| |
| |
-
EDD 7204 - High Impact Teaching in Higher Education
The primary objective of this course is to prepare higher education instructors who will utilize high engagement practices in their classrooms including, but not limited to: Design of student presentations and writing assignments, problem based learning, utilization of peer review, cooperative collaborative and community-based learning, case studies and models for effective feedback. Theory and practice in course design, assessment, competency based protocols, scaffolding, and discussion techniques are also addressed.
Hours:
3
|
| |
-
EDD 7205 - Effective Course Design, Implementation, and Assessment in Higher Education
This course will address the theories and models of organizations and relevant to colleges and universities with attention to decision-making, leadership, change and internal and external factors that affect them. Students will examine research in best practice and analyze a number of existing institutional frameworks from different organizational perspectives including bureaucratic, collegial, political, anarchic, cybernetic, human relations and symbolic frameworks.
Hours:
3
|
| |
-
EDD 7210 - Historical and Contemporary Contexts of Community Colleges
The course examines the historical development of community colleges and the transfer function, growing importance of the transfer function as a mechanism of access, and brings students to the contemporary, multi-dimensional context of transfer pathways.
Hours:
3
|
| |
-
EDD 7211 - Transfer Student Communities
This course studies current issues, challenges and successes of diverse transfer student populations, with emphasis on understanding the overall educational experiences and barriers to success of transfer students. The course focuses on research related to historically marginalized communities and specific groups of transfer students, including first-generation college students, low-income students, student veterans, adult, adult re-entry students, and rural students.
Hours:
3
|
| |
-
EDD 7212 - Dimensions of Transfer - Pathways, Polices, and Practices
This course studies the historical development of the transfer function in the U.S. higher education system. The course explores traditional and contemporary pathways to transfer with an emphasis on national, state, and local policies and practices that enhance or constrain student mobility among the segments of higher education. The course focuses on concepts of accreditation, seamless transitions (guaranteed admission, associate degree transfer, local community college-to-university compacts), and articulation.
Hours:
3
|
| |
-
EDD 7213 - Transfer Program Assessment and Planning
This course studies foundational elements of administrative program assessment and planning with an emphasis on improving services, practices, and policies as they relate to transfer and transfer students. The course focuses on common assessment techniques for administrative programs, developing key performance indicators, and implementation of program improvement plans.
Hours:
3
|
| |
-
EDD 7300 - Ethics in Practice and Leadership
This course prepares the healthcare professional to guide patients, families, communities, and organizations through the complex maze of legal and ethical dilemmas. Through the philosophical study of morality as applied to biomedical ethics in current health care dilemmas, culturally sensitive and appropriate solutions will be derived. This course will a) provide a foundation in traditional ethics, bioethics, neuroethics, and eugenics and b) instruct students in how to apply ethics to contemporary issues in healthcare.
Hours:
3
|
| |
-
EDD 7301 - Health Informatics
This course introduces students to an introduction to multiple aspects of the information technology and systems used in healthcare settings. Throughout the course, students will investigate the different facets of health care data and information systems. The transformation of data into information and information into knowledge will be emphasized.
Hours:
3
|
| |
-
EDD 7302 - Theoretical Perspectives of Teaching and Learning
This course explores the theoretical underpinnings that provide the foundation for teaching and learning. A broad base of theoretical perspectives in developmental psychology and education as applied to the needs of learners are covered. A variety of strategies to meet the teaching needs of diverse learners in diverse learning environments are explored and evaluated. Professional standards to inform the practice of instructional designers and strategies to assess learning experiences from the standpoint of learner and instructor are investigated.
Hours:
3
|
| |
-
EDD 7303 - Outcomes Management Strategies for Improved Health Care
This course provides the foundation to conduct comprehensive outcomes management initiatives to improve health care. Theoretical models, analytic methods, and evaluation strategies will be explored and critiqued as they relate to outcomes management. Connections between nursing sensitive outcomes, outcomes management strategies and patient population characteristics in health care systems will be emphasized.
