TL 532 - Leading Teacher Learning
2021 Fall Syllabus, Section 01, CRN 15022
You are responsible for knowing this material, so please read carefully. Any changes will be announced in a Blackboard Announcement. You will be responsible for any changes. Your continued enrollment in this course is your implicit agreement to abide by the requirements of this class.
Times and Location
Dr. Pamela Beck
Office: Education Building #322
Office Hours: Please contact me for an appointment as office hours are arranged based on student need
Office Phone: 701-777-6173
Dr. Beck's Zoom Link: https://und.zoom.us/my/pkabs
About the Professor
Dr. Pamela Beck is an Associate Professor in the Teaching, Leadership & Professional Practice Department at the University of North Dakota. She currently directs the graduate reading program and the summer reading program. Her classroom experiences include 25 years of service as a classroom teacher, reading specialist, and instructional coach.
She has presented on topics including strategic reading behaviors, effective teaching methods, process writing, and mentoring. Her research interests focus on literacy learning and assessment, effective instructional methods in the elementary school, instructional coaching, and best practices for teacher educators.
Examine coaching identities in relationship to instructional coaching (CAEP A.1, NBPT 5, ILA 4.2, 6.2);
Examine adult learning theories that support work with others in a diverse educational community (CAEP A.1, NBPT 5, ILA 6.2);
Examine the models of coaching that support work with others in a diverse educational community (CAEP A.1, NBPT 5, ILA 4.4, 6.2)
Examine the role and responsibilities of an instructional coach (CAEP A.1, NBPT 5, NELP 2 , ILA 1.4, 6.1, 6.2);
Examine instructional coaching to support educational program visions, goals and institutional commitment as a way to transform schools into organizations focused on accelerated teacher effectiveness and improved student learning (CAEP A.1, NBPT 5, NELP 1, ILA 5.4, 6.1); and
Understand the significance of instructional coaching program and practice standards to inform the design of an instructional coaching initiative (CAEP A.1, NBPT 5, NELP 7).
Killion, J., Harrison, C., Bryan, C., & Clifton, H. (2012). Coaching matters. Oxford, OH: Learning Forward. ISBN: 978-1-936630-10-3
Killion, J., & Harrison, C. (2017). Taking the lead: new roles for teachers and school-based coaches. Oxford, OH: Learning Forward. ISBN: 978-0-9903158-6-5
Aguilar, E. (2018). Onward: Cultivating emotional resilience in educators. San Francisco, CA: Jossey-Bass. ISBN: 978-1-119364-894
You will use Microsoft Word to complete assignments (files created using Pages in Apple can be saved as a Word file before submitting). Students are expected to use their official UND email in the course. Visit the Office 365 Email webpage for information on your UND email and how to download/install a free version of Microsoft Office. For technical assistance, please contact UND Technical Support at 701.777.2222. Visit the University Information Technologies (UIT) website for their hours, help documents and other resources.
Minimum Technical Skills Needed
In order to succeed in this course, at a minimum, you should be able to:
- Navigate in and use basic Blackboard functions
- Download and open electronic documents
- Create, save, and upload/attach electronic documents
- Send, receive, and manage email
Access and Log in Information
This course was developed and will be facilitated utilizing Blackboard. To get started with the course, please go to: http://blackboard.UND.edu and log in with your NDUS.Identifier, Username and Password. If you do not know your NDUS Identifier or have forgotten your password, please visit Your NDUS Account page on the UIT website.
Blackboard will be used for making announcements, sending email, posting weekly lessons, group work using Wikis, discussing course content, posting handouts, submitting weekly assignments, and managing grades. As the semester progresses, additional Blackboard tools may be required for use.
A one-week time block for this course runs from Tuesday 2:00 PM to the next Monday at 11:00 PM Central Standard Time (CST). For example, the first week of class runs from Tuesday, August 24, 2:00 PM CST to Monday, August 30, 11:00 PM CST.
Give or take a few minutes, I post the new Weekly Lesson on Tuesdays at 2:00 PM CST. In special and rare situations, I post a statement on Blackboard, noting the delay in posting the lessons.
