PERSONALIZED LEARNING ENDORSEMENT

PROFESSIONAL DEVELOPMENT SERIES

COURSE 2: CREATING A CULTURE OF PERSONALIZED
LEARNING
Spring 2024

Course Information

Class meeting time: There are no face-to-face sessions. Most of the work will be completed
asynchronously. However, you should consider participating in co-planning sessions that you
and your instructor schedule based on the available Co-Planning Office Hours and/or Co-
Planning Communication Options (i.e., email, text, video, virtual meeting, phone call).

There is an optional synchronous class orientation session. Link to the session and date/time
located in the Class Announcements.

Modality and Location: Online (D2L); Syllabus is posted in D2L

Critical Dates:
First Day of Class: January 8th, 2024
Last Day of Classes: April 29th, 2024

Important Note: The courses in this Personalized Learning Professional Development Series
are NOT eligible for graduate credit and may not be transferred into any graduate-level program.

Prerequisites: Candidates must be submitted by the GaDOE to be eligible to complete this PLE
endorsement program. Candidates must hold a valid Level 4 or higher Induction, Professional,
Advanced Professional, or Lead Professional teaching certificate to be eligible for adding the
endorsement to their GA certificate upon completion of the program.

Field Experiences: The Personalized Learning Endorsement program requires that candidates
participate in a series of nine field experiences of 5-hours each co-designed with the instructor
and aligned to each of nine GaPSC Personalized Endorsement Standards (1, 2, 3, 4, 5, 6, 7, 8,
and 9). These field experiences will take place during Courses 2 & 3 and are associated with
the major course assignments. Candidates will complete applied experiences that facilitate the
bridging of theory to practice within the context of their grade level and certification field.
Candidates will complete a field experience log for Course 2 (5 five-hour experiences) and
another for Course 3 (4 five-hour experiences) for a total of 45 field experience hours. These
experiences are typically completed through the candidate’s full-time position in a P-12 school.
Contact Dr. Yi Jin, PLE PD Program Coordinator, with questions at yjin8@kennesaw.edu.

Instructor Information

The instructors for our PLE PD are well versed in personalized learning! They have written a
GaDOE white paper, influenced the GaPSC PLE Standards, presented at conferences,
coached educators in several metro-Atlanta districts and beyond, as well as worked with
learners in personalized learning classrooms. Be sure to take advantage of their experiences by
communicating with them regularly throughout this program!

Your specific instructor’s contact information is located within your D2L course.

Office Hours: Various days and times for Co-Planning Office Hours are available in D2L. If you
need assistance outside of those listed, you may email your instructor in D2L with Your Name
at the beginning of the message to arrange an appointment.

Course Communication:
Please use the D2L email for course communications. Professor will respond to candidate
emails and phone messages within 24-36 hours during the week and within 48 hours on the
weekend, excluding holidays. Messages received Friday evening may not be returned until
Monday morning. All online communication among class participants, including those involving
the instructor, should be governed by commonly-accepted rules of netiquette. See
http://www.albion.com/netiquette/corerules.html for an overview of netiquette principles.

Course Description
This course prepares teachers to foster a culture of personalized learning in their classrooms
through course readings and instructional media. Through course assignments candidates will
demonstrate mastery of the teacher personalized learning standards and competencies defined
by the Georgia Professional Standards Commission, including Executive Function, Learner
Agency, Asset-Based Dispositions, Growth and Mastery Mindset, and Expanded Collaboration.
This course provides the learner with an opportunity for deeper exploration and understanding
of how to create the culture required for personalized learning to be enacted effectively.

Course Materials

Required Texts: This course will take advantage of Open Educational Resources, many listed
in the Bibliography section with an asterisk. Additionally, the course will require instructor-
created resources to minimize costs for students. To learn more about efforts in Georgia to
reduce college costs, visit http://affordablelearninggeorgia.org/

Technology Requirements: Students should possess basic computer (literacy) skills and must
have access to both a laptop/desktop and the Internet. University Information Technology
Services (UITS) provides students, faculty, and staff with the technology support, training, and
services necessary for academic collaboration, research, and innovation. Students needing
technical support should contact the PLE PD Program Coordinator, Dr. Julia Fuller, at
jfulle40@kennesaw.edu with a description of their technical issue.

