Educational Leadership Program

Core Values and Beliefs: Graduates will have the knowledge, skills and motivation to:

Lead learning organizationsEngage ethically with the communityAdvocate for diversity, equity and inclusionDevelop theory to practice solutions

EDAD 6160.001 Professional Learning Communities:

Research and PracticeCourse Syllabus - Fall, 2015

Jane B. Huffman, Professor Ph: w – 940 565-2832 c – 940 367-4268P.O. Box 310740 E-mail: jane.huffman@unt.eduDenton, TX 76203 Fax: 940 565-4952

OFFICE HOURS Tuesday and Wednesday (UNT – Matthews 218), 2:00 – 5:00 and by appointment

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GOAL Students reflect on current research, participate in activities, and use strategies to investigate the characteristics of the professional learning community (PLC) infrastructure in schools.

DESCRIPTIONUsing adult learning theory and applicable prior knowledge, students will examine current literature, including case stories, chapters, books and journal articles, to develop a working knowledge of PLC principles. Leaders in the field will be interviewed and consulted to deepen the knowledge of PLC and related topics. Students will use this collective learning to individually design a research study to develop a case study of their school. This case study will address the five dimensions of professional learning communities and reflect the findings of the Professional Learning Communities Assessment – Revised (PLCA-R). The case study will incorporate both quantitative and qualitative methods.

GENERAL LEARNING OUTCOMES (GLO): Students will . . .1.1 Investigate, identify and define the characteristics of the professional learning

community (PLC) process.1.2 Explore, review and contrast the literature base and theory of PLCs.1.3 Apply principles of adult learning theory in class interactions.1.4 Deepen their knowledge of PLCs by communicating with class members and

leaders in the field.1.5 Use collaborative strategies to study and explain a case story.1.6 Design a research project to develop a case study at the site or district level

related to the PLC process.

Happiness isn’t being cheerful all the time – It’s bring interested, finding out more about something, learning how to appreciate differences, and incorporating something new that builds on

what you already know.

College of Education Conceptual Framework

The Educator as Agent of Engaged Learning

Improving the quality of education in Texas schools and elsewhere is the goal of programs for the education of educators at the University of North Texas. To achieve this goal, programs leading to administrator certification and advanced programs for educators at the University of North Texas 1) emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines, 2) incorporate the Texas Principal Proficiencies for learner centered education, 3) feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and 4) respond to the rapid demographic, social, and technological change in the United States and the world.

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The educator as agent of engaged learning summarizes the conceptual framework for UNT's basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner-centered practice. "Engaged learning" signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. "Engaged learning" features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life-long learning. In our work of developing educators as agents of engaged learning, we value the contributions of professional development schools and other partners and seek collaborations, which advance active, meaningful, and continuous learning.

Key Elements of the Conceptual Framework

1. Content and curricular knowledge refer to the grounding of the educator in content knowledge and knowledge construction and in making meaningful to learners the content of the PreK-16 curriculum.

2. Knowledge of teaching and assessment refers to the ability of the educator to plan, implement, and assess instruction in ways that consistently engage learners or, in advanced programs, to provide leadership for development of programs that promote engagement of learners.

3. Promotion of equity for all learners refers to the skills and attitudes that enable the educator to advocate for all students within the framework of the school program.

4. Encouragement of diversity refers to the ability of the educator to appreciate and affirm formally and informally the various cultural heritages, unique endowments, learning styles, interests, and needs of learners.

5. Professional communication refers to effective interpersonal and professional oral and written communication that includes appropriate applications of information technology.

6. Engaged professional learning refers to the educator's commitment to ethical practice and to continued learning and professional development.

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ISLLC Standards

All six ISLLC standards are considered while moving through the course work in your program; however, in this course I will ask you to make connections with some standards more than others. These are indicated by an *.

*Standard 1: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

*Standard 2: An education leader promotes the success of every student by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Standard 3: An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.

Standard 4: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.

*Standard 5: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.

