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Nature of course request C00156 :

New course

Graduate

First term offered :
Course Prefix&Number	Descriptive Title	Credits/Hours
ED 657	Professional Seminar II	2 -

Abbreviation for Class Schedule(20 spaces) Professional Sem II

Catalog Description: Students will work within the learning community or their MAT cohort, engaging at an emerging level in the Action Research process that will lead eventually to a professional project and capstone experience. Course includes examination and discussion of general and special topics encountered in and related to the teaching environment.

Course Goal and Objectives: ¿ Understand the action research process ¿ Examine the culture of school through learning about general and special topics, the latter possibly including gangs, substance abuse, teacher boundaries, internet safety, social networking, etc¿ ¿ Develop an awareness of school experiences and how that influences the school learning community ¿ Explore and critically examine the stances of a reflective practitioner through emerging action research and professional development processes ¿ Understand action research process as a systematic and reflective study of one's action ¿ Articulate how a reflective practitioner selects action research questions that lead to continuous learning from classroom practices ¿ Select a focus area of study ¿ Study and practice quantitative and qualitative data gathering strategies for collecting and analyzing evidence

Justification for adding the course (e.g. alignment with other institutions, program revision, etc.): ED 657 is the second in a four-part Professional Seminar course series that is being added as part of larger revisions to the Teacher Education Division¿s M.A.T. program. These four seminars have been designed to: ¿ address identified programmatic needs in the areas of organization, advising, and communication by providing a unified experience, and faculty guidance, for all cohort members - the intention is to have the entire series taught by one faculty member, provide a cohesive faculty support for students throughout the four terms ¿ strengthen continuity, communication, and support while allowing greater focus on cohort development and the building of a learning community for MAT students ¿ engage students in the reflective process of education through discussion, analysis, and the Action Research process ¿ prepare students for entry into the job market, the profession, and the first year of teaching, and for professional development during that first year ¿ address exit survey feedback, and state and community partner needs, around developing teachers¿ skills in collaborative work ¿ allow students to discuss special topics related to the school environment ¿ address low exit survey numbers on preparation in long-term planning and the use of research skills/dispositions to explore classrooms/schools by providing a continuous experience across quarters which focuses on teaching experiences and the application of research lenses to those experiences ¿ allow for greater alignment and coordination of WOU coursework and classroom placements through focus on teaching issues and through embedded assignments which create links to field experiences, allowing teacher candidates to integrate and synthesize fieldwork and coursework around curriculum, assessment, and management ¿ allow reform of program exit requirements, eliminating the comprehensive exam in favor of a professional project, which fits better with our constructivist nature as a program and our program-wide emphasis on reflective practice, and provides a more authentic assessment of skills and proficiencies than a comprehensive exam, also allowing for the development of unified expectations around program products

Faculty and facilities needed: current MAT program faculty and existing MAT program facilities

Brief Course outline: This second course in the four-part seminar series will continue students¿ engagement in their cohort-model learning community. Students will discuss and examine their field experiences in general and specific terms, focusing on the everyday actions and concerns of teaching as well as on special topics including gangs, substance abuse, teacher boundaries, internet safety, social networking, and others. Students will also continue to develop as reflective practicioners, learning and practicing the skills of Action Research, beginning an ongoing professional development process, and preparing for the work of creating a Professional Project.

Approval Queue C00156

Attached Files:

Graduate Committee - MAT Program Revisions - ED 657 PS II Syllabus - submitted.docx

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