Each week you will have tasks to complete within the "Weekly Lesson" folder, found on the left side course menu. The Weekly Lesson folder contains information from me, reading assignments, and tasks. The tasks may be individual, require working with a group, and have points assigned.
Many services are available to UND students such as writing assistance from the UND Writing Center, free online tutoring from Smarthinking, and more. Visit the Student Resources page for more information. Students also have access to the UND Student Resource Site via Blackboard. It is recommended that you become familiar with the tools and tutorials within the site to better equip you in navigating the course.
- Plan to take the course as presented. Just as with an on-campus course, you should refrain from asking for the course to be customized to fit your personal and/or professional schedule.
- Plan to spend sufficient time on the course. You are expected to put in the same amount of time into online courses as you would if you were enrolled in a face-to-face course on-campus. For example, if a three-credit course were meeting on-campus it would meet for three hours each week for 16 weeks. In addition to this meeting time, you would be expected to spend, at minimum, an additional hour for each hour of class on assignments and readings. Thus, you can anticipate spending at least six hours each week on this three-credit class (e.g., readings, working on assignments, discussion, and other).
- Expect to participate in the course in a steady, weekly, ongoing pattern.
- The syllabus is tentative in nature; changes to it may occur throughout the semester. Routinely check Weekly Folders in Blackboard for assignment information as the schedule on the syllabus is generalized.
- As mentioned in the technical requirements above, if your work is posted in a format unsupported by typical UND software, you will be asked to send your work in accessible software formats for that assignment. Assignments must be accessible by the course instructor without undue effort. Consistently inaccessible work may result in loss of points.
- Please check your UND email account for messages or, the account which accesses your UND email. There are times I will post announcements on Blackboard which are sent to your email address, email you about your assignment, or contact you with a question.
- NOTE: In this online course, students are responsible for all information that is sent electronically, so make sure your email is correct and you are checking your account.
Communication is important, especially in an online course. Below are the expectations related to communication:
Announcements will be posted in Blackboard on a regular basis. Be sure to check the class announcements regularly as they will contain important information about class assignments and other class matters.
You are encouraged to post your questions about the course in the FAQs discussion board forum in the Blackboard site or raise them in class if held synchronously or on campus. The Blackboard discussion board is an open forum in which you and your classmates are encouraged to answer each other’s questions. But, if you need to contact me directly, check the Faculty tab in Blackboard or the syllabus for my contact information. I will respond back to you within 48 hours during the week or weekend.
Discussion Forums, Blogs, & Wikis
These tools are an excellent way for you to engage with the course material and with your peers. Each week we will have at least one of these tools for you to participate in. You are expected to read all assigned discussion boards, blog posts, and/or wiki pages and provide thoughtful contributions.
When participating in class (online or in person) it is important to interact with your peers in an appropriate manner. Always use professional language (no netspeak) in your postings and emails. Please be respectful of your classmates at all times even if you disagree with their ideas.
Coaching Identity20 pts
Students will reflect on a past learning experience and write a letter of thanks to the influential ‘other’ that helped them accomplish a goal or learn something new. More details will be provided in an assignment description. Part I: Letter to My Coach. Part II: Implications of Coach Qualities and Characteristics.
Coaching Interviews: Perceptions of Coach, Teacher & Administrator50 pts
Students will collectively generate interview questions and conduct three interviews to gain perceptions from an instructional coach, a principal and a teacher. Students will share findings with the group. More detailed information will be provided in an assignment description.
Program & Practice Standards Plan and Toolkit60 pts
Students will examine the practice and program standards in order to determine essential program and practice goals. Two plans (program and practice) will be developed with careful attention to 1) foundational standards, 2) structural standards, and 3) instructional standards. More detailed information will be provided in an assignment description.
