Education courses

CSED500 - Problem Solving and Algorithms
This course focuses on using computer-programming techniques to build robust computer programs. The course emphasizes a consistent methodology for designing, developing, testing, and refining code, with a primary focus on implementing this methodology in a classroom setting. A text-based procedural and/or object-oriented language will be used to implement solutions to the programming problems. Several classic algorithms will be introduced, with solutions featuring dynamic data structures and complex data types. Multiple solutions will be compared and contrasted to determine their relative strengths and weaknesses. (3 credits)
CSED525 - Computers and Networks for a Connected World
This course is concerned with how computers work and interact on both big and small scales. First, the course covers the machine-level representation of data its abstraction to primitive data types. Next, we consider the role of a computer's operating system in managing the computer's data, memory, and computation cycles. Then, our view of computation is expanded to include many computers communicating via a network, including the client-server paradigm and various protocols used to pass data back and forth. Our definition of "computer" is expanded to include the various mobile devices we use on a daily basis. Finally, we consider the frontiers of computing in an always-on, connected world, investigating topics such as big data and artificial intelligence. (3 credits)
CSED550 - Programming Fundamentals for Educators
This course introduces the fundamental building blocks of programming, including primitive data types, functions, branching, iteration, basic data structures, and common searching and sorting algorithms. Content will be presented primarily using a block-based visual language, but some topics may be presented using, as well. The software, code examples and code projects featured in this course will be appropriate for teaching middle school and secondary students with little to no prior programming experience. (3 credits)
CSED575 - Methods of Teaching Computer Science
This course explores computer sciences as a discipline at the K-8 and 5-12 levels that encourages inquiry, creativity, and collaboration. Given that the nature of computing is investigative, the computer science activities will be hands-on to gain insights about teaching and learning computing concepts in classroom settings. Students will examine a variety of computing tools, virtual environments, and other instructional resources that support learning across disciplines. Students will learn that pedagogical methods in computer science require intellectual rigor in order to develop lessons that are relevant and pertinent to our culturally diverse world today. (3 credits)
ECE305 - Child Observation and Assessment
In this course, participants will learn how to implement a system of ongoing child assessment that is systematic, comprehensive and feasible in order to make sure that children make the progress necessary to be ready for kindergarten. Participants will first understand the importance of and strategies for planning and preparing for an effective system of ongoing child assessment. Participants will learn about and practice using four methods of effective ongoing assessment to inform their teaching and improve children's learning. This course will also provide information and implementation opportunities for individualizing ongoing assessment strategies for children who are dual language learners and children with special needs. Prerequisite: Admission into the Bachelor of Arts in Early Childhood program. (4 credits)
ECE310 - Resilience and Wellness
The purpose of this course is to teach you how to be a resilient educator. Resilience is the ability to survive and thrive. It is not only about your ability to positively adapt in the face of adverse or challenging circumstances (that is, survive), but it is also about learning the positive skills, strategies, and routines that enable you to live a happy, fulfilling, and successful life (in other words, thrive). This course will help give you the permission to take care of yourself in order to optimize your effectiveness as an early childhood educator. This captures the notion of teaching from the inside out-a phrase that highlights the importance of promoting core resilience skills, strategies, and routines among early childhood educators. In turn, resilient educators are more capable of creating and maintaining nurturing, supportive, and effective learning environments while optimizing their own well-being and love of the profession. Prerequisite: Admission into the Bachelor of Arts in Early Childhood program. (4 credits)
ECE320 - Positive Behavioral Support for Young Children
This course utilizes evidence-based strategies for promoting social and emotional development and preventing and addressing challenging behaviors in preschool-aged children. Through course readings, discussions, activities, and related experiences, participants will learn about a variety of these research-based practices. Prerequisite: Admission into the Bachelor of Arts in Early Childhood program. (4 credits)
ECE330 - Supporting Language and Literacy Development in Preschool
This course is designed with two key learning objectives in mind. First, this course will increase learners' knowledge about how children's language and literacy skills develop between ages 3 to 5 and the ways in which these skills lay a foundation for later reading success. Second, learners will be introduced to key practices that promote explicit and systematic instruction. Learners will also participate in field-based assignments where they apply this learning in their own settings. Prerequisite: Admission into the Bachelor of Arts program. (4 credits)
ECE400 - Supporting Dual Language Learners
This course focuses on the language, reading, writing, and communication development of children who are dual language learners (DLLs), ages birth-to-five years. Connections are made between assessment and instruction that promote early language and literacy learning for children who are DLLs. Emphasis throughout the course is placed on fostering language and literacy learning by building on the family and community connections of young children who are DLLs. Prerequisite: Admission into the Bachelor of Arts in Early Childhood program. (4 credits)
ECE420 - Engaging Interactions and Environments
This course will increase learners' skill in creating effective classroom environments and interactions by providing rich opportunities to learn about and see examples from other classrooms. Learners will also complete field-based assignments where they apply this learning in their own settings and receive feedback focused on ensuring they can enact the practices they are learning about. Prerequisite: Admission into the Bachelor of Arts in Early Childhood program. (4 credits)
ECE425WI - Children's Health & Well-Being
This course explores topics related to health and well-being and focuses on teaching practices, classroom activities, partnerships with families, and program policies to ensure that all children are healthy and ready to learn. Prerequisite: Admission into the Bachelor of Arts in Early Childhood program. (4 credits) (Writing intensive)
ECE430 - Learning with Digital Media in Early Childhood
Although infants and very young children do not learn from digital media such as television and media, there is evidence that preschool-aged children can. Young children can learn basic literacy skills, mathematics skills, and develop interest in science from engaging with digital media. Instructional practices can enhance learning from media. Specifically, young children's learning is enhanced when adults co-view or co-engage with young children in ways that foster sustained attention to aspects of media that are intended to promote learning. Prerequisite: Admission into the Bachelor of Arts in Early Childhood program. (4 credits)
EDAD510 - Creating a Culture for Learning
The principal is responsible for school culture. This course will foster future principals' ability to nurture and sustain a school culture conducive to student achievement and teacher flourishing. Student learning and development, and teachers' professional development are primary topics. (3 credits)
