Education and Clinical Mental Health Counseling
The Education program offers several initial teacher preparation routes: Bachelor of Arts programs in Elementary Education (PK – 5th) and a Master of Arts in Teaching program for both Middle Grades and Secondary Education. In addition, the Education Studies program offers coursework in education for those who are not seeking an initial teaching certificate. The Department of Education also offers a Teaching minor. The Master of Education and Education Specialist in Curriculum and Instruction, and the Tier I programs are designed for those who already have a teaching certificate. See the Education Graduate Bulletin for more information on advanced programs.
The Education curriculum at LaGrange College serves four (4) basic purposes:
- to provide for the development of professional knowledge, skills, and dispositions that are essential for the teaching profession;
- to provide planned and carefully guided sequences of field experiences (this requires that all students meet with their advisors before making any work plans);
- to provide initial preparation programs Elementary Education at the undergraduate level, and a Master of Arts in Teaching initial preparation program for middle and secondary grades, all of which are fully accredited by the Georgia Professional Standards Commission; and
- to provide an alternative program in education at the undergraduate level that does not lead to teacher certification.
ADMISSION TO UNDERGRADUATE ELEMENTARY EDUCATION
Students intending to complete a Bachelor of Arts program in Elementary Education make formal application to the program.
The following are required for entrance into an undergraduate program:
- submit an application to the program
- pass the Georgia Educator Ethics Assessment;
- apply for and/or receive a pre-service teaching certificate;
- be in good academic standing;
- obtain liability insurance for duration of time in program;
- complete of a criminal background check showing no criminal record or a discharge from the armed services that would prevent teacher certification;
- complete verification of residency requirement; and
- have approval from the Chair of the Education program.
Admission decisions may be appealed to the VPAA. After admission to the program, a review occurs each semester for each candidate to determine retention in the Education program.
All Education pre-service candidates have extensive field experiences each semester. Prior to senior year, they are in schools for a minimum of 7 hours each week. At the end of their junior year, rising seniors will complete a 3-5 day post-planning field requirement at their student teaching placement. During senior year for Clinical Practice I & II, which typically takes place in Troup County, candidates are in schools from the first day of pre-planning for the academic school year to the last day of classes at LaGrange College. Successful completion of field experiences is a program requirement.
Any transfer and/or pre-approved transient credits must completely satisfy a program requirement by the course syllabus and appropriate Georgia Professional Standards Commission rules.
CHARGES INCURRED DURING PROGRAM OF STUDY
Teacher candidates are required to complete GACE exams for recommendation for certification. GACE fees are the responsibility of the student and are payable through the GACE testing website. Please consult the GACE website for current fees.
The Georgia Professional Standards Commission requires that each teacher candidate complete the Georgia Educators Ethics Assessment with Educational Testing Service (ETS). The assessment has a $30 fee, payable to ETS (online). The Georgia Educators Ethics Assessment must be completed during EDUC 1199 (Foundations), and before admission into the Department of Education.
Junior and Senior undergraduate elementary education candidates will use Advanced Feedback, a video observation platform, to receive feedback from professors and supervisors regarding classroom instruction in the field. This technology will also be used in class as students will collaborate around video to enrich learning. Each year, a fee of $150 will be assessed and is payable upon registration for the following courses EDUC 4489B and EDUC 4490 (subject to change).
ADMISSION TO CLINICAL PRACTICE
Applications for clinical practice are due midterm in the semester prior to clinical practice. Clinical practice encompasses a full academic year where candidates are engaged in full-time teaching activities under the supervision of a classroom teacher. The Director of Field Placement evaluates applications for clinical practice and makes determination of approval based on academic readiness and satisfactory progress with program and college requirements. Decisions may be appealed to the Chair of the Department.
In order to be admitted into Clinical Practice (as a senior), candidates must meet all transition points - including but, not limited to, obtaining a grade of "B" or better in all related field courses (EDUC 4489A, EDUC 4489B, EDUC 4489C).
Candidates must pass all diagnostics tests before beginning the second semester of clinical practice (senior year).
Detailed requirements and information related to clinical practice can be found in the LaGrange College Field Experience and Clinical Practice Handbook (FECPH).
