Professional Documents
Culture Documents
COURSE DESCRIPTION
Working from their Theory of Action, students engage in iterative cycles of reflective learning
using Plan Do Study Act cycles to guide improvement at their site. In this course, students are
supported in designing both qualitative and quantitative data collection tools, such as field
notes, exit cards, interviews, surveys, focus groups, student work samples, etc. Students learn
techniques for data analysis to inform evidence-based decision-making throughout the project.
Students will a) identify or develop measurement tools that allow them to gather baseline data;
b) undertake Plan-Do-Study-Act cycles; and c) identify preliminary findings and/or learnings
which emerge from this process. In addition, students will return to the relevant research
literature in order to strategically inform their learning cycles. Students will document their
learning cycles, methods, and evolving findings in an expanded and comprehensive Learning
Journey 2.0 and share their learnings in a final Improvement Review with their advisor and
graduate committee.
ESSENTIAL QUESTIONS
LEARNING OUTCOMES
HTH GSE is committed to developing reflective practitioner leaders who work effectively
with colleagues and communities to create and sustain innovative, authentic, rigorous
learning environments for all students. This shared vision is articulated in our institutional
learning outcomes (ILOs) for all HTH GSE studentsto Practice Thoughtful Inquiry and
Reflection, Design Equitable Learning Environments
, and Engage in Leadership for School Change.
Through this course, students will be supported in pursuing the specific program learning
outcomes italicized below.
The curriculum for this course is based on the above essential questions and program
learning outcomes, as well as the corresponding set of course level learning outcomes,
activities and products. Together, they represent the knowledge, skills, and dispositions for
this course.
Haiku Posts
From weeks 2-10, you will be alternating between posting either a 2-2 scan to further flesh
out your literature review, or posting a reflection on a learning cycle which will become the
methods section of your Learning Journey 2.0. Posts are due Tuesday night.
2-2 scans
These are designed to scaffold the literature review section of your Learning Journey 2.0.
2-2 Scans will be completed every other week to help you develop the literature review portion
of your Learning Journey 2.0, and as a scaffold for the final 310 course product. A 2-2 Scan
entails reading 2 articles/chapters relevant to your improvement topic and having 2 conversations with living
resources who can inform your thinking. These sources - living and text - should be diverse and
provide multiple (sometimes conflicting) perspectives on the issue. You will be asked to capture
your learning from these scans in the following way:
APA citations of the 2 sources, along with a brief annotation that includes key quotes and the
central ideas/themes relevant to your work.
A synthesis of take-a-ways from these sources and your conversations with living
resources: What are you learning about the issue/problem? What questions are
emerging? How might this inform your next steps and your evolving theory of
action? What other relevant sources do the texts or your Living Resources identify
that you want to explore?
Data/Dilemma Consultancies
In order to provide feedback and support for one another, dilemma consultancies or data
spotlight opportunities will be provided throughout the course.
COURSE SCHEDULE
Detailed daily agendas will be distributed during each class.
CREDIT HOURS
Credit Hours
This is a 3.0 credit course. Each credit represents 45 hours of learning, for 135 total hours.
There will be 36 hours of face-to-face instruction, 12 hours of out-of-class instructional time
(via online forums and coaching conversations)) and 87 hours of out of class work (e.g.
readings, assignments, final product, digital portfolio maintenance, and documentation of
learning cycles ).
The effectiveness of our learning community depends upon each persons consistent and
thoughtful participation. GSE courses are pass/fail. Rather than focusing on grades, we will
strive to create our best work. The learning process throughout will be supported through
conversation, critique, and multiple opportunities for revision. We will create work that is
worth doing and worth sharing, often discussing the idea of audience and how to make a
broader impact on the educational community. Each students participation in this course will
be assessed in accordance with the following criteria:
Pass: Students class participation and outside work reflect professionalism, effort, and
dedication; readings and assignments are completed on time. In order to earn a passing grade,
students must achieve the learning outcomes stated on the second page. The final product
must meet or exceed the criteria stated on the rubric and students will be required to
revise their work if they approach the criteria. Students attend every class session, providing
advance notice in the event of unavoidable absence and making up for missed work in a
timely manner, as approved by the instructor.
Fail: The student makes little to no progress toward completing course assignments, and fail
to achieve the learning outcomes for the course. Assignments are missing, or class
participation and/or outside work are below average. The final product is missing,
incomplete, or fails to meet the assignment parameters and/or the standards set by the class.
As stated in the GSE catalog, if a candidate misses more than 20% of a course, she/he will be
required to take the course the following year. In extreme cases, please talk to the instructors
if you must miss class or need an extension.