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EDL 6101 - Clinical Performances In School Leadership I
This site-based internship is to provide students an experiential orientation into the components for fulfilling certification requirements toward TIER 1 Educational Leadership Certification. The practicum provides the infrastructure that bridges leadership practice with leadership theory as candidates acquire the skills, knowledge, and dispositions to make a positive impact on improving schools and student achievement. A minimum of 250 documented hours is required. (ISLLC ST 1-7).
Hours:
1
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EDL 6102 - Clinical Performances In School Leadership II
This site-based internship is to provide students an experiential orientation into the components for fulfilling certification requirements toward TIER 1 Educational Leadership Certification. The practicum provides the infrastructure that bridges leadership practice with leadership theory as candidates acquire the skills, knowledge, and dispositions to make a positive impact on improving schools and student achievement. A minimum of 250 documented hours is required. (ISLLC ST 1-7).
Hours:
1
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EDL 6103 - Clinical Performances In School Leadership III
This site-based internship is to provide students an experiential orientation into the components for fulfilling certification requirements toward TIER 1 Educational Leadership Certification. The practicum provides the infrastructure that bridges leadership practice with leadership theory as candidates acquire the skills, knowledge, and dispositions to make a positive impact on improving schools and student achievement. A minimum of 250 documented hours is required. (ISLLC ST 1-7).
Hours:
1
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EDL 6104 - Clinical Performances In School Leadership IV
This site-based internship is to provide students an experiential orientation into the components for fulfilling certification requirements toward TIER 1 Educational Leadership Certification. The practicum provides the infrastructure that bridges leadership practice with leadership theory as candidates acquire the skills, knowledge, and dispositions to make a positive impact on improving schools and student achievement. A minimum of 250 documented hours is required. (ISLLC ST 1-7).
Hours:
1
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EDL 7001 - School & Community
This course is designed to assist candidates in promoting community involvement among all stakeholders and acquiring the skills to communicate effectively with these audiences (ELCC 1.5 3.2). In addition, candidates will demonstrate the knowledge, skills and dispositions to collaborate with families and community members, respond to community interests and needs, and mobilize communicate resources to ensure student achievement and school improvement (ELCC 4.1, 4.2, 4.3). In particular, candidates will apply an understanding of community relations models, marketing strategies and processes, data-based decision-making, and communications theory to create frameworks for school, family, business, community, government, and higher education partnerships.
Hours:
3
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EDL 7002 - Managing Human Resources
This course is designed to assist candidates in increasing their knowledge and skills in organizational development and principles related to human resources management and current technologies that support management functions (ELCC 3.1). In addition, candidates will demonstrate the knowledge, skills and dispositions to (1) develop plans of action that focus on effective organization and management of human resources, giving priority to student learning, curriculum, and instruction; (2) manage time effectively and deploy human resources in ways that promote student achievement; (3) demonstrate the ability to involve staff in conducting operations and setting priorities using appropriate and effective group process skills to build consensus, communicate and resolve conflicts (ELCC 3.1, 3.2, 3.3).
Hours:
3
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EDL 7003 - Managing the Organization
This course is designed to assist candidates in increasing their knowledge and skills in organizational development and principles related to fiscal operations, school facilities, material resource management and current technologies that support management functions (ELCC 3.1). In addition, candidates will demonstrate the knowledge, skills and dispositions to (1) use problem-solving skills and knowledge of strategic, long-range, and operational planning including application of technology in the effective and equitable use of fiscal and material resource allocation and alignment that focuses on teaching and learning; (2) manage time effectively and deploy financial and materials resources in ways that promote student achievement; (3) optimize the learning environment by applying data driven decision-making with attention to indicators of equity and efficiency; and (4) manage classified personnel (ELCC 3.1, 3.2, 3.3).
Hours:
3
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EDL 7004 - Promoting Student Achievement
This course is designed to assist candidates in increasing their knowledge and skills as educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff (ELCC 2.1, 2.2, 2.3, 2.4). In addition, candidates will demonstrate the knowledge, skills and dispositions to assess their schools using the Georgia Assessment of School Performance Standards in these areas.
Hours:
3
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EDL 7005 - Sizing Up Ext Sch Environments
This course is designed to assist candidates in increasing their knowledge and skills in legal and ethical frameworks within which school leaders must operate to provide both a lawful and a humane school environment (ELCC 3.2, 5.1, 6.1). In addition, candidates will demonstrate the knowledge, skills and dispositions to: (1) apply policies, laws, and regulations enacted by local, state and federal authorities that affect schools, especially those that might improve social and educational opportunities (ELCC 6.1); (2) analyze and describe economic, cultural and diversity factors that impact schools; communicate with members of the school community concerning trends and issues and potential changes in the environment; and (3) advocate for programs and policies that promote equitable learning opportunities and success for all students (ELCC 6.1, 6.2, 6.3).
Hours:
3
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EDL 7006 - Leading & Evaluating Change
This course is designed to assist candidates in increasing their knowledge and skills in explaining various theories of change and conflict resolution and the appropriate application of those models to specific communities (ELCC 6.1, 6.3). In addition, candidates will demonstrate the knowledge, skills and dispositions to: (1) develop a vision of learning for a school/district that promotes the success of all students; (2) lead others through the change process; (3) use data-based research strategies and strategic planning processes that focus on student learning to inform the development of a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs (ELCC 1.2, 1.4).
