MAT

EDUC 500. Practicum in Teaching At-Risk Students (3)

Interns will be placed in one of the public school settings made available during the summer for students at-risk for academic difficulty. This placement is used as a site to practice observation and reflection skills that will be explicitly taught and assessed in other co-requisite courses. Prerequisite: admission to the MAT program.

EDUC 510. The Teacher as Researcher: Diverse & Underperforming Learners (2)

In this course, students identify and synthesize current research on effective teaching behaviors, practices, and strategies as it relates to the educational experience of students with diverse racial, socioeconomic, linguistic, and ability backgrounds. Students are guided to identify and develop mechanisms for practically addressing the needs of underserved students. Students will explore these issues through the lens of the work they complete in their Practicum for At-Risk students and through study of the policies that inform education in public schools. Prerequisite: admission to the MAT program.

EDUC 530. Instructional Design: The Curriculum Planning Process, Part I (2)

Interns will develop the ability to articulate “enduring understandings” (what we want students to know or be able to do) and “essential questions.” They will be given an overview of the processes required for gathering evidence to assess students’ existing knowledge base and skill levels, for then planning strategies to help students develop required knowledge and skills – including the use of national, state, and local outcomes/standards documents. During this first summer session, class sessions will focus on gathering evidence, which dovetails with the practicum and their other classes. Prerequisite: admission to the MAT program.

EDUC 540. An Introduction to Classroom Management (1)

The focus in this course will be on the establishment of the classroom environment (rules, routines and procedures which research has shown are crucial to success); how to establish a pattern of consistency in management and disciplinary practices; how to act like the leader in the classroom; and debriefing about what works and what does not as based on experiences in the practicum. Prerequisite: Admission to the MAT program.

EDUC 600. Internship in Public Schools, Part I (2)

Students intern in an elementary, middle, or high school. During their time in the schools, students engage in structured observations, work with individual children and small groups of students as directed by their mentor teachers, and develop comfort and skill in working with whole classrooms of students. Co-requisite: EDUC 601

EDUC 610. The Teacher as Researcher: Assessment & Data-Driven Decision-Making (3)

This course assists students in using research-based practices to design, implement and interpret various student assessments of learning and to understand the current assessment mandates in public schools. Students are guided in the processes involved in the interpretation of standardized test data, the use of this data for instructional decision-making purposes, and how such data can inform action research initiatives. Students will also develop expertise on commercial assessment and evaluation devices that are used to monitor student learning in the public school environment. Prerequisite: EDUC 510.

EDUC 620. Technology in the Classroom (3)

This course focuses on integrating technology into the Pre-K-12 classroom. Learners will follow a best-practices approach to designing instruction that integrates a variety of technologies, from hardware-driven (e.g., interactive whiteboards, filming), to web or application-based technologies (e.g., digital stories, webquests, screencasting, communication tools) in both ethical and inclusive ways. Interns’ learning is aligned to the Maryland Teacher Technology Standards, and principles developed by the New Teacher Assessment and Support Consortium (INTASC). Prerequisite: admission to the MAT program.

EDUC 650. Inclusion in the School and Community (3)

This 3-credit course will consider the perception of disability in a variety of settings. Of primary consideration is how schools and the community at large acknowledges and responds to the needs of people with disabilities so that they can be full members of school and community. Additionally, the course will address how to meet the instructional, social, and emotional needs of special education students in the general education classroom including strategies for providing modifications, accommodations, and specially-designed instruction.

EDUC 655. Intellectual and Developmental Disabilities (3)

This 3-credit course is an examination of intellectual and other developmental disabilities, such as Down syndrome, Fragile X syndrome, and others. Discusses identification, treatment, education, classroom interventions, and social supports with an end toward understanding intellectual and developmental disabilities as both biological and social phenomena.

EDEL 660. Literacy Methods and Materials for Teaching Reading (6)

This six-credit block of courses integrating concepts of children’s literature, literacy development, and materials for teaching reading with concepts of literacy instruction more broadly. Students examine the developmental nature of literacy, exploring issues surrounding the development of phonemic awareness, issues of phonics, comprehension, fluency, and vocabulary, while exploring appropriate methods and materials used for teaching students in the elementary classroom to become literate as readers and writers of diverse kinds of texts, as speakers, as listeners and thinkers. Other issues include attention to using textbooks and tradebooks, research on motivation, family literacy, and effect of gender and culture on literacy development. Opportunity is provided to engage in, and analyze, actual and simulated classroom instruction. This course fulfills a Maryland certification requirement in the teaching of reading. Prerequisites: EDUC 530 and EDUC 540.

EDUC 660. Teaching Vocal Music to Children and Adolescents (3)

Participants examine instructional methods and materials used for teaching and conducting vocal music with young children and adolescents, the importance of the arts in the curriculum, issues of assessment and differentiation of instruction, and strategies for making interdisciplinary connections. Opportunity is provided to engage in, and analyze, actual instruction and performances. Prerequisites: EDUC 530 and EDUC 540.

