Future Proud Michigan Educator

Course Description:

Future Proud Michigan Educators is a course designed to raise student awareness of educational strategies, systems, and professions. This course engages learners in a study of student identity and the ways in which those identities are developed in learning communities.  The lessons and activities provide a telescopic perspective while supporting individual learners to consider their personal microscopic perspectives.  Students will examine issues that affect their education, including personal and systemic influences.  Through classroom assignments and clinical experiences, students will analyze teaching and learning practices as they experience mentorship and participatory learning.  Students will use the course content and experiences to reflect on and prepare for their own educational pathways.

Course Details:

Course Title (District): Future Proud Michigan Educator
Course Title (NCES SCED) : Teaching Profession
Course Provider : Michigan Virtual
Content Provided By : Michigan Virtual
Online Instructor Provided By : Michigan Virtual
Standards Addressed : Michigan Standards for the Preparation of Teachers in Professional Knowledge and Skills
Alignment Document : https://docs.google.com/document/d/17q4puLoj0R8fq8qj_cfAm9AkEOq_yhIYS3pS9Yd66D8/edit?usp=sharing
Academic Terms : Semester
NCES SCED Code :
Subject Area : Human Services
Course Identifier : Teaching Profession
Course Level : High School (Secondary)
Available Credit : 0.5
Sequence : 1 of 1

How To Enroll:

Enrollment Website : https://slp.michiganvirtual.org/
Email : [email protected]
Phone : (888) 889-2840

Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.

Start Registration Request

Additional Course Information:

Additional Cost Description:

None

Upon completion of this course, students will be able to... 

  • Identify elements of a healthy, inclusive, and equitable learning community.
  • Build a reflective practice that includes observing, connecting, interpreting and applying concepts to personal experiences and clinical experiences.
  • Analyze core teaching practices in effective classrooms and how those practices can contribute to equitable student learning.
  • Apply concepts of culture to better explain the relationship between identity and learning in themselves, their peers, and their future students.
  • Describe and build relationships that are positive, affirming and empowering, with an understanding of how relationships impact student learning.
  • Investigate an educator’s role as an agent of change, advocate for justice or designer of opportunity.
  • Explain varied aspects of learner differences and development to understand an individual’s strengths, challenges and possible ways of supporting their learning and development.
  • Assess multiple instructional strategies to address individual student needs and differentiate instruction for a variety of learners.
  • Examine the roles and responsibilities of school systems and professionals in supporting the academic and social emotional needs of all learners.
  • Describe the preparation and development of educators in Michigan, including ethical expectations and key learning experiences before and after certification.
  • Recognize the role of goal setting, self-advocacy, and intrinsic motivation in the teaching and learning process.
     

NSQ National Standards for Quality Online Courses

Rating Comments
A1. A course overview and syllabus are included in the online course Pilot: Review Pending
A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* Pilot: Review Pending
A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. Pilot: Review Pending
A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. Pilot: Review Pending
A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* Pilot: Review Pending
A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. Pilot: Review Pending
A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* Pilot: Review Pending
A8. Learners are offered an orientation prior to the start of the online course. Pilot: Review Pending
Rating Comments
B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* Pilot: Review Pending
B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. Pilot: Review Pending
B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* Pilot: Review Pending
B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* Pilot: Review Pending
B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* Pilot: Review Pending
B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* Pilot: Review Pending
B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. Pilot: Review Pending
B8. The online course is free of adult content and avoids unnecessary advertisements.* Pilot: Review Pending
B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. Pilot: Review Pending
B10. Documentation and other support materials are available to support effective online course facilitation.* Pilot: Review Pending
Rating Comments
C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. Pilot: Review Pending
C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. Pilot: Review Pending
C3. The online course is organized by units and lessons that fall into a logical sequence. Pilot: Review Pending
C4. The online course content is appropriate to the reading level of the intended learners.* Pilot: Review Pending
C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. Pilot: Review Pending
C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. Pilot: Review Pending
C7. The online course provides regular opportunities for learner-learner interaction. Pilot: Review Pending
C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* Pilot: Review Pending
C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* Pilot: Review Pending
Rating Comments
D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. Pilot: Review Pending
D2. Valid course assessments measure learner progress toward mastery of content. Pilot: Review Pending
D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* Pilot: Review Pending
D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* Pilot: Review Pending
D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* Pilot: Review Pending
Rating Comments
E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* Pilot: Review Pending
E2. The online course design facilitates readability.* Pilot: Review Pending
E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* Pilot: Review Pending
E4. Course multimedia facilitate ease of use.* Pilot: Review Pending
E5. Vendor accessibility statements are provided for all technologies required in the course.* Pilot: Review Pending
Rating Comments
F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. Pilot: Review Pending
F2. The online course tools support the learning objectives or competencies.* Pilot: Review Pending
F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* Pilot: Review Pending
F4. The course allows instructors to control the release of content.* Pilot: Review Pending
F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* Pilot: Review Pending
Rating Comments
G1. The online course uses multiple methods and sources of input for assessing course effectiveness. Pilot: Review Pending
G2. The online course is reviewed to ensure that the course is current. Pilot: Review Pending
G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. Pilot: Review Pending

Review Conducted By: Quality Matters
Date of Review: 10/01/2021

Unit 1: Cultivating Healthy Learning Communities
Unit 2: Exploring Culture & Identity 
Unit 3: Striving for Equitable Educational Systems 
Unit 4: Developing Inclusive Teaching Practices 
Unit 5: Understanding College Access 
Unit 6: Reflecting on Clinical Experiences

Term Type Enrollment Opens Enrollment Ends Random Draw Date Enrollment Drop Date Course Starts Course Ends # of Seats Course Fee Potential Additional Costs
Semester 11/01/2021 02/04/2022 11/01/2021 02/01/2022 01/07/2022 05/27/2022 100 $325
Semester 11/01/2021 02/04/2022 11/01/2021 02/08/2022 01/14/2022 06/03/2022 100 $325
Semester 11/01/2021 02/04/2022 11/01/2021 02/15/2022 01/21/2022 06/10/2022 100 $325
Semester 11/01/2021 02/04/2022 11/01/2021 02/22/2022 01/28/2022 06/17/2022 100 $325
Semester 11/01/2021 03/18/2022 11/01/2021 04/12/2022 01/31/2022 06/17/2022 100 $325
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. Semester 11/01/2021 02/04/2022
Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. Semester 11/01/2021 02/04/2022
Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. Semester 11/01/2021 02/04/2022
Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. Semester 11/01/2021 02/04/2022
Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. Semester 11/01/2021 03/18/2022
Students can use email or the private message system within the Student Learning Portal to access highly qualified teachers when they need instructor assistance. Students will also receive feedback on their work inside the learning management system. The Instructor Info area of their course may describe additional communication options.

Students will require a computer device with access to YouTube.

Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/