418. EXCEPTIONALITIES  2 cr.  Overview of the identification process and delivery of educational services for students with special needs in light of current legislation.  Includes the on-site application of instructional strategies during internship.  For School-Based M.Ed. Program candidates only.

419. THE EXCEPTIONAL LEARNER  3 cr.  Learning problems of the exceptional child, including intellectual, physical, emotional, and social exceptionalities. Emphasis on the professional educator’s responsibilities in light of inclusion legislation.

425. INTEGRATED LEARNING IN EARLY CHILDHOOD EDUCATION  3 cr.  In-depth examination of early childhood practices and curricula.  Presents content, instructional methods and materials for integrated approaches to learning in grades Pre-K through 3rd.  Emphasizes active engagement, positive interactions in concepts development, problem-solving, and skill development.  Fieldwork site-based placement included.  For School-Based M.Ed. Program candidate only.

426A. LEARNING ACROSS THE EARLY CHILDHOOD YEARS IN THE CONTENT AREAS  3 cr.  Exploration of methods, curriculum and material that promote meaningful learning experiences for children at different developmental levels across early childhood.  Consideration of children’s cognitive, social, emotional, language, and physical development, individual needs and interests, cultural backgrounds, and exceptionalities.  Subject areas addressed: Reading, Writing, Social Studies, Art.  Fieldwork site-based placement included.  For School Based M.Ed. Program candidates only.

426B. LEARNING ACROSS THE EARLY CHILDHOOD YEARS IN THE CONTENT AREAS  3 cr.  Exploration of methods, curriculum and material that promote meaningful learning experiences for children at different developmental levels across early childhood.  Consideration of children’s cognitive, social, emotional, language, and physical development, individual needs and interests, cultural backgrounds, and exceptionalities.  Subject areas addressed: Mathematics, Science, Music, Physical Education.  Fieldwork site-based placement included.  For School-Based M.Ed. Program candidates only.

432. MIDDLE CHILDHOOD EDUCATION PHILOSOPHY AND INSTRUCTION  3 cr.  Historical development, goals, philosophy, and mission of middle-grades education.  Planning and managing, developmentally and culturally responsive instruction and the use of organizational elements such as interdisciplinary team, flexible scheduling and grouping.  Includes middle-grades field experience.  For School-Based M.Ed. Program candidates only.

433. MIDDLE CHILDHOOD EDUCATION CURRICULUM AND SPECIAL METHODS:  LANGUAGE ARTS 3 cr.  Curriculum issues, methods, instructional resources and assessment strategies for middle-grades language arts.  Students take two special-methods courses concurrently during pre-service teaching semester.  Courses are team-taught to foster interdisciplinary learning.  For School-Based M.Ed. Program candidates only.

434. MIDDLE CHILDHOOD EDUCATION CURRICULUM AND SPECIAL METHODS:  SOCIAL STUDIES 3 cr.  Methods, instructional resources and assessment strategies for middle-grades social studies.  Students take two special-methods courses concurrently during pre-student teaching semester.  Courses are team-taught to foster interdisciplinary learning.  For School-Based M.Ed. Program candidates only.

435. MIDDLE CHILDHOOD EDUCATION CURRICULUM AND SPECIAL METHODS:  SCIENCE 3 cr.  Methods, instructional resources and assessment strategies for middle-grades science.  Students take two special-methods courses concurrently during pre-student teaching semester.  Courses are team-taught to foster interdisciplinary learning.  For School-Based M.Ed. Program candidates only.

436. MIDDLE CHILDHOOD EDUCATION CURRICULUM AND SPECIAL METHODS:  MATH 3 cr.  Methods, instructional resources and assessment, strategies for middle-grades math.  Students take two special-methods courses concurrently during pre-student teaching semester.  Courses are team-taught to foster interdisciplinary learning.  For School-Based M.Ed. Program candidates only.

445. TEACHING INTERNSHIP  6 cr.  A full-day semester-long supervised teaching experience involving classroom responsibilities in using a full range of planning, teaching, management, and evaluation techniques.  For Post-Bac M.Ed and School-Based M.Ed. Program candidates only.

