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Early Childhood Studies |
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ECS 310 - Researching Early Childhood Issues 1
This independent study course includes a multi-disciplinary perspective of serving young children and their families. Concepts will include: Researching the impact of national standards, state and federal mandates, and trends and practices in early childhood education.
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ECS 311W - Early Childhood Literacy Development 3
The purpose of this course is to lean the literacy skills of readying, writing, creative and analytic skills, and comprehension of the environment at large with birth to five children. The emphasis is on the development of the young children at the emergent literacy stage. Emergent literacy refers to skills and behaviors on a developmental continuum that are precursors to conventional forms of reading and writing.
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ECS 330 - Child Development 4 credits
This course includes a historical development of learning, major theoretical positions and issues. Social/emotional, physical and language development is taught from the birth to five year old (infant, toddler and pre-school). Content includes brain development, perception, attention, memory, attitudes, personality, motivation, learning styles, and thinking, including language and cultural variables of the infant, toddler and pre-school child. Co-requisite(s): ECS 331 .
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ECS 331 - Applied Experience of Child Development 1 credit
The purpose of this experience is to link the theory ESC 330 to practice. This course defines the self-directed performance tasks demonstrating competency. Taken concurrently with ECS 330 . Co-requisite(s): ECS 330 .
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ECS 333 - Assessment of Young Children 3-5
An introduction to the assessment of behavioral variables and individual differences in human beings. The class will develop, survey, and analyze educational and psychological tests. The class will introduce assessments, including ethical, and technical considerations, to individuals and groups. Methods of evaluations and their impact on planning for instruction will be discussed. Co-requisite(s): Cross-listed as
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ECS 334 - Application Experience for Assessment of Young Children 1 credit
The purpose of this experience is to link theory of ECS 333 to practice. This course defines the self-directed performance tasks demonstrating competency in accompanying course work. Taken concurrently with ECS 333 . Co-requisite(s): ECS 333 .
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ECS 400 - Early Learning Language and Literacy Development 3 credits
Content of the course is based on the Washington State Benchmarks for Early Learning and Development and National Association for the Education of Young Children Program Standards. This course emphasizes the Domain of Language, Literacy, and Communication. Candidates demonstrate an understanding of language, emerging reading and writing skills, and ability to communicate effectively. Candidates are able to assess, plan instruction, and demonstrate their impact on children’s learning in all areas of this domain. Co-requisite(s): Cross-listed as
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ECS 401 - Applied Experiences for Language and Literacy Development 1 credit
The purpose of this experience is to link the theory of ECS 400 to practice. This course defines the self-directed performance tasks demonstrating competency. (Taken concurrently with ECS 400 ). Co-requisite(s): ECS 400 .
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ECS 404 - Early Learning Social, Emotional, and Physical Development 3 credits
Content of the course is based on the Washington State Benchmarks for Early Learning and Development and National Association for the Education of Young Children Program Standards. This course emphasizes the domains of social, emotional development and approaches toward learning. Candidates will demonstrate knowledge and skills of the domain by the development of a plan for children’s social/emotional development and disposition in the home, school, and community. The physical well being, health, and motor development of young children is also included in this course. Co-requisite(s): Cross-listed as
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ECS 405 - Applied Social, Emotional, and Physical Development 1 credit
The purpose of this experience is to link the theory of ECS 404 to practice. This course defines the self-directed performance task demonstrating competency. (Taken concurrently with ECS 404 ). Co-requisite(s): ECS 404 .
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ECS 408 - Early Learning Cognitive Development 3 credits
Content of the course is based on the Washington State Benchmarks for Early Learning and Development and National Association for the Education of Young Children Program Standards. This course emphasizes the Domain of Cognitive and General Knowledge. Candidate will gain knowledge and skills to teach children to think about the physical and social worlds around them. This includes objects in the world, logic and mathematics, social conventions such as numbers and colors, and an appreciation of the arts. Co-requisite(s): Cross-listed as
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ECS 409 - Applied Experiences in Early Learning Cognitive Development 1 credit
The purpose of this experience is to link the theory of ECS 408 to practice. This course defines the self-directed performance tasks demonstrating competency. (Taken concurrently with ECS 408 ). Co-requisite(s): ECS 408 .
