|
ATI, in partnership with Chapman University College, is pleased to offer four continuing education graduate elective credits--at $50 per credit hour-- for participants of qualified learning teams engaged in the study of Classroom Assessment for Student Learning: Doing It Right--Using It Well (CASL) and the companion guide, Learning Team Facilitator Handbook.
If you are unfamiliar with the principles and practices found in Classroom Assessment for Student Learning: Doing It Right--Using It Well (CASL), Learning Team Facilitator Handbook ,or the work of Assessment Training Institute,
you can become more familiar with that pedagogy by clicking here.
Essential information and conditions required by ATI and Chapman University College in order to approve a school or district's request for continuing education graduate elective credits follow. Please read this carefully to make sure you meet the qualification requirements. After you have read through all the information provided, if you have additional questions, please go to the "contact us" link at the bottom of this page and forward your inquiry to ATI.
OVERALL COURSE GOAL
This professional development program seeks to build a deep and far-reaching understanding of the difference between sound and unsound classroom assessment, promoting the effective use of assessment as a teaching tool. The means selected to reach this goal include having educators study the central text, Classroom Assessment for Student Learning: Doing It Right—Using It Well (2004), by Richard J. Stiggins, Judy Arter, Jan Chappuis, and Steve Chappuis of Educational Testing Service, Portland, Oregon, and its associated print and video training materials. The specific course goals are titled “Indicators of Sound Classroom Assessment Practice.” They are explained in Learning Team Facilitator Handbook, Tab 1, pages 6 – 15.
REQUIREMENTS FOR LEARNING TEAMS TO QUALIFY FOR COLLEGE CREDIT
Learning teams must be overseen by an Administrator of Record, who will be the person responsible for organizing the experience for learning team members, reviewing all assigned work, and preparing and submitting the final pass/fail grades. The Administrator of Record is not eligible to obtain college credit for this course. To be designated an Administrator of Record, an individual must fulfill the following requirements:
- Hold a masters degree or higher
- Be approved by the district
The Administrator of Record must complete the following actions:
- Prepare a schedule of learning team meetings totaling 20 hours. The schedule of meetings can be held over the course of one or two school years.
- Distribute required materials to all learning team members.
- Review the work of each member and verify that it adheres to the course requirements and qualifies for a passing grade.
- Fill out the class roster indicating the pass/fail status of each member of the learning team at the end of the course and submit it to Chapman University College.
Options for the Administrator of Record
- The district or school may choose to assign the task of Administrator of Record to a current employee.
- The district or school may choose to make this a separate assignment and pay a qualified, in-district person or hire an outside consultant so long as the person assigned meets the requirements listed above.
- The district or school may choose to charge each learning team member a reading fee over and above the course registration fee to cover the expenses of the Administrator of Record.
- The Administrator of Record may or may not choose to participate in each of the learning team meetings.
- The Administrator of Record may oversee multiple learning teams within the school or district.
Forms and Materials
The Administrator of Record will need a copy of the central text, Classroom Assessment for Student Learning: Doing It Right—Using It Well and a copy of the guide, Learning Team Facilitator Handbook.
The Administrator of Record is responsible for obtaining and distributing the following materials for each team member:
- A copy of Tab 4 from Learning Team Facilitator Handbook
- A copy of the Practicum Assignment and Activity Form for each chapter in the book (available upon acceptance of the CASL Learning Team Verification Form)
- A copy of the document Credit Requirements for Learning Team Members (reprinted, below, and available as a separate document upon acceptance of the CASL Learning Team Verification Form )
Team members are responsible for obtaining their own copies of the central text, Classroom Assessment for Student Learning: Doing It Right—Using It Well, if texts are not purchased for them.
In addition, whoever functions as the team meeting facilitator, if not the Administrator of Record, will need a copy of the guide, Learning Team Facilitator Handbook.
Learning Team Meeting Facilitation
Team meetings should be led by a facilitator who performs the managerial duties needed for the experience to work. The Administrator of Record may function as the team meeting facilitator, but does not have to. Team members may designate one facilitator from among the members or choose to take turns facilitating the meetings. Regardless of who takes on this role, the Administrator of Record is responsible for guaranteeing that each team meeting has a designated facilitator who carries out the following management tasks and oversight actions:
- Bring materials needed for the meeting.
- Monitor meeting time so all members have the opportunity to share.
- Review the next assignment and the next meeting date, time, and location at the end of each meeting.
- Complete and post a team meeting log after each meeting (see Learning Team Facilitator Handbook pages 44 & 62).