451. THEORIES OF PERSONALITY (PS 351)  3 cr.  Major personality theories with critical consideration of research support, clinical and counseling applications, and guides to self-management.

452. READING AND WRITING ACROSS THE CURRICULUM 3 cr.  Literacy development examined through psychological, socio-cultural and historical perspectives.  Examines reading as an interactive, problem-solving process.  Strategies that foster critical thinking, active engagement and social interaction in the teaching of reading and writing across the curriculum. 

453. MULTICULTURAL EDUCATION  3  cr.  Builds the personal and professional development of education and counseling practitioners through studying the sociological, historical, and philosophical scholarship on the many cultures, races, and ethnic groups that constitute the diverse student body of American schools.  Considerations of racism, sexism, exceptionality and other diversity issues are applied to a variety of educational, counseling and agency settings.  ED 453 will have one section for community counseling and school counseling.

454. STUDY IN LANGUAGE AND PHONICS 3 cr.  Examines the links between oral and written language with focus on the grapho-phonemic, syntactic, morphemic, and semantic systems as they relate to literacy instruction.  Explores literacy development, phonological awareness, and orthography.  Includes practica. 

456. READING ASSESSMENT AND INTERVENTION  3 cr.  Gaining familiarity with formal and informal tools for assessing literacy development with emphasis on planning, implementing and evaluating intervention strategies. Includes field experience.

457. METHODS IN READING EDUCATION  3 cr.  Advanced examination of various reading methods and techniques for instructional planning and classroom organization.

458. LITERATURE FOR CHILDREN AND ADOLESCENTS 3 cr.  Critical analysis of various genres of literature for children and adolescents with attention to multicultural literature and the relevance of literature across all disciplines.  Required for students in the Middle Childhood language arts content area.

459. ADOLESCENT LITERATURE 3 cr.  Critical analysis of the genres of adolescent literature with emphasis on major authors.  Themes related to intellectual, social, cultural, and political issues, and the role of adolescent literature in the traditional language arts curriculum.  Required for students in the AYA Integrated Language Arts License.

464A. SECONDARY METHODS  3 cr.  Methods of teaching in secondary schools.  Classroom management strategies, curriculum construction, instructional strategies.  Provides the intern with a repertoire of methods from which to choose, depending on classroom situation and student needs.  For School-Based M.Ed. Program candidates only.

464B. SECONDARY METHODS 3 cr.  Methods for planning and implementing curricula in the content areas and assessing student achievement consistent with the standards set forth by the learned societies and the State of Ohio Content Standards.  Teacher and peer-centered methods to promote problem solving and concept development using a range of pedagogic tools, including technologies, manipulatives, visuals, oral and writing strategies, cooperative learning, and various forms of authentic assessment.  Attention given to nurturing a risk-taking classroom community responsive to students with diverse backgrounds, abilities and learning styles.  Practical application of methods and issues to candidates’ intern placement in a secondary classroom.  For School-Based M.Ed. Program candidates only.

480. SPECIAL TOPICS  1‑3 cr.  Department approval required. In‑depth study of a topic in workshop form or as an individual project under supervision.

481. SPECIAL TOPICS IN ECONOMIC EDUCATION  1-3 cr.  EconomicsAmerica, Cleveland Center courses. Admission limited to K-12 teachers.  Courses designed to examine specific economic topics and develop curriculum materials for classroom use at both the elementary and secondary level.  Workshop credit at the 400-level is not applicable toward a graduate degree.

482.  SPECIAL TOPICS 1-3 cr.  Center for Mathematics and Science Education, Teaching and Technology (CMSETT) courses.  Workshop credit at the 400-level is not applicable toward a graduate degree.

483.  SPECIAL TOPICS 1-3 cr.  Institute for Educational Renewal (IER) courses.  Admission is limited to teachers in IER schools.  Workshop credit at the 400-level is not applicable toward a graduate degree.

