Course Descriptions

EDBL 440 - Development of Literacy with Linguistically Diverse Students

• Identify and explain diverse perspectives of the concept of literacy.
• Summarize linguistic theory and research applicable to the development of second language literacy.
• Describe research-based, methods and techniques that foster the literacy development of ESL learners.
• Select, adapt, and develop appropriate materials and instructional sequences.
• Describe and conduct procedures and methods appropriate to the assessment of second language readers and writers.

EDBL 492 - Practicum

EDBL 496 - Individual Study

EDBL 497 - Honors

EDBL 498 - Special Topics

EDBL 499 - Seminar

ECTL 201 - CWU Youth Mentoring I (Put on Reserve 9/1/2020)

• Identify and Demonstrate mentoring best practices in the classroom
• Communicate orally and in writing effectively and professionally with lead mentors and school staff.
• Demonstrate best practices when working with at-risk youth in the classroom.
• Demonstrate cultural competence and awareness of differences when interacting with youth and school personnel.

ECTL 298 - Special Topics

ECTL 299 - Seminar

ECTL 396 - Individual Study

ECTL 397 - Honors

ECTL 398 - Special Topics

ECTL 399 - Seminar

ECTL 470 - Alternative Pathways to Teaching: Seminar Series

• Identify different approaches to learning according to students diverse cultural and linguistic backgrounds.
• Apply principles of differentiated instruction, including theories of language acquisition, stages of language, and academic language development.
• Use appropriate assessments to Identify verbal and writing language needs.
• Identify appropriate professionals with whom to work regarding the special education needs of a child.
• Use appropriate terminology regarding students with special needs.
• Discuss their roles and responsibilities in reporting suspected child abuse using appropriate protocols.
• Use assessment driven data to drive planning decisions regarding mathematics use in the classroom.
• Discuss state and teacher assessment data with parents and other consumers.
• Discuss learner-centered and inquiry-based practices in the classroom and create a lesson that incorporates these strategies in the classroom.
• Compare the 21st century classroom to the traditional model
• Discuss the role of technology in the classroom and use a technology tool to create a lesson.
• Discuss Standard V, the TPA, and Online APT

ECTL 480 - Alternative Pathways to Teaching: Curriculum Planning

• Demonstrates ability to use technology to enhance student learning. WAC 180-78A-270(1)(1)
  • Identify technological resource available in their building/district.
  • Identify P-12 student needs in regards to:
    • Technology usage and understanding
    • Accommodations to be successful in the use of technology.
  • Use appropriate assessments to ensure student success in the use of technology, where applicable
• Demonstrate an understanding of different learning modalities and instructional approaches.
• Use a set of strategies to assess teacher effectiveness
• Exhibit culturally responsive teaching
• Use multiple instructional strategies to address individual student needs
• Develop and implement specific accommodations
• Use differentiated instructional strategies to create learning experiences for all students
• Demonstrate standards of conduct clearly related to democratic civility
• Demonstrate the use of assessment to improve teaching and programs

ECTL 490 - Alternative Pathways to Teaching: Internship

ECTL 496 - Individual Study

ECTL 497 - Seminar

ECTL 498 - Special Topics

ECTL 499 - Seminar

EDCS 298 - Special Topics

EDCS 299 - Seminar

EDCS 312 - Educational Statistics (Put on Reserve 9/1/2020)

EDCS 392 - Practicum

EDCS 396 - Individual Study

EDCS 397 - Honors

EDCS 398 - Special Topics

EDCS 399 - Seminar

EDCS 492 - Practicum

EDCS 496 - Individual Study

EDCS 497 - Honors

EDCS 498 - Special Topics

EDCS 499 - Seminar

EDEC 232 - Child Development

EDEC 292 - Assisting in the Child-centered Classrooms

EDEC 296 - Individual Study

EDEC 298 - Special Topics

EDEC 299 - Seminar

EDEC 306 - Professional Growth and Expectations

• Identify personal and professional expectations as an educator (including standards, mandated reporting, code of conduct, service learning). [knowledge]
• Interpret their role and responsibility as a mandated reporter of potential child abuse and neglect. [comprehension]
• Actively participate in personal development as an educational leader. [application]
• Examine personal and professional attributes. [analysis]
• Use personal reflections to prioritize target outcomes for professional development. [synthesis]
• Justify their professional development target outcomes with their ECE advisor. [evaluation]

