500

This course inducts educators into the process of NBPTS candidacy. Examination of available NBPTS certificates, core propositions, and standards begins the journey. Instructional practices that support the four entries and six assessment center tasks are explored. Discussions of suitable classroom practices and activities to the candidacy requirements of the various certificates build the foundation for continued growth and advancement through the process. Prerequisite(s): Eligibility for meeting NBPTS standards to become a candidate. Co-requisite(s): None 2 semester hours

This course expands the candidates' capacity in observation, interpretation and analysis. In videotape sharing, candidates enact lessons, implement instructional strategies, focus on student learning in large and small group settings and present evidence of student growth in the content being featured. In the analysis of student work, candidates demonstrate their knowledge of developmental stages of learning, their interventions when they observe miscues or misconceptions, and their reflections on the work being evidenced. Prerequisite(s): Evidence of a candidate number from NBPTS. Co-requisite(s): None. 3 semester hours

As a continuation of the previous course, students will complete their work for the remaining entries for submission to NBPTS. Candidates will continue to expand their content knowledge, examine current trends and topics in their fields, and exchange techniques and strategies in anticipation of the six assessment center exercises. They will construct a conceptual framework to situate their practice their assessment of student progress, and design for instruction. This exploration will equip candidates to analyze assessment prompts, determine significant information, and write coherent responses. Prerequisite(s): IDS 516 or consent of instructor. Co-requisite(s): None. 2 semester hours

Candidates will examine a wide variety of philosophical and practical approaches to school-based assessment. They will learn basic psychometric concepts (e.g. standardized tests; reliability and validity; and formative and summative evaluation) and understand historical and current assessment practices to systematically critique, apply, and interpret various assessment practices relevant to their district, schools, and classrooms. Candidates will focus on how the use of a variety of assessments in their classrooms can highlight student and classroom learning and needs and direct curriculum and pedagogical choices. Prerequisite(s): None. Co-requisite(s): None. 2 semester hours

This course builds upon concepts, strategies, and assessment practices introduced in TLA541, Assessing Teaching and Learning: Introduction to Assessment. Candidates will choose to study in depth a situation or issue of their choice in their own classroom, school or district and will develop a plan of action with the goal of improving assessment, instruction, and student learning in their setting. The plan will include engaging in relevant reading and identifying additional relevant resources, developing an assessment or series of assessments, collecting and interpreting the data, and communicating the results, or similar activities, as approved by the instructor. Prerequisite(s): TLA541. Co-requisite(s): None. 1-2 semester hours

This is the culminating course in sequence with TLA541 and TLA542 and is closely linked to the four action research courses. This course is the candidate's final synthesis and reflection on the work he or she has accomplished through the action research and the assessment work, plus an opportunity to share this work with a wider audience. Candidates will analyze and reflect upon their assessment practices in relation to student growth, and link their work to the research of others. Candidates will document their understandings and communicate the results in a variety of ways. Prerequisite(s): TLA541, TLA542. Co-requisite(s): None 2 semester hours

Candidates will understand group theories experientially by studying the group dynamics of the cohort and their own schools in relation to systems theory and social psychology. They will learn how to place themselves in their school systems as facilitators, evolving change agents, and leaders advocating for improving education for all learners. Candidates will explore methods for constructing and collaborating with others to sustain respectful and democratic learning environments in the cohort, their school teaching teams, learning environments, districts, and local and online communities. Prerequisite(s): None. Co-requisite(s): None. 2 semester hours

This course guides teachers in examining their values, beliefs, dispositions and biases regarding their own cultural identity and that of others. Candidates critically analyze factors of cultural diversity within a variety of social environments and institutions and through a variety of curriculum resources and guided field observations. Within the framework of critical pedagogy theory, candidates evaluate how intercultural intersections of race, ethnicity, nationality, socio-economic status, gender, religion, language, and sexual orientation impact relations among people and access to quality education. Candidates develop practical, pedagogical strategies that empower their students and themselves to become change agents in their own multicultural environments. Prerequisite(s): None. Co-requisite(s): None. 3 semester hours

Candidates examine the theoretical, historical, multicultural, social, and political foundations of curriculum which serve as frameworks for examining the curriculum and instruction experienced by students and teachers in classrooms. The course consistently investigates the personal dimensions of curriculum decision making and instructional methodology as contexts for interpreting these frameworks. Specific topics include integrated assessment, classroom management, brain-based strategies, differentiated instruction, student motivation, and the roles of emotion, movement, and artistic expression in learning. Prerequisite(s): None. Co-requisite(s): None. 3 semester hours

This course addresses the characteristics of a differentiated classroom, curriculum adaptations to the needs of various learners, instructional strategies that support differentiation, and the development of learning environments for diverse learners. An understanding of social, emotional, cognitive, and physical development of children lays the groundwork for the differentiated classroom. Learning styles of students, cultural background, linguistic differences, gender, and social class are explored to deepen understanding and guide classroom practice. Instructional strategies are articulated that target different levels of student learning and understanding. The course will be examined through the values of equity. Prerequisite(s): None. Co-requisite(s): None. 3 semester hours

This action-based course encourages candidates to conduct an organized exploration of a topic, issue, or problem related to their current field of work (e.g., classrooms, schools, communities, and/or other learning environments). Candidates are encouraged to move beyond their commonly held beliefs and practices in order to grow professionally and to more effectively address the increasingly complex challenges of contemporary work environments. Prerequisite(s): None. Co-requisite(s): None. 1-2 semester hours

The purpose of this independent study is to provide candidates the opportunity to investigate a topic, issue, or problem with singular focus and depth that is related to their understanding of curriculum and/or instruction. The topic of choice may or may not be directly linked to a candidate's immediate classroom assignment and practice, but should be of relevance to his or her individual goals and professional aspirations as a teacher. Prerequisite(s): None. Co-requisite(s): None. 1-2 semester hours