EDGR 5324 - Manag Monitoring Stu Learn: Manag Monitoring Stu Learn (Sub I- May 19 to July 05)
Summer 2025 Syllabus, Section 680, CRN 52279
Instructor Information
Dr. Doretha Allen, NBCT
Email: doretha.allen@tamiu.edu
Office: Virtual
Office Hours:
The instructor will hold whole group office hour sessions 3 times during the session (week 1, week 3 and week 5) based on the availability of most students. A google form will be sent the first week of class.
Students may join using this link https://us05web.zoom.us/j/86533859028?pwd=Px1ie57rGUvW6ZxnTy2IdaAuDVvnze.1
Times and Location
Does Not Meet Face-to-Face
Course Description
Additional Course Information
This course will adhere to the organization's policy on the use of AI.
Student Learning Outcomes
The learning outcomes are four fold.
1. Develop the skills and resources necessary to obtain National Board Teacher Certification through the National Board for Professional Teaching Standards (NBPTS).
2. Implement multiple methods for engaging students in the learning process to meet their instructional goals.
3. Support student leaning in varied settings and groups.
4. Develop and implement strategies for promoting student interests, monitoring student engagement, and assessing student progress.
Important Dates
Visit the Academic Calendar (tamiu.edu) page to view the term's important dates.
Textbooks
Group | Title | Author | ISBN |
---|---|---|---|
Optional | Successful strategies for pursuing National Board Certification: Version 3.0, components 3 and 4. | Faulkner, B. | 147583036X |
Other Course Materials
Textbooks
• Faulkner, B. (2016). Successful strategies for pursuing National Board Certification: Version 3.0, components 3 and 4. Rowman & Littlefield Publishers.
Reference Websites
• NBPTS. Component 3: Differentiation in Instruction, Portfolio Instructions and Scoring
Rubric. Retrieved November 9, 2023, from https://www.nbpts.org/certification/candidate-center/first-time-and-returning-candidate-resources/.
• National Board for Professional Teaching Standards. (2021, December 6). Standards. NBPTS. Retrieved June 30, 2022, from https://www.nbpts.org/certification/standards/.
Videos
• NBPTS. (2017, June 27). The Architecture of Accomplished Teaching. [Video] YouTube. https://www.youtube.com/watch?v=1nTrbuDhkYQ.
• NBPTS. (2018, September 19). National Board – Component 3. [Video]. YouTube. https://www.youtube.com/watch?si=3FcPYEwMYAC3ioNA&v=dnUlie7lEe4&feature=youtu.be
• NBPTS. (2019, December 4). What are the National Board components? [Video]. YouTube. https://www.youtube.com/watch?v=ZF4foAnXvV8.
• NBPTS. (2022, October 19). C3 Planning for C3. [Video]. YouTube. https://www.youtube.com/watch?v=PfTa-sXCNTY.
• NBPTS. (2022, October 19). C2 Writing. [Video]. YouTube. https://www.youtube.com/watch?v=Md0NTL2QMdU.
Other Resources
• Blackboard LMS
• YouTube
Purpose of Required Textbook(s)/Materials:
The required materials listed above were selected to support the course objectives and module objectives while providing those taking the course with the foundational knowledge necessary to answer the course transformational question, “How can I create an instructional plan and analysis for NBPTS Component 3?”
