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The teacher candidate will be acquainted with the role of public and private education and the nature of the teaching profession. Attention will be given to current developments in the field of education and the terminology basic to those in the profession. Each teacher candidate will be required to prepare for structured observations in the school setting. Students will apply to the Teacher Licensure Program.

This course is designed to prepare teacher candidates training for secondary level teaching in developing differentiated teaching and learning strategies for the reading, thinking, and study skills required in secondary subject areas. Aids the teacher in adapting instruction and assignments to meet individual needs. Emphasis is on mastery of teaching and learning skills in thinking, organizing for study, time management, reading comprehension and rate, textbook mastery/readability, listening, note taking, retention, motivation for study, class discussion, test taking, learning styles, exceptionality, and handwriting.

A systematic approach to instruction for diverse classrooms, including purpose, process and practice. Each teacher candidate will prepare lessons which follow the Liberty University model. Teacher candidates will be expected to present these lessons in the practicum. Topics include elements of the desired model: objectives, instructional process, systems of evaluation and resources. Field experience required.

A comprehensive survey of the historical, philosophical, psychological, and sociological foundations of American education. Emphasis is placed upon the educational foundations as found in the Scriptures, and the applicability of these to both the Christian School Movement and the public school system. Students will be expected to articulate their personal philosophy of education as a result of this course.

A comprehensive survey of the historical and philosophical development of education. Emphasis is placed upon analysis of religious and public educational trends in the past and present. The candidates will be required to formulate a personal, Christian world view philosophy.

Prerequisite: EDUC 500 or equivalent An in depth study of the theory and processes of teaching mathematics to students in preschool through eighth grade, the course includes the instructional process in the area of numeration, operations and computations, geometry and logic. Candidates will participate in hands-on, modeled instruction, will construct and demonstrate models and teaching tools, and will complete a research project

Prerequisite: EDUC 500 or equivalent Using a thematic approach, the integration of sciences with other areas of the curriculum is the focus of this course. Candidates will participate in hands-on demonstration in the areas of biological and physical science, chemistry, geography, political science, and history. Candidates will generate and implement a thematic teaching unit which includes instructional activity in each of eight subject areas.

Prerequisite: EDUC 500 or equivalent A study of foundations of reading and language acquisition principles, techniques, and materials for developmental reading programs. Field experience required.

A study of the major perspectives on the acquisition of oral and written language, including language differences and difficulties; methods of evaluating oral and written language performance; and strategies for improving the quality and quantity of oral and written language in classroom settings. Field experience required.

Prerequisite: EDUC 500 or equivalent Develops instructional competencies necessary for teaching reading and study skills essential in learning the concepts of content subjects. Applicable to teaching in grades 4-12.

Prerequisite: To be taken the semester directly before student teaching or during student teaching An introduction to basic concepts and issues related

Co-teaching with a responsible classroom teacher in an accredited K-12 institution and participation in professional activities. Applies what has been learned to the actual process of teaching and guiding K-12 students. Offers practice in all phases of teacher responsibility. Lab fee.

An examination of the principles of behavior management as applied to children and youth in the classroom setting. Positive approaches for dealing with behavior problems are emphasized. Contemporary research in the area is analyzed and discussed.

Graduation Requirements 36 semester hours total 30 semester hours must be completed through LU 2.5 GPA No more than two courses with a grade of “C” Degree must be completed within 5 years Three courses in residence Online students will be required to take the graduate writing assessment Submit Graduation Application at the beginning of the final semester. Programme provides advanced professional training in educational psychology and is recognised by the British Psychological Society

Understanding Educational Research and Assessment . Overview of the nature of research on human development, learning, and pedagogical

Foundations of Exceptionality . This course is designed to offer students a broad .... Disability/Exceptionality Projec

The teacher candidate will be acquainted with the role of public and private education and the nature of the teaching profession. Attention will be given to current developments in the field of education and the terminology basic to those in the profession. Each teacher candidate will be required to prepare for structured observations in the school setting. Students will apply to the Teacher Licensure Program.

This course is designed to prepare teacher candidates training for secondary level teaching in developing differentiated teaching and learning strategies for the reading, thinking, and study skills required in secondary subject areas. Aids the teacher in adapting instruction and assignments to meet individual needs. Emphasis is on mastery of teaching and learning skills in thinking, organizing for study, time management, reading comprehension and rate, textbook mastery/readability, listening, note taking, retention, motivation for study, class discussion, test taking, learning styles, exceptionality, and handwriting.

A systematic approach to instruction for diverse classrooms, including purpose, process and practice. Each teacher candidate will prepare lessons which follow the Liberty University model. Teacher candidates will be expected to present these lessons in the practicum. Topics include elements of the desired model: objectives, instructional process, systems of evaluation and resources. Field experience required.

A comprehensive survey of the historical, philosophical, psychological, and sociological foundations of American education. Emphasis is placed upon the educational foundations as found in the Scriptures, and the applicability of these to both the Christian School Movement and the public school system. Students will be expected to articulate their personal philosophy of education as a result of this course.

A comprehensive survey of the historical and philosophical development of education. Emphasis is placed upon analysis of religious and public educational trends in the past and present. The candidates will be required to formulate a personal, Christian world view philosophy.

Prerequisite: EDUC 500 or equivalent An in depth study of the theory and processes of teaching mathematics to students in preschool through eighth grade, the course includes the instructional process in the area of numeration, operations and computations, geometry and logic. Candidates will participate in hands-on, modeled instruction, will construct and demonstrate models and teaching tools, and will complete a research project

Prerequisite: EDUC 500 or equivalent Using a thematic approach, the integration of sciences with other areas of the curriculum is the focus of this course. Candidates will participate in hands-on demonstration in the areas of biological and physical science, chemistry, geography, political science, and history. Candidates will generate and implement a thematic teaching unit which includes instructional activity in each of eight subject areas.

Prerequisite: EDUC 500 or equivalent A study of foundations of reading and language acquisition principles, techniques, and materials for developmental reading programs. Field experience required.

A study of the major perspectives on the acquisition of oral and written language, including language differences and difficulties; methods of evaluating oral and written language performance; and strategies for improving the quality and quantity of oral and written language in classroom settings. Field experience required.

Prerequisite: EDUC 500 or equivalent Develops instructional competencies necessary for teaching reading and study skills essential in learning the concepts of content subjects. Applicable to teaching in grades 4-12.

Prerequisite: To be taken the semester directly before student teaching or during student teaching An introduction to basic concepts and issues related

Co-teaching with a responsible classroom teacher in an accredited K-12 institution and participation in professional activities. Applies what has been learned to the actual process of teaching and guiding K-12 students. Offers practice in all phases of teacher responsibility. Lab fee.