500. FOUNDATIONS OF EDUCATION  3 cr.  Personal and professional development of education practitioners through a critical, reflective inquiry into the philosophical, historical, and sociological scholarship that focuses on educational institutions in their socio‑cultural settings.

501. ECOLOGY OF URBAN SCHOOLS 3 cr.  Examines perceptions, problems, and possibilities in urban schools with a focus on urban communities and the urban environment.  Explores effective practices for improving urban schools, including issues in school and district organizations, curriculum and instruction, partnerships, and parent, family, and community involvement.

502. RESEARCH METHODS  3 cr.  Overview of the principles, strategies, and instruments of quantitative and qualitative educational and counseling research and evaluation. The course emphasizes informed, research-based decision making at the classroom, school, and school system levels, and in community agency settings.  ED 502 will have one section for community counseling and school counseling.

503. ORIENTATION TO EDUCATIONAL ENVIRONMENT  3 cr.  Primarily a field experience for school-psychology and school-counseling students who are not certified teachers. Placement will be in school settings across grade levels.  For Post-Bac M.Ed candidates and school psychology and school counseling candidates who are not certified teachers.

503A. INTRODUCTION TO EDUCATION 2 cr.  Designed as an introductory course for the adult learner pursuing teacher licensure.  The course will focus on the teacher as a person, the learner, performance-based assessment of the teacher, the learning environment, and issues related to the teaching-learning process.  For Post-Bac M.Ed. and School-Based M.Ed. Program candidates only.

503C. ORIENTATION TO GUIDANCE AND COUNSELING  3 cr.  Introduction to the profession of school counseling, including the historical, philosophical, ethical, and legal aspects of counseling within a school setting. Includes an overview of current issues and counseling interventions that address the prevention of specific threats to normal development such as violence, abuse, eating disorders, suicide, and attention hyperactivity disorder.  Candidates begin development of a professional portfolio which continues for the duration of their program track.

504. URBAN CLASSROOMS AS LEARNING ENVIRONMENTS  3 cr.  Examines the teacher as change agent and reflective practitioner.  Explores the meaning of learning community in a democratic classroom and school. Addresses critical theories underlying the human-environment relationship.

505. CHILD AND ADOLESCENT STUDY  3 cr.  In‑depth study of theories pertaining to cognitive, social, emotional, and physical development of the person from infancy to adulthood with special emphasis on the educational implications of development.  For Post-Bac M.Ed and School-Based M.Ed. Program candidates only.

511. COUNSELING THEORIES  3 cr.  Systematic study of selected historical and contemporary theories of counseling and psychotherapy, including the nature of psychological disturbance, theoretical assumptions and concepts, and techniques for effecting therapeutic change.

512. COUNSELING SKILLS AND METHODOLOGY  3 cr.  Prerequisite: ED 511. Developing and applying skills required in the counseling of individual and group clients. Experience through taped role‑play, critique of tapes, and consultation. Introduction to diagnosis and the multiaxial classification of mental and emotional disorders using the current version of the Diagnostic and Statistical Manual of Mental Disorders.

514. INTRODUCTION, SURVEY AND AWARENESS OF CHEMICAL DEPENDENCY 3 cr.  Designed to provide a working knowledge of the disease concept of chemical dependency and its impact on its victims. Candidates will learn how chemical dependency can be identified and treated. Prevention procedures and other issues related to chemical dependency.

515. CHEMICAL DEPENDENCY: FAMILY DYNAMIC THEORY AND SYSTEMS  3 cr.  Extension of knowledge about family systems and skills in family therapy to the problem of chemical dependency. Candidates will learn to recognize maladaptive patterns in families of drug abusers, describe the role of defense and the functions of the addictive process in the family system, and use practical strategies for altering these patterns.

