500
This course examines strategies for promoting literacy and language development in multilingual learners grades K-12. Differentiation of content area instruction will also be explored.
Credits
3.0
Offered
Summer Semester
Examines what educators need to know in order to enhance school programs through the use of technology. Topics include adaptive, administrative, and instructive uses of technology.
Credits
3.0
Offered
Summer and/or Both Semesters
A survey of children's literature and enrichment materials and the criteria for evaluating and selecting such materials as they relate to the needs, interests, and capabilities of children and young people.
Credits
3.0
Offered
Summer Semester (Odd Years)
This course examines current legal issues facing educational leaders. Specific areas studied include constitutional rights of students, legal aspects of discipline, tort liability, and special education law. Constitutional, federal and state law will be examined within each topic area.
Credits
3.0
Offered
Fall and/or Summer Semester
Examines the pupil services component of educational administration. Includes components of student services administration, providing services for students with special needs, and the legal aspects of pupil services and special education.
Credits
3.0
Offered
Spring and/or Summer Semester
Prerequisite: Completion of a course in processes and acquisitions of teaching reading. The historical perspectives of reading instruction, developmental programs and materials and specific reading skills needed at elementary and secondary levels will be the focus.
Credits
3.0
Offered
Fall Semester
Prerequisite: Completion of a course in processes and acquisitions of teaching reading. Concerns the remediation and prevention of reading difficulties and appropriate placement and program planning for all students. Topics include intervention strategies and establishing and managing the literacy program.
Credits
3.0
Offered
Fall Semester
Prerequisite: Completion of a course in processes and acquisitions of teaching reading. A study of the principles and methods of teaching reading and the appropriate match of students with materials and teaching strategies at the middle school, junior high and senior high levels.
Credits
3.0
Offered
Spring Semester
Prerequisite: Completion of a course in processes and acquisitions of teaching reading. Designed to acquaint students with a variety of reading disabilities, their possible etiologies and initial diagnostic procedures. Strategies for identifying gifted readers and for measuring general reading achievement will be addressed.
Credits
3.0
Offered
Spring Semester
Prerequisite: Completion of a course in processes and acquisitions of teaching reading. Emphasizes implications of current theory and results of research for the teaching of reading. Attention is given to issues and problems in the area of reading instruction. An action research project is planned and implemented during the semester. Current issues associated with reading education are also discussed.
Credits
3.0
Offered
Fall Semester
Prerequisites: EDUC 517, EDUC 518, EDUC 519, EDUC 520 and EDUC 529 or permission of the instructor. The identification of disabled readers and appropriate prescriptive program planning will be emphasized. Includes the interpretation of initial screening results and subsequent recommendations. Instructional materials for individual and small group teaching will be developed and specific remedial techniques will be refined.
Credits
3.0
Offered
Spring Semester
Prerequisite: EDUC 523 or permission of the instructor. This supervised practicum involves the continuous diagnosis of disabled readers and the planning and implementation of appropriate corrective/remedial programs. Three weeks are spent working with elementary age students. A seminar component is an integral part of the course. To be taken concurrently with EDUC 525.
Credits
3.0
Offered
Summer Semester
Prerequisite: EDUC 523 or permission of the instructor. Supervised practicum involves the diagnosis of disabled readers and the planning and implementation of remedial appropriate to the content areas. Three weeks are spent working with secondary-age students. Taken concurrently with EDUC 524.
Credits
3.0
Offered
Summer Semester
Prerequisites: EDUC 517, EDUC 518, EDUC 519 and EDUC 520. Examines effective school-wide literacy programs and the role the reading specialist/literacy coach plays in those programs.
Credits
3.0
Offered
Fall Semester
This course examines the incorporation of blended learning strategies and tools in K-12 classrooms. The course explores a variety of texts and digital materials with a focus on differentiation and enrichment through the use of technology. Content is geared toward educators working with students with diverse learning and linguistic needs.
Credits
3.0
Offered
Summer Semester
Course participants complete edTPA, using the assessment process to reflect on and refine their teaching practice. Topics will include planning and designing instruction, developing assessments, analyzing student data, giving feedback, and reflecting on teaching to improve practice; in addition, the logistics of edTPA completion will be supported. Students must be an intern or teacher of record in a classroom that aligns with their certification area. Fee: Students are responsible for paying the submission fee to have their edTPA scored.
Credits
3.0
Offered
Spring Semester
This course examines current research and accepted practices in mathematics leadership. It looks into general topics in leadership and explores leadership specific to mathematics education. Participants gain knowledge and skill as they plan for their future development as a leader in mathematics.
