Carbon Lehigh Intermediate Unit #21 Continuing Professional Education Council

GUIDELINES FOR CONTINUING PROFESSIONAL EDUCATION (CPE) COURSES AND INSTRUCTIONS FOR COURSE SUBMISSION

CARBON LEHIGH INTERMEDIATE UNIT #21 CONTINUING PROFESSIONAL EDUCATION COUNCIL T ab le of Con ten ts

Introduction ……………………………………………………………………………... 1

Instructor Requirements/Procedures …………………………………………………….. 2

PAIU CC CPE Proposal Review Procedures ……………….…………………………… 3

Course Proposal Template ………………………………………………………………. 4

Online Course Guidelines …………………………………………………………………6

Forms: CPE Course Application including Syllabus and Faculty Data Sheet (Exhibit A)

Quality Review Process (Exhibit B)

Annotated Quality Review Process (Exhibit C)

Evaluation PDE 3527 (Exhibit D)

Use of Bloom’s Taxonomy (Exhibit E)

i IN T RODUC T ION

Thank you for your interest in proposing a Continuing Professional Education (CPE) course at the Carbon Lehigh Intermediate Unit (CLIU).

Continuing Professional Education courses in Pennsylvania are planned, competency- based, on-going, alternative programs where professional educators can obtain Level II certification, attain a Master's Equivalency Certification, meet continuing professional development Act 48 requirements or simply improve skills.

The following pages offer a comprehensive manual for any individual who desires to develop a continuing professional education course for credit. Educators may develop courses in which they have demonstrated expertise. The Carbon Lehigh Intermediate Unit Continuing Professional Education Council welcomes all inquiries about our courses and encourages all individuals interested in writing a course proposal to do so.

It is the responsibility of each intermediate unit to establish a Continuing Professional Education Council. The membership of each local Continuing Professional Education (CPE) Council may include teachers, administrators, intermediate unit member(s), and higher education representatives. It is the duty of each council to assess needs, solicit course proposals and to forward proposals recommended for approval to the Pennsylvania Department of Education for Continuing Professional Education credit. In addition, the council is responsible for evaluating courses and instructors. Courses will be approved for a period of three years. Local IU Council will review the course using the Quality Review Process (QRP). Any course determined not to be relevant or instruction deemed as unsuccessful will be dropped until or unless corrections to instruction and research have been made.

1 INST RUCT OR RE QUIRE ME NTS /PROCE DURE S

Instructor qualifications include successful attainment of a graduate degree and/or expertise in the field of interest/topic for the course. Instructors are paid: 1 Credit Course - $65.00 per student not to exceed $800.00 2 Credit Course - $130.00 per student not to exceed $1600.00 3 Credit Course - $200.00 per student not to exceed $2400.00 Each credit for participants entails 15 hours of class time, 15 hours of out-of-class homework and successful attainment of competencies. Graduate credit rigor is required for all courses. No make and take it type courses will be accepted.

The Carbon Lehigh Intermediate Unit takes the responsibility to abide by the PA Department of Education standards very seriously. Therefore, instructors endorsed by CLIU are expected to adhere to class time, competencies and assignments that have been documented during the course approval process.

Proposed professional educational courses must be submitted electronically to the Carbon Lehigh Intermediate Unit Continuing Professional Education Specialist at [email protected]

Continuing Professional Education Council meetings are typically held quarterly.

Complete proposals (template provided on page X) must include: 1. CPE Course Application (Attachment A which includes Faculty Data Sheet – PDE 5007)

Upon submission, the CPE course proposal will be reviewed by the CLIU Continuing Professional Education Council utilizing the CPE Quality Review Process (Exhibit C & D). Instructors will be notified after the local review of any required revisions. Upon final local approval, the course application will be forwarded for statewide review and PDE approval. Once PDE approval is secured, the course is active and valid for three years. IU’s reserve the right to audit courses at any time.