POLICY FOR REMEDIATION OF INAPPROPRIATE DISPOSITIONS AND/OR INADEQUATE PERFORMANCE
Dispositions
Because appropriate dispositions enhance teaching and learning, the Department of Education believes that candidates should project positive and productive attitudes toward students, colleagues and professors. The term “appropriate dispositions” refers to positive attitudes, respect for the diverse characteristics of others, and taking grievances to the appropriate person in a professional manner. In the pursuit of knowledge of learning, childhood and society, appropriate dispositions reflect the candidates’ abiding respect for the intellectual challenges set before them by their professors. Teachers are committed intellectuals who value rigorous inquiry, critique and informed skepticism as ways to expand their ethical, cultural and intellectual universes. To engage in professional exchanges, committed teachers must demonstrate constructive dispositions at all times. If a classroom professor observes or becomes aware of inappropriate dispositions, then she or he will issue a written warning to the candidate. Upon the second time, the candidate will be required to attend a hearing before Education faculty for possible disciplinary action. At the discretion of the faculty, disciplinary action may result in a reduction in grade or, in severe situations, expulsion from the program. Appropriate dispositions are also expected and assessed during field and clinical experiences.
Performance
Candidates who exhibit poor content knowledge, content pedagogical knowledge, professional skills and/or fail to demonstrate a positive effect on student learning based on specific criteria stated in the Field Experience and Clinical Practice Handbook (FECPH) may be required to complete a remedial Professional Development Plan (PDP). Dismissal from the program is possible if the candidate fails to meet the minimum scores on the PDP and/or fails to demonstrate sufficient progress in all courses. Specific procedures, instruments and scoring criteria used to assess dispositions and performance are described in the FECPH.
TEACHER CERTIFICATION
The Education program offers a variety of programs that are approved by the Georgia Professional Standards Commission and lead to initial certification in Georgia. Candidates desiring to be certified upon completion of their programs should plan to work closely with their advisors since certification requirements are subject to change.
Upon successful completion of an approved initial preparation program (B.A. Elementary Education, M.A.T. Middle Grades, and M.A.T. Secondary Education), candidates are eligible to receive an Initial Teacher Certification after:
- earning a grade of “B” or better in EDUC 4459 Special Needs/Exceptional Children,
- earning qualifying scores on the Georgia Competency Examination (GACE)
GaPSC-approved education program providers may recommend program completers for certification under the approved program in effect at the time the student was officially admitted to the program or the approved program in effect when the student successfully completes the program. Program completers must be recommended for certification within five years of completing an approved program. Completers seeking a recommendation for certification more than five years after completing a program will be denied or otherwise must meet requirements specified by the program provider to assure up-to-date knowledge in the field of certification sought.
SCHOLARSHIPS, AWARDS, AND GRANTS FOR EDUCATION
Qualified Education candidates may be eligible for TEACH grants. See “General Grants and Scholarships” in the Financial Aid portion of this Bulletin for details.
The Education program gives the following awards to outstanding Education majors during the annual Honors Day program:
Jeanette Strickland Cook Scholarship was established by the late Benjamin Lane Cook to benefit a teacher in the Troup County School System who desires to further his/her education at LaGrange College. The Scholarship Committee of the Education Department selects the recipient.
Walter Malcolm Shackelford Award was established in honor of Dr. Walter Malcolm Shackelford, who served LaGrange College for twenty-four years as both teacher and administrator. During his tenure, he directed the formation of new majors in elementary education and early childhood education. Always using a kind and listener-directed manner, he set a standard for teacher excellence at LaGrange College whose impact is still evident today. This award is presented to an Education major who demonstrates excellence in teaching. The Scholarship Committee of the Education Department selects the recipient.
The Drs. Sharon and Don Livingston Outstanding Elementary Education Junior Annual Award was established in 2019 by the Drs. Livingston to recognize a junior student who demonstrates accomplishments in areas of teaching, academics, and service. The recipient should have an earned cumulative grade point average of 3.5 or higher and show promise to continue the work that benefits so many people who are touched by what teachers do.
The Ethyl Ault Outstanding Service Award was established in 2019 and is presented each year to a student pursuing a degree in an education-related field of study who exemplifies the character, spirit, and service of Professor Ault, a long serving faculty member in the Department of Education. Professor Ault dedicated over thirty years of her career teaching courses related to the specialty areas and to special education. In addition to her work at the college, Professor Ault was and remains actively involved in multiple service organizations in the community and has been a long-time advocate for educational opportunities for students with specific learning needs.