Grading Criteria
GRADE | PERCENTAGE |
A | 91-100 |
B | 80-90.9 |
C | 70-79.9 |
D | 60-69.9 |
F | Below 60 |
Open Boilerplate
ASSIGNMENT | VALUE |
Discussion Assignment 1: NBPTS Component 3 Scavenger Hunt & Reflection | 18 points |
Discussion Assignment 2: Instructional Context | 18 points |
Discussion Assignment 3: Instructional Goals and Objectives | 18 points |
Discussion Assignment 4: Instructional Strategies | 18 points |
Discussion Assignment 5: Assessments | 18 points |
Discussion 6: NBCT Conversation | 18 points |
Discussion Assignment 7: Final Capstone Project | 92 points |
Schedule of Topics and Assignments
Week of | Agenda/Topic | Reading(s) | Due |
---|---|---|---|
5/19 | Module 1: I know the NBPTS requirements for Component 3 What are the NBPTS Component 3 requirements in my anticipated certification area? |
Read the Detailed Instructions for Discussion Assignment 1: NBPTS Component 3 Scavenger Hunt & Reflection. (Meets MO1.1) Visit and read Component 3: Teaching Practice and Learning Environment, Portfolio Instructions and Scoring Rubric from the NBPTS website. (Meets MO1.1) Complete Discussion Assignment 1: NBPTS Component 3 Scavenger Hunt & Reflection. Submit your assignment to the discussion board (initial post by Day 5 and replies to peers by Day 7 of this week). (Meets MO1.1) |
Initial Post 5/23 Reply to peers 5/25 |
5/26 | Module 2: I know my students and my subject area “How do I use what I know about my students to plan for instruction?” |
Read the Detailed Instructions for Discussion Assignment 2: Instructional Context. (Meets MO2.1, MO2.2) Read the What Teachers Should Know and Be Able to Do. (Meets MO2.1, MO2.2) Read The Funds of Knowledge Approach web page. (Meets MO2.1, MO2.2) Complete Discussion Assignment 2: Instructional Context. Submit your assignment to the discussion board (initial post by Day 5 and replies to peers by Day 7 of this week). (Meets MO2.1, MO2.2) |
Initial post 5/30 Reply to peers 6/1 |
6/2 | Module 3: I set high and worthwhile goals “How do I determine my goals for this instruction based on my student's needs and the intricacies of the content?” |
Read the Detailed Instructions for Discussion Assignment 2: Instructional Goals and Objectives. (Meets MO3.1) Review information on University of Central Florida's Bloom's Taxonomy web page. (Meets MO3.1) Complete Discussion Assignment 3: Instructional Goals and Objectives. Submit your assignment by Day 7 of this week. (MO3.1) |
Initial post 6/6 Reply to peers 6/8 |
6/9 | Module 4: I plan and implement meaningful instruction "What instructional strategies will I use, and how do they align with the content and instructional context?" |
Read the Detailed Instructions for Discussion Assignment 4: Instructional Strategies. (Meets MO4.1) Watch The 5 Levels of Engagement by Schlechty: A Simple Guide (YouTube Video). (Meets MO4.1) Watch 5 Secrets to a HIGHLY ENGAGED Classroom (YouTube Video). (Meets MO4.1) Watch Increasing Student Engagement with Active Participation Techniques (YouTube Video). (Meets MO4.1) Watch NBPTS Initial Process Component 3 Sequence and Flow of a Lesson Template (Part 2) (YouTube Video). (Meets MO4.1) Complete Discussion Assignment 4: Instructional Strategies. Submit your assignment by Day 7 of this week. (MO4.1) |
Initial post 6/13 Reply to peers 6/15 |
6/16 | Module 5: I design and analyze assessments "What can I anticipate as evidence of learning, and how will it align with the content and instructional context?" |
Read the Detailed Instructions for Discussion Assignment 5: Assessments. (MO5.1) Watch Component 3 Writing About Assessment—Feedback and Goals-Based Instruction (YouTube Video). (Meets MO5.1) Read "Demystifying John Hattie’s Assessment-Capable Learners". (Meets MO5.1) Watch Professor Hattie on Assessment-Capable Learners (YouTube Video). (Meets MO5.1) Watch Aligning Standards, Objectives and Assessments (YouTube Video). (Meets MO5.1) Complete Discussion Assignment 5: Assessments. Submit your assignment by Day 7 of this week. (MO5.1) |
Initial post 6/20 Reply to peers 6/22 |
6/23 | Module 6: I reflect "How can I reflect on student learning and the effectiveness of my instructional design?" |
Read the Detailed Instructions for Discussion Assignment 6. (MO6.1) Complete Discussion Assignment 6: Interview an NBCT. Submit your assignment by Day 7 of this week. (MO6.1) |
Initial post 6/27 Reply to peers 6/29 |
6/30 | Module 7: I collaborate "How can I collaborate with colleagues to improve my unit of instruction and analysis?" |
Read the Detailed Instructions for Capstone Project. (Meets MO7.1) Complete Capstone Project. Submit your assignment by Day 7 of this week. (MO7.1) |
Initial post 7/4 Reply to peers 7/6 |
University/College Policies
Please see the University Policies below.
