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(F, S)(Formerly EDUC 443) Supervised student teaching in the middle school for a period of 14 weeks. Students will work closely with two classroom teachers, a college supervisor, and the school principal in a team approach to apply knowledge and skills acquired in their coursework. Co-requisite: EDUC 488. Prerequisite: passing scores on specific PRAXIS II Content Area and PLT Test(s); see requirements for Admission to Student Teaching. Additional fees will apply.

Prerequisites: TEAC000 and MUST PASS PRAXIS I & II Corequisites: EDUC488
Hours
12

(F, S) This is a senior level course designed to help students understand the predicaments of teaching. Understanding the dynamics of interaction between students and teachers is a particular focus. Professional relationships between teachers, parents, and administrators are also investigated. Classroom management and discipline and how teachers establish positive control of the learning environment are particular concerns. Co-requisite: EDUC 458, 478, or 498. Prerequisite: Admission to Student Teaching.

Prerequisites: TEAC000
Hours
3

Open only to advanced students in the field of Education who wish to do intensive reading in a specific interest area. Prerequisite: Admission to Teacher Education, Twelve semester hours of Education and permission of the Department Chair.

Prerequisites: TEAC000
Hours
3

(F, S) Supervised student teaching in the secondary school for a period of 12 weeks. Students will work closely with a classroom teacher, a college supervisor, and the school principlal in a team approach to apply knowledge and skills acquired in their class work. Application must be made by the second week of the semester preceding student teaching. Co-requisite: EDUC 488. Prerequisites: passign score on specific PRAXIS II content area test(s); see requirements for admission to student teching. A fee of $125 is charged.

Prerequisites: TEAC000 and MUST PASS PRAXIS I & II Corequisites: EDUC488
Hours
12

This course engages candidates in assessment, research, and methodologies needed in order to create better educational research consumers among practitioners. Candidates will complete a reflective research analysis of local, state, and national student achievement data as relevent to their current or future content emphasis area. Further, candidates will develop an action research project based on student achievement data to be implemented in a P-12 classroom from which findings are analyzed and change in the candidate's abilities to lead their classroom as a result is discussed. Candidates will also present the outcomes of their action research project to the Teacher as Leader Capstone Experience Committee as part of Teacher as Leader program exit requirements.

Hours
3

Explores the historical antecedents of American education and the influence of various educational philosophies. Particular attention is given to the main philosophical approaches to teaching, with emphasis on students developing a rationale and strategy for incorporating these ideas in the classroom setting.

Hours
3

The need to implement current research-based curriculum and related supportive practices is an important element to the teacher as leader principle. In this course, candidates will develop a Curriculum Improvement Plan for their school or school district reflective of current research-based practices, immerging technology advances, and the KY Academic Core Content (KYACC) standards. Further, candidates will create an action plan for the development of a Professional Learning Community (PLC) focused on improving their school or school district's curriculum practices for presentation at an administrative body within their school or school district (ex: Site Based Decision Making Council, Technology Advisory Board, or Assessment Board). Finally, candidates will complete a technology-based group presentation describing deconstruction of (KYACC) standards toward development of teacher and student learning targets.

Hours
3

Examines the fundamentals of curriculum theory and design and the research that informs and shapes reform efforts. Current trends will be discussed in relation to historical precedents and future needs.

Hours
3

Introduces and explains the organization and components specific to middle school education and presents current information gathered from studies and research to provide contemporary and realistic examples. The activities will prepare teachers to evaluate the effectiveness of a middle school curriculum and its congruence with Transformations: Kentucky's Curriculum Framework and th Plan of Studies as well as its effectiveness in promoting student learning.

Hours
3

Introduces and explains the various foundations and components of secondary education and presents current information gathered from studies and research to provide contemporary and realistic examples. The activities will prepare teachers to identify important components and features of the secondary school curriculum, evaluate the congruence of a curriculum with Transformations: Kentucky's Curriculum Framework and evaluate its effectiveness at promoting student learning.

Hours
3

Designed to aid teachers and administrators and their understanding in use of elementary statistical terminology and procedures, statistical concepts, useful in analyzing and interpreting data from published research are emphasized.

Hours
3

In this course, assessment and subsequent teacher accountability as the driving force towards increased student achievement in the classroom is explored. Topics covered in the course include: formative and summative assessment practices, assessment of learning vs. assessment for learning, student self-assessment, and group assessment processes. Further, candidates will review local, state, and national student achievement data as a means to develop classroom assessment procedures that reflect the need to close the national achievement gap. In particular, the use of technology in the assessment process including bell-ringers, E-exit slips, and assessment using smartphone technology will be emphasized throughout all course objectives and assignments.

Hours
3

The need to implement current research-based instructional practices is an important element to the teacher as leader principle. Particular emphasis will be placed on the role of formative/summative assessment in the development and implementation of instructional practices for the classroom. In this course, candidates will develop a Collaborative Unit of Study reflective of current research-based practices that integrates major themes of the course including: Response to Intervention (RTI), Professional Learning Communities, (PLC), and practices reflective of the Stiggins model of assessment for learning. Further, students will develop a professional development activity based on the Collaborative Unit of Study for presentation at an administrative body within their school district (ex: Site Based Decision Making Council, Technology Advisory Board, or Assessment Board).

Hours
3

A survey course which breifly examines competing theories of reading/language arts instruction and that proposes an approach which emphasizes consistency and structure in implementing whole language principles. For teachers of early childhood through older elementary grades.

Hours
3

Introduces students to the unique literacy demands of different discipliines, the instructional or study strategies that enhance content coursework, and the unique needs of the non-reader in the content classroom. For middle or high school teachers, as well as those seeking the reading and writing endorsement.

Hours
3

A classroom teacher's guide for identifying, planning, implementing, and assessing reading difficulties within the regular classroom. Topics covered include collaboration, grouping, reading, standardized testing, informal/ongoing assessment, and direct instruction of skills. For classroom and collaborating teachers.

Hours
3

A supervised experience in a tutorial situation. Students will be responsible for testing, planning the instructional cycle, and writing a case study report. Enrollment is open only to those seeking the readng and writing endorsements.

Hours
3

This course explores the role of the teacher leader towards ensuring student achievement for all students in a global classroom environment. Candidates will develop a "toolbox" of skills and resources to address the individual learning needs of multiple student constituencies in the classroom including: English as a Second Language (ESL) students, students with documented exceptionanalities across the full spectrum of need (IEP's to students identified as Gifted and Talented (GF), students from variant socioeconomic backgrounds and cultures, and students of different genders and sexual orientations. Candidates will complete a clinical placement in a setting that offers exposure to an ethnic, cultural, or socioeconomic perspective different than their own and provide a reflection of their experience.

Hours
1

Designed for classroom teachers who assume the responsibility of supervising student teachers. Experiences deemed necessary for developing students into effective teachers are considered. Prerequisite: One year of teaching experience or consent of the instructor.

Hours
0

Remaining at the forefront of advancement in technology allows candidates to truly become assets to their schools and develop themselves as teacher leaders. This course engages candidates in current and immerging technologies in educational practices. Topics covered include the use of technology as a tool for communication, assessment, research, and classroom management. Particular emphasis will be placed on the use of software including Skype, Smartphone, use of social media including Facebook and YouTube in the classroom, and formative/summative assessment through texting.

Hours
3

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