SOE - Professional Studies in Education Graduate Programs

EDU 602 Cr.1

Learning in Community II: Exploration

In this second course of four, students will explore the concept of learning in community. Coursework requirements include application to the workplace setting and communication via technology. The key concepts of this course include: classroom climate, communication, community building, facilitation, personality typologies, and values. Prerequisite: EDU 601; admission to MEPD or MSED Program. Offered Fall, Spring, Summer.

EDU 610 Cr.3

Second Language Acquisition: Research and Applications

This course offers an introduction to the field of second language acquisition, its main theories, and the application of each theory to the teaching of English as a second language, especially for K-12 learners in the U.S. The course surveys the different theories of second language acquisition and connects these to practice through application assignments and an action research project. Learners gain foundational knowledge of second language acquisition theories by examining current research trends through the analysis of various empirical studies and applying these theories to the design of an action research project. Prerequisite: ENG 534; EDU 645; admission to graduate TESOL Certificate Program. Offered Fall, Spring, Summer.

EDU 612 Cr.1

Technology in Education II: Exploration

In this second course of four, students will explore the concept of technology in education. Course requirements include application to the workplace setting and communication via technology. The key concepts of this course include the role of technology in education and exploring distance library services. Prerequisite: EDU 611; admission to MEPD or MSED Program. Offered Fall, Spring, Summer.

EDU 615 Cr.3

Foundations of Experience-Based Education

This introductory course examines how environments shape learning and personal growth. Participants examine how experience-based philosophies - rooted in reflection, authenticity, and conscientious practice - intersect with technological influences that mediate self-expression, social connection, and contextual awareness. Central to this examination are questions related to the influences and perspectives embedded within digital spaces where people construct and negotiate their sense of self. Prerequisite: admission to the Professional Teaching: Experience-Based Learning or Learner-Focused Instruction MSED Program. Offered Fall, Spring, Summer.

EDU 616 Cr.3

Foundations of Learning Communities

This foundational course examines the principles, practices, and challenges of developing authentic learning communities. Participants explore how trust, broad participation, and shared purpose support meaningful group experiences, and how intentional design encourages growth for both individuals and groups. The course cohort serves as a living laboratory where participants test, refine, and evaluate methods that promote connection, shared ownership, and genuine participation. Prerequisite: admission to the Professional Teaching: Experience-Based Learning or Professional Teaching: Learner-Focused Instruction MSED Program. Offered Fall, Spring, Summer.

EDU 619 Cr.3

Designing Experience-Based Curriculum

Grounded in foundational knowledge, this course provides participants with the knowledge and skills needed to design accessible and experience-rich curricula. Participants examine how experienced-based principles - such as reflection, purposeful engagement, student-focused design, and collaboration with local partners - can strengthen assessment practices and guide effective instructional decision-making. This integrated approach highlights how experience-based instructional methods enhance both curriculum development and assessment, enabling the creation of learning environments closely aligned with learners' real-world experiences. Prerequisite: EDU 615, EDU 616. Offered Fall, Spring, Summer.

EDU 620 Cr.3

Creating and Cultivating Learner-Focused Communities

Building on prior coursework, this course immerses participants in the key theories and design principles that shape effective learner-focused communities. Participants prepare to design, implement, and evaluate learner-focused communities that support balanced participation and responsive engagement. Emphasis is placed on planning structures that encourage rich dialogue, shared inquiry, and continued group development within and beyond the classroom. Prerequisite: EDU 615, EDU 616. Offered Fall, Spring, Summer.

EDU 622 Cr.1

Best Practice Pedagogy II: Exploration

In this second course of four, students will explore best practice pedagogy. Coursework requirements include application to the workplace setting and communication via technology. In addition to continuing the concepts from "Best Practice Pedagogy I," the key concepts of this course include: best practice theories and differentiated instruction. Prerequisite: EDU 621; admission to MEPD or MSED Program. Offered Fall, Spring, Summer.

EDU 632 Cr.1

Curriculum Development and Assessment II: Exploration

In this second course of four, students will explore curriculum development and assessment. Coursework requirements include application to the workplace setting and communication via technology. The key concepts of this course include: alternative assessment, authentic assessment, assessment: formal and informal, assessment: formative and summative, current best practice assessment strategies, and research-based best practice assessment strategies. Prerequisite: EDU 631; admission to MEPD or MSED Program. Offered Fall, Spring, Summer.

EDU 641 Cr.2

Educational Research I: Introduction

In this first course of the four-course sequence, participants are introduced to the foundational principles and practices of action research. Emphasis is placed on formulating meaningful research questions and describing action research design and data collection methods. Through applied projects, participants connect theory to practice by situating research processes within their own professional settings. Prerequisite: admission to the Professional Teaching: Experience-Based Learning, Learner-Focused Instruction, or Educational Leadership MSED Program. Offered Fall, Spring, Summer.

EDU 642 Cr.2

Educational Research II: Exploration

In this second course of the four-course sequence, participants apply foundational research knowledge to the design of original action research. Emphasis is placed on the review of literature, development of an action research proposal, and the processes required for employer and Institutional Review Board (IRB) approval. Prerequisite: EDU 641. Offered Fall, Spring, Summer.

