Course Descriptions
Education
MED 6000
Elementary Mathematics for Teachers
3 credits
This course is designed to build a strong conceptual understanding of basic mathematics concepts. A basic premise of the course is that mathematics is more than the memorization of rules and procedures. The course will help teachers develop a clear understanding of fundamental mathematical concepts and learn how to teach mathematics in a student-centered, participatory learning environment. Singapore Mathematics techniques will be integrated into the course. The course will be presented in a workshop format and will feature high levels of student involvement. The course will focus on the following: Place Value and Models of Arithmetic, Mental Math and Word Problems, Algorithms, and Fractions.
Prerequisite(s): MED 6102 and MEE 7604
MED 6102
E-Folio
0 credits
In this course, candidates will use Watermark’s Student Learning and Licensure (SL&L) to demonstrate their competency in various content and performance areas. This course provides access to the electronic portfolio housed on SL&L and is required for all candidates enrolled in a Degree or Certificate Program in the College of Education. E-folio is a non-credit course and does not meet as a regular class. Registration for the course requires a one-time fee which provides candidates with access to the electronic portfolio for the duration of their program. Candidates must (1) enroll in this course at the beginning of their program and (2) open the course on Canvas and follow the instructions to activate their SL&L account. Throughout your program, assignments, documents, and artifacts from designated courses will be placed into the electronic portfolio. Completion of the portfolio is a graduation requirement.
MED 6490
Education, Ethics, and the Law
3 credits
This course explores legal and ethical issues that arise in elementary and secondary schools. It provides school leaders with the knowledge necessary to understand and prevent legal problems, and helps school leaders think through questions of educational policy and ethics that legal disputes raise but don’t resolve. Topics include liability for student injury, due process, search and seizure, staff appraisal, employment discrimination, church/state conflicts, control over the curriculum, the expression of controversial views, legal and ethical issues related to the financing and adequacy of state school finance plans, and the schools’ authority to make rules governing student and teacher conduct. The course also reviews legal/ethical issues related to equal opportunity, including: school desegregation, bilingual education, sexual discrimination and harassment, privacy issues, affirmative action, and the education of exceptional children.
Prerequisite(s): MED 6102
MED 6801
Building a Responsive Classroom
3 credits
This course will provide in-service educators and school support staff with opportunities to shift to a trauma-informed mindset when approaching universal (Tier I) strategies for supporting students’ social-emotional and behavioral success. Participants will learn to consider developmental characteristics and the effects of trauma and ongoing toxic stress in both management and instructional contexts. Educators will build their repertoire of strategies for creating positive school or classroom community, teaching discipline, building resilience and designing active and interactive learning opportunities. Through engagement with course reading and resources, as well as with fellow practicing educators, participants will reflect on how trauma-informed approaches create the conditions for student success and will apply learning to their current school contexts and professional experiences.
MED 7201
Fiscal Operations and Resources
3 credits
This course examines fiscal policy, control systems, and effective teaching methods of budget planning related to resource-allocation and improving the quality of teaching and learning. The course is designed to prepare school leaders for fiscal planning, operations, control responsibilities, financial decision making, and problem solving. The course will address state financial structures and policies, legal and ethical issues, financial management systems, and budget-building/implementation at the school and district level. The course also explores major unsolved problems related to financing of public education, including: equalizing educational opportunity - a goal that has not been achieved on a nationwide scale; providing high-quality education that is equitable for all students regardless of place of residence or degree of parental affluence; and providing adequate funding in a manner that is fair to all taxpayers.
Prerequisite(s): MED 6102
MED 7404
Brain-Based Research Instructional Strategies
3 credits
The course prepares educators to use a variety of instructional strategies and materials that reflect brain-based research and which have been shown to improve student achievement. Candidates will build a repertoire of research-based practices for students with a variety of learning styles and diverse needs.