Credits
3.0
Offered
Summer Semester
Prerequisites: EDMA 530
This course follows up the topics of Mathematics Education Leadership I, having participants apply current research and accepted practices in mathematics leadership in a 37.5 hour supervised practicum. Participants will work with a range of students and adult learners in a variety of professional development settings.
Credits
3.0
Offered
Fall Semester
The dynamics of the family-teacher-child relationship with emphasis on the teacher's role as partner and counselor of children ages 3-12. Techniques for working with family and children will be evaluated and designed by the teacher.
Credits
3.0
Offered
Fall Semester
A review and analysis of current research in early childhood and elementary education with emphasis on issues, emerging trends, and procedures essential to developing classroom programs for students.
Credits
3.0
Offered
Spring Semester
Emphasis on integrating language arts in areas of the elementary school curriculum. Techniques and practical activities for developing skills such as listening, speaking, literature, writing, comprehension and vocabulary development will form the core of the course.
Credits
3.0
Offered
Summer (Even Years)
This course provides guidance and feedback to candidates in pursuit of National Board Certification. Component 1 is a computer-based assessment that requires candidates to demonstrate understanding of content knowledge and pedagogical practices within their content area. Candidates will prepare for these tasks through analysis of the Architecture for Accomplished Teaching and the Five Core Propositions. Candidate will demonstrate their knowledge of content and pedagogy through completion of constructed response items.
Credits
1.0
Offered
Summer and/or Winter Terms
Prerequisite: EDUC 539NBC1 or permission of instructor
This course provides guidance and feedback to candidates in pursuit of National Board Certification. Component 2 requires candidates to gather and analyze information about individual students' strengths and needs and use that information to design and implement instruction. Participants will select work samples from two students that demonstrate growth over time and use these samples to generate written analysis of the instructional choices that resulted in student learning and achievement. Note: To meet the requirements set forth by the NBPTS, work samples must come from a previously taught unit. The time span separating student work samples must be at least three weeks.
Credits
2.0
Offered
Winter Term
This course provides guidance and feedback to candidates in pursuit of National Board Certification. Component 3 requires candidates to analyze two 15-minute video recordings of their interactions with students and generate written commentary showing evidence of the National Board for Professional Teaching Standards specific to their certificate area. Candidates will describe, analyze, and reflect on their teaching practices and provide evidence of student engagement, equitable instructional practices, and impact on learning.
Credits
3.0
Offered
Fall and Spring Semesters
This course provides guidance and feedback to candidates in pursuit of National Board Certification. Participants will examine and apply the National Board for Professional Teaching Standards specific to their certificate area, using their knowledge of students to effectively plan for and positively impact student learning. Central to Component 4 are the development and implementation of assessments to guide instructional decisions and collaboration with colleagues, families, and community members to meet learning needs.
Credits
3.0
Offered
Fall and Spring Semesters
An examination of modern elementary and middle school science and Science, Technology, Engineering and Mathematics (STEM) methods, curriculum materials and instructional strategies.
Credits
3.0
Offered
Fall Semester
A consideration of the processes and topics of physical science that are most appropriate to teachers. An activity-centered STEM approach is utilized and Next Generation Science Standards for physical and Earth sciences are addressed.
Credits
3.0
Offered
Spring Semester (Even Years)
A consideration of the processes and topics of biological relevant to elementary teachers. An activity-centered STEM approach is utilized and Next Generation Science Standards for life science are addressed.
Credits
3.0
Offered
Fall Semester (Even Years)
An examination of modern elementary mathematics methods, Science, Technology, Engineering and Mathematics (STEM) curriculum, materials and instructional strategies.
Credits
3.0
Offered
Summer Semester
A study of the teaching of numbers, operations, and algebraic thinking in elementary and middle schools. Focus areas include how students learn numbers, operations, and algebraic thinking.
Credits
3.0
Offered
Spring Semester (Even Years)
A study of the teaching of geometry and measurement in elementary and middle schools. Focus areas include how students learn geometry and measurement.
Credits
3.0
Offered
Spring Semester (Odd Years)
Prerequisites: MATH 501 or equivalent. May be taken concurrently. Current research and accepted practices in teaching and assessing geometry in the secondary school. Focus on problem solving and mathematical reasoning, communication, and integrating geometry with other disciplines.
