Catalog 2013-2014

Master of Arts in Education (M.A.E.)

253.535.7272
www.plu.edu/education

The School of Education and Kinesiology offers six programs leading to a graduate degree in education within the Department of Education. Included in these offerings are three programs leading to teacher certification, two programs focused on school leadership, and one program for international students. All programs are aligned with the department's core values of care, competence, difference, leadership, and service.

MASTER OF ARTS IN EDUCATION (M.A.E.)
18-42 semester hours depending on program
M.A.E. WITH TEACHER CERTIFICATION

The Master of Arts in Education with Teacher Certification Program helps prepare preservice teachers to establish a socially just and responsible world. To facilitate this, the program encourages candidates to explore their vocation as teachers and to work for meaningful social change by recognizing the perspectives of the students and families in the communities they serve; by providing opportunities for powerful and authentic learning grounded in the lived experiences of their students; by facilitating candidate inquiry into the formulation of critical educational questions; by honoring the vast array of cultural and linguistic resources in schools, classrooms and communities; and by modeling the skills, habits, and ethical passions required for effective democratic citizenship.

The primary aim of the program is to prepare teachers to assume a variety of roles in 21st Century schools. Faculty work with students to develop understandings and skills for their work as leaders, inquirers, and curriculum/instructional specialists.

Program Overview

Students can apply to one of three options within the graduate teacher certification program.

1) The one-year option begins in June and includes a year-long internship in a K-12 school. Students complete all program requirements within a one year time frame with the completion of a culminating seminar the following June.

2) The two-year option begins in June and students take courses over a five-semester period prior to student teaching. Students must also complete required fieldwork components in association with their courses.

3) The Alternative Routes to Certification (ARC) is for students seeking secondary endorsements with admission priority given to high need areas within the state (e.g., special education, mathematics, sciences, etc.). The program begins in June and includes a full-time, year-long mentored internship starting in September. Candidates complete 19 of the required 35 program credits in order to become certified. After completing certification, candidates have three additional years to complete the remaining 17 program credits to obtain the M.A.E.

All teacher candidates must pass the WEST-B, WEST-E, and Teacher Performance Assessment (edTPA) as mandated by the state for certification.

Prerequisites

For regular admission, applicants must have completed a baccalaureate degree from a regionally-accredited institution of higher education. A minimum grade point average of 3.00 is required.  Passing scores on the WEST-B and WEST-E are required as well. Students not meeting these requirements may be granted provisional status on a case-by-case basis.

Admission Procedures

Please visit: www.plu.edu/admission/graduate/  or www.plu.edu/maed/

Program Requirements for Washington State Teacher Certification

Successful completion of the following core and specific track courses. All courses must be completed with a B- or better.


ONE-YEAR PROGRAM
M.A.E. Certification Elementary Program
38 or 42 semester hours (with thesis option)
Summer
  • EDUC 510: Teaching Reading and Language Arts (3)
  • EDUC 520: Issues of Child Abuse and Neglect (1)
  • EDUC 544: Sociocultural Foundations of Education (2)
  • EPSY 566: Advanced Cognition, Development, and Learning (2)
  • SPED 583: Current Issues in Exceptionality (2)
  • SPED 577: The Inclusive Classroom (2)
Fall
  • EDUC 562: Schools and Society (2)
  • EDUC 563A: Application of Technology Tools for Teachers (2)
  • EDUC 565: Elementary Reading, Language Arts, and Social Studies (2)
  • EDUC 566: Elementary Math and Science (2)
  • SPEC 520: Teaching Elementary Students with Special Needs (2)
J-Term
  • EDUC 528: Reading and Writing Across the K-8 Curriculum (2)
  • EDUC 564: The Arts, Mind, and Body (2)
Spring
  • EDUC 563B: Integrating Seminar: Internship (2)
  • EDUC 568: Internship in Teaching (6)
Summer
  • EDUC 590: Culminating Seminar (4)
  • Thesis Option: EDUC 599: Thesis (4)
M.A.E. Certification Secondary Program
36 or 40 semester hours (with thesis option)
Summer I
  • EDUC 510: Teaching Reading and Language Arts (3)
  • EDUC 520: Issues of Child Abuse and Neglect (1)
  • EDUC 544: Sociocultural Foundations of Education (2)
  • EDUC 556: Critical Issues in Secondary Teaching (2)
  • EPSY 566: Advanced Cognition, Development, and Learning (2)
  • SPED 583: Current Issues in Exceptionality (2)
Fall Semester
  • EDUC 561: Instructional Methodology for Secondary Teachers (4)
  • EDUC 562: Schools and Society (2)
  • EDUC 563A: Application of Technology Tools for Teachers (2)
J-Term
  • EDUC 529: Reading and Writing Across the Secondary Curriculum (2)
  • SPED 577: The Inclusive Classroom (2)
Spring Semester
  • EDUC 563B: Integrating Seminar: Internship (2)
  • EDUC 568: Internship in Teaching (6)
Summer II
  • EDUC 590: Culminating Seminar (4)
  • Optional Thesis: EDUC 599: Thesis (4)
TW0-YEAR PROGRAM
M.A.E. Certification Elementary Program
38 or 42 semester hours (with thesis option)
First Year: Summer I
  • EDUC 544: Sociocultural Foundations of Education (2)
  • SPED 577: The Inclusive Classroom (2)
First Year: Fall Semester I
  • EDUC 562: Schools and Society (2)
  • EDUC 563A: Application of Technology Tools for Teachers (2)
First Year: Spring Semester I
  • EDUC 528: Reading and Writing Across the Elementary Curriculum (2)
  • SPED 583: Current Issues in Exceptionality (2)