2 PAIU CC CPE PROPOSAL REVIEW PROCEDURES

Following a sponsor IU’s internal approval of a CPE course proposal, the sponsor IU will upload the course proposal to a web-based content management system for review by the PAIUCC CPE Review Committee. This review committee will be comprised of CPE representatives from IUs across the Commonwealth. Reviews will be conducted on a bi- monthly basis for a total of six PAIUCC review cycles per year. The maximum number of proposals reviewed in any one cycle will be 25. However, sponsoring IUs may upload course proposals to the PAIUCC proposal management system at any time.

The purpose of the committee is to provide a second review of course proposals prior to the sponsor IU’s upload of the proposal to PDE PERMS. The committee will use the Quality Review Process (QRP) and review the proposal according QRP criteria to determine approval status. As part of the PAIUCC CPE Review process, each proposal will be reviewed by at least two but no more than three Committee members. If the first two reviewers agree on the review, the proposal is either approved or rejected with feedback and returned to the sponsoring IU. If the first two reviewers do not agree, a third reviewer will provide a “tie-breaker” review, and the proposal will then be either approved or rejected with feedback and returned to the sponsoring IU.

If approved, the course proposal will be assigned a PAIUCC approval number to be included on the PERMS upload. The proposal will be returned to the sponsoring IU with the PAIUCC approval number for upload into PERMS. Any courses uploaded to PERMS without PAIUCC approval numbers will be rejected.

If rejected, the PAIUCC CPE Review Committee will offer feedback on specific portions of the proposal requiring revision(s) and return the proposal to the sponsoring IU. The sponsoring IU need edit only the sections marked for revision. Once revised, the proposal may once again be uploaded to the PAIUCC course proposal content management system for review. Sponsoring IU staff should indicate that the course proposal is a resubmission when uploading. Within two weeks of resubmission the PAIUCC CPE Review Committee will once again review the proposal, looking for incorporation of feedback from the first review. Once approved, the proposal will be assigned a PAIUCC CPE approval number and returned to the sponsoring IU for upload to PERMS.

Final approval along with assignment of PDE number will be granted by PDE within four weeks of PERMS submission.

3 C O UR SE P R O P O S AL TEMPLATE

A. TITLE AND DESCRIPTION OF COURSE

The course program description will be a brief narrative, which includes:

 Title

 Course content with specific, clear goals to impact student learning

 Course alignment with the relevant PA Core Standards; PA Academic Standards including PA Academic Standards for Student Interpersonal Skills, or alignment with other applicable standards

 Number of CPE credits

 Audience – If this course is only applicable to certain certifications and grade levels, list those.

 For PDE Use Only: List PAIUCC CPE number

B. STATEMENT OF NEED

Describe the need for the course and how the need is validated through current research, and/or local, regional, state, national anecdotal or statistical data.

C. MEASURABLE COMPETENCIES (LEARNING OBJECTIVES)

Learning objectives stated in behavioral and measurable terms aligned to statement of need, competencies, instruction and assessment (See Exhibit E for guidance).

MEANS OF DEVELOPING COMPETENCIES (LEARNING OBJECTIVES) Eliminated Entirely

D. STRATEGIES/METHOD OF INSTRUCTION

 Modality of course delivery (face-to-face, blended or online)

 Specific instructional strategies to be used aligned to achievement of competencies

 Instructor expectations: Address Learner to Content; Learner to Instructor; Learner to Learner; Learner to Interface (if applicable) (See Page 7 in Online Course Guidelines) 4

E. CONTENT/PROFICIENCY ASSESSMENT

Syllabus, which includes the following components:

 Detailed description of activities, assignments, and resources

 Culminating project to evaluate participants’ attainment and application of the competencies

 Culminating scoring criteria; Include assessment tools as an attachment

F. ADMINISTRATIVE RESPONSIBILITY

 IU staff member name, title, and address

 Administrative responsibility for CPE oversight

PROVISIONS FOR FOLLOW-UP (Eliminate – Impact is addressed in PDE-3527.)