Prerequisite(s): MED 6102
MED 7503
School and Community: Building a Shared Vision
3 credits
This course explores two areas of school leadership that are essential for improving student achievement: (a) developing a vision of teaching and learning that is shared by all stakeholders, and (b) school-community relationships. The course examines ways to develop, communicate, implement, and monitor/evaluate a shared vision; and examines the importance of understanding and responding to community needs, valuing diversity, striving for equal educational opportunity and equity, and improving the quality and nature of school/community interactions. Students will assess, reflect on, and improve their own interpersonal skills; explore basic principles of effective communications and public relations; and apply those skills and principles in authentic settings. The course emphasizes the school leader’s role in developing and maintaining sensitive, ethical, and open communications with and among all individuals, communities, and constituencies served by the school. It is recommended that this course be taken early in the MED School Leadership Program.
Prerequisite(s): MED 6102
MED 7590
School Leadership: Theory and Practice
3 credits
This course explores theory and practice related to organizational behavior, development, models, and change; shared decision-making; and instructional leadership. Major topics include the new roles of school leaders, issues related to school reform, community and stakeholder involvement, improvement of the teaching and learning environment, enhancing student achievement, and ethics. The NELP and PSEL Standards are covered in this course as building blocks to understanding the nature of innovative school leadership throughout the program. It is recommended that this course be taken early in the MED School Leadership Program.
Prerequisite(s): MED 6102
MED 7700
The Evolving Role of a Principal: Innovative Leadership Prek-12
3 credits
This course examines the role of the building principal in terms of central themes associated with effective school leadership: developing a shared vision and planning for continuous school improvement that involves all school/community stakeholders, maintaining a constant focus on growing the capacity of staff members while helping every child reach their academic and social potential, and establishing and maintaining a school culture that is positive, safe and holds high expectations for the appropriate ethical behavior of both students and staff.. Each of these themes is explored in relation to the building principal’s major areas of responsibility (listed in research-based rank order of importance): leadership; strategic planning; facilitating student learning; developing, implementing, and evaluating curriculum and instruction; selecting, supervising and evaluating staff; interpersonal relationships; staff development and renewal; community relations; management duties; maintaining the physical security of students, faculty, and staff; and school operations. Key issues relevant to all schools, from PreK – 12, are addressed. It is essential to successful school leadership that the candidates be risk takers, do critical thinking of the various issues they will encounter and be innovative or proactive problem solvers for student success in a collaborative approach with staff and families.
Prerequisite(s): MED 6102
MED 7701
Supervisory Leadership: Staff Selection Appraisal, and Renewal
3 credits
This course explores intellectual, moral, and practical dimensions of supervisory leadership, and links theory and practice related to staff selection, performance appraisal, and teacher renewal. The course examines how supervisory policies and practices define the working and learning environment in the school, how they reflect the values and culture of the school, how they relate to the broader community, and how they relate to school restructuring and change. The impact of supervisory leadership on student learning is a major focus. The course will include an introduction to the Framework for Teaching and a careful review of DPAS II. Students will have the opportunity to apply supervisory leadership principles and techniques in both simulated and authentic settings.
Prerequisite(s): MED 6102
MED 7702
Classroom and School Culture: Creating Environments for Learning
3 credits
The focus of this course is on the central role of the school leader in establishing and maintaining a school culture that is safe, attractive, and positive; where all students are treated with respect and dignity; where barriers to opportunity and student achievement are removed; where rules and procedures honor student integrity and autonomy; where teachers and students share the sense that their work is important and relevant; and where the school functions as a learning environment for the staff and a center of learning for the larger community. The course takes the position that students learn from the total school environment and from the structure of the school itself; and explores ways for the school leader to ensure that all aspects of school culture and environment are designed to support teaching and high-level learning.
Prerequisite(s): MED 6102
MED 7703
Curriculum and Teaching: Research, Theory, and Practice
3 credits
Students analyze theoretical models, research, and best practices relating to the improvement of teaching and learning. Topics include strategies to engage marginalized, at-risk, or low-achieving students; adapting curriculum content and delivery to meet the needs of diverse learners; techniques for improving the teaching and learning environment for all students; removing barriers to student achievement; the role of teacher expectations in shaping student learning and behavior; using assessment results to inform teaching methods; designing effective feedback strategies; implementing learner-centered and active learning practices; time-on-task tactics; and implementing grouping arrangements that promote successful learning and positive student interactions.
