Graduate Education Courses
All course prerequisites require consent of the Department Chair or Program
Director.
Courses are listed by department, prefixes are listed here to assist in
finding courses:
05 Elementary Education
51 Educational Leadership
52 Reading and Literacy
53 Secondary Education/Technology
54 Special Education
55 Elementary Education
56 Educational Leadership/School Counseling
DEPARTMENT OF
EDUCATIONAL LEADERSHIP
51-505 Designs for Teaching and Learning (3)
This course emphasizes the instructional components of teaching and
learning by focusing on strategies, techniques and theories pertaining
to the teaching/learning situation. Attention to learning theories,
learning styles and teaching styles is included.
51-521 Ethical and Moral Teacher Leadership
This course is based on the idea that teachers are critical
partners in transforming schooling. It redefines traditional
leadership in education and elevates the perception, status,
and role of classroom teachers. This course will review, in
detail, what teacher leadership means, how it can be
implemented, and what support it takes from the school
system to be effective.
51-522 Ethical and Moral Foundations of Educational Leadership
(3)
This course examines the roles of educational leaders
as they express and impact the values of the communities of learners
served by
the school systems.
The core of the course is the social contract between the school
and the public, in particular the expectations of society that the
school will
be
a proactive institution in helping its clients pursue the good life
promised by the American Dream.
51-538 School Law for Administrators
(3)
This course covers the legal foundations of educational institutions
in America. Particular
emphasis is
placed on the evolving roles, responsibilities and relationships
of school administrators and agencies. Lighthouse cases and legislation
are examined
in detail, from “Old Deluder Satan” to current school finance
and special education suits. Emphasis is placed on the balance
of local, state and federal roles in educational matters.
51-539 Legal Issues in Education
An examination of the ways judicial interpretation of the
law and federal and state statutes shape the ways in which
school policy impacts upon curriculum and teaching.
Candidates will review several statutes and cases in
connection with current issues within their schools.
Special emphasis will be placed on issues of differences
within school communities.
51-541 Cultures of Schools and School Communities
The exploration and examination of schools and school
communities as complex and diverse socio-cultural entities
will serve as the foundation of this course. Candidates will
integrate theoretical and practical implications of schools
and school communities with fieldwork to better
understand their role as educational leaders.
51-546 Historical Foundations of American Education (3)
This course
covers the development in educational institutions in America from
colonial times to the present. Emphasis is laid on the social and
cultural context
in which educational institutions arose to meet the needs of society.
Trends are examined in the growth of systems of organization, curriculum,
methodology
and legal and financial supports.
51-548 Educational Organization and Administration (3)
This course
presents the organizational and administrative structures of public
and private educational institutions in America. Particular emphasis
is placed on structure
and function of public schools in Illinois.
51-556 Instructional Strategies for School Improvement (3)
This
course explores methodologies for the design and implementation
of classroom practices that meet the needs of diverse learners
and lead to an
improved
educational
environment. Students study a variety of instructional strategies
and various methods of assessing student performance. Students
will also learn how to
evaluate classroom practices, curriculum and assessment tools as
they relate to learning standards.
51-557 Curriculum and Instruction (3)
This course is designed to
be a comprehensive study of the process of curriculum development
that leads
to effective classroom instruction. It is intended to be a basic
introduction into the nature of curriculum planning and its relationship
to classroom
implementation. This course is comprehensive in its treatment,
presenting models of the process of planning, analyzing, evaluating
and implementing,
while at the same time emphasizing curricular theories and practices
from a historical perspective.
51-557 Curriculum and Instruction
This course is designed to be a comprehensive study of the
process of curriculum development that leads to effective
classroom instruction. It is intended to be a basic
introduction into the nature of curriculum planning and its
relationship to classroom implementation. This course is
comprehensive in its treatment, presenting models of the
process of planning, analyzing, evaluating and
implementing, while at the same time emphasizing
curricular theories and practices from a historical
perspective.
51-558 School Finance and Business Management (3)
This course deals
with the fiscal bases of the public and private school systems
in America. The system of local, state and federal taxation is
examined as
it relates
to school funding. State funding formulas are examined in detail,
with particular attention to the funding methods of Illinois public
school districts.
51-559 Social and Political Aspects of Curriculum and Instruction
Candidates will examine equality and equity issues within
various curriculum and pedagogical theories. An
exploration of contemporary issues in curriculum design
and instructional practice with a focus on community will
be included.
51-561 Curriculum Evaluation and Assessment: Social Justice Perspectives
Theory and practice in curriculum design, assessing
learning, and evaluating curriculum and learning for
diverse learners with a focus on equity will be the
foundation of this course. This school-based course will
focus on methods and materials for assisting teachers in
developing comprehensive and equitable assessments
based on a curriculum that values multiple ways of
knowing.
51-575 Practical Research for Learning
Communities
This course provides an overview of principles of research
and the history and practice of research in educational
settings as a tool for leadership and change. The candidate
selects a topic that addresses an issue or concern affecting
the learning community or education professional.
Through examination, participation, and application, the
graduate candidate will develop a research proposal project
that will reflect his or her understanding of how research
can be applied in school settings for the improvement of
educational practices and processes.
51-576 Social Foundations of Education (3)
This course examines the demographic variables involved in the
public/private school as a social system. Emphasis is on research
into the correlations
between the variables and student achievement, faculty empowerment
and administrative effectiveness.
51-577 Staff Development (3)
This course
focuses on improving instructional effectiveness of the teaching
staff. It explores the role of the supervisor as an instructional
leader and develops
skills in identifying staff needs and appropriate programs
to meet those needs. Emphasis is placed on collaborative instructional
decision making
and empowering teachers in their classrooms. The relationship
between
supervision and evaluation is discussed.
51-578 The Principalship (3)
This course introduces the student
to the major issues confronting the school administrator. Topics
include effective schools and effective teaching, public accountability
and measurement-driven
instruction, equity and adequacy in the financing of schools,
faculty empowerment,
site-based management and the host of studies and reports under
the rubric, “School
Reform. ”
51-581 Supervision and Administration of Special Education
(3)
The creation and administration of systems of support for
educational programs that serve unique learners at the local,
state and
federal
levels
is reviewed.
Emphasis is given to laws, mandates, policies and procedure.
In addition, collaboration with general education, professional
development, fiscal
management and legal implications are considered.
