This course will require students to develop a professional development session for colleagues regarding EL considerations. Topics in this course will include home language surveys, entrance/exit requirements, policies, practices, Lau Plans, parent rights, interpreters, translation, OCR, formative assessment, and direct application of EL methods and strategies in a K-12 setting. A minimum of 90 hours of Internship experience will be required.

Internet-based course. 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. See registrars office current class schedules Web page for specific semester description.

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.

Participants will examine their own values, beliefs, ethics, and character to learn to lead with integrity, as they develop the skill of inspiring others to learn more, to do more, and to become more. Cultural sensitivity and awareness of the implications of varying experiences and ethnicities will be discussed. Cultivating a mind-set that supports servant leadership, social justice, and working for the common good will be integral components of this course.

Participants will examine instructional practices that are proven to have the greatest impact on student learning and achievement. Participants will learn skills and strategies associated with seeking and engaging in non-evaluative, reflective communication with colleges. Techniques essential to fostering a culture that embraces learning, innovation, trust, and partnership will be examined.

Participants will develop a collective understanding of why and how change is being undertaken, recognizing the fear often associated with change. They will learn to identify the change process and support those who are experiencing change. The course examines the theories of organizational and transformational change, critical conversations, and linking change efforts to institutional mission.

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.