500

This course focuses on the structure, organization and operation of the educational system with an emphasis on P-12 schools. Students examine how systems and organizational theories interface on the macro and micro levels within and between the education system and external social systems. The course is designed for students in the school counseling program who need to understand educational systems as they develop the leadership skills required for designing and implementing universal, small group, and individual interventions within the school setting. Pre-requisite(s): Admission to the Master of Science in Counseling, School Counseling concentration or the School Counseling Certificate program, or consent of the department. Co-requisite(s): None. 2 semester hours

Candidates examine research-based principles, concepts, and educational practices supporting human learning and development in school contexts. This examination includes opportunities to apply concepts to teaching and learning scenarios in P-12 classrooms by analyzing case examples or video segments representing learning principles or core practices that promote student learning and healthy, productive classroom communities. Topics include cognitive and metacognitive learning, social-emotional learning, role of context and culture in the learning process, effective classroom environments, assessment, and teacher professional learning. Pre-requisite(s): None. Co-requisite(s): None. 2 semester hours

In this course candidates learn to interpret and apply various data-driven instruction frameworks used in school settings. Some frameworks include the use of national assessment data, state assessment data, various individual school level data available to teachers, and classroom assessment data. Candidates also design their own framework for data informed instruction. Focus is on advanced studies in data-based decision making. Candidates research, display, and practice classroom data analysis in the areas of curriculum design, academic intervention, behavior intervention, attendance intervention, and student achievement. Prerequisite(s): Admission to MED program or permission of instructor. 1-3 semester hours

Using Systems Theory as an integrating paradigm, this course is designed to deepen participants? awareness of how they affect and are affected by others in different group situations. Personal assessment is continuous throughout the course as students examine different ways of working effectively in groups as both leader and group member. Topics include an analysis of leadership style, cross-cultural communication, and an assessment of organizational climate in the context of early childhood programs. Opportunities are provided for participants to apply the concepts of organizational theory, group dynamics, and models of leadership in their respective educational settings. Pre-requisite(s): None. Co-requisite(s): None. 0.5 - 3 semester hours

The course emphasizes a multi-tiered service delivery model for social emotional learning and data-based decision making. Students will learn foundational cognitive and behavioral principles that affect teaching and learning in the tiered school environment with an emphasis on data collection for problem identification and developing behavior intervention plans. Students will conduct functional behavioral assessments, employing both interviewing and observational skills. Based on the assembled information and team problem solving process, students will design and implement a behavior support plan. Students in the School Psychology Program must take this course concurrently with EPS 562C. Prerequisite(s): EPS 500, EPS 541 or the equivalent. Co-requisite(s): EPS 562C. 2 semester hours

In this course candidates deepen and extend their teaching practice through an examination of contemporary research on student cognition and learning in domains central to their practice. The focus is on how students acquire knowledge and skill within academic disciplines and the nature of the learning environment that supports their academic growth. Course materials emphasize metacognitive learning and the role representational tools such as concept mapping can play in the learning process. Emphasis is also placed upon assessments for learning and their potential to foster self-directed learning. Prerequisite(s): Human Development Course and/or Introductory Educational Psychology course; or consent of instructor. Co-requisite(s): none. 1-2 semester hours

This practicum series is designed for students seeking state certification in school psychology. Over a three-quarter period, students work in schools with practicing school psychologists and other educators in a variety of experiences consistent with their future professional role. An emphasis is placed upon promoting research-based practices in a preventive approach including early intervention for those students who need it. In addition to weekly field-based supervision, students participate in weekly on-campus faculty supervision for additional understanding, feedback, and targeted applied learning . Pre-requisite(s): Admission to the Ed.S or Ed.D. School Psychology Program; SPY 520, SPY 534, SPY 508, SPY 524, SPY 538, SPY560. Co-requisite(s): None. 1-3 semester hours