Schools Our Teachers Deserve: A Proposal for Teacher-Centered Reform. Publication: Publication Date: Format: Online - Delivery:

Article Excerpt By improving the morale of even a handful of a school's faculty, the "teacher-centered" reforms that Ms. Cohen suggests cannot help but benefit students. And best of all, many of them cost nothing. IT SEEMS that a spate of recent books has appeared on the old, familiar subject of school reform. As always, some of these works have focused on the curriculum and call for more progressive approaches and an end to standardized testing.1 Others have addressed the issues of low standards or parent involvement or the moral culture of the schools.2 However, not one has focused its arguments on the one indispensable element in all successful schools -- the one variable always given short shrift, it seems, whenever reformers think about school change -- the teacher. For more than five decades now, warehouses of writing on school reform have focused on the needs of the students, calling for the creation of "child-centered classrooms" and "learner-centered schools." Every administrator in America intones, "It's all about the kids!" And those words echo through every disaffected, demoralized student-centered high school building in the land. The whole failed history of modern education reform -- from the prescriptive lesson-plan formats of the 1970s to the restructuring plans in the 1980s to the state testing and curriculum of the 1990s -- has addressed the "needs of the child." It has paid hardly any attention to the work of the teacher, the one critical player in the school who makes the biggest difference. "In this school, the teacher comes first." I would wager there isn't a public school in the land with such a motto. School reform efforts most frequently proceed despite, not because of, the teacher. When states impose new curricular mandates or introduce new statewide standardized tests, teachers are often viewed as stumbling blocks to implementation. Administrators try to "get the teachers on board," as if they were prisoners diving seaward to escape the shackles and whip. Even "bottom- up" reform is rarely that. In most districts that tried site-based management, it came and went a decade ago with hardly a teacher mourning its passing. Frequently, such "teacher-centered" strategies simply burdened faculty members with the minutiae of daily governance without relieving them of any other responsibilities. The teacher's job was not redefined; rather, it was extended and expanded. Newly "empowered" teachers were burdened with clerical work and logistical concerns about building maintenance and scheduling -- the very concerns that many teachers enter teaching to avoid. Indeed, such teacher- empowering reforms seemed calculated, in advance, to fail. Everyone knows that teachers resist change.3 Why shouldn't they? Any teacher who has spent more than a decade in the profession has already intuited what school reformers haven't gleaned in a century of tinkering: lasting and meaningful change doesn't come from fiats, whether external or internal. It doesn't have anything to do with long blocks or short blocks, cooperative learning or direct instruction. It has to do with how an individual teacher feels about his or her work and how the school perceives that teacher. If the teacher is perceived as a hero, the school will flourish. If the teacher is perceived as a pain in the ass, the school is going downhill -- long blocks, cooperative learning, and all. For a school to be an intellectual center, for it to have the ethos, the sense of community, and the "spirit" that so many parents and administrators seek, it must celebrate the work of its teachers in a way that is rarely seen in public schools. It must attend to the needs of teachers, it must accommodate their sensibilities, and it must treat the teachers' contributions with as much genuine concern as it does those of any other constituency -- maybe more. Why Focus on the Teacher? One good reason to focus on the teacher has to do with the nature of healthy institutions. Almost 20 years ago Sara Lawrence Lightfoot told us that successful high schools are those that possess powerful traditions and embedded norms. In the best schools (or hospitals or corporations), values are consistent and known; they are embodied in the experiences of everyday life.4 How do those traditions get transferred to young people? Not by administrators. Principals have little direct contact with students and certainly not enough to transmit the subtleties of an institution's culture and beliefs. If a school is to have a powerful ethos, it is the teachers who must communicate it, embody it, transmit it. Indeed, teachers are the one stable influence on a culture that is, by definition, always in flux. Students seldom stay in a school longer than four years; many teachers remain in the system for 30 years or more. Because they are the fixed and tenured bearers of the school's values and ethos, it is critical that teachers feel good about the institution they are charged with representing. This argument is even borne out in recent corporate management theory. Education policy makers have long been influenced by the models put forward by business and industry. In the 1980s, for example, corporate downsizing and bottom-line accountability certainly inspired education policy reforms in the areas of testing and teacher accountability. Cooperative learning and goals-based performance standards also have their roots in management theory. What then is the most recent thinking about corporate competitiveness and productivity? Many of the most influential books that have been published on this subject in the last five years have shifted their primary focus away from concerns with markets and economies of scale. Instead, employee morale has become a central priority. Jeffrey Pfeffer, a professor of organizational behavior at Stanford University, reflects the new thinking in his field when he argues that a loyal, intelligent work force is the key factor in corporate competitiveness - - more critical than technology or protected and regulated markets.5 When workers are disgruntled, distracted, or poorly trained, no brilliant strategy for expanding market share will compensate for that liability. Why should it be any different for schools? A second reason for shifting the reformers' emphasis from the student to the teacher concerns the nature of the teaching force itself. Demographics within the profession have in recent years put schools in an unusual position. In general, the teacher population across the country is aging. In certain states, particularly in the Northeast, the average teacher's age is 40 or above. As teachers continue to age and then retire, schools will be faced with two very different challenges. First, they will have to attract excellent new people into the field. Second, they will have to figure out ways to help large numbers of older teachers stay invested in and committed to their work. In the case of the hiring of new faculty members, schools will be confronted with the problem of incentives. What can a school offer a high-achieving college graduate to lure him or her away from business or law school? Obviously, schools will never be able to compete in terms of salary and other material benefits. But teaching holds a natural attraction for many idealistic, intelligent young people. Many students at competitive academic institutions are willing to consider teaching as a career. Our introductory education classes at Smith College have some of the largest enrollments on campus. However, too many students are chased away from the field after their initial observations in local high schools that are part of their pre-practicum experiences. What they see when they visit schools is often demoralizing for them. Teachers work in isolation, and they work with too many students. They rarely interact with other faculty members, except over rushed lunches. They teach from books that they sometimes do not like themselves and that -- to judge by their condition -- seem to have been used by generations of students. By the time students at Smith become seniors, less than a handful each year are interested in becoming certified to teach high school. If schools are going to attract good new teachers, then they need to figure out ways to make the profession look better from the outside. In terms of the burgeoning ranks of veteran teachers, the problem is even more complex. If good new teachers are hard to attract, it is even harder to reenergize those who have been victims of the system for decades. Some of these teachers, particularly those in their forties and fifties, have almost half a career ahead of them. With salaries frontloaded and no vertical advancement in the field, such teachers have little incentive to grow. As any high school student will tell you, the sullenness and exhaustion of these teachers and their cynicism and contempt for the system are the real root causes of bad schooling. Poorly written curricula, scheduling, and structural concerns are of so much lesser importance than teacher morale that they might as well not be factors at all. Finally, the most obvious reason to focus on the teacher has to do with the nature of good teaching itself. Good teaching (as any good teacher will tell you) is not only about content and curriculum. It is also about the intersection of that content with the individual who is presenting it. For better or worse, teachers teach themselves, and any teacher who denies it is either lying or is out of touch with his or her effect on a class. School reformers almost always think in terms of what should be taught, how, when, and with what materials. And yet to a great extent teachers are the curriculum: affect, attitude, and persona have a much more powerful impact on classes than do the books they use or the pedagogical techniques they employ. One need only recall one's own best high school teachers to know how true this is. We remember the human beings and their passion or energy. The texts and techniques are secondary. Teacher-Centered Reform How then can a school nurture and promote the kind of teacher energy and enthusiasm that will "reform" schools? Forget the workshops on cooperative learning, the curriculum revision committees, the endless tinkering with the schedule. Focus instead on what can be done to make teachers feel better about their work. In other words, ask yourself, How can schools be made into adult-friendly places? To answer that question, it seems logical to look to those schools that have succeeded in making teachers feel valuable: the best private schools and the best colleges. In both of these settings, money has little to do with job satisfaction. Private schools, as we all know, pay teachers less than public schools. And the salaries of assistant and even associate professors on many campuses fall below those of suburban public school teachers. Nor is workload necessarily the key. Some of the most competitive teaching jobs in the country can be found in private schools that require enormous service from their faculty members, including 24-hour, on-call availability in dormitories, extracurricular work, and lengthy written evaluations of students. Why is it then that the best college graduates interested in teaching so often compete for the scarce jobs at Exeter and Andover, eschewing public schools even in the most affluent communities? I believe it is because these institutions hold out for bright graduates the promise of a truly intellectual life. Smart college students who choose to teach high school most frequently do so because they hope to continue to read and practice the subjects they love. Public schools, partly because of the very student-centered policies they persist in defending, fail to convey to these aspiring teachers the promise of such a life. Similarly, many of the most passionately intellectual students at our college overlook the notion of high school teaching altogether. Their ambitions are set, from the start, on teaching at the college level. These students are not choosing college teaching because of a smaller workload or an easier life. Any freshman at Smith can see that introductory classes can be as large as 80 students and that the pressures to publish and the tensions associated with tenure complicate the lives of young professors. But in college teaching, these students do envision themselves respected as intellectuals, rewarded for using their minds in original ways, and capable of choosing and changing what they will teach. Good liberal arts colleges, like good private schools, really are "teacher-centered" institutions. Both seem to recognize that the way to foster excellence in students is to foster excellence in teachers. Good high schools need to prize young teachers who love their disciplines, and they need to celebrate book knowledge as an important, core value in the institutional culture. Some may argue that a call to nurture "intellectual" teachers is a luxury in a public school system filled with so many students performing below grade level. Quite...

