Curriculum and Instruction (M.Ed.)
Faculty and Administration
Dr. Christine Carrino Gorowara, Dean of the School of Education
Ms. Cachanda Orellana, Assistant Dean of the School of Education
Ms. Yema Gbondo, Program Coordinator and Education Advisor
Dr. Steven Thorne, Distinguished Professor and Program Chair
Dr. Marie Celeste, Associate Professor
Dr. Jennifer Lee, Associate Professor
Mr. Michael Rowe, Assistant Professor
Dr. Randi Stone, Assistant Professor
Faculty in the School of Education also support Trinity’s undergraduate education programs.
Program Description and Degree Requirements
Trinity’s Master of Education in Curriculum and Instruction (M.Ed.) is an online degree designed for educators and education professionals who are passionate about transforming schools, school systems, and education programs. This degree prepares education personnel for leadership roles that include increased responsibilities in research, instructional design, and program evaluation.
The Master of Education in Curriculum and Instruction is a 36-credit hour primarily online program with more than 50% of courses offered in the virtual modality. Students have the opportunity to focus their program of study by choosing one of five concentrations: Administration, Education Policy and Leadership, Mathematics for Educators, Science of Reading, and Social Justice. Students in all concentrations participate in an individualized capstone research project through which they can apply the knowledge and skills learned throughout their coursework.
The Master of Education in Curriculum and Instruction is not a state-approved program for teachers, administrators, or specialists.
Core Curriculum
The below core curriculum applies to the five areas of concentration: Administration, Education Policy and Leadership, Mathematics for Educators, Science of Reading, and Social Justice.
ALL of the following courses (24 credits):
EDCC 600 Research in EducationExamines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current literature in teaching and learning. Topics include defining the research process, writing a review of the literature, exploring methods of gathering quantitative and qualitative data, developing a research design, and examining ethical issues related to the research process. The skills developed in this course will be important for the development of the capstone topic in the Capstone course. Candidates will be able to interact and share research ideas with the other candidates from the other education programs, such as Teacher Education. Formally titled, "Research in Education and Counseling"
3 credits
EDCI 505 Psychology of Children and Youth Facing PovertyProvides a diagnostic and descriptive profile of the impact that poverty in the United States has on psychology and emotional growth of children in general, and particularly children in the inner city and rural environment. Invited speakers broaden the scope of the course by sharing current trends, information, and programs. This course informs educators of the need for understanding and sensitivity and discusses program designs that offset environmental and social poverty.
3 credits
EDCI 611 Role of Social, Economic, and Political Systems in EducationExplores the issues related to diversity and equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced. Curriculum and pedagogy for diverse groups will be addressed.
3 credits
EDCI 650 Global and Ethical PerspectivesImproves knowledge about diverse learners and issues in educating these learners by exploring different theoretical, national, and cultural frameworks and perspectives. Develops an understanding of education of diverse learners at the global level.
3 Credits
Prerequisites: None
EDCI 653 Current Issues in Urban EducationThis course serves as a culmination of the best practices examined for education for change. With the approval of their advisor students begin the review of the literature for their final capstone project.
3 credits
EDCI 654 Curriculum and Program DesignThis course prepares candidates to review, evaluate, and develop curricula for use in urban settings, with an emphasis on the transformational leadership styles needed to effect change in the learning environment of urban settings and growing academic rigor.
3 credits
EDCI 656 Principles of Educational Assessment and EvaluationThis course examines policy issues in education and how this affects assessment practice. Students will develop professional assessment skills, including instrument design and consultation, through applied projects and experiences. In addition, students will develop, select, and critique education assessment instruments and identify the appropriate measurement tools and statistical analyses needed for common assessment situations.
