Participants will apply and integrate innovative teacher leadership and instructional coaching during an on-the-job experience grounded within their school districts and/or community. Participants will be challenged to think critically about their leadership/coaching roles and to extrapolate the experience to future leadership/coaching issues within their individual school districts. Prerequisites: 505, 506, 507.

Internet-based course. May be repeated for credit.

This course includes a study of the role of the supervising teacher in the student teaching program. Attention will be given to the development of understandings and skills essential in working effectively with student teachers and in improvement of instruction.

This course will address the psychological, motivational, and linguistic foundations of the reading and writing process including language acquisition, and the histories of reading pedagogy. Students will understand the major components of reading including: comprehension, vocabulary, word identification/sight words, fluency, phonics, and phonemic awareness. Participants will develop and understanding that reading involves highly complex processes by which children learn to speak, read, and write.

Principles of corrective reading instruction, diagnostic instruments and procedures, effective strategies, and materials for correcting reading difficulties in grades K-8 from individual to group and from formal to informal to alternative are covered. Profienciency in prescribing and communicating corrective instructional reading and writing plans and activities to support children's reading and writing development will be studied. Restricted to students admitted to reading licensure/endorsement program.

Principles of corrective reading instruction, diagnostic instruments and procedures, effective strategies, and materials for correcting reading difficulties in grades 5-12 from individual to group and from formal to informal to alternative are covered. Profienciency in prescribing and communicating corrective instructional reading and writing plans and activities to support children's reading and writing development will be studied. Restricted to students admitted to reading licensure/endorsement program.

Development of the basic concepts for the creation of a quality managed classroom. Three critical areas of quality management will be explored: 1) building a quality classroom work, 2) defining quality classroom work, 3) creating quality classroom relationships.

Development of a knowledge base and the skills necessary to help students become high quality self-assessors. Strategies to move from inspectorship management to student self-management will be developed. Principles of Control Theory will be introduced to assist students in taking more effective control of their lives.

The relationships between the teacher and her/his students, between students and their work, and between the students themselves have a direct effect on the amount of learning that takes place. This class focuses on teaching effective problem-solving strategies using the Choice Theory communication model. This model helps students take more responsibility and ownership over their learning and behavior. It also helps them to be more successful in all the areas of their lives.

Participants will examine instructional practices that are proven to have the greatest impact on student learning and achievement. Participants will learn skills and strategies associated with seeking and engaging in non-evaluative, reflective communication with colleges. Techniques essential to fostering a culture that embraces learning, innovation, trust, and partnership will be examined.