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Course Criteria
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3.00 Credits
HIGHER EDUCATION ADMINISTRATION AND EVALUATION (3) In-depth analysis of administrative behavior as it applies to the decision-making process. Functions associated with recruitment; student policy; the community; and program/ institutional evaluation are included. Prerequisite: ELCF 5130/413, 5330/433, 5380/438, 5920/492 3.000 Credit Hours 3.000 Lecture hours Levels: Graduate Schedule Types: Lecture College of Education College Ed Leadshp Curr & Foundations Department
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3.00 Credits
PRACTICUM IN CURRICULUM AND INSTRUCTION /FIELD (3) Supervised experience in performing the functions and duties associated with curriculum and instructional leadership in the area of concentration. Each student will participate in activities related to curriculum development and instructional improvement. Examples of tasks include staff development, curriculum development, unit and program development, creating effective learning environments, technology integration and instructional improvement. Thirty hours per week. Prerequisite: Twenty-four (24) hours of core requirements and departmental approval. 3.000 Credit Hours 3.000 Lecture hours Levels: Graduate Schedule Types: Lecture College of Education College Ed Leadshp Curr & Foundations Department
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3.00 Credits
FUNDAMENTALS OF EDUCATIONAL RESEARCH (3) Principles and methods of educational research. Acquire skills in developing problems statements, formulating hypotheses, selecting populations/samples, collecting data, analyzing and interpreting results, use of technology to support research. Designed for teachers as well as administrative candidates. Individual projects will focus on students' needs and interests. Credit not given for both ELCF 5960/496 and ELCF 429 or 497. Prerequisite: Consent of the department. 3.000 Credit Hours 3.000 Lecture hours Levels: Graduate Schedule Types: Lecture, Distance Learning(Web) College of Education College Ed Leadshp Curr & Foundations Department
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3.00 Credits
ELEMENTARY AND SECONDARY SCHOOLADMINISTRATION AND SUPERVISION /FIELD (3) An examination of elementary and secondary schools with emphasis upon the role of the principal and his/her relationship with personnel; administrative behavior analyzed in terms of tasks and processes that aid in improving educational programs. School climate and quality learning environment and academic excel- excellence, staff development, curriculum development, finance, action research; opportunity to solve problems with simulated materials which includes an emphasis on program and personnel evaluation. Social and cultural factors and special education programs will be analyzed. Twenty clock hours of practicum experience in schools. Prerequisite: ELCF 5010/401, 5210/421, 5240/424. 3.000 Credit Hours 3.000 Lecture hours Levels: Graduate Schedule Types: Lecture College of Education College Ed Leadshp Curr & Foundations Department
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3.00 Credits
INTRODUCTION TO NBPTS: National Board Certification I (3) Exploration and analysis of the National Board for Professional Teaching Standards (NBPTS). Five core propositions and standards, and the tenets of the NBPTS. Analysis of individual professional practice based on standards, and research highly effective teaching. Planning, implementation and modification of curriculum and instruction based on this research. Planning and developing a personal framework of curriculum, instruction and aligned assessment and goals to document accomplished teaching during the National Board Certification assessment cycle. Prerequisite: Admission to Chicago Public Schools' National Board Certification Support Program (Approval of NBRC Director). 3.000 Credit Hours 3.000 Lecture hours Levels: Graduate Schedule Types: Lecture, Distance Learning(Web) College of Education College Ed Leadshp Curr & Foundations Department
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3.00 Credits
FOUNDATIONS OF TEACHING & LEARNING: National Board Certification II (3) Developing knowledge and skills on student learning styles, knowledge of students, multiple pathways to instruction, learning environments, engaged learning methods, standard driven instruction, "Best Practices" in instruction, writing seminars, addressing diversity within the classroom, instructional resources, establishing family and community networks, setting instructional goals, classroom management, and contributions to the profession of teaching. Prerequisite: Admission to Chicago Public Schools' National Board Certification Support Program (Approval of NBRC Director). 3.000 Credit Hours 3.000 Lecture hours Levels: Graduate Schedule Types: Lecture, Distance Learning(Web) College of Education College Ed Leadshp Curr & Foundations Department
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3.00 Credits
REFLECTIVE TEACHING PRACTICES: National Board Certification III (3) Developing knowledge and skills on designing and implementing authentic assessment, using assessment to drive instruction, the architecture of teaching, differentiated instruction, using video to analyze professional practices, assessment of student work and feedback, integrating technology across the curriculum, developmental stages, social development, developmentally appropriate instruction and addressing special needs of students. Prerequisite: Admission to Chicago Public Schools' National Board Certification Support Program (Approval of NBRC Director). 3.000 Credit Hours 3.000 Lecture hours Levels: Graduate Schedule Types: Lecture, Distance Learning(Web) College of Education College Ed Leadshp Curr & Foundations Department
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3.00 Credits
DEVELOPING CONTENT KNOWLEDGE & PEDAGOGY: National Board Certification IV (3) Developing knowledge and skills on research methods, content driven research, application of content knowledge to curricular goals and instruction, teaching standards, reflective practice and writing, teacher leadership, and student advocacy. Prerequisite: Admission to Chicago Public Schools' National Board Certification Support Program (Approval of NBRC Director). 3.000 Credit Hours 3.000 Lecture hours Levels: Graduate Schedule Types: Lecture, Distance Learning(Web) College of Education College Ed Leadshp Curr & Foundations Department
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3.00 Credits
NATIONAL BOARD CERTIFIED TEACHERS LEADERSHIP MENTORING I COURSE: National Board Certification V (3) Introduction to the study of effective strategies for mentoring NBPTS candidates, including the analysis of entries according to National Board rubrics, standards, and portfolio requirements; facilitation and design of learning-centered professional development experiences; cognitive coaching; nature and structure of teaching and learning; NBPTS in school-wide context; aligning professional development to school improvement plan learning goals through the National Board for Professional Teaching Standards. Prerequisite: Admission to Chicago Public Schools' National Board Certification Support Program (Approval of NBRC Director). 3.000 Credit Hours 3.000 Lecture hours Levels: Graduate Schedule Types: Lecture, Distance Learning(Web) College of Education College Ed Leadshp Curr & Foundations Department
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3.00 Credits
NATIOANL BOARD CERTIFIED TEACHERS LEADERSHIP MENTORING II COURSE: National Board Certification VI (3) Advanced study of effective strategies for mentoring NBPTS candidates, including the analysis of entries according to National Board rubrics, standards, and portfolio requirements; facilitation and design of learning-centered professional development experiences; cognitive coaching; nature and structure of teaching and learning; NBPTS in school-wide context; aligning professional development to school improvement plan learning goals through the National Board for Professional Teaching standards. Prerequisites: Admission to Chicago Public Schools' National Board Certification Support Program (Approval of NBRC Director). 3.000 Credit Hours 3.000 Lecture hours Levels: Graduate Schedule Types: Lecture, Distance Learning(Web) College of Education College Ed Leadshp Curr & Foundations Department
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