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Course Criteria
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3.00 Credits
Introduces the six personality types (i.e., reactor, workaholic, persister, dreamer, rebel, and promoter), the associated perceptions and communication preferences, and methods for communicating and motivating in classroom, work, and community situations. Designed for educators and others concerned with communicating with youth at risk and instructional teams wishing to improve team functioning. May be repeated once, but can only be applied as an elective in the Master's or credential program with consent of advisor.
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1.00 Credits
Participants learn advanced skills in motivating others and resolving conflict by learning key early warning indicators of student and adult distress. Participants practice prevention and intervention strategies that can ward negative behaviors and facilitate crisp communication and effective relationships. May be repeated once, but can only be applied as an elective in the Master's or credential program with consent or advisor. Prerequisite: EDEX 640A.
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3.00 Credits
Focuses upon acquisition of skills for advanced application of technologies supporting inclusion and practical applications in the classroom, grant writing, and professional presentations. Meets Professional Level II Education Specialist credential standards for supporting transition across the K-12 continuum and development of a specific area of emphasis in inclusive education, assistive technology, and reflective practice. Enrollment Restriction: Completion of the Special Education Specialist in Mild-Moderate-Severe Disabilities Level I.
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2.00 Credits
Students develop advanced crisis prevention management techniques and become proficient in positive behavior support planning and Behavior Intervention Plan development.
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2.00 Credits
Development of a Professional Credential Induction Plan for Professional Level II Mild/Moderate and Moderate/Severe Education Specialist candidates. Graded Credit/No Credit. Enrollment Restriction: Acceptance into the Professional Level II Education Specialist Program.
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2.00 Credits
Structures the assessment of Professional Level II Education Specialist candidates' completion of the professional credential Induction Plan. Through a portfolio review process and site visitation, candidates demonstrate performance of Level II Mild/Moderate and/or Moderate/Severe Education Specialist standards. Graded Credit/No Credit. Enrollment Requirement: More than one year of full-time experience as a special educator, or the equivalent. Prerequisite: EDEX 660.
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4.00 Credits
Presents the evolution of leadership thought and theory, with an emphasis on the distinction between, and inter-relatedness of, effective management and leadership. The ethics of leadership practice and epistemological perspectives of emerging leadership styles will be explored, and students will have opportunities to reflect on the nature of leadership as it is practiced in educational settings. Applying critical, self-reflective leadership practice through structured activities is also an element of this course.
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4.00 Credits
Explores various models of curriculum and instruction in response to student learning needs. It also will examine models of school organization and the leader's role and responsibility in developing a school culture that promotes student achievement, using evidence-based decision-making. A major emphasis will be on evaluating research upon which theories and practice are based.
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4.00 Credits
Addresses theories and practices for achieving schools and classrooms that are informed by and built around the participation of diverse communities and cultures. Emphasis on how leadership intersects with sociohistorical and sociocultural theories that suggest the organization of schools and instruction is critical to student inclusion and outcomes. A basic premise of this course is that a socially just learning theory begins with using all of the resources and knowledge of families, communities, and cultures in formulating policy and practice.
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4.00 Credits
Presents multiple theories of organizational change, explore group processes and identify models of decision-making, and analyze human motivation theories. Establishing and nurturing a purpose-driven organization, while dealing with competing demands, will be discussed. A major emphasis on people as agents of change and creating high quality ethical and productive workplaces where employees can achieve success and satisfaction, while advancing the mission of the educational organization.
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