95 courses with the subject EDUC, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
EDUC 125PDE Mathematics Preparation3
This course prepares pre-service teachers to understand foundational mathematics concepts necessary to perform the duties of a classroom teacher. The course covers basic mathematics competencies assessed on the PDE basic skills examinations including: understand numbers and the number system; apply principles of algebra to expressions and equations; apply principles of algebra to linear and nonlinear functions; understand measurement concepts and geometry principles; demonstrate knowledge of data, statistics, and probability; understand problem solving, reasoning, and mathematical communication.
This course addresses education from three perspectives: students, learning and teaching. Topics of study include human development, the psychological basis of learning and behavior, classroom management, assessment, and appropriate instructional strategies for diverse populations. Course projects and experiences incorporate multiculturalism, discipline, motivation, and teaching in the least restrictive environment.
The course will introduce students to the diversity of children and adolescents in regard to cognitive, behavioral and emotional differences. This introductory course relates strongly to careers in education, psychology, social work, occupational therapy, physical therapy, etc. The legal basis for special education and accommodations will be studied, along with the history of the special education movement. The 13 categories of exceptionality covered by the Individuals with Disabilities Education Act (IDEA) will be closely examined, along with the diagnosis of Developmental Delay. Understanding and programming for the needs of students with disabilities will be addressed through explicit instruction, group activities, and authentic assessments. Students will explore the variety of career opportunities in education and related careers helping students with special needs. Included as part of this course are four hours of field experience working with children on the autism spectrum. Students will be required to complete a background check including state and federal clearances in order to complete the field work. This course fulfills all of the PDE Special Education candidate competencies for Professional and Ethical Practices. Required clearances will be needed to participate in field experiences. Students will complete field experience in an area school or educational setting.
This course focuses upon basic/developmentally appropriate pedagogy skills including planning, delivering and instruction, assessment strategies, accommodations for special needs students, basic classroom management and establishing professional collegial relations and home school partnerships. Students observe in a variety of Pre K through 4th grade school settings, teach to peers, and develop a reflective approach to teaching. Students will complete eight hours of field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
This course is an introduction to the conceptual framework of differentiated instruction. Students will explore learner differences and will identify research based interventions that help diverse learners succeed in the classroom. The use of graphic organizers, learning strategies and other methods of scaffolding instruction will be addressed. Students will demonstrate understanding of key concepts such as flexible grouping, formative assessment and Universal Design for Learning. The Understanding by Design framework will be used to facilitate investigation of the PDE Standard Aligned System, with a special focus on Big Ideas and Essential Questions. Students will complete field experience in an educational setting. Required clearances will be needed to participate in field experiences.
EDUC 223Emergent Literacy and Language Development3
This course addresses the emergence of communication and literacy skills including speaking, listening, reading, writing, visualizing and visual representation in Preschool and Kindergarten students. The focus of this course is on the development of language related skills from birth through Kindergarten. Included in this course is consideration of the needs of English Learners and students with disabilities as well as those children who come from diverse backgrounds. The role of parent - school partnerships to support literacy growth is explored. This course partially fulfills the PDE guidelines for Early Childhood Certification candidates. Students will complete field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
This course has a dual focus: the use of technology to facilitate instruction in a diverse classroom, and assistive technology to support students with diverse needs. Assignments will emphasize the use of technology as a tool to plan, effectively modify, and supplement instruction. Students will select, design, and use technology, materials and resources required to educate all students, including those with complex instructional and communication needs and those with complex bodies. Students will be introduced to the SETT framework for assessment and will participate in a demonstration of a wide range of high, mid and low tech assistive technology, including a variety of augmentative and alternative communication devices (AAC). In addition, students will create low tech assistive technology that will allow a case study student to access the curriculum. Students will complete field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
PSYC 101 . Students will complete four hours of field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
EDUC 240The Diverse Learner in Secondary Settings3
This course will examine the development of the adolescent and the characteristics of students with special needs: emotional, social, and learning. Students will examine intervention strategies and apply their knowledge through analysis of case studies, observation, and development of artifacts. Required clearances will be needed to participate in field experiences.
EDUC 250Family/Community Relations in Early Childhood Education3
Approaches the issue of communication with parents and parent involvement as well as the relationship of the early childhood educator (pre k-grade 4) and school program with the community at large. Such topics as parent roles and relationships with educators, social service agencies, clinics and other settings serving physical, mental health and educational needs of families and young children are included. Social and cultural differences and the impact of current parent and family structures will be explored. The course will require observation at sites and/or events where the needs of young children and their families are served. This course partially fulfills the PDE guidelines for Early Childhood Certification candidates. Required clearances will be needed to participate in field experiences.
EDUC 261English Language Proficiency and Instruction3
The aim of this course is to prepare the aspiring early childhood teacher for understanding the basic cultural and linguistic backgrounds of English Language Learners in order to meet the challenge of raising their academic success and social integration. Using the language of Pennsylvania Department of Education’s English Language Proficiency Standards (2003) candidates will be able to adapt their instruction and assessment in order to accommodate an ELL at a specific proficiency level (entering through bridging). Such accommodation also requires building a student’s language ability in all four language domains (listening, speaking, reading, and writing) to aid in their competence in both general academic contexts (standard 1) and in one of 4 specific disciplines (standards 2-5: language arts, mathematics, science, and social studies). Required clearances will be needed to participate in field experiences.
This modified practicum experience is for students with baccalaureate degrees who are seeking certification in education. Required clearances will be needed to participate.
