Zoe Souliotis-Foley, Director
Course Syllabus Template
3 Credit Courses; 36 Hours; 2 Credit Courses = 24 hours; 1 Credit Courses = 12 hours
Summer 2015: July 6, 2015 – August 17, 2015
Please complete a full course syllabus using this format, saved in Microsoft Word. This syllabus will be uploaded to the ASPDP website.
Title of Course: Assessment and the Common Core State StandardsCourse Code:
Registration Close Date: ______
Course Location: Online course, accessible at www.kdsi.org/NYC
Instructor’s Name: Sophia Thwaites
Instructor’s Telephone #: 1800 728 0032 / E-mail:
Course Begins: July 6, 2015 / Course Ends: August 17, 2015 / Total Hours: 36
Educational Partner Fee: $174.00 / Materials Fee (if applicable): N/A
In one sentence, what is the focus of this course? Educators learn to unpack and repack
Common Core State Standards, creating performance tasks, checklists, and rubrics for use as classroom assessments.
What will teachers know and be able to do as a result of taking this course? (50 words or fewer)
Educators learn to unpack and repack the Common Core State Standards (ideally as part of a grade-level or subject-area team). They create performance tasks, checklists, and rubrics appropriate to their grade level or subject areas. These tools may be used as formative assessments to improve instruction, or as summative assessments to evaluate mastery of the standards.
This course will meet on the following dates: (Please list day of the week and all dates this course will be offered in mm/dd/yyyy format; do not provide a range): 7 days a week; 24/7
This course will meet at the following times: Start time: 24/7______End time: 24/7______
The maximum number of students this class can permit: 999______
Target Grade Level(s): Pre-K-5 Content Area(s): Accountability, Assessment
Specific Content Area(s): (Identify one to two specific content areas) □ Arts X Academic Intervention X Accountability □ ELL □English Language Arts □Guidance □Health/Physical Ed. □Intervention □Mathematics □Mentoring □Methodology □Multicultural Ed. □Science □Secretaries □Social Studies □Special Education □Technology in the Content Area
Course Information
Course Description
1. In two paragraphs describe your course including the course objectives, key activities or texts, assessment plan, Common Core Standards (where relevant) and key Danielson Components addressed. The description should indicate the research base and/or best pedagogical practices addressed.
In this practical course, Dr. Kay Burke shows how to create and use assessment tools that improve instruction (formative assessments) as well as gauge its success (summative assessments), and how to arrive at an effective balance of the two. Dr. Burke demonstrates how to plan instruction as part of a collaborative team, packing/repacking the Common Core standards and sharing meaningful instructional objectives with students. She provides examples of performance tasks that will motivate students in every grade. Teachers taking this course will get a first-hand look at checklists, rubrics, and informal assessments in use in actual classrooms -- from second-graders studying shapes to high-school juniors investigating global human rights abuses. Educators will come away with tools and strategies that they can use immediately, making balanced assessment an integral part of their own instruction. This course includes multiple assessments including pre and post surveys, reflection questions at the end of each unit, a Mid-course project, and a Final Capstone Project.
The Danielson components that apply to this course are Domain 3: Instruction; Competency c: Engaging Students in Learning. Testimony from administrators, teachers, and the students themselves yields valuable information on the motivational aspects of performance tasks that are relevant to students’ lives and rigorous and respectful in their requirements. Dr. Burke suggests that educators “have to transform the curriculum so [students] really care about it, so it’s meaningful to them, so they’re doing the kinds of exhibitions and demonstrations of learning that motivate them.” (Linda Darling-Hammond, 2009, p. 53). Countless examples of teacher-created tasks, as well as the modeling of their introduction in classrooms of real kids, illustrate the process of creating and using assessments. This course also provides methods for helping all students meet the demands of the CCSS in Literacy. When their disabilities and behavioral issues are attended to, students with learning disabilities can have the same access to curriculum as their peers. They will develop skills in the four key categories of the Literacy Standards: reading, writing, speaking and listening, and language
The KDS Theory of Action is the belief that through the combination of 50 hours of learning through Instruction (40%), Coaching (20%), and Practice (40%), educators will have the research-based learning experiences necessary to change their practice. There are three principles that we believe support our course design: Research Based Principle 1: Professional development should be intensive, ongoing, and connected to practice: one study suggests 50 hours of instruction to make any kind of impact, so we design our courses to be approximately 50 hours, Research Based Principle 2:Modeling has been found to be highly effective in helping teachers understand a new practice, so we use authentic clips and classroom video footage of model lessons to demonstrate effective classroom practice, Research Based Principle 3: Teachers’ initial exposure to a concept should not be passive, but rather should engage teachers through varied approaches so they can participate actively in making sense of a new practice, so we use interactive activities, graphics, readings, discussions, and scenario-based activities to support the educator as active learner.
