EDU 5000. Growth and Development of School Aged Children. (3 Credits)

In this course, candidates will make critical examinations of physical, cognitive, moral and social developmental theories, methods and findings on human growth and development during childhood with emphasis on social personality and problems of adjustment as they relate to educational experiences. Candidates will explore typical versus atypical development of children and the implications development has on educational, social, cognitive and moral experiences.

EDU 5010. Designing Instruction. (3 Credits)

Candidates will understand best practices as they relate to instructional planning, aligning assessment to effective teaching, the use of technology to enhance teaching and learning, pedagogical theories and skills, and classroom management. Candidates will further gain knowledge in student motivation, building relationships with various entities and the dispositions required of an effective educator that lead to individual student success.

EDU 5020. Differentiated Instruction. (3 Credits)

Candidates will create challenging, standards-based instruction aligned with curriculum that reflects learners’ needs, assets, and interests and connects the learners’ language, culture, and experiences to their learning. Candidates will also design and enact appropriate instruction that leverages the strengths and contributions of all learners including the unique developmental needs and related instructional and behavioral goals of adolescents with disabilities, gifted students and English language learners.

EDU 5030. Assessment for Educators. (3 Credits)

Candidates will explore the various modes of assessment, including formative and summative, while understanding how assessment forms a vital piece to educational instruction. Data collection, analyzation and feedback to both students and caregivers will be addressed.

EDU 5040. Technology Instruction for Educators. (3 Credits)

Candidates will explore the benefits and pitfalls of using technology in the classroom as well as discern how best to use technology for student learning and growth. Candidates will identify, develop and apply a variety of technological skills congruent to current teachings in educational technology for both themselves and their students.

EDU 5050. Special Education Instruction. (3 Credits)

Candidates will design and enact inclusive instruction that addresses the developmental needs of students with disabilities. Candidates will further apply a variety of strategies, instructional approaches, behavioral assessments and positive behavioral interventions to promote the full participation of students with disabilities.

EDU 5100. Educational Leadership: Theory and Practice. (3 Credits)

An exploration of the basic principles of educational leadership within the sociopolitical context of schools. An analysis of the beliefs and practices required for high levels of performance.

EDU 5110. Organizational Theory in Educational Settings. (3 Credits)

This course presents traditional and contemporary theories, research and practices related to the behavior of human beings in formal organizations; particularly within the context of school as an institution.

EDU 5120. Research Methods in Education. (3 Credits)

This course provides a broad introduction to educational research and the various traditions found within the community of educational researchers. Attention will be given to the central role of data collection and interpretation in curricular, programmatic, and leadership decision-making. The student will examine the moral, legal, and ethical issues that arise when conducting research. The coursework leads to the development of the initial research project design for meeting the degree requirements of the Master of Science in Educational Leadership and Master of Science in Curriculum and Instruction.

EDU 5130. Professional Learning Communities in a Pluralistic Society. (3 Credits)

This course provides an overview of the development of learning communities within the school system. The emphasis in this course is that the school system reflects the community it serves. This includes developing partnerships with parents, the business community, and local/state/federal agencies that serve the community.

EDU 5140. Curriculum Development and Instructional Supervision. (3 Credits)

Candidates examine the criteria and development of effective instructional programs, including the dynamics involved in planning, implementation and evaluation of programs; the implications of personnel and resource development to the overall instructional model; and the skills necessary to effectively and positively impact personnel in order to create and sustain a positive learning environment.

EDU 5800. Strategies for Struggling Readers & Writers in the Elementary Classroom. (3 Credits)

This course focuses on the assessment and remediation of reading disabilities and appropriate instructional intervention strategies for elementary in-service teachers. Content will include: interest inventories, English language learning screening, visual and auditory discrimination tools, language expression and processing screening, phonemics, phonics, vocabulary, fluency, comprehension, spelling and writing assessment tools, and instructional strategies.

EDU 5805. Teaching Struggling Readers & Writers in the Secondary Classroom. (3 Credits)

This course focuses on assessment and instructional strategies for students struggling with reading and writing in secondary classrooms. Teachers will research “best practices” in literacy instruction and will assess students through multiple perspectives including interest inventories, learning styles, English language learning, visual and auditory discrimination, decoding skills that include phonetic analysis, syntactic analysis, semantic analysis, sight word vocabulary, and fluency. Reading comprehension and the significance of a learner’s prior knowledge in the understanding of content area reading will be addressed as well as writing assessments. Differentiated instructional strategies will be embedded into lesson and unit plans to accommodate varying learning needs.

EDU 6010. Literacy Instruction for Lower Elementary. (3 Credits)

Candidates will identify and address literacy challenges for readers and writers in the lower elementary classroom. Candidates will create literacy specific assessments and further learn how to use assessment data to adjust instructional strategies, monitor student progress and modify pedagogy to meet the unique needs of every student.

EDU 6015. Instructional Methods for Lower Elementary. (3 Credits)

Candidates will discover methodologies and develop skills for planning, teaching and assessing students in the lower elementary classroom with an emphasis on integration of all content areas. Candidates will learn how to apply concepts of differentiation as well as implement research based strategies for effective teaching.

EDU 6020. Literacy Instruction for Upper Elementary. (3 Credits)

Candidates will identify and address literacy challenges for readers and writers in the upper elementary classroom. Candidates will create literacy specific assessments and further learn how to use assessment data to adjust instructional strategies, monitor student progress and modify pedagogy to meet the unique needs of every student.

EDU 6025. Instructional Methods for Upper Elementary. (3 Credits)

Candidates will discover methodologies and develop skills for planning, teaching and assessing students in the upper elementary classroom with an emphasis on integration of all content areas. Candidates will learn how to apply concepts of differentiation as well as implement research based strategies for effective teaching.

