Master of Education in Curriculum and Instruction Online

Learning outcomes:

By the end of this course, students will be able to:

• Design a portfolio that provides evidence of a fully grounded understanding of basic principles of instructional systems design, message design, instructional strategies and learner characteristics at both a macro- and micro-level
• Demonstrate complex, integrated knowledge, skills and dispositions in the development of instructional materials and experiences using print, audiovisual, computer-based and integrated technologies
• Utilize a portfolio design providing evidence of a fully grounded understanding of basic principles of instructional systems design, message design, instructional strategies and learner characteristics at both a macro- and micro-level
• Technology directors create, promote and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant and engaging education for all students
• Assist district and school leaders to identify, evaluate and select exemplary digital tools and resources that support learning goals, incorporate research-based instructional design principles and are compatible with the school technology infrastructure
• Promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources
• Demonstrate professional knowledge, skills and dispositions in content, pedagogical and technological areas, as well as adult learning, leadership and management, and are continually deepening their knowledge and expertise
• Engage in continuous learning to deepen their content, technical, leadership and management knowledge, skills and dispositions

Learning outcomes:

By the end of this course, students will be able to:

• Demonstrate understanding of the major teaching models/methods supported by research
• Implement at least two research-based major instructional strategies to teach P-12 lessons
• Address multiple intelligences/learning styles in planning and teaching model lessons
• Demonstrate effective use of instructional logs and reflective practice journals to document and improve teaching and learning
• Prepare and report work samples and their use as a vehicle for teaching lessons and analyzing data for the signature piece
• Demonstrate knowledge of and implement content strategies and activities designed to make content an integral part of the curriculum by researching the National Education Association Poll and Philosophies of Famous Educators

Learning outcomes:

By the end of this course, students will be able to:

• Identify, formulate, reference and sequence goals, content standards, curriculum objectives and specific lesson objectives
• Gather and assess information to diagnose student achievement and student needs
• Apply theoretical concepts of human learning to instructional design
• Develop instructional plans that emphasize thinking skills based on sound principles of human learning related to achievement standards
• Understand the basic principles and attributes of sound classroom assessment
• Develop classroom assessments appropriate for achievement targets
• Understand the role of data, feedback and assessment in accountability
• Understand how to monitor students' understanding through a variety of means and to adjust instruction accordingly
• Implement a variety of assessment strategies to measure teaching impact on P-12 students
• Utilize technology in developing plans and assessments

Learning outcomes:

By the end of this course, students will be able to:

• Analyze various approaches to collecting, analyzing and reporting data in educational settings; and the procedures involved in each approach
• Conduct a thorough review of literature using local libraries, online technology, the internet and electronic databases
• Demonstrate the ability to plan, implement and report educational research through the design of a research project using one or a combination of research methodologies
• Critically analyze published, refereed and non-refereed educational research reports
• Use data to identify a problem practice at a school or other educational setting
• Apply principles of qualitative and quantitative for school/ program assessment
• Demonstrate a knowledge of the ethical principles of educational research

Learning outcomes:

By the end of this course, students will be able to:

• Develop site-based initiatives and demonstrate site-based leadership to enhance the academic achievement of all students
• Build relationships, work groups and teams to improve student success and schools
• Assume a leadership role in the development of a positive school and community culture
• Work with stakeholders to create learning communities
• Assume an active role in the development of curriculum, instruction and assessment
• Conduct school improvement efforts, including professional development, the uses of technology and roles of leaders as change agents
• Use research and data from multiple sources to design professional development activities for implementation

Learning outcomes:

By the end of this course, students will be able to:

• Demonstrate knowledge of the legal, social and academic implications of inclusive education in the school setting
• Demonstrate knowledge of learning environment adaptations that maximize learning for diverse learners from a variety of cultures and/or with specific learning needs
• Exhibit proficiency in adapting instruction for the included student through analysis and modification of existing curricular materials
• Plan for utilization of appropriate classroom management techniques and teaching strategies to enhance student learning at a variety of levels
• Identify and plan for meeting special learning needs of students through data collection and evaluation of student work samples
• Access resource information on specific learning needs

Learning outcomes:

By the end of this course, students will be able to:

• Demonstrate an awareness of the current technology issues, authors and programs in both math and science education
• Design a lesson plan utilizing the 5E Model referencing to CCCS/NGSS/NCSS/E/LA/NCTM
• Demonstrate awareness of course content, student academic growth and effective instructional strategies by utilizing the CCSS, STEM and STEAM components
• Construct teaching aids and materials in math and science utilizing the 5E Model
• Research current professional journals in math and science utilizing technology and discussing pertinent findings
• Develop and teach a crosscutting unit in math and/or science infusing multimedia, diversity and technology
• Demonstrate knowledge of scaffolding techniques for the math/science content appropriate for specific grade-level students
• Demonstrate awareness of assessments in math and science and interpretation of scores with recommendations for the future

Learning outcomes:

By the end of this course, students will be able to:

• Demonstrate awareness of the current technology issues, authors and programs noted in language arts and social studies
• Design a WebQuest for language arts and social studies and write accompanying critiques
• Demonstrate awareness of course content and instructional strategies by teaching a unit in language arts and social studies referencing CCCS/NGSS/NCSS/E/LA
• Construct teaching aids and materials appropriate for grade-level students in language arts and social studies
• Research current journals in language arts and social studies and report in synopsis form
• Develop lessons that reflect diversity, technology, STEM/STEAM and exceptional populations
• Demonstrate knowledge of instructional strategies, methods and content appropriate for elementary and middle school students
• Identify and solve authentic classroom problems
• Demonstrate awareness of the Common Core Standards, National Standards and Levels of Bloom’s Taxonomy

Learning outcomes:

By the end of this course, students will be able to:

• Develop a school-wide discipline plan that includes guidelines and rules that facilitate positive student choices about behavior aligned with CCSS and LSS
• Critique classroom practices to enhance awareness of and discern ways to solve problems which are inherent in establishing effective learning environments
• Compile and compare a list of current classroom management models and their fundamental principles
• Explore multiple styles of learning of diverse populations and the impact on student learning
• Demonstrate strategies and assessments used in managing the classroom
• Examine the role of parents in the classroom learning community
• Effectively integrate technology in areas applicable in classroom management process procedures

Learning outcomes:

By the end of this course, students will be able to:

• Identify the purpose, benefits and goals of a prioritized curriculum
• Describe the supporting structures that must be in place for a prioritized curriculum referencing CCSS, NGSS, NCTM, NCSS and E/LA
• Describe the process for creating and adapting a curriculum map infusing both technology and diversity
• Demonstrate knowledge of how to lead a school team in creating a curriculum map
• Examine teacher and student work samples and analyze for alignment with school, district and state curriculum map
• Examine LEAP, iLEAP and PARCC assessment results and recommend curricular changes to address needed areas of improvement aligned with CCSS
• Effectively utilize and integrate technology in the curricular planning, mapping and monitoring process

Learning outcomes:

At the end of this course, students will be able to:

• Apply knowledge of child development to the instructional planning process
• Demonstrate knowledge of the impact of brain-based research in the design of the learning environment and choice of activities to facilitate crosscutting the curriculum
• Design and implement reflective, interactive instruction that integrates instructional technology with best practices for diverse PK-6 learners
• Document delivery and impact of 2P-6 lessons that address higher-level questioning and thinking skills
• Log participation in at least 3 appropriate professional development opportunities that include participation in training workshops, attendance at professional conference, and critiquing journal articles
• Prepare and report on at least one Teacher Work Sample and its use as a vehicle for cognitively appropriate instruction
• Design and implement a school/community educational program that addresses needs identified by data analysis of candidate-created and administrative survey of school/community family educational support needs in the signature piece of the course
• Articulate and align instructional goals with content standards, CCSS, E/LA, NGSS, NCSS, STEM, STEAM and school improvement plans

Learning outcomes:

At the end of this course, students will be able to:

• Discuss the history of the early childhood movement from a theoretical perspective
• Identify the people and events that have influenced early childhood educations
• Describe the growth and development of the preschool child
• Examine programs that are offered at the preschool level
• Demonstrate understanding of the physical, social and emotional aspects of preschoolers and their importance as it relates to the whole child
• Understand the major responsibilities involved in being an early childhood educator
• Become familiar with early childhood education journals, books and professional organizations

