GRADUATE COURSE DESCRIPTIONS
ED 7033 Christian Foundations and Instructional Facilitation
This course challenges individuals to consider the strong connections between a Christian application of life and instructional facilitation while also considering historical and philosophical foundations of education. Connections between the role of a mentor/facilitator and the role of biblical "shepherding" will be explored and discussed; students will identify the similarities and differences between mentoring/facilitating and shepherding.
ED 7233 Human Development
The course will review the developmental characteristics of children from birth through adolescence in five domains: physical, cognitive, social, emotional, and moral. The developmental characteristics will be investigated in many contexts for infants/ preschooler, elementary, middle school, and high school children. Both developmental characteristics and context will be used to understand individual children. Field experience required.
ED 7353 Human Intellect and the Brain
This course will focus on a broad understanding of human intelligence and cognition while exploring answers to the following questions: What is human intelligence? Can we know and measure a person's intellectual capabilities? Can intelligence be increased or improved? How does the brain learn? What do teachers do that affect learning?
ED 7411 Courage to Teach
This one-hour, online seminar is offered in conjunction with ED 8563. The course work builds on a simple premise: good teaching cannot be reduced to technique but is rooted in the identity and integrity of the teacher. Participants are asked to reflect on their inner self along with reading the text, "Courage to Teach." An additional fee associated with this course. Required for Project EQUIP students only. Corequisite: ED 8563.
ED 7421 Professional Learning Communities
The course work will be integrated into the course work of ED 8353. The goals of this seminar are:(1)to persuade educators that the most promising strategy for meeting the challenge of helping ALL students learn at high levels is to develop their capacity to function as a professional learning community (PLC), and (2)to offer specific strategies and structures to help them create PLCs in their own schools. Teachers will be asked to practice the components of a PLC by meeting with their colleagues throughout the study of Second Language Acquisition. Specific documentation designed for PLCs will be submitted to the instructors. Required for Project EQUIP students only. Corequisite: ED 8353.
ED 7431 Coaching
Coaching will be a component of each of the SIOP observations. SIOP coaches (site and project directors, school leaders, and JBU staff) will receive professional training from the Pearson Education Group through Inter-rater Reliability Training. Both teacher participants and SIOP coaches will receive additional training in the Pearson Compass Model. Teachers will be expected to receive a minimum of three SIOP classroom observations. The first observation will establish baseline data. Observations two and three will include the coaching component. Required for Project EQUIP students only. Corequisite: ED 8533.
ED 7513 Action Research and Data Analysis for School and Classroom Use
This course will focus on basic knowledge of statistics as applied to the field of education (broadly and content-specific); multiple methods of assessment; using assessment to inform instruction; and being advised by school leaders as they create an action research proposal that could benefit a regional school and move students toward established goals. Field experience required.
ED 7733 Differentiated Learning
Differentiated Learning promotes the value of all learners and their unique contributions to the classroom as individuals. This course encompasses teacher preparation for the diverse learners in their classroom and provides the skills and knowledge necessary to allow for customization of instruction for learners with a range of differences. Learners will develop knowledge about the categories of disabilities under the Individuals with Disabilities Act as well as English Language Learners and gifted learners. Strategies to differentiate instruction, apply modifications and accommodations and incorporate assistive technology will also be emphasized. Field experience required.
ED 7933 Organizational Dynamics and Change
An emphasis on theories of organizational behavior and practices of managing and leading people within the context of the school organization. Students will explore the dynamics of schools and school personnel, including the change processes within school systems as well as the organizational culture that guides and defines public education.
ED 8133 Building Learning Communities
In response to known needs, the teacher-as-leader must cast a vision and oversee the construction of a strategic plan in an environment that fosters trust among and between all stakeholders. Taking on the role of Instructional Facilitator, students will work collaboratively to analyze data and construct a plan for leading a professional community toward achievement of goals that are aligned with the local institution's school improvement plan. Opportunities and training for planning regular staff meetings and designing professional development geared toward the needs of individual faculty and staff members will be a strong emphasis for this course. Field experience required.
ED 8173 Instructional Facilitation/Teacher Leadership
Emphasis on theoretical foundations for Instructional Facilitators (IF); taking on the role of IF while applying knowledge of adult learning theories and practicing strategies for working with faculty to improve in identified areas of need. Application of good questioning skills for diagnosis and for instruction is an important part of this course; students will work together while experiencing/role-playing leadership aspects of an IF, demonstrating their ability to lead in-service teachers to higher levels of competency related to but not limited to the following: content, classroom management, instruction, and assessment. Field experience required.
ED 8233 Advanced Curriculum Design
Emphasis on mastery of the curriculum development process, along with knowledge of adult learning theories and the dynamics of collaboration between and among colleagues and community members. This course seeks to fine tune the intuitive and informed practice of a teacher who will be facilitating the professional development of colleagues. Field experience required.
ED 8353 Second Language Acquisition
This course will focus on key terminology and theories in the field of second language acquisition considering implications of research for classroom pedagogy and differentiation.
ED 8423 Pedagogy: Classroom Instruction
This course will focus on general pedagogies, strategies, and methodologies that work well with all disciplines; students will learn how to create and select appropriate objective and subjective test items. General behavior management and assessment principles will be integrated into the content area; the students will know and use the Danielson Framework when constructing lesson plans and a unit of study. Field experience required. Corequisite: ED 8711.
