Education
To address the educational needs of America's diverse student population, the professional preparation program in teacher education at Rocky Mountain College utilizes a strong theoretical component and applies that theory to the classroom via two practica, many volunteer opportunities, and numerous in-class teaching situations. Rocky Mountain College's program also provides pre-service teachers with opportunities to explore personal and group relationships so they will have confidence in facilitating student interaction in their own future classrooms.
The goal of Rocky Mountain College's education program is to provide students with the knowledge, skills, and dispositions necessary to be successful as beginning teachers in schools today and to continue as life-long reflective professionals. To achieve this goal, Rocky Mountain College provides students with a strong liberal arts background, in-depth study in the fields in which they plan to teach, the professional knowledge and skills essential for effective teaching, and extensive school-based experience in a variety of school settings.
The teacher education program at Rocky Mountain College will enable its graduates to
- apply their knowledge of human growth, development, and learning to the individual learning styles of all students;
- demonstrate a thorough knowledge of the professional literature and the current trends, issues, research, and research methods across disciplines and in each pertinent content area;
- communicate clearly, accurately, and professionally, in speech and writing, to peers, colleagues, parents/families, community persons, and other community organizations;
- demonstrate knowledge of the legal and ethical responsibilities of educators as well as the underlying foundations and history of education in the United States;
- engage students in learning activities that promote critical as well as creative thinking;
- describe major educational aspects of the American school, including its purpose, administrative organization, financial aspects, board functions, and general operations;
- reflectively analyze their teaching and learning in order to improve throughout their careers;
- diagnose and remediate reading deficiencies in their students and confidently select age- and skill-level appropriate reading materials across the content areas;
- teach listening, speaking, reading, and writing skills appropriate to students' ability levels and content areas;
- design and organize learning environments that accommodate individual learning styles that enable students to be active, self-directed learners;
- implement classroom management strategies to create a cooperative learning environment, one that promotes students' self-esteem and helps them respect the rights, interests, heritage, and abilities of others;
- choose and create appropriate, authentic means of assessing student learning and progress;
- select and design strategies and materials for interdisciplinary teaching and learning experiences as well as for teaching discrete subject areas; and
- educate American Indian students via an exploration of unique cultures, family backgrounds and traditions, and subtle differences in values and of ways of learning, thus ensuring that American Indian students feel included in the classroom.
Career Paths:
Completion of the Elementary, Secondary or K-12 program provides a strong base for students wish to go directly into teaching or who wish to pursue advanced professional training in specialized educational programs such as special education, guidance and counseling, and school administration. Completion of the Nonteaching Education program provides a strong base for students who wish to work with children or youth in a nonteaching capacity.
Program Basics for Admittance to the Teacher Education Program
The competencies expected by the Rocky Mountain College teacher education program include
- Communication: Communication competencies are demonstrated by such behaviors as using the appropriate syntax, inflection, and word choice in oral communication; speaking distinctly and with confidence; and using correct spelling, standard English language mechanics, and meaningful word choice in written expression. Further, communication with students and families is demonstrated by sensitivity to the situation and family circumstances of the students.
- Intellectual ability (conceptual, integrative, and quantitative) for problem solving and effective teaching: The student must have the cognitive abilities necessary to master relevant content in subjects commonly taught in K-12 schools and pedagogical principles and their application in field settings at a level deemed appropriate by the faculty. These skills may be described as the ability to comprehend, memorize, analyze, and synthesize material. Students must be able to develop reasoning and decisionmaking skills appropriate to the practice of teaching.
- Dispositions: The candidate must demonstrate the professional, behavioral, and social dispositions necessary for the effective performance of a teacher.
Admission to the Teacher Education Program
To be admitted to the teacher education program, students must do the following:
- successfully complete ENG119 or an equivalent writing course, EDC202, PSY205 or PSY206, earning at least a grade of “C-” in each;
- successfully complete the first of two required field practica (EDC291E or EDC291S);
- receive a passing score on the education department's supervised writing examination;
- conduct a satisfactory interview with representatives of the teacher education committee; and
- have an overall minimum GPA of 2.50 with a minimum GPA of 2.75 in the major field and in the education courses.
