Summer Programs - School of Education
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- Administrative Leadership (Wisconsin DPI 51 License)
- Alternative Education (Wisconsin DPI 952 License)
- Instructional Leadership (Wisconsin DPI 10 License)
- Professional Development
- Reading Specialist (Wisconsin DPI 17 License)
- Reading Teacher (Wisconsin DPI 316 License)
Summer 2016 Course Offerings
All credits listed below are usable for teacher updates. A 50% discount is offered on the first 3 graduate credits per term for Wisconsin licensed teachers.
We’re happy to discuss your specific situation!
Contact Kaite Kipp for more information: 414-382-6045
READING TEACHER LICENSE #316
(These courses can also be used towards the #17 Reading Specialist License, please contact Katie Kipp for more information)
ED 682 Integrated Literacy Development 1 (3)
Candidates 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.
Monday, 4:45 p.m. – 9:00 p.m.; 5/23 – 6/27
Wednesday, 4:45 – 9:00; 6/15 – 6/29
ED 683 Integrated Literacy Development 2 (3)
Candidates 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 lifelong learners. Drawing upon current research, they use their growing knowledge of student needs and a variety of assessment tools to diagnose and design appropriate instruction to make sound decisions about literacy teaching and curriculum development at the intermediate and adolescent levels.
Tuesday and Thursday, 1:30-5:30 PM, 6/21-7/21
ED 696 Adapting Strategies for Inclusive Settings (3)
Candidates 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 and modifications that are instrumental in enhancing their ability to respond to individual differences within the context of the classroom and the school community.
Monday and Wednesday, 4:45 p.m. – 8:45 p.m.
ADMINISTRATIVE LEADERSHIP LICENSE #51 OR DIRECTOR OF INSTRUCTION LICENSE #10
AL 671 Legal Aspects of Administration
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 in the Administrative Leadership sequence, students examine the role and impact of judicial law and legislative policy on education. Drawing upon important landmark cases as a foundation, they explore the history as well as the ramifications of court decisions and legislative actions on school policy and operation. They also explore current special-education issues.
Tuesday, 5:00-9:00 PM, 7/5-8/9
AL 672 Administrative Finance and Business Management
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, employee-contracting processes, facilities management, scheduling, and related tasks. Students develop a command of sample school budgets and analyze decision-making processes in relationship to the school’s stated mission, vision, and goals.
Thursday, 5:30-9:30 PM, 7/7 – 8/11
INITIAL LICENSURE COURSES
LTM 621 Literacy in Early Adolescence/Adolescence (3)
Students study the nature and process of literacy development, including objectives, methods, materials and techniques for teaching literacy in adolescence, recognizing the range of student needs they may encounter, including those from whom English is a new language. Becoming aware of the key role of literacy in content area learning they develop a range of strategies to support students’ reading skills, especially with regard to comprehension. In addition, they develop approaches to the integration of language arts across the curriculum. Students learn to interpret standardized assessment information as well as to develop meaningful classroom assessment of literacy.
Wednesday, 5:00-9:90 PM, 5/25-7/13
LTM 632 Curriculum, Instruction, and Assessment (3)
Candidates learn to see the connections between large curricular goals and the assessment of student learning in the classroom. Employing a process called backward design, they identify performances that capture the big outcomes and design both appropriate instruction and meaningful performance assessments using specific criteria. They explore assessment-as-learning, a formative approach that includes criteria, self-assessment, and feedback to guide learning.
Tuesday, 5:30-9:30 PM, 6/14-8/2
LTM 635 Science and Social Studies in the Elementary Curriculum (4)
In this course, candidates explore methods of teaching science and social studies at the elementary school level. Drawing upon previous experiences in lesson and unit planning, they incorporate science, health, social studies, and technological content knowledge with process skills and assessment strategies. Candidates design integrated learning experiences based on appropriate frameworks linking science and social studies to other content areas, including art, mathematics and language arts.
Monday and Thursday, 5:00-9:00 PM, 5/26-6/20
SPE 620 Language and Literacy Development for Students with Disabilities (4)
This course provides an overview of the theoretical underpinnings for language and literacy practices, assessments, and methods of facilitating growth in students with learning disabilities. Students gain experience with designing, organizing, implementing, and assessing comprehensive literacy instruction for individuals with learning disabilities, in the context of typical development. They take a culturally sensitive, language interaction approach to teaching and learning, applying adaptive teaching techniques and materials to provide effective academic instruction for students with learning disabilities in reading, listening, language, writing, speaking, and spelling, integrated across content areas. Emphasis is given to phonemic awareness and phonics instruction, augmentative and assistive devices , and remediation strategies, programs, and techniques.
Tuesday, 5:30-9:30 PM, 5/24 – 7/12
ADULT EDUCATION, ORGANIZATION & DEVELOPMENT COURSES
OD 677 Group and Team Facilitation (3)
Collaborative management of the work team culture is a fundamental aspect of developing organizations. In this course, candidates learn strategies to effectively build and lead high-performance work groups and teams. Learners examine the use of diagnostic and intervention techniques to focus on inter-team and group relations. They learn how to design strategies to assess and diagnose individual and team effectiveness, build trust within teams, and guide team interventions. They also learn techniques for coaching and mentoring teams and team members.
Wednesday, 5:30-9:30 PM, 5/25 – 7/20
CIT 650 Social Media In the Learning Environment
In this course, 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. As a means for facilitating and maintaining the environment, they develop effective strategies for supervising, training, and evaluating technical staff, as well as acquiring knowledge of appropriate technology resources. This is a hybrid course and will meet on campus some weeks and online the other weeks.
Wednesday, 5:30-9:30 PM, 5/25-7/13
On-campus meetings: TBD
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