The focus of this course is on the content and development of a legally correct IEP. Students will review IDEA requirements regarding the referral and evaluation process, the IEP, placement decisions and timelines. Special consideration will be given to the transition component of the IEP. Assessment, community and classroom based instruction, and progress monitoring will also be addressed. The importance of collaboration among the student, family, agencies, and the school team will be explored. Students will visit the Pennsylvania Office for Dispute Resolution website and will research and report on a hearing officer decision. This course fulfills all of the PDE Special Education candidate competencies for Secondary Transition. Students will complete field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
EDUC 315Positive Behavior Interventions in the Inclusive Setting3
This course includes an overview of characteristics of students with Emotional/Behavioral Disorders and the legal basis for discipline in schools. Focus is on establishing good classroom management and identifying and meeting the needs of all students who exhibit problem behaviors. The general principles of Applied Behavior Analysis and steps to complete Functional Behavioral Assessments, Behavior Intervention Plans and measurable annual IEP goals relating to behavior will be covered. Behavioral interventions at the school, classroom and individual level will be examined within the context of a Response to Intervention model. Students will complete field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
This course reviews the guidelines of the PA Department of Education, research reported through the International Literacy Association (ILA), and the findings of the National Reading Panel Report. Following up on the early literacy focus of EDUC 223, a foundation of reading theory will be developed and investigated in relation to the components of reading enumerated in the Panel’s report including the following: phonemic awareness, phonics, fluency, vocabulary and comprehension. Additionally, critical literacy will be investigated. Emphasis will be on the “learning-to-read” stages of development. Students will study basic developmental reading skills, including language acquisition, readiness skills, vocabulary development, word recognition skills and comprehension from Kindergarten to grade 4. Students will examine various reading approaches, noting effectiveness and associated methods of instruction. Included in the program is attention to recognition of student difficulties and using information acquired through formal and informal means to individualize instruction to students’ needs, including English learners, students with special needs, and students identified as high-risk. This course partially fulfills the PDE guidelines for Early Childhood certification candidates. Also included in this course will be the accommodations and adaptations for children with disabilities in an inclusive setting. Students will complete field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
Includes the teaching of English as a second language to speakers of other languages. Objectives, content, and organization of language materials to be taught; instructional methods and history of language teaching strategies. Applied linguistics in the teaching of a specific foreign language. TESOL and ESL. Use of audio-aural-visual aids; preprofessional teaching observation and micro-teaching. As needed. Required clearances will be needed to participate.
EDUC 333Reading and Writing in the Content Areas in Middle and High School3
This course focuses on reading, writing, and speaking as a foundation for learning across all academic areas. Emphasis will be placed on instructional strategies and a variety of approaches to support retention, organization, retrieval, and generalization of information. Included in this course is emphasis on the fundamentals found on the ACT, SAT, and the Keystone Exams. Students will complete field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
This course provides an in-depth look at working with Pre K -4th grade and middle school students, who do not demonstrate expected progress in reading and writing development. Building upon the foundations and processes established in EDUC 223 and EDUC 324 , the students will investigate, practice, and interpret assessment measures within each area of concern through sound and appropriate selection and application of formal and informal means of assessment. Specific techniques for remediation to address areas of concern will enrich the future teacher’s repertoire of instructional skills and increase confidence in assisting students with reading and related writing delays. Direct work with individual students in Pre K-4th grade and middle school students who experience reading and writing challenges will assist the future teacher in applying theoretical knowledge and making sound instructional decisions. The course objectives meet the Pennsylvania Guidelines for Early Childhood Education. Students will complete field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
In this course, students will develop an understanding of the assessment process. Various approaches to assessment will be explored, including: norm-referenced standardized tests; curriculum-based assessment and measurement, criterion referenced assessments, performance-based, authentic, and portfolio assessment; observations, interviews, and conferences. Students will be given instruction on how to identify, administer, interpret and plan instruction based on each of the following assessment components in a standards-aligned system: Authentic, Screening, Diagnostic, Formative, Benchmark, and Summative. Special attention will be given to the use of formative assessment in progress monitoring, through explicit instruction, clinical assignments and special projects. Students will complete field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
EDUC 375An Inclusive Approach to Developmentally Appropriate Practices3
This course addresses content and methods for planning, facilitating, and assessing developmentally appropriate activities and environments designed to enhance children’s cognitive, social, emotional, physical and creative development in an inclusive environment for young children in grades Pre-K through grade 4. Included in this course is consideration of the needs of ELL students as well as those children who come from diverse backgrounds This course partially fulfills the PDE guidelines for Early Childhood Certification candidates. Field experiences will be provided in Head Start, Pre-K classrooms, and in elementary schools. Students will complete field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
Students will gain a greater understanding of both federal and state constitutional rights and protections impacting the teacher’s role in providing safety, education, equity, and required services to all students. The course will focus on federal and state amendments, search and seizure, due process, tort law, as well as Section 504 of the Rehabilitation Act of 1973, Every Student Succeeds Act (ESSA), Individuals with Disabilities Education Improvement Act (IDEA 2004), and the Family Education Rights and Privacy Act (FERPA). Emphasis will be placed on turning educational and legal theory into practice through the use of educator seminars. Students will review the most current cases and trends in special education law, analyze cases, and learn how to research both statutory and case law. Required clearances will be needed to participate in field experiences.