Integration of Danielson Framework
2. Identify and explain how your course will deepen participant understanding of one to two components in Danielson’s Framework for Teaching. (Include Domain # and Component letter e.g. 1E).
3C – ENGAGING STUDENTS IN LEARNING
Testimony from administrators, teachers, and the students themselves yields valuable information on the motivational aspects of performance tasks that are relevant to students’ lives and rigorous and respectful in their requirements. Dr. Burke suggests that educators “have to transform the curriculum so [students] really care about it, so it’s meaningful to them, so they’re doing the kinds of exhibitions and demonstrations of learning that motivate them.” (Linda Darling-Hammond, 2009, p. 53). Countless examples of teacher-created tasks, as well as the modeling of their introduction in classrooms of real kids, illustrate the process of creating and using assessments.
Integration of Standards
3. In bullet form, list the applicable NYC, NYS, and/or Common Core Standards in course content area (Literacy, Math, Science, Social Studies, Applied Learning, the Blueprint for Teaching and Learning in the Arts, National Educational Technology Standards)
A Framework for Teaching 3c: Instruction: Engaging Students in Learning
• Common Core State Standards in Literacy
This course provides methods for helping all students meet the demands of the CCSS in Literacy. When their disabilities and behavioral issues are attended to, students with learning disabilities can have the same access to curriculum as their peers. They will develop skills in the four key categories of the Literacy Standards: reading, writing, speaking and listening, and language
• NYS Learning Standards
o Language for Information and Understanding
o Language for Literary Response and Expression
o Language for Critical Analysis and Evaluation
o Language for Social Interaction
Pedagogical Approach
4. Describe the pedagogical approach that will be used in the course and how you will address the needs of diverse adult learners. What specific method(s) of instruction will you use?
The learning experience we offer to adult learners includes:
Instruction (40%)- 20 hours / Coaching (20%)
- 10 hours / Practice (40%)
- 20 hours
§ Video Instruction
§ Video modeling and classroom demonstrations
§ Professional Readings / § Video Coaching
§ Expert feedback on Learner Reflections
§ Discussion and collaboration with peers
§ Feedback on application projects facilitated by online coaches
§ Resources for Facilitation / § Interactive activities
§ Application scenarios (checks for understanding)
§ Mid-course project (3 grad)
§ Final capstone project (3 grad)
§ Application Toolkit (resources for classroom use)
KDS courses are composed of rigorous academic work based on content-rich and high quality components that engage learners. These interactive components include videos, interviews, readings, interactive activities, downloadable resources, and assessments that meet accreditation standards for 3-graduate credit. Course components are varied and meet the needs of diverse adult learners. KDS differentiates instruction for learners in multiple ways, includinglearning design and supports, KDS coaching services and the KDS Professional Learning Platform (PLP).
At KDS, we design courses of study based on the systemic needs identified within a system of schools to meet teachers where they are and move them through strategic learning progression over time. We design our courses under five core domains, including the Common Core, Diverse Learners, Teacher and Leadership Induction, Using Data and Personalized Learning. For each core domain, we provide courses that range from building foundational knowledge to enriching content expertise and practice. Within each domain course offerings include a range of theoretical approaches led by educational authors and experts in the field.
