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This course explores what it means to be a professional in today’s diverse and changing educational landscape. Teachers examine their values, beliefs, vision, and mission and explore their role in the larger context of the teaching profession, the importance of collaboration in a professional learning community, and the need to advocate for students, educators, and the field of education itself. Teachers learn how a professional stance influences student learning and serves as a driver of their own professional growth and development.

This course examines classroom curriculum, instruction, and assessment in the context of standards and accountability, emphasizing the importance of the alignment of these components and the resulting impact on student learning. Teachers explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting are discussed. Using their state or district standards, teachers engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students.

This course explores teachers’ views on the value of linguistic and cultural diversity and the powerful learning opportunities it affords today’s classrooms and schools. Teachers examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities and learn approaches for working together to ensure high levels of learning for all students. Strategies for ensuring equitable access to high-quality learning experiences are presented. Effective practices such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and developing academic vocabulary are explored

This course provides a structured approach to the practice of action research. Educators learn how to address relevant problems, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their classroom and school environments. Educators will engage in reflective practices as they collect and analyze student data and develop and implement data-driven decisions and/or actions to improve student learning and enhance their professional growth.

This course helps teachers create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character in order to optimize learning for all students. Teachers learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. The course also provides strategies for building positive relationships and engaging in effective communication and problem-solving with parents and families.

This course establishes a mind-set for reading and literacy instruction that recognizes the dynamic landscape of 21st-century education. This course explores historical perspectives on literacy education and the social, political, economic, and cultural forces that impact today’s classroom. Teachers learn and apply research-based foundations of effective literacy instruction. Topics include language development, a developmental approach to literacy instruction, “new literacies” and technologies, the reading process, the “five pillars” of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension), writing, learner diversity, and assessment. The importance of collaboration, parent/family connections, data-driven decision-making, and ongoing professional development is emphasized.

Building a strong foundation of literacy skills and experiences in young children is critical to their success in school and in life. This course takes a developmental approach to reading and literacy instruction in preschool through third grade. Using the “five pillars” of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) as an organizational framework, teachers explore the characteristics of emergent, beginning, and transitional readers and plan and implement developmentally appropriate assessments, materials, and strategies for instruction, including effective use of current technologies. Effective planning and organization in the literacy classroom are emphasized.

The intermediate grades present new and unique challenges to literacy learning. This course takes a developmental approach to reading and literacy instruction for grades four through six. Using the “five pillars” of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) as an organizational framework, teachers explore the characteristics of intermediate and advanced readers and plan and implement developmentally appropriate assessments, materials, and strategies for instruction. The course addresses text structures, specialized vocabulary, content area and interdisciplinary reading, literature, the reading-writing connection, critical thinking, comprehension, research and study skills, multiple literacies, and effective use of current technologies.

Today’s classrooms reflect the rich cultural and linguistic diversity of the world outside of school. This course helps teachers establish a culturally responsive classroom where literacy development can flourish for all students. Teachers learn and apply strategies to scaffold and support English language learners at all levels of language acquisition. Topics include the second-language acquisition process, assessment of second-language and literacy proficiencies, selecting culturally sensitive and relevant instructional materials, and working with parents, community members, and other colleagues to support student success.

Today’s Inclusive Classrooms Require Teachers To Become Competent And Confident In Working With Students Who Struggle With Reading And Writing. This Course Focuses On Accelerating The Literacy Development Of Students With Reading Difficulties, Including Students Who Have Specific Learning Disabilities. It Also Addresses The Needs Of Students Considered Gifted. Teachers Use Diagnostic Assessments And Research-based Strategies And Work With Reading Specialists/coaches And Special Educators To Support Academically Diverse Needs Within The Larger Classroom Context. Topics Include Informal And Formal Assessment, Differentiating And Scaffolding Instruction, Progress Monitoring, Leveling Books, Intervention Strategies, And The Use Of Motivating Texts. Collaboration With Support Resources Is Emphasized. Request Information Now First Name Last Name Email Address Accreditationinside Waldencareersrefer A Friendlegal & Consumer Informationcontact Ussitemapprivacy Policy © 2010 Walden University Online Education •online Degree • Distance Education

This course explores what it means to be a professional in today’s diverse and changing educational landscape. Teachers examine their values, beliefs, vision, and mission and explore their role in the larger context of the teaching profession, the importance of collaboration in a professional learning community, and the need to advocate for students, educators, and the field of education itself. Teachers learn how a professional stance influences student learning and serves as a driver of their own professional growth and development.

