| |
Education |
| |
-
ED 525A - Facilitating Learning in Social Studies and Literature for Children 2
Survey of curriculum, methods, materials, and assessment techniques that support learning of social studies in grades K-8. This class includes concepts of history, geography, civics, economics and related EALR’s and national standards. This course includes an examination of books that form a part of the imaginative experience of children or adolescents, as well as part of the larger literary heritage, viewed in the light of social, psychological, political, and moral implications.
|
| |
-
ED 527A - Curriculum Alignment 3 credits
This course explores the critical role of the principal or program administrator as lead learner and instructional leader. Concepts and strategies emphasize the alignment of state and district learning goals – including Common Core State Standards and Smarter Balanced Assessments – with effective instructional and assessment practices and the empowerment of teachers to work collaboratively in designing a rigorous and meaningful curriculum for all students. Experienced educators who are interested in becoming school principals or program administrators will further develop a vision for powerful teaching and learning and consider the curriculum alignment necessary to support it. To meet the requirements for principal and program administrator certification, students will work extensively with the AWSP Leadership Framework and other professional resources to design projects and gather artifacts relevant to their current and emerging professional practice.
Also includes:
Resource Management Module
Cultural Competency Module
School Law Module
Socratic Seminar (Ethical Leadership)
Assessment: Instructional Improvement – Professional Development
Assessment: Effective Management, Part C Prerequisite(s): ED564A, ED567A
|
| |
-
ED 527T - Curriculum and Assessment in the P-12 Classroom 2
This course addresses the changing curriculum in the American public schools (grades P-12). Course is intended for practitioners in the P-12 educational system interested in the development of knowledge and skills to design curriculum and assessments it pertains to the selection of appropriate instructional resources, development of curricula/assessments for a specific grade level while considering the diverse needs of all students.
|
| |
|
| |
-
ED 549 - Child Safety Issues and Co-teaching Internship Seminar 1 credit
This class examines the social, cultural, political, and other issues which threaten children’s physical, psychological, and psychic safety, including the associated legal implications and resources available.
|
| |
-
ED 553R - Fundamental Understanding of Behavioral Research 2
This course addresses planning, implementation, and evaluation needed to develop a comprehensive understanding of behavioral research as applied to the graduate student’s research context. Statistical concepts used in data evaluation are studied. Students will review the relationships between measurement and evaluation, and their connection to state, local and classroom assessments used in their practice. Students will prepare a preliminary proposal for the Institutional Review Board (IRB). Reference citations, tables and figures will follow the current American Psychological Association (APA) manual. Course Projects include CITI Training Certificate, IRB Proposal, and draft of Chapter One for Graduate Thesis/Special Project.
|
| |
-
ED 556 - Differentiated Instruction: Multicultural Education: Building Inclusive Communities 2 credits
This course considers the multicultural aspects of American society, including cooperative pluralism and diversity and their significance in terms of children, parents, and educators in the school community. Concepts and issues addressed include race, culture, prejudice, equity, marginalization, assimilation, pluralism and interdependence, and changing demographics. Focus is on developing the knowledge, skills, and attitudes needed to effect positive multicultural change in the classroom, school, and community.
|
| |
-
ED 557A - Curriculum, Instruction, Management, and Assessment I 3 credits
This class is an introduction to building learning communities and the interrelatedness of curriculum, instructional methods, and assessment. Candidates develop a variety of instructional plans and instructional units/themes. Assessment design is introduced and aligned to instruction. Instructional strategies are developed in areas of direct instruction, inquiry teaching, and cooperative learning. State Essential Learning Requirements and Grade Level Expectations are emphasized in planning and assessment. Classroom observations and involvement with learners are required in this class.
|
| |
-
ED 557B - Curriculum, Instruction, Management, and Assessment II 2 credits
Candidates develop classroom management strategies based on best practices research. Implications of federal and state legislation to instructional delivery are analyzed. Adaptations and modifications to instruction to meet the diverse student learning needs in the classroom are developed. Also, this class introduces and models strategies for diverse students including: multiple intelligences, strategies for linguistic differences, learning styles, and technology. Practicum in an educational setting is required.
|
| |
-
ED 557D - Curriculum, Instruction, Management and Assessment II 3
Candidates develop classroom management strategies based on best practices research. Implications of federal and state legislation to instructional delivery are analyzed. Adaptations and modifications to instruction to meet the diverse student learning needs in the classroom are developed. Also, this class introduces and models strategies for diverse students including multiple intelligences, strategies for linguistic differences, learning styles, and technology. Practicum in an educational setting is required. Candidates will continue to work on Teacher Preparation Assessment (edTPA).
|
| |
-
ED 560R - Application of Behavioral Research 2
An introduction to research methods: types, characteristics of effective research, formulating hypotheses, research design, preparing questionnaires, and research writing. Course considers the leader’s role in developing an ethically responsible original research project with the guidance and support of a faculty member. The student will write the research proposal using the current American Psychological Association (APA) manual for reference citations, tables and figures. Students in the M.Ed. Teacher Leadership program should address some aspect of teacher leadership and its effects on student learning in the research proposal. Course Capstone project: Thesis/Special Project chapters 1 Introduction, 2 Review of Literature, & 3 Methodology and Treatment of Data. Prerequisite(s): Fundamental Understanding of Behavioral Research.
|
| |
-
ED 564A - Creating School Culture 3 credits
This course examines the critical role of the principal or program administrator in creating a culture that fosters mutual accountability and promotes the ongoing improvement of learning and teaching for students and staff. Emphasis is on effective strategies for building a community of learners focused on equity and student achievement. Experienced educators who are interested in becoming school principals or program administrators will explore effective strategies for creating a community of learners and will consider how decisions made about resources can result in improved teaching and learning and encourage staff empowerment. To meet the requirements for principal and program administrator certification, students will work extensively with the AWSP Leadership Framework and other professional resources to design projects and gather artifacts relevant to their current and emerging professional practice.