Hours:
3
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EDL 7007 - Building Prof Learning Comm
This course is designed to assist candidates in increasing their knowledge and skills in developing professional communities of learners and leaders, in which the teachers and administrators in a school continuously seek and share learning and act on their learning. The goal of their actions is to enhance their effectiveness as professionals for the students’ benefit; thus, this arrangement may also be termed communities of continuous inquiry and improvement. Candidates will explore such questions as: What do professional learning communities look like and how do they function? Why are such learning communities important for both staff and students? How are learning communities introduced and developed in schools as a new organizational arrangement? (ELCC 1.1, 1.3, 1.5, 2.1, 2.2, 2.3, 2.4)
Hours:
3
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EDL 7008 - Special Education
This course is designed to assist candidates in increasing their knowledge and skills in the administration of special education services. In addition, candidates will demonstrate the knowledge, skills and dispositions to: (1) consider the ethics of care and justice in dealing with special education programs (ELLC 5); (2) become more informed about laws and policies that impact these programs (ELLC 3.6); (3) apply best practices in educating and disciplining students with disabilities (ELLC 2); and (4) model for staff the skills to be a Student Support Team Coordinator for staff and parents.
Hours:
3
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EDL 7101 - School Leadership Internship
The theory and practice of leadership and management is in transition. Decentralized organizational systems are replacing bureaucratic hierarchies, collegial leadership is supplanting authoritarian procedures, delegation and empowerment are displacing top down directives, talent pools from the total organization are replacing talent oligarchies, and quality is viewed as a generic process involving customer focus, worker expertise, process, data-based decision-making, and feedback. These developments substantially change role expectations for school leaders, and require of these leaders strong planning, organizational, communication, interpersonal, group process, problem-solving, and change process skills.
Hours:
2
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EDL 7102 - School Leadership Internship
The theory and practice of leadership and management is in transition. Decentralized organizational systems are replacing bureaucratic hierarchies, collegial leadership is supplanting authoritarian procedures, delegation and empowerment are displacing top down directives, talent pools from the total organization are replacing talent oligarchies, and quality is viewed as a generic process involving customer focus, worker expertise, process, data-based decision-making, and feedback. These developments substantially change role expectations for school leaders, and require of these leaders strong planning, organizational, communication, interpersonal, group process, problem-solving, and change process skills.
Hours:
2
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EDL 7103 - School Leadership Internship
The theory and practice of leadership and management is in transition. Decentralized organizational systems are replacing bureaucratic hierarchies, collegial leadership is supplanting authoritarian procedures, delegation and empowerment are displacing top down directives, talent pools from the total organization are replacing talent oligarchies, and quality is viewed as a generic process involving customer focus, worker expertise, process, data-based decision-making, and feedback. These developments substantially change role expectations for school leaders, and require of these leaders strong planning, organizational, communication, interpersonal, group process, problem-solving, and change process skills.
Hours:
2
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EDL 7104 - School Leadership Internship
The theory and practice of leadership and management is in transition. Decentralized organizational systems are replacing bureaucratic hierarchies, collegial leadership is supplanting authoritarian procedures, delegation and empowerment are displacing top down directives, talent pools from the total organization are replacing talent oligarchies, and quality is viewed as a generic process involving customer focus, worker expertise, process, data-based decision-making, and feedback. These developments substantially change role expectations for school leaders, and require of these leaders strong planning, organizational, communication, interpersonal, group process, problem-solving, and change process skills.
Hours:
2
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EDUC 5001 - Schools & Their Students
An initial study of current issues in the field of education, including preparation for understanding historical issues, legal and ethical consideration in teaching, curriculum concerns and topics specific to education in Georgia.
Hours:
3
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EDUC 5002 - Educ Psy & Human Development
This course is designed to prepare post baccalaureate teacher education students for the specific materials and curriculum experiences to follow. Emphasis is placed on the nature of the learner, human development as is relates to the learner, motivation, memory and learning theory. Pre-requisite: Admission to post baccalaureate Teacher Education program
Hours:
3
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EDUC 5003 - Inclusion and Assessment
This graduate level course is intended as an introduction to both those students with disabilities who are typically found in inclusion classes as well as the principles of sound classroom assessment. It is designed to develop understanding of the needs of diverse populations and show how these needs and principles apply to classroom decision making. Students will learn how to develop classroom assessments that are appropriate for the age and type of student and that match the objectives of instruction. Pre-requisite: Admission to post baccalaureate Teacher Education program
Hours:
4
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EDUC 5047 - Effective Tch Strategies Lab
This graduate level field lab is designed to provide preservice teachers with a hands on approach to the three roles and twelve competencies within the metacognitive model of the teacher education program. Students will be required to participate in classroom based activities which are designed to focus on their roles as decision- maker, facilitator and leader and which will serve to prepare them to assume the responsibilities inherent in the internship. Co-requisite: EDUC 6046
Hours:
2
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EDUC 5101 - Strategies For Effect Teaching
This course is designed to address effective instructional and management methodologies for students from diverse backgrounds in public school classrooms. Graduate students will research instructional practices, implications of disabilities and cultural background, the legal rights and responsibilities of teachers, students, and their families, collaborative models of teaching, and effective communication skills.
