Action Research Practicum for the Master Teacher

Arkansas Tech University Master of Education Teaching, Learning, and Leadership Action Research Practicum for the Master Teacher MTLL-NTL 6262 Syllabus

Unit Vision Students are “Professionals of the 21st Century” who will internalize, initiate, and sustain a life- long commitment to impact learners in diverse and evolving learning communities.

The Center for Leadership and Learning Vision and Mission Statements Vision The vision of the Center for Leadership and Learning is to prepare leaders and to build leadership capacity for a future, which constantly redefines itself.

Mission The Center for Leadership and Learning prepares and develops school leadership teams to work collaboratively for learner success. The CLL Mission will be accomplished through professional learning communities, advanced degrees and twenty-first century partnerships. Revisited 2009-2010, 2010-2011, 2011-2012

1. Course Number MTLL-NTL 6262

2. Course Title Action Research Practicum for the Master Teacher

3. Instructor Contact Information

Office Hours: Due to the nature of the graduate students’ work schedule, office hours also will incorporate telephone conversations, e-mail correspondence, and when appropriate two- way video conferencing.

CLL Secretary Voice: (479) 498-6022 CLL Fax: (479) 498-6075 CLL Web Site: http://cll.atu.edu

4. Catalogue Description This course will focus on the implementation of the student’s action research design developed in the initial research course. Action Research and Data Analysis for School and Classroom Use. Analysis of field data from this research will be aggregated and

disaggregated with emphasis on student achievement. Effective communication of the research results to various audiences will also be explored.

5. Statement of Prerequisites Students must be admitted to graduate school and must satisfy the entrance requirements to the Master of Education, Teaching, Learning and Leadership (MTLL) degree program or by approval of the Center for Leadership and Learning (CLL) Director. MTLL 6262 is a sequenced course within the MTLL program of study.

6. Required Text(s) American Psychological Association. (2009). Publication manual of the American psychological association. (6th ed.). Washington, DC: Author.

Required Materials USB flash drive – 1 gigabyte minimum storage, Laptop

Optional Text(s) None

7. Bibliography

Association for Supervision and Curriculum Development. Educational leadership. Alexandria, VA: Author.

Chappuis, S., Stiggins, R. Arter, J. & Chappuis J. (2004). Assessment for learning; An action guide for school leaders. Portland, OR: Assessment Training Institute.

Costa, A. & Kallick, B. (1995). Assessment in the learning organization; Shifting the paradigm. Alexandria, VA: Association for Supervision and Curriculum Development.

Council of Chief State School Officers (CCSSO). (2008). ISLLC (Interstate school leaders licensure consortium) 2008: Educational policy standards as adopted by the national policy board for educational administration, Washington, DC: Author.

Council of Chief State School Officers. (2011). Interstate teacher assessment and support consortium (InTASC) model core teaching standards: A resource for state dialogue. Washington, DC: Author.

Harris, R. (2003). Writing with clarity and style: A guide to rhetorical devices for contemporary writers. Los Angeles, CA: Pyrczak Publishing.

Holcomb. Z. (2002). Interpreting basic statistics (3rd ed.). Los Angeles, CA: Pyrczak Publishing.

International Society for Technology in Education (ISTE). (2001). Technology for school

administrators. Eugene, OR: Author.

National Board for Professional Teaching Standards (NBPTS). (1989). What teachers know and should be able to do. Arlington, VA: Author.

National Policy Board for Educational Administration (ELCC). (2002). Standards for advanced programs in educational leadership for principals, superintendents, curriculum directors, and supervisors. Reston, VA: Author.

Office of Research, Measurement, and Evaluation (ORME). (2002). Technical manual for the Arkansas comprehensive testing, assessment, and accountability program scoring system: Measuring performance honors. Document developed for the Arkansas Department of Education and Arkansas Public Schools. Fayetteville, AR: Author.

