Education

This course is designed to prepare teachers to improve student learning in community and technical colleges. The course will provide students with an overview of the historical, social, and current direction of adult learning theory. It will also explore a variety of traditional and innovative modes of instruction that could be effectively used in the instruction of adults.

This is a two-credit undergraduate/graduate course with a focus on both improving and promoting learning in community and technical colleges. A variety of traditional and innovative assessment and evaluation strategies/methods will be addressed that will enhance teaching and learning as a dynamic process to foster student learning. This course will focus on the construction, interpretation, use, and evaluation of student assessment/evaluation methods and tools based on the course/discipline/program outcomes in concert with theoretical assumptions that give meaning to such methods.

This is a two-credit undergraduate/graduate course focused on the development of curriculum and the instructional design of courses within a curriculum in community and technical colleges. Emphasis will be on curriculum and course development focused on educational outcomes and adult learning theory.

This course is designed to allow students the opportunity to fully incorporate the skills acquired from the three CRED classes listed below into a professional classroom setting at the Community College or Technical College. The setting may be traditional, online, or a hybrid format. The practicum will allow the student to demonstrate their abilities to implement 1)Active Learning Strategies, 2)Assessment, and 3)Course Design skills in their own discipline under the guidance of a master teacher. There will be a minimum of 60 hours required for the completion of the class. The successful completion of this course will also enable the students to receive a Certificate for Teaching at the Community and Technical College.

Foundations in the field of early childhood special education. This includes history, philosophical perspectives, characteristics, policy, and collaboration.

Current research and recommended practices for early intervention will guide the study of methods, materials, and transitions employed in natural environments with typically and atypically developing infants and toddlers, birth through 35 months. The key role of the family is integrated into the course and includes working with families in the IFSP/IEP development process. This course involves a 15-hour field experience.

This course is designed to provide individuals seeking the early childhood special educator license with an opportunity to integrate and reflect on theory and practice related to the evaluation, planning, and supporting preschoolers (ages birth through 6) with diverse abilities. Specifically, individuals will have opportunities to learn various assessment strategies and tools, practice implementing a comprehensive evaluation, develop an Individualized Education Plan (IEP), and design individual, small and large group activities to meet a childs IEP goals in an inclusive early childhood setting. This course includes 30-hours field experience in an integrated public school Early Childhood Special Education setting ages birth through age 6.

A study of current research and evidence-based practices for instructional, medical, and social needs of infants, toddlers, preschoolers, and primary students, ages birth through 6, and their families.

This course will prepare the candidate for assessment, the educational process, and transitions for young children with special needs. Topics include collaboration with families to determine appropriate individualized planning and placements of young children birth through age 6.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their Pre-Student Teaching Experience.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their pre-student teaching experience.

A supervised student teaching experience providing an opportunity to relate theory to practice in a home- and center-based educational setting for infants/toddlers/preschoolers birth through age 6.

This course is intended for candidates seeking more than one initial licensure. Candidates need to complete a minimum of two full-time student teaching weeks in the scope and content of the licensure area sought.

An introduction to early childhood, elementary, and secondary education for students interested in teaching. Students will explore their potential for teaching in light of admission criteria and licensure requirements. Includes study of historical and social foundations of education; topics such as inquiry into the teaching and learning process, schools in a multicultural and diverse society, the profession of teaching; principles of cooperative group learning; and cultural differences, communication, and stereotyping. Fifteen hours of field experience is included.

The focus of this course is educational uses of technology. Students will explore computer applications as tools for their own learning, as well as the ethics of electronic communications, and will begin developing a Teacher Education portfolio using LiveText software.

ED 200 provides a field experience for early childhood, elementary, and secondary education students interested in the teaching profession. It is intended for students who need an introductory field experience. The lab involves a minimum of 15 hours assisting in a classroom.

This is an introductory study of child growth and development from conception through adolescence with a concentration on the physical, cognitive, and social-emotional domains of development. Emphasis areas of the course include: historical foundations and theories associated with the study of child development, the research process, the implications of teaching and learning, student diversity and pertinent topics associated with the possible effect of environment and behavior on prenatal development through adolescence.

Exploration of parent-child relationships within diverse family and cultural settings. Examination of parenting styles, attitudes, and behaviors and their effects on childrens development.

This course is designed to provide an opportunity for students to experience a special or experimental curriculum enrichment course.

Special workshops created and designed according to the needs of the participants. Offered in different formats and time spans.

This course is intended to provide a field experience for teacher candidates who are double majoring and need to complete two Pre­-Student Teaching Experiences in different placements. Students taking this course will complete an additional Pre-Student Teaching Experience for 5 full days.

This required course for all secondary (5-12/K-12) licensure students addresses instructional strategies and assessment, diversity and exceptionality, classroom management, and home-school-community relationships. Students plan for and teach in clinical settings at nearby secondary schools.

This required course for all secondary (5-12/K-12) licensure students addresses instructional strategies and assessment, diversity and exceptionality, classroom management, and home-school-community relationships. Students plan and teach in clinical settings at nearby secondary schools.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their Pre-Student Teaching Experience (all majors).

This required lab will provide guidance to teacher candidates as they complete 10 full days of Pre-Student Teaching Experience (PSTE) and Education Teacher Performance Assessment (edTPA) requirements. Students will be required to actively participate in a school setting by teaching lessons and engaging in day-to-day functions of the classroom. Additionally students will complete Tasks 1, 2, and 3 of edTPA.

Covers concepts and ideas which enable students to recognize and identify oppression, discrimination, and racism, along with learning techniques for building a community of teachers and learners in a pluralistic society with its great variety of cultures, value systems, and life styles. Includes study of American Indian language, history, government and culture.

Emphasis will be on constructivist approaches to hands-on creative activities, expressive arts, and discovery learning for young children that is inclusive. Facilitating childrens development through planning implementing, and evaluating learning experiences in the visual arts, music, movement, dance, and dramatic play will be the heart of this integrated curriculum course. A lab experience is included.

The course focuses on various developmentally appropriate and best curricula in the field of early childhood education in which instructional strategies, theories of curriculum development, and integrated curriculum for traditional/thematic types, to newer experimental and/or research-based models are explored. Approaches to anti-bias curriculum and inclusion of all children will be studied. A lab experience is included.

This course develops a framework for establishing and maintaining high quality programs for infants and toddlers and their families. Students will develop techniques for care giving, facilitating learning, and assessment that are developmentally appropriate and culturally sensitive. Attention to infants and toddlers with special needs is included.

This non-licensure course is designed for individuals planning to teach environmental education in a variety of settings. Interdisciplinary issues explored include history and trends in environmental education; goals of environmental literacy, sustainability, advocacy, and education; and research-based best practices of environmental education. The course includes practicum and lab sessions implementing course understandings into experiential learning. Prerequisites: Junior status or permission of instructor.

This course is a study of childrens literature at pre-primary, kindergarten, and elementary levels, with emphasis on diversity.

This course is an introduction to early literacy and linguistics, which is the scientific study of language. The theory of linguistics and teaching methods will be investigated. Topics taught in this course are language development, including the sounds of language and how they are produced (phonology); the structure of words (morphology); sentence structure (syntax); and how meaning is expressed (semantics). Early literacy topics addressed in this course include concepts about print, alphabetic principle, phonemic awareness, phonics, spelling, fluency, and written language. Emphasis will be placed on teaching techniques, strategies, and assessment tools used to instruct beginning readers, with special focus on the need to differentiate instruction to accommodate the needs of all learners, particularly the struggling reader and students for whom English is a second language. There is a 15-hour field experience attached to this course.

The course enables teacher candidates to improve communication proficiency as language develops in the child from early childhood through adolescence. With consideration of the academic ELA standards and inclusion of the ELA literacies: reading, writing, listening, speaking, viewing, and visually representing - including media/digital literacy, the focus of the content of English language arts includes: literature, writing, vocabulary, spelling, grammar/language conventions & effective usage, poetry, phonics, and handwriting. This course explores the process of language development and appropriate strategies to stimulate and encourage the continuation of language growth, and includes focus on understanding interrelationships among culture, language, and thought, with emphasis on technology, diversity, and the needs of English learners. Teacher candidates will complete an informal (self-placed) eight-hour field experience.

This course addresses the total spectrum of an inclusive P-6 developmental literacy program, including a study of phonemic, graphemic, and semantic systems, as well as strategies for teaching fluency, vocabulary, writing, and comprehension skills to learners. This course includes a field experience with structured assignments for teaching reading skills to diverse learners in grades K-6.

Study of rationale, curriculum, and special methods relevant to teaching language arts to diverse students, grades 5-12. Five classroom visits are included in the course.

