|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
5.00 Credits
Focus on the research base for high quality coaching and mentoring. Candidates will have an understanding of what constitutes mentoring/coaching: cognitive coaching, coaching models, building relationships, building trust, and classroom management strategies. The emphasis will be on understanding the theory of coaching. This course will also focus on the practice of coaching/mentoring. The candidate will demonstrate mentoring/coaching strategies, facilitate collaborative strategies in the educational setting, and identify means to assist mentees in self-assessment of teaching and in evaluation of students' learning. This course includes a reqiured practicum of 30 clock hours.
-
1.00 Credits
This course will focus on the role of social justice in the educational community and ways to raise awareness of relevant issues among colleagues. Areas of emphasis will include: differentiated instruction, special education, inclusionary practices, legal and ethical issues, community relations, and the influence of culture (race, ethnicity, origin, gender, etc.) on education. Candidates will investigate relevant community partners, agencies, and charitable organizations within the community. Further, they will be aware of the impact of economic disparities within neighborhoods and predict the impact on local schools. Candidates will be able to identify an equitable classroom and identify instructional and assessment practices that promote equity. Research and project development will focus on specialization area.
-
0.00 Credits
Candidates will maintain an e-portfolio throughout the program and will maintain the findings of the Action Research Project developed in EDU 6720 and EDU 6725 and implemented throughout the remainder of the program as part of the e-portfolio.
-
0.00 Credits
Candidates will present the results of their Action Research Project via their e-portfolios.
-
0.00 Credits
Students will maintain an e-portfolio throughout the program and will maintain the findings of the Action Research Project developed in EDU 6720 and EDU 6725 and implemented throughout the remainder of the program as part of the e-portfolio.
-
3.00 Credits
This course is designed for coaches of K-8 teachers to build those skills, understandings, and dispositions required to be numeracy leaders in K-8 schools. The focuas is to provide numeracy leaders with research, resources, strategies, and practice to equip them to work with adult learners in deepening their understanding of mathematics content pedagogy and strengthening their skills to improve instruction so all students can learn.
-
3.00 Credits
This course is designed for coaches of 6-12 teachers to build those skills, understandings and dispositions required to be numeracy leaders in 6-12 schools. The focus is to provide numeracy leaders with research, resources, strategies, and practice to equip them to work with adult learners in deepening their understanding of mathematics content pedagogy and strengthening their skills to improve instruction so all students can learn.
-
3.00 Credits
The focus on this course is to develop understandings, dispositions, and skills needed by coaches to help elementary, middle, and secondary teachers develop the concepts and skills of teaching algebra and geometry. The intent is to provide research, resources, and practice to equip numeracy leaders to work with adult learners in deepening their understanding of algebraic and geometric concepts and pedagogy and strengthening their skills to teach concepts so all students can learn. It is planned for this course to be co-taught by two faculty members, one with background teaching at the elementary level and the other with secondary experience.
-
3.00 Credits
The goal of this course is to develop expertise in analyzing student work, diagnosing the problem, understanding student thinking, and using that understnading to guide subsequent interactions and interventions with the student. Participants will analyze student learning through formal and informal assessments, learn to use research and current resources to diagnose mathematical learning problems, and will learn how to choose and implement the best interventions to increase student learning.
-
4.00 Credits
This course explores best practices having been identified to assist in the establishment of learning environments. Evidenced-based foundations are used to focus on those best practices that foster continuous quality improvement in schooling, and rethinking the connections in the relationships of education's stakeholders through the formulation of problem-solving teams that can approach quality through collaboration and scientifically-based practice. An enhanced linkage amoung students, teachers, administrator's, support staff, parents, businesses, and community is encouraged and emphasized as a result of evidence-based exploration of best practices.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2025 AcademyOne, Inc.
|
|
|