May 2014

Park Hill School District’s

Professional Studies

Education Services

Prototype

May 2014

Park Hill School District’s Professional Studies

Education Services Prototype

Park Hill Professional Studies Purpose Statement

The Park Hill Professional Studies program provides authentic learning

experiences aligned with students’ interests and talents that lead to post-

secondary educational career success through classroom instruction and

professional relationships.

Course Description

This course will immerse the student in a project-based field of study in the area

of teacher education. The student in this program will be participating in

internships, mentorships, networking, and futuristic modeling. The student will be

immersed in practices of educational technology and will incorporate 21st century

skills into every aspect of observation and course work. The student will study

educational pedagogy as the basis for the profession and will experience the true

essence of the teacher-classroom experience.

The student will be participating in the Education Services program as a

professional in the educational environment of Graden Elementary in the Park

Hill School District, as well as other learning environments through the Northland

and Kansas City metropolitan area to experience a wide range of teaching and

training opportunities.

Course Rationale

Education is an integral component of our world, affecting all disciplines, cultures

and areas of life. As the 21st century unfolds, the field of education will continue

to be impacted with the pervasiveness of technology and global learning. The

development of this course addresses educational pedagogy, project-based

learning, the evolving role of teachers in the classroom, and reflective thinking.

The key components to this course include significant and ongoing study,

classroom observation, reflection, practical experiences, and community

connections in the education field within a variety of settings.

The course will:

1. Assist high school students with best practices for teaching and

instructional technology

2. Expose high school students to project-based learning

May 2014

3. Provide opportunities for practical experiences with educational

professionals and professional partnerships as mentors and project

leaders

4. Develop and model a desire for life-long learning in a professional manner

Education Services Philosophy

The teaching philosophy in a Park Hill Professional Studies course is different

from what students have traditionally experienced. The instructional model is

based in part on the Constructivist Learning Theory which supports learning

through construction of knowledge and 21st century skills in the field of

education. The course is designed to develop a student’s self-reflective skills

and critical thinking through project-based learning.

Course Topics

The course focuses around the Core Competencies of the National Board for

Professional Teaching Standards.

1. Committed to Students and Their Learning

a. Learner Development

b. Learning Styles

c. Classroom Climate

d. Diversity

2. Know the Subjects They Teach and How to Teach Those Subjects to

Students

a. Content Knowledge

b. Instructional Strategies

c. Differentiation

d. Individualization

e. Intervention

3. Responsible for Managing and Monitoring Student Learning

a. Normative Behaviors in the Learning Environment

b. Learner Motivation and Engagement

c. Assessment

4. Think Systematically About Their Practices and Learn from Experience

a. 21st Century Pedagogy

b. Professional Development

c. Reflective Learning

5. Collaborate as Members of Learning Communities

a. College and Career Connections

b. Stakeholder Communication

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College and Career Readiness

Students will demonstrate mastery of instructional technology, educational

service studies, and 21st century skills to create a final presentation and digital

ePortfolio as a capstone project.

1. Educational Services

a. Global learning collaboration and how it affects our

society/culture/planet

b. Educational pedagogy and best practices

c. Project-based learning

d. Teacher’s role in relation to one’s career

e. Emerging trends in Instructional Technology

f. Professional Learning Communities

g. Continuous improvement

2. Professional Skills (aligned with the Partnership for 21st Century Skills)

a. Learning and Innovation Skills

i. Critical thinking and problem solving

ii. Creativity and innovation

iii. Excellent oral and written communication skills

iv. Effective collaboration skills

b. Information, Media, and Technology Skills

i. Information, media and communication literacy

c. Life and Career skills

i. Flexibility and adaptability

ii. Initiative and self-direction

iii. Social and cross-cultural skills

iv. Productivity and accountability

v. Leadership and responsibility

Learning Targets

The students will:

Be Committed to Students and Learning:

● Explore stages of child development

● Formulate an understanding of the connection between stages of

child/adolescent development and learning in a classroom

● Examine brain-based learning research

● Prioritize the elements of a positive classroom climate

● Evaluate learning environments for those positive elements

● Engage in global learning and collaboration

● Develop an understanding of diversity as it relates to education

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Know the Subjects They Teach and How to Teach Those Subjects to Students