3 credits
EDCI 699 Capstone in Curriculum and InstructionProvides students with the opportunity to explore an area of particular interest within their specialization. Under the direction of their faculty advisor, candidates design a project and develop a research topic that transforms to a capstone. A capstone topic usually encompasses the development of a model or intervention that addresses the identified research problem. Candidates will write a thesis like paper and make and oral presentation to their peers in the program and faculty. Candidates can receive an "In Progress" (IP) designation if they are unable to complete the major assignment in one semester. A grade of B or higher is required to meet the graduation requirements for the degree.
3 credits
Pre: EDCC 600
Areas of Concentration
Administration
This concentration prepares education professionals for P-12 school leadership and supervision. The curriculum is aligned to the School Leaders Licensure Assessment (SLLA), which is required for licensure in the District of Columbia, Maryland, and Virginia. Students wishing to complete an internship can do so through the Trinity Office of Continuing Education.
Core curriculum plus ALL of the following courses (12 credits)
EDAD 601 Leadership, Management, and SupervisionFocuses on theories of leadership and supervision and how these theories impact on effective school administration and effective teacher supervision. Emphasizes the human dynamic as it affects the organization and administration of a school. Students examine current theories of leadership, motivation, management, performance appraisal, and evaluation, and they apply these theories to current school issues. Students develop a personal philosophy of leadership and supervision. Formerly ADM 610
3 credits
EDAD 604 Staff and Group DevelopmentProvides opportunities to employ strategies and skills to assist in the design of a personal development plan. Learning outcomes include articulating the role of professional development, professional learning communities, and collaborative instructional planning in effective schools, as well as analyzing and evaluating the dynamics related to instructional leadership in a school environment. Requires creation of a professional development plan and execution of a portion of the plan.
Students using EDAD 604 to fulfill a requirement of certain programs may need approval for their professional development plan topic to ensure it aligns with the program?s goals.
3 credits
EDAD 633 Finance and Resource ManagementPrepares students to manage the monetary funds and resources necessary to create and maintain a successful learning environment. Students will gain a working knowledge of school finances - from day-to-day accounting procedures to the principles behind state-aid formulas. Students will also explore issues in school facilities management, insurance and risk management, and human resources management.
3 credits
EDAD 634 Legal and Ethical Issues in School AdministrationIdentifies the legal and ethical issues related to the operation of a school. Students will examine legal issues in the relationship between schools and students, parents, staff and the larger community with a particular focus on federal and state laws and court decisions. Students will also explore ethical concepts and develop the knowledge, skills and dispositions necessary to resolve the ethical dilemmas the will encounter as school administrators.
3 credits
Education Policy and Leadership
This concentration prepares education professionals to serve as leaders in schools or organizations (including school districts, federal and state agencies, and non-profits). It provides students with the knowledge and skills needed to critique current standards and use data analysis and evidence to implement education policies and programs to support teachers and impact the future of education.
Core curriculum plus ALL of the following courses (12 credits)
EDCI 612 Conflict Management and ResolutionExplores conflict and interpersonal violence and its repercussions, emphasizing communication skills and techniques that effectively, appropriately and respectfully convey feelings and emotions in creative conflict resolution. Presents varied conflict management programs and models for educators, such as restorative justice, strength-based/peacemaking initiatives, and programs to address harassment and bullying. Also explores historical examples of effective peacemaking and conflict resolution.
3 credits
Prerequisites: None
EDCI 651 Education LeadershipThis course defines the diverse learner and world views and global perspectives about the teaching methods that might be utilized to meet the needs of student in urban schools. Explores the historical issues related to diversity and equity/equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced.
3 credits
EDCI 657 Education Law & PolicyThis course examines the legal basis of education and public schools in the United States. Constitutional provisions and federal statutes that guide school law. It considers the legal factors that influence school policy. Practical school situations for legal implications, development of skills to research legal issues affecting schools, and preventive law measures will be studied.
3 credits
EDCI 658 Politics & Education PolicyThis course examines the politics of education in the United States. It considers the key institutions (e.g., school boards, state governments, Congress, executive branch agencies, and courts) and actors (e.g. elected officials, parents, teachers unions, and the general public) shaping the American K-12 education system in order to understand recent reform efforts and their consequences for students. Past conflicts over education governance, ongoing policy debates, and the forces shaping current reform efforts are studied.
