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
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)
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)
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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