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C&I 630: Assessment Analysis & Instructional Decision-Making |
Course Overview & Syllabus
Designed for practicing and aspiring instructional coaches, this is the second course of the Instructional Coaching Certificate program. Coursework delves into using student evidence to drive decision-making through the design and analysis of formative assessments. Students work to complete a student-centered coaching cycle as their first foray into using these methods in practice. These courses can be taken for professional development credits, University credits, or as part of an approved Master's degree program.
Course highlights
Special Topic: Early Literacy
While this course and program more broadly take a decidedly neutral approach to content areas, one iteration of this course was offered from an early literacy perspective. Taught in conjunction with Dr. Compton-Lilly, this course design focused specifically on how assessment is conceived in early literacy spaces and the impact that vision has on the data that is 'produced' and the ways in which teachers can use that information to make informed decisions. A central goal is to reframe these conversations from an asset-oriented perspective to illuminate alternatives to the denigrating labels that literacy assessment so often assigns to students from marginalized communities. Instead, coaches can reposition assessment to empower teachers to implement responsive instruction that builds from the funds of knowledge students bring with them into classroom spaces.
While this course and program more broadly take a decidedly neutral approach to content areas, one iteration of this course was offered from an early literacy perspective. Taught in conjunction with Dr. Compton-Lilly, this course design focused specifically on how assessment is conceived in early literacy spaces and the impact that vision has on the data that is 'produced' and the ways in which teachers can use that information to make informed decisions. A central goal is to reframe these conversations from an asset-oriented perspective to illuminate alternatives to the denigrating labels that literacy assessment so often assigns to students from marginalized communities. Instead, coaches can reposition assessment to empower teachers to implement responsive instruction that builds from the funds of knowledge students bring with them into classroom spaces.