Standard 6: An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

Proficiencies for Texas Administrators

Learner-Centered Leadership: Through inspiring leadership, the administrator maximizes learning for all students while maintaining professional ethics and personal integrity.

Learner-Centered Climate: The administrator establishes a climate of mutual trust and respect that enables all members of the learning community to seek and attain excellence.

Learner-Centered Curriculum and Instruction: The administrator facilitates the implementation of a sound curriculum and appropriate instructional strategies designed to promote optimal learning for all students.

Learner-Centered Professional Development: The administrator demonstrates a commitment to student learning through a personal growth plan and fosters the professional development of all staff in the learning community.

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Equity in Excellence of All Learners: The administrator promotes equity in excellence for all by acknowledging, respecting, and responding to diversity among students and staff, while building on shared values and other similarities that bond all people.

Learner-Centered Communication: The administrator effectively communicates the learning community's vision as well as its policies and successes in interactions with staff, students, parents, community members, and the media.

RESOURCESHipp, K.A., & Huffman, J.B. (2010). Demystifying professional learning communities:

School leadership at its best. Rowman and Littlefield.Blankstein, A.M., Houston, P.D., & Cole, R.W. (2008). Sustaining professional learning

communities. Corwin Press.Recommended: Journal of Staff Development: Learning Communities. Vol 33. No. 3Huffman, J.B., & Hipp, K.A.(2003). Reculturing schools as professional

learning communities. Rowman and Littlefield.

ASSESSMENTThe determination of the student’s success in this course will be guided by the following expectations: informed and high quality participation in all classes, timely completion of individual assignments, appropriate contributions and participation in group assignments, and completion of Discussion Board postings. Short self-check quizzes and the use of rubrics will also be utilized. The student is expected to attend all class sessions. Lack of attendance or multiple tardies may result in lowering of earned grade.

The grading scale is: 90 – 100 = A 80 – 89 = B 70 – 79 = C Below 69 = F

Format for all assignments: Please use 12-point font, correct spelling and correct grammar. Use APA 6th edition and include a reference section when applicable.

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ASSIGNMENTS – all uploaded to Blackboard. As part of the online expectations, it is important you stay current with the readings, power points and the postings to fully participate in the face-to-face dialogue.

Article Review (10%). GLO 1.2. Prepare a written 2-3 page summary of a recent (within 5 years) article from a peer reviewed national journal. Explain the main theme of the article and how it adds to the knowledge base for professional learning communities. Present verbally (no power point) to class (10 minutes).

Discussion Board Postings – (12%). GLO 1.3, GLO 1.4. There are six (2 points per topic) postings throughout the semester. One or two students will take the lead for each discussion. The other students will post comment (s) related to the thread that was begun by the student leaders for that discussion post. Due dates: Each leader will post the initial comment by Friday night. Additional posts will be added by Sunday night.

Week 2: Making the Promise a RealityWeek 5: Individual - Progress on Case StoryWeek 8: From Isolation to CollaborationWeek 9: Creating and Sustaining Professional Learning CommunitiesWeek 12: Leading Professional Learning CommunitiesWeek 13: Domestic and Global PLC Conceptual Models

Case Story Group Analysis (18%). GLO 1.1, GLO 1.5. Review with a small group one of the three case stories from the Hipp/Huffman book. Collaborate with your small group members to formulate responses to the “Analyzing PLC Practices” section. Each small group prepares a 3-5 page written response, indicating which sections were the primary responsibility of each group member. The small group team presents a 15 minute verbal presentation to the class.

Author/Researcher Interview (15%). GLO 1.4. Prepare 10–15 qualitative interview questions and conduct a phone (preferable) or email interview with the author of the book or the journal article on which you reported, or a nationally known PLC researcher.Prepare a 3-4 page Reflection Paper presented verbally in class. The Reflection Paper should include a list of interview questions and what was learned from the interview responses. Please do not upload the transcription.

Book Review (20%). GLO 1.4. Read and summarize a book related to the PLC model (select from the attached list and consult with instructor). Prepare a 3-5 page written summary and prepare a 10 minute power point presentation (12 slides total) to the class on a) the highlights of the book, b) why you chose the book, and c) how it adds to the knowledge base for professional learning communities.

