Revisioning


 * Tables A1 and A2 may be used in Section A in lieu of a narrative. If the tables are used, they should be inserted in Section A of the blueprint. **


 * Table A1. Specific Changes in the Program (add or delete rows as necessary) **

for all graduate students in programs expanded and made consistent ||= To accommodate the new standards, core courses for programs in NLGL (i.e., reading, middle grades language arts & social studies, secondary English and history) focus on 21st century skills, global learning for both teacher leaders and their students, action research processes and products, and developing/examining teacher leadership in classrooms and beyond. ||
 * = ** Specific Change ** ||= ** Rationale for the Change ** ||
 * = Course Requirements
 * = Final Program Project/Creative Synthesis and Dissemination Replaced Former Culminating Project ||= Each program strand within NLGL requires that teacher leaders complete and present a Design Studio Showcase that requires a creative synthesis of experiences and standards included in the program. The Showcase project is presented at the end of the program completion to other teacher leaders and University faculty. Assessment rubrics are completed by all those in attendance so that presenters can finalize their creative synthesis that is posted on the NLGL site for both present and future teacher leaders to examine. ||
 * = Change in Required Number of Course Hours ||= All programs within the NLGL moved to a 30-hour course requirement to streamline courses and experience as a way to respond to teacher leader needs and requests. Only those who decide to do an academic thesis will have take over 30 hours. No academic or content rigor were sacrificed as NLGL leaders combined some course requirements to align with new standards. ||

Evidence 1Investigation of Positive Student Learning Outcomes (IPSLO) ||
 * Table A2. Narrative Description of How the Revisioned Program Addresses the Standards and 21st Century Knowledge, Skills, and Dispositions **
 * ** Content ** || ** How Addressed in the Revisioned Program ** ||
 * ** Standard 1: Teacher Leadership ** || Evidence 2 Teacher as Leader project. In ECI 508 Teachers as Leaders NLGL participants participate in a number of activities that reflect their ability to communicate, collaborate, and function effectively in teams. As part of their experiences that are conducted and observed are the following: 1)they interview teacher leaders, write a review of that information, and post those results online; 2) they collaborate with other teacher leaders to define and determe how teacher leadership looks in action--including ways of working with novice teachers and developing strategies for functioning effectively with all colleagues; 3) they observe various types of educational leadership boards, report on those observations; 4) they develop a vision of themselves as evolving teacher leaders and create a teacher leadership action plan for their futures; 5) they focus on the importance on change, reform, and their contributions to the field of education; 6) to determine the impact of film on public perception of teacher leadership, participants examine a selected film, review it extensively, present a video clip of the film, and lead a provocative discussion on teacher leadership as it is portrayed to the public through the media. As a final project, each teacher leaders develops and completes an individually created leadership project that reflects their leadership skills. These projects include leadership skills that both support the growth of other professionals as well as students. Examples of such projects include 1) professional development projects that focus on student learning through improved practice; 2) action research projects implemented with K12 students that are evaluated on the basis of student success in leadership and learning; 3) handbooks developed for future leaders in K12 environments; 4) exploration of vision vs. implementation of such programs as IRTs and Mentoring; and 5) development of new programs, researched and created, that focus on furthering student achievement. All results are published in the final project publication and presented to other teacher leaders for questions and feedback. The class professor also provides extensive response, feedback, and guidance on each of these projects and activities. ||
 * ** Standard 2: Respectful Educational Environments ** || Explicit focus of the 4 core courses and specialty area courses in the NLGL program
 * ** Standard 3: Content and Curriculum Expertise ** || Evidence 1: Investigation of Positive Student Learning Outcomes (IPSLO) are contextualized to the specific content area. NLGL Design Studio Showcase requires that teacher leaders set their final product in the context of their specific content areas, reflecting an expertise in both content and content curriculum as well as pedagogy. (Possible addition to Meghan's information?)

Each program strand of NLGL included specific content and content pedagogy requirements to fulfill the standards for each area--i.e., reading, middle grades language arts/social studies, secondary English and history. These standards are embedded within the NLGL Evidences.

|| Evidence 2: NLGL Design Studio Showcase presentations include evidence of student learning through action research examples, technology integration into research-based practice, and assessment models. || || Explicit focus on helping NLGL student develop efficacy with a range of computer and multimedia tools and to develop competency integrating computer-based instruction to positively impact student learning and diverse learning needs ||
 * ** Standard 4: Student Learning ** || Evidence 1 : (Meghan's information on IPSLO applies here as well.)
 * ** Standard 5: Reflection ** || Evidence 2: NLGL Design Studio Showcase requires extensive reflection as teacher leaders analyze their own learning, practice, application of content, conent pedagogy, and 21st century tools.
 * ** 21st Century Knowledge, Skills, and Dispositions ** || Computer-mediated instruction to deliver content across the program


 * Section C-3: Detailed description of key evidence(s)**


 * Evidence 1:** **Investigation of Positive Student Learning Outcomes (IPSLO)**

(narrative is limited to 2-5 pages, I just provided a rough outline below and will add to it based on your feedback -MM)

All students in the NLGL program are required to take ECI 523: //Teacher as Researcher// as one of their core classes. Evidence 1 is an assignment built into this course. THIS LOOKS GREAT, MEGHAN! I'VE NOTED A COUPLE OF THINGS BELOW. THANKS! a) //the specific artifact that will be submitted by the candidates// "Investigation of Positive Student Learning Outcomes (IPSLO)" (paper and multimedia product) - mid-term exam for the course Pre and post test design intervention- educational strategy - 21st century skills Aim to demonstrate a positive impact on student learning

//b)the specific directions and/or requirements for the evidence provided to the candidates//

Directions for completing the "Investigation of Positive Student Learning Outcomes (IPSLO)" assignment 1. Choose a unit/topic of study, identify a 21st c skill/tool IS THIS TO BE DONE IN INDIVIDUAL CONTENT AREA??? IF SO, THAT COULD BE HELPFUL FOR ALL! I SEE YOU HAVE THAT BELOW...SO COULD IT BE MADE EXPLICIT HERE AS WELL? 2. Pre-assess students' prior knowledge (collect quantitative and/or qualitative data) 3. Teach/intervention (teaching strategy should integrate a 21st c skill/tool and address the needs of diverse learners, collect quantitative and/or qualitative data) 4. Conduct a post-assessment (collect quantitative and/or qualitative data) 5. Consult with peer researchers and community members (including teachers, parents, administrators, etc) 6. Synthesize/report findings by creating a multimedia presentation and 5 page overview paper

//c) how/why the evidence specifically addresses the standards// This evidence addresses the following standards: #2, 3, and 4.To complete this evidence the NLGL student must design a curriculum activitiy that is responsive to the needs of diverse learners and consult with community members (#2); develop, integrate, and assess 21st century skills in the classroom (#3); and demonstrate having a positive impact on student learning (#4).

//d) how the evidence will be evaluated by the institution// The primary evaluator will be the course instructor who will use a rubric to grade the multimedia projects and overview papers submitted by NLGL students. These rubric grades will be reported bi-annually to the NLGL faculty committee who will track student progress and determine areas of strengths/weakness. Rubric data will be used to make adjustments to the NLGL course content and assignments, especially within the //Teacher as Researcher// course. THIS IS GREAT!!!