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Course Criteria
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3.00 Credits
This course is specifically designed to meet the new PDE Standards for the K-12 Principal Certification Program. It provides essential information and knowledge of the role the law plays in education for not only educational leaders but for all individuals in regards to the field of education. The candidate will become schooled in previously decided situations pertaining to the delivery and implementation of an educational program, in particular as to how it pertains to the individual and society. The rights of all individuals and groups of individuals ; students, staff and all other constituencies; as well as law themselves, are addressed throughout the course. Students, as a result of having attained successful course completion, will be able to deliver education within the parameters and dictates of the law. Pre-Requisite: None
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3.00 Credits
This course is designed to provide opportunities to participate as school-based practitioner in a detailed study of curriculum planning / implementation with a specific focus on basic concepts in Special Education, and inclusion practices. The course is designed to inform and sensitize pre-service and in-service administrators to the needs, nature and function of the management of Special Education, with emphasis on the coordination of the education of exceptional children with that of all other children. Focus will be on the special education competencies for school leaders. Each course participant is expected to articulate in a professional manner an informed research - based educational perspective on various readings, concepts, economic principles and practical situations associated with the delivery of services in the creation and implementation of a school's inclusive curriculum. Course participants will fulfill all assigned projects, readings, and activities relating to the planning and execution of a carefully designed curriculum unit of study that utilizes a range of assessments associated with the Pennsylvania Department of Education (PDE) SAS - Standards Aligned System( http://www.pdesas.org/), to address students' academic achievement (at the field-based school site). This course of study is embedded in the Framework and Guidelines for Principal Preparation Programs, i.e., PILS- Pennsylvania Instructional Leadership Standards. The PDE PILS core standards and corollary standards, along with a focus on special needs students and issues of diversity, e.g., Over-Representation of Diverse Students in Special Education, serve as the underpinnings of the course. Course participants will also be required to do a minimum of 36 hours in a school-based FIELD EXPERIENCE. As a special feature of the current teaching of this course, there will be a focus on practical application of curriculum theory & practice relative to the topic of "Obesity and America's School-age Students." As a result of a formerly awarded National Institute of Health (NIH) grant involving The University of Pennsylvania and Cheyney University-"THE CHEYNEY-PENN EXPORT PROJECT" --- this course will include a curriculum focus that seeks to address one of the nation's emerging 21st century health issues; in addition to basic concepts in special education from an administrative perspective. Pre-Requisite: None (NOTE: Students in need of special accommodations, please see the professor for assistance.) (Formerly: XEL626 - Principles and Practices of Curriculum Development in Educational Leadership - 3 crd and XEL643 - Basic Concepts in Special Education - 3 crd hours)
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3.00 Credits
This course will center around the Philadelphia public schools curriculum frameworks, with emphasis on the fundamental principles of curriculum development. It will attempt to clarify the meaning and concepts curriculum theory, with a specific focus on constructivisim. Contemporary curricular problems will be analyzed from the perspective of existing societal forces, educational change agents and school administrators. The course will also analyze the various forces and beliefs that tend to oppose change, therefore making schools and their educational programs more conservative. Emphasis will be placed on individual differences, types of learning styles and various strategies, which are used to individualize instruction. Students will work on projects which can be applied to their own teaching assignment. Pre-Requisite: None
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3.00 Credits
This course encourages educators to identify their own values, prejudices and goals; to examine their thoughts and/or misconceptions about culturally diverse communities. It is designed to help teachers create school climates that celebrate diversity and meet the needs of the students of different races, ethnicities, gender and ability levels. Pre-Requisite: None
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3.00 Credits
This course focuses on teaching reading in the elementary/middle schools. It examines how literacy develops through the influence of the home, school and larger society. It presents a historical overview of the changing views of literacy and its impact on instruction, to more current and significant research theories and practices in Reading Education. Participants will examine such topics as technology in reading instruction and learning; teaching students from various cultural and linquistic backgrounds; and students with special challenges will be discussed. The course offers multiple methods of instruction, along with principles to help teachers choose among options for specific students and situations. Class participants will engage in discussion and assignments geared towards the use of authentic literature, integration of instruction in the language arts and across curriculum, holistic instruction, active involvement of students in learning activities, and use of alternative assessment measures. Pre-Requisite: None
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3.00 Credits
This course reflects a cross-discipline emphasis in teaching children's literature and the language arts via a integrated, thematic curriculum approach. Additionally, it combines a detailed examination of the content and methodology for teaching social studies K-8. Throughout this course students will be responsible for designing lessions, units and project plans as well as a variety of methods for evaluating and assessing student performance using both formal and informal interviews and assessment procedures. Pre-Requisite: None
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3.00 Credits
This course is designed for the effective use of educational media based on the principle that information and ideas can best be communicated by a proper combination of materials and methods rather than by the printed and spoken word alone. The course emphasizes the combination of human and non-human resorces employed in a systematic way in the design, implementation, and evaluation of the total process of learning and teaching. Several areas included in the course are visual literacy, multi-media application, outdoor laboratories, computers, simulation, and games. All are presented within the broad context of instructional technology as a practical and effective means of improving teaching and learning. Pre-Requisite: None
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3.00 Credits
This probes in depth the content and methodology of elementary school science. Emphasis is on the development of a classroom science program that will further the child's ability to solve problems logically, objectively, independently, and creatively. Students in this class will develop the knowledge skills and attitudes necessary for teaching science using activity-based methods. Additionally, this course will focus on recent developments in the teaching and learning of elementary school mathematics. Emphasis will be placed on evaluation of mathematical learning, instruction and programs. The use of technology and how to integrate its use appropriately in an elementary science and mathematics program will also be emphasized. Pre-Requisite: None
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3.00 Credits
This course analyzes a wide spectrum of human relations within the broad area of urban public schools. Common professional problems are discussed. Teachers are encouraged to examine their own and the community's values/beliefs as related to teaching/learning in urban settings. Pre-Requisite: None
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3.00 Credits
This is an introductory course designed to provide students with an understanding of the role of assessment and evaluation as utilized in educational settings. Emphasis will be placed on assessment of students, teachers, instructional practices, and schools. Opportunities for reviewing and interpreting evaluation tools and data will be provided. The social, political and cultural perspectives of assessment and changing paradigms will be among the topics investigated. A critical aspect of this course is that students will be given opportunities in teams, and individually, to critique and develop educational assessment measures/instruments. Pre-Requisite: None
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