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Nature of course request C00157 :

New course

Graduate

First term offered :
Course Prefix&Number	Descriptive Title	Credits/Hours
ED 658	Professional Seminar III	0 -

Abbreviation for Class Schedule(20 spaces) Professional Sem III

Catalog Description: Students will design and carry out an Action Research project that will culminate in a professional project and capstone experience. Emphasis will be on the development of a holistic model of reflective practice which includes action and observation in field experiences, analysis and discussion of field experiences, engagement in ongoing planning and reflection around professional development, and focused classroom research activities.

Course Goal and Objectives: ¿ Identify their beliefs, values, and theoretical perspectives consistent with their action research focus area ¿ Select both quantitative and qualitative research methodologies that will enable candidates to collect and analyze data ¿ Learn how to triangulate data in order to enhance validity and reliability ¿ Begin to collect data from their teaching and learning contexts focusing on their research questions ¿ Complete an action research project using: issue identification, action planning, data collection, plan activation, and outcome assessment. ¿ Examine and discuss general and special topics that may be encountered in the schools. ¿ Debrief school experiences in this supportive learning community

Justification for adding the course (e.g. alignment with other institutions, program revision, etc.): ED 658 is the third 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 third course in the four-part seminar series will continue students¿ engagement in their cohort-model learning community, focusing on implementation of an Action Research project in the field experience. Students will discuss and examine their field experiences in general and specific terms, focusing in particular on questions around research design and implementation and on links between Action Research and reflective practice. Students will continue to engage in an ongoing professional development process, attending to the improvement of their teaching through analysis, reflection, and planning.

Approval Queue C00157

Attached Files: