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Green Hills Area Education Agency

Professional Development Syllabus
I. Course Overview Course Title: Credit Hours:
Graduate

Human Relations Independent Study 3
License Renewal Substitute Authorization Paraeducator Evaluator Approval

Instructor(s) Name: Contact Information: Address: Phone: Email: Fax:

Cindy Burchett 1405 Southridge Road, Harlan, IA, 51537 712-755-3562 (h); 712-579-9908 (c) crburch@harlannet.com 712-755-7455

Instructor has current resume on file at this agency Yes No (Please include with this proposal copies of transcripts and resumes)

Published Description: (Underline 2-5 key terms under which this may be categorized)

• What are the instructional practices and strategies that participants will learn? • What are the potential results for student learning? • Are there any prerequisites?

This course is designed to instruct teachers and administrators as stated in the State of Iowa Human Relations Requirement for Teacher Education and Certification. These areas are: A) Awareness and understanding of the various values, lifestyles, history, and contributions of various identifiable subgroups in American society. B) Recognition of dehumanizing biases such as sexism, racism, prejudice, and discrimination and awareness of the impact that such biases have on interpersonal relations. C) Translating knowledge of human relations into attitudes, skills, and teaching techniques. D) Recognizing the ways in which dehumanizing biases may be reflected in instructional materials. E) Comprehending and respecting human diversity. F) Understanding and having the skills to relate effectively to other individuals both in your own and in unfamiliar ethnic/cultural groups. Upon completion of the course, participants should be able to better utilize their understanding for diversity to positively impact student learning and relationships within and outside of the school setting.

Target Audience (ie. Administrator, level, content, teacher, and licensure area) K-12 Teachers and Administrators
Minimum # of Participants

1

Maximum # of Participants

100

Accommodations: Instructors should notify participants in the class that if participants require an accommodation for an identified disability that may affect their performance in this class, an appointment should be made with the instructor early in the term to discuss accommodations which may be necessary to enable them to have as equal an opportunity for success in this course as those who do not have a disability.
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Green Hills Area Education Agency
Professional Development Syllabus
Date(s) Location Times = Hours

Correspondence Course

45 hours

Rationale: What is the rationale for this course offering?
practice, research and student achievement data

Cite the data that validates the need for this course such as needs assessment, national trends, best

This course is a State of Iowa requirement for Teacher Education and Certification. As stated in the text, “educators need to acquire the knowledge and skills necessary to maximize the opportunities that diversity offers and to minimize its challenges.”

II.

Course Outline: Iowa Teaching Standards: To which Iowa Teacher Quality Standard(s) does this course most apply?
(A) (B) (C) (D) (E) (F) (G) (H) Demonstrates ability to enhance academic performance and support for and implementation of the school district’s student achievement goals. Demonstrates competence in content knowledge appropriate to the teaching position. Demonstrates competence in planning and preparing for instruction. Uses strategies to deliver instruction that meets the multiple learning needs of student. Uses a variety of methods to monitor student learning. Demonstrates competence in classroom management. Engages in professional growth. Fulfills professional responsibilities established by the school district.

Iowa School Leader Standards: To which Iowa Standard(s) for School Leaders does this course most apply? A school administrator is an educational leader who promotes the success of all students by:
(A) (B) (C) (D) (E) (F) Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional development. Ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Acting with integrity, fairness, and in an ethical manner. Understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
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Green Hills Area Education Agency Course Syllabus

Green Hills Area Education Agency
Professional Development Syllabus
Research/Best Practice to support course outcomes: Describe the scientific research base that supports the instructional strategies
being learned in this course. Reference the Iowa Content Networks and/or other research sources using a bibliography format

Iowa Code Chapter 256.11 requires that “A multiculural, gender fair approach is used by schools and school districts. The educational program shall be taught from a multicultural, gender fair approach.” Subcodes outline multicultural and gender fair appraoches within content areas, technology, and professioanl development. This course supports this requirement through study and application.

Outcomes/Objectives: List the knowledge and skills that participants will possess as a result of taking part in this course
Participants will: 1) Examine their own values, attitudes, and interpersonal behaviors and its impact on their educational practices; 2) Give written evidence of their knowledge and understanding of human relations theories and concepts relating to multicutural education, bias, intra/inter-personal communication, school reform, and parental/community involvement and the impact of these factors on student learning; 3) Evaluate educational materials in light of multicultalism, gender bias, and exceptionality; 4) Examine how people in education respond to diversity and equity within the school and community and what they are doing to promote understanding and acceptance of all students and families; and 5) Become familiar with community resources related to ethnic and cultural subgroups within society.