3 credits
Mathematics for Educators
This concentration deepens practitioners’ understanding of the mathematical concepts they teach and how PK-12 students think and reason about those concepts, utilizing a case-study approach. Based on the Developing Mathematical Ideas series from the National Council of Teachers of Mathematics, the curriculum examines how mathematical concepts are situated in the trajectory of learning, how connections are built among different concepts, and how to analyze student thinking from a mathematical perspective. Designed for those who teach, coach, or supervise mathematics instruction. The Mathematics for Educators track does not lead to teacher licensure.
Core curriculum plus ALL of the following courses (12 credits)
EDCI 661 Developing Mathematical Ideas I: Number Systems and OperationsFocuses on the structure of the base-ten number system and how K-8 learners develop and expand comprehension of base-ten, including whole numbers and decimals. Explores the four basic operations (addition, subtraction, multiplication, and division) with both whole numbers and fractions. Examines how learners? understanding of the number system and operations scaffolds to their development of computational fluency and flexibility in math classes.
3 credits
EDCI 662 Developing Mathematical Ideas II: AlgebraExplores properties of the number system and arithmetic operations. Investigates how the study of repeating patterns and number sequences can lead to concepts of functions, how to use the learning of reading tables and graphs to interpret phenomena of change, and how to use algebraic notation to write function rules.
Prerequisite: EDCI 661
3 credits
EDCI 663 Developing Mathematical Ideas III: GeometryExamines different attributes of size, develops facility in composing and decomposing shapes, and applies these skills to make sense of formulas for area and volume. Explores the conceptual issues of length, area, and volume and their complex interrelationships. Investigates the features of 2-D and 3-D shapes.
Prerequisite: EDCI 662
3 credits
EDCI 664 Developing Mathematical Ideas IV: Statistics & Mathematical DiscourseInvestigates questions concerning real-world contexts by collecting, representing, describing, and analyzing data. Examines how various graphs and statistical measures reveal features of the data. Learns how to summarize data and to reflect on whether the data provide a model that illuminates the original questions. Defines mathematical discourse learns why it is essential to students? learning and how to support it for all students.
Prerequisites: 663
3 credits
Students in the Math for Educators concentration may substitute EDAD 604 Staff and Group DevelopmentProvides opportunities to employ strategies and skills to assist in the design of a personal development plan. Learning outcomes include articulating the role of professional development, professional learning communities, and collaborative instructional planning in effective schools, as well as analyzing and evaluating the dynamics related to instructional leadership in a school environment. Requires creation of a professional development plan and execution of a portion of the plan.
Students using EDAD 604 to fulfill a requirement of certain programs may need approval for their professional development plan topic to ensure it aligns with the program?s goals.
3 credits Staff and Group Development for EDCI 653 Current Issues in Urban EducationThis course serves as a culmination of the best practices examined for education for change. With the approval of their advisor students begin the review of the literature for their final capstone project.
3 credits Current Issues in Urban Education in the Core Curriclulum.
Science of Reading
This concentration is designed to build the capacity of teachers, coaches, and instructional leaders to deliver high-quality literacy instruction across grade levels. This certificate program deepens foundational literacy knowledge and enhances instructional strategies aligned with the science behind how students learn to read. The curriculum is built on the most current research in the field, with an emphasis on the five pillars of reading: phonological awareness, phonics, fluency, vocabulary, and comprehension, as well as oral language development and writing.