EDEC 307 - Equity, Culture, and Anti-bias in ECE

• Analyze and recognize developmentally appropriate practices in grades P-3.
• Analyze best practice in reference to NAEYC, and Washington State Early Learning Standards.
• Develop developmentally appropriate lesson plans for grades K-3.

EDEC 312 - Childhood Learning

• Analyze and recognize developmentally appropriate practices in grades P-3.
• Analyze best practice in reference to NAEYC, and Washington State Early Learning Standards.
• Develop developmentally appropriate lesson plans for grades K-3.

EDEC 313 - Materials and Manipulatives in ECE

• Research, and reflect on the theories of educators who were pioneers in the field of early childhood.
• Develop a resource file/list/electronic folder of developmentally appropriate activities for P-3
• Create and demonstrate materials and manipulatives to promote developmentally practice in Pre-3 

EDEC 314 - Learning through Play

• Define play and its developmental levels (solitary, parallel, associative, and cooperative).
• Interpret types of play (constructive, functional, games with rules, investigative, and dramatic).
• Assess early childhood standards (Washington State Early Learning Standards, and NAEYC) using play-based observational data.
• Design play-based learning environment.
• Classify children’s play based on level and type, using observational data.
• Create a personal philosophy of education of how children learn through play, and how teachers, parents, and the children themselves contribute to that learning 

EDEC 321 - Curriculum I

• Locate Washington State Childcare Licensing Requirements.
• Identify developmental milestones of birth-three using Washington State Birth-Three early learning standards.
• Create a domain-based family lesson plan for a child birth-three.
• Compare and contrast various types of childcare settings for birth to three.

EDEC 322 - Parent Involvement

• Describe facets of parent involvement including but not limited to: communication, parenting, learning at home, volunteering, decision making and community collaboration.
• Research the Washington State Early Learning Guidelines and NAEYC Standards and create games and activities that families can do together to meet the requirements of the standards.
• Investigate and report on volunteer opportunities in the community and volunteer at one function. 
• Implement Epstein’s Framework- interview one or more of the following: parent, in-service teacher, or child. 

EDEC 396 - Individual Study

EDEC 397 - Honors

EDEC 398 - Special Topics

EDEC 399 - Seminar

EDEC 411 - Curriculum II

• Investigate the performance standards implemented by Head Start and ECEAP.
• Research the developmental milestones of children age 3-5.
• Construct a theme-based unit plan including the developmental domains of language, social emotional, cognitive, physical, aesthetic, and affective.
• Implement a preschool lesson at a local preschool or childcare center.
• Reflect and write an analysis of a lesson implemented with children including strengths and weakness of the implementation and lesson plan.

EDEC 412 - Responsible Childhood Assessment

Upon successful completion of this course, the student will be able to:

• Demonstrate methods of working with children to self- assessment and set goals in developmentally appropriate ways. 1.2
• Demonstrate strategies for partnering effectively with all stakeholders to inform and enhance support for children’s learning through listening, observing, and data collection. 2.1
• Identify a variety of assessment methods (formal and informal) used from birth through elementary school, designed to provide information about children, teaching, and programs. Program Standard.
• Demonstrate understanding of how to evaluate and use standardized assessment tools, and integrate standardized data with other assessment data. 2.5
• Distinguish between assessment methods, targets, and the intended purposes. Program Standard.
• Implement assessments within specified categories, as well as interpret and communicate the resulting data. Program Standard.
• Demonstrate understanding of how to use developmentally and culturally appropriate practices to observe, record, and assess young children’s development and learning. 3.5
• Consider theory, research, assessment information, and perspectives of others to make informed decisions about instructional strategies and program content. 5.1
• Demonstrate understanding of the role of the teacher in assessing and referring children and families to appropriate community health or social service agencies when necessary. 5.4
• Demonstrate understanding of informal and formal assessment strategies for the purpose of setting goals and planning appropriate programs, environments, and interactions, and adapting for individual differences. 5.5
• Select appropriate assessment tools based on intended purpose, reliability, and validity. Program Standard.
• Propose and/or construct assessments tools which are aligned with the intended purpose. Program Standard.