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Case Study Research Design, Implementation and Report (25%). GLO1.6* Prepare a case study based on the school or district in which you administer the Professional Learning Community Assessment – Revised (PLCA-R). Please review information at http://www.sedl.org/plc/ then go to http://www.sedl.org/plc/survey/admin. * Send to me your name and email, I will send that information to Brian Litke at SEDL, and he will send you instructions on accessing the online PLCA-R. He will also be able to consult with you regarding your design and analysis.* In the report, include demographics and background/context of the school, addressing both the faculty and student populations. Present descriptive statistics and analysis of the results for each of the five PLC dimensions. Interview 3 staff members (administrator, department chair or team leader, and teacher leader) with an interview protocol you have developed. Include the protocol in the appendix in your report. Study the interview results and look for patterns and themes that may suggest explanations and understandings related to the school culture and PLC development. Summarize.* Please include the following sections:

1. Introduction – Background, Context, and Demographics2. PLCA – R results and initial analysis3. Interview protocol and findings (patterns and themes)4. Overall Summary, Conclusions, and Implications related to the professional learning community model.

Prepare a 10-15 minute power point or prezi presentation for this assignment, also upload the paper including charts/visuals (6-8 pages), and be sure to address the four sections.

Student SupportThe University of North Texas provides student technical support in the use of

Blackboard LEARN and supported resources. The student help desk may be reached at: Email: helpdesk@unt.edu

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CONNECTIONS and CONVERSATIONS: To successfully implement and sustain the PLC framework, leaders must develop the capacity to effectively utilize a multitude of additional skills and processes. Four–in-class conversations are designed to connect some of these skills and processes. I invite you to reflect on these topics and add your practical skills and experiences as well as any key resources you want to share.

Phone: 940.565-2324In Person: ISB Rm. 119

No act of kindness no matter how small is ever wasted. AESOP The Lion and the Mouse

TECHNICAL REQUIREMENTS / ASSISTANCEThe following information has been provided to assist you in preparation for the technological aspect of the course. -Hardware and software necessary to use Blackboard:

Current Compatible and Certified Operating Systems for Microsoft Windows and Mac may be found at: http://kb.blackboard.com/pages/viewpage.action?pageId=84639794

Internet Access with compatible web browser Headset/Microphone (if required for synchronous chats) Word Processor [Other related hardware or software necessary for the course]

-Computer and Internet Literacy: Visit http://www.clt.odu.edu/oso/index.php?src=pe_comp_lit

ACCESS & NAVIGATIONAccess and Log in InformationThis course was developed and will be facilitated utilizing the University of North Texas’ Learning Management System, Blackboard Learn 9.1. To get started with the course, please go to: http://learn.unt.eduYou will need your EUID and password to log in to the course. If you do not know your EUID or have forgotten your password, please go to: http://ams.unt.edu. On Demand Learning Center for StudentsAs a student, you have access to the student training and links from within your Blackboard Learn environment. It is recommended that you become familiar with the tools and tutorials to better equip you to navigate the course. The Blackboard Learn On Demand Center for Students is located at the following site: http://ondemand.blackboard.com/students.htm.Being a Successful Online Student-What Makes a Successful Online Student?-Self Evaluation for Potential Online Students

How Students Should Proceed Each Week for Class Activities Students should review the syllabus, online information and course requirements, paying close attention to due dates and deadlines. Late assignments or discussion submissions may not be accepted. The modules are sequential, however, all modules are released

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What Should Students Do First? Once you have accessed the course and syllabus, please go to the Homepage tab. Click on the Before you Begin file, view the short

video, and complete the Introductory Activity by posting to the Discussion Board.

Also, send contact information (name, address, preferred phone, email, and fax) to the instructor through the message tool.

from the start of the course, and you may work ahead if that works best for your schedule. Each module explains what the student needs to do and how to submit material.