Core curriculum plus ALL of the following courses (12 credits)
EDTE 611 Literacy Development Across the CurriculumDevelops an understanding of the developmental continuum of literacy acquisition in early childhood and provides the foundation for learning developmentally appropriate techniques for enhancing early literacy development in children. The administration and interpretation of assessments for emergent and early literacy is included as a necessary component of planning effective instruction and learning opportunities. Infusing literacy promoting activities through the use of children's literature and other content areas of the early childhood curriculum will be stressed. The field component is an integral part of the course. Formerly EDU 552T. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510 and EDCC 541
EDTE 624 Children's LiteratureSurveys children's literature with emphasis on works by major authors and illustrators. Topics include criteria for evaluating literature, sexism and multicultural aspects of literature for children, and integrating literature into the curriculum. Genres covered in the course include picture books, folktales, fables, myths, modern fantasy, poetry, and modern and historical fiction. A field component may be required. Formerly EDU 514 Children's Literature. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, and EDCC 541
EDTE 627 Literacy Assessment and Instruction for Emergent and Early ReadersPrepares beginning teachers to instruct young children (Pre-K-Grade 3) in reading, writing, and the language arts. Current theories of reading acquisition and the reading process are discussed in order to provide a theoretical foundation for the practical work. Students learn how to use informal assessments and knowledge of the paths of literacy development to create lesson plans targeting the "cutting edge" of student learning. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Strategies for fostering engagement and motivation in literacy activities will be infused throughout the course. Course content also includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. The field experience is an integral component of this course. A grade of B or higher is required to advance.
3 credits
Prequisites: EDCC 510, EDCC 530, and EDCC 541
EDCI 652 Literacy Issues in Urban EducationThis course provides an overview of the literacy issues confronting teachers and schools. Specific attention will be given to different literacy programs that have been implemented nationwide. A field experience is required.
3 credits
Students in the Science of Reading concentration may substitute EDAD 604 Staff and Group DevelopmentProvides opportunities to employ strategies and skills to assist in the design of a personal development plan. Learning outcomes include articulating the role of professional development, professional learning communities, and collaborative instructional planning in effective schools, as well as analyzing and evaluating the dynamics related to instructional leadership in a school environment. Requires creation of a professional development plan and execution of a portion of the plan.
Students using EDAD 604 to fulfill a requirement of certain programs may need approval for their professional development plan topic to ensure it aligns with the program?s goals.
3 credits Staff and Group Development for EDCI 653 Current Issues in Urban EducationThis course serves as a culmination of the best practices examined for education for change. With the approval of their advisor students begin the review of the literature for their final capstone project.
3 credits Current Issues in Urban Education in the Core Curriculum.
Social Justice
This concentration prepares practitioners to serve as advocates for students in kindergarten-12 education, particularly in urban environments, to better understand how to work for change to improve the quality of education for all students. It provides an interdisciplinary perspective while addressing social inequalities within educational systems associated with gender, ethnicity, social class, and varying abilities.
Core curriculum plus ALL of the following courses (12 credits)
EDCI 612 Conflict Management and ResolutionExplores conflict and interpersonal violence and its repercussions, emphasizing communication skills and techniques that effectively, appropriately and respectfully convey feelings and emotions in creative conflict resolution. Presents varied conflict management programs and models for educators, such as restorative justice, strength-based/peacemaking initiatives, and programs to address harassment and bullying. Also explores historical examples of effective peacemaking and conflict resolution.
3 credits
Prerequisites: None
EDCI 651 Education LeadershipThis course defines the diverse learner and world views and global perspectives about the teaching methods that might be utilized to meet the needs of student in urban schools. Explores the historical issues related to diversity and equity/equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced.
3 credits
EDCI 652 Literacy Issues in Urban EducationThis course provides an overview of the literacy issues confronting teachers and schools. Specific attention will be given to different literacy programs that have been implemented nationwide. A field experience is required.
3 credits
EDCI 655 Hispanic/Latinx Literature & CultureAddresses social, political, and educational issues affecting the Hispanic/Latinx community. Improves educator knowledge and understanding of Hispanic/Latinx history, culture, schooling, and academic achievement issues. Covers a variety of topics impacting educational communities that are culturally and linguistically diverse with a focus on culturally responsive pedagogy. Develops critical reading and analytical writing skills through short stories, novels, plays, essays, and poetry from Spain, Latin America, and U.S. Hispanic/Latinx authors.