G. PLANS FOR PARTICIPANT SATISFACTION SURVEY Includes:  Opportunity for the participants to evaluate the course and the instructor  Participant feedback to be used as input for improving course content or instructional methods.  If not utilizing the PDE-3527 (Exhibit D), include survey as attachment H. COURSE DESIGN/GRADUATE LEVEL REQUIREMENTS  Describe how course meets the requirements of a graduate level offering  Provide enrollment limits  Share rationale for why this course is appropriate for teaching certifications listed

I. FACULTY DATA SHEET

5 ONLINE COURSE GUIDELINES

Instructors of online courses must demonstrate experience in developing and teaching online courses (see Faculty Data Sheet). Because online learning is a rapidly evolving field, courses should reflect the most current pedagogy for effective online delivery. It is strongly recommended instructors review the National Standards for Quality Online Courses, published by International Association for K-12 Online Learning (iNACOL). The publication can be downloaded at www.inacol.org

The standards include:

Content: The course provides online learners with multiple ways of engaging with learning experiences that promote their mastery of content and are aligned with state or national content standards.

Instructional Design: The course uses learning activities that engage students in active learning; provides students with multiple learning paths to master; the content is based on student needs; and provides ample opportunities for interaction and communication — student to student, student to instructor and instructor to student.

Student Assessment: The course uses multiple strategies and activities to assess student readiness for and progress in course content and provides students with feedback on their progress.

Technology: The course takes full advantage of a variety of technology tools, has a user- friendly interface and meets accessibility standards for interoperability and access for learners with special needs.

Course Evaluation and Support: The course is evaluated regularly for effectiveness, using a variety of assessment strategies, and the findings are used as a basis for improvement. The course is kept up to date, both in content and in the application of new research on course design and technologies. Online instructors and their students are prepared to teach and learn in an online environment and are provided support during the course.

National Standards for Quality Online Courses, version 2 published by International Association for K-12 Online Learning (2011) www.inacol.org

6 Below is an excerpt from Texas A & M Virtual Teaching Certification program that was obtained from Distance Education: A Systems View of Online Learning.(1) Michael G. Moore, reminds participants to keep the following four types of interaction into consideration when designing and delivering an online course offering:

Learner to Content: The learner must interact cognitively with the content in order to learn.

How will you get your students to interact with the content? In your classroom, where does the content reside? In the text? In your head? On CDs? What avenue does the online classroom provide for the learner to access content?

An advantage of online content is that it can be accessed from anywhere at any time, given the proper technology. Here are some examples of what you might do to let students interact with content: - Use text and graphics in web pages - Refer them to web sources, links to articles and information, etc. - Textbooks and journal articles (paper and electronic) - Through assignments such as reports, required interaction/discussion, and application of the content to real-life situations or problems. - Publishing student projects, papers, web pages, presentations on the course website.

Learner to Instructor: The instructor responds and guides the learners during learner to content interactions, then assesses their progress.

Learner to Learner: Adults learn from each other, so they need channels for communication.

Providing opportunities for your students to communicate with you and the other students in the course is extremely important. In an online course, it’s easy for learners to feel that there working alone out there in “Cyberspace”. As the instructor, you should build communication into your curriculum. How will you communicate with your students? How will they communicate with each other? Here are some possibilities: - Streaming Media - Telephone - Email - Discussion Lists - Chat - Videoconference - Document Sharing

7 Learner to Interface: Refers to the learner reaction to the media of instruction. The media being the course software and all of the various tools within you are using to present your course materials.

The key to learner-to-interface interaction is to make this interaction as seamless and easy as possible. In other words, your course site should be easy to navigate and all of the pages within your site should be clear and easy to read. Remember, the technology through which you are delivering your course should be a tool learners use to access it, but it should not be the focus. Your content should be the focus. Therefore, you want to do whatever you can to get your learners comfortable with your course site and ensure that there is nothing that can lead to distraction or frustration.

