_UNDERGRADUATE CURRICULUM



University of Wisconsin-Whitewater

Curriculum Proposal Form #3

New Course

Effective Term:

Subject Area - Course Number: EDUINDP - 710 Cross-listing:      

(See Note #1 below)

Course Title: (Limited to 65 characters) Mentoring the Initial Educator

25-Character Abbreviation: Mentor Initial Educator

Sponsor(s): Dr. M. Robin Warden

Department(s): Special Education

College(s):

Consultation took place: NA Yes (list departments and attach consultation sheet)

Departments: Curriculum & Instruction

Counselor Education

Educational Foundation

Psychology - School Psychology Program

Special Education

Programs Affected:

All educator licensure programs at the advanced level including;

Curriculum & Instruction MSE, Reading MSE, Counselor Education MS,

School Psychology Program MSE, Communicative Disorders MS and Special Education MSE.

Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)

NA Yes will be at future meeting

Prerequisites: Employed in public/private educational setting; professional educator status.

Grade Basis: Conventional Letter S/NC or Pass/Fail

Course will be offered: Part of Load Above Load

On Campus Off Campus - Location      

College: Dept/Area(s): Special Education

Instructor: Robin Warden

Note: If the course is dual-listed, instructor must be a member of Grad Faculty.

Check if the Course is to Meet Any of the Following:

Computer Requirement Writing Requirement

Diversity General Education Option:

Credit/Contact Hours: (per semester)

Total lab hours: 24 (field based/on-line) Total lecture hours: 24

Number of credits: 3 Total contact hours: 48

Can course be taken more than once for credit? (Repeatability)

No Yes If "Yes", answer the following questions:

No of times in major:       No of credits in major:      

No of times in degree:       No of credits in degree:      

Proposal Information: (Procedures can be found at )

Course justification:

After August 31, 2004, PI34 will replace PI3 educator licensing requirements in Wisconsin with requirements for professional educators to move through licensure stages: Initial Educator, Professional Educator, and Master Educator. The Initial and Professional Educator license stages are each 5 year cycles during which time educators must develop Professional Development Plans (PDP’s) addressing the Wisconsin Educator Standards and verify successful completion of the goals stated in these plans. PDP’s must be approved and verified by Professional Development Review Teams. The Initial Educators’ Review Teams include an administrator, IHE representative, and a peer (not mentor). Districts must also provide mentors to support the initial educator. The PDP Certificate Program and the EDUINDP 710 - Mentoring the Initial Educator is designed to provide professional development for experienced teachers to assist in the mentoring roles required in districts and to support the development of PDP’s and also serve as members of the Professional Review Teams for the growing number of initial educators.

Relationship to program assessment objectives:

Candidates in the Graduate Certificate Program in Professional Development, specifically the EDUINDP –

710 Mentoring the Initial Educator course will know and be able to:

1. Create a common vision of educator quality based on the guiding principles in PI 34;

specifically the knowledge, skills, and dispositions of the Wisconsin Educator Standards.

2. Use Educator Standards as the basis to understand professional expectations and create learning communities engaged in dialogue about learning and accountability.

3. Engage in collaborative interactions to support mentor-mentee learning.

4. Use models and tools of formal reflection to document and analyze patterns of mentor-mentee growth upon one’s professional performance and one’s impact upon students, colleagues, and the greater community.

5. Demonstrate and perform the dispositions required for effective mentorship.

6. Coach experienced and initial educators in the development of Professional Development Plans including

• creating verifiable plans that include compelling goals,

• determining data and evidence to collect,

• Implementing plans; and

• Analyzing data and comparing to professional performance and student learning.

Budgetary impact:

EDUINDP 710 will be funded by extension/outreach tuition revenue (salary, fringe, facility rental, etc.).

Course description:

The course takes participants through a set of strategic actions based on the research for effective schools and the guiding principles of Wisconsin’s new educator licensure ruling, PI 34. The actions are grounded in four major themes: sharing a vision of educator quality based on Wisconsin Educator Standards; developing a collaborative environment in which to learn and practice; demonstrating the results of reflective practice by creating professional goals and plans and; focusing goals on increasing student learning successes.

Course requisites:

Complete a written Professional Development Plan (PDP), perform a coaching session with a partner to meet proficient/exemplary criteria.

