EDE 6076 - Teacher Leadership for Student Learning
EDE 6366 - Professional Development for Student Learning
Teacher Leadership Certification(Graduate Level)
EDE 6366 Professional Development for Student Learning. This course prepares effective teacher leaders for facilitating job-embedded educator learning with a specific focus on P-5 student learning. Within this course, the student will: (1) develop an understanding of a variety of professional learning vehicles designed to strengthen teacher and student learning and (2) acquire the knowledge, skills, abilities needed to implement these tools within the school setting.
Overview: In this course, students explore the theoretical underpinnings of job-embedded professional development as well as translate their theoretical knowledge into practice by engaging in professional learning with colleagues. To achieve these ends, the course is divided into the following segments: The first segment introduces the theoretical underpinnings. The second segment introduces a toolbox of professional development tools with attention to the research base associated with each tool. The third segment provides students to practice the use of these tools under the coaching of the instructor. The fourth, and final segment, provides the students with the opportunity to document their learning in relation to the course objectives and through analysis of this data establish future goals for their own professional growth.
EDE 6076 Teacher Leadership for Student Learning. The purpose of this course is to prepare classroom teachers to become facilitators of change as they explore the various teacher leadership roles in the K-12 contexts, including exemplary practitioner, curriculum decision-maker, researcher, advocate, and facilitator or job-embedded professional development. Guided by equity and advocacy lenses, we will critically analyze current scholarship regarding teacher leaders and their role in facilitating teacher learning and the school renewal process.
Overview: In this course, students explore the theoretical underpinnings of job-embedded professional development as well as translate their theoretical knowledge into practice by engaging in professional learning with colleagues. To achieve these ends, the course is divided into the following segments: The first segment introduces the theoretical underpinnings. The second segment introduces a toolbox of professional development tools with attention to the research base associated with each tool. The third segment provides students to practice the use of these tools under the coaching of the instructor. The fourth, and final segment, provides the students with the opportunity to document their learning in relation to the course objectives and through analysis of this data establish future goals for their own professional growth.
EDE 6076 Teacher Leadership for Student Learning. The purpose of this course is to prepare classroom teachers to become facilitators of change as they explore the various teacher leadership roles in the K-12 contexts, including exemplary practitioner, curriculum decision-maker, researcher, advocate, and facilitator or job-embedded professional development. Guided by equity and advocacy lenses, we will critically analyze current scholarship regarding teacher leaders and their role in facilitating teacher learning and the school renewal process.
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EDE 6556 - Coaching for Student Learning
EDE 6486 - Teacher Research for Student Learning
Teacher Leadership Certification(Graduate Level)
This course is a specially designed course for a cadre of teacher leaders in the Urban Teacher Residency Partnership Program.
These courses:
Graduate Certificate Statement: These courses are part of the graduate certificate in Teacher Leadership for Student Learning. This unique certificate offers a graduate level credential in a specialized field of study with a specific focus. It requires 12 hours of selected coursework. If you are interested in earning this credential, please go to http://www.usf.edu/innovative-education/programs/graduate-certificates/application-process.aspx for more information and to register for this certificate.
These courses:
- Prepare effective coaches for facilitating preservice and inservice educator learning with a specific focus on P-6 student learning. Within this course, the student will develop an understanding of student-centered, evidence based coaching for student learning and acquire the knowledge, skills, abilities needed to provide coaching to preservice and inservice teachers.
- Familiarize practicing teachers with the application of classroom teacher research methodologies to strengthen teaching and learning in the elementary school. Course content is directed toward developing understanding of the need for teacher research and stance toward becoming a teacher researcher. Students develop quantitative, qualitative, case study, and portfolio-based research methodologies used by teachers that allows educators to make teacher research “a part of” rather than “apart from” the work that they do in their classrooms. This course cultivates the data literacy skills the educators need for professional accountability for student learning.
