Teaching, Learning, and Curriculum

This course provides information on identifying multi-language students, preparing effective teachers of multilingual learners, using appropriate instructional and assessment strategies aligned with PK-12 English language proficiency standards, and understanding relevant laws and policies related to services and instruction provided to multilingual learners.

Roles and responsibilities of a literacy coach are studied in classroom and school contexts. Through action research, candidates identify, enact, reflect upon, and evaluate scaffolded approaches to support teachers' learning and professional development.

Leadership theories and practices is an ever-evolving field. This course will explore and contrast key seminal leadership theories and models, their strengths, and limits as well as their practical applications. Learners will delve into the different leadership styles and situational leadership practices and evaluate their own leadership patterns and preferences. Variations in leadership expectations and styles across global regions round out the learning experience.

The course provides theoretical rationales for literacy leadership, comprehensive literacy frameworks and coaching. Educators develop knowledge of lesson demonstration, conducting and supporting team meetings, professional learning communities, and peer-coaching.

A fundamental role of leadership is developing and engendering a vibrant culture by reinforcing core values through various communication methods. This course introduces learners to the modern methods used for leadership communication, including educational communication systems, video, written word, and social media. Learners will have the opportunity to practice these skills across multiple communication mediums.

This course consists of a systematic approach to the application of psychology to learning. The student will be provided with learning opportunities in the comprehensive analysis of the theories of psychology and concepts pertaining to instructional methods. The following aspects of psychology and their relevance to educational practices will be addressed: Motivation, thinking, problem-solving, human development, brain-based learning, research-based teaching, and assessment. The research process of planning, implementing, and assessing will be emphasized in relation to the psychological factors within educational systems.

This course is an in-depth analysis of the methods and procedures of research pertaining to relevant topics and critical issues in education. Learners examine how educational research is conducted in the major education research methodologies of quantitative, qualitative, mixed method, and action research. Students will practice the use of published research to inform decision-making in educational settings.

This course provides the knowledge, skills, and expertise to effectively supervise literacy instruction and initiatives. It emphasizes the components of effective literacy programs and the roles of school personnel. The course will expose literacy leaders and school administrators to the development of literacy programs from pre-K level to college and adult levels as well as to the necessary components of a school's entire literacy program, particularly relevant to the state standards, standardized assessment, and other national standards that apply.

This course prepares educators to understand and apply knowledge about language structure and second language acquisition in planning and adapting content and standards-based teaching. An introduction to the theory and methods of linguistics: universal properties of human language; phonetic, phonological, morphological, syntactic, and semantic structures and analysis; nature and form of grammar will be provided.

Ten (10) practicum hours are required in EDU 535. This practicum includes experiences working directly with students whose primary language is not English.

This course prepares candidates to apply current theories, research, and innovative practices in planning, implementing, and assessing standards-based curriculum to teach reading and writing (literacy skills) to multilingual learners. The development of academic language and vocabulary, intercultural rhetoric, second language writing, first language grammar interference, and creation of a culturally responsive learning environment are topics of this course.

Ten (10) practicum hours are required in EDU 540. This practicum includes experiences working directly with students whose primary language is not English.

Teaching literacy within the framework of content area classes is addressed in this course. A focus is on the ways to develop reading, writing, listening, and speaking skills in all curriculums. In today's educational landscape, the ability to comprehend, analyze, and effectively communicate complex subject matter is paramount. This course equips teachers with the knowledge and techniques to create a literacy-rich environment that enhances student learning, critical thinking, and academic achievement.

Teacher candidates examine methods for teaching all students, explore lesson plan designs, analyze the most effective instructional and questioning strategies to promote student learning, and develop lesson plans. Candidates also explore assessment and its relationship to lesson planning, apply the backward design process to unit and lesson planning, and analyze methods of collaborating with colleagues and communicating with parents and families.

Equitable and valid assessment measures of multilingual learners will be addressed. By examining and analyzing pedagogical approaches and strategies that highlight language across literacy and assessment practices, the course will address planning, monitoring, and assessing instruction pertaining to translanguaging pedagogies, multiple literacies pedagogies, and language teaching practices aimed at increasing language acquisition for multilingual learners in mainstream, sheltered, and bilingual classrooms.

This course presents an overview of curriculum development. Participants will learn to design and evaluate curriculum, develop instructional materials, assess student learning, and measure instructional outcomes. Topics include preparation of course outlines and syllabi, long-range planning, development of lesson plans and units of study, design of evaluation instruments and an explanation of how learning objectives and evaluation strategies affect the selection of content and materials.

This course provides the opportunity for the educator to unite all the concepts and coursework from the program of study and apply it through a real-world project within an educational setting. During the semester, the educator will work directly with learners in their area of concentration.

Online learning through innovation and instructional design are continuously evolving. This course provides opportunities for learners to experience and apply the core principles of instructional design and learning through digital workspaces. Students will manage the design process from determining needs, creation, implementation, and assessment based on meeting the needs of all learners through equity, inclusivity, and belonging.