If dual listed, list graduate level requirements for the following: NA

1. Content (e.g., What are additional presentation/project requirements?)

2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and undergraduates? )

3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)

_________

Syllabus for EDUINDP 710 - Mentoring the Initial Educator:

A Performance Based Approach

The instructor's name: Dr. Robin Warden

The instructor's office location, telephone number, and office hours: Winther Hall, 262-560-0642,

Office Hours: R: 6:00 – 9:00 p.m. or by appointment

The course title: Mentoring the Initial Educator: A Performance Based Approach

The course number and department number: EDUINDP 710

The course prerequisites:

• Employed in public or private educational setting; professional educator status;

List of required texts-purchased, rented, or from reserve:

Udelhofen, S., & Larson, K. (2003). The mentoring year: A step-by-step-guide to professional

growth. Corwin Press.

Handbook of materials/activities/powerpoints/resources (available first day of class)

Course objectives

Participants will…

Create a common vision of educator quality describing the knowledge, skills, and dispositions so as to understand professional expectations and use them as the foundation for dialogue, learning, and accountability.

1. Perform with proficiency, the style of collaborative interactions for mentor communication, support, and learning.

2. Write weekly reflections that analyze one’s professional performance and the impact it has on students, colleagues, and the greater community.

3. Demonstrate and perform the dispositions (emotional intelligence/intent) required for a qualified mentor.

4. Use the current work experience to investigate and examine models of professional quality for dialogue, resources, and modeling the Wisconsin Educator Standards.

5. Coach a partner through the preparation of a Professional Development Plan (PDP)

6. Develop a commitment to professional standards and make decisions on how to use them to create and sustain a learning community.

Attendance:

Attendance at all scheduled class meetings is required. Students who anticipate the need for an absence due to religious observation or university-sanctioned event should contact the instructor at least 2 weeks in advance. Unanticipated emergencies necessitating absence should be communicated to the instructor at the first opportunity. Multiple absences may be a cause for an incomplete or reduced grade.

Grading policy: Final grade will be based on the total number of points accumulated divided by the total number of points possible X 100

Final Grade: Graduate

94% - 100% = A

87% - 93% = AB

80% - 86% = B

76% - 79% = BC

70% - 75% = C

Course Requirements and Evaluations:

1. All participants must complete weekly written reflections related to their performance as educators working in a school system. These reflections will be used for classroom and online dialogue to analyze performances related to the Wisconsin Educator Standards knowledge, skills, and dispositions. 25 pt

2. All participants must perform a mentor interaction to meet proficient/exemplary criteria. 25 pt.

3. All participants are required to complete the requisites of writing a professional development plan and perform a coaching session with a partner to meet proficient/exemplary criteria. 25 pt.

4. Online seminars: Based on the text The Mentoring Year. 50 pt.

5. Select one of these for 25 pt.

• Implement a climate study to determine the “fitness” of the building professionals as it relates to elements of healthy climates as well as preparation for PI 34 requirements.

• Work with instructor on a project of interest that complements the course content and is experiential that leads to advanced learning and performance.

Topic Outline (amount of time spent on each topic week by week)

First Session: 8:30 a.m. – 3:30 p.m.

• PI 34: Guiding Principles, changes, and what it means for educators and in particular mentors and initial educators

• Sharing a vision of professional quality: Moving from an activity base to a standards based performance model. History-gram of changes in teacher education: What the initial educator is learning and what we formally learned: What are the commonalities? What are the differences? How do we bridge the gaps?

• Mentor roles & responsibilities: What are the knowledge, skills, and dispositions of a quality mentor in this time of change? How is it the same as before? How is it different? What do you need to know and be able to do? Defining quality mentor skill sets and conducting needs assessments. Designing a mentor rubric.

• Phases of an Initial Educator: A year in the educator’s life and how to strategize each phase to be proactive.

• Reflection: the foundation of conscious on-going insight about what we are doing and how well we are doing it. Types of reflection. Experimenting with reflection. Using reflection as a basis for change. Thinking Hats: a facilitative tool for reflection, interaction, and dynamic change.

Case studies for practice

Second Session: 5:00 p.m. – 8:00 p.m.

• Communication Strategies: Norms of collaboration as the foundation of a collegial relationship;

Collegial coaching; Using Feedback: authentic, prescribed, observation, reflective. Case studies for practice (online seminar)

• Emotional Intelligence: definition and applications. Using a rubric to self-assess for dispositions related to Wisconsin Educator Standards. Write a reflection on this assessment relating to how you would use this information to improve.

