Course Syllabus

CI 5306: Reflective Evaluative Techniques for the Classroom Teacher

(Capstone)
And
CI 5389: Reflective Evaluation through Action Research for
Practitioners (Capstone)

Spring, 2017
Wednesday, 6:30-9:20pm
Room 357, Round Rock

Professor Dr. Nancy Langerock

Round Rock Higher
Office Education Center, Room
464w
Email nl10 @txstate.edu

Before and after class

Wednesday: 1pm-2pm
Office Hours
and 5pm-6:15pm
Thursday: 5pm-6:15pm

Required Materials: no instructor adoptions

CI 5306

CI 5306 is a course designed for students who are earning the M.Ed. in
Secondary Education along with their initial teacher certification, the revised
CI 5306 and as such will, will serve as the Capstone course for graduation.
The course is taken in the final semester of graduate work and has as
prerequisites CI 5390, CI 5314, CI 5363, CI 5370 and RDG 5324. Through
utilizing the Danielson Framework for Teaching in the CI 5306 course,
students will compile a reflective electronic portfolio of artifacts
representative of their graduate degree program and will design an
individualized professional growth plan to support their continued
professional development beyond their graduate program. A Faculty Jury
Panel will assess the portfolio and professional growth plan and a satisfactory
assessment of both is required in order to graduate.

Course Goals: Successful completion of this course will enable students to:
 Hone their teacher reflection skills and to integrate these skills into
their professional practice as they exit their graduate programs and
progress through their careers as professional educators,

Develop, through a series of professional readings and class

discussions, a more in-depth understanding of each domain of the
Danielson Framework for Teaching and inter-relatedness and
interdependency of the framework domains in successful teaching,

Synthesize experiences from their graduate program, utilizing the

Danielson Framework for Teaching, in order to understand how the
content from individual courses combine into an integrated graduate-
level professional program,

Develop an electronic showcase portfolio that can be utilized to

communicate highlights of their graduate degree program in
Secondary Education,

Develop an individualized professional growth plan to support their

continued professional development beyond their graduate program.

Graded Course Assignments

% of
Assignments Grad
e
Electronic Portfolio 50
Class Discussion Activities
10

Conference Presentation and Participation 5

Personalized Growth Plan 20

Reflective Practice through Readings/ Installations/ Danielson 15

Framework

Electronic Portfolio Contents

I. Personal Insights on Teacher Reflection

II. Overview of Graduate Program and Memorable Experiences

III. Showcase Artifacts: (One from each domaineither a new creation or a
analytic reflection over an earlier artifact or experience; Portfolio must
include at least one new creation, preferably in the Domain where the
greatest gap(s) exists).

III.l: Domain 1: Planning and Preparation

a. Artifact (newly created or selected from prior semesters)
b. analytic reflection of artifact

III.2: Domain 2: The Classroom Environment

c. artifact (newly created or selected from prior semesters)
a. analytic reflection of artifact

III.3: Domain 3: Instruction

d. artifact (newly created or selected from prior semesters)
a. analytic reflection of artifact

III.4: Domain 4: Professional Responsibilities

a. artifactPersonalized Personal Growth Plan
b. analytic reflection of artifact

Professional Readings and Class Discussion Activities

Professors will select 4 professional readings on each of the following 5

topics:

Teacher Reflection through the Danielson Framework

Planning and Professional Preparation (Domain 1)
Classroom Environment (Domain 2)
Instructional Practices (Domain 3)
Professional Responsibilities (Domain 4)

Students will be organized into discussion groups of 4 students and students

will be numbered 1-4 and assigned a specific reading based upon his/her
designated number. Students will come to class prepared to discuss their
reading. In class, students will be regrouped, so that all 1s are in a group, all
2s in a group, etc. At this point, all persons in the group will have read the
same article and the group will be given 20 minutes to develop an
installation that will assist them in explaining the salient points of the
article to others who have not yet read the article. Installations will be
posted around the room.

Students will then return to their original group to tour the installations. At
each installation, the person who assisted in the preparation of the
installation will be the expert on that reading and the related installation
and will then the responsibility of explaining it to the others in the group.
Throughout this activity, each group members will be exposed to a total of 4
professional readings and will be the expert on one reading and have the
responsibility of explaining it to other group members.