Students admitted to the teacher education program must continue to meet minimum program standards or they will be dropped from the program. These standards include maintaining the required GPA (see #5 above) and demonstrating responsible dispositions toward learning in all college work as indicated under the “dispositions” section of the teacher education program handbook. The teacher education program handbook is on the College's website under the “academics” and then “education” links. All education students are required to adhere to the requirements and guidelines in the handbook.
Praxis II Exam
All students must take and pass the appropriate portions of the Praxis II exam (consult your advisor for the required portions) before or directly subsequent to the student teaching semester. This is a licensure requirement.
Admission to Student Teaching
To be admitted to student teaching, students must meet the following requirements:
- admission to the teacher education program (see the teacher education program handbook for details);
- senior standing with a minimum overall GPA of 2.50 and a GPA of 2.75 in major, minor, and professional education courses;
- completion of all required coursework except student teaching and its related seminar; and
- approval of the teacher education committee.
Transfer Courses
All transfer courses used to substitute for courses required in the teacher education program must be approved by the teacher education committee. An official transcript must be sent directly to the office of student records from any previous institution(s).
Transfer Students
Students transferring into the teacher education program must meet all Rocky Mountain College requirements for transfer students and must complete a minimum of 12 semester hours in the Rocky Mountain College teacher education program prior to student teaching;
Students with Degrees from Other Colleges
- must complete a minimum of 12 semester hours at Rocky Mountain College before student teaching;
- must meet all Rocky Mountain College teacher education program requirements for student teaching; and
- must meet all Rocky Mountain College teacher education program requirements for the teaching major and minor and be recommended by the respective department before student teaching.
Major in Elementary Education
A major in elementary education prepares students for teaching at the elementary school level (K-8). Prerequisite courses for entry into the elementary teacher education program are ENG119, PSY205 or PSY206, EDC202, and EDC291E. Required courses in the elementary education program are EDC302, EDC310, EDC330, EDC336, EDC341, EDC342, EDC/ART338, EDC/MUS344, EDC349, EDC350, EDC355, EDC356, EDC360, EDC365, EDC370, EDC391E, EDC402, EDC427, EDC453, and EDC490E. Other related required courses are HST211 or HST212, MAT103, and MAT104.
The assessment for content knowledge required by the No Child Left Behind Act for elementary education majors consists of the following multiple measures:
- Thirty credits of content coursework. A GPA of that coursework will be calculated on a 0 to 4 point scale prior to program completion. The range will be 3.00-4.00=4 points; 2.50-2.99=3 points; 2.00-2.49=1 point; below 2.00=0 points;
- Assessment of content knowledge demonstrated during student teaching by a highly qualified teacher and a college supervisor on a scale of 0 to 3 based on demonstration of content knowledge. The following descriptors will be used: "knowledge is advanced"=3 points; "knowledge is proficient"=2 points; "knowledge is basic"=1 point; "knowledge is unacceptable"=0 points.
Rocky Mountain College's education department will use the above components to develop a Content Knowledge Score (CKS) to be calculated as follows: CKS=Content GPA points + Student Teaching Assessment points + PRAXIS points. The possible range for the CKS is 0-13. Students scoring lower than CKS=8, or who score zero on any of the three multiple measures, shall not be recommended for licensure.
A score of one (1) on any of the multiple measures will trigger an individualized review of the student's content knowledge and teaching skill by Rocky Mountain College's teacher education program faculty before recommending that student for licensure.
Major in Secondary Education
A major in secondary education prepares students for teaching at the secondary school level (5-12). Prerequisite courses for entry into the secondary teacher education program are ENG119,
PSY205 or PSY206, EDC202, and EDC291S. Required courses in the secondary education program are EDC302, EDC310, EDC330, EDC336, EDC353, EDC365, EDC370, EDC391S,
EDC402, EDC427, EDC452, and EDC490S.
