Education-Graduate (ED)

This course will examine the different groups that influence policy and how it is created. The relationships between policy, educational law, judicial rulings, and ethical considerations in making sound and legally defensible decisions and the theories of power and the processes of change and implementation will be examined.

Language is the primary means by which we represent the world to ourselves and to others. This course will examine some of the ways in which growth in language reflects and enables cognitive development. Topics covered in this course include a sociolinguistic perspective of language, language diversity, language ideology and power, national language policies, World English, the growing number of non-native English speakers, and attitudes of native and non-native English speakers toward the domination of English, and the impact language has on children's success in our communities and schools.

This course examines second language (L2) acquisition from a linguistic perspective and compares first and second language acquisition. Factors contributing to L2 variation, including linguistic universals, transfer, age, input, and affective considerations are studied. The course also examines a range of variables and strategies that teachers might need to teach students who use English as a second or additional language.

In this course, students will examine the major theories related to instructional design and curriculum development. Focus will be placed on the selection of instructional strategies, media, and evaluation strategies. Students in this course will gain the skills necessary to provide leadership in the development, evaluation, and modification of instructional materials (i.e., print, web, or multi-media based).

This course takes an in-depth look at assessment of bilingual/ESL learners and programs. It includes individual as well as large-scale standardized assessments, alternative assessments, and social justice issues involved in the assessment of English language learners.

This course is the study of modern administrative theories, practices, and techniques in school leadership and responsibilities, with emphasis on facilitating leadership to create a work climate supportive of excellence in teaching and learning.

This course covers methods and strategies for making math, science, and social studies accessible to ELs in grades K-12. Students will learn how to promote L2 language development so ELs can successfully engage in academic content learning. A 10-hour practicum is required in an ESL classroom or in a classroom with a significant number of ELL students. This course examines second language (L2) acquisition from a linguistic perspective and compares first and second language acquisition. Factors contributing to L2 variation, including linguistic universals, transfer, age, input, and affective considerations are studied. The course also examines a range of variables and strategies that teachers might need to teach students who use English as a second or additional language.

The content of this course includes research-based ESL listening, speaking, reading, and writing strategies on which to build a solid foundation for success with second language learners. A practicum of 30 hours of tutoring ESL students is required.

This course examines best practices for the integration of reading and writing across the language arts and content area subjects. Specific attention will be given to embedding the teaching of reading and writing skills into content area instruction. Practitioners will investigate how reading, writing, listening and speaking supports the acquisition of new knowledge across all subject areas.

This course will explore the ways teacher leaders interact with peers and other building and district staff to enhance instructional, interpersonal, and communicative skills. The course will examine current research in the areas of teacher mentoring and collegial collaboration, including Professional Learning Communities, Cognitive Coaching, and other models directed at the mentor/colleague relationship. The course will offer ample opportunities to examine case studies and role play and practice skills in classroom/school situations.

In this course, students will learn about the nature of human growth and development throughout the lifespan. A specific focus will be on infants and toddlers (birth-age 2), preprimary children (ages 3 through 5), and primary school children (ages 5 through 8). Typical and atypical development in the areas of cognition, language development, physical motor, social-emotional, mental health, aesthetics, and adaptive behavior will be studied with a focus on how these areas may impact development and learning in the early years of life. Students will also study the etiology, characteristics, and classification of common disabilities in infants and young children and how these may affect a child's development and learning.

In this course, the student will learn to use and implement basic health, nutrition, and safety procedures, including the design of physically and psychologically safe and healthy indoor and outdoor environments to promote development and learning. Signs of emotional distress, physical and mental abuse, and neglect in children will be studied, as well as mandatory reporting procedures. Students will be asked to demonstrate proficiency in infant-child cardiopulmonary resuscitation, emergency procedures, and first aid.

The student will learn how to build family and community relationships, how successful early childhood education depends on partnerships between families, communities, and agencies, and how these partnerships have complex and diverse characteristics. Also, students will learn why families should be involved in their children's development and learning.

This course provides a broad up-dated survey of children's and adolescent literature with a focus on locating and using literature in the classroom to support reading, writing, and cross-curricular instruction.

This course will provide teachers with a broad survey of adolescent (young adult) literature. Course members will read and critically evaluate literature as well as investigate strategies for encouraging student reading and response to text. We will explore developmental characteristics of young adults, development of young adult literature, and ways to connect students with the literature. Students will become familiar with the major authors in the field of young adult literature. In addition, students will explore balanced literacy approaches with these texts and authors. Graduate students will include a research component, studying an element of instruction with young adult literature.