516. CHEMICAL DEPENDENCY: ASSESSMENT, TREATMENT, INTERVENTION AND RECOVERY  3 cr.  Designed to enable counselors in training to identify and practice the basic skills involved in (1) assessing the state of a client’s chemical dependency; (2) planning and facilitating an intervention; (3) developing and implementing a treatment plan; (4) assisting the client in developing a recovery program; and (5) leading after‑care groups. Candidates will apply basic counseling skills in role‑play situations in each area.

517.  SCHOOL LEADER AS A FACILITATOR OF ORGANIZATIONAL CHANGE 3 cr.  Provides an understanding of the facilitator’s role, and provides a basic set of skills that will enable leaders to facilitate both large and small groups.  Fundamental skills such as Story Boarding, vision and mission statement development, long-range planning (strategic) and site-based decision making are covered.

519. INTEGRATING CHILDREN WITH SPECIAL NEEDS IN EARLY CHILDHOOD SETTINGS  3 cr.  Prepares candidates to translate theory and developmental knowledge into appropriate and successful practices for integrated learning. Examines adaptations, strategies, and methods of preparing three to eight year-old children and designing environments for classroom integration. Evaluates and assesses handicapping conditions and disabilities in the context of home and school.

524. CLASSROOM ORGANIZATION AND BEHAVIOR MANAGEMENT  3 cr.  Introduces principles of classroom organization in order to maximize effective student learning time, including a range of approaches to dealing with students who have behavior difficulties.  Special emphasis on students with learning or behavior disorders.

530. TESTS AND MEASUREMENTS  3 cr.  Prerequisite: ED 502 or consent of instructor. Basic knowledge and skills related to the selection and use of tests and measurements for individuals planning careers in counseling or psychology in school and non‑school settings. Technical skills necessary for selecting and properly employing tests and measurements (reliability, validity, norming, test scores) and major types of tests employed by counselors and school psychologists, such as ability, intelligence, achievement, personality, family, and behavioral.

531. CAREER DEVELOPMENT AND VOCATIONAL APPRAISAL  3 cr.  Career development throughout the life span and individual career decision‑making theories. Career assessment, appraisal, personality, and aptitude instruments and techniques for evaluating individuals relevant to choosing a career. Sources of career, educational, and labor market information, including retrieval from computerized data sources and methods of setting up a career-resources center. Career-counseling diagnosis and techniques, ethical practices, and an appreciation for the career concerns of special populations.

532. DEVELOPMENTAL PSYCHOLOGY  3 cr.  Specialized scholarship on the developmental aspects in the life span from infancy to old age.  Emphasis on the reflective application of this knowledge in a variety of professional settings.

533. INTRODUCTORY STATISTICS  3  cr.  Prerequisite: ED 502 or equivalent. Review of descriptive statistics. Introduction to statistical inference; interpretation and applied problems in hypothesis testing, including analysis of variance and chi‑square analysis.

534. LEARNING-TEACHING  3 cr.  Contemporary theories of teaching and learning; application of the theories in classrooms sensitive to the developmental needs of children and youth, including those with atypical characteristics.  Stresses reflective application of this knowledge by any professional working with students and teachers.

535. GROUP PROCEDURES  3 cr.  Prerequisite: ED 512. Types of groups, styles of group leadership, and techniques used by group counselors. Group theories, the dynamics of group processes, and the developmental stages of group counseling. Counselor skills in the management of group process from initial interview to termination as well as consultation and ethical concerns in group procedures and the use of technology are included.  Supervised group sessions and debriefings comprise a major portion of the course.

536. PSYCHO‑EDUCATIONAL EVALUATION (A) 3 cr.; (B) 3 cr.  Theoretical and practical treatment of the measurement of intelligence and personality. Intensive study of individual psychological tests and other assessment methods and their use with diverse populations, including all exceptionalities. (A) Pre‑school and elementary‑age children; (B) adolescents.

537. HUMAN RELATIONS  3 cr.  Theoretical and practical examination of the educator’s and counselor’s opportunities and responsibilities in working effectively in multicultural settings and with individuals and groups.