Also includes:
Resource Management Module
Cultural Competency Model
School Law Module
Socratic Seminar (Ethical Leadership)
Assessment: Visionary Leadership
Assessment: Effective Management, Part A
|
| |
-
ED 565A - Closing the Achievement Gap 2 credits
This course explores the critical role of the principal or program administrator in identifying and responding to achievement gaps that may be present within a school. Concepts and strategies include the use of multiple sources of data/evidence to communicate a sense of urgency and support the achievement of all students, particularly those historically disadvantaged by issues of race, class, language and disability. Experienced educators who are interested in becoming school principals or program administrators will further develop a vision for powerful teaching as well as the knowledge and skills to improve educational effectiveness. To meet the requirements for principal and program administrator certification, students will work extensively with the AWSP Leadership Framework and other professional resources to design projects and gather artifacts relevant to their current and emerging professional practice.
Also includes:
Resource Management Module
Cultural Competency Module
School Law Module
Socratic Seminar (Ethical Leadership)
Assessment: Inclusive Practice
Assessment: Effective Management, Part E Prerequisite(s): ED527A, ED564A, ED567A, ED570A
|
| |
-
ED 566R - Data Analysis & Project Outcomes 2
Students will analyze the data collected in their action research; write the remaining chapters of their thesis; submit for approval from Course Instructor and Program Advisor; Finally students will share their original research with their peers and community. Course considers the leader’s role sharing original research that may impact the organization. Students will be expected to meet defined standards to receive a pass (P) grade. Course is designed to be completed in one semester. Graded P/NP.
|
| |
-
ED 567A - Data and Student Achievement 3 credits
This course explores the critical role of the principal or program administrator in leading the development, implementation and evaluation of a data-driven plan for continuous improvement of instruction and students achievement. Included are key concepts and strategies for the effective and collaborative design, implementation, alignment and monitoring of plans for continuous school improvement and related budgets. Experienced educators who are interested in becoming school principals or program administrators will explore effective strategies for using a variety of forms of student data to promote improvement across multiple areas. To meet the requirements for principal and program administrator certification, students will work extensively with the AWSP Leadership Framework and other professional resources to design projects and gather artifacts relevant to their current and emerging professional practice.
Also includes:
Resource Management Module
Cultural Competency Module
School Law Module
Socratic Seminar (Ethical Leadership)
Assessment: Instructional Improvement - Planning
Assessment: Effective Management, Part B
|
| |
-
ED 568T - Teacher Leader Legal & Ethical Responsibilities 2
This course addresses legal, ethical, professional responsibilities of the teacher leader with particular focus on how a teacher’s actions influence the teaching and learning process at multiple levels. Students will analyze teacher standards and teacher evaluation tools to compare with leadership formal/informal roles and how the overt/covert expectations affect teacher rights and responsibilities.
|
| |
-
ED 570A - Instruction and Evaluation Practices 3 credits
This course explores the critical role of the principal or program administrator as instructional leader in the design and implementation of the instructional program and teacher evaluation. Concepts and strategies include effective observation of instruction, providing feedback, conducting critical conversations with teachers, and designing appropriate and effective intervention strategies and professional development/coaching for teachers. The TPEP (Teacher and Principal Evaluation Program) requirements and effective teaching practices will be a central focus of the course. Experienced educators who are interested in becoming school principals or program administrators will further develop a vision for powerful teaching as well as the knowledge and skills to improve educational effectiveness. To meet the requirements for principal and program administrator certification, students will work extensively with the AWSP Leadership Framework and other professional resources to design projects and gather artifacts relevant to their current and emerging professional practice.
Also includes:
Resource Management Module
Cultural Competency Module
School Law Module
Socratic Seminar (Ethical Leadership)
Assessment: Instructional Improvement - Evaluation
Assessment: Effective Management, Part D Prerequisite(s): ED564A and ED567A
|
| |
-
ED 570T - School, Home, & Community Collaborations 2
This course presents the multi-dimensional role of school-community relations and effective communication between the teacher/school-home-community-student. Development of positive and constructive collaborative relationships between educational institutions, families, and diverse stakeholders; specific methods and techniques in public relations are explored to ensure school support, family involvement, and student success. Major emphasis is placed on contemporary issues facing schools, e.g. cultural competence & gun violence.
|
| |
-
ED 571 - Scholarly Research & Writing 3 credits
This course is designed as a first step in the research course sequence leading to the culminating/capstone Special Project of the Master of Education graduate degrees. Extensive reading and writing are at the heart of this course. Students will learn the characteristics of valid and credible research in their field of interest; the characteristics of effective communication of research findings including the use of APA formatting; and they will identify/select a possible topic for their graduate degree capstone project. Descriptors of this course include: ability to distinguish opinion versus research-based references, communication of credible information, and identification of research problem/question. Offered in Fall and Spring semesters. Offered face-to-face/blended in Tri-Cities and Online.
|
| |
-
ED 573 - Internship in School Administration 4 credits (required 8 credits)
The internship is a mentored, year-long practicum within a school and district setting. Field experiences are planned collaboratively by the program, candidate, university supervisor, and district mentor to develop candidates’ knowledge, skills, dispositions, and cultural competence related to the Washington State Standards for Residency Certification, ISLLC Standards, and the Leadership Framework. The internship is graded “Pass” (P) or “No Pass” (NP) and spans two semesters, a full academic year (students register for four credits fall semester and four credits spring semester). Expectations include: a minimum of 540 internship hours, a detailed log, attendance at all Intern Seminars, evidence of learning, a professional portfolio and the implementation of all of the Assessment Plans developed during the program coursework. This course meets the internship requirements outlined by the Washington State Board of Education for principal and program administrator certification.