Education Studies Program

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Courses

For course descriptions not found in the UC San Diego General Catalog, 2010–11, please contact the department for more information.

The Education Studies Program offers the following courses. Students are encouraged to consult with an EDS advisor to determine which courses satisfy credential requirements. Undergraduate students may enroll in graduate seminars with the consent of instructor.

Lower-Division

EDS 20. Introduction to Principles of Learning (4)

Students will study discipline-specific principles of effective learning, including critical thinking, problem solving, collaboration and group communication, laboratory and hypothesis testing, library research and writing skills, and self-assessment. Students will explore concepts and procedures in mathematics, science, and economics as the context for making explicit these often-tacit principles of learning. Prerequisite: Summer Bridge participation. Available to undergraduate students on a space-available basis.

EDS 30/Math. 95. Introduction to Math Teaching (2)

Revisit students’ learning difficulties in mathematics in more depth to prepare students to make meaningful observations of how K-12 teachers deal with these difficulties. Explore how instruction can use students’ knowledge to pose problems that stimulate students’ intellectual curiosity. Prerequisite: Math. 87. Teaching Math and Science: The Challenge. Available to undergraduate students on a space-available basis.

EDS 31/Chem. 96. Introduction to Teaching Science (2)

Revisit students’ learning difficulties in science in more depth to prepare students to make meaningful observations of how K-12 teachers deal with these difficulties. Explore how instruction can use students’ knowledge to pose problems that stimulate students’ intellectual curiosity. Prerequisite: Math. 87. Teaching Math and Science: The Challenge. Available to undergraduate students on a space-available basis.

EDS 39. Practicum in Science and Math Teaching/Learning (2)

Undergraduate students are placed in local schools and work with children in classrooms and the community. Students work on educational activities with K-12 students a minimum of 20 hours/quarter. Prerequisites: department stamp; concurrent enrollment in either Math 87: Teaching Math.: The Challenge, or Chem. 87: Teaching Science: The Challenge.

EDS 87. Freshman Seminar (1)

The Freshman Seminar Program is designed to provide new students with the opportunity to explore an intellectual topic with a faculty member in a small-seminar setting. Freshman seminars are offered in all campus departments and undergraduate colleges, and topics vary from quarter to quarter. Enrollment is limited to fifteen to twenty students, with preference given to entering freshmen. Seminars are open to sophomores, juniors, and seniors on a space-available basis.

Upper-Division

EDS 105. Teaching and Learning Physics (4)

(Same as PHYS 180.) A course on how people learn and understand key concepts in Newtonian mechanics. Reading in physics and cognitive science plus fieldwork teaching and evaluating K–12 students. Useful for students interested in teaching. Prerequisites: three quarters of lower-division physics.

EDS 114. Cognitive Development and Interactive Computing Environments (4)

Learning and development considered as an evolving interplay between “internal representations” and “external representations” of the world, with special attention devoted to the design, history, and educational implications of computer-based tools and learning environments. Prerequisite: upper-division standing.

EDS 115. Cognitive Development and Education (4)

This course examines the development of thinking and language in preschool and elementary school children, with implications for education. Themes include facilitating children’s learning, and individual differences in cognition. Examples of topics covered are word learning, mathematical knowledge, and scientific thinking. Letter grade only.

EDS 116. The Psychology of Teaching and Structures of Information for Human Learning (4)

College students tutoring college students. Curriculum: basic applied learning principles, specifying objectives, planning and designing instruction, testing, evaluation, interpersonal communication skills, study skills. Objectives will be specified for each area. Competency will be assessed by project completion and practicum feedback. This course is not creditable toward professional preparation requirements for the multiple subject credential. Prerequisite: departmental approval (consent of instructor)—department stamp restriction.

EDS 117. Language, Culture, and Education (4)

(Same as Soc/B 117)The mutual influence of language, culture, and education. Explanations of students’ school success and failure that employ linguistic and cultural variables, bilingualism, and cultural transmission through education are explored. Prerequisite: upper-division standing.

EDS 118. Adolescent Development and Education (4)

This course introduces prospective secondary teachers to the cognitive, social, and emotional development of adolescents, including developmental learning theory, the teaching/learning process, effective learning environments, and cross-cultural variation in development. Implications for classroom practice are drawn.

EDS/LIGN 119. First and Second Language Learning: From Childhood through Adolescence (4)

An examination of how human language learning ability develops and changes over the first two decades of life, including discussion of factors that may affect this ability. Prerequisite: upper-division standing or consent of instructor.

EDS 121A/Math. 121A. Foundations of Teaching and Learning Mathematics I (4)

Develop teachers’ knowledge base (knowledge of mathematics content, pedagogy, and student learning) in the context of advanced mathematics. This course builds on the previous courses where these components of knowledge were addressed exclusively in the context of high-school mathematics. Prerequisites: EDS 30/Math. 95, and Calculus 10C or 20C.

EDS 121B/Math. 121B. Foundations of Teaching and Learning Math II (4)

Examine how learning theories can consolidate observations about conceptual development with the individual student as well as the development of knowledge in the history of mathematics. Examine how teaching theories explain the effect of teaching approaches addressed in the previous courses. Prerequisite: EDS 121A/Math. 121A.

EDS 122/Chem. 187. Foundations of Teaching and Learning Science (4)

Examine theories of learning and how they are important in the science classroom. Conceptual development in the individual student, as well as the development of knowledge in the history of science. Key conceptual obstacles in science will be explored. Prerequisites: EDS 31/Chem. 87: Introduction to Teaching Science, Chemistry 6C.

EDS 123/Chem. 188. Capstone Seminar in Science Education (4)

In the lecture and observation format, students continue to explore the theories of learning in the science classroom. Conceptual development is fostered, as well as continued development of knowledge of science history. Students are exposed to the science of teaching science in actual practice. Prerequisite: EDS 122/Chem. 187.

COHI 124. Voice: Deaf People in America (4)

The relationship between small groups and dominant culture is studied by exploring the world of deaf people who have for the past twenty years begun to speak as a cultural group. Issues of language, communication, self-representation, and social structure are examined. Prerequisite: Com/HIP 100 or consent of the instructor.

EDS 125. History, Politics, and Theory of Bilingual Education (4)

This course provides a historical overview and models of bilingual education in the United States. Students will examine socio-cultural, theoretical, and policy issues associated with native language and second-language instruction, and legal requirements for public bilingual program.

