376 Jerry and Vickie Moyes College of Education MED 6110 - Introduction to Classroom Management Credits: (3) Typically taught: Spring [Full Sem] Summer [2nd Blk] This course serves as an introduction to classroom management for those who have not had classroom experience or have been hired by a school district on a "letter of authorization," (hired without a license). The focus will be on current issues, methodology, and application of a variety of approaches for behavior change, discipline, and management of diverse learners in the context of classroom environments. Classroom management as a function of good teaching will be examined. This course or MED 6120 is required for licensure. MED 6120 - Advanced Classroom Management Credits: (3) Typically taught: Fall [Full Sem] Eclectic review of the popular teacher-pupil interaction models as they are classified into ideological camps and effect, and management and strategies for the classroom. This course or MED 6110 is required for licensure. MED 6130 - Topic in Education: (i.e.. School Finance, Cooperative Learning, TRIBES, Teaching for Inquiry, etc.) Credits: (1-3) Typically taught: Summer [lst Blk] This course explores a topic receiving current attention by educators and the public and deemed worthy of in-depth study. Credit will be determined by the nature of the topic. MED 6140 - Adolescent Development Credits: (2) Study of physical, mental, social, and psychological characteristics of adolescents, their needs and problems, and methods of working with those who have behavior problems. MED 6150 - Action Research in the Classroom Credits: (2) Students will explore effective classroom-based research techniques, complete classroom-based research projects, and engage in ongoing application of action research for the improvement of teaching practice. MED 6160 - Effective Mentoring in the Classroom Credits: (2) Course will cover strategies for effectively mentoring student teachers and novice teachers by expert teachers. Expectations for the course include journal keeping, writing assignments, and mentoring project. MED 6180 - Teaching Interpersonal Skills Credits: (2) Typically taught: Fall [Full Sem] Study and application of interpersonal skills leading to the application and teaching of selected techniques and systems in the classroom. MED 6200 - Current Trends in Early Childhood Education Credits: (3) variable title A variable title advanced course in Early Childhood Education (birth through age eight) based upon examination of the current trends in curriculum and instruction for young children. When this number is used it will be accompanied by a brief and specific descriptive title, i.e. literacy, math, science. May be repeated 2 times up to 9 credit hours. MED 6201 - Coaching EC/ECE Professionals: Foundation & Organization of Coaching Application: Organization & Self Reflection Credits: (3) Typically taught: Spring [Full Sem] Educator coaching is an evidence-based strategy to increase program quality and teacher effectiveness in early childhood/ early childhood education classrooms, programs, and home delivery systems. This course will train EC/ECE coaches using material from research-based sources, program experiences, and related theory. Participants will learn recommended practices in coaching related to early childhood and develop a systematic, individualized approach to effective coaching. Participants will learn practical strategies for coaching early childhood staff of diverse backgrounds and varying adult learning styles. Materials and discussions will include theory, research, interpersonal communication skills, and a systematic approach to more intentional coaching. Students will apply these strategies to Case Studies and field work experiences throughout the course and will participate in hands-on activities in class to apply new skills. Educator coaching skills will apply to any early childhood/early childhood education curriculum or model. This is course 1 of a three course series for the Utah Coaching Credential. MED 6202 - Coaching EC/ECE Professionals: Connecting Awareness with Application & Deepening of Practice Credits: (3) Typically taught: Summer [Full Sem] Becoming an effective educator coach is a result of theoretical understanding, introspection, thoughtful planning, application of coaching skills and knowledge, and continuous self—improvement. This course will identify effective ongoing support strategies for individuals providing educator coaching. Participants will integrate skills with effective application in real life coaching experiences. Discussions will include self-reflective practices, self- directed action, planning and goal setting, and managing progress and accountability. Students will apply these strategies to case studies and real life experiences throughout the course. Students will be encouraged to engage in self-reflection and share ideas, successes, and challenges with other students in this course. Weber State University 2015-2016 Catalog