Second Year: Summer II
  • EDUC 510: Teaching Reading and Language Arts (3)
  • EDUC 520: Issues of Child Abuse and Neglect (1)
  • EPSY 566: Advanced Cognition, Development and Learning (2)
Second Year: Fall Semester II
  • EDUC 565: Elementary Reading, Language Arts and Social Studies (2)
  • EDUC 566: Elementary Math and Science (2)
  • SPED 520: Teaching Students with Special Needs in Elementary Programs (2)
Second Year: J-Term II
  • EDUC 564: The Arts, Mind, and Body (2)
Second Year: Spring Semester II
  • EDUC 563B: Integrating Seminar: Internship (2)
  • EDUC 568: Internship in Teaching (6)
Second Year: Summer III
  • EDUC 590: Culminating Seminar (4)
  • Optional Thesis: EDUC 599: Thesis (4)
M.A.E. Certification Secondary Program (grades 5-12)
36 or 40 semester hours (with thesis option)
First Year: Summer I
  • EDUC 544: Sociocultural Foundations of Education (2)
  • EDUC 566: Critical Issues in Secondary Teaching (2)
First Year: Fall Semester I
  • EDUC 562: Schools and Society (2)
  • EDUC 563A: Application of Technology Tools for Teachers (2)
First Year: Spring Semester I
  • EDUC 529: Reading and Writing Across the Secondary Curriculum (2)
  • SPED 583: Current Issues in Exceptionality (2)
Second Year: Summer II
  • EDUC5 510: Teaching Reading and Language Arts (3)
  • EDUC 520: Issues of Child Abuse and Neglect (1)
  • EPSY 566: Advanced Cognition, Development, and Learning (2)
Second Year: Fall Semester II
  • EDUC 561: Instructional Methodology for Secondary Teachers (4)
Second Year: J-Term II
  • SPED 577: The Inclusive Classroom (2)
Second Year: Spring Semester II
  • EDUC 563B: Integrating Seminar; Internship (2)
  • EDUC 568: Internship in Teaching (6)
Second Year: Summer III
  • EDUC 590: Culminating Seminar (4)
  • Optional Thesis: EDUC 599: Thesis (4)
Alternative Routes to Certification (ARC)
19 semester hours

The Master of Arts in Education-Alternative Routes to Certification program includes special pathways designed to meet the needs of individuals who want to focus on secondary education. The MAE-ARC program is heavily, but not entirely, based in the field. During the field-based portion of this program, candidates are assigned mentors in a school district in addition to their cooperating teacher. Please note: a mentor and cooperative teacher may be the same person.

The certification portion of the MAE-ARC program is a 19-semester hour program that begins in June. During the summer session, candidates complete a 40-hour practicum experience in a summer school setting. Beginning in the fall, candidates enter an open ended internship in a K-12 school. If you are currently employed or have strong relationships with a school, we will work with you to explore the possibility of an appropriate internship where you are. Typical internships begin on the first teacher report day of the school year and continue through the school year. In rare cases, early completion can be arranged, however the state requires that all candidates must complete a minimum of one full K-12 semester. During this time, the candidates spend all day, every day in their internship gaining an intimate knowledge of how schools work.

