Provides aspiring administrators with an understanding how a school can become a learning community to meet the needs of diverse learners. Specific needs of identified groups of learners are explored. Specifically the groups addressed are identified special education students, English language learners, students involved with 504 plans, and students identified as gifted and talented. Students engage in self-reflection to help gain an understanding of how their own actions impact and are interpreted in a diverse world.

Provides aspiring administrators with the knowledge, skills, and demonstrated performances in current curriculum instruction and assessment practices; the design and implementation of curriculum, instruction, and assessment practices; and their impact on student achievement. Restricted to IA PRIN students only.

Provides aspiring administrators with knowledge, skills, and demonstrated performances around the learning needs of young learners, adolescent learners, high school learners, and adult learners. Emphasis will be placed on factors impacting motivation, types of organizational change, research-based change models, and components of effective change leadership. Restricted to IA PRIN students only.

Provides aspiring administrators with an understanding of their leadership style through self-assessment; leadership theory and its application to the principal; its impact on achievement; leading in a culture of change; decision processing, decision making and systematic planning; and ethical practices.

This course provides independent reading and/or research, at the post-baccalaureate or master degree level, under the direction of a faculty member. Refer to the academic policy section for independent study policy. May be repeated for credit.

A course, on a special topic in the discipline at the post-baccalaureate or master degree level, offered on the basis of need, interest, or time lines. May be repeated for credit. See registrars office current class schedules Web page for specific semester description.

A course is offered on a special topic in education on the basis of need, interest or time lines. May be repeated for credit.

Students will intern in a K-12 reading program, working with a certified reading specialist. Students will gain experience in a broad range of activities required of a reading specialist, to include staff development, supervision, and communications. A completed fieldwork portfolio must be submitted and scored before licensure is given. The portfolio must be scored "basic" or "proficient" in each section. The instructor will give fill details concerning the requirement. Prerequisite: EDUC 639, 801.

Principles of corrective reading instruction, diagnostic instruments and procedures, strategies, and materials for correcting reading difficulties will be covered. Proficiency in prescribing corrective instructional plans and activities will be developed. In addition, students will participate in a field-based practicum experience working with struggling readers. During this experience, assessment, data-based intervention/instructional design, record keeping, and reflective practices are emphasized.

This course is designed to acquaint teachers with the research and theory involved with the use of manipulatives in Activity-Based, Child-centered Mathematics (ABC Math). Teachers will study the theory, experience the activities, and make plans for the integration of ABC Math into their grade level.