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Delta Teacher Efficacy Campaign

Teacher Efficacy Academy Syllabus

Course Description

The Delta Teacher Efficacy Campaign (DTEC) will support teachers who will enhance the

educational opportunities for underserved students. The framework of the Delta Research

Educational Foundation (DREF) is supported by Delta Sigma Theta Sorority, Inc. (DST)

and the Bill & Melinda Gates Foundation and consists of a three pronged approach: (1)

training for teachers, (2) conducting advocacy sessions for communities, and (3) publishing

scholarly research on teacher efficacy and student achievement.

This course will address the training prong of the collaborative project and seeks to

increase the number of teachers receiving enhanced efficacy training.

Course Overview (Modules) Module Dates Page

Week 1 - Foundations March 23 – 29, 2015 5

Week 2 – Teacher Efficacy March 30 – April 5, 2015 7

Week 3 – Whole Child Approach April 6 - April 12, 2015 10

Week 4 – Cultural & Instructional Differentiation April 13 – 19, 2015 13

Week 5 - 21st Century April 20 – 26, 2015 16

Week 6 – Reading Foundations April 27 – May 3, 2015 19

Week 7 – Math Foundations May 4 – May 10, 2015 21

Week 8 – Literacy Across the Curriculum May 11 – May 17, 2015 24

Week 9 – Posting of Culminating Projects May 18 - May 24, 2015 27

Complete Post Self-Assessment May 25 - May 31, 2015 28

Complete Post Application Self-Assessment October 18 – October 30, 2015 28



Course Schedule: March 23, 2015 through May 24, 2015

1. Virtual Assignments:

● Each module starts on Monday.

● Individual posting of discussion questions should be posted by

Wednesday at midnight.

● Responses to 2 cohort discussion questions should be posted by Friday

at midnight.

● Journal entries should be posted by Sunday at midnight.

2. Face to Face meetings:

● Two dates per region TBD for collaboration with region cohort.

● More details forthcoming from your facilitator.

3. Culminating Performance Task described below.

Key Descriptors

These words and phrases will be seen and used with regularity during the course of

learning within this module. It is suggested that you use these key descriptors in your

Discussion Questions, Journal Entries, or Final Reflective Analysis as you internalize

their meaning.

Essential Questions

Use the given examples of Essential Questions to guide your thinking when you create

your own discussion questions for your cohort members to respond to. Answering these

questions is not a part of your assignment, they are metacognitive path markers for

thinking about the application of these ideas.

Course Objectives

In each module, objectives will further define expectations for demonstrating your

learning in a specific and measurable way in relation to Discussion Questions, Journal

Entries, and your Culminating Project.

Resources

The resources section will include links to videos, websites, or articles from a bank of

vetted resources. This section will specify a particular resource or resources that will be

used for Discussion Questions and Journal Entries. Participants should read, view, or

explore the resources that appear in this element of each module.

If further learning is desired or more exploration is needed, additional vetted resources will



be available in an Edmodo library (delineated by module name) to support additional

learning around the ideas in this module and to support the Culminating Project.

CLICK HERE FOR EDMODO LINK: www.edmodo.com

CLICK HERE FOR EDMODO APP: https://www.edmodo.com/mobile

The group access code will be shared by your facilitator.

● All materials are accessed via the CaseNEX website using the PIN provided and the

user name/password you create.

● All readings listed can be found in the Edmodo library.

● If you do not have the most recent versions of the following software, please

download each from the given sites.

○ Windows Media Player (PC)

○ RealPlayer (PC)

○ Adobe Reader (All Platforms)

○ QuickTime (Mac)

Discussion Questions Assignment

Each of the modules includes discussion questions related to the exploration of resources.

The initial discussion question will be created by the participant after reading, viewing, or

exploring the resource(s) assigned. This initial question should be posted by Wednesday

night at midnight so that other members of the cohort can respond. After module 2, specific

questions are embedded.

Part two of the discussion questions will be responding to at least two other cohort

member’s questions, keeping in mind the key descriptors, the course objectives, and the

explored resource(s). These responses should be posted by Friday night at midnight.