Prerequisite/Corequisite:
TCED with a score of 0 or higher
Hours:
3
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EDUC 5102 - Curriculum & Assessment
This course is an introduction to the principles of classroom assessment. The design and utilization of formal and informal assessment methodologies that support effective instruction will be explored as will the connection between curriculum and assessment. Graduate students will investigate standards and learn how to develop appropriate classroom assessments for individuals and groups. Students will create classroom assessments that are appropriate for the age and type of learner. In addition, interpretation of standardized test results and communication of assessment outcomes to students, administrators, and parents will be addressed.
Prerequisite/Corequisite:
TCED with a score of 0 or higher
Hours:
3
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EDUC 5103 - Instructional & Behavioral Mgt
This course is designed to provide future teachers with the knowledge and skills required for designing and implementing systems that support student achievement and cognitive, social, and emotional development in diverse settings. Emphasis will be placed on establishing effective habits of a professional teacher, positive teacher-student and teacher-parent relationships, creating positive classroom communities, and prevention and intervention with misconduct.
Prerequisite/Corequisite:
TCED with a score of 0 or higher
Hours:
3
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EDUC 5104 - Teaching Diverse Learners
This course is an introduction to the social, cultural, economic, gender, legal, exceptionalities, and other factors influencing the provision of successful learning opportunities for diverse students. Graduate students will examine both current trends and historical foundations regarding these factors, especially as they impact the selection and implementation of curricula. Students will also integrate curricular, assessment, and management skills as they support learning for diverse populations.
Prerequisite/Corequisite:
TCED with a score of 0 or higher
Hours:
3
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EDUC 5105 - MAT Practicum/Internship
Basic techniques in the effective guidance of learners in P-12 grades & in various instructional materials adapted for use at these levels are studied. Directed observation and internship in the schools is requited for about seven weeks from each school’s opening time until noon. Pre-requisite: Admission to Teacher Education Program
Prerequisite/Corequisite:
TCED with a score of 0 or higher
Hours:
6
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EDUC 5106 - MAT Internship
This course is designed to provide future teachers with the knowledge and skills required for designing and implementing systems that support student achievement, cognitive, social and emotional development in diverse settings. Emphasis will be placed on establishing the effective habits of a professional teacher, teacher student relationships and teacher-parent relationships, creating positive classroom communities and prevention and intervention with misconduct.
Hours:
3
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EDUC 5107 - MAT International Internship
This course is designed to provide future teachers with the knowledge and skills required for designing and implementing systems that support student achievement, cognitive, social and emotional development in diverse settings internationally. Emphasis will be placed on establishing the effective habits of a professional teacher, teacher student relationships and teacher-parent relationships, creating positive classroom communities and prevention and intervention with misconduct. Students will have the opportunity to observe study and compare educational systems internationally.
Hours:
3
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EDUC 6000 - Special Problems in Education
This course can serve as an elective for graduate students in all majors. The content must be faculty approved . Pre-requisite: Admission to Graduate Studies
Hours:
3
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EDUC 6001 - Educational Research
Research concepts and skills are taught through the interpretation and application of reported research. Emphasis will be placed on action research in schools and developing a proposal for a research project within a school setting.
Hours:
3
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EDUC 6002 - Leadership Effective Schools
This graduate course is designed to enhance the existing skills for those who serve as P-12 school practitioners. Students will develop an awareness of boarder issues related to classroom teaching in order to effect positive change at the school and district level. Ethical and legal issues in education will be examined. Emphasis will be placed on the conceptual model of teachers as leaders, facilitators, and decision makers in the classroom and beyond.
Hours:
3
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EDUC 6003 - Educ Decision Making 21st Cent
A course which focuses on decision making models in education. Current theories in decision making models will be examined as they apply to education practice.
Hours:
3
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EDUC 6004 - Per/Interagency Strat Success
This course attempts to foster collaborative skills among teachers, and between teacher and student, community, parents and support professionals. Application to the graduate students work-site will be emphasized.
Hours:
3
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EDUC 6005 - Prob in Educational Psychology
This course can serve as an elective for graduate students in all majors. The content will vary according to the needs of students, availability of qualified personnel, and the relevancy of the topic.
Hours:
1 - 3
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EDUC 6012 - Values in Education
Teachers and the curriculum explicitly and implicitly communicate values to students. This course explores the area of values in education and considers how schools and teachers develop values in young people, not as a separate activity within schools but as an aspect of education. Individuals will be introduced to philosophical, historical and comparative perspectives of values and ethics in education as they relate to the expectations of education and education of the whole child. Through case studies and readings, the course will examine practical issues surrounding values in education.
Hours:
3
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EDUC 6023 - Social Studies for Teachers
This integrated social studies course is designed for teachers. Topics considered include responsibilities of family membership, occupations, business and industry, taxation, local government functions, ways of communications and cultures other than that of the USA.
Hours:
3
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EDUC 6041 - Educational Technology
This course explores the implications of learning theory upon the development and use of instructional materials. Extensive laboratory work will be included.
Hours:
3
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EDUC 6046 - Effective Teaching Strategies
This course is designed to instruct students in methods of enhancing the public school curriculum. Students will study the forces at work in the community and learn how to use the community to benefit the school curriculum in such diverse areas as language arts, social studies, and the arts and sciences.
Hours:
3
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EDUC 6061 - Leadership Science Educ K-8
This course focuses on content methods and materials for teaching P-8 science. The perspective is constructiveness and learning cycle based on the content is drawn from the early childhood and middle school curricula.
