Education (Graduate)

This field-based Master of Education degree with a concentration in Curriculum and Instruction: Collaborative Learning and Teaching, Differentiated Instruction, Technology Integration, Mild/Moderate Special Education, or Management in the Quality Classroom is designed to promote the professional development of practicing teachers of all grade levels and in all subject areas. A majority of the program learning occurs in small groups with the goal of teachers working collaboratively to improve their professional performance. Program topics, learning experiences and outcomes are based on the five core propositions of the National Board for Professional Teaching Standards (NBPTS) which are stated as follows:

  • Teachers are committed to students and their learning.
  • Teachers know the subjects they teach and how to teach those subjects to their students.
  • Teachers are responsible for managing and monitoring student learning.
  • Teachers think systematically about their practice and learn from experience.
  • Teachers are members of learning communities.

Additionally, the Mild/Moderate Special Education program is aligned with the Council of Exceptional Children (CEC) Content Standards.

Program Admission and Participation Requirements

The Master of Education admissions policy is designed to select students who have demonstrated academic competence and teaching ability. Criteria for admission to the program:

  1. Completion of a teacher education program with a baccalaureate degree from a regionally accredited college or university or equivalent foreign institution, verified on original transcripts sent by the undergraduate institution directly to Graceland University. Foreign institution transcripts are to be verified and evaluated by World Education Services ICAP (International Credential Advantage Package). WES ICAP service http://www.wes.org/index.asp.

    IMPORTANT: This program is completed entirely by distance learning and international applicants are not eligible to obtain (or retain) a student visa (I-20 eligibility).
  2. Indication of academic success: 3.0 overall GPA in a completed undergraduate program.
  3. A copy of a current teaching license.
  4. Verification of a full-time teaching position as evidenced by letter from school in which teacher is practicing.
  5. A minimum of one year full-time teaching experience.
  6. Two letters of reference, evaluating personal qualifications and potential for success in graduate studies by qualified educators. International applicant's letters must be written in English.
  7. A statement and explanation of professional goals. International applicant's statement and goals must be written in English.
  8. Verification of ongoing access to computer technology, including e-mail and Internet.
  9. All international applicants must provide official proof of English proficiency before their applications can be considered for admission. This test is waived only for graduates of regionally accredited U.S. universities or universities in English proficiency-exempt countries. Applicants who have completed at least two consecutive years at a college or university in the U.S. or in an English proficiency-exempt country are also exempted from the English proficiency requirements. Graceland University considers the following countries to have English as their native language: Australia, Canada, Commonwealth Caribbean countries (Anguilla, Antigua, the Bahamas, Barbados, Belize, British Virgin Islands, Bermuda, Cayman Islands, Dominica, Grenada, Guyana, Jamaica, Montserrat, St. Kitts and Nevis, St. Lucia, St. Vincent, Trinidad and Tobago, and Turks and Caicos Islands), Ireland, Liberia, New Zealand, United Kingdom (England, Northern Ireland, Scotland, and Wales), and the United States. Applicants must submit the following measures of English proficiency: TOEFL (Test of English as a Foreign Language (www.toefl.org). The minimum TOEFL score required is 550 (paper-based version) or 79 (internet-based version). The TOEFL score must be received directly from the Educational Testing Service (ETS). Graceland University's institutional code is 6249. TOEFL scores are valid for only two (2) years.
  10. Applicants who fail to meet one of the preceding minimum requirements may be granted conditional admission status and enroll in courses totaling 6 credit hours of Graceland graduate study approved by their advisor. If the minimum grade for each of those courses is “B,” after the successful completion of 6 hours, the student status may be changed to full acceptance.  Students admitted on probationary/conditional status are not eligible for financial aid until the term for full unconditional admission is met.

Additional requirement for Mild/Moderate Special Education program:

  1. Completion of Psychology of the Exceptional Learner or other introductory special education course of at least two hours; undergraduate level completion will be accepted.

M.Ed. Graduation Requirements

To qualify for graduation, candidates must complete the following:

  1. Satisfactorily complete 30 hours in a program sequence through Graceland within a five year time period. To earn a Master of Education degree with a concentration in Mild/Moderate Special Education teachers must complete 36 hours for 7-12 or 33 hours for K-6.
  2. Earn a cumulative grade point average of 3.0 or above. Any course in which a grade of "D" or "F" is earned will not be applied toward graduation.
  3. Fulfill all financial obligations to Graceland University for tuition and fees.
  4. File an application for graduation with the office of the Graceland Registrar at least six months prior to anticipated graduation date.

Curriculum and Instruction: Collaborative Learning and Teaching

EDUC5100 Strategies for Collaboration 3 s.h.
EDUC5310 Core Proposition I 3 s.h.
EDUC5320 Core Proposition II 3 s.h.
EDUC5330 Core Proposition III 3 s.h.
EDUC5340 Core Proposition IV 3 s.h.
EDUC5350 Core Proposition V 3 s.h.
Graduate-level Education Electives 6 s.h.
EDUC6100 Classroom Inquiry and Action Research 3 s.h.
EDUC6110 Classroom Inquiry and Action Research Practicum 3 s.h.

In concurrence with the American Council on Education (ACE), candidates may be awarded up to six credit hours for completing the NBPTS certification process (3 s.h.) and 3 s.h. for obtaining licensure. After documented verification, these hours will be substituted for Graduate-level Education Electives 6 s.h.

Differentiated Instruction

EDUC5130 Introduction to Choice Theory: Teaching Students Responsible Behavior 3 s.h.
EDUC5140 Creating a Professional Portfolio: Program Capstone Project 3 s.h.
EDUC5150 Motivation and Learning: Co-Operation and the Quality Classroom 3 s.h.
EDUC5270 Classoom Management: Dealing with Discipline Problems 3 s.h.
EDUC5300 Gaining Parental Support: Building Home-School Relationships 3 s.h.
EDUC5500 Making Learning Meaningful: Every Student Can Succeed 3 s.h.
EDUC5660 Introduction to Differentiation: Applying Learner-Centered Instruction 3 s.h.
EDUC5670 Differentiated Instructional Strategies: Meeting the Diverse Needs of Learners 3 s.h.
EDUC5680 Differentiated Assessment Strategies: Identifying Learners' Strengths and Needs 3 s.h.
EDUC5690 Teaching in the Inclusive Classroom: Instructional Strategies for All Students 3 s.h.

Candidates may transfer two (3 s.h.) Differentiated Instruction/Management video seminars offered by Quality Educational Programs course work into the program or one (3 s.h.) video seminar and the Glasser Institute Training.  The Glasser Institute Training will waive EDUC5130. A video transfer grade of C or higher will be accepted. Transfer credit documentation must be received at the time of admission.  No transfer credit will be accepted for the Collaborative Learning and Teaching, Technology Integration or Mild/Moderate Special Education degrees.

Literacy

EDUC5100 Strategies for Collaboration 3 s.h.
EDUC5103 Language, Literacy, and Learning 3 s.h.
EDUC5104 Literacy and Instruction 3 s.h.
EDUC5105 Early Literacy Development 3 s.h.
EDUC5106 Critical Perspectives of Children's Literature 3 s.h.
EDUC5107 Strategies for Reading Instruction 3 s.h.
EDUC5108 Literacy Instruction for ESL and Special Needs 3 s.h.
EDUC5109 Diagnostics and Assessment in Literacy 3 s.h.
EDUC6100 Classroom Inquiry and Action Research 3 s.h.
EDUC6110 Classroom Inquiry and Action Research Practicum 3 s.h.

