The EduStat University Summity

EDLF 589: REIMAGINE EDUCATION
Syllabus and Program Schedule
Curry School of Education/School of Continuing & Professional Studies
University of Virginia
Instructor: Dr. Pamela R. Moran, adjunct instructor, University of Virginia
Dates/Times: July 19-22, 2009, 8:00 a.m.-4:00 p.m.
Location: Monticello High School, Charlottesville, Virginia
Credit: 3 hours graduate credit

Course Purpose:
This course will allow participants to engage with visionary leaders from across the United States in a Summit to Re-imagine Education. Structured to support dialogue, discussion, and learning team action, colleagues will engage in collaborative ventures into:

the national standards movement,
the global achievement gap,
balanced assessment systems that support project- and problem-based learning in the 21st Century,
social networking learning applications, and
the “how-to”s of initiating and supporting change in schools and school districts.

Educational practitioners who as leaders are working ‘smart’ to rise to the challenges of educating young people to live and work in a global economy and community recognize the national and international learning gaps we confront in our students’ learning data and performance. This Summit is for educators who wish to connect with peers in a national professional learning community, through which we will share our best work, learn from others’ success stories, and push ourselves to analyze, evaluate, design, and build on ideas generated in our teams.

Essential Questions to Consider during Summit Sessions:

Leadership for Professional Learning, Research and Development:

What is the Mission of Schooling and how should a school’s mission guide its work?
How do we apply a professional learning community model that differentiates between improving the school's performance as a whole, which is the primary focus of the SIP, and improving teaching and learning at the classroom level, which is the primary focus of the grade-level or department-level team?
If Tony Wagner’s survival skills are key to our young people’s future, then what do we do to transform classrooms into spaces where these skills are learned?
How do leaders lead differently for high quality learning in the 21st century?

Leadership for Curricula, Assessment, Instruction:

How does “backward design” apply to district curriculum development?
Why should content standards and accountability test scores be considered a means to an end (not the end in themselves)?
Why should “cornerstone” assessments anchor our curriculum?
How can we promote greater consistency in assessment and grading?
What is the convergence of standards-based curricula and 21st century learning?
How do we effectively support digital learners through innovation of our instructional toolkits?
What are the critical components of a curriculum, instruction and assessment system aimed at student understanding and transfer of 21st Century Skills?
How do you believe national standards will impact learning in the United States if realized?

Course Requirements

There are four requirements of the course.

Case Study Analysis
You will attend two of the case studies presented during the Summit and develop a brief analysis of the case studies. Using one or more of the Leadership for Curricula, Assessment and Instruction questions, the case study should reflect 1) your analysis of the trend data presented 2) the change process inherent in the case, 3) your evaluation of the influence of innovative leadership upon reaching desired results and 4) any recommendations for your own or other’s work. Your analysis for each case should be posted to the Edustat viewpoint site at http://www.schoolnet.com/Groups/EduStat%20University%202009 by July 23.
Key Note Response Summary
You will create a critical personal response summary of essential understandings derived from a minimum of two of the keynote presentations. The response summary should reflectively focus upon one or more of the Leadership for Learning, Research and Development questions and should reference at least 3 other sources of research relevant to the key note theme. In the summary, you should identify at least two ways that you will use knowledge gained from these presentations. Your response summary should be posted to the Edustat viewpoint site at http://www.schoolnet.com/Groups/EduStat%20University%202009 by July 30.
Attendance
Attend the Edustat University on July 20, 21, 22 with one discussion meeting to be scheduled as a class on July 21 during lunch.
Reflection Journal
You will complete a reflection journal on the Edustat University sessions that includes entries for each session you attend. The journal should include 1) at least two interviews with colleagues who attended sessions with you in response to one or more essential questions 2) an analysis of how you will apply what you learned from the Summit when you return to work 3) a lesson design for sharing what you learned with colleagues when you return to work. This reflection journal should be sent as an attachment (pdf doc) to moran@k12albemarle.org by July 30.

Grading

This class is satisfactory/unsatisfactory.
All assignments must be completed satisfactorily by the due date in order to pass this course. A rubric for each assignment is attached to this syllabus.