Coaching Manifesto & Reflection Paper40 pts
Part I - Manifesto: Students will reflect on the course and create a coaching manifesto, a published verbal declaration of intentions, motives and/or views. This summative experience will be highlighted in 10-12 slides that represent current coaching beliefs and future coaching program and practices based on course content. Reference and attention to the New Teacher Center Program and Practice Standards would be part of your manifesto, as would the importance of coaching identities. Reflection will require that consider your knowledge-based beliefs and your developing ability and aptitude for instructional coaching as developed in the course. More explanation and direction for this assignment will be provided in a timely manner.
Part II - Refection Paper: This impact assignment requires systematic study of your own understanding of instructional coaching. Using your instructional coaching manifesto as an outline to organize your paper (i.e., each slide could serve as a heading), students will demonstrate knowledge of instructional coaching and related factors and reflect on what this means for teachers, students, families, schools, and society at large. More explanation and direction will be provided in an assignment description.
Schedule of Topics and Assignments
|8/23||KH - Chapter 1
KBC – Intro & Chapter 1
|Why coaching & why are we here?||Aug 30|
|8/30||Aguilar – Intro & Chapter 1
KH – Chapter 2
|Coaching qualities & characteristics
Resilience – our purpose
|9/6||Aguilar – Chapter 2
DUE: Strength Finder Survey
DUE: Coaching Identity Part I
|Coaching mindsets, personal strengths
Resilience – understanding emotions
|9/13||Aguilar – Chapter 3
KBC – Chapter 9
DUE: Coach Interview
|Stories & meaning making: distorted thinking vs reality
|9/20||Adult learning theories: Impacting professional development programs
KBC: Chapter 2
KBC: Chapter 4
KH: p. 7-16
|Conditions for Coaching
Types &/or models of coaching
Adult learning theories
|9/27||KH – Chapters 3-9
KBC: Chapter 3
DUE: Teacher Interview
|Roles & Responsibilities: Resource provider, data coach, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, mentor||Oct 4|
|10/4||KBC – Chapter 8
Review NTCPractice Standards
|Principal-coach relationship: Communication, feedback, trust, expectations, confidentiality
New Teacher Center Practice Standards
|10/11||Aguilar – Chapters 4-6||Coaching communities
Resilience – mindfulness & self-care
|10/18||Aguilar: Chapters 7-9
DUE: Administrator Interview
|Resilience – empowerment, compassion, curiosity||Oct 25|
|10/25||Aguilar – Chapters 10-12
Review NTC Program Standards
DUE: Interview: Three perceptions paper
|Resilience – courage, perseverance, trust
New Teacher Center Program Standards
|11/1||Aguilar – Conclusion
KH – Chapters 13 & 14
DUE: Practice Standards Plan & Toolkit
|Coach expertise: knowledge, attitudes, skills, aspirations & behaviors = effectiveness
The culture of coaching
|11/8||KH – Chapter 15
KBC – Chapter 7 & 11
DUE: Coaching Identity Part II
The future of coaching
|11/15||KH – Chapter 16
KBC – Chapter 6 & 10
|Creating a coaching program
Focus on the coach: Support, feedback, assessment
|11/22||DUE: Program Standards Plan & Toolkit
DUE: Coaching Manifesto
|11/29||DUE: Coaching Manifesto Reflection Paper||Dec 7|
Due dates for each assignment or activity will be posted in Blackboard. You are expected to be on time with assignments. If there is an occasion you need a revised due date, please do not hesitate to contact me prior to the due date and ask for a revised date. Typically, I will be more than comfortable arranging a new due date for your work. If the late work is group-related, it is important that you apprise your group members.
All assignments must be submitted by the due dates posted in the course. Please contact me if you are unable to complete a weekly lesson in a timely manner—before the assignment is due. If there has been no communication for arrangements, and if the assignment is submitted two or more weeks late, it will result in the total loss of points for that assignment.
All requirements for this course must be completed during the course dates.
Instructor Responsibilities and Feedback
I will provide feedback on all assignments and group activities by Wednesday of the following week.
You may set up an appointment for the instructor to answer questions, provide feedback, and offer advice.
