Education in Classroom Teaching

EDT 50201 Portfolio

This course is designed to introduce the concept of portfolios. The graduate portfolio must document learning related to every class required for graduation. The portfolio is used by the graduate candidate during an oral examination prior to graduation. For the Educational Leadership: Artifacts collected will be placed into sections that are based on the University of Rio Grande Mission, the School of Education Conceptual Framework, the Educational Leadership Constituent Council, and the Ohio Principal Standards. The portfolio documents the personal, pedagogical, and philosophical journey that the candidate takes through the Graduate Program. It documents academic, personal, and professional growth.

Offered for 2 Semester hours.

EDT 50303 Teaching Models

This course focuses on several instructional models and how these models may be applied in the school system. The candidate will compare and contrast constructivism, cooperative learning, direct instruction, inquiry-based learning, and technology in schooling/learning. *For the Educational Leadership candidate, this class will focus on the role of the principal in developing a school climate that provides the best instructional practices for the students’ needs across the pre-K through grade twelve educational experiences. The course is designed to support the knowledge, skills/performances, and dispositions of the specialized learning associations. These include the Standards for Advanced Programs in Educational Leadership for Principals, Superintendents, Curriculum Directors, and Supervisors (emphasis on Principalship), the Standards for Ohio’s Principals, and the University of Rio Grande School of Education Conceptual Framework (including the Knowledge, Skills, and Dispositions). Throughout course discussions, the candidate will connect his/her study to these SPA and university professional practice standards. Of course, the Ohio Academic Content Standards and the National Content Standards (all fields of study) will be important reference materials that will be reflected throughout the study. Topics covered will include, but are not limited to: teaching strategies, time management strategies, assessment strategies, mastery of learning strategies, classroom management strategies, and effective school communication strategies. This course will be delivered via distance learning (during a fifteen-week semester) or via three, fifty minute periods weekly on campus. Throughout the study candidates will be encouraged to support, collaborate, and share with peers.

Offered for 3 Semester hours.

EDT 50403 Learning Theory

This course is designed to review and contrast various learning theories in light of current brain research, societal/environmental influences and school practices. This course focuses on historical foundations of the study of learning and the relationship of learning theories to student learning, classroom settings and instructional modifications.

Offered for 3 Semester hours.

EDT 50501 Teachers as Leaders

The focus of this course is on the empowerment of teachers as agents of change in curriculum and instruction.

Offered for 1 Semester hours.

EDT 50603 Curriculum

This course is focused on skills as related to the development and organization of curriculum materials and implementation of the learning program with students. The course will review curriculum and design in respect to the pupils, discipline and societal needs. Ohio curriculum models in various areas will be explored in relation to the development of motor, cognitive, academic, social, language, affective, career and functional skills for individuals with and without exceptional tie. 

Offered for 3 Semester hours.

EDT 53003 Nature & Needs of Students with Mild/ Moderate Disabilities

This course is an exploration of etiology and development characteristics of students with mild/moderate disabilities, including such anomalies as social/emotional imperceptiveness, dyslexia, communicable diseases, and attention deficit disorder. Issues in identification, placement, and procedures current and embedded in history will be addressed. Discussions and demonstrations will be used to teach study skills, self-esteem, task analysis and techniques, strategies, materials, and equipment needed by the Intervention Specialist to instruct and adapt instruction for children and young adults with disabilities.

Offered for 3 Semester hours.

EDT 53103 Diagnostic & Ethical Practices

This course delineates federal, state, and local laws, procedures, policies, and standards related to the assessment, eligibility, identification process, Individualized Education Programs, and placement of students into special education programs. Legal history, provisions, rights, and current research and issues concerning parents, teachers, and other school and community professionals in relation to students with disabilities will be emphasized. Ethical issues related to assessment, placement, medication, orientation, and gender biases will be investigated. The role of the professional organizations (CEC) with regard to the Code of Ethics and other standards and policies of the profession will be explored. Also stressed will be the importance of the teacher in serving as a role model for students with exceptional needs while maintaining the promotion of a high level of competency and integrity in professional practices. 

Offered for 3 Semester hours.