CI 5389

This course will serve as a foundation in evaluative reflection and action

research (classroom-based research) for practicing teachers who are
pursuing graduate degrees. Students will design and implement a mixed-
methods action research project based on a self-selected topic. Action
research is considered a valid form of professional self- evaluation and
development that strengthens teachers practice by causing them to
become more reflective: observant and analytical.

By the end of the course, the students will be able to:

Apply research skills in conducting an actual action research project.

Develop a detailed findings report on an action research project.
Develop a professional conference proposal as an electronic findings
report.
Engage in a simulated professional conference experience.
Reflect as an active participant in learning communities guided by the
Danielson Framework for Teaching.

Graded Course Assignments

% of
Assignments Grad
e
Action Research Project Findings Report 50
Reflective Article Analysis from a Selected Action Research Study 10
Workshop Presentation and Participation 5
Professional Conference Proposal and presentation (based upon
20
Action Research Project)

Reflective Practice through Action Research Readings/ Danielson 15

Framework
Overview of Selected Assignments

1. Action Research Project Findings Report Students will conduct

an original action research project during the Spring semester and will
develop a findings report that describes study procedures, data collection
and analysis techniques, study findings, implications for practitioners, and
recommendations for future research.
.

2. Article Analysis from a Selected Research Study Using

literature search techniques developed last semester, each student will
locate one article resulting from an action research project conducted in
the same topic field as their own study (i.e. art, special education, writing,
etc.) Articles should not exceed 10 pages in length. The researcher will
submit an article analysis framework document in addition to leading the
workshop discussion about the article.

4. Professional Conference Presentation Proposal PPT

Professional conferences are an important professional development
avenue for teacher leaders. Many leaders also wish to present their work
at professional conferences. You will develop a conference proposal (ppt)
for a presentation about your action research project.

5. Mock Conference PresentationThe final class meetings will be

devoted to the preparation and delivery of your mock conference
presentations. Each class member should limit his/her presentation to
approximately 15 minutes and allow approximately 5 minutes for
questions and discussion. Your presentation should be supplemented by a
Power point presentation.

6. Reflective Practice through Action Research Readings: The

instructor will select 4 professional readings on teacher reflection and
action research that reflect these possible Danielson components:

Planning and Professional Preparation

Classroom Environment
Instructional Practices
Professional Responsibilities

Students will be supplied copies of the given reflective research a week

before the assignment is due. Students will come to class prepared to
discuss their reading and within the group will be given 20 minutes to
develop a consensus that will assist them in explaining the salient points of
the article to share with the class. Throughout the semester class members
will be exposed to a total of 4 professional readings and be able to provide
connections to their own action research, and be able to explain it to other
class members.

Tentative Schedule: CI5306/5389 Capstone: Spring, 2017 Langerock

Week Content Topics

1 Course Overview
Intro to Teacher Development Continuum
1/18 Introduction to Teacher Reflection and Action Research

Utilizing the Danielson Framework for Teaching and

Research Instructor presentation
2 Library Skills Training

Homework:
1/25
CI5306:
Read Assigned Articles on Teacher Reflection (Each S will be
assigned 1 of 4 readings), and locate a reflective literature piece

CI5389: Read Assigned Articles on Teacher Reflection and

Research, discover a topic, locate a research Literature piece

3 Teacher Reflection and Action Research:

Students Grouped with Others who read same article to
2/1 develop an installation on their reading
Students are regrouped into Gallery Tour groups; each
group member will be an expert on one installation and
will lead discussion on that installation
Professor will debrief activity & facilitate students
identifying major concepts related to Teacher Reflection
Review of Danielson Framework: making the
connections
Homework:
CI5306: Bring Copy of Degree Audit to Next Class
CI5389: Collect literature review material Action Research
Cycles

4 Looking Back At Your Degree Program

Introduction To Capstone Electronic Portfolio and Analytic
2/8 Reflection of Portfolio Artifacts
All: Complete Assignment on Personal Insights on Teacher
 Reflection/Research
5389: Overview: Planning for Action Research activity: Problems
and Questions

5 Domain 1: Planning and Preparation

Professors Introduction to Domain 1
Extension Activity Related to Domain 1
2/15 Discussion of the Decision To Choose or Create a
Domain 1 Artifact
Homework:
All: Read and Be Prepared To Discuss Your Assigned Article on
Domain 1 (Each S will be assigned 1 of 4 readings).
5389: Implementing Action Research Plans and Collecting Data
activity: Timelines