You are expected to participate in the course in a steady, weekly, on-going pattern. Not participating in this fashion will most likely result in reduced points.
Participation is the heart of this course. You will complete assigned readings and weekly tasks—e.g., discussion board interactions, in-class activities, and specific assignments; is on time for class and with assignments; actively participates with course concepts; is supportive of peers and instructor; checks UND email and Blackboard; uses information posted on Blackboard, in assignment descriptions, in emails and the like. Here is the way that I tend to think about your weekly work, performance, and participation:
Extensive: Excellent, strong effort, engaged, rich links to course content; strong evidence course content is being learned; contributes to the good of the whole; attentive to group work and strong contributor; uses course resources to be productive and informed; attention to scholarship; meaningfully personalizes content of course.
Substantial: Very good, strong evidence of content application and processing, effort is evident; attentive to scholarship; strong contributions to group work; perhaps misses key points or ideas underdeveloped; evidence that key course content is being learned and used in assignments.
Limited: Passable but thin content; effort less evident; work may be underdeveloped, over reliant on experience vs. grounding in course content and references; group work limited or pattern of last minute contribution; central course ideas are grasped but misconceptions about course content emerge and/or evidence of missed opportunities to convey and process course content deeply; encouraged to contact instructor.
Minimal: Limited, weak, not passable; content inaccurate or not referenced or used; effort not evident; disengaged (late, skips tasks, group work weak), appears not to complete the readings and/or tasks; not submitting work; effort is sporadic or late or not submitted in accessible formats; little evidence that course content is learned and/or considered; tends not to participate in the course as it is developed (e.g., excessive need for revised assignment dates); encouraged to contact instructor.
It is expected that students will complete all requirements for a course during the time frame of the course. For reasons beyond a student’s control, and upon request by the student or on behalf of the student, an incomplete grade may be assigned by the instructor when there is reasonable certainty the student will successfully complete the course without retaking it. The mark “I,” Incomplete, will be assigned only to the student who has been in attendance and has done satisfactory work up to a time within four weeks of the close of the semester, including the examination period, and whose work is incomplete for reasons satisfactory to his or her instructor. More information regarding UND’s Incomplete policy can be found on The Grading System webpage.
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UNIVERSITY OF NORTH DAKOTA POLICIES & RESOURCES
Academic integrity is a serious matter, and any deviations from appropriate behavior will be dealt with strongly. At the discretion of the professor, situations of concern may be dealt with as a scholastic matter or a disciplinary matter.
As a scholastic matter, the professor has the discretion to determine appropriate penalties to the student’s workload or grade, but the situation may be resolved without involving many individuals. An alternative is to treat the situation as a disciplinary matter, which can result in suspension from the University, or have lesser penalties. Be aware that I view this as a very serious matter, and will have little tolerance of or sympathy for questionable practices. A student who attempts to obtain credit for work that is not their own (whether that be on a paper, quiz, homework assignment, exam, etc.) will likely receive a failing grade for that item of work, and at the professor’s discretion, may also receive a failing grade in the course. For more information read the Code of Student Life.
Access & Opportunity, Disability Support and Medical Services
If you have emergency medical information to share with me, or if you need accommodations in this course because of a disability, please visit with me as soon as possible. My office hours are at the top of this syllabus. If you plan to request disability accommodations, you are expected to register with the Disability Support Services (DSS) office online, (180 McCannel Hall, 701.777.3425).
If you have a temporary medical condition such as a broken arm or recovering after surgery, you may be able to arrange for courtesy services. In most cases, it is expected that you will make your own arrangements for these services. Examples of courtesy services include access to a test scribe if the student has a broken hand; lift equipped van transportation when the student has a broken leg or temporary accessible parking for a student using crutches for a short period. If you are unable to make your own arrangements, please contact DSS (777-3425). Unlike services and/or accommodations provided to eligible students with disabilities, the University is NOT obligated to provide courtesy services.