Prerequisite(s): MED 6102
MED 7704
Education for Equity and Social Justice
3 credits
This course explores issues, problems, and opportunities related to education in a diverse, democratic, pluralistic society. The course promotes anti-discriminatory pedagogy and the value of diverse learning communities, and is designed to help educators develop teaching strategies and learning environments that are equitable and just for all students. The course explores strategies for removing barriers to student achievement and promotes equal educational access and opportunity regardless of family income, skin color, religion, gender, social group, ethnicity, sexual orientation/preference, age, cultural identity, language, or ability.
Prerequisite(s): MED 6102
MED 7705
Measurement, Accountability, and Student Learning
3 credits
This course will prepare educators in three areas related to assessment and accountability for the school improvement plan: (a) understanding and using sound procedures to collect, simplify, and describe data, and making inferences and decisions that can be supported by a knowledgeable analysis of data and/or relevant research; (b) understanding the usefulness and limitations of standardized and/or state-mandated test results in terms of improving curriculum and the school environment, assessing the learning strengths and needs of individuals and sub-groups, generating community involvement and support, and developing school-wide school improvement strategies; and (c) gaining the knowledge and skills necessary in developing and using a variety of assessments that can contribute to school improvement, improved stakeholder communications, and higher-level student learning.
Prerequisite(s): MED 6102
MED 7708
Curriculum Leadership
3 credits
This course examines some essential but still unanswered questions related to curriculum leadership, including the following: what should be taught; how, when, and in what environment should it be taught; who should teach it; how do we know that it has been learned; and who decides? The course will explore several key topics: developing a vision of teaching and learning that is shared by all stakeholders; the power of the hidden curriculum; history and its influence on the curriculum; society and culture, teacher and learner characteristics, environment, and academic content as curriculum influencers; working with curriculum standards; the influences of philosophy, learning theory, and sociology; people and roles in curriculum work; design alternatives and needs assessments; selecting, sequencing, organizing, and prioritizing content; making and documenting curriculum decisions; implementing curriculum changes; and evaluating the curriculum.
Prerequisite(s): MED 6102
MED 7709
Personnel Administration
3 credits
This course addresses human resource knowledge, collaborative bargaining, values, ethical behaviors, practices and skills that enable school administrators and staff to interact effectively in schools and school systems. Topics include, but are not limited to: certification and licensure issues; pension and other employee benefits; workers’ compensation; staff recruitment, selection, appraisal and renewal; collaborative bargaining; employment policies and laws related to Equal Employment Opportunity, Title IX, NCLB, etc.; labor relations strategies; and community relations.
Prerequisite(s): MED 6102
MED 7710
Technology and the School Environment
3 credits
This course addresses the six Technology Standards for School Administrators (TSSA) developed by the ISTE (International Society for Technology in Education). Those standards expect school leaders to: Inspire the development of a shared vision of comprehensive integration of technology and foster a school environment and culture conducive to the realization of that vision. Ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies that maximize learning and teaching. Apply technology in ways that enhance professional practice and increase the school leader’s personal productivity as well as the productivity of others. Provide direction for the integration of technology tools into productive learning and administrative systems. Use technology to facilitate a comprehensive system of effective assessment and evaluation. Understand the social, legal, and ethical issues related to technology and apply that understanding in practice. Topics will also include a review of current state programs and long-range plans for school-related technology applications; computer basics; emerging technologies and their applications; productivity tools; using technology to enhance communications and manage information; using technology to change classroom/school learning environments, teacher roles, and traditional power relationships; software review, selection, and licensing; and issues related to equity and open access.
Prerequisite(s): MED 6102
MED 7712
Curriculum Development
3 credits
Candidates will explore processes in planning, implementation, and evaluation of programs and curriculum. Topics include curriculum planning; the design of instruction and units or courses that address learning differences while promoting thinking and metacognition; alignment of curriculum to content standards; instruction and assessments based on pedagogical approaches and learning experiences that will help all students succeed; and evaluation methods for program and curriculum improvement.