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ECS 410 - Collaboration and Partnerships in Early Learning 2 credits
This class is designed to facilitate learning centers, school, family, and community partnerships to enhance learning for early learners. The class focuses on understanding families, including cultural and linguistic diversity. The class examines planning for transitions. The emphasis is on developing awareness and ability for collaboration, teaming, partnerships, and supervision of staff. The class addresses collaboration and communication for learning plans to support the successes of children. Co-requisite(s): ECS 411 .
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ECS 411 - Applications for Collaboration and Partnerships in Early Learning 1 credit
The purpose of this experience is to link the theory of ECS 410 to practice. This course defines the self-directed performance tasks demonstrating competency. taken Concurrently with ECS 410 . Co-requisite(s): ECS 410 .
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ECS 415W - Infant Development: The First Three Years of Life 3 credits
An in-depth study of infants, families, and the first years of life. Issues addressed are prenatal development and its impact on a child’s development and learning. Research, theory, and field experience observations of infants both inside and outside the centers will be brought together to understand the cognitive, perceptual, sensor motor movement, and social and emotional changes that occur through interaction with the world.
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ECS 416 - Educating Infants: Environments for Learning 3 credits
In this course, candidates will examine, define, and expand their knowledge and skills as they apply to the early care and education of children under age three and their families. Issues of diversity and anti-bias care are addressed in order to increase the awareness and sensitivity of caregivers, which will be based on research-based evidence and best practices. Topics include the relation of spatial physical space to learning and educational development; scheduling the child’s day; care of the family; and issues such as separation, health, safety, and the nature of care. Also addresses the risks of sudden infant death syndrome and shaken baby syndrome.
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ECS 417 - Play Theory 3 credits
Candidates explore the use of play with children of different ages and clarify the role of play as a strategy for learning. Candidates consider the different meanings of play, including play as communication, as a means of mastery, and as a symbolic process. Candidates analyze play sequences and their implications for learning. Field experiences required.
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ECS 420 - Adult Development and Organizational Foundations for Program Administration 3 credits
This course emphasizes the nature of the adult leaner and theories and processes for administration and organizational development. Selected theories of administration and recent administrative theory and practices are analyzed with respect to creating learning environments that are responsive to diverse cultural families of early learning sites.
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ECS 421 - Supervision for Effective Learning Centers 3 credits
This course is designed to study effective supervisory behavior and its related functions. Candidates are expected to acquire the knowledge, skills, and disposition requisites to managing and supervising teaching and learning in program settings. Theories and techniques of supervision, research fundamentals on effective instruction, teaching development continuum, and introductory practice in supervision are important elements of the course. Emphasis is placed on understanding the professional standards that have a positive impact on children’s learning. Field experience is required.
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ECS 425 - Leadership Theory and Practice in Early Learning Sites 3 credits
This course provides an introduction to classic and current administrative theory as applied to educational organizations. Topics addressed include curriculum and instruction, decision making, learning environments, communication, motivation, change, and leadership. Candidates are challenged to apply relevant theories and do research by solving contemporary site problems through analysis of authentic scenarios and in-basket activities.
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ECS 495W - Internship and Senior Project 4-12 credits
The senior research project is mentored, integrated, sequential field experience planned by the student, the University field supervisor, and the site mentor. The candidate is required to do a research project applying theory to the real life of the early center in their area of specialization. The candidate will have experiences in all the roles and responsibilities in his or her area. This project is mentored by skilled professionals and practitioners in the field. The project requires a log of experiences with reflections and a professional portfolio of the candidate’s experience.
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Economics |
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ECON 101 - Introduction to Economics 3 credits
In this course students are taught to analyze social issues using an economic point of view. Techniques include production-possibilities frontiers, supply and demand models, cost and revenue functions, and the supply and demand curve. These tools will be used to probe such issues as health care, environmental protection, rent controls, minimum - wage laws, employment, inflation, poverty, discrimination regulation, and the distribution of income and wealth. Offered Spring semesters.
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ECON 201 - Introduction to Microeconomics 3 credits
The function of modern economy as a system in the allocation of scarce resources. Study of economic units; households, firms and various market structures; competitive, monopolistic and social costs and social benefits. Offered Fall semester. Prerequisite(s): Permission of the Program Chair.
