2008
SPRING
TE891(now 800) Educational Inquiry
Dr. Steven Weiland
Summary: Educational history and methodology were studied. The course covered everything from John Dewey to the more recent concept of multiple intelligence by Howard Gardner. Multiple methods of learning were explored from participatory, observational, authentic learning, and even traditional rote learning. Finally, we explored the research side of education with looks at cultural anthropology, extreme specialization, and the action research process. Educational Inquiry was a fantastic first course which led me to consider how I study my craft and provided a template for me to consider my educational practices.
Sample Work: A Passion For Learning A consideration of the importance of collaboration in the success of leaders such as Jane Addams and J. Robert Oppenheimer. I was struck and still amazed with the power of creating an environment in which people feel valued and want to work within.
SUMMER
EAD801 Educational Leadership and Development
Dr. Gerald Jennings
Summary: Educational Leadership and Development challenged me as a teacher to critically examine the functionality of organizational systems within my school and to consider how I could improve them. The practical nature of the course allowed me to study our Department, Building, and District level organization. Through speculation combined with ideas such as norm writing, system communication analysis, and nonjudgemental language we studied how to improve systems and the communication within them. This class had a tremendous influence on my duties as a Co-Department Chair, member of a building leadership team, and serving as a professional development plan leader for ELL instruction from 2009-2011.
Sample Work: Manheim Township Leadership Team Meeting Norms I have included this sample of a working functioning document from my current teaching position as an example of the how applicable Dr. Jennings' course has been to my leadership role.
FALL
EAD882 Shared Leadership in Schools
Dr. Susan Printy
Summary: I was exposed to a variety of different building leadership models. I have been able to build relationships to improve the shared leadership within my department. We examined case studies in capacity building which I have used to improve the number of teachers in multiple departments with ELL expertise and training. A third model studied was distributed leadership. This was applied in the "Train the Trainer" model for ELL professional developement that was implemented in the Fall of 2010. Department teacher leaders were identified to serve as ELL content experts and trainers. This put the focus on the training into the hands of departments and their leaders rather than on one individual (myself) in a large group setting. A major project for the course was a group project in which an Induction Plan needed to be designed for new teachers. A number of the suggestions from this Induction Plan found their way into my school district's plan.
Sample Work: Induction Plan
TE891(now 800) Educational Inquiry
Dr. Steven Weiland
Summary: Educational history and methodology were studied. The course covered everything from John Dewey to the more recent concept of multiple intelligence by Howard Gardner. Multiple methods of learning were explored from participatory, observational, authentic learning, and even traditional rote learning. Finally, we explored the research side of education with looks at cultural anthropology, extreme specialization, and the action research process. Educational Inquiry was a fantastic first course which led me to consider how I study my craft and provided a template for me to consider my educational practices.
Sample Work: A Passion For Learning A consideration of the importance of collaboration in the success of leaders such as Jane Addams and J. Robert Oppenheimer. I was struck and still amazed with the power of creating an environment in which people feel valued and want to work within.
SUMMER
EAD801 Educational Leadership and Development
Dr. Gerald Jennings
Summary: Educational Leadership and Development challenged me as a teacher to critically examine the functionality of organizational systems within my school and to consider how I could improve them. The practical nature of the course allowed me to study our Department, Building, and District level organization. Through speculation combined with ideas such as norm writing, system communication analysis, and nonjudgemental language we studied how to improve systems and the communication within them. This class had a tremendous influence on my duties as a Co-Department Chair, member of a building leadership team, and serving as a professional development plan leader for ELL instruction from 2009-2011.
Sample Work: Manheim Township Leadership Team Meeting Norms I have included this sample of a working functioning document from my current teaching position as an example of the how applicable Dr. Jennings' course has been to my leadership role.
FALL
EAD882 Shared Leadership in Schools
Dr. Susan Printy
Summary: I was exposed to a variety of different building leadership models. I have been able to build relationships to improve the shared leadership within my department. We examined case studies in capacity building which I have used to improve the number of teachers in multiple departments with ELL expertise and training. A third model studied was distributed leadership. This was applied in the "Train the Trainer" model for ELL professional developement that was implemented in the Fall of 2010. Department teacher leaders were identified to serve as ELL content experts and trainers. This put the focus on the training into the hands of departments and their leaders rather than on one individual (myself) in a large group setting. A major project for the course was a group project in which an Induction Plan needed to be designed for new teachers. A number of the suggestions from this Induction Plan found their way into my school district's plan.