The Education program gives the following awards based on financial need:
Elizabeth Kelly Bradford Annual Scholarship was established by the Drs. Peter and the late Dr. Sarah Beth Mallory in memory of her mother, an elementary teacher for 35 years, to provide scholarship assistance to a student demonstrating financial need and in good academic standing at LaGrange College. In awarding this scholarship, preference is given to students who indicate an intention to major in elementary education. The Financial Aid Office awards this scholarship.
Julia Vernon Keller and William Wates Keller Endowment Fund was established by Mr. and Mrs. William Wates Keller of LaGrange to provide scholarship assistance to deserving graduates of LaGrange High School who are majoring in education. The Financial Aid Office selects the scholarship recipient after consulting with the LaGrange College Department of Education.
Peggy McElhanon Gordon Annual Scholarship Grant was established by Jefferson Taylor Gordon, class of 1985, to provide a need-based grant to a student majoring in Education who is enrolled and in good academic standing. The Financial Aid Office awards the annual grant of $1,000.
Nancy Kight Stevens Endowed Scholarship Grant was established by the late Robert Charles Stevens, class of 1971, in honor of his wife, Nancy Knight Stevens, class of 1971 and 1974, to provide a need-based grant to a student pursuing a degree in Education.
Majors and Minors
Major Minor
Master of Arts in Clinical Mental Health Counseling Master of Education (M.Ed.) Curriculum and Instruction with Tier I Educational Leadership Certification Add-on Education Specialist (Ed.S.) Master of Arts in Teaching Program Master of Education in Curriculum and Instruction Ed. S. Curriculum and Instruction ADVANCED Ed. S. Curriculum and Instruction ADVANCED with Tier I Ed. S. Curriculum and Instruction INITIAL with Tier I Tier I Educational Leadership Certification Add-on (13 Credit Hours) B.A. in Elementary Education B.A. in Education Studies Minor in Teaching B.A. to M.A.T.Courses
This course serves as an introduction to the teaching profession and the context in which teaching and learning occurs. Students explore the history of the teaching profession along with current events that affect teachers and the environments in which they operate. Focus is placed on the challenges and possibilities inherent to life in classrooms as students explore the profession from a historical and sociological perspective. (This course cannot replace EDUC 1199.)
An introduction to teaching and learning. This course addresses teacher behavior, teacher roles, teacher ethics and experiences, historical perspectives, philosophical foundations, approaches to curriculum development, the politics of education, school governance, school funding and legal issues, school environments, and living and learning in a diverse society. This course is a prerequisite for admission to the Education program and includes an initial school visitation experience.
This course addresses science content, process skills, attitudes, and real-world applications that are developmentally appropriate for science and instruction. Effective teaching strategies that incorporate integrated and interdisciplinary approaches, technology, literature, multicultural education, and the Science Georgia Standards of Excellence are combined with theories of learning.
A study of the principles of growth and development from conception through twelve (12) years of age. Specific attention will be given to the influences of family on physical maturation, cognitive development, social skills, and personality development. Major contributions from the leading authorities in the field will be emphasized during the study of each area of development. A family and community field experience is required.
This course will serve as an introduction to reading instruction for teacher candidates. Topics included in this course will be: theories of reading development, children’s literature appropriate for the young child and early literacy skills for Pre-K and Kindergarten students. IRA standards and the Georgia Standards of Excellence will provide a basis for lessons and field experiences in local schools.
This course will prepare teacher candidates for teaching reading in the early elementary years (1st-2nd grade). Topics included in this course will be: phonics instruction, word recognition strategies, beginning comprehension strategies, children’s literature appropriate for 1st and 2nd grade students, and an introduction to children’s writing and the writing process. IRA standards and the Georgia Standards of Excellence are used in combination with various approaches to effective instruction and planning, including the use of technology, and will provide a basis for lessons and field experiences in local schools.
This course teaches the Elementary Education Certification candidate how to integrate the arts, health and physical education into instruction. Through collaboration with college faculty, elementary classroom teachers, and specialty area teachers, candidates will understand, and use the content, functions, and achievements of dance, music, theater, and the several visual arts as primary media for communication, inquiry, and insight among elementary students; use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health; and know, understand, and use human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.
