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.
TH, 5:30-9:30, May 29 to July 24 (no class July 3)
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.
MWF, 1:15-5:15, June: 23, 25, 27, 30, July: 2, 7, 9, 11, 14
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.
MTH, 5:30-9:30, June 23 to July 24 (no class July 3)
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.
TTH, 1:00-5:00, June 24 to July 24
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.
Class times coming soon
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.
TTH, 1:30-5:30, June 19 to July 17
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.
T, 5:30-9:30, June 17 to August 5
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.
MTH, 5:00-9:00, May 19 - June 16
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.
S, 8:30-5:00, May 24 and T, 5:30-9:30, May 27 to July 8. Hybrid: some online components
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.
W, 5:30-9:30, May 21 to July 9. Hybrid: some online components
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.
T, 5:30-9:30, May 20 to July 15
For more information about course offerings or licensure programs, please contact
Mary Claire Jones at (414) 382-6106
or visit: alverno.edu/MA