Graduate-Level Credit / Non-Credit Hours
3 Semester Credits or 45 Clock Hours
Course Description
This course is designed to provide teachers with research-based, proactive practices, and habits of mind for transformative classroom leadership. Strategies for creating a high-functioning learning community can promote skills that are critical for success both in and outside the classroom. The following attributes of a transformative classroom will be explored: clarity of purpose, self-responsibility, relationships among students, and an increasing level of function over time (based on Schindler’s model of Transformative Classroom Management). Grounded with an inner purpose, key attitudes, and strategies, teachers will learn how to discern the underlying effective teacher-student interactions so they can recognize how to proactively prevent misbehaviors and intervene effectively when misbehaviors occur. Self-assessment and reflection are built into the activities, projects, and discussions so that teachers can examine their dispositions and efficacy as educators.
Global Goals of the Course
To deepen and/or apply the content and skills of the teacher’s existing professional knowledge base by meeting the following global goals of this course:
1. To describe and employ research-based, proactive practices, and habits of mind for transformative classroom leadership (NBPTS 1, 2, 4, 5; ISTE 1, 5; InTASC 1-3, 9)
2. To examine the key attributes of a transformative classroom and what is involved in creating a high-functioning learning community (NBPTS 1, 2, 3, 4, 5; ISTE 1, 5; InTASC 3, 7, 8, 9, 10)
3. To examine how to discern underlying effective teacher-student interactions (NBPTS 1, 3, 4, 5; ISTE 1, 5; InTASC 1-3, 7, 8, 9, 10)
4. To identify how to proactively prevent misbehaviors and intervene effectively when misbehaviors occur (NBPTS 1, 3, 4, 5; ISTE 1, 5; InTASC 1-3, 7, 9, 10)
5. To utilize self-assessment and reflection as a way to examine personal dispositions and efficacy (NBPTS 4; ISTE 5; InTASC 9, 10)
6. To employ other educational professionals to improve student learning (NBPTS 5; ISTE 5; InTASC 9, 10)
Reviews
By Wayne Bosworth
Reviewed 5 years ago
By Amanda LeBrun
Reviewed 5 years ago
By Alicia Howell
Reviewed 5 years ago
By Debra Pohlmann
Reviewed 5 years ago
By Nicole Lane
Reviewed 4 years ago
By Jill Kragseth
Reviewed 3 years ago
By Troy Myers
Reviewed 3 years ago
By Cary Forbes
Reviewed 3 years ago
By Jill Jandacek
Reviewed 2 years ago
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