51-586 Principles of Counseling: Guidance, Supervisory and
Special Education Personnel (3)
This course is a survey course
intended to be of value to students wishing to explore practical
applications
of selected
principles
and theories from the areas of education, psychology and the
behavioral sciences to the field of counseling. The survey
covers significant
aspects of group
counseling, rehabilitation counseling, family counseling, counseling
over a life span, crisis intervention counseling, cross-cultural
counseling, personal
counseling and community counseling. Emphasis, however, is
given to the counseling processes that are directly related
to special education roles.
51-587 Curriculum and Teacher Leadership
Practicum
Through the examination of current research in teaching,
learning, and leadership, candidates will apply researchbased
solutions to current issues within their school,
district and/or school community.
51-588 Administrative Practicum (3)
This practicum entails
the assignment of the candidate to a mentor in an administrative
capacity in an
elementary school, secondary school or central office or a
public or private school
district. The student assists the mentor in projects requiring
leadership and supervisory capacity. In the seminar, the candidate
reviews the
projects with the University supervisor, who acts as a consultant
working in concert
with the candidate and the in-school mentor.
51-597 Independent Study (1-3)
This course is a study or project
done under the direction of a member of the Department of Educational
Leadership. Prerequisites: Consent of Department Chair and
completion of the
Independent
Study form.
51-599 Thesis (3)
Under the guidance of a faculty advisor and
committee, the student composes a major research-oriented work
on a topic
appropriate to the student’s career. Prerequisites: 52-575
or 53-535 and 27 hours in graduate education.
51-600 Thesis Supervision (0)
All students working on a master’s
thesis from a previous semester must register for thesis supervision
until the thesis
is accepted.
51-622 Ethical and Moral Foundations of Educational Leadership
(3)
This course examines the ethical bases for the development
of moral leadership. Classical ethical theories (e.g. Aristotle,
Aquinas, Kant)
are studied in
conjunction with the Lewis Mission, the Illinois State Board
of Education Standards for school leaders and the ethics statements
of the
Illinois
Principals Association (IPA) and the American Association of
School
Administrators (AASA).
51-637 Strategic Planning and Program Evaluation (3)
This course
presents methods for central office planning and assessment
of educational programs.
Emphasis is placed on the role of leadership in providing long-range
vision for the district.
51-638 Current Issues in School Law (3)
This course focuses
on the legal foundation of the public and private school systems
in America; responsibilities of central office personnel in
compliance with applicable
local, state and
federal statutes; and case law applied to the public school
district, especially in the areas of human resource management,
student rights,
special education
and school safety.
51-645 Collective Negotiations and Personnel Administration
(3)
This course examines the roles of district policy makers
and central office
leaders in collective bargaining and employee relations.
51-648 Political and Legislative Context of Education (3)
This
course examines the processes of initiating, enacting and implementing
educational
policy at the local and state levels, and the role of the central
office administrator in these processes. Students will examine
school-community relations, community resources and dynamics
as it impacts educational
policy
and practice.
51-656 Curriculum and School Improvement (3)
This course is
designed to be a comprehensive study of curriculum planning,
implementation, assessment and leadership as it relates to
program involvement.
The roles and responsibilities
of the principal as an instructional leader and facilitator
of
the curriculum process will be examined. Curriculum development
in light of
the state standards
as well as national curriculum projects will be studied.
51-657 Curriculum and Program Improvement (3)
This course focuses
on research into the central office role in providing curriculum
planning and
implementation of innovative instructional methods.
51-658 School Finance and Fiscal Management (3)
This course
provides an examination of local, state and federal resources
for school
districts; budgeting and accounting for school districts in
Illinois; and central
office responsibilities in planning, implementing and assessing
the district budget
process.
51-675 Research for School Leaders (3)
This course examines strategies for collection and analysis
of data using current technologies. Best practices in the
area of student assessment and evaluation are considered. Emphasis
is
placed on
preparing
students to
be consumers and producers of educational research. This
course provides the background for the completion of the required
research component of the Certificate of Advanced Study programs.
51-678 Organizational Development in Education (3)
This course
examines the organization and management of the central office
of a school district in Illinois; the structural and climate-based
variables of the
superintendent’s
role; and the management of the district for school improvement
and enhanced student learning.
51-688 Leadership Practicum (3)
This course provides for
the assignment of the applicant to a mentor superintendent
in a local district for the development of specific skills
in planning,
organizing,
evaluating and leading a district.
Mentorship includes seminars with the district mentor and
University faculty.
51-715 Research and Educational
Leadership (3)
Students will be exposed to issues such as
the relationships between research and practice, research
and politics, research
and conceptions of education. They will also be introduced
to types of research
and research
approaches, but rather than discovering research ethodologies
in the sterile, decontextualized manner typical of introductory
methods textbooks, they will
see how discussions of research methodologies are part
of a
socio-political discourse in which science, values, and
politics are entwined.
51-722 Moral Leadership for Teaching and Learning (3)
This
course examines educational leadership within an ethical
and moral framework.
Education is
studied as a moral enterprise that requires educational
leaders to approach their work with an ethic of responsibility.
This
includes understanding
the
changing world in which leaders operate and the need to
prepare students to function in a global world.
51-723 Examining Diversity for Teaching and Learning (3)
This course is an introduction to the complex and multifaceted
challenges
faced
by educational leaders in an increasingly diverse society.
This course aims to critically
confront the issues associated with diversity in our schools
and probe new responses for educational leaders. An emphasis
is on examining the role of
school leaders in promoting school success for all marginalized
groups of students.
51-725 Conceptualizing and Designing a Researchable Project
I (3)
This is the first of two courses that is intended
to get students thinking immediately
about a manageable and sound research project that they
can conduct
for their doctoral dissertation. Students will learn that
all research
is driven by
two broad questions: An empirical question that is answerable
from some kind of evidence or data; and a theoretical question
that derives from some contested
conceptual issue in a field. Either kind of question can
be an entry point into a study, but ultimately what research
comes down
to is that
is it an
argument that aims to persuade an audience of the answer
to
both questions. Following this introduction, the course
would examine the methodological literature in case study.
The aim is to help
students understand
case study
as a research strategy and to get them to begin thinking
about “what
do I need to know in order to be able to design and execute a good
case study?”
51-727 Learning Theory (3)
This course explores the research
base on learning and learners. This course will emphasize
how successful school reform
must not only uphold standards and expectations, but must
also apply what we know about learning to make our schools
more personalized and effective
for all learners.
51-731 Instructional Design and
Assessment (3)
This course explores instructional planning
frameworks that use the learning standards and goals,
essential questions, and assessment to determine the nature of
the instruction and
learning experiences.