EDS 126. Social Organization of Education (4)

(Same as Soc/C 126)The social organization of education in the U. S. and other societies; the functions of education for individuals and society; the structure of schools; educational decision-making; educational testing; socialization and education; formal and informal education; cultural transmission. Prerequisite: upper-division standing.

EDS 127A-B-C. Practicum in Interactive Computing (4-4-4)

The course focuses on interactional computing in teaching/learning. Course work concentrates on interactive computing, application to teaching, learning, bilingualism, and communication. Concurrent with course work, students are assigned to a school or community field site implementing interactive computing. Students will write research reports integrating course work and field experience. (F,W,S)

EDS 128 A-B. Introduction to Teaching and Learning (Elementary) (4-4)

This course series is for undergraduates who are exploring a career in elementary school teaching. Topics addressed include: theories of teaching and learning; research on cognition and motivation; and the cultural context of classroom teaching and learning. EDS 128A focuses on the learner in the teaching-learning interaction and EDS 128B focuses on the teacher in the teaching-learning interaction. Prerequisites: department stamp required; EDS 139 must be taken as corequisite. EDS 130 or 134 must be completed before EDS 128A, and 128A for 128B. EDS 128A and EDS 128B are restricted for students applying to the EDS M.Ed/Multiple Subject Credential Program.

EDS 129 A-B-C. Introduction to Teaching and Learning (Secondary) (4-4-4)

This course series is for undergraduates who are exploring a career in teaching secondary school. Topics addressed include: theories of teaching and learning processes and motivation for science, mathematics, and English instruction. EDS 129A focuses on the analysis of the needs of individual learners and small group instruction techniques; EDS 129B emphasizes the various roles of the classroom teacher and planning individual lessons; and EDS 129C emphasizes the assessment of student work and longer-range curriculum planning. Prerequisites: department stamp; EDS 139 must be taken as corequisite. Must have successfully completed EDS 136, 138, or 129A for 129B, and 129B for 129C. EDS 129B and 129C are restricted for students applying to the EDS M.Ed./Single Subject Credential Program.

EDS 130. Introduction to Academic Mentoring of Elementary/School Students (4)

This course focuses on the role of undergraduate mentors in raising academic expectations for students and families traditionally underrepresented at the university. The relationship between the school and community, the social and political organization of elementary schools, and the academic achievement of elementary children are examined. Prerequisites: department stamp required; EDS 139 must be taken as a corequisite.

EDS 131. Introduction to Early Childhood Education (4)

Course examines effective practices for literacy, numeracy, and socio-emotional development in early childhood education. Field experience and seminar focus on social relationships between the UCSD student, the teacher and children, developmentally appropriate teaching and learning practices in literacy and numeracy, and community service. Prerequisite: department stamp; EDS 139 must be taken as a corequisite.

EDS 134. Introduction to Literacy and Numeracy Tutoring (4)

This course examines effective practices for language arts and mathematics learning for elementary school children. The field experience and seminar focus on the tutor/student relationship, teaching and learning processes for literacy and numeracy, and community service. Prerequisites: department stamp required; EDS 139 must be taken as a corequisite.

EDS 136. Introduction to Academic Tutoring of Secondary School Students (4)

This course focuses on the role of undergraduate tutors in building academic resiliency in secondary students traditionally underrepresented at the university. The relationship between the school and community, the social and political organization of secondary schools, the philosophical, sociological, and political issues which relate to the U.S. secondary educational system, and the academic achievement of secondary children are examined. Prerequisites: department stamp required; EDS 139 must be taken as a corequisite.

EDS 137. Introduction to Discipline-Specific Teaching and Learning (4)

This course examines effective practices for teaching and learning in specific academic content areas in PreK–12 school or community settings. The field experience and seminar focus on relationship building between mentors and learners, discipline-relevant teaching and learning processes, and community service. Prerequisite: EDS 139 must be taken as a corequisite.

EDS 138. Introduction to Academic Tutoring at the Preuss School (4)

This course focuses on effects of the Charter School movement on public education in the U.S., the role of the research universities in K–12 education, the social and political organization of the schools, the philosophical, sociological, and political issues which relate to the U.S. secondary educational system, and the academic achievement of secondary children. Students investigate the role of undergraduate tutors in building academic resiliency in secondary students traditionally underrepresented at the university. Prerequisites: department stamp required; EDS 139 must be taken as a corequisite.

EDS 139. Practicum in Teaching/Learning (2)

Students are placed in local schools and work with students in classrooms and the community. Students work on educational activities with K–12 students a minimum of four hours/week. Prerequisites: department stamp required; one of the following courses (may be taken concurrently) EDS 109, or EDS 127A-B-C, or EDS 128A-B, or 129A-B-C, or 130, or 134, or 136, or 138.

EDS 190. Research Practicum (1–6)

Supervised research studies with individual topics selected according to students’ special interests. Students will develop a research proposal and begin to gather and analyze data. Prerequisite: consent of instructor. (F,W,S)

EDS 195. Apprentice Teaching (2–4)

Advanced EDS students are prepared in effective methods of supervising the preparation of UCSD students serving as paraprofessionals in K-12 classrooms. Topics covered include: classroom management, interpersonal relations, supervision techniques, multi-cultural and multi-lingual education, politics in the school, and curriculum development. Each student serves as a discussion leader and conducts at least two workshops. Prerequisites: department stamp required and TE79 or TE80 major code.

EDS 198. Directed Group Study (4–2)

Directed group study, guided reading, and study involving research and analysis of activities and services in multicultural education, bilingual education, the teaching-learning process, and other areas that are not covered by the present curriculum. Prerequisite: consent of instructor.

EDS 199. Special Studies (4)

Individual guided reading and study involving research and analysis of activities and services in multicultural education, bilingual education, the teaching-learning process, and other areas that are not covered by the present curriculum. Prerequisite: consent of instructor.

EDS 342A. ASL-English Bilingual Education Practices (4)

Students will examine the history, current theory, philosophy, legislation, and trends in deaf education. Methods of first- and second-language development, communication, and literacy skills for deaf and hard-of-hearing children will be introduced. Prerequisites: EDS 115, EDS 117, EDS 126, EDS 128A, EDS 128B. Must be a ED76 major. (F)

EDS 342B. ASL-English Bilingual Education Practices (2)

Students will investigate formal and informal assessment techniques used for deaf and hard-of-hearing children, bilingual/multicultural education practices across the curriculum, effective learning environments and approaches for educating and interacting with families and communities. Prerequisites: EDS 342A, EDS 361A. Must be an ED76 major. Concurrent enrollment in EDS 361B and 369A. (W)

EDS 342C. ASL-English Bilingual Education Practices (2)

Students will continue to investigate formal and informal assessment techniques used for deaf and hard of hearing children, bilingual/multicultural education practices across the curriculum, effective learning environments and approaches for educating and interacting with families and communities. Prerequisites: EDS 342A, EDS 342B, EDS 361A. Must be an ED76 major.

EDS 349. Deaf Education Specialist Student Teaching Practicum (9)

Education specialist credential candidate performs student teaching in participating schools for a minimum of seven weeks full-time under the supervision of a cooperating teacher and university supervisor. The field experience provides professional preparation and diversified teaching responsibilities for post-baccalaureate students pursuing the California Deaf and Hard of Hearing Specialist and BCLAD Credential. Prerequisite: must be an ED76 major, Teaching and Bilingual Education (ASL-English)

EDS 351. Teaching the English Language Learner (4)

Students will examine the principles of second language acquisition and approaches to bilingual education. They will develop a repertoire of strategies for teaching in elementary or secondary content areas. Prerequisite: ED76 or ED78 major: Elementary Multiple Subject or Single Subject candidates at UCSD who have advanced to student teaching or internship. (F)

EDS 352A. Bilingual Instructional Practices I (2)

First course in a two-course sequence. Provides a theoretical and practical grounding in various pedagogical techniques for teaching Spanish as a native language. Students will study native language methods, strategies and approaches, assessment materials, and techniques of transition for implementing curricula across disciplines in a bilingual classroom. Prerequisite: ED78 major.