Journal Entry Assignment

In each module, there is an opportunity to reflect on the learning from the resources shared

and the discussions within the cohort. While there are guiding questions to help support the

construction of your reflective response, there is not a need to answer those questions

specifically. This is an opportunity to think about the application of the new learning in

terms of your current practice and the stakeholders with whom you work.

Journal entries should be posted by Sunday night at midnight.

Course Fundamentals and Culminating Performance Task

1. Fundamentals:

● This course is designed to enhance teacher efficacy both internally and,

http://www.edmodo.com/

https://www.edmodo.com/mobile



http://www.casenex.com/

http://www.microsoft.com/windows/windowsmedia/player/10/default.aspx

http://www.real.com/realone/index.html?src=player_redct

http://www.adobe.com/products/acrobat/readstep2.html

http://www.apple.com/quicktime/download/

http://www.apple.com/quicktime/download/



through discussion and reflection, externally with a collaborative cohort of

participants.

● The discussions and reflections are meant to help participants understand

elements of teacher efficacy.

● These elements will then be applied to the upgrading of a lesson or arc of

lesson plans.

2. Culminating Performance Task:

● Participants will apply their knowledge of the elements of teacher efficacy

to a lesson plan or arc of related lesson plans.

● Participants will document in their lesson plans evidence of the learning

from the teacher efficacy modules.

● Participants will write a final reflective analysis that details the inclusion of

their chosen efficacy elements and the transfer of the learning to the

classroom actions.

● Both the lesson plan and the reflection will be uploaded to the CaseNEX

system as a Workbook Entry.

3. In order to upload to the CaseNEX system, participants will need to name the

files with the following parameters:

● For the lesson plan: Region_LessonPlan_LastName_FirstInitial

● Example: Southwest_LessonPlan_Smith_T

● For the reflection: Region_Reflection_LastName_FirstInitial

● Example: Southwest_Reflection_Smith_T

***Note that there is no uniform lesson plan format. Use what you already use within your

learning community. ***



MODULE 1: FOUNDATIONS

Schedule

March 23 - March 29, 2015

Module Description

Teachers will understand the importance of capturing qualitative data from the perspective

of completing a pre-post self-assessment. Teachers will understand the need to capture

aspects from each module to make applicable connections in regards to efficacy and

content concepts. The comfort level of utilizing vetted resources, housed in Edmodo, for

this course will be enhanced.

Key Descriptors

● Self-Assessment

● Edmodo

● Vetted Resources

Essential Questions

1. In terms of your own personal growth, why is important to deeply understand your

starting point?

Learning Objectives

Upon completion of this course, participants will:

● Understand the importance of a self-assessment.

● Understand the importance of and utilize vetted resources for professional

development in the Professional Learning Community.

Resources

1. Pre Self-Assessment Link – The link will be sent and the pre-assessment is to be

completed before March 29, 2015.

2. Edmodo Link -

www.edmodo.com

http://www.edmodo.com/




● Answer the following question:

○ Share your reaction to the pre self-assessment and use of Edmodo for this

course.

● Post your response by Wednesday, March 25th, at midnight. ● Respond to at least 2 questions posted by your cohort members by Friday, March

27nd, at midnight.



MODULE 2: TEACHER EFFICACY

Schedule

March 30 - April 5, 2015

Module Description

Teachers will understand what efficacy is, what it looks like from different perspectives, and

how it is measured. Teachers will self-reflect on their well-beings and how it affects the

flow of their classroom, effectiveness and productivity. Teachers will provide insight and

suggestions about these components from their perspectives via discussions, journals, and

an assignment.

Key Descriptors

● Teacher Efficacy

● Teacher Wellness: Mind, Body & Spirit and its effect on students

● Effectiveness factors

● Observation Protocol

● Observation Feedback

● Pedagogy and its effect on efficacy

● District and local leadership’s effect on efficacy

● Servant Leadership

● Cooperative Management

● Sustained School Reform

● Urban Schools/Teacher

Essential Questions

1. How does a teacher’s sense of efficacy affect student his or her teaching?

2. Through its impact on teaching can teacher Efficacy affect achievement?

Learning Objectives

During the implementation of this module, participants will:

● Explore perspectives around teacher efficacy and how efficacy can be measured.