Hours:
3
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EDUC 6101 - Advance Educational/Assessment
The use of assessment data to identify instructional adjustment related to teacher practice as well as student learning will be developed in this course. Teachers will work collaboratively to plan, implement, and evaluate database assessment systems designed to accommodate the learning needs of diverse students. Evaluation measurement theory will integrate the effective utilization of standardized testing data in the construction of learning outcomes and consider various forms of formative and summative assessment that informs instructional practices.
Prerequisite/Corequisite:
TCED with a score of 0 or higher
Hours:
3
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EDUC 6102 - Instructional Leadership
This course emphasizes knowledge and skills required for effective curriculum development. Teachers will develop long-term maps of curricular components that include identification of critical concepts, incorporation of standards, analysis of data, instructional routines that support literacy development, research-based effective practices, and monitoring of student progress.
Prerequisite/Corequisite:
TCED with a score of 0 or higher
Hours:
3
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EDUC 6103 - Diversity & Differentiated Ins
Teachers in this course will explore the learning characteristics and needs of diverse student populations. Teachers will examine the social, cultural, and educational factors influencing the provision of successful learning opportunities for diverse students. The course will require that teachers demonstrate the ability to plan, implement, and effectively evaluate differentiated instruction, as well as provide support for a variety of instructional needs.
Prerequisite/Corequisite:
TCED with a score of 0 or higher
Hours:
3
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EDUC 6200 - Economics Educ for Teachers
This course is designed to fulfill Georgia Law requiring the teaching of Economics in public schools. Specifically, this course explores how and why economics strengthens the social studies curriculum in multiple grade levels. While strengthening basic economics knowledge, this course demonstrates the useful integration of economics into teaching such subjects as history, geography, government, environmental issues, and personal decision making.
Hours:
3
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EDUC 6201 - Effective Teachers
This course examines the concepts, principles, theories, and research that supports the tenets of the middle school philosophy as well as current trends in middle level education. A primary focus of this course will be the unique nature and development of the middle level learner. Candidates in this course will analyze their own practice, investigate the impact of media on young adolescent developmental issues, and generate research based professional resources.
Hours:
3
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EDUC 6202 - Trends & Issues Middle Lev Edu
This course examines the concepts, principles, theories, and research that supports the tenets of the middle school philosophy as well as current trends in middle level education. A primary focus of this course will be the unique nature and development of the middle level learner. Candidates in this course will analyze their own practice, investigate the impact of media on young adolescent developmental issues, and generate research based professional resources.
Hours:
3
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EDUC 6203 - Enhncing Instrctn-Emerging Lit
This course emphasizes the integration of evolving, technological forms of communication within content instruction. Teachers will develop strategies that allow students to explore and communicate knowledge using a variety of developmentally appropriate formats. In addition, participants in this class will engage in professional development activities designed to improve instruction in their classroom and their school community.
Hours:
3
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EDUC 6204 - School Law/Comm & Advocacy
This course is designed to introduce the practicing educator to basic ethical and legal concepts, laws, and significant court decisions related to schooling in America. Laws based upon the United States Constitution will be addressed in addition to important laws and policies of the State of Georgia. Topics include teacher employment rights, student rights, special education law, community support services, religion and the public school, and teacher liability. The role of the Georgia Professional Standards Commission and Code of Ethics for Educators will be examined. Additionally, this class will focus on leadership, professional development, and mentoring.
Hours:
3
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EDUC 6400 - Introduction to Educational Research
The Introduction to Research graduate level course will introduce students to the definitions, design methods, and applications of empirical research. From the perspective of a teacher-scholar, the student will consider how formal inquiry informs one’s practice and the education of K-12 learners. As a teacher-scholar, the student will answer the essential question, “What interests and concerns me as a teacher in my practice and my field?” Course content includes issues in research, research as a change agent, and types of inquiry. Prerequisite: Admission to Graduate Teacher Education Program.
Hours:
3
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EDUC 6401 - Research in Effective Teaching
The Research in Effective Teaching graduate level course provides students an understanding of the role of research in defining and instructing on best practices for the classroom. As a teacher-scholar, the student will identify, locate, and read a variety of sources from the research literature, discerning whether the readings are scholarly and professional, support the student’s research questions and relevant to the student’s practice as a classroom teacher. Students will design and conduct a formal literature review. As a teacher-scholar, the student will answer the essential question, “What have other education professionals discovered and reported on topics and problems that concern me as a teacher in my practice and my field?” Prerequisite: Introduction to Educational Research.
Hours:
3
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EDUC 6402 - Educational Research Methodology
The Research Methodology graduate level course will assist students in the design of a professional inquiry research project and guide the process required for successfully completing an approved project. As a teacher-scholar, the student will identify and appropriately implement the stages and stage components of research. The student will investigate identified needs for teaching and learning and secure approval for “participation of human subjects” from the University’s Institutional Review Board. As a teacher-scholar, the student will answer the essential question, “How do I go about answering the questions on topics and problems that concern me as a teacher in my practice and my field?” The student will learn quantitative and qualitative research methodology and data analysis, and then they will design an empirical research study to be detailed in a formal written proposal.