EDS 352B. Bilingual Instructional Practices II (2)

Second course in the sequence. Provides a theoretical and practical grounding in various pedagogical techniques for teaching Spanish as a native language. Students will study native language methods, strategies and approaches, assessment materials, and techniques of transition for implementing curricula across disciplines in the bilingual classroom. Prerequisites: EDS 352A, and student must be an ED78 major.

EDS 355A. Advanced Mathematics Teaching Practices for Grades K–6 (2)

First course in a three-course sequence. Provides a theoretical and practical grounding in pedagogy and professional factors influencing high-quality elementary mathematics education. Students will review research literature and various content standards, assessment materials, and curriculum materials in preparation for specialized mathematics instruction in elementary classrooms. Prerequisites: admission into the ED78: Multiple Subject (MS-2 program), and concurrent enrollment in EDS 361A or consent of instructor.

EDS 355B. Advanced Mathematics Teaching Practices for Grades K–6 (2)

Second course in the sequence. Provides a theoretical and practical grounding in pedagogy and professional factors influencing high-quality elementary mathematics education. Students will review research literature and various content standards, assessment materials, and curriculum materials in preparation for specialized mathematics instruction in elementary classrooms. Prerequisites: EDS 355A, admission into the ED85: Multiple Subject (MS-2 program), and concurrent enrollment in EDS 361B or consent of instructor.

EDS 355C. Advanced Mathematics Teaching Practices for Grades K–6 (2)

Third course in the series, which provides a theoretical and practical grounding in pedagogy and professional factors influencing high-quality elementary mathematics education. Students will review research literature and various content standards, assessment materials, and curriculum materials in preparation for specialized mathematics instruction in elementary classrooms. Prerequisites: EDS 355B, admission into the ED85: Multiple Subject (MS-2 program), and concurrent enrollment in EDS 361C or consent of instructor.

EDS 361A. Innovative Instructional Practices I (6)

First course in a three-course sequence. It provides pedagogical methods for multiple-subject teaching. Diverse subject areas (math, science, fine arts, P.E., and social studies) are integrated into a single intercurricular course of study by emphasizing activity/inquiry techniques of instruction. Prerequisite: must be an ED76 major: Teaching and Learning Bilingual Education (ASL-English) or ED78 major only for Elementary Multiple Subject candidate who has advanced to student teaching. (F)

EDS 361B. Innovative Instructional Practices II (6)

Second course in three course sequence. It provides pedagogical methods for multiple subject teaching. Diverse subject areas (language arts, English language development, health education, mathematics, sciences, social studies, fine arts, and physical education) are integrated into a single intercurricular course of study by emphasizing activity/inquiry techniques of instructions. Prerequisites: EDS 361A, ED76 major: Teaching and Learning Bilingual Education (ASL-English) or ED78 major only for Elementary Multiple Subject candidate who has advanced to student teaching.

EDS 361C. Innovative Instructional Practices III (4)

Last course in a three course sequence. It provides pedagogical methods for multiple subject teaching. General teaching methods are integrated into a single intercurricular course of study by emphasizing activity/inquiry techniques of instruction. Prerequisites: EDS 361B, ED76 major: Teaching and Learning Bilingual Education (ASL-English) or ED78 major only for Elementary Multiple Subject candidate who has advanced to student teaching.

EDS 369A. Multiple Subject (Elementary) Student Teaching Practicum-I (9)

First course in a series. The elementary credential candidate performs student teaching in participating schools for seven to eight weeks full-time for each course (fifteen weeks total) under the supervision of a cooperating teacher and university supervisor. The student teaching experience offers professional preparation and diversified teaching responsibilities for post-baccalaureate students pursuing the California Multiple Subject Teaching Credential. Prerequisites: ED78 major for Elementary Multiple Subjects only. Affirmed Multiple Subject Credential candidate at UCSD who has advanced to student teaching.

EDS 369B. Multiple Subject (Elementary) Student Teaching Practicum-II (9)

Second course in a two-course series. The elementary credential candidate performs student teaching in participating schools for seven to eight weeks full-time for each course (fifteen weeks total) under the supervision of a cooperating teacher and university supervisor. The student teaching experience offers professional preparation and diversified teaching responsibilities for post-baccalaureate students pursuing the California Multiple Subject Teaching Credential. Prerequisites: ED 269A, ED78 major for Elementary Multiple Subjects only. Affirmed Multiple Subject Credential candidate at UCSD who has advanced to student teaching.

EDS 373. Secondary English Teaching Practices (4)

The course introduces prospective secondary teachers to principles and strategies of teaching English language arts. Topics include: writing processes, reading processes, integrated language arts, assessment, the second language learner, the classroom community, the California English Language Arts Framework. Prerequisite: ED78 Single Subject major only. Affirmed Single Subject candidate at UCSD who has advanced to internship or consent of instructor.

EDS 374. Secondary Mathematics Teaching Practices (4)

Mathematics teaching techniques including, curriculum design, California Model Curriculum Standards, instructional methods, computer applications, selection and use of textbooks, student assessment, lesson planning, and classroom organization. Professional matters including curriculum planning, professional organizations, para-professionals, professional ethics, education law, and parent involvement are addressed. Prerequisite: ED78 Single Subject major only. Affirmed Single Subject candidate at UCSD who has advanced to internship or consent of instructor.

EDS 375. Secondary Science Teaching Practices (4)

Science teaching techniques, including science curriculum design, California Model Curriculum Standards, instructional methods, computer applications, selection and use of textbooks, student assessment, lesson planning, and classroom organization. Professional matters including curriculum planning, professional organizations, para-professionals, professional ethics, education law, and parent involvement are addressed. Prerequisite: ED78 Single Subject major only. Affirmed Single Subject candidate at UCSD who has advanced to internship or consent of instructor.

EDS 376. Language and Learning Instruction (4)

This course satisfies the California Commission on Teacher Credentialing requirement for preparation in reading theory and methods for all credential candidates. Theories of reading development, integration of the language arts, reading and writing in the content areas, teaching methods, and literature. Prerequisite: ED78 Elementary Multiple Subject or Single Subject candidates at UCSD who have advanced to student teaching or internship.

EDS 379A. Single Subject (Secondary) Internship Practicum I (8)

The secondary credential candidate teaches approximately one academic quarter for each course in this series (one public school academic year) under the guidance of a university supervisor with additional support provided by an on-site teacher. The internship offers extensive professional preparation and diversified teaching experience under actual classroom conditions for post-baccalaureate students pursuing the California Single Subject Teaching Credential. Prerequisites: ED78 Single Subject major only. Affirmed Single Subject candidate at UCSD who has advanced to internship or consent of instructor.

EDS 379B. Single Subject (Secondary) Internship Practicum II (8)

Second course in the series. The secondary credential candidate teaches approximately one academic quarter for each course in this series (one public school academic year) under the guidance of a university supervisor with additional support provided by an on-site teacher. The internship offers extensive professional preparation and diversified teaching experience under actual classroom conditions for post-baccalaureate students pursuing the California Single Subject Teaching Credential. Prerequisites: EDS 379A. ED78 Single Subject major only. Affirmed Single Subject candidate at UCSD who has advanced to internship.

EDS 379C. Single Subject (Secondary) Internship Practicum III (8)

Third course in the series. The secondary credential candidate teaches approximately one academic quarter for each course in this series (one public school academic year) under the guidance of a university supervisor with additional support provided by an on-site teacher. The internship offers extensive professional preparation and diversified teaching experience under actual classroom conditions for post-baccalaureate students pursuing the California Single Subject Teaching Credential. Prerequisites: EDS 379B. ED78 Single Subject major only. Affirmed Single Subject candidate at UCSD who has advanced to internship.

EDS 381. Health Education (4)

This course satisfies the Commission on Teacher Credentialing requirement for Health Education. Topics include: physical education, substance abuse, sex education, cardio-pulmonary resuscitation, nutrition, and first aid. Prerequisite: ED78 major: Elementary Multiple Subject or Single Subject candidates at UCSD who have advanced to student teaching or internship.

