Georgian court university accelerated teacher certification program

This course investigates the major language teaching theories and their impact on current pedagogical practices. Candidates will become familiar with instructional and evaluative techniques for teaching language skills and content areas to English learners, including technology integration in teaching and learning.

Candidates will demonstrate various methodologies and conduct peer teaching using the national and state evaluation and standards. Practice, analysis, and application of appropriate instructional materials and strategies, as well as assessment techniques will be a focus of this course.

This course provides candidates with the foundations to guide them in constructing strong knowledge, skills, and dispositions for teaching English learners from diverse linguistic and cultural backgrounds. Topics addressed include language and culture acculturation of English learners in American schools, theories of cultural pluralism, and comparison of cultural value systems. Analysis of the relationship between language, culture, society, school achievement, and the implications for teaching and learning English is explored.

By examining a variety of examples in these areas, candidates develop commitment and competence related to the New Jersey Professional Standards for Teachers NJPST as they apply to English language learners. This course requires 30 hours of clinical experience. The course examines contemporary issues in second language education as they apply to curriculum planning and development.

Various models, methods, and approaches to the development, implementation, and evaluation of ESL and bilingual programs as well as the relationship between curriculum designs and legislations in second language education are discussed.

Students develop competency in the application of the theoretical foundations of second language learning and teaching.

They will gain experience in developing their own curricula by analyzing ESL and bilingual programs. The integration of the assessment and national and state standards in curriculum design is also discussed.

This course examines the phonology, morphology, syntax, semantics, stylistics, discourse, and pragmatics of American English as it applies to learning English as a second language. A detailed analysis of the phonological and grammatical structures of American English is discussed with the special focus on the basic techniques for analyzing linguistic structures.

The practical application of linguistic knowledge to the teaching of a second language to English learners is also discussed. This course emphasizes the acquisition of English reading, writing, and speaking skills by speakers of other languages.

Students will implement research-based strategies for assessment, instruction, and remediation of the literacy skills, especially in areas of reading readiness and emergent literacy, based on the national and state standards.

Technology-enhanced instruction and the importance of bi-literacy are explored. This course addresses the philosophical, historical, and legal foundations of special education. In this course, candidates will study curriculum planning, appropriate learning environments, modification options, instructional materials, and the use of assistive technology to aid students with disabilities to achieve curriculum goals.

Candidates will apply the skills acquired during this course to work with colleagues within the school district to design Individualized Education Programs IEPs that meet the needs of students with special needs in the general education classroom. Current practices for consultation and collaboration as well as instructional strategies will be addressed.

This course requires 15 hours of clinical practice with students with disabilities. This course will review available school, community, county, and state resources for families to assist the academic, social, emotional, and career development of individuals at risk and with exceptional needs. Candidates examine their role as student advocates in the coordination of available school, community, county, and state resources for students and families and in IEP planning for students with special needs.

In addition, an overview of special education law, plans, the New Jersey Administrative Code, general and special education programs, the function of the child study team, and components of the IEP that may provide for necessary support services, is provided. This course requires 15 hours of clinical experience with students who are at-risk and students with exceptionalities. Explore metabolic, infectious, and hereditary disorders that impact academic achievement and appropriate medical, psychological, and educational interventions.

Study differentiated brain function, including the areas of the brain related to learning and other functions. This course provides an historical perspective of dyslexia and other learning disabilities, as well as current definitions, identification practices, and prevalence. Candidates study Response to Intervention RTI , research-based literacy instruction for students with dyslexia and other learning disabilities, including reading, writing, literature, listening, speaking, grammar, handwriting, spelling, and print and non-print media.

Candidates apply the skills acquired during the course to work with colleagues within the school district to design Individualized Education Programs IEPs that meet the needs of the students with special needs in the general education classroom. This course requires 10 hours of clinical experience with students with learning disabilities.

Psychological and educational assessments are necessary components in the identification and planning process for children with disabilities.

Review the use of clinical interviews, observations, work samples, portfolio assessments, teacher conferences, and parent conferences as contributing factors in the classification, placement, and progress review of special needs children.

Study the work of Salvia and Ysseldyke, including the psychometric properties underlying assessment, psychological assessment procedures, formal and informal educational assessment methods, and functional assessment. Examine basic statistical concepts, standardized test scores, standardized test administration procedures and test limitations with emphasis on accurate test interpretation. Study test accommodations as well as alternative assessment and participate in demonstrations of evaluation materials to learn to critique assessment materials.

Examine typical and exceptional human growth and development, behavior, and learning; the influences of heredity and environment on normal and abnormal behavior; and developmental disabilities. Analyze commonalities and differences among the disabled, development of strategies designed to contribute to optimal growth and development building positive self-esteem and developing realistic growth expectancies throughout the lifespan.

Explore the cognitive, physical, social, and emotional characteristics of individuals with disabilities, and the nature and special common needs of individuals with disabilities and their families. Review current research on effective strategies to facilitate learning and ameliorate inappropriate behavior. Consider ethics and the rights of parents and children with disabilities in New Jersey as well as historic perspectives on treatment including classification of special needs children, special supports for individuals with disabilities, and least restrictive environment placements within inclusive classrooms.

