Syllabus for EDCO 401

Classroom Management and Evaluation Techniques

Buena Vista University

Spring 2011

Instructor: Dr. Katya Koubek Time: T R – 1:30-2:45 p.m.

Office: Smith 311 Place: SMITH 303

Phone: (712) 749-2215 Office hours: MWF – 10:00– 11:00 a.m.

Fax: (712) 749-1468 or by appointment

Email:

Course Description

This course promotes the acquisition of the classroom management and assessment techniques knowledge and skills for elementary, middle, and high school teachers. Students will recognize the importance of rules and procedures set the first days of school; the role of curriculum, instruction, and assessment in classroom management; the importance of understanding research and its implications for managing classrooms; the role of instructional strategies in the delivery of the curriculum; and the need for multiple modalities of assessment of student learning. Students will examine the crucial role of values and beliefs in classroom management decisions. INTASC Principles 5 and 8 will be the focus of this course and Iowa Teaching Standards 1, 5 and 6 will be referenced.

Required Textbooks

Jones, V. F., & Jones, L. S. (2010). Comprehensive classroom management: Creating

communities of support and solving problems (9th ed.). Boston, MA: Pearson.

Stiggins, R. J. (2008). Student-involved assessment for learning (5th ed.). Upper

Saddle River, NJ: Pearson.

Optional Textbook

Wong, H. K., & Wong, R. T. (2009). The first days of school: How to be an effective teacher.

Mountain View, CA: Harry K. Wong Publications.

Resource Materials

·  https://lms.bvu.edu/default.asp - Angel – assignments, grades, emails, discussion board, announcements for this course

·  http://www.uwsp.edu/psych/apa4b.htm - A.P.A. Manual

http://www.wisc.edu/writing/Handbook/DocAPA.html - A.P.A. Manual

http://webster.commnet.edu/apa/index.htm - A.P.A. Manual

·  http://www.mcrel.org/compendium/browse.asp - Content Area Standards

·  http://www.iowa.gov/educate/ - Iowa Department of Education

·  Your subject area web sites

·  3 ring binder for the 8 Iowa Teaching Standards

Course Objectives

Students will demonstrate the ability to do the following:

  1. Evaluate the current research and its implications for the classroom.
  2. Identify the essential components of a quality PreK-12 curriculum.
  3. Analyze how values and beliefs drive classroom management choices.
  4. Examine models of curriculum development and evaluate the role of standards and benchmarks as the foundation of curriculum.
  5. Evaluate the use of rules and procedures.
  6. Examine how the quality curriculum, instruction, and assessment can create high levels of learning and relate to the whole child.
  7. Identify a variety of cooperative, facilitative strategies that promote student learning.
  8. Use a variety of methods to assess individual and group learning.
  9. Develop a plan for managing the classroom based on the current educational research.
  10. Develop a philosophy about what every child deserves in school in terms of learning and relationships.

Course Competencies

The following course competencies align themselves with the principles set forth by the Interstate New Teacher Assessment and Support Consortium (INTASC, 1992). These principles are based on the premise that “an effective teacher must be able to integrate content knowledge with pedagogical understanding to assure that all students learn and perform at high levels.” These standards have been identified as essential for all beginning teachers and are inclusive throughout the Teacher Education Program at Buena Vista University. The Iowa Teaching Standards are also referenced in this course.

Key INTASC Principles Assessed via Portfolio Assignments:

Principle 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Principle 8: The teacher understands and uses formal and informal assessment

strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Iowa Teaching Standards Referenced: 1, 5, and 6

Standard 1: Demonstrates ability to enhance academic performance and support for implementation of the school district’s student achievement goals.

The Teacher:

a. Communicates with students, families, colleagues, and communities effectively and accurately

Standard 5: Uses a variety of methods to monitor student learning.

The Teacher:

  1. Aligns classroom assessment with instruction
  2. Communicates assessment criteria and standards to all students and parents
  3. Understands and uses the results of multiple assessments to guide planning and instruction
  4. Guides students in goal setting and assessing their own learning
  5. Provides substantive, timely, and constructive feedback to students and parents
  6. Works with other staff and building and district leadership in analysis of student progress

Standard 6: Demonstrates competence in classroom management.