Learning outcomes:

At the end of this course, students will be able to:

• Develop knowledge about developmentally appropriate language and literacy for preschool and kindergarten
• Explain the development and functions of language
• Develop knowledge and skills in oral communication for young children
• Develop knowledge and apply knowledge that engages students with letters and environment print
• Discuss the importance of frequently reading to young children
• Develop/apply a variety of assessment strategies to evaluate students’ learning
• Plan and implement activities to engage in emergent writing
• Plan and implement to stimulate phonemic awareness
• Plan activities for storytelling/retelling
• Identify skills of emergent readers
• Develop activities that acquaint students with the variety of language
• Develop knowledge in how to increase family involvement in learning
• Utilize technology in the development of appropriate materials, skills and concepts

Learning outcomes:

At the end of this course, students will be able to:

• Demonstrate knowledge of child development of young children ages 3-8 and elementary students (grades 1-5) the value of establishing relationships with families of one’s students to meet the individual needs and develop potentials of all students when planning instruction and creating a learning environment
• Recognize the strengths and weaknesses of multiple assessment methodologies and know how to use them effectively to systematically observe, monitor, document and use data on children’s activities and behavior to improve instructional practices
• Demonstrate knowledge of children’s cognitive, social, emotional, physical and linguistic development to organize and facilitate the environment in ways that best facilitate development and learning
• Demonstrate knowledge of how children learn, of academic subjects, and of assessment to design and implement developmentally appropriate learning experiences that integrate within and across disciplines
• Demonstrate understanding of a variety of practices and resources to promote individual development, meaningful learning, and social cooperation to work with and through families and communities to support children’s learning and development
• Demonstrate understanding of leadership and collaborative role in the professional community to improve programs and practices for children and their families
• Think systematically about one’s practice and learn from experience through reflective writing to strengthen the quality and effectiveness of one’s practice

Learning outcomes:

At the end of this course, students will be able to:

• Identify and apply different theoretical approaches involved in second language acquisition
• Read and react to research in the area of second language acquisition
• Reflect on different experiences of diversity and multiculturalism in a language-learning classroom
• Collaborate with classmates on a group project

Learning outcomes:

At the end of this course, students will be able to:

• Demonstrate knowledge of language teaching methods in their historical contexts
• Demonstrate knowledge of the evolution of laws and policy in the ESL profession
• Advocate for ESL students and their families’ access to all available educational resources, including instructional technologies
• Serve as professional resource personnel in their educational and professional communities
• Establish professional goals and pursue professional learning opportunities
• Collaborate with content-area teachers and staff to provide comprehensive and challenging educational opportunities for ESL students
• Model academic proficiency in the English language

Learning outcomes:

At the end of this course, students will be able to:

• Develop a conceptual framework for multicultural curriculum making
• Understand the basic elements of and approaches to multicultural curriculum design
• Develop skills in structuring and sequencing culturally responsive learning activities
• Critically analyze a wide variety of resources in multicultural curriculum and learn how to evaluate and select curricular materials
• Use appropriate strategies to evaluate the effectiveness of multicultural curricula and assess student learning
• Apply principles of multicultural curriculum design to develop a curriculum that can be used in educational settings
• Demonstrate knowledge of multicultural competency in teaching and learning

Learning outcomes:

At the end of this course, students will be able to:

• Identify the learning and reading characteristics of specific groups of special learners
• Diagnose the literacy needs of students at risk and those who are exceptional, using traditional and performance assessment measures
• Interpret and report diagnostic findings of the literacy needs of those students
• Demonstrate knowledge of the key concepts governing reading instruction and appropriate use of technology for each group of special learners
• Apply knowledge of “best practice” principles, research-based strategies and collaborative decisions to plan instruction in pre-reading and phonemic awareness, word recognition, spelling, reading comprehension, content and study skills to accommodate students in each exceptional category
• Demonstrate knowledge of trends in teaching reading and language arts to students with special needs in the special class as well as the inclusive class