The
course will also explore how to personalize learning
for all students, engage them authentically in their own learning,
while also
using
standards and
high expectations to guide the overall instructional
plan.
51-735 Tools for Empirical Investigation I (3)
This is the first of two courses intended to help students
acquire knowledge of procedures for generating, analyzing,
and interpreting qualitative and quantitative data.
It is the context of generating
evidence and making
sense of it that issues surrounding integrity of data,
the validity
of inferences drawn from data, and the objectivity
of the process and conclusions drawn
acquire meaning. Thus, discussions of these key concepts
are woven into the discussion of methods. This course
will specifically focus
on selecting sites
and sampling people and documentation, generating data
through listening and recording, and textual analysis.
51-737 Curriculum for Teaching and Learning (3)
This
course explores fundamental dimensions of curriculum
theory and
their application to practice. The course examines
varied ideological orientations to curriculum studies
and introduces concepts of curriculum design and development.
51-738 Advanced Educational Law (3)
This course is
designed to extend and deepen the legal understanding
of school
leaders. This is an
advanced law course whereby students will complete
an in-depth research project on
a school law topic. The project will represent mastery
of legal research strategies and resources.
51-743 Educational Leadership Responsibilities in a
Global World (3)
Globalization of the economy, the
necessary interaction of cultures, the era of accountability,
shrinking resources,
and the ready
access to information and communication through technology
make interdependence and collaboration
necessary School leaders are responsible to make sure
the present generation of young people are prepared
to transition to a
global world as active citizens
of the global community. The educational system must
provide
all
students the type of teaching and learning opportunities
and needed understandings, perspectives, and skills
this global transition will demand.
51-745 Program Evaluation and
Assessment (3)
The purpose of this course is to help
students become conversant in matters of program
evaluation, the
use of tests in
school accountability, and student assessment including
high stakes testing. The course will draw
on two distinct but related bodies of literature-one
concerned with evaluations of educational reforms,
the other with
issues related to accountability
and
classroom assessment.
51-746 Educational Transformation and Reform (3)
This course examines and critiques frameworks for
school change and
transformation. An emphasis on building district
and
school capacity for
large scale change
and applying
the principles of structural dynamics will prepare
future school leaders with a foundation for their
ongoing school
improvement work.
51-747 Organizational Theory for Teaching and Learning
(3)
This course examines organizational factors in
our schools that impact student learning as well
as the critical role
of administrative policies and practices
in
shaping the context of the school. Alternative school
designs and strategies are studied in terms of their
effectiveness
in promoting
student learning.
51-755 Conceptualizing and Designing a Researchable
Project II (3)
The aim of this course is two-fold:
on the one
hand, it is to help students develop a solid draft
of a case study proposal by the completion
of the course,
and, on the other hand, in so doing, it invites them
to
think through issues not only in design and logistics,
but also in the ethical
relations entailed
in conducting research, and the question of the researcher’s
value stance.
51-757 Policy and Governance for Teaching and Learning
(3)
This course explores the tension that exists
between policymakers and practitioners and the impact
political issues have
on
policymaking in education.
Different
approaches to policy formulation and implementation
will be studied
and their
effectiveness analyzed. In addition, local school
governance
will
be examined along with its impact on local school
policy and practice.
51-758 Economics of Education (3)
This course provides
an introduction to economic thinking concerning P-12
education as well as the
theory and practice of funding P-12 schools. Topics
of study
include economics
and educational
leadership, efficiency, equity, liberty, sources
and characteristics of school revenue, and school
funding distribution systems.
51-765 Tools for Empirical Investigation II (3)
This
is the second tools course that is intended to help
students acquire knowledge of procedures for generating,
analyzing,
and interpreting
qualitative
and quantitative
data. This course will focus specifically on generating
data through paper and pencil measures and numerical
analyses.
51-775 Research Seminar (3)
Students will bring to
the table their draft proposals prepared previously
in Conceptualizing and Designing a Researchable Project
II. Discussion
of
methodological
issues
in each student’s proposal
and revision of these proposals will be the focus
of the course. At the end of the course, each student has
an accepted proposal and moves
forward to
conduct his/her research.
51-785 Dissertation (3)
Under the direction of a
dissertation committee, the doctoral candidate
will complete and
defend a case study research
project on a topic related to educational leadership.
51-795 Dissertation Supervision (1)
All doctoral
candidates continuing their dissertation research
must register
for dissertation supervision
each semester until the dissertation is completed
and defended.
56-531 Classroom Management for School Counselors
(3)
This course will focus on various issues
of teaching and learning and the
process of transforming
subject matter knowledge into teaching materials
and
instructional
strategies for secondary and middle school
classrooms. Stressing the needs of secondary
school students, particularly considering them
as learners and knowers as well as members
of communities, this
course will give participants experiences
and practice in the design and development
of lesson plans and
various instructional
methodologies. This course offers students
the opportunity
to develop skills in several aspects of the
classroom discipline: teaching
strategies, learning
styles, evaluating students and current secondary
school trends.
56-548 Educational Organization and Administration
for Counselors (3)
This course presents the
organizational and administrative structures
of public and private educational institutions
in America. Particular
emphasis is placed on the structure and function
of public
schools as it relates to
counseling in Illinois.
DEPARTMENT OF
ELEMENTARY EDUCATION
05-511 Survey of Exceptional Children and Adolescents (3)
This course investigates
the emerging body of knowledge about individuals with different abilities.
Students will participate in a collaborative atmosphere while exploring
historical and current special education law and policy, definition, identification
and intervention procedures; trends in education; classroom, workplace
and
community environments; their personal philosophy of both special and
regular education and the effects of particular disabilities on learning.
Special
disabilities are introduced.
05-541 The Middle School Model (3)
This course introduces the student
to the philosophy, history and organization of the middle school.
It focuses on the developmental and learning characteristics of early
adolescents, the
nature and needs of early adolescents and the advisory role of the
middle grade teacher in assessing, coordinating and referring students
to health
and social services.
55-500 Clinical Experience in the Classroom (2)
Student interns will
complete their clinical practice in their assigned partnership elementary
or middle school. Guidelines for the clinical experience are found
in the School of Education Handbook for Clinical Experiences. Interns
meet with
the Director of the M.A. and their cooperating teacher to discuss
and evaluate their work in the schools based on the INTASC and Illinois
Professional Teaching
Standards. The Director and the cooperating teacher will conduct
performance assessments of the intern during this experience. Consent
of M.A. Elementary
Education Director.