Management in a Quality Classroom

EDUC5130 Introduction to Choice Theory: Teaching Students Responsible Behavior 3 s.h.
EDUC5140 Creating a Professional Portfolio: A Portfolio Project for Teaching Students Responsible Behavior 3 s.h.
EDUC5160 Enhancing Instruction: Teaching in the Quality Classroom 3 s.h.
EDUC5260 Responsibility, Respect, and Relationships: Creating Emotionally Safe Classrooms 3 s.h.
EDUC5270 Classroom Management: Dealing with Discipline Problems 3 s.h.
EDUC5300 Gaining Parental Support: Building Home-School Relationships 3 s.h.
EDUC5380 Classroom of Choice - Managing the Learning Environment 3 s.h.
EDUC5390 Choice and Responsibility - Managing Student Behavior 3 s.h.
EDUC5660 An Introduction to Differentiation: Applying Learner-Centered Instruction 3 s.h.
EDUC5670 Differentiated Instructional Strategies: meeting the Diverse Needs of Learners 3 s.h.

Candidates may transfer two (3 s.h.) Differentiated Instruction/Management video seminars offered by Quality Educational Programs course work into the program or one (3 s.h.) video seminar and the Glasser Institute Training.  The Glasser Institute Training will waive EDUC5130. A video transfer grade of C or higher will be accepted. Transfer credit documentation must be received at the time of admission.  No transfer credit will be accepted for the Collaborative Learning and Teaching, Technology Integration or Mild/Moderate Special Education degrees.

Mild/Moderate Special Education (K-12 Educators)

EDUC5400 Special Education Strategies for Collaboration 3 s.h.
EDUC5410 Collaborative Study of the Mild/Moderate Disabilities 3 s.h.
EDUC5421 Special Education Teachers Know Their Subjects and How to Teach Them: A Collaboration of Teaching Methods in a K-8/Mild/Moderate Program 3 s.h. or
EDUC5422 Special Education Teachers Know Their Subjects and How to Teach Them: A Collaboration of Teaching Methods in a 5-12/Mild/Moderate Program 3 s.h.
EDUC5430 Special Education Teachers are Responsible for Managing and Monitoring Student Learning: Strategies and Collaboration in Classroom Management 3 s.h.
EDUC5440 Special Education Teachers Think Systematically About Their Practice 3 s.h.
EDUC5450 Special Education Teachers are Members of Learning Communities: Collaborative Partnerships in the Mild/Moderate Program 3 s.h.
EDUC5460 Educational Assessment 3 s.h.
EDUC5470 Remedial Math Methods 3 s.h.
EDUC5480 Transitional Planning 3 s.h. (For 5-12 only.)
EDUC5710 Special Education Practicum K-8 Mild/Moderate 3 s.h. or
EDUC5720 Special Education Practicum 5-12 Mild/Moderate 3 s.h.
EDUC6100 Classroom Inquiry and Action Research 3 s.h.
EDUC6110 Classroom Inquiry and Action Research Practicum 3 s.h.

Technology Integration

EDUC5101 Technology Integration: Strategies for Collaboration 3 s.h.
EDUC5311 Technology Integration: Core Proposition I 3 s.h.
EDUC5321 Technology Integration: Core Proposition II 3 s.h.
EDUC5331 Technology Integration: Core Proposition III 3 s.h.
EDUC5341 Technology Integration: Core Proposition IV 3 s.h.
EDUC5351 Technology Integration: Core Proposition V 3 s.h.
EDUC6100 Classroom Inquiry and Action Research 3 s.h.
EDUC6110 Classroom Inquiry and Action Research Practicum 3 s.h.
Graduate Level Electives in Educational Technology 6 s.h.

M.Ed. Degree - Instructional Leadership

This is a field-based Master of Education degree with a concentration in instructional leadership and is designed to promote the professional development of those who instruct in the military, “first responder” communities, trainers in business and other personnel seeking to increase and expand their leadership abilities. A majority of the program learning occurs in small groups with the goal of working collaboratively to improve their professional performance. Upon completion of the program, students will be able to:

  • Manage their personal resources (knowledge and understanding, skills, experience, time) to achieve career and personal goals.
  • Enhance networking skills to support current and future work.
  • Provide leadership in an area of responsibility by demonstrating an understanding of current theories and practice about organizational and personal leadership in a professional setting.
  • Assess problems and use decision making strategies to enhance the growth of the organization.
  • Design and implement informal and formal leadership development programs and effectively communicate their program’s purpose and value to the organization.
  • Develop productive working relationships with colleagues and stakeholders; demonstrate an ability to work with diverse individuals, groups, and organizations.
  • Articulate and support ideas in a variety of written and oral formats.
  • Demonstrate an understanding of current technology.
  • Systematically conduct research to make data driven decisions.

Program Admission and Participation Requirements

Criteria for admission to the Instructional Leadership emphasis:

  1. A baccalaureate degree from a regionally accredited college or university or equivalent foreign institution, verified on original transcripts sent by the undergraduate institution directly to Graceland. Foreign institution transcripts are to be verified and evaluated by World Education Services ICAP (International Credential Advantage Package). WES ICAP service http://www.wes.org/index.asp.
  2. Indication of academic success: 3.0 overall GPA in a completed undergraduate program.
  3. Two letters of reference from professional acquaintances addressing personal qualifications and potential for success in graduate education. Applicant's letters must be written in English.
  4. A statement and explanation of professional goals. Applicant's statement and goals must be written in English.
  5. Verification of ongoing access to computer technology, including e-mail and Internet.
  6. All international applicants must provide official proof of English proficiency before their applications can be considered for admission. This test is waived only for graduates of regionally accredited U.S. universities or universities in English proficiency-exempt countries. Applicants who have completed at least two consecutive years at a college or university in the U.S. or in an English proficiency-exempt country are also exempted from the English proficiency requirements. Graceland University considers the following countries to have English as their native language: Australia, Canada, Commonwealth Caribbean countries ( Anguilla, Antigua, the Bahamas, Barbados, Belize, British Virgin Islands, Bermuda, Cayman Islands, Dominica, Grenada, Guyana, Jamaica, Montserrat, St. Kitts and Nevis, St. Lucia, St. Vincent, Trinidad and Tobago, and Turks and Caicos Islands), Ireland, Liberia, New Zealand, United Kingdom (England, Northern Ireland, Scotland, and Wales), and the United States. Applicants must submit the following measures of English proficiency: TOEFL (Test of English as a Foreign Language (www.toefl.org). The minimum TOEFL socre required is 550 (paper-based version) or 79 (internet-based version). The TOEFL score must be received directly from the Educational Testing Service (ETS). Graceland University's institutional code is 6249. TOEFL scores are valid for only two (2) years.
  7. Applicants who fail to meet one of the preceding minimum requirements could be granted conditional admission status and enroll in courses totaling 6 credit hours of Graceland graduate study approved by their adviser. If the minimum grade of each of those courses is "B," after the successful completion of 6 hours, the student status may be changed to full acceptance. Students admitted on probationary/conditional status are not eligible for financial aid until the term for full unconditional admission is met.

