The course begins with an overview of models of reading comprehension and research evidence that describes key influences on reading comprehension (e.g., oral language, decoding/fluency, vocabulary, text structure, and engagement/motivation). Through a series of assignments to apply knowledge, students administer and interpret assessments of language and reading comprehension and use assessment data to plan and implement lessons.

This course examines the leadership role of the reading specialist/coach. Students develop skills to evaluate reading programs and utilize data at the school and district levels. Examining coaching approaches helps students consider how to work in partnership with colleagues for successful implementation of evidence-based practices.

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.

Explores theories of creativity through study of creative people, the creative process, creative products, and creative "press" or those environmental conditions that support and facilitate creative production. Focuses on assessment of creativity, research related to creativity and its applications to education, environments conducive to the development of creativity, and heuristics designed to encourage creativity.

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.

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.

In this capstone course, pre-service teachers complete a professional project grounded in educational research and practice. This project serves as the culminating assignment for the graduate-level state-approved teacher education program.

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.

Instructional design offers substantial potential to improve learning in every domain. Students learn systematic methods for ID, explore the role of design, theory, & technology in addressing instructional problems, & build significant analytical & project management skills. For any discipline where creative approaches to knowledge construction and information transfer are critical.

Teacher leaders are expert in the complexities of teaching and leveraging this expertise to other school reform domains' mentoring, coaching, advocacy, community outreach, etc. By collectively establishing a positive school culture, teacher leaders build on strong pedagogical and cultural knowledge using a variety of interpersonal, instructional, and political skills to improve student learning in schools.