Graduate Studies

Course Preview
Instructional Strategies for Standards-Aligned Curriculum in Mathematics (3)
This course involves the examination of principles and procedures in mathematics curriculum development for teacher leaders with a strong preparation and background in mathematics content, mathematics pedagogical content knowledge, instructional strategies, and school leadership. There is a strong emphasis on adapting mathematics curriculum to the needs of students, identification and remediation of error patterns, scaffolding instruction as well as implementation of research-based teaching strategies. Emphasis on the elements of assessment in mathematics is included. Coaching field experiences include activities from Competency II A- Instructional Coaching Skills and Abilities and Competency II B- Group Coaching. (10 hours of field experience required)
Literacy Assessment and Intervention (3)
In this course, participants will examine various assessment strategies and current methods of assessment, through the study of theory and effective practices in assessment. The philosophy of Pennsylvania’s Standards Aligned System (SAS) is embedded in this course experience, as well as the required field experiences. Research-based strategies for the assessment and instruction of diverse learners will be examined. The SAS Assessment Builder will be utilized to create an assessment at various grade levels. The Framework for Teaching Evaluation Instrument (Danielson, 2011 edition) will be utilized to correlate all work to the appropriate Domains I and V. Coaching field experiences include activities from Competency II A- Instructional Coaching Skills and Abilities and Competency II B- Group Coaching. (10 hours of field experience required)
Literacy in Mathematics Education (3)
According to the Association of Mathematics Teacher Educators (2010), coaches are teacher leaders who are responsible for supporting effective mathematics instruction and student learning. This course focuses on mathematical literacy to support positive changes in teachers’ practice, including actively engaging students, emphasizing reasoning and problem solving over skills-based lessons, using students’ work to inform instruction, and effectively planning lessons. Coaching field experiences include activities from Competency II A- Instructional Coaching Skills and Abilities and Competency II B- Group Coaching. (10 hours of field experience required)
Teacher Leaders: Coaching Principles (3)
This course, aligned with the PA Leadership Core Standards and Corollary Standards, examines the goals, principles, and approaches to the coaching model. The emphasis of the course work is an understanding of adult learning principles that support collaboration with the ultimate goal of improved student performance. Options for working with teachers in a learning community and for encouraging teacher leadership are included. Through research, problem-based learning, in-class scenarios, case studies, and discussion, the course will focus on leadership and the role of supervision in student achievement. Coaching field experiences include activities from Competency II A- Instructional Coaching Skills and Abilities and Competency II B- Group Coaching. (15 hours of field experience required)
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