Courses

This course involves the study of the collaborative processes and skills necessary for effective interaction among educational professionals, paraprofessionals, parents and students. Course topics include communication processes, problem-solving strategies, establishing positive collaborative relationships, and the management and assessment of collaboration. An additional focus will be on the process and collaboration necessary for successful transitions throughout life.

Teachers will research, analyze, synthesize and evaluate the meaning of “teacher leadership” through investigating the current professional literature and their professional practice. The primary goal of the course is for teachers to enhance their understanding of teacher leadership, increase their leadership actions, and learn how their actions can be a form of advocacy for improving education.

In this course, teachers will examine the major types of assessments used for diagnosing and evaluating student learning in schools. Assessments will be designed and analyzed that effectively link learning objectives and learner outcomes with current research on differentiation. Teachers will learn how to effectively and ethically develop, implement and interpret multiple assessment tools and practices by adapting them to the contexts in which they are used.

Teachers will explore controversial issues and best practices influencing positive school and classroom climates. They will analyze research-based practices and strategies to evaluate the essential qualities of schools and classrooms that optimize learning and socio-emotional development for students as well as support the retention of high-quality faculty. Through application and self-evaluation of new practices for improving school and classroom climate, teachers will broaden their understanding and skills for meeting the needs of their students and set goals for moving to a higher level of professional practice.

In this course, teachers examine how different models of professional development impact student learning. They research and evaluate models of effective professional development in education designed to meet teaching and learning needs. Teachers learn how to observe instruction and provide coaching, mentoring and professional development to colleagues. Readings and assignments are aligned with the Professional Learning Domain of the Teacher Leader Model Standards.

A purpose of this course is to take the classroom practitioner from theory to practice. With professor supervision, teachers will learn how to use action research methods as a means of collecting data that can inform and improve practice as well as be applied in their graduate research projects. Topics will reflect current educational issues and areas of research.

.25, .50 or .75 credit as needed to earn 8.50 credits

This seminar represents the culminating experience for all teachers. This seminar is completed during the final Fall or Spring term in the program in order to facilitate the completion of a final master’s project.

This course provides a foundation for developing instructional practices that classroom teachers may use to respond to the issues of the 21st century. Teachers will examine the learning outcomes of PK-12 students with and without special needs in inclusive classrooms and how to accommodate student differences using appropriate research-based strategies. Additional focus areas will include topics such as professional collaboration, strategies for modifying and adapting instruction, as well as best practice and innovative pedagogy that incorporates the principles of Universal Design for Learning. Spring Term. May be substituted based on prior course work in Special Education.

This course introduces teachers to the laws and legal implications of court decisions affecting schools and professional educators. Teachers will analyze and discuss constitutional law, case law and legal issues affecting educational policy.

This course is designed for teachers to examine the relationship among culture, classroom practices and policy, and how this relationship influences the education of English language learners. Teachers begin by first examining their own culture and their cultural assumptions and biases and how those influence teaching and learning in the classroom. Issues of equity, access and cross-cultural understandings are examined as well. Teachers will analyze and redesign curriculum so that it is linguistically and culturally relevant. This course requires field experience hours in an ESL and/or bilingual Pre–K–12 classroom.

This course provides theory and practice in the analysis and integration of cultural proficiency for grades Pre–K–12. Teachers enrolled in the course will explore the implementation of a culturally relevant curriculum in the classroom that meets the needs of culturally and ethnically diverse students.

This course provides theory and practice in the analysis of diversity issues and integration of diverse and differentiated instruction for grades Pre–K–12. Teachers investigate classroom diversity issues that affect instruction and learning, such as acculturation, disability, race, ethnicity, language and communication, as well as local, state and national policies.

Teachers examine the history of reading from three perspectives: (a) reading from a historical perspective, (b) understanding current reading research, and (c) the study of reading as it applies to current classroom practice. There is an emphasis on reading research. Course topics include pivotal research studies, student texts and teaching methods used at different points in time, and trends in our schools that have led to some of the changes in how we teach reading. Teachers will focus on a facet of reading research that will most directly inform their own practices and impact student outcomes.

