Jerry and Vickie Moyes College of Education 377 This is course 2 in a three course series for the Utah Coaching Credential. Prerequisite: CHF 4201/MED 6201 or instructor permission. MED 6203 - Coaching EC/ECE Professionals: Attuning for Personal and Organizational Change Credits: (3) Typically taught: Fall [Full Sem] The success of the educator coaching relationship has been based on the trusting relationship between two peers, coach, and adult learner, through a collaborative process of co-learning. The opportunity for the adult learner to self-monitor, self- analyze, and self-modify enhances the adult learner's own resourcefulness and alters his/her own personal understanding. In addition, when the act of coaching is a collaborative process, the coach is also allowed the same opportunity to reflect on self as part of their learning. This course is designed to support the coach in creating a social learning climate where a synergy of shared learning and reflective dialogue about practice are examined, analyzed and refined. Participants will integrate skills from Course 1 and 2 with opportunities to engage in conducting and constructing ongoing support strategies the coach can apply, refine and alter based on the adult learners' needs, readiness, and values about practice. Using strategies and protocols, coaching for organizational change in diverse settings (home- based programming, early care settings, classrooms, and school districts, etc.), and identifying effective ongoing personal supports will also be addressed. Students will apply these strategies to case studies and real life experiences throughout the course. This is course 3 of a three course series for the Utah Coaching Credential. Prerequisite: CHF 4201/MED 6201 and CHF 4202/MED 6202 or instructor approval. MED 6210 - School Law Credits: (3) Considers the rights and responsibilities of students, teachers, and other educational practitioners. Relates these to school programs and operations as determined by state and federal constitutions, laws, and court decisions. MED 6220 - Current Problems in Education Credits: (3) Typically taught: Summer [lst Blk] A survey course which identifies and gives opportunity to research current problems in education at national, state, and local levels. Solutions and responses are developed from the research to address problems. MED 6229 - Instructional Technology for Pre- service Teachers Credits: (2) Typically taught: Fall [Full Sem] Spring [Full Sem] This course allows students to apply existing technology literacy into educational environments to promote use of technology for teaching and instructional support in learning environments. The curriculum is based on teacher skills required to teach Utah State Educational Technology Standards. Prerequisite: Verification of techno logy literacy training (through coursework or job experience) within the past five years. MED 6230 - Instructional Technology for Teachers Credits: (3) Typically taught: Spring [Full Sem] Summer [lst Blk] Designed for students who have had a prior introduction to technology. Topics could include classroom applications of technology, software evaluations, and technology integration. Prerequisite: Verification of technology literacy training (through coursework or job experience) within the past five years. MED 6240 - Foundations of Teaching for Cultural and Language Differences Credits: (2) This course will address the nature of pluralism in American Society, including but not limited to exploration of multiculturalism, bilingualism, first and second language acquisition and instructional strategies. Establishes the core foundations for valuing diversity. MED 6250 - Second Language Acquisition: Theories and Implementation Credits: (3) Typically taught: Fall [Full Sem] This course explores second language acquisition processes, current theories, and effective strategies as a knowledge base in planning appropriate curriculum and instruction for English language learners. MED 6265 - Foundations of Inclusive Teaching Credits: (2) Typically taught: Spring [Full Sem] Summer [2nd Blk] This course, designed for non-special education teacher candidates, will introduce candidates to the legal, philosophical, historical, and ethical foundations of special education. An emphasis is placed on strategies and methods for instructing students with exceptionalities in the general education setting and the expanded roles and responsibilities of school personnel for providing appropriate educational experiences for all students. Prerequisite: Admission to the masters of education program. MED 6270 - Literacy Strategies for Teaching English Language Learners Credits: (3) Typically taught: Spring [Full Sem] Summer [lst Blk] This course will examine literacy strategies for English Language Learners. Teacher candidates will learn how to apply literacy strategies to teach reading, writing, listening Weber State University 2015-2016 Catalog