This course provides an overview of the major trends and issues in educating students with low incidence disabilities. Methods to deliver instruction in a standard aligned system to students with complex instructional needs will be covered. The importance of language and vocabulary in daily living and academics will be examined, with a special emphasis on the use of Alternative and Augmentative Communication (AAC) methods and other assistive technology. Valuable knowledge and hands-on experience will be gained in the lab as students learn techniques in seating and mobility, safe transfers, feeding and more. Collaboration with related service providers, paraprofessionals and agency employees will be addressed. Students will demonstrate and describe interventions and assistive technology that addresses the academic and functional areas of need in the student’s school day. Fall. Students will complete field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
This seminar will be taught by faculty from the Department of Occupational Therapy. It will focus on training pre-service teachers and occupational therapy majors an interdisciplinary integrated approach in learning the procedures and techniques to support students with moderate and severe disabilities in the educational environment.
EDUC 407Education Seminar: Teacher as Reflective Practitioner3
This course is the student teaching seminar that supports pre-service teachers at the conclusion of their professional phase. Student teaching is the culminating experience for the senior student enrolled in the professional phase of the teacher preparation program at Saint Francis University. University faculty and cooperating teachers place emphasis on helping student teachers develop as reflective decision makers while applying educational theory to practice. Student teachers are required to attend weekly class sessions designed to reinforce and enhance the standards and expectations of the program. The seminar is a three-credit course open to only education majors and minors. This course will be accepted as an equivalent for CORE 407 . Any candidates wishing to enhance their professional practice will benefit from participation within the course. Content will include in-depth discussion of complex issues including: instructional best practices, ethical considerations, community collaboration, professional etiquette, school safety, technology and Educator Effectiveness: Danielson Framework for Teaching.
Completion of all upper level education courses prior to student teaching. Required clearances will be needed to participate.
EDUC 415High Incidence Disabilities3
The focus of this course is on understanding and delivering instruction to students with high incidence disabilities. Students will review the characteristics and educational implications of students with SLD, EBD, ADHD and mild intellectual disabilities. Focus will be on the relationship between a student’s IEP and instruction, to include accommodations, related services and annual goals. Creation of standard aligned goals and the use of formative assessments, progress monitoring techniques and methods of collecting and reporting data on goals will be addressed. Students will receive instruction in the use of specific interventions in reading, math and writing as well as organization, social skills, memory and self-regulation. Students will complete field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
This course provides a broad business perspective with a focus on how early childhood facilities operate. This course provides an overview of areas that are critical for the student to understand in order to be effective in business. Specifically, students will be introduced to a wide variety of procedures, strategies and concepts: communications, budgets, audits, funding, financial planning, labor laws, management, the impact of revenue and expenditures, etc.
This course addresses the skills necessary to build and develop leadership among children and adults in an early childhood environment. It also provides a perspective on how critical professionalism is in order to have a safe and healthy environment to foster learning for young children. Students will be introduced to a wide variety of concepts and topics: evaluation tools and assessments, interventions, teacher and staff training, types of instruction, curriculums, the learning environment, family communication, community partnerships, advocacy, health and safety, early childhood learning standards, and more.
Cross-listed as EDUC 527 (3 credits) This is an introductory course on Autistic Spectrum Disorders that will focus on the range of behaviors, characteristics and educational implications of students on the Autism Spectrum. Focus will be on ABA based teaching interventions in the classroom and natural environment teaching (NET). Areas of communication, social skills, and stereotypical behaviors will be examined. Recognition of, and intervention for co-morbid conditions such as Obsessive Compulsive Disorder and Anxiety Disorder will be examined. Family relationships and long term educational planning will be addressed. Twenty hours of required field experience for this course will be completed by working directly with students who have a diagnosis of an Autism Spectrum Disorder (ASD). Students enrolled in EDUC 527 will be required to complete an additional meta-review assignment. They will compare and contrast 4 to 6 peer reviewed articles on an approved topic related to the course content. This course is part of Saint Francis University’s one year, online Autism Certificate program, consisting of four courses (12 credits) and 80 hours of field experience. Saint Francis University has been authorized by the Pennsylvania Department of Education (PDE) to offer the PDE Autism Endorsement Certificate. Candidates who are Instructional I or II certified through PDE will receive an endorsement on their certificate upon successful completion of the program. This endorsement is not a substitution for a certification in Special Education. Those candidates who do not have a state issued instructional certificate will receive a certificate from SFU upon successful completion of the program. Students interested in obtaining the PDE endorsement will be required to complete an additional 15 hours of field work. Required clearances will be needed to participate in field experiences.
Study of a given topic, the specific subject to be announced each time the course is offered. Example: Children’s Literature. Required clearances will be needed to participate in field experiences. As needed.
EDUC 422Organization and Administration of Early Childhood Programs3
This course addresses the critical role that administration plays in developing and organizing a quality early childhood program or facility. It also provides a perspective on the influence that a well-organized program has on fostering learning for young children. Students will be introduced to a wide variety of concepts and topics: visions and missions, strategic plans, policies and procedures, handbooks, performance reviews and evaluations, staff development, early childhood learning standards, Early Intervention, social competence, positive behavior supports, program accreditation, and more.
This course establishes the foundation for developing a teaching repertoire prior to the middle childhood and secondary student teaching experience. The course focuses on the theory, methods, and practices of teaching. Experiences include the development of assessments, objectives, lesson plans, and units; the study of effective schools research; the effective use and integration of technology into the curriculum; and the delivery of lessons. Students will complete field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
Students examine and develop instructional techniques appropriate for middle school and high school classrooms. Emphasis on instructional planning, classroom instruction, engaging students in learning, assessment of student achievement, meeting diverse needs of students, and classroom management. Students will complete field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
This course builds upon and refines competencies that relate to the teaching of Science and Mathematics prior to the Pre-K through 4th grade student teaching experience. The course focuses upon the theory, methods, and practices of teaching elementary math, science, physical education, and health in inclusive environments. Course work includes observation and teaching in local school districts in Pre-K through 4th grade.