Here are some guidelines to ensure that your learner-to-interface interaction is seamless: - Create a course site that is easy to navigate. - Make sure the order in which your students should proceed through your course is clearly defined. - Include an orientation to the course site. - Provide clear instructions for all activities. - Provide step-by-step instructions for using specific tools within the course (i.e. discussion tools, chats, quizzes, etc.) - Provide a low-risk activity for students to practice using the testing tools in your course. For example, a quiz regarding the content of the syllabus will help with your students’ orientation while also giving them a low-risk opportunity to practice using the online testing software. - Avoid overwhelming or annoying color schemes and animated graphics that do not relate to your content.

Please keep in mind, that although the course is intended to be conducted online, the best communication is conducted person-to-person. Never allow a student to become frustrated and ready to quit. At all times, work with your students and the IU staff so that all participants in online classes are able to succeed.

(1) Moore, Michael G. (2005). Distance Education: A Systems View of Online Learning Third Edition, Wadsworth, Cengage Learning. Belmont, CA.

8 Exhibit A CPE APPLICATION Applicant Information – Complete one application for each course or program submitted.

Instructor Name: ______Date Submitted: ______

Address: ______City: ______

State: ______Zip Code: ______

Telephone: ______Email: ______

Employer: ______

Course Proposal: Title

Has this course/program been approved for another entity?  Yes  No

Are you requesting statewide approval? Statewide Approval Box should only be checked when an IU or group of IU’s develop a course proposal to support state initiatives and will be made available to all intermediate units.  Yes  No

If yes, please provide:

Name of Entity: ______Date Approved:______

Identify Target Audience:

Please indicate modality of course:  Face-to-face  Online  Blended

Number of credits ______, in-class hours ______, homework hours ______.

Total hours for course or program ______.

FOR PAIU CC CPE USE ONLY Submittal/Re-submittal Information: (Check appropriate box and fill in date)

PAIU CC CPE Course # ______ First-time Submittal of Proposal Date Received ______Approved Date ______Denied Date ______

 Re-submittal of Proposal Date Received ______Approved Date ______Denied Date ______A. TITLE AND DESCRIPTION OF COURSE

The course program description will be a brief narrative which includes:

 Title

 If this course is only applicable to certain certifications and grade levels, list those.

 For PDE Use Only: List PAIU CC CPE number

1. Title

2. Provide course content with specific, clear goals to impact student learning.

3. Describe course alignment with the relevant PA Core Standards; PA Academic Standards including PA Academic Standards for Student Interpersonal Skills, or alignment with other applicable standards.

4. Indicate number of CPE credits. 5. Indicate audience including the teaching certifications and grade levels that will be supported by taking this course.

B. STATEMENT OF NEED Describe the need for the course and how the need is validated through current research AND/OR local, regional, state, national anecdotal or statistical data.

1. Describe the need for the course.

2. Explain how the need is validated through current research AND/OR local, regional, state, national anecdotal or statistical data. C. MEASURABLE COMPETENCIES (LEARNING OBJECTIVES) Learning objectives stated in behavioral and measurable terms aligned to statement of need, competencies, instruction and assessment.

1. State learning objectives in behavioral and measurable terms aligned to statement of need, competencies, instruction and assessment. MEANS OF DEVELOPING COMPETENCIES (LEARNING OBJECTIVES) Eliminated Entirely

D. STRATEGIES/METHOD OF INSTRUCTION  Modality of course delivery (face-to-face, blended or online)  Specific instructional strategies to be used aligned to achievement of competencies  Instructor expectations: Address Learner to Content; Learner to Instructor; Learner to Learner; Learner to Interface (if applicable) Refer to Page 7 in Guidelines Booklet

1. Identify the modality for course delivery (face-to-face, blended or online).

2. Identify specific instructional strategies to be used aligned to achievement of competencies.

3. List instructor expectations taking into consideration content above and on Page 7 in Guidelines Booklet.

E. CONTENT/PROFICIENCY ASSESSMENT Syllabus which includes the following components:  Detailed description of activities, assignments, and resources  Culminating project to evaluate participants’ attainment and application of the competencies  Culminating scoring criteria; Include assessment tool as an attachment.

1. Provide detailed description of activities, assignments, and resources/readings to demonstrate attainment and application of competencies. 2. Describe requirements of culminating project to demonstrate and evaluate participants’ attainment and application of the competencies.

