By: Carol E. Garner Sunday, January 21, 2018 · 2019. 11. 17. · to the issue which include the lack of, or improper lesson plans (Glatfelter, 2006; Lewis, 2012), lack of evaluation,

Portfolio Project EDUC 765: Trends and Issues in Instructional Design

By: Carol E. Garner

Sunday, January 21, 2018

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Project Proposal – Module 2

PROJECT TITLE

The Sophisticated Sub

SPONSORING ORGANIZATION

Empowerment Time

Our training is designed to empower prospective substitute teachers with exceptional

resources for classroom management. We believe that an empowered substitute, is a

Sophisticated Sub.

PROJECT DESCRIPTION

Substitute teachers assume the same responsibilities and duties as the regular

classroom teacher. However, there are many questions and concerns that someone

may have when thinking about working as a substitute teacher. What are the

qualifications? What education and training is necessary? What is the best way to

prepare for a day of teaching? What is a typical day as a substitute teacher? What are

some effective techniques and strategies for keeping students on task and behaved?

AIM

Our aim to put candidates on the fast track to success, with unique courses designed to

immerse one in the business of delivering instruction and managing the learning

environment.

TARGET AUDIENCE

Newly minted educators, incumbent substitute teachers, and prospective substitute

teachers.

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DELIVERY OPTIONS

Instruction will be delivered via online training modules, and accessible 24/7, and is cost

effective.

This method is preferred because substitute teachers are typically independently

contracted (tax status -1099). Oftentimes there are no exemplary substitute teacher

programs within a school district. Perspective candidates have to seek out professional

and personal development at their own expense.

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Front-End Analysis: Instructional Need – Module 3

INSTRUCTIONAL NEED

o Target Audience – Newly minted educators, incumbent substitute teachers, and prospective substitute teacher candidates.

o The perception of substitute teachers, by administration, full-time teachers, staff and students has historically been characterizes as “sub-par.”

o Substitute teachers are stabilized configurations with a position that represents “discontinuities, ruptures, and cracks in history” (American Center for Educators, 2010, p. 2) and “a lost day for most kids, regardless of the qualifications of the sub” (Kronholz, 2013, p. 23). The full-time teachers consider the substitute as an “incompetent, unqualified teacher; the substitute as a deviant outsider; and the substitute as a guerilla educator” (Weems, 2003, p. 257).

o Negative perceptions by aforementioned stakeholders, have relegated substitute teachers to the status of low priority, low expectations, and low respect. They are also sources of loss of dignity, negative feelings of marginalization, isolation, and alienation (Pollock, 2010; Vorell, 2012).

o The negativity diminishes the integrity of newly minted educators, incumbent substitute teachers, and prospective substitute teacher candidates, which could be a direct correlation in an unfavorable impact of their instructional delivery, thus undermining the learning continuity and progress in the classroom and contaminating the school’s culture and the students’ learning process.

o Ironically, in the absence of the regular classroom teacher, substitute teachers are the single source of available temporary replacement, outside of their shorthanded counterparts, staff and administrators, making them a vital element in the continuity of instructional programs.

o Besides the negative perception, less than ideal working conditions contribute to the issue which include the lack of, or improper lesson plans (Glatfelter, 2006; Lewis, 2012), lack of evaluation, insufficient training and lack of integration into the school system (Vorell, 2012).

o Effectiveness and efficiency in a substitute’s performance can be enhanced through, preparedness, accountability, inclusion, acclamation and professional development in classroom management, instructional delivery, and more.

o Adoption of a formal training initiative will render a dynamic pool of substitute teachers, improving the objective of optimal continuance of learning in the

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absence of the classroom teacher and an improved perception of the substitute as a vital contributor to the classroom.

Front-End Analysis: Learner Characteristics – Module 3

LEARNER ANALYSIS

Primary Audience

Newly Minted Educators

Incumbent Substitute Teachers

Prospective Substitute Teachers

Secondary Audience

N/A

N/A

N/A

General Learner Characteristics

Age: Between the age of 21-65

Gender: Male and Females

Education Requirements: Varies state-to-state, and by individual districts. In

some states, certification is not a requirement for substitution status. The

minimum credential is a high school diploma. For other states the minimum

guideline for substitutes is two years of documented college coursework, not

necessarily in education, and there are no exemplary substitute teacher

programs. On a higher criteria end, candidates must possess a bachelor’s

degree or a minimum of 60 semester hours of course work from an accredited

college/university and a valid substitute license. (National Education

Association 2012-2017)

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Ethnicity: Reflective of the prominent demographic of the district.

