This course is designed for experienced teachers. The course involves both in-class and field-based learning.
The nature of contemporary school curriculum and the need for the professional educator to gain a basic understanding of computers and computer technology are discussed. The course also explores a variety of computer applications and evaluates their uses in the classroom.
This course creates opportunity for personal reflection upon one's role as a leader. Because schools are centers of inquiry, candidates develop the capacities to lead a process of evidence-informed decision-making. Candidates will examine leadership theory, practice, and the skills associated with professional inquiry.
This course presents a review of ethical theory and an examination of ethical decision-making that affects the daily life of students, teachers, administrators, staff, and parents involved in the pre-K-12 education system. This course also explores important elements of practical and professional ethics and the culture of pre-K-12 education.
This course is designed to identify for teachers, principals and curriculum developers a range of teaching models and instructional approaches for creating learning environments. The course provides a systematic exploration of interactions among educational objectives, pedagogical strategies, curricular designs, social and psychological theory. The course emphasizes the wide range of options teachers may adopt and adapt to their unique teaching situation.
The course assists students in developing a basic repertoire of teaching models through analysis of the underlying theoretical structures, principles and procedures of four different groups of approaches to teaching. Students will have the opportunity to participate in the "coaching" process designed to assist with the acquisition of new teaching behaviors.
This course will examine the beliefs, knowledge, and skills that promote collaboration with all stakeholders toward creating a school improvement plan that promotes student success. The course will address practical elements of dynamic school leadership applied to research based practices regarding change, team building, staff development models, and supervisory processes that foster the improvement of schools.
This course presents a practical introduction to strategies that develop thinking skills: theory as well as practical applications to use in the classroom. Emphasis is on how to integrate thinking skills development into the existing classroom curriculum.
This course provides a treatment of collaborative learning strategies. Course topics include recognizing elements of cooperative learning, diagnosing and grouping for a cooperative classroom environment, utilizing eight applied teaching techniques, and promoting responsible evaluation techniques for collaborative learning.
This course examines frameworks for enhancing student learning from the perspectives of leadership in the classroom and at the building or district level. The course will build on the educational applications of brain research and on strategies for creating safe and effective learning environments. Candidates will be asked to apply course content at the classroom level and school leadership level.
This course is designed to help candidates extend their expertise in applied educational measurement at the classroom, building, district, state, provincial, and national levels. The philosophical, cultural, ethical, and political issues surrounding assessment and evaluation will be examined from the perspectives of classroom practitioners and school leaders. Candidates will also focus on involving students in a variety of rigorous assessment methods to promote a fair, supportive, and reciprocal learning environment.
This is a field-based experience for practicing teachers. The focus is on the development and documentation of growth standards from research on teaching. Teachers use peer coaching, effective schools research, climate expectations, and goal setting strategies. Some application of specific models, social styles, and positive growth strategies may be involved.
The internship is planned for candidates contemplating a calling to central office administration. This two semester course field experience places the candidate-administrator in a firsthand work experience in which academic knowledge can be applied in the educational setting. The candidate's experience is aligned to Washington State Program Administrator Certification requirements.
This course is delivered through a series of five seminars during the candidates' internship year. Attendance of each seminar in the specific sequence is mandatory. Seminar topics include budget allocation and distribution, staffing, ASB funds, special education law, personnel, public relations and the job search process.
The internship is planned for candidates contemplating a calling to central office administration. This two semester course field experience places the candidate administrator in a firsthand work experience in which academic knowledge can be applied in the educational setting. The candidate's experience is aligned to Washington State Program Administrator Certification requirements.
This is an individualized study designed by the student in consultation with the professor. It requires self-directed learning in a selected area of interest; the professor serves as resource.
This course is delivered through a series of five seminars during the candidate's internship year. Attendance of each seminar in the specific sequence is mandatory. Seminar topics include budget allocation and distribution, staffing, ASB funds, special education law, personnel, public reflections and the job search process. Fall.
