Graduate Teacher Education Course Descriptions

Emphasizes concepts such as reflective practice, student centered learning, and processes for transformative change. Applying a constructivist perspective, participants will learn how to become meaningful change agents in classrooms and educational settings. Emphasis will be placed on integrating theory with practice as participants work through models of change utilizing their first-hand experiences within their own classrooms and educational settings.

Introduces theories and processes of conflict transformation and peacebuilding within educational contexts.  Creating a culture of peace in education begins with self-care and compassion, and extends to nurturing peaceful, just, and caring relationships within communities through active processes of tending, friending, and mending.  As such, educators, nurses, and counselors will explore relational literacy approaches within positive education by examining personal beliefs and values, resolution style(s), interpersonal relationships, communication skills, social-emotional learning, curriculum and instruction, storytelling, and the ever-changing contexts of educating all children and youth for life well-being.  Participants will engage restorative language strategies, and develop culturally sensitive, peaceable curricula for specific classroom, clinical, or community settings.

Examines historical, sociological, philosophical, ethical, legal, and multicultural issues in education. Students analyze and discuss authentic case studies designed to further equip you as a decision maker and leader in educational settings. Special attention is given to discussion of how public policy in education is shaped by the community’s social and ethical concerns.

This course is designed to give an overview of action research, particularly action research that is conducted within educational settings. Emphasis is placed upon gaining an understanding of the difference between qualitative and quantitative research design, as well as becoming competent in setting up an action research project. Participants are taught within the course to use computer technology to conduct a literature review, collect, analyze and interpret data. Participants prepare an action research proposal, ready to be fine-tuned with their program mentor. (Pre-requisite: admission to candidacy)

Incorporates a written report and delivery of a student-designed action research project. Under faculty supervision, Action Research Projects may take a variety of formats: curriculum restructuring projects, staff development projects, research for public policy change, research for publication, etc. Prerequisite: EDCC 551 Action Research in Educational Settings.

Explores curriculum development through the design and delivery of instruction for student learning that will prepare candidates for course assignments encountered within the Graduate Teacher Education program. Includes how to plan for instruction including daily and unit lesson planning, how to create learning objectives, enabling activities and tasks, and how to develop formative and summative assessments. Uses contemporary learning theories to demonstrate how different lesson plan templates align with that particular theory i.e. Madeline Hunter—traditional and 5E-- constructivist formats. Major contemporary learning theorists are discussed.

Examines the philosophical foundations of curriculum development and implementation, and provides an introduction to development, delivery, and evaluation of curriculum. Curriculum is broadly defined and includes purposes, methods, and organization of time, space and resources available in schools as well as consideration of content and strategy. Curriculum theory, curriculum mapping, culturally responsive instruction, equitable instruction, and strategies for teaching and assessment applicable to P-12 classroom settings will be examined and demonstrated throughout the course. Students will complete a curriculum development project that will be applicable to their individual settings in regular and special education settings.

Focuses on collaborative strategies for learning among educators, parents, and community to collaboratively maximize students’ achievement. Models of consensus building, team building, team planning, facilitation skills, and school-parent collaboration will be examined. Participants will explore current research on the effect of teaming and collaboration, affective and social outcomes of learning and collaboration, and organizational patterns for interdisciplinary teams. Students will work in teams to research their own learning development.

Explores current research-based best practices to support positive behavior development in children, particularly those identified as having specific learning and/or behavioral challenges. The restorative discipline approach modeled in this course recognizes the hurt generated by misbehavior, and seeks to restore relationships and motivate positive change through accountability structures developed collaboratively by those affected by the misbehavior. The course focuses on culturally sensitive strategies to prevent harmful behaviors and explores research and best practice interventions for reoccurring behavior.

Research in the neurological and cognitive sciences has generated a new frontier of knowledge on how the brain processes, stores, and retrieves information. In this regard, advances in neuroscience and the cognitive sciences provide insight into how educational and learning experiences reshape brain structure and function in ways that can support or hinder a student’s achievement, performance, and/or skill development.  Using what we know about the brain and learning can help transform practice. This course will equip participants with research-based practices and strategies to train and guide learners with recognition of applications for learners of all ages.  It is intended for teachers, instructional coaches, and administrators who teach and/or provide professional development for teachers.