Students must complete an education major in one of the following fields: biology, English, history, mathematics, psychology, social studies broadfield, science broadfield-biology, or science broadfield-chemistry.
Students must complete an education minor in one of the following fields: biology, English, history, mathematics, political science, psychology, reading, or theatre arts. In some cases, an extended single-field education major of at least 40 credits may be substituted for the major-plus-minor plan.
Secondary education students should carefully study departmental requirements listed under the various departments in the catalog, since in many cases, requirements for teaching licensure are different from general majors or minors.
Major in K-12 Education
To become a teacher of art, music, or physical education and health, the student must be prepared to teach at all levels, K- 12. Students must complete an education major in one of the following fields: art, music, or physical education and health. Prerequisite courses for entry into the K-12 teacher education program are ENG119, PSY205 or PSY206, EDC202, and EDC291S or EDC291E. Required courses for the K-12 education major are EDC302, EDC310, EDC330, EDC336, EDC353, EDC365, EDC370, EDC391S or EDC391E, EDC402, EDC420, EDC427, EDC454, and EDC490S.
Note: Music education majors are exempt from EDC 420. K-12 majors must have one elementary-level practicum experience and one secondary-level practicum experience.
Nonteaching Major in Education
A student who wants to graduate in education, but does not plan to teach, must complete the requirements for the elementary, secondary or K-12 major with the exception of student
teaching. An educationally related internship is required. The courses required for the elementary, secondary, and K-12 majors are listed above. Nonteaching education majors do not need to take EDC452, EDC453, EDC454, EDC490E or EDC490S. The nonteaching major must also take EDC450 Internship.
Minor in Reading
The Rocky Mountain College reading minor is targeted at K-12 education majors aspiring to obtain a K-12 reading endorsement. Upon successful completion of the required courses, the candidate is eligible to apply for the State of Montana Reading Specialists K-12 endorsement. Following the completion of eight required courses, Rocky Mountain College students are eligible for the reading endorsement. Required courses: EDC305, EDC318, EDC350, EDC353, EDC357, EDC360, EDC362, and EDC376.
- EDC202 - Foundations of Education
- Semester: Fall and Spring
Semester hours: 2
This is an introductory course for students considering teaching as a career. It provides an overview of the purposes of education, the legal basis for schools, school organization and finance, the job of the teacher, general curriculum concepts, school-community relationships, partnering with parents, multicultural education, gender equity in the class-room, and other issues in education today. Students are assisted in clarifying their career goals related to teaching and in planning an educational program to meet those goals.
Corequisite: ENG119 or equivalent - EDC291E - Field Practicum: Elementary School
- Semester: Fall and Spring
Semester hours: 1
This course provides practical field experience in an elementary classroom. Each credit hour requires 40 hours of experience. Students must complete the practicum during the fall or spring semester over a period of between 10-14 weeks. Students must complete a field practicum before they can be admitted to the teacher education program. Sophomore standing is required. Students must be able to schedule 2-3 hour blocks of time twice a week, and provide their own transportation. - EDC291S - Field Practicum: Secondary and/or K-12 School
- Semester: Fall and Spring
Semester hours: 1
This course provides practical field experience in a middle or secondary school. Each credit hour requires 40 hours of experience. Students must complete the practicum during the fall or spring semester over a period of between 10-14 weeks. Students must complete a field practicum before they can be admitted to the teacher education program. Sophomore standing is required. Students must be able to schedule 2-3 hour blocks of time twice a week, and provide their own transportation. - EDC302/PSY302 - Educational Psychology
- Semester: Fall and Spring
Semester hours: 3
This course is designed to aid the student in continuing to develop an understanding of human behavior, especially as that understanding applies to elementary and secondary classrooms. Emphasis will be on why and how human learning takes place and how that learning relates to schools and teaching situations where the needs of each student must be considered. The course also includes participation in and the analysis of interpersonal relations and communication skills. Students must complete EDC302 before they can be admitted to the teacher education program.