Study of rationale, curriculum, and special methods relevant to teaching mathematics to diverse students, grades 5-12. Five classroom visits are included in the course.

Study of rationale, curriculum, and special methods relevant to teaching science to diverse students, grades 5-12. Five classroom visits are included in the course.

Study of rationale, curriculum, and special methods relevant to teaching the social sciences to diverse students, grades 5-12. Five classroom visits are included in the course.

Learners will investigate language as a system, first and second language acquisition theory, developmental and cultural considerations, child/adolescent literature, curriculum/lesson development, standards-based assessment practices, and teaching/learning strategies (including technological) for diverse students. Spanish vocabulary related to the course content will be included. The learners will develop thematic/integrated teaching materials and practice using them to teach Spanish (listening, speaking, reading and writing skills and cultural understandings) in school settings. The course will be taught with a combination of online and on-site experiences.

Study of rationale, curriculum, and special methods relevant to teaching communication arts/literature to diverse students, grades 5-8. A field experience is required with this course. Admission to the Teacher Education Program required.

Study of rationale, curriculum, and special methods relevant to teaching mathematics to diverse students, grades 5-8. A field experience is required with this course. Admission to the Teacher Education Program required.

Study of rationale, curriculum, and special methods relevant to teaching science to diverse students, grades 5-8. A field experience is required with this course. Admission to Teacher Education Program required.

Study of rationale, curriculum, and special methods relevant to teaching social studies to diverse students, grades 5-8. A field experience is required with this course. Admission to the Teacher Education Program required.

Learners will investigate language as a system, first and second language acquisition theory, developmental and cultural considerations, child/adolescent literature, curriculum/lesson development, standards-based assessment practices, and teaching/learning strategies (including technological) for diverse students. Spanish vocabulary related to the course content will be included. The learners will develop thematic/integrated teaching materials and practice using them to teach Spanish (listening, speaking, reading and writing skills and cultural understandings) in school settings. Required preparation: at least one Spanish course at the 300 level, Admission to Teacher Education program.

In order to teach young children it is necessary to be familiar with patterns of growth concerning physical, mental, social, emotional, and aesthetic development of this age group. And to know both methods and materials is essential in order to create a living/learning environment where children can experience the best possible educational program. This course requires a 15-hour field experience.

Must be successfully completed by elementary, secondary, and K-12 Education candidates prior to student teaching. Goals include practicing knowledge, skills, and dispositions that support learning by P-12 students in a classroom setting, and assessing readiness for student teaching. A minimum of 10 days is required. Prerequisites: No Fs or IPs on transcript; completion of appropriate methods courses; 2.8 GPA in Education and specialty courses; grade of C or higher in all Education and specialty courses.

Provide education teacher candidates an understanding of the principles of effective classroom management and an opportunity to use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom; grow in their knowledge on how to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations, establish a positive climate in the classroom and participate in maintaining a positive climate in the school as a whole. Participants will professionally grow in their development of skills necessary to lead with confidence, compassion, creativeness and commitment and team planning and teaching with multi-age grouping for K - 6 diverse learners. Teacher candidates cooperatively plan and teach content and skill objectives during a special two-day clinical lab experience in a K - 6 setting with diverse learners.

This course focuses on the central concepts and tools of inquiry for effective standards-based teaching and learning of mathematics from pre-kindergarten through grade 8. The course will address concept development, skill attainment, problem solving, lesson planning, assessment procedures, and techniques for accommodating different learning styles. Fifteen hours of classroom visits for guided practice and teaching a unit using appropriate methods for diverse learners are included.

This course focuses on the central concepts and tools of inquiry for effective standards-based teaching and learning of science from pre-kindergarten through grade 8. This course will address concept development, skill attainment, problem solving, lesson planning, assessment procedures, and techniques for accommodating different learning styles. Fifteen hours of classroom visits for guided practice and teaching a unit using appropriate methods for diverse learners are included.

This course includes the study of pedagogy, standards, teaching strategies and assessments for social studies concepts at the preprimary, kindergarten and elementary levels for PreK - 6 diverse learners. Early Childhood and Elementary Education teacher candidates teach social studies content and skill objectives during a 15 hour lab experience in an elementary school for PK -6 diverse learners.

This course provides a study of methods for developing reading comprehension, strategies, and study skills for the acquisition of new content in a given discipline.

Provides the basics of media production for learning and training. Students will learn how to utilize technologies such as video, still images, animation, and graphics in business and educational contexts. This course is designed for professionals in the fields of education, corporate training, and management.

This course develops knowledge and strategies in planning and teaching reading, phonics, and writing in grades K-8. Curriculum methods and organization of the reading program are explored in the context of best current practice and professional reading standards.

This course will help the teacher construct a framework for supporting content area literacy instruction. The course will focus on assisting teachers in developing reading and writing methods, strategies, and procedures for the 5-12 students.

This course focuses on assessment of the reading development of individual students and groups of students and the selection of strategies, materials, and instruction for students with a wide range of reading backgrounds and skills.

This practicum is the capstone of the MN K-12 Teacher of Reading Licensure program. Placements will focus on the elementary, middle, and secondary levels. Reading teacher candidates must complete licensure coursework before enrolling in the Literacy Practicum. This should be the final term of the Reading licensure program. Approval by instructor required. Course may be concurrently taken with ED 450/550.

This required course will enable teacher candidates to understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student.

This course focuses on the exploration, discussion, and critical analysis of contemporary issues regarding children, families, and early childhood programming. Areas will include advocacy; understanding legislation, rules, and regulations; child abuse; parenting roles; and professionalism.

Candidates will complete a supervised field experience under the direction of a qualified, licensed director in an agency that serves young children and their families. Candidates will have opportunities to understand the infrastructure of the Early Childhood field and to demonstrate professional and ethical behaviors.

The purpose of this course will be to learn research techniques and applications by participating in action research, specifically the performance assessment required by the State of Minnesota for teacher candidates who want to obtain a Minnesota teaching license. This course will focus on action research and researching learning strategies in preparation for teaching.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their Pre-Student Teaching Experience.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their pre-student teaching experience.

A supervised year-long field experience, required for K-6 Iicensure in Elementary Education, in kindergarten - grade 6 classrooms, evaluated by a cooperating teacher and an university supervisor. Teacher candidates demonstrate Teacher Preparation Program outcomes through a portfolio and a board-adopted performance assessment Perquisite: Admission to the Teacher Preparation Program I Instructor approval required.

Students will complete an extended supervised field experience in an organized setting serving children ages Birth - 18. Course is repeatable up to 12 credits.

A supervised semester-long field experience evaluated by a classroom supervisor and a University supervisor, in Birth-Grade 3 classrooms, required for ECE licensure fields. Students demonstrate Teacher Education program outcomes and present a portfolio at a final conference.

A supervised semester-long field experience in pre-K - Grade 6 classrooms for Elementary Education licensure fields, evaluated by a classroom supervisor and a University supervisor. Students demonstrate Teacher Education program outcomes and present a portfolio at a final conference.

Supervised, semester-long field experience in K-Grade 8 classrooms, evaluated by a classroom supervisor and a University supervisor. Students demonstrate Teacher Education program outcomes and present a portfolio at a final conference.

Enrollment is restricted to student teaching in Common Market or UTEP, or to double majors. Students demonstrate Teacher Education program outcomes and present a portfolio at a final conference.

Supervised semester-long field experience, required for K-12 licensure fields, in kindergarten-Grade 12 classrooms, evaluated by a classroom supervisor and a University supervisor. Students demonstrate Teacher Education program outcomes and present a portfolio at a final conference.

This course is intended for candidates seeking more than one initial licensure. Candidates need to complete a minimum of two full-time student teaching weeks in the scope and content of the licensure area sought.

This course is intended for licensed teachers seeking an additional licensure or endorsement. Candidates need to complete a minimum of 80 hours in the scope and content of the licensure area sought. Advanced Practicum candidate hours and grade bands will be determined by the evaluation of practicum candidate experience.

Supervised semester-long field experience in Grade 5-12 classrooms, required for 5-12 licensure fields, evaluated by a classroom supervisor and a University supervisor. Students demonstrate Teacher Education program outcomes and present a portfolio presented at a final conference.

A supervised year-long field experience, required for K-6 licensure in Elementary Education, in kindergarten - grade 6 classrooms, evaluated by a cooperating teacher and an university supervisor. Teacher candidates demonstrate Teacher Preparation Program outcomes through a portfolio and a board-adopted performance assessment. Perquisite: Admission to the Teacher Preparation Program I Instructor approval required.

