Undergraduate Education Interdepartmental
2013 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.
WORKING WITH INFANTS, TODDLERS AND THEIR FAMILIES
Education Interdepartmental 322
This course examines relevant theories and pertinent research pertaining to care of infants and toddlers within the family setting and in group care programs. Content includes an examination of legislative action that calls for intervention services for the birth to three population in natural settings, screening and assessment procedures, eligibility criteria for service delivery, working closely with and supporting parents, and team collaboration styles. The relationship between best practices for care of infants and toddlers in community care and policies which support them is considered as well. Students will design and evaluate curriculum activities appropriate for all children, from birth to three years of age.
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: LITERACY INFANT TODDLER
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. Prereq: Successful completion of all prior Early Childhood Education classes.
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.
IMPLEMENTATION OF THE PROFESSIONAL DEVELOPMENT PLAN
Education Interdepartmental 411
This campus based and on-line (50%) institute builds on prior learning from the previous summer institute in that this stage of PDP development and implementation requires the learner and the community to reflect on progress, look at the annual review of the PDP and make necessary revisions. They will analyze current data sources based on their assessment plans that were collected throughtout the process. This institute will deepen content knowledge related to participant goals by including content and pedagogical specialists to increase the learner's knowledge, skills, and dispositions related to the standards addressed in their PDPs.
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: SPECIAL EDUCATION (3 THROUGH 8)
Education Interdepartmental 443B
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 on-line workshop will examine leadership from three perspectives; the leader within me, leaders in the field and leadership as service. While exploring "the leader within me", participants will explore the characteristics of and types of leaders in an effort to define their personal leadership style. "Leaders in the field" will be dedicated to exploring the early childhood classroom and the field, and finding ways to advocate for children through assuming leadership roles. And finally, participants will observe and consider the ways leaders serve the greater society through service.
Education Interdepartmental 490
Variable topics. Group activity oriented presentations emphasizing `hands on' and participatory instructional techniques.
Education Interdepartmental 498
Study of a selected topic or topics under the direction of a faculty member. Repeatable.