Seminars: Providing for School Safety and Community Engagement
Assessment: Socio-Political Context
Assessment: Portfolio and PGP as evidence of plan implementation, personal growth, and plan for continued growth
|
| |
|
| |
-
ED 582E - Elementary Co-teaching Internship 5
Practical application, with supervision and support, of the principles of learning and instructional techniques in an elementary classroom. The Teacher Preparation Assessment (edTPA) will be completed and electronically sent to Pearson. Limited to department approval. Graded P/NP. Prerequisite(s): Candidates must have passed the WEST-E tests to register for course.
|
| |
-
ED 582M - Middle Level Co-teaching Internship 5
Practical application, with supervision and support, of the principles of learning and instructional techniques in a middle level classroom. The Teacher Preparation Assessment (edTPA) will be completed and electronically sent to Pearson. Limited to department approval. Graded P/NP. Prerequisite(s): Candidates must have passed the WEST-E tests to register for course.
|
| |
-
ED 582S - Secondary Co-teaching Internship 5
Practical application, with supervision and support, of the principles of learning and instructional techniques in a secondary classroom. The Teacher Preparation Assessment (edTPA) will be completed and electronically sent to Pearson. Limited to department approval. Graded P/NP. Prerequisite(s): Candidates must have passed the WEST-E tests to register for course.
|
| |
-
ED 588A - Secondary Teaching Methods 2 credits
Class will formulate objectives, select and organize content, and discuss various methods of instruction for teaching English Language Arts in grades 5-12. Candidate will discuss teaching procedures, evaluation, and different instructional materials needed for English teachers. Cross-listed as and
|
| |
-
ED 590 - Theories of Learning 2 credits
This course is a survey of the development of psychological theories of learning and comparing and critiquing them. It will include implications and applications of each theory and how these affect teaching and/or leadership. This course will include discussion of purists versus eclectics in areas such as skills learning, cognitive learning, affective learning and the development of ones own personal learning theory.
|
| |
-
ED 595R - Data Collection/Field Work 2
A course designed to permit qualified students to conduct an original research approved by the course instructor and a second faculty in the area of specialization of the research focus. Expectations for this course include implementation of strategies or innovative procedures and collection of data as outlined in the research proposal prepared and approved in ED560R Application of Behavioral Research. Reference citations, tables and figures will follow the current American Psychological Association (APA) manual. Graded P/NP.
|
| |
-
ED 597 - Internship in Program Administration 4 credits (required 8 credits)
The internship is a mentored, year-long practicum within a school and district setting. Field experiences are planned collaboratively by the program, candidate, university supervisor, and district mentor to develop candidates’ knowledge, skills, dispositions, and cultural competence related to the Washington State Standards for Residency Certification, ISLLC Standards, and the Leadership Framework. The internship is graded “Pass” (P) or “No Pass” (NP) and spans two semesters, a full academic year (students register for four credits fall semester and four credits spring semester). Expectations include: a minimum of 540 internship hours, a detailed log, attendance at all Intern Seminars, evidence of learning, a professional portfolio and the implementation of all of the Assessment Plans developed during the program coursework. This course meets the internship requirements outlined by the Washington State Board of Education for principal and program administrator certification.
Seminars: Providing for School Safety and Community Engagement
Assessment: Socio-Political Context
Assessment: Portfolio and PGP as evidence of plan implementation, personal growth, and plan for continued growth
|
| |
-
ED 597E - Elementary Co-teaching Internship 4 credits
Practical application, with supervision and support, of the principles of learning and instructional techniques in elementary classrooms. Limited to department approved subject area(s). Prerequisite: Approval based upon satisfactory completion of co-teaching internship application process. Candidates must have passed the state required WEST-B test and have passed the WEST-E to register for course. Graded P/NP.
|
| |
-
ED 597M - Middle Level Co-teaching Internship 4 credits
Practical application, with supervision and support, of the principles of learning and instructional techniques in middle-level classrooms. Limited to department approved subject area(s). Prerequisite: Approval based upon satisfactory completion of co-teaching internship application process. Candidates must have passed the state required WEST-B test and have passed the WEST-E to register for course. Graded P/NP.
|
| |
-
ED 597S - Secontary Co-teaching Internship 5
Practical application, with supervision and support, of the principles of learning and instructional techniques in secondary classrooms. Candidates will complete the required State Teacher Performance Assessment (TPA). Graded P/NP Prerequisite(s): Approval based upon satisfactory completion of co-teaching internship application process. Also, candidates must have passed the WEST-E tests to be placed in a school district for the co-teaching internship.