Sample Work: Induction Plan
2009
SPRING
EAD850 Issues and Strategies in Multicultural Education
Dr. Reitumetsi O. Mabokela
Summary: A history of the United States was studied from a multicultural perspective. As an Advanced Placement US History teacher I was extremely familiar with the content. The course was refreshing in that I was able to focus on lesson development within my content area, a rarity for a social studies teacher in many grad programs. Lessons were planned and implemented in the study of the development of slavery in America, changes in Native American-Colonist relations, and Japanese American internment during World War II.
Sample Work: A Sample Activity created for my AP US History Classes on "The Christiana Riot". National racial attitudes are explored through the study of primary sources from court cases, newspapers, and eyewitness accounts.
SUMMER
KIN854 Sports Law for Administrators and Coaches
Dr. Rick Atkinson
Summary: "Sports Law" with an examination of the concept of liability which was followed by the application of this concept to various situations that a coach or athletic director may face. Special events, facilities, and daily practice were studied to determine safety risks for participants and legal risks for coaches. This was followed by looking at the administrative side of athletics. Budget, season planning, and allocation of physical and human resources were studied.
Sample Work: Assistant Varsity Coach Duty Description
FALL
CEP842 Methods of Instruction in Inclusive Classrooms
Dr. Cynthia Okolo and Ira Socol
Summary: The course provided a balanced look at IDEA and the legal issues that developed into the "Least Restrictive Environment" of today. Lessons looked at Differentiated Instruction, Understanding by Design, Technological Assistants for students, and ways that classroom management can assist student learning. Although I had been teaching Inclusion students for ten years, I learned much more about modifications, scaffolding, and assessment accommodation methods that allowed me to become a much more informed participant in IEP meetings for my students. Below you will find a two and a half hour professional development lesson I designed to assist teachers in seeing how differentiated instruction can help them create an inclusive classroom for their English Language Learners.
Sample Work: Differentiated Instruction for ELLs
EAD850 Issues and Strategies in Multicultural Education
Dr. Reitumetsi O. Mabokela
Summary: A history of the United States was studied from a multicultural perspective. As an Advanced Placement US History teacher I was extremely familiar with the content. The course was refreshing in that I was able to focus on lesson development within my content area, a rarity for a social studies teacher in many grad programs. Lessons were planned and implemented in the study of the development of slavery in America, changes in Native American-Colonist relations, and Japanese American internment during World War II.
Sample Work: A Sample Activity created for my AP US History Classes on "The Christiana Riot". National racial attitudes are explored through the study of primary sources from court cases, newspapers, and eyewitness accounts.
SUMMER
KIN854 Sports Law for Administrators and Coaches
Dr. Rick Atkinson
Summary: "Sports Law" with an examination of the concept of liability which was followed by the application of this concept to various situations that a coach or athletic director may face. Special events, facilities, and daily practice were studied to determine safety risks for participants and legal risks for coaches. This was followed by looking at the administrative side of athletics. Budget, season planning, and allocation of physical and human resources were studied.
Sample Work: Assistant Varsity Coach Duty Description
FALL
CEP842 Methods of Instruction in Inclusive Classrooms
Dr. Cynthia Okolo and Ira Socol
Summary: The course provided a balanced look at IDEA and the legal issues that developed into the "Least Restrictive Environment" of today. Lessons looked at Differentiated Instruction, Understanding by Design, Technological Assistants for students, and ways that classroom management can assist student learning. Although I had been teaching Inclusion students for ten years, I learned much more about modifications, scaffolding, and assessment accommodation methods that allowed me to become a much more informed participant in IEP meetings for my students. Below you will find a two and a half hour professional development lesson I designed to assist teachers in seeing how differentiated instruction can help them create an inclusive classroom for their English Language Learners.
Sample Work: Differentiated Instruction for ELLs
2010
SPRING
EAD863 Training and Professional Development
Dr. John M. Dirkx
Summary: Professional development was studied from the identification of professional educational needs through the evaluation of the overall effectiveness of the development plan. Areas of emphasis included working with adult learners, lesson and full plan design, evaluating effectiveness, and practical application of a professional development plan within our own learning institutions. My capstone paper for the course focused on the necessity for a professional development implementation to be ongoing and supported rather than simply implemented. Professional development plans will not succeed if they are not ongoing.
