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Course Criteria
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1.00 Credits
Each student must complete 240 clinical or internship hours in the classroom, school, or district setting. The Laboratory of Practice is differentiated accordingly for teacher-leaders, principals, and superintendents or other district leaders. It is the setting in which students have practical leadership experience and in which each student, with consultation with a local leader, identifies a problem of importance to the school or district that becomes the student's problem of practice.
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4.00 Credits
Each student must complete 240 clinical or internship hours in the classroom, school, or district setting. The Laboratory of Practice is differentiated accordingly for teacher-leaders, principals, and superintendents or other district leaders. It is the setting in which students have practical leadership experience and in which each student, with consultation with a local leader, identifies a problem of importance to the school or district that becomes the student's problem of practice.
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1.00 Credits
Each student must complete 360 clinical or internship hours in the school or district setting. The Laboratory of Practice is differentiated accordingly for teacher-leaders, principals, and superintendents or other district leaders. It is the setting in which students have practical leadership experience and in which each student, with consultation with a local leader, identifies a problem of importance to the school or district that becomes the student's problem of practice.
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4.00 Credits
Each student must complete 240 clinical or internship hours in the school or district setting. The Laboratory of Practice is differentiated accordingly for teacher-leaders, principals, and superintendents or other district leaders. It is the setting in which students have practical leadership experience and in which each student, with consultation with a local leader, identifies a problem of importance to the school or district that becomes the student's problem of practice.
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1.00 Credits
The dissertation in practice is developed in the first two years, beginning in the first two classes, and is implemented, evaluated and presented in the third year. It is the capstone of the program, and it demonstrates the student's ability as a scholar-practitioner to identify and research a problem of practice, to determine a resolution that will be designed and implemented, then evaluated and publicly presented to the classroom, school or district community. The classroom, school or district is the student's client throughout this process. The capstone presentation is the product developed for the client.
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3.00 Credits
The Dissertation in Practice (DIP) will culminate with a public presentation by the student of the results of the Problem of Practice (POP). In most cases, the POP will be reported on based on the findings in Year 3 and take place in the candidate's respective setting.
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3.00 Credits
Selecting and using information and communication technologies to facilitate learning and creative expression are the main foci. Topics include content, instruction, pedagogy and motivation, the design of interactive learning environments, collaboration, and creativity. Using audio/ video software, productivity tools, and knowledge construction tools to design and develop digital media, candidates will design interactive instruction that engages and promotes innovative thinking, problem solving, critical thinking and creativity in various learning environments. Participating with global professional learning communities is a required component. Discussions forum topic focus upon promoting interactivity, collaboration, creativity and innovative thought.
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3.00 Credits
The design, development, and evaluation of digital learning experiences for the purpose of facilitating digital-age learning and conducting assessment for learning are the main foci. Using online software applications and digital media production tools, candidates will design and develop authentic learning experiences and interactive instruction that promote innovative thinking, creativity, and self-assessment. Topics include instructional design, visual literacy, computer-based instruction, and assessment/evaluation for individualized and collaborative learning environments. Participating with global professional learning communities is a required component. Discussion forum topics focus on ways to enhance and enrich professional practice by participating in shared decision-making and community building of curricula.
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3.00 Credits
The course explores the latest trends in technology that are likely to have an impact on collaboration, innovative thinking, inquiry, research, and creative expression. Course activities will focus on experimenting with and acquiring skills in the latest technologies to build learning communities, instructional media, and foster relationships for a global and digital society. Candidates use learning management systems as a way to communicate relevant information and ideas. Topics include emerging technologies, technology genres and fluency, digital applications and technologies that support research, media-rich multisensory learning environments, and creativity thinking for innovation and original solutions.
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3.00 Credits
Candidates inquire about ethical, legal, and social issues associated with being a digital citizen in a global society. Using electronic digital systems, software, and applications, candidate create learning environments that are based on best practices of fair use, incorporate the integration of assistive technologies for diverse needs of students, promote equitable access and the social negotiation of policies and practices, and encourage collaboration. Topics include self-expression, online and cultural identities, and social and equity justice within digital environments.
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