Offered only as Continuing Education credits. May be taken in several units provided a different topic or program is studied each time as requested.

Offered only as Continuing Education credits. May be taken in several units provided a different topic or program is studied each time as requested.

Teacher Education Elective

Provides students with an understanding of the history, philosophy, organization, curriculum, teaching strategies, and unique student needs associated with middle-level educational institutions. Particular emphasis placed on preparing pre-service teachers with the background necessary to effectively work with middle-level learners aged 10-14, through experience planning and maintaining a school and classroom environment suited to young adolescents. This course includes a required pre-student teaching clinical in grades 6-8. This course should be taken the semester prior to student teaching. A minimum grade of C in this course is required for all education majors.

Provides students with an understanding of the history, philosophy, organization, curriculum, teaching strategies, and unique student needs associated with middle-level educational institutions. Particular emphasis placed on preparing pre-service teachers with the background necessary to effectively work with middle-level learners aged 10-14, through experience planning and maintaining a school and classroom environment suited to young adolescents. This course includes a required pre-student teaching clinical in grades 6-8. This course should be taken the semester prior to student teaching. A minimum grade of C in this course is required for all education majors.

Focuses on the rapidly changing field of child development programming. Emphasis on developing the business skills and knowledge that every director must have: funding, budgeting, selecting, training and supervising staff, housing the program, purchasing the equipment, and implementing a standards-based evaluation for the program. Specific licensing procedures, grant writing, and program accreditation are also covered in considerable depth. Designing accessible programs for both typical and atypically developing children is emphasized. Through this course, student will shadow the director of a daycare facility. A minimum grade of C in this course is required for all education majors.

Teacher Education Elective

This course addresses the instructional practices that ensure all students are included and have access to the learning that occurs in a K-12 general education classroom. This includes the skills and knowledge needed to meet the needs of students receiving special education services in general education settings.

This course addresses the instructional practices that ensure all students are included and have access to the learning that occurs in a K-12 general education classroom. This includes the skills and knowledge needed to meet the needs of students receiving special education services in general education settings.

Allows the student with special needs and interests to pursue particular areas and problems in education. The problem and/or plan of study requires approval of the instructor within the department who will be directing the study.

Allows the student with special needs and interests to pursue particular areas and problems in education. The problem and/or plan of study requires approval of the instructor within the department who will be directing the study.

Examines assessment procedures and teaching strategies appropriate to providing instruction to students having difficulty learning mathematics. Emphasis on differentiating and adapting existing curriculum to assist all students in reaching the goals of the National Council of Teachers of Mathematics (NCTM 2000).

Fosters the study of historical, philosophical, and social foundations underlying the development, purposes, organization, and issues of K-12 education in the USA. Topics also include legal, ethical, political, and economic aspects, governance, roles and responsibilities of agencies and associations, and trends. Basics in multicultural and non-sexist education, positive and appropriate portrayal of diversity, disabilities, and instructional strategies that build inclusivity are covered.

Examines theories of typical and atypical child and adolescent development (physical, social, emotional, cognitive, and moral). Special emphasis is given to understanding and applications of learning theories and approaches that fit with development levels and enhance learning. Course begins to address diverse learners, motivation, management, and climate for learning that is appropriate for developmental levels.

Explores traits of various educational delivery models and methods for developing learner-centered curriculum which engages all learners in any mode. Addresses instructional design models and implementation strategies in alternative delivery methods.

Examines the collaborative efforts of educators to support successful family-school-community partnerships that foster development and learning for all learners. Includes strategies and approaches to supporting the diverse cognitive social and emotional needs of learners as a collaborative effort.

Examines the nature of teacher leadership and the impact on student learning within a school setting. Emphasis on the roles of teachers as agents of positive and sustainable change.

Students clarify their professional needs and philosophies using understandings of current issues and license renewal processes, and reflective tasks regarding their own practice. For Wisconsin teachers and other teachers building a professional development plan/portfolio, this course offers support in identifying and reflecting on professional strengths and weaknesses in relation to standards in the field, and setting goals for professional development.

Examination of the issues related to inequities and inequalities in PK-12 classrooms. Explores diversity in education from an historical perspective to inform teaching practices regarding race, culture, class, and gender. Considers power dynamics, pedagogy, and ideologies that frame education in our schools.

Study of foundational and recent theories in learning, motivation, and learning environments, and their practical implementation in today's array of classroom. Focuses on how students learn and how to impact student engagement.

Participants are informed of the policies, procedures and methods used in the supervision of student teachers at UW-Superior. Aimed primarily at teachers who teach subjects and grade levels for which there are shortages of approved cooperating teachers.

Study of policies, procedures and methods used in supervision of student teachers and interns. Open to those who are actual or potential supervisors of student teachers and interns, and is a requirement for teachers who will serve as cooperating teachers in the student teaching and internship program.

Study of the principles followed in constructing, using and analyzing formal and informal assessment tasks, tools, standardized tests and results of educational research in the classroom.

Engages teachers in analyzing and reflecting on current developments and practices in curriculum planning and instructional strategies.

Emphasizes research methodology and topics specific to the field of education. Students develop an action research project surrounding educational issues in a classroom, program, or site through a single subject design (in quantitative, qualitative, or mixed methods). The focus is on creating an action research proposal and plan that addresses existing research and current needs. Cross listed with SPED 780.

Implementation of an action research project through data collection, data analysis, and evaluation of a plan of action. The completed project is written and presented to constituents (faculty, staff, students, and/or site). Cross listed with SPED 784

Study the legal framework within which all school employees must operate. Emphasis on laws and sources of laws which affect students, teachers, and instruction.

Specially designed studies to allow the graduate student to pursue specific areas of need or interest. Approval of the topic of study and the plan of study by the instructor directing the study is required before enrollment.

Teacher Education Elective