55-510 Foundations of Elementary Education (6)
This course investigates
the knowledge necessary to become an effective teacher in the elementary
and middle school classroom. It focuses on the importance of having
a developmental perspective on learning and learning problems. This
includes understanding
the behaviorist and cognitive perspectives of learning, having a
knowledge of group dynamics and developing a positive approach to
classroom management
including all of the essential components of effective planning,
teaching and assessment. The student will explore the challenges
of learner diversity
and learn how to meet the needs of exceptional and at-risk learners.
Discussion of teaching strategies, child development and the application
of theoretical
knowledge to classroom teaching will be emphasized. Consent of M.A.
Elementary Education Director.
55-521 Curriculum and Instruction in the Middle School (3)
This course
is designed to prepare educators with an understanding of the characteristics
and developmental issues of the middle school students. The course
will emphasize methods and strategies middle school teachers can
use to meet the emotional,
social and academic needs of young adolescent learners. Curricular
design, instructional models and assessment strategies will be discussed
and applied
enabling the instructor to be successful with the knowledge and skills
needed for the multifaceted role of the middle school teacher.
55-540 Methods of Teaching Science and Health, K-9 (2)
This course
focuses on instructional strategies, resources and the NSES, the
ILS and ISBE content area standards for teaching science and health
education in
the elementary and middle school classroom. It emphasizes teaching
science as inquiry and developing teaching methods that ensures understandings
of
fundamental concepts in life, physical, earth and space science as
well as physical development and health. Methods of differentiating
instruction, using technology, and developing assessment strategies
to meet the
individual
needs of students will be studied. Consent of M.A. Elementary Education
Director.
55-552 Methods of Teaching Mathematics
K-9 (2)
This course focuses on the development of math methods and
instructional strategies for teaching elementary and middle school
students. The course emphasizes the use of concrete examples, including
math manipulatives,
to help students develop understandings of abstract mathematical
concepts in problem solving situations. Current issues in mathematics
education, NCTM
standards and the Illinois Learning Standards are studied. Methods
of differentiating instruction and assessment will be explored.
Consent of M.A. Elementary Education
Director.
55-557 Exceptional Learners in Inclusive Communities (3)
This course explores and develops strategies used to promote both
the academic and social success of all students including those with high
or low incidence disabilities,
ELL, gifted and talented, and at-risk students. Teacher candidates
will acquire an understanding and appreciation of diverse learner’s
in today’s
classroom. They will also develop a commitment to collaborative
practices between special education and general education and
how to utilize research
based instructional strategies that create learning communities
for all students.
55-554 Methods of Teaching Social Studies and Multi-Cultural
Studies, K-9 (3)
This course focuses on instructional strategies
and assessment,
resources, national curriculum standards and the Illinois State
Learning Standards for
social studies. The emphasis of the course is on understanding
and using the interrelationships between history, geography,
economics, politics, sociology,
anthropology, psychology and archeology for students to develop
an
appreciation and responsibility toward citizenship, multiculturalism
and a democratic
society. Field trips to schools of diverse populations will
be included. Consent of M.A. Elementary Education Director.
55-571 Methods of Teaching Reading and Integrated Language
Arts K-9 (4)
This course examines the theories and practices
appropriate for balanced reading and languages arts instruction
and assessment
at
the primary, intermediate
and middle school levels (K-9). The emphasis of the course
is
on learning theories that lay the foundation for best teaching
practices. This results
in student proficiency with the English language and the
ability to apply language to learning situations in school and outside
of school. The Illinois
Learning Standards for reading and writing will be an integral
part of this course. Consent of M.A. Elementary Education
Director.
55-576 First Year Teaching Experience (1)
This course focuses on the problems specific to the first
year teacher. This includes planning, creating a positive
classroom environment for learning, classroom management, working
with other professionals
and creating a positive
relationship with students, administrators, parents and
the
community. Consent of M.A. Elementary Education Director.
55-581 Internship in the Elementary and Middle School Classroom
(10)
This course is designed for student interns planning
to be certified as elementary teachers in Illinois. It
provides them with an intensive
daily experience
for an entire semester in an elementary or middle school
setting.
Progress in developing teaching skills is carefully observed
and supervised by the
cooperating teacher and a University supervisor, and
is evaluated through various performance assessments. The
Illinois Professional
Teaching Standards
and INTASC Standards form the basis for both the development
of teaching
competency and assessment. The classroom experiences
and related seminars focus on collaboration, professional reflection
and
designing quality learning
environments for students. Seminars will be held on-site
and may include superintendents, principals and teachers
from the schools as instructors and speakers. Consent
of M.A. Elementary
Education Director. Prerequisite:
Evidence of successful completion of the appropriate
State of Illinois
test
in the content area and the Assessment of Professional
Teaching must be received in the College of Education
at least 30
days
prior to the beginning of the
student teaching semester in order to be allowed to student
teach.
DEPARTMENT OF
READING AND LITERACY
52-504 Technology in the Reading and Writing Program (1)
This course will
focus on ways in which teachers can use technology to promote reading and
writing strategies in today’s classrooms. The changing role of technology
in literacy instruction and assessment will be examined. In addition,
the course will provide students with an opportunity to interact with technology
resources that can provide authentic literacy instruction.
52-509 Child and Adolescent Literature (3)
This course focuses on an in-depth examination of literature appropriate
for emergent through secondary level students. An extensive literature
file is developed by students. Methods for incorporating and teaching
literature
in the school curriculum are also addressed.
52-523 Foundations and Methods of Teaching Reading Grades 4-12,
Including the Content Areas (3)
This course addresses the foundations, theories,
materials, and practical applications of strategies applicable to
reading instruction
in grades 4-12 and the content area fields. Emphasis is on functional
techniques for improving student reading performance in the upper
grades and incorporating
reading into subject matter instruction. This course has a 10-hour
field work (clinical) component that requires a candidate to reflect
upon strategy
use in the classroom, to administer and report on an intermediate
to secondary student assessment and to observe and interview a teacher
at the intermediate
to secondary level.
52-524 Foundations and Methods of Teaching Reading Grades PreK-3
(3)
This course will examine the theoretical and historical foundations
of reading
and writing. Content will also address teaching methods, materials,
assessments and organization for reading and writing for the emergent
and beginning reader.
The importance of converting current research and theory to instructional
practice is also addressed. This course has a 10-hour field work
(clinical) component that requires a candidate to administer and
report the results
of reading assessments and to observe and interview teachers of reading
at the preschool and primary levels.