Graduation Requirements

To qualify for graduation, candidates must complete the following:

  1. Satisfactorily complete 30 hours in a program sequence through Graceland to earn a Master of Education degree. OR Satisfactorily complete at least 24 hours in a program sequence through Graceland to earn a Master of Education degree and be granted up to 6 hours of transfer credits from previously earned graduate work.
  2. Earn a cumulative grade point average of 3.0 or above. Any course in which a grade of "D" or "F" is earned will not be applied toward graduation.
  3. Fulfill all financial obligations to Graceland University for tuition and fees.
  4. File an application for graduation with the office of the Graceland Registrar at least six months prior to anticipated graduation date.

Required Coursework - Instructional Leadership

EDUC5370 Leadership Foundations: Teaching and Learning in the Context of Change 3 s.h.
EDUC5510 Fostering Productive Leadership Communication and Relationship Building Skills 3 s.h.
EDUC5520 Developing and Facilitating Effective Professional Development Experiences 3 s.h.
EDUC5530 Assessment and Program Evaluation 3 s.h.
EDUC5540 Conflict Resolution Strategies 3 s.h.
EDUC5550 Technology Tools and Strategies for Leaders 3 s.h.
Graduate-level Education Electives 6 s.h.
EDUC5560 Action Research Capstone Course #1 3 s.h.
EDUC5570 Action Research Practicum Capstone Course #2 3 s.h.

Post-Baccalaureate Certificate Admission Requirements

  1. Completion of a teacher education program with a baccalaureate degree from a regionally accredited college or university or equivalent foreign institution, verified on original transcripts sent by the undergraduate institution directly to Graceland University.  Foreign institution transcripts are to be verified and evaluated by World Education Services ICAP (International Credential Advantage Package). WES ICAP Service http://www.wes.org/index.asp.

    IMPORTANT: This program is completed entirely by distance learning and international applicants are not eligible to obtain (or retain) a student visa (I-20 eligibility).
  2. Indication of academic success: 3.0 overall GPA in a completed undergraduate program.
  3. A copy of a current teaching license.
  4. Verification of a full-time teaching position as evidenced by letter from school in which teacher is practicing.
  5. A minimum of one year full-time teaching experience.
  6. Two letters of reference, evaluating personal qualifications and potential for success in graduate studies by qualified educators. International applicant letters must be written in English.
  7. A statement and explanation of professional goals.  International applicant statement and goals must be written in English.
  8. Verification of ongoing access to computer technology, including e-mail and Internet.
  9. Verification of ongoing access to computer technology, including e-mail and Internet.
  10. All international applicants must provide official proof of English proficiency before their applications can be considered for admission. This test is waived only for graduates of regionally accredited U.S. universities or universities in English proficiency-exempt countries. Applicants who have completed at least two consecutive years at a college or university in the U.S. or in an English proficiency-exempt country are also exempted from the English proficiency requirements. Graceland University considers the following countries to have English as their native language: Australia, Canada, Commonwealth Caribbean countries ( Anguilla, Antigua, the Bahamas, Barbados, Belize, British Virgin Islands, Bermuda, Cayman Islands, Dominica, Grenada, Guyana, Jamaica, Montserrat, St. Kitts and Nevis, St. Lucia, St. Vincent, Trinidad and Tobago, and Turks and Caicos Islands), Ireland, Liberia, New Zealand, United Kingdom (England, Northern Ireland, Scotland, and Wales), and the United States. Applicants must submit the following measures of English proficiency: TOEFL (Test of English as a Foreign Language (www.toefl.org). The minimum TOEFL socre required is 550 (paper-based version) or 79 (internet-based version). The TOEFL score must be received directly from the Educational Testing Service (ETS). Graceland University's institutional code is 6249. TOEFL scores are valid for only two (2) years.
  11. Applicants who fail to meet one of the preceding minimum requirements could be granted conditional admission status and enroll in courses totaling 6 credit hours of Graceland graduate study approved by their advisor. If the minimum grade for each of those courses is “B,” after the successful completion of 6 hours, the student status may be changed to full acceptance. Students admitted on probationary/conditional status are not eligible for financial aid until the term for full unconditional admission is met.

Post-Baccalaureate Differentiated Instruction Certificate

Students desiring a post-baccalaureate certificate in Differentiated Instruction must complete 15 semester hours of coursework as prescribed below:

EDUC5660 Introduction to Differentiation: Applying Learner-Centered Instruction 3 s.h.
EDUC5670 Differentiated Instructional Strategies: Meeting the Diverse Needs of Learners 3 s.h.
EDUC5680 Differentiated Assessment Strategies: Identifying Learners' Strengths and Needs 3 s.h.
EDUC5690 Teaching in the Inclusive Classroom: Instructional Strategies for All Students 3 s.h.
EDUC5700 Differentiation and Literacy 3 s.h.

Post Baccalaureate Management in a Quality Classroom Certificate

Students desiring a post-baccalaureate certificate in Management in a Quality Classroom must complete 15 semester hours of coursework as prescribed below:

EDUC5260 Responsibility, Respect, and Relationships: Creating Emotionally Safe Classrooms 3 s.h.
EDUC5270 Classroom Management: Dealing with Discipline Problems 3 s.h.
EDUC5300 Gaining Parental Support: Builiding Home-School Relationships 3 s.h.
EDUC5380 Classroom of Choice - Managing the Learning Environment 3 s.h.
EDUC5390 Choice and Responsibility - Managing Student Behavior 3 s.h.

Post Baccalaureate Literacy Certificate

Students desiring a post-baccalaureate certificate in Literacy must complete 15 semester hours of coursework as prescribed below:

EDUC5103 Language, Literacy, and Learning 3 s.h.
EDUC5104 Literacy and Instruction 3 s.h.
EDUC5105 Early Literacy Development 3 s.h.
EDUC5106 Critical Perspectives of Children's Literature 3 s.h.
EDUC5107 Strategies for Reading Instruction 3 s.h.

Courses in Education (Graduate)

EDUC5100 Strategies for Collaboration 3 s.h.
Explores and connects to past, present and future teaching and learning experiences within the initial course investigation of the National Board for Professional Teaching Standards (NBPTS) framework. Foundational skills in systematic inquiry, collaboration, and reflection are developed and practiced through course activities.

EDUC5101 Technology Integration: Strategies for Collaboration 3 s.h.
Explores and connects to past, present and future teaching and learning experiences within the initial course investigation of the National Board for Professional Teaching Standards (NBPTS) framework. Foundational skills in systematic inquiry, collaboration, and reflection are developed and practiced through the creation of a personal technology plan.

EDUC5103 Language, Literacy, and Learning 3 s.h.
Examines language development and functions as related to emergent literacy, social contexts, Standard English, and linguistic diversity. Considers a variety of approaches to language study, explores language use both in and out of school, and implications for teaching.