Prerequisite(s): MED 6102 E-folio
MED 7799
Supervision and Curriculum Improvement
3 credits
This course enables educators to explore, research, and collaborate in areas of particular professional and/or scholarly interest related to supervision and curriculum. Topics will include curriculum decision making/development, curriculum delivery, refining supervisory skills, and improving school environments in order to remove barriers to student achievement. The course will examine several different comprehensive school reform projects, including such efforts as Expeditionary Learning Schools, Annenberg Challenge Schools, the Coalition of Essential Schools, the Comer School Development Project, Connect, the Accelerated Schools Project, Success for All, the Bay Area Reform Collaborative, DODDS (Department of Defense Dependents Schools) initiatives, and state-sponsored ''reculturing'' efforts.
Prerequisite(s): MED 6102
MED 7802
Psychology of the Gifted and Talented Learners
3 credits
This course is designed to help candidates identify and apply sound educational practices based on psychological principles and theories related to individuals with gifts and talents. Course content and activities address knowledge and application of principles and theories relating to understanding that learner development and individual differences, language, culture, economic status, family background, psychological responses, and/or area of disability can influence the learning of individuals with gifts and talents. Creating culturally respective learning environments to ensure intellectual, social, emotional, and physical development is addressed. Candidates explore talent development learning how to select, use, and interpret data from a variety of formal and informal assessments to provide meaningful and challenging activities that encourage individuals with gifts and talents to explore, develop, or research their areas of interest or talent. Additional topics include learning and motivation, characteristics and incidences of giftedness, a continuum of services, and meaningful learning activities that enhance independence, interdependence, and positive peer-relationships that enable creative, productive careers in society. The course requires candidates to complete and document 15 hours of supervised field experiences in an approved setting.
Prerequisite(s): MED 6102
MED 7803
Creative and Critical Thinking
4 credits
The focus of this course is to study the theoretical and practical aspects of creativity and critical thinking, understand characteristics of highly creative people, and explore ways to promote creativity and critical thinking. The course is an introduction to major definitions, theories, and research related to the study of creativity and critical thinking. Educators will design, implement, and evaluate instruction related to the unique learning needs of individuals with gifts and talents.
Prerequisite(s): MED 6102
MED 7804
Curriculum Design and Instructional Strategies for Gifted and Talented Learners
3 credits
This course is designed to help candidates identify and use appropriate curricular, instructional, and assessment strategies to meet the needs of gifted and talented learners at both the school and district level. Candidates will explore curriculum models, develop and implement differentiated instructional strategies, and design differentiated assessments for gifted and talented programs. Appropriate information/communication technology will be used in researching, preparing, presenting, and implementing lesson plans and units. The course requires candidates to complete and document 15 hours of supervised field experiences in an approved setting.
Prerequisite(s): MED 6102
MED 7807
Creativity and Critical Thinking
3 credits
The perspective of this course is that creativity and critical thinking are essential components of any gifted education program. Candidates will explore the nature of creativity, characteristics of highly creative people, and the importance of creativity for individual growth and development as well as its benefits for society. Instructional strategies that promote critical thinking, creative problem-solving, and inquiry-based models are introduced. The course will examine ways to design instruction that incorporates advanced, conceptually challenging, in-depth, distinctive, and/or complex content that is appropriate for individuals with gifts and talents with culturally, linguistically, and economically diverse backgrounds.
Prerequisite(s): MED 6102
MED 7808
Assessment and Evaluation
3 credits
The course will focus on helping the candidate to develop competence in assessing student work in an educational setting (i.e., diagnostic, placement, formative and summative assessment strategies) and understanding program evaluation. The collection, analysis, and interpretation of data results for making shared-decisions about instruction, learning, and program evaluation will be emphasized. Instructional leadership to promote data driven decisions that impact student success is explored.
Prerequisite(s): MED 6102 E-folio
MED 7809
Instructional Design
3 credits
Candidates will explore the systematic design of instruction. The focus of the course is on the design, production, formative evaluation, implementation, and summative evaluation of instruction. Guiding instructional change for student success is addressed.