CREDIT REQUIREMENTS FOR LEARNING TEAM MEMBERS
Learning Team Composition
It is recommended that the learning team be composed of three to six members. Learning teams may include members not enrolled in the course for credit. Members may be from the same department or grade level or from a variety of assignments. Learning teams can include administrators and support staff as well as classroom teachers. An important criterion for assembling a team is that all members are free to meet at the same time.
Learning Team Member Responsibilities
The learning team as a group should establish and adhere to group operating principles (see Learning Team Facilitator Handbook, pages 35 – 36).
Individual team members have the following additional responsibilities:
- Complete 20 hours of meeting time.
- Plan to complete two to four hours of independent work between meetings.
- Submit to the Administrator of Record each chapter’s required Application Activities accompanied by the completed Practicum Assignment and Activities Completion Form, after each team meeting.
- Assemble and share your Classroom Assessment Professional Growth Portfolio.
- Complete the course work within one or two school years.
The credit hours are based on 20 hours of meeting time and 40 hours of independent work. Educators participating in this program are required to attend learning team meetings and complete the following assignments and activities as part of their studies to provide a basis for receiving a passing grade.
1. Classroom Assessment Confidence Questionnaire. Participants will complete the same survey three times--at the beginning, middle, and end of study—tracking their growing confidence with the topics and major ideas in the materials. (The questionnaire can be found in Learning Team Facilitator Handbook Tab 4, pages 129 - 133.)
2. Application Activities. The text includes various activities designed to enhance, extend, and apply learning. These include case studies, video discussions, worksheet discussions, analysis of existing classroom assessments for quality, construction of assessments, and things to try with students. Activities required for course credit are identified on the Practicum Assignment and Activities Completion Form for each chapter. (A link to these forms will be sent to the Administrator of Record upon acceptance of the CASL Learning Team Verification Form.)
3. Classroom Assessment Professional Growth Portfolio. Over the term of study, each participant gathers evidence of increasing mastery of assessment literacy. The individual record of improvement takes the form of a portfolio. At the last team meeting, participants share their portfolios. Learning Team Facilitator Handbook Tab 4 offers a detailed description of the Professional Growth Portfolio and sharing options.
The Portfolio Requirement
Portfolio artifacts should be chosen to reflect assessment competence as defined by “Indicators of Sound Classroom Assessment Practice,” found in Learning Team Facilitator Handbook, Tab 4, pages 119 – 120. Each artifact should be accompanied by a cover sheet, found in Learning Team Facilitator Handbook, Tab 4, page 148.
The portfolio must include the following artifacts:
- Three different completed Classroom Assessment Confidence Questionnaires: one completed at the start of the course, one completed after reading CASL Chapters 1 – 8, and one completed at the conclusion of the course. The questionnaire can be found in Learning Team Facilitator Handbook, Tab 4 on pages 129 – 133.
- One classroom assessment (from any source) accompanied by a critique of its quality
- One example of a student involvement application the team member prepared for use in the classroom
- Other artifacts as desired
Artifacts can include assignments completed or other work the team member has done either alone or with others. See Learning Team Facilitator Handbook, Tab 4, pages 121 – 123 for suggestions.
All team members will share their portfolios in a manner mutually decided upon by the Administrator of Record and the team. See Learning Team Facilitator Handbook, Tab 4, pages 124 – 127 for suggestions for portfolio sharing.
PROCESS FOR OBTAINING CONTINUING EDUCATION COLLEGE CREDIT
Please read the following content carefully and make sure each of the required forms is filled out correctly before submitting.
- The Administrator of Record must submit the ATI Verification Form to ATI for prior approval. Open the ATI Verification Form link, fill the form out online, click the PRINT button to make a copy for yourself and fax it to ATI at 503-228-3014.
- Upon review and acceptance, ATI will provide an email link to the Chapman University College Credit Registration Form and the Chapman University College Grade Roster.
- At this time, you will also get a link to the Practicum Assignment and Activity Form for each chapter in the book and the document Credit Requirements for Learning Team Members.
- The Administrator of Record must download the Credit Registration Form and provide each learning team member with a copy. Each team member must fill out a Credit Registration form and return it to the Administrator of Record with the $200 tuition check.
- At the conclusion of the course, the Administrator of Record submits the completed Credit Registration forms, tuition checks and Grade Roster to Chapman University College.
CONDUCTING THE LEARNING TEAM EXPERIENCE
We recommend that the Administrator of Record read through Learning Team Facilitator Handbook in its entirety before preparing a schedule of meetings. This resource is designed to help with planning decisions at each stage of the learning team experience, from introducing the idea to others to conducting a culminating showcase event.
|