EDAD5150 - Creating a Culture for Learning
The principal is responsible for school culture. This course will foster future principals' ability to nurture and sustain a school culture conducive to student achievement and teacher flourishing. Student learning and development, and teachers' professional development are primary topics. (3 credits)
EDAD520 - Law, Politics and the Principal
The principal serves as a strong advocate for students, teachers and the school. In this course, future principals will delve deeply into current issues in PK-12 education, define their positions on issues, and hone communication skills necessary for advocating on behalf of students, teachers and their schools. Particular attention will be devoted to networking and relationship building among decision-makers and influencers. (3 credits)
EDAD530 - School, Families and the Community
The principal is responsible for ensuring families and the community are integral stakeholders in the success of a school. In this course, future principals will develop an ability to leverage stakeholders using knowledge of their needs, demographics and cultures to improve student outcomes. (3 credits)
EDAD540 - Operations Management
The principal is responsible for academic and nonacademic functions within a school building. In this course, future principals will gain knowledge pertaining to nonacademic duties of the principal including supervision of facilities and services. Course topics will include budgeting, scheduling, resource acquisition, technology, school safety and governance processes. (3 credits)
EDAD610 - Instructional Leadership
The principal serves as the instructional leader of the building. In this course, future principals will learn to set a vision for learning with stakeholders and implement a plan to achieve that vision. Students will know state requirements for curriculum, instruction and assessment, learn to conduct a needs assessment, use systems thinking to develop long-term solutions, and create an action plan to improve student learning. (3 credits)
EDAD620 - Data and School Improvement
The principal must use data to make decisions that impact students, teachers and the school. In this course, future principals will learn to identify areas of need using data; construct action research to solve a school improvement project; discern excellent sources for data; read, interpret and analyze data; plan and monitor goals to address deficiencies; and inform stakeholders of findings, progress and outcomes. (3 credits)
EDAD620I - Data and School Improvement Internship
Working closely with a leadership coach, future principals will apply coursework in an internship experience at the secondary level. This course is to be taken concurrently with EDAD620. (2 credits)
EDAD630 - Ethics, Supervision and Evaluation
The principal is responsible for the quality of instruction and care of students in a school. In this course, future principals will learn to use their knowledge of model teaching to evaluate teachers and programs, using justice, integrity, fairness and courage. Students in this course will complete Iowa Evaluator Training to prepare for licensure. (3 credits)
EDAD630I - Ethics, Supervision and Evaluation Internship
Working closely with a leadership coach, future principals will apply coursework in an internship experience at the elementary level. This course is to be taken concurrently with EDAD630. (2 credits)
EDAD635 - Professional Portfolio
Candidates will demonstrate the ability to integrate the Professional Standards for Educational Leaders by conducting action research leading to a school improvement project. Prerequisites: EDAD 510, EDAD 520, EDAD 530, EDAD 530I, ED EDAD 610, EDAD 620, EDAD 620I, SPED 612, SPED 612I, EDAD 630, EDAD 630I. (3 credits)
EDU102 - Foundations of Education
(2 credits) This course provides philosophical, historical, social and economical foundational background for students considering the teaching profession. Note: This course includes a field experience. Students must earn a C- or better in order to fulfill program requirements for elementary licensure.
EDU202 - Early Field Experience
This course requires 30 clock-hours of field experience with a certified teacher in an area school. Prerequisite: EDU102. (1 credit)
EDU203 - Early Field Experience-Middle School
This course requires 30 clock-hours of field experience with a certified teacher in an area middle school. Prerequisite: EDU102. (1 credit) (Note: Graded on a pass/no pass basis.)
EDU205 - Directed Field Experience
This elective class requires 30 clock-hours of field experience with a certified teacher in an area school. The candidate will be required to teach four lessons and debrief/reflect on those experiences. Prerequisite: EDU202 and recommendation by the department chair. (1 credit) (Note: Graded on a pass/no pass basis.)
EDU206 - Survey of Exceptional Individuals
(3 credits) This course provides an overview of the history of special education up to and including present day trends and practices in education students with exceptionalities. Various areas of exceptionality are explored, including ways to support students with di verse learning and behavioral needs in inclusionary environments. Note: This course includes a field experience. Students must earn a C- or better in order to fulfill program requirements for elementary licensure.
EDU221 - Growth and Development of the Middle School Aged Student
The middle school growth and development primarily embraces the knowledge of the learner component of the professional knowledge base with concentration, identification and comprehension of the physical, psychosocial, and cognitive characteristics of the middle school aged student. This course includes a 5 hour field experience. (3 credits, alternate years, consult department)
EDU227 - Instructional Technology
This course studies the impact and uses of media and technology in educational settings. Use and operation of AV equipment will be taught. Emphasis is placed on the various ways the computer can be used in teaching. Current and future use of technology in education will be addressed.(2 credits)
EDU228 - Children's Literature
This course focuses on the history of children's literature and its uses in the classroom. This course provides an introduction to the criteria and selection of Children's literature for elementary school students. Various genres are detailed, and ideas for curriculum integration are discussed. A study of illustrations and authors is included. (2 credits)
EDU229 - Introduction to Early Childhood
This course examines both the typical and atypical growth and development of children ages birth through grade three in the areas of cognition, language development, physical motor, social-emotional, mental health and adaptive behavior. Candidates will learn how these areas impact development and learning in the first years of life and will use this knowledge to plan, develop, implement and evaluate integrated learning experiences for home, center and school environments based on knowledge of the child, the family, and the community. Candidates will also use relevant national and state professional standards for designing content and informing and improving practices for children and their families. (3 credits; alternate years, consult department) Note: This course requires 25 hours of field experience.
EDU230 - Organization and Administration of Early Childhood Programs
This course examines the principles of administration and operation of programs for children ages birth through grade three and their families, including program development, supervision, staff evaluation, and continuing improvement of programs and services. Candidates will understand the significance of lifelong learning by participating in professional activities relevant to early childhood education, special education and early intervention. Candidates are required to complete pre-student teaching experiences in at least three settings that offer early childhood education. (3 credits; alternate years, consult department) Note: This course requires 25 hours of field experience.
