Course Registration Begins April 22, 2008

Course Descriptions

®    Indicates the State of Maine certification requirements the course will fulfill

(    ) Target Audience and/or Grade Level for each course indicated in parenthesis after the course title 

Early Childhood

ECH 501 The Reggio Emilia Approach and the Emergent Curriculum (Early Childhood Education Professionals)

This course introduces participants to the Reggio Emilia approach and the use of the emergent curriculum in early childhood education. The course begins with an overview of the history and development of the Reggio Emilia approach and moves to the pedagogical dimensions and features of the emergent curriculum as practiced in this curriculum model. The methodology of project work is extensively explored over the course. Participants are expected to construct an understanding of how to develop an emergent curriculum based upon children’s interest and needs. The concept of pedagogical documentation is debated and used to support curriculum planning and children’s assessment.

DATES/TIME:  July 1 - July 17 Tuesdays and Thursdays from 9:00 a.m. - 4:00 p.m.

ECH 536 Young Mathematicians and Their Teachers: Exploring Math Concepts with Children B-5 (Early Childhood Education Professionals and persons seeking 081 (B-5) teaching certificate)

This course focuses on the development of mathematical concepts in young children ages B-5, in naturalistic, informal and formal settings. This course is designed to deepen the early childhood professional's recognition and understanding of children's natural mathematical abilities. A constructivist theoretical approach involves embedding and integrating early math development across curriculum areas and throughout the daily environments of young children. National and state standards are applied to developmentally appropriate mathematics practice.

Emphasis is given to incorporating practical strategies, materials, and curricula which will foster children's emerging mathematical skills. Current research on early mathematics is linked to philosophy and practice. Participants are expected to construct and develop an innovative, holistic approach to early mathematics programming as they engage in daily workshops, field experiences, and self-reflection.

DATES/TIME:  July 14 - July 25  Mondays, Wednesdays and Fridays from 9:00 a.m. - 4:00 p.m.

Gifted and Talented

SED 530 Introduction to Education of Gifted Learners (K-12 classroom teachers and teachers seeking G/T endorsement)

This course introduces the participant to education of gifted learners. Topics to be presented:

• conceptions of giftedness;

• myths and truths of gifted education;

• the necessity of gifted education;

• equitable identification of gifted learners from diverse populations;

• common cognitive and affective characteristics;

• highly gifted students;

• special populations of gifted learners;

• common social/emotional issues;

• necessary components of a gifted program;

• curriculum differentiation in the regular classroom; and

• acceleration vs. enrichment.

DATES/TIME:  June 30 - July 10 Monday through Thursday and July 15 & 16  from 1:00 - 5:00 p.m.

®Gifted and talented endorsement

Literacy  and Writing

EDU 540 A Close Look at Classic Fairy Tales: What Disney Didn’t Tell You (K-12)

Literary fairy tales, stories that have been removed from the oral tradition and retold in writing by one or more authors, should be the cornerstone of any study of literature and literacy.  These stories contain the characters, plots, motifs, symbols, and themes that form the foundation of all modern fiction. Although many of the tales are fundamental enough to be the stepping stones between oral language development and literacy for emergent readers, others are complicated enough to provide the raw materials for novels, movies, operas, poetry, and ballets.

This course is designed to familiarize participants with literary folk and fairy tales. The majority of the class will be devoted to the close reading and analysis of a select group of tales.  A close analysis of the tales will include structural, psychological, historical, and anthropological readings of literary folk and fairy tales and their cinematic counter parts; how social and cultural shifts have contributed to the development of the literary fairy tale; and consideration of the nature of the appeal of these tales that have survived and evolved over the past 300+ years and embedded themselves deeply into popular culture. The rest of the class will be devoted to classroom applications for fairy tale studies.  As fairy tales are used from pre-k to graduate studies, participants will pursue fairy tales studies appropriate for the grade/age level they choose.

DATES/TIME:  June 30-July 31 Mondays and Thursdays from 9:00 a.m. - 12:30 p.m.

EDU 556 Content Literacy for Middle and Secondary School Classrooms (7-12)

How could a punk song teach students about US History? When could a comic book help students understand science? Why might a novel about teenage relationships show up in a math curriculum? Which documentary would help students better follow that economics text? Content Literacy for Middle and Secondary School Classrooms is not about health teachers diagramming sentences and conducting spelling tests. It is about developing and integrating effective literacy strategies into the content area classroom to support understanding of the subject matter and improve student learning. Focusing on practical application, participants will examine the emerging literacy demands for adolescent learners including developmentally appropriate texts, media literacy, college readiness, and reading and writing across the curriculum.