When the candidate and supervisor agree that the candidate is ready and prepared, the university supervisor will oversee the completion of the Teacher Performance Assessment (edTPA), a state-mandated assessment. When the candidate has successfully completed the edTPA and completed his/her student teaching, he/she may be recommended for a Residency Teaching Certificate with the appropriate endorsement(s).

After candidates have completed the initial certification portion of the program, they will have three years to complete the remaining 17 credits in the M.A.E. degree. These classes will be made available on nights and weekends so candidates are able to work while finishing the degree.

Summer
  • EDUC 520: Issues of Child Abuse and Neglect (1)
  • EDUC 544: Sociocultural Foundations of Education (2)
  • EDUC 556: Critical Issues in Secondary Teaching (2)
  • SPED 583: Current Issues in Exceptionality (2)
Fall Semester
  • EDUC 561: Instructional Methodology for Secondary Teachers (4)
  • EDUC 563B: Integrating Seminar: Internship (2)
Spring Semester
  • EDUC 568: Internship in Teaching (6)


Candidates have the option to complete the following 17 semester hours within three years to receive the Master of Arts in Education:

  • EDUC 510: Teaching Reading and Language Arts (3)
  • EDUC 529: Reading & Writing Across the Secondary Curriculum (2)
  • EDUC 562: Schools and Society (2)
  • EDUC 563A: Application of Technology Tools for Teachers (2)
  • EDUC 590: Culminating Seminar (4)
  • EPSY 566: Advanced Cognition, Development, & Learning (2)
  • SPED 577: The Inclusive Classroom (2)


 

INTERNATIONAL STUDENTS
M.A.E. NON-CERTIFICATION: INTERNATIONAL STUDENTS ONLY


The Master of Arts Non-Certification Program provides an avenue for international candidates interested in pursuing a graduate degree in teaching without receiving state certification. To facilitate this, the program encourages candidates to explore their vocation as teachers and to work for meaningful social change by recognizing the perspectives of the students and families in the communities they serve; by providing opportunities for powerful and authentic learning grounded in the lived experiences of their students; by facilitating candidate inquiry into the formulation of critical educational questions; by honoring the vast array of cultural and linguistic resources in classrooms, schools, and communities; and by modeling the skills, habits and ethical passions required for effective democratic citizenship.

The primary aim of the program is to prepare teachers to assume a variety of roles in 21st Century schools. Faculty work with students to develop understandings and skills for their work as leaders, inquirers, and curriculum/instructional specialists.

Program Overview

Students in the M.A.E. Non-Certification Program enroll as part of a cohort in mid-June and continue through the following June.

Prerequisites

For regular admission, applicants must have completed a baccalaureate degree from a regionally-accredited institution of higher education or provide an official evaluation stating that they possess an equivalent degree. See Graduate Programs International Admissions section. A minimum grade point average of 3.00 is required. A passing score on the WEST-B is required as well.

Admission/Application

Please visit: www.plu.edu/education/Admissions/MAE%20Non-Certification.php

M.A.E. Non-Certification Elementary Program
37 or 41 semester hours (with thesis option)
Summer I
  • EDUC 510: Teaching Reading and Language Arts (3)
  • EDUC 520: Issues of Child Abuse and Neglect (1)
  • EDUC 544: Sociocultural Foundation of Education (2)
  • EPSY 566: Advanced Cognition, Development, and Learning (2)
  • SPED 583: Current Issues in Exceptionality (2)
  • SPED 577: The Inclusive Classroom (2)
Fall Semester
  • EDUC 562: Schools and Society (2)
  • EDUC 563A: Application of Technology Tools for Teachers (2)
  • EDUC 565: Elementary Reading, Language Arts, and Social Studies (2)
  • EDUC 566: Elementary Math and Science (2)
  • SPED 520: Teaching Elementary Students with Special Needs (2)
J-Term
  • EDUC 528: Reading and Writing Across the K-8 Curriculum (2)
  • EDUC 564: The Arts, Mind, and Body (2)
Spring Semester
  • EDUC 560: Practicum (2)
  • EDUC 563B: Integrating Seminar: Internship (2)
  • EDUC 585: Comparative Education (3)
Summer II
  • EDUC 590: Culminating Seminar (4)
  • Thesis Option: EDUC 599: Thesis (4)
M.A.E. NON-CERTIFICATION SECONDARY PROGRAM
35 or 39 semester hours (with thesis option)
Summer I
  • EDUC 510: Teaching Reading and Language Arts (3)
  • EDUC 520: Issues of Child Abuse and Neglect (1)
  • EDUC 544: Sociocultural Foundations of Education (2)
  • EDUC 556: Critical Issues in Secondary Teaching (2)
  • SPED 583: Current Issues in Exceptionality (2)
  • EPSY 566: Advanced Cognition, Development, and Learning (2)
Fall Semester
  • EDUC 561: Instructional Methodology for Secondary Teachers (4)
  • EDUC 562: Schools and Society (2)
  • EDUC 563A: Application of Technology Tools for Teachers (2)
J-Term
  • EDUC 529: Reading and Writing Across the Secondary Curriculum (2)
  • SPED 577: The Inclusive Classroom (2)
Spring Semester
  • EDUC 560: Practicum (2)
  • EDUC 563B: Integrating Seminar: Internship (2)
  • EDUC 585: Comparative Education (3)
Summer II
  • EDUC 590: Culminating Seminar (4)
  • Thesis Option: EDUC 599: Thesis (4)
INSTRUCTIONAL LEADERSHIP  PROGRAM
32 semester hours (for the preparation of teacher leaders) 