Prerequisite/Corequisite:
Prerequisite: EDUC 6400 with a grade of C or higher
Hours:
6
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EDUC 6403 - Educational Measurement
The Educational Assessment and Measurement graduate level course will assist students in analyzing assessment data collected from K-12 education settings and in order to complete an empirical research study. The course will also assist the student to complete the measurement component of the student’s approved research project, specifically the contexts, collection, organization, analysis, and report of data. As a teacher-scholar, the student will collect and analyze data in the attempt to answer his or her identified research questions and possibly solve professional problems in teaching and learning, identify education trends, and suggest applications for teaching and learning. As a teacher-scholar, the student will answer the essential question, “What have I found that concerns me as a teacher in my practice and my field?” Prerequisite: Research Methodology.
Hours:
3
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EDUC 6500 - Cognition and Learning
The cognition and learning graduate level course is designed to introduce students to advances in learning theories and human development as applicable to K/12 learners. Course content includes theories of cognition, motivation, student differences, and human development across cultures. Classroom ecology and environment is examined with focus on the impact of school, family, culture, community, and world connections. Prerequisite: Admission to Graduate Teacher Education Program.
Hours:
3
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EDUC 6501 - Diff Inst:Group Stud Targ Need
This course provides an overview of differentiating instruction for all students in order to target individual needs.
Hours:
1
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EDUC 6502 - Read Writ Content, Grd 7-12
This course assists teachers in their ability to guide middle and high school students through content-area reading material. Students consider ways to develop vocabulary and concept learning and ways to activate prior learning and engage students. Students also learn meaningful ways to integrate writing into content area instruction.
Hours:
1
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EDUC 6503 - Classroom Acc & Modifications
This course explores accommodations and modifications for special learners within the Least Restrictive Environment (LRE) and enhances regular and special educators’ understanding of how best to address the individual needs of special learners. Cases and readings focus on the creation of appropriate accommodations and the integration of accommodations into a general education classroom.
Hours:
1 - 3
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EDUC 6504 - Teach Across Content Areas
This course concentrates on interdisciplinary teaching and learning in elementary, middle, and high schools. Witnessing and discussing a range of cross-curricular activities and classes, participants will develop an understanding of the benefits, challenges, and essential components of effective integrated instruction.
Hours:
1
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EDUC 6505 - Span Spec:Diff Inst Incl Class
Working in the inclusive classroom provides rich opportunities for both teachers and students to understand and embrace differences. Along with these opportunities comes the need to reach a broad range of students with different abilities and readiness. This module provides insight into related issues and strategies for reaching all students - including special education, general education, and gifted education students - in the inclusive classroom setting.
Hours:
1 - 3
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EDUC 6506 - Diff Instr Add Cult, Learn Sty
Our cultures, learning styles, and various intelligences affect the ways we teach and learn. In this course, participants will first gain an understanding of the ways these factors influence their instructional decisions. Next, working from their own preferences, course participants will broaden their instructional approaches to provide opportunities for learning that match students’ differing needs.
Hours:
1
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EDUC 6507 - Design & Add Tech-Enhan Lesson
Technology has the power to revolutionize how we teach and broaden what our students learn. This course explores how technology supports learning and enables teachers to develop, teach, and assess effective technology-enhanced lessons.
Hours:
3
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EDUC 6508 - Midd School Math Topics
Participants will identify key mathematical concepts in middle school mathematics curriculum content: number sense and operations, algebra, geometry, measurement, and data analysis and statistics. Participants will also explore the NCTM process standards to develop additional instructional skills necessary for teaching middle school mathematics.
Hours:
1
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EDUC 6509 - Secondary Math Methods
Course participants will focus on secondary math instructional methods and their application in mixed-ability classrooms. Using NCTM and Sunshine State standards as a guide, participants will develop additional instructional skills to design, implement, and assess elementary math lessons. Participants will examine ways to apply these methods in their own teaching practice.
Hours:
1 - 3
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EDUC 6510 - Class Mgnt Work w/Child w/Chal
This course examines behavior management practices within general and special education classrooms. Course participants will explore behavior management strategies for special learners with a range of disabilities and will develop instructional skills to promote student responsibility for appropriate behavior.
Hours:
1
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EDUC 6511 - Using Data to Dr Instruction
The standards movement, its challenges, and the ways data can be used to guide and evaluate educational programs are explored in this course. Case studies illustrate and engage educators in some of the most difficult aspects of teaching: accountability and the effective use of data. Course participants will learn simple strategies for making sense of their own data to will enliven their teaching and empower their students.
Hours:
1 - 3
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EDUC 6512 - New Teach Class & Behav Mgnt
This course supports new teachers as they develop specific classroom and behavior management strategies. Course participants will collaborate to develop appropriate responses to challenges presented in the cases and then work to refine their own classroom practices to better understand and match student needs and to address chronic behavior challenges.
Hours:
1
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EDUC 6513 - Read to Learn:Flue & Comp
This course is based on the understanding that fluency enables comprehension, and that good readers are purposeful and active. Course participants learn important foundational information about fluency and comprehension instruction. The course presents the components of effective comprehension lessons and various strategies for building fluency.
Hours:
1
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EDUC 6514 - Narrow the Ach Gap by Add Div
This class will prepare students to implement strategies that will support all learners.