Secondary Teaching Methods is a generic course. Teacher candidates will be expected to meet competencies associated with effective teaching, especially teaching skills related to questioning techniques, individualized instruction, grouping students for cognitive subject-matter learning, and preparing advanced organizers for cognitive instruction. Emphasis will be placed on methods which provide instruction in thinking and writing across the curriculum.

This course is designed to acquaint teacher candidates with the basic principles and practices of student assessment through the use of standardized tests and teacher-made tests. Simple statistical treatments of both types of tests are included. Evaluation of instructional objectives is also stressed.

Curriculum defines the motivation for programs and instruction used in teaching. Secondary curriculum focuses on those trends and principles which span academic areas and which cross grade levels. Attention will be given to special and alternative education to federal, state and local guidelines; and to the influence of educational philosophies on programs and instruction.

Student teachers will apply principles of classroom management from reading assignments and group discussion to actual practice in a preK-12 classroom setting appropriate to the endorsement area of the teacher candidate.

Student teaching offers practice in all phases of teacher responsibility including teaching activities in a preK-12 classroom setting appropriate to the endorsement area of the teacher candidate.

A continuation of student teaching in a preK-12 classroom setting appropriate to the endorsement area of the teacher candidate.

This course introduces teacher candidates to prominent research-based theories of learning and examines the impact of these theories on students, on learning and motivation, on teaching, and on assessment. Candidates critically evaluate opposing sides of current issues in educational psychology and articulate and defend personal positions on these issues.

This course explores major middle and secondary school issues, providing prospective teachers with the opportunity to reflect upon and develop their own practical vision of building a classroom environment that effectively promotes student learning. Focus is placed on a variety of instructional strategies, principles, and best practices for helping students learn in secondary school settings.

This course focuses on developing child from conception through adolescence from the perspective of the hereditary and environmental influences that affect growth and development. Topics include the study of the physical, intellectual, and sociocultural variables that can affect the child’s behavior, with an emphasis on how this information can be useful to teachers and parents.

This course, grounded in the theoretical bases of balanced literacy and constructivist learning, focuses on building prospective teachers’ competence in the processes of planning, implementing, and evaluating content-area literacy learning for secondary students.

This course acquaints degree candidates with the broad body of research on effective teaching, with an emphasis on the practical applications of the research findings to candidates’ own classroom instruction.

This course examines best practices of assessing secondary student learning, with particular emphasis on the relationship between assessment procedures, instruction, and student achievement. Topics include the use of both formal and informal assessments, norm-referenced and criterion-referenced assessments, formative and summative assessments, and methods of using assessment data to improve instruction and student achievement.

This course explores the various issues of student diversity, and challenges degree candidates to examine and define their own educational experiences with regard to culture and ethnicity, socioeconomic class, race, gender, religion, language, learning style, and exceptionality. Particular emphasis will be placed on the practical implications of diversity issues in classroom practice.

This course acquaints candidates with a range of learning, emotional, and physical disabilities, the history of attitudes toward those disabilities, and the federal mandates governing disabilities. Social issues related to student disability will be explored. Additionally, the course focuses on preparing prospective teachers to plan and deliver appropriate instruction for all students in diverse and inclusive classroom settings.

This course introduces philosophical viewpoints that can affect new teacher' priorities and strategy choices in their practice. This course will also provide a historical perspective of how public education has become a democratic right in the United States. Candidates will compare and contrast philosophical theories that have driven pedagogy over the past two centuries. Candidates will also evaluate current research in their quest to develop as reflective and creative practitioners in the twenty-first century classroom.

This course focuses on training teachers to organize their classroom to maximize the amount of time students are actively engaged in learning. The foundation of the course uses classroom-management strategies developed by leading educator including Harry K. and Rosemary Wong. Students will go through online instruction and in-depth reflection, and will demonstrate mastery of course material by designing a personal classroom management action plan that will be easily implemented in their classroom.

This course focuses on methods of teaching the English language arts including oral language, writing, reading, and literature. Candidates will learn how to design instructional units and assess student’s growth in literacy. Candidates will also learn about content standards, effective instructional practices, and research-based assessment strategies in the field.

This course begins with an examination of mathematics education from a historical perspective and moves into current ideas on effective math teaching and learning aligned to national and state standards. Candidates will gain experience in lesson planning and will learn about assessment techniques and teaching styles to accommodate students with different learning styles. Embedded in the course is an in-depth look at the inclusion of technology in the classroom and technology resources for teaching mathematics. Finally candidates will discuss the process involved in becoming an effective mathematics educator.

This course surveys a broad range of concepts related to teaching various scientific disciplines (e.g., biology, chemistry, physics) in grades 7-12 to diverse learners. The course emphasizes a standards approach that illuminates the connections among the various bodies of knowledge in natural science and phenomena in the real world.

This course examines the content knowledge, skills, and resource needs of diverse learners to equip prospective teachers for development as reflective, creative practitioners who craft their own “best practices” through the analysis and synthesis of established theories and approaches to teaching the social studies. The core disciplines of the social studies are history, geography, psychology, sociology, anthropology, economics, and political science. The course explores these through current educational research, national standards, state initiatives, and the necessary inclusion of community concerns.

This course focuses on principles, concrete strategies, practical instruction, and assessment applications of foreign language pedagogy and andragogy for teachers of grades 7-12. The course will guide foreign language teachers through the theoretical and research-based foundations of language acquisition. Teachers will be empowered to translate some of these theoretical principles into classroom practice. The course will highlight the teacher’s role as facilitator and enable teachers to harness technology so that language instruction can be presented as authentic, functional communication that fully engages students.

This course will focus on theories, methods, and practices in visual and performing arts education through the use of seminars, discussions, readings, Web field trips, and media for teachers in grades 7-12. Activities and projects in the course will be customized to meet the specific demands of teachers and their specialty areas. Differentiating instruction, cooperative learning, collaborating with peers, and authentic assessment activities will be embedded in the learning activities in the class.

The Student Teaching/Internship I course is the first part of the capstone experience for Master of Arts in Teaching teacher candidates. This extended field experience provides a laboratory in which candidates test theories they have studied, discover the strategies and styles that work best for them and their students, and practice reflective decision making. During this experience, candidates begin to develop their skills in the nine Master of Arts in Teaching program competencies and engage regularly in professional discussion of their practice with their field supervisor, classmates, and Iowa field instructor. They also participate in teachers’ meetings, work with a variety of school staff members, and communicate with parents and caregivers.