Hours:
3
|
| |
-
EDD 7304 - Healthcare Policy, Economics & Finance Development
This course explores the relationship of macro and micro economics to health care financing and policy development from regional, state, and global perspectives. Quantitative decision making models are examined, compared and contrasted with intangible aspects of decision making and policy development. Emphasis is given to financial management skills including project analysis, budgeting, variance reporting, revenue estimation, and financial risk management. Ethical inquiry addresses access to health care and utilization and dispersion of scarce resources.
Hours:
3
|
| |
-
EDD 7305 - Health of the Population
Exposes students to the current state of health and healthcare in the US and abroad with a focus on the disparities in healthcare that are present in underserved minority and rural populations. Students will become familiar with national trends regarding health improvement and will explore the etiologies, statistics, and implications of such trends. Students will build upon service-learning and volunteerism in this elective and participate in a service that targets underserved populations.
Hours:
3
|
| |
-
EDD 7400 - Community College and American Education
In this foundational course, students will learn about the history and development of the community college in the United States, including evolving goals, contributions, challenges, student populations, and the faculty and leaders who work in these institutions across the nation. Students will study policies and politics as related to community college development, particular in regard to equitable educational opportunity. In addition, students will study the design and development of community college programming and curricula.
Hours:
3
|
| |
-
EDD 7401 - The Adult Learner
In this course, students will gain an in-depth understanding of the characteristics of the adult learner in higher education (in contrast with young learners) and learning theories as they apply to this population and in the regard to varying social contexts. Students will be able to apply these characteristics and theories to teaching techniques to engage adult learners. Topics include ages & stages in adult development, characteristics of adult learners, adult learning/teaching styles, establishing instructor/learning relationships, overcoming barriers to learning, increasing adult motivation to learn, building problem solving & critical thinking skills, promoting self-learning in adults, enhancing knowledge through experiential learning, and dealing with diversity in the adult classroom.
Hours:
3
|
| |
-
EDD 7402 - Organization and Administration of the Community College
Students will engage in an examination of leadership and management concepts and practices in community college education, specifically the organization and management of community colleges required for the 21st century and current trends in administration. Readings will provide a framework for understanding community college organization, functional issues, and implementation strategies for programming and management. The course will provide students opportunities to enhance and develop personal perspectives/managerial philosophies relating to governance and decision making at the level of the community college and will require students to study models for managing change and ensuring quality.
Hours:
3
|
| |
-
EDD 7403 - Community College Budgeting, Finance, and Management
Students will learn about budgeting, finance, and overall management of the community college, particularly in regard to increasing student persistence and success in a climate of diminishing support for higher education. The course will provide an examination of institutional effectiveness and accountability at the level of the community college, with an emphasis on policies impacting finances and institutional resilience through external sources of revenue.
Hours:
3
|
| |
-
EDD 7404 - Institutional Assessment in the Community College Environment
An exploration of the criteria, indicators and processes by which institutions define and evaluate their effectiveness and use data to improve the quality of programs and services. Special emphasis is placed on the assessment of student learning outcomes, measuring student success (e.g., progress through developmental courses, persistence, transfer and graduation), program evaluations, and the role of regional accreditation. Ways in which community college leaders can engage in a broad array of organizational and administrative activities to build cultures of evidence are also examined.
Hours:
3
|
| |
-
EDD 7405 - Community College Advocacy, Advancement, and Entrepreneurism
An exploration of the process by which community college leaders advocate for their students and organization in the face of the challenges and opportunities in higher education today and the skills needed for successful advocacy. Topics include the use of argumentation, data, and presentation skills to develop and effectively present cases for support at the local, state, and federal levels. Discussion also covers the world of community college fund-raising and the potential of entrepreneurial ventures to help close the funding gap. Focus is on developing the skills to advocate and find support for equity and student success.
Hours:
3
|
| |
-
EDD 8000 - Independent Research
The primary objective of this course is to support candidates for the Ed.D degree in their dissertation project research. Students may enroll only with advisor permission.
Hours:
1-3
|
| |
-
EDGE 5003 - Methods/Assess Teaching Gifted
Advanced study of instructional and organizational strategies related to differentiation. Assessment issues & practices in identification of gifted individuals from diverse backgrounds will also be explored.