Skeptics welcome.

DATES/TIME:  June 23 - August 3 Online

Final revisions of work are due within 1 week of the final calendar day of class.

Math and Technology

EDU 561 Middle Secondary Mathematics Education (Grade 6-12 classroom and special ed teachers and classroom based ed techs )

This course emphasizes methodological, curricular and professional issues in mathematics education, grades 6-12. Focus includes the following topics: high school and middle school math; mathematics anxiety and avoidance; use of materials; problem solving; use of technology; implementation of curriculum and evaluation standards; professional development and leadership. This course is based on the Maine Learning Results and National Standards. Particular attention is given to the use of instructional technology, the development of local assessment plans, and the exploration of interdisciplinary and team teaching.

DATES/TIME: July 14 - 25 Monday through Friday from 8:00 a.m. - 11:45 p.m.

®Middle/Secondary mathematics methods

EDU 566 Effective Uses of Technology-Online (K-12)

Technology is having a great impact on the way teachers plan and deliver instruction. This course focuses on methods to integrate commonly available technology resources available into your classroom curriculum. The course will also address instructional strategies to enhance student learning. Building upon basic computer skills, you will learn how to design technology-enhanced learning environments. Participants completing this course will be able to:

• Evaluate and debate the issues and concerns surrounding effective use of instructional technology;

• Plan and design effective learning environments and experiences supported by technology;

• Create curriculum plans, which include methods and strategies for applying technology to maximize student learning; and

• Use technology to enhance productivity and professional practice.

DATES/TIME:  July 14 - August 22 Online.

®#680 computer endorsement

EDU 568 Communication Tools for Teaching and Learning (K-12 Classroom teachers and ed techs familiar with word processing, file management, data back up, and sending and opening email with attachments)

The goal of this course is to develop student-centered learning through technology integration and project-based approaches. Themes include:

• Using communication technology effectively in the classroom to promote 21st century skills;

• Identifying ways students and teachers can use technology to enhance learning through research, communication, collaboration, and productivity strategies and tools;

• Providing hands-on learning and the creation of curricular units and assessments, which address state and national academic and technology standards; and

• Facilitating student-centered classrooms that encourage student self-direction and higher-order thinking.

DATES/TIME:  June 30-July 31 Mondays and Thursdays from 9:00 a.m. - 12:30 p.m.

®#680 computer endorsement

School Administration

EDU 551 Organizational Behavior and Change

This course is about understanding schools as organizations and how to change them to improve learning for all. It draws on literature about organizational behavior, culture, change, leadership, learning organizations and professional learning communities. It is designed to promote critical thinking about, and planful action toward, creating schools that are true learning organizations. The course begins with an overview of diverse models of organizations and moves to a focused examination of culture and its impact on organizational behavior. Frameworks for understanding organizational change and resistance to change are then explored, followed by critical examination of leadership capabilities and skills necessary to lead successful school change efforts.

DATES/TIME: June 27 (Friday), July 10-11 (Thursday/Friday), and July 24-25 (Thursday/Friday) from 8:00 a.m. - 4:30 p.m.

®Certificate 040 Building Administrator (Principal)

®Certificate 045 Assistant Building Administrator (Assistant Principal)

School Health Education

 SHE 530 The Coordinated School Health Program (K-12)-Online

This course will assist practicing teachers in becoming familiar with the discipline of health education and the coordinated school health model. The course will trace the evolution of school health as well as examine present and future trends.

DATES/TIME: July 1-July 29 Online.

®Foundations of school health

 SHE 533 Designing Curriculum and Methods in School Health Education (K-12)

This institute will present practicing educators with existing curricula and methods used in developing school health curriculum. Theory and research-supported practices will examine areas of instruction and acquisition of resources.

DATES/TIME: July 28 - August 1 from 8:00 a.m. - 4:00 p.m.

Course assignments will extend 3 weeks beyond the end date of this class.

 ®Health methods

Social Studies

EDU 562 Middle Secondary Social Studies Education (7-12)

This course will focus on issues in middle and secondary social studies, especially issues related to the development of multicultural perspectives, project based learning, and curricula and the selection of instructional methods, curriculum materials, and assessment methods. Based on Maine's Learning Results, local curriculum, and National Standards, participants will explore best practice in social studies through group activities and discussions, research, and unit development; attention is given to strategies for technology, differentiation, and interdisciplinary integration.

DATES/TIME: July 7 - 18 Mondays, Wednesdays and Fridays from 8:30 a.m. - 3:00 p.m.

