Curriculum Development and Planning

Saint Mary’s University of Minnesota Schools of Graduate and Professional Programs Winona Campus Semester Year GPDI ______, Professional Book Study: Book Title 1 Semester Credit ______Delivery Update in the areas highlighted in yellow. Course Dates & Location Maintain other University required verbiage and fonts. Start – End Dates (times if available) Location Prerequisite or Concurrent Courses

Faculty Contact Information Instructor Name, email, phone, Office Hours: Before school day begins and 1 hour after school day ends, Monday-Thursday

Course Description The most effective way to improve classroom practice is through work located within schools, conducted among colleagues, and integrated with teachers’ day-to-day practice. Participants in a professional book study read and discuss a book related to theoretical and pedagogical frameworks to expand their understanding of best practices, enhance their teaching, and make connections to their own classroom. By collaboratively sharing and building knowledge, participants develop and implement an inquiry plan that focuses on enhancing their teaching and improving student achievement.

Student Learning Objectives Upon completion of this course, students are expected to be able to do the following:. 1. Examine existing classroom instructional practices to identify strengths and gaps for professional growth. 2. Share and/or analyze diverse perspectives on the text content in order to build knowledge on the topic. 3. Examine the ideas and perspectives of the research in relation to a classroom learning environment. 4. Apply the book’s theoretical and pedagogical approaches to the teaching and learning practice. 5. Utilize professional inquiry skills (a tool for sustained “job-embedded” professional development.) 6. Employ reflection and self-assessment through individual and collaborative efforts. 7. Participate in professional dialogue.

Professional Development Initiatives Syllabus Saint Mary’s University of Minnesota 2017-18 Approved Format Blackboard Access GPDI Collaborative Partner courses do not normally have Blackboard access, but if your school is using Blackboard through the University platform, you may access it at courses.smumn.edu

Text Requirements List book title, author, ISBN

Other Resources Students in collaboratively delivered graduate courses can access additional resources through the GPDI website at pdi.smumn.edu. Resources include access to SuperSearch, an extensive database of practitioner-oriented and research-based articles. The SuperSearch link is accessible once students log in to the website, using the same username & password that is available through your school’s collaboration with Saint Mary’s University. Guides for using SuperSearch are available on the website. Additional library resources and assistance are available upon request, especially for students in degree-seeking programs at Saint Mary’s University. Contact the PDI Program Office via email at [email protected] for further assistance.

Technical Support For traditional/blended courses _____ District Help Desk: email ______or call ______For SMU course registration: contact the PDI Program office at 1-877-218-4755

Topical/Activity Course Outline Must include the table provided. This information should provide a clear idea of the flow of the course. You can put in the meeting dates if you known, or just refer to them as week #, modules or session. Not every module/meeting HAS to have an assignment, but if it does you can write it in the column. This is a sample of what a typical book study might look like. Please adjust to fit your Book Study! Week/Date Type of Topics/Activities Assignments s Meeting Session 1 Face-to-face Introductions and review of course Read Forward, Acknowledgements, Review Course Syllabus About the Authors, and Introduction. Discuss course expectations and reflection and dialogue/inquiry Reflective Journal approach Response #1

Small group discussion: List topics Session 2 Face-to-face Large group discussion: List topics Have Read Chapters __ to ____. Group Activity: List Activity Complete reflections within each chapter. Reflective Journal Response #2

Professional Development Initiatives Syllabus Saint Mary’s University of Minnesota 2017-18 Approved Format Session 3 Online Online group discussion: Have Read Chapters ___ Group Activity: Reflective Journal Response #3

Schoology Discussion Board write/respond. Session 4 Face-to-Face Large group discussion: List topics Have Read Chapters ___ Group Activity: List Activity Reflective Journal

Response #4 Inquiry Plan Draft

Session 5 Online Online group discussion: Have Read Chapters ___ Group Activity: Reflective Journal Response #5

Schoology Discussion Board write/respond.

Session 6 Face-to-Face Large group discussion: List topics Have Read Chapters ___ Group Activity: List activity Self-Assessment/ Final Reflection paper

Inquiry Plan Final

Course Time Standards Master’s and specialist level courses: One graduate credit requires 15 contact or instructional hours. In addition, it is suggested that students invest a minimum of two hours per contact/instructional hour in outside study.

