Education Courses

Credit Hours: 3

Explores theory and pedagogy of integrating all arts form (visual, music, drama, dance, literary) across the curriculum and throughout the teaching and learning environment. Includes best practices, skill building, and exploration of resources to provide educators the tools and ability to effectively address and variety of students' learning styles while promoting curiosity, mastery of content and collaborative problem-solving skills.

Credit Hours: 3

In-depth examination of fundamental science concepts and subject-specific pedagogy, focusing on Earth, life, and physical sciences, the nature of science and scientific inquiry, the social and cultural significance of science, the relationship of science to technology, and the historical development of scientific concepts and scientific reasoning. Course content emphasizes and integrates state and national standards, problem-solving approaches, curriculum integration strategies, content area literacy, and current research.

Credit Hours: 3

In-depth examination of fundamental social studies concepts and subject-specific pedagogy, focusing on history, geography, economics, and civics. Course content emphasizes instructional design and integrates state and national standards, project-based learning approaches, curriculum integration strategies, content area literacy, and current research.

Credit Hours: 3

In-depth examination of fundamental mathematical concepts and subject-specific pedagogy, focusing on whole numbers and their operations, algebraic thinking in the early grades, and measurement. Content emphasizes and integrates state and national standards, problem-solving approaches, use of manipulatives and technology, current research, and learning theory.

Credit Hours: 3

In-depth examination of fundamental mathematical concepts and subject-specific pedagogy, focusing on rational numbers, algebraic thinking, geometry, probability, and statistics. Emphasizes meeting the needs of struggling students and integrates state and national standards, problem-solving approaches, use of manipulatives and technology, current research, and learning theory. A supervised practical experience using a Response to Intervention (RTI) approach will be incorporated into the course. Emphasis on using data to make decisions based upon students needs, monitor progress, and develop individualized mathematical interventions.

Credit Hours: 3

Introduction to the American educational system. Explores the philosophical, sociological, historical, and political roots of schools today. Attention also given to the legal status of teachers and students, including federal and state laws and regulations, school as an organization/culture, and contemporary issues in education. Explores professionalism, ethics, performance standards, and integrity for teachers.

Credit Hours: 3

Introduces students to the wide range of diversity that exists in schools today. Explores diverse learning styles and students' needs, and connections to cultures, communities, and family values as well as student support through trauma informed care. Provides theoretical underpinnings and contemporary perspective on critical issues, professional practices, and state and federal laws influencing the teaching of students with diverse learning needs, including specific learning disabilities (SLD) such as dyslexia, dysgraphia, dyscalculia, and auditory processing disorders.

Credit Hours: 3

Fulfills General Education Requirement(s): CBL-Educ/Intern/Stu Teach (CBCI)

In-depth examination of the teaching methods, literacy concepts and development, and materials which are utilized to support and scaffold children's literacy acquisition from birth to the primary grades. Addresses a foundational understanding of the components of reading including phonemic awareness, concepts of print, phonics, fluency, comprehension, vocabulary, and writing. Examines early literacy assessment tools and how to implement interventions for diverse learners. Investigates language development, children's literature, and classroom strategies for early literacy instruction.

Credit Hours: 3

Fulfills General Education Requirement(s): CBL-Educ/Intern/Stu Teach (CBCI)

In-depth examination of reading comprehension, vocabulary development, critical thinking, word study, and writing instruction within elementary classrooms. Exploration across the components of reading of the methods, materials, and assessment tools associated with elementary literacy instruction. Examines assessment tools and learn techniques for meeting the needs of struggling readers. A supervised practical experience will be incorporated into the course. Emphasis is placed on making decisions based upon students' individual needs and critical reflection to improve instructional effectiveness. Analysis of assessment data and use of this information to inform instructional practices including developing reading and writing interventions. Studies effective literacy techniques designed to support diverse learners.

Credit Hours: 3

Comprehensive introduction to pedagogy to include principles of learning; application of skills in discipline and grade-specific methodology; selection and use of materials; state and national curriculum standards; and evaluation of student performance.

Credit Hours: 3

Introduction to testing, measurement, and evaluation related to instruction, the construction and use of teacher-made tests, a survey of standardized tests, test interpretation, and basic statistical procedures.

Credit Hours: 3

In-depth examination of reading, writing, and critical thinking in secondary content areas. Specific techniques for teaching and assessing comprehension, vocabulary knowledge, and study skills. The effects of text organization and relationship between reading and writing are investigated. Integrates theory with practice and is designed to help content area instructors learn how to integrate literacy principles into subject matter instruction. A strong emphasis on the elements of effective comprehension instruction. Literacy techniques designed to support the needs of diverse learners.