EDUC5104 Literacy and Instruction 3 s.h.
Critical reading developments and conceptions of writing and writing research is addressed. Review of major shifts and trends in writing instruction and the key people who have influenced the field of writing instruction at the elementary school level. Prerequisite: EDUC5103

EDUC5105 Early Literacy Development 3 s.h.
Investigates key issues of early literacy practices and teachers' roles regarding reflective, instructional decisions based on an evolving view and understanding of the literacy process. Various philosophies and theories of reading, writing, and language acquisition will be examined. Prerequisite: EDUC5103

EDUC5106 Critical Perspectives of Children's Literature 3 s.h.
Review of children's literature through the lens of literary theory and research in children's literature to include critical evaluation and selection skills. Addresses reading and writing methods and strategies linked to the utilization of children's literature in the classroom. Prerequisite: EDUC5103

EDUC5107 Strategies for Reading Instruction 3 s.h.
The diagnosis of reading abilities and disabilities of individual pupils; development of programs for small groups and individuals at different levels of readiness; and evaluation of progress in reading ability based on both psychological and emotional adjustment will be examined. Theories of reader response in relation to the reading process and implications for instruction will be explored.

EDUC5108 Literacy Instruction for ESL and Special Needs 3 s.h.
Introduces and provides analysis of main issues and theories in second language acquisition. Highlights research and theory related to people who struggle with reading, writing and other literacy tasks. Course topics include reading performance on high stakes achievement measures; aptitude/achievement discrepancy; second language status, and other special needs.

EDUC5109 Diagnostics and Assessment in Literacy 3 s.h.
Review of cognitive and affective assessments in reading and writing will be investigated. Strategies for using data to adapt instruction for learners with reading difficulties will be developed and applied. Identification of best practices for literacy evaluation will be focused.

EDUC5110 Differentiating Instruction through Technology 3 s.h.
Use of various hardware and software in designing instruction for diverse learners.

EDUC5120 Best Practice with Technology 3 s.h.
Analysis of the National Board for Professional Teaching Standards propositions for application to technology integration in the classroom.

EDUC5130 Introduction to Choice Theory: Teaching Students Responsible Behavior 3 s.h.
Designed to give teachers the theory and skills to teach students how to take responsibility for their own behavior in school. Based on the work of Dr. William Glasser, this course leads participants through a series of learning activities designed to instruct them how to teach their students the concepts of Control Theory and to plan and implement a program of Responsibility Training in their classrooms.

EDUC5140 Creating a Professional Portfolio: Program Capstone Project 3 s.h.
Designed to provide participants an opportunity to reflect on their learning and professional growth with the construction of a culminating professional portfolio. The portfolio process will document and deepen students' knowledge of reflective practice and heighten their understanding of the competencies they have gained as a result of their participation in the master's program. In the process of creating their portfolios, participants will learn how to effectively describe, analyze, and reflect upon their experience in applying new knowledge in their teaching situations. The resulting professional portfolio will serve as a showcase for accomplishments in the M.Ed. program of studies.

EDUC5150 Motivation and Learning: Co-Operation and the Quality Classroom 3 s.h.
Designed to give teachers the theory and skills to create lesson plans that meet the basic psychological needs of students and gain their cooperation in the learning process. Based on the works of Drs. William Glasser, David Johnson and Roger Johnson, this course leads participants through a series of learning activities designed to instruct them in the concepts of Control Theory and Cooperative Learning and how these concepts can be combined in a program of instruction and behavior management.

EDUC5160 Enhancing Instruction: Teaching in the Quality Classroom 3 s.h.
Designed to give teachers the theory and skills to create lesson plans that meet the basic psychological needs of students, gain their cooperation in the learning process, and promote quality work. Based on the work of Dr. William Glasser, this course leads participants through a series of learning activities designed to instruct them in the concepts of Control Theory and Quality Schools and how these concepts can be combined in a program of instruction and behavior management that results in quality student work.

EDUC5180 The Teaching Portfolio: The Capstone Experience 0 s.h.
The portfolio gives the teacher an opportunity to sample and present actual classroom practice over time. The portfolio is designed to assess a teacher’s performance in a wide range of classroom settings including: samples of students’ work; videotapes of classroom practice; and documentation of accomplishments outside the classroom.

EDUC5201 Diversity 3 s.h.
Addresses understanding of human diversity through the study of individual differences in learning. Participants will examine their own personal beliefs, stereotypes and prejudices through reflective inquiry and will develop strategies to enhance equitable learning environments for all students in their K-12 classrooms.

EDUC5202 Creativity 3 s.h.
Explores the development of teacher creativity through the integration of the basic functions of thinking, feeling, sensing, and intuiting. Participants will foster personal creative abilities through experimental activities within the creative domains and engage in learning experiences to identify ways to make connections with K-12 students.

EDUC5203 Curriculum Design - TCIN Virtual Schools 3 s.h.
Introduces systems theory and systematic course design. Students will design a course for online presentation, including targeted standards, assessment instruments, and a plan for field testing and revision.

EDUC5204 Online Teaching and Learning - TCIN Virtual Schools 3 s.h.
Introduces the principles of online teaching and learning. Students will learn strategies for presenting information, enhancing discussion, providing effective feedback, and revising their facilitation techniques according to recent literature in online teaching and learning.

EDUC5205 Taking Heart 3 s.h.
Explores systematic reflection of the teaching practice. Participants will engage in self-renewal learning experiences that will enhance critical thinking and decision making skills related to the goal of impacting K-12 student achievement.

EDUC5260 Responsibility, Respect, and Relationships: Creating Emotionally Safe Classrooms 3 s.h.
Providing teachers the knowledge and skills to deal with students’ apprehensions and fears and at the same time create an emotionally safe classroom atmosphere that promotes learning. Topics covered include teaching to various learning styles and preferences, setting attainable goals for improving student achievement, and helping students in crisis situations.

EDUC5270 Classroom Management: Dealing with Discipline Problems 3 s.h.
Provide teachers the knowledge and skills to apply previously learned choice theory concepts to commonly occurring classroom discipline problems. As a course outcome, participants will develop a personalized plan designed not only to solve discipline problems but also to help students take responsibility for their own behavior.

EDUC5300 Gaining Parental Support: Building Home-School Relationships 3 s.h.
Teachers acquire the theory and skills to improve communication with parents, hold more effective parent conferences, and implement strategies that build a collaborative partnership between school and home. The course provides theoretical foundations and implementation designs that prepare teachers to work more effectively with parents to improve student achievement.

EDUC5310 Core Proposition I 3 s.h.
Focuses on knowledge, skills, and dispositions to improve understanding of how P-12 students learn and develop. Identification of individual student differences and equitable treatment is demonstrated through critical analysis and evaluation of curriculum and instruction development and application to classroom practice.  Prerequisite: EDUC5100.

EDUC5311 Technology Integration: Core Proposition I 3 s.h.
Teachers demonstrate commitment to students and their learning. They create learning experiences in technology-enhanced environments to positively impact student learniing.

EDUC5320 Core Proposition II 3 s.h.
Develops an understanding of how subject matter knowledge is created, organized and linked to other disciplines. Explores effective teaching strategies to convey subject matter to P-12 students in classroom practice and is demonstrated through critical analysis and evaluation of curriculum and instruction. Prerequisite: EDUC5100.

