Curriculum & Instruction
Students completing this course will, as current or future educational leaders (teachers and administrators), explain and work effectively with the design and management of academic programs, grades K-12. They will interpret past, current, and emerging reform initiatives, and describe their intended impact on school curricula, teachers, and students. Students will also explain and demonstrate in simulated settings processes for creating, implementing, and managing local academic programs in the context of those reform initiatives.
In this course students discover why American education is what it is today. Examined are beliefs that people hold and have held about teaching, the focus of curriculum, the purposes of schools, and the roles of teachers. Differing values and issues in education are addressed, as are the philosophical, historical, and social forces that create the issues. Students will be challenged to investigate the historical and cultural antecedents of modern education, and to examine their own belief systems with regard to the institution of education and to the role and function of the teacher.
This course is designed to prepare teachers to integrate diverse educational technologies in K-12 classrooms in ways that reflect a theoretical, research based, and practical understanding of curriculum development and the effective uses of technology. Course content will explore the role of educators as agents of reform and progress regarding technology. The course emphasizes practical ways to integrate technology into everyday instruction including content-area knowledge acquisition, inquiry, communication, critical thinking, and problem solving.
Brain-compatible classrooms are brain-friendly places. They are classrooms in which the teaching/learning process is dictated by how the brain functions and how the mind learns. In brain-compatible classrooms or brain-based classrooms, the distinguishing feature is that these classrooms link learning to what is known about the human brain. These classrooms are set up with safe, stimuli-rich environments, and a balance between direct instruction for skill development and authentic learning that immerses the learners in challenging experiences. The brain-compatible classroom is specifically designed to teach for, of, with, and about thinking based on the emergent findings about how the brain works and how the mind remembers and learns.
(Prerequisite, junior standing.) This course is designed to prepare students to effectively educate culturally, ethnically, racially different and differently abled students. Major components are: to explore personal biases and methods of overcoming them; explore the basic principles underlying multicultural education and to develop appropriate teaching strategies, activities and materials; to adapt an evaluate curricula for use in culturally diverse, as well as homogenous, classrooms.
This course focuses on authentic assessment as a means of equitable student evaluation. Students will differentiate assessment, evaluation, grading, and reporting. Approaches to assessment products, performances, processes, tests, and student self-reflection and self-evaluation are explored in this course. Through triangulation students will create a balanced assessment plan for one course they teach. Participants will create rubrics for one summative assessment and observation instruments for use in evaluating processes. Students may choose to create instructions for portfolio assessment.
This course is a mastery learning course designed to help teachers develop skills required to use positive reinforcement in the learning environment.
An introductory graduate level course in research methodology designed to allow the student to function as a knowledgeable and critical consumer of scholarly reserach in his/her field of endeavor.
(Prerequisites, any student who has completed all courses required on the degree plan for Curriculum and Instruction --unless otherwise approved by department chair.) The purpose of this course is to provide the opportunity to the candidate to develop and demonstrate his/her abilities as a teacher-leader in one or more areas to be selected in collaboration with the university advisor and the practicum field supervisor from among the following topics: leadership in curriculum development and assessment or QPA development, leadership in faculty development, site-based council management, leadership on school building leadership teams, etc.
Courses for Curriculum Leadership Concentration
This course contains an overview of the research, theory and practice that relate to a school leader’s responsibility to develop and maintain healthy organizations and to create an organizational culture that promotes creativity and performance. Topics include major contemporary theorists, leadership and empowerment, leadership and diversity issues, leadership for change, schools as unique social systems and complex organizations, and issues related to the changing values and attitudes of professionals and the community about schools.
A course uniting the research on instruction with practical applications by students. It is designed to provide educational leaders with data, information on trends, innovations, and solid teaching practices while focusing on the learner and the learning process.
For cooperating teachers in public schools who supervise student teachers. Methods used in orientation, supervision and evaluation of student teachers at secondary school levels.
Courses for National Board Certification Concentration
This course is designed to provide teachers with the basic requirements for portfolio development as designed by the National Board for Professional Teaching Standards (NBPTS). Students will have an opportunity to review and study the current portfolio manuals and standards document in their respective disciplines/developmental levels, and examine other relevant publications from the NBPTS. Students will also receive guidance and consultation that will be helpful in gathering and organizing the supportive professional documentation required for the NBPTS assessment procedures.
(Prerequisite, ED/EL 842.) This course is for teachers who are candidates for advanced certification as designed by the National Board for Professional Teaching Standards (NBPTS). Provides professional support and guidance for teachers during the academic year they are completing the two components of the NBPTS assessment process--the school-site portfolio, and the written assessment center exercises.