Learning outcomes:

At the end of this course, students will be able to:

• Apply the concept of the continuum of skills in reading, writing and oral language proficiencies
• Train young children in phonemic awareness, segmentation, graphemes and blending to facilitate reading and spelling achievement
• Teach systematic segmentation sets of phonic elements to enable children to access words in their mental lexicons
• Teach children to improve reading fluency through reading orally with speed, accuracy and proper expression
• Engage children in guided repeated oral reading procedures to demonstrate how print is used when reading a book
• Provide individualized vocabulary instruction, directly and indirectly, through multiple exposures using conception, contextual and definitional instruction applied to varied techniques before, during and after reading, writing and oral language
• Teach children procedures to improve their literal, inferential and critical comprehension of narrative, expository and argumentative text
• Explicitly teach and assess phoneme-grapheme associations, blending, and segmentation, syllable patterns and morpheme recognition
• Use the Louisiana Student Standards as a guide to curriculum development
• Identify and solve authentic classroom literacy problems of diverse learners
• Demonstrate knowledge of the similarities and differences between written and text comprehension and teach students basic written expression skills
• Develop and implement a specially designed program for one student in the area of reading/language

Learning outcomes:

At the end of this course, students will be able to:

• Demonstrate knowledge of appropriate materials and procedures for diagnosing reading disabilities
• Diagnose student’s reading disabilities by administering appropriate materials and procedures
• Administer pre-test to assess reading and literacy levels
• Administer the Basic Reading Inventory to assess student’s: independent, instructional and frustration reading level; understanding of story structure; use of prior knowledge; metacognitive skills, decoding strategies; oral and silent reading level; ability to handle varied text; ability to construct meaning; writing skills; and vocabulary development
• Administer interest inventory to aid in developing individualized reading and literacy program
• Evaluate results of the preceding tests and prepare individualized teaching prescriptions-based analysis of test results
• Recommend corrective instruction to address student’s diagnosed needs in literacy and reading
• Demonstrate knowledge of the requirements and responsibilities of a complete school reading programs
• Select and use appropriate materials and procedures to correct diagnosed student’s needs in reading and literacy while providing enrichment as well
• Provide corrective reading and literacy instruction to address identified needs of the student
• Administer and interpret post-test to assess effectiveness of corrective instruction, then recommend future instruction

Learning outcomes:

At the end of this course, students will be able to:

• Demonstrate knowledge of literature, theory techniques and activities designed to make literature an integral part of the curriculum
• Demonstrate knowledge of motivational activity needed to promote reading as a lifelong pleasure
• Select and use literature to promote multicultural understanding
• Demonstrate techniques of using literature across the curriculum
• Investigate a current research topic on an aspect of teaching literature
• Demonstrate knowledge of resources that assist in using materials to meet individual needs and interests as well as the needs of the curriculum

Learning outcomes:

At the end of this course, students will be able to:

• Identify the importance of literacy, the literacy process and skills, and the causes of reading problems and specify areas in which these problems can be found
• Select and use appropriate materials and procedures for identifying students’ reading difficulties
• Identify learner characteristics that require referral for formal evaluation
• Determine student’s present level of functioning through diagnostic procedures and design individual and group reading instruction appropriate to meet student needs in word recognition, comprehension, study strategies and related language areas
• Explain the importance of collaborations among parents, the target student, general educators, special educators, literacy specialists and other professionals involved in the student’s educational program to assessment and instruction
• Describe various phonetic approaches to assessment and instruction
• Compare relative advantages/disadvantages of whole language, phonetic instruction and balanced literacy approaches for specific learner strengths and needs
• Apply technology appropriately to both reading diagnosis and instruction
• Demonstrate cultural sensitivity in test selection and administration and in instructional recommendations
• Present information on research-supported reading instructional approaches

Learning outcomes:

At the end of this course, students will be able to:

• Demonstrate a knowledge of the basic reading, writing, speaking and listening skills necessary for the acquisition of content knowledge
• Demonstrate an understanding of the specific reading, writing, speaking and listening skills for content areas
• Determine the readability of a textbook
• Evaluate formal and informal assessments
• Understand the progression of reading and language development
• Understand, plan and demonstrate a knowledge of phonological skills and print concepts
• Has an awareness of reading fluency and plans instruction to foster reading fluency
• Understands the role of vocabulary in the content classroom including the selection and instruction of robust vocabulary
• Understand, plan and demonstrate understanding of disciplinary literacy strategies

Learning outcomes:

At the end of this course, students will be able to:

• Identify the learning and reading characteristics of specific groups of special learners
• Diagnose the literacy needs of students at risk and those who are exceptional, using traditional and performance assessment measures
• Interpret and report diagnostic findings of the literacy needs of those students
• Demonstrate knowledge of the key concepts governing reading instruction and appropriate use of technology for each group of special learners
• Apply knowledge of “best practice” principles, research-based strategies, and collaborative decisions to plan instruction in pre-reading and phonemic awareness, word recognition, spelling, reading comprehension, content and study skills to accommodate students in each exceptional category
• Demonstrate knowledge of trends in teaching reading and language arts to students with special needs in the special class as well as the inclusive class

Learning outcomes:

At the end of this course, students will be able to:

• Understand the dominant theories of human and socio-cultural development, learning, social development, emotional development, cognitive development, language development, aesthetic enhancement and motor development
• Understand the history, origin and chronology of the assessment movement for preschool children
• Demonstrate an understanding of techniques to observe, record and assess young children’s development and learning and engage children in self-assessment for the purpose of planning appropriate programs, environments and interactions, and adapting for individual differences
• Develop and use authentic, performance-based assessments of children’s learning to assist in planning and to communicate with children and parents
• Discuss the importance of family participation and cultural competence in the assessment process
• Demonstrate an understanding of assessment of cognitive development, motor development, communication skills, social skills performance, play skills development and adaptive behavior skills
• Demonstrate skill in administration, scoring and interpretation of instruments chosen for inclusion in the diagnostic battery
• Demonstrate skills in the use of assessment information and write evaluation of assessment findings to use the information to plan instructional programs

Learning outcomes:

At the end of this course, students will be able to:

• Describe the history, origin and legal issues of special education
• Demonstrate an understanding of techniques for teaching students with disabilities in the areas of language, reading, spelling, written expression, math, and content and study skills
• Describe strategies to encourage family participation in the educational process
• Demonstrate an understanding of child find, tracking and screening
• Develop Curriculum Based Assessment to be administered as a pre-test and progress monitoring documentation to accurately assess the baseline academic needs of special students and provide periodic feedback on student’s progress
• Accurately interpret data derived from various evaluation procedures and tests and the multiple factors which may affect student performance in order to accurately identify strengths and areas of needs for exceptional students
• Write a Behavior Intervention Plan (BIP) or Behavior Maintenance Plan for a target student based on an FBA
• Exhibit knowledge of how to modify and adapt instruction and testing within a regular education program and a specially designed program using Research-Based Interventions and Accommodations from LDE’s Regulations Accommodations page of the IEP, other evidence-based accommodations and modifications, and assistive technology when needed to meet the individual identified needs of the student
• Write behavioral objectives and IEP’s, including transition plans as appropriate
• Develop an inclusion plan for meeting one student’s special needs based on data derived from the formal integrated evaluations, the IEP, and the Assessment/Diagnostic/Programming Cycle which includes CBA, FBA, BIP and other evaluative instruments and data sources

Learning outcomes:

At the end of this course, students will be able to:

• Demonstrate knowledge of the major special education legislation that has led to, supports and mandates transition services
• Describe the components of an effective, comprehensive curriculum model for transition services
• Exhibit a thorough understanding of strategies that can be employed to encourage diverse families to be actively and productively involved in transition planning
• Identify five or more local, regional, state and national agencies/resources that are instrumental in promoting career development and transition services and explain the particular contribution of each
• Develop a comprehensive transition service plan/IEP for a student with special needs with emphasis on communication and collaboration
• Demonstrate the ability to perform a functional assessment in order to determine optimal vocational placement for a student with special needs based on learner characteristics and style

Learning outcomes:

At the end of this course, students will be able to:

• Demonstrate understanding of the legal, philosophical and theoretical issues related to educating all students
• Demonstrate understanding of effective collaboration with teachers, parents and students as related to developing a classroom management plan for a class and a Functional Behavioral Assessment (FBA) for a target student
• Demonstrate understanding of multicultural and equity issues as they impact education of students with exceptionalities
• Identify communally accepted social skills of students and discuss how they affect organizational and instructional planning as evidenced by creating abridgment documents on selected controversial issues in classroom management
• accommodate special learners and behavioral needs
• Identify effective teaching, motivation, learning style, and behavior management strategies to accommodate special learners and behavioral needs
• Access resources to include Positive Behavioral Supports and Interventions (PBIS) to increase knowledge base to meet student and teacher needs
• Conduct a Functional Behavioral Assessment (FBA) for one student to address all relevant settings (school, home, neighborhood recreational facilities, church, etc.) using appropriate variety of observation techniques for data collection
• Identify and utilize strategies for dealing with classroom routines, transitions, scheduling and grouping and develop a comprehensive classroom organization plan
• Write and implement an IEP to include a specific Behavior Intervention Plan (BIP) for a target student based on an FBA and produce a written commentary of its effects on student behavior in groups and/or environment

Learning outcomes:

At the end of this course, students will be able to:

• Exhibit an understanding of the historical foundation of early childhood special education and its professional progress
• Demonstrate an understanding of normal/abnormal preschool child growth and development including general understanding of language, cognitive, motor and social-emotional development and associated curricula
• Demonstrate an understanding of the range of etiologies of developmental disability in preschool children and typical intervention strategies
• Articulate the rationale for early intervention for preschool children with special needs and working with families and support agencies
• Articulate emerging trends in the areas of personalization, relationship-based service, and evidence-based practice and identify assistive technology to meet the needs of preschool children with special needs
• Demonstrate and understand the interaction with human service delivery systems for preschool children with special needs
• Demonstrate a greater understanding of the medical, genetic and environmental factors that contribute to particular disabling conditions and the impact of disabilities on development
• Candidates will collaboratively develop a multi-media presentation on a specific disability or syndrome and use an interactive board to deliver the presentation. The candidate will identify assistive technologies to support students with the specified disability and demonstrate how they could
• Candidates will collaboratively develop a Basic Guide for Parents of Children with Special Needs in the areas of 1) Gross and Fine Motor Development, 2) Self-Care and Adaptive Behavior Development, 3) Cognitive Development, 4) Communication Development and 5) Social and Emotional Development. The Guide will include information and resources on milestones for typically developing children and recommended resources for atypically developing children at the local, state and federal/national levels

Learning outcomes:

At the end of this course, students will be able to:

• Understand the history, origin, chronology, standards and trends of development of early childhood education for children with special needs
• Explain, and clearly understand the etiology of the major disabling conditions and their impact on the education and training of children with special needs and apply appropriate curricular efforts to compensate for the disabilities
• Explain the purpose of early intervention strategies and demonstrate the skills and understanding of generating an educationally appropriate curriculum-based IEP/IFSP document
• Demonstrate an understanding of the development of motor, adaptive behavior, social-emotional, communication, language and cognitive skills in both typical and atypical preschool children
• Assess the status of the classroom environment for learning enhancement; demonstrate an understanding of compensatory techniques used in classroom environment arrangement to facilitate optimum learning; selection and usage of appropriate materials and teaching aids for use with these learners

Learning outcomes:

At the end of this course, students will be able to:

• Describe the theoretical concepts that are necessary for an understanding of family systems
• Explain the family life cycle and how changes in the life cycle of the family affect at-risk and special-needs students
• Consider the role of defense mechanisms of family members with a child/sibling with disabilities
• Demonstrate an understanding of the Kubler-Ross stages of acceptance and their direct implication to the process of acceptance through which parents and other family members must pass
• Compare and contrast the development of a typical child with that of children with varying levels of disabilities
• Examine the roles and communication within families and understand how the history of a family can affect the day-to-day functions of children with disabilities
• Examine the impact of single-parent homes, blended families, adoptive families, SES, ethnic differences and dysfunctional families on students with special needs
• Describe factors related to resilient at-risk students and characteristics of school programs and communities that are successful promoting resilience in students
• Demonstrate knowledge of family involvement with aspects of planning and implementing school team processes
• Conduct family conferences and interviews and design and prepare to implement family focused interventions