Credits
3.0
Offered
Fall Semester (Odd Years)
Prerequisites: MATH 502 and or equivalent. May be taken concurrently. Current research and accepted practices in teaching and assessing algebra in the secondary school. Focus on problem solving and mathematical reasoning, communication, and integrating algebra with other disciplines.
Credits
3.0
Offered
Fall Semester (Even Years)
Examines foundational elements of elementary STEM (Science-Technology-Engineering-Mathematics) inquiry-based instruction. Participants are expected to learn through experience, exploration, and discourse to gain an understanding of a STEM mindset to facilitate implementing a STEM approach in the elementary classroom.
Credits
3.0
Offered
Spring Semester
Designed to develop skills, attitudes and understanding to enable the general early childhood, elementary and secondary classroom teacher to effectively educate learners with special needs. Topics include inclusion, educational planning, teaching techniques, student assessment, and classroom organization and management skills.
Credits
3.0
Offered
Spring Semester
Classroom organization, climate, management and teaching techniques for students in general and special education settings; behavior modification, interaction techniques, self-management strategies and motivation strategies.
Credits
3.0
Offered
Fall Semester
Historical and legal perspectives that led to PL 94-142 and subsequent legislation. Current issues in the field of special education; survey of disabilities, philosophical concerns, educational ramifications of legislation and innovative programming.
Credits
3.0
Offered
Summer Semester
Theoretical and practical aspects of assessment, diagnosis and prescription of children with mild or moderate disabilities. Implications for educational programming are considered. Appropriate test selection and comprehensive report writing are included.
Credits
3.0
Offered
Spring Semester (Odd Years)
A study of curriculum goals and objectives, and the methods and materials to be used to meet the needs of diverse learners. Topics include learning processes and development of instructional programs in literacy and social studies.
Credits
3.0
Offered
Fall Semester
Reading and/or research in a selected field. An approved title for the independent study must be submitted with the registration forms. Prerequisite: permission of the chair of the department. A maximum of 6 credits may be applied to a degree program. (1-3 credits per independent study)
Credits
1.0 - 3.0
Offered
Either Semester
A study of curriculum goals and objectives, and the methods and materials to be used to meet the needs of diverse learners.
Credits
3.0
Offered
Spring Semester
Prepares educators to become effective consumers of educational research, using a variety of tools and technology to locate and evaluate research documents. Topics include research design, methods of data collection and analysis, and development of a study proposal.
Credits
3.0
Offered
Summer and/or Both Semesters
Examines leadership and organizational theory. Topics include the structure and dynamics of organizations, motivation and decision-making processes, group interactions, communication skills, and organizational dynamics.
Credits
3.0
Offered
Fall and/or Summer Semester
Prerequisites: Completion of 21 credits in the M.S. in Mathematics Education program. Each project will focus on an idea that links mathematics to its teaching and learning. Independent reading and study, reflection, writing, and possible action research. The capstone is assigned a letter grade, which will reflect not only the quality of the final product, but also the student’s performance throughout the project.
Credits
3.0
Offered
Either Semester
Extends students’ knowledge, understanding and application of theories of child development and the teaching-learning-assessment process, and offers the student the opportunity to consider and apply the findings of educational, psychological and brain-based research and theory.
Credits
3.0
Offered
Summer and/or Both Semesters
Examines educational philosophies and frameworks in the context of diverse student populations. Topics include culturally relevant pedagogy, multicultural curriculum, and current issues related to teaching and learning in diverse classrooms.
Credits
3.0
Offered
Summer and/or Both Semesters
Examines various approaches to curriculum development and evaluation. Topics include curriculum theories; processes and roles in curriculum planning; data use in curriculum planning; defining curricular goals and objectives; and the role of technology in curriculum and assessment.
Credits
3.0
Offered
Summer and/or Both Semesters
Participants examine the literature on systemic change, with emphasis on models and strategies for use by school leaders to affect change at the individual, team, school and district levels.
Credits
3.0
Offered
Fall and/or Summer Semester
This course examines educational supervision as a function of the school leader. Specific areas studied include classroom observation skills, conferencing skills, evaluation skills, and human relation skills. Students have the opportunity to practice supervisory skills in simulated and on-site applications.
Credits
3.0
Offered
Spring and/or Summer Semester
Prerequisites: EDUC 583 and EDUC 586 or permission of instructor
A yearlong internship experience split across two semesters, with a practicing school principal for a range of administrative experiences. The culmination of the experience will result in the submission of an administrative portfolio to be evaluated by college faculty and, where possible, by a public school administrator. Includes class experiences, case studies, and real-life scenarios. A minim grade of B in the internship is required.