Resolution of Problems
Should a problem occur, you should speak to your instructor first. If the problem is not resolved, meet with insert name of conflict mediator or ombudsperson if available in your department, otherwise delete this sentence. If the problem continues to be unresolved, go to the department chair, and next to the college Dean. Should the problem persist, you have the right to go to the Provost next, and then to the President.
Notice of Nondiscrimination
It is the policy of the University of North Dakota that no person shall be discriminated against because of race, religion, age, color, gender, disability, national origin, creed, sexual orientation, gender identity, genetic information, marital status, veteran’s status, or political belief or affiliation and the equal opportunity and access to facilities shall be available to all. Concerns regarding Title IX, Title VI, Title VII, ADA, and Section 504 may be addressed to: Donna Smith, Director of Equal Employment Opportunity/Affirmative Action and Title IX Coordinator, 401 Twamley Hall, 701.777.4171, UND.affirmativeactionoffice@UND.edu or the Office for Civil Rights, U.S. Dept. of Education, 500 West Madison, Suite 1475, Chicago, IL 60611 or any other federal agency.
Reporting of Sexual Violence
If you or a friend has experienced sexual violence, such as sexual assault, domestic violence, dating violence or stalking, or sex-based harassment, please contact UND’s Title IX Coordinator, Donna Smith, for assistance: 701.777.4171; donna.smith@UND.edu; or visit the Title IX webpage.
Faculty Reporting Obligations Regarding Sexual Violence
It is important for students to understand that faculty are required to share with UND’s Title IX Coordinator any incidents of sexual violence they become aware of, even if those incidents occurred in the past or are disclosed as part of a class assignment. This does not mean an investigation will occur if the student does not want that, but it does allow UND to provide resources to help the student continue to be successful at UND. If you have been the victim of sexual violence, you can find information about confidential support services on the Title IX webpage.
UND Cares Program
The UND Cares program seeks to educate faculty, staff and students on how to recognize warning signs that indicate a student is in distress.
How to Seek Help When in Distress
We know that while college is a wonderful time for most students, some students may struggle. You may experience students in distress on campus, in your classroom, in your home, and within residence halls. Distressed students may initially seek assistance from faculty, staff members, their parents, and other students. In addition to the support we can provide to each other, there are also professional support services available to students through the Dean of Students and University Counseling Center. Both staffs are available to consult with you about getting help or providing a friend with the help that he or she may need. For more additional information, please visit the UND Cares program Webpage.
How to Recognize When a Student is in Distress
The term “distressed” can mean any of the following:
- Student has significant changes in eating, sleeping, grooming, spending, or other daily activities.
- Student has cut off or minimized contact with family or friends.
- Student has significant changes in performance or involvement in academics, sports, extracurricular, or social activities.
- Student describes problems (missing class, not remembering, destructive behavior) that result from experiences with drinking or drugs.
- Student is acting withdrawn, volatile, tearful, etc.
- Student is acting out of character or differently than usual.
- Student is talking explicitly about hopelessness or suicide.
- Student has difficulty concentrating or difficulty carrying on normal conversation.
- Student has excessive dependence on others for company or support.
- Student reports feeling out of control of one’s emotions, thoughts, or behaviors.
UND Cares about Your Success
Important information is available to you through Starfish, which is an online system used to help students be successful. When an instructor observes student behaviors or concerns that may impede academic success, the instructor may raise a flag that notifies the student of the concern and/or refer the student to their academic advisor or UND resource. Please pay attention to these emails and take the recommended actions. They are sent to help you be successful!
Starfish also allows you to (1) schedule appointments with various offices and individuals across campus, (2) request help on a variety of topics, and (3) search and locate information on offices and services at UND.
You can log into Starfish by clicking on Logins on the UND homepage and then selecting Starfish. A link to Starfish is also available in Blackboard once you have signed in.
To comply with the latest accessibility guidelines, documents posted online, including, but not limited to, Adobe PDF files, Microsoft Word documents, Microsoft PowerPoint presentations, and online flipbooks, must be screen-reader friendly. For directions on how to make your syllabus and other course materials accessible, visit the Creating Accessible Content webpage on the TTaDA site.