SPECIAL TUITION DISCOUNT – 50% OFF OF THREE CREDITS EACH SEMESTER
FOR LICENSED TEACHERS ENROLLED IN A GRADUATE LEVEL COURSE
Frameworks for Assessment Practice
(DI-668-01) 3 Credits
Students develop in-depth knowledge of the theoretical frameworks guiding assessment practice in schools and refine skills in the design of assessment for the support of learning, decision making, and accountability.
Challenges of Co-Operating Teacher
(ED-512-01) 1 credit
This course is designed to acquaint supervising teachers and principals of cooperating schools with the Alverno curriculum, especially as it relates to the preparation of teachers. Skills relative to the supervision of instruction are also emphasized as a means of facilitating a cooperative working relationship between supervising teacher and student teacher.
Connecting the Curriculum
(ED-642-01) 3 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.
Integrating Literacy Development I
(ED-682) 3 credits
Teachers develop an understanding of the scope of a PK-2 literacy curriculum. They use the fundamentals of emergent literacy, oral language acquisition, and reading and writing development, as they administer literacy assessments to make sound decisions about literacy teaching and curriculum development at the early elementary level.
Integrating Literacy Development II
(ED-683-01) 3 credits
Teachers develop an understanding of the scope of intermediate and adolescent literacy instruction in a comprehensive literacy framework. They study appropriate practices to motivate and prepare life-long learners.
Content Area Reading Strategies
(ED-684-01) 3 credits
Teachers analyze and select teacher-directed and learner-directed strategies that guide the interactions between students and their textual materials in functional reading contexts. They develop an understanding of methods of teaching comprehension and vocabulary.
Program Development Reading Specialist
(ED-689-01) 3 credits
Teachers evaluate 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 to gain a broader perspective of historical and current literacy initiatives. They analyze elements of Response to Intervention models to improve professional practice.
Adapting Strategies for Inclusion
(ED-696-01) 3 Credits
Teachers apply current theoretical and best practice models to refine their knowledge and understanding of the individual needs of learners. They extend skills in applying strategies, techniques and classroom accommodations that are instrumental in responding to individual differences.
Curriculum, Instruction & Assessment
(LTM 632-01) 3 credits
Students in this course learn to see the connections between large curricular goals and the assessment of student learning in the classroom. Working with content standards and ability outcomes, they explore the important concepts and skills their learners need to develop. Employing a process called backward design, they identify performances that capture the big outcomes and design both appropriate instruction and meaningful performance assessments.
Science & Social Studies in Elementary Schools
(LTM 635-01) 4 credits
In this course, students will explore methods of teaching science and social studies at the elementary school level. Drawing upon previous experiences in lesson and unit planning, students will incorporate science, health, social studies, and technological content knowledge with process skills and assessment strategies. Students will design integrated learning experiences based on appropriate frameworks linking science and social studies to other content areas including art, math and language arts.
Teaching Exceptional Learners
(LTM 631) 3 credits
Students in this course explore the range of factors that impact students’ schooling, both at the personal and structural levels. Building an understanding of the categories of student learning needs and the legal requirements for addressing those needs, they identify resources and processes that can support special needs learners in the classroom and the school building.
Foundations of Special Education
(SPE 614) 3 credits
Students gain an understanding of the historical, philosophical and legal background of special education. They consider a variety of issues related to special education and build the skills necessary for working with paraprofessionals, parents, and other community members to support special needs learners in the least restrictive environment.
Assessment, Diagnosis & Evaluation
(SPE 623-01) 3 credits
Students learn principles of formal and informal classroom assessment; how to select, administer, interpret, and adapt norm-referenced, standardized, and criterion-referenced tests; and effective use of the Wisconsin Alternate Assessment and the Functional Behavior Assessment. They explore common assessment practices as they relate to special education.
Community Environment for students with Cognitive, Specific, or Emotional/Behavioral Disabilities
(SPE 635) 3 credits
With a special emphasis on classroom environment, this course focuses on elements that foster a successful learning experience for students with learning, emotional/behavioral, or cognitive disabilities. The curriculum draws upon basic classroom management theories, methods, and strategies as a basis for designing an appropriate academic and behavioral environment.
Human Development and Learning
(TLA 611-01) 3 credits
Students explore a wide variety of developmental approaches to learning, including the development of cognition, emotion, and motivation as they apply to diverse learners. Using an integrative approach to development, they apply key theoretical perspectives in creating a multidimensional model of the learner.
Human Development II-Scholarship of Teaching
(TLA 612-01) 3 Credits
Students make links across current literature in education and instructional design, examining the connections between theories of multiple intelligences and ability-based learning. They explore constructivist approaches to curriculum design and examine the role of meta-cognition in learning. They apply frameworks from human development and learning to actual teaching environments.
Learning Organization and Social Change
(TLA 641) 3 credits
Students draw upon a range of disciplines and theories to examine organizational culture, including patterns of leadership, authority, and communication and their impact on the climate of the organization. They analyze case studies of organizational change, identifying sources of success and failure. Critiquing varied approaches in particular settings, they develop proposals for achieving goals for ongoing growth and improvement.
For more information about course offerings or licensure programs, please contact
Mary Claire Jones at (414) 382-6106
or visit: alverno.edu/MA