● Reflect on their own efficacy and how it impacts their classroom, their effectiveness,

and their productivity.

● Participate in discussions around efficacy with their regional cohort.



Resources

Videos: https://www.youtube.com/watch?v=Mgouex0WSJw https://www.youtube.com/watch?v=YJM6WUNDnhA

Articles:

Nancy Protheroe article: http://www.naesp.org/resources/1/Principal/2008/M-Jp42.pdf https://soltreemrls3.s3-us-west-2.amazonaws.com/solution-

tree.com/media/pdf/study_guides/StudyGuide_CBTL.pdf

http://www.allthingsplc.info/files/uploads/DuFourWhatIsAProfessionalLearningCommunity.pdf


Open the discussion board to allow participants to post and respond to two questions related

to the article Teacher Efficacy: What Is It and Does It Matter? By Nancy Protheroe.

● Create a discussion question from your understanding and perspective of this article

and post by Wednesday, April 1st at midnight.

● Respond to at least 2 questions posted by your cohort members by Friday, April 3rd,

at midnight.


Consider these two questions to construct your journal entry.

1. How has this module on Teacher efficacy helped you to envision yourself as an

effective teacher?

Write a response by Sunday, April 5th, at midnight using any of the following thinking

routine prompts or guiding questions: ● I used to think… But now, I think…*

● What new ideas do I have about the topic that I didn't have before? *

● What do I notice? What do I think about that? What does it make me wonder? *

● How do I see this impacting my professional practice?

● What are immediate actions I can take into my classroom based on this new

learning?

https://www.youtube.com/watch?v=Mgouex0WSJw

https://www.youtube.com/watch?v=YJM6WUNDnhA

http://www.naesp.org/resources/1/Principal/2008/M-Jp42.pdf

https://soltreemrls3.s3-us-west-2.amazonaws.com/solution-tree.com/media/pdf/study_guides/StudyGuide_CBTL.pdf

https://soltreemrls3.s3-us-west-2.amazonaws.com/solution-tree.com/media/pdf/study_guides/StudyGuide_CBTL.pdf

http://www.allthingsplc.info/files/uploads/DuFourWhatIsAProfessionalLearningCommunity.pdf



● How will what I have learned affect student achievement?

● How do I leverage this learning to lead change? (My Professional Learning

Community, e.g. team, school, district, state.)

*Thinking Routines from Harvard’s Project Zero Visible Thinking Website: http://www.visiblethinkingpz.org/



MODULE 3: WHOLE CHILD APPROACH

Schedule

April 6 - April 12, 2015

Module Description

Teachers will understand the concept of teaching the whole child: mind, body & spirit.

Teachers will connect the social-emotional and stereotype threat component to the whole

child approach. They will clearly be able to compare and contrast this approach to most

traditional approaches. They will discuss the need for professional development in this area

and its projected effect on student achievement. Lastly, they will share practical and

innovative ways to infuse such methods into a curriculum and the daily operations of a

class.

Key Descriptors

● Whole Child

● Social- Emotional

● Stereotype Threats

● Biases

● Stigmas

● Positive Energy

● Confidence

● Inspiration

● Home/School Connection

● Motivation

● Relationships/Communication

● Learning Styles/Multiple Intelligences

● Social Stability & Skills

● Emotional Health

● Physical Health

● Child development

● Classroom Management

Essential Questions

How does the awareness of stereotype threats help teachers design personalized learning

experiences for their students using the Whole Child approach?

Learning Objectives




● Explore the components of the whole child approach.

● Compare and contrast the whole child approach to other traditional approaches.

● Discuss the projected effect of the stereotype threats on student achievement.

● Share practical and innovative ways to infuse the whole child approach into teaching

and learning through discussions and as part of their culminating project.