Practicing educators interested in this program should contact the Department of Education for further information on the program’s course offering dates.

Concentration Objective

Recognizing that all educators in today’s schools, both teachers and administrators, must work together as education leaders, PLU faculty have designed an innovative program to enhance the skills of 21st Century educators with a focus on leadership. This program is for practicing educators who are committed to enhancing their leadership and instructional roles. It prepares accomplished teachers to become instructional facilitators, mentors and coaches in their respective schools and districts. The program provides opportunities for candidates to both deepen their understanding of effective P-12 instruction and to acquire the knowledge and skills necessary for successful teacher leadership within the context of standards-based educational reform. The program develops the capacity of teacher leaders to guide and support others in the collection and analysis of evidence of student learning. It prepares teachers to provide passionate, informed, and ethical leadership for improvement at the school, district, and state levels. Candidates learn proven strategies to build professional learning communities aimed at developing meaningful and engaging partnerships with families and community stake holders.

Prerequisites

Beyond the general prerequisites, applicants must hold a valid Washington State Professional Teaching Certificate or equivalent, and should ordinarily have successfully completed three years of teaching or related professional experience.

A grade point average of at least 3.00 is required. Students not meeting these requirements may be granted provisional status on a case-by-case basis.

Admission/Application

Please visit: www.plu.edu/education/Admissions/MAE-Instructional-Leadership.php

Required Courses

For teachers who do not hold a professional certificate:

  • EDUC 580: Instructional Theory and Practice I: Culture, Context and Community (4)
  • EDUC 581: Instructional Theory and Practice II: Thinking, Doing and Knowing (4)
  • EPSY 540: Teacher Portfolio Assessment (2)

For teachers who have a professional certificate, up to 10 hours may be awarded:

  • EPSY 540X: Demonstrating Teacher Competency and Student Achievement (2 to 10)

All candidates must take:

  • EDUC 555A: Family and Community Engagement (1)
  • EDUC 555B: Family and Community Engagement (1)
  • EDUC 558: Reflective Seminar in Teacher Leadership (4)
  • EDUC 582: Instructional Leadership I: Standards-based Teaching, Learning and Assessment (4)
  • EDUC 583: Instructional Leadership II: Teacher Development and the School Improvement Process (4)
  • EDUC 584: Schools and Districts as Learning Organizations (2)
  • EPSY 541A: Assessing Student and Staff Instructional Needs (1)
  • EPSY 541B: Assessing Student and Staff Instructional Needs (1)
  • EPSY 542: Group Dynamics and Instructional Leadership (2)
  • SPED 583: Current Issues in Exceptionality (2)

Entering candidates who demonstrate competencies aligned with Washington State Professional Certificate standards may be awarded up to ten tuition-free credits toward the 32-semester hour degree. Candidates must submit a portfolio for juried review. Guidelines for portfolio submission are available online and in the Department of Education.