Entry Characteristics:

Prerequisite skill and knowledge:

Must be patient, flexible, and good with kids.

Must be creative and organized so that they demonstrate good classroom

management skills

Must be able to comprehend and carry out lesson plans

Excellent verbal and written communication skills

Professional

Accountable

Dependable

Working in an educational environment

Prior experience:

Varies

Candidates hail from all industries and disciplines, not necessarily

educationally credentialed.

Prior errors made by new substitute teachers:

Inability to demonstrate good classroom management

Lack of accountability

Inability to follow the lesson plan

Poor time management

Lack of professionalism

Poor rapport with administration, staff, and students

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CONTEXTUAL ANALYSIS

Orienting Context

Learn how to use skills for effective classroom and behavior management

Learn how to be a prepared and professional substitute teacher

Learn strategies for effectively teaching students of all levels

Gain confidence in the classroom

Improve your instructional delivery

Debunk the misconceptions that substitute teachers are not a valuable

contributor to the learning continuum

Instructional Context

Schedule: 24/7 access

Location: Online/virtual/remote

Equipment: Personal Computer

Compensation: Possible reimbursement from school district upon successful

completion

Technology Inventory

LMS Platforms

Computer

Transfer Context

Transferability: Online Training Modules, Self-Assessments, Quizzes, Pre-test,

Post-test, Student Guides,

Opportunities for Using Learned Information: Classrooms

Support: Webinars, Networking Communities, Website FAQs, Blog

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Instructional Impact Based Upon Learner Characteristics

APPLICATION OF LEARNING THEORIES

1. Will ask to take a self-assessment to document their beliefs regarding the myths

around substitute teaching.

2. Will share documented, relevant reports and statistics regarding the disciple

3. Will provide an opportunity for individuals to post thoughts to blog postings

4. Will clearly explain the objectives of the course

5. Will exercise inclusion of all students in the instructional content

6. Employ a variety of learning media and activities

7. Ensure information is relevant and timely

APPLICATION OF MOTIVATIONAL THEORIES

Choice Theory Application

This theory contends that we are internally motivated, not externally motivated by

rewards and punishment (Bob Sullo, July 23, 2011). Individuals are viewed as having

the capacity to make choices and exercise control in their lives. This self-assertion is

driven by our current desires. When we engage in relationships with others there is a

selective element in which we chose those which we view as like-minded and mutually

beneficial.

The theory is comprised of 5 key concepts:

1. Basic Needs:

a. To love & belong

b. To be powerful

c. To be free

d. To have fun

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e. To survive

2. The Quality World

a. The theory suggests that parents, educators, and community at large can

promote environments that encourage others to develop Quality World

pictures that let them satisfy their needs responsibly.

3. Reality & Perception

a. We live in the Real Word, but what matters is our perception of reality.

This determines our behavior.

b. We filter that perception through sensory, knowledge and values

4. Comparing Place

a. We unconsciously weigh the balance of our perception of reality and our

Quality World view of what we desire. If there is a positive balance it

reinforces our behaviors. If there is a mismatch, we alter our behaviors to

relieve the discomfort, search for a new

5. Total Behavior: Four Components

a. Acting (controlled directly)

b. Thinking (controlled directly)

c. Feeling (can’t change directly)

d. Physiology (can’t change directly)

By choosing to act and/or think differently, our feelings and physiology automatically

change. Researchers have discovered that when this theory is applied in the

classroom, it has a significant impact on how instruction is delivered. Glasser contends

that teachers need to manage effectively it they hope to successfully teach their

students. Teachers will help create a shared Quality World images with their students,

which will motivate them to want to learn what the teacher wants to teach. Coercion is

minimized; quality of work is emphasized, expected and supported; and self-evaluation

promotes responsibility and challenges students to aspire for higher goals because they

are more actively involved in their education.