®Social Studies methods

Special Education

SED 504 Collaborative Partnerships Among Individuals With Disabilities, Families And Professionals(K-12 classroom and special ed teachers and school personnel working on teams)

This course focuses on collaboration and teaming strategies among individuals with disabilities, their families, general and special educators, school psychologists, paraprofessionals, and other related service providers in inclusive school and community settings. Assignments and in-class activities require application of teaming and collaboration skills. Participants will also conduct research on collaborative interactions in school and community-based services. Course projects involve co-teaching, staff development, and problem-solving situations. This course is appropriate for both special educators and K-12 teachers working in inclusive classrooms.

DATES/TIME: July 7 - August 7 Mondays and Thursdays from 1:00 - 5:00 p.m.

SED 509 Understanding and Applying Maine's Special Education Rules and Regulations (K-12)-Online

Participants will understand the federal and state laws and regulations that have an impact on how educators design and implement programs for students with special needs, how to organize and conduct pupil evaluation team meetings, how students become eligible for special education services, and the procedural safeguards involved in all aspects of special education from referral to termination of services. They will also develop skills in writing individual educational plans and linking these plans to daily instruction, record keeping, and evaluation, and become aware of some critical issues in special education.

DATES/TIME: July 7 - August 8 Online. 

SED 511 Mathematics Instruction for Students with Disabilities (K-12)-Online

This course focuses on research-based methods and strategies for teaching mathematics to children and youth with disabilities, preschool through high school. Areas addressed in this course include: current issues of concern; major curriculum thrusts, such as the National Council of Teachers of Mathematics Standards; Maine’s Learning Results; promising practices; methods to differentiate instruction; linking instruction with assessment; accommodations; modifications; and assistive technology.

DATES/TIME:  June 23 - August 1 Online.

SED 530 Introduction to Education of Gifted Learners (K-12)

This course introduces the participant to education of gifted learners. Topics to be presented are:

• conceptions of giftedness;

• myths and truths of gifted education;

• the necessity of gifted education;

• equitable identification of gifted learners from diverse populations;

• common cognitive and affective characteristics;

• highly gifted students;

• special populations of gifted learners;

• common social/emotional issues;

• necessary components of a gifted program;

• curriculum differentiation in the regular classroom; and

• acceleration vs. enrichment.

DATES/TIME: June 30 - July 10 Monday through Thursday and July 15 & 16  from 1:00 - 5:00 p.m.

®Gifted and talented endorsement

SED 560/561 These two courses introduce teachers in general education programs to the nature and needs of students who do not learn and/or behave according to traditional education practices. It meets K-12 certification requirements in the state of Maine. These two courses are not designed for practicing or experienced special educators.

SED 560 Teaching Children with Learning & Behavior Problems in the General K-8 Classroom (K-8 regular classroom teachers and school personnel needing teaching the exceptional child for certification)

This course is designed to help general education teachers realize the connections between a theoretical understanding of the nature and needs of diverse learners (mostly those with disabilities but including those from multicultural backgrounds, those at risk for school failure and those who are gifted and talented), and the practical procedures, collaborative practices, instructional methods and classroom behavior management strategies employed by teachers to ensure these students achieve their fullest academic and social potential. Participants will have the opportunity at advanced levels to address The Maine Standards for Beginning Teachers, and CEC Standards & INTASC Principles for Special Education. This course meets K - 8 certification requirements in the state of Maine.

DATES/TIME: July 14 - 25 Mondays through Fridays from 8:30 a.m. - 12:15 p.m.

®Teaching the exceptional child in the regular classroom (K - 8)

SED 561 Teaching Children with Learning & Behavior Problems in the General 7-12

 

Classroom (Grade 7-12 regular classroom teachers and school personnel needing teaching

 

the exceptional child for certification)

This course is designed to help general education teachers realize the connections between a theoretical understanding of the nature and needs of diverse learners (mostly those with disabilities but including those from multicultural backgrounds, those at risk for school failure and those who are gifted and talented), and the practical procedures, collaborative practices, instructional methods and classroom behavior management strategies employed by teachers to ensure these students achieve their fullest academic and social potential. Participants will have the opportunity at advanced levels to address The Maine Standards for Beginning Teachers, and CEC Standards & INTASC Principles for Special Education. This course meets 7 -12 certification requirements in the state of Maine.

DATES/TIME:  July 14 - 25 Mondays through Fridays from 8:30 a.m. - 12:15 p.m.

®Teaching exceptional children in the regular classroom (7-12)

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