Prerequisite/Corequisite:
Prerequisites: EDGE 5001 and EDGE 5002
Hours:
3
|
| |
-
EDGE 6001 - Characteristics of the Gifted Child
Advanced study of the research related to the cognitive, social, emotional and achievement characteristics of gifted students from diverse backgrounds. Analysis of political, legal and socio-cultural factors influencing conceptions of giftedness and educational programs for the gifted will also occur. This course will address standards articulated by the Georgia Professional Standards Commission.
Hours:
3
|
| |
-
EDGE 6002 - Curriculum and Program Development for the Gifted
Advanced study of the design of research based curriculum models in gifted education. An emphasis is placed on highly differentiated culturally responsive programs with strong theoretical foundations. The course will address standards articulated for the Georgia Professional Standards Comm. and the Council for Exceptional Children (The Association for the Gifted Division).
Prerequisite/Corequisite:
Prerequisite: EDGE 6001 with C or greater
Hours:
3
|
| |
-
EDGE 6003 - Methods and Strategies for Teaching the Gifted
Advanced study of instructional and organizational strategies related to differentiation. Assessment issues & practices in identification of gifted individuals from diverse backgrounds will also be explored.
Prerequisite/Corequisite:
Prerequisites: EDGE 6001 and EDGE 6002 with grades of C or higher
Hours:
3
|
| |
-
EDGE 6004 - Assessment of the Gifted
Advanced study and application of assessment methods designed to prepare teachers for both classroom practices in assessment and identification/eligibility processes within Gifted Education. Students of this course will study a wide variety of quantitative and qualitative assessment measures used to evaluate student performance and place students in Georgia gifted programs.
Hours:
3
|
| |
-
EDL 6001 - Building Leadership Capacity in Schools and Communities
This course introduces the candidate to the research base that supports the knowledge and skills that effective principals need to know and be able to apply in K-12 schools. It has its central focus on collaborative vision building with all stakeholders, shared leadership, using data analysis to inform instructional effectiveness and increasing one’s instructional leadership skills. This course is also based on the increasingly important role of a school leader in identifying and developing teacher leaders in K-12 schools. School leaders need to be able to work with teacher teams effectively as well as cultivate the talents of teachers as leaders in various aspects of school life. This course explores the dynamics of teacher and community leadership development in schools today and how school leaders can be prepared to cultivate these important resources. (ISLLC ST 1,3,6)
Hours:
3
|
| |
-
EDL 6002 - Ensuring Meaningful Curriculum and Assessment for Diverse Learners
This course has its central focus on national, state, and local expectations to ensure that all students achieve mastery of curriculum objectives, and that local schools focus on implementing these requirements to increase student performance. A rigorous and relevant education is a product of effective learning, which takes place when standards, curriculum, instruction, and assessment interrelate and reinforce each other (Daggett, 2014). The value of state assessments is undeniable, but we cannot view them as the definition of academic excellence. This course explores the components and relationships that make up effective classroom instruction. Working on the assumption that effective classroom instruction is a necessary foundation for student achievement, school leaders need to know how to coach and monitor teachers use of effective curriculum leadership and instructional practices to meet the needs of all learners. (ISLLC ST 2,4,7)
Hours:
3
|
| |
-
EDL 6003 - Honing Instructional Leadership to Improve Student Learning
This course has its central focus on selecting and developing K-12 educators in order to promote high levels of student achievement and instructional capacity. Education is a people business with approximately 80-90 percent of a school’s operational budget invested in its staff. The influence of the principal is second only to the teachers in affecting student achievement. This course is designed to provide an understanding of the ways school leaders bring multiple resources such as teachers, parents, the community, programs, professional development, the schedule, and supervision together to focus on curriculum, instruction, and student achievement. Working on the assumption that effective classroom instruction is a necessary foundation for student achievement, school leaders need to know how to evaluate teachers’ instructional practices and design/select professional development programs. (ISLLC ST 2,3,5)
Hours:
3
|
| |
-
EDL 6004 - Managing School Operations and Resources to Promote Staff and Student Success