Synopsis of Assignments – review to ensure these are the assignment you will use in YOUR book study course. Points may be adjusted to fit your book study. 1. Complete reflective journal prompts and reader responses provided in each chapter of the book. ( SLO’s 1-6). 10 points each, Total 60 points Reflective journal prompts and reader responses should document the following: A. Patterns, themes, and strategies from the readings that examine your beliefs and extend your understanding of the text. B. Potential connections between the text and your practice. C. Potential questions for further inquiry.

Professional Development Initiatives Syllabus Saint Mary’s University of Minnesota 2017-18 Approved Format 2. Develop an inquiry plan that highlights how you will incorporate your new learning into your work world (SLO’s 4, 6 Inquiry Plan). 20 points. A. Consider the following when developing the inquiry plan: B. Annotations for additional, related professional journal articles that broaden your understanding of the key concepts. C. A plan of what you will implement as a result of your participation in the professional book study. D. A process for how you will implement the plan. a. A clear connection of how you will incorporate the concepts, knowledge, and strategies related to the study of the text. b. Considerations that may be addressed prior to implementing the plan. c. The context in which you will be implementing the plan. d. The evaluation measures and criteria for determining the quality of the inquiry plan.

3. Self-assessments/final reflection should document the following: (SLO 1-7) (20 points) A. Prior experiences and existing beliefs that guide your teaching and learning. B. Gaps in your learning to guide the development of goal setting that connects your learning to your plans for implementing the connections you are making. C. Areas for further inquiry. D. Level of participation in professional dialogue and insights gained from diverse perspectives within the group. E. The degree to which you have developed your inquiry plan in relation to the plan’s criteria.

Student Expectations It is the expectation that students attend all face-to-face sessions. In the unlikely event a student must miss a class, the student is expected to complete all missed coursework (and, if necessary, an assignment reflecting knowledge learned from the missed class session) as prescribed by the instructor.

Participation in professional dialogue would include the following: o A conversation, or a series of conversations, between colleagues, which: . Explores an evaluation of personal counseling practice . Unpacks the text/research noting patterns, themes, strategies, and other perspectives. . Reviews or helps set personal development goals connected to the new learning. o Offers support and encouragement interwoven with a challenge toward best practices.

Educational Activities Student Explanatory Comments Engaged Hours (examples)

Professional Development Initiatives Syllabus Saint Mary’s University of Minnesota 2017-18 Approved Format Course attendance & participation 15 Meeting and Group activities Assigned Readings 7 Outside of class Writing Assignments Online Reflections and Final Self- 8 Assessment TOTAL 30

Assessment of Student Performance/Grading Policies Grading policies are consistent with university policy as stated in the current Catalog and Student Handbook. Grading based solely on the assessment of the student learning objectives. The grade of “I” (Incomplete) may or may not be given by the instructor at the student’s request when the required work is not completed. The student must submit a written request to the instructor and PDI Program office prior to the final class session, indicating when the work will be completed.

Completion of self-reflection journals 60 points Inquiry Plan Draft 10 points Inquiry Plan Final 10 points Self-assessments/final reflection 20 points

Graduate Grading Scale A 90-100% 90-100 points B 80-89% 80-89 points C 70-79% 70-79 points NC below 70% 69 or less points

Access Services for Students with Disabilities Saint Mary's University is committed to ensuring that students with documented disabilities have access to equal educational programs and activities at the university. If you have, or believe you may have, a disability that may interfere with your ability to participate in the activities, coursework, or assessments of this course, you may be entitled to accommodations. Please contact Mary Ann McCann, Access Services Coordinator, as early in the semester as possible to arrange a confidential discussion about your need for accommodations. Email: [email protected]

University Conduct and Academic Policies Schools of Graduate and Professional Programs Student Handbook Included in the Handbook are details regarding SGPP Academic Policies, Registration & Tuition Policies including Drops/Withdrawals and University Conduct policy. Transcripts may be requested, free of charge, by submitting a Transcript Request form, which is available on the pdi.smumn.edu website. Requests are processed in the order received and will be mailed to you. If you prefer, you can order transcripts online through the National Student Clearinghouse, a secure and confidential website. Transcripts sent directly to you or a third party by US mail or electronically through a secure PDF. Each transcript is $3.00, payable by credit or debit card. Additional

Professional Development Initiatives Syllabus Saint Mary’s University of Minnesota 2017-18 Approved Format features of online ordering include order tracking, updates, and transcript request history. Follow this link to order your transcripts: http://www.studentclearinghouse.org/

Professional Development Initiatives Syllabus Saint Mary’s University of Minnesota 2017-18 Approved Format