SELECCIÓN DE LA PLATAFORMA Y COMPONENTES

Students are given assignments in elementary schools where they observe and teach for one-half semester under the supervision of a master teacher and a university supervisor. Available for Art, Music, and Physical Education majors only. (Pass/Fail.) PREREQ: Admission to Graduate Certificate in

Secondary/K-12 Teaching and approval for placement in an appropriate classroom setting. COREQ: ED-CIFS 563 or ED-CIFS 564.

ED-CIFS 563 PROFESSIONAL YEAR — GRADES 6-9 TEACHING EXPERIENCE II K-12 OPTION (1-40-6)(S). Supervised student teaching in a junior high/ middle school. The student will be placed with a cooperating teacher for one-half semester (full-time) in his/her major/minor field under the supervision of university faculty. Available for Art, Music, and Physical Education majors only. Seminars are required. (Pass/Fail.) PREREQ: Admission to Graduate Certificate in Secondary/K-12 Teaching. COREQ: ED-CIFS 562 or ED-CIFS 564.

ED-CIFS 564 PROFESSIONAL YEAR — GRADES 9-12 TEACHING EXPERIENCE II K-12 OPTION (1-40-6)(S). Supervised student teaching in a senior high/middle school. The student will be placed with a cooperating teacher for one-half semester (full-time) in his/her major/minor field under the supervision of university faculty. Available for Art, Music, and Physical Education majors only. (Pass/Fail.) PREREQ: Admission to Graduate Certificate in Secondary/K-12 Teaching. COREQ: ED-CIFS 562 or ED-CIFS 563.

ED-CIFS 565 PROFESSIONAL YEAR — GRADES 6-9 TEACHING EXPERIENCE

(full-time) in his/her major/minor field under the supervision of university faculty. (Pass/Fail.) Not available for Art, Music, or Physical Education Majors. PREREQ: Admission to Graduate Certificate in Secondary/K-12 Teaching.

ED-CIFS 566 PROFESSIONAL YEAR — GRADES 9-12 TEACHING EXPERIENCE II (1-40-12)(S). Supervised student teaching in a senior high school. The student will be placed with a cooperating teacher for one semester (full-time) in his/her major/minor field under the supervision of university faculty. (Pass/Fail.) Not available for Art, Music, or Physical Education Majors. PREREQ: Admission to Graduate Certificate in Secondary/K-12 Teaching.

ED-CIFS 574 ACTION RESEARCH AND PRACTICUM IN GIFTED AND TALENTED EDUCATION (0-10-3)(F/S/SU). Emphasizes the application of knowledge and skills to the development and administration of gifted and talented programs. All students are required to complete a 150 hour practicum during which they demonstrate the required competencies for the gifted and talented endorsement. Students design and conduct an action research project related to the field of gifted and talented education.

ED-CIFS 575 TEACHER LEADERSHIP (6-0-6)(F/S/SU). Emphasizes essential knowledge, skills and dispositions to serve as the foundational framework for instructional leadership. Emphasis includes developing collaborative cultures at the classroom, team, school and district levels. Participation in simulations is required of all students.

ED-CIFS 576 LEADERSHIP FOUNDATION (6-0-6)(F/S/SU). This module emphasizes essential knowledge, skills and dispositions to serve as the foundation for candidates pursuing positions of leadership, including study of the political, social, cultural and economic systems that support and affect schools and the theoretical principles underlying effective leadership. Emphasis includes developing conceptual frameworks to lead and manage (1) schools and school systems, (2) change and improvement, and (3) self, others and relationships. Participation in simulations is required of all students.

ED-CIFS 577 LEADING TEACHING AND LEARNING (6-0-6)(F/S/SU). This module emphasizes the knowledge, skills and dispositions of an effective instructional leader who is expected to influence, manage, monitor and ensure the quality of curriculum, instruction and assessment in schools and classrooms. Students will investigate aspects of curriculum theory,

supervision, characteristics of effective teaching for diverse learners, strategies for assessment, and professional development. Participation in simulations is required of all students. PREREQ: ED-CIFS 576.

ED-CIFS 578 LEADING SYSTEM CHANGE (6-0-6)(F/S/SU). This module emphasizes the knowledge, skills and dispositions necessary to create school and district cultures, conditions and capabilities that support high levels of achievement for all students. Students learn to build relationships with all stakeholders, to use processes for creating system change, and to optimize the use of school funding. Participation in simulations is required of all students. PREREQ: ED-CIFS 576.

ED-CIFS 579 EDUCATIONAL LEADERSHIP CLINICAL EXPERIENCE (1-15-6) (F). This module places candidates in approved partnership schools. Candidates meet in scheduled university classes throughout the experience. Individual work plans are developed collaboratively with candidate, mentor, and advisor. Contracts include required and elective activities, performance outcomes, reading requirements. (Pass/Fail.) PREREQ: ADM/PROG or PERM/INST.

ED-CIFS 612 STRATEGIES FOR SCHOOL IMPROVEMENT (3-0-3)(F/S/ SU).

Students will explore contemporary strategies being tried or proposed to bring about ongoing improvement in the schools. There will be an emphasis on participatory approaches to school change, collaboration and partnership building, the role of technology, attention to cultural diversity, and conflict resolution strategies. Students will work on projects through which they will transform their emerging theories of change into plans for making change happen in their schools. Special emphasis will be placed on preparation for school-based decision making. PREREQ: Graduate status.