538. SCHOOL GUIDANCE, COUNSELING AND CONSULTATION  3 cr.  Prerequisites: ED 453 and 503C.  Counseling and guidance strategies for the school counselor which promote school and personal success and development in children and teenagers.  Emphasis is placed on the skills necessary to assess students’ needs, design a program of comprehensive services, and coordinate, implement and evaluate the program’s activities.  The course also includes a thorough study of consulting models and strategies for the school counselor’s articulation with school personnel, administrators, parents, and community agencies.

540. THE ROLE AND FUNCTION OF THE SCHOOL PSYCHOLOGIST  3 cr. Prerequisite: Completion of course work in educational psychology and acceptance into School Psychology Program. Analysis of the role and function of a school psychologist with emphasis on current job methods and procedures.

543. PRACTICUM EXPERIENCE: SCHOOL PSYCHOLOGY  3 cr.  Prerequisites: ED 540, and 503 for those without a teacher’s certificate. Instruction and practice in the design of behavioral interventions and in observational and curriculum‑based methods of assessing young children’s learning and behavioral characteristics. Candidates also gain experience with early childhood screening techniques in current statewide referral and IEP procedures.

544I. PRACTICUM:  EARLY CHILDHOOD EXPERIENCE IN AN INTEGRATED SETTING  6 cr.  Prerequisite: ED 519. Advanced practical experience in planning, implementing, and evaluating developmentally appropriate content and methodology in all curriculum areas for handicapped and non‑handicapped pre‑kindergarten children in an integrated setting. Field experience at approved sites with university supervision.

544N. PRACTICUM: PRE‑KINDERGARTEN EXPERIENCE IN A NON-INTEGRATED SETTING  6 cr.   Advanced practical experience in planning, implementing, and evaluating developmentally appropriate content and methodology in all curriculum areas for pre‑kindergarten children in non‑integrated settings. Field experience at approved sites with university supervision.

546. ORIENTATION TO NBPTS  1‑6 cr.  Introduces teachers to the requirements and standards of the NBPTS process.  Provides an opportunity for teachers to dialogue with national board-certified teachers, develop portions of their individual portfolios, and obtain feedback from one another.  Assists in helping teachers realize the value of reflective practice.

547. LITERACY AND TECHNOLOGY 3 cr. The digital context of literacy in the lives of children and adolescents taught from educational perspectives in cultural studies, neuroscience and psychology.  Current methods in the design of literacy experiences and technology integration in K-12 education is emphasized.  The Internet, hypermedia, and computer-assisted literacy instruction in a hands-on computer lab environment. 

549. SCIENCE, MATHEMATICS AND TECHNOLOGY 3 cr. This course is designed to explore current research and practice in the use of technology to enhance the teaching and learning of science.  It is designed to integrate modern technology into classrooms specifically to enhance the instruction and learning of science and mathematics.  The course will deal with increasing the candidate’s technological literacy, use of technology to problem-solve, use of technology to plan, assess and conduct classroom activities, and to make connections between technology and the disciplines of science and mathematics. 

551. SCHOOL LEADERSHIP I: AN INTRODUCTION TO SCHOOL LEADERSHIP 3 cr.  Introductory course in school leadership.  Assessment of candidate knowledge base, individual style, and possible preparatory needs for school leadership.  The candidate designs a Personal/ Professional Improvement Plan.  Analysis of current theories of management and leadership as applied to schools as organizations.  Includes an introduction to both an organizational behavior and organizational development (OD) approach to understanding issues in school leadership.

551L. SCHOOL LEADERSHIP I: LABORATORY  1 cr.  Corequisite: ED 551.  Clinical component to observe and record the cultural, ethnic, and racial make-up of a community surrounding a school, as well as any special-interest groups that may impact the school program.

553. SCHOOL LEADERSHIP II: INSTRUCTIONAL LEADERSHIP 3 cr.  Principles and practices of clinical supervision (a coaching model) for improving both instruction and academic learning.  Includes opportunities to do fieldwork in the schools, as well as using course participants’ microteaching episodes for application of the skills associated with effective clinical supervision.