Sample Work: Systematic Educational Change Through Focused, Continuing Professional Development
SUMMER
CEP841 Classroom and Behavioral Management in Inclusive Classrooms
Dr. Troy Mariage
Summary: I was particularly impressed with the systematic look at classroom and behavioral management in this course. Multiple behavioral schools were explored. Special emphasis was placed on some of the most challenging behavioral students in a typical inclusion classroom. Units included looks at Autism Spectrum Disorder, ADHD/ADD, and behavioral problems that stem from instruction delivered at an inappropriate level for students. During the course I was teaching one of the first students with Asperger's Syndrome to be fully included at our high school level. My sample work is a web presentation/guide for new teachers of students with Asperger's Syndrome or on the Autism Spectrum(ASD). A number of my department members have used this as two new students entered our high school in 2011.
Sample Work: Asperger's Syndrome/Autism Spectrum Disorder Students in Secondary Inclusion Classrooms
FALL
KIN855 Psychosocial Bases of Coaching
Dr. Marty Ewing
Summary: Every physical and psychological aspect of coaching was studied in this class. The course started with a study of motor learning and an emphasis on the difference between what coaches believe and what scientific studies support. After studying the learning of individual movements we studied the concept of transfer: how do movements and concepts in practice get applied to athletic events. We concluded by exploring the psychological challenges that athletes encounter and the role that coaches can play in overcoming them. Below you will find my "Philosophy of Coaching". It was an assignment that required a coach to identify what they value and will emphasis at every level of coaching. Additionally, we had to assert our view on issues of race, gender, and more recent pressures such as the emergence of high pressure parents, amateur coaches, year round athletic training, and performance enhancing drugs.
Sample Work: The Coaching Philosophy of Matt Johns
EAD863 Training and Professional Development
Dr. John M. Dirkx
Summary: Professional development was studied from the identification of professional educational needs through the evaluation of the overall effectiveness of the development plan. Areas of emphasis included working with adult learners, lesson and full plan design, evaluating effectiveness, and practical application of a professional development plan within our own learning institutions. My capstone paper for the course focused on the necessity for a professional development implementation to be ongoing and supported rather than simply implemented. Professional development plans will not succeed if they are not ongoing.
Sample Work: Systematic Educational Change Through Focused, Continuing Professional Development
SUMMER
CEP841 Classroom and Behavioral Management in Inclusive Classrooms
Dr. Troy Mariage
Summary: I was particularly impressed with the systematic look at classroom and behavioral management in this course. Multiple behavioral schools were explored. Special emphasis was placed on some of the most challenging behavioral students in a typical inclusion classroom. Units included looks at Autism Spectrum Disorder, ADHD/ADD, and behavioral problems that stem from instruction delivered at an inappropriate level for students. During the course I was teaching one of the first students with Asperger's Syndrome to be fully included at our high school level. My sample work is a web presentation/guide for new teachers of students with Asperger's Syndrome or on the Autism Spectrum(ASD). A number of my department members have used this as two new students entered our high school in 2011.
Sample Work: Asperger's Syndrome/Autism Spectrum Disorder Students in Secondary Inclusion Classrooms
FALL
KIN855 Psychosocial Bases of Coaching
Dr. Marty Ewing
Summary: Every physical and psychological aspect of coaching was studied in this class. The course started with a study of motor learning and an emphasis on the difference between what coaches believe and what scientific studies support. After studying the learning of individual movements we studied the concept of transfer: how do movements and concepts in practice get applied to athletic events. We concluded by exploring the psychological challenges that athletes encounter and the role that coaches can play in overcoming them. Below you will find my "Philosophy of Coaching". It was an assignment that required a coach to identify what they value and will emphasis at every level of coaching. Additionally, we had to assert our view on issues of race, gender, and more recent pressures such as the emergence of high pressure parents, amateur coaches, year round athletic training, and performance enhancing drugs.
Sample Work: The Coaching Philosophy of Matt Johns
2011
SPRING
ED870 Capstone Seminar
Dr. Matthew J. Koehler
Summary: The Capstone Course served to provide perspective and review of my personal journey as a learner within the MAED program. The creation of this website serves as a fine example of the work done within the course. However, the more complex aspect of the course is the personal reflection that occurred while reviewing prior courses and deciding upon what should represent my work done with each. The course helped me identify how far I have come as a learner and as an educator.
Sample Work: Synthesis Essay
ED870 Capstone Seminar
Dr. Matthew J. Koehler
Summary: The Capstone Course served to provide perspective and review of my personal journey as a learner within the MAED program. The creation of this website serves as a fine example of the work done within the course. However, the more complex aspect of the course is the personal reflection that occurred while reviewing prior courses and deciding upon what should represent my work done with each. The course helped me identify how far I have come as a learner and as an educator.
Sample Work: Synthesis Essay