|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
This course supports the expectations of the Five Core Propositions and the National Board Professional Teaching Standards Component 2, Differentiation in Instruction. Candidates will plan differentiated instruction tailored to each student's distinct abilities and foster effective communication skills for maximum student growth and individual success. Candidates' class-based portfolio entries will include written commentaries and samples of students' work.
-
3.00 Credits
This course supports the expectations of the Five Core Propositions and National Board Professional Teaching Standards Component 3, Teaching Practice and Learning Environment. Candidates study best practices that support the social, ethical, and academic development of every learner. Candidates will submit written commentaries and video recordings that show teacher-learner interactions.
-
3.00 Credits
This course supports the expectations of the Five Core Propositions and National Board Professional Teaching Standards Component 4, Effective and Reflective Practitioner. The focus of the course is to understand and practice strategies of an effective and reflective practitioner. Candidates' written commentaries require that they show (a) evidence of effective assessment practices, (b) the ability to effectively plan differentiated instruction that impacts student learning, and (c) the ability to contribute to the profession through collaboration with families, community, and colleagues.
-
6.00 Credits
The capstone course emphasizes the role of Teacher-as-Researcher and the value of conducting classroom and school-based action research. The semester course prepares students to conduct action research studies that will enhance professional practice and directly involve the candidates in the process of educational improvement.
-
3.00 Credits
This capstone course emphasizes 1. identifying empirically supported practices to address challenges in various teaching contexts and 2. identifying appropriate data sources to drive instructional decisions across the 6 interdisciplinary areas of: 1. special education, 2. reading, 3. trauma informed care, 4. diversity, 5. educational technology, 6. English as a Second Language Learning, The semester course prepares students how to identify and use reliable and valid data to drive their professional growth and educational improvement of their students.
-
3.00 Credits
This course provides opportunities for M.Ed. candidates to engage in leadership-related, authentic, supervised field experiences in approved school settings. The course requires the M.Ed. in School Leadership candidate to perform, analyze, and reflect on a specific set of tasks involving real responsibilities of school leaders. Completion of these tasks normally requires 100 hours of field-based work. The additional required hours of 140-200 are taken in the Internship Course required with this course. The course culminates in the preparation of a professional portfolio that includes task-related documents, artifacts, and reflections. Learning activities are field-based and standards-driven, reflect the College of Education Conceptual Framework, and are linked to the National Educational Preparation Standards (NELP). The course involves collaboration with a school-based mentor, other M.Ed. candidates, and with a college-based mentor. Advising seminars are scheduled at regular intervals throughout the semester. This course is taken in conjunction with MED 8904 or MED 8905. A lab fee is required.
-
3.00 Credits
This course requires a minimum of 180 documented hours of work with a school-based mentor (principal or assistant principal), the completion of a variety of real school leadership tasks, and the assumption of real school leadership responsibilities. The hours are documented in an Internship Journal/Log. The journal also requires descriptions, analyses, and reflections related to at least 14 "critical incidents" that occur during the internship period. Internship hours do not need to be full-time or consecutive. The course involves collaboration with a school-based mentor, other M.Ed. candidates, and with a college-based mentor. Advising seminars are scheduled at regular intervals throughout the semester. This course is normally taken in conjunction with MED 8900, but may be taken separately by those candidates who need an Administrative Internship to satisfy state licensure/certification requirements. A lab fee is required.
-
4.00 Credits
This course requires a minimum of 240 documented hours of work with a school-based mentor (principal or assistant principal), the completion of a variety of real school leadership tasks, and the assumption of real school leadership responsibilities. The hours are documented in an Internship Journal/Log. The journal also requires descriptions, analyses, and reflections related to at least 14 "critical incidents" that occur during the internship period. Internship hours do not need to be full-time or consecutive. The course involves collaboration with a school-based mentor, other M.Ed. candidates, and with a college-based mentor. Advising seminars are scheduled at regular intervals throughout the semester. This course is normally taken in conjunction with MED 8900, but may be taken separately by those candidates who need an Administrative Internship to satisfy state licensure/certification requirements. A lab fee is required.
-
5.00 Credits
This course requires a minimum of 300 documented hours of work with a school-based mentor (principal or assistant principal), the completion of a variety of real school leadership tasks, and the assumption of real school leadership responsibilities. The hours are documented in an Internship Journal/Log. The journal also requires descriptions, analyses, and reflections related to at least 14 "critical incidents" that occur during the internship period. Internship hours do not need to be full-time or consecutive. The course involves collaboration with a school-based mentor, other M.Ed. candidates, and with a college-based mentor. Advising seminars are scheduled at regular intervals throughout the semester. This course is normally taken in conjunction with MED 8900, but may be taken separately by those candidates who need an Administrative Internship to satisfy state licensure/certification requirements. A lab fee is required.
-
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2024 AcademyOne, Inc.
|
|
|