Instructor Methods and Course Design: Insure that the course includes theory, demonstration, practice, and collaboration.

List the methods to be used by the instructor and indicate how these will be distributed through the training. These methods might include: lecture, demonstration and modeling, individual/small group work, interaction with and use of technology. The expectaion is for all participants to engage in the follow through to support implemenation that is designed as part of the course. Appropriate differentiation will be determined by instructor

This will be a independent, self-study course with requirements for observation, participation, and reflection. Students will be required to review print and online educational materials, research current journals, and observe current practices. The required reading includes research, extensive bibiographies, documentation, and practical examples of application in the classroom. Students will interact with cultural diversity in the community. They will be required to reflect on how this course has impacted their own practices and how they are utlizing new understanding and skills to promote rigor and quality for all students.

Required Readings:

List the readings that are required for this course

“Multicultural Education Issues and Perspectives,” 7th edition.

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Green Hills Area Education Agency
Professional Development Syllabus
Course Equity Information: To which Equity Issue does this course address (mark as many boxes that apply to the professional development outlined in this syllabus)? Multi-cultural Issues 1) Does this course discuss ways to ensure learners from other cultures are successful in the classroom? 2) Does this course promote the diversity of ideas and thoughts in curriculum and assignments, such as knowledge of different world views and cultural perspectives? 3) Does your course acknowledge the learning styles of culturally diverse peoples? 4) Does your course promote/utilize resources that portray the various dimensions of a culturally diverse population? 5) Does this course include strategies to form partnerships with families, particularly with those who are culturally diverse? Gender-fair Issues 1) Does this course include discussion about ensuring both male and female learners are successful in the classroom (e.g. math and science classes)? 2) Does this course promote/utilize resources that portray both sexes in active and passive activities? 3) Does this course promote/utilize resources that portray both sexes in “nontraditional” ways as role models? 4) Does this course discuss gay, lesbian, bisexual, or transgender issues, particularly as they relate to school or community climate and/or student achievement? Socio-economic Issues 1) Does this course include discussion about ways to ensure that students from low socio-economic backgrounds are successful in the classroom? 2) Does this course include discussion/understanding about who are SES students and the culture of poverty? 3) Does this course include discussion or analysis about disaggregating data based on socio-economic status? 4) Does this course promote/utilize resources that may interest students from low socio-economic backgrounds who may struggle academically? 5) Does this course include learning about instructional strategies that will engage SES students in learning? English Language Learners 1) Does this course include discussion of the impact of second language learning on academic achievement? 2) Does this course address specific cultural issues impacting student learning? 3) Does this course promote cross cultural communication and involvement with ELL parents/family? 4) Does this course address legal/academic responsibilities of school districts with educating ELL students? Other Diverse Learners (e.g. TAG and learners with special needs) – 1) Does this course address who are diverse learners, how to identify and/or how to serve diverse learners in the classroom? 2) Do the learning expectations of this course include application of knowledge about diverse learners? 3) Does this course deliver specific information about individual diverse groups? None of the issues above are addressed in this course. Please provide a description of the issues checked above:
All of these components are thoroughly outlined in the textbook “Multicultural Education Issues and Perspectives,” 7th edition. The authors provide an in-depth discussion of these topics along with research documentation, statistics, examples of classroom application, and an extensive bibliography of additional resources.

Iowa Core Information: To which Iowa Core Essential Skills and Concepts does this course address? Literacy Mathematics Science Social Studies 21st Century Skills

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Green Hills Area Education Agency
Professional Development Syllabus
III. Course Requirements

Requirements: Identify products to be produced for this course. *See Page 7.

Examples might include reflections, implementation logs, student data analysis, student work samples, collaborative team minutes, lesson plans, peer observation notes, readings, etc. *Please provide in detail a list of course requirements and dates when they are due.

Attendance/Make-up Policy: If a participant must miss a class session due to an extenuating circumstance, they must contact the instructor to determine an appropriate, agreed-upon make-up assignment. If a participant misses more than 10% of the total class time, credit will not be granted. This is an Independent Study Program with four completion dates: March 15, June 15, August 15, and November 15. Participants have one year from the date of enrollment to complete the course.

IV.

Application/Implementation

During Course: How does this course train for and/or support classroom application during the course? Students will be required to evaluate their own educational practices as well as those of others, documenting how these practices provide a foundation for understanding diversity within and outside of the classroom setting while also providing enhanced opportunities for all students to learn.