Credits
1.5
Offered
Fall Semester
Prerequisites: EDUC 587A or permission of instructor
A yearlong internship experience split across two semesters, with a practicing school principal for a range of administrative experiences. The culmination of the experience will result in the submission of an administrative portfolio to be evaluated by college faculty and, where possible, by a public school administrator. Includes class experiences, case studies, and real-life scenarios. A minim grade of B in the internship is required.
Credits
1.5
Offered
Spring Semester
Prerequisites: EDUC 578 and EDUC 586. This course examines administrative functions in the school business and personnel areas. Specific topics examined include revenue and budgeting; school maintenance and operations; comprehensive strategic planning; personnel recruitment, selection, induction and development; and appraisal of personnel performance.
Credits
3.0
Offered
Summer and/or Fall Semesters
Prerequisite: MATH 500 or equivalent. May be taken concurrently. Current research and accepted practices in teaching and assessing statistics and probability in the secondary school. Focus on problem solving and mathematical reasoning, communication, and integrating statistics and probability with other disciplines.
Credits
3.0
Offered
Spring Semester (Even Years)
Prerequisite: MATH 505 or equivalent. May be taken concurrently. Current research and accepted practices in teaching and assessing mathematical modeling in the secondary school. Focus on problem solving through mathematical modeling and mathematical reasoning, communication, and integrating mathematics with other disciplines.
Credits
3.0
Offered
Spring Semester (Odd Years)
Prerequisite: Permission of the program director.
Educators develop and execute a research project, including identifying a problem and developing research questions, conducting a literature review, selecting appropriate methodology, collecting and analyzing data, and writing a reflective summary of findings and next steps. Must have access to a classroom to conduct research.
Credits
1.5
Offered
Fall Semester
Prerequisite:
EDUC 597A or Permission of the program director.
Educators develop and execute a research project, including identifying a problem and developing research questions, conducting a literature review, selecting appropriate methodology, collecting and analyzing data, and writing a reflective summary of findings and next steps. Must have access to a classroom to conduct research.
Credits
1.5
Offered
Spring Semester
The content and methods of such courses depend upon the interests of the faculty and students.
Credits
6.0
Offered
As Needed
Learners will engage in a comprehensive online learning experience designed to provide educators with the background, depth of knowledge and tools to teach language and literacy skills to every student within any reading program. May apply for elective credit with program director approval. Open to FCPS teachers only.
Credits
3.0
Offered
Fall
Learners will engage in a comprehensive online learning experience designed to provide educators with the background, depth of knowledge and tools to teach language and literacy skills to every student within any reading program. May apply for elective credit with program director approval. Open to FCPS teachers only.
Credits
3.0
Offered
Spring
Learners will engage in a comprehensive online learning experience designed to provide educators with the background, depth of knowledge, and tools to teach language and literacy skills to every student within any reading program. Open to FCPS teachers only.
Credits
3.0
Offered
Fall Semester
Learners will engage in a comprehensive online learning experience designed to provide educators with the background, depth of knowledge, and tools to teach language and literacy skills to every student within any reading program. Open to FCPS teachers only.
Credits
3.0
Offered
Spring Semester
Pre-requisites: Admission to Vanguard and permission by instructor
This three-credit, hybrid course prepares the student to become an effective teacher in a blended learning classroom environment. Topics are organized into four competencies of blended learning: mindset, instructional technology skills, teaching practices, and professional learning/networking skills. Assignments include the development of a professional learning plan and an inquiry project based on these competencies. [Note: Vanguard teachers may take this course in lieu of
EDUC 502]
Credits
3.0
Offered
Spring Semester
Prerequisites: EDUC 599V1 or Permission of Instructor
This three-credit, hybrid course scaffolds the candidate's growth toward becoming an effective advocate and facilitator for blended learning in his/her school community. Topics are organized into four competencies of blended learning: mindset, instructional technology skills, teaching practices, and professional learning/networking skills. Assignments include the planning, delivery and assessment of a Blended Learning Development Plan, which will be the principal means of assessment in the course.
Credits
3.0
Offered
Spring Semester
Pre-requisites: EDUC 599V1 or EDUC 599V2 or Permission of Instructor
This three-credit, hybrid course prepares the student to become an effective coach and instructional support in blended learning. Topics are organized into four competencies of blended learning: mindset, instructional technology skills, teaching practices, and professional learning/networking skills. Assignments include development of a plan for the coaching and support of the implementation of the four VANGUARD competencies.
Credits
3.0
Offered
Spring Semester