EDEC 422 - Classroom Management in an ECE Classroom

• Research ways to establish positive, supportive relationships with children
• Implement and maintain a physically and psychologically safe and healthy learning environment.
• Implement appropriate and effective classroom management practices, individual, group guidance, schedules, routines, transitions and problem-solving techniques to encourage positive social interaction among children.
• Compare and contrast several classroom management styles and develop a personal management style.
• Observe, reflect, and analyze several teachers’ management styles practicing in the community.

EDEC 424 - Curriculum III

• Compare and Contrast the strengths and weaknesses of the Common Core Standards.
• Research and show knowledge of the developmental milestones of children B-8 years old.
• Construct and implement a literature- based lesson plan for children 5-8.
• Design class schedules for each grade of K-3.
• Construct content-based lesson plans (consecutive) for children 5-8
• Investigate elementary school campus, resources, and curricular materials. 

EDEC 432 - Theories in Child Development

• Identify competing theoretical perspectives of developmental influences, particularly as they relate to the influences of nature and nurture.
• Interpret theoretical information through research of various early childhood theories.
• Identify theories within case studies.
• Describe physical, cognitive, and socio-emotional development from conception through adolescence, citing relevant theory and research.
• Discuss the role of genetics and hereditary factors (including maturation) in the cognitive, behavioral, and psychosocial development of children.

EDEC 447 - Curriculum Exploration

• Write course proposal based on personal interest, growth plan information, department recommendation, and available opportunity and/or resources. [knowledge]
• Interpret research of curricular model/design. [comprehension]
• Construct curriculum for specified learning site or opportunity. [application]
• Investigate special considerations needed for students or the environment. and modify curriculum plan. [analysis]
• Modify curriculum plan according to investigative findings. [synthesis]
• Justify curricular changes based on developmental appropriateness and best practice in early childhood education. [evaluation]

EDEC 490 - Cooperative Education

EDEC 492 - Senior Seminar

• Reflect on hands-on experiences in ECE classrooms.
• Evaluate and maintain an ongoing personalized professional growth plan.
• Compile a professional portfolio that is a representation of their skills and talents.
• Fulfill the requirements of an ECE professional.
• Problem solve using best practices and early childhood theories.
• Conduct self-reflection of their skills and classroom readiness.

EDEC 493 - Professional Educators Field Experience

Upon successful completion of this course, the student will be able to:

• Implement developmentally practice in the early childhood setting P-3.
• Establish and maintain a safe and developmentally appropriate environment in the P-3 setting
• Implement various methods of assessment in P-3 classrooms with appropriate documentation.
• Maintain healthy and professional relationships with families and community members.
• Maintain a professional style of interaction with others both in the schools and the community. 
• Investigate and research the curricula implemented in the assigned P-3 environment.
• Provide feedback that is professional and appropriate that will enhance growth and improvement in student performance.

EDEC 494 - Professional Educators Advanced Field Experience

• Design and modify published curriculum for a specific purpose (grade, student, etc.).
• Create a learning segment for a specific purpose under the direction of the mentor teacher and supervisor.
• Design assessment tasks based on the specified learner outcomes for the learning segment designed from the modified classroom curriculum.
• Conduct a focused curriculum materials review of the material being used at the placement school site.
• Provide constructive feedback to students in the classroom where the internship is being completed.
• Do a presentation on a published curriculum that he/she reviewed as part of the class & school project.