Review special education regulations including the most recent revisions to New Jersey Administrative Code, Title 6A, Chapter 14 regarding procedural safeguards, special services, programs, placements, and the provision of supports and related service. Emphasis on the rights of special needs children and their parents. This course is designed to prepare future school counselors to counsel the diverse populations they will work with in a school setting. In this course, students will study cultural competence within counseling related to race, ethnicity, culture, and other sociodemographic variables and will review and integrate the most recent research on gender, LGBTQ issues, and the dynamics of microaggressions in school settings.

Consider the impact of school law on the administration of schools and student learning. Examine the manner in which state and federal courts, through case law, balance the rights of individuals with those of the schools. Investigate the rights of schools, teachers, students, parents, and the general public regarding education in 21st-century public schools. Study supervisory theory, models, and principles of effective instruction, curriculum and instructional leadership for inclusive schools.

Emphasis on the relationship between effective supervision and student learning outcomes and the basis for staff professional development. Practice personal and professional reflection as it relates to instruction and as framed by national standards and the New Jersey Professional Standards for School Leaders.

Demonstrate the values, ethics, and commitment embodied in these standards. This course introduces candidates to the teaching profession, including the elements of instruction, in the general, inclusive, and special education models. The historical, philosophical, and social foundations education are explored. Sociological foundations will emphasize cultural diversity awareness, with attention to the inclusive perspective. Legal foundations will include the legal and ethical constructs of American inclusive education.

Candidates will complete training in harassment, intimidation, and bullying. A context for learning, as well as an introduction to the lesson plan, will be introduced to the teacher candidate in both course classroom and field setting. Concurrent with the course content, candidates will be introduced to an ethics framework that emphasizes problem solving, thinking skills, and communication.

The development of lessons for diverse learners is addressed using the Universal Design for Learning UDL framework for effective teaching that involves providing students with multiple means of engagement, representation, and expression.

Developmentally appropriate techniques and principles of culturally responsive teaching are reviewed and practiced. This course enables and encourages use of 21st-century technology tools as a conduit to developing student-centered teaching and learning. Candidates will develop and showcase the outcome of their insights by generating original digital products using 21st-century technology tools e.

Other technology tools that assist with processes of inquiry, problem-solving, collaborating, and decision-making that comprise the hallmark of a learner-centered classroom will be addressed. Research-based use of technology tools to approach content subjects and meet the needs of diverse K—12 students will be highlighted. New Jersey Professional Standards for Teachers NJPST and Council for Exceptional Children CEC standards for instructional planning and strategies, addressing special needs, creating effective and respectful learning environments, developing effective techniques for communicating, and professional and ethical responsibilities are considered.

Explore the history of literacy-related research and practice. Review facets of the reading and writing processes as well as the developmental, linguistic, and cultural factors that impact reading development.

Develop lesson plans that clearly reflect the use of specific reading strategies and assessment measures and materials. Evaluate age-appropriate, multi-genre, multi-cultural, print and non-print literature for K—12 readers. Review web-based resources on literature for children and youth and determine age-appropriate use of the Internet. Learn best practices for incorporating literature in education and develop plans that meet needs and instructional objectives.

Examine reading skills and strategies as they relate to the various curricular content areas. Study research findings to learn the vocabulary, comprehension, and study and reference skills necessary to read specialized content-area material.

Writing, the use of literature, and technology in the content areas will also be addressed. Includes techniques for working with all students with or without disabilities. Evaluate the activities and actions needed for working with students, parents, teachers, and school administrators in developing, implementing, and assessing an effective literacy program.

Study the role of the reading specialist as a professional and literacy advocate, and consider topics such as leadership qualities; professional associations; self and peer evaluation; and grant writing. This course investigates the use of assessment data to inform instruction and meet the needs of diverse learners. Basic issues in measurement are examined including formal and informal assessment, technical issues bias, reliability, and validity , strengths and limitations, test interpretation, and test accommodations.

Techniques for analyzing and graphing whole class and individual student performance, including strengths and weaknesses, are reviewed. Suggestions for providing students with feedback to assist in understanding and guiding further learning are emphasized. The course uses contemporary research in student motivation, cognition, and comprehension of mathematical processes to inform strategies for differentiated instruction.

Technology as an interface for instruction in mathematics will be included. Candidates will create instructional activities with adaptations for diverse learners, including English language learners, and practice modifying instruction and materials for students with disabilities. This course focuses on a holistic approach to elementary science instruction, through a consideration of the Next Generation Science Standards, design thinking and problem solving.

The course uses contemporary research in student motivation, and cognition of scientific processes to inform strategies for differentiated instruction. Candidates will create integrated instructional activities with adaptations for diverse learners, including English language learners, and practice modifying instruction and materials for students with disabilities.

Candidates will also learn strategies for advancing the literacy skills of students with specific learning disabilities including dyslexia, students who are eligible for special education, students who struggle with age-appropriate literacy skills, and students with diverse linguistic and cultural backgrounds. Students also learn to evaluate instructional materials for typical, struggling, and advanced readers. This is the second part of a two-part course in literacy.

It builds on the knowledge gained in part 1. Candidates review current research, theory, assessment techniques, teaching strategies, and the use of technology which will enable them to work with learners experiencing difficulties in the basic literacy skills of reading and writing. EDC incorporates theoretical and practical approaches for teaching and assessing diverse learners, including children with disabilities and those with limited English proficiency, and highlights the importance of collaborative learning communities that welcome diversity.

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