Prerequisite(s): MED 6102 E-folio
MED 7810
Psychology of Learning
3 credits
Candidates will focus on the examination of major psychological theories of learning and the relationship between instruction and learning for leadership capacity. Candidates will explore and reflect upon how theories inform and support professional practice, student development, and learning. Ways psychology can be of value in facilitating the teaching-learning process will be considered.
Prerequisite(s): MED 6102 E-Folio
MED 7812
Culture and Learning Environments
3 credits
Candidates will inquire about the impact learning environments and a culture of learning have upon student achievement. The focus of this course is on ways teachers can establish, maintain, and promote safe, positive learning environments that promote collaboration, positive social interactions, and active engagement. Instructional leadership for helping to understanding diversity is undertaken.
Prerequisite(s): MED 6102 E-folio
MED 7813
Differentiated Instruction
3 credits
The course content focuses on the development and implementation of standard-based differentiated instruction for a broad spectrum of learners. Understanding approaches to assessing student learning needs, flexible teaching approaches, curriculum modifications, and opportunities for students to work in varied instructional formats will be addressed.
Prerequisite(s): MED 6102 E-folio
MED 7814
Problem-Based Learning
3 credits
The course content focuses on understanding the pedagogy of problem-based learning and designing problem-based learning (PBL) instruction. Alternative assessment strategies are explored. Student-centered approaches to learning will be addressed.
Prerequisite(s): MED 6102 E-folio
MED 7815
Innovations in Teaching
3 credits
The course content focuses on web-based course design and online pedagogies (blended learning) to create student-centered, collaborative learning environments. Candidates will develop web-based course activities, instruction, and assessments with online technologies.
Prerequisite(s): MED 6102 E-folio
MED 7816
Advanced Studies in Teaching and Learning
3 credits
The course is designed to promote reflective inquiry to advance teachers’ knowledge and skills through collaborative learning communities. The course content focuses on teaching practices that improve teaching, learning, and student success.
Prerequisite(s): MED 6102 E-folio
MED 7817
Professional Studies
3 credits
The professional studies course explores the roles between mentoring, coach specialist, and co-coaching. The course content emphasizes coaching skill development on three levels: (1) learning about self as a coach and acquiring collaborative skills to facilitate change; (2) creating productive and fulfilling relationships in the coaching role; and; (3) understanding methods for structuring a sustained process of working with two or more professional learners to enable the solve problems. Candidates explore relational, collaborative, and coaching techniques for leading transformations. The course enables educators the opportunity to implement innovative practices for coaching. The course requires that the candidate conduct synchronous conferences with another class peer on two occasions. These conferences will be scheduled at the convenience of the candidate. The candidate must have a computer and be able to access the Internet.Prerequisite(s): MED 6102 E-folio
MED 7818
Personalization in Education
3 credits
Candidates will explore personalized education, blended learning, and competency education. Candidates will design and develop personalized learning units using competency-based approaches supported by blended and online learning modalities and environments.
Prerequisite(s): MED 6102
MED 7819
Design, Build, and Test
3 credits
Candidates will explore processes in planning, designing, and testing objects. Using evidence-based practices such as project-based and problem-based learning, candidates will design, build, and test objects. Topics included group work, collaboration, and effective communication skills.
Prerequisite(s): MED 6102 E-folio
MED 7820
Engaging All Student in Virtual Learning Environments
3 credits
Effective online instruction depends on learning experiences that are purposefully designed and facilitated by knowledgeable educators. Because learners have different learning styles or a combination of styles, educators should design virtual learning spaces that include multiple modes of learning. Educators previously unfamiliar, or under-familiar, with virtual teaching environments will learn how these environments work and how they can be used to successfully promote active learning for all learners. This course provides strategies that combine active learning principles with online tools so all students can encounter and engage with information and ideas, and reflect on their own learning.
