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EDUC 6657 Critical Skills for the Modern Classroom

College

College of Education

Section

OLS25

Term

2023SP

Class Time & Place

Online Asynchronous

Campus

Online

Course Description

In this course, teacher candidates will learn current best practices for collaborating with other professionals in an educational setting. Best practices of collaboration include the interpersonal skills necessary for effective professional partnerships, strategies for co-planning, evidence-based approaches to delivering co-teaching, and collaborative assessment practices. This course will also prepare teacher candidates to identify and serve students in their classrooms who require extra support but do not qualify for special education services. Specifically, candidates will learn strategies for providing instruction to English language learners, students on 504 plans, students with mild disabilities (that do not warrant special education services), students with mental health disorders, and/or students with learning struggles based on a history of poor instruction. This course will also provide teacher candidates with a repertoire of skills for providing extra support to struggling students within the context of a response to intervention or multitiered systems of support model.

Credits

3

Instructor

Dr. Dave Sells

Email Address

dsells@piedmont.edu

Office

309 on the Athens Campus

Phone

706-548-8805 extension 8082

Office Hours

Tuesdays and Thursdays - 9 a.m. - 2 p.m.

Please utilize email communication to schedule appointments within the designated office hours. I will be glad to meet virtually or discuss components of the class via phone if needed.

Textbooks and Class materials

Textbooks and materials for this course are open source and/or available through the Piedmont University Library. Access to textbooks and journal articles is provided within each module.

Optional Text:

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.)

Student Learning Outcomes

Upon the successful completion of this course, students will be able to:

  1. Identify evidence-based practices for successful collaboration with parents and other professional practitioners.
  2. Identify evidence-based academic/behavioral supports for struggling students in the context of a response to intervention model.

Educational Technology Requirements

  • Online/Hybrid

    Minimum technology requirements for online and hybrid courses may be found at the following URL:  https://www.piedmont.edu/academics/technology-requirements/.

    Active, weekly participation is required as a minimum standard to register attendance in an online or hybrid course. Logging onto a course, in the absence of active participation, is not sufficient to register attendance.

Grading Scale

To promote fair and consistent assessments, the following grading guidelines will be applied on the total points:

A 100% to 90%
B less than 90% to 80%
C less than 80% to 70%
D less than 70% to 60%
F less than 60% to 0

Grading System

Grading Scale

To promote fair and consistent assessments, the following grading guidelines will be applied on the total points:

A

 100% to 90%
B less than 90% to 80%
C less than 80% to 70%
D less than 70% to 60%
F less than 60% to 0

 

Grading System:

Discussion Postings - 25%

Embedded Questions - 25%

Creating your Collaborative Toolbox assignment - 30%

Activities - 10%

Active weekly participation - 10%

 

Attendance

Active, weekly participation is required as a minimum standard to register attendance in an online or hybrid course. Logging onto a course in the absence of active participation is not sufficient to register attendance. Within the online course community, you will be credited for progress/attendance by achieving objectives. Of course, you will still have deadlines for various items, and your progress will be communicated through objectives met. The concept of “seat time” is not relevant for this online format, but contact hours are required. Contact hours will be met by watching videos, engaging in online discussions, completing assessments, and checking online at least three times each week. In other words, “Modules” include content that could reasonably be completed during a typical course “seat time” plus time spent completing work outside of class, including required readings, activities, and assignments.

Class Policies

Student qualities in an online course require self-discipline, self-motivation, and self-direction. Students must have good writing skills and should have or quickly develop good computer skills. From the beginning, students need to realize that they will likely do more work and spend more time learning in an online course than in a traditional course.

It is important to read the syllabus, to know the requirements for completing the course, and when assignments are due, which includes participation in class discussions. Time management skills are important for an online student. Falling behind is one-factor students claim for dropping out of online courses. Students in online courses must set priorities and decide how much time to devote to weekly assignments.