Supervised global student teaching field experience, required for education licensure fields, in kindergarten-Grade 12 classrooms, evaluated by a classroom supervisor and a University supervisor. Students demonstrate Teacher Education program outcomes and present a portfolio at a final conference. Admission to Teacher Education Program is required.

This extended student teaching experience will allow teacher candidates further experience in student teaching to demonstrate proficiency in preparation for licensure with the implementation of the edTPA - Teacher Performance Assessment. Special Permission Required.

This course consists of the final SMSU School of Education Teacher Education Program requirements for teacher licensure in Minnesota. Teacher candidates successfully completing all the requirements for MN licensure will be moved forward for licensure recommendation.

This course explores the predictive factors linked to academic problems and risk behaviors in youth. It is also an evaluation of theories, models, research, and practices as they relate to working with youth in alternative schools, residential settings, and non-familial homes. Other topics of study include common risk behaviors among youth, intervention and prevention programs for at-risk youth, behavior and crisis management, and differential outcomes for youth at risk.

This course focuses on the collaborative efforts among agencies serving at-risk youth. Major topics will include collaboration models, initiatives, and structures; benefits of and barriers to effective inter-agency collaboration; community resource mapping and capacity building; information sharing and confidentiality; as well as cultural competency within the context of a service system. Students will also gain a broad understanding of the services and programs designed to assist youth at risk.

In this course, students will explore how to effectively use blended instruction, both in-person and online, to design instruction, implement, and assess.

This course focuses on the development of best practices in online teaching. Participants will investigate the roles of the online instructor, the online student, and the integration of technology in creating a successful online learning experience.

This course looks at best practices in the integration of technology into classroom teaching. A variety of tools and applications will be explored in the context of specific content areas and age levels from pre-K through college level teaching.

This course will aim to teach participants how to build a collaborative environment to facilitate synchronous and asynchronous text, voice, and video communication; support co-creation of projects; facilitate consensus building through group discussions and polling; develop strategies for resource management; and use online presentation tools. Participants will also learn how to assess tools including LMS and project management software to determine how well the tool serves the intended purpose and meets the users needs.

This course is designed to provide an opportunity for students to experience a special or experimental curriculum enrichment course.

Tutoring of other students in the Learning Center, assisting Education Department instructors in the development of competencies or completing projects related to the students interest.

This course allows students to do an in-depth, independent study exploration for a better understanding of a particular area of education.

Education in a Global Society will focus on education systems around the world, making comparisons to education in the United States. This course promotes opportunities beyond the classroom, providing university students with an opportunity to visit another country and culture while enhancing their critical and creative thinking. University students will research the destination community before venturing there to teach in a K-12 school as well as prepare and implement a community service project in effort to be a concerned and active global citizen.

Supervised semester-long field experience, required for licensure in Elementary Education in Kindergarten-Grade 6 classrooms, evaluated by a classroom supervisor and a University supervisor. Students demonstrate Teacher Education program outcomes and present a portfolio at a final conference. Instructor Permission required.

Supervised semester-long field experience, required for licensure in Elementary Education in Kindergarten-Grade 6 classrooms, evaluated by a classroom supervisor and a University supervisor. Students demonstrate Teacher Education program outcomes and present a portfolio at a final conference. Instructor Permission required.

Field experience designed by the requesting student and the faculty member who has agreed to help structure and supervise the experience.

This course is intended to provide a field experience in integrated special education settings and aid the student in valuing diversity and inclusion. This is intended for transfer students who need an introductory field experience. This is equivalent to the SPED 290 lab, which is 15 hours.

A study of more advanced topics in special education not normally provided as part of the curriculum.

This course provides information on the various exceptionalities and facilitates understanding of the basic special needs education services provided to children with disabilities, and includes gifted and talented. Topics include federal and state mandates, planning with parents, team approaches, teaching methodologies, and curriculum modifications and adaptations. A portfolio, reflective journal, and field experience will assist students in valuing diversity and inclusion.

This course is intended to provide a field experience in integrated special education settings and aid the student in valuing diversity and inclusion. The number of contact hours will be based on the credits taken. This is intended for transfer students who need an introductory field experience or for students taking the special education core and need a one credit companion field experience. This lab may be taken only once for no credit as an undergraduate or twice for one credit (undergraduate or graduate) in different settings.

The Positive Classroom and Behavior Management Strategies for the Special Education Classroom course will focus on specific classroom management styles congruent with inclusive and culturally responsive classrooms. It will also focus on learning strategies to effectively manage and teach students who exhibit high behavioral needs in a proactive, positive manner. . Teacher candidates cooperatively plan and teach content and skill objectives during a field experience/lab in a birth - age 21 setting with diverse learners.

This course provides the characteristics and educational programming for mild to moderate disabilities, including emotional behavior disorders, learning disabilities, developmental cognitive disabilities, autism spectrum disorders, traumatic brain injuries, and other health disorders.

This course provides strategies for planning assessment, concepts of measurement, interpretation of assessment results, and their use in making programming decisions for individual students in special education.

This course focuses on understanding the medical diseases and disorders of childhood ages birth through 18 and the implications and potential impacts of these diseases and disorders on student learning. This course is designed to provide relevant knowledge and skills needed to work with children with physical and health disorders, including knowledge of medical terminology, human anatomy and physiology, pharmacology, kinesiology, neurology, secondary health care issues with specific disabilities, specific condition needs, managing personal physical care, first aid techniques, and evacuation procedures.

A course in the best practices and procedures in curriculum instruction techniques and performance evaluation for all exceptionalities. Application in the process of individualized programming and modification/accommodation plans in integrated educational settings, use of assistive technologies, and adaptive techniques will be covered.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their Pre-Student Teaching Experience.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their pre-student teaching experience.

A course in theories of behavior, functional behavior assessment, and the laws, policies, and ethical principles regarding the planning and implementation of positive behavior supports for students with challenging behavior.

This course is intended for licensed teachers seeking an additional licensure or endorsement. Candidates need to complete a minimum of 80 hours in the scope and content of the licensure area sought. Advanced Practicum candidate hours and grade bands will be determined by the evaluation of practicum candidate experience.

Supervised semester long field experience, required for K-12 Special Education licensure fields, in kindergarten - Grade 12 classrooms, evaluated by a classroom supervisor and a University supervisor. Students demonstrate Teacher Education program outcomes and present a portfolio at a final conference. Admission to Teacher Education program required.

This course is intended for students who are not yet licensed but who are completing the requirements for a second or third, etc., licensure field. Additional weeks of supervised practice teaching in the area of Special Education in an elementary and/or secondary school setting.

This is the first half of a year-long student co-teaching model for the non-conventional ABS program (ABS). The requirements for the ABS special education teacher candidate are in addition to the expectations found within the SMSU Student Teaching Manual. The year of student co-teaching is one aspect that makes this innovative approach a non-conventional ABS licensure program. Each University Supervisor will review the activities with the teacher candidate and classroom mentor(s) to decide what is appropriate in specific classrooms and settings. All special education teacher candidates are expected to self-assess their own progress throughout the experience, as well as conference with their classroom mentor(s) and university supervisor(s) to monitor professional development. Satisfactory clinical experiences and related assignments complete the requirement to teach students that are classified with diverse disabilities at the mild-moderate level in at least one grade band.

This is the second half of a year-long student co-teaching model for the non-conventional ABS program (ABS). The requirements for the ABS special education teacher candidate are in addition to the expectations found within the SMSU Student Teaching Manual. The year of student co-teaching is one aspect that makes this innovative approach a non-conventional ABS licensure program. Each University Supervisor will review the activities with the teacher candidate and classroom mentor(s) to decide what is appropriate in specific classrooms and settings. All special education teacher candidates are expected to self-assess their own progress throughout the experience, as well as conference with their classroom mentor(s) and university supervisor(s) to monitor professional development. Satisfactory clinical experiences and related assignments complete the requirement to teach students that are classified with diverse disabilities at the mild-moderate level in at least two grade bands.

An understanding of the issues, resources, and techniques of communication, collaboration, consultation, and transitions for children, their families, the school, and all stakeholders in regular and special education settings. This includes professional reflection and development. The role of mental health professionals and agencies is included.

Procedural safeguards for legal, judicial, medical, and educational systems that serve students with disabilities are studied, which includes due process and transition.

This course will explore in depth the components of Individualized Education Programs (IEPs). Students will gain experience in writing all components of IEPs and as well as evaluate IEPs for compliance and best practice.

This course provides an overview of autism spectrum disorders for individuals from birth through age 21. Identification and legal requirements, current theories and practices, medical and neurological perspectives, social/behavioral characteristics, and coexisting conditions will be studied with an understanding that educators rely on the assistance of a partnership with parents.

