Summer II

Showing 19 Results

  • This course is designed to provide information on balanced reading instruction in grades PreK-6. Specific topics addressed will include theories/models of the reading process, language acquisition, phonemic awareness, word identification strategies (sight vocabulary, phonics knowledge, structural analysis, and contextual analysis), vocabulary development strategies, comprehension strategies, reading-writing connections, and assessments (formal and informal). This course requires 30 hours of field experience in a K-6 classroom setting unless an exemption applies.

    LeAnn Gunther

  • Instruction in this course focuses on the techniques, methods, and materials that can be used to effectively diagnose reading difficulties/deficiencies and strengths in students in grades K through 8. Course content will include a study of both formal and informal assessment measures with emphasis placed on the procedures for administering and interpreting an Informal Reading Inventory (IRI) and how to use results from this inventory to prescribe and then deliver appropriate reading instruction to students in grades K-8. As part of the service-learning component for the course, students will be required to serve as a tutor for a K-8 student in a school setting.

    Sharon Moore

  • Skills in this area shall be designed to impart a thorough understanding of the complex nature of language acquisition and reading, including phonemic and other phonological awareness, phonics, fluency, vocabulary development, and comprehension strategies for adolescent learners. Additional skills shall include proficiency in writing strategies, as well as the ability to foster an appreciation of a variety of fiction and nonfiction texts and independent reading for adolescent learners.

    Kimberly Williams

  • The content of this course is designed to help special education teachers develop an understanding and application of service delivery, curriculum, and instruction of students with disabilities in reading and writing. Students will develop knowledge of the general curriculum, English requirements and expectations, and how to provide access to the curriculum based on student characteristics and needs. Students will assess, interpret data, and implement instructional practices to address the identified reading needs of the students. Skills in this area include the ability to identify, understand, and implement a range of specialized instructional strategies and research-based interventions that reflect best practices in reading and writing instruction for students with disabilities. Students will align instructional practices and intervention with the Virginia Standards of Learning and state assessments. Students will be guided to build knowledge and the ability to utilize current assistive and instructional reading and writing technologies to promote learning and independence for students with disabilities in the general curriculum and the ability to evaluate the effectiveness of the use of the technologies. Students will develop and use curriculum-based and standardized reading and writing assessments to conduct ongoing evaluations of instructional materials and practices to determine effectiveness and assess student needs as they relate to the curriculum design and delivery. Students will model and directly teach reading and writing instructional strategies in a variety of settings, collaborate and co-teach with general educators to develop and implement instructional practices that meet the needs of students with disabilities in the general curriculum, and monitor student progress.

    Sundy Adams

  • The content of this course is designed to provide information on various approaches and techniques for utilizing and teaching reading/writing strategies within grades 6-12 content areas (i.e. literature, history/social science, mathematics, science, etc.). Emphasis is placed on procedures for evaluating textbooks, strategies to help students develop comprehension and study skills, and methods for teaching vocabulary and concepts. The student will learn, practice, and internalize strategies that are essential life–long learning skills for reading, writing, understanding, and interpreting content-specific materials. This course requires 30 hours of field experience in a 6-12 school setting unless an exemption applies.

    Brenda Baker

    Todd Bennett

  • In this course, students will learn about the characteristics of students with learning disabilities and intellectual disabilities, their specific learning disorder related issues(E.G. medical aspects, physical aspects; assessment; early identification; learning and teaching theories; reading, oral language, writing, math, social-emotional behavior, and study skills) and the related teaching methods. The course also provides a study of the characteristics of intellectual disabilities, related teaching and training approaches, service programs for children with such disabilities.

    Lara Kennedy

  • A survey of the field of special education. Emphasis is on techniques for integrating students with intellectual, emotional, social, and physical handicaps into the least restrictive educational environment. Students will review legal aspects that include an understanding/application of regulatory requirements and expectations associated with the identification, education, and evaluation of students with disabilities. This course requires 30 hours of observation in an elementary and/or secondary setting unless an exemption applies.

    Priscilla Brame

    Lara Kennedy

  • This course is designed to provide special education candidates an extensive study of the components of effective transition education curriculum and service models, service guidelines, parents’ involvement, transition assessment, job placement, training and supervision, the transition to adult life, instructional strategies and community resources. Candidates will also learn to develop skills as case managers, develop an individualized transitional curriculum relevant to vocational training, life skills, and functional skills domain. 

    The course emphasizes techniques for fostering motivation to acquire basic academic and social/personal skills as well as meeting the long term goals of transition education in the special education collaboration and consultation procedures. Fundamentals of collaboration, applications of collaboration (i.e., consultation, and teamwork, co-teaching, working with paraprofessionals, staff development, interpersonal problem solving, pragmatic issues of collaboration, techniques in interpersonal communication, etc.) and issues in collaboration are also studied.