6 Domain I Cont.
Group Work To Build Installation on Assigned
2/22 Reading
Gallery Tours of Installations
Debrief of Insights Gleaned from Collection of
Readings
Activity on Working with Your Domain 1 Artifacts
Individual research conferencing (5389) Troubleshooting
Homework:
5306: Finalize Your Domain 1 Artifact Selection and Complete
Analytic Reflection of Artifact
5389: Independent Work on Action Research Project: Mixed
Methods Design activity

7 Domain 2: The Classroom Environment

Professors Introduction to Domain 2
3/1 Extension Activity Related to Domain 2
Discussion of the Decision To Choose or Create a
Domain 2 Artifact
Individual research conferencing (5389) Troubleshooting
Homework:
All: Read and Be Prepared To Discuss Your Assigned Article on
Domain 2 (Each S will be assigned 1 of 4 readings).
5389: : Independent Work on Action Research Project : Data
collection
8 Domain 2 Cont.
Group Work To Build Installation on Assigned
Reading
3/8 Gallery Tours of Installations
Debrief of Insights Gleaned from Collection of
Readings
Activity on Working with Your Domain 2 Artifacts
Individual research conferencing (5389) Troubleshooting
Homework:
5306: Finalize Your Domain 2 Artifact Selection and Complete
Analytic Reflection of Artifact
5389: Independent Work on Action Research Project: Data
collection
3/15 Spring Break- no class
9 Domain 3: Instruction
Professors Introduction to Domain 3
Extension Activity Related to Domain 3
3/22 Discussion of the Decision To Choose or Create a
Domain 3 Artifact
Individual Research Conferencing (5389) Troubleshooting
Homework:
All: Read and Be Prepared To Discuss Your Assigned Article on
Domain 3 (Each S will be assigned 1 of 4 readings).
5389: Independent Work on Action Research Project: Data
collection
10 Domain 3 Cont.
Group Work To Build Installation on Assigned
3/29 Reading
Gallery Tours of Installations
Debrief of Insights Gleaned from Collection of
Readings
Activity on Working with Your Domain 3 Artifacts
Individual Research Conferencing (5389) Troubleshooting

Homework:
5306: Finalize Your Domain 3 Artifact Selection and Complete
Analytic Reflection of Artifact
5389: Independent Work on Action Research Project: Data
collection
11 Domain 4: Professional Responsibilities
Professors Introduction to Domain 4
4/5 Extension Activity Related to Domain 4
Discussion of the Decision To Choose or Create a
Domain 4 Artifact
Individual Research Conferencing (5389) Troubleshooting

Homework:
 All: Read and Be Prepared To Discuss Your Assigned Article on
Domain 4 (Each S will be assigned 1 of 4 readings).
5389: Independent Work on Action Research Project: Data
collection
12 Domain 4 Cont.
Group Work To Build Installation on Assigned
Reading
4/12 Gallery Tours of Installations
Debrief of Insights Gleaned from Collection of
Readings
Activity on Working with Your Domain 4 Artifacts
Individual Research Conferencing (5389) Analyzing data

Homework:
5306: Finalize Your Domain 4 Artifact Selection and Complete
Analytic Reflection of Artifact
5389: Work on Action Research Project: Writing up the results
13 Looking to The Future: Formulating A Professional Growth
Plan
4/19 Overview of Assignment Guidelines for Personalized
Professional Growth Plan
Rough draft of research document (5389)
Homework:
5306: Complete first draft of your Personalized Professional
Growth Plan and prepare your electronic portfolio for review of
peers
5389: Writing up the results
In class Peer review of all presentation products:
14 Class Activity of Personalized Growth Plans and portfolios
Final Touches on Portfolio Preparation/Research projects
4/26 Review of Portfolio/Research Evaluation Criteria &
Presentation Evaluation Criteria
Homework: Submit your Revised Personalized Growth Plan and
Be Prepared To Present your electronic portfolio for review by
faculty jury panel
Comprehensive Portfolio Presentations & Evaluations by
15 Faculty Jury Panel

5/3
A. Grading Scale

A 90 to 100
B 80 to 89
C 70 to 70
D 60 to 69
F 0 to 59

B. Late Work Policy

All work is due at the beginning of the class. In the case of an emergency,
students are allowed to submit one assignment after the due date;
however, a twenty percent grade reduction will occur. The late
assignment must be submitted within 24 hours of the due date. Additional
late assignments will not be accepted. Work should be submitted
electronically through TRACS.