Patten. M. (2001). Questionnaire research: A practical guide (2nd ed.). Los Angeles, CA: Pyrczak Publishing.

Internet Links Arkansas Department of Education: http://arkansased.org/ Arkansas Department of Education: http://www.as-is.org/ Nets for administrators: http://www.iste.org

8. Justification/Rationale for the Course School-based decisions require data-driven decision making. It is essential master-teacher- leaders and curriculum administrators are proficient with the knowledge and skills necessary to be active research-practitioners. Teachers will have the opportunity to implement their action research proposal created in MTLL 6133 Action Research and Data Analysis for School and Classroom Use. This will allow students to assume the research- practitioner role to experience the complete action research cycle. The knowledge, skills, and experiences gained through this course will prepare individual teachers and curriculum administrators to facilitate classroom and whole-school action research in order to promote high performance by teachers and students.

Enduring Understanding: As a teacher or a curriculum administrator, I can determine the status and future direction of learning initiatives from data gained by personal action research.

Essential Questions: What does the data say? What are the results of the research? What conclusions can be drawn and recommendations made as a result of this study? What research supports the recommendations for future changes? How does this research study impact teaching and learning?

9. Course Objectives Standards n A U P o s l e g

Upon completion of this course, i e n s n i c s a

Arkansas d n e

students will: a n D n a s

ELCC InTASC Standards for e t m r n r s i a r o

2011 2011 Beginning a e f w r d m e A Teachers n o P U D A. demonstrate understanding of research, curriculum, and program 2.2 7a, 7g, 9 evaluation B. utilize, synthesize, apply, and evaluate research findings to enhance individual, classroom, 9, 10h and school teaching and learning practices. C. demonstrate designated technology competencies in regard to the researching, planning, 2.4 9d implementation and evaluation of action research. D. demonstrate competence in computation and application of 1a, 9c, 1.4 basic parametric and non- 9g parametric statistics. E. critically evaluate data and research results. 1.2 9, 10h

F. demonstrate computer skills for management, data analysis, and the dissemination of final results. G. demonstrate effective use of research findings to advocate best practices that will result in improved teaching and learning 1.4, 2.2 7,8,9 practices which ultimately result in higher performing students, teachers, and schools. H. explain and defend individual responses to individual, classroom, and/or school improvement in teaching and 1.2, 9c, 9g learning based on data-driven decisions.

10. Licensure Standards: Objectives of this course meet the general educational requirements for the Master of Education, Teaching, Learning, and Leadership (MTLL and MTLL-NTL) as outlined in the Arkansas Tech University Graduate On-line Catalogue. Course objectives also meet the standards outlined in the Arkansas Standards for Beginning Teachers, the Pathwise Domains, the National Board for Professional Teaching Standards (NBPTS), the Educational Leadership Constituent Council Standards 2011 (ELCC), the Interstate School Leaders Licensure Consortium Standards (ISLLC) for School Leaders 2008, the Interstate Teacher Assessment and Support Consortium 2011 (InTASC) as well as the standards for Arkansas Teacher Licensure renewal.

11. Assessment Instruction and Methods Instructional delivery in this course will include: experiential learning, facilitative dialogue, seminar, case studies, and cooperative learning.

The following methods of assessment will be used: Assessment is performance-based and is based on state and national performance standards. Informal and formal authentic assessments are conducted in each course and the following methods of assessment are used: On-site Performance Student participation, both in attendance and in-class contribution, is required.

In- route learning Assessed throughout the course utilizing written responses, reflections and traditional assessments - Students will complete written responses, written reflections and assessments in regard to research, class discussions, readings, case studies, and experiences.

Assessment of Professional Potential An assessment of professional dispositions based on the work of Art Combs will be utilized to assess the professional dispositions critical to successful leadership.