EDU235 - Characteristics of Learners with Mild and Moderate Disabilities
An overview of mild/moderate disabilities including historical and theoretical perspectives. Designed for students seeking reading, unified early childhood and special education endorsements. Prerequisite: EDU206. (3 credits)
EDU240 - Integrating the Arts for the Elementary Classroom Teacher
This course is designed to provide basic skills for integrating music, theatre, art, and physical education in the elementary school classroom as well as strategies for cooperative opportunities with the specialized teachers. We will concentrate on effective teaching strategies, which include planning, implementing, and evaluating the teaching process. Course content will include practicing teaching techniques and learning pedagogy related to the integration of these specials in the elementary classroom. Prerequisite: EDU326. (3 credits)
EDU300 - Characteristics of Young Children with Diverse Needs
This course will examine the nature of child growth and development for children ages birth through grade three in the areas of language development, social-emotional, aesthetics, cognition and adaptive behavior and how these impact development in the first years of life. Candidates will demonstrate a range of appropriate assessment and evaluation strategies to support the strengths, interests and needs of students with a range of abilities and disabilities. Candidates are required to complete a pre-student teaching experience working in at least three settings that offer early childhood education and with students that reflect diverse family systems and other differentiating factors, like urban/rural, socioeconomic status, and cultural/linguistic diversity. Prerequisites: EDU 102 and 206. (3 credits; alternate years, consult department) Note: This course requires 25 hours of field experience.
EDU300A - Characteristics of Young Children with Diverse Needs
This course will examine the nature of child growth and development for children ages birth through grade three in the areas of language development, social-emotional, aesthetics, cognition and adaptive behavior and how these impact development in the first years of life. Candidates will demonstrate a range of appropriate assessment and evaluation strategies to support the strengths, interests and needs of students with a range of abilities and disabilities. Candidates are required to complete a pre-student teaching experience working in at least three settings that offer early childhood education and with students that reflect diverse family systems and other differentiating factors, like urban/rural, socioeconomic status, and cultural/linguistic diversity. (3 credits, for non-traditional students) Note: This course requires 25 hours of field experience.
EDU301 - Methods of Working with Young Children with Diverse Needs
This course examines the central concepts, structures and tools used to develop meaningful learning progressions for individuals with exceptionalities ages birth through grade three. Candidates will develop, implement and evaluate individualized plans (IFSPs and IEPs) and utilize a range of appropriate assessment and evaluation strategies to support individual strengths, interests and needs. By the end of the course, candidates will be able to design curricula, assessments and intervention strategies that align with learner and program goals. Candidates will also understand the role of families in the assessment process and assist them in identifying resources, priorities and concerns in relation to the child's development. (3 credits; alternate years, consult department) Note: This course requires 25 hours of field experience.
EDU304 - Educational Psychology
The application of psychological principles to the learner, the learning process and the learning situation. This course not only explores learning theories that impact education today, but also has an emphasis on developing appropriate motivation techniques, creating developmentally appropriate and productive learning environments, developing classroom management, as well as developing authentic and appropriate evaluation and assessment. Prerequisites: EDU102, PSY221SS or 224, and junior class standing. (3 credits)
EDU307WI - General Methods in Secondary Education
The principles and methods of teaching at the secondary level, including lesson plans, teaching skills, reading in the content area, classroom management, evaluation and school law. Note: This course includes a field experience. Students must earn a "C" or better in this course in order to fulfill program requirements for secondary licensure. Prerequisite: sophomore class standing and admission to the teacher education program. (3 credits) (Writing intensive)
EDU308 - Special Methods in Major
A study of the content, techniques, and materials in the student's major field needed to qualify for secondary teacher certification. Biology, chemistry and natural science majors see course offering under NSC308. Economics, history, political science, social science and sociology majors see course offering under SSC308. Kinesiology majors see course offering under KIN318. All other majors see course offering, number 308, under your major department. (2 credits, alternate years, consult department)
EDU309 - Transition for Students with Mild to Moderate Disabilities
A study of the job opportunities and training for the adolescent mentally disabled student.Prerequisites: EDU206 and 235.(2 credits, alternate years, consult department)
EDU312 - Middle School Methods and Curriculum
This course focuses on the philosophy of the middle school, organization of the curriculum, effective teaching strategies, and assessment. This course includes a 5 hour field experience. Prerequisite: junior class standing. (3 credits, alternate years, consult department)
EDU314 - Working with Parents
This course examines the theories and knowledge of dynamic roles and relationships within and between families, schools and communities and how they can influence and support learning. Candidates will engage in intentional practices that value diversity and demonstrate understanding in how language, culture and family background can impact development. In addition, candidates will also learn to recognize how children are best understood in the context of family and how linguistic diversity, biological and environmental factors, and family strengths can influence development and learning at all stages of life. Prerequisite: EDU 206. (2 credits; alternate years, consult department)
EDU314A - Working with Parents
This course examines the theories and knowledge of dynamic roles and relationships within and between families, schools and communities and how they can influence and support learning. Candidates will engage in intentional practices that value diversity and demonstrate understanding in how language, culture and family background can impact development. In addition, candidates will also learn to recognize how children are best understood in the context of family and how linguistic diversity, biological and environmental factors, and family strengths can influence development and learning at all stages of life. (2 credits, for non-traditional students)
EDU315 - Behavior Management and Classroom Instruction
This course is designed to provide an overview of various models for classroom and behavior management. The course will emphasize both theoretical and practical dimensions of behavior and social concerns.Prerequisite: EDU206.(3 credits)
EDU318 - Diagnostic Assessment, Teaching and Evaluation of Special Education Students
A study in the purposes, procedures and issues related to screening, testing and evaluation of special needs students. The course will include a study of diagnostic instruments used by the profession.Prerequisite: EDU206.(3 credits, alternate years, consult department)
EDU319 - Communication and Collaborative Partnerships for Special Educators
This course examines how successful early childhood education depends upon reciprocal and respectful partnerships with families, communities and agencies. Candidates will understand the dynamic roles within and between families, schools and communities and how to create a community of support for children and families through interagency collaboration. Candidates will learn how to collaborate with supervisors, mentors and colleagues to enhance professional growth within and across disciplines to inform practice and to advocate for developmentally and individually appropriate practice. Utilizing collaborative partnerships, candidates will learn how to create safe, inclusive, culturally responsive learning environments that engage learners in meaningful activities and interactions. Prerequisite: EDU 206. (2 credits; alternate years, consult department)
EDU319A - Communication and Collaborative Partnerships for Special Educators
This course examines how successful early childhood education depends upon reciprocal and respectful partnerships with families, communities and agencies. Candidates will understand the dynamic roles within and between families, schools and communities and how to create a community of support for children and families through interagency collaboration. Candidates will learn how to collaborate with supervisors, mentors and colleagues to enhance professional growth within and across disciplines to inform practice and to advocate for developmentally and individually appropriate practice. Utilizing collaborative partnerships, candidates will learn how to create safe, inclusive, culturally responsive learning environments that engage learners in meaningful activities and interactions. (2 credits, for non-traditional students)
EDU323 - Teaching Mathematics
A foundational course for the teaching of mathematics at the elementary and middle school levels. Candidates will understand and utilize materials, lesson design, methods and procedures to teach basic math properties, functions and formulas. Prerequisite: Admission to the Teacher Education Program. (3 credits) Note: This course includes a field experience. Candidates must earn a "C" or better to fulfill program requirements for elementary licensure.