Another way KDS differentiates learning is in how we address learning styles by providing multi-modal learning experiences. To support course engagement, courses are taken asynchronously, therefore allowing educators to learn during a time that is conducive with their teaching schedule and within an optimal learning time for the individual. KDS courses also provide a collection of activities and materials to support different learning styles. In each course, there are units of study that each contain learning through video, readings, interactive activities, checks for understanding, reflection prompts, discussion forums, application materials and resources for bridging learning to practice. In addition, searchable transcripts of the videos are provided for the learner to review and annotate to support their learning of the content.
To further differentiate learning, KDS courses are configured and accredited in a way that speaks to differentiated professional pursuits including coursesthat can be completed for state certification, master's degree programs and career advancement for teachers and administrators at every stage of their career.
KDS Online Coaches also support learners to meet differentiated needs. Throughout each KDS course, participants are engaged with an online coach who provides individualized feedback to every learner throughout the course. The coach will respond to key reflections in each unit, prompt and respond to discussion postings, evaluate mid-course and final capstone projects and provide qualitative feedback to the learner to support extension of their learning. In addition, KDS works with systems of schools to design resources for facilitation that can be used for the in-person component of the blended learning professional development. All materials are customized to take into account the identified needs and goals.
The KDS Professional Learning Platform (PLP) provides participants with the opportunity to extend their learning during the course and continue their learning after a course has ended. The PLP allows educators to connect, collaborate, converse and share instructional strategies across districts and states. Facilitated discussion forums provide learners with an additional opportunity to share their reaction to new learning, identify new strategies, share struggles and address challenges, and exchange ideas and resources. PLP allows learners to identify and connect with recognized experts within your system of schools on an on-going basis.
Structural components of Courses
Units: Each KDS course is typically made up of a series of 6-10 Units that function much like chapters of a text. Each Unit starts with an overview and expected learning outcomes. The first Unit is usually a course introduction that provides an overview of the course content and the learner experience. Each Unit ends with a short Quiz, or Check for Understanding.
Segments: Each unit is composed of several distinct segments that deliver content in a variety of interactive ways. A segment can contain a video clip, a reading, or an activity that require participation from the learner. Typically, a reflection question follows each segment.
Reflection Question: A reflection question occurs at the end of each segment and provides an opportunity for the learner to connect what they have just learned to their own practice. Responses to reflections can be reviewed by the online coach, for courses that include them.
Discussion Prompts: A Discussion Prompt involves a question that the learner may respond to and share via discussion board. These questions are intended to allow learners to share reflections on their practice and what they have learned from the course. Learners are encouraged to read and respond to other posts as part of an online community around the course.
Assessments: Each KDS course is composed of a variety of assessments to monitor progress through the course. All courses include a pre and post assessment and Checks for Understanding are made up of 3-5 often scenario-based questions and follow each unit. Courses include both a Mid-course project and a Final Capstone Project. These are often practice based and learners are encouraged to upload the results of their work.
Application Toolkit:
The Application Toolkit includes a collection of instructional tools and resources related to the content that can be adapted and used within an educator’s classroom.
Video Components
Video footage is captured and edited by an experienced and specialized production team with years of experience filming educators and students in schools across the country. The varied video components are described in greater detail below.
Interviews: Focal interviews with experts and practitioners intercut with engaging b-roll, animation, text and graphics related to focal content. Interviews with experts allow learners deep insight into the thinking of national renowned leaders of the education field. Interviews with practitioners share and reflect on the instruction and practice of the learner’s colleagues in districts across the country.
Teachers/Experts in Action: High quality video segments that provide vivid exemplars of focal practice and strategies. Can be intercut with interview narration or animated graphics to reinforce key points, identify relevant content or reflect on focal practice. These segments can include classroom instruction, team meetings and other school-based events. Video options include:
· Classroom Instruction: Footage is captured from an actual classroom lesson around key topic area or strategy. Can be intercut with VO from teacher interview, and/or graphics and animations that reinforce key elements.