TE 803: Professional Roles and Teaching Practice II
Spring 2017 Instructor Molly Barrett This course was taken during my spring semester of my student- teaching internship year. With a focus in social studies, it targeted five central topics: 1) social studies teaching and learning; 2) integrated curriculum; 3) professional and ethical responsibilities as a teacher; and 4) accommodation of special needs; and 5) and reflective practices. Each of these areas was then examined by me during my lead teaching. |
TE 804: Reflect and Inquiry Teaching Practice II
Spring 2017 Instructor Andrea Varricchione Also taken during my spring semester of my student-teaching internship year, this class was designed to help teach science in elementary classrooms. This course aided me in reflecting and building on ideas and concepts taught in prior teacher education courses. The focus of this class was supporting me in developing standards-based practices in planning, teaching, and assessment. |
ED 800: Educational Inquiry
Summer 2021 Instructors Steven Weiland and Nathan Clason Serving as the introductory course for the MAED program, this class provided an opportunity to think and write about essential questions of education, including: What are its purposes, traditions, characteristic activities, and recurring problems and efforts at reform? What is most worth knowing and how are individual, institutional, and social views of schooling and the curriculum reconciled? How do we learn, what do we want from teaching, and from education outside of schools and beyond the years of formal schooling? What role does knowledge of human experience unlike our own play in our learning? How do conditions of contemporary life (e.g., “globalization” and the “new information and communications technologies”) influence education? What are the most effective ways to study teaching, learning, and educational administration and leadership? TE 849: Methods and Materials for Teaching Children's and Adolescent Literature
Fall 2021 Instructor Professor Mary M. Juzwik This course had me reading, discussing, and thinking critically and creatively about reading and teaching children’s and young adult literature (YAL) – literary works written for and/or about children and youth. In this course we read broadly within children’s and young adult literatures, positioning ourselves as readers, learners, and teachers to explore how our interests, passions, perspectives, and ways of being and belonging in the world shape our responses to texts. This course created a community of readers to look deeper into the texts we read and think critically about the themes we encountered. |
TE 846: Accommodating Differences in Literacy Learners
Summer 2021 Instructor Raven Jones-Stanborough Throughout this course, I was able to learn about the characteristics of effective literacy instruction for all learners as identified in research and described by respected reading researchers and practitioners. I was able to develop the expertise to evaluate assessments, materials, curricula programs, and practices in literacy instruction and select, modify, and design literacy assessments, materials, tasks, and teaching techniques to meet the specific needs of learners from diverse cultural and linguistic backgrounds. |
EAD 850: Issues and Strategies in Multicultural Education
Spring 2022 Instructor Leslie Gonzalez This educational leadership class considered the issues and strategies in multicultural education today. With a strong focus in reflecting on our own experiences, we were asked to look inward at our own thoughts and feelings and consider how they were constructed and why. With important themes like socialization, oppression, contextual maps and privilege aspiring educational leaders were able to think about different strategies to implement in the educational leadership world today because to know better means to do better. CEP 841: Classroom Management in in Inclusive Classroom
Summer 2022 Instructors Troy Mariage and Alyssa Uher With an overarching theme in identifying the behavioral, social and academic characteristics of children with special needs, this course served as a reflective practice in classroom management. An important aspect of this course was understanding how your role as an educator can aide or hinder a student's progress depending on their individual learning needs. Pinnacle supports such as Positive Behavioral Intervention and Supports (PBIS) allowed the exploration in how to promote equity and inclusion within the school environment. |
TE 842: Elementary Reading Assessment and Instruction
Summer 2022 Instructor Erin Jurand This course was centralized around the Modified Cognitive Model presented by Stahl, Flanigan and McKenna. Utilizing course texts that reflect the best practices in reading instruction, I was able to complete a Literacy Learners Assessment Profile. This cumulative assignment required me to look at a broad spectrum of collected reading assessments to create an instructional plan for 2 struggling readers after analyzing the data. This course also had me examine a professional text book in literacy for its effectiveness in promoting quality reading instruction. ED 870: Capstone Seminar
Fall 2022 Instructor Matthew Koehler With the intention of utilizing the practice of being a reflective practitioner, this course served as the final step in my journey to obtain my masters degree. Through weekly modules that pushed me to reflect on what I have learned through essays, compiling previously completed work and collaborating with colleagues, the capstone seminar had me take a look at the growth I have made as an educator. |