This course examines classroom curriculum, instruction, and assessment in the context of standards and accountability, emphasizing the importance of the alignment of these components and the resulting impact on student learning. Teachers explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting are discussed. Using their state or district standards, teachers engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students.

This course explores teachers’ views on the value of linguistic and cultural diversity and the powerful learning opportunities it affords today’s classrooms and schools. Teachers examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities and learn approaches for working together to ensure high levels of learning for all students. Strategies for ensuring equitable access to high-quality learning experiences are presented. Effective practices such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and developing academic vocabulary are explored

This course provides a structured approach to the practice of action research. Educators learn how to address relevant problems, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their classroom and school environments. Educators will engage in reflective practices as they collect and analyze student data and develop and implement data-driven decisions and/or actions to improve student learning and enhance their professional growth.

Teachers develop their own understanding of foundational mathematics concepts by focusing on number and operations, including the base-ten numeration system, fractions, equivalence, and computational fluency. The NCTM Process Standards of representation and the use of manipulatives in mathematics instruction are also included.

Teachers develop their own understanding of geometry and measurement, including such topics as measuring using nonstandard and standard units; classifying, defining, and comparing two- and three-dimensional geometric shapes; applying transformations and using symmetry to analyze mathematical situations; and exploring area, perimeter, and surface area of basic geometric shapes and solids. The NCTM Process Standards of problem-solving and communication are also included.

Building a strong foundation of literacy skills and experiences in young children is critical to their success in school and in life. This course takes a developmental approach to reading and literacy instruction in preschool through third grade. Using the “five pillars” of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) as an organizational framework, teachers explore the characteristics of emergent, beginning, and transitional readers and plan and implement developmentally appropriate assessments, materials, and strategies for instruction, including effective use of current technologies. Effective planning and organization in the literacy classroom are emphasized.

The intermediate grades present new and unique challenges to literacy learning. This course takes a developmental approach to reading and literacy instruction for grades four through six. Using the “five pillars” of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) as an organizational framework, teachers explore the characteristics of intermediate and advanced readers and plan and implement developmentally appropriate assessments, materials, and strategies for instruction. The course addresses text structures, specialized vocabulary, content area and interdisciplinary reading, literature, the reading-writing connection, critical thinking, comprehension, research and study skills, multiple literacies, and effective use of current technologies.

Today’s Inclusive Classrooms Require Teachers To Become Competent And Confident In Working With Students Who Struggle With Reading And Writing. This Course Focuses On Accelerating The Literacy Development Of Students With Reading Difficulties, Including Students Who Have Specific Learning Disabilities. It Also Addresses The Needs Of Students Considered Gifted. Teachers Use Diagnostic Assessments And Research-based Strategies And Work With Reading Specialists/coaches And Special Educators To Support Academically Diverse Needs Within The Larger Classroom Context. Topics Include Informal And Formal Assessment, Differentiating And Scaffolding Instruction, Progress Monitoring, Leveling Books, Intervention Strategies, And The Use Of Motivating Texts. Collaboration With Support Resources Is Emphasized. Request Information Now First Name Last Name Email Address Accreditationinside Waldencareersrefer A Friendlegal & Consumer Informationcontact Ussitemapprivacy Policy © 2010 Walden University Online Education •online Degree • Distance Education

Teachers develop their own understanding of algebra, including topics such as geometric and numeric patterns, functions, invented and conventional symbolic notations, and basic equations. The NCTM Process Standards of connections between mathematic concepts, real-world applications, and other disciplines are also included.