Prerequisite: PSY205 or PSY206 - EDC305 - Emergent Literacy
- Semester: Spring; Summer
Semester hours: 3
This course will provide students with in-depth information regarding the acquisition of language as it pertains to the reading process. Primary focus will be on birth to age 5 and the importance of expressive and receptive language acquisition as it relates to the reading and writing process. Particular emphasis will be placed on key research relating to English as a Second Language, Limited English Proficient, and bilingual learners as that research relates to overall reading and writing achievement. Students will be required to administer reading and writing assessments that will guide instruction for the emergent reader. The alphabetic principle and phonemic awareness will be of primary focus.
Prerequisite: admission to the teacher education program - EDC310 - Classroom Management
- Semester: Spring
Semester hours: 2
This course reviews the fundamental skills of classroom management. Students will be presented with a systemic approach to classroom management. Enforcing classroom standards, building patterns of cooperation, maximizing learning, and minimizing disruptions in order to establish and maintain an effective and safe classroom-learning environment will be emphasized.
Prerequisite: admission to the teacher education program - EDC318 - Diagnostic Assessment of Reading
- Semester: Spring
Semester hours: 3
This course will provide students with extensive knowledge relating to reading assessment tools. Students will become knowledgeable about reading diagnostic tools that provide information about placing children at instructional and independent reading levels, improving sight word vocabulary (DIBELS), improving oral reading fluency (DIBELS) and miscue analysis (running records). Students will also become skilled in the use of criterion and norm-referenced reading and writing assessments to drive reading and writing instruction. Students will be required to acquire all reading data on a specific student, create, and then implement both an enrichment and remediation plan for the student(s).
Prerequisite: admission to the teacher education program
Corequisite: EDC357 - EDC330 - Introduction to Teaching Exceptional Learners
- Semester: Fall
Semester hours: 3
This course introduces students to the characteristics, legal requirements, programming, and service requirements for exceptional learners, including gifted and talented students. Categories of disabilities addressed will be those outlined within PL94-142. Emphasis will be given to education with-in the least restrictive environment.
Prerequisite: admission to teacher education program - EDC336 - Educational Technology
- Semester: Fall and Spring
Semester hours: 1
This course is designed to prepare preservice elementary, secondary, and K-12 teachers in the appropriate use of instructional technology, thus fostering an intellectually active and technologically supportive classroom. Students will explore and evaluate instructional software packages, assess Internet resources, build a portfolio of resources appropriate to a grade level and content area, design lesson plans, create and explore tests and other evaluative tools, and learn ways of creating strong parental contacts. The course will culminate in a comprehensive, student-designed multimedia presentation.
Prerequisite: admission to the teacher education program - EDC338 - Methods and Materials: Teaching Art in the Elementary School (and Secondary when Applicable)
- Semester: Spring
Semester hours: 3
This course focuses on the methods and materials for teaching art in the elementary and middle school (and secondary schools when applicable).
Prerequisite: admission to the teacher education program or permission of the instructor - EDC341 - Methods and Materials: Teaching Health in the Elementary School
- Semester: Fall
Semester hours: 2
This course provides competency in the delivery and evaluation of planned learning programs for elementary school children. Content will include knowledge of the purpose and scope of a health curriculum, appropriate health topics, and lesson planning. Multimedia based learning will be examined.
Prerequisite: admission to the teacher education program - EDC342 - Methods and Materials: Teaching Physical Education in the Elementary School
- Semester: Spring
Semester hours: 2
This course provides competency in the delivery and evaluation of planned learning programs for elementary school children. Content will include knowledge of the physiological, psychological, and motor developmental needs of elementary-age children and the implication for curriculum development and implementation. Includes experience working with children in an on-campus Saturday morning program.