Follow-up:What activities or resources will be available for follow-up and support after the completion of the course? The student may contact the instructor for follow-up and support during the course and following the completion of the course. During the course students will be encouraged to work with their peers to establish on-going support systems within their buildings/districts that foster an understanding of diversity in the educational setting and how their knowledge and awareness can positively impact student learning.

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Green Hills Area Education Agency
Professional Development Syllabus
V. Method of Evaluation Evaluation: What criteria will be used to determine the grade for completing the course?
Identify the means by which the instructor and participants will know that the course outcomes have been met. How will course products be analyzed? For the purposes of offering this for graduate credit, the analysis instrument should be attached and align with corresponding grading scale listed below:

Graduate Course Grade *See Page 8. A

Requirements

B

*See Page 8.

C

*See Page 8.

D

*See Page 8.

F

*See Page 8.

Licensure Renewal Course Grade *See Page 8. Pass

Requirements

Fail

*See Page 8.

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Green Hills Area Education Agency
Professional Development Syllabus
Requirements: Identify products to be produced for this course.
Examples might include reflections, implementation logs, student data analysis, student work samples, collaborative team minutes, lesson plans, peer observation notes, readings, etc. *Please provide in detail a list of course requirements and dates when they are due.

Read required text: Multicultural Education Issues and Perspectives (Seventh Edition), (James A. Banks and Cherry A. McGee Banks editors), Hoboken: John Wiley & Sons. ASSIGNMENT Read and provide a written review by chapter of the required text: Multicultural Education Issues and Perspectives Seventh Edition (James A. Banks and Cherry A. McGee Banks editors). Choose one of the six parts of the text and provide a personal written review of two journal articles (2007 or later) relating to the topic area you select. Select and evaluate two samples of educational textbooks, two samples of educational websites and one standardized test for bias; write a summary paper of your findings. Visit a school in your community and interview several teachers and the principal about how the school has responded to diversity and equity, both within the school and in the larger society. Summarize and reflect on how their views interface with your personal experiences and beliefs. Visit a center of information and an event that represent ethnic or cultural subgroups in our society. Provide a summary of your experiences. Journal about how the textbook and other experiences in this course apply to your classroom (teacher) or building (administrator). Complete the pre test and post-test STANDARDS A,B,C,D,E,F TIME 15 hours

B D

4 hours 6 hours

B,C

6 hours

E, F C A

6 hours 7 hours 1 hour

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Green Hills Area Education Agency
Professional Development Syllabus
Evaluation: What criteria will be used to determine the grade for completing the course?
Identify the means by which the instructor and participants will know that the course outcomes have been met. How will course products be analyzed? For the purposes of offering this for graduate credit, the analysis instrument should be attached and align with corresponding grading scale listed below:

Graduate Course Grade Requirements

A

All assignments are comprehensively completed and contain all components. Demonstrates consistent effort to integrate new information with prior knowledge and skill to achieve the course objectives and complete all course assignments. Impact on individual teaching and reflection about personal practices well presented and examples of changes or reasons for no change supported with data. Exemplary example of quality professional work.

B

All assignments are completed and contain all components. Demonstrates effort to integrate new information with prior knowledge and skill to achieve the course objectives and complete all course assignments. Impact on individual teaching and reflection about personal practices presented with examples of changes or reasons for no change supported with data. Good example of quality professional work.

C

The majority of the assignments are completed and contain all components. Demonstrates effort to integrate new information with prior knowledge and skill to achieve the course objectives and complete course assignments. Impact on individual teaching and reflection about personal practices presented but lacks data to support the impact statements. Minimal example of quality professional work.

D

Only some of the assignments are completed and/or may be missing important components. Minimal effort to integrate new information with prior knowledge and skill to achieve the course objectives and complete course assignments. Impact on individual teaching and reflection about personal practices missing and/or no supporting data is given. Poor example of quality professional work.

F

Majority of the assignments are missing and/or assignments are missing important components. Little effort to integrate new information with prior knowledge and skill to achieve the course objectives and complete course assignments. Impact on individual teaching and reflection about personal practices missing. No supporting data is given. Very poor example of professional work.

Licensure Renewal Course Grade Requirements

Pass

All assignments are completed and contain all components. Demonstrates effort to integrate new information with prior knowledge and skill to achieve the course objectives and complete all course assignments. Impact on individual teaching and reflection about personal practices presented with examples of changes or reasons for no change supported with data. Good example of quality professional work.

Fail

Fails to meet requirements for a passing grade as outlined above.

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