|
| |
-
ED 598 - Thesis 3 credits
Student identifies a topic in an area of interest approved by the advisor. A committee appointed by the program chair approves the proposal and outline. An advisor follows the progress of the thesis, which the student must defend and submit in duplicate copy.
|
| |
|
| |
-
ED 611 - Pathway 2 3 credits
This course is for students that want to add an additional endorsement to their valid Washington State teaching certificate. Eligibility will be determined at the time of application. The procedure for obtaining an additional endorsement is to pass the WEST-E in the endorsement area desired to be added. Students prepare the products related to the endorsement using the pedagogy assessment instrument protocol and participate in observations conducted by an individual assigned by the University for a minimum of two times and a maximum of four times. Following are the different pathways that can be earned from Heritage: PW2: Elementary Ed, PW2: Eng/Language Arts, PW2: Mathematics, PW2: Middle Level Math, PW2: Middle Level Science, and PW2: Reading.
|
| |
-
ED 621 - Perf Task: ESL Mnstrm Stdnts & WA St Essntl Lrnngs 2-3 credits
The workshop is designed to increase the capacity of mainstream teachers to deliver instruction in their content area classrooms that will help limited English proficient children meet essential learnings. Emphasis is placed on the development of performance tasks that apply the framework to the State’s Essential Learning Tool Kit to the classroom.
|
| |
-
ED 624 - Building Bias Free Classrooms 2 credits
Explores theory, design, and implementation of learning communities that are proactive, productive, interdependent, and self-renewing. Focus on organizational patterns of learning which encourage cooperative decision making, multiple intelligences orientation, tolerance for diversity, peer sponsorship, anti bullying, and group success commitment. Also, explores the concepts of courageous teaching and ethical congruence messages and behavior.
|
| |
-
ED 634 - Critical Thinking Skills 2-3 credits
Empowerment of students is an important factor in schools today. The critical thinking skills give students the power of choice and allows a teacher flexibility in his/her techniques. This course provides a teaching professional a variety of ideas to help a student gain empowerment.
|
| |
-
ED 640 - Grant Writing 2 credits
Grant writing is offered to graduate students who will write an individual grant proposal. Students are encouraged to bring realistic proposal ideas to the class. The course will cover the components of writing a grant proposal including the background preparation of a needs assessment, formulating a program, conducting a feasibility study, searching for potential resources, reviewing requests for proposals, the actual writing of a proposal, and evaluating a proposal.
|
| |
-
ED 644 - Native American Family Relations 2 credits
Focus will be on the younger Native American families to ascertain their values and traditional perceptions. Emphasis is on identifying and communicating what is being lost of traditional values by younger families.
|
| |
-
EDR 301 - Reading Instruction: State Standards, Planning, Delivery, and Accountability 3 credits
Candidates will be introduced to K-8 standards for reading and will learn a basic framework for the teaching of reading. Beginning with assessment, candidates will continue through setting appropriate individual goal targets that are yearly, semi-annual, monthly, weekly, and daily for each student. Candidates will acquire and be able to apply knowledge about major components of reading instruction and reading interventions.
|
| |
-
EDR 302 - Assessment 2 credits
Candidates will be introduced to and be able to apply acquisition-level knowledge to the complex task of student assessment in the areas of reading, writing, and mathematics. Diagnostic, formative, and summative assessment knowledge and skills will be acquired and demonstrated.
|
| |
-
EDR 305 - Classroom Managment 2 credits
Candidates will acquire and be able to implement classroom management strategies which result in well organized classroom environments which foster student growth. Students will be able to successfully apply school-wide and classroom-based protocols as well as be able to individualize management strategies when necessary or desired.
|
| |
-
EDR 306 - English as a Second Language 2 credits
Candidates will be introduced to the factors influencing successful learning by K-8 students for whom English is a second langauage. Candidates will acquire initial competencies in how to design instruction which is most powerful for second language learners.
|
| |
-
EDR 307W - Professional Issues: Ethics, Responsibilities, and Professional Growth Plan 1 credit
Candidates will acquire and share knowledge related to professional ethics and professional responsibilities, (including a professional growth plan). Course culminates in the articulation of a code of professional conduct and professional expectations.
|
| |
-
EDR 308 - Social Studies Proficiency 3 credits
Candidates will learn and know how to design and delivery instruction for K-8 social studies instruction. Using the State standards for social studies, candidates will be able to identify appropriate annual targets for each student and work with colleagues to achieve learning targets in social studies.
|
| |
-
EDR 309 - Classroom Management & Planning 3 credits
Having acquired basic protocols for classroom management and planning, candidates will be introduced to more complex student needs and will learn and demonstrate how to plan effectively for individuals and groups of students while creating an energizing, dynamic classroom environment.
|
| |
-
EDR 310 - Reading 3 credits
Having acquired acquisition level knowledge and skills in reading, candidates will acquire and demonstarte the ability to teach effectively to more complex student needs in reading while boosting student performance.
|
| |
-
EDR 311 - Mathematics 3 credits
Having acquired acquisition level knowledge and skills in mathematics, candidates will acquire and demonstrate the ability to teach effectively to more complex student needs in math and will be able to boost performance in mathematics.
|
| |
-
EDR 312 - English as a Second Language Proficiency 2 credits
Candidates will continue to acquire a deeper knowledge of the impact and influence of language and culture on learning and will be able to successfully and continuously develop and deliver instruction which integrates cultural priorities and enhances language development.