553L. SCHOOL LEADERSHIP II: LABORATORY 1 cr.  Corequisite: ED 553.  Clinical component to observe the instruction in a school using the script-taking technique, and using four types of conferences.

556. CURRICULUM  3 cr.  Theoretical and practical design and development of the school program with emphasis on current practices.

557. APPLIED CURRICULUM PRINCIPLES  3 cr.  Prerequisite:  ED 556.  Application of curriculum theory and principles, highlighting the principal as facilitator of curriculum development in the school.  Trends in curriculum delivery using contemporary technology.  Taken at post-master’s level.

558. SCHOOL LAW  3 cr.  Survey, from the viewpoint of the school administrator, of the legal structure of education, the legal rights and responsibilities of students, and the responsibilities of  teachers.  Emphasis on Ohio law.

560.  SCHOOL LEADERSHIP III: ISSUES IN SCHOOL REFORM  3 cr.  Advanced seminar on selected topics in school reform, including creative problem solving, proactive management, systems theory, planning systems (e.g., strategic planning), public relations, staff development, and student/client/program assessment.  Introduces ideas and skills related to the learning organization and quality assurance.

560L. SCHOOL LEADERSHIP III: LABORATORY 1 cr.  Corequisite: ED 560.  Clinical component to conduct research to identify and clarify current best practices to reach a district’s future goal, and model the process for effective communication.

561. PERSONNEL ADMINISTRATION 3 cr.  Prerequisite: ED 551.  Analysis of the role and function of staff and faculty personnel administrators with emphasis on modern personnel practices.  Taken at post-master’s level.

562. SCHOOL FINANCE AND ECONOMICS  3 cr.  Fundamentals of finance and economics for school administrators. Consideration of school finance from the sources of school funds through the expenditure process.  Taken at post‑master’s level.

565. LITERACY PERSPECTIVES  3 cr.  Literacy development from historical, educational, and individual learning perspectives. Changes in the definition of literacy in response to social and economic needs. Theoretical frameworks of literacy acquisition and development, and literacy as a social invention.

570. WRITING THEORY AND PROCESS  3 cr.  Current ideas and methods in the teaching of writing P‑12. Attention to the teacher’s own writing and to understanding writing as a developmental and recursive process. Study of effective writing workshops and conference techniques, strategies for improving writing in all genres, reading‑writing connections, and writing across the curriculum.

571. INTEGRATED LANGUAGE ARTS  3 cr.  Trends and innovations in language-arts theory and instruction.  Special consideration of the role of children’s and adolescents’ literature in the curriculum.

573. LITERACY INTERNSHIP  3 cr.  Prerequisite: ED 456 or 578.  Enables candidates to apply diagnostic techniques and intervention strategies in the clinic setting under the supervision of faculty.  Provides a richer understanding of the teaching‑learning process.  Candidates engage in tutorials designed to enhance teaching skills and the ability to articulate professional judgments to various audiences.

574. APPLIED RESEARCH IN LITERACY EDUCATION  3 cr.  Prerequisite:  ED 502.  Advanced course in research methods applied to literacy.  Includes critical review of current qualitative and quantitative studies with emphasis on problem formulation, methodology, findings, and interpretation of results.  Culminates in a research plan outlining a literacy study of importance to the student and the field of literacy.  For candidates who have completed the Reading Teacher Sequence and are seeking Reading Coordinator/ Consultant specialization.

575A. COACHING IN DIVERSE CLASSROOMS 2 cr.  Online course focuses on the preparation of literacy specialists to coach teachers in the implementation of culturally responsive instruction for diverse learners. This population includes special needs, culturally and linguistically diverse students. Emphasis will be placed on connections between current theory, research, and instructional practice.  For Literacy Specialist Endorsement Program students only. 

575B. COACHING FOR EFFECTIVE ASSESSMENT PRACTICE 2 cr.  Online course designed for the preparation for literacy specialists, this course teaches knowledge, skills and dispositions in school-based professional development and coaching in classroom-based reading assessment concepts and skills.  For Literacy Specialist Endorsement Program students only. 