Credit Hours: 3

Effective classroom and behavior management skills to build individual responsibility and self-discipline, promote self-regulation, and maintain a positive learning environment. Research-based classroom and behavior management techniques, classroom community building, positive behavior supports, and individual interventions. Note: Field experience required.

Credit Hours: 3

Investigates reading comprehension, vocabulary development, critical thinking, word study, and writing instruction within the classroom. Study of the methods, materials, and assessment tools associated with elementary and secondary literacy instruction will be explored across the components of reading. Examines assessment tools and learn techniques for meeting the needs of struggling readers. Supervised practical experience will be incorporated into the course.

Units: 1-6

Credit Hours: 1-6

Credit Hours: 12

Fulfills General Education Requirement(s): CBL-Educ/Intern/Stu Teach (CBCI)

Direct contact with students in a classroom on a full-time basis for 15 weeks under the direction of a cooperating teacher and a University supervisor. Student assumes full teacher responsibility for all instructional periods and school activities. Graded pass/fail; however a comprehensive evaluation is completed for each student teacher.

Credit Hours: 12

Fulfills General Education Requirement(s): CBL-Educ/Intern/Stu Teach (CBCI)

Direct contact with students in a classroom on a full-time basis for 15 weeks under the direction of a cooperating teacher and a University supervisor. Student assumes full teacher responsibility for all instructional periods and school activities. Graded pass/fail; however a comprehensive evaluation is completed for each student teacher.

Credit Hours: 12

Direct contact with students in a classroom on a full-time basis for 15 weeks under the direction of a cooperating teacher and a University supervisor. Student assumes full teacher responsibility for all instructional periods and school activities. Graded pass/fail; however a comprehensive evaluation is completed for each student teacher.

Credit Hours: 3-6

Culminating clinical experience of teacher preparation for those who participate in the STEP Residency program. Residents spend a full academic year as the teacher-of-record in a partnering school division Title 1 classroom. A specially trained resident coach provides support throughout the school day to two residents placed at the same school site. Students must take two semesters of the Teaching Residency in order to complete the residency program.

Credit Hours: 0.25

Prepares students enrolled in the teacher preparation program for the required 15-week teaching internship. Guides students through the creation of the final portfolio. Helps students navigate the process of applying for an internship placement and completing background check applications necessary to practice in a K-12 classroom. Employs expert guest speakers to provide a review of critical aspects of K-12 general education. Allows students to practice and reflect upon their own delivery of instruction in mock-classroom situations.

Credit Hours: 1.75

Fulfills General Education Requirement(s): CBL-Educ/Intern/Stu Teach (CBCI)

Weekly seminar for student teachers. Provides a forum for reflective discussion and examination of critical issues related to students' teaching responsibilities and competence, specifically, employing best practices in the planning, delivery, and assessment of instruction and student learning. In addition, guidance is provided in the preparation of the Teacher Work Sample Portfolio.

Credit Hours: 3

Explores theory and pedagogy of integrating all arts form (visual, music, drama, dance, literary) across the curriculum and throughout the teaching and learning environment. Includes best practices, skill building, and exploration of resources to provide educators the tools and ability to effectively address and variety of students' learning styles while promoting curiosity, mastery of content and collaborative problem-solving skills.

Credit Hours: 3

Provides an overview of the history of Virginia from earliest habitation to the present and follows the curriculum framework for Virginia Studies. Participants will work with the staff of the Virginia Historical Society and outside pedagogical specialists and engage the topic through lectures, discussions of readings, written exercises, workshops, and interactive gallery activities. Class will be held at the Virginia Historical Society.

Credit Hours: 3

The objective of this course is to provide a general understanding of the Geography of the Commonwealth of Virginia and explore various spatial interest in depth. No textbooks or lab manuals are required for this course, only the ability to use Blackboard and explore the web. You will also learn how to use ArcGIS Online.

Credit Hours: 3

In-depth examination of fundamental science concepts and subject-specific pedagogy, focusing on Earth, life, and physical sciences, the nature of science and scientific inquiry, the social and cultural significance of science, the relationship of science to technology, and the historical development of scientific concepts and scientific reasoning. Course content emphasizes and integrates state and national standards, problem-solving approaches, curriculum integration strategies, content area literacy, and current research.

Credit Hours: 3

In-depth examination of fundamental social studies concepts and subject-specific pedagogy, focusing on history, geography, economics, and civics. Course content emphasizes instructional design and integrates state and national standards, project-based learning approaches, curriculum integration strategies, content area literacy, and current research.