|
| |
-
EDR 315 - Instruction Planning: Types, Individualization and Accountability–Acquisition 2
Candidates will learn and be able to apply knowledge and skills related to individualized and small group instructional planning. Planning for instruction and delivering instruction successfully will be at the core of this group of competencies. Candidates must demonstrate competencies in reading and mathematics at the acquisition level and must be able to design plans and deliver instruction successfully to learners for whom English is a second language.
|
| |
-
EDR 316 - Reading Instruction: State Standards, Planning, Delivery, and Accountability–Acquisition 2
Candidates will be introduced to K-8 standards for reading and will learn a basic framework for the teaching of reading. Beginning with assessment, candidates will continue through setting appropriate individual goal targets that are yearly, semi-annual, monthly, weekly, and daily for each student. Candidates will acquire and be able to apply knowledge about major components of reading instruction and reading interventions.
|
| |
-
EDR 317 - Math Acquisition: State Standards, Planning, Delivery–Accountability 2
Candidates will acquire the knowledge and practices related to the state standards for K-8 mathematics and be able to plan for, design, and deliver math instruction with success. Candidates must be able to develop, use, and assess the impact of student progress monitoring strategies that indicate when a K-8 student is not learning at a pace necessary to achieve desired outcomes.
|
| |
-
EDR 318 - Professional Growth Plan–Acquisition 0-3
Candidates will begin creating a Professional Growth Plan. This plan will be revised and changed throughout the program.
|
| |
-
EDR 320 - Student Project–EdTPA Preparation 0-3
Candidates will complete EdTPA and submit portfolio to appropriate state assessment company.
|
| |
-
EDR 330 - Professional Competencies I 4
This is the first in a series of 4 courses focused on candidate competencies that must be achieved. The table below specifies the professional competencies expected of each candidate during their four semesters in HU105. Competencies required in EDRB 330 are highlighted. (The complete PCAI is available in the program office where specific rubrics for each competency can be found). Candidates are expected to communicate on a weekly basis with their Teaching-Learning-Team members, Core Teacher and Site Advocate about their PCAI weekly priorities and progress toward competencies. Candidates are expected to achieve a Level 3 on all 1st semester competencies.
|
| |
-
EDR 331 - Professional Behaviors, PGP and Dispositions I 2
This course is the first in a series of 4 courses focused on a candidate’s professional behaviors, goals and disposition. (The entire Professional Behaviors and Disposition Form is available in the College of Education, Residency Program). Candidates are assessed on their behaviors, using the Disposition Form early in the term, at mid-term and at the end of the semester. If disposition problems are noted, an intervention plan is designed to address the issue. This plan is developed and implemented by the faculty, candidate and Core Teacher. The instrument covers four major areas of professional behavior with a total of nineteen competencies. Candidates are also responsible for developing an initial Professional Growth Plan (PGP). Candidates are expected to demonstrated basic competence.
|
| |
-
EDR 332 - K-8 subject matter content I 4
This is the first in a series of four courses focused on K-8 content, including Common Core and Washington State standards. Candidates are expected to pass knowledge and application exams in content areas relevant to the following areas: 1) K-8 Mathematics, 2), K-8 Literacy, 3) K-8 Science, 4) K-8 writing and communication skills, 5) Fitness and wellness/PE, 6) Fine arts (art/music and when possible, theatre), 7) Social Studies, 8) ESL and 9) Special Education. These eight areas reflect the knowledge and competencies required by the Professional Education Standards Board, Standard V. Candidates will be instructed each semester which areas are primary areas of study and which are secondary. Subject matter exams are designed and corrected by content faculty or content faculty specialists working for the residency program.
|
| |
-
EDR 335 - Student growth I 1
All residency candidates are required to collect individual and small group pupil growth data in their first semester in the areas of literacy and mathematics. The requirement for candidates in their first semester vary, based on experience, classroom complexity (middle school v. elementary school) and other factors. While candidates are expected to show pupil growth, if no growth is evidenced, candidates are expected to provide the rationale for why pupils did not make progress and provide a description of intervention strategies attempted. Candidates are expected to communicate weekly with their Core Teacher and Site Advocate about pupil progress issues. Student growth evidences take many forms. Candidates should consult with project faculty to determine which data collection methods are most appropriate for their specific classroom and pupils.
|
| |
-
EDR 336 - Professional Readings and Research I 1
Each semester, candidates are assigned to read, review and provide analysis of the information and research provided in the text book adopted for the semester. Candidates will be provided with a table of expectations of readings each semester and the due date for submitting content analysis. Periodically, faculty request that candidates purchase an additional text to support learning in specific content areas. Please see faculty each semester for expectations.
|
| |
-
EDR 337 - Professional Growth Plans I 0-3
Candidates are expected to submit a Professional Growth Plan (PGP) each semester using the template designed by the Professional Educators Standards Board (PESB). Student can register for 0 -3 credits based on credit need.
|
| |
-
EDR 340 - Professional Competencies II 5
This is the second in a series of 4 courses focused on candidate competencies that must be achieved. The table below specifies the professional competencies expected of each candidate during their four semesters in HU105. Competencies required in EDRB 340 are highlighted. (The complete PCAI is available in the program office where specific rubrics for each competency can be found). Candidates are expected to communicate on a weekly basis with their Teaching-Learning-Team members, Core Teacher and Site Advocate about their PCAI weekly priorities and progress toward competencies. Candidates are expected to achieve a Level 3 on all 1st and 2nd semester competencies.
