that exist in students P-12 and how a comprehensive assessment of student learning and teaching encompasses multiple components of assessment.
The student will examine specific tests that are designed for specific purposes involving the measurement of aptitude, abilities, and intelligence of learners.
The student will review cultural differences in learning and the biases that can exist in teaching and assessment that produce negative and false evaluation.
IV. Standard 4
Teaching Strategies
Students understand and use a variety of instructional strategies to encourage development of critical thinking, problem-solving and performance skills in students.
The student will become aware of recent and significant research on evaluation of teaching and learning which has positively impacted the profession of teaching.
The student will become familiar with best practice strategies of evaluation of teaching and learning as reflected in the body of research of the literature that supports and instructs the practice.
V. Standard 5
Learning Environment
Students use and understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self- motivation.
The student will be come familiar with the research in the body of literature related to school reform and renewal from the last twenty years.
The student will explore the concept of school renewal and school improvement plans including assessment and evaluation options the would impact the programs of the school and the overall instructional climate of the school as building level changes which would inevitably impact and improve the delivery systems of schooling for P-12 students.
VI. Standard 6
Communication
Students use knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom.
The student will explore and analyze effective means for improving school communication between faculty and professionals within their building and with other educators in faculties throughout the local district system for the specific and exact purpose of staff development in the area of student assessment.
The student will explore and analyze effective means to improve school community communication for the exact and specific purposes of improving the practitioner’s ability to assess student learning and performance and use that information hence to improve the educational program of the school.
VII. Standard 7
Planning
Students plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
The student will examine techniques for improving instructional planning that correlate to both formative and summative evaluation.
The student will become aware of the importance of securing the best available information in making educational decisions effective teaching and the evaluation of instruction.
The student will study the correlation between instruction and assessment in relation to effective planning.
VIII. Standard 8 Primary
Assessment and Evaluation
The student will know, understand and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social and physical development of the learner.
The student will become aware of recent and significant research on evaluation of teaching and learning which has positively impacted the profession of teaching.
The student will revisit the process and methodology of assessing student performance considering the most effective way to measure understanding of content and skill level development in students. They will be involved in decision making in creating assessment plans for the specific purpose of evaluating and grading considering the advantages and appropriate use of both performance based assessment and traditional assessment.
Students will become familiar with the research in the literature regarding best practice of assessment and evaluation in the preparation of undergraduate teacher education candidates.
The student will gain a knowledge of the various information gathering methods and tools of assessment.
The student will develop an understanding of the purpose and use of evaluation.
The student will become familiar with: vocabulary used in evaluation, procedures used in the evaluation process, and sources of pupil information within the school.
The student will understand the purpose and function of standardized information gathering devices.
The student will gain knowledge in constructing better teacher-made evaluative instruments.
The student will construct an evaluation device or test for optimal use with his/her classroom.
The student will be able to explain the meaning and interpretation of the consequences of basic testing characteristics such as reliability, validity, standard error, and standard deviation.
The student will be able to configure and defend a grading system, which includes a consideration of assessment elements and evaluation theory.
IX. Standard 9
Reflective Practionier
Students are reflective practioniers who continually evaluate the effects of their choices and actions on others (students, parents and other professionals in the learning community) and who actively seek out opportunities to grow professionally.
The student will be introduced to the process involved in acting as a reflective practitioner.
The student will have an opportunity to practice an analytical approach to self-evaluation as it relates to improving teacher effectiveness and promoting curriculum enhancement in his/her classroom through understanding the use and application of tests and other measures of evaluation.
The student will become familiar with the NCATE standards on teacher preparation.
The student will explore and discuss the concept of professionalism by association as it relates to professional membership in content related organizations.
X. Standard 10
Colleagues, Parents, and Community
Students foster relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well being.
The student will become familiar with state standardized testing, interpretation of testing results, and reporting to parents.
The student will explore and discuss with other colleagues and administrators ways of improving instructional practice through more realistic and efficient methods of assessment and evaluation.
XI. Standard 11
Technology
11.a.Students use technology and technology based resources to facilitate developmentally appropriate student learning.
11.b. Students use technology to enhance their professional growth and productivity.
11.c. Students effectively use and manage all technology available to them and explore uses of emerging resources. They promote the equitable, ethical and legal use of technology resources.
Students will learn to utilize the resources of the World Wide Web in locating assessment instruments and in finding colleague evaluations of assessment instruments.
Students will utilize Internet resources to find specific web sites that provide instructional resources and assessment instruments such as rubrics for the discipline that they teach.