Be sure to view all graded assignments to look for feedback. Feedback will come in the form of a comment, rubric, or annotations in an uploaded file. I encourage you to reply to comments to get clarity, engage in discussion, or even simply let me know you saw the feedback. 

Make-up Policy

All work for the course is due on the assigned week on Monday. Work submitted late will only be accepted if prearranged by the professor and the candidate. To meet the deadline, students submit assignments electronically on or before the due date. Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated. Completion of all assignments is required for a passing grade in the course. If at any time you are unclear about assignments or expectations, please contact me for clarification.

Course Outline/Schedule

Modules Weeks Objectives Assignments

Module 1 

Introduction and Course Overview 

 

 

 

Week 1

After successful completion of this module, the student will be able to: 

1.1 Locate the syllabus and key information within it 

1.2 Locate contact information for the instructor 

1.3 Understand how to schedule meetings with the instructor 

1.4 Understand how to navigate the course via Canvas 

1.5 Identify important dates in reference to assignments 

 

Review the course introduction and the syllabus.

Contact the instructor if you have any questions about the course.

Module 2   

Defining Collaboration 

 

 

Week 2

After successful completion of this module, the student will be able to: 

2.1 Define collaboration in the K-12 setting. (CLO I) 

2.2 Discuss the need for collaboration with other professionals in the K-12 setting. (CLO 1) 

2.3 Identify different types of collaboration. (CLO I) 

 

  • Listen to the Defining Collaboration presentation​

  • Watch: Groupthink for good – why teachers need collaboration: Heather Duncan-Whitt at TEDxWellsStreetEd​

  • Read: Teachers Working Together – Improving Learning Outcomes in the Inclusive Classroom – Practical Strategies and Examples​

  • Watch: Bad Co-Teaching​

  • Watch: Co-Teaching is NOT​

  • Complete the Teachers Working Together discussion activity​

  • Complete the Communication for Collaboration Module

 

Module 3 

Current Trends and Issues in Collaboration 

 

 

 

Week 3

After successful completion of this module, the student will be able to: 

3.1 Identify current trends and issues related to collaboration in the K-12 setting. (CLO I) 

3.2 Discuss current trends and issues related to collaboration in the K-12 setting. (CLO 1) 

 

  • Listen to the Current Trends and Issues in Collaboration Presentation​

  • Watch Video: Co-teaching and Collaborative Partnerships for Inclusive Education to be Successful ​

  • Watch Video: MTSS, RTI, and SST​

  • Read: Collaboration as a New Creative Imaginary: Teachers’ Lived Experience of Co-Creation​

  • Complete the New Creative Imaginary discussion activity​

  • Complete the embedded questions assignment

 

Module 4 

Collaborative Relationships in the K-12 setting 

 

 

 

Week 4

After successful completion of this module, the student will be able to: 

4.1 Identify collaborative relationships in the K-12 setting. (CLO 1) 

4.2 Discuss interpersonal skills necessary for successful collaborative relationships. (CLO 1) 

 

 

  • Listen to the Collaborative Relationships in the K-12 setting Presentation​

  • Read Chapters 6-8 of Teacher Communication: A Guide to Relational, Organizational, and Classroom Communication. ​

  • Complete the Teacher Communication discussion activity​

  • Complete the Communication Styles-Inventory​

  • Complete the embedded questions assignment

 

 

Module 5 

Best Practices in Collaboration 

 

Week 5

After successful completion of this module, the student will be able to: 

5.1 Analyze best practices for collaboration in the K-12 setting. (CLO 1) 

 

 
 

 

  • Watch the video lecture on Factors Related to Successful Inclusion and Co-Teaching​

  • Read: Making inclusion Work With Co-Teaching – Mastropieri and Scruggs (2017)​

  • Complete the discussion board activity​

  • Complete Formative Assignment 1 – Article Review​

  • Complete Formative Assignment 2 – Embedded Questions

 

Module 6 

Collaboration across varied K-12 settings 

 

Week 6

After successful completion of this module, the student will be able to: 