PRINCIPAL AND ADMINISTRATOR PROGRAM
32 semester credits
This program offers either an M.A.E. or Certification Only track. The Certification Only track is for candidates who have already earned a master’s degree. The Principal and Program Administrator Program educates creative, energetic, reform-minded administrators for the leadership positions in Washington schools. To achieve this, the program aims to develop leaders that:

  • Respond to the diversity of their community
  • Engage community support systems
  • Understand the purpose and use of accountability measures
  • Create an environment of instructional leadership
  • Model a deep understanding of the ethical issues in schooling and leadership
Admission/Application

For M.A.E. program, please visit: www.plu.edu/education/Admissions/MAE-Principal-Program.php

For Certification Only program, please visit: www.plu.edu/education/Admissions/Principal-Certification-Only.php

Required Courses by Track Option
M.A.E. with Principal or Program Administrator Certification Curriculum
32 semester hours

  • EDUC 555A: Family and Community Engagement (1)
  • EDUC 555B: Family and Community Engagement (1)
  • EDUC 576: Personnel Development (3)
  • EDUC 577: School Finance (2)
  • EDUC 578: School Law (3)
  • EDUC 582: Instructional Leadership I: Standards Based Teaching, Learning and Assessment (4)
  • EDUC 583: Instructional Leadership II: Teacher Development and the School Improvement Process (4)
  • EDUC 595: Internship in Educational Administration (2, 2)
  • EDUC 596: Reflective Seminar (1, 1)
  • EDUC 593: Culminating Professional Portfolio (2)
  • EPSY 541A: Assessing Student and Staff Instructional Needs (1)
  • EPSY 541B: Assessing Student and Staff Instructional Needs (1)
  • EPSY 542: Group Dynamics and Instructional Leadership (2)
  • SPED 583: Current Issues in Exceptionality (2)
Principal or Program Administrator Certification Only Curriculum
18 semester hours

All Candidates required to take:

  • EDUC 576: Personnel Development (3)
  • EDUC 577: School Finance (2)
  • EDUC 578: School Law (3)
  • EDUC 595: Internship in Educational Administration (2, 2)
  • EDUC 596: Reflective Seminar (1, 1)
  • EDUC 593: Culminating Professional Portfolio (2)
  • SPED 583: Current Issues in Exceptionality (2)

Candidates in the Certificate Only program may have equivalencies from their master's program for the courses listed below (14 semester hours). If they do not have equivalencies, they may need to take these courses as a part of their program in addition to the courses listed above.

  • EDUC 555A: Family and Community Engagement (1)
  • EDUC 555B: Family and Community Engagement (1)
  • EDUC 582: Instructional Leadership I: Standards Based Teaching, Learning and Assessment (4)
  • EDUC 583: Instructional Leadership II: Teaching Development and the School Improvement Process (4)
  • EPSY 541A: Assessing Student and Staff Instructional Needs (1)
  • EPSY 541B: Assessing Student and Staff Instructional Needs (1)
  • EPSY 542: Group Dynamics and Instructional Leadership (2)

Education (EDUC) Graduate-Level Courses

EDUC 503: On-Campus Workshops in Education

On-campus graduate workshops in education for varying lengths of time; enrollment subject to advisor's approval.

EDUC 503A: Tutorial in Reading Instruction

MA for Residency Certification Program course

EDUC 510: Teaching Reading and Language Arts

Investigates how children learn to read, improve their fluency, and strengthen their vocabulary and comprehension. Includes required reading tutoring practicum. (3)

EDUC 511: Strategies for Language/Literacy Development

The developmental nature of literacy learning with emphasis on the vital role of language and the interrelatedness and interdependence of listening, speaking, reading, and writing as language processes. (4)

EDUC 513: Language/Literacy Development: Assessment and Instruction

Understanding of a wide variety of strategies and tools for assessing and facilitating students' development in reading, writing, listening, and speaking. Prerequisite: EDUC 510; highly recommended to be taken at the end of the track sequence. Cross-listed with SPED 513. (4)

EDUC 520: Current Issues of Child Abuse and Neglect

Issues of child abuse, neglect, harassment and violence. Includes identification and reporting procedures, and the legal and professional responsibilities of all mandated reporters. (1)

EDUC 528: Reading and Writing Across the K-8 Curriculum

Investigates genres of contemporary children's literature and how to develop a personal repertoire of reading material for classroom use. Also examines strategies for teaching writing in K-8 classroom. (2)

EDUC 529: Reading and Writing Across the Secondary Curriculum

Explores strategies for integrating young adult reading materials and written work and reading and writing instruction in all secondary content areas. (2)

EDUC 538: Strategies for Whole Literacy Instruction (K-12)