EDEC 496 - Individual Study

EDEC 497 - Honors

EDEC 498 - Special Topics

EDEC 499 - Seminar

EDEL 120 - Educating America (Put on reserve 9/16/19)

• PCE 1. Identify the influence of the various institutions, cultures, and traditions of the United States.
• PCE2. Critically analyze ways in which the past affects the present and future.
• PCE3. Articulate the requirements of informed citizenship based on analysis of social, economic and/or political processes issues and events.
• PCE4. Apply critical thinking and ethical reasoning to individual and collective decision making.
• Differentiate cultural educational institutional approaches as a factor in identity.

EDEL 130 - Relationship Development Across the Lifespan (Put on reserve 9/16/19)

• SWBAT identify how intellectual, physical, emotional, social, and spiritual development of humans impacts relationships across the life span.
• SWBAT analyze various factors and significant issues, both natural and human made, that impact relationships throughout the life span.
• SWBAT utilize appropriate methodology to gather and interpret qualitative data on a significant issue impacting human relationships.
• SWBAT utilize appropriate methodology to gather and interpret qualitative data on a significant issue impacting human relationships.

EDEL 296 - Individual Study

EDEL 298 - Special Topics

EDEL 299 - Seminar

EDEL 320 - Integrated Arts in the Elementary School

• Sets learning targets that address the EALR’s and the state learning goals for the arts.
• Demonstrates knowledge that dance, music, theatre and visual arts shape and reflect culture and history.
• Applies arts knowledge and skills utilizing the key elements, principles of design and composition, and the foundations, concepts and techniques used in dance, music, theatre, and visual arts, such as rhythm, beat, expression, action, character, energy, color, balance, harmony, etc.
• Demonstrates a recognition of a broad variety of visual and performing arts styles that differ across various artists, cultures, and times.
• Applies and demonstrates the thinking skills using the artistic processes of creating, performing, and responding.
• Designs assessment strategies to show understanding that dance, music, theatre, and visual arts are used to communicate ideas and feelings for specific purposes.
• Designs performances or artistic works that show an understanding that aesthetic diversity is reflected in dance, music, theatre, and visual arts.
• Designs performances or artistic works that show understanding that the arts (dance, music, theatre, and visual arts) make connections within and across the arts, to other disciplines, life, cultures and work.

EDEL 323 - Teaching Elementary School Mathematics

• Design and execute a wide range of instructional plans and strategies that support student learning within mathematics & integrated across other academic content areas.
• Operationalize the Common Core State Standards in Mathematics K-8.
• Use the learning progressions as a diagnostic tool in assessing learning and planning lessons.
• Design and implement a wide range of assessment strategies and support student learning within and across academic content areas.
• Design instructional lessons using the constructivist model of problem solving (investigations).
• Operationalize the 5 elements of mathematical instruction: Task Development, Tool Usage as Learning Support, Equity of Accessibility, Social Culture of the Learning Environment, & Teacher’s Role in
• Decipher and explain ethomathematical methods of problem solving.
• Operationalize the grading, assessment, feedback process with meaning & application.
• Utilize manipulatives purposefully in developing effective instructional strategies for K- 8 math content.

EDEL 396 - Individual Study

EDEL 397 - Honors

EDEL 398 - Special Topics

EDEL 399 - Seminar

EDEL 401 - Foundations/Philosophy for Teaching Highly Capable Learners

An exploration of philosophies, concepts, and historical realities that have implications for supporting the education and development of highly capable learners.

Credits: (2)

Learner Outcomes:
Upon successful completion of this course, the student will be able to:

• Explain the historical foundations of gifted and talented education including points of view and contributions of individuals of diverse backgrounds.
• Compare philosophies, theories, program models, and research that support gifted and talented education.
• Compare definitions of giftedness and identification of individuals with gifts and talents, including those with diverse backgrounds and/or exceptional learning needs.
• Identify and utilize organizations and publications relevant to the field of gifted and talented education
• Collaborate with stake holders outside of the school setting who serve gifted and talented learners and their families.
• Explain local, state, and federal laws and policies related to gifted and talented education.
• Explain FERPA as it relates to gifted and talented learners.
• Evaluate issues and trends interconnecting general, special, and gifted and talented education.

EDEL 405 - Societal and Cultural Perceptions of Giftedness

Exploration of the cultural and societal influences that shape perceptions of what it means to be “gifted” and the implications for the appropriate education of highly capable learners.