Activities that offer choice, foster creativity, and inspire imagination promote a more personalized learning experience for students. Participants will explore and use technology tools to help craft instruction to engage and captivate their students!

Explores standard and new Google tools that can be used in the classroom to assist with classroom management and instruction. Teachers will increase their knowledge using discussion threads, reflection papers, lesson plans involving the implementation of Google tools, and a course project where candidates use a Google tool for professional or student development or enhancement. Participants will collaborate on ways to use these tools to have the greatest positive impact in their classrooms.

In the 21st century workplace, success requires more than just basic knowledge and skills. In
Problem-Based Learning, students not only understand content more deeply but also learn how
to take responsibility and build confidence, solve problems, work collaboratively, communicate
ideas, and be creative innovators. Participants will identify, use and evaluate technology
resources in the context of designing and delivering instruction using the Problem-Based
Learning instructional method.

Inspires educators to implement real-world, personal, authentic learning experiences that lead to student success, investigating relevant problems and creating products that have real-life purposes while offering a rich variety of strategies and ideas to spark interest and deepen content knowledge. Students acquire skills in the 5 Cs of communication, creativity, critical thinking, collaboration, and citizenship. Integration of literacy, strategic use of technology and performance assessments are emphasized, aligning with ISTE Standards for Educators and Students.

Develops teacher know-how to tailor online instruction for short and long term instruction for K-12 students. Teachers learn how to design lessons, short term, and long term units of study in highly applicable formats considering grade level and differentiation needs of students. Teacher friendly.

Participants will identify, use and evaluate technology resources in the context of designing and
delivering instruction that is consistent with current best practices for integrating technology. The
Virginia Computer/Technology SOLs and the National Educational Technology Standards for Teachers will be referenced throughout the course.

Gives participants the opportunity to explore Web tools that can be used in the
classroom to assist with classroom management and instruction. Participants will collaborate on
ways to use these tools to have the greatest positive impact in their classrooms. Participants
should be comfortable with surfing the web.

Participants will identify, use and evaluate 21 st Century Learning Tools that can be used to address the top level of Bloom’s Taxonomy – Creating . These tools will be used in the context of designing and delivering instruction that is consistent with current best practices for integrating technology.

Develops teacher know-how to tailor online instruction for short and long term instruction to K-12 students. Teachers learn how to design lessons, short term, and long term units of study in highly applicable formats considering grade level and differentiation needs of students. Teacher friendly. (1 SH)

Introduces Restorative Justice in Education (RJE) as a culture and a set of practices that are implemented to facilitate learning communities, supporting and respecting the inherent dignity and worth of all. Viewing RJE as a holistic approach, this course examines the three core components of RJE: creating just and equitable learning environments; nurturing healthy relationships; and repairing harm and transforming conflict. Class focuses on the underlying values of RJE and the foundational beliefs that guide RJE, and includes application of case studies and situations provided by class participants.

When educators develop strong analytic skills, they are able to more deeply understand a situation, consider that situation from multiple perspectives, investigate causes, explore relationships, and ultimately design more effective responses to conflict, student behavior, or harm. This course exposes educators to various models of understanding the nature of conflict, including but not limited to identity, human needs and motivations, power dynamics, structural violence, change theories, systems analysis, and trauma.

Explores the use of circle processes to build and sustain healthy learning environments in schools or other educational settings. Theoretical foundations and core assumptions will be discussed as well as different ways circles can be utilized to build community, resolve conflict, create safe learning spaces, and promote social and emotional competency. Participants, including educators, administrators, school counselors, or other school based personnel, will learn how to design and implement Circles in education related contexts.

Applies restorative justice principles to individual student, classroom, school, and community-based practices that support safe, just, and caring schools. Restorative justice practices are based on restorative justice values and principles that promote relational approaches to school discipline, communication, pedagogy, and other interactions. Designed for teachers, counselors, administrators, social workers, and others who work within educational contexts. Participants engage with both formal and informal RJE practices, including the facilitation of classroom meetings, restorative circles, and family group conferences. Prerequisite: EDRJ 551 Foundations of Restorative Justice in Education

This practicum is designed to give candidates field experience opportunities for the implementation of Restorative Justice in Education (RJE) practices.  Forty (40) contact hours of RJE practice and observation is required along with preparing a case study on current RJE implementation. Candidates will complete the practicum with an assigned mentor either in their current educational setting or with an RJE practitioner in another context.  
Prerequisite: RJE Graduate Certificate OR Admission to MA in Education program and completion of RJE Concentration Courses

Partnerships between schools and community stakeholders play a vital role in fostering resilience in educational environments.  This course serves as a forum for engaging dialogue among educators, counselors, law enforcement personnel, social service agents, and other community service workers regarding trauma and resilience.  Participants will examine current trends and program development models that empower collaboration within communities.