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Because there is tendency for new substitutes to be a little squeamish about classroom management the

first time out, this Instructional Design instrument will infuse relevancy in their position by:

1. Identifying and supporting their basic needs

2. Debunking the negativity of the job by reimaging a “Quality World”

3. Positively enhancing their perception of the job though sensory, knowledge and value

4. Modeling the “Total Behavior” approach

IMPACT OF A DIVERSE AUDIENCE ON INSTRUCTION

1. Eliminate figurative language

2. Keep modules straightforward and brief

3. Recognize cultural differences

4. Keep in mind the various learning styles; i.e. spatial, aural, verbal, kinesthetic

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Task/Goal/Performance Analysis – Module 5

TASK ANALYSIS METHOD

A Procedural Analysis will be employed for this course because it focuses on

observable tasks that are required by a Substitute Teacher in order to deliver effective

and efficient instruction.

TASK ANALYSIS

Procedural Steps: Follow a Lesson Plan

1. Read the Descriptive Data Section- Contains the date(s) and subject matter for a particular

lesson.

a. Ensure you have the correct lesson plan for the day

b. Ensure you have the right lesson for that class; i.e. math, science or reading

2. Read the Goals and Objectives Section – Identifies the goals, objectives, state standards, and

specific cognitive, affective, and psychomotor goals.

a. Understand what the expected outcome should be.

b. Understand what skills will be applied by the students

3. Read the Rationale Section – Reason/need for teaching the lesson.

a. Understand the significance of the lesson

b. Assess the simplicity or complexity of the lesson

4. Read the Procedure Section – A step-by-step list of instructional activities used during the

lesson.

a. Understand how the lesson is to be delivered and accomplished.

b. Understand the content to be covered.

c. Note the timeline to abide by.

5. Read Assignment Section – Outlines the tasks the students are to do for the lesson to document

completion of the goals and objective section.

a. Understand how to complete the applicable worksheets, papers, projects, etc.

6. Read Materials and Equipment Needed Section – Lists all equipment, audiovisual, supplies,

books, etc. needed.

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a. Understand how to operate the equipment

b. Know where resources are located

7. Read Special Accommodations for Students with Special Needs Section – Contains Individual

Lesson Plans (IEPs) for students requiring special accommodations.

a. Understand what an IEP entails

b. Understand how to accommodate an special need child

8. Read Assessment of Student Learning Section – Contains, questions, quizzes or tests to assess a

student’s comprehension of the lesson.

a. Preview assessments

b. Comprehend assessments

9. Read the Reflection on the Lesson Section – This is where you will make note of the lesson plan’s

perceived successes and failures after the fact.

10. Locate a timer, clock or watch to monitor the time constraints

11. Distribute the materials needed

12. Read objectives/expectations to the class

13. Read instructions to the class

14. Give a time frame for completion

15. Start the lesson

16. Give students a 10 min warning when they are expected to wrap up and finish their work

17. Collect assignments at the end of the lesson.

18. Make the appropriate notes in the Reflection Section for the classroom teacher

a. Determine if there is enough time to complete the lesson.

b. Determine if any of the supplies were missing?

c. Note anything that you did not understand or complete

Procedural Steps: Follow Emergency Procedures

1. Verify information

a. Determine if it is actual emergency

b. Determine if it is a false alarm

2. Lock classroom doors unless evacuation orders are issued.

a. Listen for directives from administration or first responders

b. Follow orders accordingly

3. Warn students, if advised.

a. Listen for directives from administration or first responders

b. Follow order accordingly

4. Account for all students.

a. Take roster with you to a secure location

b. Periodically refer to the roster to account for all students

5. Stay with students during evacuation

a. Never leave students unattended

b. Keep students calm and quiet

6. Keep detailed notes of incident

a. Note as much information as possible for incidents

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b. Be detailed. Who? What? When? Where?

7. Refer media to official spokesperson(s)

a. Don’t give out information unless approved

b. Direct inquires to school administration

GOAL ANALYSIS

Step 1 - Write down the goals.

