EDUC 5301: Diverse Learners in the General Education Classroom
This course explores educational changes and adjustments resulting from the interaction of a variety of different cultural backgrounds and exceptional learners in the modern school. Differentiated techniques, processes, and inclusive programs designed to meet the unique learning needs of diverse learners in the general education classroom are studied. Students participate in individual and group research for the purpose of exploring the impact of culture on learning, motivation, and classroom environment.
EDUC 5303: Curriculum and Instruction
This course traces the history of education through the lens of evolving trends in curriculum design and instructional focus. Current research in curriculum and instruction will be reviewed, which will include an analysis of best practices and the role that curriculum plays in the work of the professional educator. Students will research past and present curriculum theories and the impact on instruction. The course also emphasizes methods of organizing and managing a student centered classroom to enhance and motivate student learning. Ten (10) classroom hours of observation are required for certification students only.
EDUC 5304: Educational Research
Basic concepts of action research, strategies of experimental, historical, and descriptive research are introduced. Participants will use these concepts to read, interpret, and evaluate educational research. Students collaborate to design, plan, and defend an action research proposal in a classroom setting.
EDUC 5305: Pedagogy and Professional Responsibilities
This course discusses the professional roles and responsibilities of the Master teacher in the 21st Century and examines the legal and ethical requirements of the profession. This course is the capstone of the Graduate Teacher Certification Program and prepares candidates seeking certification to take the PPR K-12 state test. For the experienced teacher, PPR is explored from a teacher leader or administrator's point of view including projects such as designing faculty professional development and evaluating pedagogical skills and educational professionalism.
EDUC 5307: Internship I: Graduate Teacher Certification
This is the first of two courses in which students will complete a one year internship on a probationary certificate. (Students must secure a position with a school district.) Graduate Faculty will provide a mentoring component including four (4) formal evaluations-two each semester. Interns will be expected to attend learning team meetings once a month throughout the internship which will include methods and management topics, relevant educational research, and contemporary classroom issues.
Prerequisite: Acceptance in the Master of Education plus Certification Program.
EDUC 5308: Internship II: Graduate Teacher Certification
This is the second of two courses in which students will complete a one year internship on a probationary certificate. (Students must secure a position with a school district.) Graduate Faculty will provide a mentoring component including four (4) formal evaluations-two each semester. Interns will be expected to attend learning team meetings once a month throughout the internship which will include methods and management topics, relevant educational research, and contemporary classroom issues.
Prerequisite: Acceptance in the Master of Education plus Certification Program.
EDUC 5312: School/Community Relations Collaboration
This is a study of the strategies and design models for school, faculty, family and community collaboration. Students collaborate on a survey study of school/community relations resulting in a diagnosis of school culture and the design of a school action plan for improving school, family, and community relations.
EDUC 5313: Research-based Instruction - Supervision of Learning
This course will emphasize data driven research-based strategies for increasing student achievement, models of successful instruction to help teachers/administrators plan, and techniques for implementation of school effectiveness programs. Students will examine and research the means available for measuring and diagnosing individual learning needs and styles, selecting alternative learning materials for diverse student populations, and creating learning environments that promote student success, teacher collaboration. Students will take on the role of instructional supervisor to analyze case studies and explore possibilities for effective instruction in a variety of scenarios. Ten (10) classroom hours of observation are required for certification students only.
EDUC 5321: School-based Operational Strategies
This course will examine the variables affecting public school operations and management. The focus will be on the forces and factors that influence the teaching/learning environment and the processes and procedures for implementing positive change through teacher or administrative leadership. Emphasis will be on researching and assessing current educational practices and developing strategies for improvement.
EDUC 5323: Learning Theory - Child Development
This is a study of the incidence, prevalence, etiology, and characteristics of the student learning styles and intelligences and the relationship to child development. Learning theory will be explored as a catalyst for educational change. Students will explore child development stages, transitions, and impact on learning related to their teaching field and level.