This course will require students to use several educational technologies, including technologies
that exist outside of the learning management system. Below is a list of common educational
technologies, as well as links to the accessibility & privacy statements for these technologies:
● Adobe (Acrobat Reader) [Accessibility | Privacy]
● Desire2Learn (D2L) [Accessibility | Privacy]
● Google & YouTube [Accessibility | Privacy]
● Microsoft (Office Suite Products) [Accessibility | Privacy]
 ● Twitter [Privacy]

Prior to logging in to D2L, students should perform a browser check using USG’s BrightSpace
Browser Checker to determine if the browser being used is compatible with D2L.

Course Learning Outcomes

General Expectations:
As a model of personalized learning this course will depend heavily on the co-planning
experience. You are required to meet with your instructor one-on-one using a virtual meeting
tool a minimum of four times for this course. You will co-plan your assignments and your due
dates in these meetings. Assignment due dates will be negotiated with your instructor and once
decided are firm.

Course Objectives:
This course is designed to meet the following objectives: Candidates will:
1. Demonstrate competency of facilitating executive function for the personalized
classroom.
2. Demonstrate competency of facilitating learner agency for the personalized classroom.
3. Demonstrate competency of facilitating asset-based dispositions for the personalized
classroom.
4. Demonstrate competency of facilitating growth and mastery mindset for the personalized
classroom.
5. Demonstrate competency of facilitating expanded collaboration for the personalized
classroom.

Course Standards and Course Outline:

This course is part of the Educator Preparation Program (EPP) at Kennesaw State University
that is guided by or accredited by the Georgia Professional Standards Commission (PSC). This
course is aligned to the Georgia Professional Standards for Personalized Learning and the ISTE
Technology Coaching Standards.

Georgia PSC Personalized Learning Standards of Practice:

Standard 1: Prioritized Executive Function

The candidate explicitly teaches students the skills of executive function (self-
regulation, emotional responsibility, task completion, working memory, cognitive
flexibility, time management, reflection, etc.), teaches practices of metacognition,
and prepares the learning environment to promote learner agency.
The candidate will:
(i) prepare learners to take responsibility for their learning through
the acquisition and practice of executive function;
(ii) design and transform curricula that supports learner acquisition
and practice of executive function by considering the cognitive
development of the learner; and
(iii) measure and report growth in learner executive function to coach
learners towards independence.

Standard 2: Learner Agency

 The candidate teaches and encourages learners to advocate for their needs,
preferences, and interests to plan and drive their learning. The candidate will:
(i) support learners in identifying and advocating for their
preferred modalities, talents, and interests when co-planning experiences
that support mastery;
(ii) create a flexible or innovative learning environment that
supports learner agency; and
(iii) ensure learning experiences reflect preferred modalities, talents,
and interests when co-planning experiences that support mastery.

Standard 3: Asset-Based Dispositions

The candidate uses asset-based language and classroom practices to serve all
learners. The candidate will:
(i) encourage all learners to value his/her own individualities and
the diversity of peers and other educators as assets;
(ii) practice responsive pedagogy and curriculum design in a way
that promotes diverse learner characteristics as assets; and
(iii) value diverse learner characteristics and demonstrates a belief
that all students can learn any competency given adequate resources and
time through asset-based language.

Standard 4: Growth and Mastery Mindset

The candidate defines learning as an ongoing progression by embracing a
growth and mastery mindset, rejecting the binary of success and failure. The
candidate will:
(i) prepare learners to monitor their own pace and progress and
persevere towards mastery, embracing mistakes as learning
opportunities;
(ii) identify causes of learner struggles, prescribe solutions, and co-
plan with learners to set short and long-term goals for growth; and
(iii) design and implement adaptive tools, strategies and learning
experiences to support growth towards mastery for all learners.