EDUC5321 Technology Integration: Core Proposition II 3 s.h.
Teachers expand the knowledge base for the subjects they teach and critique how to teach those subjects to students. Teachers explore the technology utilized in their particular content area. They develop appreciation for how knowledge in their subject is created, organized, and linked to other disciplines.

EDUC5330 Core Proposition III 3 s.h.
Focuses on improving professional skills to manage and monitor P-12 student learning. The impact of effective classroom management and assessment practices are critically examined through application experiences in the classroom. Prerequisite: EDUC5100.

EDUC5331 Technology Integration: Core Proposition III 3 s.h.
Teachers develop professional skills utilizing available technology to assist in managing and monitoring student learning.

EDUC5340 Core Proposition IV 3 s.h.
Examines and promotes the use of systematic self-reflection and action research as a means to critically analyze classroom practice. Draws upon educational research and is conveyed through dialogue and the use of descriptive, analytical and reflective writing. Prerequisite: EDUC5100.

EDUC5341 Technology Integration: Core Proposition IV 3 s.h.
Teachers think systematically about their practice and learn from experience. They utilize available technology to analyze and interpret data. Teachers use reflective practice to engage in action research.

EDUC5350 Core Proposition V 3 s.h.
Addresses school effectiveness through collaborative partnerships with educational stakeholders. Engages in teacher research to develop strategies and plans to create and maintain positive relationships with parents, community, and other school professionals. Prerequisite: EDUC5100.

EDUC5351 Technology Integration: Core Proposition V 3 s.h.
Teachers develop skills to be members of learning communities. They contribute to school effectiveness by utilizing technology to assist in collaborating and establishing positive interpersonal relationships with other professionals.

EDUC5360 Teaching and Learning in the Brain-Compatible Classroom 3 s.h.
Group investigations and individual research of the human brain, and the acquisition of brain literacy. Explorations include: The role of emotion in learning, how memory works, brain physiology, meaning making, learning environments, optimal learning times and implications for curriculum, assessment, and school organization will be explored.

EDUC5370 Leadership Foundations: Teaching and Learning in the Context of Change 3 s.h.
Exploration of leadership studies through examination of adult learning theories, past and current models of leadership, and assessment of participants’ own leadership styles provides a foundation for future studies. Introduces the process of graduate-level scholarship and provides understanding of the processes and policies of graduate studies at Graceland University.

EDUC5380 Classroom of Choice - Managing the Learning Environment 3 s.h.
Develops and fosters understanding of classroom management based on applying Choice Theory and Quality Schools concepts and practices. Participants will create, implement, and evaluate curriculum and instruction that effectively incorporates non-coercive behavioral strategies and promotes intrinsic motivation.

EDUC5390 Choice and Responsibility - Managing Student Behavior 3 s.h.
Provides strategies that foster student self-regulation and instruction in using step-by-step techniques for managing intensive student behavior. Participants will effectively incorporate these strategies through description and analysis of and reflection on their interactions with students, development of student behavioral plans, and documentation of student performance outcomes.

EDUC5400 Special Education Strategies for Collaboration 3 s.h.
Explores and connects to past, present and future teaching and learning experiences within the initial course investigation of the National Board for Professional Teaching Standards (NBPTS) framework. Foundational skills in systematic inquiry, collaboration, and reflection are developed and practiced through course activities.

EDUC5410 Collaborative Study of the Mild/Moderate Disabilities 3 s.h.
Through collaborative study groups, candidates will explore etiologies of mild and moderate disabilities. Prospective candidates will engage in inquiry of current trends in educational programming, educational alternatives and related services and will correlate these findings as they relate to appropriate multi disciplinary team planning. Candidates will also examine general developmental, academic, social-emotional, psychological, career and functional characteristics and explore their relatedness to individual instructional planning. Candidates will also engage in review of definition, historical, philosophical, and legal issues of individuals with disabilities that include students from culturally and linguistically diverse backgrounds.

EDUC5421 Special Education Teachers Know Their Subjects and How to Teach Them: A Collaboration of Teaching Methods in a K-8/Mild/Moderate Program 3 s.h.
This course is designed to provide the classroom teacher with numerous curricular and instructional methodologies that will help to facilitate knowledge in the mildly and moderately disabled child and promote the development of cognitive, academic, social, language and functional life skills. The candidates will engage in creating a learning environment that is appropriate for students with disabilities. They will also demonstrate how to plan and convey varying subject material to students with individual learning needs. The candidates in this course will show evidence of multiple paths of knowledge to include remedial methods, instructional techniques, appropriate use of assistive technology as it relates to individual learning levels through their lesson plan development and implementation.

EDUC5422 Special Education Teachers Know Their Subjects and How to Teach Them: A Collaboration of Teaching Methods in a 5-12/Mild/Moderate Program 3 s.h.
This course is designed to provide the classroom teacher with numerous curricular and instructional methodologies that will help to facilitate knowledge in the mildly and moderately disabled child and promote the development of cognitive, academic, social, language and functional life skills. The candidates will engage in creating a learning environment that is appropriate for students with disabilities. They will also demonstrate how to plan and convey varying subject material to students with individual learning needs. The candidates in this course will show evidence of multiple paths of knowledge to include remedial methods, instructional techniques, appropriate use of assistive technology as it relates to individual learning levels through their lesson plan development and implementation.

EDUC5430 Special Education Teachers are Responsible for Managing and Monitoring Student Learning: Strategies and Collaboration in Classroom Management 3 s.h.
Classroom management theories, methods, and techniques for individuals with exceptional learning needs will be explored in this course. Candidates will design, implement, and evaluate instructional programs, which motivate students to monitor their engagement in active social learning in family, school, and community activities. The candidates will be able to provide evidence of their plan through descriptions and examples of completed instruction, related assessments and a reflection on these examples.

EDUC5440 Special Education Teachers Think Systematically About Their Practice 3 s.h.
Examines and promotes the use of systematic self-reflection and action research as a means to critically analyze classroom practice. Draws upon educational research and is conveyed through dialogue and the use of descriptive, analytical and reflective writing. Prerequisite: EDUC5400.

EDUC5450 Special Education Teachers are Members of Learning Communities: Collaborative Partnerships in the Mild/Moderate Program 3 s.h.
Candidates research collaborative strategies and explore authentic problems within the learning community. Effective communication strategies and a plan are developed, which includes parents, community, community support services, and other professionals. This effective plan will be designed to address a collaborative partnership, knowledge of the consultative role of the special education teacher, and the integration of students with disabilities into the general setting.

EDUC5460 Educational Assessment 3 s.h.
This course will provide candidates with opportunities to administer, score, and interpret diagnostic tests used in the development of instructional planning. Identification of student strengths and needs will be assessed through multiple methods of assessment. Candidates will plan and implement both individual and group instruction with objectives based on assessment outcome. Candidates will explore legal provisions, regulations and guidelines as they apply to both formal and informal testing. Terminology and knowledge of specialized strategy exploration will also be included as it relates to various disabilities.

EDUC5470 Remedial Math Methods 3 s.h.
The candidate will research and implement best practices in the remediation of math instruction for individuals with disabilities. Strategies will include age-appropriate and ability level instruction to include appropriate use of technology. Candidates using multiple methods will plan both individual and group instruction that monitors student progress through assessment and shows student engagement.