COVID-19 Related Policies
If you have tested positive for COVID-19, please refer to the Student Handbook, Appendix A (Attendance Rule) for instructions.
Required Class Attendance
Students are expected to attend every class in person (or virtually, if the class is online) and to complete all assignments. If you cannot attend class, it is your responsibility to communicate absences with your professors. The faculty member will decide if your excuse is valid and thus may provide lecture materials of the class. According to University policy, acceptable reasons for an absence, which cannot affect a student’s grade, include:
- Participation in an authorized University activity.
- Death or major illness in a student’s immediate family.
- Illness of a dependent family member.
- Participation in legal proceedings or administrative procedures that require a student’s presence.
- Religious holy day.
- Illness that is too severe or contagious for the student to attend class.
- Required participation in military duties.
- Mandatory admission interviews for professional or graduate school which cannot be rescheduled.
Students are responsible for providing satisfactory evidence to faculty members within seven calendar days of their absence and return to class. They must substantiate the reason for the absence. If the absence is excused, faculty members must either provide students with the opportunity to make up the exam or other work missed, or provide a satisfactory alternative to complete the exam or other work missed within 30 calendar days from the date of absence. Students who miss class due to a University-sponsored activity are responsible for identifying their absences to their instructors with as much advance notice as possible.
Classroom Behavior (applies to online or Face-to-Face Classes)
TAMIU encourages classroom discussion and academic debate as an essential intellectual activity. It is essential that students learn to express and defend their beliefs, but it is also essential that they learn to listen and respond respectfully to others whose beliefs they may not share. The University will always tolerate different, unorthodox, and unpopular points of view, but it will not tolerate condescending or insulting remarks. When students verbally abuse or ridicule and intimidate others whose views they do not agree with, they subvert the free exchange of ideas that should characterize a university classroom. If their actions are deemed by the professor to be disruptive, they will be subject to appropriate disciplinary action (please refer to Student Handbook Article 4).
TAMIU Honor Code: Plagiarism and Cheating
As a TAMIU student, you are bound by the TAMIU Honor Code to conduct yourself ethically in all your activities as a TAMIU student and to report violations of the Honor Code. Please read carefully the Student Handbook Article 7 and Article 10 available at https://www.tamiu.edu/scce/studenthandbook.shtml.
We are committed to strict enforcement of the Honor Code. Violations of the Honor Code tend to involve claiming work that is not one’s own, most commonly plagiarism in written assignments and any form of cheating on exams and other types of assignments.
Plagiarism is the presentation of someone else’s work as your own. It occurs when you:
- Borrow someone else’s facts, ideas, or opinions and put them entirely in your own words. You must acknowledge that these thoughts are not your own by immediately citing the source in your paper. Failure to do this is plagiarism.
- Borrow someone else’s words (short phrases, clauses, or sentences), you must enclose the copied words in quotation marks as well as citing the source. Failure to do this is plagiarism.
- Present someone else’s paper or exam (stolen, borrowed, or bought) as your own. You have committed a clearly intentional form of intellectual theft and have put your academic future in jeopardy. This is the worst form of plagiarism.
Here is another explanation from the 2020, seventh edition of the Manual of The American Psychological Association (APA):
“Plagiarism is the act of presenting the words, idea, or images of another as your own; it denies authors or creators of content the credit they are due. Whether deliberate or unintentional, plagiarism violates ethical standards in scholarship” (p. 254). This same principle applies to the illicit use of AI.
Plagiarism: Researchers do not claim the words and ideas of another as their own; they give credit where credit is due. Quotations marks should be used to indicate the exact words of another. Each time you paraphrase another author (i.e., summarize a passage or rearrange the order of a sentence and change some of the words), you need to credit the source in the text. The key element of this principle is that authors do not present the work of another as if it were their own words. This can extend to ideas as well as written words. If authors model a study after one done by someone else, the originating author should be given credit. If the rationale for a study was suggested in the discussion section of someone else's article, the person should be given credit. Given the free exchange of ideas, which is very important for the health of intellectual discourse, authors may not know where an idea for a study originated. If authors do know, however, they should acknowledge the source; this includes personal communications (p. 11). For guidance on proper documentation, consult the Academic Success Center or a recommended guide to documentation and research such as the Manual of the APA or the MLA Handbook for Writers of Research Papers. If you still have doubts concerning proper documentation, seek advice from your instructor prior to submitting a final draft.