Credit Hours: 3

An overview of the challenges of teaching students from poverty. Dr. Ruby Payne's groundbreaking book will be the centerpiece for teachers (K-12). Teachers will learn skills and techniques to manage behavior, build relationships and raise achievement.

Credit Hours: 3

In-depth examination of fundamental mathematical concepts and subject-specific pedagogy, focusing on whole numbers and their operations, algebraic thinking in the early grades, and measurement. Content emphasizes and integrates state and national standards, problem-solving approaches, use of manipulatives and technology, current research, and learning theory.

Credit Hours: 3

In-depth examination of fundamental mathematical concepts and subject-specific pedagogy, focusing on rational numbers, algebraic thinking, geometry, probability, and statistics. Content emphasizes meeting the needs of struggling students and integrates state and national standards, problem-solving approaches, use of manipulatives and technology, current research, and learning theory. A supervised practical experience using a Response to Intervention (RTI) approach will be incorporated into the course. Emphasis will be placed on using data to make decisions based upon students' needs, monitor progress, and develop individualized mathematical interventions. Note: Field experience required.

Credit Hours: 3

Introduction to the American educational system. Explores the philosophical, sociological, historical, and political roots of schools today. Attention also given to the legal status of teachers and students, including federal and state laws and regulations, school as an organization/culture, and contemporary issues in education. Explores professionalism, ethics, performance standards, and integrity for teachers.

Credit Hours: 3

Introduces students to the wide range of diversity that exists in schools today. Explores diverse learning styles and students' needs, and connections to cultures, communities, and family values as well as student support through trauma informed care. Provides theoretical underpinnings and contemporary perspective on critical issues, professional practices, and state and federal laws influencing the teaching of students with diverse learning needs, including specific learning disabilities (SLD) such as dyslexia, dysgraphia, dyscalculia, and auditory processing disorders.

Credit Hours: 3

This course expounds on the instructional strategies and assessment options for engaging English Learners (ELs). It also explores the impacts of culture, linguistics, and language learning principles on ELs through in-depth study and reflection.

Credit Hours: 3

Participants will build capacity in coaching and mentoring by engaging in authentic conversations and practical application activities with colleagues. The course text and selected readings provide foundational knowledge for practice and reflection on progress through individual and group activities during class and in school settings. Upon completion of the course, participants will have increased confidence and skill in facilitating coaching conversations as well as tools to continue developing themselves in the art of coaching.

Credit Hours: 3

Fulfills General Education Requirement(s): CBL-Educ/Intern/Stu Teach (CBCI)

In-depth examination of the teaching methods, literacy concepts and development, and materials which are utilized to support and scaffold children's literacy acquisition from birth to the primary grades. Addresses a foundational understanding of the components of reading including phonemic awareness, concepts of print, phonics, fluency, comprehension, vocabulary, and writing. Examines early literacy assessment tools and how to implement interventions for diverse learners. Investigates language development, children's literature, and classroom strategies for early literacy instruction. Note: Field experience required.

Credit Hours: 3

Fulfills General Education Requirement(s): CBL-Educ/Intern/Stu Teach (CBCI)

In-depth examination of reading comprehension, vocabulary development, critical thinking, word study, and writing instruction within elementary classrooms. Exploration across the components of reading of the methods, materials, and assessment tools associated with elementary literacy instruction. Examines assessment tools and learn techniques for meeting the needs of struggling readers. A supervised practical experience will be incorporated into the course. Emphasis is placed on making decisions based upon students' individual needs and critical reflection to improve instructional effectiveness. Analysis of assessment data and use of this information to inform instructional practices including developing reading and writing interventions. Studies effective literacy techniques designed to support diverse learners. Note: Field experience required.

Credit Hours: 3

Examines the elementary curriculum and introduces strategies for instruction and assessment to help diverse learners develop knowledge and basic skills, sustain intellectual curiosity, and problem-solve. Focus on strategies and procedures to enhance classroom instruction and support all learners in the achievement of the Virginia Standards of Learning. Explores curriculum integration, subject-specific instruction, online teaching, and student and family engagement.

Credit Hours: 3

Students will learn the important principles and concepts related to Adult Learning Theory. Students will be given opportunities to apply these ideas in real-world settings in their own educational and professional practice by developing concrete projects. These projects will be designed and implemented during the semester. Students will be required to further reflect on the projects in terms of effectiveness and the personal and professional growth of the student and the colleagues involved in the projects.