Standard 9: Expanded Collaboration

The candidate values learners as equal contributors in the planning process. The
candidate will:
(i) coach learners to effectively collaborate in all interactions (group
work, instructional conversations, sharing ideas, critical feedback, roles,
peer feedback, etc.);
(ii) collaborate using tools and strategies to acquire real-time
feedback and data from all stakeholders to inform curriculum design and
improvement;
(iii) build relationships with all stakeholders that foster success, and
(iv) commit to timely personal interaction (co-plan, monitor progress,
provide feedback, reflect and celebrate, etc.) with all learners.

ISTE Standard for Coaches:

3. Digital Age Learning Environments: Technology coaches create and support

effective digital age learning environments to maximize the learning of all
students.
Course Assignments

NOTE: All requirements for assignments are explained in the assignment description and
rubric document found within the respective module. Students must pace themselves
accordingly to be successful in this course. All modules are to be completed by the last
day of class and include items such as readings/videos, discussion posts, optional co-
planning, portfolio artifacts, and field experiences.

1. ASSIGNMENT 1: Facilitating Executive Function Artifact (100 points)

Before starting this assignment, you should co-plan with your instructor if possible. The
learner will design and develop an artifact that shows he/she can explicitly teach
students the skills of executive function (self-regulation, emotional responsibility, task
completion, working memory, cognitive flexibility, time management, reflection,
etc.), teach practices of metacognition, and prepare the learning environment to promote
learner agency. (See rubric: Facilitating Executive Function Competency Rubric)
FIELD EXPERIENCE: This assignment is a 5-hour field experience that should be
added to your field experience log for PLE Course 2.

2. ASSIGNMENT 2: Facilitating Learner Agency Artifact: (100 points)

Before starting this assignment, you should co-plan with your instructor if possible. The
learner will design and develop an artifact that shows he/she can teach and encourage
learners to advocate for their needs, preferences, and interests to plan and drive their
learning. (Facilitating Learner Agency Rubric)
FIELD EXPERIENCE: This assignment is a 5-hour field experience that should be
added to your field experience log for PLE Course 2.

3. ASSIGNMENT 3: Asset-based Language Artifact: (100 points)

Before starting this assignment, you should co-plan with your instructor if possible.
Design and develop an artifact that demonstrates your ability to use asset-based
language and classroom practices to serve all learners. (Asset-based Language
Competency Rubric)
FIELD EXPERIENCE: This assignment is a 5-hour field experience that should be
added to your field experience log for PLE Course 2.

4. ASSIGNMENT 4: Growth & Mastery Mindset Artifact: (100 points)

Before starting this assignment, you should co-plan with your instructor if possible.
Design and develop an artifact that demonstrates learning in your classroom as an
ongoing progression by embracing a growth and mastery mindset, rejecting the binary of
success and failure. (Mastery Mindset Rubric)
FIELD EXPERIENCE: This assignment is a 5-hour field experience that should be
added to your field experience log for PLE Course 2.

5. ASSIGNMENT 5: Expanded Collaboration Artifact: (100 points)

Before starting this assignment, you should co-plan with your instructor if possible.
Design and develop an artifact that demonstrates you value learners as equal
contributors in the planning process. (Expanded Collaboration Rubric)
FIELD EXPERIENCE: This assignment is a 5-hour field experience that should be
added to your field experience log for PLE Course 2.
6. DISCUSSION FORUMS (10 points per activity (5) = Total 50 points)
Discussion forums will be used as a review of the concepts and sharing of ideas.
Candidates are expected to make an original post and provide substantive feedback to
at least two peers. NO RUBRIC

Evaluation and Grading Policies

The course is designed in such a way that all assignments add up to 550 points. All course
grades will be based on these percentages of possible points: S = 80% to 100%; U = below
80%. *Rounding percentage points up or down is at the discretion of the instructor.

NOTE: In order for this course to count towards the Personalized Learning Endorsement,
mastery must be achieved on the five major course assignments as demonstrated by
90% on each associated rubric.

NOTE: Feedback and grades will be made available to students within 5 business days of
submission.

Final Exam

There will be no final examination in this course.

Course Work Expectations

Make-Up and Late Work Policy:

It is expected that work will be submitted in a timely manner; however, if for some reason you
cannot submit an assignment on time, notify the professor as soon as possible. Unless this
becomes a recurrent problem, penalties will not be invoked. However, manage your time
wisely in order to complete the course and demonstrate mastery as specified in the
grading policies.