Culminating Performance Students must synthesize and apply the information learned in this course in order to solve the presented problem(s). This assessment reflects the knowledge, skills and dispositions purported throughout the course of study. This required culminating artifact provides evidence of the student’s ability to synthesize research and theory, to implement the research and theory into practice, and to report individual findings in a scholarly manner. Each artifact must support the appropriate identified state and national propositions and standards identified for the program of study.

Course Grade The final course grade will be assigned based on the weighted average of all assessment categories. Multiple assessors may be used for any activity and/or assignment. If there is a significant discrepancy between the two assessor scores, a third reader will be asked to review the work in question to achieve assessment equity. This replicates licensure assessment practices of Educational Testing Services (ETS).

Assignment Submission Assignments are to be e-mailed to [email protected] by the beginning of the class session the assignment is due. Students are RESPONSIBLE for keeping a back-up copy. Feedback will be given electronically for assignments submitted by e-mail.

Late or Missed Assignments Requests for an assignment extension may be requested ONLY in situations when the student has an illness or other circumstances beyond the student’s control. A request MUST be submitted in writing (email) for consideration. It is the student’s responsibility to pursue the request status and to obtain the assignment alternative due date, if granted. Missed assignments, due to a class absence, ARE the responsibility of the student.

Levels of Proficiency Each course requirement will be assess at the following level of proficiency: Level Three - Exceeds expectations Level Two - Meets expectations Level One - Unacceptable Please refer to the Level/Grade Correlation Chart for additional information regarding assessment.

12. Policies Attendance Class attendance and participation is required.

Academic Dishonesty Any student found to have committed academic misconduct including, but not limited to cheating, plagiarism, or other forms of academic dishonesty is subject to the disciplinary sanction outlined in the Arkansas Tech University Student Handbook. Plagiarism is defined as an idea, expression, plot, or the like taken from another and used as one’s own.

Food, Drink, Tobacco Products Food, drink, or tobacco products are not allowed in some classrooms. Please check with the professor for specific class room policies. The CLL operates under the, leave no trace behind policy, if food and/or drink are acceptable use for a specific location. Also, all drinks should be in bottles with screw-top lids. Thank you for assisting us in maintaining a professional adult atmosphere.

Incomplete Grade Contract An “I” at the end of any semester may be assigned only under the following conditions: A grade of incomplete is appropriate ONLY in situations where the student has an illness or other circumstances beyond the student’s control, and has completed at least seventy-five percent of the course requirements, provided work already completed is of passing quality. If a grade of “I” is assigned, the student and instructor, together, will complete and sign this contract. If a grade of “I” is assigned, the contract is valid only if both parties have

signed. If the remaining course requirements are not completed and final “I” grade reported by the end of the next regular semester (fall or spring), the grade will be automatically changed to a grade of “F” for grade and grade purposes (Arkansas Tech University Graduate Catalogue).

Incompletion of Capstone Projects Students enrolling in capstone projects such as the project in educational research, the liberal arts project, or thesis research will be given a grade of “R” if requirements are not completed by the end of the semester. The grade of “R” does not affect hours or grade point. Students receiving the grade of “R” will be required to enroll in the course the following semester(s) until the requirements are complete. (Current Arkansas Tech University Graduate Catalogue).

Official E-Mail Address The official email for communication is the student’s ATU email address. All electronic correspondence will be sent through the student’s ATU email address. At the discretion of each individual, the ATU email address may be forwarded to the email account you access most often.

Inclement Weather CLL classes meet unless the University has closed due to inclement weather. In the event dangerous road conditions exist where you live or in the area you must travel, you must exercise sound judgment in deciding whether to attend class. Please check Blackboard to learn of the University’s closing. If the University is not closed and you decided it would be unsafe to attend class, please notify the professor by e-mail concerning your decision.

