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. Scientifically-based research will be analyzed and instructional strategies to address ranges of individual differences, reading difficulties, reading disabilities, and diversity in learning to read and write will be foci of this course.

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 childrens 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 childrens 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.

Participants will examine their own values, beliefs, ethics, and character to learn to lead with integrity, as they develop the skill of inspiring others to learn more, to do more, and to become more. Cultural sensitivity and awareness of the implications of varying experiences and ethnicities will be discussed. Cultivating a mind-set that supports servant leadership, social justice, and working for the common good will be integral components of this course.

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.

Internet-based course. May be repeated for credit.

This course will focus on the alphabetic code for the English language, including grammar, morphemes, graphemes, and phonemes. Academic language will be incorporated into the course, focusing on methods for subject matter content and curriculum adaptations and modifications.

This course will present strategies and methods for all elementary teachers working with English learners. The focus will be on using assessment data to appropriately plan for instruction for dual-language and ESL students. Topics will include nonsense words, research regarding reading, writing, speaking, listening, literacy, appropriate accommodations, and CCSS mastery.