MED 7996
Practicum for Gifted and Talented Learners
3 credits
Candidates will engage in direct teaching experiences with individuals with gifts and talents and work collaboratively with others to be able to analyze and reflect on effective teaching practices appropriate for learners with gifts and talents. The experience will enable the candidate to demonstrate his/her knowledge and skills related to applying all of the NAGC-CEC standards. The Practicum requires candidates to complete and document 200 hours of supervised fieldwork in an approved setting.
Prerequisite(s): MED 6102, MED 7802, MED 7804, and (MED 7807 or MED 7803).
MED 8000
Foundations of National Board Certification
3 credits
This course is about the National Board for Professional Standards Certification. Teachers will explore and reflect on the Five Core Propositions as well as the professional, ethical, socio-political, and cultural standards that serve as the architecture for accomplished teaching. Collaboration with peers and NBC teachers is a central component of the course.Prerequisite(s): MED 6102
MED 8001
Content Knowledge
3 credits
This course supports the expectations as stated in the Five Core Propositions and National Board Professional Teaching Standards Component 1, Content Knowledge. Candidates for National Board Certification understand the importance of their subject matter, pedagogical practices, and the role of technology to develop learners' academic, social, and cultural development and knowledge of ethics. Candidates will demonstrate knowledge of and pedagogical practices for teaching their content area on the National Board Professional Teaching Standards examination.Prerequisite(s): MED 6102 and MED 8000
MED 8002
Differentiated Instruction
3 credits
This course supports the expectations of the Five Core Propositions and the National Board Professional Teaching Standards Component 2, Differentiation in Instruction. Candidates will plan differentiated instruction tailored to each student’s distinct abilities and foster effective communication skills for maximum student growth and individual success. Candidates' class-based portfolio entries will include written commentaries and samples of students' work.Prerequisite(s): MED 6102 and MED 8000
MED 8003
Teaching Practice and Learning Environment
3 credits
This course supports the expectations of the Five Core Propositions and National Board Professional Teaching Standards Component 3, Teaching Practice and Learning Environment. Candidates study best practices that support the social, ethical, and academic development of every learner. Candidates will submit written commentaries and video recordings that show teacher-learner interactions.Prerequisite(s): MED 6102 and MED 8000
MED 8004
Effective and Reflective Practitioner
3 credits
This course supports the expectations of the Five Core Propositions and National Board Professional Teaching Standards Component 4, Effective and Reflective Practitioner. The focus of the course is to understand and practice strategies of an effective and reflective practitioner. Candidates' written commentaries require that they show (a) evidence of effective assessment practices, (b) the ability to effectively plan differentiated instruction that impacts student learning, and (c) the ability to contribute to the profession through collaboration with families, community, and colleagues.Prerequisite(s): MED 6102 and MED 8000
MED 8005
Professional Inquiry
3 credits
The course content emphasizes self-study learning, self-reflection, and using data results from one’s practice to improve the teaching-learning process. Candidates will identify a classroom practice for improvement that was highlighted from the data collected from the National Board Certified (NBC) portfolio. Candidates will design a plan to incorporate the new information into their practice and will take a leadership role in addressing problems of practice in their building and/or district. Each candidate will prepare a presentation explaining and summarizing his or her classroom research, thereby generating teacher knowledge, fostering collaboration with others, and working collaboratively within a professional learning organization.Prerequisite(s): MED 6102 and MED 8000
MED 8804
Action Research
6 credits
The capstone course emphasizes the role of Teacher-as-Researcher and the value of conducting classroom and school-based action research. The semester course prepares students to conduct action research studies that will enhance professional practice and directly involve the candidates in the process of educational improvement.
Prerequisite(s): MED 6102
MED 8806
Data in Action
3 credits
The capstone course for the Interdisciplinary Studies degree emphasizes the role of Teacher-as-Researcher and the value of conducting classroom and school-based action research. The semester course prepares students to conduct action research studies that will enhance professional practice and directly involve the candidates in the process of educational improvement.
