Understanding the roles of leadership in literary instruction will be the core focus of this course. This course will emphasize specific literacy leadership skills for K-12 reading programs. Participants will develop an understanding of leadership in professional development and program development, development of communication skills, and collaboration with stakeholders. Prerequisite: 590.
Disciplinary literacies are explored using dimensions of academic language. Through a sociocultural perspective on literacy, students will develop the knowledge and expertise necessary to teach K-12 learners to negotiate and interpret complex texts and other multimodal forms of linguistic expression and representation that are associated with distinct disciplines. A variety of research-based strategies and practices for effective instruction in disciplinary literacies are reviewed and studied.
Students will have experiences in working with school-age learners who struggle with reading. Students will conduct appropriate assessments, prescribe and carry out remedial education programs in reading. An electronic portfolio documenting proficiency in content standards culminates the experience. Prerequisites: 550, 568, 605, 640, 650, 681. Restricted to students admitted to the IA 148 reading endorsement program.
Students will have experiences in working with school-age learners who struggle with reading. Students will conduct appropriate assessments, prescribe and carry out remedial education programs in reading. An electronic portfolio documenting proficiency in content standards culminates the experience. Prerequisites: 551, 568, 605, 640, 650. Restricted to students admitted to the IA 149 reading endorsement program.
The focus of this course is the literacy development of the birth- 8-year-old child. The course covers the developmental process of literacy acquisition, including oral and writing language development and the use of appropriate methods, models, and strategies for encouraging literacy growth. Early literacy concepts of phonemic awareness, word identification, phonics, vocabulary, fluency, comprehension, cultural and linguistic diversity, and language differences and delays are examined. The role of parents, community, and assessment tools will be explored.
This course is designed to provide teachers with a foundational knowledge of classroom management and behavioral intervention for mild to moderate behavioral challenges. It will also provide strategies to support teachers with diverse classes, including students with disabilities. Prevention and intervention strategies will be examined as outlined in multi-level systems of support (MLSS). Students will utilize behavioral assessments and will acquire resources for successful intervention with problem behaviors.
This course asks students to re-examine their role as one who generates change in the education system by engaging in self-reflection and self-assessment of his/her current classroom best practices. In addition, students will be asked to develop a plan for future professional growth and development, including their pedagogical strengths and their opportunities for improvement. Students will develop of professional development plan as their path to continuous improvement as an educator.
Effective educational leaders are skilled with interpretation and application of educational research in their local contexts. This course introduces educators to the foundations of educational research and enables them to think strategically when examining the literature about a problem of practice. Students will develop an awareness of the APA's conventions of writing and citation practices that are used across the social sciences. The course culminates with students writing a formal literature review that investigates a self-selected problem of practice.
This course embodies two discipline principles articulated in four areas: philosophy of human behavior, proven prevention factors, behavior change, school-wide and classroom response to disruptive behavior.
In this course, students will be introduced to exceptional learners, and investigate instructional practices that can be used in general education classrooms to improve outcomes for students with and without disabilities. The course will focus on educating students in the least restrictive environment (LRE), and will learn to utilize differentiated instruction to meet the needs of all students. Models of co-teaching will be examined, as well as cooperative learning, heterogeneous grouping, multicultural education, social skills training, and technology applications.