The Teacher:

  1. Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student
  2. Establishes, communicates, models, and maintains standards of responsible student behavior
  3. Develops and implements classroom procedures and routines that support high expectations for student learning
  4. Uses instructional time effectively to maximize student achievement
  5. Creates a safe and purposeful learning environment.

Classroom Management Competencies:

INTASC Principle 5: The practitioner candidate uses an understanding

of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.

Demonstrations

1)  Understand the principles of effective classroom
management and can use a range of strategies to promote positive relationships, cooperation, and
purposeful learning in the classroom.
2)  Examine how attitudes and perceptions affect students’ ability to learn.
3)  Understand how to help people work productively and
cooperatively with each other in complex social settings.
4)  Identify the content standards that influence student behavior in the classroom, which impacts learning. / Tests, reflective narratives, presentations, portfolio: Classroom management
Reflective narratives, article critiques
Portfolio: Classroom management, reflective narratives, presentations, tests
Portfolio: Classroom management

Assessment Competencies:

INTASC Principle 8: The practitioner candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Demonstrations

1)  Understand the characteristics, uses, advantages and limitations of different types of assessments for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development.
2)  Know how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes to evaluate student work
3)  Understand measurement theory and assessment-related issues. / Portfolio: Unit plan, tests, reflective narratives, article critiques, presentations
Portfolio: Unit plan
Portfolio: Unit plan, tests, reflective narratives, article critiques, presentations

Other INTASC Principles Addressed:

Principle 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to the diverse learner.

Principle 4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

Course Requirements

Each student’s grade is based entirely on the quality of work in completing course requirements, which are as follows:

1)  Daily participation including timely arrival to class is an expectation. Any absences need to be approved by the instructor.

2)  Satisfactory completion of all projects, tasks, and other assigned work on time as scheduled. All late papers, projects, and assignments may result in a reduced grade or no credit.

3)  Satisfactory scores on tests, exams, projects, and other assignments.

Evaluation

Classroom Management Portfolio 20%

Alternative Assessment Portfolio 20%

Reflective Narratives 20%

Presentations 20%

Tests 20%

Grading Scale

90 - 100% = A

80 - 89% = B

70 - 79% = C

60 - 69% = D

59 - Below = F

Tentative Schedule

*Homework is due the next class day unless otherwise noted.

** A number of students will present article critiques based on assessment and classroom management every class period after the article critiques are due.

***The guidelines with rubrics for these assignments can be found on Angel.

Date / Topic / Homework
1/27 / Getting to know each other; syllabus; technology requirement / Chapter 1: Assessment
Learner autobiography***
2/1 / Classroom assessment for student success / Chapter 2
2/3 / Understanding why we assess / Read chapter 3
Exercise 3 on p. 73
Paper: Two article critiques on assessment***
2/8 / Defining achievement standards for assessment / Chapter 4
Exercise 4 on p. 93
2/10 / Designing quality assessments / Chapter 5
2/15 / Selected response assessment
Test: Chapter 3 & 4 / Chapter 6
Create a sample of a selected response test
2/17 / Essay Assessment / Chapter 7
Create a sample of an essay test including scoring criteria
Detailed lesson plan w/out name -email before 2/22***
2/22 / Performance Assessment
Test: Chapter 5 & 6
Peer review of lesson plans / Chapter 8
Create a performance task and rubric/checklist
2/24 / Personal Communication as Assessment / Chapter 9
Paper: Case study
2/25-3/2 / Individual conferences on Unit Plans
3/1 / Assessing Dispositions / Chapter 10
3/3 / Managing and communicating achievement / Chapter 11
Exercises 1 & 3 pp. 308-310
3/8 / Report cards / Chapter 12
Exercises 1, 2, 3 p. 344
3/10 / Portfolios and conferences / Chapter 13
Exercise 3 p. 370
3/15 / Communicating with standardized test scores / Due: Portfolio - Unit Plan
3/17 / Classroom management in perspective / Chapter 1 (Management)
Activity 1.1. on pp. 26-27 (bring to class)
Paper: Two article critiques on classroom management
3/22-3/24 / Spring Break – No class
3/29 / Classroom management in perspective / Chapter 2
Graphic organizer of Chapter 2***
3/31 / Understanding students’ basic psychological needs / Chapter 3
Portfolio element 1
3/5 / Establishing positive teacher-student relationships
Test: chapter 2 – theories and theorists / Chapter 4
Prepare 3 activities (not from the textbook)
3/7 / Creating positive peer relationships / Chapter 5
3/12 / Working with parents / Preparation for an exam
3/14 / Exam 1 based on chapters 1 – 5 / Chapter 6
Portfolio element 2
3/19 / Developing standards for classroom behavior / Portfolio element 5
Read chapter 7
3/21 / Enhancing students’ motivation to learn / Reread chapter 7
Portfolio element 3
3/26 / Enhancing students’ motivation to learn / Read chapter 8
Portfolio element 4
3/28 / Buenafication Day – No class
4/3 / Responding to violations of rules and procedures / Reread chapter 8
4/5 / Responding to violations of rules and procedures / Read chapter 9
Updated learner autobiography*** or Interview/observation of a teacher***
4/10 / Using problem solving to resolve behavior problems
4/12 / Developing individual behavior change plans / Due: Classroom management portfolio including element 6 and reference list
Reread chapters 6-10
5/18 / FINAL EXAM at 2:45 PM