|
| |
-
EDR 341 - Professional Behaviors, PGP and Dispositions II 1
This course is the second in a series of 4 courses focused on a candidate’s professional disposition, professional behaviors and goals. (The entire Professional Behaviors and Disposition Form is available in the College of Education, Residency Program). Candidates are assessed on their behaviors, using the Disposition Form throughout the semesters. If disposition problems are noted, an intervention plan is designed to address the issue. This plan is developed and implemented by the faculty, candidate and Core Teacher. The instrument covers four major areas of professional behavior with a total of nineteen competencies. Candidates are expected to have demonstrated proficiency on all expectations. Candidates not meeting the requirements of this course may be advised to withdraw from the program.
|
| |
-
EDR 342W - K-8 subject matter content II 5
This is the first in a series of four courses focused on K-8 content, including Common Core and Washington State standards. Candidates are expected to pass knowledge and application exams in content areas relevant to the following areas: 1) K-8 Mathematics, 2), K-8 Literacy, 3) K-8 Science, 4) K-8 writing and communication skills, 5) Fitness and wellness/PE, 6) Fine arts (art/music and when possible, theatre), 7) Social Studies, 8) ESL and 9) Special Education. These eight areas reflect the knowledge and competencies required by the Professional Education Standards Board, Standard V. Candidates will be instructed each semester which areas are primary areas of study and which are secondary. EDRB 342W l includes additional writing samples followed by feedback .Subject matter exams are designed and corrected by content faculty or content faculty specialists working for the residency program.
|
| |
|
| |
-
EDR 346 - Professional Readings and Research II 2
During their first semester in the residency program, candidates are assigned to read, review and provide analysis of the information and research provided in the text book adopted for the semester. Candidates will be provided with a table of expectations of readings for the 1st semester and the due date for submitting content analysis. Periodically, faculty requests that candidates purchase an additional text to support learning in specific content areas. Please see faculty each semester for expectations.
|
| |
-
EDR 349 - EdTPA Preparation 0-3
Candidates enroll in EDRB 349 in the semester prior to completing their EdTPA. Candidates may enroll from 0 -3 credits based on credit needs.
|
| |
-
EDR 400W - Instructional Planning Proficiency with Emphasis on ELL/Role of Language and Culture 2 credits
Candidates will be able to demonstrate they have the ability to design and deliver instructional plans in all academic areas which include appropriate attention to the needs of learners for whom English is a second language.
|
| |
-
EDR 401W - Reading Proficiency 3 credits
Candidates will demonstrate mastery of reading assessment, goal setting, instructional design, instructional delivery, daily and weekly monitoring strategies with individuals and groups of children. Candidates will be able to discuss instructional needs and differences in reading across grades K-8 and will be able to use intervention strategies for special education and other at-risk students.
|
| |
-
EDR 402 - Assessment Strategies Proficiency 3 credits
Candidates will demonstrate proficiency in diagnostic, formative, and summative assessments for the areas of reading, writing, mathematics, social studies, and science. Demonstration of competencies will be with individual students, small group of students, and large group of students.
|
| |
-
EDR 404 - Math and Science Acquisition 3 credits
Candidates will continue to acquire advanced competencies in K-8 mathematics instruction and will begin to acquire the knowledge and skills necessary for successful instruction in K-8 math and science. Candidates will be able to demonstrate strategies which promote effective student learning in both math and science and which will lead to powerful student learning.
|
| |
-
EDR 405 - Classroom Management Proficiency 2 credits
Candidates will demonstrate mastery of classroom management protocols that are found to be especially effective with high risk students (high mobility, multiple languages, emotional needs, etc.).
|
| |
-
EDR 406 - Technology for Planning, Instruction, and Accountabiltity 2 credits
Candidates will be able to use technology to manage student records, their own development of competencies, and track communication between team members, families and colleagues. Candidates will also demonstrate that they can incorporate the use of technology into at least 35 percent of all prepared and delivered lessons.
|
| |
-
EDR 407 - Theories of Development, Education History, and Philosophy of Learning 2 credits
Working within their teaching learning team and within their school-based professional learning community, candidates will be able to discuss in detail critical developments in educational theory, educational philosophies, and the history of education. Candidates will be able to discuss how such theories and history impact current viewpoints or professional dispositions.
|
| |
-
EDR 408 - Parent and Community Engagement Proficiency 1 credit
Having met and supported families and other members of the community throughout the preparation program, candidates will be able to discuss those aspects of parent and community engagement that the candidates found to be effective in supporting student growth.
|
| |
-
EDR 409 - Fitness and Wellness, Art and Music 2 credits
Having been introduced to general aspects of student fitness, wellness, art, and music, candidates will further develop knowledge and skills in each of these areas. Candidates will be able to demonstrate application of such knowledge and skills with individual and small group of learners.
|
| |
-
EDR 410W - Math and Science Proficiency 4 credits
Candidates will demonstrate mastery of the content and pedagogy associated with math and science instruction in K-8 environments. This mastery will include proficient behaviors in assessment, goal setting (annual, semi-annual, monthly, weekly, and daily), effective instructional design, delivery, and accountability. The ability to work successfully with high risk student populations.
|
| |
-
EDR 411 - Special Education Issues and Practices 4 credits
Candidates will demonstrate that they have acquired all the knowledge and application skills necessary to serve effectively as member of an IEP team, work cooperatively with colleagues serving learners with special needs, and demonstrate proficiency at effectively serving learners with special needs in the regular classroom. Candidates will demonstrate, at proficient level, knowledge of laws that support and foster the education of children with disabilities.