The use of language as a tool for learning across the curriculum, and the roles of language in all kinds of teaching and learning in K-12 classrooms. Strategies for reading/writing in content areas, thematic teaching, topic study, and integrating curriculum. (4)

EDUC 544: Sociocultural Foundations of Education

Examines the purposes of K-12 schools, the root causes of the achievement gap, and the ways accomplished teachers adapt to the changing sociocultural context of schooling. (2)

EDUC 545: Inquiry and Action into Social Issues and Problems

Seminar synthesizing inquiry into social problems in educational and community settings. Critical examination of contemporary social issues that affect the success of youth and adults. (2)

EDUC 555A: Family and Community Engagement

Examines the roles and responsibilities of instructional leaders in promoting family and community engagement strategies that establish social networks of shared responsibility for student learning and development. Topics covered include building safe, communicative and culturally responsive school climates, initiating effective family involvement practices and fostering successful school-community partnerships. (1)

EDUC 555B: Family and Community Engagement

Examines the roles and responsibilities of instructional leaders in promoting family and community engagement strategies that establish social networks of shared responsibility for student learning and development. Topics covered include building safe, communicative and culturally responsive school climates, initiating effective family involvement practices and fostering successful school-community partnerships. (1)

EDUC 556: Critical Issues in Secondary Teaching

Introduces what successful secondary teachers know and are able to do in the areas of curriculum and assessment, instructional methods, and classroom management. (2)

EDUC 558: Reflective Seminar in Teacher Leadership

Assists candidates in preparing and presenting their culminating inquiry project on instructional leadership. The course promotes reflective dialogue and analysis of the formal and informal learning opportunities presented in the program with special attention devoted to candidates' ongoing professional growth and development. (4)

EDUC 560: Practicum

Guided instructional assistance and tutoring in schools. Designed for M.A.E.Program. (2)

EDUC 561: Instructional Methodologies for Secondary Teachers

This course will introduce the instructional methodologies being used currently in secondary schools, including curriculum design, instructional strategies, the use of assessments, and specific methodologies for content area instruction. (4)

EDUC 562: Schools and Society

Individual and cooperative study of the socio-cultural and cultural, political, legal, historical, and philosophical foundations of current practices of schooling in America. Prerequisite: Admission to the M.A.E./Cert Program or consent of instructor. (3)

EDUC 563A: Integrating Seminar: Application of Technology Tools for Teachers

Students work cooperatively and individually to integrate education course work, field experience, and individual perspective during graduate degree programs. May be repeated for credit. (2)

EDUC 563B: Integrating Seminar: Internship

A seminar focusing on development of professionalism and competence in inquiry and reflective practice. (2)

EDUC 564: The Arts, Mind, and Body

An exploration of methods to facilitate creativity and meaning-making in the classroom through visual, musical, non-verbal/physical movement, and dramatic arts. (2)

EDUC 565: Elementary Reading, Language Arts, Social Studies

Practice designing, implementing, and assessing lessons and units that integrate reading, language arts, and social studies content in K-8 classrooms. Introduces exemplary reading, language arts, and social studies classroom materials and examines what successful classroom managers in K-8 classrooms know and are able to do. (2)

EDUC 566: Elementary Math and Science

Practice designing, implementing, and assessing math and science lessons and units in K-8 classrooms. Introduces exemplary math and science classroom materials and examines what successful classroom managers in K-8 classrooms know and are able to do. (2)

EDUC 568: Internship in Teaching

Internship in classroom settings. Fourteen weeks of teaching under the direct supervision of cooperating teachers and university supervisors. Designed for students in the M.A.E./Cert program. (6)

EDUC 570: Introduction to Educational Leadership

Discussion of major leadership theories; qualities and skills necessary to develop as a strong educational leader; research in successful leadership strategies. (3)

EDUC 571: Schools and Their Communities

Understanding the role of strong community/family relationships in successful educational leadership. Teaming and collaboration, building community resource networks, and understanding the role of diversity as critical strategies in effective educational leadership. (3)

EDUC 574: Instruction and Curriculum: Theory and Development

Theories and development of effective instructional methodology and best practices for successful student learning. Strategies for effective instructional leaders to support teachers and students in the learning and teaching processes. Includes strategies for at-risk and special education. (3)

EDUC 575: Managing School Change and Reform

The nature and challenges of the process of change in an educational setting; the role of federal and state legislation and its impact on special populations. (2)