EDU326 - Teaching Reading and Language Arts
A foundational course for the teaching of language arts at the elementary and middle school levels. Candidates will understand and utilize materials, lesson design, methods and procedures to teach reading, writing, spelling, handwriting and grammar. Prerequisite: Admission to the Teacher Education Program. (3 credits) Note: This course includes a field experience. Candidates must earn a "C" or better to fulfill program requirements for elementary licensure.
EDU327 - Classroom Management for Secondary Teachers
The objective of this course is to teach students effective strategies for organizing and managing an effective classroom. Included in this course are guidelines for organizing your classroom and materials, choosing rules and procedures, maintaining appropriate student behaviors, managing student work and planning and conducting instruction. Students will interview classroom teachers to discover management strategies that have worked effectively for them.(1 credit)
EDU328 - Teaching Science in the Elementary Classroom
A foundational course for the teaching of science at the elementary and middle school levels. Candidates will understand and utilize materials, lesson design, methods and procedures to teach science with special emphasis on earth and space science content. Prerequisite: Admission to the Teacher Education Program. (3 credits) Note: This course includes a field experience. Candidates must earn a "C" or better to fulfill program requirements for elementary licensure.
EDU329 - Teaching Social Studies in the Elementary Classroom
A foundational course for the teaching of social studies at the elementary and middle school levels. Candidates will understand and utilize materials, lesson design, methods and procedures to teach economics and civic literacy. Prerequisite: Admission to the Teacher Education Program. (2 credits) Note: This course includes a field experience. Candidates must earn a "C" or better to fulfill program requirements for elementary licensure.
EDU336 - Methods & Strategies for Learners with Mild & Moderate Disabilities (K-6)
This course is designed to prepare pre-service teachers to develop and implement intervention strategies as well as appropriate accommodations and modifications to address students' exceptional learning and behavioral needs at the elementary school level. Pre-service teachers will also develop/refine skills in IEP writing, incorporating assessment and evaluation information as well as input from parents/families. Prerequisites: EDU206 and 235. (3 credits, alternate years, consult department)
EDU337 - Methods of Working with Students with Mild/Moderate Disabilities at the Secondary Level
This course prepares college students to teach students with exceptional learning needs at the secondary level. A practicum experience of ten hours is required.Prerequisites: EDU206 and 235.(3 credits, alternate years, consult department)
EDU340 - Human Relations
Major issues and concepts associated with living in a culturally diverse society and teaching in culturally diverse schools will be clarified. Students will consider ways in which ethnicity, gender/sexuality, social class, and religion intersect and influence beliefs and behaviors. (3 credits)
EDU343WI - Diagnosis and Correction of Reading Problems
(3 credits) (Writing intensive) Diagnosis and Correction of Reading Problems focuses both on the role of formative and summative assessment in the teaching of reading. In addition, significant attention is paid to the remediation of reading problems. Students will study the design, development, implementation and evaluation of remediation for students with reading problems, including diagnostic and prescriptive procedures for individuals and groups of students. Students will be required to write and revise their work for professional audiences. Formal and informal assessment procedures will be examined. Writing is a significant part of each exam. Note: A practicum experience is a key component of this course. This course includes a field experience. Prerequisites: EDU326, admission into teacher education program, and concurrent enrollment in EDU328.
EDU345 - Language Learning and Reading Disabilities
This course focuses on learning oral language and the implications that has for learning written language. A major part of the course is devoted to designing effective remedial education programs for Title I and special education. Special attention is paid to early intervention programs. This is an upper level course, designed for students completing reading and special education endorsements.Prerequisites: EDU326 and 343.(3 credits)
EDU347 - Reading in the Content Area
This course addresses skills necessary in teaching students to read in social studies, math, science, and other content areas. This course offers strategies for vocabulary, comprehension, study skills, writing, assessment, and more. (2 credits)
EDU350 - Health, Safety and Nutrition: Creating a Safe Space for Young Children to Learn
This course examines basic health, nutrition and safety management procedures to promote development and learning. Candidates will learn to recognize signs of emotional distress, physical and mental abuse, and neglect in young children. Candidates will create learning environments and classroom procedures that promote positive social interaction, mutual respect, conflict resolution and self-regulation, and will utilize group guidance and problem-solving to develop supportive relationships among children. Prerequisite: EDU 206. (3 credits; alternate years, consult department)
EDU398 - Directed Study
EDU406 - Student Teaching in Reading
This experience will include the observation, engagement and instruction of an elementary or secondary classroom for 4-6 weeks while under the supervision of a licensed, certified reading teacher. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the program. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings. Prerequisites: EDU343WI and 347. (1-6 credits) Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
EDU407 - Early Childhood Student Teaching
This experience will include the observation, engagement and instruction in both pre-kindergarten and kindergarten classrooms for 4 weeks while under the supervision of a licensed, qualified teacher. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the elementary education program. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings. Prerequisites: EDU229 and 230, and KIN104 or current first aid and infant child CPR certification. (1-6 credits) Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
EDU408 - Paraprofessional Practicum
This experience will include the observation, engagement and instruction of an elementary classroom for 4-16 weeks while under the supervision of a licensed, qualified teacher. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the elementary education program. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings. (4-8 credits) Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards completing the elementary education major, but candidate will not be recommended for teacher licensure.