Admission to the Professional Phase. Students will complete clinical experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
EDUC 432Early Childhood Methods II3
This course builds upon and refines competencies that relate to the teaching of Social Studies and Fine Arts prior to the Pre-K through 4th grade student teaching experience. The course focuses upon the theory, methods, and practices of teaching Early Childhood social studies and the fine arts. Course work includes observation and teaching in local school districts in Pre-K through 4th grade.
Admission to the Professional Phase. Students will complete field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
EDUC 433Special Education Methods3
This is an upper level course focusing on explicit instruction, specific interventions, and planning and delivery of instruction to students in a variety of special education environments including large and small groups as well as individual instruction. Data collection and progress monitoring are important elements of the course. Co-teaching roles and relationships will be addressed. Required clearances will be needed to participate in field experiences.
Student teaching is the culminating experience for the senior student enrolled in the professional phase of the teacher preparation program at Saint Francis University. University faculty and cooperating teachers place emphasis on helping student teachers develop as reflective decision makers while applying educational theory to practice. Experiences include: lesson observation, planning and teaching; using a variety of instructional strategies, resources, materials, and technology; adapting instruction for students with special needs; teaching diverse populations; and assessing student achievement. Elementary Education/Early Childhood Education majors complete 15-16 weeks of student teaching. Student teachers are required to attend a 3-credit weekly seminar designed to reinforce and enhance the standards and expectations of the student teaching program. Topics include lesson planning, effective instruction motivation techniques, assessment practices, classroom management, school law issues, curriculum development, portfolio development, licensing and certification, job search strategies, and program standards. In addition to the weekly planned topics, the seminar enables students to share student teaching experiences with fellow students and supervisors.
All major course requirements completed prior to student teaching; application for student teaching submitted by the established deadline; must have met PDE’s requirements for exams (PAPA, Core, Praxis, PECT); and approved by the Education Department Chair. A GPA of 3.0 or higher. Required clearances will be needed to participate.
EDUC 501Student Teaching Experience12
Student teaching is the culminating experience in the professional phase of a teacher preparation program at Saint Francis University. University faculty and cooperating teachers place emphasis on helping student teachers develop as reflective decision makers while applying educational theory to practice. Experiences include lesson observation, planning, and teaching; using a variety of instructional strategies, resources, materials, and technology; adapting instruction for special needs students; teaching diverse populations; assessing student achievement; and participating in all activities normally expected of a teacher. Student teachers are required to attend the 15 week experience designed to reinforce and enhance the standards and expectations of the program. EDUC 501 is cross-listed with EDUC 450. Fall, Spring
This graduate course investigates the issues at the core of reading/writing development through a study of language acquisition theory and the various influences on language development affecting the young child today, including cultural, ethnic, and sociological factors. In addition, the student will study how reading, writing, oral language, and listening skills interact in the emergent stage of literacy development, including interest and motivation to read. Students will also develop skills in monitoring the progress of emergent readers in foundation skills.
The last decade has witnessed intense debate in the field of reading. In order to understand and appreciate the information that is available to teachers in the area of reading, it is necessary to have a sound foundation in the process and development of reading, both from a historical perspective and through the current literature. This class will provide that foundation so that teachers can develop a critical and analytical stance in evaluating trends and reports in the field to insure that sound, effective instruction is provided for every child. Students will also develop a repertoire of effective methods modeled on research-based best practices.
EDUC 504Assessment and Diagnosis in Reading/Writing3
This graduate course includes a thorough investigation of assessment in the areas of reading and writing, including formal and informal measures and ongoing monitoring processes. Through this investigation, students will acquire skill in diagnosing reading difficulty and designing appropriate intervention, and well as working with colleagues and parents in addressing reading needs. Students will work with an individual child to apply growing skills in assessment and diagnosis. Students will be expected to select and administer appropriate assessment instruments, design appropriate lessons on the basis of assessment results, monitor student progress, and share information with the student, colleagues and parents in a meaningful manner.
This graduate course will provide opportunity to expand knowledge and techniques related to reading instruction to demands outside the reading classroom. In so doing, the teacher will learn to assist students in determining purpose for reading and the appropriate approaches for various task demands. The teacher will be able to widen his/her repertoire in children’s and adolescent’s literature and incorporate it into content instruction. Reading/writing activities will also support growth in reading for information, writing outside of the creative writing realm, and building vocabulary and fluency. Teachers will use class discussion, technology exploration, strategy instruction, and case study application to develop skills.
This graduate course examines the issues related to the development of efficient and independent readers. Through a study of cognitive strategies, the teacher will learn how to assist students in monitoring their own performance, utilizing resources/techniques available to them when attempting various kinds of print materials for a variety of purposes. Teachers will also learn to enable students to expand their strategies to a wide range of reading endeavors, especially in content reading and writing. Teachers will evaluate commercial programs to determine how they support growth of independence as well as supplemental materials in print and in the media and determine how to match approaches to the style and need of individual students. This course will also involve the teacher in collegial consultation. Students will be asked to complete critical evaluation of materials, develop a repertoire of strategies in reading and writing, and develop skills in teaching students about strategy use.
EDUC 507The Affective Domain: Interest and Motivation to Read3
This graduate course will enable teachers to experience and evaluate a variety of approaches to enhance student interest and motivation to read. It will examine the many factors which come into play and a variety of approaches to meet different interests, needs, and skill levels, all directed at increasing not only reading skills, but desire to read. Popular media issues will be investigated as well. Teachers will develop a repertoire of in class assessment techniques to monitor these factors and enhance their bibliography of print sources to reach atypical readers; they will add substantially to their professional portfolio of instructional methods and techniques. Students will also engage in an action research project in this course.
