||TED440 - Leadership and Assessment
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
Provides teacher candidates with classroom leadership strategies to create a classroom environment that is conducive to teaching and learning. Teacher candidates will also learn how to determine students' abilities through formative and summative assessments and to use this information to provide appropriate instructional strategies to enhance student learning.
|Course Learning Outcomes:
- Create a safe and productive learning environment for all learners and for assessment of student learning.
- Complete your ePortfolio of Anchor Activities and Signature Assignments.
- Describe the standards of sound assessment (validity and reliability), the methods of assessment (qualitative and quantitative), the uses of assessment (formative and summative), the users of assessment (i.e., for the learner, educators, parents, and other stakeholders), the context of assessment (large-scale, classroom, and individual) and the content of assessment (cognition, affect, and behavior).
- Design instructional lessons that are grade appropriate and are aligned with the state content standards and frameworks for the selected subject areas.
- Engage students by creating individual, small, and large instructional groups, selecting appropriate learning tasks, implementing appropriate instructional methodologies and strategies, and making connections to prior learning experiences.
- Provide ongoing assessment of student learning through the use of a variety of formal and informal assessments.
- Build and maintain professional relationships with parents/guardians, colleagues, and policymakers in developing a community of learners.
- Support candidate in field experience.
|Specified Program Learning Outcomes:
- Adhere to professional standards and ethics.
- Apply educational technology to meet the
needs of all learners.
- Consider students' knowledge when designing, implementing, and assessing curriculum to promote developmentally appropriate learning outcomes for all children.
- Create positive learning environment that ensures healthy human growth.
- Demonstrate a deep and flexible understanding of subject matter.
- Demonstrate a thorough understanding of the learning needs and developmental issues of students to create positive learning environments that ensures healthy human growth.
- Demonstrate a thorough understanding of the learning needs of students to create positive learning environment that ensure healthy human growth.
- Demonstrate an understanding of interdisciplinary theory and
the practice of critical thinking for the collection, validation,
analysis, and synthesis of historical data and new information
- Demonstrate application of educational technology to meet the needs of all learners including those with special needs and linguistically and culturally diverse students; this was originally one - split into 2 for clarity and language.
- Demonstrate application of educational technology to meet the needs of all learners including those with special needs linguistically and culturally diverse students.
- Demonstrate professional standards and ethics.
- Demonstrate understanding through use of systematic observations, documentation and other effective assessment strategies in a responsible manner to facilitate and account for learning, and to support positive growth.
- Design, implement and evaluate standards-based lesson plans for
learning and achievement in content areas.
- Explain how to support growth in cognitive, social,
physical, and emotional domains
- Identify and appreciate the cultural perspectives of world view.
- Use information communications technology for knowledge
sharing and the interdisciplinary approach.
- Utilize different teaching strategies to accomplish the teaching and learning goals
- Utilize different teaching strategies to accomplish the teaching and learning goals.
- Utilize different teaching strategies to accomplish the teaching
and learning goals
- Utilize systematic observations, documentation and other assessment strategies to facilitate and account for learning, and to support positive growth.
- Utilize systematic observations, documentation, and other effective assessment strategies in a responsible manner to facilitate and account for learning and to support positive growth.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures