Course Descriptions

EDUC 6610 Teacher as Professional (3 sem. cr.)
This course explores what it means to be a professional in today’s diverse and changing educational landscape. Teachers examine their values, beliefs, vision, and mission. They explore their role in the larger context of the teaching profession, the importance of collaboration in a professional learning community, and the need to advocate for students, educators, and the field of education itself. Teachers learn how a professional stance impacts student learning. They also serve as a driver of their own professional growth and development.

EDUC 6640 Designing Curriculum, Instruction, and Assessment (3 sem. cr.)
This course examines classroom curriculum, instruction, and assessment in the context of standards and accountability. The importance of alignment of these components and resulting impact on student learning is emphasized. Teachers explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting are discussed. Using their state or district standards, teachers engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students.

EDUC 6647 Dynamic Teacher Leadership (3 sem. cr.)
This course introduces the concept of teacher leadership and its value in the field of education today. Teachers self-assess, analyze, and cultivate the dispositions and attitudes of a teacher leader for the purpose of effecting positive change in their learning communities. They learn the critical importance of expanding their knowledge of educational research and theory to guide leadership decisions that effectively address today’s educational challenges. The primary emphasis in this course is on teachers’ self-examination and self-perceptions with regard to teacher leadership.

EDUC 6650 Enhancing Learning Through Linguistic and Cultural Diversity (3 sem. cr.)
This course explores teachers’ views on the value of linguistic and cultural diversity and the powerful learning opportunities it affords today’s classrooms and schools. Teachers examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities and learn approaches for working together to ensure high levels of learning for all students. Strategies for ensuring equitable access to high-quality learning experiences are presented. Effective practices such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and developing academic vocabulary are explored.

EDUC 6651 Teacher Leadership in the Classroom: Increasing Learning and Achievement (3 sem. cr.)
This course expands the focus of teacher leadership from self to students, increasing the sphere of influence of the teacher leader to the classroom context. Teachers concentrate on advancing their expertise as a teaching professional by increasing their knowledge and skills in three key areas: knowledge of learners and learning, knowledge of subject matter and curriculum goals, and knowledge of effective teaching models, strategies, and practices. Teacher leaders apply this expertise in the classroom in ways that directly impact the learning and achievement of their students.

EDUC 6733 Action Research for Educators (3 sem. cr.)
This course provides a structured approach to the practice of action research. Educators learn how to address relevant problems, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their classroom and school environments. Educators will engage in reflective practices as they collect and analyze student data and develop and implement data-driven decisions and/or actions to improve student learning and enhance their professional growth.

EDUC 6655 Teacher Leadership: Mentoring, Coaching, and Collaboration with Colleagues (3 sem. cr.)
This course addresses teacher leadership in the context of advancing the expertise and leadership of peers, thereby expanding the teacher leader’s sphere of influence beyond the walls of the classroom. Teachers explore mentoring and coaching models designed to promote the professional growth of their colleagues. They learn and apply skills for mentoring novice teachers and for engaging in coaching relationships with peers at all stages of the teacher development cycle. Various forms of collaboration with colleagues are addressed, and interpersonal and communication skills are emphasized.

EDUC 6657 Creating an Effective Classroom Learning Environment (3 sem. cr.)
This course helps teachers create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character in order to optimize learning for all students. Teachers learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. The course also provides strategies for building positive relationships and engaging in effective communication and problem-solving with parents and families.

EDUC 6659 Teacher Leadership in Professional Learning Communities (3 sem. cr.)
This course extends the sphere of influence of teacher leaders from working with peers to engaging with stakeholders throughout the greater school community. Teacher leaders learn the processes, benefits, and challenges of building and working in learning communities to identify issues and solve problems that impact student learning and achievement. Professional growth and development are addressed as an integral part of various types of school improvement processes.

EDUC 6674 Designing Curriculum, Instruction, and Assessment for Students With Special Needs (3 sem. cr.)
This course emphasizes the need for all students, including students with special needs, to achieve high academic standards. It examines the learning challenges of students who by definition of federal law have disabilities, as well as those of students who have significant difficulty with learning but do not qualify for special education services. Teachers learn how to adapt/modify curriculum, instruction, and assessment to maximize learning for students with special needs.