The Student Teaching/Internship II course is an extension to the final capstone experience for Master of Arts in Teaching teacher candidates. This extended field experience provides a laboratory in which candidates test theories they have studies, discover the strategies and styles that work best for them and their students, and practice reflective decision making. During this experience, candidates engage regularly in reflective, professional discussion of their practice with field supervisors, cooperating teachers or school mentors, instructors, and colleagues, refining their philosophy of education and demonstrating the knowledge, dispositions, and professional performance that indicate proficiency in all nine program competencies.

This course presents an overview of the historical development of tertiary educational institutions in the United States. There is a particular focus on the constantly evolving functions of its various sectors (e.g., universities, colleges, and community colleges) through examination and discussion of the evolution of tertiary institutions from their medieval European origins as Studia Generalia to the contemporary social functions, organizational structures, funding, and guiding principles and values of America™s approximately 3,000 tertiary institutions.

This course explores the legal environment of postsecondary educational institutions in the United States through an examination of legal structures, principles, and analysis. Specifically, this course will focus on the competing interests, rights, and responsibilities of state and federal governments, institutions, faculty, staff, students, and external stakeholders in various higher education settings.

This course presents an overview of the organizational governance of educational institutions in the United States in an international context through examination and discussion of models of institutional governance, academic organization, and higher education constituencies, and their respective roles and responsibilities.

The purpose of this course is to develop an understanding of multicultural and diversity issues within higher education.

This course is divided into two parts: part one addresses public policy financing issues and culminates in a comparative analysis of the levels and rationale for different approaches to funding higher education. It includes an analysis of the state appropriations process and such federal issues as financial aid. The course project for part one is a comparative analysis of state support. Part two of the course focuses on institutional finance and includes an analysis of the following: the factors contributing to institutional productivity, the institutional budget process and different approaches to budgeting, development and manipulation of budget spreadsheets to accommodate varying institutional goals, the concepts of preengineering and Total Quality Management (TQM) as applied in higher education, understanding the effects of technology on productivity, and examining budget methods used in self-sustaining enterprises such as continuing education.

This course is designed to provide students with an understanding of the research process and the ethical context within which research is conducted. The course focuses on the nature of social science inquiry by examining the connections between theory and practice for qualitative and quantitative investigations. Further, it deals with the basic skills needed to conduct and interpret qualitative and quantitative research on topics relevant to higher education, with application to international settings.

This course provides participants with the information necessary to comprehend, assess, and evaluate the foundational aspects of andragogy, which includes historical infl uences, theories and models, contemporary and international perspectives, the use of technology, teaching in a variety of higher education settings, and the development of and refl ections on teaching and learning in adulthood.

This course presents an overview of various strategies, techniques, and methods to design and implement curricula in postsecondary institutions. Th e course emphasizes calls for reform, the need for academic plans, curricular consideration of academic disciplines and fi elds, infl uences of learners, instruction, and administration.

This course presents historical developments, theoretical perspectives, and fundamental approaches to student learning. Students learn to apply various contemporary methods used to assess learning outcomes eff ectively in classrooms throughout the various college and university classifi cations and to discuss international perspectives.

This course provides an overview of the technological innovations, pedagogical developments, and strategies for quality online education through an examination of the theory and processes of designing, delivering, and assessing online learning.

Open elective

The purpose of Foundations is to engage learners with the environment, expectations, and content of post-master’s work in the Administrator Leadership for Teaching and Learning program. Through participating in the course, learners will develop 1) facility with Walden University’s online learning environment and understanding of the university’s and the program’s support systems and expectations and outcomes, and 2) knowledge about the field, synthesized with reflection on one’s own experience and goals.

Today’s schools are dynamic places and demand leaders in all arenas, from the boardroom to the classroom. Leaders must understand how learning communities operate and thrive, but be prepared to deal with the demands of internal and external forces. The 21st- century leader who understands change theory will continually appraise the evolving needs of the learning community and apply a grounded knowledge -base of theory and practical strategies supported by research. This course empowers leaders to explore current and future technology as they assess educational trends and issues. Learners will also analyze their own and others’ paradigms and leadership styles, and determine best practices to promote positive social change.

In Applied Research in Education, learners will develop a broad understanding of theoretical frameworks and of the appropriate use of both qualitative and quantitative methods. The course will also focus on methods designed specifically for studying human development and how individuals learn. Methods will be explored through studying the philosophy of research and particular research strategies, reviewing literature in the field, and through searching for and critically analyzing literature relating to learners’ individual interests.

Research has considerably expanded our knowledge of teaching and learning in recent years. These gains have resulted in a new paradigm for the design and assessment of learning experiences. In this course, students will: 1) advance their understanding of research methods as they examine literature about design and assessment; and, 2) apply research-based principles to design a project to develop learning experiences for a specific population of learners, whether on-site, online, or through a blended hybrid model.

Grounded in research and theory about learning differences, this course explores the repertoire of practices that facilitate learning from both the teaching and learning perspectives. These practices range from mentoring and coaching through collaborative engagement and reflective practices. Learners will deepen their understanding of research methods both through critiquing articles and by designing research studies to investigate specific learning practices.

Since our current state of knowledge is guaranteed to change as research and technological innovations continue, it is necessary that we all function as lifelong learners. In this course, we examine some intriguing and potentially critical directions in adult learning; these include brain research, new technologies, and the impact of globalization. Learners will have opportunities to examine and reflect on effects of these trends on their own areas of interest. The capstone concludes the program by providing a practical application of students’ learning. Working in a consultative role as a K–12 professional, the student will engage in a real-world problem-solving project within their work environment.

Lifelong learning and professionalism are key components of teaching. This course orients teacher candidates to the skills, understandings, strategies, and knowledge necessary to become a successful learner while establishing the foundations for becoming a professional educator, including knowledge of child development. Course instructors help candidates become comfortable in the online learning environment, enabling them to clarify program expectations, create support networks and learning communities with colleagues and instructors, and establish a personal professional philosophy to promote social change. Upon completion of this course, teacher candidates will demonstrate understanding of resources and expectations, initiate an electronic professional portfolio, and determine strategies for success as a professional educator.

To ensure high levels of learning and achievement for all students, today’s educators must be knowledgeable about learners and learning and well-versed in effective teaching and assessment practices. This course examines the interrelationships among assessment, teaching, and learning and examines effective practices for applying and thoughtfully integrating these critical components in the P–12 classroom. Students will gain a historical perspective on the standards and accountability movement and examine standards in their state or local setting. They will explore learning theory in the context of today’s challenging educational goals and standards. And they will learn and apply research-based practices in effective assessment, curriculum design, and instruction. Through both on-site work and Walden’s signature Virtual Field Experience, students will critically analyze as well as implement teaching and learning principles and practices that ensure responsiveness to the individual and collective needs of students.