Resources

Stereotype Threat Mini-Lesson:

(Please work through this mini-lesson for information purposes ONLY)

http://timbuktuacadame.org/learn/demo/delta/teacherefficacy_st/story.html

Videos: https://www.youtube.com/watch?v=HC78HQbnmgI

https://www.youtube.com/watch?v=zXy2V1JmJUs

Article:

http://www.ascd.org/ASCD/pdf/siteASCD/publications/wholechild/wscc-a-collaborative-

approach.pdf

http://www.sagepub.com/upm-

data/34869_Kochhar_Bryant__Effective_Collaboration_for_Educating_the_Whole_Child_Ch1.pdf



○ As it relates to classroom environment and teacher student relationship, what

role does teacher efficacy and stereotype threats play in implementing the

whole child approach?

● Post your response by Wednesday, April 8th, at midnight.

● Respond to at least 2 responses posted by your cohort members by Friday, April 10th, at

midnight.

Journal Entry Assignment(s)

What are some aspects of The Whole Child Approach that I could incorporate into my

classroom practice? Please incorporate knowledge attained from the stereotype threat

mini-lesson. Write a response by Sunday, April 12th at midnight using any of the following thinking

http://timbuktuacadame.org/learn/demo/delta/teacherefficacy_st/story.html

https://www.youtube.com/watch?v=HC78HQbnmgI

https://www.youtube.com/watch?v=zXy2V1JmJUs

http://www.ascd.org/ASCD/pdf/siteASCD/publications/wholechild/wscc-a-collaborative-approach.pdf

http://www.ascd.org/ASCD/pdf/siteASCD/publications/wholechild/wscc-a-collaborative-approach.pdf

http://www.sagepub.com/upm-data/34869_Kochhar_Bryant__Effective_Collaboration_for_Educating_the_Whole_Child_Ch1.pdf

http://www.sagepub.com/upm-data/34869_Kochhar_Bryant__Effective_Collaboration_for_Educating_the_Whole_Child_Ch1.pdf



routine prompts or guiding questions:

● I used to think… But now, I think…*



● What do I think about the whole-child approach?

● What concerns do I have about this approach?



learning?



Community, e.g. team, school, district, state.) *Thinking Routines from Harvard’s Project Zero Visible Thinking Website: http://www.visiblethinkingpz.org/



MODULE 4: CULTURAL & INSTRUCTIONAL DIFFERENTIATION

Schedule

April 13- April 19, 2015

Module Description

Teachers will understand cultural differentiation as it relates to cultures, races, gender,

socioeconomic status, learning styles, abilities/disabilities, and identity. They will

understand how to promote social justice in their classrooms and beyond.

Teachers will identify their cultural paradigms and compare/contrast to empirical research to

help narrow the achievement gap in their classrooms.

Key Descriptors

● Cultural Differentiation

● Culturally relevant teaching

● Instructional Differentiation

● Learning Styles

● Multiple Intelligences

● Social Justice

● Equity

● Paradigm shifts

● Perspectives

● Achievement gap

● Best practices

● Lesson Structure

● Achievement Gap

Essential Questions

1. How do culturally insensitive resources, methods, or assessments impact student

learning?

2. How can we promote high levels of academic success for all learners? (Goes back to

Whole Child too…)

Learning Objectives:




● Recognize cultural differentiation as it relates to cultures, races, gender,

socioeconomic status, learning styles, abilities/disabilities, and identity.

● Identify their cultural paradigms, biases, and stereotypes.

● Promote social justice and the narrowing of the achievement gap in their classrooms

and discussions as evidenced in their Journal Entries and their culminating project.

Resources

Videos (all short): https://www.youtube.com/watch?v=cjiNMFpVOzA&index=33&list=UUhjsO5_4DPm88v4

BriGRncA&spfreload=10

https://www.youtube.com/watch?v=ZqaMg-

OS40Y&index=34&list=UUhjsO5_4DPm88v4BriGRncA

https://www.youtube.com/watch?v=CKNh_3KmM2Y&list=UUhjsO5_4DPm88v4BriGRnc

A

https://www.youtube.com/watch?v=MPl8OSCX_f8&list=PLC438194A2CC5F2D8

https://www.youtube.com/watch?v=mVRYSC8YyYA

https://www.youtube.com/watch?v=bsw39SCzLtE&list=UUhjsO5_4DPm88v4BriGRncA

Article: http://www.equityallianceatasu.org/sites/default/files/9.pdf



○ In what ways can differentiated instruction provide access opportunities to

students who have been excluded due to cultural and/or socioeconomic bias?