A study of the principles of growth and development from thirteen (13) through eighteen (18) years of age. Specific attention will be given to the influences of family on physical maturation, cognitive development, social skills, and personality development. Major contributions from the leading authorities in the field are emphasized during the study of each area of development. A field experience is required.
This course will prepare teacher candidates for teaching reading in the later elementary years (3rd-5th grade). Topics included in this course will be: comprehension strategies, integrating reading instruction in content area classes, identifying and correcting reading problems at the elementary level, children’s literature appropriate for 3rd-5th grade students, and writing skills and processes appropriate for elementary students. IRA standards and the Georgia Standards of Excellence are used in combination with various approaches to effective instruction and planning and will provide a basis for lessons and field experiences in local schools.
This course addresses the practical aspects of curriculum development and lesson planning, along with the role of preparation and its contribution to successful classroom management. Using the Georgia Standards of Excellence, instructional, assessment, differentiation, and classroom management strategies will be studied and applied throughout the course.
This course is designed to acquaint candidates with the basic principles of assessing learning using different techniques and strategies. Among the areas addressed are theory, methods, standardized tests, and fundamental statistical concepts. In addition, candidates study testing, grading, ethical considerations, and current issues in educational assessment.
This course is designed to introduce the teacher candidate to best practices in educational assessment. Measurement approaches are introduced to equip the teacher candidate with quantitative and qualitative skills needed for assessment for learning and assessment of learning.
This course covers salient topics related to integrating technology into the K-12 classroom. This course explores the applications of Microsoft Office and various Web 2.0 tools used by classroom teachers to maximize instruction and student learning. The course requires students to develop a digital portfolio align with the ISTE standards for Educators to ensure candidate preparation to teach in flipped, hybrid or online learning environments. This course aligns with ISTE standards for Educators.
The interdisciplinary nature of social studies is the focus for the study of curriculum, methods, technology, and professional sources. Emphasis is on planning for and developing resources for instruction, including the development of a unit with emphasis on the NCSS standards and Georgia Standards of Excellence for Social Studies for a chosen grade level. This course includes a field experience component.
A study of identification and diagnostic techniques for teachers related to areas of exceptionality among students and of alternative styles of teaching to meet special needs. The introduction to the Student Support Team (SST) process and the writing of eligibility reports and Individual Education Plans (IEP) are explored. The psychological and behavioral characteristics of exceptional children are studied. The importance of transition and other forms found within the exceptional children’s categories are identified. Weekly field experiences in the exceptional children’s areas are provided. A grade of "B" or better is required for this course.
This course addresses a variety of diversity issues including psychological, physiological, and social conditions of different students as well as various strategies for working with children at risk. This section of the course will focus on the specific issues of poverty and social class. Reflections for the content of this course will be written in conjunction with the assigned field placement. Topics include diversity as it relates to poverty & social class.
This course addresses a variety of diversity issues including psychological, physiological, and social conditions of different students as well as various strategies for working with children at risk. This section of the course will focus on the specific issues of race, gender, and sexual identity. Reflections for the content of this course will be written in conjunction with the assigned field placement. Topics include diversity as it relates to race, gender, and sexual identity.
This course addresses a variety of diversity issues including psychological, physiological, and social conditions of different students as well as various strategies for working with children at risk. This section of the course will focus on the specific issues of culture and English Language Learners. Reflections for the content of this course will be written in conjunction with the assigned field placement. Topics include diversity as it relates to culture, and English language learners.
This course is designed to explore current issues in elementary education. Teacher candidates choose topics, examine research, and present information in a workshop format. Another focus of the course is classroom management, lesson presentations, and peer critiques. In addition, teacher candidates have the opportunity to discuss field experiences in connection with Education’s Conceptual Framework along with national and state standards.
introduction to Clinical Practice I is a field experience in one of the three elementary grade bands with pre-service teachers gradually assuming responsibility for small group instruction under the supervision of a cooperating teacher. Candidates are evaluated through a rigorous performance-based assessment process based on national standards. Candidates participate in classroom teaching and observation, planning evaluation conferences, and other school-related experiences with guidance provided by the cooperating teachers and college supervisor. Several seminars are held in conjunction with these experiences and address a variety of topics. Portfolio elements required. A grade of "B" or better is required in this course.