This course provides theory and practice in the analysis and integration of multicultural literature and media for grades Pre–K–12. Teachers enrolled in the course will explore social issues in the classroom that affect instruction such as stereotypes, cultural differences and various forms of diversity.

This course is an in-depth examination of research-based literacy practices and strategies (reading and writing) across the content areas in grades Pre–K–12. Through reflection, scholarly research and the practical application of best practices in literacy, teachers will broaden their understanding of how best to meet the need of their students to become independent readers and writers.

A seminar designed to give graduate students in education an opportunity to study current research-based instructional models, methods and strategies. Specific topics vary each term based on the interests of students and faculty expertise. May be repeated for credit when topic changes.

An advanced investigation of current and innovative ways in which technological tools and resources may be ethically and effectively utilized to facilitate teaching and learning. Teachers will become proficient in the application of methods and strategies for using educational technology in their instruction as well as in their program study and research. Faculty will also facilitate grant writing so that teachers can apply for technology-related materials and resources for their classroom or school district. This course requires additional technology needs as specified in the course syllabus.

A seminar designed to give graduate students in education an opportunity to study current administrative theory, research and practices in instructional leadership, management of public schools, and school and public policy. Specific topics vary each term based on the interests of students and faculty expertise. May be repeated for credit when topic changes.

In this course, teachers will read, analyze and synthesize the research literature on teaching and learning to examine and transform their focus areas. Teachers will acquire skills for electronically searching, selecting and evaluating the most current research literatures. In addition, they will develop the critical thinking and problem-solving skills needed to answer professional questions using the most valid and reliable professional resources.

.50 credit

This comparative studies and travel course varies with different travel destinations as they are offered. The travel destination will be reflected in the title of the course. Common summer travel destinations are Australia and South Africa. All travel courses include cross-cultural studies of education and visits to schools. May be repeated for credit when travel destination changes.

This course is designed for teachers to examine the relationship among culture, classroom practices and policy, and how this relationship influences the education of English language learners. Teachers begin by first examining their own culture and their cultural assumptions and biases and how those influence teaching and learning in the classroom. Issues of equity, access and cross-cultural understandings are examined as well. Teachers will analyze and redesign curriculum so that it is linguistically and culturally relevant. This course requires field experience hours in an ESL and/or bilingual Pre–K–12 classroom.

This course is an introduction to and immersion into the theoretical frameworks of English as a Second Language (ESL) and Bilingual education and the research, movements and policies that inform them. A variety of ESL/Bilingual models and programs that exist in Pre–K–12 schools and classrooms will be identified, analyzed and evaluated through multiple assignments and media. Students will demonstrate an understanding of the relationship between theory and practice and will define their roles as teachers of, and advocates for, English learners. This course requires field experience hours in an ESL and/or bilingual Pre–K–12 classroom.

The purpose of this course is to introduce linguistic concepts as they apply to teaching in a variety of contexts, including, but not limited to, monolingual and bilingual classrooms. In addition, this course is designed to provide teachers with a meta-linguistic awareness in order to facilitate learning and instruction. This course will help us understand, think and talk about the complexities of language, learning and human development. The fields of linguistics, applied linguistics and linguistic anthropology are dedicated to questions about the nature, function and purposes of language, and we will use readings anchored in these disciplines to navigate our journey. This course requires field experience hours in an ESL and/or bilingual Pre–K–12 classroom.

This is an advanced course in the teaching of bilingual and sheltered English instruction to English language learners (ELLs). Students will learn different approaches and methodologies used to support the development of listening, speaking, reading and writing in social and academic contexts. The course provides opportunities for students to develop curriculum for ELLs in bilingual and ESL classrooms, and examine instructional delivery through videotaping and analyzing practice. This course requires field experience hours in an ESL and/or bilingual Pre–K–12 classroom.

Prerequisite: MTL 558.