Focuses on the application of integrated strategies, differentiated instruction, curriculum compacting and adaptations for diverse populations. Candidates learn about culturally responsive instruction where all students are valued with special focus given to students from a variety of cultural and ethnic groups and where teachers have a commitment to meeting their students’ instructional and individual needs. Candidates analyze teaching strategies based on current research, for integrating students with exceptional learning needs, low SES, cultural/linguistic diversity, and gifted/talented, across learning environments.

Educators experience stressful work events and environments that contribute to burnout, compassion fatigue, and various forms of trauma. As a result, educators may feel less effective, engaged, and motivated. To best serve students, meet their own professional goals, and maintain their own health and well-being, educators benefit from an awareness of self, and an on-going practice of self-care. This course provides information and strategies for the development of individual, collaborative, and organizational practices to address burnout, compassion fatigue, and promote resiliency.

Introduces school personnel to the core concepts of students' adverse experiences, toxic stress, trauma, restoration, self-care, and resilience in the school environment, and provides a research-based, strength-based approach to creating a trauma-informed, resilience-fostering school environment. Traumatic events may cause a child to have academic difficulty, behavior that interferes with learning or violates codes of student conduct, and troubled relationships with peers and school staff.  Conversely, trauma-informed, resilience-fostering school environments can mitigate the impact of trauma and enhance the protective factors that provide the foundation for health, academic success, and positive peer and staff interactions. 

Examines the research-base for understanding risk and resiliency and explores protective factors within the child, family and community that nurture resilience and mitigate risk factors.  Tools that identify and assess interventions designed to assess resiliency will be utilized.  Focus is placed on case studies, review of the research literature, and demographic studies of adolescents and communities.  Participants will engage in research, review literature, and participate in online discussions to reflect on the changing world of today’s adolescent and ways to build resiliency in educational and community settings.

Introduces and provides background on English Learners including the psychological, social, cultural and linguistic components of the developmental processes in learning a second language. The course provides an overview of first and second language acquisition. Planning, implementing, and managing instruction within the framework of research and best practices will be emphasized. The course also explores what we as teachers can do to provide appropriate instruction based on the Pennsylvania Academic Standards and Assessment Anchors. The course includes a 10-hour practicum experience.

Enables students to identify, compare, and contrast various approaches to language teaching, and underlying beliefs about language learning/teaching. There will be exposure to a variety of teaching techniques in each of the main language skills (listening, speaking, reading, writing, grammar, and vocabulary). Attention will be given to ways of assessing language proficiency and doing needs assessment for a variety of student populations in order to shape instruction effectively. $30 course fee for practicum.

The study of the essential nature of languages with English as the primary example.  Students learn the tools of linguistic analysis, including phonetics, phonology, morphology, and syntax, and examine broader concepts of language typology, variation, and the history of English.

Explores current topics and issues in the study of language acquisition, language development, and grammar, including first and second language acquisition, multiple second language teaching strategies, and support services to assist English Language Learners (ELLs) in language and content learning. Offers teachers practical ideas for teaching grammar in the context of today’s classroom, promoting collaboration and parental involvement in language acquisition and academic success.

Enables students to gain a deeper understanding of the intricate ways in which culture and language influence each other. Surveys the basics of sociolinguistics and language policy through case studies from communities around the world. Includes a critical evaluation of the role of culture in the second-language classroom. Participants will investigate and reflect on issues of identity, power, and inequality that stem from linguistic diversity.

Explores assessment tools and practices as they relate to second language learners.  Emphasizes the assessing and monitoring of oral language, reading and writing and content area subjects.  Examines support services both in language acquisition and content learning.

Gives candidates field experience in teaching English as Second Language. The course accommodates candidates who are currently teaching as well as candidates who are full or part time graduate students. Forty (40) contact hours of teaching and observation is required along with preparing a professional knowledge base for the TESL classroom. $55 course fee.