ED 8443 Pedagogy: Management and Assessment
This course will focus on two major professional responsibilities that foster classroom learning: classroom management and assessment. Learners will explore how the assessment system and classroom management system in a classroom work together to create a learning environment marked by high expectations, optimism, responsibility, resilience, and success. Candidates will construct an overall assessment plan and a behavior management plan for their future classroom. Field experience required.
ED 8473 Technology for School Leaders
Students will take on the role of an instructional leader with regard to use of technology in the classroom and with classroom management. Emphasis on the most important things leaders need to know and know how to do with regard to use of technology, including application of adult learning theories while demonstrating skills related to use of technology. Field experience required.
ED 8533 Curriculum and Instruction: TESOL
The characteristics of English language learners, history, and approaches of TESOL, classroom practice, the development of the four components of language and cultural influences/implications will be presented.
ED 8553 Educational Assessment (TESOL)
An investigation of the principles of assessment that are of primary importance to educators of students who have a primary home language other than English. This includes relating objectives to assessment constructing tests (e.g., language assessment, designing formative and summative assessments, content area achievement, and diagnostic), interpreting and using test results (including modification strategies) and utilizing portfolios and other means of authentic assessment.
ED 8563 Intercultural Communications
A study of the process of interpersonal communications in one's own culture and the principles of effective communication within another cultural context and in the context of teaching and learning. Attention is given to cultural values and beliefs, effects of racism/stereotyping/discrimination, cultural conflicts, communication between home and school, cultural competency, cultural identity, ethnocentricity, and nonverbal communication and how these impact English Language Learners' learning.
ED 8623 Literacy and Linguistics
This course is designed to provide students with a critical understanding of instructional delivery which caters to the linguistic/bilinguistic and literacy/biliteracy needs of English language learners from diverse language backgrounds. Topics will include linguistics, biliteracy, multilingualism, discourse analysis, and computer mediated communication.
ED 8633 Curriculum Alignment and Assessment
Application of assessment practices; using assessment for formative and summative purposes; collecting, organizing, and analyzing data for the purpose of program and instructional improvement; using technology for assessment; implementing assessment plans with integrity and fairness. Systematic alignment of curriculum to intentionally reinforce concepts and also to avoid repetition of learning at the same level; responding to diagnostic tools to align sequence of and concept density of content. Field experience required.
ED 8643 Literacy: Content-Specific
Literacy: Content-Specific is a course designed for content teachers (grades 7-12) who will be expected to teach literacy strategies and methods while also teaching content. Learners will write objectives and lesson plans, using the Danielson Framework, Common Core Standards, and the Bloom Taxonomy; they will teach a lesson in a school classroom. Learners will lead a minimum of one class discussion, taking responsibility for content during part of one class session. Field experience required. Corequisite: ED 8721.
ED 8653 Literacy: All Areas
Literacy: All Areas is a course designed to prepare and challenge candidates for the responsibility of meeting the literacy needs of all students in the classroom, regardless of the content area represented. Candidates will understand the main elements of literacy and how these elements affect success at any level, any content area. Candidates will be exposed to the influence of phonemic awareness, phonics, vocabulary, fluency, and comprehension on student engagement; learners will examine the Common Core, the Bloom Taxonomy, and some basic assessment techniques for literacy within the sub-contexts of listening, speaking, writing, and reading. Candidates will create lesson plans, with one JBU classroom "teach." Field experience required.
ED 8711 Practicum I
This course provides an opportunity for the candidate to gain experience in a school setting for a minimum of 15 hours, prior to internship. The candidate will play the role of participant-observer, making focused observations that are intentionally correlated with content learned in ED-8423 and through the post-baccalaureate initial licensure program of study at John Brown University. Field experience required. Corequisite: ED 8423.
ED 8721 Practicum II
This course provides an opportunity for the candidate to gain experience in a school setting for a minimum of 15 hours, prior to internship. The candidate will play the role of participant- observer, making focused observations that are intentionally correlated with content learned in ED-8643 and through the post-baccalaureate initial licensure program of study at John Brown University. Field experience required. Corequisite: ED 8643.
ED 8813 Action Research Practicum
Students take on the role of teacher-as-researcher while constructing, implementing, analyzing, and writing about an action research project in cooperation with a local educational institution. Field experience required.
ED 8881 Intern Seminar
Interns meet one hour per week to participate in presentations and discussions focused on issues common to all teachers such as but not limited to: concepts of classroom management, safety, legal, and ethical issues affecting teaching, working with parents, portfolio assessment, current school issues, and cultural diversity. The seminar is also used as a place for groups of interns to meet with their supervisors. Corequisite: ED 8886.
ED 8886 Internship
Interns complete a full 15 week semester of internship; two placements (different levels and/or courses), with three weeks of full-time responsibility for each placement. Interns work under the joint supervision of an experienced classroom teacher and a university faculty member. Prerequisites: completion of all program course work; completion of required Gate Portfolio and Gate Interview; evidence of passing the Praxis II Content area of exam related to the intern's licensure discipline. Corequisite: ED 8881.