ArkansasIDEAS Course Catalog

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TESS Domain

652 course(s) found.

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LAH14803: Student-Centered Coaching: Introduction
Subject Area: {"8a8bac9897b473292f0b10772f7168a0":{"option":"Teacher Leadership","icon":"","default":1,"delete":0},"7258e7251413465e0a3eb58094430bde":{"option":"Administration","icon":"","default":1,"delete":0}}
TESS Domain: {"aea07c4d3d1709313c4bb2d07a47027d":{"option":"4e","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 3.5

In this course, Diane Sweeney introduces student-centered coaching and explains the theory and practices behind this coaching model. She compares the different models of coaching, setting goals for coaching and the steps for launching student-centered coaching. Ms. Sweeney also covers the partnership with the school leader and distinguishes the roles between the principal and coach.

This student-centered coaching course with Diane Sweeney was created in cooperation with Western Arkansas Educational Service Cooperative and was recorded on September 12, 2013 at Western Arkansas Educational Service Cooperative.

LAH14804: Student-Centered Coaching: Coaching Groups to Plan Instruction Aligned to the TESS Framework and the CCSS - Literacy
Subject Area: {"2da9450b4b394a3194749dd568d133cf":{"option":"English Language Arts","icon":"","default":1,"delete":0},"8a8bac9897b473292f0b10772f7168a0":{"option":"Teacher Leadership","icon":"","default":1,"delete":0},"7258e7251413465e0a3eb58094430bde":{"option":"Administration","icon":"","default":1,"delete":0}}
TESS Domain: {"aea07c4d3d1709313c4bb2d07a47027d":{"option":"4e","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 3

In this course, Diane Sweeney demonstrates how to conduct a coaching lab using an eighth grade literacy class as an example. Beginning with a brief background on student-centered coaching, she identifies characteristics of the coaching model, then discusses the overlapping roles of school leaders and coaches. Working with a team of teachers, she conducts a typical coaching lab which involves the pre-brief session, observation of a lesson, a debrief session, and final reflection. 

This student-centered coaching course with Diane Sweeney was created in cooperation with Western Arkansas Educational Service Cooperative and was recorded on September 10, 2013 at Western Arkansas Educational Service Cooperative and in an eighth grade classroom in the Greenwood School District.

LAH14805: Student-Centered Coaching: Coaching Groups to Plan Instruction Aligned to the TESS Framework and the CCSS - Math
Subject Area: {"8a8bac9897b473292f0b10772f7168a0":{"option":"Teacher Leadership","icon":"","default":1,"delete":0},"540b21ecdb276f5087ee585cedd6d5d0":{"option":"Mathematics","icon":"","default":1,"delete":0},"7258e7251413465e0a3eb58094430bde":{"option":"Administration","icon":"","default":1,"delete":0}}
TESS Domain: {"aea07c4d3d1709313c4bb2d07a47027d":{"option":"4e","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 3

In this course, Diane Sweeney models the power of using a coaching lab with a team of educators and instructional facilitators. Working with a fourth grade math team, Ms. Sweeney provides support for the teachers and coaches as they work through the process. The coaching lab modeled consists of a pre-brief session, an observation of a lesson, a debrief session, and a final reflection, as well as strategies for using student work as evidence of learning.

This student-centered coaching course with Diane Sweeney was created in cooperation with Western Arkansas Educational Service Cooperative and was recorded on September 11, 2013 at Western Arkansas Educational Service Cooperative and in a fourth grade classroom in the Greenwood School District.

LAH14806: Student-Centered Coaching: Using Student Evidence to Plan Differentiated Instruction - Literacy
Subject Area: {"2da9450b4b394a3194749dd568d133cf":{"option":"English Language Arts","icon":"","default":1,"delete":0},"8a8bac9897b473292f0b10772f7168a0":{"option":"Teacher Leadership","icon":"","default":1,"delete":0},"7258e7251413465e0a3eb58094430bde":{"option":"Administration","icon":"","default":1,"delete":0}}
TESS Domain: {"aea07c4d3d1709313c4bb2d07a47027d":{"option":"4e","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 3.5

In this course, Diane Sweeney demonstrates how to conduct a student-centered coaching lab using a third grade literacy class as an example. Beginning with a brief background on student-centered coaching, she identifies characteristics of the coaching model, then discusses the overlapping roles of school leaders and coaches. Working with a team of teachers, she conducts a typical coaching lab which includes the pre-brief session, observation of a lesson, a debrief session, and a final reflection. 