52-527 Teaching Reading to the Diverse Learner (3)
The course addresses
the teaching of reading to students with diverse learning needs in
our schools. They may be students who are culturally or linguistically
different, gifted,
slow learners or students in special education. The course also examines
the socio-cultural differences and the diversity of students that
affect instruction within the school setting. This course has a 10-hour
field work
(clinical) component that requires a candidate to observe and reflect
on reading instruction in an ELL classroom and reading instruction
in a special
education or gifted setting.
52-528 Clinical Diagnosis and Remediation of Reading Problems (3)
This course investigates the causes of reading difficulties and explores
procedures
for assessing and remediating those difficulties. Examination and
administration of current assessment instruments is included. Remediation
strategies and
materials are discussed and demonstrated. This course has a 10-hour
field work (clinical) component that requires a candidate to administer
current
assessment instruments to a student and summarize the results in
a case report.
52-529 Methods and Practicum in Reading Diagnosis and Remediation
(3)
As a practicum utilizing a case-study technique in the diagnosis
of reading
problems, this course allows the candidate gather key background
and instructional information; to administer and interpret appropriate
formal and informal
assessment instruments; and to prepare case reports which include
diagnosis results and remediation plans. The 20-hour field work (clinical)
component
requires a candidate to do an in-depth assessment of two students,
to seminar with peers and instructors, to develop two intensive case
reports, and to
share their findings with parents and teachers.
52-533 Methods and Strategies for Reading Comprehension Instruction,
Including Instructional Practicum for the Reading Teacher (3)
This
course addresses the development of techniques and strategies appropriate
for individual
and group reading instruction. Organizing for classroom instruction,
including collaborating with other professionals and paraprofessionals
will be examined.
Focus is on designing and implementing reading/thinking strategies
to assist students in the construction of meaning and comprehension
of written language.
The 25-hour field work (instructional practicum) allows candidates
an opportunity to assess, develop instructional plans, and provide
supportive instruction
for a student.
52-534 Teaching Writing in the Literacy Program (2)
This course will
examine writing in a balanced literacy approach. Candidates will
learn how to organize for writing instruction. Content will focus
on management strategies
as well as mini-lessons that blend writing strategies, language skills,
and genre structures in an elementary and middle school curriculum.
52-547 Supervising the PreK-12 Reading Program (3)
This course examines
the responsibilities, procedures and materials for development and
assessment of the K-12 reading curriculum. Candidates will examine
the skills necessary
for leadership in staff development, community involvement and professional
advocacy. The roles of administrators, reading consultants, reading
specialists and classroom teachers are examined. This course has
a 10-hour field work
(clinical) component, which requires the candidate to develop and
deliver a presentation on a reading topic to staff members, parents,
or a professional
organization.
52-566 – 52-569 Workshops in Education: Selected Topics (1)
A series
of workshops covering topics of interest and importance to persons
in the education profession.
52-575 Practical Research for Learning Communities (3)
This course
provides an overview of principles of research and the history and
practice of research in educational settings as a tool for leadership
and change.
The student selects a topic that addresses an issue or concern affecting
the learning community or education professional. Through examination,
participation, and application, the graduate student will develop
a research proposal project
that will reflect his or her understanding of how research can be
applied in school settings for the improvement of educational practices
and processes.
52-597 Independent Study (1-3)
This course is a study or project
done under the direction of a member of the Department of Reading
and Literacy. Prerequisites: Consent of Department Chair and completion
of the
Independent
Study form.
52-598 Practicum for the Reading Specialist (3)
This practicum includes
supervised field experience (clinical) in a reading setting in the
elementary, middle or secondary school level. The practicum setting
will be individualized
to allow the candidate to provide instruction to students and/or
technical assistance to teachers at a level that expands the candidate’s
current teaching experience.
52-599 Thesis (3)
Under the guidance of a faculty advisor and committee,
the candidate composes a major research-oriented work on a topic
appropriate to reading. This course is geared toward the candidate
who wishes to pursue
advanced work. Thesis Supervision would be a follow-up to proposals
that were developed in Practical Research for Learning Communities.
52-600 Thesis Supervision (0)
All students working on a master’s thesis
from a previous semester must register for thesis supervision until
the thesis is accepted.
DEPARTMENT OF SECONDARY EDUCATION/TECHNOLOGY
53-504 Technology For Teaching and Learning (2)
This technology course is
listed in one or two hour modules. Students will register for the modules
that fit their skill levels and interests. Prerequisite: An education
methods course.
53-504-A Basic Computer Operations and Word Processing (1)
This is
an introductory course for the novice computer user. It is designed
for individuals who have limited to no experience with computer
technology. Students will
learn how the computer operating system (Windows 95 or 2000) can
be used to organize and manage information, access programs, create
and delete files.
In addition, students will learn how to use Microsoft office to increase
productivity and create professional looking documents. Students
are
asked to create and edit a Microsoft Word document that can be
used in a PreK-12
setting.
53-504-B The Internet (1)
Designed for students who have
some experience with computer technology. This module will explore:
- Types of search engines
- How to conduct and refine an Internet search
- Proper citation of Internet sources
- Evaluation of Internet sites
- How to capture images from the Internet
Students will be expected to create an Internet based student-centered
lesson such as an Internet scavenger hunt or a “hot list.” Prerequisites:
Ability to use a computer’s basic operating system and word processing
software. Knowledge of lesson plan design.
53-504-C Multimedia and the Classroom (1)
This module is intended for students who have some skill
in using computer technology and the Internet. Participants
will develop
skills
from creating
a basic Power Point slide show to a non-linear multimedia
presentation. Students demonstrate their understanding
of multimedia by creating
a slide show and
designing a learner-centered activity that asks PreK-12
students to use multimedia skills. Prerequisites: Basic
knowledge of computer operating systems, ability
to locate information on the Internet, understanding
of lesson
plan design.
53-504-E Using Online Resources to Enhance Teaching
and Learning (1)
For the intermediate user of information
technologies, this module examines
several Websites that contain online materials for
use
in
the PreK-12 classroom. Participants will explore URL’s
that offer free web page posting, templates for web
pages, online generators used
to create games, puzzles, study materials,
tests, quizzes and rubrics. Students evaluate two online
generators for their application in the PreK-12 classroom.
Prerequisites: Intermediate
computer
literacy, ability to use the Internet.
