This course addresses the challenges teachers are facing today to raise the performance levels of all students while also closing the achievement gap. It addresses both environmental and instructional conditions that foster student achievement by: 1) examining the effects that teacher expectations and the social context of the classroom have on student learning, and 2) providing an in-depth study of two instructional models – cognitive apprenticeship and cooperative small groups – that actively engage students and address the diversity of their learning needs.

This advanced course is targeted to more seasoned educators who are prepared to engage in in-depth study and reflective practice. It also may be used to support school improvement teams or schoolwide initiatives to raise achievement.
.

Learner Objectives:

This course builds on the prerequisite course, Foundations of Effective Teaching I: Organizing the Classroom Environment for Teaching and Learning. Foundations of Effective Teaching II extends the subject of classroom management to a broader context that can be described as the sociology of the classroom. As the learning needs of today’s students become increasingly diverse, this course explores ways to equalize student status, both cognitively and socially, in order to raise student achievement. The course explores the seminal research on ways to create a classroom environment that maximizes students’ growth academically and socially.

PRE-REQUISITE:

• Successful completion of Foundations of Effective Teaching 1: CERTIFIED (Non-Admin) Skill Block

SKILL BLOCK NOTE:

• Self-funded departments, Charter Schools and grant-funded program employees should check with their supervisor regarding eligibility for Skill Block payment.

The Mission of DCSD Staff Development is to assure professional growth opportunities that increase employee job skills and knowledge, promote organizational development, and contribute to increased student learning and achievement.