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 will learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Age-appropriate skills and strategies for managing dynamic and flexible grouping structures and for teaching conflict resolution will be presented. The course also provides strategies for building positive relationships, fostering motivation, and engaging in effective communication and problem-solving with parents and families.

This seminar, taken concurrently with EDUC 6687 Demonstration Teaching: Early Childhood Education, allows teacher candidates to fine-tune their skills, understandings, strategies, and knowledge. Teacher candidates complete the requirements for their ePortfolio and determine strategies for success as professional educators. The seminar allows for problem-solving among colleagues; group and individual reflective practice; and support and feedback for what is happening in demonstration teaching districts, schools, and classrooms. Seminar topics focus on promoting success for teacher candidates as they transition from the program of study into employment in the field as professional educators.

This course examines the historical and philosophical foundations of early childhood care and education while exploring a variety of early childhood programs—from child care centers to preschools and primary-grade classrooms—in order to provide the teacher candidate with a range of professional insights and opportunities regarding effective practice. With an emphasis on establishing developmentally appropriate and culturally responsive learning environments and on maintaining effective partnerships with families, this course serves to continue the development of a reasoned, coherent philosophy of education as a basis for ethical and professional practice and decision-making in diverse settings. This in-depth course reviews early childhood learning and developmental theory, as well as the knowledge needed to support and enhance the development and learning of all children from birth through age 3.

This course presents research-based methods for developing literacy (reading, writing, listening, speaking, viewing, and visually representing) in grades P–3. Teacher candidates will gain a historical perspective on teaching reading and explore various purposes and types of literacy assessments Strategies for creating an effective literacy environment and for working with parents and families will be addressed. Candidates will learn effective strategies for developing phonemic awareness, phonics skills, vocabulary, comprehension, fluency, and writing. Through field experiences, candidates will plan and implement assessment-driven, developmentally appropriate classroom lessons in each of these areas, addressing the diverse needs of individual children.

Offering an in-depth look at infant and toddler growth and development, this course focuses on developmentally appropriate practices that promote children’s total well-being and that guide development in each of the domains (physical, social, emotional, and cognitive/language). Special areas of focus include: health and safety; early mental health; brain development; creative development; and fostering respectful and responsive adult-child relationships and family involvement. In addition, teacher candidates learn to design and evaluate environments that enrich the development and learning of infants and toddlers.

Offering an in-depth look at the development and learning of preschoolers, this course focuses on developmentally appropriate theory, practices, and environments that enhance children’s development and learning in each of the domains (physical, social, emotional, and cognitive/language). Special areas of focus include the integral roles of play and creativity in children’s learning; the role of observation as it relates to establishing a child-centered approach to planning curriculum and assessing young children; promoting pro-social, anti-bias learning communities; and being responsive to and inclusive of children’s family members.

Using the latest research on the most effective methods for teaching developmentally appropriate mathematics curriculum from preschool through Grade 3, this course explores instructional and assessment strategies to develop children’s conceptual understanding of mathematics, including the best use of materials and technology. The National Council of Teachers of Mathematics (NCTM) content and process standards are embedded in this course with an emphasis on real-world problem-solving.

This course focuses on standards-based, data-driven, developmentally appropriate teaching, learning, and assessment within and across content areas in preschool through Grade 3. The course focuses primarily on the content areas of science, social studies, and the arts, and emphasizes the importance of integrating literacy and mathematics in meaningful and relevant ways. Teachers will examine standards in various content areas, apply effective methods and strategies—including approaches to meeting diverse needs—to plan instruction in specific content areas and the arts, and develop ideas for integrating multiple content areas.

Demonstration Teaching Is The Culminating Experience In The Teacher Preparation Program And Is An Opportunity To Apply Knowledge And Skills And To Demonstrate Required Competencies. Demonstration Teaching Takes Place In Two Different Classroom Settings During The Semester. During Demonstration Teaching, Candidates Will Gradually Assume Complete Teaching Responsibility Of The Classroom, Gaining Real-world Experience And The Opportunity To Translate Theory Into Practice And To Learn From Doing. Teacher Candidates Will Work Closely With, And Are Evaluated By, Their University Supervisor And Classroom Cooperating Teacher. The First 5 Weeks Of Demonstration Teaching Run Concurrently With Educ 6686 Teaching Across The Content Areas, P–3. The Remainder Of Demonstration Teaching Runs Concurrently With Educ 6611 Seminar: Professional Ethics, Communication, And Collaboration: Early Childhood Education.

This course is designed to provide post-baccalaureate teacher licensure candidates with an introduction to the fundamentals of research. Contemporary educational research is examined with the underlying assumption that research can improve classroom practice. Course participants will be expected to develop knowledge and skills in the use of theoretical frameworks; quantitative, qualitative, and action research methodologies; development of research questions; and compliance with ethical responsibilities of the researcher. Candidates will also complete an initial review of literature relevant to an identified research question.

This course is an applied research course designed to expand post-baccalaureate teacher licensure candidates’ knowledge and skills by requiring them to utilize use the tools and information gained in EDUC 6621, Educational Research: Foundations, to design a timely and useful educational research project. Specific activities in this course include developing and refining research questions or needs assessments; determining appropriate research methodologies and instrumentation; collecting and analyzing data, if possible; evaluating validity; and presenting analysis and implications. In addition, candidates will link their research proposal with the social change mission of the university.