General Information

Registration
You will register for the 3-credit graduate course and pay the tuition when you arrive to the Edustat University on July 19, 2009.

Technology
Monticello High School is well equipped for technology. You will have access to wireless network throughout the building so please feel free to bring your laptop.

Case Study Appraisal (30 points)

Criteria for Evaluation
Clear identification of data trend analysis (4)
Analysis of leadership influence (6)
Clear identification of change process (4)
Implications for transferability to other school divisions (6)
Quality of writing (10)
Total ____/30

Summary of Case Analysis Process
1. Listen to the case, read relevant resources provided in the session and then carefully decide whether the case analysis will result in a recommendation for your own future work or a recommendation to others.
2. Identify the central problem presented in the case.
3. Identify any secondary problems.
4. Evaluate evidence to support identification of the central problem and the secondary problems inherent in discussion of the change process.
5. Evaluate how leadership influenced the outcome of the case and make recommendations for your own or others’ future work.

Keynote Summary Appraisal (30 points)
Criteria for Evaluation

Analysis of essential understandings derived from the keynote (10)
Identification of how the sessions and research presented inform your own professional development (10)
Quality of writing ____ 10
Total ____/30

Reflection Journal Appraisal

Criteria for Evaluation
Summary of Sessions
Entries pertain to each of the main sessions (10)
Key Points of each session are described (10)
Reflection
Inclusion of your insights, thoughts, and questions (10)
stimulated from attending each session
Quality of writing (10)
Total ____/40

VIRGINIA RESIDENTS – K-12 EDUCATORS $681.00
NON-VIRGINIA RESIDENTS—K-12 EDUCATORS $1,020.00
Payment of tuition may be made via credit card (VISA, MasterCard, Discover, American Express), personal check, or school district purchase order.

Any students interested in enrolling for graduate credit may contact the School of Continuing & Professional Studies at: edcourses@virginia.edu They will then email registration forms to each attendee . You may fax ahead of the conference or you can also sign up at the conference on Monday, July 20, and will also accept registration forms at that time.


