This course focuses on instructional coaching to enhance teaching practices of both novice and experienced teachers across a range of contexts. Students will examine key components of instructional coaching, models of instructional coaching, and considerations for navigating the educational landscape of various contexts for coaching.

In this¿course, students¿will provide reading instruction for¿children¿with demonstrated reading difficulties. Students will¿engage in¿Structured¿Literacy intervention¿including¿data-based decision¿making¿&¿goal setting, explicit, systematic instruction, and cumulative practice. The main goal of the course is to apply evidence-based practice highlighted throughout¿the¿Reading program in a practicum including targeted instructional coaching.

This capstone course requires students to integrate and apply knowledge acquired from previous coursework to address an authentic problem of practice in special education. Students will propose, design, and implement a solution to tackle the identified issue. This course will culminate in a comprehensive examination or equivalent project submission, demonstrating their readiness to contribute as leaders in special education.

EDIS 6991 serves as the framing course for the completion of the Curry Teaching Performance Assessment (CTPA), the culminating capstone project for the Secondary One-Year PGMT program. Additionally, EDIS 6991 explores the process of searching for and obtaining a job as a middle and/or high school teacher as well as issues of professional engagement in these settings.

The cognitive demands of teaching require a continuing cycle of professional learning. This cycle requires federal, state, district, and school attention and policies that align with what we know about adult and student learning. The study of high-quality professional development is crucial to strong schools and communities.

The goal of this course is for students to understand and apply views on cognition, learning, and teaching to inform the design and research of technology-enhanced or STEM education learning activities and/or environments. This course is open to graduate students from any discipline that want to be able to understand and draw upon current perspectives of learning for technology-enhanced or STEM educational practice.

Can a modern innovation actually be old? This course examines key historical moments of innovation in teaching and learning -- from the Common Schools through modern EdTech -- with the goal of helping those who are interested in improving schools today become better prepared to do so by exploring the purpose, context, and legacy of similar efforts in the past.

This culminating course for the Ed.S. program will usher students through the process of designing and completing a final project that pulls together program course-work, personal context and professional goals. Students will have the opportunity reflect on the content learned throughout the program and apply leadership principles in the design of the final project. This course should be taken during the final semester of the program.

This course examines the various theories, frameworks, and practices that help to cultivate and sustain the engagement of families and communities in the educational development (social, emotional, and academic) of children and in the improvement of schools. We focus in particular on research-based examples of the role families and community can play with respect to teaching and learning in K12 schools.

Educators, policymakers, and pundits point to Finland, Singapore, and other countries that produce high marks on international assessments as places to study and perhaps emulate. This course provides that opportunity. We study successful educational systems around the world to identify steps to improve education in our own contexts, wherever they may be.