● Respond to at least 2 responses posted by your cohort members by Friday, April 17th, at

midnight.


How can you leverage your students’ experiences, cultures, races, genders,

socioeconomic statuses, learning styles, abilities/disabilities, and/or identities for

https://www.youtube.com/watch?v=cjiNMFpVOzA&index=33&list=UUhjsO5_4DPm88v4BriGRncA&spfreload=10

https://www.youtube.com/watch?v=cjiNMFpVOzA&index=33&list=UUhjsO5_4DPm88v4BriGRncA&spfreload=10

https://www.youtube.com/watch?v=ZqaMg-OS40Y&index=34&list=UUhjsO5_4DPm88v4BriGRncA

https://www.youtube.com/watch?v=ZqaMg-OS40Y&index=34&list=UUhjsO5_4DPm88v4BriGRncA

https://www.youtube.com/watch?v=CKNh_3KmM2Y&list=UUhjsO5_4DPm88v4BriGRncA

https://www.youtube.com/watch?v=CKNh_3KmM2Y&list=UUhjsO5_4DPm88v4BriGRncA

https://www.youtube.com/watch?v=MPl8OSCX_f8&list=PLC438194A2CC5F2D8

https://www.youtube.com/watch?v=mVRYSC8YyYA

https://www.youtube.com/watch?v=bsw39SCzLtE&list=UUhjsO5_4DPm88v4BriGRncA

http://www.equityallianceatasu.org/sites/default/files/9.pdf



cultural responsiveness, classroom success, and academic achievement?

Write a response by Sunday, April 19th at midnight using any of the following thinking





● Do you feel comfortable addressing stereotypes related to culture, race, gender, and

social injustices in your classroom?

● Who is your classroom differentiated for?

● How do the physical space and materials in your classroom reflect diversity?



learning?






MODULE 5: 21st Century Learning Environment

Schedule

April 20 - 26, 2015

Module Description

Teachers will infuse 21st Century skills into their currently taught curriculum. They will

explore several digital tools for collaboration, including the already in-use Edmodo library,

Google Tools, and other web tools to help build their technology and 21st Century

toolboxes.

Key Descriptors

● 21st Century Learning Environment

● 21st Century Skills

● Interdisciplinary use of technology

● Edmodo

● Google Calendar

● Google Docs

● Today’s Meet

● Technology Challenges & Change

Essential Questions

1. How do 21st Century Skills differ from Technology skills?

Learning Objectives


● Infuse 21st Century skills into current curriculum, specifically in relation to the

culminating project.

● Access and manipulate new tools to add to their professional toolboxes.

● Explore different tools that may have an impact on increasing both learning and

engagement with their students.

Resources



Videos: https://www.youtube.com/watch?v=nA1Aqp0sPQo

https://www.youtube.com/watch?v=Ax5cNlutAys

https://www.youtube.com/watch?v=3fMC-z7K0r4

Articles: Creativity and Innovation Skills: http://www.p21.org/about-us/p21-framework/262

Critical Thinking and Problem Solving Skills:

http://www.p21.org/about-us/p21-framework/260

Communication and Collaboration Skills:


Snapshot of a Modern Learner:

http://smartblogs.com/education/2012/06/29/snapshot-modern-learner/

http://www.nea.org/home/46989.htm



○ How can 21st Century Skills and classroom technology tools support the

Whole Child Approach and / or leverage equity for underserved student

populations? What are some potential roadblocks for using technology tools

and some potential solutions for overcoming those roadblocks?

● Post your response by Wednesday, April 22nd, at midnight.