EDT 53203 Classroom & Behavior Management for Students with Mild/Moderate Educational Needs

This course introduces the students to the principles of classroom management. Attention is drawn to the physical learning environment and laying out the school year, as well as viewing the teacher as planner, educator, and manager for the classroom. Focus is drawn on how the teacher manages the work of paraprofessionals in the classroom. Stress is placed on the psychosocial environment of the classroom, managing student motivation, adapting instruction, managing students at work, and managing assessment, record keeping, and reporting. The students will be lead in discussion of prevention of behavior problems by developing skills in instructional planning – this activity is based on child performance data. The students are required to develop, write, and utilize instructional objectives that are related to classroom problems. Observation techniques for collecting data on student performance and identifying specific disturbing behaviors are taught. This course provides teachers with strategies to effectively manage a variety of education environments with behavior intervention skills and applied behavior analysis techniques. A ten (10) hour field experience is required.

Offered for 3 Semester hours.

EDT 53403 Curriculum & Instructional Strategies for Students with Mild/Moderate Educational Needs

In this course, students will learn to select and develop age appropriate formal and informal assessment strategies and instruments needed to collect student information. Students will learn to use the collected data to develop curricula and to write content lessons that reflect a strong knowledge base of research based appropriate strategies that may use related services in instruction and techniques that may be used in various delivery models. Students will also examine adaptations and interventions that may be used to assist students to problem solve and use other cognitive strategies to reach maximum potential in the least restrictive environment for students identified with mild/moderate disabilities from early childhood through young adults to age twenty-one. Students will be required to participate in a twenty-hour (20) field/clinical experience. During this experience, students will select formal and informal instruments and materials to assess strengths and weaknesses. Data will be used to select techniques and strategies to teach students in whole class or individual settings. Lessons will reflect a strong knowledge base in content teaching techniques, strategies, and modifications.

Offered for 3 Semester hours.

EDT 53501 Integrated Technology with Mild/Moderate Educational Needs

This course is designed to prepare the Intervention Specialist for meeting the technological needs of the individual with mild/moderate educational needs to work in his/her school. The course also focuses on adaptation and modification of both IBM and Macintosh platforms to accommodate individuals who need graphic, sound, and environmental interface support in order to access technology. Additional course content covers the use of adaptive devices. Work with the regional SERRC Center and OCRLISH center will provide hands-on experience with a wide variety of software, switches, and adaptive devices. This course develops the knowledge and skills for an awareness of the impact of the microcomputer on educational methods and applications in the classroom, evaluation of software, and integration of the computer and associated technologies into the content areas. The above is achieved by introducing the teacher to applications of the microcomputer in the classroom and by establishing the basic goals and objectives of a K-12 computer education program that is integrated with the total curriculum.

Offered for 3 Semester hours.

EDT 53702 Career and Vocational Transitions for Students with Mild/Moderate Educational Needs

This course will focus on issues and practices designed to accommodate developmental patterns of secondary level students with mild/moderate disabilities. Focus will be placed on school to work and school to community transitions. Discussions of how to infuse the concepts related to work into the curriculum from preschool to young adults to age twenty-one will be covered. Methods and techniques used in developing occupational and vocational interest are presented. Topics explored in this course include school related support for work as seen through clubs, such as project support, employment opportunities, living opportunities, community agencies related to work, and independent living. A ten-hour (10) field/clinical experience will be required in a middle school to young adult setting. Students will conduct a case study of a student, which will be used to write a transition plan designed to insure student success in the school to work process.

Offered for 2 Semester hours.

EDT 53803 Internship in Mild/Moderate Educational Needs

This field/clinical experience is the capstone activity for the Intervention Specialist Mild/Moderate master’s program in the Intervention Specialist concentration courses. Student teachers will be monitored and evaluated by the university instructor and the master teacher of the course. Students will keep a log/diary and will plan and implement lessons that reflect a strong knowledge base of characteristics and needs of students with mild/moderate disabilities. Lessons will reflect a variety of teaching and modification strategies, including task analysis. Students will use formal and informal materials to collect data that could be used to write an IEP. Materials will be collected into a portfolio of teaching experience and will be evaluated by the course instructor. The portfolio must also include evidence of integrating technology into the curriculum and communication with other professionals in the building and community, as well as correspondence with parents.