The student will use content knowledge to build a meaningful early childhood curriculum. Note: Successful completion of methods courses are required for the following areas: literacy, mathematics, social studies, science, physical education and wellness, and visual and performing arts.

The student will learn to use technically sound formal and informal assessments that minimize bias and evaluation results to adapt and guide instruction and interventions for early childhood learners. Also, the student will learn, understand, and apply curricula, assessments, and teaching and intervention strategies that align with learner and program goals, including the development of individualized family service plans (IFSPs) and individualized education programs (IEPs). The student will also learn about the transition process in early childhood education settings.

The student will learn about early childhood program criteria set by various professional organizations; learn to collaborate with supervisors, mentors, and colleagues; learn about the significance of ongoing professional development; learn how to improve the practices for young children and their families; learn ethical principles, practices, and codes of conduct; learn to advocate for students in early childhood education; and learn how to provide guidance to paraeducators, tutors, and volunteers.

This course will examine some of the ways in which language acquisition reflects and enables cognitive development and how language empowers and constraints children as they attempt to make sense of their world. First and second language reading and writing processes and the role socioeconomic status and cultural diversity play in children's literacy learning within various ethnic communities and school environments will be studied. Drawing on readings in psychology, anthropology, linguistics, and education, we will attempt to formulate ideas on the role language plays before children enter school and on the role it has once they begin their formal education. Attention will be given to linguistic diversity and teachers' literacy instruction and how it can impact students' oral and written communication.

This course focuses on educational psychology and cognitive science, and how to apply these to adult learning and teaching. Emphasized in this course will be the research behind brain-based learning, multiple intelligences, motivational theory and practice, and issues related to learner diversity, as well as other current topics related to adult learning and professional development.

This course examines best practices for the integration of reading and writing across the language arts and content area subjects. Specific attention will be given to embedding the teaching of reading and writing skills into content area instruction. Practitioners will investigate how reading, writing, listening and speaking support the acquisition of new knowledge across all subject areas.

This course focuses on the diagnosis of reading proficiencies and needs. Formal and informal tests, testing procedures, and diagnostic techniques will be examined, discussed and evaluated. The practitioner will reflect on assessment results to inform instructional decisions in light of the nature and causes of reading/writing disabilities.

This course will focus on the integration of educational technology for teaching and learning in the classroom, for professional development, and for school management. In addition, it will examine assistive technology for students with special needs. This course will engage the student in the application of current research and theory into the instructional design process. Students will complete a research project to show the application of educational technology in a specialized content area.

Current research-based methods and strategies for instructing less proficient readers will be studied and implemented (including strategies related to phonemic awareness, phonics, fluency, comprehension and vocabulary). Additionally, the impacts of factors including motivation, memory, cognitive processing and critical thinking will be examined. Graduate students will complete a clinical field-based experience of at least 24 hours where they assume the role of literacy-coach. In this role, they will mentor pre-service teacher candidates through modeling, coteaching, observation, reviewing student assessment data and suggesting resources. Additionally, they will evaluate the effectiveness and appropriateness of interventions using both assessment data and first-hand observations.

Current topics in Reading/ELL will be explored and discussed. Students will study and explore topics of professional interest through a review of the existing research and professional publications. They will prepare a written literature review of a selected topic and share their findings with peers. Discussion, questioning, collaboration, and collegial feedback will frame the professional development paradigm for this first research course.

In this course, practitioners will understand the importance of valid and reliable classroom assessments to support student learning, the interplay between classroom assessments and larger scale assessments and how to gather and make sense of classroom assessment data. Educators will craft an assessment plan, enhance their ability to successfully deliver instruction and evaluate outcomes utilizing researched best practices related to assessment and differentiation.

This course will offer a specialized study of current topics, issues, and trends in the field of literacy. Topics may include: Literacy Coaching, Word-Study, Writing Process, English Language Learners, Gender Issues, Interest and Motivation, Phonemic Awareness, Phonics, Word Identification, Fluency, Vocabulary, Comprehension, or Reading Research. Practitioners may complete more than one topics course as an elective in the graduate program.

This course provides legal information about students/schools regarding special education law, both past and present. Several areas will be studied: the history of special education, special education services, the six basic principles for special education legislation, remedies/enforcement of special education law, ethical and policy considerations, the American legal system, and case law. Collaboration techniques, strategies, and best practices for teachers/administrators, other professionals, and parents will be addressed.