Credit Hours: 3

Exploration of teachers' content knowledge and pedagogical skills in teaching elementary math with a focus on differentiated instruction using developmental grouping (math workshop and work stations) to improve elementary math achievement. Class sessions will involve participants in activities that address concrete, representational, and abstract stages of learning.

Credit Hours: 3

This graduate course will examine the psychology of the middle school learner, the instructional strategies and practices essential to developing successful student learners, including knowledge and understanding of the life science curriculum and the application of its standards.

Credit Hours: 3

This graduate course will examine the psychology of the middle school learner, the instructional strategies and practices essential to developing successful student learners, including knowledge and understanding of the earth science curriculum and the application of its standards.

Credit Hours: 3

This graduate course will examine the psychology of the middle school learner, the instructional strategies and practices essential to developing successful student learners, including knowledge and understanding of the physical science curriculum and the application of its standards.

Credit Hours: 3

An exploration of the science and design behind creating a successful outdoor classroom and is suited for classroom teachers, administrators, PTA representatives and Not for Profit educators. Participants will work with other educators from throughout the mid-Atlantic region to develop a plan for an outdoor classroom where students can explore opportunities for decision making, learning, social development, and establishing sustainable practices grounded in the natural world. Central to the program will be hands-on lab work emphasizing the science of soil, plant biology, and proper planting practices, which are increasingly important as we move towards a more sustainable future in the outdoor world.

Credit Hours: 3

Instructional design is the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information, resources and evaluation (Smith, 1999). This course combines knowledge of learning theory with technology skills to maximize the effectiveness of instructional design. Using hands on learning experiences students will acquire knowledge of instructional methods, digital tools and the principles of design.

Credit Hours: 3

Comprehensive introduction to pedagogy to include principles of learning; application of skills in discipline and grade-specific methodology; selection and use of materials; state and national curriculum standards; and evaluation of Student performance.

Credit Hours: 3

Introduction to testing, measurement, and evaluation related to instruction, the construction and use of teacher-made tests, a survey of standardized tests, test interpretation, and basic statistical procedures.

Credit Hours: 3

An integrated discipline, instruction and motivation system. Intended for the practicing teacher (K-12), participants will learn how to organize a classroom to reduce disruption and increase time on task, increase learning and retention of material with the Say, See, Do instructional approach and Visual Instruction Plans (VIPs), eliminate backtalk and teacher nagging, and turn problem students around with an incentive system that builds responsible behavior.

Credit Hours: 3

In-depth exploration of content-specific teaching techniques for planning, teaching and assessing in the middle and secondary classroom. This course combines lecture-based course instruction with in-field experience with content-based teachers in middle and secondary classroom settings. Note: Field experience required.

Credit Hours: 3

Examination of reading, writing and critical thinking in secondary content areas. Specific techniques for teaching and assessing comprehensions, vocabulary knowledge, and study skills will be addressed. The effects of text organization and relationship between reading and writing are investigated. The course integrates theory with practice and is designed to help content area instructors learn how to integrate literacy principles into subject matter instruction. A strong emphasis will be placed on the elements of effective comprehension instruction. Literacy techniques designed to support the needs of diverse learners will be studied. Participants will learn strategies to foster motivation and appreciation of a variety of types of literature utilized for independent and collaborative reading. Note: Field experience required.

Credit Hours: 3

After completing this course, candidates will know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs (Domain 2. Culture). Candidates will keep current with new instructional techniques, research results, advances in the ESL field, and education policy issues, and demonstrate knowledge of the history of ESL teaching. They use such information to reflect on and improve their instruction and assessment practices. Candidates work collaboratively with school staff and the community to improve the learning environment, to provide support, and to advocate for ELLs and their families (Domain 5. Professionalism).

Credit Hours: 3

After completing this course, candidates will know, understand, and use the major theories and research related to the structure and acquisition of language to help English language learners (ELL) develop language and literacy and achieve in the content areas (Domain 1. Language).

Credit Hours: 3

Introductory course addressinges the effects of language acquisition theories and learner development on instructional planning and practice and builds upon the relationship of foreign language program models and language outcomes. Participants will become familiar with the state standards for foreign language learning and recognize the connection between the state and national standards.

Credit Hours: 3

After successfully completing this course, candidates will demonstrate understanding of issues and concepts of assessment and will use standards based procedures with English Language Learners (ELL). Candidates will understand the different purposes of assessment (e.g., diagnostic, language proficiency, academic achievement) and the basic concepts of assessment so that they are prepared to assess English Language Learners. Candidates will be familiar with national and state requirements, procedures, and instruments for ELL identification, reclassification, and exit from language support programs. Candidates will understand the interdependent relationship between teaching and assessment and can develop instructional tasks and assessment tools that promote and measure student learning.