Prerequisites:
Prerequisite: junior standing. Acceptance into TPP or have a valid WA teaching certificate.

Credits: (3)

Learner Outcomes:
Upon successful completion of this course, the student will be able to:

• Compare definitions of giftedness and identification of individuals with gifts and talents, including those with  diverse backgrounds  and/or exceptional learning needs.
• Compare the cognitive and affective characteristics of gifted and talented learners, including those from diverse backgrounds, in intellectual, academic, creative, leadership, and artistic domains.
• Explain the similarities and differences among gifted and talented learners as well as compared to the general population.
• Analyze the academic and affective characteristics and learning needs of gifted and talented learners, including the underachieving and twice-exceptional student.
• Evaluate the influences of different beliefs, traditions, and values across and within diverse groups on relationships among gifted and talented learners, their families, schools, and communities.
• Advocate for the benefit of gifted and talented learners and their families.

EDEL 410 - Identification of Highly Capable Learners

• Identify and use non-biased and equitable approaches for identifying gifted and talented learners.
• Identify and use technically adequate qualitative and quantitative assessments for identifying and placing gifted and talented learners.
• Explain uses, limitations, and interpretation of multiple assessments in different domains for identifying individuals with exceptional learning needs.
• Design and implement processes and procedures for the identification of gifted and talented learners.

EDEL 415 - Learning Environments for Highly Capable Learners

• Design learning opportunities for gifted and talented learners that promote self awareness, positive peer relationships, intercultural experiences, self efficacy, lifelong learning, and leadership.
• Create safe learning environments for gifted and talented learners that encourage active participation and student voice in individual and group activities to enhance independence, interdependence, and positive peer relationships.
• Create learning environments and intercultural experiences that allow gifted and talented learners to appreciate their own and others’ language and cultural heritage.
• Develop social interaction and coping skills in gifted and talented learners to address personal and social issues, including discrimination and stereotyping.

EDEL 420 - Social Sciences in the Elementary School

• Identify the steps involved in historical investigation/reasoning.
• Write a thesis based on several data sets that they have examined in an inquiry lesson.
• Conduct effective Socratic discussion.
• Construct effective arguments.
• Explain economic concepts (i.e., supply, demand, scarcity, money, etc.).
• Create a mini-unit of instruction.

EDEL 423 - Integrated Methods for the Elementary School

• Set learning targets that address the state learning goals. CTL 1.1-1.2 WA 1.1-1.6, 4.1-4.12
• Demonstrate knowledge of the characteristics of students and communities. WA 2.1-1.7
• Plan and establishes effective interactions with families to support student learning and well-being. WA3.9
• Design assessment strategies that measure student learning. CTL 1.3, WA 5.1-5.7
• Design Instruction based on research and principles of effective practices. CTL 1.2, 1.3, WA 4.1-4.12
• Align instruction with the instructional plan and communicates accurate content knowledge. CTL 1 .1, 1.2, 1.3, 1.5 WA3.l-3.9
• K-8 students participate in a learning community that supports student learning and wellbeing. CTL 1.5, WA 3.1-3.9
• K-8 students engage in learning activities that are based on research and principles of effective practices. CTL 1.2, 1.3, 1.5, WA 4.1-4.12
• Students experience effective classroom management and discipline. CTL 1.5, WA 3.1-3.9
• And their k-8 students engage in activities that assess student learning. CTL 1.3, 1.5, WA 5.1-5.7

EDEL 425 - Curriculum Development/Modification-Highly Capable Learners

• Design differentiated learning plans/curriculum for gifted and talented learners.
• Select curriculum resources, strategies, and product options that respond to cultural, linguistic, and intellectual differences among gifted and talented learners.
• Develop scope and sequence plans for gifted and talented learners.
• Select and adapt a variety of differentiated curricula that incorporate advanced, conceptually challenging, in-depth, distinctive and complex content.
• Develop differentiated curriculum-based assessments for use in instructional planning and delivery for gifted and talented learners.
• Align differentiated curriculum with instructional plans to meet local, state, and national curricular standards appropriate to the assessed academic strengths of the gifted and talented learner.
• Collaborate with gifted and talented learners, their families, general and special educators, and other school staff to articulate a comprehensive education program.