EDU 645 Cr.3

Teaching English Learners

In this course, students examine teaching English learners (ELs) in K-12 education in U.S. public schools. Topics include fundamental aspects of culture, language development, personal development, effective teaching methods, and communication skills across different backgrounds. Students analyze various influences in education, assess their school and classroom environment, and develop practical solutions for educational challenges. The instructor demonstrates research methods related to Wisconsin Indigenous history and tribal sovereignty (per DPI Act 31). Students apply similar research techniques to study another group and create a lesson/unit plan for a range of learners using evidence-based instructional approaches. Students also develop skills for effective communication when working with ELs and their families. Prerequisite: admission to graduate TESOL Certificate Program. Offered Fall, Spring, Summer.

EDU 652 Cr.1

Contemporary Principles Shaping Education II: Exploration

In this second of four courses, students examine key factors that influence modern educational practices and policies, and they explore how these factors shape contemporary educational systems. Core topics include societal dynamics in education, maintaining respectful learning environments, and governance within schools. Prerequisite: EDU 651; admission to the MSED Professional Development: Learning Community Program. Offered Fall, Spring, Summer.

EDU 662 Cr.1

Teacher Leadership II: Exploration

In this second course of four, students will explore the concept of teacher leadership. Coursework requirements include application to the workplace setting and communication via technology. The key concepts of this course include: professional development plan and portfolio, communication skills, facilitation skills, reflective practice, and current trends in educational issues. Repeatable for credit - maximum two. Prerequisite: EDU 661; admission to MEPD or MSED Program. Offered Fall, Spring, Summer.

EDU 680 Cr.3

TESOL Methods I: Language Learning through Content

In this course, students analyze policies related to teaching English learners (ELs) in U.S. K-12 public schools from the 1960s to the present. Using the systemic functional linguistics (SFL) theory, students analyze genre and content-area discourse features as they learn to plan instruction using the content-based instruction (CBI) approach. Students additionally reflect upon and incorporate the 3Cs model of education (co-planning and co-teaching to co-serve) into their instruction as they learn how collaboration is necessary to effectively teach ELs in U.S. public schools. Prerequisite: ENG 534; EDU 645; admission to graduate TESOL Certificate Program. Offered Fall, Spring, Summer.

EDU 681 Cr.3

TESOL Methods II: Teaching and Assessing Language

This course increases students' understanding of techniques and methods to teach English as a second language (ESL) in U.S. public schools. Students identify the historical development of approaches and methodologies for teaching ESL; understand foundational principles of teaching ESL; and explore the individuality of English learners (ELs), including age/grade level and language proficiency level, and how to account for these in instruction. Students create a full unit plan to be taught with ELs which include appropriate and effective teaching strategies for each of the four foundational language skills (reading, writing, listening, and speaking), as well as grammar and vocabulary. Students further their understanding of and ability to implement classroom-based assessment to make instructional decisions. Additionally, students explore materials and technology available for teaching ESL. Prerequisite: ENG 534; EDU 610, EDU 645, EDU 680; admission to graduate TESOL Certificate Program. Offered Fall, Spring, Summer.

EDU 703 Cr.1

Learning in Community III: Integration

In this third course of four, students integrate the concept of learning in community. Coursework requirements include application to the workplace setting and communication via technology. The key concepts of this course include communication, community building, facilitation skills, and values. Prerequisite: EDU 601, EDU 602; admission to the MSED Professional Development: Learning Community Program. Offered Fall, Spring, Summer.

EDU 704 Cr.1

Learning in Community IV: Action

In this fourth course of four, students take action with regard to learning in community. Coursework requirements include application to the workplace setting and communication via technology. The key concepts of this course include communication, community building, facilitation skills, and values. Prerequisite: EDU 601, EDU 602, EDU 703; admission to the MSED Professional Development: Learning Community Program. Offered Fall, Spring, Summer.

EDU 713 Cr.1

Technology in Education III: Integration

In this third of four courses, students will integrate technology in education. Coursework requirements include application to the workplace setting and communication via technology. In addition to continuing the concepts from "Technology in Education" I & II, the key concepts for this course include: information technology, instructional technology, and technology tools for the action research process. Prerequisite: EDU 611; EDU 612; admission to MEPD or MSED Program. Offered Fall, Spring, Summer.

EDU 714 Cr.1

Technology in Education IV: Action

In this fourth course of four, students will take action with regard to technology in education. Coursework requirements include application to the workplace setting and communication via technology. In addition to continuing the concepts from "Technology in Education" I, II, & III, the key concepts of this course include: informational technology, instructional technology, and technology safety. Prerequisite: EDU 611, EDU 612, EDU 713; admission to MEPD or MSED Program. Offered Fall, Spring, Summer.

EDU 723 Cr.1

Best Practice Pedagogy III: Integration

In this third course of four, students will integrate best practice pedagogy. Coursework requirements include application to the workplace setting and communication via technology. In addition to continuing concepts from "Best Practice Pedagogy" I & II, key concepts for this course include current best practice strategies and research-based best practice strategies. Prerequisite: EDU 621, EDU 622; admission to MEPD or MSED Program. Offered Fall, Spring, Summer.

