SIX INDICATORS OF HIGHLY EFFECTIVE TEACHING:  Updating Qualities of Effective Teachers

COURSE DESCRIPTION:

In the latest edition of The Qualities of Effective Teachers, this expanded 3rd Edition, by James Stronge, affirms the special value of an exceptionally effective teacher.  The dimensions he adds to his research shows what is needed to teach at risk students and high ability students (or students who are both), and the realities of 21st Century teaching, with uses and abuses of technology.

In this course you will learn the six vital indicators of effective teaching  which will give you the ability to orchestrate a vibrant learning environment that will delight your students.  You will also find resources for self-examination and formal evaluations and become aware of red flags, as something now required in many state requirements for Every Student Succeeds Act (ESSA).

This course is appropriate for teachers K-12 and administrators, and would be beneficial in a group collaboration setting.  Course text is approximately $29 from Amazon.

LEARNING OUTCOMES: Upon completion of this course, participants will have:

1.  Information to validate their own personal and professional strengths and goals.
2.  Timely information about the special qualities that help students at-risk and or high ability students.
3.  A summary understanding of both positive qualities and red flags in key subject areas.
4.  A powerful resource for ongoing inspiration and goal-setting.
5.  Checklists of the qualities for informal or formal assessment on a 5-part matrix. 

COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.

HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participants their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.

UNIVERSITY QUARTER CREDIT INFORMATION

REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

1. Completion of Information Acquisition assignments 30%
2. Completion of Learning Application assignments 40%
3. Completion of Integration Paper assignment 30%

CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering, determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.

ADDITIONAL COURSE INFORMATION

REQUIRED TEXT

Qualities of Effective Teachers, 3rd Edition, by James H. Stronge  is a 348 page, 7" x 9" paperback book, copyright 2018 by ASCD, ISBN 978-1-4166-25 86-5.  You will read assigned sections of the book, and complete the written responses you have selected, as you go.  

None. All reading is online.

MATERIALS FEE

Text book available at Amazon, used for approximately $29.

QUALIFICATIONS FOR TEACHING THIS COURSE:

Mary Ann Johnson, M.Ed Adm. has worked with students of all levels, from alternative high school to gifted classes. She has also been a junior high vice principal and is now working with teachers for continuing education in classes, distance learning and building leadership groups. She is a teacher emeritus who has led seminars for educators which focus on developing a quality learner environment for students and for teachers. Her courses are research-based and resonate with user-friendly and energizing content.

BIBLIOGRAPHY

SIX INDICATORS OF HIGHLY EFFECTIVE TEACHING:  Updating Qualities of Effective Teachers

Alvy, Harvey & Robbins, Pam, Learning from Lincoln, Leadership Practices for School Success, ASCD 2010, pb, 192 pages, ISBN  978-1-4-166-102306. In a fascinating focus on ten qualities of Abraham Lincoln that would grace any leader, but especially a leader of a public service vocation, Alvy and Robbins bring anchor stories of Lincoln's key moments and decisions that inform and inspire anyone working to lead and improve the quality of life for others in his/her domain.  Primary source examples of Lincoln's personal trials and his compassion lead to personal reflections for the reader to consider in their own Leadership Story.  This is a powerful review of American history that leads to a personal exploration of one's own leadership style.

Erwin, Jonathan, Inspiring the Best in Students, pb, 210 pages, ASCD, 2010, ISBN-10: 14166 09792When you wonder what would be the greatest gift you could give your students, it would probably be the skills of social and emotional development, and in a classroom, it would include helping students meet their most basic needs.  Both are the focuses of this book.  The intrinsic needs defined as Choice Theory by William Glasser include survival, love and belonging, power, freedom, and fun.  Erwin translates that information into special lesson plans to teach student how to enjoy feeling good and emotionally safe, having friends and feeling accepted, feeling a sense of competence and importance. experiencing independence and being able to laugh and play.  The teaching strategies are specific and will guide you to the joy of teaching what really matters to students.

Gruenert, Steve & Whitaker, Todd.  School Culture Rewired:  How to Define, Assess, and Transform It, pb, 175 pages, ASCD, 2015.  The hardest  job for most administrators is to deal with a school culture that is not healthy.  In the process, there can be disappointment for leaders in managing the course corrections.  But with the directions given leaders in this book, there are many insights to avoid likely pitfalls and to point out a wide range of leverage points when changes are most easily made.  The book is encouraging and realistic  as a guide for the difficult job of requiring a school's negative culture without causing career and personal pain.

Whitaker, Todd, What Great Teachers Do Differently, 17 Things That Matter Most, 2nd Ed 6" x9," 126 pages, Eye on Education, 2012, ISBN 13-978-1-59667-199-7.  The author, a very popular and respected presenter and author, has added 3 more tips on what great teachers do from the first edition of the book.  He has participated in 9 research studies to prepare for this book, and his style is highly readable, practical, and fascinating.  His chapter titles include topics like these: ""The Ability to Ignore," "Random or Plandom?" "It's People, Not Programs."  There is a Study Guide available from the publisher as well.