In this course, students will examine major themes related to family and community engagement. According to Ladson-Billings (1994; 2006), "Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning" (n.d.). Since culture is central to learning, "it plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals." This pedagogy acknowledges, responds to, and celebrates fundamental cultures and offers full, equitable access to education for students from all cultures. P. C. Gorski and K. Swalwell (2015) add that "Schools can commit to a more robust multiculturalism by putting equity, rather than culture, at the center of the diversity conversation" (p. 34). Gorski and Swalwell insist that "at the heart of such a curriculum that is meaningfully multicultural lie principles of equity and social justice" (p. 36).

This course will examine current research and practice regarding the array of assessment tools available to teachers and schools. These will include but are not limited to the use of common standardized tests, instruments used in the assessment of students with special needs, and international measurements. Students will react to issues such as assessment in the differentiated classroom, National Board Certification, standards-based grading, and program and policy assessment tools. We will explore how demographic data are used in planning and decision-making in schools. For this class, assessment issues will be viewed through a "macro" lens- that is, how assessment tools and data are used to examine and improve teaching and learning at a school, district, state, and national level.

This course provides knowledge and application of the collection and use of assessment data (i.e., academic and behavioral) for the educational diagnosis, assessment, and evaluation of individuals with disabilities. Legal provisions, regulations, and guidelines regarding unbiased assessment and the use of psychometric instruments and instructional assessment measures with individuals with disabilities will be discussed. Students will learn to apply assessment results to individualized program development and management, and will be able to understand the relationship between assessment and placement decisions. Knowledge of specialized strategies, such as functional behavioral assessment and alternate assessment, as well as specialized terminology used in the assessment of various disabling conditions will be addressed. Discussion of assessments will include formal and informal assessments, norm- and criterion-referenced assessments, and formative and summative assessments. Students will practice using assessment tools to analyze data and interpret results to plan instruction and devise an assessment plan.

This course is designed to provide strategies for identifying, anticipating, and managing individual and group behavior problems in regular and special education classes. The course covers mild to severe behaviors in students in K-12 classrooms. Students will be required to complete a functional behavioral analysis and a behavior intervention plan and read articles of studies on behavioral topics (e.g., strategies, interventions, classroom management, school-wide management, etc.).

In this course, students will examine major theories related to instructional design and curriculum development. Focus will be placed on understanding the alignment of standards, assessment, curriculum, and instruction. Students in this course will gain the skills necessary to provide leadership in the development, evaluation, and modification of instructional design.

This course addresses characteristics of and trends in serving students with mild/moderate disabilities, including dyslexia. It offers learners theoretical and practical approaches, which are research/evidence-based interventions. Additionally, this course provides content in methods for endorsement work in special education at grades K-8 and/or 5-12, including planning, collaborating, and implementing strategies and lessons.

This course addresses characteristics of and trends in serving students with mild/moderate disabilities, including dyslexia. It offers learners theoretical and practical approaches, which are research/evidence-based interventions. Additionally, this course provides content in methods for endorsement work in special education at grades K-8 and/or 5-12, including planning, collaborating, and implementing strategies and lessons.

This course will provide information on autism as it relates to evidence-based instructional methods and strategies for use in K-12 general and special education settings.

This course provides an understanding of the process for transition particularly from high school to post-secondary options for students with disabilities. It includes creating transition plans for students for living, learning, and working after high school.

In this course, students will examine major themes related to leadership in culturally responsive teaching and administration. According to Ladson-Billings (1994; 2006), "Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning" (n.d.). Since culture is central to learning, "it plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals." This pedagogy acknowledges, responds to, and celebrates fundamental cultures and offers full, equitable access to education for students from all cultures. According to P. C. Gorski and K. Swalwell (2015), "Schools can commit to a more robust multiculturalism by putting equity, rather than culture, at the center of the diversity conversation" (p. 34). Gorski and Swalwell insist that "at the heart of such a curriculum that is meaningfully multicultural lie principles of equity and social justice" (p. 36).

In this course, students will learn and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to engage families, the community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community.

Candidates who successfully complete a building-level leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.

Candidates who successfully complete this educational leadership preparation program will understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to build the school's professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning. Requirement: Evaluator Training

This course provides an in-depth look at the strategies and approaches used with students diagnosed with moderate to severe learning disabilities, behavior disorders, and other learning and/or behavioral disabilities.