EDS 382. Inclusive Educational Practices (4)

This course satisfies the Commission on Teacher Credentialing requirements for Special Education. Topics include: teaching methods for accommodating special-needs students in the regular classroom, developing an Individual Education Plan, characteristics of special-needs students, lesson planning to accommodate individual differences, and legislated mandates. Prerequisite: ED78 or ED81 major: Elementary Multiple Subject or Single Subject candidates at UCSD who have advanced to student teaching or internship and department stamp required.

EDS 385. Elementary School Mathematics Content and Pedagogy (4)

Examines the underlying mathematical concepts of the elementary school mathematics curriculum and related pedagogical implications for teaching. Topics include number concepts, algebraic thinking, geometry, and data collection and analysis. Prerequisite: students must be ED78 majors: M.Ed./Elementary-Multiple Subject Credential candidates who have advanced to student teaching or internship. (MS-2).

EDS 390. Graduate Research Practicum (1–6)

Supervised research studies with individual topics selected according to student’s special interests. Students will develop a research proposal, gather and analyze data. Prerequisite: Consent of instructor.

EDS 398. Directed Group Study (1–6)

Study and analysis of teaching and learning topics for credential students under the guidance of a faculty member. Offered for repeated registration. Prerequisite: Consent of instructor.

EDS 399. Independent Study (1–6)

Individual guided study and/or research in an area not covered by present curriculum course offerings for credential graduate students. Offered for repeated registration. Prerequisite: Consent of instructor.

Graduate

Soc. 270. The Sociology of Education (4)

A consideration of the major theories of schooling and society, including functionalist, conflict, critical, and interactional; selected topics in the sociology of education will be addressed in a given quarter, including: the debate over inequality, social selection, cultural reproduction and the transition of knowledge, the cognitive and economic consequences of education. Major research methods will be discussed and critiqued.

EDS 201. Introduction to Resources for Teaching and Learning (4)

This course introduces students to educational resources, both in print and on-line. Students compile and evaluate research studies, curricular materials, and instructional approaches in preparation for future projects in developing and evaluating various approaches to teaching and learning. Prerequisite: students must be registered EDS graduate students (ED 76, 77, 78, 79, 80).

EDS 203. Technology, Teaching, and Learning (4)

This course will review current literature on effective applications of technology in the classroom. Students will also become fluent in the use of productivity tools, presentation software, and Web development for teaching and learning; critique software relevant to their area of teaching; and develop an educational activity based on their review of the literature that harnesses the power of technology. Prerequisite: students must be registered EDS graduate students (ED 76, 77, 78, 79, 80).

EDS 204. Technology and Professional Assessment (4)

Advanced techniques for using network-based resources for teaching and learning will be introduced. Students will review relevant research on advanced technologies related to assessment of professional performance and student achievement. Students will present a Web-based professional Teaching Performance Assessment Portfolio that reflects teaching performance during their student teaching or internship field experience. Prerequisite: students must be registered EDS graduate students.

EDS 205A. Reflective Teaching Practice (2)

This course introduces principles and practices of reflective teaching. Student teachers and interns will systematically document their practice teaching and analyze observation data to improve performance. Students will collaborate with supervisors and expert teachers throughout the yearlong preservice teaching experience. Prerequisites: students must be registered EDS graduate students.

EDS 205B. Reflective Teaching Practice (2)

This course introduces principles and practices of reflective teaching. Student teachers and interns will systematically document their practice teaching and analyze observation data to improve performance. Students will collaborate with supervisors and expert teachers throughout the yearlong preservice teaching experience. Prerequisites: EDS 205A, and students must be registered EDS graduate students.

EDS 206. Teaching Performance Assessment Portfolio (4)

This course introduces the use of a Teaching Performance Assessment Portfolio for assessment of teaching performance. Student teachers and interns will design an electronic portfolio that demonstrates acceptable performance on essential credential standards. National Board of Professional Teaching Standards will also be introduced. Prerequisite: students must be registered EDS graduate students.

EDS 229. Introduction to Educational Resources (4)

This course prepares K–12 teacher-researchers to design, implement, and evaluate classroom research. Students learn how to access and evaluate research studies, curricular materials, and instructional approaches both on-line and in print. Prerequisite: students must be registered TE76 majors.

EDS 230A-B-C. Research in Curriculum Design (4-4-4)

A year-long course sequence which provides an extensive overview of curriculum design principles appropriate for K–12 instruction. Consensus and model building methods will be discussed using case studies of curriculum research and development projects appropriate for various subject areas and grade levels. Participants will design, implement, and evaluate a curriculum project in their own classrooms. Prerequisite: must be TE76 major or consent of instructor. (F,W,S)

EDS 231. Advanced Topics in Instructional Practices (4)

Selected advanced topics in K–12 instructional practices in various subject areas. Techniques for teaching higher-level cognitive processes and advanced applications of computers and other technology will be stressed. Participants will conduct a field study of promising teaching practices appropriate to their grade level(s) and subject area(s) of instruction. Prerequisite: must be TE76 major or consent of instructor. (Su)

EDS 232. Special Topics in Education (4)

This course explores topical issues in education. It focuses on recent developments which have broad implications for research and practice in teaching and learning. Course topics will vary each time the course is offered. Prerequisite: TE76 major or consent of instructor.

EDS 233A. Topics in Education Research and Design (2)

Current topics and issues in education and educational research methodology, including action research, participant observation, ethnography, and survey research. This is the first in a two-course series. Prerequisite: TE76 major or consent of instructor.

EDS 233B. Topics in Education Research and Design (2)

Current topics and issues in education and educational research methodology, including action research, participant observation, ethnography, and survey research. This is the second in a two-course series. Prerequisite: EDS 233A: TE76 major or consent of instructor.

EDS 240A. Research in ASL-English Bilingual Education (4)

A three-course sequence in which participants conduct an overview of research and design and conduct a study related to bilingual, bicultural education for deaf children. Prerequisite: TE81 major: Teaching and Learning Bilingual Education (ASL-English) or consent of instructor.

EDS 240B. Research in ASL-English Bilingual Education (4)

A three-course sequence in which participants conduct an overview of research and design and conduct a study related to bilingual, bicultural education for deaf children. Prerequisites: EDS 240A, and TE81 major: Teaching and Learning Bilingual Education (ASL-English) or consent of instructor.

EDS 240C. Research in ASL-English Bilingual Education (4)

A three-course sequence in which participants conduct an overview of research and design and conduct a study related to bilingual, bicultural education for deaf children. Prerequisites: EDS 240A/EDS 240B, and TE81 major: Teaching and Learning Bilingual Education (ASL-English) or consent of instructor.

EDS 241. Advanced Topics in Deaf Education (2)

Topics in human development and education that relate to deaf and hard-of-hearing children and the relationship between home, community/culture, and classroom. Prerequisite: TE81 major or consent of instructor.

EDS 250. Equitable Educational Research and Practice (4)

This course introduces students to research studies and educational practices of educational equity, both in general and within specific content areas. Research studies relevant to educational equity will be examined, as will practices that have attempted to enable all students to achieve to the best of their abilities. Prerequisite: students must be registered EDS graduate students.

EDS 260A. Educational Research and Evaluation Design (4)

This course integrates a variety of social and behavioral science perspectives and research methodologies in examining topics of central relevance to education. Students have opportunities to design and apply to educational-research questions a variety of methodologies, including survey, interview, ethnographic, case study, video data analysis, and discourse analysis methods. This is the first of a three-course series. Prerequisite: admission into the Ed.D. program or consent of instructor.

EDS 260B. Educational Research and Evaluation Design (4)

This course integrates a variety of social and behavioral science perspectives and research methodologies in examining topics of central relevance to education. Students have opportunities to design and apply to educational-research questions a variety of methodologies, including survey, interview, ethnographic, case study, video data analysis, and discourse analysis methods. This is the second of a three-course series. Prerequisites: EDS 260A, and admission into the Ed.D. program or consent of instructor.