This student-centered coaching course with Diane Sweeney was created in cooperation with Western Arkansas Educational Service Cooperative and was recorded on January 28, 2014 at Western Arkansas Educational Service Cooperative and in a third grade classroom in the Fort Smith School District.

LAH14807: Student-Centered Coaching: Using Student Evidence to Plan Differentiated Instruction - Math
Subject Area: {"8a8bac9897b473292f0b10772f7168a0":{"option":"Teacher Leadership","icon":"","default":1,"delete":0},"540b21ecdb276f5087ee585cedd6d5d0":{"option":"Mathematics","icon":"","default":1,"delete":0},"7258e7251413465e0a3eb58094430bde":{"option":"Administration","icon":"","default":1,"delete":0}}
TESS Domain: {"aea07c4d3d1709313c4bb2d07a47027d":{"option":"4e","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 3

In this course, Diane Sweeney focuses on the power of coaching a team and the practices associated with student-centered coaching. Working with first grade math teachers, Ms. Sweeney presents strategies for using student evidence to improve instruction and how to best support teachers throughout the evaluation process. Working with a team of teachers and instructional facilitators, she conducts a typical coaching lab which involves the pre-brief session, observation of a lesson, a debrief session, and final reflection. 

This student-centered coaching course with Diane Sweeney was created in cooperation with Western Arkansas Educational Service Cooperative and was recorded on January 29, 2014 at Western Arkansas Educational Service Cooperative and in a first grade classroom in the Greenwood School District.

LAH14808: Student-Centered Coaching: Showcasing Successful Coaching with Co-Planning and Co-Teaching
Subject Area: {"8a8bac9897b473292f0b10772f7168a0":{"option":"Teacher Leadership","icon":"","default":1,"delete":0},"7258e7251413465e0a3eb58094430bde":{"option":"Administration","icon":"","default":1,"delete":0}}
TESS Domain: {"aea07c4d3d1709313c4bb2d07a47027d":{"option":"4e","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 3.5

In this course, Diane Sweeney focuses on the power of coaching a team and the practices associated with student-centered coaching. Working with eighth grade social studies teachers, Ms. Sweeney presents strategies for using student evidence to improve instruction and how to best support teachers throughout the evaluation process. Working with a team of teachers and instructional facilitators, she conducts a typical coaching lab which involves the pre-brief session, observation of a lesson, a debrief session, and final reflection. 

This student-centered coaching course with Diane Sweeney was created in cooperation with Western Arkansas Educational Service Cooperative and was recorded on April 22, 2014 at Western Arkansas Educational Service Cooperative and in an eighth grade classroom in the Fort Smith School District.

LAH14809: Student-Centered Coaching: Reflection
Subject Area: {"8a8bac9897b473292f0b10772f7168a0":{"option":"Teacher Leadership","icon":"","default":1,"delete":0},"7258e7251413465e0a3eb58094430bde":{"option":"Administration","icon":"","default":1,"delete":0}}
TESS Domain: {"aea07c4d3d1709313c4bb2d07a47027d":{"option":"4e","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 4

In this course, Diane Sweeney, along with the instructional facilitators and administrators participating in this project, gather to reflect on what has been learned in their coaching lab. She also reviews the evaluation process for instructional facilitators and examines a collection of artifacts that address the portfolio requirements. Throughout this course, Ms. Sweeney shares several video clips featuring instructional facilitators in practice, then discusses how these artifacts address the various domains within the Frameworks for Instructional Facilitators.

This Student-Centered Coaching course with Diane Sweeney was created in cooperation with Western Arkansas Educational Service Cooperative and was recorded on April 23, 2014 at Greenwood School District.

MAB14042: Research-Informed Instructional Practices that Promote Conceptual Understanding and Proficiency in the Standards for Mathematical Practice
Subject Area: {"540b21ecdb276f5087ee585cedd6d5d0":{"option":"Mathematics","icon":"","default":1,"delete":0}}
TESS Domain: {"c5f590d18e1ea128362eeafb7192cc21":{"option":"1e","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 4

This course illustrates using the Eight (8) Mathematical Practices and was produced by ArkansasIDEAS on location at the Southeastern Arkansas Education Service Cooperative in Monticello, Arkansas on October 9, 2012. Diane Briars, Ph.D. presented the program entitled, "Research-Informed Instructional Practices that Promote Conceptual Understanding and Proficiency in the Standards for Mathematical Practice." 