A study of more advanced topics in special education not normally provided as part of the curriculum.

This course is intended to provide elective forums on topics of current importance in the field of special education as well as traditional and longstanding topics and methods in SPED.

This course allows students to do an in-depth, independent exploration of a topic for a better understanding in the field of Special Education.

This course involves on-the-job experience. It requires discussion of experience and problems with internship advisor, as well as significant oral and written reports summarizing the learning involved in the field of Special Education.

This course is designed to introduce TESL teacher candidates to fundamental theories in the field of teaching ESL. The course builds a foundation of understanding of English learners and topics impacting the academic experiences of language minority students in the United States. TESL teacher candidates will participate in a 15 hour lab field experience with focus on culturally and linguistically diverse learners. The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to provide an overview of second language acquisition, focusing on communication, pattern, and variability. Through research and practical applications, TESL teacher candidates will develop an understanding of native language acquisition and second language acquisition as well as the impact on the academic setting for ELs, including linguistic, cognitive, social, and affective factors. The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to focus on assessment of English learners across all content areas. TESL teacher candidates will research, develop, and implement effective assessments for ELs to determine language proficiency as well as academic competency. The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to focus on literacy skills: listening, speaking, reading, writing, viewing, and visually representing with an emphasis on linguistics. TESL teacher candidates will consider first and second language acquisition as well as linguistics in efforts to improve the literacy process for ELs. The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to provide TESL teacher candidates the opportunities to create, implement, and reflect on the teaching and learning process regarding the integration of content and language instruction. Teacher candidates will consider best practices in the field of ESL including strategies and methods based on evidence. The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to provide TESL teacher candidates with opportunities to focus on standards and principles of ESL while considering community partnerships and involvement of ESL stakeholders. This course has a community component, which requires experiences outside the class; teacher candidates develop and implement a plan of action to demonstrate planning, commitment, and involvement with ESL stakeholders. The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This practicum is the capstone of the MN K-12 Teacher of ESL Licensure program. Placements will focus on the elementary, middle, and secondary levels. TESL teacher candidates must complete licensure coursework before enrolling in the TESL Practicum. This should be the final term of the TESL teacher candidates program. Approval by instructor required. Course may be concurrently taken with ED 433/533 Assessment in TESL

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their Pre-Student Teaching Experience.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their pre-student teaching experience.

Supervised semester-long field experience, required for K-12 licensure fields, in Kindergarten-Grade 12 classrooms, evaluated by a classroom supervisor and a University supervisor. Students demonstrate Teacher Education program outcomes and present a portfolio at a final conference.

This course is intended for candidates seeking more than one initial licensure. Candidates need to complete a minimum of two full-time student teaching weeks in the scope and content of the licensure area sought.

Supervised semester-long field experience, required for licensure in Teaching English as a Second Language, in Kindergarten-Grade 12 classrooms, evaluated by a classroom supervisor and a University supervisor. Students demonstrate Teacher Education program outcomes and present a portfolio at a final conference. Instructor Permission required.

Supervised semester-long field experience, required for licensure in Teaching English as a Second Language, in Kindergarten-Grade 12 classrooms, evaluated by a classroom supervisor and a University supervisor. Students demonstrate Teacher Education program outcomes and present a portfolio at a final conference. Instructor permission required.

This course is designed to prepare teachers to improve student learning in community and technical colleges. The course will provide students with an overview of the historical, social, and current direction of adult learning theory. It will also explore a variety of traditional and innovative modes of instruction that could be effectively used in the instruction of adults.

This is a two-credit undergraduate/graduate course with a focus on both improving and promoting learning in community and technical colleges. A variety of traditional and innovative assessment and evaluation strategies/methods will be addressed that will enhance teaching and learning as a dynamic process to foster student learning. This course will focus on the construction, interpretation, use, and evaluation of student assessment/evaluation methods and tools based on the course/discipline/program outcomes in concert with theoretical assumptions that give meaning to such methods.

This is a two-credit undergraduate/graduate course focused on the development of curriculum and the instructional design of courses within a curriculum in community and technical colleges. Emphasis will be on curriculum and course development focused on educational outcomes and adult learning theory.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their Pre-Student Teaching Experience.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their pre-student teaching experience.

Foundations in the field of early childhood special education. This includes history, philosophical perspectives, characteristics, policy, and collaboration.

Current research and recommended practices for early intervention will guide the study of methods, materials, and transitions employed in natural environments with typically and atypically developing infants and toddlers, birth through 35 months. The key role of the family is integrated into the course and includes working with families in the IFSP/IEP development process. This course involves a 15-hour field experience.

This course is designed to provide individuals seeking the early childhood special educator license with an opportunity to integrate and reflect on theory and practice related to the evaluation, planning, and supporting preschoolers (ages birth through 6) with diverse abilities. Specifically, individuals will have opportunities to learn various assessment strategies and tools, practice implementing a comprehensive evaluation, develop an Individualized Education Plan (IEP), and design individual, small and large group activities to meet a childs IEP goals in an inclusive early childhood setting. This course includes 30-hours field experience in an integrated public school Early Childhood Special Education setting ages birth through age 6.

A study of current research and evidence-based practices for instructional, medical, and social needs of infants, toddlers, preschoolers, and primary students, ages birth through 6, and their families.

This course will prepare the candidate for assessment, the educational process, and transitions for young children with special needs. Topics include collaboration with families to determine appropriate individualized planning and placements of young children birth through age 6.

A supervised, semester-long field experience and critical study combined to provide an opportunity to relate theory to practice in both home-based and center-based educational settings for children identified as ECSE between the ages of birth and 6-years-old. Prerequisites: Graduate Status and consent of instructor.

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice in a home-based and center-based educational setting for infants/toddlers/preschool through age three.

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice in a center-based educational setting for preschoolers and kindergartners.

This course is a study of childrens literature at pre-primary, kindergarten, and elementary levels, with emphasis on diversity.

This course is an introduction to early literacy and linguistics, which is the scientific study of language. The theory of linguistics and teaching methods will be investigated. Topics taught in this course are language development, including the sounds of language and how they are produced (phonology); the structure of words (morphology); sentence structure (syntax); and how meaning is expressed (semantics). Early literacy topics addressed in this courses include concepts about print, alphabetic principle, phonemic awareness, phonics, spelling, fluency, and written language. Emphasis will be placed on teaching techniques, strategies, and assessment tools used to instruct beginning readers, with special focus on the need to differentiate instruction to accommodate the needs of all learners, particularly the struggling reader and students for whom English is a second language. There is a 15-hour field experience attached to this course.

The course enables teacher candidates to improve communication proficiency as language develops in the child from early childhood through adolescence. With consideration of the academic ELA standards and inclusion of the ELA literacies: reading, writing, listening, speaking, viewing, and visually representing - including media/digital literacy, the focus of the content of English language arts includes: literature, writing, vocabulary, spelling, grammar/language conventions & effective usage, poetry, phonics, and handwriting. This course explores the process of language development and appropriate strategies to stimulate and encourage the continuation of language growth, and includes focus on understanding interrelationships among culture, language, and thought, with emphasis on technology, diversity, and the needs of English learners. Teacher candidates will complete an informal (self-placed) eight-hour field experience.

This course addresses the total spectrum of an inclusive P-6 developmental literacy program, including a study of phonemic, graphemic, and semantic systems, as well as strategies for teaching fluency, vocabulary, writing, and comprehension skills to learners. This course includes a field experience with structured assignments for teaching reading skills to diverse learners in grades P-6.

In order to teach young children it is necessary to be familiar with patterns of growth concerning physical, mental, social, emotional, and aesthetic development of this age group. And to know both methods and materials is essential in order to create a living/learning environment where children can experience the best possible educational program. This course requires a 15-hour field experience.

Provide education majors an understanding of the principles of effective classroom management and an opportunity to use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom; grow in their knowledge on how to create learning environments that contribute to the self-esteem of all persons and to positive personal relations, establish a positive climate in the classroom and participate in maintaining a positive climate in the school as a whole. Participants will professionally grow in their development of skills necessary to lead with confidence, compassion, creativeness and commitment and team planning and teaching with multi-age grouping for K-6 diverse learners. Elementary and Early Childhood Education majors team-plan and team-teach content and skill objectives during a special two day clinical lab experience in a nearby elementary school for K-6 diverse learners.