Introduction to Clinical Practice II is a field experience in one of the three elementary bands with pre-service teachers gradually assuming responsibility for instruction under the supervision of a cooperating teacher. Candidates are evaluated through a rigorous performance-based assessment process based on national standards. Candidates participate in classroom teaching and observation, planning and evaluation conferences, and other school-related experiences. Several seminars are held in conjunction with these experiences and a variety of topics are addressed. Portfolio elements are required. A grade of "B" or better is required in this course.
Introduction to Clinical Practice III is a field experience in one of the three elementary bands with pre-service teachers gradually assuming responsibility for instruction under the supervision of a cooperating teacher. Candidates are evaluated through a rigorous performance-based assessment process based on national standards. Candidates participate in classroom teaching and observation, planning and evaluation conferences, and other school-related experiences. Several seminars are held in conjunction with these experiences and a variety of topics are addressed. Portfolio elements are required. A post-planning experience is required. A grade of "B" or better is required in this course.
This course provides a co-teaching experience for a minimum of thirteen (13) weeks. Pre-service teachers will be assigned to diverse public schools and gradually assume responsibility for working with groups and individuals. They participate in classroom teaching and observation, planning and evaluation conferences, and other school-related experiences, with guidance provided by the clinical faculty, gradually assuming total responsibility for the class.
This course provides a co-teaching experience for a minimum of thirteen (13) weeks. Pre-service teachers will be assigned to diverse public schools and gradually assume responsibility for working with groups and individuals. They participate in classroom teaching and observation, planning and evaluation conferences, and other school-related experiences, with guidance provided by the clinical faculty and College supervisor, gradually assuming total responsibility for the class.
This course is designed to allow Elementary Education candidates an opportunity to complete field experience requirements necessary to successfully meeting certification requirements. Department chair permission is required.
An introduction to teaching and learning. This course addresses teacher roles, teacher ethics and experiences, historical perspectives, philosophical foundations, approaches to curriculum development, the politics of education, school governance, school funding, legal issues, school law, and living and learning in a diverse society.
Taken in the first summer of the program, this course provides a foundation of knowledge on adolescent development with the theoretical and social contexts of adolescence to prepare the M.A.T. candidate for teaching in the middle schools. Instruction is delivered in whole group instruction or through small group seminars led by the professor to prepare M.A.T. candidates to assist master classroom teachers in the instruction of 4-8 grade-aged students in a three-week summer field experience operated by the college for area children. The objectives for the course are for the candidate to understand the major concepts, principles, theories, and research related to young adolescent development and developmentally responsive middle level programs and schools, and to engage in practices and behaviors that develop their competence as professionals. Middle grades candidates will have supervised field experiences teaching 4-5 grade-aged children, whereas high school candidates will have supervised field experiences teaching 6-8 grade-aged children.
Taken in the first summer of the program, this course provides a foundation of knowledge on adolescent development with the theoretical and social contexts of adolescence to prepare the M.A.T. candidate for teaching in the middle schools. Instruction is delivered in whole group instruction or through small group seminars led by the professor to prepare M.A.T. candidates to assist master classroom teachers in the instruction of 4-8 grade-aged students in a three-week summer field experience operated by the college for area children. The objectives for the course are for the candidate to understand the major concepts, principles, theories, and research related to young adolescent development and developmentally responsive middle level programs and 121 schools, and to engage in practices and behaviors that develop their competence as professionals. Middle grades candidates will have supervised field experiences teaching 4-5 grade-aged children, whereas high school candidates will have supervised field experiences teaching 6-8 grade-aged children.
This course sequence focuses upon theory related to instructional planning, assessment, and decision making. The role of preparation and its contribution to successful classroom management will be examined. Candidates will research best practices in teaching and learning and evaluate models of effective lesson plan design and its impact on the classroom environment.
This course sequence focuses upon theory related to instructional planning, assessment, and decision making. The role of preparation and its contribution to successful classroom management will be examined. Candidates will research best practices in teaching and learning and evaluate models of effective lesson plan design and its impact on the classroom environment. In EDUC 5030b, students will be placed in a classroom for a ten-day “opening school experience” to provide an authentic orientation to preplanning and the first days of school.