TAMIU has penalties for plagiarism and cheating.
- Penalties for Plagiarism: Should a faculty member discover that a student has committed plagiarism, the student should receive a grade of 'F' in that course and the matter will be referred to the Honor Council for possible disciplinary action. The faculty member, however, may elect to give freshmen and sophomore students a “zero” for the assignment and to allow them to revise the assignment up to a grade of “F” (50%) if they believe that the student plagiarized out of ignorance or carelessness and not out of an attempt to deceive in order to earn an unmerited grade; the instructor must still report the offense to the Honor Council. This option should not be available to juniors, seniors, or graduate students, who cannot reasonably claim ignorance of documentation rules as an excuse. For repeat offenders in undergraduate courses or for an offender in any graduate course, the penalty for plagiarism is likely to include suspension or expulsion from the university.
- Caution: Be very careful what you upload to Turnitin or send to your professor for evaluation. Whatever you upload for evaluation will be considered your final, approved draft. If it is plagiarized, you will be held responsible. The excuse that “it was only a draft” will not be accepted.
- Caution: Also, do not share your electronic files with others. If you do, you are responsible for the possible consequences. If another student takes your file of a paper and changes the name to his or her name and submits it and you also submit the paper, we will hold both of you responsible for plagiarism. It is impossible for us to know with certainty who wrote the paper and who stole it. And, of course, we cannot know if there was collusion between you and the other student in the matter.
- Penalties for Cheating: Should a faculty member discover a student cheating on an exam or quiz or other class project, the student should receive a “zero” for the assignment and not be allowed to make the assignment up. The incident should be reported to the chair of the department and to the Honor Council. If the cheating is extensive, however, or if the assignment constitutes a major grade for the course (e.g., a final exam), or if the student has cheated in the past, the student should receive an “F” in the course, and the matter should be referred to the Honor Council. Additional penalties, including suspension or expulsion from the university may be imposed. Under no circumstances should a student who deserves an “F” in the course be allowed to withdraw from the course with a “W.”
- Caution: Chat groups that start off as “study groups” can easily devolve into “cheating groups.” Be very careful not to join or remain any chat group if it begins to discuss specific information about exams or assignments that are meant to require individual work. If you are a member of such a group and it begins to cheat, you will be held responsible along with all the other members of the group. The TAMIU Honor Code requires that you report any such instances of cheating.
- Student Right of Appeal: Faculty will notify students immediately via the student’s TAMIU e- mail account that they have submitted plagiarized work. Students have the right to appeal a faculty member’s charge of academic dishonesty by notifying the TAMIU Honor Council of their intent to appeal as long as the notification of appeal comes within 10 business days of the faculty member’s e-mail message to the student and/or the Office of Student Conduct and Community Engagement. The Student Handbook provides more details.
Use of Work in Two or More Courses
You may not submit work completed in one course for a grade in a second course unless you receive explicit permission to do so by the instructor of the second course. In general, you should get credit for a work product only once.
AI Policies
Your instructor will provide you with their personal policy on the use of AI in the classroom setting and associated coursework.
TAMIU E-Mail and SafeZone
Personal Announcements sent to students through TAMIU E-mail (tamiu.edu or dusty email) are the official means of communicating course and university business with students and faculty –not the U.S. Mail and no other e-mail addresses. Students and faculty must check their TAMIU e-mail accounts regularly, if not daily. Not having seen an important TAMIU e-mail or message from a faculty member, chair, or dean is not accepted as an excuse for failure to take important action.
Students, faculty, and staff are encouraged to download the SafeZone app, which is a free mobile app for all University faculty, staff, and students. SafeZone allows you to: report safety concerns (24/7), get connected with mental health professionals, activate location sharing with authorities, and anonymously report incidents. Go to https://www.tamiu.edu/adminis/police/safezone/index.shtml for more information.