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ECON 202 - Introduction to Macroeconomics 3 credits
A survey of economic institutions and systems with emphasis on national income analysis, unemployment and inflation. Fiscal policy, monetary policy, and the modern growth issues. Offered Spring semester. Prerequisite(s): ECON 201 .
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ECON 301 - Intermediate Microeconomics 3 credits
Theories of consumer behavior and firm; development of market demand and supply schedules; price determination under conditions of perfect and imperfect market structure; analysis of factors market. Offered TBA. Prerequisite(s): ECON 202 and MATH 245 .
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ECON 302 - Intermediate Macroeconomics 3 credits
Analysis of contemporary theories and practices with regard to business cycles, national income accounting, the determination of income, employment and price levels. The use of monetary and fiscal policy as an economic control device. Offered TBA. Prerequisite(s): ECON 301 and MATH 245 .
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ECON 340 - Labor Economics 3 credits
This course examines the organization, functioning and outcomes of labor market, the decisions of prospective and present labor market participants; and the public policies relating to the employment and payment of labor resources. Offered TBA. Prerequisite(s): ECON 201 and ECON 202 or Permission of the Program Chair.
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ECON 341 - Natural Resource Economics 3 credits
This course will apply economic principles to explore real world problems with natural resource management. Following a review of supply and demand pricing theory, we will examine natural resource investment strategies that take into account commodity prices, market rates of return and opportunity costs of future harvests. A theoretical framework for different resource management systems will be presented which will include property right structures, government institutions along with cultural and ethical aspects of various policies. Case studies of natural resource problems will be used as a mechanism for bringing these elements together. Prerequisite(s):
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ECON 342 - Public Finance 3 credits
Economic analysis of the budgeting process of the public sector, including the development concepts, and theories of public expenditure, taxation and debt at all levels; Federal, State, and local government and the use of fiscal policy as an economic control device. Offered TBA. Prerequisite(s): ECON 202 and MATH 245 .
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ECON 345 - Money and Banking 3 credits
Studies money and the capital market; monetary policies; structure, conduct and performance of the banking system; international finance. Offewred TBA. Prerequisite(s): ECON 202 .
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ECON 371 - Managerial Economics 3 credits
Application of microeconomics to the process of managerial decision-making; product choice, capacity planning, cost analysis and market structure. Offered TBA. Prerequisite(s): ECON 202 and MATH 245 .
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Education |
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ED 201 - Exploration of Education Career Paths 2 credits
Exploration of duties and responsibilities of teachers Pre K-12. Includes examination of professional preparation requirements and reflection upon personal knowledge, skills, and dispositions in light of those professional requirements. Twenty hours of field experience across Pre K-12 levels required.
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ED 304 - Teacher Preparation Orientation 0 credits
This course is designed as a required orientation for undergraduate teacher preparation candidates. It includes program overview, requirements, research skills, MyHeritage on-line program and the skills necessary to successfully develop a professional portfolio based on Washington Administrator Code (WAC), learning competencies, and the Heritage University Conceptual Framework.
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ED 305W - Personal and Professional Foundations of Education 3 credits
Prerequisite for all upper division teacher education courses. May be taken concurrently with professional core courses. Intensive communication skills development. Addresses social, historical, political, ethical and legal background of U.S. public and private education. Students develop personal philosophy of education and begin professional portfolio. Twenty (20) hours of observation/participation in schools required. Offered Fall semester.
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ED 310 - Parent and Community Involvement 2 credits
Addresses different avenues of communicating, interacting and teaming with parents and the community. Included are: conferencing, parent/community involvement in the classroom and at home, use of media and working with populations with diverse cultures, socioeconomic backgrounds and languages. Field experience required. Offered Fall semester.
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ED 311 - Learning in an On Line Program 1 credit
The purpose of this course is to equip the candidate with the knowledge, skills and dispositions to be successful in an on line learning environment.
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ED 315 - Introduction to Curriculum, Management, Methods, and Assessment 2 credits
Introduction to building learning communities and to the interrelatedness of curriculum, instructional methods, assessment/evaluation and classroom management. Students will prepare instructional plans to meet diverse student needs, reflect appropriate management strategies and include appropriate assessment. Attention to appropriate use of technology in the classroom included. Ten (10) hours of observation/participation in schools required. Offered Fall semester.