EDU 724 Cr.1

Best Practice Pedagogy IV: Action

In this fourth course of four, students will take action with regard to best practice pedagogy. Coursework requirements include application to the workplace setting and communication via technology. In addition to continuing concepts from "Best Practice Pedagogy" I, II, & III, the key concept for this course includes current best practice strategies and research-based best practice strategies. Prerequisite: EDU 621, EDU 622, EDU 723; admission to MEPD or MSED Program. Offered Fall, Spring, Summer.

EDU 733 Cr.1

Curriculum Development and Assessment III: Integration

In this third course of four, students will integrate curriculum development and assessment. Coursework requirements include application to the workplace setting and communication via technology. In addition to continuing the concepts from "Curriculum Development and Assessment" I & II, the key concepts for this course include: current best practice assessment strategies, research-based best practice assessment strategies, and curriculum frameworks. Prerequisite: EDU 631, EDU 632; admission to MEPD or MSED Program. Offered Fall, Spring, Summer.

EDU 734 Cr.1

Curriculum Development and Assessment IV: Action

In this fourth course of four, students will take action on curriculum development and assessment. Coursework requirements include application to the workplace setting and communication via technology. In addition to continuing the concepts from "Curriculum Development and Assessment" I, II, & III, the key concepts for this course includes: curriculum development and assessment as a foundation for learning. Prerequisite: EDU 631, EDU 632, EDU 733; admission to MEPD or MSED Program. Offered Fall, Spring, Summer.

EDU 735 Cr.3

Foundations of Professional Learning Communities

In this course, students will gain knowledge of the essential components of a Professional Learning Community (PLC). Using acquired knowledge, students will analyze the progress of their school or district on the PLC continuum. Students will investigate ways to build a culture of collaboration that improves student learning and will be expected to continuously apply PLC tenets to their practice. Not applicable to a master's degree in MEPD initial certification, reading, or special education. Prerequisite: admission to Professional Learning Community Certificate Program or approval from Institute for Professional Studies in Education (IPSE). Offered Fall, Spring, Summer.

EDU 736 Cr.3

Assessments, Grading and Professional Learning Communities

In this course, students will gain knowledge of how assessment and grading are related to the fundamental purpose of ensuring high levels of learning for all students in a Professional Learning Community (PLC). Using acquired knowledge, students will analyze the progress of their school or district on the PLC continuum in areas related to assessment and grading. Students will investigate formative and summative assessment. In addition, students will learn how collaborative teams in a PLC work to use the results of common assessments to inform instruction and improve student achievement. Not applicable to a master's degree in MEPD initial certification, reading, or special education. Prerequisite: admission to Professional Learning Community Certificate Program or approval from Institute for Professional Studies in Education (IPSE). Offered Fall, Spring, Summer.

EDU 737 Cr.3

Teacher Leadership: Professional Learning Communities

In this course, students will apply their knowledge of the essential components of a Professional Learning Community (PLC) in their school setting. Using acquired knowledge, students will implement an action plan that they created in semester I. The course will conclude with a culminating project which includes an updated action plan, a reflection paper and artifacts. Not applicable to a master's degree in MEPD initial certification, reading, or special education. Prerequisite: admission to Professional Learning Community Certificate Program or approval from Institute for Professional Studies in Education (IPSE). Offered Fall, Spring, Summer.

EDU 738 Cr.3

Professional Learning Community in the Content Areas

In this course, students will apply their knowledge of the essential components of a Professional Learning Community (PLC) in their school setting with an emphasis on content. Using acquired knowledge, students will implement an action plan that they created in semester I. The course will conclude with a culminating project that includes an updated action plan, a reflection paper and artifacts. Students will also explore with their PLC and Professional Learning Teams (PLTs) the four collar questions of PLCs. Not applicable to a master's degree in MEPD initial certification, reading, or special education. Prerequisite: admission to Professional Learning Community Certificate Program or approval from Institute for Professional Studies in Education (IPSE). Offered Fall, Spring, Summer.

EDU 743 Cr.2

Educational Research III: Conduct

In this third course of the four-course sequence, participants implement their approved action research projects within their professional settings. Participants apply action research methods to their real-world educational contexts, examining how data-driven inquiry can inform and improve instructional practice. Emphasis is placed on systematic data collection and data analysis techniques. Prerequisite: EDU 642. Offered Fall, Spring, Summer.

EDU 744 Cr.2

Educational Research IV: Publication

In this final course of the four-course research sequence, participants complete their action research projects by analyzing collected data and synthesizing results into a formal research paper. Emphasis is placed on scholarly writing, interpretation of findings, effective dissemination of results, and evaluation of professional impact. Prerequisite: EDU 743. Offered Fall, Spring, Summer.

EDU 745 Cr.3

Intentional Facilitation in Experience-Based Learning

This course equips participants with the skills needed to support productive discussion, shared exploration, and sustained group development within and beyond the classroom. Participants examine how purposeful facilitation, adaptable leadership, and balanced evaluation practices strengthen group understanding and guide instructional decision-making. Attention is given to navigating conflict, maintaining progress, and applying core group-development principles across teams, departments, and broader educational settings. Prerequisite: EDU 619, EDU 620. Offered Fall, Spring, Summer.