EDUC 661. Teaching Art to Children (3)

Participants examine instructional methods and materials used for teaching art to children, the importance of the arts in the curriculum, issues of assessment and differentiation of instruction, and strategies making interdisciplinary connections. Opportunity is provided to engage in, and analyze, actual instruction and artistic products. Prerequisites: EDUC 530 and EDUC 540.

EDUC 662. Teaching Theater to Children (3)

Participants examine instructional methods and materials used for teaching theater arts to children, the importance of the arts in the curriculum, issues of assessment and differentiation of instruction, and strategies making interdisciplinary connections. Opportunity is provided to engage in, and analyze, actual instruction and performances. Prerequisites: EDUC 530 and 540.

EDUC 663. Teaching World Languages to Children (3)

Participants examine instructional methods and materials used for teaching world languages to children, issues of assessment and differentiation of instruction, and considerations of the role of the target language, grammar, and vocabulary for developing proficiency in another language. Opportunity is provided to engage in, and analyze, instructional practices/models for language teaching. Prerequisites: EDUC 530 and 540.

EDUC 670. Content Investigations for Secondary and K-12 Teachers (3)

Interns will research content standards available for both teachers and students in their disciplines. They will assess their existing knowledge base using these standards to determine gaps, and they will create an action plan for developing stronger content knowledge in those areas of perceived weakness. Individuals will fulfill their action plans, developing annotated bibliographies, writing book reviews, conducting interviews with content area experts, and generating lesson plans that reflect their deepening content understanding. Prerequisites: EDUC 530 and 540.

EDEL 670. Teaching Content Grades PreK-6 (4)

This course, required for ELEM and ECE certification seekers, begins the examination of the instructional methods used for teaching science, math, and social studies in elementary schools. Opportunities are provided to engage in, and analyze, actual and simulated classroom instruction. The course also introduces the concepts of interdisciplinary planning, strategies for building literacy fluency throughout the curriculum, issues of assessment, and uses of instructional resources within the school and community as part of the teaching/learning process.

EDEL 670. Teaching Content Grades PreK-6 (4)

This course, required for ELEM and ECE certification seekers, begins the examination of the instructional methods used for teaching science, math, and social studies in elementary schools. Opportunities are provided to engage in, and analyze, actual and simulated classroom instruction. The course also introduces concept of interdisciplinary planning, strategies for building literacy fluency throughout the curriculum, issues of assessment, and uses of instructional resources within the school and community as part of the teaching/learning process.

EDUC 700. Internship in Public Schools, Part II (6)

All interns complete a full-time internship from January through May in Professional Development Schools. During this time they gradually assume full responsibility for assessing student needs, planning for instruction, implementing lessons, and evaluating student learning. They engage in structured observation tasks, in self-reflection, and in peer-coaching. Additionally, they collect documentation of their movement towards program goals, including INTASC and technology standards, for their electronic portfolios. Prerequisite: EDUC 600.

EDUC 701. Seminar in Public Schools, Part II (1)

In this seminar, interns meet once a week during their full-time internship to collaborate with their peers, under faculty supervision, in reflection upon what they are learning about themselves, schools, students, teaching, learning, and the politics of education. Additionally, they collect documentation of their movement towards program goals, including INTASC and technology standards, for their electronic portfolios. Prerequisite: EDUC 601; Co-requisite EDUC 700.

EDUC 710. The Teacher as Researcher: Action Research Design (3)

Using the principles of action research, this course assists students in developing a series of research questions to explore in relation to the internship setting and the goals of the site’s school improvement plan. Students will prepare a research plan to answer these questions in the tradition of action research; they will carry out this research while in their full-time internship. Students will regularly reflect on the value of the data collection process and obstacles they may find themselves facing in the process, and to revise and redirect their project goals and procedures as necessary based on the realities of their classroom experiences. Prerequisite: EDUC 610.

EDUC 711. The Teacher as Researcher, Action Research Analysis (2)

In this final component of the “Teacher as Researcher” sequence, students focus on analyzing data from their field experience, putting the data into context at the classroom, school, local, state and national levels, reflecting on the research process and its importance to their professional development, and communicating the results of their research projects to the larger professional community. Prerequisite: EDUC 710.

EDUC 730. Instructional Design: The Curriculum Planning Process, Part II (1)

Interns reflect on the implementation of instruction in terms of the curricular planning process as they assume full-time responsibility for their assigned classrooms, completing units of instruction that are designed to meet student needs as determined by data-driving determinations, national/state/local standards, and technology mandates. Prerequisites: EDUC 530, 600.

EDUC 750. Special Education Methods, Assessment, and IEP Writing (3)

This 3-credit course provides an introduction to assessment and data-based decision making. Students will be introduced to special education assessment procedures and how the results of those assessments are used to design IEP goals and objectives and plan classroom instruction and research-based interventions for students with educational disabilities.

EDUC 755. Collaboration, Communication, and Conflict Resolution: Considerations for Special Education (3)

This 3-credit course provides an introduction to the knowledge and skills needed for working as part of a multidisciplinary team providing services and support for individuals with special needs and their families. Students will consider the relationships between the child, family, community, and educators. Topics studied will include advocacy, problem-solving, and collaboration along with parenting styles, family and community lifestyles, and current family life issues. Effective listening and speaking methods in parent/teacher conferences will be addressed along with effective means of communication and conflict resolution.