This course is a review of historical antecedents of modern learning theories and a review and critical analysis of modern theories. It is also an analysis of learning processes and an examination of empirically derived principles of learning and their applicability of school learning.
This course establishes the foundation for developing a teaching repertoire prior to the middle childhood and secondary student teaching experience. The course focuses on the theory, methods, and practices of teaching. Experiences include the development of assessments, objectives, lesson plans, and units; the study of effective schools research; the effective use and integration of technology into the curriculum; and the delivery of lessons. Students will complete thirty hours of field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
Students examine and develop instructional techniques appropriate for middle school and high school classrooms. Emphasis on instructional planning, classroom instruction, engaging students in learning, assessment of student achievement, meeting diverse needs of students, and classroom management. Students will complete thirty hours of field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
EDUC 514Early Pedagogy and Developmental Practices3
This course provides an overview of the field of early childhood, including historical and social foundations, developmental ages and stages, theories, program models, ethical and legal issues, professional growth, and collegial relations as well as home school partnerships. Emphasis is also on the teacher’s role, developmentally appropriate pedagogy skills including planning, delivering and instruction, assessment strategies, accommodations for special needs students, basic classroom management. Students will complete eight hours of field experience in an area school or educational setting. Required clearances will be needed to participate.
This course explores theories of curriculum development, the process for developing school curricula, the relationships among critical attributes of written, taught, tested curricula, and various guidelines for developing curriculum and planned courses.
This course addresses the emergence of communication and literacy skills including speaking, listening, reading, writing, visualizing and visual representation in Preschool and Kindergarten students. The focus of this course is on the development of language related skills from birth through Kindergarten. Included in this course is consideration of the needs of English Learners and students with disabilities as well as those children who come from diverse backgrounds. The role of parent - school partnerships to support literacy growth is explored. This course partially fulfills the PDE guidelines for Early Childhood Certification candidates. Clinical experiences will be provided in early elementary grades and preschool programs as well as Kindergarten settings in both private and public approved schools. Students will complete field hours that align to course content and competencies.
This course will provide teachers with understanding of the needs of English learners and methodologies to assist students in acquiring English, socialization and academic achievement. This course fulfills all of the PDE teacher candidate competencies for Accommodations and Adaptations for Diverse Learner Guidelines, for the ELL. Students will focus on the relationship between schools and families and the availability of community resources with regard to students with and without exceptionalities in grades Pre-K-4. Differences in culture, ability, ethnic background, socio-economic status and language of students in today’s classrooms is specifically examined. The importance of clear communication using respectful, professional and collegial language is stressed. Students will demonstrate understanding of the barriers that learners and their families may face to access and fully benefit from the school system, and strategies to address those barriers. Students also learn about laws relating to confidentiality, legal rights of all students and their parents and legal responsibilities of teachers. This course fulfills all of the PDE Grades Pre-K-4 Education candidate competencies for Family and Community Collaboration Partnerships.
This course will incorporate the suggested guidelines of the U.S. Department of Education. A foundation of reading and writing theory will be developed and investigated in relation to the components of reading enumerated in the National Reading Panel’s report, including the following: phonemic awareness, phonics, fluency, and vocabulary and text comprehension. Additionally, critical literacy will be investigated. Emphasis will be on the “learning-to-read” stages of development, as well as writing as communication and the writing process. Students will study basic developmental reading skills, including language acquisition, readiness skills, vocabulary development, word recognition skills and comprehension. They will examine various reading approaches, their effectiveness and associated methods of instruction. Close attention to recognition of student difficulties and using information acquired through formal and informal means to individualize instruction to students’ needs, including ELL students and students with special needs Pre K -4th grade will be an area of focus. Students will investigate, practice, and interpret assessment measures within each area of concern through sound and appropriate selection and application of formal and informal means of assessment. Students will complete 15 hours of field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
This course establishes the foundation for developing a teaching repertoire prior to the Pre-K through 4th grade student teaching experience. The course focuses upon the theory, methods, and practices of teaching early childhood mathematics and teaching elementary science in inclusive environments. Course work includes observing and teaching in local schools in Pre-K through 4th grade. Students will complete fifteen hours of field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
This course establishes the foundation for developing a teaching repertoire prior to the Pre-K through 4th grade student teaching experience. The course focuses upon the theory, methods, and practices of teaching early childhood social studies and the fine arts. Course work includes observing and teaching in local schools in Pre-K through 6th grade. Students will complete fifteen hours of field experience in an area school or educational setting. Required clearances will be needed to participate in field experiences.
EDUC 526Teaching and Learning Number and Operations3
This course provides participants with a deep understanding of the mathematics knowledge needed for teaching Number and Operations across the PK-12 mathematics curriculum. Learners and learning, teaching, curriculum, assessment, and mathematical practices will all be examined in relation to Number and Operations. The course additionally examines diagnostic assessment and interventions in mathematics education and provides a foundation for mathematics education professionalism. Five hours field experience required.
This is an introductory course on Autistic Spectrum Disorders that will focus on the range of behaviors, characteristics and educational implications of students on the Autism Spectrum. Focus will be on ABA based teaching interventions in the classroom and natural environment teaching (NET). Areas of communication, social skills, and stereotypical behaviors will be examined. Recognition of, and intervention for co-morbid conditions such as Obsessive Compulsive Disorder and Anxiety Disorder will be examined. Family relationships and long-term educational planning will be addressed. Students will complete twenty hours of field experience in an area school or educational setting. Required clearances will be needed to participate in field experience.
