300

This course focuses on behavioral development during adolescent years, including students’ physiological, cognitive, emotional, and social development and interaction. The course also addresses the teacher’s role in meeting the unique developmental needs of adolescents and identifying students for referral to health and/or social services when necessary. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course examines issues of race, equity, poverty and ability in American school systems. Students will examine their own beliefs and engage in self-assessment, reflection, and goal-setting around their cultural proficiency. Candidates will also have the opportunity to analyze models of equity in the classroom, particularly as they extend to curriculum, instruction and engaging with families. Special attention will be paid to the teacher as social justice advocate as well as how educators can be seen as agents of change within their classrooms, schools and communities. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course examines issues of equity in education in American school systems. Students will examine their own beliefs and cultural proficiency by identifying culturally, linguistically, and individually responsive curricular planning strategies. Candidates will also have the opportunity to implement culturally competent teaching strategies and procedures with a focus on meaningful communication and collaboration with families and communities surrounding engagement in assessment and goal setting. Special attention will be paid to utilizing culturally responsive assessment tools, procedures, and methods to gain knowledge of children and their familial and social context. NOTE: this course is only open to students in the ECE Competency-Based program. This course is designed to cover INCCRRA Gateways to Opportunities Early Childhood Education Credential Competencies: FCR4, FCR5, FCR6, PPD4, CPD1, CPD2, O&A1, O&A2, & O&A3. Pre-requisite(s): EDU 200CB, EDU 210CB, or Gateways ECE Level 2. Co-requisite(s): None. 5 quarter hours

This introductory course is designed for preservice teacher candidates to overview basic theories and practices in curriculum and assessment as they relate to early childhood, elementary, and special education. This is an interdisciplinary course that involves perspectives from Elementary, Early Childhood, and Special Education. Teacher candidates will examine how students learn through curriculum and assessment tools as guided by the newest learning standards in literacy, mathematics, science, social emotional learning and arts. This examination includes attention to diverse learners and culturally relevant curriculum and assessment practices. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course introduces students to theoretical and practical issues related to planning educational curriculum, instruction, and assessment. This course will also provide an overview of the different assessment types including, but not limited to: standardized, quantitative, qualitative, formative, summative, and authentic. Students will learn how cultural, social, economic, and language dimensions impact the design of instruction and assessments. Students will identify and analyze current assessment trends that seek to inform best practices in secondary classrooms. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This introductory course is designed for early childhood teachers to demonstrate their competency in applying the basic theories and practices in curriculum and assessment as they relate to early childhood education. Students will identify the factors influencing assessment while also evaluating and selecting methods and data collection for assessments. In addition, students will implement various types of assessment that support the selection of appropriate curricular content, aligned to relevant standards. Students will implement differentiated methods and instructional strategies in this class as well as adapt their practice to support individual children in the learning environment. NOTE: this course is only open to students in the ECE Competency-Based program. Pre-requisite(s): EDU 200CB and EDU 210CB. Co-requisite(s): None. 5 quarter hours

This course provides students opportunities to develop foundational competencies related to differentiated instructional planning, grouping strategies, instructional assessment, and developmentally appropriate environmental design and management for young children (K-2). NOTE: this course is only open to students in the ECE Competency-Based program. Pre-requisite(s): EDU 200CB and EDU 210CB, or Gateways Level 2 ECE Credential. Co-requisite(s): None. 5 quarter hours

This course provides opportunities for candidates to create/ design, assess, and advocate for program policies, procedures, and plans using current research, theory and knowledge of children to optimize healthy child development and learning, as well as inform child and program goals in collaboration with families and other team members. This course also affords candidates the opportunity to identify, develop, and implement plans and procedures that support healthy and safe early childhood program practices. In addition, candidates describe processes, procedures and identified roles within successful early childhood teams while applying key legal, ethical, regulatory, and interpersonal skills reflective of professionalism and leadership within early childhood settings. Lastly, candidates will demonstrate competency in the design and/or participation in collaborative systems and proactive, visionary leadership that ensures the healthy functioning of the early childhood program/agency and the children and families served. Pre-requisite(s): EDU 200CB, EDU 210CB, EDU 290CB, and EDU 305CB, or Gateways Level 3 ECE Credential. Co-requisite(s): None. 5 quarter hours