Copyright Restrictions
The Copyright Act of 1976 grants to copyright owners the exclusive right to reproduce their works and distribute copies of their work. Works that receive copyright protection include published works such as a textbook. Copying a textbook without permission from the owner of the copyright may constitute copyright infringement. Civil and criminal penalties may be assessed for copyright infringement. Civil penalties include damages up to $100,000; criminal penalties include a fine up to $250,000 and imprisonment. Copyright laws do not allow students and professors to make photocopies of copyrighted materials, but you may copy a limited portion of a work, such as article from a journal or a chapter from a book for your own personal academic use or, in the case of a professor, for personal, limited classroom use. In general, the extent of your copying should not suggest that the purpose or the effect of your copying is to avoid paying for the materials. And, of course, you may not sell these copies for a profit. Thus, students who copy textbooks to avoid buying them or professors who provide photocopies of textbooks to enable students to save money are violating the law.
Students with Disabilities
Texas A&M International University seeks to provide reasonable accommodations for all qualified persons with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal education opportunity. It is the student's responsibility to register with the Office of Student Counseling and Disability Services located in Student Center 126. This office will contact the faculty member to recommend specific, reasonable accommodations. Faculty are prohibited from making accommodations based solely on communications from students. They may make accommodations only when provided documentation by the Student Counseling and Disability Services office.
Student Attendance and Leave of Absence (LOA) Policy
As part of our efforts to assist and encourage all students towards graduation, TAMIU provides
LOA’s for students, including pregnant/parenting students, in accordance with the Attendance Rule (Section 3.07) and the Student LOA Rule (Section 3.08), which includes the “Leave of Absence Request” form. Both rules can be found in the TAMIU Student Handbook (URL: http://www.tamiu.edu/studentaffairs/StudentHandbook1.shtml).
Pregnant and Parenting Students
Under Title IX of the Education Amendments of 1972, harassment based on sex, including harassment because of pregnancy or related conditions, is prohibited. A pregnant/parenting student must be granted an absence for as long as the student’s physician deems the absence medically necessary. It is a violation of Title IX to ask for documentation relative to the pregnant/parenting student’s status beyond what would be required for other medical conditions. If a student would like to file a complaint for discrimination due to his or her pregnant/parenting status, please contact the TAMIU Title IX Coordinator (Lorissa M. Cortez, 5201 University Boulevard, KLM 159B, Laredo, TX 78041,TitleIX@tamiu.edu, 956.326.2857) and/or the Office of Civil Rights (Dallas Office, U.S. Department of Education, 1999 Bryan Street, Suite 1620, Dallas, TX 75201-6810, 214.661.9600). You can also report it on TAMIU’s anonymous electronic reporting site: https://www.tamiu.edu/reportit.
TAMIU advises a pregnant/parenting student to notify their professor once the student is aware that accommodations for such will be necessary. It is recommended that the student and professor develop a reasonable plan for the student’s completion of missed coursework or assignments. The Office of Equal Opportunity and Diversity (Lorissa M. Cortez, lorissam.cortez@tamiu.edu) can assist the student and professor in working out the reasonable accommodations. For other questions or concerns regarding Title IX compliance related to pregnant/parenting students at the University, contact the Title IX Coordinator. In the event that a student will need a leave of absence for a substantial period of time, TAMIU urges the student to consider a Leave of Absence (LOA) as outlined in the TAMIU Student Handbook. As part of our efforts to assist and encourage all students towards graduation, TAMIU provides LOA’s for students, including pregnant/parenting students, in accordance with the Attendance Rule and the Student LOA Rule. Both rules can be found in the TAMIU Student Handbook (https://www.tamiu.edu/scce/studenthandbook.shtml).
Anti-Discrimination/Title IX
TAMIU does not discriminate or permit harassment against any individual on the basis of race, color, sex, religion, national origin, age, disability, genetic information, veteran status, educational programs, or employment. If you would like to file a complaint relative to Title IX or any civil rights violation, please contact the TAMIU Director of Equal Opportunity and Diversity/Title IX Coordinator, Lorissa M. Cortez, 5201 University Boulevard, Killam Library 159B, Laredo, TX 78041,TitleIX@tamiu.edu, 956.326.2857, via the anonymous electronic reporting website, ReportIt, at https://www.tamiu.edu/reportit, and/or the Office of Civil Rights (Dallas Office), U.S. Department of Education, 1999 Bryan Street, Suite 1620, Dallas, TX 75201-6810, 214.661.9600.