Candidates will read and discuss articles and critiques by scholars who are concerned with issues of equity, social justice, community and responsibility in a democratic, multicultural society. Because teachers are advocates for curriculum, instruction, learning environments and opportunities that support the diverse needs of and high expectations for all students, an emphasis will be given to the implementation of multicultural teaching in the classroom. This course will encourage teachers to think theoretically about their practice and learn from experience through contemplation of how the research in multicultural education relates to the classroom today.
A study of identification and diagnostic techniques for secondary teachers as related to areas of exceptionality among students, alternative styles of teaching to meet special needs, and related legal issues. A grade of B or better in this course is required for certification.
Clinical Practice is a full semester teaching in specific middle and high schools with pre-service teachers gradually assuming total responsibility for the class. Candidates are evaluated through a rigorous performance-based assessment process based on national standards. Candidates participate in classroom teaching and observation, planning and evaluation conferences, and other school-related experiences with guidance provided by the cooperating teachers and college supervisor. Several seminars are held in conjunction with these experiences and address a variety of topics. Portfolio elements required. Both pre-planning and post-planning experiences should be completed in conjunction with clinical practices.
Clinical Practice is a full semester teaching in specific middle and high schools with pre-service teachers gradually assuming total responsibility for the class. Candidates are evaluated through a rigorous performance-based assessment process based on national standards. Candidates participate in classroom teaching and observation, planning and evaluation conferences, and other school-related experiences with guidance provided by the cooperating teachers and college supervisor. Several seminars are held in conjunction with these experiences and address a variety of topics. Portfolio elements required. Both pre-planning and post-planning experiences should be completed in conjunction with clinical practices.
The course is designed to allow candidates an opportunity to complete field experience requirements or a passing score on the content diagnostics tests. Department Chair permission is required.
This course is designed to acquaint candidates with the basic principles of assessing learning using different techniques and strategies. Among the areas addressed will be theory, methods, standardized tests, and fundamental statistical concepts.
To enable teachers to become competent instructional leaders through the analysis and use of data about their classrooms and schools, this course expands teachers’ knowledge and skills in assessment techniques for all students. By conducting and using research and through varied assignments, teachers will be prepared to improve instruction using varied assessment techniques and data-driven decision making.
This course covers salient topics related to integrating technology into the K-12 classroom. This course explores the applications of Microsoft Office and various Web 2.0 tools used by classroom teachers to maximize instruction and student learning. The course aligns with ISTE Educator and ISTE Student Standards and prepares candidates to teach in face-to-face, flipped, hybrid, and online learning environments.
A study of reading problems encountered in public education. This course addresses reading skill development in special populations including those with limited English abilities, problems in content reading assignments, and non-readers in elementary, middle, and secondary school settings. Special attention is given to developing strategies for teaching reading and writing to readers at various skill levels. Candidates will develop resources for effective teaching based on the Georgia Performance Standards and standards from IRA and NCTE.
This course engages the candidate in a comprehensive investigation of the social forces that affect schools and communities. In combination with research found in the field of education, social foundations relies on an interdisciplinary approach where knowledge from history, philosophy, sociology, anthropology, cultural studies and political science are studied to develop interpretive, normative, and critical perspectives on education.
From local histories and the beginnings of the American school to contemporary events, EDUC 6050 Historical Perspectives of Education is a multi-perspective journey through our collective pasts. This course illuminates our present by using a historical lens to explain why educational practices are as they are today.
This course addresses why literacy matters, evidence-based best practices, RTI, new literacies, 123 culturally responsive teaching in diverse classrooms, instruction for content literacy, writing across the curriculum, and learning with trade books.
Explores issues in curriculum and instruction from an educational literature perspective. Candidates will investigate curriculum theory, development, implementation, and evaluation as well as local and national standards. Candidates will utilize texts and professional journals to become knowledgeable practitioners with regard to curriculum and instruction.
Using the case method as a way to facilitate classroom discussion, this course offers a comprehensive view of the law that governs the public school system of America. Teachers and administrators will be prepared with knowledge about how the courts affect instructional practices, school-wide curricular decisions as well as local, state and federal educational policy.
