Federal and state laws that apply to school systems, educational programs, and personnel will be discussed. Also covered will be the legal prerogatives available to the administrator and local boards of education. Consideration of constitutional, statutory, and case-law foundations of education systems, and the school administrator's role will be discussed. Prerequisite: AD 5010 or EP 7020.
An overview of sound planning and evaluation models as applied to specific educational problems. Discussion will include collaborative strategies to implement effective change within the school setting. This course should be taken as the final course in either the MEd in Educational Leadership or the School Principal K-12 Professional Certification.
Today's business climate demands managers who can make decisions involving the best use of an organization's scarce resources under conditions that change rapidly. This course demonstrates the power of problem-solving insights and uses a cross-functional approach. Topics to be covered include strategic pricing using game theory, forecasting techniques and demand estimation, cost analysis, linear programming and optimization under various market structures. Prerequisites: Common Professional Component (CPC) competencies in Economics and Quantitative/Statistics.
The course is designed to help students develops basic couple, marriage, and family skills and techniques. The Course expands on the couple and family therapy models presented in CO 5670. Training activities include diagnosis, assessment, case conceptualizations, case presentations, technique demonstration and application, digital recording of skill application, and case analysis. Required course for MS in Couples and Family Therapy. Prerequisites: CO 5020 and CO 5670.
Dates and times TBA.
Focuses on a life-span approach to human development and looks at the constancy and change in behavior throughout life, from conception to death. Students will study human development in the context of a multidisciplinary approach and the larger ecological context of developmental events in human behavior. This course will have four major concerns: to identify and describe the changes that occur across the life span; to explain these changes in the context of maturation, early learning, and societal factors impacting development; to review research and theoretical frameworks that have affected our way of thinking and, to study the interdependence and interrelatedness of all aspects of development. There is a 16-hour service learning/pre-practicum field experience as part of this course.
An introduction to career development theories and their application to the counseling process. Students will understand and utilize career information and assessments as they pertain to counseling and career development. Students will apply theory and practice to current or potential work settings. There is a 20-hour pre-practicum field experience as part of this course.
This course offers an in-depth study of a particular topic, contemporary issue or concern. The course will be taught by a specialist within the field being studied. A faculty member can also coordinate a series of guest speakers who will meaningfully address the topic. Since topics vary, the course may be repeated with permission of the instructor.
This course will provide counselors with the foundation of Adlerian theory that provides an explanation of how personality is formed, goals of behavior, and how people become maladjusted that leads to specific goals for therapy. Adlerian play therapy is an active and directive intervention that is suited for individual, family, and school. Class format includes lecture, discussion, and experiential learning.
Seeks to examine the manner in which the behavior, feelings, or thoughts of one individual are influenced by the behavior or characteristics of others. Topics to be considered include social perception, attitudes, gender, social cognition, conflict, social influence, intercultural awareness, prejudice, discrimination, aggression, and group behavior. Fall, spring, and summer.
A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person.
Please note there is a mandatory field trip scheduled for Tuesday, 2/17/15 from 10 am to 1:30 pm to the Currier Museum of Art (www.currier.org) in Manchester, NH.
Knowledge and understanding of the commonly accepted research designs. Study of research instruments and statistics used in educational research. Wide reading in various types of research design. Critical analysis of research design.
An overview of current theories concerning the brain, development, and learning. Analysis of developmental concepts from birth through adolescence and adulthood. Discussion of language acquisition, thinking and learning styles, multiple intelligence, and creativity. Topics include teaching, learning, and assessment issues related to cultural diversity, technology, and learning differences.
Participants will study research-based practices that support life-long learning. A common language will be developed to identify and articulate good instruction. The role of observation will be examined as part of a continuous cycle of improvement. Educator and learner perspectives will be emphasized.
The purpose of this course is to develop effective collaborative planners. This course presents the major stages in the process of developing a strategic plan, including forming a mission statement, crafting and implementing the plan, and evaluating plan performance. It provides a theoretical and practical overview of the skills, strategies, and resources required through each stage of the systemic planning process. (Prerequisite: EP 7020).
This course addresses qualitative research methodologies with a particular emphasis on constructing grounded theory. Candidates will engage in the process, design, and critique of qualitative inquiry and research. Organizational and community issues will be explored and discovered through the analysis of patterns of beliefs, attitudes, and behaviors within interpersonal and intercultural contexts. The course includes theory and practice related to initiating an inquiry; gathering, recording and analyzing data; and evaluating a study. (Prerequisites: Eligibility for CAGS level coursework, and a graduate level course in research design).
This course presents a discussion of ways institutions and their communities must deal with the legal and political environment in which they exist. Topics include current legal issues and how the stakeholders in society can use the law as a tool for social change. Institutions must advocate for positive change through the development of thoughtful legal policies and practices. Prerequisite: AD 5700 or SE 5300.