SCHEDULE –FALL 2015 –UNIVERSITY OF NORTH TEXAS TUESDAY: 5:30 PM – 8:20 PM

#1 – FtoF - August 25 – Introduction and Syllabus Review Introductions and conversation about individual goals for class. Syllabus review Power Point – Introduction Activity - Questions regarding Journal Article Reviews Identify Discussion Board leaders

#2 - Offsite – August 31 – Establishing the PLC Model Power Point – What, Why, and How Read Forward, Ch. 1 and 2 in Hipp and Huffman book Tool: PLCO Reading Assignment: Hord and Hirsh (2008) – in Blankstein book – Making the

Promise a Reality. Discussion Board Posting Activity - Library time to review Book Selections and Journal Articles

#3 - FtoF – September 8 – Implementing the PLC Model and the Change Process

Connections – Change: “It is not enough to have the best ideas.” Fullan, 2001. Identify author/researcher and book. Each student verbally presents initial

reflections of selected books Presentation - Journal Article Review Activity - Students organize into small groups for Case Story work. Introduction

of Case Stories. Selection of Case Stories. Read Ch. 7, 8, 9, 10 in Hipp and Huffman Book

#4 - Offsite – September 15– Theory, Assessments and Dialogue

Power Point - PLC Research and Theory Read Ch. 3 in Hipp and Huffman book Power Point – PLC Formal Assessments and Dialogue Read Ch. 4 in Hipp and Huffman book Tool: PLCA-R Activity - Small groups for the Case Stories work together for 1 hour at a central

location or virtually.

#5 - Offsite – September 22 – Case Study Investigation Activity - Work outside of class with members of small group on Case Stories Each person post 2-3 page commentary related to the student’s work on the Case

Story. Discussion Board Posting

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#6 - FtoF – September 29 – Collaborative Work Presentation - Small groups present Case Story Analysis Connections – Structured Teacher Collaboration: “In the long history of

humankind, those who learn to collaborate and improvise usually prevail.” Darwin

Activity - Discuss author/researcher interview. Work in small groups to identify questions for interview.

#7 - Offsite – October 6 – PLC Tools to Support Dialogue and Analysis

Power Point – Informal PLC Tools Read Ch. 5 in Hipp and Huffman book Tools: PLC ICM, ESS ICM, PLCDR, and Initial Plan Activity - Work outside of class interviewing the PLC author/researcher

#8 - Offsite - October 13 – Case Stories: What Did We Learn? Connections – Data: “Not everything that can be counted counts and not

everything that counts can be counted.” Einstein Activity - Reading Assignment Dialogue: From Isolation to Collaboration:

Discussion Board Posting

#9 - FtoF - October 20 – Sharing Practice in Schools Power Point – Professional Teaching and Learning Cycle (PTLC) Read Ch. 6 in Hipp and Huffman book Tool: PTLC Reading Assignment: Louis chapter in Blankstein book - Creating and Sustaining

PLCs. Discussion Board Posting Presentation - Book Reviews

#10 - FtoF – October 27 – PLC Resources: Researchers and Books

Presentation - Reflection Papers of interviews with the PLC author/researchers

Introduction of the PLC Conceptual Model and HS Research

#11 - Offsite – November 3 – The Real Challenge: Sustaining Continuous Improvement

Power Point – Sustainability and Continuous Improvement Read Ch. 11 in Hipp and Huffman book Activity - Work at schools: by this date, administer PLCA –R with your faculty

members, and conduct the 3 interviews for the Case Studies

#12 - Offsite - November 10 - Reflections: The Role of Leadership

Power Point – Final Reflections Read Ch. 12 in Hipp and Huffman book

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Reading Assignment: Hargreaves chapter from Blankstein book – Leading PLCs. Discussion Board Posting

Activity - Work at schools preparing Case Study final report

November 11 – Wednesday – Educational Leadership Conference – Yong Zhao

#13 - FtoF – November 17 – International PLC Research Power Point – Developing and Sustaining PLC Practices in a Global Context Reading Assignment: Huffman et al. article on International PLCs Activity – Discussion regarding similarities and differences between the domestic

and international PLC models. Discussion Board Posting.