● Respond to at least 2 responses posted by your cohort members by Friday, April

24th, at midnight.


How do you think learning and engagement are impacted when students use

technology tools (e.g. Livebinders, Edmodo, course management tools like CaseNEX,

etc.) AND 21st Century Skills? How might contemporary skills and tools impact

student learning over the breadth of their K-12 experiences?

Write a response by Sunday, April 26th, at midnight using any of the following

thinking routine prompts or guiding questions: ● I used to think… But now, I think…*



https://www.youtube.com/watch?v=nA1Aqp0sPQo

https://www.youtube.com/watch?v=Ax5cNlutAys

https://www.youtube.com/watch?v=3fMC-z7K0r4




http://smartblogs.com/education/2012/06/29/snapshot-modern-learner/

http://www.nea.org/home/46989.htm




● What are immediate actions I can take into my classroom based on this new learning?


● How do I leverage this learning to lead change? (My Professional Learning Community, e.g.

team, school, district, state.)




MODULE 6: READING FLUENCY

Schedule

April 27 – May 3, 2015

Module Description

Teachers will understand the characteristics of effective reading instruction and assessment.

They will understand contemporary reading strategies and gain knowledge and applicable

methods to increase the effectiveness of vocabulary instruction, literacy differentiation, and

skill development across all content areas. Teachers will gain practical knowledge to help

them increase fluency levels for all students.

Key Descriptors

● Reading Instruction

● Reading Assessments

● 21st Century Strategies for reading

● Vocabulary Strategies

● Literacy Differentiation

● Fluency Diagnostics/Strategies

● Comprehension Diagnostics/Strategies

● Diverse Literature

Essential Questions

1. How does a high octane reading vocabulary at a young age create opportunities for

success as students get older?

2. How does fluency reading aid in problem solving and deeper critical thinking?

Learning Objectives


● Explore the characteristics of effective reading instruction and ways to assess

students’ reading ability

● Explore methods to increase the effectiveness of vocabulary instruction

● Apply practical knowledge of literacy differentiation and skill development to

increase fluency for all students



Resources

Videos: https://www.youtube.com/watch?v=Z6M0KPOFPBk&index=11&list=PLC05DE60B3540C412 http://www.youtube.com/watch?v=Ac6f0eNxE_w http://www.youtube.com/watch?v=mVRYSC8YyYA&list=PLOXUrDMSVPHmL9NuANpvD64cS

hR74j9rA

Articles: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2805254

http://www.readingrockets.org/article/10-ways-use-technology-build-vocabulary



○ How will the strategies for effective literacy instruction as well as engaging

vocabulary strategies impact student learning and achievement?


● Respond to at least 2 responses posted by your cohort members by Friday, May 1st,

at midnight.


Before you were introduced to the materials of this module what were your thoughts

on literacy and fluency for children ages 5 through 12? What has changed about your

opinion since you’ve had the opportunity to view the materials?

Write a response by Sunday, May 3rd, at midnight using any of the following thinking







learning?




https://www.youtube.com/watch?v=Z6M0KPOFPBk&index=11&list=PLC05DE60B3540C412

http://www.youtube.com/watch?v=Ac6f0eNxE_w

http://www.youtube.com/watch?v=mVRYSC8YyYA&list=PLOXUrDMSVPHmL9NuANpvD64cShR74j9rA

http://www.youtube.com/watch?v=mVRYSC8YyYA&list=PLOXUrDMSVPHmL9NuANpvD64cShR74j9rA

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2805254

http://www.readingrockets.org/article/10-ways-use-technology-build-vocabulary




MODULE 7: MATH FLUENCY

Schedule

May 4 - May 10, 2015

Module Description

Teachers will understand the characteristics of effective math instruction and assessment.

They will understand contemporary classroom strategies related to math instruction and the

application of literacy strategies in the math classroom.

Key Descriptors

● Math Design Collaborative

● Math Instruction

● Math Assessments

● Computational Fluency

● 21st Century Strategies for math

● Vocabulary Strategies

● Literacy Differentiation

● Computation Diagnostics/Strategies

● STEM / STEAM

Essential Question

How does fluency in math aid in problem solving and deeper critical thinking?