Offered for 3 Semester hours.

EDT 54003 Parents, Community, & School Collaboration

This course is designed to help students gain the collaborative and consultation knowledge and skills necessary to work and communicate in a team approach. Students will discuss written and oral expression with parents in the school and community settings to facilitate the development, education, and socialization of students with mild/moderate disabilities from early childhood through young adults to age twenty-one. Students will evaluate the impact of disabilities upon the life of the child and family members. Family legal rights, such as due process, structure of the family, history of the family, and the impact of culture, environmental milieu, and linguistic diversity upon the child and family will be stressed. Students will learn family coping strategies and identify sources of services, networking, and organizations that assist persons with disabilities, such as CEC and C.H.A.D.D. Students will be required to construct a case study of a family with an exceptional child. Students must conduct a parents’ interview and interpret a family profile, prepared by parents, to use when making written suggestions on how the school may assist the family in helping the student used in the case study to reach maximum potential. 

Offered for 3 Semester hours.

EDT 55502 Educational Research and Evaluation Methods

This course will develop about and skills in using quantitative and qualitative methods in educational research. It will further prepare Master’s Degree candidates for future research endeavors. This course recognizes that different research questions require different data gathering techniques. A balanced approach to research methods will be used with equal time devoted to quantitative and qualitative research. Students will also analyze research methodology within both qualitative and quantitative research. Research material will be accessed via the internet, Ohio Link, video based and hard copy, library based resources.

Offered for 2 Semester hours.

EDT 57003 Nature & Needs of Early Childhood Students with Exceptional Needs

This course offers the candidate an opportunity to know about and understand early childhood students with exceptional needs. An exploration of etiology and developmental characteristics of young children with exceptional needs frames the study. All categories of exceptionality will be surveyed including anomalies such as social emotional imperceptiveness, communications delays, communicable diseases and attention deficit disorder. Candidates will study children with developmental delays or disabilities, children whose families are culturally and linguistically diverse, children from diverse socioeconomic groups, and other children with individual learning styles, strengths, and needs. Emphasis will focus on the ability to process key information. Candidates will gain a foundation upon which they can build the skills to understand, analyze, and reflect upon best practices and use/apply sound professional strategies to assist young children. Emphasis shall be placed on the ability to instruct and adapt instruction for children with special needs.

Offered for 3 Semester hours.

EDT 57103 Diagnostic & Ethical Practices for Intervention Specialist Early Childhood

This course is designed to provide the candidate an in-depth look at the federal and state laws and court cases that have influenced and formed the foundations of special education practice. The prime focus of attention will be on the current federal legislation affecting special education practice along with the most recent court cases at the State, District and Federal level. This course is also designed to familiarize the candidate with testing procedures and ethical practices to follow when assessing students with ELN. The assessment data will be interpreted and used to develop curricula, assist with programming decisions, provide program evaluation and provide suggestions for instructional practices. Students will evaluate ethical guidelines in teaching and assessment practices and review pertinent legislation that provided the framework for these policies and practices.

Offered for 3 Semester hours.

EDT 57203 Literacy Development in Early Childhood

In this course, candidates explore the relationships and connections among language development, culture and literacy. Assignments will include investigating theories and using new understandings to develop appropriate literacy practices to be utilized in early childhood special education programs. The importance of language development will be emphasized in the early childhood program. 

Offered for 3 Semester hours.

EDT 57302 Parents, Community, & School Collaboration in Early Childhood

This course is designed to help students gain the knowledge and skills necessary to work and communicate in written and oral expression with parents in the school and community settings to facilitate the education and socialization of students with mild/moderate disabilities in early childhood ages three to grade three. Students will discuss the impact of disabilities upon the life of the child and family members. Family legal rights, such as due process, structure of the family, history of the family, and the impact of culture, environmental milieu and linguistic diversity upon the child and family will be stressed. Students will learn family coping strategies and identify sources of services, networking, and organizations that assist persons with disabilities. Students will be required to construct a case study of a family with an exceptional student mild/moderate ranging from age three to grade three. Students will conduct a parent interview and interpret a family profile, prepared by parents, to use when making written suggestions on how the school may assist the family in helping the student used in the case study to reach maximum potential.

