Presentation on theme: "Adjunct Training for Elementary and Middle Grades Masters Program Gardner-Webb University Graduate Program Dr. Jane King – Elementary Dr. Kelly Taylor."— Presentation transcript:
Adjunct Training for Elementary and Middle Grades Masters Program Gardner-Webb University Graduate Program Dr. Jane King – Elementary Dr. Kelly Taylor - Middle
Contact Information Dr. Jane King – Elementary Education Masters Program – Craig 102C Dr. Kelly Taylor – Middle Grades Education Masters Program – Craig 102E
Guidelines for Graduate Level Courses GWU is charged with addressing the newly revised standards for graduate teaching programs and the 21 st century skills of knowledge, skills, and dispositions embedded in them.
Graduate Standards: 1.Teacher Leadership 2.Respectful Educational Environments 3.Content and Curriculum Expertise 4.Student Learning 5.Reflection 6.Teacher contributes to the academic success of students
21 st Century Knowledge, Skills, and Dispositions Guided reflection on the action research process will include teacher leaders describing the ways in which their action research project developed 21 st century student outcomes within their specific contexts. Ways in which their action research develops a range of functional and critical thinking skills related to information, media and technology both for their students and themselves; and ways in which adequate life and career skills are developed through their particular action research project.
21 st Century Knowledge, Skills, and Dispositions cont. For example, specific reflections completed by teacher leaders will explain ways in which they are working to design and implement curricular innovations that promote understanding of academic content by weaving 21 st century interdisciplinary themes into core subjects; ways in which they are focusing on creativity, critical thinking, communication, and collaboration both for their students and in their engagement in the action research process;
21 st Century Knowledge, Skills, and Dispositions cont. ways in which their action research develops a range of functional and critical thinking skills related to information, media and technology both for their students and themselves; and ways in which adequate life and career skills are developed through their particular action research project.
Masters in Elementary and Middle Grades Each program consists of 5 courses which are taught in five semesters. They are: EDUC 631(elem.) or 641 (middle) plus 1 hour capstone, 7 hrs. EDUC 632 or 642, 6 hrs. EDUC 633 or 643 plus 1 hour capstone, 7 hrs. EDUC 634 or 644, 6hrs. EDUC 635 or 645 plus 1 hour capstone, 7 hrs.
Course Names Elementary: EDUC 631 – Curriculum Foundations for Development of 21 st Century Teacher Leaders EDUC 632 – Measurement, Assessment, and Action Research for Teacher Leaders EDUC 633 – Special Topics for Elementary Teacher Leaders EDUC 634 – Strategies for Teaching All Students in the 21 st Century EDUC Diagnostic Assessment Procedures for Teaching Literacy
Middle Grades: EDUC 641 Philosophy, History, and the True Middle School (6 hrs.) (1 hr. capstone) EDUC 642 Measurement, Assessment, and Action Research for 21 st Century Teachers (6 hrs.) EDUC 643 Current Issues in Middle Grades Education (6 hrs.) (1hr. capstone) EDUC 644 Teaching Strategies for Diverse Populations (6 hrs.) EDUC 645 Teaching Content Literacy in the Age of Accountability (6 hrs.) (1 hr. capstone)
Courses Courses are designed to be taught using a hybrid model which requires instructors and students to complete assignments on line for up to 50% of the class. Each instructor and teacher will need to be certified by the technology department on the use of Blackboard and will use Blackboard as an integral part of teaching. Students should be expected to locate the course syllabus and class assignments that you have placed on Blackboard. With practice, Blackboard will become an integral part of your teaching.
Sample Syllabus Syllabi for each course have been developed and will be sent to you via . As an adjunct, you will be expected to follow the syllabus to ensure completion of all requirements for students. Classroom activities will be developed by the instructor to align with the topics being taught. It is important to utilize the latest 21 st century teaching/learning strategies in this process. Each syllabus will include a course description, course objectives, required capstone components, and a calendar of weekly assignments and class activities.
Developing a Capstone We have given each first, third, and fifth course an extra hour in order for you to assist students with the capstone process. Each syllabus has identified exact capstone expectations for each course. It is the belief of the School of Education that you will study action research and the capstone process and become well adept at each of these two processes. It is also the belief of the School of Education that you will be knowledgeable of APA research format and will utilize the Gardner-Webb Style Guide and APA Volume 6 as your guide for teaching students.
Action Research Dr. King and Dr. Taylor will send you a power point on action research that you will show to your class and use with prepared handouts that will also assist you. Capstone Development You will also be sent a power point presentation that will explain the development and the contents of the capstone. Students will need to be shown this power point as well. A checklist will be sent to you to assist you in reading and editing capstones. You may share the checklist with students.
Task Stream Masters level elementary and middle grades students will be expected to purchase Task Stream accounts to upload various portions of the capstone process during each capstone course (hint-1, 3, and 5) Instructors will be required to become knowledgeable in the use of Task Stream. Dr. Taylor will be the Task Stream contact person. The instructor of each capstone course will become an evaluator of the final capstone. Each evaluator will be responsible for reading the capstone and scoring it according the rubric on Task Stream.
Task Stream cont. If you teach capstone 1, you will be the mentor/lead evaluator for the students in that class throughout all courses. This means students will come to you with any questions about the capstone. Capstone 1 submission – instructor of Course 1 will read and grade with the designated rubric. Capstone 2 submission - instructor of Course 1 and Course 3 will read and grade with the designated rubric. Capstone 3 – Instructors of Course 1, Course 3 and Course 5 will read and grade with the designated rubric. Disputed grades will be decided by the portfolio manager.