Credit Hours: 3

This course focuses on curriculum adjustments, methods and techniques, as well as classroom organization necessary for teaching gifted and talented students. Emphasis is on curriculum in gifted programs within the context of school reform and restructuring. Topics include development of learner outcomes, selection of resources, and classroom management.

Credit Hours: 3

Exploration of the philosophy of differentiation and strategies that are used to meet the needs of gifted students. Instructional decision-making based on the educational characteristics and subsequent modification within the classroom environment will be the emphasis through this online course. Research-based instructional strategies for gifted and talented learners will be explored in addition to classroom-based differentiated instruction; individualization; flexible grouping strategies; dialogue and questioning strategies; enrichment, and instructional responsiveness to the affective needs of gifted learners.

Credit Hours: 3

Effective classroom and behavior management skills to build individual responsibility and self-discipline, promote self-regulation, and maintain a positive learning environment. Research-based classroom and behavior management techniques, classroom community building, positive behavior supports, and individual interventions. Note: Field experience required.

Credit Hours: 3

Provides historical and contemporary perspectives regarding how the American political and legal systems affect the care and instruction of students in today's schools; and an understanding of the political issues and laws that govern the operation and conduct of American schools.

Credit Hours: 3

Investigates reading comprehension, vocabulary development, critical thinking, word study, and writing instruction within the classroom. Study of the methods, materials, and assessment tools associated with elementary and secondary literacy instruction will be explored across the components of reading. Participants will examine assessment tools and learn techniques for meeting the needs of struggling readers. A supervised practical experience will be incorporated into the course. Note: Field experience required.

Credit Hours: 3

This course explores the concepts of Gifted Education, Talent Development and Creativity (GETDC), and examines their factors, measurement, and application to education. Topics include characteristics of creative individuals, barriers to creative productivity, strategies to increase creative and critical thinking, and teaching creativity in special populations of gifted learners.

Credit Hours: 3

This course provides a critical survey of the research, issues, policy, ethics, and practices related to culturally diverse, economically disadvantaged, limited English proficient, twice exceptional, highly gifted, or very young gifted and talented students. Includes examination of topics such as personal attitudes about diversity, identification of students from special populations, differentiated instruction for students from special populations.

Credit Hours: 3

This course examines the social, emotional, and psychological aspects of gifted children, adolescents, and adults. The course reviews current literature on affective growth and potential adjustment issues such as self-concept, self-acceptance and understanding, peer relations, and perfectionism. Family relations and potential sources of problems such as underachievement and career and college planning are also included. Classroom adjustments to facilitate development will also be reviewed.

Credit Hours: 3

An examination of positive behavioral interventions and support (PBIS) with emphasis on school-wide approaches designed to enhance school climate and the emotional well-being of all students. Students will learn how to create and nurture a problem-solving team of professionals who are responsible for developing evidence-based strategies for improving the behavior and academic achievement of students.

Credit Hours: 3

This is an introductory course that provides an overview of the nature and educational implications of serving students with disabilities and emphasizes the legal aspects of special education at national, state, and local levels. Relevant legislation associated with the identification, education and evaluation of students with disabilities will be included in this foundations course.

Credit Hours: 3

This course is designed to provide participants with the knowledge and skills needed to effectively implement a Response To Intervention approach for academics and behavior. Response to Intervention is the practice of providing high quality instruction and interventions matched to students.

Credit Hours: 3

The Teacher Education Institute (TEI) is taught by museum staff, including university, research, and classroom educators. TEI assists history, English/language arts, music, art, science, math, foreign language and administrators with their understanding of the Holocaust and modern genocide and the application of it within their classrooms and schools and considers the Virginia Standards of Learning requirements as well as the requirements of the Holocaust Education Bill, HB2409 recently passed by the General Assembly.

Credit Hours: 3

This course is designed to prepare teacher candidates with the ability to prepare their students and work with families to provide successful student transitions throughout the educational experience. Additionally, teacher candidates will learn strategies for successful consultation, case management and collaboration for establishing an effective school environment, postsecondary training, employment, and independent living that address an understanding of long-term planning, career development, life skills, community experiences and resources, self-advocacy, and self-determination, guardianship and legal considerations.