EDUC 5324: Assessment for Diverse Learning and Informed Teaching
This course is designed to develop knowledge and skills in the selection, administration, and interpretation of instruments and procedures to evaluate diverse students. Emphasis will be on research based assessment strategies for enhancing effective instruction and learning across the curriculum. Students will demonstrate the use of various forms of classroom assessment through presentation and classroom application including learner and teacher directed assessment, formative and summative assessment, performance assessment, and content specific assessment.
EDUC 5340: Advanced Diagnostic and Corrective Reading
This course provides an in-depth study of assessment and teaching techniques for diagnosing and treating reading problems. The goal of this course is to provide learners with an opportunity to acquire competencies for evaluating, planning, and organizing reading instruction for students with reading difficulties. The course progresses through the process of corrective reading beginning with the initial recognition of struggling readers to the prescriptive stage of applying research-based strategies for each component of reading to the design of a school wide program for the improvement of reading proficiency.
EDUC 5341: Disciplinary Literacy Research and Instructional Strategies
In this course students will become proficient in the art and science of using disciplinary literacy to effectively learn in in a variety of content areas. Students will review current research on disciplinary literacy , explore materials and methods, and create a toolkit of reading strategies to assist learners with reading proficiency across the curriculum. Students will develop a research study and present research in a conference format.
EDUC 5601: Internship: Graduate Student Teaching
This is a six course hour required classroom field experience designed for students admitted under a post-baccalaureate plan. Students will fulfill this requirement through 12 weeks of student teaching.
Prerequisite: Admission to graduate student teaching program.
EDUC 6301: School Law
This course explores the role and responsibility of the school as a social institution for students, parents, taxpayers and employees. Students will explore the legal framework and implications of constitutional, case and statute laws affecting public schools. Emphasis will be placed on required documentation and responsibility of teachers and school administrators pertaining to student rights and special education legal issues.
EDUC 6302: Education Theory and Leadership
This course is an introduction to the roles and tasks of positions in the educational administration. Topics studied include leadership image, effective communication, time management, motivation techniques, problem solving, delegating, and other current theories and issues which increase the performance of administration and instructional leadership and benefit the school community.
EDUC 6303: Human Resources, Public School Policy, and Administrative Procedures
This course prepares the principal candidates to take on the responsibility of initial administrative duties including traditional assistant principal duties and educator evaluation procedures for the API. Topics also include hiring procedures and staffing projections, ethics policy, school budget planning and state/federal funding including resources of revenue for schools. Candidates will also explore designing and implementing professional development to increase staff motivation and involvement and create a culturally responsive school climate for all educators and students.
EDUC 6305: Instructional Leadership
This course is an introduction to the roles and tasks of positions in educational administration. Topics studied include leadership image, effective communication, time management, motivation techniques, problem solving, delegating, and other current theories and issues which increase the performance of administrative and instructional leadership and benefit the school community.
EDUC 6312: Educational Leadership for School Effectiveness and Learning Performance
This course includes the study of major administration theories and the impact of management and leadership on school effectiveness and performance. Candidates will articulate a vision and design and implement a plan for an effective school that is focused on student learning based on the CCRS within the structure of Texas public school systems. Participants will identify the elements of an effective school and explore models of school improvement, how to use instructional rounds, and data driven instruction. Participants will develop strategies for day-to-day practice using data to evaluate student learning results and school improvement initiatives and develop a school improvement plan which leads to a positive school culture for diverse populations.
EDUC 6604: Administrator Internship and Certification Preparation
The Administrator Internship program is a site based internship which requires that the candidate secure a state accredited campus and principal mentor. A University Field Supervisor will guide the principal candidate and mentor through competency based internship activities and requirements. Candidates will be formally observed and evaluated a minimum of three times. Course requires completion of 160 hour internship, completion of TEA required documentation as indicated in the Principal Certification Manual, the successful completion of a program provided on campus computer based or paper based practice test for principal certification, and the successful completion of the ETS state exam for principal certification. NOTE: If the principal candidate is unable to to take the campus based exam, the candidate will be required to purchase an approved on-line exam. This course may be extended only one extra semester with no additional cost.
EDUC 6310: Principal Test Preparation (Optional)