Hours:
1
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EDUC 6515 - Curriculum Design and Evaluation
The Curriculum Design and Evaluation graduate level course is designed to evaluate and improve school-based curriculum aligned to local, state, and national content standards. Philosophical, theoretical, and international themes will be investigated. Additional emphasis will be placed on interdisciplinary content, research-based instructional models, and technological approaches. During this course, candidates will gain leadership skills in order to advocate for and implement change based on school related needs. Prerequisite: Admission into the Teacher Education Graduate Program and completion of EDUC 6500 with a grade of C or above.
Hours:
3
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EDUC 6516 - Elementary Math Models
This course is designed to support both new and experienced elementary math educators in refining and focusing their instructional skills. Close examination of National Council of Teachers of Mathematics standards along with state and local requirements will serve as a springboard for designing and implementing developmentally appropriate math lessons using manipulatives, technology, problem solving strategies, and ongoing assessment to improve student learning.
Hours:
1 - 3
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EDUC 6517 - Literacy Differentiation
The course provides teachers with an introduction to the professional knowledge and application skills critical for differentiating literacy instruction. Using case studies in a collaborative, online environment, participants will learn to differentiate instruction for diverse learners, including students who receive gifted and special education services and students for whom English is a second language. Participants will design a unit that reflects the principles of differentiated instruction.
Hours:
1 - 3
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EDUC 6518 - From Sounds to Print: Phonics
Phonemic awareness and phonics skills are critically linked to reading achievement. This course focuses on the developmental continuum of these skills, as well as recommended assessment procedures and instructional strategies associated with both. The characteristics of phonemic awareness and phonics instruction for second language learners are also explored. Last, course participants learn to evaluate phonemic awareness and phonics curricula for elements critical for student success.
Hours:
1 - 3
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EDUC 6519 - Instructional Delivery
The Instructional Delivery graduate level course is designed to enhance instructional practices for learners in grades K-12. The candidates in this course will identify specific school/community-based demographics as well as research-based strategies; culturally responsive and developmentally appropriate pedagogy; levels of differentiation; and relevant content resources to improve their own professional practice. Prerequisite: Admission into the Teacher Education Graduate Program and completion of EDUC 6501 with a grade of C or above.
Hours:
3
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EDUC 6520 - Intro to Imaginative Learning
What is imaginative learning? Why should my students study works of art? Why is it important? In this introductory course, participants will explore the answers to these questions through an experiential workshop around ‘Ghostcatching’ a work of art choreographed and performed by Bill T Jones in collaboration with digital artists Shelley Eshkar and Paul Kaiser and through the Capacities for Imaginative Learning, which are a set of possible outcomes that may occur when aesthetic education is used in the study of an artwork. Aesthetic education is the basis of Lincoln Center Institute’s approach to teaching and learning.
Hours:
1 - 3
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EDUC 6521 - Tchg for Imaginative Learning
Now that you have some idea of imaginative learning through aesthetic education, its practice and possible outcomes, you are ready to learn more about how Lincoln Center Institute approaches creating curriculum. In this course, you will explore how the Institute plans its instructional units, including the use of multimedia and multidisciplinary resources to deepen your connections to ‘Ghostcatching’. You will utilize what you have learned in the introductory course, as well as view the work of Institute teaching artists and teachers in elementary, middle and secondary education to help you understand this unique approach to curriculum that opens possibilities for learning.
Hours:
1 - 3
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EDUC 6522 - Integrating Curric & Pedagogy
In the past two courses, you have been introduced to imaginative learning, the study of works of art, and the Lincoln Center Institute’s process for creating curriculum. Prior to trying this work on your own, we’d like you to spend time creating truly rich lessons that connect to your curriculum and your students’ lives in a variety of ways. We will also introduce you to ‘Guiding the Noticing’ an important part of LCI’s teaching practice so you can begin to think about how to integrate your curriculum and pedagogy to foster imaginative learning.
Hours:
1 - 3
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EDUC 6523 - Imaginative Lrng in the Clssrm
In this final course in Lincoln Center Institute’s series, you get the chance to try out what you’ve learned in the previous three courses with the guidance of the course facilitator and the support of your online learning community. Experiment with bringing ‘Ghostcatching’ to life in your classroom, reflect on what you and your students have learned, and set out to bring imaginative learning through aesthetic education on a regular basis. The only limit is your own imagination.
Hours:
1 - 3
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EDUC 6524 - Curric Design & Supervision
This course provides educators and future administrators with knowledge of curriculum design and how curricular initiatives can be implemented and evaluated. Participants will reflect on issues and trends related to curricular alignment and pacing as well as understand the relationship among curriculum, instruction and student understanding.
Hours:
3
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EDUC 6525 - Diff Instruction for Gftd Lrnr
Course participants will examine rationales for differentiating instruction to meet the needs of gifted learners, including those from diverse backgrounds. They will investigate and apply strategies for differentiating the content, process, products and learning environment in response to varying learner readiness, interests and learning profiles. In addition the instructional and leadership skills needed to support and encourage differentiation in today’s schools will be explored. Using the cases as a launching point, teachers will be given the opportunity to participate in online collaboration regarding beliefs, best practices, challenges, current research and ways to apply this information to their own teaching practice.
Hours:
3
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EDUC 6526 - Educ that is Multicultural
Education That Is Multicultural focuses on fine-tuning teaching strategies in order to meet the needs of diverse learners. Closely related to Multicultural Studies, ETM, as adopted by the Maryland State Department of Education, provides a structured approach for understanding contemporary education issues, addressing curriculum and education materials with an eye on diversity and developing teaching and assessment strategies targeting the achievement gap and diverse student needs.