#14 - Offsite – November 24 – Leadership: Differentiated, Capacity, Succession

Connections – Leadership: “The key to successful leadership today is influence, not authority.” Blanchard

Questions regarding PLC Case Studies? Post on Discussion Board if you have questions.

THANKSGIVING HOLIDAY – NOVEMBER 26-27

#15 - FtoF – December 1 – Case Studies: What You Discovered Presentation - PLC Case Studies Activity – Successful PLC Schools? How Will We Know?

How might the PLC model contribute to school success?Organizational featuresCommon characteristicsStrategiesPriorities

What barriers do we need to address?What might be different in schools and learning if we use the inclusive PLC model and specifically the five PLC dimensions?

Regarding the class . . . Reflections, Suggestions, ConcernsEvaluations

Hope: “Of all the forces that make for a better work, none is so powerful as hope. With hope, one can think, one can work, one can dream. If you have hope, you have everything.” Anonymous

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PROFESSIONAL LEARNING COMMUNITY BIBLIOGRAPHY

Blankstein, A.M. (2010). Failure is not an option. 2nd Ed. Thousand Oaks, CA: Corwin Press.

Bryk, A., & Sneider, B. (1996). Social trust: A moral resource for school improvement. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.

Clauset, K., Lick. D, & Murphy, C. (2008). Schoolwide action research for professional learning communities. Thousand Oaks: CA: Corwin Press.

Conzemius, A. & O’Neill, J. (2001). Building shared responsibility for studentlearning. Alexandria, VA: ASCD.

Conzemius, A. & Fisher, T. (2011). More than a smart goal: Staying focused on student learning. Bloomington, IN: Solution Tree.

Creighton, T. (2007). Schools and data. Thousand Oaks: CA: Corwin Press

Danielson, C. (2002). Enhancing student achievement: A framework for school improvement. Alexandria. VA: ASCD.

Deal, T., E., & and Peterson, K., D. (2009). Shaping school culture: Pitfalls, paradoxes and promises. San Francisco, CA: Jossey-Bass.

DuFour, R., Dufour, R., Eaker, R., & Many, T. (2006). Learning by doing. Bloomington, IN: Solution Tree.

DuFour, R., Eaker, R., & DuFour, R. (2005). On common ground. The power of professional learning communities: Bloomington, IN: National Educational Service.

DuFour, R., & and Marzano, R. J. (2011). Leaders of learning: How district, school, and classroom leaders improve student. Bloomington, IN: Solution Tree.

Eaker, R., DuFour, R., & DuFour, R. (2002). Getting started: Reculturing schools to become professional learning communities. Bloomington, IN: National Education Service.

Foord, K., & Haar, J. (2008). Professional learning communities: An implementation guide and toolkit. Larchmont, NY: Eye on Education.

Fullan, M. (1993). Change forces. Bristol, PA: The Falmer Press.

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Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey- Bass.

Fullan, M. (2005). Leadership and sustainability: Systems thinkers in action. Thousand Oaks, CA: Corwin Press.

Fullan, M. (2008). Breakthrough. Thousand Oaks, CA: Corwin Press.

Fullan, M. (2008). The six secrets of change. San Francisco, CA: Jossey-Bass.

Fullan, M. (2010). All systems go: The change imperative for whole system reform. Thousand Oaks, CA: Corwin Press.

Hall, G.E., & Hord, S.M. (2006). Implementing change: Patterns, principles, and

potholes. Boston: Pearson Education, Inc.

Hargreaves, A., & Shirley, D. (2009). The fourth way: The inspiring future for educational change. Thousand Oaks, CA: Corwin Press.

Heifetz, R., Grashow, A., & Linsky, M. (2009). The Practice of Adaptive Leadership. Boston, MA: Harvard Business Press.

Hipp, K., & Huffman, J. (2010). Demystifying professional learning communities: School leadership at its best. Lanham, MD: Rowman and Littlefield.

