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Page history last edited by Aimee Howley 7 years, 6 months ago

 

 

Working in Teacher-Based Teams[i]

 

 

Course Number     List a course number that your university allows for workshops in education.

 

Workshop Name    Working in Teacher-Based Teams

 

Instructor of Record[ii]

 

                Name   Provide full name. 

 

Highest Degree  List highest degree obtained. 

 

                Contact Information Supply phone number and email address.

 

Credit Hours  Supply semester or quarter hours here.

 

The workshop includes three units of equivalent length. Each unit involves 15 hours of “face-to-face” time either in person or online and 30 hours of independent work (e.g., projects, applications in the classroom or school, and so on).  A 1-semester hour version of the workshop will entail completion of one of the three units that comprise the workshop, a 2-semester hour version will entail completion of two of the units, and a 3-semester hour version will entail completion of all three units.[iii]  

 

Workshop Description

 

This workshop focuses on how Teacher Based Teams can contribute to improvements in student outcomes by using existing data, generating new data, functioning to hold all team members accountable for student learning, and monitoring progress. It also assists teams in learning about effective collaboration, group process, and communication within and across teams of professionals. Through participation in workshop activities, teachers will become better able to work as instructional leaders in an environment dependent on data-based decision-making. 

 

Workshop Objectives

 

Unit One Objectives Keyed to Established Standards (Educational Leadership Constituents Council--ELCC, Ohio Master Teacher Criteria--O.MT.C, Ohio Standards for Principals--OP, Ohio Standards for Superintendents--OS, Ohio Standards for the Teaching Profession--OT) 

 

ELCC.1.1.D.b. Candidates base development of the vision on relevant knowledge and theories applicable to school-level leaders applied to a school district context.

ELCC.1.2.B.b. Candidates demonstrate the ability to use data-based research strategies and strategic planning processes that focus on student learning to inform the development of a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs.

ELCC.1.2.D.b. Candidates demonstrate the ability to use data-based research strategies and strategic planning processes that focus on student learning to develop a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs.

ELCC.1.3.B.b. Candidates develop plans and processes for implementing the vision (e.g., articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and securing needed resources).

ELCC.1.4.D.b. Candidates understand the theory and research related to organizational and educational leadership and engage in the collection, organization, and analysis of a variety of information, including student performance data, required to assess progress toward a district’s vision, mission, and goals.

ELCC.3.1.B.a. Candidates demonstrate the ability to optimize the learning environment for all students by applying appropriate models and principles of organizational development and management, including research and data driven decision making with attention to indicators of equity, effectiveness, and efficiency.

ELCC.3.1.D.a. Candidates demonstrate the ability to use research-based knowledge of learning, teaching, student development, organizational development, and data management to optimize learning for all students.

IS.1. B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning.

IS.4.A. Collect and analyze data and information pertinent to the educational environment.

O.S.1.2 Expect, model and support the effective use of data.

O.S.1.3 Create a coherent plan with a limited number of goals.

O.P.1.3 Principals lead the change process for continuous improvement.

O.P.2.5 Principals understand, encourage and facilitate the effective use of data by staff.

O.T.7.3 Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements and student achievement.

O.MT.A. Consistent Leadership: Master Teachers ensure student learning and well being by participating in decision-making and initiating innovations and improvements for school change. They are leaders who empower and influence others. They engage in a variety of leadership roles and perform thoughtful stewardship responsibilities for the school community and the profession.

 

Unit Two Objectives Keyed to Established Standards (Educational Leadership Constituents Council--ELCC, Ohio Master Teacher Criteria--O.MT.C, Ohio Standards for Principals--OP, Ohio Standards for Superintendents--OS, Ohio Standards for the Teaching Profession--OT)

 

ELCC.4.2.B.b. Candidates demonstrate the ability to use appropriate assessment strategies and research methods to understand and accommodate diverse school and community conditions and dynamics.

IS.2.E.Develop assessment and accountability systems to monitor student progress.

O.T.3.1 Teachers are knowledgeable about assessment types, their purposes and the data they generate.

O.T.3.2 Teachers select, develop and use a variety of diagnostic, formative and summative assessments.

O.MT.D. Distinguished Teaching - Focus on Content, Instruction and Assessment: Master Teachers have a deep and reflective understanding of the academic content they teach. They use multiple assessments to evaluate student learning and inform instruction. They continually reflect on student outcomes and make decisions to promote high levels of learning for all students. 

 

Unit Three Objectives Keyed to Established Standards (Educational Leadership Constituents Council--ELCC, Ohio Master Teacher Criteria--O.MT.C, Ohio Standards for Principals--OP, Ohio Standards for Superintendents--OS, Ohio Standards for the Teaching Profession--OT)

 

ELCC.1.1.D.c. Candidates use data-based research strategies to create a vision that takes into account the diversity of learners in a district.

ELCC.1.2.B.b. Candidates demonstrate the ability to use data-based research strategies and strategic planning processes that focus on student learning to inform the development of a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs.

ELCC.1.2.D.b. Candidates demonstrate the ability to use data-based research strategies and strategic planning processes that focus on student learning to develop a vision, drawing on relevant information community needs.

ELCC.1.3.D.b. Candidates design research-based processes to effectively implement a district vision throughout an entire school district and community.

ELCC.1.4.B.b. Candidates design or adopt a system for using data-based research strategies to regularly monitor, evaluate, and revise the vision.

ELCC.2.2.D.a. Candidates demonstrate an understanding of a variety of instructional research methodologies and can analyze the comparable strengths and weaknesses of each method. 

ELCC.2.3.B.c. Candidates demonstrate an understanding of how to use appropriate research strategies to promote an environment for improved student achievement.

ELCC.2.3.D.a. Candidates demonstrate the ability to facilitate and engage in activities that use best practices and sound educational research to improve instructional programs.

ELCC.3.1.D.a. Candidates demonstrate the ability to use research-based knowledge of learning, teaching, student development, organizational development, and data management to optimize learning for all

students.

ELCC.6.1.B.a. Candidates act as informed consumers of educational theory and concepts appropriate to school context and can demonstrate the ability to apply appropriate research methods to a school context.

O.P.2.4 Principals know, understand and share relevant research.

O.T.3.3 Teachers analyze data to monitor student progress and learning and to plan, differentiate and modify instruction.

 

 

Course Content 

 

Unit One: Collaborative Work and Culture

 

Unit Two: Assessment and Teacher-Based Teams

 

Unit Three: Sharing and Using Data

 

 

  

Grading Procedures

 

Often workshops are graded on a pass-fail basis. For each unit, obtaining at least proficient performance on each activity should be used as the indicator of a passing score for that unit. For workshops that combine two or three of the units, passing scores on both or all three of the units should equate to a passing grade in the course. If an instructor decides to offer the workshop for a letter grade, he or she will need to determine how activities will be weighted and how rubric ratings will translate into letter grades. 

 

Attendance/Participation

 

Supply this information based on the guidelines of the university that is offering the workshop.

 

Additional Information

 

Supply any additional information here.

 

 

 

 


[i] Attach the curriculum vitae for the instructor of record.

[ii] If the actual workshop facilitator differs from the instructor of record, list his or her name in parentheses after the name of the instructor of record and his or her contact information in parentheses after the contact information of the instructor of record. Also attach the curriculum vitae for the workshop facilitator.

[iii]A 1.5-quarter hour version will entail completion of one of the three units, a 3-quarter hour version will entail completion of two of the units, and a 4.5-quarter hour version will entail completion of all three units.

 

 

 

 

 

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