This is a basic statistics course for research in education. It emphasizes the collection, analysis, interpretation, and presentation of data. The course includes sampling theory, assessing differences between groups, research design, hypothesis testing, correlation, distributions, measures of central tendency and variation.
This course offers a balanced, inclusive, and integrated overview of the educational research field as it currently stands. The course includes the examination of the general nature of educational research and the specific quantitative and qualitative approaches to it. The objectives of this research course are multiple and are listed under two broad categories: 1) students as consumers of research; and 2) students as producers of research.
EDUC 534Sensory Interventions for Students with Autism Spectrum Disorders3
Cross-listed as EDUC 434 (3 credits) This course provides students with a basic overview of sensory processing, the theoretical foundations of Sensory Integration, sensory difficulties commonly seen in students diagnosed with Autism Spectrum Disorder. Students will take an in-depth assessment of their own sensory preferences and thresholds to gain a thorough understanding of sensory differences. This course will be developmental in nature, in that each week, students will build on the foundations of sensory processing to gain a good understanding of what happens with children, students specifically, that have inappropriate sensory responses in their environments.
This course creates a framework for understanding the principles of behavioral assessment, behavior change procedures and programming strategies for behavior change. Success in changing behaviors is a result of using techniques including but are not limited to positive and negative reinforcement, extinction, punishment, discrimination and stimulus control. An in-depth examination of functional behavior assessment (interview and observation procedures), functional analysis (development of hypotheses based on functional assessment data), and behavioral intervention based on functional equivalence will be taught following Pennsylvania Department of Education guidelines. Students will discuss Skinner’s (1957) theoretical analysis of “language” as described in Verbal Behavior, and demonstrate applications derived from the analysis by Sundberg, Parington, and Michael.
In this course, students will develop an understanding of the assessment process. Various approaches to assessment will be explored, including: norm-referenced standardized tests; curriculum-based assessment and measurement, criterion referenced assessments, performance-based, authentic, and portfolio assessment; observations, interviews, and conferences. Students will be given instruction on how to identify, administer, interpret and plan instruction based on each of the following assessment components in a standards-aligned system: Authentic, Screening, Diagnostic, Formative, Benchmark, and Summative. Special attention will be given to the use of formative assessment in progress monitoring, through explicit instruction, clinical assignments and special projects.
EDUC 511 and EDUC 520 . Students will complete field experience in an area school or educational setting. Required clearances will be required.
EDUC 556School Law3
This course enables teachers to study the legal basis of their chosen profession and develop more adequate understanding of federal, state and local laws applicable to teachers and pupils of public school. Primary emphasis is placed on Pennsylvania statutes and judicial interpretations.
This course focuses on developing the broad base of special education administrative knowledge and skills required for effective supervision and leadership of special education services and programs. Knowledge and skills areas relating to special education philosophies, models, court cases, legislation, regulations, policies, practices, communication and collaboration will be emphasized.
EDUC 560Successful Inclusion for Educational Leaders3
This course is required of, and designed for students who are pursuing principal certification. The purpose of this course is to develop a sound knowledge base regarding special education legal mandates, and an understanding of currently available research of best practices in providing special education services. For principal candidates, the intended outcome of the course is that they will be better able to act from a position of understanding and strength to successfully implement the legal requirements of special education.
Students will gain a greater understanding of both federal and state special education laws including Section 504 of the Rehabilitation Act of 1973, No Child Left Behind Act (NCLB), Individuals with Disabilities Education Improvement Act (IDEA 2004), and the Family Education Rights and Privacy Act (FERPA). Emphasis will be placed on turning educational and legal theory into practice through the use of educator seminars. Students will review the most current cases and trends in special education law, analyze cases, and learn how to research both statutory and case law. Spring.
EDUC 564Advanced Instructional Strategies in Special Education3
This course is specifically designed to assist special education teachers as well as special education administrators in providing special education to students with high incidence disabilities. Students will learn effective instructional strategies and practices to employ in inclusive and co-taught classrooms; planning, teaching, and monitoring instruction. The course is focused on four strategic components; reading, writing, mathematics, and technology. The course will additionally provide an overview of enrichment strategies that will support the needs of highly able as well as identified special education Gifted and Talented students. Spring.
This course focuses on understanding and educating students with complex bodies and complex communication and instructional needs. Specific attention is given to children and adolescents with brain injury, both congenital and acquired. The concepts of Least Dangerous Assumption and Presuming Competence are essential to serving this population and are emphasized. Course content covers creating and measuring both functional and academic goals for students aged 3 to 21. Transition from early intervention to school age programs and transition back to school following a traumatic brain injury are addressed. Spring.
EDUC 567Foundations for Students Who Are Deaf and Hard Hearing3
This course provides in-depth exploration in utilizing specialized educational philosophies to instruct students who are deaf or hard of hearing. Coursework will focus on research-based curriculum, early language development, service delivery and programming, educational laws supporting students with a hearing loss, IEP documentation, and communication modalities. Students will engage with professionals in the field and gain hand-on experience through field experience. Fall.
EDUC 568Related Services in the Educational Setting3
This course is designed for education professionals working in the field of special education. Related services personnel, outside services providers, and paraprofessionals are vital components to a comprehensive special education program. Students with disabilities receive varying types and amounts of services. This course specifically focuses on collaboration and communication practices with physical therapy, occupational therapy, health services, and speech therapy. This interdisciplinary approach to special education will explore prevention and intervention services in schools, removal of barriers to learning, and providing a continuum of support to students K-12. Fall.
