Teacher as Researcher and Leader I

Student Learning Outcomes, Goals, Objectives:

Students successfully completing this course will be able to:

• Read, analyze, and synthesize literature related to teacher research.
• Examine issues of data collection, data analysis, research design, and writing for publication in relation to teacher research.
• Explore various research strategies used in qualitative and ethnographic research with a specific focus on the issues and adaptations involved when teachers in their own classrooms use these strategies.
• Write a research proposal.
• Develop small research communities that allow ongoing support in researching one’s own classroom.
• Acquire skills to plan and implement a teacher research project in a professional educational setting with appropriate methodology that will answer specific questions about teaching and learning.
• Consider issues related to the ethical implications of teacher research, assumptions about personal teaching practices, and the purpose of democratic action research.
• Understand the many different opportunities for teacher leadership at the classroom school, district, and national levels and how this leadership potential can be developed.
• Be able to identify issues requiring the attention of teacher leaders.
• Initiate a vision for themselves as teacher leaders based on an understanding of their personalities, philosophy of teaching, teaching styles, leadership preferences, individual motivations, and passionate beliefs.
• Understand different models of leadership.
• Appreciate the importance of communication, teamwork, and organizational structure in leadership.
• Understand how their experiences as teacher leaders impact the lives of students, their learning, and their academic achievement.
• Appreciate how their experiences as teacher leaders influence their interactions with colleagues and administrators within the school setting.
• Improve their capacity for reflection as professionals and leaders.

Course Grading Information:

Activity/Performance Measure	Percentage/Points
Weekly readings, participation, & TRL journal	25%
Teacher Leadership Self-Portrait	15%
Teacher Research Experience	15%
Annotations	20%
Research and Leadership Proposal	25%

Attendance/Participation:

Participation/Professionalism: 100% attendance, preparation for, and participation during each class are expected and highly valued in this class. More than one absence will affect your grade in this course because class time and required participation in discussions, demonstrations, and peer sharing cannot be made up.

Arriving late or leaving early will also affect your grade in this course. 2 absences will result in lowering the final grade by one grade letter. 3 absences will result in lowering the final grade by two grade letters. 4 absences will result in an F for the course. 3 tardies will result in one absence. Tardy includes arriving late or leaving early.

Course Materials Purchased by the Students:

• Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop as leaders (3rd edition). Corwin.
• Chiseri-Strater, E. & Sunstein, B. (2006). What works: A practical guide for teacher research. Portsmouth, NH: Heinemann.