Incompletes
Students who are unable to complete a course should withdraw from the course before the final date for withdrawal and receive a “W.” To qualify for an “incomplete” and thus have the opportunity to complete the course at a later date, a student must meet the following criteria:
- The student must have completed 90% of the course work assigned before the final date for withdrawing from a course with a “W”, and the student must be passing the course;
- The student cannot complete the course because an accident, an illness, or a traumatic personal or family event occurred after the final date for withdrawal from a course;
- The student must sign an “Incomplete Grade Contract” and secure signatures of approval from the professor and the college dean.
- The student must agree to complete the missing course work before the end of the next long semester; failure to meet this deadline will cause the “I” to automatically be converted to an “F”; extensions to this deadline may be granted by the dean of the college. This is the general policy regarding the circumstances under which an “incomplete” may be granted, but under exceptional circumstances, a student may receive an incomplete who does not meet all of the criteria above if the faculty member, department chair, and dean recommend it.
WIN Contracts
The Department of Biology and Chemistry does not permit WIN contracts. For other departments within the college, WIN Contracts are offered only under exceptional circumstances and are limited to graduating seniors. Only courses offered by full-time TAMIU faculty or TAMIU instructors are eligible to be contracted for the WIN requirement. However, a WIN contract for a course taught by an adjunct may be approved, with special permission from the department chair and dean. Students must seek approval before beginning any work for the WIN Contract. No student will contract more than one course per semester. Summer WIN Contracts must continue through both summer sessions.
Student Responsibility for Dropping a Course
It is the responsibility of the student to drop the course before the final date for withdrawal from a course. Faculty members, in fact, may not drop a student from a course without getting the approval of their department chair and dean.
Independent Study Course
Independent Study (IS) courses are offered only under exceptional circumstances. Required courses intended to build academic skills may not be taken as IS (e.g., clinical supervision and internships). No student will take more than one IS course per semester. Moreover, IS courses are limited to seniors and graduate students. Summer IS course must continue through both summer sessions.
Grade Changes & Appeals
Faculty are authorized to change final grades only when they have committed a computational error or an error in recording a grade, and they must receive the approval of their department chairs and the dean to change the grade. As part of that approval, they must attach a detailed explanation of the reason for the mistake. Only in rare cases would another reason be entertained as legitimate for a grade change. A student who is unhappy with his or her grade on an assignment must discuss the situation with the faculty member teaching the course. If students believe that they have been graded unfairly, they have the right to appeal the grade using a grade appeal process in the Student Handbook and in the Faculty Handbook.
Final Examination
All courses in all colleges must include a comprehensive exam or performance and be given on the date and time specified by the Academic Calendar and the Final Exam schedule published by the Registrar’s Office. In the College of Arts & Sciences all final exams must contain a written component. The written component should comprise at least 20% of the final exam grade. Exceptions to this policy must receive the approval of the department chair and the dean at the beginning of the semester.
Mental Health and Well-Being
The university aims to provide students with essential knowledge and tools to understand and support mental health. As part of our commitment to your well-being, we offer access to Telus Health, a service available 24/7/365 via chat, phone, or webinar. Scan the QR code to download the app and explore the resources available to you for guidance and support whenever you need it. The Telus app is available to download directly from TELUS (tamiu.edu) or from the Apple App Store and Google Play.
Distance Education Courses
Online Courses and On-Campus Meetings
Texas Administrative Code (TAC), Title 19, Part 1, Chapter 2, Subchapter J, Section 2.202, defines distance education as the formal educational process that occurs when students and instructors are not in the same physical setting for the majority (more than 50%) of instruction. Distance education includes hybrid and 100% online courses and programs as defined by the Texas Higher Education Coordinating Board (THECB):
- Hybrid Course - A distance education course in which more than 50 percent but less than 100 percent of instructional activity takes place when the student(s) and instructor(s) are in separate physical locations.
- 100-Percent Online Course - A distance education course in which 100 percent of instructional activity takes place when the student(s) and instructor(s) are in separate physical locations. Requirements for on-campus or in-person orientation, testing, academic support services, internships/fieldwork, or other non-instructional activities do not exclude a course from this category.