Dr. Briars explains how to identify and analyze the structure of mathematics lessons. She also discusses high-leverage, research-informed instructional practices for the purpose of promoting conceptual understanding and proficiency in the Standards for Mathematical Practice. 

MAB16101: Teaching Math for Robust Understanding: Part One
Subject Area: {"478112df214d4d0da178a2e76984752a":{"option":"Instruction & Assessment","icon":"","default":1,"delete":0},"540b21ecdb276f5087ee585cedd6d5d0":{"option":"Mathematics","icon":"","default":1,"delete":0}}
TESS Domain: {"efaa153b0f682ae5170a3184fa0df28c":{"option":"1a","icon":"advertising-practice","default":1,"delete":0},"c5f590d18e1ea128362eeafb7192cc21":{"option":"1e","icon":"advertising-practice","default":1,"delete":0},"0cde80d4d65fc5307a07f86ac9dfa34c":{"option":"1f","icon":"advertising-practice","default":1,"delete":0},"f8bc2fbe2c937ea5b5e8839cbea69491":{"option":"2b","icon":"advertising-practice","default":1,"delete":0},"6dd9492e661a752a49bcb32a7857b360":{"option":"3b","icon":"advertising-practice","default":1,"delete":0},"5fcfcb7df376059d0075cb892b2cc37f":{"option":"3c","icon":"advertising-practice","default":1,"delete":0},"55fac25c11a99ce497915bfc80308ffc":{"option":"3d","icon":"advertising-practice","default":1,"delete":0},"aea07c4d3d1709313c4bb2d07a47027d":{"option":"4e","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 2.5

Teaching for Robust Understanding of Mathematics, or TRU Mathematics, is a five-dimensional framework for creating effective learning environments, classroom activities, and professional development for teachers. Developed and in use by educators all over the world, TRU Mathematics provides a common vocabulary with which teachers can evaluate and discuss their role in the educational process with other teachers and administrators.

In Part One of this four-part series, Dr. Alan Schoenfeld (Professor of Education, U.C. Berkeley) uses example lessons to generate discussion about effective teaching. He then formally introduces the Five Dimensions of TRU Math, defining their scope and their purposes.

This course was recorded at AETN studios in Conway, Arkansas on May 10-11, 2016.

MAB16102: Teaching Math for Robust Understanding: Part Two
Subject Area: {"478112df214d4d0da178a2e76984752a":{"option":"Instruction & Assessment","icon":"","default":1,"delete":0},"540b21ecdb276f5087ee585cedd6d5d0":{"option":"Mathematics","icon":"","default":1,"delete":0}}
TESS Domain: {"efaa153b0f682ae5170a3184fa0df28c":{"option":"1a","icon":"advertising-practice","default":1,"delete":0},"c5f590d18e1ea128362eeafb7192cc21":{"option":"1e","icon":"advertising-practice","default":1,"delete":0},"0cde80d4d65fc5307a07f86ac9dfa34c":{"option":"1f","icon":"advertising-practice","default":1,"delete":0},"f8bc2fbe2c937ea5b5e8839cbea69491":{"option":"2b","icon":"advertising-practice","default":1,"delete":0},"5fcfcb7df376059d0075cb892b2cc37f":{"option":"3c","icon":"advertising-practice","default":1,"delete":0},"55fac25c11a99ce497915bfc80308ffc":{"option":"3d","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 1

Teaching for Robust Understanding of Mathematics, or TRU Mathematics, is a five-dimensional framework for creating effective learning environments, classroom activities, and professional development for teachers. Developed and in use by educators all over the world, TRU Mathematics provides a common vocabulary with which teachers can evaluate and discuss their role in the educational process with other teachers and administrators.

In Part Two of this four-part series, Dr. Alan Schoenfeld (Professor of Education, U.C. Berkeley) examines the development and use of Formative Assessment Lessons, or FALs. He discusses the teacher's role in planning and execution of a FAL, then presents the FAL in light of the TRU Math dimensions. He closes with a look at the quantitative and qualitative effectiveness of FALs.

This course was recorded at AETN studios in Conway, Arkansas on May 10-11, 2016.

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