EDEL 430 - Individual Development of Highly Capable Learners

• Analyze the role of families and communities in supporting the development of gifted and talented learners.
• Analyze the unique academic, social, and emotional developmental milestones of gifted and talented learners  from early childhood through  adolescence.
• Analyze the idiosyncratic learning patterns of gifted and talented learners, including those from diverse backgrounds.
• Evaluate the societal, cultural, and economic factors, including anti-intellectualism and equity vs. excellence, that may enhance or inhibit the developments of gifts and talents.
• Compare ways in which groups are stereotyped and experience historical and current discrimination and discuss implications for gifted and talented  education.
• Evaluate the effects of culture and environment on the development of gifted and talented learners.
• Evaluate the influences of diversity factors on gifted and talented  learners.
   

EDEL 435 - Introduction to Project-Based Learning (PBL)

• Apply the essential components of a quality project- based learning (PBL)
• Modify and/or create a project for highly capable learners
• Justify a project’s creation/modification according to expectations for gold-standard PBL
• Compare resources for supporting understanding and implementation of PBL

EDEL 450 - Planning and Instruction I: Highly Capable Learners

• Utilize community and school resources to support differentiated  instruction.
• Use curricular, instructional and management strategies effective for gifted and talented learners including the underachieving and twice-exceptional student.
• Adjust instruction for gifted and talented learners based  on formative  and summative assessment.
• Pace delivery  of curriculum  and  instruction consistent  with needs  of gifted  and talented learners.
• Apply pedagogical content knowledge to instructing gifted and talented learners.
• Apply higher-level, critical, and creative thinking and metacognitive and problem solving models to content areas to meet the needs of gifted and talented learners
• Provide opportunities for gifted and talented learners to explore, develop, or research their areas of  interest or talent.

EDEL 455 - Planning and Instruction II: Highly Capable Learners

• Engage gifted and talented learners from all backgrounds in challenging, multicultural curricula.
• Use advanced oral and written communication tools, including assistive technologies, to meet the needs of individuals with exceptional learning needs.
• Access resources and develop strategies to enhance communication skills for gifted and talented learners, including those with advanced communication skills and/or English language
• Use alternative assessment and technologies to evaluate academic growth of gifted and talented learners.
• Integrate perspectives of diverse groups into planning instruction for gifted and talented learners.
• Integrate academic and career guidance experiences into the learning plan for gifted and talented learners.
• Communicate and consult with school personnel about the characteristics and needs of gifted and talented learners.
• Collaborate with families, community members, and professionals in assessment and instruction of gifted and talented learners.

EDEL 468 - Teaching Problem-solving Techniques for Upper Elementary and Middle School Mathematics (Put on reserve 9/16/19)

• Demonstrate conceptual differences between instrumental and relational mathematical knowledge.
• Construct CCSS-M aligned learning tasks that focus on the development of problem solving strategies.
• Construct integrated mathematical learning segments that draw upon the resources & content inherent in the subject matter from across the middle level curriculum.
• Demonstrate knowledge of the currently available curriculum materials (5^th-8^th grades) including technology and manipulatives for learning mathematics.
• Analyze student produced work samples for instructionally relevant data.

EDEL 476 - Integrated Humanities at the Middle-level Grades

• Utilize Reading and Language Arts theories and research related to communication through reading, writing, speaking, listening, viewing and thinking.
• Align reading skills through the learning progressions to state and national standards.
• Curriculum development of student integration projects that Incorporates literature, language arts, and social studies (history, geology, economics, civics, and social studies).
• Integrate literacy experiences in all learning environments.
• Develop learning progressions that utilizes meta-cognition reading strategies.
• Utilize current standards and the essential components of reading fluency, phonics, vocabulary and comprehension as they apply to the humanities for the young adolescent.