Learning outcomes:

At the end of this course, students will be able to:

• Demonstrate an understanding of normal/abnormal preschool child growth and development
• Demonstrate an understanding of the biomedical issues of preschool children with severe disabilities and their effect on educational intervention
• Demonstrate the strategies for team building through enhanced communication
• Demonstrate an understanding of the role of professional and family team members in inter/trans/multidisciplinary team processes

Learning outcomes:

At the end of this course, students will be able to:

• Demonstrate cultural sensitivity and knowledge of the nature and principles of the consultation process in course activities and communications
• Identify consultative strengths and weaknesses through self-analysis and comparison with guidelines
• Demonstrate professional communication skills, behaviors and appearances in conferencing/consultative/collaborative roles
• Model ethical practices in educational counseling, conferencing and general community settings
• Develop, plan and deliver to professionals in-service programs that meet the criteria of the Expert Services Consultation Model
• Provide consultative services that meet the criteria of the Collaborative Consultation Model
• Select the appropriate consultation model and develop content and procedures according to consultee needs
• Formulate interventions that will facilitate learning and change behaviors in specific problem areas
• Apply understanding of organizational theory to the consultative process in case study responses
• Compile a list of resources and programmatic options specific to the candidate’s area of expertise

Learning outcomes:

At the end of this course, students will be able to:

• Comply with the legal and ethical issues involved in evaluating exceptional children
• Demonstrate knowledge of typical procedures used for screening, pre-referral, referral and classification
• Evaluate diagnostic tests and instruments and their results
• Interpret results of clinical tests and diagnostic reports
• Design appropriate educational programming based upon evaluation findings
• Incorporate strategies that consider the influence of diversity on assessment, eligibility, programming and placement of individuals with exceptional learning needs
• Demonstrate knowledge of basic terminology used in assessment

Learning outcomes:

At the end of this course, students will be able to:

• Demonstrate knowledge of the legal and ethical issues involved in the educational evaluation of students with special needs
• Select assessment procedures that are appropriate to the needs of individual students with special needs
• Administer, score and interpret selected educational tests
• Determine the educational implications of assessment results
• Develop, administer and interpret original curriculum-based assessment instruments for individual students with special needs
• Develop, administer and interpret performance-based assessment procedures for individual students with special needs
• Design educational programs for individual students with special needs on the basis of assessment results
• Initiate appropriate educational programming based on assessment results

Learning outcomes:

At the end of this course, students will be able to:

• Assess students with mild/moderate disabilities with a battery of formal and informal instruments
• Utilize assessment data to develop an IEP and implementation plan
• Develop instructional objectives based on child’s identified needs and select and develop materials appropriate to student’s skill needs
• Develop lesson plans based on assessed needs and teach an individualized program to each child
• Involve parents in the child’s program (minimum of two parent conferences)
• Develop a final written report of student’s progress during the internship. Report is to be discussed and disseminated to parents, building supervisor and university supervisor.

Learning outcomes:

At the end of this course, students will be able to:

• Observe and critique in writing the processing of at least five pupils by the School Building Level Committee (SBLC) or screening committee
• Observe and critique in writing the educational evaluation of at least five pupils
• Participate in full educational evaluations of students to include from each level:preschool, elementary/middle school and secondary
• Participate in the collaborative staffing of pupils evaluated in objective 3
• Develop comprehensive prescriptive educational programs to accommodate pupils evaluated in objective 3
• Write the complete educational component of an integrated report for one pupil evaluated
• Job shadow and report in writing the personnel in each discipline- school psychologist, social worker and speech/language pathologist as well as observe and critique in writing the evaluations of pupils by each discipline mentioned above
• Maintain a reflective log of all practicum activities. Each activity includes specific of CEC Educational Diagnostician standards, descriptions of the activity and context and evaluation of the value of the activity in supporting personal and professional growth.