This course focuses on the central concepts and tools of inquiry for effective standards-based teaching and learning of mathematics from pre-kindergarten through grade 8. The course will address concept development, skill attainment, problem solving, lesson planning, assessment procedures, and techniques for accommodating different learning styles. Fifteen hours of classroom visits for guided practice and teaching a unit using appropriate methods for diverse learners are included.

This course focuses on the central concepts and tools of inquiry for effective standards-based teaching and learning of science from pre-kindergarten through grade 8. This course will address concept development, skill attainment, problem solving, lesson planning, assessment procedures, and techniques for accommodating different learning styles. Fifteen hours of classroom visits for guided practice and teaching a unit using appropriate methods for diverse learners are included.

This course includes the study of pedagogy, standards, teaching strategies and assessments for social studies concepts at the preprimary, kindergarten and elementary levels for PreK - 6 diverse learners. Early Childhood and Elementary Education teacher candidates teach social studies content and skill objectives during a 15 hour lab experience in an elementary school for PK -6 diverse learners.

Provides the basics of media production for learning and training. Students will learn how to utilize technologies such as video, still images, animation, and graphics in business and educational contexts. This course is designed for professionals in the fields of education, corporate training, and management.

This course develops knowledge and strategies in planning and teaching reading, phonics, and writing in grades K-8. Curriculum methods and organization of the reading program are explored in the context of best current practice and professional reading standards.

This course will help the teacher construct a framework for supporting content area literacy instruction. The course will focus on assisting teachers in developing reading and writing methods, strategies, and procedures for the 5-12 students.

This course focuses on assessment of the reading development of individual students and groups of students and the selection of strategies, materials, and instruction for students with a wide range of reading backgrounds and skills.

This practicum is the capstone of the MN K-12 Teacher of Reading Licensure program. Placements will focus on the elementary, middle, and secondary levels. Reading teacher candidates must complete licensure coursework before enrolling in the Literacy Practicum. This should be the final term of the Reading licensure program. Approval by instructor required. Course may be concurrently taken with ED 450/550.

This required course will enable teacher candidates to understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student.

The purpose of this course will be to learn research techniques and applications by participating in action research, specifically the performance assessment required by the State of Minnesota for teacher candidates who want to obtain a Minnesota teaching license. This course will focus on action research and researching learning strategies in preparation for teaching.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their Pre-Student Teaching Experience.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their pre-student teaching experience.

This course is intended for candidates seeking more than one initial licensure. Candidates need to complete a minimum of two full-time student teaching weeks in the scope and content of the licensure area sought.

This course is intended for licensed teachers seeking an additional licensure or endorsement. Candidates need to complete a minimum of 80 hours in the scope and content of the licensure area sought. Advanced Practicum candidate hours and grade bands will be determined by the evaluation of practicum candidate experience.

This course consists of the final SMSU School of Education Teacher Education Program requirements for teacher licensure in Minnesota. Teacher candidates successfully completing all the requirements for MN licensure will be moved forward for licensure recommendation.

This course explores the predictive factors linked to academic problems and risk behaviors in youth. It is also an evaluation of theories, models, research, and practices as they relate to working with youth in alternative schools, residential settings, and non-familial homes. Other topics of study include common risk behaviors among youth, intervention and prevention programs for at-risk youth, behavior and crisis management, and differential outcomes for youth at risk.

This course focuses on the collaborative efforts among agencies serving at-risk youth. Major topics will include collaboration models, initiatives, and structures; benefits of and barriers to effective inter-agency collaboration; community resource mapping and capacity building; information sharing and confidentiality; as well as cultural competency within the context of a service system. Students will also gain a broad understanding of the services and programs designed to assist youth at risk.

In this course, students will explore how to effectively use blended instruction, both in-person and online, to design instruction, implement, and assess.

This course focuses on the development of best practices in online teaching. Participants will investigate the roles of the online instructor, the online student, and the integration of technology in creating a successful online learning experience.

This course looks at best practices in the integration of technology into classroom teaching. A variety of tools and applications will be explored in the context of specific content areas and age levels from pre-K through college level teaching.

This course will aim to teach participants how to build a collaborative environment to facilitate synchronous and asynchronous text, voice, and video communication; support co-creation of projects; facilitate consensus building through group discussions and polling; develop strategies for resource management; and use online presentation tools. Participants will also learn how to assess tools including LMS and project management software to determine how well the tool serves the intended purpose and meets the users needs.

This course is designed to provide an opportunity for students to experience a special or experimental curriculum enrichment course.

Additional work in a particular area, in-depth study or related projects.

Expands and strengthens the teachers ability to develop an in-depth understanding of Reading Recovery practices and theory in order to teach and accelerate the learning of individual children. Classroom instruction is coordinated with the individual instruction of four at-risk students in an integrated field experience. The second semester focuses on understanding the theoretical background of Reading Recovery, analyzing and refining teaching decisions, and becoming reflective teachers.

Field experience designed by requesting student and the faculty member who has agreed to help structure and supervise the experience.

This course will assist the graduate student in the American Psychological Association (APA) publication style, choosing a research topic, conducting a review of literature, and organizing an action research project, the capstone activity for the graduate program.

Aspiring educators will learn the foundations of pedagogical practices in an inclusive education. The course will explore learning theories and child development in relation to culturally relevant practices to effectively instruct diverse learners as well as learners with special needs. This course will require a 20+ hour field experience in the appropriate scope and content of (specific) licensure. Prerequisite: Must be admitted to Graduate Program.

Aspiring educators will learn instructional practices and curricular options for the culturally responsive classroom. The course will explore development and growth, incorporating the interrelationships among culture, language, and thought among the needs of diverse population of students including English learners, learners with disabilities, and gifted and talented learners. Additional focus on teaching methodologies and curricular modifications and adaptions are included. This course will require a 20+ hour field experience in the appropriate scope and content of (specific) licensure. Prerequisite: Admission to the Teacher Education Program.

Aspiring educators will learn instructional strategies and assessment practices focusing on collaborative methods for working with diverse populations and students with exceptionalities. Additionally, aspiring educators will demonstrate and evaluate pedagogical practices in classroom management and foster home-school-community relationships. This course will require a 20+ hour field experience in the appropriate scope and content of (specific) licensure. Prerequisite: Admission to the Teacher Education Program.

Students will identify the cultural and historical influences and knowledge and belief systems which shape, and continue to shape, educational organizations, processes, and individual actions. Students will investigate the concepts and skills used in educational research and evaluate research methodologies. Students will initiate a portfolio as a means of demonstrating professional competencies. Technology will be an integral component in the research and portfolio process.

This course combines research and theory about teaching and learning that effectively enable educators to make informed decisions to better meet the diverse needs of all learners.

Students will identify and critically analyze a variety of cultural and historical influences, theories, knowledge and belief systems which shape educational organizations. Admission to Education Graduate program is required.

Students will learn and apply education research and assessment as a means of analyzing and improving teaching and the learning of content. Students will use their findings to enhance the scholarship of teaching and learning.

Students create a portfolio to reflect their professional growth and development. The portfolio will be an accurate portrayal of who they are as educators. Admission to the Education Graduate program is required.

Students identify an issue of interest to their professional development. The issue may include, but it is not limited to, instructional, organizational, or community processes related to their practice or content area. Students develop a research project designed to improve, implement, or understand the issue identified. Admission to Education Graduate program is required.

Students will focus on an in-depth examination of their professional beliefs, values, and knowledge regarding teaching and learning and compare these to the current research base on teaching and learning. With this knowledge they will conduct field studies to determine the influence of their practice on student learning and work to improve that practice. Admission to Education Graduate program is required.

Students will critically examine culturally embedded beliefs, knowledge, practices, and organizational structures and processes to determine their appropriateness in a democratic society. Admission to Education Graduate program is required.

Students implement and complete their action research projects. Admission to Education Graduate program is required.

This course is for graduate students who have not completed their research at the end of their final research course. Students are required to enroll each semester the student is requesting assistance from graduate faculty and using the library resources or any other University resources. Admission to the Graduate Program is required.

Students study social learning and the school as a social learning organization. Students experience first-hand the processes involved in social learning within the learning community context and transfer those processes into classroom practices. Admission to Education Graduate program required.

Students examine and connect current research in learning to the content areasin order to develop effective instructional decisions. Students design teaching approaches and learning environments to meet the needs of learners and organizations. Additionally, students engage in the development of personal practice knowledge in the content area as they build a knowledge base of educational research, theory, and practice. Admission to Education Graduate program required.

Students will research and review literature on a variety of current issues, trends, and reform efforts in education. Admission to Education Graduate program required.

Students explore multiple organizational theories and practices, compare and contrast those theories and practices, and assess their value in educational contexts. Students develop or engage in active leadership roles in their educational contexts. Admission to Education Graduate program required.