EDU 746 Cr.3

Learning Through Place

This course examines how various aspects of "place" - including local histories, regional knowledge, and broader social dynamics - shape learning and community life. Participants investigate physical, historical, civic, and cultural environments to better understand contributing factors and community narratives that influence teaching and learning contexts. Up to two field-based learning experiences (e.g., community walks, local archives, civic visits) or simulations support the course. Lect. 1, Field 2. Prerequisite: EDU 619, EDU 620. Offered Fall, Spring, Summer.

EDU 747 Cr.3

Insightful Expeditions

This course prepares participants for purposeful interactions in environments that emphasize teamwork, personal growth, and shared challenges. Participants engage in introductory field-experiences that may include outdoor activities such as backpacking, hiking, paddling, or related activities. Emphasis is on preparing educators to safely step outside of their comfort zone and navigate challenge while developing resilience, collaboration, leadership skills, and reflective thinking - insights they apply when creating meaningful learning experiences for their students. Individual and group safety and protection of natural environments are paramount. Prerequisite: EDU 619, EDU 620. Offered Fall, Spring, Summer.

EDU 748 Cr.3

Curriculum as Community Practice

Participants examine how curriculum functions as a social and contextual system that both reflects and influences community values. Emphasizing relevance, student initiative, and fairness, the course explores how curricular decisions support connection and collaboration. Participants design learning experiences that purposefully link students with one another and with the communities in which they live. Prerequisite: EDU 619, EDU 620. Offered Fall, Spring, Summer.

EDU 749 Cr.3

Journeys of Growth Through Experience

This course supports the development of advanced self-understanding, sound judgment, and adaptability in individuals preparing for leadership roles involving experience-based education. Participants engage in a structured process focused on ongoing professional and personal development with opportunities to practice reflective thinking across multiple areas of their work. The course examines practical decision-making models that guide interactions and leadership choices, leading to the development of core principles such as steadiness, responsible action, continuous improvement, and service. Participants analyze factors that influence personal and professional effectiveness, identifying both internal strengths and external supports that contribute to capable, sustained leadership. Prerequisite: EDU 745, EDU 747. Offered Fall, Spring, Summer.

EDU 750 Cr.3

Youth as Co-Designers

This advanced course examines how participants can authentically integrate student perspectives, choice, and leadership into the design and facilitation of learning experiences. Participants study frameworks that support shared decision-making and develop strategies for encouraging student initiative, collaboration, and learner-driven inquiry. Attention is given to responsible collaboration and developing structures that support student-led exploration and action. Prerequisite: EDU 746, EDU 748. Offered Fall, Spring, Summer.

EDU 751 Cr.3

Summit of Learning: A Journey of Achievement

This culminating course brings together the facilitation, curriculum design, community building, and reflective leadership skills developed throughout the program. During an advanced multi-day field experience, participants plan and guide experience-based learning activities that challenge their cohort to think critically, collaborate, and apply real-world problem-solving. Challenging outdoor activities such as ropes courses, rock climbing, camping and/or caving may be components of the field experience. By designing, facilitating, and assessing these applied learning tasks, participants demonstrate their ability to create meaningful, active learning experiences that build confidence, resilience, cooperation, and the ability to overcome challenge - skills they can translate directly into transformative instruction for their own students. Prerequisite: EDU 745, EDU 747. Offered Fall, Spring, Summer.

EDU 752 Cr.3

Teaching for Sustainability

Participants in this advanced course analyze how principles of sustainability can guide and strengthen educational practice. Drawing on traditional ecological systems thinking, societal frameworks, and models of community continuity, they examine how learner-focused instruction can foster long-term thinking and sustainable practices within schools and broader communities. Participants re-envision curriculum, assessment, and leadership in ways that infuse sustainability while supporting people, communities, and the natural environment. Prerequisite: EDU 746, EDU 748. Offered Fall, Spring, Summer.

EDU 753 Cr.1

Contemporary Principles Shaping Education III: Integration

In this third of four courses, students examine key factors that influence modern educational practices and policies, and they explore how these factors shape contemporary educational systems. Core topics include societal and classroom dynamics, participation in classroom and community, and student perspectives on factors that shape their educational journeys. Prerequisite: EDU 651, EDU 652; admission to the MSED Professional Development: Learning Community Program. Offered Fall, Spring, Summer.

EDU 754 Cr.1

Contemporary Principles Shaping Education IV: Action

In this final of four courses, students examine key factors that influence modern educational practices and policies, and they explore how these factors shape contemporary educational systems. Core topics include social trends influencing educational practices, impacts of educational policy, and challenges in modern educational systems. Prerequisite: EDU 651, EDU 652, EDU 753; admission to the MSED Professional Development: Learning Community Program. Offered Fall, Spring, Summer.

EDU 755 Cr.3

Introduction to Special Education for In-Service Teachers

This course introduces in-service teachers to special education practices from historical, legislative, and people-centered recommended practices. General education and special education teachers have a shared responsibility to meet the needs of all students in learning environments that address individual needs and strengths. Students gain foundational understanding of exceptionalities from people, concepts, and historical perspective; policies, practices, and programs in special education; characteristics, prevalence, and supports and services for students with disabilities (as defined in current federal regulations); collaborative roles of general and special educators; and partnerships with families. Prerequisite: admission to the graduate Special Education Certificate Program. Offered Annually.