● Develop a knowledge base of the content area including relevant

standards

● Examine professional literature

● Teach with current best practices in instruction

● Synthesize common threads in literature

● Plan lessons that incorporate instructional technology tools

● Plan lessons that incorporate strategies for differentiation

● Plan lessons based on district curriculum aligned with state and national

standards

● Incorporate Quality tools in learning activities

● Define differentiation

● Examine and evaluate examples of differentiated instruction

● Define individualization

● Examine and evaluate examples of individualized instruction

● Define interventions

● Examine and evaluate examples of interventions for student learning

● Design interventions for student learning under the framework of

Response to Intervention (RtI)

Responsible for Managing and Monitoring Student Learning

● Develop a list of normative behaviors conducive to a productive learning

environment

● Recommend ways to organize instruction to meet instructional goals

● Create a plan to support learners who struggle with normative behaviors

● Propose strategies for building relationships with stakeholders

● Determine strengths / interests for each learner

● Explore a variety of learner-centered motivation techniques

● Identify a variety of methods for assessing the progress toward learning

targets of individual learners as well as the group as a whole including the

following types of assessments:

○ Assessment for learning

○ Assessment of learning

○ Formative versus summative

○ Formal versus informal

○ Diagnostic versus universal screening versus progress monitoring

○ Standardized assessment

● Explain the connection of formal assessment to classroom instruction (i.e.

state testing)

● Explain the structure of Standards-Based Grading

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Think Systematically About Their Practices and Learn from Experience

● Examine professional literature for best practices and pedagogy

● Critique the impact of technology on learning

● Explore innovative instructional practices emerging in education

● Utilize the National Education Technology Standards for Students

● Apply the National Education Technology Standards for Teachers

● Participate in Professional Learning Communities

● Develop habits for engaging in new educational ideas for Continuous

Improvement

● Engage in global learning and collaboration

● Engage in reflective practices to learn from experiences

● Utilize the Plan- Do- Study- Act (PDSA) model and other Quality tools to

evaluate learning

Collaborate as Members of Professional Learning Communities

● Explore career options in education

● Conduct a program evaluation on college teacher education programs

● Discuss National Board for Professional Teaching Standards (NBPTS),

Specific Professional Association standards (SPAs) and state education

standards

● Explore a variety of methods and tools teachers use for parent

communication in the 21st Century

● Explore relationships with business and community partners

● Engage in professional communication

● Create and maintain a positive digital footprint

Professional and Course Expectations

Class Expectations for Professional Studies Students

● Participate in classroom activities and discussions

● Communicate effectively in various forums

● Demonstrate professional behavior, appearance, and attitude at all times

● Demonstrate effective time management through completion of task due

dates

● Proofread assignments and submit high-quality written work

● Show initiative in the classroom through collaborative learning

● Notify the instructor of schedule variations in site location

Technology and Online Expectations for Professional Studies Students

● Online communication is expected through Desire2Learn, email, blogging,

and other communication tools

● Maintain professional communication with the instructor, mentors, project

leaders, and/or other Professional Studies students in the program

May 2014

through Desire2Learn, email, blogging, phone and other communication

tools

● Copy the instructor on all mentor or project leader communications

● Use various instructional tools while working with other students, teachers,

etc.

Internship Expectations for Professional Studies Students

1. Build a professional reputation

2. Approach the experience as a professional versus a student in the K-12

environment

3. Understand and respect the leadership structure

4. Practice self-advocacy

5. Reflect upon the experience and adjust for continual improvement

6. Evaluate progress with instructors, mentors, and project leaders

7. Practice social skills appropriate to culture and context

8. Develop professional skills

9. Communicate professionally

10. Maintain a positive digital footprint

11. Dress professionally

12. Respect all stakeholders in the experience

13. Maintain confidentiality as a part of FERPA

Assessment and Grading Procedures

Evaluation for the final grade will include, but is not limited to the following:

● Assignments

● D2L ePortfolio completion and quality

● Project work, including final presentation

● Online collaboration components (Twitter, D2L journals, D2L discussions,

blogs)

● Reflections and self-evaluations

● Professional Teacher Evaluations from instructors, mentors, and project

leader

● Professionalism

Grade configuration

The grading scale is as follows:

90%-100% A

80%-89% B

70%-79% C

60%-69% D

0%-59% F

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Technology Resources

The student will be provided with a district-approved device to facilitate a 1:1

learning environment. The student will explore various tools to develop 21st

century skills such as communication, collaboration, research, problem-solving,

critical thinking, and innovation.