Students are expected to review printed materials in the student text, electronically correspond with student colleagues during discussion board interactions, and examine and utilize the Prentice Hall Companion Website: Virtual Learning Environment offered through the text: Educational Assessment of Students by Anthony J. Nitko. This special requirement exposes the student to a variety of meaningful resources through a user-friendly website which is organized by chapters.Textbooks, Supplementary Materials, Hardware and Software Requirements
Required: Purchase of the text from the virtual bookstore will include a CD containing mini-lectures developed by the instructor. The student should review the lecture on the CD preceding the module assignments.
Educational Assessment of Students, by Anthony J. Nitko, Fourth Edition, Pub., Merrill Prentice Hall, 2001.
Hardware Requirements:
The minimum requirements can be found at http://www.tn.regentsdegrees.org/students/hardwaresoftware.htm. Specific hardware requirements for this course include...
Software Requirements:
The minimum requirements can be found at http://www.tn.regentsdegrees.org/students/hardwaresoftware.htm. Specific software requirements for this course include Quick Time player and Microsoft Office with Microsoft 2001. All student work must be submitted to the instructor in the format of Microsoft Word. Download your free Quick Time Player at http://www.apple.com/quicktime/ and select download, and then select the appropriate version of Quick Time for you operating system.
Instructor Information
Please see the separate page inside the course to find instructor contact information as well as a statement of virtual office hours and other communication information.nt and Grading
Testing Procedures:
There are no formal summative assessment in the form of examinations. The comprehensive grade for the course is based on the completion of the fifteen electronic modules and the quality of interaction with the instructor and student colleagues during the development of the modules.
Evaluation and grading of student performance on the electronic modules will constitute the grade for the course. There are summative formal examinations for the course. Student interaction with the instructor and student colleagues with be judged as follows:
Grade of A Significant and frequent interaction and communication initiative
Grade of C Moderate appropriate interaction and communication initiative
Grade of F Insufficient and very limited interaction and communication
Grading Scale:
93 - 100 A
85 - 92 B
77 - 84 C
69 - 76 D
Below F ents and Participation
Class Participation:
Class participation and individual communication during class activities is an extremely important aspect and requirement of this course. The nature of the course demands high levels of initiative on the part of individuals to connect to others enrolled in the class, to other human resource people linked to the course, and to the professor of the course. A grade will be given for class participation. Class participation is defined as initiative for communication and interaction with the instructor, classmates, and colleagues both through Internet discussion boards.
Discussion Boards:
Students will have two discussion board options:
Discussion Board: Professional Connections [CMCEA TEA NEA Professional Teacher Organizations]
Discussion Board: Teacher’s Lounge [Class Colleagues and Inservice Educators]
Punctuality: Students are expected to initiate work on the electronic modules beginning the first week of the semester beginning with Module #1 and work in a numerical order from module 1-12. Modules are to be submitted at completion via the WebCT assignments drop box.ourse Ground Rules
Course Ground Rules
Student Participation Expectations: Class participation and individual communication during class activities is an extremely important aspect and requirement of this course. The nature of the course demands high levels of initiative on the part of individuals to connect to others enrolled in the class, to other human resource people linked to the course, and to the professor of the course. A grade will be given for class participation. Class participation is defined as initiative for communication and interaction with the instructor, classmates, and colleagues.
Students are expected to learn how to navigate the Internet and keep abreast of announcements that are posted. Students are expected to address technical problems immediately. Students are expected to observe netiquette at all times. Failure to do this will constitute unprofessional behavior and can negatively affect the student’s grade for the course. elines for Communications
Email:
Always include a subject line.
Remember without facial expressions some comments may be taken the wrong way.
Be careful in wording your emails.
Use of emotions might be helpful in some cases.
Use standard fonts.
Do not send large attachments without permission.
Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
Respect the privacy of other class members.
Discussion Groups:
Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.
Try to maintain threads by using the "Reply" button rather starting a new topic.
Do not make insulting or inflammatory statements to other members of the discussion group.
Be respectful of other’s ideas.
Be patient and read the comments of other group members thoroughly before entering your remarks.
Be cooperative with group leaders in completing assigned tasks.
Be positive and constructive in-group discussions. Respond in a thoughtful and timely manner.
Chat:
Web Resources:
Columbia Guide to Online Style by Janice R. Walker and Todd Taylor
Citation Styles Online
A Virtual Learning Environment: A Prentice Hall Companion Website
The RODP Virtual Library is available to all students enrolled in the Regents Degree Program. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading must be included in all courses.
Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.Syllabus Changes
The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.hnical Support
Telephone Support and Technical Help
TECHNICAL PROBLEMS please visit AskRODP Customer Support or call the AskRODP Help Desk at 1- 866-550-RODP
(1-866-550-7637)
REGISTRATION PROBLEMS contact your home school RODP Campus Contact
TBR-RODP RELATED ISSUES contact RODP Help Desk at 1-888-223-0023