This specialization in Walden’s Minnesota state-approved* teacher preparation program provides the practical knowledge and understanding of how best to serve the educational needs and tap the potential of some of society’s most neglected learners. The specialization incorporates standards from the Council for Exceptional Children and Interstate New Teacher Assessment and Support Consortium. It was developed by leading educational experts and master teachers in order to build your teaching skills and help you make a significant impact on children with emotional/behavioral disorders. In this specialization, you will: * Examine the typical characteristics of children with emotional /behavioral disorders to understand what this general category of disorders means. * Learn how to create prescribed individual behavioral and instructional plans based on the learning strengths and needs of the child. * Acquire specific skills that will help you monitor a child’s progress toward achieving educational goals and objectives. * Understand how to build collaborative relationships with parents, colleagues, and community members in order to better serve children with emotional/behavioral disorders. Completion Requirements * 43 total semester credit hours * ePortfolio Estimated time to completion is 20 months. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

This specialization in Walden’s Minnesota state-approved* teacher preparation program provides the practical knowledge and understanding of how best to serve the educational needs and tap the potential of some of society’s most neglected learners. The specialization incorporates standards from the Council for Exceptional Children and Interstate New Teacher Assessment and Support Consortium. It was developed by leading educational experts and master teachers in order to build your teaching skills and help you make a significant impact on children with emotional/behavioral disorders. In this specialization, you will: * Examine the typical characteristics of children with emotional /behavioral disorders to understand what this general category of disorders means. * Learn how to create prescribed individual behavioral and instructional plans based on the learning strengths and needs of the child. * Acquire specific skills that will help you monitor a child’s progress toward achieving educational goals and objectives. * Understand how to build collaborative relationships with parents, colleagues, and community members in order to better serve children with emotional/behavioral disorders. Completion Requirements * 43 total semester credit hours * ePortfolio Estimated time to completion is 20 months. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

This specialization in Walden’s Minnesota state-approved* teacher preparation program provides the practical knowledge and understanding of how best to serve the educational needs and tap the potential of some of society’s most neglected learners. The specialization incorporates standards from the Council for Exceptional Children and Interstate New Teacher Assessment and Support Consortium. It was developed by leading educational experts and master teachers in order to build your teaching skills and help you make a significant impact on children with emotional/behavioral disorders. In this specialization, you will: * Examine the typical characteristics of children with emotional /behavioral disorders to understand what this general category of disorders means. * Learn how to create prescribed individual behavioral and instructional plans based on the learning strengths and needs of the child. * Acquire specific skills that will help you monitor a child’s progress toward achieving educational goals and objectives. * Understand how to build collaborative relationships with parents, colleagues, and community members in order to better serve children with emotional/behavioral disorders. Completion Requirements * 43 total semester credit hours * ePortfolio Estimated time to completion is 20 months. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

Lifelong learning and professionalism are key components of teaching. This course orients teacher candidates to the skills, understandings, strategies, and knowledge necessary to become a successful learner while establishing the foundations for becoming a professional educator, including knowledge of child development. Course instructors help candidates become comfortable in the online learning environment, enabling them to clarify program expectations, create support networks and learning communities with colleagues and instructors, and establish a personal professional philosophy to promote social change. Upon completion of this course, teacher candidates will demonstrate understanding of resources and expectations, initiate an electronic professional portfolio, and determine strategies for success as a professional educator.

To ensure high levels of learning and achievement for all students, today’s educators must be knowledgeable about learners and learning and well-versed in effective teaching and assessment practices. This course examines the interrelationships among assessment, teaching, and learning and examines effective practices for applying and thoughtfully integrating these critical components in the P–12 classroom. Students will gain a historical perspective on the standards and accountability movement and examine standards in their state or local setting. They will explore learning theory in the context of today’s challenging educational goals and standards. And they will learn and apply research-based practices in effective assessment, curriculum design, and instruction. Through both on-site work and Walden’s signature Virtual Field Experience, students will critically analyze as well as implement teaching and learning principles and practices that ensure responsiveness to the individual and collective needs of students.

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 will learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Age-appropriate skills and strategies for managing dynamic and flexible grouping structures and for teaching conflict resolution will be presented. The course also provides strategies for building positive relationships, fostering motivation, and engaging in effective communication and problem-solving with parents and families.

Complex and critical components of medicine, psychology, education, politics, law, parenting, and moral/societal issues are embedded and integrated within the field of special education. An intensive study of policies and practices related to individuals with exceptional learning needs provides a continuum of opportunities to experience a challenging and dynamic profession. This course dispels myths and mysteries of exceptionalities from a historical perspective, as well as current issues, laws, attitudes, and conundrums. The course also examines current issues, laws, attitudes, and conundrums. Traditional and evolving policies, procedures, and service delivery models are addressed in a way that the candidate can apply them to individual state requirements. A crucial outcome of this course is the development of knowledge and skills necessary for building collaborative relationships with parents, related services, and agencies.

All learners possess unique characteristics, interests, and abilities. Special educators are responsible for connecting instructional planning to individual strengths and needs of learners with disabilities. This course begins by examining inclusion and the collaboration skills necessary for its effectiveness. There follows an investigation into the characteristics (academic, functional, and social) of learners defined by the Individuals with Disabilities in Education Improvement Act (IDEA, 2004) as they affect learning and teaching. Finally, the course explores research-based practices and subject area instructional strategies that result in accommodations and modifications for students with special needs. One of the primary goals of this course is to promote effective and proactive transdisciplinary teaming that supports a coordinated effort to optimize learning experiences, opportunities, and environments for students across a range of learning abilities and exceptionalities.

Gathering And Interpreting Assessment Information To Inform Curriculum Strategies And/or Intervention Techniques And Resources Promotes Maximum Achievement For All Learners, Especially Those Who Have Learning Disabilities Or Emotional/behavioral Disorders. Key Topics Presented In This Course Include Problem-solving Models And Response To Intervention (rti) Approaches, As Well As Laws Related To Eligibility; Ethics And Parents’ Rights; Standardized And Informal Assessments; And Data Analysis. Upon Completion Of This Course, Candidates Will Have The Skills To Write An Individualized Educational Program (iep) Based On Diagnostic Tools. Guided Field Experience Will Allow The Candidate To Interview Experienced Teachers About Current Issues And Practices In Assessment And Intervention.

This course is dedicated to teaching theories, principles, assessment, and scientific research-based instructional strategies in the area of reading and writing instruction for learners with exceptionalities.

Promoting positive behavior and effectively responding to misbehavior are critical skills necessary for all teachers. By examining behavior support strategies from two different perspectives—classroom management and individual behavior management—the special education teacher candidate will develop practical skills that can be transferred to actual classroom challenges. In order to create and sustain a positive learning environment, both perspectives must be understood.

This course provides an overview of research-validated academic and behavioral strategies demonstrated to be effective for students with emotional and behavioral disabilities. The special education teacher candidate will examine specific content areas and the means for integrating strategies across the disciplines. As candidates continue to synthesize and develop material and experience from previous coursework (e.g., IEP Case Study, Classroom Management Plan), they will be expected to apply skills developed in this course to construct appropriate activities for the Collaborative Lesson Plan.

This course is designed to provide post-baccalaureate teacher licensure candidates with an introduction to the fundamentals of research. Contemporary educational research is examined with the underlying assumption that research can improve classroom practice. Course participants will be expected to develop knowledge and skills in the use of theoretical frameworks; quantitative, qualitative, and action research methodologies; development of research questions; and compliance with ethical responsibilities of the researcher. Candidates will also complete an initial review of literature relevant to an identified research question.