This course provides a systemic approach to leadership and management roles, responsibilities, opportunities, and challenges of school principals. It has its central focus on ensuring the effective and efficient management of the school to promote student social and academic learning that is characterized by supportive relationships and a culture of care. The principal fosters the success of the school community by supporting, managing, and overseeing the school’s organization, operation, and resources. Procedures involved in school funding are examined, as well as the role of the principal in implementing statutes, audits, procedures, and policies. Recruitment, selection, and retention of school personnel are also examined as they relate to state and federal law. (ISLLC ST 2,4,5,7)
Hours:
3
|
| |
-
EDL 6005 - Assessing Stakeholders Engagement and Legal/Ethical Principles
This course has its central focus on understanding and engaging families and the local community in promoting the success and well-being of staff and students. Strong community relations consist of staff members’ personal relations with colleagues, students, parents, and the larger community. This course is also designed to enable students to identify and apply legal principles that place limits on authority, define individual and school liability and inform standards of educational practice and public relations in school settings. The course includes readings offering an overview of key legal and ethical issues for school administrators and case scenarios designed for small group and/or individual analysis. Special emphasis is placed on the Georgia PSC Code of Conduct and the Ethics Assessment for Leaders. (ISLLC ST 4,6,7)
Hours:
3
|
| |
-
EDL 6006 - Developing a Culture of Data Driven School Improvement
A culture of data use can only develop if data usefulness and capacity are in place. A strong data culture results when an organization believes in continuous improvement and regularly puts that belief into practice. Schools and districts that have a strong data culture emphasize collaboration as a keystone for success, and they empower teachers and administrators to make decisions for which they are held accountable. This course builds expertise in using data for a variety of school-improvement purposes, including instructional decision-making in grades K-12. The focus of this course it to ensure that both school and district leaders develop a shared vision for data use and the inquiry process. The course explores the building of data teams at each level and the knowledge and skills needed to keep them productive. (ISLLC ST 1,5,7)
Hours:
3
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
EDL 8001 - Analyzing the Context of High and Low Performing Schools
This course/module is designed to enhance the knowledge and skill set of practicing educators currently in full time leadership positions at either the building or central office level. It is part of the TIER 2 Certification Program for those who hold a Master’s Degree in Education, Tier 1 Certification or hold a valid GaPSC Issued Standards Professional L or PL certificate in Educational Leadership and are seeking building level positions as principals or central office administrators.
Hours:
2
|
| |
-
EDL 8002 - Developing a Culture of High Learning Expectations
This course/module is designed to enhance the knowledge and skill set of practicing educators currently in full time leadership positions at either the building or central office level. It is part of the TIER 2 Certification Program for those who hold a Master’s Degree in Education, Tier 1 Certification or hold a valid GaPSC Issued Standards Professional L or PL certificate in Educational Leadership and are seeking building level positions as principals or central office administrators.
Hours:
2
|
| |
-
EDL 8003 - Building Instructional Leadership Teams
This course/module is designed to enhance the knowledge and skill set of practicing educators currently in full time leadership positions at either the building or central office level. It is part of the TIER 2 Certification Program for those who hold a Master’s Degree in Education, Tier 1 Certification or hold a valid GaPSC Issued Standards Professional L or PL certificate in Educational Leadership and are seeking building level positions as principals or central office administrators.
Hours:
2
|
| |
-
EDL 8004 - Analyzing Teacher/Curriculum Effectiveness for Professional Development Planning
This course/module is designed to enhance the knowledge and skill set of practicing educators currently in full time leadership positions at either the building or central office level. It is part of the TIER 2 Certification Program for those who hold a Master’s Degree in Education, Tier 1 Certification or hold a valid GaPSC Issued Standards Professional L or PL certificate in Educational Leadership and are seeking building level positions as principals or central office administrators.
Hours:
2
|
| |
-
EDL 8005 - Using Data to Focus School/District Planning and Improvement
This course/module is designed to enhance the knowledge and skill set of practicing educators currently in full time leadership positions at either the building or central office level. It is part of the TIER 2 Certification Program for those who hold a Master’s Degree in Education, Tier 1 Certification or hold a valid GaPSC Issued Standards Professional L or PL certificate in Educational Leadership and are seeking building level positions as principals or central office administrators.