This course provides an in-depth look at the strategies and approaches used with students diagnosed with moderate to severe intellectual disabilities.

Current topics in effective teaching/teacher leadership will be explored and discussed. Students will study and explore topics of professional interest through a review of the existing research and professional publications. They will prepare a written literature review of a selected topic and share their findings with peers. Discussion, questioning, collaboration, and collegial feedback will frame the professional development paradigm for this first research course.

Current topics in special education/early childhood will be explored and discussed. Students will study and explore topics of professional interest through a review of the existing research and professional publications. They will prepare a written literature review of a selected topic and share their findings with peers. Discussion, questioning, collaboration, and collegial feedback will frame the professional development paradigm for this first research course.

This course is an introduction to educational research, designed to help students become critical evaluators and consumers of research. There will be careful analysis of Action Research principles. Best practice and processes will be studied. Models will be explored and a framework planned by each student. Students will evaluate research findings and analyze their application to classroom practice. This course provides a foundation for students to be able to conduct original action research.

This course is designed to allow students to continue to explore current research regarding an education topic of their choice. The project requires extensive examination of a topic as well as a thorough synthesis of research as it applies to an educational classroom, school, district, or community education situation. Topics are determined collaboratively by the instructor and student and are largely open to any addressed in coursework in a seminar course in the Master of Arts in Education program (for example, a topic may have been addressed in a Seminar course and a literature review may have been written). A substantial written report of research and a proposal for continuation of research will be expected.

Students will meet with the research project advisor weekly until they complete their Action Research Project. Students will conduct a research study, analyze the results, and report on the data gathered in a presentation to a faculty committee and during a formal poster presentation. Students will continuously enroll in this course until the project is complete. Students may submit their research to be published.

Current topics in educational administration and leadership will be explored and discussed. Students will study and explore topics of professional interest through a review of the research and professional publications in the area of leadership. Also, they will prepare a literature review of a selected topic and share their findings with peers for their leadership project. Discussion, questioning, collaboration, and collegial feedback will frame the professional development paradigm for this course.

This course is designed to allow students to continue to explore current research regarding an education topic of their choice. The project requires extensive examination of a topic as well as a thorough synthesis of research as it applies to an educational classroom, school, district, or community education situation. Topics are determined collaboratively by the instructor and student and are largely open to any addressed in coursework in a seminar course in the Master of Arts in Education program (for example, a topic may have been addressed in a Seminar course and a literature review may have been written). A substantial written report of research and a proposal for continuation of research will be expected. Requirement: Poster Presentation.

This capstone assessment evaluates candidates' mastery of program content through independently written responses that demonstrate accuracy, scholarly writing, and proper APA formatting with citations to multiple sources. Students receive the exam questions and submit their work within a defined window; each question is rated for proficiency, with targeted feedback provided when revisions are required. Remediation may include a short resubmission period and, when appropriate, an oral defense with graduate faculty to determine competency. Adherence to academic integrity is mandatory. The course is graded pass/no pass.

This course will examine the major roles literacy specialists may fulfill in a school district (e.g., vision, curriculum, and professional development; teacher and student advocacy). The content of this course is aligned with the administrative requirement for the state K-12 Reading Specialist endorsement. *Students in this course will complete interviews/observations with two current reading specialists working at two different levels (elementary, middle, high school).

This course will prepare reading practitioners to critically evaluate assessment tools and practices as they relate to the diagnosis of reading proficiencies and needs. Formal and informal tests, testing procedures, and diagnostic techniques will be examined, discussed, and evaluated regarding reading theory and epistemological viewpoints. Additionally, practitioners will become familiar with various causes of reading difficulty and programs designed to meet their specific needs. This course is designed to meet the needs of practitioners who have had significant experiences in the area of reading assessment and instruction. Those completing this course should be prepared to assume leadership roles in the area of reading assessment and instruction.

The student enrolled in this course will complete a supervised teaching assignment in a Level I and/or co-teaching setting. Here they will apply knowledge, skills, and dispositions of relevant educational theory to actual classroom situations while teaching special education strategies to elementary students with mild to moderate disabilities. During this placement, the student will lead teach the majority of the time.

The student enrolled in this course will complete a supervised teaching assignment in a Level I and/or co-teaching setting. Here they will apply knowledge, skills, and dispositions of relevant educational theory to actual classroom situations while teaching special education strategies to secondary students with mild to moderate disabilities. During this placement, the student will lead teach the majority of the time.