Learning Objectives


● Explore the characteristics of effective math instruction and the development of

fluency in the math classroom using the MDC model.

● Explore methods to increase the effectiveness of vocabulary instruction as it pertains

to domain-specific math terms.

● Apply literacy strategies in the math classroom.

Resources



Video: http://www.youtube.com/watch?v=ga1WZ14o1TI

https://www.youtube.com/watch?v=BC08rJZDBjo

Articles: http://www.nctm.org/about/

http://www.eduplace.com/state/pdf/author/chard_hmm05.pdf

http://www.sreb.org/page/1631/LDCMDC.html

http://www.osln.org/college-and-career-ready-by-design-mathematics-design-collaborative-mdc/ http://www.impatientoptimists.org/Posts/2012/10/My-Experiene-with-Collaborative-Design-

Lessons-and-the-Common-Core-State-Standards

Website: http://www.scribd.com/doc/157475841/Upgrading-the-Math-Shifts



○ How can you support students’ efficacy with math fluency and leverage their

prior experiences to lead them to higher levels of learning and achievement?

● Post your response by Wednesday, May 6th, at midnight.

● Respond to at least 2 responses posted by your cohort members by Friday, May 8th,

at midnight.


Two Part Question:

Why is it important that we make a shift in mathematical practices and to help

students have authentic math-classroom experiences?

Do you believe that you have the support necessary to implement the Mathematics

Design Collaborative that was demonstrated in the video “Making Mathematics

Matter”?

Write a response by Sunday, May 10th, at midnight using any of the following thinking


http://www.youtube.com/watch?v=ga1WZ14o1TI

https://www.youtube.com/watch?v=BC08rJZDBjo

http://www.eduplace.com/state/pdf/author/chard_hmm05.pdf


http://www.osln.org/college-and-career-ready-by-design-mathematics-design-collaborative-mdc/

http://www.impatientoptimists.org/Posts/2012/10/My-Experiene-with-Collaborative-Design-Lessons-and-the-Common-Core-State-Standards

http://www.impatientoptimists.org/Posts/2012/10/My-Experiene-with-Collaborative-Design-Lessons-and-the-Common-Core-State-Standards

http://www.scribd.com/doc/157475841/Upgrading-the-Math-Shifts






● How were you taught about fluency in mathematics and how does that differ from

the way we’re asking students to learn now?



learning?






MODULE 8: LITERACY ACROSS THE CURRICULUM

Schedule

May 11 - May 16, 2015

Module Description

Teachers will connect information to understand the importance of utilizing

interdisciplinary units to teach across the curriculum. They will understand how the depth of

understanding and connections in Math, Reading, Literacy, Social Studies and Science are

critical when shifting the perception/perspective of elementary students. They will create

applicable ways to engage student’s thoughts to seek, understand and make connections to

careers in STEM/STEAM.

Key Descriptors

● Literacy Design Collaborative

● Interdisciplinary units

● Teaching across the curriculum

● Connections of content/topics

● Perception shifts

● Vision

● STEM/STEAM careers

Essential Questions

1. How does an integrated approach to teaching and learning support college and career

readiness?

Learning Objectives


● Engage in interdependent thinking that includes curriculum connections between

Science, Technology, Engineering practices, and Math, all within literacy

framework.

● Explore opportunities to apply the learning around facets of STEM/STEAM to

invigorate their current practice and help students make career connections.



Resources

Videos: http://www.youtube.com/watch?v=1cjxYR7G6EI

http://www.youtube.com/watch?v=O5EnOVjRPGI

http://www.youtube.com/watch?v=oA3vMgKVJr0

Articles: http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/New-

Literacies-and-the-Common-Core.aspx

https://www.naesp.org/resources/2/Leadership_Compass/2008/LC2008v5n3a2.pdf


Website: http://www.slideshare.net/pjhiggins/literacy-across-the-curriculum



○ How does the integration of content and literacy across all content areas

support authentic learning opportunities for students in urban schools?