3. Provide scoring criteria for culminating project. Attach assessment tool.

F. ADMINISTRATIVE RESPONSIBILITY

 IU staff member name, title, and address

1. Provide the staff member’s name, title, address. 2. Briefly describe the role of the IU staff member with regards to CPE.

G. PLANS FOR PARTICIPANT SATISFACTION SURVEY

Includes:

 Opportunity for the participants to evaluate the course and the instructor

 Participant feedback to be used as input for improving course content or instructional methods.

 If not utilizing the PDE-3527 (Exhibit D), include survey as attachment 1. Identify evaluation tool

2. Share how participant feedback will be used to improve course content or instructional methods.

3. If not utilizing the PDE-3527 (Exhibit D), include survey as attachment

H. COURSE DESIGN/GRADUATE LEVEL REQUIREMENTS

 Describe how course meets the requirements of a graduate level offering.  Provide enrollment limits  Share rationale for why this course is appropriate for teaching certifications listed. 1. Describe how the course meets the requirements of a graduate level offering.

2. List enrollment limits.

3. Share rationale for why this course is appropriate for teaching certifications listed.

1. Attach Faculty Data Sheet. FACULTY DATA SHEET PDE-5007 Instructions: Complete a separate data sheet for each instructor. Instructor’s Name Professional Title

Address (Street) Area Code & Telephone Number

Address (City, State, Zip) E-Mail Address

Title of This Continuing Professional Education Course

Degree Date Received Institution Field of Study (Need to be able to insert letters as well as #) Bachelor’s

Master’s

Doctoral

Other Degrees or Qualifications (Specify) Teaching Experience (Years at each level including current position) Higher Education Secondary/Elementary Other (Eg. Consultant)

Note schools, colleges, or other institutions and years where instructor has taught.

Specifically and succinctly describe the instructor’s experience in teaching/ providing professional development to adults.

(If proposed course is online or blended) Specifically and succinctly describe the instructor’s training and experiences with developing and teaching online courses.

Specifically and succinctly describe the instructor’s qualifications for teaching the content in this proposed course.

Signature Date QUALITY REVIEW PROCESS Exhibit B

A. TITLE & DESCRIPTION OF COURSE The course program description will be a brief narrative which includes:

 Title

Does Suggestions for Change if Essential Components Meets Not Criterion is Not Met Meet 1. Title provided 2. The course content includes specific, clear goals to impact student learning. 3. The course is aligned with the relevant PA Core Standards; PA Academic Standards including PA Academic Standards for Student Interpersonal Skills, or alignment with other applicable standards. 4. Number of CPE credits is included. 5. Applicable certifications and grade levels are listed. 6. For PDE Use Only: Submission includes PAIU CC CPE approval - - - number.

Does Suggestions for Change if Essential Components Meets Not Criterion is Not Met Meet 1. Need for the course is described and validated through current research AND/OR local, regional, state, national anecdotal or statistical data. C. MEASURABLE COMPETENCIES (LEARNING OBJECTIVES) Learning objectives stated in behavioral and measurable terms aligned to statement of need, competencies, instruction and assessment

Does Suggestions for Change if Essential Components Meets Not Criterion is Not Met Meet 1. Learning objectives are stated in behavioral and measurable terms. 2. Learning objectives are aligned to statement of need, competencies, instruction and assessment.

MEANS OF DEVELOPING COMPETENCIES (LEARNING OBJECTIVES) (Suggest removing – already addressed by statement of need and measurable competencies) Until Perms reflects change, reviewers should note that D. will be addressed under C. and that specific points will be included in the rubric.

