This course focuses on leadership in building partnerships with families, colleagues, and the community at large. Topics include family systems theory, community collaboration approaches to meet the diverse needs of citizens, cultural and family diversity, impact of schools and education, and effective communication. As a result of this course, students will have a clear understanding of the critical importance of school/workplace-community relations, and the role of families, businesses, organizations, and leaders in creating a community of service for diverse needs. SJE

Emphasis on introduction to best educational practices related to curriculum, instruction, and assessment. This course includes lesson planning, lesson presentations, and lesson reflection and analysis. Emphasis on writing, speaking and listening. This course develops skills in Oral communication and Critical Thinking.. This course is restricted to students in the professional degree completion program. Prerequisite: 303. CCT/POC Bachelor Completion.

The focus of this course is the literacy development of the pre-K-3 child. The course covers the developmental process of literacy acquisition and the use of appropriate methods, models, and strategies for encouraging literacy growth. Early literacy concepts of phonemic awareness, word identification, phonics, vocabulary, fluency, comprehension cultural and linguistic diversity, and language differences and delays are examined. The role of parents, community, and assessment tools will be explored.

This course provides an introduction and overview to the field of disability studies in education, and examines inclusive practices in contemporary schools, grades PK-12. Topics covered will be the identification and characteristics of students with disabilities, a timeline of special education and inclusion, and a review of current legislation and policy. The course will cover roles and responsibilities of general and special educators as they collaborate in designing and implementing effective inclusive classroom plans.

Objectives, content, study, and experience in methods, use of media, including computer applications for social studies teachers in the elementary and middle school; focus on Wisconsins Model Academic Standards. Prerequisites: admission to the teacher education program.

This course explores the civic, theological, and philosophical challenges and opportunities involved in a pluralistic world. What might it mean to move beyond tolerance toward civic engagement among people of various worldviews Students will analyze and experience contemporary interfaith organizations and initiatives including those that foster cooperative action in an effort to promote "a more just and humane world." This course is restricted to students in the professional degree completion program.

The focus of this course is on the literacy development of children in pre-K to grade 3. The course covers the developmental process of literacy acquisition and the use of appropriate methods, models, and strategies for encouraging literacy growth. Early literacy concepts of phonemic awareness, word identification, phonics, vocabulary, fluency, and comprehension are examined. Additionally, language differences, cultural and linguistic diversity, and language delays are addressed. The role of parents, community, and assessment tools are explored.

In this course, students explore, plan, design, and assess the infusion of technology in learning environments, including adaptive technology. They develop awareness of teacher productivity tools and explore ethical and legal issues surrounding use of technology in Pre-K through Grade 12 learning environments. Technology policies in the school setting are examined. Prerequisite: 215.

This course is designed to facilitate the development of an understanding of the value and function of creative activity in a childs learning, and how to plan, implement and evaluate developmentally appropriate integrated experiences in creative art, dramatics, music, movement, and play for young children. This course is restricted to students in the professional degree completion program. Prerequisite: 303.

Evidence-based, effective instruction of the reading and writing processes that support successful teaching of literacy in the elementary/middle school. Best practices, Common Core State Standards, curricula, appropriate materials and strategies to meet the needs of diverse learners will be explored and applied to a Teacher Work Sample (TWS) (Unit Plan). When designing the TWS, students will develop proficiency in connecting goals, state standards, objectives, and assessment. Differentiated Instruction (DI) and Response to Intervention (Rtl) will be incorporated into lesson designs.