This course is an applied research course designed to expand post-baccalaureate teacher licensure candidates’ knowledge and skills by requiring them to utilize use the tools and information gained in EDUC 6621, Educational Research: Foundations, to design a timely and useful educational research project. Specific activities in this course include developing and refining research questions or needs assessments; determining appropriate research methodologies and instrumentation; collecting and analyzing data, if possible; evaluating validity; and presenting analysis and implications. In addition, candidates will link their research proposal with the social change mission of the university.

Demonstration Teaching Is The Culminating Experience In The Teacher Preparation Program And Is An Opportunity To Apply Knowledge And Skills And To Demonstrate Required Competencies. Demonstration Teaching Takes Place In Two Different Classroom Settings During The Semester. During Demonstration Teaching, Candidates Will Gradually Assume Complete Teaching Responsibility Of The Classroom, Gaining Real-world Experience And The Opportunity To Translate Theory Into Practice And To Learn From Doing. Teacher Candidates Will Work Closely With, And Are Evaluated By Their University Supervisor And Classroom Cooperating Teacher. The First 5 Weeks Of Demonstration Teaching Run Concurrently With Educ 6697 Instructional Strategies For Students With Learning Disabilities. The Remainder Of Demonstration Teaching Runs Concurrently With Educ 6609 Seminar: Professional Ethics, Communication, And Collaboration: Special Education.

Lifelong learning and professionalism are key components of teaching. This course orients teacher candidates to the skills, understandings, strategies, and knowledge necessary to become a successful learner while establishing the foundations for becoming a professional educator, including knowledge of child development. Course instructors help candidates become comfortable in the online learning environment, enabling them to clarify program expectations, create support networks and learning communities with colleagues and instructors, and establish a personal professional philosophy to promote social change. Upon completion of this course, teacher candidates will demonstrate understanding of resources and expectations, initiate an electronic professional portfolio, and determine strategies for success as a professional educator.

This specialization in Walden’s Minnesota state-approved* teacher preparation program provides the practical knowledge and understanding of how best to serve the educational needs and tap the potential of some of society’s most neglected learners. The specialization incorporates standards from the Council for Exceptional Children and Interstate New Teacher Assessment and Support Consortium. It was developed by leading educational experts and master teachers in order to build your teaching skills and help you make a significant impact on children with emotional/behavioral disorders. In this specialization, you will: * Examine the typical characteristics of children with emotional /behavioral disorders to understand what this general category of disorders means. * Learn how to create prescribed individual behavioral and instructional plans based on the learning strengths and needs of the child. * Acquire specific skills that will help you monitor a child’s progress toward achieving educational goals and objectives. * Understand how to build collaborative relationships with parents, colleagues, and community members in order to better serve children with emotional/behavioral disorders. Completion Requirements * 43 total semester credit hours * ePortfolio Estimated time to completion is 20 months. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

To ensure high levels of learning and achievement for all students, today’s educators must be knowledgeable about learners and learning and well-versed in effective teaching and assessment practices. This course examines the interrelationships among assessment, teaching, and learning and examines effective practices for applying and thoughtfully integrating these critical components in the P–12 classroom. Students will gain a historical perspective on the standards and accountability movement and examine standards in their state or local setting. They will explore learning theory in the context of today’s challenging educational goals and standards. And they will learn and apply research-based practices in effective assessment, curriculum design, and instruction. Through both on-site work and Walden’s signature Virtual Field Experience, students will critically analyze as well as implement teaching and learning principles and practices that ensure responsiveness to the individual and collective needs of students.

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 will learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Age-appropriate skills and strategies for managing dynamic and flexible grouping structures and for teaching conflict resolution will be presented. The course also provides strategies for building positive relationships, fostering motivation, and engaging in effective communication and problem-solving with parents and families.

This specialization in Walden’s Minnesota state-approved* teacher preparation program provides the practical knowledge and understanding of how best to serve the educational needs and tap the potential of some of society’s most neglected learners. The specialization incorporates standards from the Council for Exceptional Children and Interstate New Teacher Assessment and Support Consortium. It was developed by leading educational experts and master teachers in order to build your teaching skills and help you make a significant impact on children with emotional/behavioral disorders. In this specialization, you will: * Examine the typical characteristics of children with emotional /behavioral disorders to understand what this general category of disorders means. * Learn how to create prescribed individual behavioral and instructional plans based on the learning strengths and needs of the child. * Acquire specific skills that will help you monitor a child’s progress toward achieving educational goals and objectives. * Understand how to build collaborative relationships with parents, colleagues, and community members in order to better serve children with emotional/behavioral disorders. Completion Requirements * 43 total semester credit hours * ePortfolio Estimated time to completion is 20 months. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

Complex and critical components of medicine, psychology, education, politics, law, parenting, and moral/societal issues are embedded and integrated within the field of special education. An intensive study of policies and practices related to individuals with exceptional learning needs provides a continuum of opportunities to experience a challenging and dynamic profession. This course dispels myths and mysteries of exceptionalities from a historical perspective, as well as current issues, laws, attitudes, and conundrums. The course also examines current issues, laws, attitudes, and conundrums. Traditional and evolving policies, procedures, and service delivery models are addressed in a way that the candidate can apply them to individual state requirements. A crucial outcome of this course is the development of knowledge and skills necessary for building collaborative relationships with parents, related services, and agencies.

All learners possess unique characteristics, interests, and abilities. Special educators are responsible for connecting instructional planning to individual strengths and needs of learners with disabilities. This course begins by examining inclusion and the collaboration skills necessary for its effectiveness. There follows an investigation into the characteristics (academic, functional, and social) of learners defined by the Individuals with Disabilities in Education Improvement Act (IDEA, 2004) as they affect learning and teaching. Finally, the course explores research-based practices and subject area instructional strategies that result in accommodations and modifications for students with special needs. One of the primary goals of this course is to promote effective and proactive transdisciplinary teaming that supports a coordinated effort to optimize learning experiences, opportunities, and environments for students across a range of learning abilities and exceptionalities.

Gathering And Interpreting Assessment Information To Inform Curriculum Strategies And/or Intervention Techniques And Resources Promotes Maximum Achievement For All Learners, Especially Those Who Have Learning Disabilities Or Emotional/behavioral Disorders. Key Topics Presented In This Course Include Problem-solving Models And Response To Intervention (rti) Approaches, As Well As Laws Related To Eligibility; Ethics And Parents’ Rights; Standardized And Informal Assessments; And Data Analysis. Upon Completion Of This Course, Candidates Will Have The Skills To Write An Individualized Educational Program (iep) Based On Diagnostic Tools. Guided Field Experience Will Allow The Candidate To Interview Experienced Teachers About Current Issues And Practices In Assessment And Intervention.

