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Course Submission Webinar
Dr. Erica Brownstein, The Ohio State University
Ms. Elisha Hicks, Edison State Community College
Anne Skuce, Ohio Department of Higher Education
• All 41 Secondary Schools that currently teach the Education CTAG
must complete a “full” submission
• Full submissions will only be required this year. After the End of
Course Exam has been through field testing, a cut score will be
established.
• Assessment for this course includes both the WebXam and a
portfolio.
• After this academic year, secondary schools will complete an
Affirmation form instead of the full submission. An Affirmation
form, signed by both the secondary teacher and the principal or
career-tech director, verifies that the course is aligned to both
ODE’s Career-Technical Content Standards and the themes in
ODHE’s CTAG. The student’s success on the WebXam and the
portfolio will demonstrate their learning.
Course Equivalency Management System
(CEMS)
• Used to submit your course materials and create a CTAG match
• Complete submissions are reviewed by faculty panel members
• Faculty panel members will approve your match, or return it to you for additional information
Course Equivalency Management System
(CEMS)
• If you will be submitting your course for approval personally, you MUST have a CEMS account
• New User? Request an Account Here!
• https://cems.regents.ohio.gov/
• November 2nd, 9:30, Tri-Rivers Career Center
Homework (Optional)!
• If you complete your syllabus before the submission workshop, you may
have one of our faculty panel members review it
• Please send your draft syllabus to me ([email protected]) and I will
forward it to a post-secondary faculty member
Education CTAG: A little history
• Introduction to Education CTAG was first released in 2010
• The TAG course was updated, and the CTAG followed
• In Fall 2015 Post Secondary Lead Experts began the realignment process
• Course alignment is complete and a new CTAN has been introduced
Why is a new Submission Required?
• A lot in education has changed since 2010!
• Research has led to a better understanding of teaching and learning
• e.g., Learning Styles seemed like a great idea in 2010, but has not held up in the research
• Framing the work: High quality outcomes from C-TAG students
• Enormous amount of work for three credits
• No other courses included
Cedar Riener & Daniel Willingham (2010) The Myth of Learning Styles, Change: The
Magazine of Higher Learning, 42:5, 32-35, DOI: 10.1080/00091383.2010.503139. To link
to this article: http://dx.doi.org/10.1080/00091383.2010.503139
Why is a new Submission Required?
• Alignment with the TAG course
• Reflect the course at the college/university level
• Portfolio changes: Was cutting edge in 2010!
• Now a streamlined portfolio with objectives best portrayed in a portfolio format
• Empowers C-TAG teachers to do what you already know how to do
• Focus less on portfolio preparation and
more on modeling and practicing best practices
What about the Portfolio?
• This presentation is to help you prepare for the course approval process
• In the spring, we plan to repeat the training on using the rubric to evaluate student
learning
Preparing A Course
Syllabus
OED007
What is a Syllabus
• Formal record of what is presented in a course
• Used to determine transfer equivalency; and serves to provide the course
description, course goals, and topics covered for the course.
What is a Syllabus
“A well-designed syllabus is an essential tool for
effectively managing a course. It gives students a clear
understanding of your expectations and a road map for
how the course will be conducted. When done right, a
syllabus can prevent a lot of misunderstandings
as the semester progresses.”- Jennifer Gonzalez, Cult of Pedagogy
Parts of a Syllabus
Your Details: Name, email, phone number, office hours*
Course Details: Course name, course number*, days and times the course meets, credit hours*
Course Description: A brief overview of what the course will cover for the term or year (can be taken taken directly from
the ODHE document)
Learning Outcomes: Describe what the student should understand or be able to do as a result of taking your course (can
be taken directly from the ODHE document).
Required Texts and Resources: List all required textbooks, other books, online resources and subscriptions, or other
materials students must have to take the course.
Course Requirements/Assignment List: List of all required assignments and course requirements, with dates due and
grade weight.
Course Description
[Program Name] EDU 111
3 CREDIT HOURS Instructor Email Office Location & Hours
[Instructor Name] [Email address] [Location, Hours, Days]
DESCRIPTION: This introductory course explores the purposes, organizations, and outcomes of schooling from the perspectives of the field of social foundations of education. Candidates undertake critical inquiry into teaching as a profession. Licensure requirements, teachers' legal responsibilities, and the accountability of public schools are also explored. LEARNING OUTCOMES: Aims of Education and Role of Schools in a Democratic Society (Understand the Purposes of Education Past and Present)
1. Describe the emergence and development of the American education system with a focus on the civic, social, economic and individual aims of education. *
Sample
Learning Outcomes
DESCRIPTION: This introductory course explores the purposes, organizations, and outcomes of schooling from the perspectives of the field of social foundations of education. Candidates undertake critical inquiry into teaching as a profession. Licensure requirements, teachers' legal responsibilities, and the accountability of public schools are also explored.
LEARNING OUTCOMES: Aims of Education and Role of Schools in a Democratic Society (Understand the Purposes of Education Past and Present)
1. Describe the emergence and development of the American education system with a focus on the civic, social, economic and individual aims of education. *
2. Illustrate how schools reflect, reproduce and seek to challenge social stratification in society.* Economic, Legal and Political Context of Schools (Know about Schools)
3. Identify the roles that federal, state and local governments play in consideration of equal education provision, comparing types of schools (public, charter, private, virtual) and the ways they are organized and supported.*
4. Identify teacher, student and parent rights and responsibilities in school settings and show how these have developed and changed over time.*
Culturally Responsive and Inclusive Education (Know about Students) 5. Analyze the influence of shifting demographics on school districts and describe the ways in
which schools respond to changing educational needs of students in the U.S.*
Required Text and Resources
Week/Date Topics & Activities Assignments Due TodayWeek 1 Introductions
Why Teach?
Class Activities:Course requirements, expectation, forms, and syllabusTeach DocumentaryClass Discussion
Read Text, Chapter 1 and 2Chapters 1 and 2 Quiz on BB
COURSE MATERIALS:
REQUIRED TEXTParkay, Forrest W. and Beverly Stanford. Becoming a Teacher. Pearson.9th Ed.
SCHEDULE OF TOPICS, ACTIVITIES, ASSIGNMENTS
Course Requirement and Assignment List
Week/Date Topics & Activities Assignments Due Today
Week 1 Introductions Why Teach?
Class Activities:Course requirements, expectation, forms, and syllabusTeach DocumentaryClass Discussion
Read Text, Chapter 1 and 2Chapters 1 and 2 Quiz on BB
Week 2 What is a School and What is it For?
Class Activities
Observation Assignment Portfolio Assignment
Read Text: Chapter 3Chapter 3 Quiz on BB
Chapter 1 Quiz on BBChapter 2 Quiz on BB
SCHEDULE OF TOPICS, ACTIVITIES, ASSIGNMENTS
Three Important Reminders
• Request a CEMS Account
• https://cems.regents.ohio.gov/
• Send your homework to [email protected]
• Scope and Sequence Webinar is Tuesday, October 24 at
3:00
Questions?
• You may ask your question in the “chat” box on
the upper right corner of your screen.
• If you would rather speak with us, don’t forget to
unmute your phone.