3 Credits
Prerequisites: None
Program Policies
Attendance: In all EDCC/EDTE courses, two late arrivals or early departures of 20 minutes or more constitute a single class absence. The final grade of a student with absences that total more than 25% of class meetings will be lowered by one letter grade. This policy does not apply to absences addressed by accommodations or modifications established by Disability Support Services.
Grades in Education Courses: Students may only count three credits below a “B” towards their degree, per the Academic Policies Handbook. All other classes must be passed with a grade of B or better. EDCI 699 Capstone in Curriculum and InstructionProvides students with the opportunity to explore an area of particular interest within their specialization. Under the direction of their faculty advisor, candidates design a project and develop a research topic that transforms to a capstone. A capstone topic usually encompasses the development of a model or intervention that addresses the identified research problem. Candidates will write a thesis like paper and make and oral presentation to their peers in the program and faculty. Candidates can receive an "In Progress" (IP) designation if they are unable to complete the major assignment in one semester. A grade of B or higher is required to meet the graduation requirements for the degree.
3 credits
Pre: EDCC 600 must be passed with a B or better. The minimum cumulative grade point average required to graduate is 3.0.
Pass/No Pass: Courses fulfilling the major may not be taken Pass/No Pass.
Transfer and Experiential Credit: Graduate students can transfer up to 6 credits. Transfer of courses counting toward the major must be approved by the appropriate School of Education chair or director or by the Dean. For more information, see the Trinity Transfer Credit Policy.
Course Descriptions
Explanation of Course Prefixes and Numbers
Courses designated EDCC are education core and common courses across various programs in the School of Education. Courses designated EDCI are specific to the Curriculum and Instruction program. Courses designated EDTE are largely specific to the M.A.T. Teacher Education program, although students in other programs may be required to take some of these courses. Undergraduates with at least junior status may enroll in courses at the 500-level, with permission of their academic advisor. Only graduate students may enroll in courses numbered 600 and above.
EDCC – Education Core
EDCC 600 Research in EducationExamines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current literature in teaching and learning. Topics include defining the research process, writing a review of the literature, exploring methods of gathering quantitative and qualitative data, developing a research design, and examining ethical issues related to the research process. The skills developed in this course will be important for the development of the capstone topic in the Capstone course. Candidates will be able to interact and share research ideas with the other candidates from the other education programs, such as Teacher Education. Formally titled, "Research in Education and Counseling"
3 credits
EDCI – Curriculum and Instruction
EDCI 505 Psychology of Children and Youth Facing PovertyProvides a diagnostic and descriptive profile of the impact that poverty in the United States has on psychology and emotional growth of children in general, and particularly children in the inner city and rural environment. Invited speakers broaden the scope of the course by sharing current trends, information, and programs. This course informs educators of the need for understanding and sensitivity and discusses program designs that offset environmental and social poverty.
3 credits
EDCI 611 Role of Social, Economic, and Political Systems in EducationExplores the issues related to diversity and equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced. Curriculum and pedagogy for diverse groups will be addressed.
3 credits
EDCI 612 Conflict Management and ResolutionExplores conflict and interpersonal violence and its repercussions, emphasizing communication skills and techniques that effectively, appropriately and respectfully convey feelings and emotions in creative conflict resolution. Presents varied conflict management programs and models for educators, such as restorative justice, strength-based/peacemaking initiatives, and programs to address harassment and bullying. Also explores historical examples of effective peacemaking and conflict resolution.
3 credits
Prerequisites: None
EDCI 650 Global and Ethical PerspectivesImproves knowledge about diverse learners and issues in educating these learners by exploring different theoretical, national, and cultural frameworks and perspectives. Develops an understanding of education of diverse learners at the global level.
3 Credits
Prerequisites: None
EDCI 651 Education LeadershipThis course defines the diverse learner and world views and global perspectives about the teaching methods that might be utilized to meet the needs of student in urban schools. Explores the historical issues related to diversity and equity/equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced.
