EDU-844 |
Neuroscience of Learning |
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A re-examination of programs and services for diverse learners from the viewpoint of cognitive neuroscience of | |||
learning. Viewing learning as essentially a process of neurological change, neurological research about learning | |||
offers practitioners and policy-makers insights and perspectives to change educational practice |
3.00 |
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EDU-845 |
Supervision / Administration Special Educ |
The purpose of this course is to provide the student an opportunity for a more in-depth understanding of the supervisory and administrative duties for the role of Supervisor of Special Education at a deeper level. This course follows EDU 843, The Foundation of Special Education Administration. This course provides the Special Education Supervisor candidate with a specified professional knowledge base included in the following aspects of leadership: decision-making, leadership theory, communication skills, human relations theory, administrative |
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theory, policy analysis / evaluation, supervision / assessment practices. |
3.00 |
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EDU-848 |
Special Ed Supervisor Prctm I |
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This course provides field experience in a school setting to perform the functions required of a special education | |||
supervisor in local educational agencies( LEAs), including charter schools, private schools, and intermediate units. | |||
The student enrolled in this course will be supervised by faculty or by an approved mentor. The student will be | |||
provided with experience in self-evaluation and reflection, administrative shadowing, departmental and school | |||
improvement plans, student evaluation and placement processes in special education, staff observation and | |||
supervision, clinical supervision of a peer and development, and planning for staff professional development. |
3.00 |
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EDU-849 |
Special Ed Supervisor Prctm II |
This course provides field experience in a school setting to perform the functions required of a special education supervisor in LEAs, including Charter Schools, private schools and intermediate units. The student enrolled in this course will be supervised by faculty or an approved mentor. The student will be provided with experience in: Leading Change, Discipline and manifestation determination, 504 Service Agreements, Related Service Providers, School Finance and budgeting, Resources within the District, Inter- Agency Coordination, Community Partners and the Mental Health System, School Board, Child Find and the Referral Process, Mediation and Due Process, |
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and working with Parents. |
3.00 |
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EDU-850 |
Pre-Practicum Orientation |
This course is for students who plan or are enrolled in a spring or fall practicum. The purpose of this course is: a) A placeholder for all the required documentation for the students to secure before the start date of the actual practicum course. These documents include: Agreement, Mentor’ s resume, Action Plan of Practicum Project, email from mentor( from the school’ s portal) indicating they have agreed to mentor the student. b) An interactive, non-graded course on how to develop a concrete Action Plan of Practicum Projects that meet the competency standards of the Pennsylvania Department of Education( PDE). c) a resource that includes the Practicum Handbook for students to refer to before and during the practicum. |
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EDU-860 |
Foundations Teaching / Learning Higher Ed |
This weekend residency course will introduce and explore the theoretical and practical perspectives about |
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knowledge and learning and the contexts that influence teaching and learning. |
3.00 |
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EDU-861 |
College Student Development Theory |
This course focuses on students in higher education as an area of practice and research. Course content examines theory and college as a theoretical construct, student development and identity formation within and beyond |
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higher education institutions and links to theory with professional practice. |
3.00 |
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EDU-862 |
Advanc Social Justice Thru Faculty Role |
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The purpose of this course is to provide students with preparation for or advancement within the professorate | |||
by examining faculty hiring and promotion processes, as well as responsibilities in addition to teaching, including | |||
faculty governance, other service to the institution, and scholarship. These activities will be examined through | |||
the frame of social justice and how each can be leveraged to help advance equity. Each student will complete a | |||
project that enables them to advance social justice in an educational area of their choosing. |
3.00 |
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