D. STRATEGIES /METHOD OF INSTRUCTION  Modality of course delivery (face-to-face, blended or online)  Specific instructional strategies to be used aligned to achievement of competencies  Instructor expectations: Address Learner to Content; Learner to Instructor; Learner to Learner; Learner to Interface (if applicable) Refer to Page 7 in Guidelines Booklet

Does Suggestions for Change if Essential Components Meets Not Criterion is Not Met Meet 1. The modality for course delivery (face-to-face, blended and/or online) is identified. 2. Specific instructional strategies are provided and are aligned to achievement of competencies. 3. Instructor Expectations E. CONTENT/PROFICIENCY ASSESSMENT Syllabus which includes the following components:  Detailed description of activities, assignments, and resources  Culminating project to evaluate participants’ attainment and application of the competencies  Culminating project scoring criteria; Include assessment tool as an attachment

Does Suggestions for Change if Essential Components Meets Not Criterion is Not Met Meet 1. Syllabus includes activities/ assignments to demonstrate attainment and application of competencies. 2. Syllabus includes resources/readings to demonstrate attainment and application of competencies. 3. Syllabus includes culminating project to demonstrate attainment and application of competencies. 4. Syllabus includes assessments to demonstrate attainment and application of competencies. 5. Assessment tool is attached.

F. ADMINISTRATIVE RESPONSIBILITY  IU staff member name, title, and address

Does Suggestions for Change if Essential Components Meets Not Criterion is Not Met Meet 1. IU staff member’s name, title, address are provided. 2. The role of the IU staff member with regards to CPE is included.

G. PLANS FOR PARTICIPANT SATISFACTION SURVEY Includes:

 Participant feedback to be used as input for improving course content or instructional methods

 If not utilizing the PDE-3527 (Exhibit D), include survey as attachment

Does Suggestions for Change if Essential Components Meets Not Criterion is Not Met Meet 1. Evaluation tool is identified. 2. Evaluation tool allows participants the opportunity to evaluate the course and the instructor. 3. Description of how participant feedback will be used to improve course content or instructional methods is included. 4. If not utilizing the PDE-3527 (Exhibit E), include survey as attachment

 Describe how course meets the requirements of a graduate level offering  Provide enrollment limits  Share rationale for why this course is appropriate for teaching certifications listed

Does Suggestions for Change if Essential Components Meets Not Criterion is Not Met Meet 1. Description of how course meets the requirements of a graduate level offering are included. 2. Enrollment limits provided 3. Rationale for course appropriateness to teaching certifications is shared.

Does Suggestions for Change if Essential Components Meets Not Criterion is Not Met Meet 1. Faculty Data Sheet is included. 2. For PAIU CC CPE Use Only: Faculty is qualified to instruct course - - - content. ANNOTATED QUALITY REVIEW PROCESS Exhibit C

A. TITLE & DESCRIPTION OF COURSE

The course program description will be a brief narrative which includes:

 Title

Does Suggestions for Change if Essential Components Meets Not Criterion is Not Met Meet 1. Title provided 2. The course content includes specific, clear goals to impact student learning. 3. The course is aligned with the relevant PA Core Standards; PA Academic Standards including PA Academic Standards for Student Interpersonal Skills, or alignment with other applicable standards. Other applicable standards including, but not limited to:  ACTFL Standards  NET Standards  NAGC Standards  Standards for Professional Learning (previously NSDC)  Individuals with Disabilities Education Act (IDEA) Data. 4. Number of CPE credits is included. 5. Applicable certifications and grade levels are listed. e.g. K-12, elementary, chemistry 6. For PDE Use Only: Submission includes PAIU CC CPE approval - - - number.

Does Suggestions for Change if Essential Components Meets Not Criterion is Not Met Meet 1. Need for the course is described and validated through current research AND/OR local, regional, state, national anecdotal or statistical data.

Research is current within 10 years. AND/OR Anecdotal or statistical data or other applicable data is included. Examples may include but are not limited to -  Assessment of teachers' needs conducted by regional in- service council; state assessment data, U.S. Census data, documented needs from sources such as PA Depts. of Education, Health, Labor and Industry; professional educational organizations; state or federal laws and regulations  Comprehensive Planning Data (from School Improvement, District Improvement, Professional Development, Teacher Induction, Student Services, Special Education, Gifted plans)  School Performance Profile  Contextual Data (from student, educator, parent, community surveys)  Workforce Statistics  U.S. Department of Education’s National Center for Educational Statistics.  Individuals with Disabilities Education Act (IDEA) Data.