576A. PEDAGOGY OF EFFECTIVE LITERACY INSTURCTION 2 cr.  Online course enables candidates to demonstrate knowledge of a wide range of instructional practices, methods, and curriculum materials, including technology, that support effective reading and writing instruction. Candidates integrate their knowledge and dispositions regarding curriculum, instructional practices, curricular materials, assessment and evaluation to create literate environments that foster both reading and writing in all students. For Literacy Specialist Endorsement Program students only. 

576B. PROFESSIONAL DEVELOPMENT IN LITERACY 2 cr.  Online course introduces research and knowledge bases related to teacher professional development from a variety of perspectives. Examines multiple approaches to supporting teacher professional development, including coaching. For Literacy Specialist Endorsement Program students only. 

577. ADVANCED LITERACY RESEARCH 2 cr.  Online course examines literacy research as an integral part of professional development. Builds on candidate understanding of a variety of research paradigms in reading and writing research, supports engagement in inquiry that significantly advances candidates’ current understanding of the teaching of reading and writing, and provides opportunities for candidates to collaborate with other literacy professionals in order to advance understanding of evidence-based practice.  For Literacy Specialist Endorsement Program students only. 

578. LITERACY ASSESSMENT AND INTERVENTION MODELS 3 cr.  Prerequisites: ED  456, ED 457 (or equivalents); ED 565 or ED 571.  Advanced course in processes and procedures of reading diagnosis and the application of findings to instruction.  Candidates develop skills in observing, analyzing, and interpreting reading behaviors and design instructional intervention plans.  Examination of current intervention models:  classroom, school‑wide, and community‑based.

579A, B: INTERNSHIP 8 cr. (A) 4 in fall; (B) 4 in spring.  Prerequisites: ED 575A, B; and 576A.   The culminating activity supporting and integrating the accomplishment of the Literacy Specialist Endorsement Standards I – VI. This school-based internship over an academic year includes providing group and individual professional development to colleagues for continuous improvement of literacy curriculum, instruction, and assessment. Diagnostic reading and writing clinical experiences focus on data based decision making to inform coaching. For Literacy Specialist Endorsement Program students only. 

580. SPECIAL TOPICS  1‑3 cr.  Department approval required.  In‑depth study of a topic in workshop form or as an individual project under supervision.

581. LEADERSHIP, ORGANIZATION AND ADMINISTRATION OF THE LITERACY CURRICULUM 
3 cr.  Examines instructional leadership in P‑12 schools, with special attention to the development, implementation, and evaluation of the literacy curriculum and the design of literacy-improvement programs.  Organizational and administrative strategies which literacy leaders can employ to develop an effective literacy program.

582.  SPECIAL TOPICS 1-3 cr.  Center for Mathematics and Science Education, Teaching and Technology (CMSETT) courses.

583.  SPECIAL TOPICS 1-3 cr.  Institute for Educational Renewal (IER) courses.  Admission is limited to teachers in IER schools.

584. SPECIAL TOPICS IN ECONOMIC EDUCATION  1-3 cr.  EconomicsAmerica, Cleveland Center courses. Admission limited to P-12 teachers.  Courses designed to examine specific economic topics and develop curriculum materials for classroom use at both the elementary and secondary level.

585. THE SCHOOL ADMINISTRATOR CHANGE PROCESSES AND TECHNOLOGY 3 cr.  The integration of curriculum and the uses of educational technology as both a reflection and projection of changes within the educational processes of the information/communications age, including legal concerns and future trends in such processes.  Role of professional organizations, purchasing and maintenance planning also addressed.
Candidates pursuing the Principal’s License complete this course within the Post-Master’s sequence.

586.  INTRODUCTION TO THE PROFESSIONAL USES OF INSTRUCTIONAL TECHNOLOGY AND DESIGN 3 cr. Basic uses of educational technology at the personal and professional level using productivity tools, telecommunications, problem solving and software selection and evaluation.  Ongoing program development emphasized, along with developing awareness of computing/technology standards.
Required for some M.Ed. programs and initial licensure.  May be required for candidates of the ETIP program.  Portfolio evaluation will be part of the ETIP admission process.  
 
