RATIONALE:
This Internship is the culminating experience for our prospective school leaders. This description change indicates that candidates need to integrate, synthesize and apply previous coursework and experience in this mentored Internship.
Education
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EDUC EL 696 INTERNSHIP I: School & Community Relations
RATIONALE:
In response to our ELCC report and to state certification standards, we need to formalize our students’ connection to working with school and community. The current Internship is repeated over two semesters for a total of six (6) credits. There is no change in total requirements or resources, just a strong focus for the theme of this Internship.
EDUC EL 655 Curriculum Management: Using Data to Transform Schools
RATIONALE:
This course was designed in response to feedback from the Educational Leadership Constituent Council as part of the NCATE process. In addition, both the New Hampshire and Vermont Departments of Education have recommended more curriculum course work for “School Instructional Leaders.” With continued emphasis on data-driven decision making at all levels of schooling, principals must have the tools for engaging staff, parents and the community in the use of data for school improvement.
Curriculum Management provides the knowledge and content expertise for students to create a link between their historical and theoretical background in curriculum development and the utilization of data in curricular improvement in schools and school districts. Thus, the course builds on the students’ knowledge of curriculum development, learning theories, child and adolescent development, exceptionality, building school community, professional development and managing the change process.
EDUC EL 652 Budget, Facilities & Safe Schools
RATIONALE:
Our NCATE visit, the subsequent ELCC report and our response to that report indicated that our program would be enhanced by putting more emphasis on school and community involvement in schools. There is a theme of stronger community involvement in schools and engaging families, businesses and community as partners in the educational process.
Very sad events over the past few years involving violence in schools have erupted. It is our responsibility to spend formal time and study in developing plans and researching effective ways of protecting all the children in schools.
EDUC EL 622 School Effectiveness, Reform and Technology
RATIONALE:
The Educational Leadership Program has been redesigned to align more specifically with the Educational Leadership Constituent Council’s national standards for school principals. Additionally, the New Hampshire Department of Education visited the campus in March 2005.
As part of that process, the Council for Teacher Education praised the program for the emphasis on field-based education and the use of the Learning Plan and the Educational Leadership Portfolio to plan, benchmark and document candidate learning. The Visiting Committee also recommended more study in curriculum development, special education and technology while integrating course content across the curriculum.
In response to ELCC and NHCTE, the use technology will be made more visible in this course while addressing school redesign efforts.
EDUC EL 610 PORTFOLIO DEVELOPMENTAND ASSESSMENT
RATIONALE:
The Educational Leadership Program has been redesigned to align more specifically with the Educational Leadership Constituent Council’s national standards for school principals. Additionally, the New Hampshire Department of Education visited the campus in March 2005.
As part of that process, the Council for Teacher Education praised the program for the emphasis on field-based education and the use of the Learning Plan and the Educational Leadership Portfolio to plan, benchmark and document candidate learning. The Visiting Committee also recommended more study in curriculum development, special education and technology while integrating course content across the curriculum.
In response to ELCC and NHCTE, the use technology will be made more visible in this course while addressing school redesign efforts. Portfolio work will be integrated into courses.
Education Department Course Deletions
Education Department Course Deletions:
ESEC 250 DEVELOPMENT, EXCEPTIONALITY AND LEARNING II
ESEC 281 EMERGING/EVOLVING LITERACY*
ESEC 320 EDUCATION ENVIRONMENTS/PRACTICES
EDUC 432: EDUCATIONAL THEORIES/TRENDS
RATIONALE:
In discussions about the rotation of future course offerings and staffing, the Secondary Committee realized that we were creating a bottleneck for ourselves by making 431 a pre or co-requisite for this course (EDUC 432) The pre/co-requisite requirement meant that all of our students would have to take this course in the fall of their senior year unless they were on a 41/2 year program. We discussed what knowledge and experience base was essential for this course and decided that what students really needed to appreciate the content of this course was to have Methods I since it provides them with experience in the schools. Changing the prerequisite to EDUC 331 only, means that students can take the course in spring of junior year or fall of senior.
EDUC 322 ELEMENTARY METHODS II: INTEGRATING MATH, SCIENCE AND LITERACY
RATIONALE: Prerequisite is being changed in tandem with change to EDUC 321 prerequisite. Students sometimes have difficulty completing MATH 171 and MATH 172 during sophomore year because of lack of seats or need to take math preparation course. In order to facilitate their timely graduation, we have adjusted these prerequisites to better reflect when they actually apply their knowledge of elementary mathematics in the public school classroom. MATH 171 will now be a prerequisite for EDUC 321, allowing concurrent enrollment in MATH 172 if necessary. MATH 172 will continue to be a prerequisite for EDUC 322 as this is the class where students will be teaching math in the elementary classroom. Students will continue to be advised to complete MATH 171 and 172 during sophomore year.
EDUC 321 ELEMENTARY METHODS I: INTEGRATING LITERACY, SOCIAL STUDIES, AND THE ARTS
RATIONALE: Prerequisite is being changed in tandem with change to EDUC 322 prerequisite. Students sometimes have difficulty completing MATH 171 and MATH 172 during sophomore year because of lack of seats or need to take math preparation course. In order to facilitate their timely graduation, we have adjusted these prerequisites to better reflect when they actually apply their knowledge of elementary mathematics in the public school classroom. MATH 171 will now be a prerequisite for EDUC 321, allowing concurrent enrollment in MATH 172 if necessary. MATH 172 will continue to be a prerequisite for EDUC 322 as this is the class where students will be teaching math in the elementary classroom. Students will continue to be advised to complete MATH 171 and 172 during sophomore year.