EDUC 760. Teaching Instrumental Music to Children and Adolescents (3)

Participants examine instructional methods and materials used for teaching and conducting instrumental music with young children and adolescents, the importance of the arts in the curriculum, issues of assessment and differentiation of instruction, and strategies for making interdisciplinary connections. Opportunity is provided to engage in, and analyze, actual instruction and performances. Prerequisite: EDUC 660.

EDEL 760. Literacy Assessment (3)

This course is designed to provide participants with an overview of the range of assessment strategies available to professional educators concerned with determining how well an individual student is developing in the area of literacy, including reading, writing, speaking, and listening. Participants will be introduced to a variety of techniques, both formal and informal, both standardized and teacher-made, and will be asked to apply them in their public school settings in an effort to better plan literacy instruction for all their students, regardless of ability and experience levels. This course fills a Maryland State Department requirement in the area of reading.

EDEL 760. Literacy Assessment (3)

EDSC 760,762,763,764. SECONDARY/METHODS COURSES PART II (3)

EDSC 760. Teaching English in Middle and Secondary Schools (3)

EDSC 762. Teaching Math in Middle and Secondary Schools (3)

EDSC 763. Teaching Science in Middle and Secondary Schools (3)

EDSC 764. Teaching Social Studies in Middle and Secondary Schools (3)

Each of the above courses (EDSC 760764) focuses on the advanced study of pedagogical strategies, both generic and contentspecific, as well as further investigation of instructional materials for effectively teaching the designated subject in middle and high school classrooms. Issues of assessment, equity, and differentiation will be emphasized. Class members will practice a variety of effective instructional techniques in simulations and in their field placements, and will also continue the study of generic issues of classroom management and discipline issues. Prerequisite: The appropriate course from EDSC 660664.

EDUC 761. Teaching Art to Adolescents (3)

Participants examine instructional methods and materials used for teaching art to middle and high school students, the importance of the arts in the curriculum, issues of assessment and differentiation of instruction, and strategies making interdisciplinary connections. Opportunity is provided to engage in, and analyze, actual instruction and artistic products. Prerequisite: EDUC 661.

EDUC 762. Teaching Theater to Adolescents (3)

Participants examine instructional methods and materials used for teaching theater arts to middle and high school students, the realities of directing theatrical productions at the middle and high school level, the importance of the arts in the curriculum, issues of assessment and differentiation of instruction, and strategies making interdisciplinary connections. Opportunity is provided to engage in, and analyze, actual instruction and performances. Prerequisite: EDUC 662.

EDUC 763. Teaching World Languages to Adolescents (3)

EDEC 770. Issues, Methods and Materials in Early Childhood Education (3)

This course extends on the problems, issues, curriculum, and methods for elementary education to apply to children in early childhood settings, taking into account their developmental natures and needs. The course will: 1) offer the knowledge and skill base necessary for adapting curriculum and methods of the young child and for creating developmentally appropriate educational environments and experiences; 2) provide a structured mechanism for receiving training and experiences to enhance understanding of teaching young children; and 3) allow for the integration and application of prior educational experience to the educational needs of young children. This course is required for ECE certification seekers.

EDEL 770. Teaching Content Grades PreK-8 Part II (4)

This course, required for ELEM and ECE certification seekers, extends and deepens the examination of instructional methods used for teaching science, math, and social studies in elementary schools. Opportunities are provided to engage in, and analyze, actual and simulated classroom instruction. The course also develops further the concept of interdisciplinary planning, strategies for building literacy fluency throughout the curriculum, issues of assessment, and uses of instructional resources within the school and community as part of the teaching/learning process.

EDEC 770. ISSUES, METHODS AND MATERIALS IN EARLY CHILDHOOD EDUCATION (3)

This course extends on the problems, issues, curriculum, and methods for elementary education to apply to children in early childhood settings, taking into account their developmental natures and needs. The course will: 1) offer the knowledge and skill base necessary for adapting curriculum and methods of the young child and for creating developmentally appropriate educational environments and experiences; 2) provide a structured mechanism for receiving training and experiences to enhance understanding of teaching young children; and 3) allow for the integration and application of prior educational experience to the educational needs of young children. This course is required for ECE certification seekers.

EDEL 770. Teaching Content Grades PreK-8 Part II (4)

EDUC 780. Problems and Issues in Teaching Content Area Literacy in Secondary and K-12 Classrooms (3)

This course allows participants to determine strategies for helping middle and high school students who have reading difficulties to develop as readers, and for helping all students become more adept at the literacy tasks demanded of them within specific content areas. Participants will apply strategies, both teaching and assessment techniques, directly within public school settings, and will investigate the research and theory related to current issues in this field. Fulfills Maryland State Department of Education reading course requirement for Literacy in the Content Area, part II. Prerequisite: EDUC 386.

EDUC 790. Graduate Topics in Educational Studies (1-4E)

A graduate-level examination of a specific area of educational studies. The course will explore research, and application relevant to the selected area. Course content varies from semester to semester. May be repeated for credit if topics are different. Prerequisite: permission of the instructor.