EDUC5480 Transitional Planning 3 s.h. (For 5-12 only.)
Collaborative groups will explore and implement career and vocational program planning for secondary students with mild/moderate disabilities. Effective planning will include the student, community services, networks and organizations, and other community resources such as parents and various professionals, that will lead to increased student learning with career goals and objectives to support their transition to post-school settings.

EDUC5500 Making Learning Meaningful: Every Student Can Succeed 3 s.h.
Teachers focus on the practical application of Dr. William Glasser's theories regarding competency-based education, authentic assessment, and real-world teaching strategies that help to ensure the success of every student. Teachers develop and apply instructional strategies that foster student self-management, cooperative learning, problem solving and the production of quality school work.

EDUC5510 Fostering Productive Leadership Communication and Relationship Building Skills 3 s.h.
Examines the roles that leaders play as partners in shaping, and being shaped by, the organizational cultures they seek to influence. Learners investigate the implications for leading and building effective community at various levels of application. Skill development in verbal and non-verbal communication strategies as well as exploration into the development of collaborative working partnerships will be topics of study. Prerequisite: EDUC5370.

EDUC5520 Developing and Facilitating Effective Professional Development Experiences 3 s.h.
Research of a variety of “best practices” from educational teaching and learning theories is the focus of this course. Learners will apply knowledge and skills through the development of effective curriculum design and facilitation of professional development and/or training experiences. Practice in identifying appropriates resources; marketing, designing effective workshop and/or training materials and using assessment tools for evaluation purposes will be explored. Prerequisite: EDUC5370.

EDUC5530 Assessment and Program Evaluation 3 s.h.
Preparing leaders to design and conduct program evaluation and critically assess input from multiple stakeholders and other sources of data is investigated. Assessment of learning outcomes, assessment techniques, and assessment of effective management, program evaluation and evaluation of staff development are topics of exploration. Provides learners with the expertise necessary to effectively, ethically, and efficiently conduct evaluations and to present and communicate assessment and evaluation results to diverse stakeholder groups. Prerequisite: EDUC5370.

EDUC5540 Conflict Resolution Strategies 3 s.h.
Successful leaders respond well in conflict situations and are able to assist in the resolution of conflict among others. Learners are introduced to several theoretical frames for studying and explaining the conflict process that may emerge in organizational settings. Exploration of theories, methods, skills and practices associated with successfully engaging in the dynamics of conflict interactions will be the focus of this course. Prerequisite: EDUC5370.

EDUC5550 Technology Tools and Strategies for Leaders 3 s.h.
Leadership and management decision making skills for the application and advancement of technology in the workplace are explored. Course topics include: delivery using multimedia, matching technologies to outcomes, cost and funding of technology, and trends in instructional technology. Risks and threats with the wide availability of media (the internet, iPods, cell phones, and others) to security and ethical behavior are assessed and evaluated. Prerequisite: EDUC5370.

EDUC5560 Action Research Capstone Course #1 3 s.h.
Learners begin to clarify and explore lines of inquiry based upon leadership concerns in their own settings. Action research methods are studied. A research proposal is developed for implementation in EDUC5570.

EDUC5570 Action Research Practicum Capstone Course #2 3 s.h.
Learners engage in action research related to their leadership practice. Research study designed in EDUC5560 is implemented and results are presented to a group of their peers. Prerequisite: EDUC5560.

EDUC5580 History of Physical Training 3 s.h.
Historical background of Western physical training from Greek to modern times. Both civilian and military events, personalities and cultural trends that shaped physical training models will be studied.

EDUC5590 Seminar in Modern Physical Readiness Training Models 3 s.h.
A study of modern physical readiness training methods, materials and motivators. Students will evaluate and propose solutions to immediate issues concerning military and first responder physical readiness training. Areas in which problems may exist include curriculum construction, unit policies, liability, and administrative/leadership.

EDUC5660 Introduction to Differentiation: Applying Learner-Centered Instruction 3 s.h.
Provides an introduction to the philosophy of differentiation. Examines how classrooms can effectively support differentiating instruction and assessment to address the complex challenges of meeting the diverse learning needs of all students. Other issues include fairness and grading, developing study and academic skills, and challenging all students at appropriate levels.

EDUC5670 Differentiated Instructional Strategies: Meeting the Diverse Needs of Learners 3 s.h.
Designed to provide the knowledge and skills to apply differentiated instruction strategies for meeting the needs of an increasingly diverse student population within the context of today's challenging standards-based curriculum. Real-life video demonstrations will illustrate how to adapt curriculum content, processes, and products to match students' readiness, interests, and learning profiles. Other topics include: recognizing and teaching to different kinds of intelligences, understanding and accommodate various learning styles, implementing tiered assignments, utilizing authentic assessment techniques and designing dynamic and engaging lessons and units. Prerequisite: EDUC5660.

EDUC5680 Differentiated Assessment Strategies: Identifying Learners' Strengths and Needs 3 s.h.
Collect information through ongoing assessment that will help plan instruction more effectively. Provide tools, surveys, checklists, and guidelines to accurately assess students' progress and plan for continued success. Learn how to: Identify learning styles and preferences, Use authentic and performance-based assessment, Learn techniques for ongoing, concurrent assessment, Discover the value of teaching students to self-evaluate, Improve student comprehension and retention, Obtain feedback to make your differentiated instruction more effective. Prerequisite: EDUC5670.

EDUC5690 Teaching in the Inclusive Classroom: Instructional Strategies for All Students 3 s.h.
Learn practical strategies to maximize learning for all students, including those with special needs. Learn inclusive teaching techniques first hand with video visits to classrooms where teachers are successfully educating both general and special education students. Activities will teach you how to design and implement curriculum modifications and adaptations based on the strengths and needs of your students. Learn how to: Utilize differentiated instruction to benefit both general and special education students, Select, implement, and evaluate lesson modifications to accommodate the needs of students with physical, emotional, or intellectual disabilities, Offer choices to help students develop self-management skills and apply assessment strategies appropriate to your students individual abilities. Prerequisite: EDUC5680.

EDUC5700 Differentiation and Literacy 3 s.h.
This course provides a research-based overview of differentiated instruction and its application to literacy. Participants will explore instructional strategies designed to address K-12 students' individual strengths, interests and readiness in reading and writing. Assessment approaches that support differentiated instructional practices will be addressed. Prerequisite: EDUC5660.

EDUC5710 Special Education Practicum K-8 Mild/Moderate 3 s.h.
A three-week practicum in a K-8 mild/moderate special education setting. This laboratory experience will allow student teachers to apply, analyze, synthesize, and evaluate theoretical and practical principles of teaching and learning which have been formulated during previous course work and experiences. It will also be a time when practicum candidates formulate other principles of teaching and learning on the basis of their own classroom experiences.

EDUC5720 Special Education Practicum 5-12 Mild/Moderate 3 s.h.
A three-week practicum in a 5-12 mild/moderate special education setting. This laboratory experience will allow student teachers to apply, analyze, synthesize, and evaluate theoretical and practical principles of teaching and learning which have been formulated during previous course work and experiences. It will also be a time when practicum candidates formulate other principles of teaching and learning on the basis of their own classroom experiences.

