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Course Criteria
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3.00 Credits
Examines the concepts of supervision of instruction and personnel. Through lecture, discussion, and group activities, the student is introduced to the various models of supervision needed to improve a program through observation, communication of needs, conferencing, and providing in-service training. Students will be expected to write and relate several assignments.
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3.00 Credits
This organizational management seminar was developed to aid the student in analyzing the role of the supervisor. The factors that affect organizational management and the school environment as well as working relationships will be discussed. State and local law and the function of the school board in policy determination which will affect the school program will be discussed. Students will have the opportunity to design a school program along with the staff development and the budget process necessary to support that instructional program. Field Experience 60 hours.
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6.00 Credits
Observation and teaching in an approved classroom with guidance and evaluation. At least 12 weeks of full-time student participation is required. Students must apply for student teaching at least two semesters in advance.
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3.00 Credits
This course enables students to demonstrate through supervised field experience the management of the instructional environment and planned instruction through collaboration with other professionals. Students will also select, implement and adapt effective institutional strategies for a variety of instructional levels including diverse learners. Selecting, developing and administering assessments that involve multiple indicators of student progress and the development of individualized education plans (IEP) for students, will also be addressed. Demonstrating and fostering professionalism and ethical behaviors are expected. (75 field experience hours).
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3.00 Credits
The student will spend a minimum of 300 hours working with a nurse supervisor of Pupil Personnel services in a school district under the supervision of a faculty member from Eastern University. If the student is already an acting supervisor or coordinator in a school setting, the assignments will be fulfilled on the job with supervision from Eastern University. A prescribed number of assignments must be completed which include but are not limited to activities in program development, school nurse service improvement, policy determination, staff development, budgeting, and role analysis and program evaluation.
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3.00 Credits
This advanced graduate seminar is designed to help students explore in depth a focused topic of multicultural education and its implication on curriculum development. Topics for this course will vary and may include Trauma-Informed Instruction and Intervention; Biological Bases of Learning, Cognition and Behavior; Global Perspectives on Race and Ethnicity; Multicultural Approaches and Critical Theory; Gender Equity Curriculum; Language Diversity, Identity, and Politics; Religious Diversity and Education; Race, Class, and Politics in America; Immigration and Education; and Legal Issues in Multiculturalism, Diversity and Inclusion. Students are allowed to repeat the course once to earn up to 6 credits. (Prerequisite: EDUC 417 or 517)
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3.00 Credits
This advanced graduate seminar is designed to help students explore in depth a focused topic of multicultural education and its implication on curriculum development. Topics for this course will vary. Students allowed to repeat this course once to earn up to 6 credits. (Prerequisite: EDUC 417 or EDUC 517)
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3.00 Credits
This advanced graduate seminar is designed to help students explore in depth a focused topic of multicultural education and its implication on curriculum development. Topics for this course will vary. Students are allowed to repeat the course once to earn up to 6 credits. (Prequisite: EDUC 417 or EDUC 517).
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3.00 Credits
A seminar to synthesize the academic disciplines and relate them to the development and learning of the pupil in school and focus on the needs of the student teacher. This course offers opportunities to gain skill, insight and perspective in the relationship of theory to practice in the teaching-learning process. To be scheduled concurrently with student teaching.
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3.00 Credits
The major purpose of the course is to explore the principles and procedures of curriculum development and management along with special topics like auditing, alignment, and evaluation. Technical issues, trends, future directions, and curriculum designed for special needs will be included. Social, psychological, and philosophical foundations will be discussed. Before enrolling in this course, students should have completed at least one methods course (EDUC 571, EDUC 572, EDUC 573, or EDUC 574) or have 2 or more years of teaching experience.
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