Your course work will help you learn about your students, their families, and their urban community. In the classroom, you'll apply this knowledge as your mentor teacher starts the school year.
Knowing the individuals in our classrooms, their families, and communities is an essential starting point of teaching. Building relationships with learners, learning from them and their experiences, and empowering them in the classroom establish mutual respect and social contingencies where all class members contribute to social, emotional, and intellectual growth. Topics include: learner identities, unpacking teacher privilege, intersections of diversity, building on family/community resources, and responding to diversity through individualization.
You'll learn about the different kinds of classrooms, and connect how you were taught to how you'll teach. In the classroom, you'll apply this knowledge as you understand why your mentor teacher establishes certain routines and procedures.
Late summer through early fall
Where we teach and learn influences how we function and who we engage in the process. This course focuses on various contexts of learning and schooling in urban environments, including classrooms (general, inclusive, and separate); historical contexts; federal, state and local policies that shape learning contexts, learning, and learners. Students will be able to identify models of positive classroom environments, support high expectations of all students, collaborate with families and other professionals, and create caring classrooms for diverse learners.
This module builds on previous units’ focus on knowing learners and the contexts where they learn to develop students’ understanding of their obligations to their diverse learners, and of their teaching environments. Students will be encouraged to explore more complex understandings of teaching and learning than those they may have acquired in their own schooling. They will learn classroom management and self-assessment skills and identify the teaching assets they bring to classroom environments, including their content knowledge and previous leadership experiences.
This module covers disability conceptualizations and controversies through an examination of historical and current federal U.S. education policy and law. Interns will learn about individualized educational programming, their legal responsibilities as teachers, and techniques for maximizing students’ self-determination and family involvement.
Your coursework will focus on your content area and how you teach that subject to diverse learners, including bilingual speakers, students with special needs, English language learners, and students with varying literacy abilities. In the classroom, you'll apply this knowledge to your students' community.
Late fall through spring
This module introduces fundamentals of curriculum planning and development. Focus will be on creating content-rich curricula that provide culturally relevant learning experiences for students and enable them to connect meaningfully to other content areas and experiences outside the classroom. Students will gain valuable skills in developing curricula that meet content area standards while addressing students’ varied learning needs; providing individualized instruction (including use of IEPs in the classroom); and strategies for authentic assessment.
This module covers the characteristics and services for students with of high-incidence disabilities impacting learning, attention, and behavior in secondary settings. Our focus is on curriculum and instructional methods for increasing student efficacy across general and special education inclusive settings.
This module focuses on key pedagogical methods for teaching secondary subject areas (English, math, science, and social studies). Students will learn to design and deliver lesson plans that are content rich, culturally relevant and inquiry based. Topics include methods for differentiating instruction for all learners, especially students with disabilities and English language learners.
This module covers models and strategies for instructional planning, delivery, and assessment when working with students with disabilities and other professionals across inclusive learning environments. Understanding how to individualize and differentiate instruction in accordance with individualized education programs, as well as input from students, their families and their teachers is a central focus of this module.
This module focuses on assessment. Topics include formal classroom assessment (for example, tests, writing assignments, and projects); informal classroom assessment (as carried out in classroom discussions, monitoring of small groups, one-on-one observations and discussions, and students’ self-assessment and peer assessment); grading; and external standardized assessment. The module also includes preparation for the MAT program summative assessment.
You'll learn about your responsibilities as a teacher and how those duties affect your relationship with your students. As the lead teacher in the classroom, you'll apply all your coursework to ensure your teaching meets the needs of your school and each student's academic achievement goals.
At the end of the school year, you'll finish your research project.
At that point, you'll have completed the requirements for your Teacher Residency and demonstrated the skills of a highly effective teacher.
MEd in Curriculum & Instruction - Reading (campus)
This course discusses the reading process and the factors that influence its development, the role of assessment to inform and adapt literacy instruction, the evaluation and use of formal and informal assessment tools for individual learners and groups of students, and the interpretation and communication of assessment results.
Note: Prior completion of MAT 563 Curriculum and Instruction: Reading and Language Arts is an approved substitute for EDRD 551 if taken within the last five years.
Reading professionals will build on foundational skills in instruction of comprehension and engagement, utilizing various genres of young adult and children's literature Pre-K through grade 12. Current issues and trends in young adult and children's literature will also be examined.
This course explores the theoretical and knowledge bases of reading, including literacy acquisition and the construction of meaning, and provides practical classroom applications and instructional practices.
This course discusses current areas of concern and best practices in instruction being researched in the field of literacy. Students will collaborate with their peers, sharing information on special issues and reading researchers.
The course is designed to increase understanding of the organization and management of school literacy program development, the roles and responsibilities of the literacy coach, and program evaluation and improvement. The course will explore the major components of a school-wide literacy program, and ask candidates to step outside of the classroom and assume a new role as a scholarly, principled instructional leader who integrates the district's vision through a standard-based literacy program.
In accordance with the requirements of Concordia University and Teacher Standards and Practices Commission (TSPC), Reading Interventionist candidates will complete 90 documented hours in a school setting under the guidance of an endorsed Reading Interventionist, who will be known as the mentor. The majority of practicum hours will be spent teaching and observing in a TSPC/Concordia approved school environment, and may also include planning and attending meetings directly related to the placement and reflecting the reading pedagogy explored throughout the reading endorsement coursework. The mentor and candidate will meet on a weekly basis for goal setting and reflection. The candidate will also work with a Concordia University Supervisor who will conference with and observe the candidate with the mentor, either in person or virtually (for distance students) during the course of the practicum.
Prerequisites: EDRD 551, EDRD 552, EDRD 553, EDRD 554, and EDRD 555 with a B- or higher.
Spring through summer
This course introduces interns to the legal requirements and educational rights of students with disabilities and strategies for working with students with special needs, including the use of IEPs (individualized education plans), and collaborating with colleagues to meet the needs of students with disabilities. We also explored issues and trends in special education.
This course introduces interns to the legal requirements and educational rights of students with disabilities and strategies for working with students with disabilities, including the use of IEPs (individualized education plans), and collaborating with colleagues to meet the needs of students with disabilities. We also explored issues and trends in special education.
This module covers the characteristics and services for students with low-incidence disabilities, including significant intellectual disabilities, multiple disabilities, autism, and sensory disabilities. Our focus is on curriculum and instruction that balances 1) access to grade-level content and inclusion with peers with 2) individualized content that supports functional skills. Instructional methods in varied learning environments including home, school, and community-based settings, related services, and assistive technology are central to course content.
This module explores the professional responsibilities of teaching in connection with students, colleagues, families, and the school community. Topics include the social responsibilities of teachers, such as anti-bullying education, substance abuse prevention, and HIV/AIDS education; child abuse recognition and reporting; and school violence prevention. Students will gain skills in activating protective resources, advocating for diverse students and their families, working with colleagues and community partners, and supporting empowerment and resilience in the classroom.
This culminating module focuses on participatory action research (PAR), which is one of the programmatic themes. PAR is characterized by a collaborative process of inquiry and action for change in response to organizational or community problems. Student teachers will learn how to design, create, implement, participate in, and present a PAR program of research that focuses on a content area problem, as well as learn how to keep the everyday world problematic, how to practice radical listening, and how to be a mindful learner.