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ED 316 - Methods in Science 2 credits
Study of the content, methods, materials and assessment approaches in elementary/middle school science. Creation of projects in science based on grade level expectations. Classroom observation required. Offered Spring semester.
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ED 317 - Methods in Mathematics 3 credits
Study of the content, methods, materials, and assessment approaches in elementary and middle school mathematics aligned with the Common Core State Standards. Standards for mathematical practice will be emphasized. Classroom observation required. Offered Fall semester. Prerequisite(s): Admission to teacher education.
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ED 325 - Human Development and Learning 3 credits
A survey of the physical, cognitive, and psychosocial factors influencing human beings throughout the life span with emphasis on pre-natal through age 18. Includes major theoretical approaches to human development and human learning, the practical applications of each and the influence of language and cultural variables. Offered Spring semester.
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ED 328 - Methods in Fine Arts 2 credits
Survey of EALR’s, methods and materials of instruction in art and music education for the elementary and middle school. Includes emphasis on learning activities and appropriate integration of the arts in the curriculum, with and without the use of specialists. Offered Fall semester. Prerequisite(s): Admission to teacher education.
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ED 335 - Methods in Elementary and Middle School Social Studies 2 credits
Considers the scope and nature of an adequate program of instruction in social studies. Presents K-8 social studies content in an integrated format. Examines the construction and use of units, methods, materials, and means of classroom-based assessment. Improve knowledge of non-print media and analyze the influence of media on culture and on people’s actions and communication. Includes state standards, expectations, and framework, and national standards. Children’s, and young adult literature in integrated in the class. Offered spring semester.
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ED 336 - Methods Health and Fitness 2 credits
Survey of EALR’s, methods and materials of instruction in health, dance and physical education for the elementary and middle schools. Offered Spring semester.
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ED 345 - Methods in Language Arts: K-2 3 credits
Students will address what is needed in the realm of language arts for students in grades kindergarten through second. In accordance with the recommendations from the National Reading Panel, heavy emphasis will be placed on phonemic awareness, phonics and fluency. Penmanship, early writing, developmental spelling and developmentally appropriate children’s literature will also be included. Students will address ways to assess reading performance and to prevent reading difficulties. The state’s standards for students at each grade levell will be an integral part of this course. Field experience required. Offered Fall semester. Prerequisite(s): Field experience required.
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ED 346 - Methods in Language Arts: 3-5 2 credits
Students will address what is needed in the realm of language arts for students in grades 3-5. This course emphasizes the writing process, six-trait writing, vocabulary development, and comprehension strategies. Elements of literature across the genres and modes of writing are an integral part of this course. Participants will address ways to assess reading and writing performance and to work with students who have reading/writing difficulties. The state’s grade level expectations will be an integral part of this course. Field experience required. Offered Spring semester. Prerequisite(s): Field experience required.
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ED 347A - Differentiated Instruction: Diversity Issues in the School 2 credits
An overview of the diversity of children and families with whom teachers work. Addresses diversity in the following: culture, language, socioeconomic, status, race and gender. Issues of equity, law and professional ethics will also be included. Models strategies will include the following: anti-bias education; cultural pluralism, multiple intelligences, inclusion and integration of linguistic differences. Offered Fall semester.
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ED 347B - Differentiated Instruction: Special Needs Students in a Regular Classroom 2 credits
Investigates the theories and methodologies for special needs students. Special emphasis on the exceptional child in the classroom. Field experience required. Offered Spring semester. Prerequisite(s): Admission to teacher education.
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ED 347C - D I: Issues in Indian Educat 2 credits
A survey of the historical development of Indian Education with an emphasis on contemporary issues. Special attention to multiple ways of learning and the development of culturally responsive teaching.
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ED 390 - Advanced Topic 1-4 credits
Independent study of specialized subject matter in education. Topics vary, depending upon current interests and needs. May be repeated for credit with a new topic. Prerequisite(s): Permission of Program Chair.
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ED 402W - Literacy Across Curriculum: 6-12 2 credits
Students will address what is needed in the realm of literacy for grades 6-12. This class stresses strategies for reading and writing in the content areas. Technical writing, critical thinking, and researching skills will also be addressed. Participants will learn strategies to help students in grades 6-12 use reading and writing more effectively to learn content area concepts and to express themselves effectively in all the content areas. The state’s grade-level expectations will be an integral part of this course. Field experience required. Recommend elementary education majors take ED 345 and ED 346 before this class. Offered Spring semester.