EDUC 576: Personnel Development

Effective leadership strategies for professional development, mentoring/coaching, supervision; contract law, hiring and firing of school personnel. (3)

EDUC 577: School Finance

Budget and finance operations of a school and district. To include federal, state, and local support; financial planning and budget; site-based budgeting; and purchasing, accounting, and auditing. (2)

EDUC 578: School Law

Overview of school law; impact on all legal aspects of schooling. Includes educational implications of constitutional, case, and statutory law as it affects teachers, students, parents, and others. Includes legal aspects on special education in the areas of due process, discipline, and instruction. (3)

EDUC 580: Instructional Theory and Practice I: Culture, Context and Community

Addresses how learning is impacted by the social, cultural and economic context in which it occurs. The course examines the instructional implications of theory and research on culturally relevant and responsive teaching, classroom climate and community building, and other contextual factors that impact student academic achievement. (4)

EDUC 581: Instructional Theory and Practice II: Thinking, Doing and Knowing

Investigates how theory and research on cognition, learning and brain development inform instructional practice. In particular, the course examines the design of inclusive, developmentally appropriate and technologically enhanced instructional environments, effective teaching models in the subject matter disciplines, and the continuous integration of curriculum, instruction and assessment. (4)

EDUC 582: Instructional Leadership I: Standards-based Teaching, Learning, & Assessment

Introduces candidates to the principles and practices of effective instructional leadership in K-12 schools. Topics covered include curriculum development and alignment as standards-based teaching, learning and assessment; the demonstration and assessment of instructional effectiveness; and the collection, analysis and presentation of student achievement data utilizing best practices in technology. (4)

EDUC 583: Instructional Leadership II: Teacher Development and the School Improvement Process

Examines the role of instructional leaders in the school improvement planning process and the development and stewardship of professional learning communities. Attention is specifically devoted to the instructional leaders' roles as mentors, coaches and facilitators, including theories and best practices of adult learning and communication, team building, and teacher advocacy and development. (4)

EDUC 584: Schools and Districts as Learning Organizations

Analyzes how schools and school districts produce, manage and apply knowledge in pursuit of identified organizational reform goals and professional development initiatives. Topics covered include organizational change and capacity building, educational policy and reform, and the power and politics of organizational decision-making. (2)

EDUC 585: Comparative Education

Comparison and investigation of materials and cultural systems of education throughout the world. Emphasis on applying knowledge for greater understanding of the diverse populations in the K-12 educational system. (3)

EDUC 587: History of Education

A study of great men and women whose lives and writings have shaped and continue to shape the character of American education. (3)

EDUC 588: ST: Leadership in Higher Education

Leadership development for administrators and faculty. Focus on higher education leadership models as they relate to PLU. Restricted to PLU administrators and faculty. (1 to 4)

EDUC 589: Philosophy of Education

Philosophical and theoretical foundations of American education as well as the social philosophy of growing diverse populations in the K-12 schools. (3)

EDUC 590: Culminating Seminar

M.A.E./Certification candidates finalize their professional growth plans by revisiting foundational questions from the beginning of the program, reviewing key concepts from individual courses, re-examining PLU's emphasis on "educating for lives of thoughtful inquiry, service, and care," and comparing and contrasting their internship experiences. (4)

EDUC 591: Independent Study

To provide individual graduate students graduate-level study not available in the regular curriculum. The title will be listed on the student term-based record as IS: followed by the specific title designated by the student. (1 to 4)

EDUC 593: Culminating Professional Portfolio

The Culminating Professional Portfolio (CPP) reflects a candidate's professional growth resulting from completed educational coursework and clinical experience. The CPP contains performance-based documentation of each candidate's knowledge, skills, dispositions, and professional behaviors. Rubrics are aligned with ISLLC and PESB Standards. Students present their electronic portfolios at a practitioner reviewed showcase conference. Pass/fail only. (2)

EDUC 595: Internship in Educational Administration

Students will register for two semester hours in each of two semesters. Internship in educational administration jointly planned and supervised by the School of Education and Kinesiology and public and/or private school administrators in full compliance with state requirements. Prerequisites: Admission to the graduate program or to the credentialing program; completion of educational administration concentration; consultation with advisor. (2, 2)

EDUC 596: Reflective Seminar

Students register for one semester hour in each of two semesters. Professional seminars are scheduled and presented by candidates, their university professors, and professional colleagues in the schools in partnership. Prerequisites: Completion of coursework in educational administration concentration. (1,1)

