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Course: Analysis of Teaching
   
Code: EDTL 606
   
Semester: Fall 2003
   
Instructor: Dr. Marianne Lovik-Powers


Reflection

Through this course, I have learned how to become a reflective teacher and action researcher. Being a reflective teacher, I must be able to use the fundamentals of research, which are observing, reflecting, and adjusting, as guides to enhance my teaching level of effectiveness. To become an action researcher, I, a reflective teacher, must be able to utilize the action research process to increase the validity of my conclusions.

I have also learned a lot about NBPTS (National Board for Professional Teaching Standards). NBPTS is encouraging me to develop my profession to meet or exceed its standards. Exploring about NBPTS Application and Guide can give me an insight about how to pursue and what needs to be done in order to be an accomplished teacher.

This course also has taught me to evaluate myself based on the Five Core Propositions of NBPTS. Those propositions can take me, as well as teachers, deeper and deeper to realize not only what I am actually doing as a teacher, but also why I am doing it. In addition, I also can realize why and how things are going well and wrong. Finally, I will be able to use the Five Core Propositions of NBPTS as a guide for professional development (mission #1: maintaining high and rigorous standards for what accomplished teachers should know and be able to do), a path toward increasing respect for teachers (mission #2: maintaining high and rigorous standards for what accomplished teachers should know and be able to do), and a model for educational reform (mission #3: advocating related education reforms to integrate National Board Certification in American education and to capitalize on the expertise of National Board Certified Teachers).


Books
Creswell, J.W. (2003). Research design qualitative, quantitative, and mixed methods approaches (2nd edition). Thousand Oaks, CA: Sage.
Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. London: Sage.
Zachary, L. J. (2000). The mentor’s guide. San Francisco, CA: Jossey-Bass.


Unit 1 - Introduction and Course Expectation

   Assignment_Introduction
   Assignment_Introduction


Unit 2 - Reflective Practice

   Unit 2_Threaded Discussion
   Unit 2_Threaded Discussion


Unit 3 - Educational Research Design

   Assignment_Action Research Paper
   Assignment_Action Research Paper


Unit 4 - NBPTS

   Assignment_Career and Technical Education Standard
   Assignment_Career and Technical Education Standard

Resources
NBPTS http://www.nbpts.org
Standards Related to Discipline http://ww.nbpts.org/candidates/ckc.cfm


Unit 5 - Five Core Propositions of NBPTS

   Assignment_Five Core Propositions
   Assignment_Five Core Propositions

Resources
Five Core Propositions http://www.nbpts.org/about/coreprops.cfm


Unit 6 - Mentoring/Coaching

   Unit 6_Threaded Discussion
   Unit 6_Threaded Discussion

Resources
Mentoring http://www.mentors.net/


Unit 7 - Critically Analyzing Your Teaching

   Assignment_Critically Analyzing Teaching
   Assignment_Critically Analyzing Teaching


Unit 8 - Portfolio

   Assignment_Portfolios
   Assignment_Portfolios


Unit 9 - NBPTS Application and Guide

   Unit 9_Threaded Discussion
   Unit 9_Threaded Discussion

Resources
NBPTS process http://www.nbpts.org/candidates/become.cfm
Apply for Candidacy http://www.nbpts.org/candidates/wanttoapply.cfm


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© 2004 Chulapol Thanomsing
Lock Haven University Pennsylvania