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ED 405A - Advanced Teaching Practicum 4 credits
Supervised experience in an educational setting to prepare candidates for co-teaching. Requires curriculum develoment, design and implementation of instructural plans, application of classroom management strategies, utilization of classroom-based assessment and documentation of positve impact on student learning. Candidates will prepare a learning segment, teach it, and be assessed using Teacher Performance Assessment rubrics. Should be taken in semester immediately preceding co-teaching. Also includes preparation of the co-teaching interview. Offered Spring semestser.
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ED 405B - Advanced Management, Methods, and Assessment 3 credits
A regional field experience requiring students to teach in an educational setting. Students will develop and implement curricula, apply classroom mangement strategies, utilize classroom-based assessment, and document positive impact on student learning. Students will prepare a learning segment, teach it, and be assessed using Teacher Performance Assessment rubrics. Course also includes preparation of the co-teaching interview.
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ED 405C - Advanced Middle and Secondary Practicum 4 credits
Supervised, pre-co-teaching practicum experience requiring middle level and secondary candidates to teach in a 7-12 setting related to endorsement. It requires curriculum development, design and implementation of instructional plans, application of classroom management strategies, utilization of classroom-based assessment, and documentation of positive impact on student learning. This practicum also requires completion, though not submission of all tasks in the Teacher Performance Assessment (TPA). Writing assessment and feedback of teaching provided by supervising faculty. Must be taken in semester immediately preceding co-teaching experience. Offered Spring semester.
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ED 410 - Issues of Abuse and Co-teaching Seminar 2 credits
This course is taken concurrently with co-teaching and the co-teaching seminar. Seminar topics include: Teacher Performance Assessment, placement files, certification requirements, and issues concerning co-teaching. Issues of abuse address issues associated with child abuse, the teachers and school’s responsibilities of being a mandated reporter.
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ED 481E - Elementary Co-teaching Internship 5-10 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 attempted the all appropriate WEST-E exams to register for course. Graded P/NP.
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ED 481M - Middle Level Co-teaching Internship 5-10 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 attempted all of the appropriate WEST-E exams to register for course. Elementary education candidates must pass the appropriate WEST-E to co-teach in the middle level–Humanites, Math, Science. Graded P/NP.
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ED 481S - Secondary Co-teaching Internship 5-10 credits
Practical application, with supervision and support, of the principles of learning and instructional techniques in secondary classrooms. Prerequisite: Approval based upon satisfactory completion of co-teaching internship application process. Candidates must have passed the state-required WEST-B test and have attempted all appropriate WEST-E tests to register for course. Graded only as P/NP.
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ED 491M - Specialty Methods in Middle Level Teaching 3 credits
Formulation of objectives, selection and organization of content, specific methods of instruction in selected subject areas, analysis of teaching procedures, evaluation and overview of instructional materials. Field experience required. Offered Spring semester. Prerequisite(s): ED 315 Cross-listed as and
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ED 491S - Specialty Methods in Secondary Teaching 3 credits
Formulation of objectives, selection and organization of content, specific methods of instruction in selected subject areas, analysis of teaching procedures, evaluation and overview of instructional materials. A field experience is required. Offered Spring semester. Prerequisite(s): ED 315 Cross-listed as and
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ED 495 - Special Project 1-3 credits
An advanced course designed to permit qualified students to pursue an approved topic through independent study under the direction of a faculty member and to produce a specific outcome. Only three semester credit hours of either 495 or 497 may be used to satisfy the upper division concentration requirements. Prerequisite(s): Senior standing; permission of Program Chair.
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ED 500 - Master in Teaching Orientation 0 credits
This course is designed as a required orientation for M.I.T. students. It includes program overview, requirements, research skills, MyHeritage (on-line program) and the skills necessary to successfully develop a professional portfolio based on Washington Administrator Code (WAC), learning competencies and the Heritage University Conceptual Framework.
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ED 505 - Essential Educational Concepts 2 credits
This class addresses foundational concepts of American education, including the historical, philosophical, social, ethical, and legal background of schooling in the U.S. Concepts related to the nature of the Heritage University teacher certification program, including concepts of community of learners, constructivist views of teaching/learning, and reflective teaching. The class introduces the seven (7) roles of effective teachers. Introduction to the state goals and EALR’s. Practicum in educational settings required.