• Pygmalian Effect and Self-Fulfilling Prophecy: The effects of beliefs about people and how it affects the outcome. How does this apply to student learning? (online seminar)

• Student Learning: At the heart of educator quality. Dispositions necessary for all children to be successful; Examining student work; Discussing other student data; Integrating skill sets within the conversation of student work; Integrating educator performance standards within the context of student work samples (online seminar)

Third Session: 5:00 p.m. – 8:00 p.m.

• The Professional Development Plan; Key components; Writing a compelling goal that promotes professional growth and has a positive effect on students; Drafting the plan; Using the checklist for feedback; Writing the plan; Collecting evidence for documentation and reflection

• Coaching to write the PDP

Fourth Session: 5:00 – 8:00 p.m.

• Practice coaching PDP

• Building a Mentoring Community; Sharing the learning; Structuring for collegial support; Conversations vs. Dialogue; Dispositions; Climate; The “undiscussables”; Keeping the passion alive (online seminar)

• Unique district requirements for mentoring; Handbook for mentoring; Days for meetings; Documentation; Trouble-shooting problems; Questions and answers; Mentor support; District Seminars

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment.  It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events.  (For details please refer to the Undergraduate and Graduate Timetables; the "Rights and Responsibilities" section of the Undergraduate Bulletin; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Bulletin; and the Student Academic Disciplinary Procedures" [UWS Chapter 14]; and the "Student Nonacademic Disciplinary Procedures " [UWS Chapter 17]).

Academic Integrity:

“The university has a responsibility to promote academic honesty and integrity…Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others’ academic endeavors.” (UWS Chapter 14). Students who violate these standards will be penalized as permitted under UWS Chapter 14.

Participants with Disabilities:

Every effort will be made to accommodate the learning needs of participants with disabilities or those who need special assistance. Individuals who require such accommodations should contact the instructor immediately.

Bibliography:

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Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Brookfield, S. D. (1987). Developing critical thinkers. San Francisco: Jossey Bass.

Brown, J. L., & Moffett, C. A. (1999). The hero’s journey: How educators can transform schools and improve

learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Cochran-Smith, M., & Lytle, S. L. (1993). Teacher research and knowledge. New York: Teachers College Press.

Cooper C., & Boyd, J. (1994). Collaborative approaches to professional learning and reflection. Tasmania, Australia:

Global Learning Communities.

Covey, S. (1989). The seven habits of highly effective people. New York: Simon & Schuster.

Daloz, Laurent. (1999). Mentor: Guiding the journey of adult learners. San Francisco, CA: Jossey-Bass.

Danielson, C. (1996). Enhancing professional practice. Alexandria, VA: ASCD.

Dantonio, M. (1995). Collegial coaching: Inquiry into the teaching self.

Bloomington, IN: Phi Delta Kappa.

Darling-Hammond, Linda (1998). Teacher learning that supports student learning. Educational Leadership,

55 (5) 6-11.

Denmark, V. M. & Podsen, I. J. (2000). The mettle of a mentor. Journal of Staff Development, 21. 18-22.

Dewey, John (1904/64). Why reflective thinking must be an educational aim. In John Dewey on Education, ed. R.D.

Archambault, 313-38. Chicago: The University of Chicago Press.

Distad, L. S., Chase, B., Germundsen, R., & Brownstein, J. C. (2000). Putting their heads together. Journal of Staff

Development, 21. 49 – 51.

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because they didn’t know either. Salem, MA: DMA, Inc.

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Garmston, Robert, Wellman, Bruce. (1999). The adaptive school: A sourcebook for developing collaborative groups.

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Notes:

1. Contact the Registrar's Office (x1570) for available course numbers. A list of subject areas can be found at

2. The 15 and 25 character abbreviations may be edited for consistency and clarity.

3. Please submit electronically when approved at the college level - signature sheet to follow in hard copy.

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Our conceptual framework, The Teacher is a Reflective Facilitator~€–¶¸ºÖØÚà - 2 4 6 P R t v Š Œ š œ Ä à â

øðìáÙÏɼÏÙá­á›­‹­á­áy­áqáiqÙ]Ùj, is the underlying structure in our teacher preparation program at UW-Whitewater. This structure gives conceptual meanings through an articulated rationale to our operation. It also provides direction for our licensure programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability. In short, our teacher education program is committed to reflection upon practice; to facilitation of creative learning experiences for pupils; to constructivism in that all learners must take an active role in their own learning; to information and technology literacy; to diversity; and to inquiry (research/scholarship) and assessment. Therefore, all syllabi pertaining to courses required for licensure reflect commitment to these underlying principles.

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