Credit Hours: 3

This course explores the characteristics and supports needs of students with disabilities in the general education setting and delves into the development of individual education planning and group instruction at the elementary, middle, and high school levels. Specific learning strategies, multisensory approaches, and organizational and environmental considerations will be investigated through the scope and sequence of the general education curriculum. Alternative ways of instruction and assessment will be examined to support student learning needs with effective and student-appropriate strategies and accommodations to promote successful integration with nondisabled peers in general education classrooms and, as appropriate, in other instructional settings, representing the continuum of special education services.

Credit Hours: 3

This course provides information on the history of exceptional students in relation to education, current law, and accepted methods for referral, assessment, and identification. It covers major program models and methods of differentiating instruction to meet the rate and level of learning of those students identified. The course gives the learner an understanding of ways to meet the affective needs of the gifted and talented student in the regular classroom and lists resources for teachers and parents who would like more information about the talented and gifted.

Credit Hours: 3

This course is designed to introduce teacher candidates to the variety of assessment and evaluation techniques and their specific purposes, including eligibility for students with disabilities, instructional decision making, and program improvement. This course explores the relationship among the general curriculum, formal and informal assessment results, and instruction for students with disabilities to support instructional planning, decision-making and self-reflection.

Credit Hours: 3

A survey of models, history, current issues and strategies in providing collaborative supports, accommodations, and differentiated curriculum to students with disabilities, special needs, as well as mainstream students with multiple abilities in general education classes.

Credit Hours: 3

In-depth examination of the influence of adverse childhood experience and adverse community environments on psycho-social growth and brain development in young people. Emphasizes developing responsive practices to support children in overcoming adversity and thriving. Includes solution-finding practices that can be used as crisis intervention, behavior support, co-creation of positive outcomes, and clarification of young people's hope for the future. Project will be incorporated into the course with emphasis placed on reflection and practice.

Credit Hours: 3

This course provides students with critical information and hands-on practice regarding the development and implementation of the Individual Education Program (IEP), the federally required document that describes all the components of special education services and safeguards for students with disabilities. Participants will learn regulatory background, essential components, procedural requirements, implementation practices, and monitoring strategies that support effective IEP implementation and lead to positive student outcomes. Participants will analyze and evaluate IEPs, gaining expertise in IEP development and implementation.

Credit Hours: 12

Fulfills General Education Requirement(s): CBL-Educ/Intern/Stu Teach (CBCI)

Direct contact with students in a classroom on a full-time basis for 15 weeks under the direction of a cooperating teacher and a University supervisor. Student assumes full teacher responsibility for all instructional periods and school activities.

Credit Hours: 3

Study for all educators at all levels of an overview of recent research on mindfulness practices and provide guidance on how to integrate these practices into the classroom. Participants in this course will learn what mindfulness is, why it can be a useful practice, and how to creatively apply research-based mindfulness techniques to meet the diverse needs of student learners. Attention will also be given to ways educators can use mindfulness to enhance their own professional and personal experience as teachers.

Credit Hours: 3

A training class for those wishing to gain appropriate skills for teaching ESL students. This class will focus on understanding the method of teaching conversational English; understanding the international Phonetic Alphabet: application of target language groups; essentials of English - know what you teach; methods of instruction (includes drills, activities, lesson resources); and application of knowledge as students have guided practice in developing skills.

Credit Hours: 3

Gain an understanding of the origins and evolution of critical social justice theory. Through various hands-on activities and experiences, participants will be provided with opportunities to develop a historical perspective of the inequities that plague our communities and to engage in their own practice of uncovering hidden bias. Practical applications of the theory and understanding gained will culminate in the development of an educational mission statement along with resources to be used and shared in real educational settings.

Credit Hours: 3-6

Culminating clinical experience of teacher preparation for those who participate in the STEP Residency program. Residents spend a full academic year as the teacher-of-record in a partnering school division Title 1 classroom. A specially trained resident coach provides support throughout the school day to two residents placed at the same school site. Students must take two semesters of the Teaching Residency in order to complete the residency program.

Credit Hours: 0.25

Prepares students enrolled in the teacher preparation program for the required 15-week teaching internship. Guides students through the creation of the final portfolio. Helps students navigate the process of applying for an internship placement and completing background check applications necessary to practice in a K-12 classroom. Employs expert guest speakers to provide a review of critical aspects of K-12 general education. Allows students to practice and reflect upon their own delivery of instruction in mock-classroom situations.

Credit Hours: 1.75

Fulfills General Education Requirement(s): CBL-Guest Speaker (CBGS)

This weekly seminar for student teachers provides a forum for discussion and examination of critical issues related to students' teaching responsibilities and competence. Also provides guidance in the preparation of the Teacher Work Sample.