In this online course, be sure to confirm what in-person meetings may be required of you (if applicable).
Course Structure
Students are expected to stay current with the weekly readings to ensure understanding of the content. The application of the content is demonstrated in the weekly discussion posts and assignments.
Component 3. This course culminates in Module 7 with a Capstone Project in which you will present a 10–15-minute video explaining to colleagues the instructional plan and analysis you created in Modules 2-6 for NBPTS Component 3. Each module is explained in more detail below:
Module 1: The purpose of the first module is to understand the NBPTS requirements for Component 3 by answering the central module question, “What are the NBPTS Component 3 requirements in my anticipated area of certification?”
Module 2: The second module is about the first step in the Architecture of Accomplished Teaching. In this first step, we are focused on knowing our students and our subject areas by answering the central module question, “How do I use what I know about my students to plan for instruction?” This is grounded in the 1st Core Proposition of the NBPTS: “Teachers know the students they teach and how to teach those subjects to students.”
Module 3: The third module is about the second step in the Architecture of Accomplished Teaching. In this second step, we are focused on setting high and worthwhile goals by answering the central module question, “How do I determine my goals for this instruction based on my student's needs and the intricacies of the content?” This is also grounded in the 1st Core Proposition of the NBPTS: “Teachers know the students they teach and how to teach those subjects to students.”
Module 4: The fourth module is about the third step in the Architecture of Accomplished Teaching. In this third step, we are focused on planning and implementing meaningful instruction by answering the central module question, “What instructional strategies will I use, and how do they align with the content and instructional context?” This is grounded in the 2nd Core Proposition of the NBPTS: “Teachers know the subjects they teach and how to teach those subjects to students.”
Module 5: The fifth module is about the fourth step in the Architecture of Accomplished Teaching. In this fourth step, we are focused on designing and analyzing assessments by answering the central module question, “What can I anticipate as evidence of learning, and how will it align with the content and instructional context?” This is grounded in the 3rd Core Proposition of the NBPTS: “Teachers are responsible for managing and monitoring students learning.”
Module 6: The sixth module is about the fifth step in the Architecture of Accomplished Teaching. In this fifth step, we are focused on reflecting by answering the central module question, “How can I reflect on student learning and the effectiveness of my instructional design?” This is grounded in the 4th Core Proposition of the NBPTS: “Teachers think systemically about their practice and learn from experience.”
Module 7: The seventh module is focused on the presentation of the Capstone Project, due at the end of the 7th module. This is a 10–15-minute video explaining to your colleagues the instructional plan and analysis you created for NBPTS Component 3. We are presenting Capstone Projects to colleagues to demonstrate our knowledge while also staying focused on answering the central question, “How can I collaborate with colleagues to improve my instructional plan and analysis?” This is grounded in the 5th Core Proposition of the NBPTS, “Teachers are members of learning communities."
Student-Instructor Communication Policy and Response Time
Announcements/Course Messages/Emails
Students can expect to get feedback on a weekly basis. The feedback may be individual or through whole group as observations and trends.
Assignments and Assessments
Grading will happen within 48 hours of the deadline. The professor will contact the class if that timeframe is not met.
Course Communication Guidelines (Netiquette)
There are course expectations concerning etiquette or how we should treat each other online. We must consider these values as we communicate with one another. Visit Instructional Technology and Distance Education Services’ web page on Netiquette for further instruction.
Accommodations/Accessibility Policy
Texas A&M International University seeks to provide reasonable accommodation for all qualified persons with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations as required to afford equal educational opportunity. It is the student's responsibility to register with the Director of Student Counseling and to contact the faculty member in a timely fashion to arrange for suitable accommodation. For more information, contact the online at Office of Disability Services for Students (DSS), via phone at 956.326.3086 or by visiting the staff at the Student Center, room 118. A link to the Disabilities Services for Students site has also been included under the "Resources" tab inside the course.
Student Support Resources
The University wishes to have all students succeed in their courses. To provide support to our students, an array of services in the areas of technology support, academic support, student support, and accessibility support may be found at the University. For more information, visit the Instructional Technology and Distance Education Services page on University Resources and Support Services.