All course resources, assignments, and projects will be communicated through

the Park Hill learning management system Desire2Learn. The student is

expected to check Desire2Learn, Park Hill email, and any other instructor

communication daily. In addition, all students will have access to the course

calendar through Desire2Learn to access due dates, guest speaker calendars,

and all other logistics related to this course. The student is expected to keep

his/her own Google calendar which they will share with the instructor.

All students are expected to adhere to the Park Hill School District Acceptable

Use Policy.

References

CAPS Teacher Education 2020 Instructor. (2014). Blue Valley School District.

May 2014

Appendix

Professional Expectations for Park Hill School District’s Professional

Studies Education Services Prototype

Expected Professional Courtesies

Professional behavior with collegial partners is extremely important in order to

foster professional relationships. Adhere to professional courtesies such as, but

not limited to, the following:

1. Introduce yourself at the initial meeting

2. Use a firm handshake during this introduction

3. Wait until invited to sit down when you enter someone’s office

4. Keep your feet on the floor

5. Refrain from chewing gum

6. Say ‘please’ and ‘thank you’ frequently

7. Use good eye contact

8. Put phones away unless they are used as part of the program work

9. Refrain from having side conversations (text or verbal)

10. Be well-rested and groomed each day

Expected Professional Behaviors and Manners

Professional skills are vital to college and career success. Incorporate the

following behaviors and manners into your professional behavior skillset:

1. Collaboration

2. Time and goal management

3. Conflict resolution/negotiation

4. Technology adeptness

5. Initiative

6. Adaptability/flexibility

Expected Professional Dress

It is the responsibility of each student to use good judgment and adhere to the

professional dress requirements including, but not limited to, the following:

1. Dress in business casual clothing: slacks, khakis, sport jackets, collared

golf shirts, crew neck sweaters, turtleneck shirts and sweaters, dresses or

skirts

2. Ensure that clothing fits properly

3. Clothing should be clean, neat, and pressed

4. Wear professional footwear

5. Avoid tight or revealing clothing

6. The following are considered inappropriate clothing for professional dress:

a. Tank tops, T-shirts, halter tops, low-cut necklines, etc.

b. Spaghetti-straps, sheer fabrics, backless tops

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c. Denim pants, cargo pants or fatigues, pants that expose

undergarments

d. Miniskirts or skirts with long slits

e. Flip flops, sneakers, slippers

f. Large or offensive logos

Expected Professional Communication

All written and oral communication should be appropriate to audience and task,

including, but not limited to the following:

1. Use proper grammar

2. Avoid slang and abbreviations when speaking and writing

3. Write in complete sentences and proofread

4. When speaking, address individuals by their titles (Mr., Ms., Dr.) unless

instructed

Practice Professional Self Advocacy

It is the responsibility of each student to be his/her own advocate and be

proactive in his/her role as a Professional Studies student by:

1. Asking for help when necessary

2. Reaching out to others for support

3. Coming prepared when analyzing projects

4. Being proactive in evaluating a project and its progress in a timely manner

5. Assessing risks that threaten the project as a reason to redirect action

6. Delivering what you promise, and don’t promise what you can’t deliver

7. Learning to negotiate and creatively solve differences as they arise

8. Trying your best

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Prototype Contributors

Barbra Thoeming and Terri Lynn

Learning Community Manager

Desire2Learn Incorporated

Joy Scranton

Third Grade Teacher

Blue Springs School District

Voy Spears Jr. Elementary

Kayla Harrity Lead Enrollment Counselor Park University Courtney Abels Teacher Liberty Public Schools

Dee Mana Adjunct faculty member and university supervisor Park University Christian Winn

Family & Consumer Sciences Teacher

Staley High School

Shirlee Mendon

Retired Elementary classroom teacher/

Counselor

North Kansas City School District

Kelli Long

ELL Teacher

Grand Island Public Schools

Tara Harvey Blended Learning Coach Liberty North High School

Rose Taney

Science Teacher

Discovery Middle School

Dr. DJ Champagne, MWDP Asst. Professor, Coordinator Teacher Leadership Park University, School for Education Rosemary V. Camp Chemistry Teacher & EIP Coordinator Assistant Scholar Bowl Coach eLEADS Technology Specialist Liberty North High School