|
| |
-
EDR 412 - English as a Second Language 2 credits
Candidates will demonstrate that they can work effectively with students for whom English is a second language. This work will ensure that such students are not disadvantaged as a result of language skills.
|
| |
-
EDR 413 - Professional Growth Plan and Student Transition 0-3 credits
Candidates must update the professional growth plan while transitioning the learners to a new teaching learning team member.
|
| |
-
EDR 430 - Professional Competencies III 5
This is the third in a series of 4 courses focused on candidate competencies that must be achieved. The table below specifies the professional competencies expected of each candidate during their four semesters in HU105. Competencies required in EDRB 430 are highlighted. (The complete PCAI is available in the program office where specific rubrics for each competency can be found). Candidates are expected to communicate on a weekly basis with their Teaching-Learning-Team members, Core Teacher and Site Advocate about their PCAI weekly priorities and progress toward competencies. Candidates are expected to achieve a Level 3 or 4 (distinguished) on all 1st and 2nd semester competencies and a minimum of 3 on all 3rd semester competencies.
|
| |
-
EDR 431 - Professional Behaviors, PGP and Dispositions III 1
This course is the third in a series of 4 courses focused on a candidate’s professional dispositions and goals. (The entire Professional Behaviors and Disposition Form is available in the College of Education, Residency Program). Candidates are assessed on their behaviors, using the Disposition Form throughout the semester. If disposition problems are noted, an intervention plan is designed to address the issue. This plan is developed and implemented by the faculty, candidate and Core Teacher. The instrument covers four major areas of professional behavior with a total of nineteen competencies. Candidates are expected to have consistently demonstrated proficiency on all expectations. Candidates not meeting the requirements of this course may be advised to withdraw from the program.
|
| |
-
EDR 432W - K-8 subject matter content III 5
This is the second in a series of four courses focused on K-8 content, including Common Core and Washington State standards. Candidates are expected to pass knowledge and application exams in content areas relevant to the following areas: 1) K-8 Mathematics, 2), K-8 Literacy, 3) K-8 Science, 4) K-8 writing and communication skills, 5) Fitness and wellness/PE, 6) Fine arts (art/music and when possible, theatre), 7) Social Studies, 8) ESL and 9) Special Education. These eight areas reflect the knowledge and competencies required by the Professional Education Standards Board, Standard V. Candidates will be instructed each semester which areas are primary areas of study and which are secondary. EDRB 432W includes additional writing samples followed by feedback Subject matter exams are designed and corrected by content faculty or content faculty specialists working for the residency program.
|
| |
-
EDR 435 - Student growth III 3
All residency candidates are required to collect individual, small group and whole class pupil growth data during the third semester in the areas of literacy, mathematics, one other content area and classroom management. Data sets should include summative, formative and diagnostic assessment tools. The requirements for this semester may vary, based on experience, classroom complexity (middle school v. elementary school) and other factors. While candidates are expected to show pupil growth, if no growth is evidenced, candidates are expected to provide the rationale for why pupils did not make progress. Candidates are expected to communicate weekly with their Core Teacher and Site Advocate about pupil progress issues. Student growth evidences take many forms. Candidates should consult with project faculty to determine which data collection methods are most appropriate for their specific classroom and pupils
|
| |
-
EDR 436 - Professional Readings and Research III 1
During semester two of the residency program, candidates are assigned to read, review and provide analysis of the information and research provided in the text book adopted for the semester. Candidates will be provided with a table of expectations of readings for 2nd semester expectations and the due date for submitting content analysis. Periodically, faculty requests that candidates purchase an additional text to support learning in specific content areas. Please see faculty each semester for expectations.
|
| |
-
EDR 437 - Professional Growth Plans II 0-3
Candidates are expected to submit a Professional Growth Plan (PGP) each semester using the template designed by the Professional Educators Standards Board (PESB). Student can register for 0 -3 credits based on credit need.
|
| |
-
EDR 440 - Professional Competencies IV 5
This is the final set of competencies in a series of 4 courses focused on candidate competencies that must be achieved. The table below specifies the professional competencies expected of each candidate during their four semesters in HU105. Competencies required in EDRB 414 are highlighted. (The complete PCAI is available in the program office where specific rubrics for each competency can be found). Candidates are expected to communicate on a weekly basis with their Teaching-Learning-Team members, Core Teacher and Site Advocate about their PCAI weekly priorities and progress toward competencies. Candidates are expected to achieve a Level 3 of 4 (distinguished) on all 1st 2nd and 3rd semester competencies. Candidates are expected to achieve a level of 3 or 4 on all 4th semester competencies.
|
| |
-
EDR 441 - Professional Behaviors, PGP and Dispositions IV 1
This course is the fourth and final in a series of 4 courses focused on a candidate’s professional disposition. (The entire Professional Behaviors and Disposition Form is available in the College of Education, Residency Program. Candidates are assessed on their behaviors, using the Disposition Form early in the term, at mid-term and at the end of the semester. If disposition problems are noted, an intervention plan is designed to address the issue. This plan is developed and implemented by the faculty, candidate and Core Teacher. The instrument covers four major areas of professional behavior with a total of nineteen competencies. Candidates are expected to have achieved a ranking of distinguished on all competencies and on the development of their Professional Growth Plan (PGP).
