Course Syllabus

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Career and Technical Education Organization and Curriculum Design

SOUTH SEATTLE COLLEGE

 Spring 2019

COURSE NUMBER: CSS 009-9774                

 COURSE LENGTH: 30 Hours (non-credit)-clock hours

 

COURSE DESCRIPTION: This course introduces students to the basic course organization and curriculum design methods for career and technical education courses. CTE frameworks development expectations, state standards, and other skill standards will be reviewed. The textbooks are recommended but not required, only for supplemental reading as you will not need it to complete the assignments in the class.

These are only recommended text readings and are not required to complete the course. Please make note of that. 

:Recommended-Understanding by Design 2nd edition

Grant Wiggins and Jay McTighe, 2006 ASCD

 Curriculum In Context:Recommended-

  Leigh Chiarelott, 2006 Wadsworth

  ISBN 0-534-59212-0                                  

 INSTRUCTOR: Dr. Thomas Mosby

 Email: drtmosby@msn.com

 Phone:  253-508-0457

GENERAL COURSE OBJECTIVES:

At the end of the course, the teacher-candidate will be able to:

  • Identify learning goals and design curriculum and instructional units that focus student learning achievement.
  • Integrate state and industry standards into curriculum frameworks.
  •  Organize frameworks to align with instructional strategies and assessments.
  • Integrate into their classroom workplace expectations.
  • Recognize and adapt to the diversity of needs and learning styles among student-learners and adapt as appropriate to help student-learners achieve success.
  • Design a basic CTE framework.
  • Develop learning goals,  outcomes and activities for a specific curriculum including lesson plans
  • Develop a scope and sequence of instructional strategies and goal
  • Design a CTE syllabus
  • Design effective CTE assessments
  • Create an effective grading scale and system that will support instructional goals.
  • Link classroom assessment of student learning to institutional outcomes and/or instructional goals.

Course Description: 

This course is an online mode of instruction. There will be no face to face time spent together. All information regarding the course will be shared in the online format. Invariably we may experience technical difficulties that will make it difficult to communicate effectively. I ask that you be patient through these potential technical difficulties. Do not hesitate to call me if you need information that technical mishaps may prevent. Assignments are due on the listed dates in the outline unless other arrangements have been made with the Instructor. There will be no incomplete grades issued in this course.  The text is strongly recommended for support reading related to the course. The textbook will provide you with a general overview of the backward curriculum design process which is the foundation of CTE curriculum design. The recommended text will not provide CTE specific terms but rather delve more into general curriculum design terms as they relate to the backward design process. You will explore the more CTE specific terms and definitions through your internet and google searches. If you have been exposed to teaching CTE courses prior to taking this course you will already be familiar with many of the terms and definitions associated with the course, Should you not complete all requirements for the course during the designated time period, you may repeat the course at a reduced cost.

Course Outline:

Module 1

 Week 1

April 15-April 21                           

 Assignment #1

Threaded Discussion

 Due: April 21

Please post to the discussion board. Let us know about you, your education career aspirations. Please include your background information. This is so we will have a better idea of who we are studying and communicating with throughout the course. Comment on the DB something you find interesting about at least one of your classmates posting.

                                                                       

Module 2 

Week 2:

April 22-April 28                         

Assignment #2

Threaded Discussion

Due: April 28

 Please answer the following and post to the discussion board: Please describe competencies, learning  targets, learning outcomes and learning standards further, describe what common core, next Generations Science and 21st Century standards in relation to the CTE curriculum design process. All of these definitions have a relationship which is what I hope that you discover in your research. Write at least a paragraph describing each. Post your response to the discussion board and comment on at least 1 of your classmates responses. You can find these definitions and terms on the Office of Superintendent of Public Instruction Website to find these definition and terms.www.k12.wa.us) Navigate to programs and go to the CTE icon to enter the CTE section. You can explore that section for description within the section to find these terms and definitions. You can also web search the definitions and terms.www.acteonline.org/commoncore.aspx MEMORANDUM NO. 023-05M - Career and Technical Education Program Standards  http://www.k12.wa.us/CareerTechEd/Forms/M023-05.pdf

 Grading Rubric: 0. Made no attempt to describe definitions and terms related to discussion 1: Describes few definition and terms 2: Described some definition and terms related to discussion 3: Described most definition and terms related to 4: Described all definition and terms related to discussion 

 

Module 3      

 Week 3:

April 29-May 5                     

 Assignment #3

 Discussion Thread

Due: May 5

 Review the Office of Superintendent of Public Instruction Website(www.k12.wa.us)and locate course approval process under program. Pull down menu, select CTE and proceed to CTE site. Select Framework approval process review and explain what you understand the process to be after reviewing. Explain the expectations that will be expected of you and your district to be approved for you to teach your CTE courses, including CIP codes, teaching codes and what they mean to the approval process.

 Grading Rubric: 0. Made no attempt to describe definitions and terms related to process1: Describes few definition and terms about the process.  2: Described some definition and terms related to process. 3: Described most definition and terms related to process. 4: Described all definition and terms related to process.

 

Module 4

 Week 4

May 6-May12th                             

Assignment #4

Paper

Due: May 12th

 Review and analyze the content of a CTE framework. You will find a model framework on the OSPI website www.k12.was.us under the Career and Technical Education Tab in the programs section. Framework FAQ (PDF) http://www.k12.wa.us/CareerTechEd/Forms/FrameworkFAQ2014.pdf

Write a 3-5 page paper describing a CTE framework model. Describe each component of the framework and the relevance to the framework.  Explain what employable skills are and their relevance to the framework design process. Use APA style when composing your paper. Cite reference all work using APA style complete with reference page.(if you do not know what APA style of cite documentation is, I suggest you research that prior to writing your paper) You may use other research tools to find this information as well such as general web search. However, analyzing an actual CTE framework will best assist you in completing this assignment.

