Instructor of Record: Dr. Kathleen G. Burriss
Office Hours: Jones Hall 200, Tues./Thurs. 10:00-4:00
Phone: 615 898 2323
Fax: 615 898 5309
Email: kburriss@mtsu.edu
Class Meets: TBA
Place: KOM 158

If you have a disability that may require assistance or accommodation, or if you have a question related to any accommodations for testing, note takers, readers, etc., please speak with me as soon as possible. Students may also contact the Office of Disabled Student Services (898-2783) with questions about such services.

ACADEMIC MISCONDUCT

Plagiarism, cheating and other forms of academic dishonesty are prohibited. Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are immediately responsible to the instructor of the class. In addition to other possible disciplinary sanctions which may be imposed through the regular institutional procedures as a result of academic misconduct, the instructor has the authority to assign an F or a zero for the exercise or examination; or to assign an F in the course. If the student believes he or she has been erroneously accused of academic misconduct, and if his or her final grade has been lowered as a result, the student may appeal the case through the appropriate institutional procedures.

As identified and described in the College of Education's conceptual framework Educator as Reflective Decision-maker, ELED 6011 Teacher As Reflective Decision Maker is constructed within an understanding of diversity. ELED 6011 Teacher As Reflective Decision Maker ensures candidates a variety of appropriate assessment alternatives and uses technology as instruction and as a median of instruction. Using the TK20 software, the Comprehensive Assessment System (CAS) clearly aligns content and pedagogical knowledge with programmatic objectives, professional goals, and accreditation standards. Faculty draw upon multiple data sources on which to analyze, interpret, and improve their teaching practice on behalf of candidates' knowledge, skills, and dispositions.

The purpose of this course is to provide graduate students with a culminating experience to their program of study. Students will commit extended time reflecting on the process of their graduate studies by cross-referencing their program goals with graduate courses. In particular, core courses (ELED 6200, 6620, 6090 or 6100) will be described as contributing to goals as developed in ELED 6010. Students will engage in the reflective process through class discussion and independent inquiry. Finally, students will share portfolios developed throughout the program of study with faculty and other graduate students.

1. Students will describe the process of reflection and identify the contributions for children and teachers.

2. Identify the attributes that promote teacher leadership.

1. Students will complete Comprehensive Questions satisfactorily as reviewed by two graduate faculty members. In addition to the content rubric, appropriate grammar, spelling and sentence structure are expected. Students will have one week to complete questions.

2. Students will complete and share a portfolio that includes artifacts and reflections across their individual program of graduate study.

DUE: Comprehensive Paper (Oct. 29, 2007)
DUE: Teacher leadership Project (Nov. )

Students are encouraged to attend the MTWP/ACEI conference to be held Saturday, September 29th at MTSU. Credit is available.

Attendebce/Participation (50 points)
Target: (45-50) Students participate in class discussions by providing insightful and probing questions.

Acceptable: (B 40-44)(C 35-39)Students demonstrate understanding of the reading and identify the relationship with innovative practice.

Unacceptable: (below 35) Students do not participate in discussion. Relationship across teacher, leadership, reflection, are not common practice made.

Teacher Leadership Project (40 points)

Target: (36-40) Student identifies the components contributing to teacher leadership and describes the connection to reflection and innovative practive.

Acceptable: (B 32-35)(C 28-31) Student identifies the elements of teacher leadership and describes the importance of reflection.

Unacceptable: (below 28) Student has not described the role of teacher reflection and does not describe the importance of teacher leadership.

Grades and Points
Attendance and participation: 50 points
Teacher Leadership Project: 40 points
90% = A
80% = B
70% = C

Note: Students are also assessed in TK20 regarding dispositions.

Premises: Your graduate program should have enabled you to grow personally and professionally. You have, as part of your portfolio, a mission, beliefs or philosophy statement. The purpose of the graduate comprehensive evaluation is to allow each student to reflect on the entire program of study and bring together information from varied sources and classes in order to exhibit knowledge, application and personal dispositions relative to personal and professional growth.

• Reflection: Studying, thinking, questioning, and researching a technique, innovation, lesson, or problem.
• Reflective Practitioner: One who examines his or her thinking and practice with the goal of making improvements.
• Reflection on Practice: When an educator thinks about, studies, or questions an educational experience.
• Reflection in Practice: When an educator thinks about, studies, or questions an educational experience as it occurs.
• Reflective Teaching Approach: When utilizing this approach, teachers think about, question, and ponder educational experiences that arise throughout the day. In a response to these thoughts, research ensues. These teachers may question other colleagues, read various journals, attend conferences, and search the Internet. As a result of this research the teacher may experience dissonance.