Analysis in one Document

Best Practices to be used with talking points in another document

GRADING RUBRIC MUST BE FOLLOWED

Instructions

This assessment requires that you meet with a collaborative team and develop a curriculum document together. A curriculum document is any piece of curriculum that you write as a group. Examples may include assessments, student materials, weekly lesson plans, unit objectives, et cetera.

For this assessment, write an analysis of your experience with the collaborative team. Include the following:

• Evaluate the extent to which the collaboration experience aligned with your expectations in terms of what you have read in the professional literature.
  • What went as expected? What did not go as expected?
  • What would you do differently next time?
  • What feedback did you receive feedback from the team?
• Analyze the experience of developing collaborative curriculum with your group in terms of overall effectiveness.
  • Explain the characteristics of the curriculum document that was developed.
  • Will the curriculum document be used by all members of the team? Why or why not?
• Analyze how well the collaborative process aligns or fits with your educational setting.
  • Consider the culture of your educational setting, receptivity of colleagues and others.
• Demonstrate best practices in collaboration from research in the recorded meeting.
  • Provide evidence of collaboration best practices. This evidence includes:
  • Meeting notes or meeting minutes.
  • Curriculum document with group edits (for example, Google Docs or Track Changes in Word).

Resources: Collaboration

• PRINT
• Your assessment in this course depends on experiences you have in the area of collaboration in or about your educational environment. You may find some the following resources helpful.
  • Aiken, K. D., Heinze, T. C., Meuter, M. L., & Chapman, K. J. (2016). Innovation through collaborative course development: Theory and practice. Marketing Education Review, 26(1), 57–62.
  • Ansell, C., & Gash, A. (2008). Collaborative governance in theory and practice. Journal of Public Administration Research & Theory, 18(4), 543–571.
  • Lynam, A., Corish, C., & Connolly, D. (2015). Development of a framework to facilitate a collaborative peer learning 2:1 model of practice placement education. Nutrition & Dietetics, 72(2), 170–175.
  • Munson, B. H., Martz, M. A., & Shimek, S. (2013). Scientists’ and teachers’ perspectives about collaboration. Journal of College Science Teaching, 43(2), 30–35.
  • Seo, K., & Han, Y. (2013). Online teacher collaboration: A case study of voluntary collaboration in a teacher-created online community. KEDI Journal of Educational Policy, 10(2).

Resources: Professional Learning Communities

• PRINT
• Collaboration often leads to the creation of or to an interest in the use of professional learning communities. Below are some resources about experiences with professional learning communities.
  • Carpenter, D. (2015). School culture and leadership of professional learning communities. The International Journal of Educational Management, 29(5), 682–694.
  • Doolittle, G., Sudeck, M., & Rattigan, P. (2008). Creating professional learning communities: The work of professional development schools. Theory Into Practice, 47(4), 303–310.
  • DuFour, R. (2007). Professional learning communities: A bandwagon, an idea worth considering, or our best hope for high levels of learning? Middle School Journal, 39(1), 4–8.
  • Thessin, R. A., & Starr, J. P. (2011). Supporting the growth of effective professional learning communities. Phi Delta Kappan, 92(6), 48–54.
  • Watson, C. (2014). Effective professional learning communities? The possibilities for teachers as agents of change in schools. British Educational Research Journal, 40(1), 18–29.

Resources: Collaboration in Curriculum Design

• PRINT
• Your assessment in this course depends on experiences you have in the area of collaboration and specifically collaboration in designing curriculum. You may find some of the resources below helpful.
  • Voogt, J., Laferriere, T., Breuleux, A., Itow, R. C., Hickey, D. T., & McKenney, S. E. (2015). Collaborative design as a form of professional development. Instructional Science, 43(2), 259–282.
  • Parker, C., Abel, Y., & Denisova, E. (2015). Urban elementary STEM initiative. School Science and Mathematics, 115(6), 292–301.
  • Smith, E. R., & Gill Lopez, P. (2016). Collaboration for a curriculum of caring: The Zeitgeist is right. Psychology in the Schools, 53(3), 270–285.
  • Thomas, C. N., Hassaram, B., Rieth, H. J., Raghavan, N. S., Kinzer, C. K., & Mulloy, A. M. (2012). The integrated curriculum project: Teacher change and student outcomes within a university–school professional development collaboration. Psychology in the Schools, 49(5), 444–464.

 

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