Demonstrate good classroom management

Demonstrate accountability

Follow a lesson plan

Management of time

Exhibit professionalism

Establish rapport with administration, staff, and students

Original goals:

After taking this course, the Substitute Teacher will be empowered with

classroom management skills that will demonstrate their importance in

contributing to the learning continuum in the absence of the regular classroom

teacher.

Step 2 -

The course objectives were clearly stated

The course objectives, as stated at the beginning of the modules are met

The length of the course was sufficient in covering essential skills and

knowledge for success in the classroom

The learning materials and resources presented were relevant for the job

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The learning material and activities were engaging and kept my attention

The quality of the learning material was satisfactory

The material was presented in a logical sequence

The relevancy of the material supported the objectives of the course

The modules time frame was adequate for delivering the material

I would recommend this course to an aspiring Substitute Teacher

The instructor presented the material from a position of authority on the

subject matter

The instructor encouraged collaboration which is a vital element of delivering

instruction

The delivery format was appropriate for the course

I understand the significance of professional development, classroom

management skills, professionalism, accountability, dependability, time

management, and establishing rapport with students and staff

Step 3 - Sort the items listed in step 2.

Content –





Delivery –

The length of the course was sufficient in covering essential skills and knowledge for

success in the classroom


The modules time frame was adequate to deliver the material

The instructor presented the material from a position of expertise on the subject

matter

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Job Relevancy –

The learning materials and resources present were relevant for the job

Interactivity –



instruction

Technology –


Continued support and resources provided via website blog

Reflection –


I understand the significance of professional development, classroom management

skills, professionalism, accountability, dependability, time management, and

establishing rapport with students and staff

Step 4 - Write a complete sentence to describe each of the items on your final list.

Content – Instructor states the objectives of the course and its individual modules,

introduce and discussed the purpose of the supporting documentation, and finally

summarized each module at the end.





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Delivery – The instructor is identified as the SME and will deliver the content clearly

and concisely with enthusiasm and purpose.

The length of the course was sufficient in covering essential skills and knowledge for

success in the classroom


The modules time frame was adequate to deliver the material

The instructor presented the material from a position of expertise on the subject

matter

Job Relevancy – The instructor will address and clarify the relevancy of the training in

regards to the participant’s Job Description, and its criteria for success.

The learning materials and resources presented were relevant for the job

Interactivity – Instructor will ensure that there is an inclusive and collaborative platform

available in which participants feel safe to ask questions, voice concerns, and network

with other participants post instruction.



instruction

Technology – Instructure will utilize an eLearning platform to deliver training on

demand. Supportive resources will be accessible via a website blog


Access for continued support and resources provided via website blog

Reflection – Instructor will bridge the chasm between perception and reality in the role

of a Substitute Teacher. Thus promoting Glasser’s motivational theory in the creativity

of shared Quality World images where coercion is minimized; quality of work is

emphasized, expected and supported; and self-evaluation promotes responsibility and

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challenges students to aspire for higher goals because they are more actively involved

in their professional development.


I understand the significance of professional development, classroom management

skills, professionalism, accountability, dependability, time management, and

establishing rapport with students and staff

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Instructional Objectives – Module 5

INSTRUCTIONAL GOAL

The goal of this course is for Substitute Teachers to actively employ the

techniques learned through instruction to enhance and/or support professional

development, classroom management, professionalism, accountability,

dependability, time management, and the establishment of a positive rapport with

students and staff.

TERMINAL OBJECTIVES AND ENABLING OBJECTIVES

Terminal Objective: Lesson Plans - By the end of this module, a Substitute Teacher

provided with a Lesson Plan will be able to implement the instructions outlined by the

hypothetical classroom teacher. (Cognitive Domain)

Enabling Objectives:

1. The learner will be able to determine which subject matter is to be taught on

which day, and at what time.

2. The learner will be able to distinguish which group of students the lesson plan

pertains to.

3. The learner will be able to identify those students in which the teacher has listed

as needing special accommodations to complete the task(s).

4. The learner will be able to understand what the term “special accommodations”

means and the process for implementing the directive(s).

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5. The learner will be able to understand what an Individual Education Plan (IEP)

means and its significance.

6. The learner will be able to distinguish between the materials to be used for the

“mainstream” students, from that which has been adapted for the IEP labeled

students.

7. The learner will be able to take inventory of the supplies needed, for the given

lesson.