Offered for 2 Semester hours.

EDT 57403 Early Childhood Curriculum & Instructional Strategies

The focus of this course is the relationship between curriculum and instructional strategies from a developmental perspective in meeting needs of Early Childhood students with ELN. Specific curriculum and instructional strategies will be discussed and evaluated within the confines of the course. Adaptations and modifications of established curriculum to meet individual and IFSP needs and goals will also be addressed. Candidates in this course will be required to implement planned curriculum and instructional strategy practices in a field based early childhood ELN setting.

Offered for 3 Semester hours.

EDT 57501 Integrated Technology for students with Early Childhood Exceptional Needs

This course is designed to prepare the Intervention Specialist for meeting the technological needs of the individual with early childhood educational needs to work in his/her school. The course also focuses on adaptation and modification of both IBM and Macintosh platforms to accommodate individuals who need graphic, sound, and environmental interface support in order to access technology. Additional course content covers the use of adaptive devices. Work with the regional SERRC Center and OCRLISH center will provide hands-on experience with a wide variety of software, switches, and adaptive devices. This course develops the knowledge and skills for an awareness of the impact of the microcomputer on educational methods and applications in the classroom, evaluation of software, and integration of the computer and associated technologies into the content areas. The above is achieved by introducing the teacher to applications of the microcomputer in the classroom and by establishing the basic goals and objectives of a Pre-K computer education program that is integrated with the total curriculum. 

Offered for 1 Semester hours.

EDT 57603 Applying Research to Educate the Early Childhood Exceptional Learner

This course will develop knowledge about and skills in using educational research in making instructional and programming decisions in the early childhood classroom for ELN students. It will also prepare Master’s Degree candidates for future research endeavors. This course recognizes that different research findings require analysis and synthesis prior to implementation in the classroom. Students will use a balanced approach to research implementation into instructional practice as students look at variables and outcomes within research findings prior to implementing techniques and practices in their classroom to serve early childhood ELN students. Research material will be accessed via the internet, Ohio Link and hard copy, library based resources.

Offered for 3 Semester hours.

EDT 57702 Instructional Strategies Practicum Seminar in Early Childhood Special Education

This course is aligned with the final portfolio benchmark. Candidates in this course will complete 150 hours of field experience in a classroom serving Early Childhood ELN. Through electronic means, candidates will provide in depth peer evaluation of self- developed units and lessons for all persons enrolled in this course. Emphasis is placed upon developing and implementing lessons and units to meet individual student needs in conjunction with existing IEPs.

Offered for 2 Semester hours.

EDT 57803 Internship in Early Childhood Special Education

This course is the final course before gaining licensure as an Intervention Specialist-Early Childhood. All other coursework must be completed prior to this course. Candidates will be evaluated by University of Rio Grande Faculty during this course in their field placement. Emphasis is placed on refining instruction and professional growth leading to lifelong learning in this course.

Offered On Demand for 3 Semester hours.

EDT 57901 Portfolio

Candidates are introduced to the concept portfolios. The portfolio must document learning related to every class required for graduation. Candidates are expected to plot a trajectory for them to generate evidence of the process of learning. Candidates will be taught how to set up a portfolio, reflect on professional practice, etc. Reflections should document the personal, pedagogical, and philosophical journey students take through the program. The graduate student’s advisor will assist the student in the development of the portfolio and will be one of a committee of three to evaluate final presentations of the portfolio by the student upon completion of all course work.

Offered for 1 Semester hours.

EDT 59003 Parent, Community, and School Collaboration for Educational Leadership

This course is designed to help the candidate gain the knowledge and skills necessary to establish relationships with various constituencies, such as parents in the school, community members, teachers, personnel, district administrators, board members and other related entities that facilitate the development, education, and socialization of students. 

Offered for 3 Semester hours.