Students develop and refine curriculum using research-based design models. They research the connection between recent findings in human learning and how these findings translate into more effective curriculum design within their specific content area. Admission to Education Graduate program required.

Students will research and review literature on a variety of current issues, trends, and reform efforts in education using an historical context. Students will develop an advocacy position in an issue related to his/her specialty area.

This course offers educators the opportunity to take a research presentation and develop a professional presentation to be utilized beyond the requirements of a graduate program and/or presentation. Through reflective practice, students will learn how to revise their research presentations to be utilized within the broader P-12 system. They will learn how to adapt and strengthen their presentations, so they are marketable and meaningful. They will take knowledge attained by attending the graduate research conference to reevaluate and reinvent their presentation content, design, and implementation. Further, they will learn how to adapt their presentation based on audience needs (data gathering and analysis), and how to market the presentation.

Charter School Leaders have the responsibility of overseeing the many operations of the school environment. Utilizing technology to support the day-to-day operations and support best practices is an important aspect of the schools ability to function at a highly productive level. Leaders will explore technologies that focus on two distinct elements: operational and instructional. Software and technology that will assist in the functions of the building, staffing needs, and scheduling will be examined, along with software and technology that supports effective instruction and curriculum development.

This practicum provides students the opportunity to apply effective reading practices with elementary, middle level, and high school students.

This course is designed to provide an understanding and overview of organization of charter school history, systems, management, and leadership theory. Examination of the unique operations of charter schools, along with governance and affiliations with outside entities will be included. This course will analyze and review federal and state laws related to charter school education. Legal issues which affect operation of schools will also be explored. Students will learn about case law, contract law, labor relations, district, and school policies. An overview of special education and related laws, policies, and procedures will be included. Reflection, experiential activities, case studies, debates, simulations, and field studies will assist the student in developing and building decision-making, communication, and collaboration skills essential for the 21st Century charter school administrator.

This course focuses on fiscal and human resource management for charter schools. It includes budget allocation, planning, reporting and policies, and laws governing funding at the state, district, and local school levels for charter schools. It will also explore administrative technology applications and funding necessary to provide those resources. Participants will become familiar with a variety of technology applications. In addition, students will explore staffing, recruitment, selection, and termination processes.

Students dialogue with his/her professional organizations, peers, parents, learners, and the community to investigate and generate contextually meaningful personal and social processes of learning and teaching. Students will investigate and develop skills in mentoring, peer coaching, organizational and group dynamics, paradigm theory, conflict resolution/negotiation skills, effective communication, collaboration, and consultation.

Candidates seeking the Charter School Leadership certificate will be assigned and will work collaboratively with a veteran Charter School Administrator for three terms; summer, fall, and spring, which will consist of a total of 80 hours. Experiences are planned cooperatively by the individual, the site mentor, and university supervisor to provide inclusion of appropriate opportunities to apply skills, knowledge, and research throughout the year-round mentoring experience. The first experience will consist of 20 hours in the summer; with 30 hours during the fall and spring terms, respectively.

Candidates seeking the Charter School Leadership certificate will be assigned and will work collaboratively with a veteran Charter School Administrator for three terms; summer, fall, and spring, which will consist of a total of 80 hours. Experiences are planned cooperatively by the individual, the site mentor, and university supervisor to provide inclusion of appropriate opportunities to apply skills, knowledge, and research throughout the year-round mentoring experience. The first experience will consist of 20 hours in the summer; with 30 hours during the fall and spring terms, respectively.

Candidates seeking the Charter School Leadership certificate will be assigned and will work collaboratively with a veteran Charter School Administrator for three terms; summer, fall, and spring, which will consist of a total of 80 hours. Experiences are planned cooperatively by the individual, the site mentor, and university supervisor to provide inclusion of appropriate opportunities to apply skills, knowledge, and research throughout the year-round mentoring experience. The first experience will consist of 20 hours in the summer; with 30 hours during the fall and spring terms, respectively.

Students in this course will examine models of supervision, professional development, pedagogical theory, and leadership. Students will develop an effective supervision model for a charter school. In addition, relationships and communication with internal and external publics connected to charter schools will be explored.

This course will focus on current research, trends, issues, federal and state initiatives, legislation, and resources related to the development, supervision, and administration of reading programs for Pre-K through adult learners. This course will also include censorship issues, textbook and trade-book adoption practices, assessment procedures, and integration of instructional technology, staff development and effective change strategies.

Students in this course will examine models of supervision, professional development, pedagogical theory, and leadership. Students will develop an effective supervision model for a school. In addition, relationships and communication with internal and external publics will be explored.

This course explores how data based decision making is essential to sound school improvement. Students will explore data systems, technology and resources, and methods of implementation. Students will analyze and evaluate existing plans related to schools needs. Students will examine special needs populations, and diverse student populations and the impact each has on the school climate, culture, and curriculum.

To satisfy Minnesota Administrative Licensure requirements, student interns will work directly with a licensed and practicing principal for a minimum of 320 hours over the course of two/three semesters, or twelve consecutive months. Therefore, for this course, it is expected that the student intern would satisfy approximately 120 hours toward the completion of the required hours. This is the first of three consecutive courses to be taken to complete the Principal Licensure.

To satisfy Minnesota Administrative Licensure requirements, student interns will work directly with a licensed and practicing principal for a minimum of 320 hours over the course of two/three semesters, or twelve consecutive months. Therefore, for this course, it is expected that the student intern would satisfy approximately 80 hours toward the completion of the required hours. Because the Minnesota Administrative License is a K-12 license, student interns are required to have practical experience in each of the three levels: elementary, middle school, and high school. This is the second of three consecutive courses to be completed for the K-12 Principal Licensure. A minimum of 160 hours should be in the area of expertise and/or current teaching background. Eighty (80) hours will be required in each of the other two grade levels.

To satisfy Minnesota Administrative Licensure requirements, student interns will work directly with a licensed and practicing principal for a minimum of 320 hours over the course of two/three semesters, or twelve consecutive months. Therefore, for this course, it is expected that the student intern would satisfy approximately 80 hours toward the completion of the required hours. Because the Minnesota Administrative License is a K-12 license, student interns are required to have practical experience in each of the three levels: elementary, middle school, and high school. A minimum of 160 hours should be in the area of expertise and/or current teaching background. Eighty (80) hours will be required in each of the other two grade levels. Students who fail to demonstrate a level of competence will be put on a growth plan, which will provide specific feedback for remediation and/or changes needed for improvement (see Field Experience Handbook). At the conclusion of the 320 hours, students will conduct an exit portfolio review with the University Supervisor.

Students will explore aspects of leadership through use of questionnaires, leadership assessments, case studies, simulations, and reading. Each student will develop a personal leadership profile and professional development plan. In addition, research teams will explore and present on current issues in education.

In this course students will explore the Minnesota Core Leadership Competencies and the competencies specific to each area of licensure for the Principal, Superintendent, and Special Education Director. Students will also review the national Interstate School Leadership Licensure Consortium (ISLLC) standards, which are aligned with the Minnesota Administrator competencies and which have been adopted by the SMSU Department of Education. Students will learn how an e-portfolio will be developed to demonstrate mastery of those competencies using the LiveText program. Students will participate in leadership skills assessments and evaluations to determine their current levels of competency. Students will develop an individual professional development plan (PDP) based on assessments results.

In this course students will develop and design e-portfolio artifacts which demonstrate growth or mastery of the Minnesota Core Leadership Competencies and the competencies specific to each area of licensure for the Principal, Superintendent, and Special Education Director and the national Interstate School Leadership Licensure Consortium (ISLLC) standards, which are aligned with the Minnesota Administrator competencies. Students will also develop and design portfolio artifacts specific to their own professional development plans.

In this course students will develop and design e-portfolio artifacts which demonstrate growth or mastery of the Minnesota Core Leadership Competencies and the competencies specific to each area of licensure including Principal, Superintendent, and Special Education Director and the national Interstate School Leadership Licensure Consortium (ISLLC) standards, which are aligned with the Minnesota Administrator competencies. Students will also develop and design portfolio artifacts specific to their own professional development plans.

This course is designed to provide an understanding and overview of organization of educational systems, management, and leadership theory. Reflection, experiential activities, case studies, debates, simulations, and field studies will assist the student in developing and building decision-making, communication, and collaboration skills essential for the 21st Century administrator.

This course analyzes and reviews federal and state laws related to education. Legal issues which affect operation of school districts and schools will also be explored. Students will learn about case law, contract law, labor relations, district, and school policies. An overview of special education and related laws, policies, and procedures will be included. Students will be engaged in reflections, case studies, inbox activities, research projects, school policy reviews, and debates.