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ED 510 - Facilitating Learning in Social Studies 2 credits
This class surveys curriculum, methods, materials, and assessment techniques that support learning of social studies in grades K-8. It includes concepts of history, geography, civics, and economics and related EALR’s and national standards.
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ED 511 - Multicultural Education 2 credits
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.
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ED 514 - Leadership & Resources 2 credits
This course emphasizes the improvement of leadership skills in conferences, committees, and other problem-solving groups. Effective interpersonal communication in small and large groups and the effective relationship with other resources is emphasized. A survey of topics involved in providing leadership: leadership vs. management; leadership styles; site-based management; empowerment; development and use of task forces; creating a vision; role of change agents for innovation; organizing and utilizing resources; decision-making strategies; public relations; and strategic planning. To meet ISLLC Standards, student work products/artifacts, as identified in course syllabus, are required for educational administration students.
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ED 516A - Facilitating Learning in Math: K-4 Grade Emphasis 2 credits
Methods for pre-service teachers to support diverse learners in constructing a clear understanding of the mathematic concepts mandated by Washington State Grade Level Expectations.
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ED 516B - Facilitating Learning in Math: 5-8 Grade Emphasis 2 credits
Methods for preservice teachers to support diverse learners in constructing a clear understanding of the mathematic concepts mandated by Washington State Grade Level Expectations for 5-8 grade levels.
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ED 517 - Facilitating Learning in the Sciences 3 credits
Survey of curriculum, methods, materials, and assessment techniques that support learning of science concepts and processes in grades K-8. Includes related EALR’s and national science standards.
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ED 517A - Facilitating Learning in the Sciences 2
Survey of curriculum, methods, materials, and assessment techniques that support learning of science concepts and processes in grade K-8.
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ED 518 - Facilitating Learning in the Arts 1 credit
Survey of curriculum, methods, materials, and assessment techniques that support learning of concepts and processes in the arts for grades K-8. Includes related EALR’s and national standards.
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ED 519 - Facilitating Learning in Health/P.E. 1 credit
Survey of curriculum, methods, materials, and assessment techniques that support learning of concepts and processes in health and physical education for grades K-8. Includes related EALR’s and national standards.
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ED 525 - Facil Learning in Social Std & Lit 3 credits
Survey of curriculum, methods, materials, and assessment techniques that support learning of social studies in grades K-8. Includes concepts of history, geography, civics and 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 a larger literary heritage, viewed in the light of social, psychological, political and moral implications.
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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.
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ED 527 - School Curriculum 2 credits
This course addresses the changing curriculum in the American public schools (grades P-12). The course is designed for both specialists and generalists in education, particularly principals, supervisors, and subject area specialists. Through experiences gained in this course, graduate students will be knowledgeable about the function, development, alignment, implementation, and assessment of curriculum. Candidates will be knowledgeable about innovations, school improvement planning, issues, trends, cultural competence, and federal and state regulations in order to exert leadership in articulating curricular reform to school boards, parents and professional staff members.
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ED 527A - Curriculum Alignment 3
Knowledge and skills needed to assist instructional staff with alignment of curriculum, instruction, and assessment with state and local district learning goals.
Also includes:
Resource Management Module
Cultural Competency Model
School Law Module
Socratic Seminar (Ethical Leadership)
Assessment: Instructional Improvement – Professional Development
Assessment: Effective Management Part C Prerequisite(s): Approved master’s degree of some kind, Creating a School Culture, and Data & Student Achievement
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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.
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ED 530 - Development of Professional Skills 2 credits
The course is designed for both specialists and generalists in organizational professional development. Through experiences gained in this course, graduate students will apply knowledge and leadership skills that are critical in the process of development, alignment, implementation, and assessment of organizational professional development. Students will apply knowledge about innovations, organizational improvement and planning, issues, trends, and federal and state regulations in order to exert leadership in articulating professional development reform to boards, professional staff members, and other considerations.