53-504-F Using Peripheral Devices for Teaching and
Learning (1)
This module is designed for the intermediate
to advanced
computer user.
Participants examine several peripheral devices that
can be used in a PreK-12 classroom.
Scanners, CD burners, projection lamps, digital camera
and video-cams are among the items that are explored.
Participants create a learner-centered
instructional activity that requires PreK-12 students
to use a peripheral device to produce a product for
the classroom. Prerequisites:
Intermediate
computer literacy. Knowledge of lesson plan design.
53-504-G Designing an Engaged Learning Project – Webquests (1)
For
the advanced computer user, this module makes use of participant’s
ability to use the computer operating system, search
the Internet, integrate graphics and sound into a learner-centered
Internet based
activity. Students
will explore the concepts of Engaged Learning and constructivism.
Using these philosophies of learning, participants
design a WebQuest that can be used
in a PreK-12 classroom to enhance student learning.
Prerequisites: Computer literacy. Ability to locate
information on the Internet, work
with audio
and graphic files and knowledge of lesson plan design.
53-504-H Designing a Virtual Field Trip (1)
For the advanced computer user, this module will make
use of participant’s
ability to use the computer operating system, search the Internet, integrate
graphics and sound. Students will design a developmentally appropriate “Virtual
Field Trip,” using resources and locations available
on the Internet. Prerequisites: Computer literacy.
Ability to locate information
on the Internet, work with audio and graphic files
and knowledge of lesson plan design.
53-512 Instructional Strategies and Learning Communities
for Adolescents (3)
This course will allow the pre-service
teacher to
examine several
components of teaching and how these components interact
to create a positive learning
community. Students will learn to design lesson plans
and explore a wide range of strategies that will
best address the academic and behavioral needs
of the middle and high school student population.
Through clinical
experiences, lesson plan development and micro-teaching,
students create alternative learning
materials that enable them to effectively interact
with other professionals and provide academic and
behavioral support
to students with individual
learning needs. A 50-hour clinical in a secondary
or middle school setting is associated
with this course.
53-513 Pedagogy and Assessment for Effective 6-12
Instruction (3)
This course is designed to prepare
teacher candidates
to use research based strategies
and assessment practices for effective instruction.
Candidates will
study and use a variety of research based strategies
as well as develop an understanding
of the purposes, characteristics and limitations
of different assessment practices. The candidate
will have the opportunity
to apply content
area knowledge and knowledge of the student’s developmental
needs in the process of developing lesson plans and
assessment tools for
a variety of
instructional models.
53-514 Integrating Technology for Teaching and Learning – I (3)
This
course provides practical guides for students to learn how to use Microsoft
software such as Word and PowerPoint effectively in the classroom. Students
develop hands-on projects and technology based lesson plans demonstrating
how they integrate MS-Office tools into their curriculum. Students have the
opportunity to learn basic skills with different operating systems, platforms,
and resources available to teachers. (ICTS 178-01, 178-06, 178-09: ISTE I-A,
III– C, V-C, VI-B)
53-517 Special Methods: Teaching Mathematics in Grades
6-12 (3)
This course provides a concentration on
methods and approaches
to mathematics
teaching at the middle and secondary school levels.
Students become familiar with current recommendations
for reform
in mathematics instruction.
Students
also become familiar with methods for designing and
modifying curriculum units. This course provides
micro-teaching and reflective analysis.
53-520 Technology Leadership and Staff Development
(3)
This course is designed for coordinators, administrators,
and educational leaders
in instructional technology. This course prepares
students to become leaders of change beyond their
classrooms in
the
field of technology
and learning.
Students will review technology plan and technology
standards, consider how to develop grants and staff
development, manage a technology budget
and provide
leadership and troubleshooting advice within their
district.
(ICTS
178-04, 178-05, 178-12, 178-14: ISTE II-B, II-C,
V-A)
53-521 Special Methods: Teaching Social Science in
Grades 6-12 (3)
This course deals with classroom
methods and
materials used in
teaching
middle and high school social science courses. In
the course, students perform activities
and master techniques associated with good social
science instruction. Current issues in social science
education and the Illinois
Learning standards will
be explored. Methods of differentiating instruction
and assessment to meet individual students learning
styles and needs will
be explored. Students
should have completed most of their required major
courses
prior to taking this class.
53-522 Characteristics and the Development of the
Adolescent Learner (3) This course is intended to
provide teacher
candidates knowledge of educational psychology with
particular emphasis
on adolescent development. The course
will explore physical, intellectual, emotional and
social development of the adolescent learner. The
course will
include a study
of
the
development of middle school education – its philosophies,
concepts and overall curriculum considerations.
53-523 Methods of Teaching Reading in the Content
Area (3)
This course addresses the materials, theories
and
practical applications of strategies
applicable to the content area fields. Emphasis is
on functional techniques for incorporating reading
into subject matter
instruction.
53-524 Integrating Technology for Teaching and Learning –II
(3)
This course continues the exploration of technology in
the classroom
with a focus
on MS-Office, particularly Excel and Access, in the
standards-based curriculum. Students will learn how
to design technology-integrated
projects that help
learners meet specific curricular standards. They
will explore the use of technology in instruction and assessment,
and learn how
to utilize technology
in classroom settings with limited resources, varying
skill levels, and differentiated instruction. (ICTS
178-01,
178-06, 178-08, 178-09,
178-11: ISTE I-B, II-A,
III-A, III-C, III-D, IV-A, IV-B, V-C, VI-B)
53-526 Special Methods: Teaching English in Grades
6-12 (3)
This course provides a concentration on
methods and
approaches to the
teaching of English
at the secondary level. This course addresses issues
related to the multiple uses of literature and multiple
approaches to literary interpretation;
the
philosophical and theoretical basis underlying the
uses of
reading and writing in the English classroom, the
interrelations of reading,
writing, listening
and speaking, methods by which writing and reading
can be used to support the study of various genres
as inquiry and
other
issues
(grammar,
syntax)
relevant to the English teacher.