Credit Hours: 1-3

Credit Hours: 0-6

Credit Hours: 3

Fulfills General Education Requirement(s): CBL-Educ/Intern/Stu Teach (CBCI)

A survey of the fundamental leadership theories and models as they apply to educational leadership. Includes historical and contemporary conceptions, collaborative case study work on current educational leadership approaches, personal reflection and leadership development, and bridging theory and practice in twenty-first century schools.

Credit Hours: 3

Fulfills General Education Requirement(s): CBL-Educ/Intern/Stu Teach (CBCI)

A survey of tools and techniques used in conducting and utilizing assessment data. Includes current research approaches, project design, and data collection. Also included are methods for using data to identify school needs, evaluate personnel, track student performance, and develop strategies for increasing performance as necessary.

Credit Hours: 3

Fulfills General Education Requirement(s): CBL-Educ/Intern/Stu Teach (CBCI)

This course will prepare students to effectively oversee instructional practices in their school. These include aligning curriculum and instruction with assessment to achieve high academic success, innovative instructional techniques, strategies for monitoring instruction and providing feedback, and encouraging academic freedom and innovation while respecting benchmarks and standards.

Credit Hours: 3

Fulfills General Education Requirement(s): CBL-Educ/Intern/Stu Teach (CBCI)

A broad review of communication as a critical skill in effective school leadership. This includes understanding how students communicate with each other and their instructors, helping students develop basic communication techniques and strategies, communicating effectively with teachers and administrators, and understanding the impact of the new communications age as well as how to effectively use it to improve communication within schools.

Credit Hours: 3

Fulfills General Education Requirement(s): CBL-Educ/Intern/Stu Teach (CBCI)

This course will examine the legal and moral aspects of educational leadership. Includes evolution of school law, major ethical spheres of thought, current trends and school law, and critical thinking and problem-solving strategies. Course will utilize case studies and consider Virginia School Code.

Credit Hours: 3

Students will explore the 1) theoretical and practical basis to contemporary human resource administration in education with a focus on school and central office level leadership and 2) the theories, policies, and expenditures of school funds. Human resource topics will include legal issues, global staffing challenges, internal and external recruitment strategies, selection interviews, equal employment opportunities, and retention strategies. Study of fiscal leadership addresses the practice of educational finance within the public school structure; funding of private schools will also be addressed. Topics of school budget, financial accounting, purchasing and supply problems, school equipment, and school insurance will be studied. Funding mechanisms at the federal, state, and local levels will be reviewed. This course is designed to reflect VirginiaĄs Uniform Performance Standards for Principals with specific performance standards related to organizational operations concerning human resources and fiscal leadership.

Credit Hours: 1

Fulfills General Education Requirement(s): CBL-Guest Speaker (CBGS), CBL-Educ/Intern/Stu Teach (CBCI)

Students will apply their coursework to modern education settings and reflect on where and how the lessons and theory from those courses are relevant to working and leading in today's schools. This includes assessing how and where strategies and ideas explored in previous coursework can be infused into school leadership.

Credit Hours: 6

Fulfills General Education Requirement(s): CBL-Guest Speaker (CBGS)

The second of two required seminars to complete the practicum. Students will continue the reflective process by studying leadership first-hand in a school. Students will spend a minimum of 170 hours in a designated school and regularly report on a series of online reflection prompts addressing various issues affecting educational leadership.

Credit Hours: 3

Reflect on the best practices and research related to teaching writing effectively. The course includes an in-depth look at writing workshops and considers teaching strategies focusing on the steps of the writing process and different forms of writing (narrative, descriptive, expository, persuasive, and informational). Class sessions focus on discovering inspiring teaching strategies for classroom practice. Participants will also explore the connection between reading and writing instruction and learn how to include writing across the content areas.

Credit Hours: 3

The course provides a survey of children's literature with emphasis on recent trends and evaluative criteria used in selecting books based on school and recreational needs and interests of young readers. Course participants will explore multiple genres, including historical fiction, realistic fiction, fantasy, traditional literature, nonfiction, and multicultural, and ways of integrating these books into curricula.

Credit Hours: 3

The course provides a survey of young adult literature with emphasis on recent trends and evaluative criteria used in selecting books based on school and recreational needs and interests of adolescent readers. Course participants will explore multiple genres, including historical fiction, realistic fiction, fantasy, traditional literature, nonfiction, graphic novels, and multicultural, and ways of integrating these books into curricula.

