2018-2019 Graduate Academic Catalog

2018–19 Graduate Academic Catalog Page 61 Graduate-Level Course Descriptions EDA-6900 – EDR-6350 EDA-7960 Principal Internship 3 hours This internship is a planned, supervised, and evaluated field-based experience. It is designed to be the culminating field experience for the Principal Licensure Program. Prerequisite: All the EDA courses that are required for the Principal Licensure program.This is a capstone course for the program. (even years) Education Reading Endorsement (EDR) EDR-6000 Linguistic and Language Development for Teachers 3 hours Teachers will study the linguistic foundations of reading and typical language development. From that basis, teachers will learn about language variation, academic language and common language disorders that impact the reading processes. EDR-6100 Literacy Issues and Trends 4 hours Teachers seeking the graduate reading endorsement will learn foundational issues related to both historical and current issues related to reading. Topics covered include literacy acquisition; reading skills; language of school-based texts; teaching struggling readers and diverse learners; use of new, popular, and critical literacy; and standards, assessment, and high stakes tests. EDR-6200 Diagnosis and Intervention in Reading 3 hours Study and implementation of individual assessment and teaching strategies in reading: knowledge of the uses of multiple assessments to identify students’ strengths and needs as well as to monitor progress in reading; development of skills to administer and analyze reading assessments; analysis of cultural, family, and environmental factors influencing reading; assessment and instruction in academic language; tiered interventions for RTI and development of individualized assessments, and plans for reading intervention to address a students’ learning needs. Prerequisites: EDR-6100 Literacy Issues and Trends. EDR-6250 Supervised Field Experience — PK-3 1 hour The supervised field experiences allow teachers to apply the knowledge of the classes in three grade ranges. All teachers must engage in a PK–3 field experience (minimum 40 contact hours), a middle childhood field experience (minimum 30 contact hours), and a secondary field experience (minimum 30 contact hours). Field experiences may be completed concurrently or consecutively in any order. Teachers should sign up for the number of hours based on the number of field experiences they will complete within the semester. Prerequisites: EDR-6000 Linguistic and Language Development for Teachers; EDR-6100 Literacy Issues and Trends; EDR-6200 Diagnosis and Intervention in Reading. EDR-6300 Adolescent Reading: Theory and Practice 3 hours Presentation of theory, research, and strategy for the instruction of adolescent readers (grades 4–12) with a focus on addressing the reading needs of students who are not able to meet literacy expectations for their grade level. Particular focus is on the the range of instructional practices, technologies, and curricular materials that may meet the academic needs of older students with disabilities and/or with culturally/linguistically diverse backgrounds. Prerequisites: EDR-6100 Literacy Issues and Trends. EDR-6350 Supervised Field Experience — Middle 1-3 hours The supervised field experiences allow teachers to apply the knowledge of the classes in three grade ranges. All teachers must engage in a PK–3 field experience (minimum 40 contact hours), a middle childhood field experience (minimum 30 contact hours), and a secondary field experience (minimum 30 contact hours). Field experiences may be completed concurrently or consecutively in any order. Teachers should sign up for the number of hours based on the number of field experiences they will complete within the semester. Prerequisites; EDR-6000 Linguistic and Language Development for Teachers; EDR-6100 Literacy Issues and Trends; EDR-6200 Diagnosis and Intervention in Reading; EDR-6300 Adolescent Reading: Theory and Practice. EDA-6900 Assessing Classroom Performance 3 hours This course defines the role of the mentor in enhancing instructional effectiveness through the mentoring and assessing process. Of particular focus are the skills and processes for mentoring and assessing classroom performance of teachers. The development of a continuing improvement plan will also be addressed. EDA-7050 Curriculum Development for Instruction 3 hours This course will help administrators determine educational needs of their constituency, and give some insights for curricular design and instruction improvement, and development of staff and program evaluation. This program will assist the administration in managing every area of the curricular process in their setting including determining teaching strategies and priorities which promotes the success fo all students. To have successful students the administration will learn how to involve the community, know learning and motivational theories to help the students advance in their becoming life-long learners. (odd years) EDA-7100 School Finance 3 hours Students will study the historical issues, constitutional issues, sources of revenue, state aid distribution methods, and the budgeting process for K–12 schools. The course is designed for the practicing school administrator and will focus on Ohio public schools. EDA-7150 School Law 3 hours An introduction to the specific legal issues pertinent to education with emphasis on the relationship between school administration and employees, students, the community, and various levels of government. EDA-7200 Pupil Services Programs 3 hours Organization and analysis of pupil services offered to a school district. Current issues, especially legal and ethical are examined. (even years) EDA-7300 Building Level Personnel 3 hours Advanced analysis and synthesis of the knowledge, skills, and dispositions of ethical leaders who promote the success of all students by: creating cultures of educational excellence; responding to diverse learner needs; facilitating the development of safe, efficient, and effective learning environments; and influencing the political, social, economic, legal, and cultural contexts that shape schools and schooling. (even years) EDA-7600 Building Collaborative Schools 3 hours This course presents and develops the skills necessary for the principal in building collaborative schools. It emphasizes the building and development of a shared vision for the school which values the positives of a diverse community, consensus building and negotiating with various constituents, business, and social agencies within diverse community settings. Techniques will be presented for collaborating with families, responding to community needs, and mobilizing community resources to facilitate student success and the school vision. EDA-7900 3 hours Applied Research Project in Educational Administration Students will complete an approved applied research project designed in conjunction with a faculty advisor and/or an external mentor. The project must take place in an appropriate educational setting. The research project will be documented by a multi-media presentation and written report which will be suitable for the portfolio. Prerequisite: EDU-7200 Research Design. EDA-7950 3 hours Research Thesis in Educational Administration Students develop an organized scientific contribution or comprehensive analysis of a theory and/or practice in a specific area of education. Thesis topic must be approved by graduate advisor or thesis committee. Credit may be earned over a period of several semesters. Prerequisite: EDU-7200 Research Design.