Schedule of Classes

Covers fundamental basics of testing and assessment of the English Language Learner (ELL), prevalent in today's classrooms. Included are formal and informal assessment strategies; construction and use of teacher-made tests of student learning; interpretation and use of standardized tests, report cards, and grading; reporting procedures; and examination of how to utilize evaluation and assessment to strengthen instruction, differentiate assessment for ELLs, and contribute to positive learner development. There is fieldwork expected for the class.

Content and methods of teaching social studies in grades 1-6, including accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment.

Emphasis on theories of guidance and learner-centered instruction including Response to Intervention (RtI) strategies for positive behavioral supports. Classroom management that is developmentally and culturally appropriate practice to nourish natural curiosity, develop problem-solving skills, acknowledge and accommodate learners with exceptionalities, including diverse cultures, students at risk, and English Language Learners, and develop a sense of community for success of all learners within inclusive environments. Preparation for Teacher Performance Assessment.

Emphasis is placed on teaching strategies, materials, and organizational plans related to the 5-8 mathematics curriculum. Assessment strategies appropriate for middle school mathematics are addressed. Focus is on active involvement of students in the learning process and the use of National Council of Teachers of Mathematics (NCTM) Standards and Common Core State Standards - Mathematics (CCSSM). Preparation for Teacher Performance Assessment.

Designed to increase theoretical knowledge and practical skill for teaching persons with different learning styles. Classroom experiences include a focus on methods, strategies, and evaluation techniques to meet different learning styles.

Practicum: use of psycho-educational tests and diagnostic teaching techniques. Preparation of a complete formal and informal educational assessment of a learner including a professional report written in a specified format.

Provides advanced professional collaboration and leadership strategies to effectively work with the greater school community including families, other educators, related service providers, and personnel from community education agencies. Emphasis will be given toward honing candidates' leadership and collaboration skills essential to current practices across environments. Evidence-based, culturally responsive practices critical for the education leader and advocate in meeting the unique needs of individuals with exceptionalities will be discussed.

Individual study on a topic selected by student with advisor approval. Integration and application of research. Student must produce a product such as a software program, journal article, or program portfolio. May be repeated for a maximum of 6 hours credit. Student may not receive credit for both ETE 698 and ETE 699.