Electronic Devices and Computer Policies

Inappropriate use of computers (such as MSN, email, any non-class material related uses, games, etc.) during class is prohibited. Computers are to be used only if instructed. At other times, computers have to be closed and put away.

All electronic devices such as cell phones, pagers, iPods, etc., have to be turned off before class begins.

Academic Honesty

Students must neither cheat nor contribute to cheating by others in the taking of examinations, tests, quizzes, etc., or in the writing of papers, themes, reports, laboratory exercises, etc. Plagiarism can be avoided by thorough documentation and the observation of the following rules: (1) when students use another writer’s ideas or facts, they must cite the source, and (2) when they use another writer’s phrasing, they must not only cite the source but must also use quotation marks or indent from the body of the paper. In other words, there is an expectation to turn in work that is your own and reference and cite all sources that you use to create your papers. The expectation of you producing your own work on exams and papers is also assumed.

The instructor will immediately report all documented cases of cheating and/or plagiarism to the Dean, School of Education and to the Teacher Education Committee. The first instance of cheating or plagiarism may result in the student’s immediate failure in and dismissal from the course. An appeal by the student may be made to the Teacher Education Committee if the student feels necessary. A final appeal may be made to the Dean of Faculty/Vice President for Academic Affairs. Please refer to the University Catalog and Student Handbook for more details relating to the Academic Honesty position of BVU.

Academic Services

Buena Vista University provides academic services through the Center for Academic Excellence which serves as the university's academic support unit. Students may access tutors by logging on to http://www.bvu.edu/learning_at_bvu/academic_affairs/cae/and making an appointment with the appropriate tutor.

Accommodations

According to ADA Law, Buena Vista University provides reasonable appropriate accommodations through an organized process. Students are responsible to advocate for themselves and to provide adequate documentation. Studentsrequesting accommodations must follow this process.Contact Donna Musel, Directorof the Center forAcademic Excellence (CAE)and go the following website todownload appropriate forms:

www.bvu.edu/dotAsset/164153.pdf

Article Critique Guidelines

Articles taken from journals not considered educationally professional will not be graded. An online article may be utilized in this assignment, but it has to be from a reliable, refereed source. Check appropriate citations for online journals. All articles selected must be less than five years old. Students are expected to write and turn in a summary with a personal review for each article selected. All reviews must be typed, double spaced, and contain the following components:

·  Citation/Mechanics: The student is to use an A.P.A. format (5th or 6th editions). The article review should be edited and proofread. (Maximum Points: 8)

·  Summary of the Article: The student is to condense the article into a brief but meaningful report. The student is expected to provide all pertinent information without every little detail. This portion should be written in a clear fashion so that the reader can get a clear grasp of the original article’s content and intent. Plagiarism will not be tolerated. Using an article’s abstract as your summary will not be accepted. (Maximum Points: 12)

·  Reaction: This is the portion that should be given the most attention. The student should clearly outline his/her position with support to answer the question “why.” Clearly cited examples or suggestions for changes to improve or how utilize the article are usually a good idea. Highlight strengths and weaknesses of the article. Make clear, pertinent connection between points in the article and your personal experiences/knowledge. If you have no reaction, the article was probably not worth your time to read it. This section should be separated from the abstract portion of your paper. (Maximum Points: 20)