EDS 260C. Educational Research and Evaluation Design (4)

This course integrates a variety of social and behavioral science perspectives and research methodologies in examining topics of central relevance to education. Students have opportunities to design and apply to educational research questions a variety of methodologies, including survey, interview, ethnographic, case study, video data analysis, and discourse analysis methods. This is the third of a three-course series. Prerequisites: EDS 260B, and admission into the Ed.D. program or consent of instructor.

EDS 261A. Advanced Research and Evaluation Methods (4)

This course addresses more advanced topics in research design and methodology. Students hone the requisite research skills to conduct dissertation research. Students gain varied hands-on experiences in collecting and analyzing data relevant to schooling, as well as learn how to develop, manage, and analyze large data files. Students create a research agenda and develop skills needed in proposal writing: development, organization and coherence, conceptualization of research design, and attention to audience and writing style. This is the first of a three-course series. Prerequisite: admission into the Ed.D. program or consent of instructor.

EDS 261B. Advanced Research and Evaluation Methods (4)

This course addresses more advanced topics in research design and methodology. Students hone the requisite research skills to conduct dissertation research. Students gain varied hands-on experiences in collecting and analyzing data relevant to schooling, as well as learn how to develop, manage, and analyze large data files. Students create a research agenda and develop skills needed in proposal writing: development, organization and coherence, conceptualization of research design, and attention to audience and writing style. This is the second of a three-course series. Prerequisites: EDS 261A, and admission into the Ed.D. program or consent of instructor.

EDS 261C. Advanced Research and Evaluation Methods (4)

This course addresses more advanced topics in research design and methodology. Students hone the requisite research skills to conduct dissertation research. Students gain varied hands-on experiences in collecting and analyzing data relevant to schooling, as well as learn how to develop, manage, and analyze large data files. Students create a research agenda and develop skills needed in proposal writing: development, organization and coherence, conceptualization of research design, and attention to audience and writing style. This is the third of a three-course series. Prerequisites: EDS 261B, and admission into the Ed.D. program or consent of instructor.

EDS 262A. Dissertation Writing Seminar (4)

This seminar provides an opportunity for doctoral candidates to present and critique in-progress dissertation research and writing. Topics addressed will also include writing for professional publications and presenting research findings to varied audiences. This is the first of a three-course series. Prerequisite: admission into the Ed.D. program or consent of instructor.

EDS 262B. Dissertation Writing Seminar (4)

This seminar provides an opportunity for doctoral candidates to present and critique in-progress dissertation research and writing. Topics addressed will also include writing for professional publications and presenting research findings to varied audiences. This is the second of a three-course series. Prerequisites: EDS 262A, and admission into the Ed.D. program or consent of instructor.

EDS 262C. Dissertation Writing Seminar (4)

This seminar provides an opportunity for doctoral candidates to present and critique in-progress dissertation research and writing. Topics addressed will also include writing for professional publications and presenting research findings to varied audiences. This is the third of a three-course series. Prerequisites: EDS 262B, and admission into the Ed.D. program or consent of instructor.

EDS 270. Leadership and Equity in Educational Reform (4)

This course provides a framework for understanding school reform movements that integrates relevant theory and research from a number of academic disciplines. Prerequisite: admission into the Ed.D. program or consent of instructor.

EDS 271. Language and Diversity in the Schooling Process (4)

This course examines current research and theory which relate language and diversity to educational outcomes. Topics addressed include the development of language and literacy in schools and other settings, socio-cultural perspectives on language learning, and implications for educational policy and practice. Prerequisite: admission into the Ed.D. program or consent of instructor.

EDS 272. Education and Culture (4)

This course examines schooling from an anthropological perspective, focusing on the impact of social and cultural forces on teaching and learning in U.S. public schools using comparative materials from other societies and settings. Prerequisite: admission into the Ed.D. program or consent of instructor.

EDS 273. Research in Teaching and Learning: Reading and Writing (4)

This seminar will address current theories and research on the teaching and learning of reading and writing, as well as how research can be used to analyze and foster effective teaching practices. Prerequisite: admission into the Ed.D. program or consent of instructor.

EDS 274. Research in Teaching and Learning: Mathematics (4)

This seminar will address current theories and research on the teaching and learning of mathematics, as well as how research can be used to analyze and foster effective teaching practices. Prerequisite: admission into the Ed.D. Program or consent of instructor.

EDS 275. Research in Teaching and Learning: Science (4)

This seminar will address current theories and research on the teaching and learning of science, as well as how research can be used to analyze and foster effective teaching practices. Prerequisite: admission into the Ed.D. Program or consent of instructor.

EDS 276. Research in Teaching and Learning: English Language Learning (4)

This seminar will address current theories and research on the teaching and learning of second-language learning, as well as how research can be used to analyze and foster effective practices in teaching English to non-native speakers. Prerequisite: admission into the Ed.D. Program or consent of instructor.

EDS 277. Research in Teaching and Learning: History and Social Sciences (4)

This seminar will address current theories and research on the teaching and learning of social sciences, as well as how research can be used to analyze and foster effective teaching practices. Prerequisite: admission into the Ed.D. Program or consent of instructor.

EDS 278/COGR 278. Talking Culture, Culture Talking: Voices of Diversity (4)

This course explores the discourse of culture in American society and the problem of “silenced” or unheard voices. The interaction of individual and collective voice, language, and identity are discussed as they bear on the ways that culture moves through important social institutions such as schools. Of particular interest are issues of teaching, learning, displacement, inclusion, marginality, and the “speaking center.” Prerequisite: graduate status or consent of instructor.

EDS 280. Re-Thinking Leadership (4)

This course will present the evolution of leadership thought and theory, with an emphasis on the distinction between, and interrelatedness of, effective management and leadership. The ethics of leadership practice and epistemological perspectives of emerging leadership styles will be explored, and students will have opportunities to reflect on the nature of leadership as it is practiced in educational settings. Applying critical, self-reflective leadership practice through structured activities is also an element of this course.

EDS 281. Leadership for Learning (4)

This course will explore various models of curriculum and instruction in response to students’ learning needs. It also will examine models of school organization and the leader’s role and responsibility in developing a school culture that promotes student achievement, using evidence-based decision-making. A major emphasis will be on evaluating research on which theories and practice are based. Prerequisite: Joint Ed.D. in Educational Leadership student status.

EDS 282. Leadership for a Diverse Society (4)

This course will address theories and practices for achieving schools and classrooms that are informed by and built around the participation of diverse communities and cultures. The emphasis is on how leadership intersects with socio-historical and socio-cultural theories that suggest that the organization of schools and instruction is critical to student inclusion and outcomes. A basic premise of this course is that a socially just learning theory begins with using all of the resources and knowledge of families, communities, and cultures in formulating policy and practice. Prerequisite: Joint Ed.D. in Educational Leadership student status.

EDS 283. Leadership for Organizational Change (4)

This course will present multiple theories of organizational change, explore group processes and identify models of decision-making, and analyze human motivation theories. Establishing and nurturing a purpose-driven organization, while dealing with competing demands, will be discussed. A major emphasis in this course is on people as agents of change and on the creation of high-quality ethical and productive workplaces where employees can achieve success and satisfaction, while advancing the mission of the educational organization. Prerequisite: Joint Ed.D. in Educational Leadership student status or consent of instructor.

EDS 284. Leadership for Organizational Development (4)

This course will investigate the skills and dispositions needed for students to lead the development of learning organizations. Faculty will teach and model concepts of working with people within educational organizations and programs. Emphasis will be placed on individual’s team development and facilitation, organizational communications, adult learning, and professional development. Prerequisite: Joint Ed.D. in Educational Leadership student status or consent of instructor.

EDS 285. Leadership for the Future (4)

This course addresses interdisciplinary influences on leadership practice within learning organizations. Contributions from scholars in futures’ studies, including those influenced by modernism and postmodernism, will be used to explore topics such as long-range planning, demographic trends, technology, and brain theory. Prerequisite: Joint Ed.D. in Educational Leadership student status or consent of instructor.