EDU409SR - Philosophy of Education
The liberally educated Christian teacher is the knowledgeable servant of God and society and this course examines the reasoning behind policies and methods of teaching, learning and schooling. Various schools of thought are discussed, including a distinctively Christian perspective, to prepare students to serve as professional teachers. This course is the NWCore Senior Seminar course for education students. (2 credits)
EDU410 - TESL Student Teaching
This experience will include the observation, engagement and instruction of a K-12 classroom for 4 weeks while under the supervision of a licensed, qualified teacher. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the ESL program. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings. (1-4 credits) Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
EDU411 - Student Teaching in the Middle School
This experience will include the observation, engagement and instruction of a middle school classroom (grades 6th-8th) for 4-8 weeks while under the supervision of a licensed, qualified teacher. Exact number of weeks/credits required will be determined by student teacher coordinator and department chair. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the education program. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings. (4-8 credits) Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
EDU413 - Elementary Student Teaching
This experience will include the observation, engagement and instruction of an elementary classroom for 4-16 weeks while under the supervision of a licensed, qualified teacher. Exact number of weeks/credits required will be determined by student teacher coordinator and department chair. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the elementary education program. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings. (4-16 credits) Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
EDU413A - Elementary Student Teaching
EDU415 - Secondary Student Teaching
This experience will include the observation, engagement and instruction of a secondary classroom for 4-16 weeks while under the supervision of a licensed, qualified teacher. Exact number of weeks/credits required will be determined by student teacher coordinator and department chair. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the secondary education program. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings. (4-16 credits) Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
EDU416 - Vertical Student Teaching
This experience will include the observation, engagement and instruction of a K-12 classroom in art, music, kinesiology or Spanish for 4-16 weeks while under the supervision of a licensed, qualified teacher. Exact number of weeks/credits required will be determined by student teacher coordinator and department chair. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the education program. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings. (4-16 credits) Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
EDU426 - Elementary Special Education Student Teaching
This experience will include the observation, engagement and instruction of an elementary special education classroom for 4-8 weeks while under the supervision of a licensed, qualified teacher. Exact number of weeks/credits required will be determined by student teacher coordinator and department chair. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the education program. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings. (4-8 credits) Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
EDU428 - Secondary Special Education Student Teaching
This experience will include the observation, engagement and instruction of a secondary special education classroom for 4-8 weeks while under the supervision of a licensed, qualified teacher. Exact number of weeks/credits required will be determined by student teacher coordinator and department chair. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the education program. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings. (4-8 credits) Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
EDU429 - Unified Early Childhood Student Teaching
This experience will include the observation, engagement and instruction of a multi-categorical elementary resource program for children from birth to grade three while under the supervision of a licensed, qualified teacher. During this practicum, candidates are required to complete supervised student teaching experiences in two different settings, which can include registered child development homes, home visiting programs, state-accredited child care centers, or classrooms that include both children with and without disabilities in two of three age levels: infant and toddler, preprimary and primary. Using the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the education program, candidates will be able to schedule, evaluate, collaborate, write IEPs and IFSPs, and develop strategies to address special needs of children. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings.Prerequisites: KIN 104 or current First Aid and infant child CPR certification. (4-8 credits) Note: Graded on a pass/no pass basis.
EDU499 - Honors Research
EDU505 - Collaboration and Advocacy in the Early Childhood Community
(3 credits) Examine characteristics of the diverse cultures and structures prevalent in American families, and how those factors influence children's growth and development. This course emphasizes strategies to improve collaboration with families, schools and community partners to improve students' success outcomes. Prerequisite: completed bachelor's degree in education.
EDU516 - Foundations of Special Education
The purpose of this course is to help future educators develop skills for recognizing and effectively teaching students with various exceptionalities. Broad areas to be covered in this course are areas of exceptionalities, major trends and issues in special education with emphases on collaboration and inclusion, service delivery models, roles of general and special class teachers, individual education programs, and family and community involvement. (3 credits)
EDU518 - Characteristics of Disabilities
This course will provide a survey of characteristics and educational needs of students with disabilities. Attention will be given to the definition, etiology, characteristics and various educational alternatives for each of the exceptionalities. Students will learn to design instructional programs for success by building on the abilities, strengths, and interests of exceptional students by using highly effective, research-based practices to promote student achievement. (3 credits)
EDU520 - Assessment Planning and Practice
This course will provide an in-depth presentation of the complex issue of assessment, including an examination of evaluation procedures, from pre-referral intervention, eligibility/placement/program decision-making to progress monitoring of research-based instructional interventions based on Response to Intervention (RTI). Students will examine a variety of formal and informal instruments and techniques used in assessing the strengths, needs, interests, and preferences of children and youth with exceptional learning needs. The focus is placed on providing students with knowledge and skills necessary for selecting, using, interpreting, and evaluating results from measurement and/or screening instruments and techniques commonly employed by professionals to facilitate special education placement, Individual Education Program (IEP) development and evaluation of the effectiveness of that instruction using progress-monitoring techniques. Issues in assessment and instruction concerning multicultural and bilingual special education will also be addressed. (3 credits)
EDU522 - Methods and Strategies for Students with Mild and Moderate Disabilities (K-12)
This course provides the learner with knowledge and skills in assessing, planning, organizing, implementing, and evaluating instruction based on knowledge of the student, the intended student outcomes, and the curriculum. The course focuses on students with mild to moderate disabilities, including students with disabilities from diverse linguistic and cultural backgrounds. Topics include student characteristics, linking assessment with instruction, research-based methods and strategies, curriculum standards, accommodations, modifications, and the use of technology, including assistive technology devices and services, to support student access to the general education curriculum. (3 credits)
EDU523 - Methods and Strategies for Students with Intellectual Disabilities
This course introduces the history of intellectual disability. A critical examination of current definitions of intellectual disability and practices in medical diagnosis of intellectual disability will be covered. A study of the biological, educational, social, and behavioral factors contributing to intellectual delays will be addressed. Consideration of current and historical educational practices for individuals with intellectual disability and explore contemporary ethical, social, and the educational issues that affect the lives of individuals with this label across the lifespan will be analyzed. Students will also learn how to measure and analyze behavior in order to evaluate learning and make necessary adjustment to teaching strategies for individuals with intellectual disability. (3 credits)
EDU524 - Methods and Strategies for Students with Academic and Behavioral Disorders
This course will prepare teachers to work effectively with students who have learning and behavior problems. Included are adequate procedures for teaching skill and content areas such as reading, math, oral and written expression, and social and study skills. At the completion of the course teachers should understand which methods are most effective with what types of students and why. (3 credits)
EDU525 - Advanced Child Development
(3 credits) Intensive study of typical and atypical development of children from birth through age eight. This course will immerse you in research that will improve your ability to facilitate the cognitive, emotional, physical and social development of young children with diverse abilities and needs. Prerequisite: completed bachelor's degree in education.
