Curriculum and Course Sequence

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 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 coursework in Special Education.

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.

Spring Term, even years.

The 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.

Prerequisite: 15 hours of prior graduate credits in program.

This course will provide a study of the collaborative processes and build communication skills necessary for effective interaction among stakeholders (e.g., educational professionals, paraprofessionals, parents and students). Course topics include: an overview of the communication, consultation, coaching and teaming processes. Students will also be exposed to conflict management and problem-solving strategies, ways of establishing positive collaborative relationships as well as the management and assessment of collaboration. Roles, rights, and responsibilities of all team members will be reviewed. A special focus on working with paraprofessionals, families and community agencies and organizations will be provided.

Spring Term.

Teachers explore controversial issues and best practices in positive school and classroom climates. They analyze researchbased 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 broaden their understanding and skills for meeting the needs of their students and set goals for moving to a higher-level of professional practice.

Spring Term.

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.

Fall Term.

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.

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.

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.

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.

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

This course represents the culminating experience for all teachers. This seminar is completed during the final fall or spring term of the program. The course goals require that the teachers integrate the three core program areas with their focus areas. Small groups of teachers prepare, present and peer-evaluate final masters projects, which may be individual or collaborative.

Prerequisites: 24 hours of prior graduate credits in program, including MTL 591 and two additional research courses. Offered Fall Term or Spring Term for one, two or three semester hours.

Teachers choose two of the following three courses with research-embedded projects. The course that is not chosen may be used as an elective advocacy and leadership course.