EDT 59101 Diversity in Administrative Practice

This course is designed to provide students with an administrative field experience in culturally diverse setting. The field experience must be approved by the Field Placement Coordinator. The candidate must be supervised by an administrator at a school setting representing a diverse population. Upon completion of the experience, the student will submit the completed Field Experience forms, course work as identified in the syllabus, and verification of professional involvement in the setting. The administrator supervising the leadership candidate will complete this documentation and an evaluation of the candidate, which will be given to the Field Placement Coordinator. This is a fifteen-hour (15) field experience.

Offered for 1 Semester hours.

EDT 59201 Grant Writing

This course is designed to acquaint candidates with writing grants. During this course, candidates will develop the knowledge and skills to locate funding sources and prepare a grant proposal including a budget. Candidates will be required to submit the proposal to the appropriate funding organization.

Offered for 1 Semester hours.

EDT 59203 Education Law

This course focuses on the local, state and federal laws as they relate to the operation and administration of schools. Special emphasis is placed on current Federal and State Legislation. Candidates will gain an understanding of how legal and political issues impact the school and the community, as well as the ethical rights and legal issues concerning school personnel.

Offered for 3 Semester hours.

EDT 59303 Data Based Decision Making

This course is designed to give candidates the opportunity to see how data drives education policy in decision-making. Data-driven decision-making is the current focus of school improvement initiatives. Students will learn how to collect and organize data, analyze and communicate data, and use the data for instructional improvement.

Offered for 3 Semester hours.

EDT 59402 School Finance and Economics

This course presents a view of the sources of public school funding and state taxing allocation. School resource management, budget planning, and financial analysis are studied. Focus is given to the financial operations of the school and the effects economic factors have on local schools.

Offered for 2 Semester hours.

EDT 59501 Technology in Leadership and Learning

The importance of technology in administrative and professional practice is focused on in this course. Leadership candidates will learn how technology and instruction for teachers and all students helps students with disabilities. Focus will be given to how technology has evolved and changed the education system as a support and an instructional mode.

Offered for 1 Semester hours.

EDT 59602 Historical Change and Issues in Administration

This course examines the emergence and development of school leadership and how this transformation occurred. Also, the course will focus on the school leader’s role and how it has been influenced and shaped by a variety of historical forces including social and intellectual movements. Special emphasis will be placed on educational developments that affect school issues and environment.

Offered for 2 Semester hours.

EDT 59703 Supervision and Evaluation

This course examines the analysis of different perspectives of supervision. Candidates will evaluate contextual and organizational theories that define the school setting. Candidates will examine the role of planning, management of facilities, assessment procedures, promoting school achievement, and interacting with the external environment.

Offered for 3 Semester hours.

EDT 59802 Internship I

This course is the first internship experience in which educational leadership candidates will participate. Candidates will focus on the application of skills, strategies, and their personal philosophy of education during this internship. The internship experience will begin during the first week of the semester in which the student is enrolled and continue throughout the semester. If the candidate’s action research project extends beyond the 15 week semester they may request an extension of up to one calendar year to complete all the requirements.

Prerequisites: In order to enroll in Internship I, the candidate must have successfully completed a minimum of fifteen (15) hours of the Concentration Courses. They must also maintain a 3.0 overall GPA (B) average in all course work. The candidate must also have been admitted to Candidacy.

Offered for 2 Semester hours.

EDT 59902 Management and Operations for Early Grades

This course focuses on the principal as the instructional leader. Emphasis is placed on the allocation of resources to support students’ and staff members’ learning, and the management of school operations to insure a safe environment that is conducive to learning.

Offered for 2 Semester hours.

EDT 60102 Management and Operations for Middle Grades and Secondary Grades

This course focuses on the principal as the instructional leader. Emphasis is placed on the allocation of resources to support students’ and staff members’ learning, and the management of school operations to insure a safe environment that is conducive to learning.

Offered for 2 Semester hours.

EDT-53902 Instructional Strategies Practicum

This course is aligned with the final portfolio benchmark. Candidates in this course will complete at least 150 hours field experience in a classroom serving Mild to Moderate ELN. Through electronic means, candidates will provide in depth peer evaluation of self-developed units and lessons for all persons enrolled in this course. Emphasis is placed upon developing and implementing lessons and units to meet individual student needs in conjunction with existing IEPs.

Offered for 2 Semester hours.