8000

This course provides a review of evidence-based practices and interventions that are used in schools to improve the academic, emotional, and behavioral functioning of children and adolescents.  Concepts (including: data-based decision making, problem solving, and multi-tiered systems of supports) are integrated to provide students with the skills needed to identify, analyze, and address problems and selecting interventions that promote positive impacts on individuals, groups, and systems.

Study of the ethical, legal and professional concerns of school guidance counselors and preparation for the school guidance practicum.

This course examines several aspects of the school reform movement, including an in-depth look at the criticism of school guidance counseling programs. Students will study the implications for the Comprehensive School Counseling Programs by focusing on the models that may be used to design and implement school counseling programs. The course will focus on The Comprehensive School Counseling Model and the ASCA National Model. Students will learn how to organize comprehensive school programs and address the process of redesigning school counseling programs.

The internship requirements are equivalent to four semesters of full-time placement in a school setting under the dual guidance of an on-site staff psychologist and a University-based supervisor. Participation in the intake and screening process, individual evaluations, interdisciplinary staff conferences, parent conferences, and professional meetings is required. Students will evaluate children, write reports and practice short-term consultation under the supervision of the on-site psychologist.  Prerequisite:  Completion of all coursework in the Ed.S. program with the exception of EDF 8503 Master's Research Project.  Registration restriction: Students may not self-register for this course.  Approval of lead faculty and/or academic advisor needed before registration.

Continuation of Internship II in the same school setting as Internship I.  Prerequisite:  EDC-8102 Internship I.  Registration restriction:  Students may not self-register for this course.  Approval of lead faculty and/or academic advisor needed before registration.

Course extends skills in academic and alternative testing, including report writing, selection, use, and interpretation of academic instruments, as well as ways to summarize and report test results to other professionals and parents. Topics include current issues and trends in ability testing, ethical practices, theories of intelligence, working with linguistically and culturally different children, and environmental effects on intelligence.

Examines theory and principles of development from conception through adolescence. Topics include an in-depth study of physical, social/emotional, cognitive, language, and aesthetic development. Students examine various theories, including Piaget, Erikson, Vygotsky, Skinner and others. Explores development in the context of gender, family culture, and society, with an emphasis on implications for professional practice.

An overview of individual and group approaches to assessment and evaluation used in a variety of counseling and education settings. Students examine the psychometric properties used to develop and evaluate these instruments. Topics include a historical perspective of assessment, basic concepts of standardized and non-standardized testing, measures of central tendency, normative sampling and standardization, reliability and validity, assessment report writing, test score interpretation, and test construction. Students will address the ethical, legal, and multicultural issues related to selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling. 

Individually designed course offering opportunity to integrate course knowledge with practical experience in an educational setting.  School of Education approval is required.

Individually designed course offering opportunity to integrate course knowledge with practical experience in an educational setting.  School of Education approval is required.

Students explore the impact of the integration of technology on instructional design. They examine how learning theory influences instructional design from a variety of perspectives: student-centered learning (including experiential learning), content presentation, learning activities, accessibility, and assessment. Students explore and apply a variety of instructional design models and evaluate the merits and suitability of each within specific learning contexts.

Students examine evidence-based practices in teaching and learning via various distance technologies and with various target audiences (e.g. K-12, post-secondary, and corporate/government/non-profit). Students explore online teaching tools, learning management systems, video conferencing systems, online collaboration tools, learner engagement theory and practice, issues of identity verification, assessment in an online environment, and individualized instruction.

Individually designed course offering opportunity to integrate course knowledge with practical experience in an educational setting. Approved written proposal required.

Individually designed course offering opportunity to practice individual and group counseling under professional supervision in an appropriate level school setting. Approved written proposal required.

Continuation of EDC 8453.

Individually-designed course offering opportunity to practice individual and group counseling under professional supervision in an appropriate school setting.  Prerequisite: EDC 8463 School Counseling Practicum I.

Practice in selected inclusive classrooms with emphasis on the ELA elementary education standards and ELL standard (including phonics, the science of reading, and language acquisition).  Special seminars and continuous evaluation teaching experiences.

Practice in selected inclusive classrooms with emphasis on the mathematics elementary education standards.  Special seminars and continuous evaluation of teaching experiences.

Practice in selected inclusive middle or high school classrooms with emphasis on the ELL standards and the Science of Reading (including phonics, dyslexia, and language acquisition). Special seminars and continuous evaluation teaching experiences. 

Approval from the School of Education required.

Practice in selected inclusive middle or high school classrooms with emphasis on integrated instruction (diversity, equity and inclusion and social emotional learning) and pedagogical competencies. Special seminars and continuous evaluation of teaching experiences. Approval from the School of Education required. 

Practice in selected inclusive middle or high school classrooms with emphasis on reading in the content instruction. Special seminars and continuous evaluation of teaching experiences. Approval from the School of Education required. 

Practice in selected inclusive middle or high school classrooms with emphasis on assessment, data-driven practices, and professional portfolio development. Special seminars and continuous evaluation of teaching experiences. Approval from the School of Education required. 

The internship requirements are equivalent 8 weeks placement in a school setting under the dual guidance of an on-site staff school counselor and a University-based supervisor. This course is the first of the two required internships. Participation in the development processes, individual and group counseling, interdisciplinary staff conferences, parent conferences, and professional meetings is required. Student will work with individuals and groups of children, apply school counseling practices, write reports and practice short-term counseling services under the supervision of the on-site school counselor. 

Prerequisite: Completion of all coursework in the program with the exception of EDF 8503 Master's Research Project. Students may not self-register for this course. Approval of lead faculty and/or academic advisor needed before registration. 

The internship requirements are equivalent 8 weeks placement in a school setting under the dual guidance of an on-site staff school counselor and a University-based supervisor. This course is the second of the two required internships. Participation in the development processes, individual and group counseling, interdisciplinary staff conferences, parent conferences, and professional meetings is required. Student will work with individuals and groups of children, apply school counseling practices, write reports and practice short-term counseling services under the supervision of the on-site school counselor. 

Prerequisite: Completion of all coursework in the program with the exception of EDF 8503 Master's Research Project. Students may not self-register for this course. Approval of lead faculty and/or academic advisor needed before registration.