EDU530 - Leadership of Early Childhood Programs
(3 credits) Thorough examination of roles, responsibilities and characteristics of effective leaders of early childhood programs with a focus on personal growth in leadership and communication. Emphasis on identifying areas of strength and need in programs and staffing to create opportunities for improvement. Prerequisite: completed bachelor's degree in education.
EDU535 - Strategies for Early Literature Development
(3 credits) Examine widely accepted theories of language, reading and writing development in young children. Use research and assessment data to identify curricula and instructional strategies most suited to the diverse needs of young children. Examine research and develop strategies to leverage play in providing successful literacy instructional experiences. Prerequisite: completed bachelor's degree in education.
EDU540 - Teaching Young Children with Diverse Needs
(3 credits) Students will learn to design curriculum, instruction and assessment specific to the needs of diverse children ages 0 through 8. Create safe and nurturing classroom environments that are developmentally appropriate and respect diversity. Collaborate with stakeholders to meet the needs of young children. Prerequisite: completed bachelor's degree in education.
EDU545 - Behavioral and Social Interventions
In this course students will learn about the basic principles of learning that govern human behavior as well as how these principles can be applied in the classroom to help individuals with exceptional learning needs reach their maximum potential. Students will also learn how to measure and analyze student behavior in order to evaluate student learning and make necessary adjustment to teaching strategies for individuals with exceptional learning needs. (3 credits)
EDU546 - Behavioral & Social Interventions of Early Learners
Students will understand applied behavior analysis and the importance it plays in early childhood education for both typically developing children and those with special needs. The student will acquire tools that they need to positively impact the lives of young children especially focusing on implementing effective techniques for changing behavior, strategies for every day challenges both in the classroom and at home and collaborate with parents and caretakers. (3 credits)
EDU547 - Special Education Student Teaching K-8
Endorsement #260 candidates will complete a supervised student teaching experience in a Special Education setting. This practicum endorses the student teacher to become a teacher in a mild and moderate special education program for children from K to eighth grade by preparing the student to schedule, evaluate, collaborate, write IEPs, and develop strategies to address special needs of children. This is a four week (20 day) experience with time spent in both a K-5 and 6-8 setting. (3 credits) (Graded on a pass/no pass basis.)
EDU548 - Special Education Student Teaching 5-12
Endorsement #261 candidates will complete a supervised student teaching experience in a Special Education setting. This practicum endorses the student teacher to become a teacher in a mild and moderate special education program for children from 5 - 12 grade by preparing the student to schedule, evaluate, collaborate, write IEPs, and develop strategies to address special needs of children. This is a four week (20 day) experience with time spent in both a 5-8 and 9-12 setting. (3 credits) (Graded on a pass/no pass basis.)
EDU549 - Special Education Student Teaching K-12
Endorsement #263 & 264 candidates will complete a supervised student teaching experience in a Special Education setting. This practicum endorses the student teacher to become a teacher in a mild and moderate special education program for children from K-12 by preparing the student to schedule, evaluate, collaborate, write IEPs, and develop strategies to address special needs of children. This is a four week (20 day) experience with time spent in a K-5, 6-8 and 9-12 setting. (3 credits) (Graded on a pass/no pass basis.)
EDU550 - Communication and Collaborative Partnerships and Transitions
This course will prepare special education personnel, classroom teachers, related services personnel, and other support staff for collaborative consultation, teamwork and transition in serving the educational needs of students and their families. Consideration of the role of home and parents in the educational programming for exceptional children, and practical to positive strategies that can be used in working with parents. The context, content, processes, practices, and support of collaborative school consultation will be addressed. (3 credits)
EDU555 - Trends and Issues in K-12 Education
(3 credits) Teachers and schools must continually examine current practices in PreK-12 education in search of better solutions to increase student achievement and to thoroughly prepare children for the world in which they will live and work. In this course students will study current social, political and academic trends and issues affecting children, teachers and schools. Students will define their personal positions based on facts and experience, and will collaborate with others to advocate for solutions that improve education for PreK-12 grade students. Prerequisite: completed bachelor's degree in education.