3 credits
EDCI 652 Literacy Issues in Urban EducationThis course provides an overview of the literacy issues confronting teachers and schools. Specific attention will be given to different literacy programs that have been implemented nationwide. A field experience is required.
3 credits
EDCI 653 Current Issues in Urban EducationThis course serves as a culmination of the best practices examined for education for change. With the approval of their advisor students begin the review of the literature for their final capstone project.
3 credits
EDCI 654 Curriculum and Program DesignThis course prepares candidates to review, evaluate, and develop curricula for use in urban settings, with an emphasis on the transformational leadership styles needed to effect change in the learning environment of urban settings and growing academic rigor.
3 credits
EDCI 655 Hispanic/Latinx Literature & CultureAddresses social, political, and educational issues affecting the Hispanic/Latinx community. Improves educator knowledge and understanding of Hispanic/Latinx history, culture, schooling, and academic achievement issues. Covers a variety of topics impacting educational communities that are culturally and linguistically diverse with a focus on culturally responsive pedagogy. Develops critical reading and analytical writing skills through short stories, novels, plays, essays, and poetry from Spain, Latin America, and U.S. Hispanic/Latinx authors.
3 Credits
Prerequisites: None
EDCI 656 Principles of Educational Assessment and EvaluationThis course examines policy issues in education and how this affects assessment practice. Students will develop professional assessment skills, including instrument design and consultation, through applied projects and experiences. In addition, students will develop, select, and critique education assessment instruments and identify the appropriate measurement tools and statistical analyses needed for common assessment situations.
3 credits
EDCI 657 Education Law & PolicyThis course examines the legal basis of education and public schools in the United States. Constitutional provisions and federal statutes that guide school law. It considers the legal factors that influence school policy. Practical school situations for legal implications, development of skills to research legal issues affecting schools, and preventive law measures will be studied.
3 credits
EDCI 658 Politics & Education PolicyThis course examines the politics of education in the United States. It considers the key institutions (e.g., school boards, state governments, Congress, executive branch agencies, and courts) and actors (e.g. elected officials, parents, teachers unions, and the general public) shaping the American K-12 education system in order to understand recent reform efforts and their consequences for students. Past conflicts over education governance, ongoing policy debates, and the forces shaping current reform efforts are studied.
3 credits
EDCI 661 Developing Mathematical Ideas I: Number Systems and OperationsFocuses on the structure of the base-ten number system and how K-8 learners develop and expand comprehension of base-ten, including whole numbers and decimals. Explores the four basic operations (addition, subtraction, multiplication, and division) with both whole numbers and fractions. Examines how learners? understanding of the number system and operations scaffolds to their development of computational fluency and flexibility in math classes.
3 credits
EDCI 662 Developing Mathematical Ideas II: AlgebraExplores properties of the number system and arithmetic operations. Investigates how the study of repeating patterns and number sequences can lead to concepts of functions, how to use the learning of reading tables and graphs to interpret phenomena of change, and how to use algebraic notation to write function rules.
Prerequisite: EDCI 661
3 credits
EDCI 663 Developing Mathematical Ideas III: GeometryExamines different attributes of size, develops facility in composing and decomposing shapes, and applies these skills to make sense of formulas for area and volume. Explores the conceptual issues of length, area, and volume and their complex interrelationships. Investigates the features of 2-D and 3-D shapes.
Prerequisite: EDCI 662
3 credits
EDCI 664 Developing Mathematical Ideas IV: Statistics & Mathematical DiscourseInvestigates questions concerning real-world contexts by collecting, representing, describing, and analyzing data. Examines how various graphs and statistical measures reveal features of the data. Learns how to summarize data and to reflect on whether the data provide a model that illuminates the original questions. Defines mathematical discourse learns why it is essential to students? learning and how to support it for all students.