The student enrolled in this course will complete a supervised teaching assignment in an elementary moderate/severe classroom setting. Here he/she will apply knowledge, skills, and dispositions of relevant educational theory to actual classroom situations while engaging in evidence-based instructional strategies to teach elementary students with moderate to severe BD/LD. During this 8-week placement, the student will be asked to lead teach the majority of the time.

The student enrolled in this course will complete a supervised teaching assignment in a secondary moderate/severe classroom setting. Here he/she will apply knowledge, skills, and dispositions of relevant educational theory to actual classroom situations while engaging in evidence-based instructional strategies to teach secondary students with moderate to severe BD/LD. During this 8-week placement, the student will be asked to lead teach the majority of the time.

The student enrolled in this course will complete a supervised practicum experience in an elementary (K-8) BD/LD Level II, co-teaching, or inclusive setting. The student will apply knowledge, skills, and dispositions of relevant educational theory and practice while teaching and adapting strategies and interventions to meet the needs of all learners, including those with disabilities. Requirement: 20 days/40 hours.

The student enrolled in this course will complete a supervised practicum experience in a secondary (5-12) BD/LD Level II, co-teaching, or inclusive setting. The student will apply knowledge, skills, and dispositions of relevant educational theory and practice while teaching and adapting strategies and interventions to meet the needs of all learners, including those with disabilities. Requirement: 20 days/40 hours.

The student enrolled in this course will complete a supervised teaching assignment in an elementary moderate/severe classroom setting. Here he/she will apply knowledge, skills, and dispositions of relevant educational theory to actual classroom situations while engaging in evidence-based instructional strategies to teach elementary students with moderate to severe ID. During this 8-week placement, the student will be asked to lead teach the majority of the time.

The student enrolled in this course will complete a supervised teaching assignment in a secondary moderate/severe classroom setting. Here he/she will apply knowledge, skills, and dispositions of relevant educational theory to actual classroom situations while engaging in evidence-based instructional strategies to teach secondary students with moderate to severe ID. During this 8-week placement, the student will be asked to lead teach the majority of the time.

The student enrolled in this course will complete a supervised practicum experience in an elementary (K-8) ID Level II, co-teaching, or inclusive setting. The student will apply knowledge, skills, and dispositions of relevant educational theory and practice while teaching and adapting strategies and interventions to meet the needs of all learners, including those with disabilities. Requirement: 20 days/40 hours.

The student enrolled in this course will complete a supervised practicum experience in a secondary (5-12) ID Level II, co-teaching, or inclusive setting. The student will apply knowledge, skills, and dispositions of relevant educational theory and practice while teaching and adapting strategies and interventions to meet the needs of all learners, including those with disabilities. Requirement: 20 days/40 hours.

Students in this course will engage in a 20+ hour practicum experience at their school or an alternative site where they can put teacher leadership theory into practice. Students will work with a mentor (local school administrator, curriculum coordinator, other district leader, AEA consultant, teacher leader, or colleague) as well as the instructor. Students will design and implement a number of collegial, supervisory, curricular, and/or professional development activities that address issues examined in previous teacher leadership coursework and/or research. Students will develop an ePortfolio based on their practicum activities that includes artifacts, reflections, and an analysis of the practicum experience as it relates to previous coursework and research, and the Teacher Leadership Domains.

The student enrolled in this course will complete a supervised teaching assignment in an elementary ELL classroom or a classroom with a significant number of ELL students. Here he/she will apply knowledge, skills, and dispositions of relevant educational theory to actual classroom situations while teaching students, using methods and strategies learned in previous ELL courses. During this 8-week placement, the student will lead teach the majority of the time.

The student enrolled in this course will complete a supervised teaching assignment in a secondary ELL classroom or a classroom with a significant number of ELL students. Here he/she will apply knowledge, skills, and dispositions of relevant educational theory to actual classroom situations while teaching students, using methods and strategies learned in previous ELL courses. During this 8-week placement, the student will lead teach the majority of the time.

The student enrolled in this course will complete a supervised teaching assignment in an elementary ELL classroom or an elementary classroom with a significant number of ELL students. Here he/she will apply knowledge, skills, and dispositions of relevant educational theory to actual classroom situations while teaching ELL students, using methods and strategies learned in previous ELL courses. During this 4-week placement (20 calendar days), the student will lead teach the majority of the time.