Graduate Certificate Statement: These courses are part of the graduate certificate in Teacher Leadership for Student Learning. This unique certificate offers a graduate level credential in a specialized field of study with a specific focus. It requires 12 hours of selected coursework. If you are interested in earning this credential, please go to http://www.usf.edu/innovative-education/programs/graduate-certificates/application-process.aspx for more information and to register for this certificate.
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EDE 4940/4944 - Internship: Elementary Education Level III (Fall/Spring)
This course is designed to support a yearlong full-day internship in a Residency Partnership school and to support the development of pedagogical content knowledge in literacy, science, and math. The Resident will demonstrate his or her ability to teach as described by the Florida Educator Accomplished Practices for Pre-Professionals as well as his or her readiness to assume the full span of job responsibilities that are expected of a teacher. Residents will focus on their professional development during final internship through inquiry, purposeful goal setting, data collection, and analysis on their teaching.
Overall, you will be expected to act as a professional, take initiative over professional learning, communicate your progress, systematically study your practice, reflect on your practice, read professional literature, and make connections between your experiences, coursework, and other literature you are reading.
Overall, you will be expected to act as a professional, take initiative over professional learning, communicate your progress, systematically study your practice, reflect on your practice, read professional literature, and make connections between your experiences, coursework, and other literature you are reading.
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EDE 4941/4942 - Internship: Elementary Education Level I and II (Fall/Spring)
EDE 4942 is an extremely important experience in your lifelong journey to become an effective teacher. This internship allows you to build on the knowledge, skills, and dispositions you began during EDE 4941 and it provides an opportunity for you to integrate concepts, theories and ideas across the various courses you are experiencing this semester as well as your previous course work. This course is designed to engage you in a process of inquiry focused on questions that will help you to become a better student of teaching and eventually a better teacher as well. During the course of the semester, you will have the opportunity to observe, engage in classroom activities, co-teach lessons, and reflect on experiences under the supervision of your collaborating teacher and PRT. You will develop the ability to think more deeply about teaching and learning as you work together with collaborating teachers, PRTs, and fellow residents.
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EDE 4310 - Instructional Planning for Diverse Learners (Spring 2015)
The purpose of this course is for undergraduate teacher candidates to understand the developmentally appropriate, research-based theories and practices that support children’s learning. This includes:
● incorporating instructional strategies for diverse learners,
● accessing resources for development of integrated and innovative lessons,
● differentiating instruction to support inclusive practices, and
● using formal and informal assessment data to guide instructional decision-making.
An inquiry lens is used throughout to explore the key question: How do learner differences inform and impact planning and instruction? Current knowledge of innovative best practices in differentiated instruction are also explored as a means for meeting the diverse needs of all students in elementary classrooms through the inclusion of English Language Learners and students with exceptionalities.
● incorporating instructional strategies for diverse learners,
● accessing resources for development of integrated and innovative lessons,
● differentiating instruction to support inclusive practices, and
● using formal and informal assessment data to guide instructional decision-making.
An inquiry lens is used throughout to explore the key question: How do learner differences inform and impact planning and instruction? Current knowledge of innovative best practices in differentiated instruction are also explored as a means for meeting the diverse needs of all students in elementary classrooms through the inclusion of English Language Learners and students with exceptionalities.
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LAE 4424 - Teaching Children's Literature: Developing Literacy Appreciation, Global Perspectives , and Knowledge of Text Structures (Fall 2014)
This course is designed to provide future classroom teachers with a deep, rich understanding and appreciation of Children's Literature. Students will go beyond basic theory by immersing themselves into hands-on practice within a real classroom setting, as residents at an urban elementary school. Furthermore, their interaction with elementary age students, will provide each resident the experiences necessary to become effective teachers in the near future. Each resident will have an opportunity to build their own classroom library based on literary analysis, classroom activities, group discussions, and interactive read-alouds. Ultimately, the goal of each resident is to expose their classroom of students to a diverse genre of texts and instruct the students on identifying literary devices embedded throughout a variety of texts. This course is a requirement of the Urban Teacher Residency Partnership Program (UTRPP) at the University of South Florida in Tampa, FL.
click the link below to view the course syllabus
click the link below to view the course syllabus
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