By increasing an understanding of the students they teach, teachers will enhance their skills in developing engaging and culturally sensitive curriculum for diverse students through the use of a repertoire of instructional strategies that are appropriate for diverse learners to become contributing members of learning communities.
This course focuses upon theory, methods, and basics of educational research. Candidates explore the inquiry process, fundamental statistics, and the use of databases, references and resources as they consider research opportunities for their action research study.
This course explores scholarship that centers on the developmental, social and cultural constructivist theories in educational practice. Candidates will use scholarship in constructivism to complete a theoretical framework and literature review for their action research study.
Designed to meet individual needs of the graduate student who is preparing his/her action research study. This course is generally taken during the spring semester. Candidates implement, evaluate and synthesize theoretically-based instruction through a structured critique based on their own applied classroom action research. A field visit by the professor at the M.Ed. candidate’s study site school is required to review the study’s design, setting, and data collection procedures. Candidates are expected to complete their studies by the end of the course.
Through this course, candidates demonstrate advanced ability to design, implement, and evaluate curriculum that promotes student learning. Particular attention is given to recognizing the needs of students, the contexts which must be considered when planning curriculum, and the philosophical frameworks that undergird curriculum design in the content area. The candidate will know how to evaluate the content area curriculum by using performance data to determine 124 student understanding and to refine curriculum. Advocating for curriculum requires that the candidate develops high standards for professional practice by advancing or promoting issues among their colleagues, specialty professional associations and in the public sphere.
Designing Professional Learning Experiences is designed to enable teachers to become competent instructional leaders through the development of professional learning experiences within their schools. Expanding upon the work completed in both EDUC 7100 and 7200, the use of the educational data collected will inform the curriculum fo interactive workshops that advance a solution to the identified school problem. This course expands teachers' knowledge and skills using best practices of adult learning instructional strategies along with assessment data to determine the effectiveness of their professional learning plan.
This course examines effective methods of professional learning, within the context of the school environment, which is focused on relevant student data and identified teacher needs. Candidates will explore various theories of professional learning while linking professional learning needs to their knowledge of adult learning theories. Candidates will conduct a needs assessment within their own schools and develop a professional learning plan to address identified needs.
This course is designed to strengthen and enhance competency levels for candidates to serve as classroom teacher leaders. The course is designed to provide candidates with knowledge of factors and processes related to teacher leadership roles within schools. Topics such as mentoring, peer coaching, community relations, organizational change, and advocacy will be addressed.
This course focuses on adult development and learning principles. The following will be examined: a) theoretical perspectives and research related to foundational concepts of adult learning; b) how adult learning theories, principles, and practices are incorporated into formal and informal learning events; and c) the roles of teacher leaders in designing effective learning communities in various educational settings.
This is a research based course in which candidates are challenged to critically evaluate educational systems, traditions, and policy in other nations and compare those system to practices in the United States. Travel outside the United States may be part of this course.
This course focuses on the development of applicable knowledge, skills, and dispositions that teacher leaders must possess for successful school improvement. Candidates will work under the supervision of a field mentor within the local school or system that agrees to assist the student with conceptualizing and completing their field experience. The basis for this course is performance-based assignments which integrate candidate knowledge, skills and dispositions with applicable issues and problems in their school or system.
This course examines the research base that indicates the importance of collaboration and communication to address the needs of the school community as a whole in order to facilitate school improvement. Candidates will collaborate with colleagues to improve their interactions with families and communities.
This course investigates management aspects of the school organization including operations, facilities, and budget. Educational leaders will discuss how effective management facilitates and supports the teaching and learning process.
This course focuses upon theory, methods, and advanced assessment skills required for educational research. To acquire the requisite skills for subsequent original research, candidates will be able to apply those qualitative and quantitative methods necessary to conduct, analyze and evaluate program assessments. Demonstrated knowledge of descriptive and fundamental inferential statistics and proficiency in the use of validity and reliability concepts and measurements is expected.
This course prepares candidates to initiate and facilitate colleagues’ design and implementation of research. Course requirements involve the development of a prospectus that can be used to lead colleagues in school-based research.