● Post your response by Wednesday, May 13th, at midnight.

● Respond to at least 2 responses posted by your cohort members by Friday, May 15th,

at midnight.


In consideration of what you’ve learned up to this point, how might the LDC

framework support your students’ learning and achievement? What are some

concerns, and perhaps, some potential solutions for dealing with those concerns?

Write a response by Sunday, May 17th, at midnight using any of the following thinking

routine prompts or guiding questions: ● I used to think… But now, I think…*



● How was literacy supported in classes beside Language Arts or Math? How did your

preparation differ from the way we are expected to prepare students today?


http://www.youtube.com/watch?v=1cjxYR7G6EI

http://www.youtube.com/watch?v=O5EnOVjRPGI

http://www.youtube.com/watch?v=oA3vMgKVJr0

http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/New-Literacies-and-the-Common-Core.aspx

http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/New-Literacies-and-the-Common-Core.aspx

https://www.naesp.org/resources/2/Leadership_Compass/2008/LC2008v5n3a2.pdf


http://www.slideshare.net/pjhiggins/literacy-across-the-curriculum




learning?







MODULE 9: CULMINATING TASK

Schedule

May 18 - May 24, 2015

Module Description

In this module, teachers will “put it all together.” Based on their participation in the Teacher

Efficacy Academy, teachers will decide how to best put into practice the elements of

Teacher Efficacy. They will analyze their current curriculum at the lesson plan(s) level and

select a lesson or lessons to upgrade with several of the Efficacy Module elements. They

will document their upgrades in their lesson plans and submit both the plan(s) and a

reflective analysis of their plans to the CaseNEX system.

Key Descriptors

● Interdisciplinary units

● Teaching across the curriculum

● Connections of content/topics

● Perception shifts

● Vision

● STEM careers

Essential Questions

1. How can you put all of this learning together and have an impact on your

professional practice?

2. What do we gain when we focus on depth rather than breadth (coverage)?

Learning Objectives


● Upgrade a lesson plan or arc of related lessons with consideration for the elements of

Teacher Efficacy learned in this course.

● Write a final reflective analysis about the course as a whole and specifically

addressing the upgrades to their current lesson plan(s). Thought Points: How did you

decide what to upgrade? How do the upgrades support your learning around teacher



efficacy, and perhaps, student efficacy?

● Upload the upgraded lesson plan(s) and the reflection in the Workbook Entry section

of CaseNEX.

WORKBOOK: CULMINATING TASK (Details of the task)

Culminating Performance Task: 1. Lesson Plan Upgrade

● Select a previously taught lesson plan or arc of related lesson plans.

● Apply the elements obtained as a participant in the Teacher Efficacy

Academy to upgrade the chosen lesson plan.

● Include documentation within the lesson plans as evidence of the learning

from modules.

2. Construct a Final Reflective Analysis

● Include details of the chosen efficacy elements from the modules.

● Clearly identify the transfer of the learning to classroom actions and

professional learning communities. (Refer to your journal entries and recall

your metacognitive processing as you considered the guiding questions)

***Both the lesson plan and the reflection will be uploaded to the

CaseNEX system as a Workbook Entry. (See directions below)

***All of this should be uploaded by May 24th at midnight.

***Note that there is no uniform lesson plan format. Use what you already use within your

learning community.

In order to upload to the CaseNEX system as a Workbook assignment, participants

will need to name the files with the following parameters: ● For the lesson plan: Region_LessonPlan_LastName_FirstInitial

Example: Southwest_LessonPlan_Smith_T

● For the reflection: Region_Reflection_LastName_FirstInitial

Example: Southwest_Reflection_Smith_T

Complete Post Self- Assesment – The link will be e-mailed to you.

May 25 - May 31, 2015

Complete Course Evaluaition – The link will be e-mialed to you.

May 25 - May 31, 2015



Complete Post Application Self- Assesment – The link will be e-mailed to you.

October 18 – October 30, 2015

delta teacher efficacy campaign - illuminate education · how does a teacher’s sense of efficacy...

Documents