EDEL 477 - Middle School Students and Their Environment

• Middle level Teachers will know and be able to function within the middle school philosophy in terms of curriculum, management, development, and pedagogy. This includes the use of interdisciplinary teams, flexible grouping and scheduling, teacher­ based guidance programs, and activity-based programs. (Kl .2), (S1.1), (S1.2), (S2.2), (S3.2), (K4.1), (K4.2), (K.4.3), (K4.4), (S4.1),
  (KS.6)
• Be sensitive and be able to effectively address developmental needs of physical, intellectual and cognitive, moral, and psychosocial in the education of middle school students. (K2. l), (K2.2), (S2. l), (S2.2), (K5.6)
• Create, modify, and adapt the instruction, environment, and cognitive experiences to meet the individual and cultural needs of all students. (S2.3), (K3. l), (S3.1), (K.5.1), (K5.6), (S5.2), (K7.3)
• Demonstrate knowledge of the current national, state and local best practices in curriculum and classroom practices by citing and integrating them into daily instructional and management practices. Students will be designing integrated lessons and the environment that supports integration.   (K5.3), (S5.4), (K5.4), (S5.4),
• Middle level teacher candidates will be prepared to create a caring, stimulating, inclusive and safe community for learning where students take intellectual risks and work independently as well as collaboratively.  (S3.3), (KS.6), (S5.6), (S5.7),
• Middle level teacher candidates will be able to create and employ opportunities to collaborate with colleagues, student families, resource persons, and community groups in achieving quality educational experiences for all students.  (S6.2,), (K6.1), (K7.3)
• Design lessons that represent a departmentalized schedule approach with respect to both horizontal and vertical teaming.   (K4.1), (K4.3)

EDEL 478 - Developmentally Responsive Curriculum in the Middle Grades

• Design and/or modify curriculum to be relevant, challenging, integrative, and exploratory for all students within a given classroom.
• Design and/or modify curriculum to be representative of the goals and outcomes of the Common Core State Standards.
• Demonstrate an understanding of their roles in the total school curriculum process that involves horizontal and vertical teaming, curriculum mapping and alignment, selection of materials, etc. for young adolescents.
• Demonstrate an understanding of how to integrate instructional technology into the curriculum and operationalize it within the classroom.
• Utilize UbD lesson planning strategy.
• Demonstrate an understanding of how to provide effective student feedback that facilitates continued learning.
• Demonstrate an understanding of how to effectively develop and deliver instructional lessons within a learning environment.
• Demonstrate their knowledge of the importance of Professionalism.
• Demonstrate their knowledge of the importance of creating a caring, stimulating, inclusive and safe community where middle Level learners can take intellectual risks and work independently as well as collaborative.

EDEL 482 - Instruction and Assessment for the Middle-level: Grades Five through Eight (Put on reserve 9/16/19)

• Create instruction and assessments that reflect the integral relationship between planning, instructing, assessing, data collection, feedback, and evaluation.
• Create examples of multiple assessment methodologies, including diagnostic, formative, and summative.
• Define models of delivery of instruction, give examples, and determine when each is appropriate.
• Explain how data is collected and used to inform curriculum; create/provide examples.
• Adapt existing curriculum resources to reflect various instructional methodologies and strategies
• Explain how assessment and feedback support student learning.

EDEL 490 - Cooperative Education

EDEL 491 - Workshop

EDEL 493 - Professional Educators Field Experience

• Facilitate developmentally appropriate learning in a K-8 setting.
• Establish and maintain a developmentally appropriate, content-focused learning environment.
• Observe, assess, and document individual student and groups of students’ growths within a given K-8 environment.
• Operationalize best practices readings, research, and trainings.
• Conduct themselves in a professional manner.
• Conduct a focused curriculum materials review of the material being used at the placement school site.
• Provide constructive feedback to students in the classroom where the internship is being completed.

EDEL 496 - Individual Study

EDEL 497 - Honors

EDEL 498 - Special Topics

EDEL 499 - Seminar

EDF 296 - Individual Study

EDF 298 - Special Topics

EDF 299 - Seminar