Teachers consider their vital role in providing appropriate differentiated instruction for all learners, including English Language Learners and struggling readers. Students learn to administer, interpret and use literacy assessments to plan effective and comprehensive reading instruction for whole group, small group, and individuals for multilevel literacy classrooms.

The second course in the "Teaching Science Sequence" addresses scientific inquiry, teaching process skills, safety, assessment, and evaluation. Prerequisites: Admission to the Teacher Education program; EDIS 5050.

Designed to accompany the teaching internship (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for approved licensure programs in the Commonwealth of Virginia.

This one-credit course is for practicing educators and undergraduates wanting to learn about English Learners (Els) in today's classrooms. This course is an introductory-level consideration of the instructional opportunities and challenges presented by ELs. Participants explore their own language-learning as they consider what it means to learn a language. The course has four weeks of content; dates can include an orientation week and work time.

This course provides an introduction to the foundations of education and the teaching profession. Course topics include the historical, philosophical, and sociological foundations underlying public education in the U.S; the legal status of teachers; contemporary issues in education; professionalism and ethical standards; and Virginia's guidelines for teacher evaluation.

This course examines questions about the nature of teacher quality and how policies affect teacher quality. We will ask how policies affect teachers as college students who could decide to enter teaching, as students enrolled in a preparation program or pathway, as graduates seeking initial teacher licensure, as licensed teachers seeking jobs, as novice teachers, as tenured teachers, or as teachers who could be rewarded, honored, or dismissed

Mindfulness-based interventions promote physical and mental health and support cognitive and emotional developmental processes in individuals across the lifespan. Mindful awareness practices can support our ability to be fully present to the needs of others. This course introduces a variety of these practices and the research on their effects as a means to promoting well-being and building supportive relationships in professional settings.

Educators must apply knowledge to enhance teaching practices and student learning. This culminating course explores the foundations of the M.Ed. C & I program pillars--curriculum, instruction, assessment, and diversity. We will examine the intersections of the pillars and learnings from the program coursework. The M.Ed. comprehensive (comp) exam is embedded within this course, and students must be in their final semester of coursework to enroll.

What makes games so much fun? How can games be educational? The goal of this course is to understand how games can motivate, engage, and teach. In this course students will survey current approaches by playing a variety of games and develop understanding of game-based learning, motivation, and design thinking perspectives. Students will apply this understanding by designing a new educational game in a collaborative class project.

This course is for current and future teachers seeking to learn about second language acquisition (SLA) and how it relates to English learners. We learn existing theories of how students learn and acquire a second language, as well as individual, cultural, and contextual factors that influence language learning. We explore how theories about L1 learning are related to SLA theories and how L1s might or might not be reflected in school language.