Hord, S. M., Editor. (2004) Learning together, leading together: Changing schools through professional learning communities (Critical Issues in Educational Leadership Series, 11). Austin, TX: Southwest Educational Development Laboratory.

Hord, S., Roussin, J., & Sommers, W. (2010). Guiding professional learning communities: Inspiration, challenge, surprise, and meaning. Thousand Oaks, CA: Corwin Press.

Hord, S. and Sommers (2008). Leading professional learning communities: Voices from research and practice. Thousand Oaks, CA: Corwin Press.

Hord, S., & Tobia, E. (2012). Reclaiming our teaching profession: The power of educators learning in community. New York, NY: Teachers College Press.

Huffman, J., & Hipp, K. (2003). Reculturing schools as professional learning communities. Lanham, MD: Scarecrow Press.

Johnson, D. (2005). Sustaining change in schools: How to overcome differences and focus on quality. Alexandria, VA: ASCD.

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Kilgore, S., & Reynolds, J. (2011). From silos to systems: Reframing schools for success. Thousand Oaks, CA: Corwin Press.

Killion, J., & Roy, P. (2009). Becoming a learning school. Oxford, OH: National Staff Development Council.

Kruse, S., & Seashore Louis, K. (2009). Building strong school cultures. Thousand Oaks, CA: Corwin Press.

Lambert, L. (2003). Leadership capacity for lasting school improvement. Alexandria, VA: ASCD.

Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA; ASDC.

Marzano, R. J., McNulty, B. A., & Waters, T. (2005). School leadership that works: From research to results. Alexandria, VA: ASCD.

Marzano, R., & Waters, T. (2009). District leadership that works: Striking the right balance. Bloomington, IN: Solution Tree.

McLaughlin, M., & Talbert, J. (2006). Building school-based teacher learning communities. New York: Teachers College Press.

Mitchell, C. & Sackney, L. (2000). Profound improvement. Lisse, the Netherlands: Swets & Zeitlinger.

Moller, G., & Pankake, A. (2006). Lead with me: A principal’s guide to teacher leadership. Larchmont, NY: Eye on Education.

Morgan, A. & Barden, M. (2015). A Beautiful Constraint: How to transform your limitations into advantages, and why it’s everyone’s business. Hoboken, NJ: John Wiley & Sons, Inc

Muhammad, A. (2009). Transforming school culture: How to overcome staff division. Bloomington, IN: Solution Tree.

Murphy, C. U. & Lick, D. W. (2005). Whole-faculty study groups: Creating professional learning communities that target student learning. Thousand Oaks, CA: Corwin Press.

Newman, F., & Wehlage, G (Eds). (1995). Successful school restructuring: Highlights of findings. Madison: University of Wisconsin, Center on the Organization and Restructuring of Schools.

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Ontario Principals Council. (2009). The principal as professional learning community leader. Thousand Oaks, CA: Corwin Press.

Price, D. (2013). Open: How we’ll work, live, and learn in the future. Great Britain: Crux Publishing Ltd.

Rallis, S. F., & Goldring, E.B. (2000). Principals of dynamic schools: Taking charge of

change. Thousand Oaks, CA: Corwin Press.

Reeves, D. (2009). Leading change in your school. Alexandria, VA: Association of Supervision and Curriculum Development.

Roberts, S., & Pruitt, E. (2009). 2nd Ed. Schools as professional learning communities. Thousand Oaks, CA: Corwin Press.

Robbins, P. & Alvy, H. (2004). The new principal’s fieldbook: strategies for success. Alexandria, VA: ASCD.

Schlechty, P.C. (2002). Working on the work. San Francisco, CA: Jossey- Bass.

Schmoker, M. (2006). Results now. Alexandria, VA: Association of Supervision and Curriculum Development.

Schmoker, M. (2011). Focus: Elevating the essentials. Alexandria, VA: Association of Supervision and Curriculum Development.

Sharratt, L., & Fullan, M. (2009). Realization: The change imperative for deepening district-wide reform. Thousand Oaks, CA: Corwin Press.