C. Attendance and Tardy Policies

Attendance Policy The C&I departmental attendance policy specifies

Students are allowed to miss 10% of the total number of classes.
Students who exceed this percentage may receive a grade reduction and
green flag.

Rationale for the Attendance Policy: Learning is an active process, and

students acquire knowledge by listening to and participating in class
discussions. Although course assessments may not measure this
incidental learning, students still gain a deeper understanding of the
educational concepts when they attend class.

Habitual absences reflect poorly on the student as a professional and may

result in a departmental green flag. The following grade reductions will
occur:

1 absence No grade reduction

2 absences No grade reduction
3 absences 10 points deducted from the final course
grade
4 absences 20 points deducted from the final course
grade
5 absences 30 points deducted from the final course
grade
6 absences 40 points deducted form the final course
grade
Tardy Policy
Punctuality is also important. Class will begin and end on time.
Occasionally, students may find it necessary to be late. If that is the
case, then arrive late rather than skipping class. Students arriving 10
minutes after the beginning of class will be counted absent. In
addition, students may need to leave class early. Leaving early will be
considered like a tardy. Students leaving 10 minutes before the end of
class will be counted absent. Habitual tardies reflect poorly on the
student as a professional and may result in a departmental green
flag. Tardies will be treated in the following manner:

2 tardies = 1 absence

D. Email for Official Correspondences to Students

Email will be used as the primary means of communication with students.

It is the students responsibility to check email at least daily for updates
and announcements.

E. Technology In the Classroom

Laptops are permitted in class for note-taking and locating research

sources. Please do not check email during class time. If it is necessary to
receive emergency telephone calls and/or receive/send emergency text
messages, please step out of the classroom to do so.

F. Writing Expectations

All graduate education students must have adequate writing skills to

communicate content in a professional and concise manner. In addition to
knowing and applying course and program content applicable to school
settings, students must be proficient in their written presentations including
strategies for developing ideas, citing scholarly references, writing style,
wording, phrasing, and using language conventions. Students who do not
demonstrate graduate level writing should expect reduced grades on
assignments. Students are responsible for procuring assistance to improve
their writing if they enter the program with less than graduate level skills in
this area. Texas State University provides several types of professional
services that students may wish to utilize including the Writing Center at
RRHEC located in Room 203--check website for hours and to make an
appointment (http://www.writingcenter.txstate.edu/rrhec). Other services are
offered by the SLAC Online Writing Lab, the Grammar, Spelling, Punctuation
Hotline, and the Texas State Writing Center.
G. Computer Literacy Skills

Graduate education students must be proficient in the computer literacy skills necessary to
communicate content in a professional and concise manner. These skills include but are not
limited to the following:
Locating and retrieving files in various directories and from course management online
sources such as TRACS, electronic reserve, and LiveText;
Accessing scholarly publications from online search engines/databases;
Saving files in multiple locations (i.e. flash drive, computer hard drive, network folders);
Recognizing and saving files in various formats (.bmp, .jpg, .pdf, etc.);
Using multiple ways to accomplish the same task including keyboard shortcuts, icons,
and menus;
Using software programs common to teaching such as PowerPoint and Word; and

H. Special Circumstances

If you have a learning, sensory, physical or psychiatric disability, please

let the instructor know early in the semester so that your learning needs
can be appropriately met. You will need to present documentation
concerning your disability to the Disability Office in the LBJ Student
Center. In addition, there are tutors available to assist you with study
techniques and mastery of course content.

Texas State University seeks to provide reasonable accommodations for

all qualified individuals with disabilities. This University will adhere to all
applicable federal, state, and local laws, regulations and guidelines with
respect to providing reasonable accommodations as required to afford
equal educational opportunity. It is the students responsibility to register
with Disability Support Services and to contact the faculty member in a
timely manner to arrange for appropriate accommodations.

I. Academic Honesty Policy (Honor Code)

The academic nature of this course requires that students complete

assignments both within and outside of regular class hours. There is an
expectation that each students products submitted to Dr. Huling for
formal evaluation will be the sole work of the student. To support the goal
of maintaining a climate of academic honesty, Texas State University has
adopted an official Honor Code. Please review the Honor Code at:
http://www.swt.edu/effective/upps/upps-07-10-01.htm Texas State
expects students to engage in all academic pursuits in a manner that is
beyond reproach. Students found in violation of the Honor Code are
subject to disciplinary action. Finally, students who engage in plagiarism
will not receive credit for the assignment.