This course will focus on the discussion of basic principles and current approaches to assessment of language learning students in ESL and bilingual Pre–K–12 educational settings, including the policies, procedures and issues that inform the assessment of ELLs. Students will learn about the different purposes of process and product assessment tools, authentic and curriculum based forms of assessment, issues in the assessment of English Language Learners (ELLs), and assessment of academic content knowledge. Students will have opportunities to examine critically and practice administering assessment tools used in current educational contexts. Students will learn to identify language needs and how to differentiate them from developmental needs. This course requires field experience hours in an ESL and/or bilingual Pre–K–12 classroom. Prerequisites: MTL 544, 558 or 569.

This is an advanced course in the inquiry and application of bilingual and ESL methods. Students will study their own teaching of bilingual and ESL methodologies designed to support the development of listening, speaking, reading and writing in social and academic contexts. Through the implementation of an action research model of teacher inquiry, teachers will examine critically their bilingual and ESL instructional practices and develop a situated and transformative action plan for future teaching that is anchored in sociocultural views of learning. Teachers will learn how to use action research methods to collect data on teaching practices and for graduate research projects. This course requires field experience hours in an ESL and/or bilingual Pre–K–12 classroom.

Prerequisites: MTL 544, MTL 558, MTL 569 and MTL 579.

This course is designed for teachers to examine the development and the diverse educational, physical, motor, communication, social-emotional and cognitive needs of students with disabilities. Research on and implications for appropriate diagnosis, service delivery, and instructional methodology are examined.

Summer Term.

An advanced study of the educational assessment processes and strategies with a review of legal provisions, regulations and guidelines. Focus areas include the uses and limitations of formal and informal assessments, the administration and interpretation of information obtained from both formal and informal measures, strategies for modifying and adapting formal measures (local, state, and national), and the Illinois Alternative Assessment Process.

Summer Term.

This course provides a foundation for developing instructional practices that classroom teachers may use to respond to the issues of the 21st century. Teachers will examine the learning outcomes of P-12 students with and without special needs in inclusive classrooms and the social issues faced by teachers, counselors, and administrators. Additional focus areas will include topics such as professional collaboration, differentiated instruction, strategies for modifying and adapting instruction, cooperative learning, problem-based learning, interdisciplinary instruction, and classroom applications of the theory of multiple intelligences.

This course offers an investigation of the special methodology, materials and approaches for teaching students with mild to moderate disabilities in the academic curriculum (K-12). Educational assessment strategies, components in individualized education programs, and the design of such programs are also studied.

Fall Term.

An advanced study of the assessment, curriculum development and instruction in meaningful curriculum design including functional academics; critical life skills; and communication, social and mobility areas. Authentic assessment strategies, components in individualized education programs, and the implementation of functional curricula across settings are studied.

Spring Term.

In this course, teachers will be introduced to the laws and legal implications of court decisions affecting schools and professional educators. Teachers will analyze and discuss constitutional law, case law and legal issues affecting educational policy and practice.

Teachers examine the history of reading from three perspectives: (a) reading from a historical perspective, (b) understanding current reading research, and (c) the study of reading as it applies to current classroom practice. There is an emphasis on reading research. Course topics include pivotal research studies, student texts and teaching methods used at different points in time, and trends in our schools that have led to some of the changes in how we teach reading. Teachers will focus on a facet of reading research that will most directly inform their own practices and impact student outcomes.

Alternating Summer Term.

In this course, teachers will read, analyze and synthesize the research literature on teaching and learning to examine and transform their focus areas. Teachers will acquire skills for electronically searching, selecting and evaluating the most current research literatures. In addition, they will develop the critical thinking and problem-solving skills needed to answer professional questions using the most valid and reliable professional resources.

A purpose of this course is to take the classroom practitioner from theory to practice. With professor supervision, teachers will learn how to use action research methods as a means of collecting data that can inform and improve practice as well as be applied in their graduate research projects. Topics will reflect current educational issues and areas of research.

.25, .50 or .75 credit as needed to earn 8.50 credits

This seminar represents the culminating experience for all teachers. This seminar is completed during the final Fall or Spring term in the program to facilitate the completion of a final master’s project in special education.