53-530 Instructional/Multimedia Design and Development
(3)
This course covers the various theories of learning
and how the concepts and
principles of each theory apply to the use of instructional
technology. Students explore
the major instructional models and key components
in instructional design and demonstrate knowledge
of the relationship of
theories
of learning and
instructional design. Students design and develop
a
computer-based instructional project to improve learning
and teaching
in a PreK-12 environment. (ICTS
178-03, 178-07, 178-09, 178-10: ISTE II-A, III-B,
III-C, IV-A)
53-531 Interactive Graphics (3)
This course introduces
visual design theory and practice, in a context of
producing instructional
and
multimedia presentations. This course focuses on
the mechanics of multimedia authoring
and demonstrating how advanced authoring can be used
to enhance instruction. Students learn how to use
graphic software tools
to design and create
graphics, icons, and metaphoric images in authoring
computer-based instruction. (ICTS
178-09, 178-10: ISTE III-C)
53-532 Web Design and Development (3)
This course
gives an overview of relevant theoretical perspectives
as
well as the hands-on experience
to develop interactive web-based multimedia. Students
understand basic Internet
concepts, and practical knowledge of the coding schemes.
Students explore a variety of web development tools
that facilitate the integration of multimedia
components and consider accessibility issues to support
the needs of students with disabilities.
53-534 Online Virtual Learning Technologies in Education
(3)
This course is designed to examine the concepts,
technologies and
issues
related to the
development and delivery of online and distance education.
Topics include characteristics and uses of distance
learning delivery systems
including
computer-mediated instruction, online teaching and
learning platforms via the Internet, and video conferencing.
Students
study the varied
skills required
to plan, develop, and evaluate effective forms of
distance education. (ICTS 178-07, ISTE I-B, II-C,
III-C)
53-535 Methods and Techniques of Educational Research
(3)
Emphasis is placed on teaching educators to become
critical consumers of research in their fields. An
introduction to basic
statistical
measures and
research designs, this course explores a variety
of research
approaches. Students
are required to evaluate strengths and weaknesses
of research studies and discuss applications where
appropriate. Projects
relate
to student
area of
academic interest. (ICTS 178-03, 178-13, 178-14)
53-540 Seminar in Instructional Technology (3)
Students
examine social, ethical, legal and security issues,
identify current
trends, review
research findings in instructional technology and
discuss diffusion of technological
innovations and reform efforts in schools. This course
also provides a guide to refine the instructional
projects developed in the
graduate courses and
requires submission of an electronic portfolio which
will present evidence of student’s successful completion
of the M.Ed. coursework in the Instructional Technology
program. (ICTS 178-02, 178-03, 178-08,
178-11, 178-13: ISTE II-B,
V-B, VI-A, B, C, D, E)
53-542 Methods of Teaching in Secondary Schools and
Clinical Experience (3)
This is the first methods
course in the
secondary education sequence
designed to provide the student with knowledge necessary
to examine the nature of adolescent learners in grades
6-12. It requires
the
student to prepare
lesson plans, unit plans and micro-teach. This course
prepares the pre-service teacher to effectively synthesize
instructional
strategies and their knowledge
of cognitive, social, emotional and physical development,
to teach
diverse populations and accommodate all learning
styles. This course has a 50-hour
field work (clinical) component that requires students
to actively participate in an educational setting
in local schools.
53-543 Pre-Student Teaching Clinical Experiences,
Secondary (3)
This course considers issues of teaching
and learning
and the process
of transforming subject matter knowledge into teaching
materials and instructional strategies
for secondary and middle school classrooms. Focusing
on the needs of secondary school students, particularly
considering them as learners
and knowers as
well as members of communities, this course gives
participants experience and practice in the design
and development
of
lesson plans and various
instructional methodologies. This course offers participants
the opportunity to develop
skills in several aspects of classroom discipline:
teaching strategies, learning styles, evaluating
students and
current secondary school
trends. This course
has a 50-hour field work (clinical) component that
requires students to actively participate in an education
setting.
53-544 Secondary Student Teaching (6)
This course
is designed for students seeking the Illinois Standard
High School Certificate (6-12)
or the middle
school endorsement. This includes total involvement
in the participating school system for a 15-week
period. Progress
in developing teaching
skills is observed carefully and supervised by the
cooperating teacher and University
supervisor. Students are required to attend a bi-weekly
seminar
at the University. Prerequisite: Evidence of successful
completion of
the appropriate State
of Illinois test in the content area and the Assessment
of Professional Teaching must be received in the
College of Education at least 30
days prior to the
beginning of the student teaching semester in order
to be allowed to student teach.
53-546 Special Methods: Teaching Science in Grades
6-12 (3)
This course deals with methods and approaches
to teaching the sciences (biology, chemistry,
physics) at the secondary level. Students become
familiar with recent
science education reform proposals and association
curriculum
and instruction revisions.
The course emphasizes effective instructional methods
in the laboratory setting.
53-559 Approaches and Practices for the Multicultural
Classroom (3)
This course is designed to explore
the goals of multicultural
education
and aid students in developing their own understanding
of teaching from a multicultural
perspective. Students also acquire an understanding
of the importance and process of linking home, neighborhood
and community contexts
to school and
classroom contexts. The course addresses tools and
strategies
that can be used to create a multicultural environment,
recognize bias
in instructional materials and promote a bias-free
learning environment
53-566 – 53-569 Workshops in Education: Selected Topics
(1)
A series of workshops covering topics of interest and
importance to persons
in the
education profession.
53-597 Independent Study (1-3)
This course is a study
or project done under the direction of a member
of the Department of Secondary
Education/Technology. Prerequisites: Consent of
Department Chair and completion of the
Independent
Study form.
DEPARTMENT OF SPECIAL EDUCATION
54-510
Foundations of Teaching and Learning (3)
A case study and discussion
format is utilized to examine current theory and practice in the field
of special education. Students examine a wide variety of delivery models,
learning
and instruction styles, curriculum development and application of legal
mandates. An emphasis is placed on current research and corresponding
classroom implications.
54-513 Development and Characteristics of Learners (3)
This course
focuses on specific frameworks of learning with expansion and application
to those students who may have learning challenges in various developmental
phases. Historical perspectives of learning and behavior challenges
will be discussed in light of current theories of exceptionalities.
Emphasis will
be placed on how students with exceptional needs learn in both academic
and social settings. Special emphasis will be placed on identification
and exploration
of students with associated language disorders. Prerequisite: 54-516;
54-510.
54-514 Assessment for Learning (3)
An introductory study of assessment
techniques used to evaluate students with academic and behavior problems,
this class will focus on specific evaluative devices, their administration
and interpretation of the results as related to remediation methods.
Portfolio assessment is stressed, including curriculum-based and
precision assessment
models. Prerequisites: Block 1 or Block 2
54-516 Learning Theories and Individual Development (3)
This course
presents developmental theories of behavior, language and learning.