This course is delivered through a series of five seminars during the candidate's internship year. Attendance of each seminar in the specific sequence is mandatory. Seminar topics include budget allocation and distribution, staffing, ASB funds, special education law, personnel, public reflections and the job search process. Spring.
This course will guide candidates through the first steps in the process of evidence-informed decision making. Candidates will learn how to articulate a topic that is specific to their problem of professional practice, access research-based literature specific to the problem of practice that guides their action research project, analyze and critique the relevant literature, marshal the relevant literature into a coherent whole, learn and practice skills in graduate level writing, and then write a professional review of the literature according to APA and Departmental guidelines.
The internship is planned for the candidate's second year in the program. The field experience places the candidate-administrator in a firsthand experience in which academic knowledge can be applied to the educational setting. The candidate's experience is aligned to Washington State principal certification requirements.
This course addresses the interdependency of family, school and community as they impact the school-aged child. Risk factors are addressed, as well as protective factors that can support family, school, and community in fostering resiliency in children.
This course offers teachers the opportunity to learn communication and counseling skills that can be used within the instructional settings. Supportive classroom management techniques that result in logical consequences and assist the child in accepting responsibility for behavior are addressed. This course focuses on a multitude of methods and modalities in order to address various learning styles to reduce non-academic stressors.
Candidates will examine issues concerning accepting, respecting, appreciating, and accommodating all members of society who are entitled to enjoy the benefits of education, regardless of their race, color, national origin, gender, native language, age, social or economic status, family structure and lifestyle, sexual orientation, religious perspective, or ability level. Candidates will explore diversity from a global perspective.
This introductory course addresses the metacognitive aspects of the teacher as person and counseling skill development for classroom teacher use. Areas of emphasis will include self-awareness, awareness of impact on others, recognizing and attending to different learning styles and personality types, maintaining healthy relationships with others, and creating a vision for the future. It will focus on personal and academic growth.
This course includes methods and strategies teachers can use to match pedagogy to the various learning styles of students. Teachers translate theory into practice through experiences within the classroom as well as collaborate with families and community agencies. The course focuses on practical application of theory by the creation of curricula using methods, strategies, and resources that have been designed to facilitate child resiliency, involve family, and utilize school and community resources.
The internship is planned for the candidate's second year in the program. The field experience places the candidate-administrator in a firsthand experience in which academic knowledge can be applied to the educational setting. The candidate's experience is aligned to Washington State Principal Certification requirements.
This course is designed to enhance candidates’ understanding of organizations and to build their capacity as leaders with and without authority to help their organization achieve its goals. Candidates will apply leadership theories in an analysis of their problem of practice.
This course explores the role of the building administrator. It examines the nature of school leadership in today’s schools; core values and beliefs; and the relationships of the principal with students, teachers, parents, and the community.
This course is designed to provide an overview of the school leader's role in developing a shared vision, mission, and set of core values for continuous school improvement. Candidates will study fundamental leadership and management principles and skills to explore methods of effective school operations such as financial, human resources, and technology. Candidates will also study and describe the processes and practices of effective school supervision and evaluation methods embedded in trust and professional growth.
This course will explore the multiple, complex ways that our schools and society shape each other, with special attention devoted to school leadership issues. Theory, research, and models of effective practice will in from the educational leader's role as a bridge between school and community. This bridging role includes being actively involved in building reciprocal relations within and between school and community, facilitating understanding and communication among and between various interest groups as they impinge on the school, and developing mutually beneficial linkages and partnerships for the benefit of the school, particularly as they enhance the mission of promoting powerful and equitable learning for students, professionals, and the organization.
This course provides the professional teacher with an understanding of the concepts of adult learning and development and an awareness of some of the components, processes, and techniques of staff development programs. The focus is on the underlying theme of staff development programs that the professional teacher perceives learning and the acquisition of new competencies as a life-long process.