587.  TECHNOLOGY FOUNDATIONS AND STANDARDS 3 cr. The application of educational technology applied to instructional outcomes, teaching methodology, classroom practices, applied learning theory and the specific uses of technology tools for learning outcomes. 

589.  EDUCATIONAL TECHNOLOGY PRACTICUM 3 cr. The ETIP practicum provides the candidate opportunities to explore complex and essential areas of technology integration.  Emphasis on networking, assistive and adaptive technologies and professional development.  Design, maintenance and assessment of school-based digital information networks.  Integration of assistive and adaptive technology and the design,
delivery and assessment of student learning activities that integrate technology for diverse student populations
within an educational setting.  Design, implementation and assessment of professional development in technology integration.

590. PRACTICUM: PSYCHO‑EDUCATIONAL DIAGNOSIS AND INTERVENTION 3 cr.  Prerequisites: substantial completion of sequence in School Psychology, including ED 536A, 536B, and 530. Advanced practical experience in diagnosis of exceptional children with recommendations for classroom management and teaching techniques. Field experience in cooperation with selected school systems. (Lab fee: $15.00)

591. SCHOOL COUNSELING PRACTICUM  3 cr.  Prerequisites: ED 511, 512, 535. Supervised, applied counseling laboratory experience prior to internship and within an appropriate setting. Requires 100 hours of placement experience, including a minimum of 40 hours of direct, individual counseling and ten hours of group contact. Individual and group supervision, critique, ethical practices and consultation as well as audio and video taping.  Candidates are required to maintain a logbook of contact hours.

592. CONSULTATION SKILLS  3 cr.  Theory and practice in school‑based consultation.  The consultant skills of effective communication and problem solving, in the context of the three major models for school‑based consultation.

593. SEMINAR IN SCHOOL PSYCHOLOGY  1 cr.  Corequisite: ED 597A. Topics germane to the internship experience. Critical examination of issues related to the practice of school psychology, including case study, contemporary service delivery, implementation of current state standards, and the role and function of the school psychologist.

594. PROFESSIONAL DEVELOPMENT SEMINAR 3 cr.  Corequisite: ED 445.  Emphasis on individual advisement; practice in observation, analysis, interpretation, prescriptions of classroom teaching; reflection and dialogue; in‑depth examination of teacher effectiveness literature; discussion of practice; and problem solving.  Requires the development of a professional portfolio. For School‑Based M.Ed. Program students only.

595. SEMINAR IN TEACHING  3 cr.  Prerequisite: substantial completion of the specialization sequence. Process and content of change in the direction of improved teacher competencies.

596. INTERNSHIP FOR SCHOOL LEADERS  3 cr.  Prerequisite: substantial completion of sequence in administration or supervision. Cooperatively guided administrative experience in selected communities and school systems for the advanced student.

597A, B. SUPERVISED EXPERIENCE IN SCHOOL PSYCHOLOGY  12 cr. (A) 6 in fall; (B) 6 in spring.  Prerequisite: completion of course work in educational psychology and acceptance into the school psychology program. Placement in an educational setting where the candidate functions as a school psychologist under supervision of the college supervisor and the local school psychologist.

598A, B. SCHOOL COUNSELING INTERNSHIP  6 cr. (A) 3 in fall; (B) 3 in spring.  Prerequisites: ED 511, 512, 535, 591. Field placement under supervision. 600 service hours includes a minimum of 240 hours in direct, counseling contact with individuals and groups. Course work on campus explores contemporary ethical, consultative, and counseling issues, techniques, and strategies; audio and videotaped session critiques; and the presentation of case studies. Application and successful completion of the master’s comprehensive examination are required.  Candidates are required to maintain a logbook of contact hours.

599. MASTER’S THESIS  6 cr. upon approval.