Directed Research Seminar is designed to meet individual needs of the education specialist candidate to prepare for collecting and reporting on his/her project’s data. Completion of the methodology paper for the candidate's Graduate Project is satisfied in this course through a discussion of validity and reliability variables as well as a section that describes how results will be analyzed and discussed. The candidate’s fieldwork is typically conducted at this time.
This course takes a comprehensive approach to the field of curriculum by investigating cultural, ideological, political, ethical and philosophical assumptions that undergird educational policy and practices. The aim of this course is to prepare teachers and curriculum designers with theoretical competencies that undergird the planning, design and evaluation of curriculum. Participants will develop a curriculum proposal that demonstrates praxis between theory, planning and evaluation.
This course prepares teachers and curriculum developers to lead and contribute to the curriculum change process. Research-based strategies are applied to planning, leading and sustaining curricular change. Participants will develop an advocacy plan based on a needs assessment, educational policy, current research and trends.
This field-based course is intended to prepare teachers to use multiple assessments to make informed decisions when mentoring and supervising teachers during the pre-service, induction and professional phases of their careers. Participants will apply current theories of supervision, mentoring and reflection research in classroom and school settings to demonstrate knowledge of resources, including technology, to support mentoring and supervision.
This internship, through a three-course sequence, provides educational leader candidates with the opportunity to with established leaders in partner schools to gain practical experienced that focus on areas that include: strategic leadership, organizational leadership, school improvement, community engagement, and other topics relevant in the current school setting.
This internship, through a three-course sequence, provides educational leader candidates with the opportunity to with established leaders in partner schools to gain practical experienced that focus on areas that include: strategic leadership, organizational leadership, school improvement, community engagement, and other topics relevant in the current school setting.
This internship, through a three-course sequence, provides educational leader candidates with the opportunity to with established leaders in partner schools to gain practical experienced that focus on areas that include: strategic leadership, organizational leadership, school improvement, community engagement, and other topics relevant in the current school setting.
This course is framed by the Georgia Standards of Excellence for Grades K-5 and is for the future elementary school teacher. Teacher candidates enrolled in this course will engage in learning content and pedagogy related to the following math domains: 1) Geometry, Measurement, and Data and 2) Numbers and Operations: Fractions, and Statistics and Probability. This course will prepare teacher candidates for the Certification of Educators (GACE ) Exam for Elementary Education.
This course is framed by the Georgia Standards of Excellence for Grades K-5 and is for the future elementary school teacher. Teacher candidates enrolled in this course will engage in learning content and pedagogy related to the following math domains: Numbers and Operations: Base Ten, Counting and Cardinality, Operations nd Algebraic Thinking. This course will prepare teacher candidates for the Certification of Educators (GACE) Exam for Elementary Education.
Participants in this course examine the principles of teaching English to second language learners. Students explore the educational contexts in which English is taught and learned. Strategies for teaching language development and skills are explored as students develop lesson plans and practice a variety of teaching strategies. Current and persistent issues in the field of TESOL are also discussed and debated with the goal of producing program completers who can serve as agents of change. Participants explore culture in a comparative and global context as they seek ways to best provide equal access to not only the acquisition of language, but also to the development of skills across multiple subject areas.
This course provides a foundation of knowledge on adolescent development and the theoretical and social contexts of adolescence. For background, a brief overview of the principles of growth and development of early childhood through twelve (12) years of age will be explored. Specific attention will be given to the influences on physical maturation, cognitive development, social skills, and personality development of the adolescent. Societal influences and the development of the teenage brain will be examined.
This course examines what international education is today and how it was developed. Emphasis is placed on equipping students with the skills and knowledge needed to foster intercultural awareness and global citizenship in educational and workplace settings. An Education Studies Capstone assignment is also complete in this course.
Participants in this course examine the principles of rigorous, authentic course design and assessment principles. Students will develop proficiency in designing instructional materials and assessments appropriate for English Language Learners of varying language proficiency levels. As with all TESL courses, students explore the educational contexts in which English is taught and learned. Participants explore culture in a comparative and global context as they seek ways to best provide equal access to not only the acquisition of language, but also to the development of skills across multiple subject areas.
Designed to provide students with in-depth knowledge of choral conducting techniques and literature. Students will study appropriate conducting gestures specific to choral ensembles while acquiring knowledge of the great monuments of choral literature.