C. MEASURABLE COMPETENCIES (LEARNING OBJECTIVES) Learning objectives stated in behavioral and measurable terms aligned to statement of need, competencies, instruction and assessment

Does Suggestions for Change if Essential Components Meets Not Criterion is Not Met Meet 1. Learning objectives are stated in behavioral and measurable terms. For example: After completion of this course participants will be able to analyze PVVAS classroom data to create and implement two classroom lessons based on findings of PVAAS data.

List behavioral and measurable terms utilizing higher level action verbs including, but not limited to  Analyze, compare, contrast, critic, summarize, design, appraise, demonstrate, etc.  Should not include understand, know, recognizes, etc. 2. Learning objectives are aligned to statement of need, competencies, instruction and assessment.

MEANS OF DEVELOPING COMPETENCIES (LEARNING OBJECTIVES) (Suggest removing – already addressed by statement of need and measurable competencies) Until Perms reflects change, reviewers should note that D. will be addressed under C. and that specific points will be included in the rubric.

D. STRATEGIES /METHOD OF INSTRUCTION  Modality of course delivery (face-to-face, blended and/or online)  Specific instructional strategies to be used aligned to achievement of competencies  Instructor expectations: Address Learner to Content; Learner to Instructor; Learner to Learner; Learner to Interface (if applicable) Refer to Page 7 in Guidelines Booklet

Does Suggestions for Change if Essential Components Meets Not Criterion is Not Met Meet 1. The modality for course delivery (face-to-face, blended and/or online) is identified. Course could be approved to be delivered in multiple modalities. 2. Specific instructional strategies are provided and are aligned to achievement of competencies. Instructional Strategies may include but are not limited to: cooperative learning, assigned reading, discussion, modeling, analysis of student work, collegial inquiry, reflections, journalizing, case studies, simulations, action planning, or multimedia presentations. 3. Instructor Expectations Address Learner to Content; Learner to Instructor; Learner to Learner; Learner to Interface (if applicable) Refer to Exhibit ___ in Guidelines Booklet

E. CONTENT/PROFICIENCY ASSESSMENT Syllabus (template within application) which includes the following components:  Detailed description of activities, assignments, and resources  Culminating project to evaluate participants’ attainment and application of the competencies  Culminating project scoring criteria; Include assessment tool as an attachment

Does Suggestions for Change if Essential Components Meets Not Criterion is Not Met Meet 1. Syllabus includes activities/ assignments to demonstrate attainment and application of competencies. Detailed description of activities, assignments, and resources for each session/module is provided and includes  Learning objectives, description of activities, hours per activity/ session, description of out of class assignments, literature resources/current research 2. Syllabus includes resources/readings to demonstrate attainment and application of competencies. 3. Syllabus includes culminating project to demonstrate attainment and application of competencies. Examples of potential culminating projects may include, but are not limited to  Action plan, reflective paper, unit of lessons. Projects should not include a single lesson plan or quiz. 4. Syllabus includes assessments to demonstrate attainment and application of competencies. Requirement/acceptable level of achievement for successful completion of course. i.e. could include, but not limited to test scores, project grades, etc. 5. Assessment tool is attached.

F. ADMINISTRATIVE RESPONSIBILITY  IU staff member name, title, and address

Does Suggestions for Change if Essential Components Meets Not Criterion is Not Met Meet 1. IU staff member’s name, title, address are provided. Example: Dr. CPE Program Administrator CPE County IU # 30 1111 CPE Boulevard P. O. Box 555 CPE, PA 55555 2. The role of the IU staff member with regards to CPE is included. Example: Program Administrator in Charge of CPE and Advisor to Continuing Professional Development Council

G. PLANS FOR PARTICIPANT SATISFACTION SURVEY Includes:

 Participant feedback to be used as input for improving course content or instructional methods

 If not utilizing the PDE-3527 (Exhibit D), include survey as attachment

Does Suggestions for Change if Essential Components Meets Not Criterion is Not Met Meet 1. Evaluation tool is identified. PDE -3527 or individual IU developed evaluation that addresses section I Essential Components 2. Evaluation tool allows participants the opportunity to evaluate the course and the instructor.