This course focuses on the skills of promoting effective cooperation between community and school. It also includes discussion of communication strategies, team building, and meeting patron need. Prerequisite: Postgraduate standing or permission. (Canada only)
This course is designed to support the position that the primary purpose of supervision is to provide the means for teachers and supervisors to increase their understanding of the teaching-learning process through collaborative inquiry that can increase classroom effectiveness and student learning. The primary assumption on which this course rests is given a democratic setting; all teachers have the potential for growth and are capable of making appropriate instructional decisions based on relevant classroom data. Teachers are perceived as active constructors of their own knowledge about learning and teaching and supervision is viewed as a collaborative means in creating this knowledge. The emphasis is on multiple methods of collecting objective data during instruction that can be used to make inferences and interpretations regarding the effectiveness of the teaching process.
This course addresses the basic approaches to planning and modifying school curricula and places these in historical, ideological, and political contexts. Topics include the diagnosis of needs, selection and organization of learning experiences, evaluating curricular systems, and the elements of the change process that promote equity and access to learning. Candidates will explore the implications of course concepts at the classroom, school, and district levels.
This course presents a thorough overview of the economics and financing of education. This course also presents, and prepares participants for using, standard budgeting procedures for managing schools and school systems.
The course is designed for graduate students in education without prior formal training in school law, but who have experience working in schools. Through multiple activities students are expected to be able to identify legal issues which may arise in their jobs in school, be familiar with the legal rules which govern these issues, and be able to make an educated guess about how a court might apply these legal standards to their situation.
This course consists of one module that can be taken in either the fall or spring semesters. The module topic addresses planning for school change. The course is designed for those candidates that already hold a master's degree in the field of education and is primarily developed for those individuals that have a Principal or Program Administrator Certification.
This course consists of one module that can be taken in either the fall or spring semesters. The module topic addresses Leadership and Building Capacity in others. The course is designed for those candidates that already hold a master's degree in the field of education and is primarily developed for those individuals that have a Principal or Program Administrator Certification.
Topic to be determined by instructor.
In this course, candidates will create an action plan specific to their problem of professional practice. This action plan will apply leadership practices to promote school growth by addressing systems change. Strategies that enhance educators' collaborative school improvement processes will be explored. Spring or Summer depending on cohort.
In this course, candidates will demonstrate the integration of the knowledge and skills gained throughout the program. They will also articulate their translation of theory into continuous improvement of professional practice.
This is an individualized study based on readings approved by professor. Student develops a selected bibliography.
This is an individualized study designed by the student in consultation with the professor. It requires self-directed learning in a selected area of interest; the professor serves as resource.
This is an individualized and project-based study, which results in a practical application of educational theory. The project or written report of project is submitted to the professor for evaluation.
This is a planned series of field experiences in settings related to education, junior colleges, court services, social agencies, etc.
The research course continues from the Educational Leadership and Inquiry course and focuses on helping candidates understand and apply methodological, ethical, and writing formatting issues related to the research process. The course is designed to prepare the candidates to plan and report on self-selected research projects.
This is a research project for a master's degree.
An analysis of basic elements of research proposal design.
The Oral Exam is the opportunity to demonstrate your knowledge acquisition, your ability to use knowledge to solve problems, and a chance to focus on yourself as a leader: how you believe you have grown—in response to each program outcome or goal. Review your work from the program that you think provides evidence of meeting the program outcomes and come prepared to discuss what you have done to meet these outcomes. You may bring notes or evidence that support your self-assessment. Bring a hard copy of the Oral Exam Reflection and email a copy to your advisor in advance of the Oral Exam. (Note: One project/assignment/experience may provide evidence for several of the outcomes or goals).
This course consists of one module that can be taken in either the Fall or Spring semesters. The module topic addresses planning for school change. The course is designed for those candidates that already hold a Master's Degree in the field of education and is primarily developed for those individuals that have a principal or program administrator certification.
This course consists of one module that can be taken in either the Fall or Spring semesters. The module topic addresses Leadership and Building Capacity in others. The course is designed for those candidates that already hold a Master's Degree in the field of education and is primarily developed for those individuals that have a principal or program administrator certification.