About the Summit Overview Agenda Speakers Tourism Archives Join Us Registration Lodging Transportation Contact Us	Summer Credit Information The EduStat University Summity EDLF 589: REIMAGINE EDUCATION Syllabus and Program Schedule Curry School of Education/School of Continuing & Professional Studies University of Virginia Instructor: Dr. Pamela R. Moran, adjunct instructor, University of Virginia Dates/Times: July 19-22, 2009, 8:00 a.m.-4:00 p.m. Location: Monticello High School, Charlottesville, Virginia Credit: 3 hours graduate credit Course Purpose: This course will allow participants to engage with visionary leaders from across the United States in a Summit to *Re-imagine Education. Structured to support dialogue, discussion, and learning team action, colleagues will engage in collaborative ventures into: the national standards movement, the global achievement gap, balanced assessment systems that support project- and problem-based learning in the 21st Century, social networking learning applications, and the “how-to”s of initiating and supporting change in schools and school districts. Educational practitioners who as leaders are working ‘smart’ to rise to the challenges of educating young people to live and work in a global economy and community recognize the national and international learning gaps we confront in our students’ learning data and performance. This Summit is for educators who wish to connect with peers in a national professional learning community, through which we will share our best work, learn from others’ success stories, and push ourselves to analyze, evaluate, design, and build on ideas generated in our teams. Essential Questions to Consider during Summit Sessions:* Leadership for Professional Learning, Research and Development: What is the Mission of Schooling and how should a school’s mission guide its work? How do we apply a professional learning community model that differentiates between improving the school's performance as a whole, which is the primary focus of the SIP, and improving teaching and learning at the classroom level, which is the primary focus of the grade-level or department-level team? If Tony Wagner’s survival skills are key to our young people’s future, then what do we do to transform classrooms into spaces where these skills are learned? How do leaders lead differently for high quality learning in the 21st century? Leadership for Curricula, Assessment, Instruction: How does “backward design” apply to district curriculum development? Why should content standards and accountability test scores be considered a means to an end (not the end in themselves)? Why should “cornerstone” assessments anchor our curriculum? How can we promote greater consistency in assessment and grading? What is the convergence of standards-based curricula and 21st century learning? How do we effectively support digital learners through innovation of our instructional toolkits? What are the critical components of a curriculum, instruction and assessment system aimed at student understanding and transfer of 21st Century Skills? How do you believe national standards will impact learning in the United States if realized? Course Requirements There are four requirements of the course. Case Study Analysis You will attend two of the case studies presented during the Summit and develop a brief analysis of the case studies. Using one or more of the Leadership for Curricula, Assessment and Instruction questions, the case study should reflect 1) your analysis of the trend data presented 2) the change process inherent in the case, 3) your evaluation of the influence of innovative leadership upon reaching desired results and 4) any recommendations for your own or other’s work. Your analysis for each case should be posted to the Edustat viewpoint site at http://www.schoolnet.com/Groups/EduStat%20University%202009 by July 23. Key Note Response Summary You will create a critical personal response summary of essential understandings derived from a minimum of two of the keynote presentations. The response summary should reflectively focus upon one or more of the Leadership for Learning, Research and Development questions and should reference at least 3 other sources of research relevant to the key note theme. In the summary, you should identify at least two ways that you will use knowledge gained from these presentations. Your response summary should be posted to the Edustat viewpoint site at http://www.schoolnet.com/Groups/EduStat%20University%202009 by July 30. Attendance Attend the Edustat University on July 20, 21, 22 with one discussion meeting to be scheduled as a class on July 21 during lunch. Reflection Journal You will complete a reflection journal on the Edustat University sessions that includes entries for each session you attend. The journal should include 1) at least two interviews with colleagues who attended sessions with you in response to one or more essential questions 2) an analysis of how you will apply what you learned from the Summit when you return to work 3) a lesson design for sharing what you learned with colleagues when you return to work. This reflection journal should be sent as an attachment (pdf doc) to moran@k12albemarle.org by July 30. Grading This class is satisfactory/unsatisfactory. All assignments must be completed satisfactorily by the due date in order to pass this course. A rubric for each assignment is attached to this syllabus. General Information Registration You will register for the 3-credit graduate course and pay the tuition when you arrive to the Edustat University on July 19, 2009. Technology Monticello High School is well equipped for technology. You will have access to wireless network throughout the building so please feel free to bring your laptop. Case Study Appraisal (30 points) Criteria for Evaluation Clear identification of data trend analysis (4) Analysis of leadership influence (6) Clear identification of change process (4) Implications for transferability to other school divisions (6) Quality of writing (10) Total ____/30 Summary of Case Analysis Process 1. Listen to the case, read relevant resources provided in the session and then carefully decide whether the case analysis will result in a recommendation for your own future work or a recommendation to others. 2. Identify the central problem presented in the case. 3. Identify any secondary problems. 4. Evaluate evidence to support identification of the central problem and the secondary problems inherent in discussion of the change process. 5. Evaluate how leadership influenced the outcome of the case and make recommendations for your own or others’ future work. Keynote Summary Appraisal (30 points) Criteria for Evaluation Analysis of essential understandings derived from the keynote (10) Identification of how the sessions and research presented inform your own professional development (10) Quality of writing ____ 10 Total ____/30 Reflection Journal Appraisal Criteria for Evaluation Summary of Sessions Entries pertain to each of the main sessions (10) Key Points of each session are described (10) Reflection Inclusion of your insights, thoughts, and questions (10) stimulated from attending each session Quality of writing (10) Total ____/40 VIRGINIA RESIDENTS – K-12 EDUCATORS $681.00 NON-VIRGINIA RESIDENTS—K-12 EDUCATORS $1,020.00 Payment of tuition may be made via credit card (VISA, MasterCard, Discover, American Express), personal check, or school district purchase order. Any students interested in enrolling for graduate credit may contact the School of Continuing & Professional Studies at: edcourses@virginia.edu They will then email registration forms to each attendee . You may fax ahead of the conference or you can also sign up at the conference on Monday, July 20, and will also accept registration forms at that time.