8. The learner will be able to demonstrate how to explain the objectives for the

lesson. (psychomotor domain)

9. The learner will be able to demonstrate how to give age appropriate directions to

students for the given lesson. (psychomotor domain)

10. The learner will be able to model for the students how to complete the task(s).

(psychomotor domain)

11. The learner will be able to demonstrate basic knowledge and operation of

classroom equipment, i.e. computer, smartboard, white board to accompany

instruction. (psychomotor domain)

12. The learner will be able to demonstrate how to follow a timeline to ensure that

time constraints are adhered to. (psychomotor domain)

13. The learner will demonstrate how to document the end results of the lesson in a

note to the classroom teacher, within the Reflection Section of the Lesson Plan.


Terminal Objective: Emergency Procedures – By the end of this module, a Substitute

Teacher provided with an Emergency Procedure Guideline will be able to implement the

instructions outlined by the classroom teacher and administration. (Cognitive Domain)


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1. The learner will demonstrate understanding of the term incident and what

possible impact one may have. (psychomotor domain)

2. The learner will be able to distinguish between the different types of incidents; i.e.

natural, technological, or human-caused that requires a response to protect life

or property.

3. The learner will demonstrate understanding of the term hazard which may

require an interagency response involving law enforcement and/or emergency

services agencies depending on the size and scope of the incident. (psychomotor

domain)

4. The learner will demonstrate how to interpret and implement an evacuation plan

for the classroom. (psychomotor domain)

5. The learner will demonstrate their understanding of the role of the Incident

Command System in which key personnel will assist in ensuring the safety of

students and staff during a crises or critical incident. (psychomotor domain)

6. The learner will demonstrate how to account for all students via a classroom

roster. (psychomotor domain)

7. The learner will demonstrate how to report missing students to the appropriate

personnel.

8. The learner will demonstrate how to supervise students under their charge.

9. The learner will demonstrate how to direct students in their charge to inside or

outside assembly areas, in accordance with signals, warning, written notification,

or intercom orders according to established incident management orders.


10. The learner will demonstrate how to give an action command during an incident.


11. The learner will demonstrate how to execute assignments as directed by the

Incident Commander. (psychomotor domain)

12. The learner will demonstrate how to obtain first aid services for injured students

or staff. (psychomotor domain)

13. The learner will demonstrate how to render basic first aid. (psychomotor domain)

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14. The learner will demonstrate how to proceed after an incident. (psychomotor

domain)

Terminal Objective: Accountability – By the end of this module, a Substitute Teacher

provided with an Attendance Sheet will be able to implement the instructions outlined by

the classroom teacher. (Cognitive Domain)


1. Will demonstrate how to take attendance. (psychomotor domain)

2. Will demonstrate how to mark students present, absent, or tardy. (psychomotor

domain)

3. Will demonstrate how to submit the attendance status of the classroom to the

school office. (psychomotor domain)

4. Will demonstrate how to issue a hall pass to student. (psychomotor domain)

5. Will demonstrate how to ensure that a student reports to their destination timely.


6. Will demonstrate how to account for students while transitioning from other

activities; i.e. gym, music, etc.

7. Demonstrate how to recorded absences for the classroom teacher in the

Reflections Section of the Lesson Plan

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Enabling Objectives Matrix & Supporting Content – Module 6

Title of the unit/module: Following a Lesson Plan

Target Audience:

Newly Minted Educators

Incumbent Substitute Teachers

Prospective Substitute Teachers

Terminal Objective: Lesson Plans - By the end of this module, a Substitute

Teacher provided with a Lesson Plan will be able to implement the instructions

outlined by the hypothetical classroom teacher. (Cognitive Domain)

List Pre-Instructional Strategy:

This subject matter will be introduced via an overview. The overview will layout the purpose of a Lesson Plan which is a tool to facilitate the organization of materials and concepts for delivering instruction and meeting the learning objectives.

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Enabling Objective

Level on Bloom’s

Taxonomy

Learner Activity (What would learners

do to master this objective?)

Delivery Method (Group

presentation/lecture, self-paced, or small

group)

Determine which subject matter is to be taught on

which day, and at what time.