Hours:
3
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EDUC 6528 - ESOL Instructional Strategies
This course provides educators with the knowledge and skills to evaluate, develop and implement appropriate curricula that support the language development of English Language Learners (ELLs). It includes a general overview of curriculum design, the basics of second language curricular needs and how to adapt instructional strategies for grade level content curriculum for ELLs. Different types of research-based instructional delivery models will be explored and teachers will gain proficiency in differentiating instruction based on language acquisition phase to ensure linguistic and academic success.
Hours:
3
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EDUC 6529 - Foundations of Education
This course provides an overview of the cultural, sociological, political and historical underpinnings of the American education system. Participants will review local, state and national policy, legislation and regulations pertaining to PreK-12 education. Participants will reflect upon how these concepts drive instructional practices in today’s challenging classroom environment. Using the cases as a launching point, teachers will be given opportunities to engage in online discussions, journal reflections and workbook assignments focusing on beliefs, best practices, challenges, current research and classroom applications.
Hours:
3
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EDUC 6530 - Group Dynamics
This course examines the principles and dynamics of group interaction in educational settings. Participants will reflect on their personal leadership style by examining key concepts of leadership and strategies for effective leadership. Participants will develop a personal leadership vision and will integrate their knowledge and understanding of human behavior to create a collaborative work culture within their school environment.
This course is based on the Interstate School Leaders Consortium (ISLLC) Standards and targets ISLLC Standard I: ‘Facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community.’
Hours:
3
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EDUC 6531 - Growing Wds: Enlivening Vocab
Vocabulary instruction plays an important role in reading proficiency and in an effective literacy program. Course participants learn about the different types of vocabulary, fostering word consciousness, modeling robust vocabulary, vocabulary assessment, and creating environments that encourage vocabulary growth. Educators will explore and practice a variety of strategies to provide repetition and multiple exposures to interesting words.
Hours:
3
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EDUC 6532 - HELP-Hip Hop as Educ Lit Prgm
Our cultures, learning styles, and varied experiences affect the ways we teach and learn. Connecting with students and valuing what each individual brings to the classroom are keys to ensuring that all students achieve at high levels. In this course, participants will gain an understanding of the ways context influences both instruction and learning in the classroom. Through the use of case studies, a 5-step problem-solving method, collaboration and reflective practice, course participants will explore new methods of culturally responsive teaching and differentiated instruction geared toward students of all learning styles and multiple intelligences. New knowledge, skills and attitudes will enable participants to better serve their increasingly diverse students.
Hours:
3
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EDUC 6533 - Human Resource Mgmt
This course provides an introduction to human resource management within
PK- 12 schools. Future school administrators will have the opportunity to examine both the theories and practices related to the staffing of schools to ensure that all students learn at a high level of achievement. Course participants examine the current challenges, legal aspects and interpersonal relationships necessary to influence the hiring and retention of effective school personnel.
Hours:
3
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EDUC 6534 - Ind w/Disabilities Act
This course addresses legal trends and issues related to the Individuals with Disabilities Education Act (IDEA), including the identification process that schools must follow: child study, assessment, eligibility, IEP development, and placement. Educators will analyze the legal requirements as defined in IDEA, specifically, the Free and Appropriate Education (FAPE) requirement, the Least Restrictive Environment (LRE) requirement, and the development of Individualized Education Plans (IEPs), and consider the changes of IDEA 2004. Using the cases as a launching point, teachers will participate in on-line discussions regarding the beliefs, best practices, challenges, and current research.
Hours:
3
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EDUC 6535 - Intro to Sch Administration
This course provides an introduction to school administration, including a basic knowledge of administrative doctrine and other concepts that inform and strengthen leadership behavior. Course participants will examine leadership skills and attributes and how those skills influence the variety of interrelationships and situations school leaders face. The challenges presented by the school setting and other environmental forces will also be discussed. Relationships with local, state and federal agencies will be investigated. Participants will reflect upon the practical applications of these critical theories.
Hours:
3
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EDUC 6536 - Math for Tchrs Online I
This course is designed to support both new and experienced elementary math educators in refining and focusing their content knowledge. Course participants will develop knowledge and instructional skills needed for teaching mathematics in Georgia schools. Participants will reflect upon the Georgia Performance Standards and Curriculum Framework to build content knowledge of the six strands that frame the curriculum: numbers and operations; measurement; geometry; algebra; probability; and, data analysis.
Course participants will review key mathematic concepts and develop classroom strategies, including the use of virtual manipulatives, to support them. Using cases and online resources as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and examine ways to apply them to their own teaching practice.
Hours:
3
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EDUC 6537 - Math Technology Integration
Course participants will develop instructional skills needed for integrating educational technologies into their existing math curriculum. Participants will reflect upon how technology enhances teaching and learning and prepares students for further study and professional work in the 21st century. Using cases and online resources as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice. Case studies present problem solving opportunities that involve course participants in revising and improving math lessons using technology.
Hours:
3
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EDUC 6538 - Models & Strat for Tchg Gifted
Course participants will examine and apply educational models and instructional strategies currently advocated for use with gifted learners. Course participants should develop an understanding of both theoretical and practical implications of the methods and strategies and learn how appropriate instructional approaches can contribute to developing learning environments that promote academic challenge and learner independence.