EDU 6030. Literacy Instruction for Middle Levels. (3 Credits)

Candidates will take a comprehensive approach to literacy instruction through instructional strategies, specific to students in grades 5-9, which use reading, writing, speaking and listening skills to learn content matter in their specific content area. Candidates will further explore language development as well as how contextual factors of students and their environment influence literacy acquisition.

EDU 6035. Instructional Methods for Middle Levels. (3 Credits)

Candidates will understand effective approaches to address the cognitive, physical, behavioral, social, and emotional development of middle level (grades 5-9) learners through a wide lens of teaching and learning. Candidates will further incorporate reflective practices to design, monitor and adapt instruction in order to develop professionally.

EDU 6040. Literacy Instruction for Upper Levels. (3 Credits)

Candidates will take a comprehensive approach to literacy instruction through instructional strategies, specific to students in grades 7-12, which use reading, writing, speaking and listening skills to learn content matter in their specific content area. Candidates will further explore language development as well as how contextual factors of students and their environment influence literacy acquisition.

EDU 6045. Instructional Methods for Upper Levels. (3 Credits)

Candidates will understand effective approaches to address the cognitive, physical, behavioral, social, and emotional development of upper level (grades 7-12) learners through a wide lens of teaching and learning. Candidates will further incorporate reflective practices to design, monitor and adapt instruction in order to develop professionally.

EDU 6100. Legal, Ethical & Policy Issues for School Leaders. (3 Credits)

Candidates examine legal and ethical issues related to Educational Administration, including questions of liability and negligence, teacher and student rights, certification and accreditation, and disciplinary policies and practices. Particular attention will be given to the role and impact of local, state and federal stakeholders on the development and implementation of school policies.

EDU 6110. The Principal: Current Issues & Trends. (3 Credits)

Participants examine the changing, multi-faceted role of servant leadership within schools and as it extends to the community. Course topics will include research on strategies and innovative programs to improve school operations and enhance achievement for all students.

EDU 6120. Personnel Management and Professional Development. (3 Credits)

Participants explore and learn to apply leadership skills and dispositions related to the development and supervision of effective learning environments. The process and function of various leadership roles are explored as they contribute to the overall success of the instructional program, particularly through the ongoing evaluation and improvement of personnel, facilities, programs, schedules, services, and staff development.

EDU 6130. Funding and Financing Schools. (3 Credits)

This course traces the history and current realities of school funding within America public and private schools. Participants will examine state aid formulas, tax structures and federal aid, along with the use of tuition, grants and third-source funding. This course will include a practical application of the development of school budgets.

EDU 6910. Secondary Literacy Instruction. (3 Credits)

Candidates will examine and create instructional strategies in which students use reading, writing, speaking and listening to learn subject matter in their chosen content area. Candidates will focus on instructional tools that effectively develop content knowledge. Candidates will further learn to integrate literacy as an integral part of their instructional methods.

EDU 6915. Secondary Instructional Methods. (3 Credits)

Candidates gain an understanding of the content, methods, and materials for teaching in the secondary school setting. Candidates will focus on Core Practices as well as the Danielson Evaluation model as means of instructional assessment. Candidates will further work to address content specific standards in teacher preparation.

EDU 7010. Lower Elementary Student Teaching. (6 Credits)

Candidates will design, deliver and implement innovative lessons rooted in Core Teaching Practices and the Danielson Framework. Candidates will use reflective practice and formative assessment methods to create authentic summative assessments. Candidates will also use complex patterns of teaching performances across the curriculum that are well-aligned, well-differentiated and have a positive effect on student learning.

EDU 7020. Upper Elementary Student Teaching. (6 Credits)

Candidates will design, deliver and implement innovative lessons rooted in Core Teaching Practices and the Danielson Framework. Candidates will use reflective practice and formative assessment methods to create authentic summative assessments. Candidates will also use complex patterns of teaching performances across the curriculum that are well-aligned, well-differentiated and have a positive effect on student learning.

EDU 7030. Middle Levels Student Teaching. (6 Credits)

Candidate will design and deliver instruction and assessments to students in a middle level (grades 5-9) classroom. Candidates will further develop and improve instructional skills and practice, through self-reflection and feedback from a mentor teacher and a university supervisor, managing the classroom and all related activities.

EDU 7040. Upper Levels Student Teaching. (6 Credits)

Candidate will design and deliver instruction and assessments to students in a upper level (grades 7-12) classroom. Candidates will further develop and improve instructional skills and practice, through self-reflection and feedback from a mentor teacher and a university supervisor, managing the classroom and all related activities.

EDU 7100. Seminar on Guided Research and Practice. (3 Credits)

The graduate student will work with his/her university research supervisor to write and submit the final Action Research Report. The focus of this course is the completion of the research report. This report is written according to Concordia University’s prescribed format and writing style.
Prerequisites: (EDU 550 or 5120).

EDU 7120. Internship for Educational Leadership. (2 Credits)

The Internship in Educational Leadership is completed in a school under the supervision of a school building administrator and CUAA Internship Coordinator. This course is designed to provide candidates with practical experiences related to Michigan’s Standards for the Preparation of School Principals. Practicum hours can be completed before, during and after the school day across a broad array of activities that reflect all aspects of the principal’s role in education.

EDU 7910. Student Teaching in the Secondary Classroom. (6 Credits)

Candidates will design, deliver and implement innovative lessons rooted in Core Teaching Practices and the Danielson Framework. Candidates will use reflective practice and formative assessment methods to create authentic summative assessments. Candidates will also use complex patterns of teaching performances across the curriculum that are well-aligned, well-differentiated and have a positive effect on student learning.