Cognitive Domain

(Knowledge-based)

1. Read the

Descriptive

Data Section of

a Lesson Plan

2. Follow

Instructions

Self-paced

Distinguish which group of students

the lesson plan pertains to.

Cognitive Domain

(Knowledge-based)

1. Read the

Descriptive

Data Section of

a Lesson Plan

2. Follow

Instructions

Self-paced

Identify those students in which the teacher has

listed as needing special

accommodations to complete the

task(s).

Cognitive Domain

(Knowledge-based)

1. Read the

Descriptive

Data Section of

a Lesson Plan

2. Follow

Instructions

Self-paced

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Understand what the term “special

accommodations” means and the

process for implementing the

directive(s).

Cognitive Domain

(Knowledge-based)

1. Read the

Special

Accommodatio

ns for Students

with Special

Needs Section

of the Lesson

Plan

2. Follow

Instructions

Self-paced

Understand what an Individual

Education Plan (IEP) means and its significance.

Cognitive Domain

(Knowledge-based)

1. Read the

Special

Accommodatio

ns for Students

with Special

Needs Section

of the Lesson

Plan

2. Follow

Instructions

Self-paced

Distinguish between the

materials to be used for the

“mainstream” students, from that which has

been adapted for the IEP labeled

students.

Cognitive Domain

(Knowledge-based)

1. Read the

Special

Accommodatio

ns for Students

with Special

Needs Section

of the Lesson

Plan

2. Follow

Instructions

Self-paced

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Take inventory of the supplies

needed, for the given lesson.

Psychomotor Domain (Action-

based)

1. Read the

Materials and

Equipment

Needed

Section of the

Lesson Plan

2. Follow

Instructions

Self-paced

Demonstrate how to explain the

objectives for the lesson.


based)

1. Read the

Procedure

Section of the

Lesson Plan

2. Follow

Instructions

Self-paced

Demonstrate how to give age appropriate directions to

students for the given lesson.


based)

1. Read the

Procedure

Section of the

Lesson Plan

2. Follow

Instructions

Self-paced

Model for the students how to

complete the task(s).


based)

1. Read the

Assignment

Section of the

Lesson Plan

2. Follow

Instructions

Self-paced

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Demonstrate basic knowledge and operation of

classroom equipment, i.e.

computer, smartboard, white

board to accompany instruction.


based)

1. Read the

Equipment

Needed

Section of the

Lesson Plan

2. Follow

Instructions

Self-paced

Demonstrate how to follow a

timeline to ensure that time

constraints are adhered to.


based)

1. Read the

Procedure

Section of the

Lesson Plan

2. Follow

Instructions

Self-paced

Demonstrate how to document the

end results of the lesson in a note to the classroom teacher, within the Reflection Section of the Lesson Plan.


based)

1. Read the

Reflection on

the Lesson

Section of the

Lesson Plan

2. Follow

Instructions

Self-paced

References

References

American Center for Educators. (2010). Dealing with negative attitudes while promoting a positive school culture. Philadelphia, PA: National Constitution Center.

Glatfelter, A. G. (2006). Substitute teachers as effective classroom instructors. Los Angeles:

University of California.

Kronholz, J. (2013). No substitute for a teacher. Education Next, 13(2), 23-29.

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Lewis, R. (2012). The challenging of substitute teaching. Retrieved from http://www

.independentteacher.com/2012/08/the-challenge-of-substitute-teaching/

Sullo, Bob. (2011). http://www.funderstanding.com/choice-theory/choice-theory#more-1056 )

Vorell, S. (2012). A qualitative analysis of the coping strategies of substitute teachers.

Alberta Journal of Educational Research, 57, 479-497.

Weems, D. L. (2003). Between deficiency and excess: Representations of substitute teachers and the paradoxes of professionalism. Journal of Teacher Education, 54, 254-265.

http://www.funderstanding.com/choice-theory/choice-theory#more-1056

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Final Project Rubric

Please see the final project rubric and the reflection paper rubric within the course content.

Documents

By: Carol E. Garner Sunday, January 21, 2018 · 2019. 11. 17. · to the issue which include the lack of, or improper lesson plans (Glatfelter, 2006; Lewis, 2012), lack of evaluation,