Does Essential Components Suggestions for Change if Meets Not Section G. (Cont’d) Criterion is Not Met Meet 3. Description of how participant feedback will be used to improve course content or instructional methods is included. 4. If not utilizing the PDE-3527 (Exhibit D), include survey as attachment

 Describe how course meets the requirements of a graduate level offering  Provide enrollment limits  Share rationale for why this course is appropriate for teaching certifications listed

Does Suggestions for Change if Essential Components Meets Not Criterion is Not Met Meet 1. Description of how course meets the requirements of a graduate level offering are included, i.e. Define hours and identify depth of knowledge required to meet course objectives.  Hours and critical thinking skills required for in-class activities  Hours and critical thinking skills required for out-of- class activities. This course meets ____ credits and is offered at the graduate level as defined in the Act 48 Continuing Professional Education Approved Guidelines. Example: The participants will spend ___ hours in class identifying, analyzing, applying and experiencing ______. Moreover, they will reflect on their current practices and synthesize ways to implement ______. Additional ___ hours will be used to research the latest ______research and websites based on their specific Does Essential Components Suggestions for Change if Meets Not Section H. (Cont’d) Criterion is Not Met Meet content area and to complete course assignments to demonstrate their ability to apply the material presented. This course is offered at the graduate level which meets the ___ credit(s) requirement. 2. Enrollment limits The minimum number of participants is ___ and the maximum number is ___.  The enrollment of any course should take into consideration the instructor’s ability to successfully monitor participants’ work and provide frequent and ample feedback. 3. Rationale for why this course is appropriate for teaching certifications is listed  Identify target audience and provide rationale as to why course is appropriate for those certifications.

 Complete a separate data sheet for each instructor

Does Suggestions for Change if Essential Components Meets Not Criterion is Not Met Meet 1. Faculty Data Sheet(s) is included. 2. For PAIU CC CPE Use Only: Faculty is qualified to instruct course - - - content.

Exhibit D

PDE 3527 Professional Development Survey for Educators and School Leaders U SE OF B L OO M ’ S TAX O N O MY Exhibit E Objectives must be stated in behavioral and measurable terms. For assistance with Section C, please refer to the chart inserted below. Competencies for CPE courses should target higher levels of the taxonomy (analyzing, evaluating & creating).

Category Example and Key Words (verbs) Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules. Remembering: Recall previous learned Key Words: defines, describes, identifies, knows, labels, information. lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.

Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex Understanding: Comprehending the meaning, task. Translates an equation into a computer spreadsheet. translation, interpolation, and interpretation of Key Words: comprehends, converts, defends, instructions and problems. State a problem in distinguishes, estimates, explains, extends, generalizes, one's own words. gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.

Examples: Use a manual to calculate an employee's Applying: Use a concept in a new situation or vacation time. Apply laws of statistics to evaluate the unprompted use of an abstraction. Applies what reliability of a written test. was learned in the classroom into novel Key Words: applies, changes, computes, constructs, situations in the work place. demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.

Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in Analyzing: Separates material or concepts into reasoning. Gathers information from a department and component parts so that its organizational selects the required tasks for training. structure may be understood. Distinguishes Key Words: analyzes, breaks down, compares, contrasts, between facts and inferences. diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

Examples: Select the most effective solution. Hire the most qualified candidate. Explain & justify a new budget. Evaluating: Make judgments about the value of Key Words: appraises, compares, concludes, contrasts, ideas or materials. criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

Examples: Write a company operations or process manual. Design a machine to perform a specific task. Creating: Builds a structure or pattern from Integrates training from several sources to solve a diverse elements. Put parts together to form a problem. Revises and process to improve the outcome. whole, with emphasis on creating a new Key Words: categorizes, combines, compiles, composes, meaning or structure. creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.

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