Undergraduate Education Interdepartmental
2017 Summer Term
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REFLECTIVE SEMINAR: PHASE 2 PORTFOLIO
Education Interdepartmental 216
The course is intended to ensure that the well-prepared teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
DIRECTED TEACHING A: INFANTS AND TODDLERS
Education Interdepartmental 331
This course provides the student with the opportunity to fully develop practice and reflect upon skills acquired through coursework and previous field experience. Students are placed in both a county Birth-to-Three Program and a community infant/toddler childcare program. High quality inclusive programs are selected (when possible). Students are provided supervision by a Cooperating Teacher, and a University Supervisor. Students will plan and implement instruction for individuals and groups of children, adapt instruction for children with disabilities, conduct assessments, evaluate student performance, collaborate with parents and professionals.
REFLECTIVE SEMINAR: APPLICATION OF ISSUES IN EARLY CHILDHOOD EDUCATION
Education Interdepartmental 332
This course provides teachers-to-be with opportunities to reflect upon their course work and classroom experiences, discuss and share educational ideas, monitor professional growth, formulate personal goals and objectives, collaborate with peers, and design new strategies and methods for working with children, parents, and other professionals. Written and oral reflection and other means of creative expression will be practiced with respect to both the content of current courses and field work experiences.
INFORMAL ASSESSMENT OF YOUNG CHILDREN
Education Interdepartmental 333
This class is designed to assist students in acquiring skills related to informal assessment. These skills include: the ability to use a variety of observation strategies, to apply functional assessment strategies, use play-based and other criterion-referenced instruments, develop and implement program evaluation strategies. Additionally the student will acquire the ability to link assessment results to IEP/IFSP formation, and the ability to use assessment results to develop differentiated instruction, the ability to write summary reports for school files, and to communicate in writing and verbally, assessment results to parents and to other professionals.
CREATING PROFESSIONAL DEVELOPMENT PLANS
Education Interdepartmental 410
This course is designed to be a campus based course with a 25% on-line component. This course prepares the initial educator to use reflection tools to gauge their current level of performance based on the Wisconsin Educator Standards. From their reflections and documentations, each participant will write a compelling goal(s) that drives the writing of the professional development for the next 3-5 years. Professional Development Plans (PDPs) will be completed and approved so that the initial educator will leave the institute ready to implement the first year of his/her PDP. Assessment strategies are part of the institute so that initial educators may begin to collect and analyze data that show professional growth and a positive impact on student learning. Participants will be part of a learning community which includes the university higher education representative and other members of their professional community.
VERIFICATION OF THE PROFESSIONAL DEVELOPMENT PLAN
Education Interdepartmental 412
This 1 credit campus-based and on-line (50%) institute builds on prior learning from the previous summer institutes by providing the final verification process with Initial Team Members of the Initial Educator's Professional Development Plan.
DIRECTED TEACHING B: PRESCHOOL (3-4)
Education Interdepartmental 441
This course provides the student with the opportunity to fully develop their practice and reflect upon skills acquired through coursework and previous field experience. Students are placed in high quality inclusive preschool programs (when possible) and provided supervision by a Cooperating Teacher and a University Supervisor. Students will plan and implement instruction for individuals and groups of children, adapt instruction for children with disabilities, conduct assessments, evaluate student performance and collaborate with parents and professionals.
FIELD STUDY: EARLY ELEMENTARY (1ST THROUGH 3RD GRADE)
Education Interdepartmental 443C
Being involved in an early childhood classroom enables students to apply theoretical understandings regarding positive discipline approaches for young children and the adaptation of both curriculum and the environment to meet individual needs and abilities. Students will practice written and oral reflection. It is expected that reflective thinking will assist the student in accommodating their beliefs and knowledge of theory to classroom realities. A concurrent seminar will allow students to pose classroom practice problems, negotiate solutions, and share insights while being exposed to multiple viewpoints.
LEADERSHIP IN EARLY CHILDHOOD EDUCATION
Education Interdepartmental 453
This two credit hybrid based course will explore leadership development, with an emphasis on the challenges faced by educational leaders. As a hybrid course, students are expected fully engage in the learning process in class, independently and on-line (reading, reflecting, discussing, writing, thinking and problem solving both individually and as an active team member).
Education Interdepartmental 498
Study of a selected topic or topics under the direction of a faculty member. Repeatable.