EDU 756 Cr.3

Classroom Practices in Special Education

Establishing and maintaining productive learning environments is a key feature of an effective educator's classroom. In this course, learners integrate foundational knowledge and explore practices to create a classroom environment using developmentally appropriate and student-centered pedagogy based on the belief that all students have a variety of assets and all can learn at high levels. Key features of this class are (1) understanding the role of the educator in intentionally creating learning opportunities designed for a wide range of students and (2) techniques for evaluating effectiveness in learning environments and settings. Viewed through the lens of developmentally appropriate and student-centered practices, learners apply pedagogical frameworks to create a supportive classroom that increases the likelihood of success for all learners, and they evaluate the impact of their practices to inform their teaching (e.g., Universal Design for Learning). This course is rooted in the High Leverage Practices (HLPs) identified by the Council for Exceptional Children (CEC) and the Collaboration for Effective Educator Development, Accountability and Reform. The four categories of High Leverage Practices are Collaboration, Assessment, Social/Emotional/Behavioral, and Instruction. Prerequisite: admission to the graduate Special Education Certificate Program. Offered Annually.

EDU 757 Cr.3

Co-Planning and Co-Teaching in Child-Centered Environments

Effective communication and collaborative relationships between parents, students, and school and community personnel in a child-centered environment is an essential component of being an educator. Students receiving special education services are supported by educational teams composed of students, parents, education professionals, and agency representatives. This course is designed to prepare special education teacher candidates for the responsibilities related to collaboration and transition associated with serving students with special education needs in grades K-12. This course focuses on effective collaboration processes as well as the development of transition plans for students with specific learning disabilities, emotional/behavioral disabilities, and intellectual disabilities; and the impact transition plans have on educational curriculum, instructional practices, career development, and placement practices. Prerequisite: EDU 755, EDU 756; admission to the graduate Special Education Certificate Program. Offered Annually.

EDU 758 Cr.3

Advanced Special Education Assessment

This course addresses educational assessment as it relates to the needs of students with specific learning disabilities, emotional/behavioral disabilities, and intellectual disabilities in the K-12 setting. Specific approaches for the evaluation of special education eligibility, teaching and instruction, and monitoring student progress are discussed, including norm-referenced tests, criterion-referenced testing, curriculum-based measures, and observational assessment. Prerequisite: EDU 755, EDU 756, EDU 757; RDG 704; admission to the graduate Special Education Certificate Program. Offered Annually.

EDU 759 Cr.3

Advanced Methods: Teaching Students with Disabilities

This course focuses on curriculum, methods, and strategies used in educating students with disabilities in various educational settings. Topics covered within this course include evidence-based, child-centered approaches to teaching and learning, development of Individualized Education Programs (IEPs), strategies to support Social and Emotional Learning (SEL), evidence-based practices in mathematics and literacy, and learning strategies. Teacher candidates deepen their understanding of IEP development and strategy instruction and apply their learning with students with disabilities. Prerequisite: EDU 755, EDU 756, EDU 757; RDG 704; admission to the graduate Special Education Certificate Program. Offered Annually.

EDU 760 Cr.3

Classroom Management and Positive Behavioral Practices

This course allows candidates to use effective and varied behavior management strategies to support and enhance students' successful engagement and participation in the classroom. Candidates learn about laws and policies impacting behavior management planning and implementation; functional behavioral assessment and the use of its information in designing behavior intervention plans and making decisions for the student and the program; understand the rights and responsibilities of families and other professionals in assessing the needs of the student and the use of different behavior management strategies; and evaluate and modify instructional practices and monitor the progress of students with challenging behaviors. Candidates are expected to perform at least 15 hours of clinical work with learners in their school. Prerequisite: EDU 755, EDU 756, EDU 757, EDU 758, EDU 759; RDG 704; admission to the graduate Special Education Certificate Program. Offered Annually.

EDU 761 Cr.3

Practicum in Special Education

This course is a practicum for candidates seeking certification in special education. Candidates are exposed to a variety of special education settings for at least 50 hours in their district of employment or another approved site, during which they will observe, design, and implement various pedagogical practices, plans, and programs with students with disabilities (i.e., specific learning disabilities, emotional and behavioral disorders, intellectual disabilities, autism spectrum disorder, etc.), and become familiar with special education teacher responsibilities. Candidates are under the direct supervision of a certified special education teacher and university supervisor (course instructor). Prerequisite: EDU 704, EDU 755, EDU 756, EDU 757, EDU 758 and EDU 759; EDU 760 or concurrent enrollment; admission to the graduate Special Education Certificate Program. Offered Annually.

EDU 763 Cr.1

Teacher Leadership III: Integration

In this third course of four, students will integrate teacher leadership into practice. Course requirements include application to the workplace setting and communication via technology. In addition to continuing the concepts from "Teacher Leadership" I & II, key concepts for this course include: educational policy and legislation, school systems, and current trends related to educational improvement. Prerequisite: EDU 661; EDU 662; admission to MEPD or MSED Program. Offered Fall, Spring, Summer.