Grading Rubric: 0. Made no attempt to research related to topics 1: Describes very few related terms and definitions 2:Described some related terms related to CTE framework  3: Described most definition and terms related to CTE Framework 4: Described all definition and terms related to CTE framework

 

Module 5

 Week 5

May 13-May 19th                               

 Assignment #5

Threaded Discussion

Due: May 19th

 Describe three assessment strategies used to assess student learning in your respective CTE content area. Describe how you would create an assessment using a rubric grading scale. Describe each assessment method in the context of how you would use it to evaluate student learning growth in your instruction. Post your assignment to the DB board and comment on at least one of your classmates’ postings.

Grading Rubric: 0. Made no attempt to describe definitions and terms related assessment strategies 1: Describes very little of the definitions and terms 2: Described some definition and terms related assessment strategies 3: Described most of the assessment strategies related to instruction 4: Described all assessment strategies related to instruction 

 

Module 6

 Week 6:

May 20-May 26th

 Assignment #6

Assignment Exercise

Due: May 26th

 Create a mock syllabus based on a trimester or semester course of any Career and Technical Education subject you prefer. Based on what you have examined thus far in the text and your research and experiences, create the syllabus for practical use that will include subject, learning objectives, expected outcomes and assessment strategies, assignments and point values, any relevant content standards associated with the content being delivered, student/parent sign off attesting to their understanding of the requirements of the course, attendance policy, etc.  Submit your syllabus example to the discussion board and review and comment on at least one of your classmate’s syllabus submissions.

Grading Rubric: 0. Made no attempt to create mock syllabus 1: Included very little of the information 2: Included some of the information included in a complete syllabus 3: Included most information for a complete syllabus 4: Included all information for a complete syllabus

 

Module 7

 Week 7

May 27th-June 2

 Assignment #7

Lesson Plan

Due: June 2

 Design a lesson plan for one of the lessons or activities listed in the mock syllabus you submitted in the previous assignment. Create an assessment rubric based on one of the assessment method you described in your assessment strategy submission you created in the earlier module. Post to the discussion board.  Read and comment on at least one of your classmate’s submission.

 Grading Rubric: 0: Made no attempt to create lesson plan 1: Included little of the information 2: Included some of the information included in a complete lesson plan 3: Included most information for a complete lesson plan 4: Included all information for a complete lesson plan.

 

Module 8

Week 8

June 3-June 9

 Assignment #8

Discussion Assignment

Due: June 9

 Describe how you would begin your framework design process from beginning to end. Describe how you would the align your lessons or activities to the math, reading, writing and science Common Core Standards and Next Generation Science Standards, National Tech standards(if relevant) or standards such as 21st century skills, leadership standards, industry specific standards and their relation to teaching CTE courses. Describe how you will create performance assessments to assess the learning within each of the program content sections. Describe how you will infuse these items in the framework you create and rationale. Post your response to the Discussion Board and respond to at least one of your classmate’s posting.

 Grading Rubric: 0: Made no attempt to describe process 1: Described some of the alignment process  2: Described much of the alignment process 3: Described most of the alignment process 4: Described a complete alignment process.

 

Module 9

 Week 9

June 10-June 16

 Assignment #9

Final Project

Due: June 16

 Design a semester course framework based on the Design principles you have explored thus far in this course and your research.  Be sure to include the appropriate assessment methods, alignment of the appropriate learning targets, standards in math, reading, writing, science, national tech standards and 21st century skills. (www.k12.wa.us) CTE Blank Framework Template (Word)

Grading Rubric 0. Made no attempt to create mock syllabus 1: Submitted minimal framework mock 2: Included some of the information included in a complete framework 3: Included most information for a complete framework 4: Included all information for a complete framework

 Course footnote:

 You are expected to complete all assigned work in order to pass this course. All work must be passed with a satisfactory affirmation from the Instructor. If the submitted assignment is not deemed satisfactory by the Instructor, the assignment will be returned with appropriate corrective comments and suggestions. You may be asked to resubmit the assignment in order to receive satisfactory affirmation from the instructor.

ADA

If you believe you qualify for course adaptations or accommodations under ADA, it is your responsibility to contact the Disability Support Services Officer and provide the appropriate documentation.  If you have already documented a disability or other conditions which would qualify you for accommodations or if you have emergency medical information or special needs I should know about, please notify me during the first week of class, Luisa Motten in private, or contact Disability Support Services (RSB 12, 206.934.5137, www.southseattle.edu/disability-support ).

Academic Honesty

Cheating, plagiarism, and other forms of academic dishonesty are subject to disciplinary action.  Such instances will be handled according to college regulation.  Please familiarize yourself with plagiarism rules and copyright laws as they apply to education in this course and in your own classroom by visiting the following website:  http://www.seattlecolleges.edu/DISTRICT/studentrules.aspx (Links to an external site.)

http://app.lge.wa.gov/WAC/default.aspx?cite=132F-121-120 (Links to an external site.)

South Diversity Statement

It is important in this course to recognize the diversity of cultural influences and values.  The Office of Equity, Diversity, & Inclusion

provides guidance and advice for all students if you need assistance. http://www.southseattle.edu/diversity-and-retention/

Robert-Smith Building (RSB), room 158  (206) 934-6455

 

                                   

Course Summary:

Course Summary
Date Details Due