|
| |
-
EDR 442W - K-8 subject matter content IV 5
This is the third in a series of four courses focused on K-8 content, including Common Core and Washington State standards. Candidates are expected to pass knowledge and application exams in content areas relevant to the following areas: 1) K-8 Mathematics, 2), K-8 Literacy, 3) K-8 Science, 4) K-8 writing and communication skills, 5) Fitness and wellness/PE, 6) Fine arts (art/music and when possible, theatre), 7) Social Studies, 8) ESL and 9) Special Education. These eight areas reflect the knowledge and competencies required by the Professional Education Standards Board, Standard V. Candidates will be instructed each semester which areas are primary areas of study and which are secondary. Subject matter exams are designed and corrected by content faculty or content faculty specialists working for the residency program.
|
| |
-
EDR 445 - Student growth IV 3
All residency candidates are required to collect individual, small group and whole class pupil growth data in the 4th semester in the areas of literacy, mathematics, one other content area and classroom management. Additionally, candidates are expected to complete a series of case studies done in collaboration with other members of the cohort. The requirements for the 4th semester may vary, based on experience, classroom complexity (middle school v. elementary school) and other factors. . Data sets should include summative, formative and diagnostic assessment tools. While candidates are expected to show pupil growth, if no growth is evidenced, candidates are expected to provide the rationale for why pupils did not make progress. Candidates are expected to communicate weekly with their Core Teacher and Site Advocate about pupil progress issues. Student growth evidences take many forms. Candidates should consult with project faculty to determine which data collection methods are most appropriate for their specific classroom and pupils.
|
| |
-
EDR 446 - Professional Readings and Research IV 1
During semester two of the residency program, candidates are assigned to read, review and provide analysis of the information and research provided in the text book adopted for the semester. Candidates will be provided with a table of expectations of readings for 2nd semester expectations and the due date for submitting content analysis. Periodically, faculty requests that candidates purchase an additional text to support learning in specific content areas. Please see faculty each semester for expectations.
|
| |
-
EDR 447 - Professional Growth Plans II 0-3
Candidates are expected to submit a Professional Growth Plan (PGP) each semester using the template designed by the Professional Educators Standards Board (PESB). Student can register for 0 -3 credits based on credit need.
|
| |
-
EDR 470 - Advanced Studies in Special Education 0-2
The 64 hours of content an additional 168 residency hours with special needs pupil, focus on competencies unique to special education teachers. Content includes advanced study in developing, adapting or adopting assessment instrument for pupils with intellectual, behavior and/or physical disabilities, legal, ethical and medical aspects of serving pupils with disabilities and their families, the acquisition and use of adaptive technologies for learning, mobility, communication and future academic or work experience. Content knowledge will address K-12 special education needs and support tactics for transition of pupil endeavors after high school.
|
| |
-
EDR 500 - Instructional Planning: Types, Individualization, and Accountability 2 credits
Candidates will learn and be able to apply knowledge and skills related to individualized and small group instructional planning. Planning for instruction and delivering instruction successfully will be at the core of this group of competencies. Candidates must demonstrate competencies in reading and mathematics at the acquisition level and must be able to design plans and deliver instruction successfully to learners for whom English is a second language.
|
| |
-
EDR 501 - Reading Instruction: State Standards, Planning, Delivery, and Accountability 2 credits
Candidates will be introduced to K-8 state standard for reading and will learn a basic framework for the teaching of reading beginning with assessment and continuing through setting appropriate individual goals with targets that are yearly, semi-annual, monthly, weekly and daily for each student. Candidates will acquire and be able to apply knowledge about the major components of reading instruction and reading interventions.
|
| |
-
EDR 502 - Assessment 2 credits
Candidates will be introduced to and be able to apply acquisition-level knowledge to the complex task of student assessment in the areas of reading, writing, and mathematics. Diagnostic, formative, and summative assessment knowledge and skills will be acquired and demonstrated.
|
| |
-
EDR 504 - Math Acquisition: State Standards, Planning, Delivery, and Accountability 2 credits
Candidates will acquire the knowledge and practices related to the state standards for K-8 mathematics and be able to plan for, design, and delivery of math instruction with success. Candidates must be able to develop, use, and assess the impact of student progress monitoring strategies that indicate when a K-8 student is or not learning at a pace necessary to achieve desired outcomes.
|
| |
-
EDR 505 - Classroom Management 2 credits
Candidates will acquire and be able to implement classroom management strategies which result in well organized classroom environments which foster student growth. Students will be able to successfully apply school-wide and classroom-based protocols as well as be able to individualize management strategies when necessary or desired.
|
| |
-
EDR 506 - Language and Culture: Impact on Learning 2 credits
Candidtaes will be introduced to the factors influencing successful learning by K-8 students for whom English is a second language. Candidates will acquire initial competencies in how to design instruction which is most powerful for second language learners.
|
| |
-
EDR 507 - Professional Issues: Ethics, Responsibilities and Professional Growth Plan 1 credit
Candidates will acquire and share knowledge related to professional ethics and professional responsibilities (including professional growth plan). Candidates will be able to articulate a code of professional conduct and professional expectations.
|
| |
-
EDR 508 - Social Studies, Art, Music, and Wellness Proficiency 2 credits
Candidates will be introduced to social studies, general aspects of student fitness, art, and music. Candidates will demonstrate application of such knowledge and skills with individuals and small groups of learners.
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
-> 13 |
Print this Page