EDU 764 Cr.1

Teacher Leadership IV: Action

In this fourth of four, students will take action with regard to teacher leadership. Course requirements include application to the workplace setting and communication via technology. The key concepts for this course include: leadership theory and dissemination of action research. Prerequisite: EDU 661; EDU 662; EDU 763; admission to MEPD or MSED Program. Offered Fall, Spring, Summer.

EDU 765 Cr.3

Introduction to Educational Leadership

In this course learners will explore the concept of educational leadership. More specifically, what is the role of the principal in ensuring they lead a school whereas all of their students can achieve the highest levels of academic success? What is the role of principal in creating and building a school community focused on continual reflection and improvement? With that, we will explore educational leadership via a cognitive approach grounded in the following three elements: (1) Socio-cognitive leadership - A shared cognitive approach to decision making present in schools that have successfully closed achievement gaps. (2) The Dimensions of Leadership for Learning - Where school principals focus their time and attention as a catalyst for student improvement. (3)Levers of Change - The individual, organizational, and community levers that master principals use to further the Dimensions of Leadership for Learning (Kelly & Shaw, 2009). In addition to a focus on socio-cognitive leadership, learners will consider the balance between the symbolic and technical sides of educational leadership. Finally, the concept of educational leadership will be grounded in conversations related to the importance of principal professional development to include the importance of personal development and personal satisfaction. Prerequisite: admission to the Educational Leadership Program. Offered Fall, Spring, Summer.

EDU 766 Cr.3

The Principalship

The task of a principal in the PK-12th grade environment is both demanding and complex. It requires that the leader be skilled in personnel administration, staff development, evaluation, instructional leadership, the reflective process along with a myriad of additional skills needed to successfully navigate the experiences of being a building principal. This course focuses on the Wisconsin Administrative Standards and National Educational Leadership Preparation Standards. Prerequisite: admission to the Educational Leadership Program. Offered Fall, Spring, Summer.

EDU 767 Cr.3

Data-based Decision Making for Instruction

This course explores the use of data as a tool to enhance decision-making processes for continuous school improvement by providing a framework for improving teaching and learning. Upon completion of the course, learners are able to analyze, report, communicate, and use multiple measures of data for continuous school improvement. This course emphasizes how data can guide leaders through curriculum alignment, supervision of instruction, and professional development. Through assignments and activities, learners put theory into practice. Prerequisite: EDU 765, EDU 766; admission to the Educational Leadership Program. Offered Fall, Spring, Summer.

EDU 768 Cr.3

Supervision and Evaluation

This course examines the foundations of a teacher supervision and evaluation structure which includes emphasis on classroom supervision, adult learning theory, coaching, administration which promotes professional growth, standards for effective teacher evaluation, and performance-based methods to teacher growth /school improvement that are closely associated with student learning outcomes. The emphasis of this course highlights the professionalism of teaching by examining how teachers may actively contribute to determining the emphasis of their professional outcomes while emphasizing student scholarship as their core mission. Prerequisite: EDU 765, EDU 766; admission to the Educational Leadership Program. Offered Fall, Spring, Summer.

EDU 769 Cr.3

Leadership and Cultural Competence

This foundation course in leadership and cultural competence enhances the learner's abilities to comprehend, evaluate, and offer culturally sensitive and competent educational opportunities to diverse school populations. This course gives students the opportunity to reflect upon their own cultural development and to be more responsive to the needs of all students. Prerequisite: admission to the Educational Leadership Program. Offered Fall, Spring, Summer.

EDU 770 Cr.3

School Law

This course examines the federal and state school law for educational leaders addressing legal issues impacting the operation of public schools. Topics include organizational structures of school, federal, and state systems; separation of church-state and related issues; teachers' rights; rights of students with disabilities; instructional issues; tort liability; and access to education. Prerequisite: EDU 765, EDU 766, EDU 767, EDU 768; admission to the Educational Leadership Program. Offered Fall, Spring, Summer.

EDU 771 Cr.3

School Finance and Resource Allocation

This course examines the financial contexts and legal requirements of educational budgeting. The roles of federal and state laws, regulations, and tax policies are considered, as are local conditions and concerns, in raising and distributing revenue. The processes of budgetary planning, preparation, management, and control are carefully evaluated. Prerequisite: EDU 765, EDU 766, EDU 767, EDU 768, EDU 769, EDU 770; admission to the Educational Leadership Program. Offered Fall, Spring, Summer.

EDU 772 Cr.2

Pedagogical Theory and Application I

In this course, students examine the shifting school structures from programmatic thinking to a model of service delivery while exploring how funding and educational laws can be used effectively to support student achievement. Students explore how to create and sustain schools that are successful for each of their PreK-12 students and identify ways standards can serve as a catalyst for creatively adapting the curriculum, implementing innovative teaching strategies, and conducting ongoing assessments. Students examine (1) preventive strategies for fostering student success versus adopting a 'wait until they fail' approach, (2) instructional strategies that engage a wide-range of students, and (3) ways principals can ensure the success of their students. Prerequisite: admission to the Educational Leadership Program. Offered Fall, Spring, Summer.