This course is dedicated to teaching theories, principles, assessment, and scientific research-based instructional strategies in the area of reading and writing instruction for learners with exceptionalities.

Promoting positive behavior and effectively responding to misbehavior are critical skills necessary for all teachers. By examining behavior support strategies from two different perspectives—classroom management and individual behavior management—the special education teacher candidate will develop practical skills that can be transferred to actual classroom challenges. In order to create and sustain a positive learning environment, both perspectives must be understood.

Students with learning disabilities (LD) tend to have deficits in four main areas: working memory, strategy knowledge, vocabulary knowledge, and language coding. Deficits in these areas affect learning across the curriculum. Instruction for students with learning disabilities needs to support learning in ways that enhance and strengthen their abilities. Specialized instruction for students with learning disabilities should be individualized and responsive to student progress.

This course is designed to provide post-baccalaureate teacher licensure candidates with an introduction to the fundamentals of research. Contemporary educational research is examined with the underlying assumption that research can improve classroom practice. Course participants will be expected to develop knowledge and skills in the use of theoretical frameworks; quantitative, qualitative, and action research methodologies; development of research questions; and compliance with ethical responsibilities of the researcher. Candidates will also complete an initial review of literature relevant to an identified research question.

This course is an applied research course designed to expand post-baccalaureate teacher licensure candidates’ knowledge and skills by requiring them to utilize use the tools and information gained in EDUC 6621, Educational Research: Foundations, to design a timely and useful educational research project. Specific activities in this course include developing and refining research questions or needs assessments; determining appropriate research methodologies and instrumentation; collecting and analyzing data, if possible; evaluating validity; and presenting analysis and implications. In addition, candidates will link their research proposal with the social change mission of the university.

Since our current state of knowledge is guaranteed to change as research and technological innovations continue, it is necessary that we all function as lifelong learners. In this course, we examine some intriguing and potentially critical directions in adult learning; these include brain research, new technologies, and the impact of globalization. Learners will have opportunities to examine and reflect on effects of these trends on their own areas of interest.

This course provides an opportunity to design the project study in collaboration with program colleagues. In addition to reading about developing proposals in general, learners will analyze examples of Walden University Ed.D. doctoral proposals about a range of projects. Learners will also further explore the research methods or project types that they may incorporate in their own doctoral studies. Finally, learners will engage in the iterative process of writing their own proposals, including feedback from peers and their course instructors.

This doctoral study forum is designed to help students make the transition from building doctoral-level knowledge through Proseminars and residencies to developing their own terminal doctoral study projects. Students will work in this course space with their committee members to formulate the plans that will eventually result in a formal doctoral study proposal and the final doctoral study, which is completed during EDAD 8090 Doctoral Study Intensive.

The doctoral study demonstrates a student’s scholarly talents to examine, critique, and synthesize knowledge so that new ideas can be tested; best practices identified, established, and verified; or theoretical or policy constructs evaluated and advanced. In all cases, the doctoral study is to be a rigorous, original inquiry that results in new knowledge, demonstrating its efficacy in the world of practice. The goal of the doctoral study is for the educational leader to conduct an investigation that focuses on learning, teaching, and leading within a designated community. Note: The final two semesters of the Ed.D. program are dedicated to the doctoral study. If the doctoral study is not approved by the end of the second semester, students stay enrolled in 8090 until formal approval is granted. Additional semesters needed for completion of the doctoral study do not earn credit.

The purpose of Foundations is to engage learners with the environment, expectations, and content of post-master’s work in the Administrator Leadership for Teaching and Learning program. Through participating in the course, learners will develop 1) facility with Walden University’s online learning environment and understanding of the university’s and the program’s support systems and expectations and outcomes, and 2) knowledge about the field, synthesized with reflection on one’s own experience and goals.

Today’s schools are dynamic places and demand leaders in all arenas, from the boardroom to the classroom. Leaders must understand how learning communities operate and thrive, but be prepared to deal with the demands of internal and external forces. The 21st- century leader who understands change theory will continually appraise the evolving needs of the learning community and apply a grounded knowledge -base of theory and practical strategies supported by research. This course empowers leaders to explore current and future technology as they assess educational trends and issues. Learners will also analyze their own and others’ paradigms and leadership styles, and determine best practices to promote positive social change.

In Applied Research in Education, learners will develop a broad understanding of theoretical frameworks and of the appropriate use of both qualitative and quantitative methods. The course will also focus on methods designed specifically for studying human development and how individuals learn. Methods will be explored through studying the philosophy of research and particular research strategies, reviewing literature in the field, and through searching for and critically analyzing literature relating to learners’ individual interests.

Research has considerably expanded our knowledge of teaching and learning in recent years. These gains have resulted in a new paradigm for the design and assessment of learning experiences. In this course, students will: 1) advance their understanding of research methods as they examine literature about design and assessment; and, 2) apply research-based principles to design a project to develop learning experiences for a specific population of learners, whether on-site, online, or through a blended hybrid model.

Grounded in research and theory about learning differences, this course explores the repertoire of practices that facilitate learning from both the teaching and learning perspectives. These practices range from mentoring and coaching through collaborative engagement and reflective practices. Learners will deepen their understanding of research methods both through critiquing articles and by designing research studies to investigate specific learning practices.

In this course, learners study adult learning theory and learning styles and preferences to gain an understanding of the roles of instructor and student in adult education. Learners examine the ways race, ethnicity, class, gender, ability, and other forms of diversity impact the theory and practice of adult education. Learners further develop their skills in selecting and applying appropriate materials, methods, and techniques used to achieve particular learning objectives. This course incorporates adult learning from both theoretical and personal perspectives.

This course presents best practices of higher education teaching. Learners evaluate multiple teaching models and strategies and their underlying theoretical and research bases. Learners also examine cultural influences on teaching and learning; identify ways to incorporate technology into the teaching-learning process; and assess their teaching dispositions and educational philosophy.

Learners in this course explore evidence-based classroom assessment and evaluation practices and apply a variety of tools and strategies to assess and evaluate learning. Learners also develop appropriate formative and summative classroom assessment techniques that address intended learning outcomes and promote learning in a global society.