6.1 Identify collaborative practices that apply to specific settings and scenarios. (CLO 1) 

 

  • Watch the video lecture on Collaboration Across Varied Settings​

  • Read: chapters 1 – 3 and chapter 13 of What We Say and How We Say It Matter: Teacher Talk That Improves Student Learning and Behavior​

  • Watch: How Can Teachers Engage Families?​

  • Watch: 4 Magic Phrases You Can Use to Respond to Anything​

  • Complete the discussion posting for this module​

  • Complete Formative Assignment  – Embedded Questions

 

 

Module 7 

Creating your Collaborative Toolbox 

Week 7

After successful completion of this module, the student will be able to: 

7.1 Design a resource portfolio of best practices in collaboration specific to the student's current practice. (CLO 1) 

 

  • Watch – HLP 1-3: Collaboration​

  • Read: Journal Article​

1.  Chapters 1 and 2 of Enhancing Partnerships in Special Education​

2. High-Leverage Practices in Special Education – Collaboration: Research Synthesis​

  • Complete the discussion posting assignment for this module​

  • Begin working on the summative assignment – Creating Your Collaborative Toolbox​ - Due on week 10

  • Watch – Module 7 Review PowerPoint with video

 

Module 8 

Who are English Language Learners 

Week 8

After successful completion of this module, the student will be able to: 

8.1 Describe English Language Learners in the K-12 setting. (CLO 2) 

8.2 Identify current challenges for English Language Learners in the K-12 setting. (CLO 2) 

 

 

  • Watch the video lecture – Who are English Language Learners​

  • Read: Read: Pages 3-20 from English Language Learners in the Elementary Classroom: A Handbook for Beginning Teachers​

  • Complete the discussion posting for this module​

  • Complete Formative Assignment  – Embedded Questions

Module 9 

Evidence-Based Practices for Supporting English Language Learners 

Week 9

After successful completion of this module, the student will be able to: 

9.1 Identify evidence-based practices for supporting English Language Learners in the K-12 setting. (CLO 2) 

9.2 Discuss evidence-based practices for supporting English Language Learners in the K-12 setting. (CLO 2) 

 

  • Review the instructional PowerPoint for the IRIS Module​

  • Complete the IRIS Module - Teaching English Language Learners: Effective Instructional Practices​

  • Complete the assessment questions from the IRIS Module​

  • Complete the discussion posting for this module

Module 10 

Collaboration to Support English Language Learners 

Week 10

After successful completion of this module, the student will be able to: 

10.1 Discuss the need for collaboration to support English Language Learners. (CLO 2) 

10.2 Identify collaborative relationships for supporting English Language Learners in the K-12 setting. (CLO 2) 

  • View and Listen - Collaboration to Support English Language Learners presentation with audio​

  • Read: Journal Articles​

  • A Culture of Collaboration: Meeting the Needs of Adolescent English Language Learners​

  • Collaborative Framework to Support English Learner Student Instruction​

  • Complete the discussion posting assignment for this module​

  • Complete the embedded questions assignment​

  • Watch – Module 10 Review PowerPoint with video

Submit your summative assignment - Creating Your Collaborative Toolbox

Module 11 

Mental Health Disorders in the K-12 Setting 

Week 11

After successful completion of this module, the student will be able to: 

11.1 Define common mental health disorders in the K-12 setting. (CLO 3) 

11.2 Discuss mental health supports for students in the K-12 setting. (CLO 3) 

11.3 Discuss student supports available via 504 plans. (CLO 3) 

11.4 Discuss student supports available via Individualized Education Plans (IEPs) (CLO 3) 

 

  • View and Listen - Mental Health Disorders in the K-12 Setting presentation with audio​

  • Read: Journal Article/Resources​

1. Preventing and Treating Mental Health Problems​

2. Review - IEP Sample Form​

3. Review - Model – Section 504 Plan​

​

  • Complete the discussion posting assignment for this module​

  • Complete the embedded questions assignment​

  • Watch – Module 11 Review PowerPoint with video

Module 12 

Evidence-Based Practices for Supporting Students with Mental Health Disorders 

Week 12

After successful completion of this module, the student will be able to: 

