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Course Criteria
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3.00 Credits
Learners will explore strategies for planning and implementing technology integration (teaching and curriculum focus) at an organizational level, including the examination of larger scale professional development models. The course will focus on developing skills for taking and leadership role in schools and district technology use, planning, implementation, and assessment. (As Needed) [Graded (Standard Letter)] Registration Restriction(s): Administrative Licensure, Master of Education with Licensure, Master of Education, or non-degree seeking Master of Education majors only
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3.00 Credits
This course offers graduate students an opportunity to plan, design, implement, and create a blended/online course, and give them the ability to create blended/online materials and/or courses on their own. (As Needed) [Graded (Standard Letter)] Registration Restriction(s): None
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3.00 Credits
Theories in instructional leadership, including school vision and management as they apply to the principal?s role, will be explored in the context of leadership in the 21st century. (As Needed) [Graded (Standard Letter)] Registration Restriction(s): None
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3.00 Credits
A study of the application of instructional supervisory theories and practices of supervisory behaviors as they relate to improvement of instruction. Directed field experience will be required. Must be taken prior to Public School Administrative Internship. (As Needed) [Graded (Standard Letter)] Registration Restriction(s): None
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3.00 Credits
This course places teachers in a position to understand the critical role they play in creating a climate of continuous, systemic improvement in schools through the establishment of professional learning communities and the concurrent development of teacher leadership. Students will gain understanding of how the relationships among the development of learning communities, teacher leadership, school effectiveness, and site-based accountability can positively improve schools. (As Needed) [Graded (Standard Letter)] Registration Restriction(s): None
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3.00 Credits
This course examines current curriculum designs and teaching/learning models and the leadership processes of assessing, developing, implementing, and revising instructional programs to improve student learning. Students will learn how to effectively establish and maintain optimal learning environments conducive to student success. Students will develop skills necessary for understanding skills and dispositions required for effective communication as school leaders. (As Needed) [Graded (Standard Letter)] Registration Restriction(s): None
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3.00 Credits
This course analyzes the characteristics of effective schools and the leadership theories and concepts that are related to school improvement and renewal processes. Participants will examine the application of these theories, along with the development and utilization of teacher leadership skills, to improve school operations, understand data-driven decision-making, facilitate strategic planning, promote student achievement, and engage in effective teacher leadership practices. (As Needed) [Graded (Standard Letter)] Registration Restriction(s): None
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3.00 Credits
This course provides students with training as they develop their coaching practice. Students develop skills necessary to support teachers through modeling lessons, co-planning & co-teaching lessons, conducting classroom observations and providing feedback to teachers to foster reflection. Ultimately, students explore the best practices in coaching teachers to improve the teaching of all content areas and literacy, and to develop a peer-to-peer coaching network for inquiry, conversation, collaboration, and support. All coursework is in alignment with the Utah Educational Leadership Standards as indicated with each week?s assignment. (As Needed) [Graded (Standard Letter)] Registration Restriction(s): None
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3.00 Credits
This course examines the nature of successful professional learning in schools and how such learning contributes to sound pedagogy, instructional renewal and reform, and gains in student achievement. The unique role of the teacher-leader, in the development of effective professional development instruction, will also be analyzed and investigated that includes planning, preparation, organization, content, delivery, and evaluation. (As Needed) [Graded (Standard Letter)] Registration Restriction(s): None
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3.00 Credits
This course develops an understanding and commitment to the position that teaching is a social enterprise laden with moral and ethical responsibilities, and that teacher-leaders must be willing to act as agents for equity in their classrooms and in their schools. This course helps teacher-leaders develop the dispositions, cultural knowledge, and competencies to adapt curriculum and instructional skills for culturally responsive classroom practices and to advocate for social justice at the school level. (As Needed) [Graded (Standard Letter)] Registration Restriction(s): None
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