MAE Program 2017-2018
|Archdiocese of Dubuque||Clarke University|
Required (9 credits):
3 Credits – Teacher as Leader*
3 Credits – Success Skills For Students in a Changing World
3 Credits – Inclusionary Practices
3 Credits – Leadership and Vision
3 Credits – Technology for Teaching and Learning
3 Credits – Principles of Effective Literacy Instruction
2 Credit – Professional Development Research Seminar
1 Credits – Professional Development Applications
Required (9 credits):
3 credits – Intro to Grad Research
6 credits – Action Research I and II
Electives: (9 credits – may transfer in 1-2 courses)
|*Offered every other year (17-18)|
Required for MAE Program:
Teacher as Leader (3 Credits)
The course will focus on the teacher as change agent, including leadership within schools, the school improvement process, teachers and school effectiveness, and classroom organization and management. Students will develop and expand Comprehensive School Improvement Plans to improve student learning outcomes. Other concepts to be covered are school and community relations, and standards for teaching and learning.
Success Skills For Students in a Changing World (3 Credits)
Course Description: Students will gain knowledge of the skills and attributes students need to develop for success. Participants will explore the impact of trauma in the classroom and cultivate trauma-sensitive learning environments for students across content areas, grade-levels, and educational settings. Students will learn to apply this knowledge in teaching environments.
Inclusionary Practices (3 Credits)
The course will provide teachers and other school personnel the knowledge and skills for inclusive supports in school settings, thereby improving the academic and social skills of their students.
Leadership and Vision for Technology (3 Credits)
This course will embed the principles of researched-based engaged learning and reform instruction as they relate to indicators of high technology performance. The student will explore/apply: change theory as it applies to the learning program; become acquainted with constructivist learning models; identify standards/benchmarks of a comprehensive learning program; discuss rubrics and authentic assessment as they relate to the effective integration of technology; integrate technology learning tools as they relate to the educational process and to learners with special needs; and plan for and engage teachers/learners in the use of the tool of technology. The roles and process of educational leadership will be investigated and applied as they relate to the implementation of a comprehensive technology planning process. Current research findings and forecasting future trends in educational technology will be investigated.
Technology for Teaching and Learning (3 Credits)
This course will address incorporation of technology into instructional practice. Students will explore the use of technology in their classroom and begin to make shifts in lesson design and implementation of technology driven learning experiences to achieve higher levels of learning and engagement.
Principles of Effective Literacy Instruction (3 Credits)
Course Description: This course focuses on the fundamental principles that inform research based literacy and reading instruction. It is designed to give educators an overview of the relationship of phonemic awareness, phonics, vocabulary, fluency, and comprehension. Learners will develop research-based instructional strategies to successfully differentiate instruction to meet the needs within their diverse classrooms.
Professional Development Research Seminar (2 Credits)
Course Description: This is an advanced research course including reading and discussion of current research in the field of education.
Professional Development Applications (1 credit)
Course Description: This course focuses on the transfer of learning from site-based professional development into the classroom with emphasis on the essential connection to continuous academic improvement of students. Participants will develop and implement a plan that achieves curricular and instructional change within the classroom.
*Participants are not required to enroll in the MAE program to enroll in graduate courses.