Prerequisite: admission to teacher education program - EDC344/MUS344 - Methods and Materials: Teaching General Music in the Elementary School
- Semester: Fall
Semester hours: 3
This course provides a study of trends in philosophy, curriculum and program development, traditional instructional materials, Orff/Kodaly, and other innovative teaching techniques for elementary school and early childhood general music.
Prerequisite: admission to the teacher education program - EDC349 - Methods and Materials: Teaching Mathematics in the Elementary School
- Semester: Spring
Semester hours: 3
This course focuses on the methods and materials for teaching mathematics in the elementary school based on the National Council of Teachers of Math standards.
Prerequisite: MAT103, MAT104, and admission to the teacher education program - EDC350 - Methods and Materials: Teaching Reading and Language Arts in the Elementary School
- Semester: Fall
Semester hours: 4
This course provides an integrated approach to the language arts curriculum of listening, speaking, reading, and writing, an approach which corresponds to the development of language skills. Methods of teaching the language arts; the use of books, other written materials, and audiovisual materials; the use of computer programs; methods of assessing and evaluating achievement; and ways of organizing the curriculum form a major portion of the course. The course provides increased familiarity with literature appropriate for elementary school children.
Prerequisite: admission to the teacher education program; junior standing required. - EDC353 - Teaching Reading and Writing in the Content Areas
- Semester: Spring
Semester hours: 2
This course provides K-12 music, art, and physical education and health preservice teachers as well as secondary- level preservice teachers with the tools to teach listening, speaking, grammar, vocabulary, spelling, writing, and study skills with the aim of helping their future students achieve content area literacy and basic necessary reading skills. Learners with special reading needs are addressed, and the writing process and the use of literature in the content class- room are examined. Students also evaluate content-based materials for their reading difficulty level and appropriate- ness and apply the 6-Traits Writing Projects' techniques across disciplines.
Prerequisite: admission to the teacher education program - EDC355 - Methods and Materials: Teaching Social Studies in the Elementary School
- Semester: Fall
Semester hours: 3
This course provides an integrated approach to the social studies K-8 curriculum in elementary and middle schools. Emphasis is on the development of daily, weekly, and unit lesson plans. A variety of instructional strategies will be reviewed and practiced. Methods of organizing the curriculum, methods of teaching, and the use of various technological tools are emphasized. The scope and sequence of various curricula will be examined.
Prerequisite: admission to the teacher education program - EDC356 - Methods and Materials: Teaching Science in the Elementary School
- Semester: Fall
Semester hours: 3
This course is designed to provide an integrated approach to the science K-8 curriculum in elementary and middle schools. Emphasis is on the development of daily, weekly, and unit lesson plans. A variety of instructional strategies, including hands-on activities, will be reviewed and practiced. Students will be expected to participate in a teaching team and create integrated thematic lessons.
Prerequisite: admission to the teacher education program - EDC357 - Reading Clinic
- Semester: Fall and Spring; May be taken more than once.
Semester hours: 2
This course will provide students the opportunity to work with off level readers in a clinical setting. Students will complete 40 hours of clinical instruction for a reluctant or underachieving reader or writer. Individualized prescriptive plans will be developed based on reading and writing assessments given in the clinical setting. Special attention will be placed on read- ing and writing assessment driving reading and writing instruction through the use of one-to-one instruction. Students will become familiar with K-12 reading/writing curriculum to use for instruction. A written clinical report will be the culminating project for the reading clinic course.
Prerequisite: admission to the teacher education program - EDC360 - Children's Literature
- Semester: Spring
Semester hours: 3
This course is designed to increase familiarity with a variety of genres of literature appropriate to the elementary classroom: traditional, modern fantasy, contemporary realistic fiction, poetry, historical fiction, biography, and multi-ethnic literature. Students will evaluate literature for its personal, social, and aesthetic values and will develop effective reading selection criteria.