Hours:
3
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EDUC 6539 - Multicultural Ed Equ & Soc Jus
Multicultural education is not just about exploring various cultures in the classroom. It is also about addressing inequities, stereotypes, and the ways they filter down to our teaching practice. Course participants will examine the meaning of their cultural paradigm ( and that of their students) and its impact on the learning environment. Educators will investigate issues such as classroom management, assessment, and giftedness through the prism of culture. By building awareness of a variety of perspectives, participants will better understand how to maximize achievement and create a more equitable educational system for all students.
Hours:
3
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EDUC 6540 - New Tchrs: Chal, Insight & Sup
This course supports new teachers as they face the complex challenges of working in the classroom. Course participants will develop instructional skills and strategies to deal with behavior management, assessment, and collaboration issues. Participants will reflect upon how these concepts drive instructional practices in today’s challenging classroom environment. Using the cases as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice.
Hours:
3
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EDUC 6541 - Rdg to Lrn: Fluency/Comp
This course is based on the understanding that fluency enables comprehension, and that good readers are purposeful and active. Using developmental stages of reading development (emergent, beginning, and instructional), course participants first learn the different components of fluency, and strategies designed to develop accurate, fluid reading. Next, a sequence of comprehension instruction is covered, as well as critical comprehension strategies. Last, the course examines motivation/reading incentive programs designed to encourage students’ reading.
Hours:
3
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EDUC 6542 - Sch Admin Practicum
This course provides prospective school administrators the opportunity to participate in leadership activities within their school building. Students fulfill typical administrative duties assigned at the building level under the supervision of an experienced administrator. Through online collaboration with colleagues, students have the opportunity to discuss and reflect on their experiences, as well as receive feedback from the CaseNEX supervisor. This experience occurs over sixteen weeks.
Hours:
3
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EDUC 6543 - School Community Relations
How schools and communities relate to one another determines the overall success of the educational program. This course is designed to prepare school administrators to develop communication and outreach strategies geared specifically for their school communities. Course participants will develop and understanding that schools are part of the wider community; develop a public relations plan that will reach and enlist the support of diverse elements within communities; gain support for schools by presenting needs in positive ways; develop communication skills for internal and external audiences; use a variety of media tools; meet crises and solve conflicts with positive outcomes; and involve citizens in an “invitational” way. Each session emphasizes a practical application and use of communication skills for the student’s school community.
Hours:
3
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EDUC 6544 - School Finance
This course is an introductory course in school finance. Since funding is so varied from state to state, it will be personalized to the course participants’ local districts. It will include a review of the federal state, and local roles in school funding, the variety of funding options to include grants and non-profit sources, how budgets are built at the local district level, and how all funds should be allocated for the education of pupils and the maintenance and overall operation of the school district. Emphasis will be placed on the role of the school administrator to manage funds efficiently and to allocate resources on programs that improve student achievement.
Hours:
3
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EDUC 6545 - Science Tech Integration
Course participants will develop instructional skills needed for integrating educational technologies into their existing science curriculum. Participants will reflect upon how technology enhances teaching and learning and prepares students for further study and professional work in the 21st century. Using cases and online resources as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice. Case studies present problem-solving opportunities that involve course participants in revising and improving science lessons using technology.
Hours:
3
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EDUC 6546 - Secondary Science Methods
This course is designed to support both new and experienced secondary science educators in refining and focusing their instructional skills. Course participants will incorporate research and National Science Education Standards as they practice developing, implementing, and assessing secondary science lessons. Using case and on-line discussions regarding beliefs, best practices, challenges, current research, and ways to apply them on their own teaching practice.
Hours:
3
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EDUC 6547 - Special Pop of Gifted Lrners
This course will focus on traditionally underserved learners who possess unique characteristics and needs. Participants will explore issues related to the identification and development of appropriate educational services for gifted learners. Educators will analyze and apply research on best practices for differentiating instructional content, processes, and products. Participants will reflect on beliefs and challenges involved in meeting the needs of students with advanced learning capabilities while providing the effective implementation of gifted and talented education curriculum.
Hours:
3
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EDUC 6548 - Socio-Emotional Need for Gftd
Course participants will develop an understanding of the unique socio-emotional needs of gifted students and the implications of this framework for not only academic but also social success. Participants will examine the myths regarding gifted students and the expectations of teachers, families and the students themselves, along with the pitfalls that are a result of those myths. Finally, participants will apply current research on best practices for working with this unique group to their own teaching situation and explore ways to share this information with their colleagues.
Hours:
3
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EDUC 6549 - Standards & Assessment
The standards movement, its challenges, and the ways data can be used to guide and evaluate educational programs are explored in this course. Case studies illustrate and engage educators in some of the most difficult aspects of teaching: accountability and the effective use of data. Course participants will learn simple strategies for making sense of their own date to enliven their teaching and empower their students.
Hours:
3
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EDUC 6550 - Teaching Language Arts
This course is designed to assist elementary level teachers in the teaching of reading and language arts. We will focus on reading, writing, listening, and speaking. The emphasis will be on creating environments conducive to developing all students’ skill in the four language arts using research-based instructional strategies. The course also focuses on differentiating instruction for students of varying literacy levels.
Hours:
3
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