Collaboratively Written Prototype with the Following Stakeholders

Stephanie Amaya- Coordinator of Professional Studies

Lauren Berka- Elementary Teacher

Dr. Jennifer Corum- Director of Curriculum

Sarah Haferkamp- Special Education Teacher

Gail Hennessy- Park University

Erin Kester- High School Teacher

Nicole Price Hill- Cooperate Trainer

Tiffany Thomas- High School Teacher

Jill Watkins- Instructional Technology Facilitator

May 2014

Denise Evans

Teacher

Park University Graduate

Tyi-Sanna Jones, Ph.d. BRIDGES Education Consultant Reggie White, MDiv. Howard University School of Divinity Brandy R. Thornton Education Minister Mt. Washington Missionary Baptist Church Marvin L. Lyman Principal 2128 Consultants Charlette Lyman, M.Ed, Ed.S Curriculum & Education Specialist

John Vanderpool

Retired Comm Arts Instructor

Park Hill School District

Margaret Cummings

Retired Comm Arts Instructor

Park Hill School District

Michele Benjamin

Adjunct Faculty: School For Education

Park University

Frank Hogg

HR Consultant - Development

Hallmark Cards, Inc.

Tammy Fry

Education Instructor

Blue Valley CAPS

Alicia Hanauer

Student Teacher

Park University / Park Hill Graduate

Leanne Cox High Ability Program Park Hill School District Irene Keller School Psychologist Gerner Center James Godfrey Guided Studies Park Hill South Paul Bellman Social Studies Park Hill High School Vicki Hodges English Language Arts Park Hill South High School Colleen VanLoh 4th Grade Union Chapel Ashley Rider 7th Grade Reading Lakeview Tracy Mangels Instructional Technology Park Hill South High School Tara Kalis Russel Jones Jetta McGinniss Mathematics Teacher Park Hill South High School Alicia Kershaw 2nd Grade Tiffany Ridge Mary Laughlin 5th Grade Tiffany Ridge Matt Downey Physical Education Prairie Point

May 2014

Dr. Linda Davidson Instructional Coach, Science Park Hill School District Lora Ackerman Teacher/Instructional Coach Park Hill School District Bart Whaley, Ed.S., NCSP School Psychologist Park Hill School District Sheila Webster 3rd Grade Hawthorn Chris Nutt School Counselor Lakeview Lindsey Hood Special Education Park Hill High School Sharon Rigos Science Plaza Middle School Vicki Hansen Media Coordinator Park Hill School District Dan Burnett 504 and Homebound Coordinator Park Hill and Park Hill South High Schools Rustin Reys Math Park Hill High School Jennifer Mattson Social Studies Park Hill South High School Meredith A. Williams Foreign Language Park Hill South High School

Barry Crilley Special Education Department Chair Park Hill South Jerry Peterson Technology Education Teacher Plaza Middle School Sandy Hemaya Principal Hawthorn Scott Marsh Math Congress Middle School Lynae Reents World Cultures Plaza Middle School Kim Fette Instructional Coach Grades 2-3 Park Hill School District Benay Shannon Science Park Hill South JJ Collins Reading Interventionist Plaza Middle School

Lynne Moeller

Business Department Teacher

Park Hill South High School

Angie Currey

Principal

Gerner Early Childhood Center

Horace Tisdel

English Language Arts

Lakeview

May 2014

Education Services: Internship Opportunities

Graden

Experience:

Observation/

collaboration with

teachers/ Attend

building a PD and

Committee session/

daily interactions

such as lunch,

recess, bus duty/

short internships

with admin

assistants, nurse,

custodian, recovery

room

Observation 1

(2 wks)

Just observing/

students take notes/

students create

lesson plan for core

class/ weekly

summation of

experience/ begin

log/ recoding-skype,

flip/ coursework with

text, technology,

projects, etc. *Note

this observation is

meant to be in an

area other than your

personal interest.

Observation 2

(2 wks)

Collaboration with

teacher and students/

create lesson plans

based on classroom

experiences

recording or photos

required/ coursework

with text, technology,

projects, etc.

Observation 3

(2 wks)

More collaboration

with teacher and

students/ create

lesson plans based

on classroom

experience and

technology integration

requires/ recording

required/ photos

required/ coursework

with text, technology,

projects, etc.

Overview: Students in this program will be participating in internships,

mentorships, networking, and futuristic modeling. Students will be

immersed in practices of educational technology and will incorporate

21st century skills into every aspect of observation and coursework.

Students will study educational pedagogy as the basis for the

profession and will experience the true essence of the teacher-

classroom experience.