This course serves as a pre-requisite to the school based research project and thesis. Students will examine current research on educational change, qualitative, quantitative, and technological methodologies in school-based action research, and various school improvement and change models. Students will learn how to evaluate school programs for continuous improvement, including curricular and instructional practices, professional development, athletics, co-curricular, technology, support services, and community involvement. Students will extend and reinforce their knowledge, skills, and competencies related to professional and educational practice through identification and preliminary research of an authentic school-based problem, which will be developed and completed during the implementation and thesis segment of the program.
This course is designed to introduce the concepts of change and action research and their importance in the field of education. The experience will provide a theoretical and practical foundation for contemporary educators with emphasis on the relationship among leadership; action research; pedagogy, and the implication for student learning. Students will gain additional insight into the characteristics of effective instruction and further enhance their ability to serve as exemplary teacher leaders in the Information Age. The overall learning experience is organized around an authentic performance task that allows students to demonstrate the extent of their knowledge and skills relevant to applied research and complex change. This overarching task will require students to work both individually and collaboratively on a research prospectus that will address an issue and ultimately serve to improve the performance of the school community within a critical area. The action plan will be presented in a multimedia format and supported by a summary. This course is meant as an overview of the action research process and its components. It serves as a foundation for later courses in which students will write an individual action research proposal and carry it out.
This course is designed to introduce the concepts of student assessment and evaluation, and their importance in the field of education. The course provides a theoretical and practical foundation for teachers with emphasis on the relationship among assessment, teaching, and learning, and the implications for standards-based classroom instruction. Students will become knowledgeable as to current trends in assessment, types of assessments and their characteristics and uses, the testing program in New Jersey, analyzing and using assessment data, developing performance objectives outcomes and assessment plans to evaluate lessons and student learning, and developing a classroom-based assessment program and grading/record-keeping system. The course takes an in-depth look at authentic assessment in the context of learning theory, effective educational practices, and the constructivist classroom. In addition, students will be able to better understand and apply their knowledge of ISTE, NCTM, NCTE, Common Core State Standards (CCSS) and other important standards of learning.
The role of the professional educator is changing and collaboration is becoming an increasingly more important component. The course addresses the purpose and scope of co-teaching situations, examines several of the collaborative models that educators engage in, and explores the interpersonal and communicative skills inherent in effective collaboration. This is about general education teachers, special education teachers, and special education support personnel working together in a classroom to meet the needs of diverse learners. Topics covered in this course include various collaboration models, inclusive practices, technology support for students with special needs, working with paraprofessionals, and administrative support for inclusion practices. This course prepares teachers to meet the challenges of the current educational climate in which collaborative teaching is a common occurrence, as well as challenging them to develop solutions to common collaborative teaching concerns.