Prerequisite: admission to the teacher education program - EDC362 - Adolescent Readers
- Semester: Fall; Summer
Semester hours: 3
This course will provide information on how to work with struggling readers at the middle and high school level. Students will become familiar with high-interest/low-vocabulary literature and how to infuse this tool as part of a remediation plan. Students will be required to develop and implement an individualized remediation plan for a middle or high school student who is reading off level.
Prerequisite: admission to the teacher education program - EDC365 - Native American Education: History and Best Practices
- Semester: Spring
Semester hours: 3
This course examines the forms of traditional American Indian education, historic federal boarding schools, and sectarian and public school approaches to American Indian education. Federal educational policies are reviewed, including 1930's Indian school reform, 1960's community control, civil rights related developments, and 1970's tribal control of education. American Indian education best practices include approaches to language and culture issues, intergenerational learning, dropout prevention, American Indian student educational experiences, and pedagogical practice that works best with Indian students.
Prerequisite: admission to the teacher education program - EDC370 - Student Health and Safety
- Semester: Spring
Semester hours: 2
This course focuses on the recognition of issues that obstruct student learning and on referral to appropriate services, since teachers must help ensure a healthy and safe learning environment. Topics to be studied are classroom safety, communicable diseases, drug abuse, first aid, nutritional deficiencies, physical and emotional abuse, psychological disorders and school violence.
Prerequisite: admission to the teacher education program - EDC376 - Writing Process for K-12 Students
- Semester: Fall
Semester hours: 3
This course will provide students with knowledge about the writing process starting from the emergent level to the advanced level. In addition, students will become knowledgeable about numerous researched-based writing models, which implement both an analytical and holistic rubric for assessment. Focus will be how writing assessment drives the writing instructional process. Using literature to teach writing will be a key component of this course. Topics will include student conferencing, conducting a writing assessment and revision and editing process.
Prerequisite: admission to the teacher education program - EDC391E - Field Practicum: Elementary School
- Semester: Fall and Spring
Semester hours: 1
This course provides practical field experience in an elementary classroom. Each credit hour requires 40 hours of experience. Students are required to take an active part in class-room activities by teaching a minimum of two full lessons. Students must complete the practicum during the fall or spring semester over a period of between 10-14 weeks. Students must be able to schedule 2-3 hour blocks of time twice a week, and provide their own transportation.
Prerequisite: admission to the teacher education program; junior standing is required - EDC391S - Field Practicum: Secondary or K-12 School
- Semester: Fall and Spring
Semester hours: 1
This course provides practical field experience in a middle or secondary school. Each credit hour requires 40 hours of experience. Students are required to take an active part in classroom activities by teaching a minimum of two full lessons. Students must complete the practicum during the fall or spring semester over a period of between 10-14 weeks. Prerequisites: admission to the teacher education program. Students must be able to schedule 2-3 hour blocks of time twice a week, and provide their own transportation.
Prerequisite: admission to the teacher education program; junior standing is required - EDC402 - Contemporary Issues in Curriculum
- Semester: Spring
Semester hours: 3
This course blends both theory and practice to provide a comprehensive overview of the foundations, principles, and issues of curriculum. The philosophical, historical, psychological, ethical, and theoretical foundations of curriculum will be explored as well as present issues, trends, ethical concerns, and future directions. An integrated case study approach to studying curriculum and instruction, grades K- 12, will emphasize planning, classroom communication, student motivation, positive classroom management, instructional methods, individualizing instruction, teaching culturally diverse students, and professionalism as it applies to the job of the teacher.
Prerequisite: admission to the teacher education program; junior standing required - EDC427 - Standards, Instruction, and Student Assessment
- Semester: Spring
Semester hours: 3
This course focuses on various forms of assessment including federal, state, and local testing and the appropriate use of assessment results. Ways of establishing meaningful and fair assessments will be explored. The reliability and validity of some assessment tools will be examined, and methods of item analysis discussed.