Hours:
2
|
| |
-
EDL 8006 - Meeting the Standards: Analyzing Teacher Assignments/Student Work Samples
This course/module is designed to enhance the knowledge and skill set of practicing educators currently in full time leadership positions at either the building or central office level. It is part of the TIER 2 Certification Program for those who hold a Master’s Degree in Education, Tier 1 Certification or hold a valid GaPSC Issued Standards Professional L or PL certificate in Educational Leadership and are seeking building level positions as principals or central office administrators.
Hours:
2
|
| |
-
EDL 8007 - Building A Productive and Safe School Environment
This course/module is designed to enhance the knowledge and skill set of practicing educators currently in full time leadership positions at either the building or central office level. It is part of the TIER 2 Certification Program for those who hold a Master’s Degree in Education, Tier 1 Certification or hold a valid GaPSC Issued Standards Professional L or PL certificate in Educational Leadership and are seeking building level positions as principals or central office administrators.
Hours:
2
|
| |
-
EDL 8008 - Leading Change for School/Student Improvement
This course/module is designed to enhance the knowledge and skill set of practicing educators currently in full time leadership positions at either the building or central office level. It is part of the TIER 2 Certification Program for those who hold a Master’s Degree in Education, Tier 1 Certification or hold a valid GaPSC Issued Standards Professional L or PL certificate in Educational Leadership and are seeking building level positions as principals or central office administrators.
Hours:
2
|
| |
-
EDL 8101 - Tier 2 - Performance Based School/District Leadership Internship
Advanced level school/district leadership candidates participate in a performance-based residency/internship program providing significant opportunities for candidates to synthesize and apply the knowledge, skills and dispositions identified in Educator Preparation Rule 505-3-.77, the 2015 ISLLC Standards and the Georgia Leadership Keys Effectiveness System (LKES) Standards. Substantial, sustained, standards-based work in real settings planned and guided cooperatively by the institution and school district personnel for graduate credit is provided to fulfill the residency requirement.
Hours:
4
|
| |
-
EDL 8102 - Tier 2 - Performance Based School/District Leadership Internship
Advanced level school/district leadership candidates participate in a performance-based residency/internship program providing significant opportunities for candidates to synthesize and apply the knowledge, skills and dispositions identified in Educator Preparation Rule 505-3-.77, the 2015 ISLLC Standards and the Georgia Leadership Keys Effectiveness System (LKES) Standards. Substantial, sustained, standards-based work in real settings planned and guided cooperatively by the institution and school district personnel for graduate credit is provided to fulfill the residency requirement.
Hours:
4
|
| |
-
EDL 8103 - Tier 2 - Performance Based School/District Leadership Internship
Advanced level school/district leadership candidates participate in a performance-based residency/internship program providing significant opportunities for candidates to synthesize and apply the knowledge, skills and dispositions identified in Educator Preparation Rule 505-3-.77, the 2015 ISLLC Standards and the Georgia Leadership Keys Effectiveness System (LKES) Standards. Substantial, sustained, standards-based work in real settings planned and guided cooperatively by the institution and school district personnel for graduate credit is provided to fulfill the residency requirement.
Hours:
4
|
| |
-
EDL 8104 - Tier 2 - Performance Based School/District Leadership Internship
Advanced level school/district leadership candidates participate in a performance-based residency/internship program providing significant opportunities for candidates to synthesize and apply the knowledge, skills and dispositions identified in Educator Preparation Rule 505-3-.77, the 2015 ISLLC Standards and the Georgia Leadership Keys Effectiveness System (LKES) Standards. Substantial, sustained, standards-based work in real settings planned and guided cooperatively by the institution and school district personnel for graduate credit is provided to fulfill the residency requirement.
Hours:
4
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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.
Hours:
3
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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:
3
|
| |
-
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
|
| |
-
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, including the IB theory of knowledge and understanding the learner profile. 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 international mindedness.
Prerequisite/Corequisite:
Prerequisite: Admission to Graduate Teacher Education Program
Hours:
3
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
|
Print this Page