This course is designed as the culminating field experience for enrolled advanced graduate students seeking New Hampshire Department of Education (NHDOE) Certification as a K-12 Curriculum Administrator. The Practicum is a performance-based analysis of the role of the K-12 Curriculum Administrator in practice with emphasis on changes in society and schools as well as with reference to job responsibilities of the position - the art and science of school system leadership. Students enrolling in the practicum are expected to spend time interacting with a practicing curriculum administrator and completing a practicum project to fulfill requirements meeting state certification. Practicum readings and activities are designed to provide experiences relevant to building a required certification portfolio that demonstrates formal knowledge of executive leadership and management, dispositions (using that knowledge to reflect on experiences), and performances (school-based applications) as described in the Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders and New Hampshire Education Standards for Curriculum Administrator. Pre-requisites: Completion of required Curriculum Administrator coursework and permission of instructor.
Ethics help us understand what constitutes a good life and how to live one, as well as address questions of right and wrong. Science can provide us with data, information, and knowledge, but it does not tell us how to live a good life. Environmental ethics apply ethical thinking to our understanding of the natural world and the relationship between humans and the earth. It can help us bridge science and our personal and organizational responsibilities in life. This course will help students develop the skills necessary to recognize the ethics behind environmental problems and issues and the role of these ethics in leadership positions in environmental fields.
Please note that there will be two Saturday 4-hour fieldtrips with dates and times to be determined.
This course focuses on some of the most persistent legal and ethical issues that confront colleges and universities today. Information and activities associated with this course are designed to assist current and prospective college and university faculty and administrators to recognize the legal parameters around which decisions are made. A variety of topics will be addressed including, but not limited to: matters of academic freedom, intellectual property, and tenure; the authority of schools to discipline students for academic and/or behavioral misconduct; student privacy laws; sexual harassment; legal issues versus policy issues; and legislative, judicial, and executive actions impacting higher education.
This course is designed especially for mainstream teachers who want to know more about how to better meet the needs of English language learners (ELLs) in their classroom. It provides an in-depth examination of widely-used, evidence-based techniques for teaching non-native speakers of English within the mainstream classroom. In addition to an overview of current theories for teaching English language learners, the course foregrounds strategies and practical hands-on ways for engaging, teaching and assessing ELLs within the K-12 mainstream classroom. Participants gain a theoretical grounding as well as practice with scaffolding content for language learners, and developing individualized learner strategies. This course includes instruction in using CALLA, the Cognitive Academic Language Learning Approach, and SIOP (Sheltered Instruction Observation Protocol), with ELLs.
Please note that this course is cross-listed with GR, ED 5050; CRN: 20091.
Research in Reading and Writing is an investigation into the significant research theory and principles on the development of reading and writing, the teaching of reading and writing, the assessment of reading and writing, and the implications of this knowledge that enrich our understandings and refine our practices. From historical perspectives to current trends and issues, we will explore the transformation of the reading and writing landscape. In doing so, we will discover what research in reading and writing is; how it is used; the value of reading and writing research; how it is applied to improve practice, understanding, and reflective thought; and its role in determining best institutional practices.
Diagnostic and instructional issues presented include: reading and writing development; factors related to reading and writing disabilities; varied approaches to individual diagnosis and proven emergent reading, corrective, standardized tests and authentic assessments currently used in reading and special education programs. Students will demonstrate skills in the understanding of the statistical characteristics, administration of formal and informal diagnostic reading tools, the development of individual reading intervention goals and objectives for remediation and the use of formative, summative and progress monitoring tools in assessing growth and designing interventions. This course may be repeated with the permission of the instructor.
This practicum focuses on leadership, collaboration and coaching. Discussion of literacy program planning, operation, management, budget, curriculum, and evaluation. Emphasis on the role of the reading and writing specialist as researcher, leader, and change agent. Study of collaborative consultative skills, supervisory skills, staff development services, and community activities. Field-based experiences at the elementary, middle, and high school. This is the capstone course for students in the reading and writing specialist program.
This three-credit course will give participants a greater understanding of both federal and New Hampshire special education law. Time will be spent on Section 504 of the Rehabilitation Act of 1973. This course is designed and intended for teachers and special education administrators. You do not need to be a law student to succeed in this class. There is a heavy emphasis in this course on theory to practice, "practical news you can use" the next day in your profession. Students will review the most current cases and trends in special education law, analyze cases, and learn how to research both statutory and case law.
This course is designed to provide the student with advanced assessment skills related to special education identification for students with learning disabilities in reading, writing, and math. Students will develop proficiency in the administration, scoring, and interpretive analysis of various assessment instruments, as well as reporting findings using effective written and oral communication skills. Participants are expected to have some prior knowledge of standardized assessment practices, learner differences, teaching methods and curriculum in general and special education, and basic statistical understanding. Characteristics of learning disabilities will be presented with corresponding assessment methods including norm-referenced, standardized assessments, responsive to intervention approach to identification (RTI), curriculum-based measurements (CBMs), and remedial intervention programs.Prerequisites: students must have certification in general special education, and a previous course in special education law.