EDUC5730 Science Education Internship I 3 s.h.
Five week summer internship at the Des Moines’ Science Center of Iowa. Participate in orientation sessions and provide daily supervision of children ages 4 through 14 in a classroom setting. Develop and facilitate age-appropriate, activity based, science curriculum for skills-based learning on a variety of science themes and concepts. Create assessment tools and coordinate field trips and guest speakers.

EDUC5740 Science Education Internship II 3 s.h.
Five week summer internship at the Des Moines’ Science Center. Instruct seminar sessions and provide daily supervision of children ages 4 through 14 in a classroom setting. Facilitate instruction of developed age-appropriate, activity-based, science curriculum for skills-based learning on a variety of science themes and concepts. Administer assessment tools, collect, analyze, and report student performance data.

EDUC5900 Topics in Education 1-3 s.h.
Content may vary and will be announced at the time of offering. May be repeated for credit when topics vary.

EDUC6100 Classroom Inquiry and Action Research 3 s.h.
Focuses on action research methodology and provides preparation to engage in a research study that addresses P-12 students' learning. Emphasis is placed on the development of a research question, review of literature, methods and procedures and appropriate APA usage. Understanding of the inquiry process is demonstrated through submission of the Capstone Action Research proposal and accompanying approval documents. Prerequisites: EDUC5100, 5310, 5320, 5330, 5340, 5350, six graduate electives.

EDUC6110 Classroom Inquiry and Action Research Practicum 3 s.h.
Focuses on the implementation and completion of the approved action research study designed in EDUC6100. Dissemination of research results and conclusions are presented and critical analysis of the research process is peer-reviewed. Prerequisite: EDUC6100.

Courses in Continuing Education (Graduate)

CEED5100 The Battle for America's Children 3 s.h.
This course explores a broad range of social, psychological, technological, and cultural factors that have contributed to increased violence in schools today. The course presents the unique challenges facing students, teachers, and parents today and presents diverse strategies for promoting safer learning environments. Teachers will develop proactive strategies for a safer classroom.

CEED5110 Teaching of Moral Education through Stories of the Holocaust 3 s.h.
This course examines the power of stories in communicating the history of the Jewish Holocaust and the ability of story to help learners of different ages and backgrounds grapple with the lessons of the Holocaust history. The course will examine stories representing diverse genre, including documentary film, fictionalized film, personal memoir, short story, and poetry. Students will identify and develop teaching strategies for teaching the Holocaust.

CEED5120 The Social Lives of Children Today 3 s.h.
This course views the importance of children’s social lives, the tendency of children to torment their peers, the redemptive power of friendship, and the personal effect teachers have on the classroom environment. Participants study the importance of secure attachments of first friendships, the necessity of best friends, and the power of group involvement. Participants develop and integrate social and emotional strategies through lesson plans using informal (teachable moments) and formal discussions, journaling and role playing techniques.

CEED5130 Intelligence Reframed 3 s.h.
The need to differentiate instruction is based upon three core principles: no two people see the world the same way, no two people learn exactly the same way, and education works best when there is recognition of the first two principles. The course examines a number of definitions of what it means to be an intelligent person and how to translate that information to specific classroom instructional and management strategies. Through increased awareness of the complexities associated with intelligence and knowing, students will be able to articulate, address and use various learning strategies in the classroom.

CEED5140 Power of Mindful Learning 3 s.h.
This course examines the concept of “mindfulness” as articulated in the research of Dr. Ellen Langer. The course explores the educational implications of mindfulness and the limiting power of “mindlessness.” Participants will examine Langer’s pervasive myths and will assess the extent to which specific mindsets can undermine the teaching and learning process. Participants develop specific teaching strategies that can help students not only learn, but embrace the value of both thinking and learning.

CEED5150 Boys in Today's Culture 3 s.h.
This course examines the potential impact of contemporary culture on the emotional development of boys. The course will facilitate student exploration of the societal factors that can lead some boys to lives of isolation, shame, and anger. The course also will explore strategies for incorporating into the daily curriculum what boys need to become emotionally whole men.

CEED5160 Emotional Intelligence 3 s.h.
This course explores the nature of emotional intelligence and its related competencies such as adaptability, persuasiveness, initiative, and empathy. Participants look at research related to how the human brain works not only from the cognitive aspect, but also from an affective emotional intelligence perspective. Students explain educational implications and develop teaching strategies to enhance emotional intelligence in children.

CEED5170 Connecting Students with Their World through the Arts 3 s.h.
This course examines new brain research that demonstrates that not only are the arts enjoyable, but that participation in them can and will improve brain development and enhance skills in subjects such as reading and math. Participants will examine the relevant research and apply it to classroom usage as modeled in this hands-on course. The course will assist educators in developing instruction around what students should know and be able to do by the end of each grade level in art, dance, music, and theatre. The course introduces students to area resources such as authors, visual artists, musicians, and actors. Teachers in the course will return to their classrooms with an array of classroom activities that will enhance the curriculum.

CEED5180 The Power of Ideas 3 s.h.
The definition of an educated person has moved from the memorization of facts and simple surface knowledge to effectively solving problems and generating new ideas. The course examines a number of contemporary individuals whose ideas have made major contributions to the lives of many individuals through medicine, education, technology, art, etc. Participants will explore the importance of modeling and nurturing “risk” taking. The course examines specific topical issues such as current economic problems, global warming, medical research, and global collaboration and problem solving.

CEED5190 Teaching of Moral and Ethical Development through Stories of the Civil Rights Period 3 s.h.
The Civil Rights Movement dramatically altered the nation's culturally entrenched footholds and anchors dictating the treatment of minorities. Through stories, participants examine the lives of many people and the events that helped transform the United States from a society of exclusion to one of greater inclusion. Participants will explore how issues brought to the attention of not only America, but the entire world, can and will help young people point their compass in a positive direction in their own moral, emotional, and ethical development.

CEED5200 Five Kinds of Minds for the 21st Century 3 s.h.
Teachers examine and evaluate Howard Gardner's five kinds of minds: the disciplined mind; the synthesizing mind; the creating mind; the respectful mind; and the ethical mind. Strategies to develop each of the five minds in order to prepare teachers and students for the opportunities and challenges they are likely to face in the future will be a focus.

CEED5210 The Power of the Story in the Learning Process 3 s.h.
Focuses on the examination of the ways in which stories create meaning and understanding for learners. Teachers will demonstrate of mind mechanics (including assumptions, expectations, inference, pattern matching, and prior knowledge) to promote long term memory.

CEED5220 The New "Soft" Leadership Skills 3 s.h.
Teacher and student leadership roles are explored through identification and analysis of the social norms, values and practices that currently shape the educational system. Explores how teacher-leaders can more effectively facilitate student learning and help create and promote social change.

CEED5230 Active Brain-Based Learning 3 s.h.
The brain-based teaching research of Eric Jensen and Robert Marzano is explored. Strategies to develop the use of multiple and concrete experiences that contribute to meaningful student learning are developed. Specific field trips in the Kansas City area serve as a resource for the development of integrated units of study and thematic teaching methods for all grade levels.