ED-CIFS 620 FIELD EXPERIENCE: UNDERACHIEVING LEARNERS (0-4-2) (F/S/SU). This field experience enables participants to bridge the current knowledge base on effective practice and program design with the needs of underachieving learners, their families, schools, and community agencies. Through in-depth field study, students will gain better understanding of underachieving learners and programs designed to meet their needs. PREREQ: EDU 653.

ED-CIFS 621 FIELD EXPERIENCE: SCHOOL IMPROVEMENT (0-4-2)(F/S).

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Department of Curriculum, Instruction and Foundational Studies

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planning, implementation, and evaluation of such programs. PREREQ: ED-CIFS 620.

ED-CIFS 661 PEDAGOGICAL PRACTICES IN EDUCATION (3-0-3)(F/S/ SU).

Pedagogical practices and professional development including social, political, cultural and historical influences, and practices of instructional leadership. PREREQ: ED-CIFS 537.

ED-CIFS 663 EVALUATION (3-0-3)(F/S/SU). Methods of evaluation with emphasis on making judgments about such educational issues as school effectiveness, individual performances, and other educational endeavors. Ethical issues in assessment and evaluation and analysis of social, cultural, and political influences affecting assessment and evaluation procedures. PREREQ: EDU 653.

ED-CIFS 664 SEMINAR IN CURRICULUM AND INSTRUCTION (3-0-3)(F/S).

In this culminating seminar, students will synthesize their learning from prior course work and field experiences and examine educational issues relevant to their respective professional careers. PREREQ: EDU 660 and

EDU 662.

ED-CIFS 676 FOUNDATIONS OF LEADING COMPLEX EDUCATIONAL ORGANIZATIONS (6-0-6)(F/S/SU). Introduces several constructs related to leading complex educational organizations, including leadership theory, organizational theory, how policy works, the moral imperative of educational leadership in addressing persistent problems of practice, and the role of district-level leaders in improving learning. Explores connections between leadership and learning, as well as the role of superintendent and district-level leadership in promoting systemic innovation and change. PREREQ: Admission to Executive Educational Leadership Program.

ED-CIFS 677 LEADING CONTINUOUS SYSTEM-WIDE IMPROVEMENT OF LEARNING (6-0-6)(F/S/SU). Students examine the role of the superintendent and district-level leadership in continuous improvement of learning on three levels—student learning, professional learning, and system learning. Students explore the meaning and the implications for leaders of contemporary reform movements in the public school. Students investigate the nature and dynamics of organizations within large educational systems, exploring how

organizations are designed and function, how policy works, and how systems change, adapt, and learn. Finally, students consider the role of superintendent and district-level leadership in fostering partnerships with local, state, and national entities to enhance system-wide educational opportunities for all students. PREREQ: ED-CIFS 676.

ED-CIFS 678 THE SUPERINTENDENCY AND EXECUTIVE LEVEL

LEADERSHIP: THEORY AND RESEARCH (6-0-6)(F/S/SU). Students investigate

the theory, research, and practice related to the contemporary demands of the superintendency and other executive-level leadership roles. Critical issues and problems of practice are explored, including effective and efficient governance of the district; budgeting processes; personnel management and development; staff relations; superintendent-board relations; bond issues; facilities planning; and superintendent as instructional leader. Students examine the procedures and techniques pertinent to the management of organizational conflict, including collective bargaining, grievance procedures, mediation, fact-finding, and arbitration. Emphasis is placed on examining the dynamics of the interface between the public schools and the community. PREREQ: ED-CIFS 677.

ED-CIFS 679 THE SUPERINTENDENCY AND EXECUTIVE LEVEL LEADERSHIP: CLINICAL EXPERIENCE (6-0-6)(F/S/SU). This module places candidates in approved partnership districts for an extended clinical experience focus. Introduces students to systematic inquiry—fundamental ideas about knowing and knowledge, data and evidence, and the applications of these ideas in settings that invite leadership action to address educational issues. Individual student work plans are developed collaboratively with mentor and advisor. PREREQ: ED-CIFS 678.

ED-CIFS 680 THE SUPERINTENDENCY AND EXECUTIVE LEVEL LEADERSHIP: CAPSTONE COURSE (6-0-6)(F/S/SU). Students engage in systematic inquiry in the context of their on-going clinical experience, creating viable, rigorous designs for action-oriented research into local problems of practice. Students develop data collection tools, produce high-quality quantitative and qualitative data, and construct evidence for claims. This module equips system-level leaders with the skills, knowledge, and dispositions to foster a district-wide culture of inquiry and continuous improvement evidenced by authentic and productive strategic planning, high-quality program evaluation, and other forms of data-based decision making. PREREQ: ED-CIFS 679.

ED-CIFS 693 DISSERTATION (0-V-12)(F/S/SU). Students will complete an independent and original research project on an important educational issue; collect and interpret the findings in a cogent, professional and scholarly- written document; successfully defend the project to the dissertation committee; and disseminate those findings in a professionally appropriate manner. PREREQ: Successful completion of “Comprehensive Evaluation” and Admission to Candidacy.

Refer to the University-wide Graduate Courses section in this catalog for additional course offerings.

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