EDU560 - Curriculum and Assessment for Student Learning
Through a process of discussion, reflection, reading, discovery and practice, this course will lead students to a more comprehensive understanding of how curriculum and assessment are interrelated. Students will delve into timely issues associated with curriculum and assessment affecting schools. Upon completion, students will be prepared to develop aligned curriculum and assessment that takes into consideration local, state and national standards, best practices and students' diverse needs. Prerequisite: completed bachelor's degree in education. (3 credits)
EDU565 - Instructional strategies for Diverse Students and Settings
(3 credits) This course is intended for experienced teachers, and will focus on building off of prior knowledge and experience to improve student learning. Research-based instructional strategies will be studied, with particular emphasis on adapting and employing strategies to fit students' cognitive abilities, motivation, interest, cultural background and other unique characteristics in diverse settings. Students in this class will apply new instructional strategies in their practice to positively impact learning in the PreK-12 classroom. Prerequisite: completed bachelor's degree in education.
EDU570 - Teaching and Learning with Technology
(3 credits) Technology integration in the K-12 setting can enhance learning, improve motivation and engagement, increase accessibility, individualize instruction, differentiate assessment and improve communication with parents and stakeholders. In this course students will broaden their understanding of the technology available to them in the PreK-12 classroom and improve their ability to leverage specific technology to improve teaching and learning. Prerequisite: completed bachelor's degree in education.
EDU575 - Science and Math in Early Childhood
3 credits) Integrate science and math instruction throughout the early grades curriculum, with a focus on activating children's innate curiosity, modeling habits of the mind, and fostering students' belief in their ability to learn. Focus on curriculum, instruction and assessment that are developmentally appropriate for young children. Prerequisite: completed bachelor's degree in education.
EDU580 - ECIS Student Teaching
(4-8 credits) ECIS candidates will complete a supervised student teaching experience in an integrated setting. This practicum endorses the student teacher to become a teacher in an integrated setting for children from birth to third grade by preparing the student to schedule, evaluate, collaborate, write IEPs and IFSPs, and to develop strategies to address special needs of children. This is a four-week experience. Note: Graded on a pass/no pass basis. Prerequisite: completed bachelor's degree in education.
EDU590 - Special Topics in Education
(3 credits) Study contemporary and research-based theory and practice related to PreK-12 education. The specific topic of this course will reflect instructional strategies, current trends and issues, curriculum and assessment, legislation, best practices, and research of interest to PreK-12 practitioners. Students are allowed to register for this course more than once. Prerequisite: Bachelorr's degree or permission of the department chair.
EDU605 - Instructional Decision Making and Leadership in Special Education
This course provides an introduction to theoretical and practical applications of data-driven decision making, assessments, and curriculum planning for educators. Students will explore the uses of qualitative and quantitative data by educational leaders for the purpose of improving student and organizational outcomes. This course will also focus on using a collaborative problem-solving approach and response to intervention processes to improve the learning rate of student. (3 credits)
EDU610 - Educational Research Methods and Design
(3 credits) This course will provide an overview of research methodology employed for studies in the field of education. Topics include basic research methodology, interpretation of findings, and application of research in educational settings. Students will develop their ability to critically evaluate educational research and to judiciously apply findings in their professional settings. By the conclusion of the course students will be able to identify a potential topic for future research and outline the basic methodology needed to conduct the study. Prerequisite: completed bachelor's degree in education.
EDU612 - Social, Legal, and Ethical Issues in Special Education
This course is an intensive study of the legislation and litigation involved with individuals with disabilities specifically concentrating on those students between the ages of birth - 21 years. A historical as well as current study of legislation used as the basis for providing special education services on the federal and state level will be covered. The legal system on the federal and state level is covered as well as critical litigations that have influenced the field of special education. The student will become knowledgeable about the legal precedence for all that they do as a special educator. (3 credits)
EDU615 - Peer Assessment and Instructional Coaching
3 credits) Instructional coaches are on-site professional developers who teach educators how to use proven instructional methods. To be successful in this role, coaches must be skilled in a variety of roles, including public relations guru, communicator extraordinaire, conflict resolver, master organizer and expert educator. In this course students will study factors related to professional learning and hone their ability to improve academic outcomes for students through supportive peer coaching relationships. Prerequisite: completed bachelor's degree in education.
EDU620 - Professional Learning Communities for School Improvement
(3 credits) Learn to use professional learning communities to unify teachers and administrators around a shared vision for student and school growth. This course will equip you to form a PLC, evaluate baseline data, create a plan, and develop professional development to prepare teachers to implement the plan. Prerequisite: completed bachelor's degree in education.
EDU625 - Teacher as Leader
3 credits) This course prepares participants to transition from classroom teachers to teacher leaders within their school and district. Through the lens of practical application, students will examine effective leadership theory, the culture of their setting, and their personal strengths and needs to leverage leadership that will drive positive change. Prerequisite: completed bachelor's degree in education.
EDU630 - Technology Coaching and Leadership
(3 credits) Use the constructs of adult learning and professional learning communities to develop a coaching relationship with peer teachers that will support their integrated use of technology to improve student and school outcomes. Prerequisite: completed bachelor's degree in education.
EDU635 - Capstone
(3 credits) In this course students will apply the cumulative knowledge and skills learned in their master's program through an action research project. Research focus may be related to student learning, teacher effectiveness, school quality, school policy or other area by approval. The project will be proposed, approved, designed, and implemented prior to the student's graduation with a master's degree in education from Northwestern College. Students who do not have a finished capstone approved by the M.Ed. Director at the conclusion of EDU635 will repeat the course for credit. Prerequisite: completed bachelor's degree in education. Note: Graded on a pass/no pass basis.
NSC308 - Methods of Teaching Secondary Natural Science
(3 credits, alternate years, consult department) A study of the techniques and materials for teaching natural science at the secondary school level (for biology and chemistry majors). This course requires a 30-hour practicum and is required of each candidate seeking an endorsement in this content area. Notes: Does not count toward the major or minor. See course offeringsi under biology, chemistry and physics. Students must earn a "C" or better in the special methods course in order to fulfill program requirements for secondary licensure. Prerequisite: upperclassman.
