Graduate Course Descriptions

This course is designed to support teachers that develop literacy skills for individuals and provide instruction that is integrated and helps students understand how to access, evaluate, synthesize, and contribute to information (National Council of Teachers of English [NCTE], 2007). Coaching Field Experiences include activities from Pennsylvania Department of Education: Competency II A- Instructional Coaching Skills and Abilities and Competency II B- Group Coaching. (10 Hours of Field Experience Required)

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 Pennsylvania Department of Education: Competency II A- Instructional Coaching Skills and Abilities and Competency II B- Group Coaching. (10 Hours of Field Experience Required)

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 Pennsylvania Department of Education: Competency II A- Instructional Coaching Skills and Abilities and Competency II B- Group Coaching. (10 Hours of Field Experience Required)

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 Pennsylvania Department of Education: Competency II A- Instructional Coaching Skills and Abilities and Competency II B- Group Coaching. (10 Hours of Field Experience Required)

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 Pennsylvania Department of Education: Competency II A- Instructional Coaching Skills and Abilities and Competency II B- Group Coaching. (15 Hours of Field Experience Required)

This course will focus on using systematic researched methods of design and development for online instruction for diverse learners. Candidates will learn how to follow the five-phase instructional design model consisting of Analysis, Design, Development, Implementation, and Evaluation (ADDIE) when designing and implementing online instruction. They will utilize varied delivery platform systems and technology tools both existing and emerging to create synchronous and/or asynchronous online courses which will foster differentiated instruction and accommodations. Candidates will address the various configurations of online instruction including fullyonline, hybrid, and online learning modules incorporated within traditional courses. (Includes 14 Field Experience Hours)

In this course, students will learn how to create online effective instruction as outlined in the Teacher Effectiveness Model of teaching supervision and evaluation. The candidate will learn strategies and techniques to actively engage students while building an online learning community. They will learn how to facilitate and monitor appropriate interactions of students while building trust within this community. Candidates will understand their role as an effective learning facilitator by establishing consistent and reliable expectations while giving appropriate and timely feedback to community members. Techniques for leading online instruction groups that are focused and inquiry based will be developed. Emphasis will be placed on providing differentiated instruction addressing the needs of the diverse online learners. (Prerequisite: EDL 666) (Includes 14 Field Experience Hours)

This course provides classroom teachers with information about factors that contribute to risky behaviors with a focus on the ecology of children’s lives that includes the school, community and neighborhood environments that increase risk in PK-12. Family, school, and individual characteristics that provide a more prominent and direct influence on youth will be explored. Data on at-risk categories along with major treatment and prevention approaches are examined. Prevention strategies are presented that focus on family, school, peer groups, and the individual.

This course seeks to inform teachers about the importance of mental health literacy in teaching students in PK-12. Mental Health issues include substance use and abuse, STDs, Risky Behaviors, Youth Violence, Youth Suicide, Anxiety, Depression, Bullying, Child Abuse and Neglect, Coping with Emergencies and Disasters, Attention Deficit (ADD/ADHD), Eating Disorders: Anorexia and Bulimia, and Affective Mood Disorder with a goal toward understanding and compassionate care of youth engaged in these behaviors (Required: 10 hours supervised or mentorship in the endorsement area.)

Research shows that to be successful in adult life, students must master not only core academics (literacy, numeracy, etc.) but also social emotional skills and a mindset that embodies a good citizen (Bock, 2015). Socio-emotional functioning of students, a non-academic component of schooling, is inextricably intertwined with academic functioning. Immaculata University’s approved endorsement program in Social, Emotional, and Behavioral Wellness PK-12 requires field experience of its students. The final course requires a culmination of 45 hours of field experience PK-12 (10 hours from each of the first two courses) and 25 hours integrated application of wellness with a portfolio of culminating supervisory or mentorship experiences.