Credit Hours: 3

Fulfills General Education Requirement(s): CBL-Educ/Intern/Stu Teach (CBCI)

This course is designed to advance technological literacy for school leaders. This includes running software, using programs to generate and manipulate data, compiling data in order to present it, troubleshooting basic computer challenges, using technology to communicate and collaborate with others, and using technology to support instruction.

Credit Hours: 3

Fulfills General Education Requirement(s): CBL-Educ/Intern/Stu Teach (CBCI)

This course will introduce students to the principles of human resource and financial management. This includes recruiting and developing quality personnel, the budgeting process, and fiscal decision-making.

Credit Hours: 3

Fulfills General Education Requirement(s): CBL-Educ/Intern/Stu Teach (CBCI)

Study of how change theory supports the successful implementation of positive change in school settings. Study includes identifying new needs and trends in schools and education policy, equity measures that support the success of all students, and preparing for and successfully embracing change. Students will explore demographic shifts, shifts in student needs, the evolving relationship between schools and their greater communities, new policies, and successful transitions involving policy, personnel, and student body.

Credit Hours: 3

Fulfills General Education Requirement(s): CBL-Educ/Intern/Stu Teach (CBCI)

This course will explore the sociological trends impacting the modern school environment and how to lead various groups within a school. This includes conflict resolution, balancing interests and decision-making, promoting a learning environment that maximizes student performance, and managing relationships among groups operating within a school as well as the larger community.

Credit Hours: 3

Fulfills General Education Requirement(s): CBL-Educ/Intern/Stu Teach (CBCI)

A survey of contemporary issues and legislation affecting education policy. Includes review of current and emerging issues, strategies for influencing policy, and techniques for adopting new policy into current school culture and process.

Credit Hours: 3

Effective leadership demands continuous improvement and effective communication. These two endeavors share an irrefutable connection. This course examines school improvement through the dynamic relationship among the community, the school, and all stakeholders with emphasis on the critical role of effective communication. We will study planning, managing, and then building communication around significant issues in schools. Students will become competent and confident consumers of research to be utilized in school improvement, goal setting, and decision making. We will examine the impact of purposeful, meaningful, well-crafted communication in building trusting relationships with all stakeholders. We will explore the degree to which such strong communication is instrumental to school leaders in finding success throughout the crucial school improvement process.

Credit Hours: 3

Advanced study of the basic principles of cognitive psychology and its position in education, to include cognitive processes, knowledge acquisition and transfer, beliefs and motivation, and the application of these ideas to classroom instruction.

Credit Hours: 3

Study of testing, measurement, and evaluation related to instruction, the construction and use of teacher-made tests, a survey of standardized tests, test interpretation, and basic statistical procedures are included in this course. An improvement process will be applied to bridge the understanding of assessment theory, alterable variables, and data-based decision-making for student growth. Students will gain an understanding of how the classroom learning environment, as well as instruction, impact ESSA indicators and the school improvement process.

Credit Hours: 3

Introduction to differentiated instruction and examination of why it is appropriate for all learners, how to plan for it, and how to become comfortable enough with student differences to make school comfortable for every learner in the classroom.

Credit Hours: 3

Examination and reflection on the critical issues in policy, ethics, and law that teachers need in order to make informed decisions regarding a variety of issues facing schools today.

Credit Hours: 3

Identification and understanding of the underlying philosophical principles, societal expectations, and practical demands that must be reflected in the development, delivery and evaluation of school curricula.

Credit Hours: 3

This course emphasizes techniques of improving instruction through application of research on effective schools and models of instruction. Topics covered include foundations of leadership, leadership for curriculum instruction and assessment, leadership for supervision and professional development, leadership for communication and community partnerships, and leadership for organizational management.

Credit Hours: 3

Involves full time teaching and working closely with a mentor/coach to further develop skills in curriculum planning and delivery, reflection and self-assessment. Encompasses an entire semester.

Credit Hours: 3

This biweekly seminar for teachers provides a forum for discussion of and reflection on critical issues related to their daily responsibilities as classroom teachers. Also provides guidance in the development and implementation of a Professional Growth Plan.

Credit Hours: 3

Fulfills General Education Requirement(s): NPS Sys Design & Inq Cluster (SDIC)

Review of basic knowledge and skills required for reading, interpreting, and evaluating, followed by the examination of step-by-step procedures for planning, implementing, and evaluating classroom research.

Credit Hours: 3

Review of basic knowledge and skills required for reading, interpreting, and evaluating, followed by the examination of step-by-step procedures for planning, implementing, and evaluating classroom research.