SPED516 - Foundations of Special Education
The purpose of this course is to help future educators develop skills for recognizing and effectively teaching students with various exceptionalities. Broad areas to be covered in this course are areas of exceptionalities, major trends and issues in special education with emphases on collaboration and inclusion, service delivery models, roles of general and special class teachers, individual education programs, and family and community involvement. (3 credits)
SPED518 - Characteristics of Disabilities
This course will provide a survey of characteristics and educational needs of students with disabilities. Attention will be given to the definition, etiology, characteristics and various educational alternatives for each of the exceptionalities. Students will learn to design instructional programs for success by building on the abilities, strengths, and interests of exceptional students by using highly effective, research-based practices to promote student achievement. (3 credits)
SPED520 - Assessment Planning and Practice
This course will provide an in-depth presentation of the complex issue of assessment, including an examination of evaluation procedures, from pre-referral intervention, eligibility/placement/program decision-making to progress monitoring of research-based instructional interventions based on Response to Intervention (RTI). Students will examine a variety of formal and informal instruments and techniques used in assessing the strengths, needs, interests, and preferences of children and youth with exceptional learning needs. The focus is placed on providing students with knowledge and skills necessary for selecting, using, interpreting, and evaluating results from measurement and/or screening instruments and techniques commonly employed by professionals to facilitate special education placement, Individual Education Program (IEP) development and evaluation of the effectiveness of that instruction using progress-monitoring techniques. Issues in assessment and instruction concerning multicultural and bilingual special education will also be addressed. (3 credits)
SPED522 - Methods and Strategies for Students with Mild and Moderate Disabilities (K-12)
This course provides the learner with knowledge and skills in assessing, planning, organizing, implementing, and evaluating instruction based on knowledge of the student, the intended student outcomes, and the curriculum. The course focuses on students with mild to moderate disabilities, including students with disabilities from diverse linguistic and cultural backgrounds. Topics include student characteristics, linking assessment with instruction, research-based methods and strategies, curriculum standards, accommodations, modifications, and the use of technology, including assistive technology devices and services, to support student access to the general education curriculum. (3 credits)
SPED523 - Methods and Strategies for Students with Intellectual Disabilities
This course introduces the history of intellectual disability. A critical examination of current definitions of intellectual disability and practices in medical diagnosis of intellectual disability will be covered. A study of the biological, educational, social, and behavioral factors contributing to intellectual delays will be addressed. Consideration of current and historical educational practices for individuals with intellectual disability and explore contemporary ethical, social, and the educational issues that affect the lives of individuals with this label across the lifespan will be analyzed. Students will also learn how to measure and analyze behavior in order to evaluate learning and make necessary adjustment to teaching strategies for individuals with intellectual disability. (3 credits)
SPED524 - Methods and Strategies for Students with Academic and Behavioral Disorders
This course will prepare teachers to work effectively with students who have learning and behavior problems. Included are adequate procedures for teaching skill and content areas such as reading, math, oral and written expression, and social and study skills. At the completion of the course teachers should understand which methods are most effective with what types of students and why. (3 credits)
SPED545 - Behavioral and Social Interventions
In this course students will learn about the basic principles of learning that govern human behavior as well as how these principles can be applied in the classroom to help individuals with exceptional learning needs reach their maximum potential. Students will also learn how to measure and analyze student behavior in order to evaluate student learning and make necessary adjustment to teaching strategies for individuals with exceptional learning needs. (3 credits)
SPED547 - Special Education Student Teaching K-8
Endorsement #260 candidates will complete a supervised student teaching experience in a Special Education setting. This practicum endorses the student teacher to become a teacher in a mild and moderate special education program for children from K to eighth grade by preparing the student to schedule, evaluate, collaborate, write IEPs, and develop strategies to address special needs of children. This is 15 day experience with time spent in both a K-5 and 6-8 setting. (3 credits) (Graded on a pass/no pass basis.)
SPED548 - Special Education Student Teaching 5-12
Endorsement #261 candidates will complete a supervised student teaching experience in a Special Education setting. This practicum endorses the student teacher to become a teacher in a mild and moderate special education program for children from 5 - 12 grade by preparing the student to schedule, evaluate, collaborate, write IEPs, and develop strategies to address special needs of children. This is a 15-day experience with time spent in both a 5-8 and 9-12 setting. (3 credits) (Graded on a pass/no pass basis.)
SPED549 - Special Education Student Teaching K-12
Endorsement #263 & 264 candidates will complete a supervised student teaching experience in a Special Education setting. This practicum endorses the student teacher to become a teacher in a mild and moderate special education program for children from K-12 by preparing the student to schedule, evaluate, collaborate, write IEPs, and develop strategies to address special needs of children. This is a 15-day experience with time spent in a K-5, 6-8 and 9-12 setting. (3 credits) (Graded on a pass/no pass basis.)
SPED550 - Communication and Collaborative Partnerships and Transitions
This course will prepare special education personnel, classroom teachers, related services personnel, and other support staff for collaborative consultation, teamwork and transition in serving the educational needs of students and their families. Consideration of the role of home and parents in the educational programming for exceptional children, and practical to positive strategies that can be used in working with parents. The context, content, processes, practices, and support of collaborative school consultation will be addressed. (3 credits)
SPED605 - Instructional Decision Making and Leadership in Special Education
This course provides an introduction to theoretical and practical applications of data-driven decision making, assessments, and curriculum planning for educators. Students will explore the uses of qualitative and quantitative data by educational leaders for the purpose of improving student and organizational outcomes. This course will also focus on using a collaborative problem-solving approach and response to intervention processes to improve the learning rate of student. (3 credits)
SPED612 - Social, Legal, and Ethical Issues in Special Education
This course is an intensive study of the legislation and litigation involved with individuals with disabilities specifically concentrating on those students between the ages of birth - 21 years. A historical as well as current study of legislation used as the basis for providing special education services on the federal and state level will be covered. The legal system on the federal and state level is covered as well as critical litigations that have influenced the field of special education. The student will become knowledgeable about the legal precedence for all that they do as a special educator. (3 credits)
SPED612I - Social, Legal and Ethical Issues in Special Education Internship
Working closely with a leadership coach, future principals will apply coursework in an internship experience in a special education setting. This course is to be taken concurrently with SPED612. (1 credit)
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