The instructional leader is responsible for developing a vision of learning and establishing and implementing clear learning goals and assessments through collaboration with teachers and other stakeholders. Students will explore their own leadership skills and develop action plans for growth of self and others. The students will examine the learning climate within the school and use data to develop research-based instructional experiences to meet the needs of all learners.

This course is available to licensed administrators from outside of Minnesota who are seeking to obtain Minnesota administrative licensure as a principal, superintendent, and/or director of special education. Candidates credentials will be evaluated to determine the needed competencies and/or field experiences to gain licensure. This course will be taken to establish a roadmap for the candidate to complete the needed competencies towards licensure requirements. This course can be repeated with the remaining competency levels needed.

The instructional leader is responsible for developing a vision of learning and establishing and implementing clear learning goals and assessments through collaboration with teachers and other stakeholders. Students will explore their own leadership skills and develop action plans for growth of self and others. The students will examine the learning climate within the school and use data to develop research-based instructional experiences to meet the needs of all learners.

This course focuses on fiscal and human resource management. It includes budget allocation, planning, reporting and policies, and laws governing funding at the state, district, and school levels. It will also explore administrative technology applications and funding necessary to provide those resources. Participants will become familiar with a variety of technology applications and the Minnesota UFARS system. In addition, students will explore staffing, recruitment, selection, and termination processes.

This course provides students with a comprehensive overview of organization and management theory that will form the framework for sound organizational and management practices for administration in various academic settings. Emphasis: All academic levels and all C & I areas.

This course will explore principal leadership with an emphasis on developing transformational leaders for 21st Century schools. Participants will learn about the world of the principal and practice and build skills essential for effective leadership. Exploration of topics relating to p-12 leadership will include: school climate, developing a vision and mission, instructional leadership and curriculum, staff motivation and professional development, scheduling and human resource management, communication with students, staff, parents and community, collaborative leadership, extracurricular programs, school safety and the many other hats the principal wears.

In this course students will explore and understand leadership theory and practice at the executive level. Looking beyond management, students will be immersed in the realities of practice and the specific leadership skills that create effective school systems. Practical topics which will be addressed include strategic planning, goal setting, decision making, budgeting, negotiations and collective bargaining, and effective

This course will be a Director of Special Education (SPED) leadership course with an emphasis on developing transformational skills for the 21st century. Students will learn about the world of the Director of SPED and practice building skills to become an effective leader. Topics related to the director will include: special education finance, budgeting and accounting, available resources, monitoring of programs, governance and administration of policy, program development, and organizations that serve students and families with disabilities. This course will also provide a review of the state and federal laws governing Special Education in schools in the United States. It includes the legal cases which shaped todays laws in special education, a historical background of special education, a review of IDEA 2004 and due process, the requirements of NCLB and ESSA and the implications for Special Education students and SPED directors. Federal and state data privacy legislation and legislation relating to paraprofessionals will also be explored.

To satisfy Minnesota Administrative Licensure requirements, student interns will work directly with a licensed and practicing director of special education for a minimum of 320 hours over the course of two/three semesters, or twelve consecutive months. This is the first of three consecutive courses to be completed for the Director of Special Education Licensure. Therefore, for this course, it is expected that the student intern would satisfy 100 hours toward the completion of the required hours.

To satisfy Minnesota Administrative Licensure requirements, student interns will work directly with a licensed and practicing director of special education for a minimum of 320 hours over the course of two/three semesters, or twelve consecutive months. This is the second of three consecutive courses to be completed for the Director of Special Education Licensure. Therefore, for this course, it is expected that the student intern would satisfy approximately 100 hours toward the completion of the required hours.

To satisfy Minnesota Administrative Licensure requirements, student interns will work directly with a licensed and practicing director of special education for a minimum of 320 hours over the course of two/three semesters, or twelve consecutive months. This is the third of three consecutive courses to be completed for the Director of Special Education Licensure. Therefore, for this course, it is expected that the student intern would satisfy approximately 100 hours toward the completion of the required hours.

Qualified candidates for the Ed Specialist degree conduct action research (field study) in their licensure field and write a formal paper that is presented to a faculty review panel for final approval. The paper is organized according to the Action Research Structural Guidelines using the APA format.

This course will assist the graduate student in designing and implementing his or her action research project, the capstone activity for the presentation portfolio. Student projects, completed in ED 699, are intended to investigate professional practical issues or strategies for the purpose of self-improvement and /or improved student learning. This may include a study of his or her own practice, learning environments, and professional standards. Participants will identify a research focus and design, ethical practices, and review related literature. Students will produce the initial chapters of their action research project. The project proposal is committee reviewed and approved.

The purpose of this course is to develop the skills and understanding to lead change in the 21st century schools. In this course students will explore change theory and its application to the school and/or district. Students will review, implement, and evaluate different change processes. Students will also design a comprehensive plan for a new change initiative.

This course will assist the graduate student in completing the action research project, the capstone activity for the graduate program. This is a variable credit option intended for graduate students who have initiated the graduate project and are returning to complete their action research project. Candidates may enroll in up to 6 credits in graduate project. Candidates who have not taken credits in ED 692 should enroll in 699.

This course will provide a study of the state and federal laws governing Special Education in United States Schools. The course will include the Legal cases which shaped todays laws in special education, a historical background of special education, a review of IDEA 2004 and due process, the requirements of NCLB and the implications it has for Special Education students.

To satisfy Minnesota Administrative Licensure requirements, student interns will work directly with a licensed and practicing superintendent for a minimum of 320 hours over the course of two/three semesters, or twelve consecutive months. Therefore, for this course, it is expected that the student intern would satisfy approximately 120 hours toward the completion of the required hours.

Students in this course will examine models of supervision, professional development, pedagogical theory, and leadership. Students will develop an effective supervision model for a school. In addition, relationships and communication with internal and external publics will be explored.

To satisfy Minnesota Administrative Licensure requirements, student interns will work directly with a licensed and practicing superintendent for a minimum of 320 hours over the course of two/three semesters, or twelve consecutive months. This is the second of three consecutive courses to be taken. Therefore, for this course, it is expected that the student intern would satisfy approximately 100 hours toward the completion of the required hours.

To satisfy Minnesota Administrative Licensure requirements, student interns will work directly with a licensed and practicing superintendent for a minimum of 320 hours over the course of two/three semesters, or twelve consecutive months. This is the third of three consecutive courses to be taken. Therefore, for this course, it is expected that the student intern would satisfy approximately 100 hours toward the completion of the required hours. An exit portfolio review will be conducted at the conclusion of the field experience.

This non-credit course will be offered to candidates who elect to earn the Ed Specialist Degree by completing an Action Research Project and a formal paper. Students will study research methods and action research design and will develop and conduct their field study research project in their selected area of administration, Principal, Special Education Director or Superintendent. Students will write a formal research paper following APA action research guidelines. Students will present their research to their graduate committee. A grade of B or higher is required. When completed, the Ed Specialist Degree will be posted on the final transcript and the student will receive the Ed Specialist Degree.

Students demonstrate professional teaching standards through a presentation portfolio that includes completion of the action research project. During this seminar course, the student puts into action and completes his or her project, which was developed in the research design course (ED 690). The data is analyzed, interpreted, and reported. Implications for future action research efforts are identified. The presentation portfolio and research project results are disseminated in a graduate seminar.

This course is intended to provide a field experience in integrated special education settings and aid the student in valuing diversity and inclusion. The number of contact hours will be based on the credits taken. This is intended for transfer students who need an introductory field experience or for students taking the special education core and need a one credit companion field experience. This lab may be taken only once for no credit as an undergraduate or twice for one credit (undergraduate or graduate) in different settings.

This course provides the characteristics and educational programming for mild to moderate disabilities, including emotional behavior disorders, learning disabilities, developmental cognitive disabilities, autism spectrum disorders, traumatic brain injuries, and other health disorders.

This course provides strategies for planning assessment, concepts of measurement, interpretation of assessment results, and their use in making programming decisions for individual students in special education.

This course focuses on understanding the medical diseases and disorders of childhood ages birth through 18 and the implications and potential impacts of these diseases and disorders on student learning. This course is designed to provide relevant knowledge and skills needed to work with children with physical and health disorders, including knowledge of medical terminology, human anatomy and physiology, pharmacology, kinesiology, neurology, secondary health care issues with specific disabilities, specific condition needs, managing personal physical care, first aid techniques, and evacuation procedures.