Computer/Technology Requirements
[Technology requirements must be listed for the course. Information on how to obtain software for purchase or download should be provided. See the following example. Customize technologies to include those that pertain to your course:]
When participating in distance education courses, it is vital to consider the technology involved in order to have a successful course. Online students will need regular access to a personal computer that runs on a broadband Internet connection.
It is recommended that you meet the technical requirements listed on the Instructional Technology and Distance Education Services’ webpage when using the learning management system (LMS) of the University.
Additional Hardware. For this class, you will need the following additional hardware: [list any additional required hardware here. Additionally, and if applicable, you may use the following statement:] Recently purchased laptops may have these built-in web cameras. If you do not have this equipment, it is recommended to purchase a stand-alone webcam, microphone, or a webcam with a built-in microphone from your local electronic store or any online store.
NOTE: Instructional Technology and Distance Education Services may check out available webcams to students on a first-come, first-served basis. To check out a webcam, please stop by Killam Library, Room 259, and request an available webcam.
Additional Software. You will need the following additional software: [list any additional software required here. Additionally, and if applicable, you may use the following statement:] TAMIU Students may access online versions of this software through their Dusty Office 365 account at https://dusty.tamiu.edu/. This site also provides students access to download the Microsoft suite for educational use. See instructions for downloading the Microsoft Office suite.
Note: Students, if you do not own the required hardware or software or do not have access to the Internet, it will be highly challenging for you to make any progress in this class. However, my goal is to assist you in finding solutions and guide you appropriately most of the required materials can either be found free of charge at TAMIU’s library, classrooms, and available computer labs. Visit Media Services’ web page on the availability of on-campus computer labs. In addition, you may also purchase any of these items at any electronic store.
Learning Management System (Blackboard)
Students are provided with an orientation (*eLearning (Blackboard) Student Orientation*) and access to guides on how to use the Blackboard LMS. Guides may be available at Instructional Technology and Distance Education Services' Student eLearning Tutorial Videos page or by contacting the eLearning team at elearning@tamiu.edu.
Minimum Technical Skills Expected
When participating in distance education courses, it is vital to consider the technology involved in order to have a successful course. Students in distance education should have knowledge of basic computer and Internet skills, as mentioned on the Instructional Technology and Distance Education Services’ webpage.
Technical Support Services
Because of the nature of distance education courses, the Office of Information Technology (OIT) computing and information services are vital to the success of online students. This webpage covers contact information for Distance Education Services (Blackboard Support), the OIT Help Desk, and E-mail support: Technical Support Services.
Web Conferences/Synchronous sessions
The instructor will hold a weekly office hour session based on the availability of most students. A google form will be sent the first week of class.
Students may join using this link https://us05web.zoom.us/j/86533859028?pwd=Px1ie57rGUvW6ZxnTy2IdaAuDVvnze.1
Grading Scale/Schema (after Grade Breakdown section)
In determining the final course grade, the following scale is used in percentage or point value.
90 -100 = A
80 - 89 = B
70 - 79 = C
60 - 69 = D
0 - 59 = F
Rubrics (may be included here and in the Syllabus and Overview in the course)
Rubrics are included in the course and will provide an understanding of how you will be assessed on the course’s assignments.
Late Work Policy
There is a one point deduction for everyday an assignment is late.
Course Evaluation
At the end of this course, students are encouraged to complete a course evaluation that will be distributed to them via email and through a course link.
Turnitin Policy Or Other Types of Assignments in Other Systems
[Instructor’s policy on assignments held within the Turnitin system.]
Proctoring
[Respondus LockDown Browser/Monitor OR Examity. Contact elearning@tamiu.edu for the syllabus statement and other information.]
Accessibility and Privacy Statements on Course Technologies
At Texas A&M International University, we believe that all students should have equal technology opportunities in the classroom. These technologies/sites may also require user data, such as the creation of a username and password. You may find the accessibility and privacy policies of the technologies used in this class on the following pages: Accessibility Statements and Privacy Statements.
In this class, we will utilize an array of applications.
Syllabus Subject to Change
While information and assurances are provided in this course syllabus, it should be understood that content may change in keeping with new research and literature and that events beyond the control of the instructor could occur. Students will be informed of any substantive occurrences that will produce syllabus changes.