EDU 568 Teacher as Leader
As the first course in the MAT program, Teacher as Leader establishes foundational knowledge and introduces participants to current research related to teacher leadership. A growing body of evidence seems to show that teacher leaders can initiate positive school reform and actually sustain it. This course focuses on these teacher leaders and examines the specific characteristics of successful teachers. Participants become reflective practitioners as they study the current state of education and many of the leading reform efforts. They learn leadership strategies, and then apply them in their classrooms, schools, and communities. Participants set personal goals outlining ways they can strengthen their commitment to student learning and achievement.

Course Outcomes
Participants will be able to:

• Articulate a personal vision and philosophy of teacher leadership
  
• Utilize skills for self-assessment as effective practitioners of pedagogical, curricular, and technological expertise through reflective practice
  
• Collaborate productively and positively within a professional learning community to be more effective practitioners
  
• Use their communication skills to build a positive climate in schools and a sense of community
  

EDU 569 Understanding Teaching and Learning
This course focuses on the intricacies of how people learn. It establishes a firm foundation necessary for instructional leaders to make intelligent decisions about the types of teaching strategies and instructional plans they utilize in their classrooms. The course covers recent research related to theories of learning and cognition. Participants are asked to apply these theories in their classrooms so that they will use their knowledge of learning theory to strengthen their instructional practices and commitment to student learning and achievement.

Course Outcomes
Participants will be able to:

• Learn to make intelligent decisions about effective teaching strategies
  
• Develop a critical perspective on learning and cognition regarding educational equity for all students in matters of gender, ethnicity, and culture
  
• Apply learning theory to instructional practices
  
• Strengthen their commitment to student learning and achievement
  

EDU 570 Instructional Design
This course establishes a comprehensive way for teachers to engage in unit planning and instructional design. Based on the intensive backwards-design model (Understanding by Design) of Wiggins & McTighe, teachers learn to “create” curriculum rather than “cover” it. Participants integrate assessment into their planning and create a sequence of learning experiences that logically and meaningfully help students meet required learning goals. In addition, participants learn how to align their instructional design to state and local standards.

Course Outcomes
Participants will be able to:

• Examine the three stages of the Understanding by Design (UbD) model
  
• Compare and contrast the UbD framework with the one they are currently using
  
• Support the meaningful context of a lesson by identifying the “essential questions” students will focus on
  
• Complete a unit plan that incorporates all three stages of the UbD framework
  

EDU 618 Effective Assessment
Because today’s educational climate demands attention to national, state, and district standards, high-stakes testing is part of the educational landscape that all teachers must learn to navigate. This course grounds teachers in effective ways to assess their students, and how to use this information to modify their instructional practices. Beginning with understanding the many types of assessment methods, participants examine the specific purposes of each and how best to use different assessments in their classrooms. Participants learn how to design effective assessments to meet the particular needs of their students and teaching situations. Techniques to involve students in their own assessment are also included.

Course Outcomes
Participants will be able to:

• Identify and define different assessment methods according to three categories: Assessment of Learning, Assessment for Learning, and Assessment as Learning
  
• Examine different grading systems and apply one that best communicates student progress and achievement to others
  
• Analyze multiple sources of data to identify patterns in student learning and knowledge
  
• Draw conclusions, and change or modify teaching practices, based upon assessment data
  

EDU 501 Teacher as Researcher
This course provides the opportunity for teachers to: reflect on and assess their teaching; explore and test new ideas, methods, and materials; assess the effectiveness of the new approaches; share feedback with others; and make decisions about which new approaches to include in their classroom practices. Participants complete an individual research project aimed at a particular problem specific to their classroom situation that addresses student achievement. Next, participants engage in action research, data analysis, and creation and implementation of a plan of intervention based upon their research findings.

Course Outcomes
Participants will be able to:

• Examine the theoretical foundations of action research and develop an action research plan
  
• Compare and contrast qualitative and quantitative data collection techniques
  
• Analyze and interpret data according to proven processes
  
• Share and critique action research projects
  

EDU 622 Meeting the Needs of All Students
This course provides teachers with proven strategies to help them reach all of their students regardless of ability, language development, race, socioeconomic status, gender, and/or learning challenges. Practical and ethical techniques to meet the needs of special student populations are included. Participants learn how to apply strategies to increase student engagement, address students’ individual learning styles, and verify the effectiveness of the strategies used. Strategies for strengthening partnerships with parents to facilitate academic achievement of students are also explored and implemented.

Course Outcomes
Participants will be able to:

• Explain and demonstrate what it means to teach responsively
  
• Deepen understanding of student variance, and apply strategies to support cognitive impairments, difficulties attending to task, learning disabilities, English language learners, above-average abilities, and students who are at risk of failure
  
• Identify, examine, and apply the nine attitudes and skills of teaching that help all learners
  
• Employ classroom management techniques that allow for flexible instruction and support responsive teaching
  

MTH 506 Problem Solving and Number & Operations, 6–8
Based on the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics, this course establishes a foundation of mathematical content knowledge and problem-solving skills. Participants develop deeper understanding of mathematical concepts they are required to teach, and engage in mathematical discourse as a means to explain their thinking and share strategies.

Course Outcomes
Participants will be able to:

• Deepen personal understanding of mathematical content found in middle school mathematics, such as fractions, decimals, percents, ratios, proportions, and developing proportional reasoning
  
• Develop strategies to teach in a problem-based classroom
  
• Engage in and learn to lead mathematical discourse
  
• Integrate formative assessment techniques into mathematics instruction
  

MTH 516 Measurement and Geometry, 6–8
Covering Van Hiele levels of geometric thought, and focusing on shapes and properties, transformations, location, and visualization, as well as measurement concepts and skills, this course allows teachers to develop a profound understanding of key mathematical concepts as outlined in the NCTM Principles and Standards for School Mathematics. Participants engage in hands-on problem-solving activities that allow them to apply new understanding to their instructional planning and decision making.

Course Outcomes
Participants will be able to:

• Apply effective problem-solving strategies to real-world problems
  
• Deepen understanding of mathematical concepts such as volume and capacity, similarity and congruence, and solving problems with ratios and proportions
  
• Apply instructional strategies that help develop geometric thinking
  

MTH 525 Algebra, 6–8
This course focuses on developing algebraic thinking, which includes studying patterns and functions, understanding the structure of the number system, using symbolism meaningfully, and using mathematical modeling to solve problems. Participants study many common misconceptions about the learning of algebra to better understand the potential gaps in students’ understanding.

Course Outcomes
Participants will be able to:

• Identify functions as linear or nonlinear and contrast their properties using tables, graphs, and equations
  
• Model and solve contextualized problems using graphs, tables, and equations
  
• Use symbolic algebra to represent situations and solve problems
  

MTH 536 Data Analysis and Probability, 6–8
This course is structured around the creation and completion of a real-life data analysis project that allows participants to apply knowledge and skills from other mathematical strands. Key concepts such as data collection, graphical representations of data, and measures of center are highlighted.

Course Outcomes
Participants will be able to:

• Design an investigation that includes data-collection and data analysis
  
• Select, create, and use appropriate graphical representations of data
  
• Find, use, and interpret measures of center and spread