The student enrolled in this course will complete a supervised teaching assignment in an elementary ELL classroom or an elementary classroom with a significant number of ELL students. Here he/she will apply knowledge, skills, and dispositions of relevant educational theory to actual classroom situations while teaching ELL students, using methods and strategies learned in previous ELL courses. During this 4-week placement (20 calendar days), the student will lead teach the majority of the time.

The student enrolled in this course will complete a supervised teaching assignment in a Preschool early childhood inclusive setting. Here he/she will apply knowledge, skills, and dispositions of relevant educational theory to actual classroom situations while teaching and adapting strategies and interventions to meet the needs of all students, including those with disabilities. During this placement, the student will lead teach for the majority of the time.

The student enrolled in this course will complete a supervised teaching assignment in an elementary early childhood inclusive classroom. Here he/she will apply knowledge, skills, and dispositions of relevant educational theory to actual classroom situations while teaching and adapting strategies and interventions to meet the needs of all students, including those with disabilities. During this placement, the student will lead teach for the majority of the time.

The student enrolled in this course will complete a supervised practicum experience in an early childhood inclusive setting with infants/toddlers. The student will apply knowledge, skills, and dispositions of relevant educational theory and practice while teaching and adapting strategies and interventions to meet the needs of all learners, including those with disabilities.

The student enrolled in this course will complete a supervised practicum experience in a preschool early childhood inclusive setting. The student will apply knowledge, skills, and dispositions of relevant educational theory and practice while teaching and adapting strategies and interventions to meet the needs of all learners, including those with disabilities. Practicum Requirement: 20 days/40 hours.

The student enrolled in this course will complete a supervised practicum experience in an elementary (K-Grade 3) early childhood inclusive setting. The student will apply knowledge, skills, and dispositions of relevant educational theory and practice while teaching and adapting strategies and interventions to meet the needs of all learners, including those with disabilities. Requirement: 20 days/40 hours.

The student enrolled in this course will complete a supervised practicum experience in an elementary (K-8) Level I, co-teaching, or inclusive setting. The student will apply knowledge, skills, and dispositions of relevant educational theory and practice while teaching and adapting strategies and interventions to meet the needs of all learners, including those with disabilities. Requirement: 20 days/40 hours.

The student enrolled in this course will complete a supervised practicum experience in a secondary (5-12) Level I, co-teaching, or inclusive setting. The student will apply knowledge, skills, and dispositions of relevant educational theory and practice while teaching and adapting strategies and interventions to meet the needs of all learners, including those with disabilities. Requirement: 20 days/40 hours.

This course provides successful candidates an internship under the supervision of knowledgeable, expert practitioners that engages candidates in multiple and diverse school settings. This internship will provide candidates with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills identified in NELP standards 1-7 in ways that approximate the full range of responsibilities required of building-level leaders and enable them to promote the current and future success and well-being of each student and adult in their school.

This course provides successful candidates an internship under the supervision of knowledgeable, expert practitioners that engages candidates in multiple and diverse school settings. This internship will provide candidates with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills identified in NELP standards 1-7 in ways that approximate the full range of responsibilities required of building-level leaders and enable them to promote the current and future success and well-being of each student and adult in their school.

This course provides successful candidates an internship under the supervision of knowledgeable, expert practitioners that engages candidates in multiple and diverse school settings. This internship will provide candidates with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills identified in NELP standards 1-7 in ways that approximate the full range of responsibilities required of building-level leaders and enable them to promote the current and future success and well-being of each student and adult in their school.

This course provides successful candidates an internship under the supervision of knowledgeable, expert practitioners that engages candidates in multiple and diverse school settings. This internship will provide candidates with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills identified in NELP standards 1-7 in ways that approximate the full range of responsibilities required of building-level leaders and enable them to promote the current and future success and well-being of each student and adult in their school.

The student enrolled in this course will complete a supervised practicum experience in an elementary (K-8) Level I, co-teaching, or inclusive setting. The student will apply knowledge, skills, and dispositions of relevant educational theory and practice while teaching and adapting strategies and interventions to meet the needs of all learners, including those with disabilities. Requirement: 20 days/40 hours.

The student enrolled in this course will complete a supervised practicum experience in a secondary (5-12) Level I, co-teaching, or inclusive setting. The student will apply knowledge, skills, and dispositions of relevant educational theory and practice while teaching and adapting strategies and interventions to meet the needs of all learners, including those with disabilities. Requirement: 20 days/40 hours.