Schedule of Classes

Application of technology concepts and skills to human service professionals. Database construction; linear and nonlinear multimedia projects. Using graphics, text, sound, animation, and other media resources.

Required for the Illinois middle school endorsement, surveys the physical, cognitive, and social/emotional development of young adolescents from a cultural perspective, emphasizing implications for effective middle school instruction. Preparation for Teacher Performance Assessment.

Exploration of foundational knowledge of characteristics of individuals with exceptionalities, diversity, populations who are at risk, and English Language Learners. Enhance knowledge and performance of individuals with exceptionalities by developing and adapting curriculum materials that meet individual needs within inclusive environments. Response to Intervention outcomes and appropriate evidence-based strategies that support successful inclusion are discussed. Preparation for Teacher Performance Assessment. This course meets foundation knowledge for LBS I certification.

Candidates engage in a minimum of 33 hours of directed observations and teaching of English Language Learners in an appropriate PK-12 academic setting. Candidates collaborate with the classroom teacher or ESL teacher to plan and implement formative assessments and instruction for whole class, small groups and individuals. Candidates complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of language development for English learners. Weekly seminar. Satisfactory/Unsatisfactory

Candidates engage in a minimum of 34 hours of directed observations and teaching of English Language Learners in an appropriate PK-12 academic setting. Candidates collaborate with the classroom teacher or ESL teacher to plan and implement formative assessments and instruction for whole class, small groups and individuals. Candidates complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of language development for English learners. Weekly seminar. Satisfactory/Unsatisfactory.

Emphasis on teaching strategies, materials, and organizational plans related to the grades 1-6 mathematics curriculum. Work with Common Core Standards in Math as well as National Council of Teachers of Mathematics is integrated throughout the semester. Focus on active involvement of students in the learning process. Future teachers learn about and plan lessons including appropriate teaching strategies, mathematical projects, accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment.

Relationship between learning to read and reading to learn; all aspects of literacy as applied to high school and middle school instruction. Primary focus on understanding a wide range of literacies and how to integrate literacy while teaching subjects that include mathematics, social studies, sciences, English, music, art, and family/consumer sciences. Evaluation of the appropriateness of classroom resources such as textbooks, e-textbooks, lab manuals, course software, online supplements, and assessment tools. Preparation for Teacher Performance Assessment.

Skills to plan, implement, and evaluate programs for adolescent students needing special education services in high school situations. Emphasis on a developmentally, sequenced planned curriculum, including basic academic skills, pre-vocational and vocational skills, as well as work-study programs. Current issues and trends: inclusion of the high school student in the least restrictive environment, life planning, consumer education, personal and social adjustment, appropriate individualized instruction, high school group instruction, and independent living skills. 12 hours of mentor/tutoring in the field with High School+ students is required. Preparation for Teacher Performance Assessment.

Addresses legal, psychological, and social impact of various exceptionalities, and professionalism. The laws governing the development and implementation of educational and transition programs for individuals with exceptionalities is also reviewed. Discussion and evaluation of legal documents for consent and notification. Code of Ethics and Standards for Professional Practice, and Individual Education Program development will be the focus. Preparation for Teacher Performance Assessment.

Diagnostic processes for learners with exceptionalities, preschool through high school. Screening, formal, and informal assessment, and evaluation techniques. Practice in test administration, scoring, evaluation, Individual Education Programs. Preparation for Teacher Performance Assessment.

Examines the theories and research surrounding young adolescents as they move through puberty and middle school. Physical, cognitive, social, moral, and emotional development are studied with concern for the psychological implications and educational ramifications. Students will develop a deep understanding of national and state standards.

Seminar in current practices and responsibilities assumed by literacy professionals. Involves comparative study of existing models of leadership including collaboration with key leaders in programs throughout the United States. Requires the actual development of a program plan and the means to disseminate it.

Investigation and development of a theory of instruction for practitioners built upon the research based on existing strategies, models, methods, assessment, skills, improvement techniques, movements in education, theorists, curriculum, and the learner.

Multicultural issues, perspectives, and current trends. Role of the teacher as an advocate and change agent. Evaluation of materials, methods, and programs.

Addresses in-depth planning and implementation of instructional methods and strategies to meet diverse needs of learners with exceptionalities across environments. Application of current evidenced-based strategies in special education, including topics such as eligibility, placement, assessment, curricular decisions. Response to intervention and individual program implementation will be discussed.