EDU 773 Cr.4

Practicum in the Principalship and Practicum Seminar

This course provides students with practical experience in the school principalship. This practicum is developmental in nature and provides learners the opportunity to demonstrate their knowledge and understanding of the Wisconsin Administrator Standards and National Educational Leadership Preparation (NELP) building level standards. Performance in the principal practicum is measured via two successful observations by a school-based supervisor (i.e., cooperating principal) as well as two by the supervisor assigned from UWL. In addition to successful observations, learners are required to engage in online seminar discussions anchored to the practicum seminar. These discussions are grounded in the day-to-day lives of principals and support learners in gaining a deeper, authentic understanding of the principalship. Further, during the practicum experience, learners have the opportunity to engage in professional discussions with an experienced administrator/cooperating principal and their practicum supervisor. In addition, the practicum affords learners experience engaging in authentic activities to include the opportunity to take risks under the mindful guidance of their cooperating principal and university supervisor. Finally, practicums lead to numerous networking opportunities that can translate into informal support systems post practicum. Prerequisite: EDU 765, EDU 766, EDU 767, EDU 768, EDU 769, EDU 770, EDU 771, EDU 772; admission to the Educational Leadership Program. Consent of department. Offered Fall, Spring, Summer.

EDU 774 Cr.3

Curriculum and Leadership

The history of the field of curriculum and curriculum theory is explored. A study of curricular paradigms that give form and shape to school practice is included. Offered Fall, Spring, Summer.

EDU 775 Cr.3

Practicum for the Director of Instruction and Seminar

This course provides Director of Instruction candidates with a supervised practicum experience. This practicum is developmental in nature and provides candidates the opportunity to demonstrate their knowledge and understanding of the Wisconsin Administrator Standards and National Educational Leadership Preparation (NELP) standards for district level administrative programs. Performance in this practicum is measured via two successful observations by a school-based supervisor (i.e., cooperating director) as well as by the supervisor assigned from the UWL. In addition to successful observations, candidates are required to engage in online seminar discussions anchored to the practicum seminar. These discussions are grounded in the day-to-day lives of Directors of Instruction and support candidates in gaining a deeper, authentic understanding of the Director of Instruction position. Consent of instructor. Pass/Fail grading. Offered Fall, Spring, Summer.

EDU 776 Cr.1-6

Thesis

The master's thesis encompasses original research and represents a distinctive contribution to scholarship in the field of educational leadership. It involves original collection of data, analysis of data, making sense of the data, discussing the data within the context of a comprehensive literature review, sharing limitations, and defending research in a committee setting. Repeatable for credit - maximum six. Prerequisite: EDU 641, EDU 642; admission into the Educational Leadership Program. Consent of department. Offered Fall, Spring, Summer.

EDU 780 Cr.3

TESOL Practicum

Through the TESOL practicum, students gain practical planning instruction, teaching, and assessing English learners (ELs) in a K-12 school setting. In this course, students are formally observed twice teaching ELs and engaging in the assessment cycle. Students engage in critical reflection on their own teaching, individually and with a mentor teacher. Students also identify areas of improvement and plan for their own on-going professional development as an ESL teacher. This practicum experience is a minimum of 50 hours and is supervised by both a school-based supervisor and a university supervisor. Prerequisite: ENG 534; EDU 610, EDU 645, EDU 680; EDU 681 or concurrent enrollment; admission to graduate TESOL Certificate Program. Offered Fall, Spring, Summer.

EDU 782 Cr.1

Pedagogical Theory and Application II

In this course, students examine the shifting school structures from programmatic thinking to a model of service delivery while exploring how funding and educational laws can be used effectively to support student achievement. Students explore how to create and sustain schools that are successful for each of their PreK-12 students and identify ways standards can serve as a catalyst for creatively adapting curriculum, implementing innovative teaching strategies, and conducting ongoing assessments. Students examine (1) how principals can support their teachers and staff to ensure success, and (2) standards-based teaching grounded in the needs of all students. Prerequisite: EDU 772; admission to the Educational Leadership Program. Offered Fall, Spring, Summer.

RDG 600 Cr.3

Research Methods in Literacy

Students design an action research study related to literacy and learn to analyze and interpret both qualitative and quantitative data collected. Students learn to be informed consumers of research literature. Prerequisite: taken concurrently with RDG 799; admission to a graduate Reading Program; completion of reading teacher (1316) coursework. Offered Fall, Spring, Summer.

RDG 601 Cr.3

Literacy and Language Development and Instruction

This course surveys theories of language acquisition and development in first and second languages and the role of language as a foundation for learning. Students examine theoretical perspectives, key concepts of language development and instruction, and major issues pertinent to teaching all learners. The course also focuses on understanding language and literacy development in second languages, as well as effective instructional strategies for supporting English language learners. Prerequisite: admission to a graduate Reading Program. Offered Fall, Spring, Summer.

RDG 702 Cr.3

Disciplinary Literacy

The purpose of this course is to explore reading, writing, speaking, and listening within discipline-specific contexts. Focuses are on examining the characteristics of content area texts and learning strategies for interacting with the types of texts encountered throughout a range of academic disciplines. Prerequisite: admission to a graduate Reading Program. Offered Fall, Spring, Summer.