Overview of social, developmental, legal, and educational issues and practices related to the special education of individuals with disabilities. Covers social, environmental, and physiological etiology; development; identification; learning characteristics; and needs of individuals identified for special education. Emphasizes meeting diverse needs of students in general education classrooms through evidence-based practices and adaptations matched to learner needs. Addresses legal rights of students and their families, as well as legal responsibilities of teachers as required by IDEA and other related special legislation. Ten hours of clinical observation required.
EDUC 573Inclusive and Collaborative Teaching Methods3
This course is designed to gain understanding of the potential opportunities and barriers students with disabilities face within regular education classrooms and within grade-level general education curriculum. Research-Based strategies to be taught to and reinforced with students with disabilities to best utilize their learning strengths and overcome present and potential barriers will be emphasized during the course. The use of Universal Design and Focused/Implicit Teaching Methods will also be explored. Additionally, learning to use tools such as the Supplementary Aids and Services Toolkit Process, will help course students to systematically develop a positive learning/functional profile, identify potential barriers to the general education (or supplemental) curriculum, and design a plan of strategy instruction and accommodation to best help support students with disabilities. Upon completion of this course, the student will be able to demonstrate knowledge of and competency in assessing potential environmental, instructional, curricular, social-emotional barriers faced by students with disabilities in public education situations, settings and learning environments. The student will also be able to research and demonstrate knowledge in appropriate planning to remove barriers and implement supportive programming (including direct instruction to children in strategy use) to again provide all children access to educational and social opportunities with peers in inclusive public educational systems. Ten hours of clinical observation required.
EDUC 574Positive Behavioral Support for Students with Disabilities3
This course is designed to present advanced methods of understanding the function of behavior and planning effective means to identify potential problems and prevent the likelihood of negative behaviors in students. Students will learn how to observe, reflect, and evaluate the numerous educational environments and situations in which students are expected to learn (identifying potential triggers and barriers), planning (gaining specific knowledge of student strengths and needs through Functional Behavior Assessment), instruction (teaching strategies and self-monitoring to students), and the importance of consistent plan delivery and evaluation. Unique and effective methods and interventions under ongoing research for students diagnosed with Autism Spectrum Disorder, Social-Emotional Disturbance, Mental Health and complex issues related to Traumatic Brain Injury will be explored in this course. Upon completion of this course, the student will be able to demonstrate competency and understanding of the function of behavior demonstrated by students (attention, desire items/situation, stimulation, avoidance, tension-reduction), the independent completion of a Functional Behavior Assessment, and Development of an Appropriate Positive Behavioral Support Plan for a student (which would include setting program accommodations and direct instruction to the student in strategy use). Ten hours of clinical observation required.
EDUC 575IEP Development and Successful Transitions for Students with Disabilities3
The focus of this course will be on the content and development of a legally correct IEP. Students will review IDEA requirements regarding the referral and evaluation process, the IEP, placement decisions and timelines. Special consideration will be given to the transition component of the IEP. Transitions and corresponding instructional and behavioral supports will be addressed for individuals transitioning to pre-school programming, to school-age programming, through stages of school-age (elementary - middle/junior high - high school) to the comprehensive planning completed collaboratively to help individuals work toward desired post-school outcomes (postsecondary training/education, employment and independent living). Upon completion of this course, the student will be able to develop an appropriate IEP as well as identify common transitions in the educational experience of a child with a disability. The student will also be able to demonstrate formal post-secondary transition planning for a child with a disability preparing for life after graduation from public school; focusing on areas of further training/education, employment and independent living. Ten hours of clinical observation required. Summer.
The focus of this course is on understanding and delivering instruction to students with high incidence disabilities. Students will review the characteristics and educational implications of students with SLD, EBD, ADHD and mild intellectual disabilities. Students will receive instruction in the use of specific interventions in reading, math and writing as well as organization, social skills, memory and self-regulation. Evidence based interventions will be examined and utilized in a classroom setting as a component of the required field work experience. Emphasis is placed on The Strategic Instruction Model and the Self-Regulated Strategy Development (SRSD) model. Ten hours of clinical observation required.
This course will examine how cultural and linguistic differences impact the educational experiences for students with and without disabilities. Students will examine intervention strategies to address these differences and apply their knowledge through analysis of case studies, observations, and development of artifacts. It is important that educators are prepared to enter the work force with a genuine sense of pride in their profession and understanding of the diverse learner. From this course, the teacher candidate will be able to identify the characteristics of diverse learners and select specific strategies to address emotional, social, linguistic and cognitive differences at appropriate times. Additionally, candidates will apply their knowledge of students’ individual differences in order to design coherent instruction, communicate effectively with families, appropriately manage and engage students in learning. Ten hours of clinical observation required.
This course provides an overview of the major trends and issues in educating students with low incidence disabilities. Methods to deliver instruction in a standard aligned system to students with complex instructional needs will be covered. The importance of language and vocabulary in daily living and academics will be examined, with an emphasis on the use of Alternative and Augmentative Communication (AAC) methods. Valuable knowledge and hands-on experience will be gained as students learn techniques in seating and mobility, safe transfers, feeding and more. Collaboration with related service providers, paraprofessionals and agency employees will be addressed. Students will demonstrate and describe interventions and assistive technology that addresses the academic and functional areas of need in the student’s school day. This course fulfills all of the PDE Special Education candidate competencies for Professional and Ethical Practices. Ten clinical hours of field experience.