12.1 Identify evidence-based practices for supporting students with mental health disorders, 504 plans, and IEPs in the K-12 setting. (CLO 3) 

 

  • View and Listen – Evidence Based Practices for Supporting Students with Mental Health Disorders presentation with audio​

  • Read: Journal Article​

1. Safe Schools, Positive Behavior Supports, and Mental Health Supports: Lessons Learned from Three Safe Schools/Healthy Student Communities ​

  • Complete the discussion posting assignment for this module​

  • Complete the embedded questions assignment​

  • Watch – Module 12 Review PowerPoint with video

Module 13 

Collaborative Support Systems for Students with Mental Health Disorders 

Week 13

After successful completion of this module, the student will be able to: 

13.1 Identify collaborative support systems for supporting students with mental health disorders in the K-12 setting. (CLO 3) 

13.2 Discuss collaborative support systems for students with mental health disorders as they apply to specific situations. (CLO 3) 

  • View and Listen – Collaborative Support Systems for Students with Mental Health Disorders presentation with audio​

  • Read: Journal Article​

1. School Mental Health Quality Guide​

  • Watch: Mental Health and Equity in the Southeast​

  • Complete the discussion posting assignment for this module​

  • Complete the embedded questions assignment​

  • Watch: Module 13 Review PowerPoint with video

 

Module 14 

Multi-Tiered Systems of Support (MTSS) 

Week 14

After successful completion of this module, the student will be able to: 

14.1 Define Multi-Tiered System of Support. (CLO 4) 

14.2 Describe each tier of MTSS. (CLO 4) 

14.3 Discuss student support associated with each tier of MTSS (CLO 4) 

  • View and Listen – MTSS PowerPoint presentation with audio​

  • Watch: Georgia’s MTSS Roundtable Discussion – Georgia Department of Education resource​

  • Complete the discussion posting assignment for this module​

  • Complete the embedded questions assignment​

  • Watch: Module 14 Review PowerPoint with video

 

Module 15 

Utilizing MTSS to Support Students 

Week 15

After successful completion of this module, the student will be able to: 

15.1 Analyze student support scenarios across varied tiers of MTSS. (CLO 4) 

15.2 Identify appropriate supports for students across all tiers of MTSS. (CLO 4) 

15.3 Create a student support plan. (CLO 4) 

 

  • View and Listen – Utilizing MTSS Supports PowerPoint presentation with audio​

  • Read: Chapters 5-8 from Multi-Tiered Systems of Support for Young Children: Driving Change in Early Education​

  • Complete the discussion posting assignment for this module​

  • Complete the embedded questions assignment​

  • Watch: Module 15 Review PowerPoint with video

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All are welcome as we strive to learn together, regardless of ability status, affectional orientation, age, color, ethnicity, gender expression, gender identity, marital status, nationality, political ideology, race, religious beliefs, sex, sexual orientation, spiritual beliefs, socioeconomic status, or veteran status. It is important that professors and students all strive to maintain an environment (online and in-person) in which all individuals receive respect, acceptance, positive regard, and the opportunity to safely develop and exchange ideas. We must acknowledge diverse world views and celebrate our rich differences. As educators, our ability to respect, support, and celebrate our differences has a profound impact on our daily interactions with our students and our classrooms. To support a safe and welcoming environment in our classrooms, Piedmont University College of Education professors will seek to promote fairness, empowerment, and advocacy for each student.

Piedmont Policies

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Excused Absence Policy: Student absences for university-sanctioned events are generally considered excused absences because they are supportive of the university program. However, there are exceptions to the policy as noted in the University catalog. When absences are excused, instructors must allow students to make up any work that has been missed. Students are responsible for notifying their instructors, in advance, about absences from class due to participation in university-sanctioned events. See full policy in the University catalog at https://piedmont.smartcatalogiq.com/.

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