13. Course Content The content of this course will include the following: building community A. research: A methodology for school improvement B. data to align school improvement C. technology for data access, analysis and management D. basic statistics for analysis of data E. communicating data and research findings to targeted populations F. research: A methodology for school improvement G. data to align school improvement H. reflective practice I. Habits of Mind

14. Access, Accommodation, and Diversity Access Arkansas Tech University is committed to providing equal opportunities for higher education to academically qualified individuals who are disabled pursuant to the Americans with disabilities act and Section 504 of the Rehabilitation Act of 1973. Any student with a disability who needs accommodation should inform the professor at the beginning of the course. “The Disabilities Coordinator’s Office is located in Bryan Hall,

Room 103, Arkansas Tech University and can be contacted at 968-0302 (Arkansas Tech University Graduate Catalogue).

Accommodation If you need a specific accommodation due to temporary or long-term injury, handicap, or disability, please contact me as soon as possible. Please remember that this is a teaching institution that focuses on its teaching mission. If you need clarification, or other individual help with course material or objectives, please contact the instructor as soon as possible. Please take advantage of all the resources available to you.

Diversity The Center for Leadership and Learning (CLL) maintains a strong and sustained commitment to the diverse and unique nature and learning needs of all people. All CLL faculty and staff are dedicated to the preparation of future school leaders who possess sensitivity to diverse and unique people.

15. Artifacts A copy of course work should be maintained for all courses. Culminating artifacts will be available in the CLL office at the beginning of the semester following the course. It is the responsibility of each student to pick-up the artifact during this semester. The CLL is not responsible for artifacts remaining more than one semester following the course completion.

16. Resources Emergency Outreach Notifications Arkansas Tech University has developed a new emergency text messaging system with a goal of more efficiently communicating important information to the campus community. The new Arkansas Tech Campus Emergency and Outreach Notification (CEON) system is fully integrated with the Blackboard Course Management System that Arkansas Tech faculty, staff and students use on a daily basis. Individuals who do not have a mobile device registered under the Banner SIS system at Arkansas Tech and wish to opt in to the Arkansas Tech CEON system should log in to the OneTech portal, select the appropriate member tab (student, faculty or staff) and choose the personal information channel. There, individuals will have the chance to register via the Campus Emergency and Outreach Notification numbers link. More information concerning registration for CEON can be obtained by calling (479) 968-0646 or by sending e-mail to [email protected]. This e-mail address is being protected from spam bots. Follow the link below to read more:

http://www.arkansastechnews.com/index.php/university-news/5735-new-emergency-text- messaging-system-developed

Praxis Test Assistance Students who need help with mathematics can visit the math lab located in Doc Bryan Room 247 Monday thru Thursday 9:00 am to 5:00 pm and Friday 9:00 am to noon.

Students who need help improving their writing skills can visit the writing lab located in Witherspoon Room 365 Monday thru Friday 1:00 pm to 5:00 pm. The writing lab can also be accessed through blackboard by clicking on the courses tab and searching for “Writing Lab.” To enroll in the lab use the code bb9-enroll.

Reflective Practice Scoring Rubric Learning occurs in the reflection.

Student performance is defined and assessed by the following criteria: Level Three: Exceeds Expectations–response is defined as more indicative of a distinguished practitioner Level Two: Meets Expectations – response is defined as basic entry level Level One: Below Expectations – response is defined as lacking adequate entry level skill Criteria Performance Levels

3 2 1 Sub- Total Identify assumptions and feelings underlying problem or Identifies experience. Problem or Demonstrate understanding of facts and ideas by Experience organizing, comparing, translating, interpreting, giving descriptions and stating main ideas. Recognize consonance between individual practices and Practice those of successful practitioners. Use research and theory to address problem or experience Theory to new situations by applying acquired knowledge, facts, techniques and rules in a different way. Examine and break problem or experience into parts by identifying motives or causes. Analysis Make inferences and finds evidence to support generalizations. Compile information together in a different way by Synthesis combining elements in a new pattern or proposing alternative solutions or reframing practices. Present and defend opinions by making judgments about Evaluation information, validity of ideas or quality of work based on a set of criteria. Consider the results and or consequences of the problem or experience. Describes how reflective practice will be utilized for Implications continuous feedback to target specific areas for improvement. Potential of significant and sustained improvements to impact higher levels of student learning. Addresses the moral, ethical or socio-political issues Professional Disciplined Inquiry ization Individual autonomy and self-understanding; self- actualization as a profession Four Types of 1. Reflect within – Personal purpose – Who you are 3. Reflection in Action – Thinking on your feet Directional Reflective Practice 2. Reflection on Action – Looking back on the experience 4. Reflection for Action – Envision the future