This methods course is designed to address the needs of students with disabilities to increase knowledge of instruction of comprehensive literacy skills and their components (phonemic awareness, phonics, fluency, vocabulary, and comprehension). Additionally, pre-reading, reading, language arts, mathematics, and content area reading literacy skills in primary and elementary settings will be addressed. Emphasis on instructional planning, differentiated instructional strategies, appropriate assessments modifications, and adaptations needed for use with individuals with disabilities through a conceptual foundation in the components of reading and the integration of research validated interventions. Ten clinical hours of field experience.
This course is designed to provide student teachers with the opportunity for extensive practice in the application of teaching competencies in special education settings in a supervised clinical experience in schools. Regular meetings among student teachers involve critical analysis and discussion of classroom instructional practices, as illustrated by the student teachers’ experiences in the schools. Practical mentoring on professionalism, applying differentiated instructional models in real-world settings, and aligning instruction with standards will be addressed. EDUC580 is only required if the candidate has an Instructional I certification in another content area (e.g., elementary, middle school, secondary).and has successfully completed a student teaching experience. Candidates that do not have an Instructional I certification are required to complete EDUC 501 Student Teaching Experience (12 credits).
A study of the critical ethical questions involved in education, this course focuses on issues which highlight the moral role of administrators and/or educators in society. It explores basic ethical theory as it applies to education, engages students in guided consideration of the multiple ethical dimensions of educational leadership, and examines specific dilemmas experienced in today’s schools.
This course examines current trends and practices in educational technology with a focus on the impact of new technologies at the instructional level and the classroom level. Learners will examine technology tools that facilitate teaching, learning and assessment practices and, also, analyze the challenges faced by students, schools and society as a result of rapidly advancing technologies.
This course serves two purposes. It is available to students who may wish to pursue research that is not otherwise provided in the graduate curriculum, and it serves as an alternative for students who may wish to develop a master’s thesis in place of taking a comprehensive exam for M.Ed. status.
This course explores the dynamic nature of the Principalship (elementary and secondary) and provides a framework for establishing the leadership necessary for today’s schools. The course focuses on the importance of providing visionary, instructional, and administrative leadership.
This course focuses on the clinical model of instructional supervision, and it also explores a variety of other supervisory practices that can be employed by administrators to deal with the diverse needs of teachers and unique school cultures. A major underlying course theme, supporting all programs of instructional supervision, is quality management with its emphasis on ownership, collaboration, and decision-making at the lowest level of responsibility.
This 300-hour minimum practicum is intended to tie theory to practical application. It is the culminating learning experience for principal and special education supervisor certifications, in effect, an internship completed on site at the candidate’s school. Students must design and implement administrative projects that reflect six major goal areas: 1) Curriculum; 2) Supervision; 3) Organizational Management and Leadership; 4) Research and Evaluation; 5) Technology; and 6) Intergroup Relations. Eligible candidates must finalize objectives with their practicum advisor prior to the first day of classes for the semester.
The Principal Practicum is a 360-hour experience that is intended to tie theory to practical application. This experience is the culminating learning experience for principal K-12 certification. The practicum program is designed to develop visionary school leaders that strive to improve student achievement in America’s schools as well as act as the instructional leader for highly qualified teachers. Students must design and implement administrative projects that reflect the Core and Corollary Standards from the Principal Framework and Guidelines from the Pennsylvania State Department of Education. Performance-based assessment tools are used to assess and document the candidate’s successful completion of the practicum experience and attainment of the Core and Corollary Standards.
The Special Education Practicum is designed to develop visionary school leaders who can respond to the changing needs of the special education population they serve. This course is a 360-hour internship and culminating professional experience of the special education supervisor program. The terms “internship” and “practicum” are herein used interchangeably.
The Special Education Practicum is designed to develop visionary school leaders who can respond to the changing needs of the special education population they serve. This course is a 360-hour internship and culminating professional experience of the special education supervisor program. The terms “internship” and “practicum” are herein used interchangeably. Spring.
Current issues such as tax reform and scarce resources accelerate the importance of the school superintendent’s role in fostering the engagement and confidence of the community. Few Pennsylvania school districts can support a public relations professional; consequently, this critical area becomes the superintendent’s responsibility. This course will focus on the role of the superintendent in planning and implementing system-wide and building level communications and involvement networks. Also addressed will be the utilization of community resources and the creation of collaborative efforts to provide for the educational, cultural, and health needs of students and citizens in the community.
A critical component of developing the school district superintendent’s ability to promote the success of all students is to manage the district’s operations and resources for a safe, efficient and effective learning environment. School district operations present a variety of complex issues and problems that school district superintendents must understand, analyze, and communicate. Due to the myriad topics presented, the course will focus on accessing available resources to facilitate problem solving. Competencies will be demonstrated in action research projects and within the internship experience.
+ 1 credit clinical) As the chief executive officer of the school district, the superintendent is responsible for developing and implementing a personnel management program. This course examines the background, current conditions, and future directions of school personnel management in the context of educational philosophy and theories of leadership.
The school superintendent in Pennsylvania must have a diverse set of skills, talents, and habits of mind. The new reality of this position requires artful balancing of the divergent interests of students, parents, board, and community, while facilitating the development, articulation, and implementation of a vision of learning that is shared and supported by all constituents. This course will focus on the major political and leadership functions of the Superintendency with an emphasis on supporting student learning.
The problems, issues, and realities of schools drive the internship experience. Theory is related to practical application. Candidates must design and implement administrative projects that reflect the four major courses that represent the 18 competencies in the areas as follows: School and Community Relations, Organizational Management and Leadership, Human Resource Management, School District Operations.
