COURSE TITLE:
NO. OF CREDITS:
1 QUARTER CREDITS
[semester equivalent = .66 credits]
WA CLOCK HRS: OREGON PDUs: PENNSYLVANIA ACT 48: |
10 10 10 |
INSTRUCTOR:
Mary Ann Johnson
maryajohnson-advisor@comcast.net
COURSE DESCRIPTION:
(As of 10/10/2023 - This course is no longer available - Please review the updated Qualities of Effective Teachers in the 3-quarter credit course, Six Indicators of Highly Effective Teaching.)
James Stronge has created a rare book describing effective teachers, because his book is based on the premise that it is the classroom teacher as a person that makes the biggest difference in studies of effectiveness, and he devotes an entire chapter (Chapter 2) to “The Teacher as a Person.” Also included are focuses on the ways a really effective teacher is prepared, manages the classroom, creates instruction, delivers the lesson, and checks and responds to students. Part 2 of the book moves from information about effective teaching to follow-up checklists, “red flags of ineffective teaching,” subject-specific indicators of effectiveness, and finally follows up with very interesting annotated research summaries and quality resources to explore further.
The author has been a teacher and counselor, has been a district-level administrator, and as a college professor at the College of William and Mary in Virginia, has focused on the fairest ways to evaluate teaching and support personnel. He has written many publications including a book called Evaluating Teaching: A Guide to Current Thinking and Best Practice (Corwin Press). The book which is the center of Qualities of Effective Teachers is, perhaps, his most personal and appreciative of the skills and practices of excellent teachers.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
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.
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, 2nd Edition, by James H. Stronge, 2007.
MATERIALS FEE
Text, Qualities of Effective Teachers, 2nd Edition (2007) cost is approximately $13 from Amazon used.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments.
Group participants can only view and respond to their group members in the Forum.
Assignment #1: To Be An Effective Teacher.
Assignment #2: Characteristics.
Assignment #3: Prerequisites.
Assignment #4: Faculty Demographics.
Assignment #5: Do You Care?
Assignment #6: Motivation.
From Chapter 2: How do teachers motivate students?
Assignment #7: A Question.
From Chapter 2: Why are teachers’ affective characteristics so highly valued by students in surveys and interviews?
Assignment #8: Improving Classroom Organization.
Assignment #9: Some Strategies.
Assignment #10: Implementing Instruction.
Assignment #11: About Homework.
Assignment #12: The Effective Teacher.
Assignment #13: Checklists.
Assignment #14: Categories.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section, you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments. Group participants can only view and respond to their group members in the Forum.
Assignment #15: Lesson Development.
Assignment #16: (500 Level ONLY)
C. INTEGRATION PAPER
Assignment #17: (Required for 400 and 500 level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 400-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Instructors will comment on each assignment. If you do not hear from the instructor within a few days of posting your assignment, please get in touch with them immediately.
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
QUALITIES OF EFFECTIVE TEACHERS (No Longer Available for Registrations)