Assessment of Dispositions for Professional Potential (ADPP)

Directions: For each item, place the number or letter that best describes the disposition of the graduate student, in the appropriate box. 3 = Exceeds Expectations 2 = Meets Expectations 1 = Below Expectations N = Not Observed CRITERIA 3 2 1 N EVIDENCE Please continue on back or on an additional sheet of paper Meets obligations and deadlines.

i Accepts procedures and rules. l i b

i Seeks exceptions under appropriate circumstances. s n

o Submits work that reflects high personal standards. p s

e Demonstrates effective use of problem-solving R

l techniques. a n

o Demonstrates tenacity and self-reliance in pursuit of i s

s solutions. e f o

r Reflects upon and takes responsibility for own behavior. P 8. Models appropriate leadership behaviors. &

n Comments: o s r e P d

n Solves problems in constructive ways. a

l Display appropriate affect and emotions. a n

o Demonstrates awareness of social and professional i t

o behaviors and expectations. m E

Accepts suggestions positively and modifies behavior , l

a appropriately. i c

o Demonstrates awareness of self and sets reasonable S

g goals and expectations. n i e

B Demonstrates ability to make the best of diverse - l l experiences. e W

Demonstrates a high-energy level and generally positive l a

c attitude. i s y Understands the role of both positive and negative h

P experiences in personal development. Comments: Demonstrates respect for the feelings, opinions, knowledge and abilities of others. Is genuine and authentic in relationships. Is empathetic and resonates with the feelings of others. Demonstrates effective interpersonal skills. Functions effectively in a variety of group roles. Solicits and considers alternative viewpoints. Speaks with clarity, fluency, and appropriate grammar. Communicates effectively with diverse audiences Comments:

Class Performance Rubric

Level Three

The learner: attends all scheduled class sessions,

is punctual to class, is engaged in a reflective manner in class discussion and work, completes and synthesizes assigned readings as demonstrated by class contributions, demonstrates leadership characteristics and collegiality in role-alike groups and during integrated team work, demonstrates an interest in current events, from varied resources and through class participation, and all work is completed and submitted on or before due date.

Level Two

The learner: misses no more than one class session, is engaged in a meaningful way in class discussion and work, completes the majority of assigned readings as demonstrated by class contributions, demonstrates collegiality in role-alike groups and during integrated team work, demonstrates an interest in current events, from varied resources and through class participation, and work is completed and submitted on the due date, but no later than the next day.

Level One

The learner: misses more than two class sessions inconsistent and irrelevant participation in class discussion and work no evidence is presented that assigned readings have been completed does not demonstrate ability to work in role-alike groups and during integrated team work does not demonstrate an interest in current events and does not contribute to current events class, and work is completed and submitted late.

Correlation Between Performance Levels and Traditional Measurement

Based on this the probability is that you will perform this well when assessed at this . . .

Based on Based on Based on Based on Based on Levels SLLA Traditional Percentag Letter

200 Points 100 e Grade Points

3 2.91 200 97 97% A+

2.82 188 94 94% A

2.70 180 90 90% A-

2.67 179 89 89% B+

2.52 168 84 84% B

2.00 158 79 79% B-

1.80 157 78 78% C+

1.60 148 74 74% C

1.40 140 70 70% C-

1.30 138 69 69% D+

1.25 128 64 64% D

1.20 120 60 60% D-

0 119 59 59% & & & Below F Below Below