A course in the best practices and procedures in curriculum instruction techniques and performance evaluation for all exceptionalities. Application in the process of individualized programming and modification/accommodation plans in integrated educational settings, use of assistive technologies, and adaptive techniques will be covered.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their Pre-Student Teaching Experience.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their pre-student teaching experience.

A course in theories of behavior, functional behavior assessment, and the laws, policies, and ethical principles regarding the planning and implementation of positive behavior supports for students with challenging behavior.

This course is intended for licensed teachers seeking an additional licensure or endorsement. Candidates need to complete a minimum of 80 hours in the scope and content of the licensure area sought. Advanced Practicum candidate hours and grade bands will be determined by the evaluation of practicum candidate experience.

Supervised 15-week long field experience, required for initial K-12 Special Education: Academic Behavioral Strategist, in Kindergarten - Grade 12 classrooms, evaluated by a classroom supervisor and a University Supervisor. Students demonstrate Teacher Education program outcomes and present a portfolio at a final conference. Instructor Permission Required.

This course is intended for candidates seeking more than one initial licensure. Candidates need to complete a minimum of two full-time student teaching weeks in the scope and content of the licensure area sought.

An understanding of the issues, resources, and techniques of communication, collaboration, consultation, and transitions for children, their families, the school, and all stakeholders in regular and special education settings. This includes professional reflection and development. The role of mental health professionals and agencies is included.

Procedural safeguards for legal, judicial, medical, and educational systems that serve students with disabilities are studied, which includes due process and transition.

This course will explore in depth the components of Individualized Education Programs (IEPs). Students will gain experience in writing all components of IEPs and as well as evaluate IEPs for compliance and best practice.

This course provides an overview of autism spectrum disorders for individuals from birth through age 21. Identification and legal requirements, current theories and practices, medical and neurological perspectives, social/behavioral characteristics, and coexisting conditions will be studied with an understanding that educators rely on the assistance of an partnership with parents.

This course is designed to provide an opportunity for students to experience a special or experimental curriculum enrichment course.

This course is intended to provide elective forums on topics of current importance in the field of special education as well as traditional and longstanding topics and methods in SPED.

Students create a Live Text portfolio to reflect their professional growth and development in Special Education: Autism Spectrum Disorders. The portfolio is the accumulation of artifacts and written reflections they have collected throughout the course work taken and practicum experiences they have completed.

Students create a Live Text portfolio to reflect their professional growth and development in Special Education: Developmental Delay. The portfolio is the accumulation of artifacts and written reflections they have collected throughout the course work taken and practicum experiences they have completed.

Students create a Live Text portfolio to reflect their professional growth and development in Special Education: Emotional Behavioral Disorders. The portfolio is the accumulation of artifacts and written reflections they have collected throughout the course work taken and practicum experiences they have completed.

Students create a Live Text portfolio to reflect their professional growth and development in Special Education: Learning Disabilities. The portfolio is the accumulation of artifacts and written reflections they have collected throughout the course work taken and practicum experiences they have completed.

This course covers the etiology and characteristics of children and youth with learning and behavior disorders. Included is an investigation of the impact of socioeconomic and psycho-social factors; disabling, associated, or medical conditions, and culturally or linguistically diverse students.

An examination of the best practices and procedures for meeting the developmental and learning needs of children and youth with developmental disabilities, including appropriate medical support and adaptive, augmentative, and/or assistive technologies.

A study of the behavior of children and youth with emphasis on the diagnosis and modification of behaviors, intervention and reintegration strategies, and follow-up techniques in instructional settings.

This course covers the etiology and characteristics of children and youth with Moderate to Severe Learning Disabilities. Included is an investigation of the impact of socioeconomic and psycho-social factors; disabling, associated, or medical conditions, and culturally or linguistically diverse students and the collaboration needed for student success.

Students will learn and apply education research and assessment as a means of analyzing and improving teaching and the learning of content. Students will use their findings to enhance the scholarship of teaching and learning.

Students identify an issue of interest to their professional development. The issue may include, but is not limited to, instructional, organizational, or community processes related to their practice or content area. Students develop a research project designed to improve, implement or understand the issue identified. Admission to Special Education Graduate Program is required.

Students implement and complete their research project

A study of the cognitive, social, motor, communication, and affective behavior and needs of children, youth, and adults with moderate to severe developmental disabilities, including transition needs and independent living, safety, leisure, and vocational programming.

Current research and recommended practices for early intervention will guide the study of the methods and materials employed with infants and young children, birth through age 6.

A study of the behavior of children and youth with emphasis on the diagnosis and modification of behaviors, intervention and reintegration strategies, and follow-up techniques in instructional settings.

A study of the theories, content, methods, and materials for delivery of instruction for students with learning disabilities and differences. Procedures to deliver individualized instruction, develop and/or modify instructional materials, and adapt to various instructional models are developed and practiced.

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice and apply the ASD standards through a variety of early and ongoing clinical experiences in teaching children with autism spectrum disorders in birth through age 21 settings across level 1 to 3 (mild to moderate disability levels).

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice and apply the EBD standards through a variety of early and ongoing clinical experiences in teaching children with emotional/behavioral disorders in grades K-12 settings across level 1 to 3 (mild to moderate disability levels).

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice and apply the LD standards through a variety of early and ongoing clinical experiences in teaching children with learning disabilities in grades K-12 settings across levels 1 to 3 (mild to moderate disability levels).

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice and apply the ASD standards through a variety of early and ongoing clinical experiences in teaching children with autism spectrum disorders in birth through age 21 settings across levels 3 to 4 3 (moderate to severe disability levels).Students must be enrolled in or have successfully completed one of the following courses: SPED 686, SPED 687, or SPED 688

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice and apply the DD standards through a variety of early and ongoing clinical experiences in teaching children with developmental disabilities in grades K-12 settings across levels 3 to 4 (moderate to severe disability levels).

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice and apply the EBD standards through a variety of early and ongoing clinical experiences in teaching children with emotional/behavioral disorders in grades K-12 settings across levels 3 to 4 (moderate to severe disability levels).

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice and apply the LD standards through a variety of early and ongoing clinical experiences in teaching children with learning disabilities in grades K-12 settings across levels 3 to 4 (moderate to severe disability levels).

This course covers assessment, eligibility criterion, programming, and transition plans for individuals with ASD. Generalization of skills to natural environments is included.

This course covers the communication needs and supports for individuals with ASD and their relationship to social skill development. The impact of cultural and linguistic diversity is included.

This course covers factors that affect behavior in individuals with ASD. This includes research-based methods, proactive strategies, and positive behavioral supports. Includes a field experience.

This course is designed to introduce TESL teacher candidates to fundamental theories in the field of teaching ESL. The course builds a foundation of understanding of English learners and topics impacting the academic experiences of language minority students in the United States. TESL teacher candidates will participate in a 15 hour lab field experience with focus on culturally and linguistically diverse learners. The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to provide an overview of second language acquisition, focusing on communication, pattern, and variability. Through research and practical applications, TESL teacher candidates will develop an understanding of native language acquisition and second language acquisition as well as the impact on the academic setting for ELs, including linguistic, cognitive, social, and affective factors. The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to focus on assessment of English learners across all content areas. TESL teacher candidates will research, develop, and implement effective assessments for ELs to determine language proficiency as well as academic competency. The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to focus on literacy skills: listening, speaking, reading, writing, viewing, and visually representing with an emphasis on linguistics. TESL teacher candidates will consider first and second language acquisition as well as linguistics in efforts to improve the literacy process for ELs. The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to provide TESL teacher candidates opportunities to create, implement, and reflect on the teaching and learning process regarding the integration of content and language instruction. Teacher candidates will consider best practices in the field of ESL including strategies and methods based on evidence. The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to provide TESL teacher candidates with opportunities to focus on standards and principles of ESL while considering community partnerships and involvement of ESL stakeholders. This course has a community component, which requires experiences outside the class; teacher candidates develop and implement a plan of action to demonstrate planning, commitment, and involvement with ESL stakeholders. The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This practicum is the capstone of the MN K-12 Teacher of ESL Licensure program. Placements will focus on the elementary, middle, and secondary levels. TESL teacher candidates must complete licensure coursework before enrolling in the TESL Practicum. This should be the final term of the TESL teacher candidates program. Approval by instructor required. Course may be concurrently taken with ED 433/533 Assessment in TESL.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their Pre-Student Teaching Experience.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their pre-student teaching experience.

Supervised capstone clinical experience for K-12 ESL licensure evaluated by a classroom supervisor and an University supervisor and meeting program approved licensure requirements. Candidates demonstrate Teacher Education program outcomes and present a portfolio at a final conference.