Summer Course Schedule – 2008

GRADUATE COURSES

AL 671 Legal Aspects of Administration (3 graduate credits)

One responsibility of a school principal is to see that the school community works within the framework of policies, laws, and regulations enacted by local, state, and federal authorities. In this course, students examine the role and impact of judicial law and legislative policy on education

May 27 – July 22, T, 5:30 – 9:30 p.m. No class July 8

AL 672 Administrative Finance and Business Management (3 graduate credits)

Students examine the processes and impact of finance and management for schools and school systems. Drawing upon a range of administrative designs from public, private, and parochial schools, they conceptualize the significant role finance plays in realizing the mission, vision, and goals of the school/school system. They gain experience with issues related to budget planning, fund raising, human-resource management, employer-contracting processes, facilities management, scheduling, and related tasks.

June 2 –July 21, M, 5:30 – 9:30 p.m.

CIT 635 Applying Multimedia in the Classroom (3 graduate credits)

his hands-on style course is designed to give educators a realistic approach to weaving multi-media into existing or future lesson plans. The focus will be on engaging today’s K-12 learners by involving them in using computer-based projects to communicate ideas.

June 16 – July 9, M/W, 1:00 p.m. – 5:00 p.m.

CIT/ID 650 Designing the Technology Learning Environment (3 graduate credits)

Students develop the skills and knowledge for becoming a technology director in a school or other learning environment. They learn to design and manage technological learning environments through planning, budgeting, making decisions, and implementing technology support.

May 28 -- July 23, W, 5:30 – 9:30 p.m. No class July 2

DI 668 Frameworks for Assessment Practice (3 graduate credits)

Students develop in-depth knowledge of theoretical frameworks guiding assessment practice in schools and refined skill in the design of assessment for the support of learning, decision-making, and accountability. They articulate clearly the role of the assessment process in the curriculum, developing skill in working effectively with the school community in the design of classroom assessment focused on student development.

June 5 – August 7, Th, 5:30 -- 9:30 p.m. No class July 3 or 17

ED 624 Writing the Professional Development Plan with Initial Educators (1 graduate credit)

Friday, May 9, 4:00 – 8:00 p.m.; Saturday, May 10, 8:00 a.m. – 12:30 p.m.; Friday, May 30, 4:00 – 8:00 p.m. (For first year teachers. Special tuition of $250)

ED 642 Connecting the Curriculum (3 graduate credits)

Students examine varied frameworks for integrating curriculum in relationship to its impact on student engagement with learning. They build upon their knowledge of assessment as learning and how it relates to instructional planning of “connected” or integrated curriculum as they evaluate the effectiveness of different frameworks on the diverse needs of learners and develop a school-, grade-, or team-based integrated unit.

This class will be offered on an independent study basis.

ED 670 Portfolio Presentation of Teaching (3 graduate credits)

Students prepare entries for a teaching portfolio, reflecting upon and documenting their practice.

They may use the standards of the Interstate New Teacher Assessment and Support Consortium

or the National Board for Professional Teaching Standards to guide the development of their

portfolio.

This class will be offered on an independent study basis.

ED 689 Program Development Reading Specialist (3 graduate credits) (Prereq: Eligible to hold a WI Reading Teacher license)

Students design, develop, implement, and evaluate kindergarten through grade 12 developmental, remedial, content area, and enrichment reading programs and the relationship with other language-arts instruction and curricular areas at the school and district levels.

June 17– July 22, T/TH, 1:00 p.m. – 4:00 p.m.

ED 696 Adapting Strategies for Inclusive Settings (3 graduate credits)

Practicing teachers refine their ability to respond to the needs of individual exceptional learners. Using a problem-solving approach, they develop skill in applying strategies, techniques, and classroom modifications that are instrumental in responding to individual differences within the context of the regular classroom setting.

June 17 – July 17, T/Th, 4:00 p.m. – 8:00 p.m. No class July 1 or 3

MT 645 Seminar/Teaching and Learning: Geometry (3 graduate credits)

Students will study Euclidean geometry, making extensive use of Geometer’s Sketchpad technology as a learning tool, exploring relationships, and generating conjectures based on their exploration, and practicing writing mathematical proofs. Students also investigate current geometry curriculum, and current research on the teaching and learning of geometry.

June 23 – July 24, M/W/TH, 1:00 p.m. – 4:00 p.m.

Graduate tuition: Licensed teachers automatically qualify for a 50% tuition scholarship on three credits each semester. One to three credits will cost $272 per credit rather than $ 544 per credit.

Specialization Licensure

Initially licensed teachers may complete six additional licenses, as part of Alverno College’s Master of Arts program or as separate licensure only programs.

Adaptive Education (#859)

Administrative Leadership (#51)

Alternative Education (#952)

Director of Instruction (#10)

Reading Teacher (#316)

Reading Specialist (#317)