EDS 286. Advanced Topics in Leadership (4)

This course explores topical issues in the field of leadership. It focuses on recent developments that have broad implications for research and practice in educational leadership. Course topics will vary each time the course is offered. Prerequisite: Joint Ed.D. in Educational Leadership student status.

EDS 287A. Educational Research and Evaluation Design (4)

This course integrates a variety of social and behavioral science perspectives and research methodologies in examining topics of central relevance to education. Students have opportunities to design and apply to educational-research questions a variety of methodologies, including experimental and quasi-experimental survey, interview, ethnographic, case study, video data analysis, and discourse analysis methods. This is the first in a three-course sequence. Prerequisite: EDS Education Doctorate student or consent of instructor.

EDS 287B. Educational Research and Evaluation Design (4)

This course integrates a variety of social and behavioral science perspectives and research methodologies in examining topics of central relevance to education. Students have opportunities to design and apply to educational-research questions a variety of methodologies, including experimental and quasi-experimental survey, interview, ethnographic, case study, video data analysis, and discourse analysis methods. Prerequisites: EDS 287A, and EDS Education Doctorate student or consent of instructor.

EDS 287C. Educational Research and Evaluation Design (4)

This course integrates a variety of social and behavioral science perspectives and research methodologies in examining topics of central relevance to education. Students have opportunities to design and apply to educational-research questions a variety of methodologies, including experimental and quasi-experimental survey, interview, ethnographic, case study, video data analysis, and discourse analysis methods. Prerequisites: EDS 287B, and EDS Education Doctorate student or consent of instructor.

EDS 288A. Advanced Research and Evaluation Methods—Data and Introduction to Inferential Statistics (4)

This first course in a three-course series focuses on the importance of data interpretation. Students hone the requisite research skills to conduct dissertation research as it pertains to gathering, collecting, analyzing, and reporting data in a meaningful way. This course provides an overview of data use in educational systems as well as an introduction to survey design and inferential statistics. Students create a research agenda to develop skills needed in proposal writing. Prerequisite: Joint Ed.D. in Educational Leadership student status or consent of instructor.

EDS 288B. Advanced Research and Evaluation Methods (4)

Second course in a three-course series. Focuses on student’s skill development in qualitative research with emphasis on designing qualitative studies with a strong focus on case study method and second level statistics. Students will learn and practice a variety of qualitative data collection approaches such as observing, interview, and documenting analysis. In addition, students will develop competence in evaluation using Appreciative Inquiry and active research tools that can assist organizations (schools, districts) in evaluating programs. Prerequisite: Joint Ed.D. in Educational Leadership student status or consent of instructor.

EDS 288C. Advanced Research and Evaluation Methods (4)

A continuation of 288B, this course focuses on analyzing data. Students will deepen knowledge and skill on data collection and analysis and using data to prepare and report findings. Students will have an opportunity to use the qualitative data software program N-Vivo to code and sort data. In collaborative groups, students will also explore other research methods of their choosing and will develop and conduct a small pilot study relevant to dissertation topics. Prerequisite: Joint Ed.D. in Educational Leadership student status or consent of instructor.

EDS 289A. Dissertation Writing Seminar (4)

This seminar provides an opportunity for doctoral candidates to present and critique in-progress dissertation research and writing. Topics addressed will also include writing for professional publications and presenting research findings to varied audiences. This is the first in a four-course series. Prerequisite: Joint Ed.D. in Educational Leadership student status or consent of instructor.

EDS 289B. Dissertation Writing Seminar (4)

This seminar provides an opportunity for doctoral candidates to present and critique in-progress dissertation research and writing. Topics addressed will also include writing for professional publications and presenting research findings to varied audiences. This is the second in a four-course series. Prerequisites: EDS 289A, and Joint Ed.D. in Educational Leadership student status or consent of instructor.

EDS 289C. Dissertation Writing Seminar (4)

This seminar provides an opportunity for doctoral candidates to present and critique in-progress dissertation research and writing. Topics addressed will also include writing for professional publications and presenting research findings to varied audiences. This is the third in a four-course series. Prerequisites: EDS 289B, and Joint Ed.D. in Educational Leadership student status or consent of instructor.

EDS 289D. Dissertation Writing Seminar (4)

This seminar provides an opportunity for doctoral candidates to present and critique in-progress dissertation research and writing. Topics addressed will also include writing for professional publications and presenting research findings to varied audiences. This is the fourth course in a four-course series. Prerequisites: EDS 289C, and Joint Ed.D. in Educational Leadership student status or consent of instructor.

EDS 290. Research Practicum (1–12)

Supervised research studies with individual topics selected according to students’ special interests. Students will develop a research proposal appropriate for M.A. thesis, begin to gather and analyze data. Prerequisites: M.A. candidate and consent of instructor. (S/U grades only.)

EDS 291A. Leadership Research Practicum (2)

Students use their placements in local schools and educational settings to examine leadership research and practice topics raised in the Leadership core courses and Research and Evaluation Design/Methods courses. This is the first in a three-course series. Prerequisite: Joint Ed.D. in Educational Leadership student status or consent of instructor.

EDS 291B. Leadership Research Practicum (2)

Students use their placements in local schools and educational settings to examine leadership research and practice topics raised in the Leadership core courses and Research and Evaluation Design/Methods courses. This is the second course in a three-course series. Prerequisites: EDS 291A, and Joint Ed.D. in Educational Leadership student status.

EDS 291C. Leadership Research Practicum (2)

Students use their placements in local schools and educational settings to examine leadership research and practice topics raised in the Leadership core courses and Research and Evaluation Design/Methods courses. This is the third course in a three-course series. Prerequisites: EDS 291B, and Joint Ed.D. in Educational Leadership student status.

EDS 292. Qualifying Paper Preparation (2)

This course will provide students with time, resources, and guidance for the purpose of developing a review of literature on a student-related topic, which typically becomes the focus of the dissertation research project. Students will be expected to use a variety of research tools in order to discover and identify relevant information. Prerequisite: Joint Ed.D. in Educational Leadership student status. (S/U grade permitted)

EDS 293A. Advanced Leadership Research Practicum (2)

Students use their placements in local schools and educational settings to examine leadership research and practice topics raised in the Leadership core courses and Research and Evaluation Design/Methods courses. This is the first course in a three-course series. Prerequisite: Joint Ed.D. in Educational Leadership student status or consent of instructor.

EDS 293B. Advanced Leadership Research Practicum (2)

Students use their placements in local schools and educational settings to examine leadership research and practice topics raised in the Leadership core courses and Research and Evaluation Design/Methods courses. This is the second course in a three-course series. Prerequisites: EDS 293A, and Joint Ed.D. in Educational Leadership student status or consent of instructor.

EDS 293C. Advanced Leadership Research Practicum (2)

Students use their placements in local schools and educational settings to examine leadership research and practice topics raised in the Leadership core courses and Research and Evaluation Design/Methods courses. This is the third course in a three-course series. Prerequisites: EDS 293B, and Joint Ed.D. in Educational Leadership student status or consent of instructor.

EDS 294A. Colloquium on Educational Leadership (2)

Program faculty and visiting lecturers present leadership research in progress. Serves as a forum to discuss current research in educational leadership. This is the first course of a two-course series. Prerequisite: graduate student status or consent of instructor.

EDS 294B. Colloquium on Educational Leadership (2)

Program faculty and visiting lecturers present leadership research in progress. Serves as a forum to discuss current research in educational leadership. This is the second course in a two-course series. Prerequisites: EDS 294A, and graduate student status or consent of instructor.

EDS 295. MA Thesis (1–8)

Research for the Master’s thesis (Educational Research) or Curriculum Design Portfolio thesis (Curriculum Design). Open for repeated registration up to eight units (S/U grade only). Prerequisites: consent of instructor.

EDS 297. Directed Group Study (1–6)

Study and analysis of specific topics under the guidance of a faculty member. Offered for repeated registration. Prerequisite: consent of instructor.

