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Course Criteria
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3.00 Credits
This course is designed to apply the theories of educational supervision to the application of educational supervision to the through the use of case studies. Students are encouraged to develop "real-life" scenarios or problems and then create strategies to handle thescenarios and/or solve the problems in order to maximize teaching effectiveness.
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3.00 Credits
This course will examine the nature of conflict and develop an understanding that conflict is often necessary to the change process. Emphasis will be placed on the different ways that people deal with conflict. In addition, this course will explore the methods and strategies of conflict resolution; the reasons for conflict; the levels of conflict; and the types of conflict. The strategies for mediation and conflict resolution will be understood, applied, and analyzed. This course will incorporate, where appropriate, the New Jersey Core Curriculum Content Standards and the New Jersey Professional Standards for School Leaders.
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3.00 Credits
The Introduction to the Writing Agenda brings together teachers from a range of grades and disciplines to write, to share their writing, to revise, to learn about the connections between writing and thinking, and most importantly to develop applications to their own teaching of writing. Through collaboration and conversation teachers address their concerns about teaching writing, and cultivate an understanding of the way that writing uniquely supports both learning and the communication of what has been learned. The introductory course is the first in a four -course graduate sequence that can lead to a Certificate in the Teaching of Writing.
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3.00 Credits
Applications of The Writing Agenda, is a co-requisite of the Introduction to the Writing Agenda, and give teachers the crucial support of collaboration and mentoring as they apply, assess, and revise new approaches to the teachning of writing. Depending on the reforms teachers bring to the course, it can focus on a range of topics; for example invention strategies, visualizing and problemsolving, coaching and grading, drafting texts and editing them, developing projects and preparing for high-stakes testing, the role of film and the power of Web-based inquiry and communication, the connections between reading and writing or story and argument. One outcome of the course is a spring conference giving teachers the opportunity to share what they have learned.
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3.00 Credits
This course is designed to provide future school supervisors with the skills knowledge and experience to observe, mentor, collaborate, counsel, and support teachers in the classroom. Several currently researched theories of staff supervision will be used as models to maximize teacher learning and to optimize the learning opportunity for their students. The national INTASC-based standards for beginning teachers, national specialty organizational standards, the Highly Qualified Teacher Requirement of the No Child Left Behind (NCLB) legislation, the P-12 New Jersey Core Curriculum Content Standards, and the New Jersey Professional Standards for School Leaders will provide the foundation for supervisor's training. Principles and problems of supervision will be explored as well as the varied roles of the supervisor in school districts.
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3.00 Credits
This course is designed to prepare students to become educational leaders and professional curriculum developers. Students will develop an integrated view of curriculum and instruction at the preschool, elementary, and secondary school levels from the perspective of the teacher and the learner. Students acquire an understanding of the interrelationships between current issues in curriculum development, socio-cultural and political influences, and the needs of each constituency in educational systems. The course emphasizes analysis and evaluation of significant curriculum practices, reforms and innovations including the P-12 New Jersey Core Curriculum Content Standards, the national INTASC standards and the New Jersey Professional Standards for School Leaders. Emphasis is placed on connecting an understanding of curriculum theory to effective supervision of curriculum development and practice.
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3.00 Credits
This course assumes is designed for students who have special education certification and are familiar with special education history, the laws, and characteristics of various disabilities. This course covers the update in the laws and the changes in special education, and will examine those issues that are currently affecting special education teachers in the schools. This course examines special education as an evolving and changing discipline. Students will study current theories, philosophies and practices in the field of special education today.
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3.00 Credits
This course develops an integrated view of problems of curriculum and instruction at the early childhood and elementary level including analysis and evaluation of significant curriculum practices. The interrelationships between current issues in curriculum development, socio-cultural and political influences, and the needs of the learner is examined and explored. Emphasis is placed on developing curriculum for early childhood programs that are progressive, considerate of the developmental needs of the younger learner, encourage preparation for academic learning and social communication, and cognizant of the New Jersey Core Curriculum Content Standards. Alternative assessment and early childhood readiness assessment is also examined.
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3.00 Credits
The focus of this course is on language development, communication and literacy as they relate to children with special needs. Literacy instruction is examined, including the use of specialized reading programs. The course also examines students who are nonverbal and emphasizes communication strategies, including assistive technology, to engage these students in academic and nonacademic tasks. Students study individualized strategies which special educators can use to enhance language development and teach communication.
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3.00 Credits
The course develops an integrated view of problems of curriculum and instruction at the Middle and Secondary levels including analysis and evaluation of significant curriculum practices. The interrelationships between current issues in curriculum development, socio-cultural and political influences, and the needs of the learner is examined and explored. Emphasis is placed on developing curriculum for middle and secondary school learners that includes consideration of emotional and academic developmental needs of the adolescent learner, encourages school to work transitions, includes college preparatory curriculum development, and evaluates interdisciplinary, disciplinary, and problem focused models. Assessment is addressed relevant to New Jersey Core Curriculum Content Standards, standardized achievement tests, and alternative assessment.
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