Prerequisite(s): MED 6102
MED 8900
Practicum in School Leadership
3 credits
This course provides opportunities for M.Ed. candidates to engage in leadership-related, authentic, supervised field experiences in approved school settings. The course requires the M.Ed. in School Leadership candidate to perform, analyze, and reflect on a specific set of tasks involving real responsibilities of school leaders. Completion of these tasks normally requires 100 hours of field-based work. The additional required hours of 140-200 are taken in the Internship Course required with this course. The course culminates in the preparation of a professional portfolio that includes task-related documents, artifacts, and reflections. Learning activities are field-based and standards-driven, reflect the College of Education Conceptual Framework, and are linked to the National Educational Preparation Standards (NELP). The course involves collaboration with a school-based mentor, other M.Ed. candidates, and with a college-based mentor. Advising seminars are scheduled at regular intervals throughout the semester. This course is taken in conjunction with MED 8904 or MED 8905. A lab fee is required.
Prerequisite(s): MED 6102
MED 8903
Administrative Internship 3 Credits
3 credits
This course requires a minimum of 180 documented hours of work with a school-based mentor (principal or assistant principal), the completion of a variety of real school leadership tasks, and the assumption of real school leadership responsibilities. The hours are documented in an Internship Journal/Log. The journal also requires descriptions, analyses, and reflections related to at least 14 ''critical incidents'' that occur during the internship period. Internship hours do not need to be full-time or consecutive. The course involves collaboration with a school-based mentor, other M.Ed. candidates, and with a college-based mentor. Advising seminars are scheduled at regular intervals throughout the semester. This course is normally taken in conjunction with MED 8900, but may be taken separately by those candidates who need an Administrative Internship to satisfy state licensure/certification requirements. A lab fee is required.
Prerequisite(s): MED 6102
MED 8904
Administrative Internship 4 Credits
4 credits
This course requires a minimum of 240 documented hours of work with a school-based mentor (principal or assistant principal), the completion of a variety of real school leadership tasks, and the assumption of real school leadership responsibilities. The hours are documented in an Internship Journal/Log. The journal also requires descriptions, analyses, and reflections related to at least 14 ''critical incidents'' that occur during the internship period. Internship hours do not need to be full-time or consecutive. The course involves collaboration with a school-based mentor, other M.Ed. candidates, and with a college-based mentor. Advising seminars are scheduled at regular intervals throughout the semester. This course is normally taken in conjunction with MED 8900, but may be taken separately by those candidates who need an Administrative Internship to satisfy state licensure/certification requirements. A lab fee is required.
Prerequisite(s): MED 6102
MED 8905
Administrative Internship 5 Credits
5 credits
This course requires a minimum of 300 documented hours of work with a school-based mentor (principal or assistant principal), the completion of a variety of real school leadership tasks, and the assumption of real school leadership responsibilities. The hours are documented in an Internship Journal/Log. The journal also requires descriptions, analyses, and reflections related to at least 14 ''critical incidents'' that occur during the internship period. Internship hours do not need to be full-time or consecutive. The course involves collaboration with a school-based mentor, other M.Ed. candidates, and with a college-based mentor. Advising seminars are scheduled at regular intervals throughout the semester. This course is normally taken in conjunction with MED 8900, but may be taken separately by those candidates who need an Administrative Internship to satisfy state licensure/certification requirements. A lab fee is required.
Prerequisite(s): MED 6102
MED 8906
Administrative Internship 6 Credits
6 credits
This course requires a minimum of 360 documented hours of work with a school-based mentor (principal or assistant principal), the completion of a variety of real school leadership tasks, and the assumption of real school leadership responsibilities. The hours are documented in an Internship Journal/Log. The journal also requires descriptions, analyses, and reflections related to at least 14 ''critical incidents'' that occur during the internship period. Internship hours do not need to be full-time or consecutive. The course involves collaboration with a school-based mentor, other M.Ed. candidates, and with a college-based mentor. Advising seminars are scheduled at regular intervals throughout the semester. This course is normally taken in conjunction with MED 8900, but may be taken separately by those candidates who need an Administrative Internship to satisfy state licensure/certification requirements. A lab fee is required.
Prerequisite(s): MED 6102