    Cindy Bates

  • In this course, participants will examine a research-based trajectory for the development of calculations, reasoning, and problem-solving skills needed for students to have an in-depth understanding of mathematical concepts required by the Virginia Standards of Learning for Mathematics. Participants will create and implement lessons to reach students with disabilities in a variety of settings while balancing concepts and procedures for effective learning. Participants will acquire the ability to assess, interpret data, and implement instructional practices to address the needs of students.

    Tara Piper

  • The purpose of this course will be to examine and discuss elements of teaching history and social sciences in the elementary and middle school grades. Participants will discuss methods of instruction based upon the knowledge, skills, and processes of history and the social sciences that are necessary for teaching content in the classroom. Assignments will address a variety of strategies of instruction, observation of the history and social science classroom at the elementary and/or middle-level grades, construction of lesson plans for daily, unit and semester planning, and completion of a textbook critique.

    Gequetta Laney

  • The purpose of this course will be to examine and discuss elements of teaching science in the elementary and middle school grades. Participants will discuss methods of instruction based upon the knowledge, skills, and processes of sciences that are necessary for teaching content in the classroom. Assignments will address a variety of strategies of instruction, construction of lesson plans for daily, unit and semester planning.

    Angela Turley

  • A study of the mathematical topics for those seeking licensure for teaching PK-8. Methods of teaching mathematics for elementary and middle school math will be investigated. Topics to include: number sense, operations, fractions, decimals, ratios, and proportions.

    Ann-Delyse Hopkins

  • This course will address students’ understanding and application of classroom and behavior management techniques, classroom community building, and individual interventions. It will include techniques that promote emotional well-being, teach and maintain behavioral conduct and skills consistent with norms, standards, and rules of the educational environment. Content will address diverse approaches based upon behavioral, cognitive, affective, social and ecological theory and practice that support professionally appropriate practices and promote positive redirection of behavior, development of social skills, and of self-discipline. In addition, students will explore the relationship between age and behavior management as well as appropriate classroom management techniques and behavioral intervention when working with students who have disabilities.

    Heather Askea

    David Lee

  • This course is designed to provide future special education teachers extensive practice in developing skills necessary to collaborate or consult effectively with school professionals, students and their families, and outside agencies in order to provide the most beneficial educational services for students with disabilities. Students will also develop necessary case management strategies.

    Stacey Sturgill

  • This course is designed to prepare students to teach at the middle and high school level by developing the necessary knowledge & skills to design, implement, & evaluate instruction. In this course, the student will learn about a number of critical issues and topics that teachers must understand and be able to skillfully apply in order to successfully overcome the challenges of today’s classrooms. The emphasis will be on providing participants with practical advice and strategies to deal with real-world problems that teachers face every day. This course requires 20 hours of observation in middle or secondary education settings unless an exemption applies.

    Danny Dixon

    Fay Garrison

  • This course will prepare students to teach Career and Technical courses effectively by developing the necessary knowledge and skills to design, implement, and evaluate instruction. This course will provide prospective CTE teachers with resources and curricula for teaching CTE courses in the field they have chosen. Prospective teachers in this class will learn the process for planning, developing, and evaluating curricula that will prepare their students in today’s classroom for future careers and/or higher education. This course requires 20 hours of observation in middle or secondary education settings unless an exemption applies.

    Russell Street

  • This course is designed to prepare future teachers who are planning to teach in PK-12 endorsement areas such as music, art, health, and P. E, etc, by developing the necessary knowledge and skills to design, implement, and evaluate instruction. In this course, the student will be introduced to the concepts of curriculum and instruction with a focus on the interaction of the two. The class will consider a number of issues and topics that teachers must understand and skillfully apply in addressing the day-to-day adventures and challenges inherent in modern classrooms. The emphasis will be on providing participants with practical advice and strategies to deal with real-world problems that teachers face every day.

  • This course is designed to prepare students to teach a foreign language by developing the necessary knowledge & skills to design, implement, & evaluate instruction. In this course, the student will learn about a number of critical issues and topics that teachers must understand and be able to skillfully apply in order to successfully overcome the challenges of today’s classrooms. The emphasis will be on providing participants with practical advice and strategies to deal with real-world problems that teachers face every day.

    Joseph Kern

  • This course will cover basic musical concepts in the elementary classroom, appropriate PreK-6 activities, including singing, movement, listening, and instrumental activities appropriate to child growth and development. In addition, the student will complete a comprehensive study in materials, techniques, methods, and problem-solving strategies for the teaching of choral and instrumental music in secondary schools through lectures, demonstrations, and field experience.

    Ryan Wardell