Other Requirements:
All written work should reflect careful organization of material and the high standards of
investigation associated with university studies. All formal written work should be submitted
following APA (7th ed.) guidelines. Work must be proofread to ensure accuracy in spelling,
punctuation, and grammar.

Policy Statements
Attendance/Participation Policy:
Candidates must visit the course site once a day to view new announcements and course
content. Email must be checked on a daily basis. Participation requires more than logging into
the course. It is expected that candidates will keep up to date with the readings and share ideas
online, as well as participate in all course-related activities. All assignments must be turned in
via the D2L course site.

Assignment Policy:
● Candidates will submit all assignments electronically via the course site.
● If there are technical problems with the course site, assignments can be sent to your
professor in an e-mail. The subject line of the email must include your name, the course
alphanumeric designator, and the name of the assignment.
● The course software standards for submission of assignments are negotiated between
you and your instructor during co-planning sessions. Consult with instructor about the
appropriate format for your submission.
● When technical problems occur and you cannot submit your assignment electronically,
send an email to your professor to explain the difficulty. If you cannot use email, call your
professor to explain the difficulty. If you reach your professor’s voicemail, leave a
message explaining the difficulty and a phone contact where you can be reached.
● Your professor will grade assignments within five days of the due date and will send you
feedback electronically, either by email or through comments posted on an assignment
returned via the course site.
● Grades on assignments will be posted within five days of the due date. You must refer to
the gradebook within the course site to determine the grade you earned on each
assignment. Please do NOT try to determine your grade by sending an email or calling
your professor.
● If you need to discuss your grade or feedback you received on an assignment, please
make an appointment with your professor. This may be done during published office
hours, via email, Teams/Zoom, or telephone contact.
● It is expected that work will be submitted on time; however, if for some reason you
cannot submit an assignment on time, notify the professor. If the professor chooses to
accept the work late, there may be a grade penalty as determined by the instructor.
● Candidates are responsible for keeping a copy of all graded assignments.
● Candidates must ensure that assignment files are free of viruses before submitting them.
Candidates must keep virus detection software up to date.

Academic Integrity Expectations:

KSU expects that students will pursue their academic programs in an ethical, professional
manner. Any work that students present in fulfillment of program or course requirements should
reflect their own efforts, achieved without giving or receiving any unauthorized assistance. The
work completed in this class should be original work for the purposes of this class only and not
course work submitted in any other class. Potential conflicts related to duplicative work should
be discussed with the instructor. Any student who is found to have violated these expectations
will be subject to disciplinary action by the university and/or the Professional Standards
Commission, which authorizes teachers’ certification to practice in the state of Georgia.

EPP Policy Statements:

Important information about the EPP Policy Statements are located on the Bagwell College of
Education website. Students are solely responsible for knowing the information outlined in the
EPP Policy Statements, including:
1. Purpose and Rationale: Conceptual Framework
2. Knowledge Base
3. Use of Technology Statement
4. School-Based Activities Statement
5. EPP Diversity Statement
6. Campus Resources for Writing
7. Accessibility

Federal, BOR, and KSU Policy Statements:

These are located on the Academic Affairs website. Additionally, should students need
additional resources regarding syllabus policies and statements, students may visit the Course
Syllabus Policies website, which is maintained by the Office of the Provost. Students are solely
responsible for knowing the information outlined in the Federal, BOR, and KSU Student
Policies, including:
1. KSU Academic Integrity Statement
2. KSU Disruption of Campus Life Policy
3. KSU Web Accessibility Policy Statement
4. KSU Reasonable Accommodations Policy
5. KSU Enrollment Management/Course Attendance Policy
6. KSU Military Withdrawals Policy
7. Copyright Law
8. Protecting Students’ Privacy (FERPA)
9. KSU Sexual Misconduct Policy
10. KSU Course Withdrawal Policy
11. KSU Graduate Course Auditing Policy (Graduate Courses Only)
12. Academic Feedback
13. Netiquette: Communication Courtesy
14. Inclement Weather Policy
Bibliography

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