EDUC 597: Independent Study

Projects of varying length related to educational issues or concerns of the individual participant and approved by an appropriate faculty member and the dean. (1 to 4)

EDUC 598: Studies in Education

A research paper or project on an educational issue selected jointly by the student and the graduate advisor. Prerequisites: Admission to the graduate program; EDUC 544, 545; minimum of 26 hours of coursework leading to the M.A.; consultation with the student's advisor. Pass/Fail only. (3)

EDUC 599: Thesis

The thesis problem will be chosen from the candidate's major field of concentration and must be approved by the candidate's graduate committee. Candidates are expected to defend their thesis in a final oral examination conducted by their committee. Pass/fail only. (3 or 4)

Educational Psychology (EPSY) Graduate-Level Courses

EPSY 540: Teacher Portfolio Assessment

Introduces candidates to the art and practice of 21st Century evidence-based professional portfolio development. The primary focus of the course is on the collection, analysis and presentation of candidates' instructional impact on student learning according to the descriptors of practice featured in Standard V of the Washington State Professional Educators Standards Board "System of Preparing and Certifying Educators." Candidates must demonstrate competency to pass this and other summer classes - EDUC 580 and 581. (2)

EPSY 540X: Demonstrating Teacher Competency and Student Achievement

Addresses how learning is impacted by the social, cultural and economic context in which it occurs. The course examines the instructional implications of theory and research on culturally relevant and responsive teaching, classroom climate and community building, and other contextual factors that impact student academic achievement. (2 to 10)

EPSY 541A: Assessing Student and Staff Instructional Needs

Focuses on the ongoing assessment of student learning and staff instructional needs. Topics covered include planning the assessment-centered classroom, improving instructional practice through purposeful observation and mentoring, promoting and evaluating effective instructional strategies and aligning curriculum, instruction and assessment. (1)

EPSY 541B: Assessing Student and Staff Instructional Needs

Focuses on the ongoing assessment of student learning and staff instructional needs. Topics covered include planning the assessment-centered classroom, improving instructional practice through purposeful observation and mentoring, promoting and evaluating effective instructional strategies and aligning curriculum, instruction and assessment. (1)

EPSY 542: Group Dynamics and Instructional Leadership

Explores interpersonal dynamics that impact instructional leadership and community building in schools. Topics covered include modes of communication, group norms, role identification, intercultural understanding, social capital, emotional intelligence, conflict and conflict mediation. (2)

EPSY 566: Advanced Cognition, Development and Learning

The study of principles and current thought and research in cognition, development, and learning. Prerequisite: Admission to the MA/Cert program or consent of instructor. (2)

EPSY 587: Special Topics in Educational Psychology

To provide graduate students with new, one-time and developing courses not yet available in the regular curriculum. The title will be listed on the student term-based record as ST: followed by the specific title designated by the academic unit. (1 to 4)

EPSY 588: Special Topics in Educational Psychology

To provide graduate students with new, one-time and developing courses not yet available in the regular curriculum. The title will be listed on the student term-based record as ST: followed by the specific title designated by the academic unit. Selected advanced topics. (1 to 4)

EPSY 589: Special Topics in Educational Psychology

To provide graduate students with new, one-time and developing courses not yet available in the regular curriculum. The title will be listed on the student term-based record as ST: followed by the specific title designated by the academic unit. Selected advanced topics. (1 to 4)

EPSY 597: Independent Study

Projects of varying length related to educational issues or concerns of the individual participant and approved by an appropriate faculty member and the dean. (1 to 4)

Special Education (SPED) Graduate-Level Courses

SPED 520: Teaching Elementary Students with Special Needs

Introduction and overview of services for students with special needs in elementary programs. Includes procedural and substantive legal issues in special education, program modification, and classroom management. (2)

SPED 530: Assessment of Students with Special Needs

Examines the use of assessment information for making educational decisions about students. (2)

SPED 531: Severe and Profound Disabilities

Introduction to the physical, social, and educational needs of individuals with severe and profound disabilities. (2)

SPED 577: The Inclusive Classroom

Introduction to the principles and practices of inclusive education. (2)

SPED 583: Current Issues in Exceptionality

The characteristics of exceptional students and current issues involving the educator's role in dealing with their special needs. (2)

SPED 588: Legal, Ethical, and Administrative Issues in Special Education

Investigation of special education administrative practices, pupil placement procedures, student staffing, program reimbursement procedures, and federal funding models. (2)