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. This course does not meet the criteria for the Master of Arts in Education degree requirements.

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. This course does not meet the criteria for the Master of Arts in Education degree requirements.

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. This course does not meet the criteria for the Master of Arts in Education degree requirements.

This course will focus on strategies and methods for teachers of English Learners in all settings. Sheltered instruction, CCSS Mastery, Students with Limited or Interrupted Formal Education (SLIFE), Trauma, and the importance of collaboration with content-specific teachers will be emphasized.

Educational leaders are responsible for ensuring that all students in a school meet or exceed grade-level expectations for future success. This important school-based work begins with ensuring that all students receive a robust universal tier of instruction followed by small group and/or individualized supports as needed. The most widely adopted ways to do this are through the use of Multi-Tiered Systems of Support (MTSS) or Response to Intervention (RtI) systems. In this course, students will investigate the underlying beliefs and basic components of equitable systems of student support and develop an awareness of how these systems function across the K-12 spectrum. Students will develop the knowledge, understanding, and skills necessary to assume leadership roles with systems of student support in their local contexts.

This course will provide aspiring educational leaders with an understanding of the Danielson, Marzano, and NIET (Iowa) Instructional Frameworks. With an emphasis on improving student learning through quality instruction, participants will have a common language to develop and grow effective teaching practices at any given point in a teaching career through goal setting, effective conferencing, and quality feedback.

This course is designed to empower educational and business leaders with the knowledge, skills, and mindset necessary to navigate the dynamic landscape of business and education. Participants will engage in a transformative learning experience aimed at cultivating cognitive flexibility, fostering a culture of innovation, embracing evidence-based practices, and developing resilience in leadership.

This course will develop participants knowledge, skill, and practice in supporting classroom instruction and student learning through the following: developing understanding of taxonomies for educational objectives/cognitive complexity, demonstrating effective techniques for questioning that lead to higher levels of thinking and student engagement, analyzing units to identify level of cognitive complexity (rigor) and determine level of alignment of intended learning, instruction, and assessment, and practicing coaching techniques to address staffs assurance of rigor and student engagement in the intended learning.

This course familiarizes educators with the MtSS process for redesigning systems to meet the needs of struggling students through a pyramid of interventions and provides a practical MtSS model for teachers, administrators, and parents with clear examples of strategies for the implementation and monitoring of the MtSS system components within a school setting. This course will also define formative assessment and discuss the benefits of using a variety of formative assessments to increase student learning. Learners will reflect on current assessment practices and will gain knowledge in identifying and creating formative assessments and incorporating formative assessment into instructional activities. Participants will gain knowledge in how to facilitate the incorporation of Tier I and II interventions in the classroom.

This course will examine the best practices utilizing the Differentiated Model for classroom instruction. The heterogeneous structure of classrooms requires teachers to design and implement lessons that are differentiated in ways that honor the diverse learning needs of each classrooms student population. In this course, we will focus on the prominent work of Judy Willis, David Sousa and James Zull, leading researchers in the area of Brain Based Research, whose framework for implementing research-based instructional strategies in the classroom is driving instructional practices across the nation. This course is designed to be highly interactive. Each participant will integrate learned strategies into a lesson already being taught in their own classrooms. Participants will revisit current lesson plans or units to see how new research/strategies can enhance student achievement. Participants will share how these new strategies units of study as well as their personal plans for implementation in the classroom.