Prerequisite: MAT100 or equivalent; admission to the teacher education program; junior standing strongly recommended - EDC450 - Internship
- Semester: On Demand
Semester hours: 6
This course serves as a capstone course for nonteaching education majors, and will consist of a field experience for qualified senior students graduating with this major. Internships will take place in non-traditional educational settings and be supervised by education faculty.
Prerequisite: completion of all required education courses in elementary education, secondary education, or K-12 education except student teaching (EDC452, EDC453, or EDC454, and EDC490E or EDC490S); permission of the Teacher Education Committee; and an internship contract - EDC452 - Student Teaching in the Secondary School
- Semester: Fall and Spring
Semester hours: 9
This course requires a minimum of 15 weeks of practice teaching at the 5-12 grade level; student teachers are required to modify their assignment according to the host school's calendar. Students must pay a student teaching fee in addition to regular college expenses.
Prerequisite: admission to the teacher education program - EDC453 - Student Teaching in the Elementary School
- Semester: Fall and Spring
Semester hours: 9
This course requires a minimum or 15 weeks of practice teaching at the K-8 grade level; student teachers are required to modify their assignment according to the host school's calendar. Students must pay a student teaching fee in addition to regular college expenses.
Prerequisite: admission to the teacher education program - EDC454 - Student Teaching (Grades K-12)
- Semester: Fall and Spring
Semester hours: 9
This course requires a minimum of 15 weeks of practice teaching at both the K-8 and 5-12 grade levels for physical education and health, art, and music education majors. Student teachers are required to modify their assignment according to the host school's calendar. Students must pay a student teaching fee in addition to regular college expenses.
Prerequisite: admission to the teacher education program - EDC490E - Seminar: Elementary Education
- Semester: Fall and Spring
Semester hours: 3
This course examines selected topics in elementary education at regularly scheduled meetings. Registration in this seminar is mandatory for all elementary education student teachers.
Prerequisite: admission to the teacher education program
Corequisite: EDC453 - EDC490S - Seminar: Secondary/K-12 Education
- Semester: Fall and Spring
Semester hours: 3
This course examines selected topics in secondary and K-12 education at regularly scheduled meetings. Registration in this seminar is mandatory for all secondary and K-12 students.
Prerequisite: admission to the teacher education program
Corequisite: EDC452 or EDC454 - EDL500 - Foundations of Leadership
- Semester: Fall
Semester hours: 2
The focus of this course is on public school education, past, present and future. Course content will include exploration of the roles of federal, state, and local governance systems as they pertain to leadership roles in public education. No Child Left Behind legislation will be discussed and analyzed from the perspective of the building or district leader. In addition, participants will be introduced to the process of creating a school ethnography, and exploring the school culture, climate, and dynamics from the perspective of a school as a social organization. This experiential course invites class participation, team building and group activities, role-playing, guest lecturers, and group dynamics. - EDL505 - Dimensions of Leadership I
- Semester: Fall
Semester hours: 3
The focus of this course is on the roles and responsibilities of K-12 school administrators including leadership styles and behaviors. Additionally, the influence leadership has on the overall operation of a school building will be explored. Participants will discuss such topics as defining school climate and culture, sustaining partnerships and building collegial teams, and sharing leadership. - EDL510 - Dimensions of Leadership II
- Semester: Spring
Semester hours: 3
The focus of this course is to build on the knowledge and understanding of how leadership influences instruction and teacher practice. Participants will explore the leadership skills required to nurture instructional improvement in schools. - EDL520 - Supervision of Educational Personnel
- Semester: Spring
Semester hours: 3
The focus of this course is on improving, coordinating, and evaluating modern trends of supervisory practice. Students will evaluate and develop instruments for use in the formative and summative evaluation of teaching, as well as for support roles within the school environment. Participants will explore best practice instructional models from which to base the evaluation instrument or process. Participants will become familiar with the evaluation process as it pertains to marginal staff. Students will be required to recommend specific staff development options aligned to improvement of instruction. - EDL530 - Public School Law