RDG 703 Cr.3

Literacy Assessment and Instruction

This course introduces students to key theories in literacy assessment and instruction. Students will learn how to select assessment tools appropriate for a variety of situations, administer assessments accurately, interpret results, and design instruction based on assessment results. Instruction and practice will also be provided in designing effective intervention plans for students needing additional support in reading and writing. Prerequisite: admission to a graduate Reading Program. Offered Fall, Spring, Summer.

RDG 704 Cr.3

Emergent Literacy

This course delves into emergent literacy, emphasizing the multifaceted components vital for early reading and language development from pre-kindergarten through grade three, with implications extending through grade 12. Students explore the intricate realms of phonological awareness (including word awareness, rhyme recognition, repetition and creation of alliteration, syllable counting/identification, onset and rime manipulation), phonemic awareness (including phoneme identification, isolation, blending, segmentation, addition, substitution, and deletion), phonics (the relationship between sounds and words including alphabetic principle, decoding, orthographic knowledge, encoding, and fluency), building background knowledge, oral language development, vocabulary building, instruction in writing, comprehension, and reading fluency. Through theoretical insights and practical applications, students gain a comprehensive understanding of how these interconnected components shape literacy acquisition. By honing their skills in instructional strategies and assessment techniques, students are equipped to facilitate effective emergent literacy development in educational settings, fostering lifelong readers and proficient language users. The 3-cueing system is not included as an instructional strategy at any point within this program. Prerequisite: admission to a graduate Reading Program or graduate Special Education Program. Offered Fall, Spring, Summer.

RDG 711 Cr.3

Advanced Research Methods in Literacy

During this course, students will complete the action research they proposed in RDG 600. Key focus areas are on analyzing the data, summarizing the results, and discussing the implications of the action research study. Students will complete and submit the formal action research paper during this course. Prerequisite: RDG 600; taken concurrently with RDG 799; admission to the graduate Reading Program; completion of Reading Teacher (1316) coursework. Offered Fall, Spring, Summer.

RDG 714 Cr.3

Reading Teacher Practicum

The reading teacher practicum provides reading teacher candidates with the opportunity to implement literacy skills and strategies with two focus students with areas of struggle in literacy: one student in grades K-5 and one student in grades 6-12. Candidates will assess each student, diagnose instructional needs, develop and implement appropriate instructional strategies, and consistently monitor progress made. Candidates will compile a case study narrative reflecting on the growth of each student and suggesting next steps. This practicum experience is a minimum of 50 hours and is supervised by both a school-based supervisor and a university supervisor. Prerequisite: RDG 601, RDG 702, RDG 703, RDG 704; admission to a graduate Reading Program. Offered Fall, Spring, Summer.

RDG 715 Cr.3

Children's and Adolescent Literature

This course exposes students to a variety of literature genres published for children and young adults. There is a focus on using literature in ways that respond to students' own experiences and to provide insight into others' experiences. Additional focus is provided on strategies to use literature to engage and support students in their reading development. Prerequisite: admission to a graduate Reading Program. Offered Fall, Spring, Summer.

RDG 716 Cr.1-3

Special Topics Seminar in Reading Education

Special topics seminar in literacy is designed for the student to explore and study special topics of interest and their application in a reading program. The particular topic selected is to be determined by current need and interest. Repeatable for credit - maximum six. Prerequisite: admission to a graduate Reading Program. Offered Spring, Summer.

RDG 718 Cr.3

Guiding and Directing a Schoolwide Reading/Literacy Program

This course prepares licensed reading teachers to take on the administrative roles associated with a reading specialist licensure. Many different potential roles and responsibilities of reading specialists are covered. Special focus is on evaluating a district-wide literacy program from the viewpoint of curriculum, instruction, access, and assessment. Different models of developing staff in continuous improvement are discussed. Prerequisite: taken concurrently with RDG 780; admission to a graduate Reading Program; completion of Reading Teacher (1316) coursework; master's degree completed or in-progress. Offered Fall, Spring, Summer.

RDG 780 Cr.3

Reading Specialist Practicum

This course is an intensive and diverse professional experience of at least 40 hours providing collaborative leadership to the adults in a school system under supervision of an experienced reading specialist, or other person responsible for the school reading program, and a university supervisor. Experiences must span elementary and secondary schools and must show evidence of leadership in each of the following standards: curriculum and instruction, assessment and evaluation, meeting the needs of all learners, learners and the literacy environment, and professional learning and leadership. Prerequisite: taken concurrently with RDG 718; admission to a graduate Reading Program; completion of Reading Teacher (1316) coursework; master's degree completed or in-progress. Offered Fall, Spring, Summer.

RDG 799 Cr.3

Action Research in Literacy

Upon successful completion of required courses for the program, students examine issue(s), problems, and trend(s) related to literacy education and conduct action research. Research is designed and conducted under the supervision of a faculty mentor. Repeatable for credit - maximum six credits. Prerequisite: RDG 600 or taken concurrently; admission to a graduate Reading Program; completion of Reading Teacher (1316) coursework. Pass/Fail grading. Offered Fall, Spring, Summer.