Learning outcomes:

At the end of this course, students will be able to:

• Analyze the nature of creativity and its theoretical foundations by investigating research and define related terminology
• Analyze various methods of assessing creativity
• Examine and plan lessons utilizing techniques to develop creativity
• Analyze techniques to develop creativity including methods that inhibit or block the creative process in typical and atypical gifted populations
• Develop skills associated with creativity
• Explore methods of modeling creativity and practice approaches toward creative effort within personal living and in real-world, art, scientific and technological pursuits
• Compare and contrast personality and intellectual traits of creative individuals who exhibit creativity in a variety of ways

Learning outcomes:

At the end of this course, students will be able to:

• Describe some typical characteristics of giftedness and explain various definitions used in identifying the population for educational purposes
• Analyze major philosophies, theories, models and research supporting gifted and talented education historically
• Evaluate key teaching and learning models in regard to the gifted learner
• Describe and analyze developmental differences
• Analyze the relationship of research and contemporary policies and practices in gifted education at local, state and federal levels
• Develop an understanding of individual differences within the gifted population based on domain-specific areas of giftedness, cultural diversity, poverty, twice exceptionality, ELL and other indicators of important distinctions in learning
• Examine identification systems for gifted learners according to legal, ethical and practical policies and procedures in schools
• Examine teacher characteristics which positively affect gifted students
• Examine basic issues confronting the practice of gifted education in schools, including diversity, inclusion, anti-intellectualism, equity and excellence, and dominant/non-dominant cultural value systems and beliefs
• Describe home and social interactions and interventions that impact the cognitive and affective development of gifted learners

Learning outcomes:

At the end of this course, students will be able to:

• Incorporate sound goals and objectives into instructional planning for the gifted learner
• Provide and critique appropriate instruction to the gifted learner in special classes by review of various models
• Meet the individual needs, including literacy, ESL, multicultural issues and giftedness with disability, of gifted learners in the regular and special classrooms
• Select materials appropriate to the continued growth of accelerated abilities
• Develop curricular plans designed to meet the needs of each gifted learner
• Promote cognitive, affective and creative abilities of gifted students, as well as foster their problem-solving abilities
• Master techniques (including technology) for meeting needs of gifted students through various curricula approaches in major content areas
• Identify and use technological resources in planning curricula approaches

Learning outcomes:

At the end of this course, students will be able to:

• Demonstrate use of appropriate methods and materials for teaching gifted learners; including videotaped teaching sessions
• Demonstrate curriculum management and planning skills
• Demonstrate proactive interactions with families and educational and community personnel on behalf of gifted learners
• Apply observational, formal and informal diagnostic/assessment skills when working with gifted learners
• Apply skills involving affective issues/concerns with gifted
• Collaborate with relevant school personnel, parents and other stakeholders on student issues and classroom concerns using culturally competent behaviors

Learning outcomes:

At the end of this lesson, students will be able to:

• Develop a knowledge and awareness of the nature of learner affective needs and specific research relating to it
• Plan a lesson and examine videotaped form for utilization of techniques and resources to nurture identified talents
• Develop effective communication and collaboration strategies to work with schools, teachers, and families to intercede and/or advocate for gifted learners
• Demonstrate knowledge and skills in addressing the social emotional needs of the gifted individual
• Develop targeted strategies for addressing the socio-emotional needs of gifted learners in a variety of instructional settings
• Analyze special concerns and issues in planning programs and services of gifted subpopulations (e.g., culturally diverse, economically disadvantaged, twice exceptional, etc.)

Learning outcomes:

At the end of this lesson, students will be able to:

• Communicate the assumptions of psychology as a science and demonstrate knowledge of research methods in psychology on educational practices historically and currently
• Apply knowledge of behavioral and cognitive theories of learning to problem-based scenarios to include behavior management in the classroom
• Identify the relationship between learning theories and the development of motor, adaptive behavior, social-emotional, communication, language and cognitive skills in both typical and atypical learners
• Assess the environment for learning enhancement; apply motivational strategies to enhance learner outcomes; demonstrate strategies and techniques used in learning environment arrangement to facilitate optimum learning; select and use appropriate materials and instructional aids