CEED5240 Beyond Reading and Writing 3 s.h.
Explores teaching and learning as critical components to individual and collective survival and quality of life. Factors that impede change and diminish the capacity to teach and learn will be investigated.

CEED5250 Habits of Mind 3 s.h.
Focuses on the essential habits of mind which are broad, enduring and essential lifespan learning for adults as well as K-12 students. Strategies to foster thoughtfulness, compassion and cooperation as a means to better face teaching and learning challenges will be explored.

CEED5260 Awakening Genius 3 s.h.
Explores definitions and qualities of intellectual genius. Participants will investigate the notion that aspects of genius resides in all individuals. Strategies to create a classroom climate in which all types of intelligences are recognized and promoted to enhance learning will be explored.

CEED5270 Addressing Bullying/Harassment Issues: Developing Respectful Schools 3 s.h.
Examines bullying and other forms of harassment and the social, emotional, and physical impact it has on P-12 students. Development of strategies and interventions that decrease bias and prejudice in school settings will be explored. Refines teachers' core beliefs related to human rights for all children by exploring bias/prejudice issues, legal perspectives, and school violence.

CEED5280 Teachers as Leaders 3 s.h.
Draws upon leadership research to identify, examine, and analyze P-12 teacher roles in schools. Addresses the exploration of social norms, values, and practices that shape the educational system and identifies strengths and barriers that impacts teacher leadership efficacy. Addreses the correlation between effective teacher leadership and student learning and provides strategies to maximize school performance.

CEED5300 Mentoring I 3 s.h.
Teachers improve teaching practices while focusing on mentoring and coaching skills, reflection, research-based instructional strategies, and communication. Course work will be completed through participation in the Professional Development Schools program. Teachers will mentor/supervise pre-service candidates in year-long internships. Intern feedback, reflections and participation in mentor activities will be documented and used as sources of evaluation.

CEED5310 5310 Science Safety in Academic Settings 3 s.h.
Focuses on safety in academic science settings. Topics include national and state specific laws, codes and standards, application of safety information to practice, analysis of court cases, the 15 science safety steps, and safety equipment. Participants will each review current, published research and report it for class analysis and discussion, conduct actual safety audits, design a "safe" science lab, and develop a safety program proposal for their facility.

CEED5320 Mentoring II 3 s.h.
Building upon the knowledge and skills developed in the Mentoring I course, teacher mentors will supervise pre-service candidates in a year-long internship and assume leadership roles to new teacher mentors. Coursework will include an examination of the Professional Development School standards. Mentors will conduct a self-study through collection and analysis of data to assess progress in meeting standard benchmarks. Recommendations for future changes will be documented. Prerequisite: CEED5300 Mentoring I.

CEED5330 Schools in an Age of Globalization 3 s.h.
Explores recent American educational reforms related to globalization and technology. Participants will review myths, fears and the evolution of accountability and will demonstrate understanding of technology knowledge and skills needed to be successful in the 21st century.

CEED5340 Social Intelligence - A Key for Success 3 s.h.
Introduces key concepts from social neuroscience research. Participants will learn application strategies to enhance K-12 students' competence to optimally comprehend their environment and socially interact with others successfully.

CEED5350 Teaching with Poverty in Mind 3 s.h.
Explores the effects of poverty and its impact on children's emotional and social well-being. Topics of study will include acute and chronic stressors, cognitive delays and health and safety issues. Participants will gain an understanding of research-based strategies for working successfully with children living in poverty.

CEED5360 Essential Characteristics for Successful Learning 3 s.h.
Explores ways in which educators can prepare P-12 students to be successful learners. Topics explored include the changing perspective of intelligence, indicators of achievement, and critical habits of mind that should be fostered to ensure P-12 students to maximize their learning.

CEED5370 Pre-Adolescent/Adolescent Females in Today's Schools 3 s.h.
The role of pre-adolescent/adolescent females in today's schools and society, with emphasis on the developmental transitions from elementary to middle school, and middle school to high school, is examined. Issues related to young females and their self-esteem, self-respect, and self-awareness is explored.

CEED5380 Leadership for Today's Schools and Classrooms 3 s.h.
Focuses on the premise that successful leadership is primal and works through human emotions. Educators investigate research in the field of emotion and its impact on leaders' understandings of their own emotions to learn effective strategies to manage others. A variety of leadership styles, in relation to emotion and the influence they have on the intangible factors in the workplace, such as morale, motivation, and commitment is explored.

CEED5390 The Un-schooled Mind: How Children Think and How Schools Should Teach 3 s.h.
Educators examine the sensory motor and symbolic knowledge development of pre-school children and the body of research that suggests that schooling has little impact on young children's intuitive and common sense understandings of their worlds. Scholastic and intuitive learning is compared and contrasted. The structure of schools and its impact on achievement development is investigated.

CEED5400 Succesful Strategies for Creating a Literacy-rich Classroom Environment 3 s.h.
Provides strategies to produce a literacy-rich environment designed to encourage and support speaking, listening, reading and writing for P-12 students. Intentional selection and organization of materials to facilitate language and literacy opportunities in a variety of authentic ways is addressed. Explores print and digital resources incorporated into the classroom design and instruction.

CEED5410 No Bullies Allowed: How to Deal with Classroom and Cyber Bullying 3 s.h.
Investigates research to define the scope of bullying and provides explanation of causes and effects to children. Prevention strategies and tools needed to assist educators to address bullying in the classroom will be explored. Age-appropriate resources to assist in providing solutions, raising awareness and developing resistance will be developed.

CEED5420 Teaching Outside the Box: How to Motivate and Inspire Students 3 s.h.
Examines best practices to motivate and inspire students to learn. Various strategies and approaches to inspire students will be explored through theories of motivation and current research. Educators will analyze factors affecting student motivation, how to create a sense of community, increase engagement, while fostering student autonomy.

CEED5430 Learning and Gender: How Boys and Girls Learn 3 s.h.
Learning differences between boys and girls and subsequent academic and social-emotional outcomes within P-12 classrooms will be investigated. Exploration of specific strategies that close gender achievement gaps will be facilitated through the study oif current trends, theory and brain research. Educators will consider how culture, nature and nurture influence boys and girls within educational settings.

CEED5440 Teaching Through the Lens of Poverty 3 s.h.
Examines poverty as a risk factor for student learning and includes the challenges educators face in meeting academic and social-emotional needs of P-12 learners. Exploration of effective practices, issues, and trends regarding poverty and student learners will be explored through current literature and various resources.

CEED5450 Creating a Flipped Classroom 3 s.h.
Introduces the components of a comprehensive flipped classroom and compares the educational learning community of "The Flipped Classroom" model to the traditional learning model through an examination of educational literature. Highlights introspective analysis of the home and school component and engages educators in analyzing benefits and obstacles of both models of curriculum delivery and design.

CEED5800 Classroom Management 3 s.h.
This course focuses on training teachers to organize their classrooms to maximize the amount of time students are actively engaged in learning. The foundation of the course uses classroom management strategies developed by the Wongs and supported by research. The coursework is on their book, The First Days of School. Students will go through online instruction, in depth reflection, and will demonstrate mastery of the course material by designing a personal Classroom Management Action Plan (CMAP), which will be easily implemented in their classroom.