- Semester: Fall
Semester hours: 3
This course will study the legal framework of public education (Constitutional law, case law and Montana law) with emphases on Montana and national legislation and case law pertaining to public education and the rights of board members, administrators, students, and parents. - EDL554 - Public School Finance
- Semester: Spring
Semester hours: 3
This course will focus on the development of educational budgets within the confines of available revenue. Taxation, policy analysis, applicable case law, and reporting will be covered. - EDL560 - Organizational Change
- Semester: Fall
Semester hours: 3
The focus of this course is on topics such as the theory of management, communication, human relations, social systems, motivation, decision-making, and change. A particular focus in this course is on the role of the building administrator in improving student achievement in a school reform effort. Practical application of analyzing school data followed by program intervention will be explored. Participants will explore how today's leaders must create and nurture a culture of collaboration, collegiality, and continuous improvement. - EDL570 - School Curriculum
- Semester: Spring
Semester hours: 3
The focus of this course is on the role of leadership in curriculum planning and development with topics including educational and cultural foundations, curricular outcomes, K-12 alignment, standards and community values, developing, managing, and evaluating curriculum, multicultural education, equal access, differentiated instruction, academic freedom, technology, scheduling, censorship, and curriculum associated with various student populations. - EDL575 - Public School and Community Relationships
- Semester: Fall
Semester hours: 3
This course will focus on the interdependence of school and community; identifying and defining societal expectation of schools and the effects of those expectations on educational policy; impact of social, political, economic, and demographic changes on public school policy. - EDL590 - Leadership Seminar I
- Semester: Fall
Semester hours: 1
The focus of this course will be reflection and inquiry regarding the administrative practicum. Problem-solving and best practices will be a component of this course. Discussions will evolve around the ISLLC, ELCC, and PEPP standards. Initial development of the administrative portfolio will be completed during this course.
Corequisite: EDL591 - EDL591 - Administrative Practicum I
- Semester: Fall
Semester hours: 2
A directed internship experience designed to relate theories and concepts explored in coursework to educational settings is the primary focus of the field experience. Practical application of theories will be implemented in fieldwork.
Corequisite: EDL590 - EDL592 - Leadership Seminar III
- Semester: Fall
Semester hours: 1
The focus of this course will be reflection and inquiry regarding the administrative practicum. Problem-solving and best practices will be a component of this course. Discussions will evolve around the ISLLC, ELCC, and PEPP standards. Initial development of the administrative portfolio will be completed during this course. - EDL593 - Administrative Practicum III
- Semester: Fall
Semester hours: 2
A directed internship experience designed to relate theories and concepts explored in coursework to educational settings is the primary focus of the field experience. Practical application of theories will be implemented in fieldwork. - EDL683 - Educational Leadership Capstone
- Semester: Spring
Semester hours: 2
This course will be the culminating experience for students in the educational leadership program. A comprehensive review of material covered as well as an exit interview will be components of this experience. Theories and principles of advanced leadership practiced in educational settings will be explored within the context of the overall program. - EDL690 - Leadership Seminar II
- Semester: Spring
Semester hours: 1
This course is a continuation of EDL590 and will focus on problem-solving and best practices in the administrative practicum. Practical application of theories will be implemented in fieldwork. Discussions will evolve around the ISLLC, ELCC and PEPP standards. Initial development of the administrative portfolio will be completed during this course. Continued review and development of the school ethnography will be a part of the seminar.
Corequisite: EDL691 - EDL691 - Administrative Practicum II
- Semester: Spring
Semester hours: 2
A directed internship experience designed to relate theories and concepts explored in coursework to educational settings are the primary focus of the field experience. Practical application of theories will be implemented in fieldwork.
Corequisite: EDL690