Stoehr, J., Banks, M., & and Allen, L. (2011). A tapestry for school change: PLCs, DI, & RTI. Thousand Oaks, CA: Corwin Press.

Sullivan, S., & Glanz, J. (2006). Building effective learning communities: Strategies for leadership, learning, & collaboration. Thousand Oaks, CA: Corwin Press.

Tschannen-Moran, S. (2004). Trust matters. San Francisco, CA: Jossey Bass.

Veugelers, W. & O’Hair, M.J., Editors (2005). Network learning for educational change. New York: Open University Press.

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Teacher Education & AdministrationDepartmental Policy Statements

Class Policies:

Disabilities Accommodation: “The University of North Texas complies with Section 504 of the 1973 Rehabilitation Act and with the Americans with Disabilities Act of 1990. The University of North Texas provides academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring accommodation, please see the instructor and/or contact the Office of Disability Accommodation at 940-565-4323 during the first week of class.”

Academic Integrity: Students are encouraged to become familiar with UNT’s policy on academic integrity: http://www.unt.edu/policy/UNT_Policy/volume3/18_1_16.pdf. Academic dishonesty, in the form of plagiarism, cheating, or fabrication, will not be tolerated in this class. Any act of academic dishonesty will be reported, and a penalty determined, which may be probation, suspension, or expulsion from the university.

Student Conduct: The university expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. See www.unt.edu/csrr.

Cell Phones and Laptop: Students should place cell phones on silent mode when in class. There should be no texting during class. Due to the nature of this course and the importance of engaging one another as well as presenters, laptops may only be used for class purposes.

EAGLE CONNECTAll students should activate and regularly check their Eagle Connect (e-mail) account. Eagle Connect is used for official communication from the University to students. Many important announcements for the University and College are sent to students via Eagle Connect. For information about Eagle Connect, including how to activate an account and how to have Eagle Connect forwarded to another e-mail address, visit http://eagleconnect.unt.edu/

Collection of Student Work: In order to monitor students' achievement, improve instructional programs, and publish research findings, the Department of Teacher Education and Administration collects anonymous student work samples, student demographic information, test scores, and GPAs to be analyzed by internal and external reviewers.

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TK20: Some undergraduate and graduate education courses require assignments that must be uploaded and assessed in the UNT TK20 Assessment System. This requires a one-time purchase of TK20, and student subscriptions are effective for seven years from the date of purchase. Please go to the following link for directions on how to purchase TK20: http://www.coe.unt.edu/tk20. Announcements regarding TK20 will also be posted on this website. Not applicable to this course.

UNT POLICIES

Student Conduct and Discipline

Please refer to the UNT Faculty Handbook or your department regarding the Student Code of Conduct Policy.

Academic Honesty PolicyAcademic dishonesty is defined in the UNT Policy on Student Standards for Academic Integrity. Any suspected case of Academic Dishonestly will be handled in accordance with University policy and procedures. Possible academic penalties range from a verbal or written admonition to a grade of “F” in the course. Further sanctions may apply to incidents involving major violations. You will find the policy and procedures at http://vpaa.unt.edu/academic-integrity.htm

ADA PolicyIf you have a condition that requires accommodation in this course, please notify the instructor during the first week of class. Any necessary or appropriate accommodations will be made provided that timely notice is received, and that the arrangement is consistent with recommendations from Disability Services, when applicable. Students who require this type of assistance should contact the Office of Disability Accommodation (ODA) at (940) 565-4323 or at TTY (940) 369-8652 to make appropriate arrangements. Information on the services provided by the ODA as well as application procedures is available at http://www.unt.edu/oda/index.html Information on UNT’s policies related to disability accommodations is available at http://policy.unt.edu/policy/18-1-14Please note that disability accommodations are not retroactive. Accommodations will be made only after a disability is officially verified.

Student Behavior in the ClassroomStudent behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Center for Student Rights and Responsibilities to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at www.unt.edu/csrr

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