Prerequisites: 663
3 credits
EDCI 699 Capstone in Curriculum and InstructionProvides students with the opportunity to explore an area of particular interest within their specialization. Under the direction of their faculty advisor, candidates design a project and develop a research topic that transforms to a capstone. A capstone topic usually encompasses the development of a model or intervention that addresses the identified research problem. Candidates will write a thesis like paper and make and oral presentation to their peers in the program and faculty. Candidates can receive an "In Progress" (IP) designation if they are unable to complete the major assignment in one semester. A grade of B or higher is required to meet the graduation requirements for the degree.
3 credits
Pre: EDCC 600
EDTE- Teacher Education
EDTE 611 Literacy Development Across the CurriculumDevelops an understanding of the developmental continuum of literacy acquisition in early childhood and provides the foundation for learning developmentally appropriate techniques for enhancing early literacy development in children. The administration and interpretation of assessments for emergent and early literacy is included as a necessary component of planning effective instruction and learning opportunities. Infusing literacy promoting activities through the use of children's literature and other content areas of the early childhood curriculum will be stressed. The field component is an integral part of the course. Formerly EDU 552T. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510 and EDCC 541
EDTE 624 Children's LiteratureSurveys children's literature with emphasis on works by major authors and illustrators. Topics include criteria for evaluating literature, sexism and multicultural aspects of literature for children, and integrating literature into the curriculum. Genres covered in the course include picture books, folktales, fables, myths, modern fantasy, poetry, and modern and historical fiction. A field component may be required. Formerly EDU 514 Children's Literature. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, and EDCC 541
EDTE 627 Literacy Assessment and Instruction for Emergent and Early ReadersPrepares beginning teachers to instruct young children (Pre-K-Grade 3) in reading, writing, and the language arts. Current theories of reading acquisition and the reading process are discussed in order to provide a theoretical foundation for the practical work. Students learn how to use informal assessments and knowledge of the paths of literacy development to create lesson plans targeting the "cutting edge" of student learning. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Strategies for fostering engagement and motivation in literacy activities will be infused throughout the course. Course content also includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. The field experience is an integral component of this course. A grade of B or higher is required to advance.
3 credits
Prequisites: EDCC 510, EDCC 530, and EDCC 541
EDAD – Education Administration
EDAD 601 Leadership, Management, and SupervisionFocuses on theories of leadership and supervision and how these theories impact on effective school administration and effective teacher supervision. Emphasizes the human dynamic as it affects the organization and administration of a school. Students examine current theories of leadership, motivation, management, performance appraisal, and evaluation, and they apply these theories to current school issues. Students develop a personal philosophy of leadership and supervision. Formerly ADM 610
3 credits
EDAD 604 Staff and Group DevelopmentProvides opportunities to employ strategies and skills to assist in the design of a personal development plan. Learning outcomes include articulating the role of professional development, professional learning communities, and collaborative instructional planning in effective schools, as well as analyzing and evaluating the dynamics related to instructional leadership in a school environment. Requires creation of a professional development plan and execution of a portion of the plan.
Students using EDAD 604 to fulfill a requirement of certain programs may need approval for their professional development plan topic to ensure it aligns with the program?s goals.
3 credits
EDAD 633 Finance and Resource ManagementPrepares students to manage the monetary funds and resources necessary to create and maintain a successful learning environment. Students will gain a working knowledge of school finances - from day-to-day accounting procedures to the principles behind state-aid formulas. Students will also explore issues in school facilities management, insurance and risk management, and human resources management.
3 credits
EDAD 634 Legal and Ethical Issues in School AdministrationIdentifies the legal and ethical issues related to the operation of a school. Students will examine legal issues in the relationship between schools and students, parents, staff and the larger community with a particular focus on federal and state laws and court decisions. Students will also explore ethical concepts and develop the knowledge, skills and dispositions necessary to resolve the ethical dilemmas the will encounter as school administrators.
3 credits
Related Programs
Post-Baccalaureate Certificate in Education Policy
Post-Baccalaureate Certificate: Mathematics for Educators