A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Education Program

A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Education Program

Independent Study

This advanced course focuses on implementing evidence-based practices, high-leverage practices and data-based intensification in special education. Students critically examine research, apply HLPs, and use data for instructional decisions. They develop skills to design and adapt interventions for diverse learners, emphasizing practical applications to improve outcomes for students with disabilities across various educational settings.

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.

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 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.