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Course Criteria
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3.00 Credits
This course addresses literacy development in the areas of language arts: listening, speaking, reading and writing for English Language Learners (ELL). This course explores classroom practices in the instruction of ELL students including adaptation of content, strategies and assessment to promote academic achievement for learners at all levels of English language acquisition. It fulfills the Nevada State TESL endorsement requirement and is aligned with the INTASC Standards.
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3.00 Credits
This course addresses issues of first and second language acquisition and the relationship on effective communication with students and parents. This course explores linguistic implications of language in society. It focuses on the study of characteristics and backgrounds of various cultures to promote understanding for recognizing, appreciating and valuing contributions of individuals. Second language strategies will be reviewed as well. It fulfills part of the Nevada State TESL endorsement requirement and is aligned with the INTASC Standards.
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1.00 Credits
This course requires the student to master writing proficiencies which will be required for written documents at the graduate level. With instructor feedback, the student will learn to produce grammatically correct written work that demonstrates precision, clarity, coherence, and unity.
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3.00 Credits
Students examine their current knowledge base, skill sets and leadership abilities with an eye toward improvement and engagement. Expansion of roles and responsibilities for leadership within the framework of teaching is a major focus of this course. Students explore their leadership approaches, learning styles, and communications styles in order to maximize their professional growth and development as leaders. In this course, examination of leadership theories and approaches serves as primary source of inquiry and research for students as they begin to develop a proposal for professional development of training session in order to apply theory to practice.
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3.00 Credits
Students examine their current knowledge base, skill sets and leadership abilities with an eye toward improvement and engagement. Expansion of roles and responsibilities within the framework of a professional as a community leader is a major focus of this course. Topics will include history, theory, and definitions of community leadership, as well as methods and resources for introducing concepts of community leadership into any classroom. In this curse, examination of leadership philosophies serve as primary sources of inquiry and research for teachers as they begin to develop a community-based action plan in order to apply theory to practice.
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3.00 Credits
To assume leadership roles and to become change agents in their respective schools, students analyze the influences, trends, social and political forces that generate and impact educational change at varying levels, (i.e. classroom, school, community, state, and national levels). Students develop knowledge of the stages of systemic educational change and strategies needed to achieve and sustain momentum for change. In this course, examination of advocacy philosophies serve as primary sources of inquiry and research as students begin to develop an "action plan" of change, in order to apply theory to practice.
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3.00 Credits
This course is designed as a lecture series and is meant to serve as a culminating look at leadership as an inside-out, relational phenomenon. This course examines individual leadership styles as they relate to groups and organizations. These leadership styles are explored through a broad range of leadership topics, presented by invited experts, include self-development, diversity, communications, conflict resolution, group roles, teamwork, decision-making, ethics, organizational design and change, community building and renewal.
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3.00 Credits
This course provides an opportunity for students to apply and test leadership knowledge, skills, and abilities. Students are placed in a position of leadership, through a community-based opportunity, to practice theory and examine personal obligations to citizenship and community. Culminating "action plans derived in student teams, organized in areas of specialization, will be developed.
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3.00 Credits
Investigates the processes involved in, factors influencing effectiveness of, and strategies for effecting change in general and in educational milieus in particular; emphasizes strategies for identifying, prioritizing and designing collaborative plans to effect needed school improvement. Students will present their action plans developed during their Collaborative Leadership course, to an Advisory Board, reflected on how, as leaders, teachers can impact their classrooms, communities, and society.
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