EDS 298. Independent Study (1–6)

Individual guided study and/or independent research in an area not covered by present course offerings. Offered for repeated registration. Prerequisite: consent of instructor.

EDS 299. Dissertation Research (1–12)

Directed research on dissertation topic for students who have been admitted to candidacy for the Ed.D. degree. May be repeated for credit. Prerequisite: admission into the Ed.D. program.

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Overview of Connecticut's Professional Development Guidelines

Standards-Based Practice

In 1999, the Connecticut State Board of Education adopted two sets of standards of professional practice and performance expectations: the Connecticut Common Core of Teaching (CCT) for teachers, and the Standards for School Leaders (SSL) for administrators. Based on these standards, the Connecticut State Department of Education (CSDE) developed two sets of guidelines to direct and assist districts in developing standards-based (CCT and SSL), integrated district evaluation and professional development plans.

These documents, along with Connecticut Statutes on Professional Development, may be found on the CSDE website at:

Standards: Common Core of Teaching and Standards for School Leaders
[PDF, 545KB]
Guidelines: Connecticut’s Commitment to Continuous Improvement [PDF, 1.1MB] and School Leader Evaluation and Professional Development Guidelines.

CT Statutes: http://www.cga.ct.gov/asp/menu/Statutes.asp (Look up CT Statute 10-145b; 10-151b; 10-220a)

Both Standards and Guidelines serve to focus practice on teaching and learning.

Integrating Professional Development

During the past decade, Connecticut has transformed professional development into an integrated evaluation and professional development process. Instead of viewing professional development and evaluation as distinct processes, professional development is implemented in support of the performance and job expectation of the individual teacher or school leader, thus directly linking and providing meaningful evaluation and support processes. This shift has involved refocusing on capacity building in order to improve student achievement, and is reflected in four of the guiding principles used for the development of both the teacher and school leader evaluation and professional development guidelines. They state:

1. Teacher and Administrator competence is affected positively by the integration of evaluation and professional development. 2. Student Learning is directly affected by teacher and administrator competence. 3. Administrators, like students and teachers, must be continual learners. 4. The gaps between expectations for student performance and actual student performance should guide the content of professional development.

A list of indicators of sound practice in developing professional development programs, drawn from Connecticut's Guidelines for Teacher and School Leader Evaluation and Professional Development follows. You will also find links to two sets of national standards of professional development that you may refer to when developing your district plan.

What Connecticut's Guidelines say about district professional development programs…

Quality Professional Development (PD) Practices:

PLAN/PROGRAM FOCUS

• PD is focused on building the capacity of teachers to improve student learning (individually, in small group, and as members of a school community).
• PD options are based on teacher growth needs.
• PD directly supports teacher goals, which are linked to school goals.
• PD reflects the accountability system built into the school and district system, i.e. is job-embedded and reflects the expectations for accomplished practice.
• PD is purposefully linked to the CCT or the SSL.
• PD plan includes programs that showcase best instructional and leadership practices.

PROGRAM DESIGN

• PD programs are challenging, job-embedded, and thought provoking.
• PD programs are data and research-based.
• PD programs provide opportunities for staff to learn from their peers.
• PD plans include programs presented by in-house staff, i.e. school leaders and teacher leaders.
• PD is differentiated by teachers' and school leaders' level of experience and professional growth needs.
• PD provides opportunities for reflection and practice, and occurs over time.
• PD programs utilize multiple instructional practices to address the preferences and needs of adult learners.
• Teachers and school leaders jointly design the school's PD program.
• PD plan provides both on-site and off-site opportunities for learning.
• PD programs include opportunities for (and are purposefully designed for) within group discourse (teacher to teacher; principal to principal; teachers within a content area) and across group discourse (teachers and administrators; across content areas; guidance counselors and teachers).
• Teachers and school leaders play an active role in self-identifying the PD they need to support them in meeting their evaluation goals and job responsibilities.
• PD plan provides substantial opportunities to earn CEUs to maintain certification requirements.

DOCUMENTATION AND EVALUATION

• PD programs include an assessment of teachers' and/or school leaders' prior knowledge.
• PD plan is periodically evaluated for its effectiveness in changing teachers' classroom practices and improving student learning.
• PD plan is periodically evaluated for its effectiveness in providing school leaders with the skills and tools to meet the goals of the school improvement plan.
• Documentation of PD (form, worksheet) is designed to help a teacher/school leader make the link between the PD program, the individual's goals, and the school goal or the school improvement plan - thus making meaningful the connection between performance expectations and support.
• All PD programs delineate "next steps" or processes for the application and assessment of new learning.
• PD plan and CEU offerings are evaluated annually to ensure that teachers and administrators are continuously provided professional growth opportunities that meet the above-mentioned standards of quality professional development.
  

NATIONAL PROFESSIONAL DEVELOPMENT STANDARDS

NSDC Standards
The National Staff Development Council (NSDC) has developed national standards for developing quality professional development programs and has published a new book entitled, "Designing Powerful Professional Development for Teachers and Principals," - both are available free of charge at their website at http://www.nsdc.org/. Additionally this national organization hosts an annual conference, publishes the National Journal of Staff Development, and provides additional tools for developing student-centered professional development programming.

ISLLC Standards
Connecticut is a member of The Interstate School Leaders Licensure Consortium (ISLLC), and participated in the development of the ISLLC Professional Development Standards for School Leaders. These standards include five Professional Development Propositions, which state, "ISLLC believes that quality professional development…
1. Validates teaching and learning as the central activities of the school,
2. Engages all school leaders in planful, integrated, career-long learning to improve student achievement,
3. Promotes collaboration to achieve organizational goals while meeting individual needs,
4. Models effective learning processes, and
5. Incorporates measures of accountability that direct attention to valued learning outcomes."

ISLLC also developed ten Key Professional Development Characteristics:

1. Standards-based
Professional development experiences should be based on current research and thinking about what school leaders need to know and be able to do. At the national level, this has taken the form of ISLLC standards.

2. Results-driven/Performance-based
Professional development should focus on increasing a school leader's knowledge and skills that will ultimately affect school improvement and student achievement. An integral component should be the application of skills in real world settings.

3. Impacts Teaching and Learning
The ultimate goal of professional development for school leaders should be the improvement of teaching and learning. It should focus on the acquisition of knowledge and skills needed to facilitate improvement in teaching and learning.

4. Provides for the Continuous Improvement of the School Leader and the Organization
Professional development that addresses professional growth and the attainment of organizational goals must be viewed as a continuous process.

5. Addresses Individual Needs
The individual and specific needs of leaders must be addressed in quality professional development. Opportunities for individuals to assess their needs in relation to standards should be provided. To be effective, professional development must incorporate individual learning styles and adult learning theory.

6. Links Research and Practice
Professional development should be based on current research and should relate that knowledge to best leadership practices.

7. Embedded in the Day-to-Day Work of the School Leader
Professional development should be based on the realities of each participant's work environment. Participants need to engage in relevant, meaningful experiences that reflect the critical issues and tasks facing them in their daily work.

8. Includes Reflective Practice
Opportunities to reflect on new learning and how it relates to required roles of school leaders need to be included in quality professional development. Activities should require reflection on new learning, and include journal writing and portfolio development.

9. Provides for Collaborative Learning
Learning has strong social components that need to be incorporated into effective professional development. The social nature of learning provides support to participants and encourages groups to work together to provide more meaningful experiences that result in increased learning.

10. Occurs Over Time and Includes Appropriate Follow-up
Effective professional development is not a one-time occurrence. It needs to be reinforced and supported over time through extensive follow-up, including professional development strategies such as mentoring or coaching.

The Council of Chief State School Officers (CCSSO) Interstate School Leaders Licensure Consortium (ISLLC) has developed a comprehensive packet of information entitled, "Standards Based Professional Development for School Leaders", available for a fee through its website at: http://www.ccsso.org/

CONTINUING EDUCATION UNITS (CEUs)

Additional information on the State's CEU requirements.

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