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ED 536 - Law and Ethics for Leaders 2 credits
The course examines the legal framework affecting governance and operation of organizations. Primary attention is focused on providing ethical leadership regarding legal issues facing personnel. Constitutional provisions, court decisions, federal laws, Washington statutes, administrative codes, and other policies are considered for their influence in the educational/organizational field. Topics may include legal issues involved in church-state relationships, rights and responsibilities of clients and staff, individuals with disabilities, personnel, accessing legal resources, safe workplace and other current and relevant legal issues. To meet ISLLC Standards, student work products/artifacts, as identified in course syllabus, are required for educational administration students. Cross-listed as
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ED 538 - Leadership and Community Relations 2 credits
This course presents the multi-dimensional role of school/organization and community relations and administrative communication at the base level. Development of positive and constructive relationships between organizations and diverse stakeholders; specific methods and techniques in public relations are explored to ensure school/organizational support, active univalent of stakeholders, and successful project outcomes. To meet ISLLC Standards, student work products/artifacts, as identified in course syllabus, are required for educational administration students. Cross-listed as
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ED 539 - Supervision for Effective Leaders 2 credits
This course is designed to study effective leadership behaviors and the related functions. Students are expected to acquire the knowledge, skills, dispositions, and cultural competence requisite to providing leadership for teaching and learning in effective schools, organizations, and/or agency settings. Theories and techniques of supervision and leadership, research findings on effective instruction, operations/personnel development, professional growth, and introductory practice in supervision are important elements of the course. Emphasis is placed on understanding the professional standards that have a positive impact on student learning and/or organizational success. To meet ISLLC Standards, student work products/artifacts, as identified in course syllabus, are required for educational administration students. Cross-listed as
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ED 540 - Organizational Finance 2 credits
The course examines the organization and financing of organizations and agencies in Washington State. Topics/activities include leadership skills necessary to adhere to and understand the legal foundations of governing organizational finance; internal and external sources of funding; grant proposal writing; organizational budgeting, accounting, expenditure, evaluation; and federal, state, local, and building-level issues. Students will complete simulations related to traditional and non-traditional sources of funding to support an organizational improvement plan. To meet ISLLC Standards, student work products/artifacts, as identified in course syllabus, are required for educational administration students. Cross-listed as
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ED 548A - Language Arts: K-2 Grade Emphasis 2 credits
This class addresses what is needed for students in grades kindergarten through second. In accordance with the recommendations from the National Reading Panel, heavy emphasis needs to be placed on phonemic awareness, phonics and fluency. Penmanship and early writing are also addressed. Field experiences of 6-8 hours required.
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ED 548B - Language Arts: 3-5 Grade Emphasis 2 credits
This class addresses what is needed for students in grades three through five such as vocabulary development, comprehension strategies, the writing process and six trait writing.
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ED 548C - Language Arts: 6-8 Grade Emphasis 2 credits
This class addresses what is needed for students in grades six through eight in language arts. This class stresses strategies for content in reading and technical writing. Participants in this course will learn how to help students become critical thinkers and researchers who can effectively express themselves.
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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.
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ED 553 - Research Methods 3 credits
An introduction to research methods: types, characteristics of effective research, formulating hypotheses, research design, preparing questionnaires, and research writing. A research proposal using the current American Psychological Association (APA) manual for reference citations, tables and figures is a required learning experience for the course. No commitment is made that the proposal developed for this course can be applied toward meeting the requirements for ED 595 , ED596, or ED 598 . Prerequisite(s): ED 584 or PSY 555 .
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ED 556 - Differentiated Instruction: Multcultural 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.
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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.
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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.
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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).
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ED 564 - Supervision for Effective Schools 2 credits
This course is designed to study effective supervisory behavior, related functions, systems, and state requirements. Students are expected to acquire the knowledge, skills, dispositions, and cultural competence requisite to managing and supervising teaching and learning in effective school and/or program settings. Theories and techniques of supervision, research findings on effective instruction, teacher development continuum, and introductory practice in supervision are important elements of the course. Emphasis is placed on understanding the professional teaching standards and introduction to the state approved instructional frameworks and requirements having a positive impact on student learning. Cross-listed as
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ED 564A - Creating School Culture 3
Understanding of how exemplary principals create a school culture that promotes the ongoing improvement of learning and teaching for students and staff.
Also includes:
Resource Management Module
Cultural Competency Model
School Law Module
Socratic Seminar (Ethical Leadership)
Assessment: Visionary Leadership
Assessment: Effective Management Part A Prerequisite(s): Approved Master’s degree or acceptance into our M.Ed program
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