Students explore current research to develop their personal learning
styles and discuss
how they affect their interactions with children and adolescents
in the school setting. The psychology of unique learners, identification
of unique learners
and strategies for teaching unique learners is a focus of this course.
Students use a case study approach to explore the characteristics
and learning needs
of unique learns via the integration of developmental theory. Students
are expected to develop a personal philosophy of education based
on literature reviews and introspective essay.
54-530 Clinical Experience I (0)
Students complete 50 hours of clinical
practice in a special education setting. Guidelines for the clinical
experience are found in the College of Education Handbook for Clinical
Experiences.
Students meet on campus with their University supervisor to discuss
their work in the schools. The cooperating teacher and University
supervisor will
conduct performance assessments of the pre-service teacher during
this experience.
54-531 Collaboration for Educators (2)
This course is designed to
introduce students to the concepts and activities necessary to effectively
create systems
of support for unique learners through collaborative processes with
other professionals, parents and community members. Students engage
in case studies
that allow them to problem-solve issues relative to those types of
interactions.
54-540 Clinical Experience II (0)
Students complete 50 hours of clinical
practice in a special education setting. Guidelines for the clinical
experience are found in the College of Education Handbook for Clinical
Experiences.
Students meet on campus with their University supervisor to discuss
their work in the schools. The cooperating teacher and University
supervisor will
conduct performance assessments of the pre-service teacher during
this experience.
54-546 Instructional Strategies and Learning Communities for
Sciences and Wellness PreK-12 (3)
This course allows the pre-service teacher
to begin to apply a wide range of strategies that will best address
the academic and
behavioral needs of learners in the sciences. Students will develop
skills that will enable them to integrate curriculum across subject
areas, create
learner centered materials, and develop skills that will enable them
to effectively interact with other professionals providing academic
and behavioral support
to students with individual learning needs. Prerequisite: 54-516;
54-510.
54-552 Instructional Strategies and Learning Communities for
Mathematics PreK-12 (3)
This course allows the pre-service teacher to begin to
apply a wide range of strategies that will best address the academic
and behavioral
needs of learners in mathematics. Students will develop skills that
will enable them to integrate curriculum across subject areas, create
learner centered materials, and develop skills that will enable them
to effectively
interact with other professionals providing academic and behavioral
support
to students with individual learning needs. Prerequisite: 54-516;
54-510.
54-554 Instructional Strategies and Learning Communities for
Social Studies PreK-12 (3)
This course allows the pre-service teacher to
begin to apply a wide range of strategies that will best address
the academic and
behavioral needs of learners in social studies. Students will develop
skills that will enable them to integrate curriculum across subject
areas, create
learner centered materials, and develop skills that will enable them
to effectively interact with other professionals providing academic
and behavioral support
to students with individual learning needs. Prerequisite: 54-516;
54-510.
54-561 Instructional Strategies and Learning Communities for
Reading and Integrated/Language Arts PreK-3 (3)
This course allows the pre-service
teacher to begin to apply a wide range of strategies that will best
address the academic and behavioral needs of learners in reading
and English/Language Arts. Students will develop skills that will
enable them to integrate
curriculum
across subject areas, create learner centered materials, and develop
skills that will enable them to effectively interact with other professionals
providing
academic and behavioral support to students with individual learning
needs. Prerequisite: 54-516; 54-510.
54-565 Technology for Learning (1)
Students create learning experiences
designed to integrate technology in classroom content. Students will
become familiar with both low- and high-end assistive technologies
and their use
in the classroom with an emphasis on enhancing the success of all
learners in the general education classroom. Emphasis is on developing
curriculum
that is relevant and motivating to learners.
54-566 Special Education Law (1)
This workshop is designed to acquaint
the pre-service teacher/practitioner, administrator, and/or pupil
personnel services staff with federal legislation, supreme court
decisions, state court
decisions, and other pertinent information pertaining to the legal
parameters of educating students with disabilities. In addition,
this workshop will
allow the participants an opportunity to interact with peers/colleagues
regarding the “need” to incorporate this throughout one’s
professional career. This course is aligned with state and national special
education
standards that include Illinois Common Core 1,3 and LBS I 1,3; CEC
Common Core 1,8 and CEC Individual General Curriculum 1,8.
54-567—54-570 Workshops in Education: Selected Topics (1)
A series
of workshops covering topics of interest and importance to persons
in the education profession.
54-571 Instructional Strategies and Learning Communities for
Teaching Reading and Integrated Language Arts, 4-12 (3)
This course examines
the theories and practices appropriate for balanced reading and
language arts instruction
and assessment in grades 4-12. The emphasis of the course is on
functional techniques for improving student reading performance in
the upper
grades and incorporating reading into subject matter instruction.
Effective reading
and writing instructional strategies and assessments, including
those that address the specific needs of second language learners,
are modeled and practiced.
54-582 Internship in Special Education PreK-12 (5)
This course
is a sixteen (16) week supervised internship in special education
settings, including
eight (8) weeks in elementary and eight (8) weeks in secondary
settings.
This experience includes observation, planning and supervised
student teaching of students with exceptionalities in schools, institutions
or other facilities
under the direct guidance of an appropriately certified professional.
prior teaching certification and currently employed
in special education
setting. Prerequisite: Evidence of successful completion of the
appropriate State of Illinois test in the content area and the
Assessment of
Professional Teaching must be received in the College of Education
at least 30 days prior
to the beginning of the student teaching semester in order to
be
allowed to student teach.
54-584 Student Teaching in Special Education PreK-12 (5)
This
course is a sixteen (16) week supervised internship in special
education settings, including eight (8) weeks in elementary and
eight (8)
weeks in secondary
settings. This experience includes observation, planning and
supervised
student teaching of students with exceptionalities in schools,
institutions or other
facilities under the direct guidance of an appropriately certified
professional. Prerequisite: Evidence of successful completion
of the appropriate State
of Illinois test in the content area and the Assessment of
Professional Teaching must be received in the College of Education
at least 30 days prior to the
beginning of the student teaching semester in order to be allowed
to student teach.
54-585 Instructional Planning and Performance Based Assessment
(3)
The focus of this course is on developing curriculum
using an understanding by design framework. Students will understand
the three-step process
to develop standards-based curriculum for Pre K-12 learners.
Emphasis will be on enduring
understandings, performance-based assessments and learning
experiences.
54-597 Independent Study (1-3)
This course is a study or
project done under the direction of a member of the Special
Education Department, College
of Education. Prerequisites: Consent of Department Chair
and
completion of the Independent Study form.
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