The focus of this course is on curriculum development in higher education. Learners review the evolution of curriculum design and examine the impact of various design models on instructional frameworks and strategies. Learners analyze curricula that use face-to-face, online, and hybrid instructional platforms and develop curricula that meet diverse individual and cultural needs.

In this course, learners examine learning theory and contemporary teaching curriculum design models and assess the facilitator’s role in the online learning environment. Learners develop online teaching skills and the facilitation strategies and tactics that nurture the interaction and collaboration necessary for successful online teaching.

This practicum provides learners with an experience that fosters professional growth and development in the role of college or university instructor. Under the supervision of a Capella faculty member, learners observe and assist in the instruction of an online course at Capella University. Learners respond to unit discussions, read and grade assignments, and meet regularly with their supervising faculty member for developmental feedback and support. This course is not available as an elective to learners outside the Post-Master’s Certificate in College Teaching. Prerequisite(s): Completion of all required course work. Cannot be fulfilled by transfer.

A growing body of research shows that teacher effectiveness is the single most important school-based influence on student achievement. Today's educator responds to complex and diverse needs of students in each classroom. This course provides the foundations for instructional design along with the tools for instructional planning. The alignment of curriculum standards to instruction and assessment is a major focus. Upon completion of this course, students have established a wide repertoire of methods and strategies that are research-based and easily modified to today’s complex classroom

Teachers need to recognize potential legal issues, make informed judgments and decisions, and seek administrative and legal counsel, when necessary. This course provides teachers with a basic understanding of the legal principles directing the American school system, along with the legal case origins determining current classroom guidelines.

This course examines the research, rationale, and realities associated with the movement toward professional learning communities in schools. Students explore the history of professional learning communities, the research upon which they are based, the characteristics that differentiate them from other collaborative models, and their relationship to a variety of school reform initiatives. Special emphasis is placed upon what can be learned from previous implementations of the professional learning communities’ framework and how future models may be developed that are more meaningful and effective.

This course examines the shift in emphasis from teaching to learning and the role of the teacher as designer and facilitator in professional learning communities. Students explore the impact of shared instructional leadership and the importance of collaboration and teamwork

Students acquire a repertoire of skills that enable them to function comfortably and effectively in a changing learning environment. The course provides teachers with an understanding of the complexity of being a leader in times of change. Students develop a vision of systemic change and demonstrate practical skills for ensuring smooth day-to-day operations within their school

This course examines collegial coaching as a staff development model used to increase student learning, facilitate discussions among colleagues, and build trusting relationships among teachers. Students reflect on current practices or expand, refine, and build new skills by utilizing peer coaching. Students explore the interactive process of coaching between teaching professionals to share successful practices, problem-solve, and reduce isolation among teachers. Special emphasis is placed upon peer mentoring and the support of new teachers in their practice.

This course provides participants with a wide range of strategies to facilitate the process of school improvement through evidencebased inquiry. Students utilize systematic processes to describe the existing environment and areas of weaknesses in order to facilitate and promote continuous and sustainable school improvement through innovation and change.

This course is designed to provide the theoretical foundation and framework of action research. Special emphasis is placed on an examination of the basic principles of qualitative research methodologies, which lead to the design and implementation of a peer-supported action research project

To better understand thinking, an educator must research current knowledge of the human mind and learn to assess a student's ability to think. This course addresses all five core propositions of the National Board for Professional Teaching Standards (NBPTS).

This Course Is Designed To Allow Prospective Teachers The Opportunity To Learn Techniques Involved In The Successful Engagement And Management Of A Learning Environment. Major Emphasis Is Given To The Establishment Of A Realistic Discipline Plan To Manage Student Behavior, As Well As Engagement And Management Techniques And Strategies To Maximize Instructional Time, Classroom Procedures, And Physical Space. Prerequisites: Edu 215 And Edu 230.

To better understand thinking, an educator must research current knowledge of the human mind and learn to assess a student's ability to think. This course addresses all five core propositions of the National Board for Professional Teaching Standards (NBPTS).

This course examines collegial coaching as a staff development model used to increase student learning, facilitate discussions among colleagues, and build trusting relationships among teachers. Students reflect on current practices or expand, refine, and build new skills by utilizing peer coaching. Students explore the interactive process of coaching between teaching professionals to share successful practices, problem-solve, and reduce isolation among teachers. Special emphasis is placed upon peer mentoring and the support of new teachers in their practice.

A growing body of research shows that teacher effectiveness is the single most important school-based influence on student achievement. Today's educator responds to complex and diverse needs of students in each classroom. This course provides the foundations for instructional design along with the tools for instructional planning. The alignment of curriculum standards to instruction and assessment is a major focus. Upon completion of this course, students have established a wide repertoire of methods and strategies that are research-based and easily modified to today’s complex classroom

This course examines the research, rationale, and realities associated with the movement toward professional learning communities in schools. Students explore the history of professional learning communities, the research upon which they are based, the characteristics that differentiate them from other collaborative models, and their relationship to a variety of school reform initiatives. Special emphasis is placed upon what can be learned from previous implementations of the professional learning communities’ framework and how future models may be developed that are more meaningful and effective.

This course examines the shift in emphasis from teaching to learning and the role of the teacher as designer and facilitator in professional learning communities. Students explore the impact of shared instructional leadership and the importance of collaboration and teamwork

Students acquire a repertoire of skills that enable them to function comfortably and effectively in a changing learning environment. The course provides teachers with an understanding of the complexity of being a leader in times of change. Students develop a vision of systemic change and demonstrate practical skills for ensuring smooth day-to-day operations within their school

Teachers need to recognize potential legal issues, make informed judgments and decisions, and seek administrative and legal counsel, when necessary. This course provides teachers with a basic understanding of the legal principles directing the American school system, along with the legal case origins determining current classroom guidelines.

This Course Is Designed To Allow Prospective Teachers The Opportunity To Learn Techniques Involved In The Successful Engagement And Management Of A Learning Environment. Major Emphasis Is Given To The Establishment Of A Realistic Discipline Plan To Manage Student Behavior, As Well As Engagement And Management Techniques And Strategies To Maximize Instructional Time, Classroom Procedures, And Physical Space. Prerequisites: Edu 215 And Edu 230.

This course provides participants with a wide range of strategies to facilitate the process of school improvement through evidencebased inquiry. Students utilize systematic processes to describe the existing environment and areas of weaknesses in order to facilitate and promote continuous and sustainable school improvement through innovation and change.

This course is designed to provide the theoretical foundation and framework of action research. Special emphasis is placed on an examination of the basic principles of qualitative research methodologies, which lead to the design and implementation of a peer-supported action research project