Teacher Leadership

Program Overview

The Master of Arts in Teacher Leadership program seeks students who wish to enhance their knowledge and ability to deliver content instruction and further develop their leadership skills in educational settings. This program is designed to be developmental and experiential in nature, fostering ethical behavior and the improvement of self and one’s profession. The program is based upon leadership standards established by the Educational Leadership Constituent Council (ELCC). These standards emphasize performance-based learning opportunities in the areas of articulating and implementing a vision for learning, promoting effective instruction, effectively utilizing and managing resources in the learning environment, collaborating with families and community members, promoting the success of all students in an ethical manner, and recognizing the influence of the larger political, social, economic, legal, and cultural context.

The teacher leadership degree program serves those students who seek a graduate program that will develop their professional capacities as teachers and leaders. Increasingly, teachers are called upon to play a leadership role in the following areas: design, coordinate, and evaluate standards-based curricular programs; assess the outcomes of instruction; support the work of other teachers through mentoring, peer-coaching, and collaborative problem-solving; contribute to the professional development of the staff by providing and facilitating teacher in-service programs; and to promote a positive climate and culture for learning both inside and outside of the classroom. This program also prepares students for formal instruction/supervisory roles by emphasizing the knowledge, skills, and dispositions needed to assume leadership responsibilities for school and district-wide improvement initiatives.

Leadership Growth Projects are a requirement of every teacher leadership core course within the program.  They provide students with an opportunity to develop and practice their teacher/supervisory leadership skills throughout the program so that they are well-prepared for the requirements of their culminating internship experience (Capstone Project). An electronic portfolio showcasing all completed Leadership Growth Projects will be submitted at the end of the “core” requirements to document continuous and sustained accomplishments of all candidates in their educational settings. Upon the completion of the Master of Arts Degree in Teacher Leadership, graduates will qualify for the New Jersey Instructional Supervisor Certificate.

Curriculum Overview

Developed by Rider University’s respected and NCATE-accredited School of Education, the Master of Arts is designed to prepare experienced teachers to assume a greater leadership role in their schools, and share their skills and knowledge while remaining active in the classroom.

Teachers who complete the full master’s degree will acquire both content knowledge and the skills needed to be effective teacher leaders in their schools and school districts. The full master’s degree program includes both the 21-credit teacher leadership core and the 15-credit core content disciplines. Students who complete the master’s degree track are eligible to apply for New Jersey Supervisor Certification.

The teacher leadership core is designed to prepare experienced teachers to assume a greater leadership role in their schools and share their skills and knowledge while remaining active in the classroom. This is a low-residency program that combines the best of face-to-face learning with the convenience of online learning. Its innovative design gives participants the flexibility they need to balance work and family demands while advancing their skill as teacher leaders. In the core content disciplines, teachers select content courses designed to build content knowledge and pedagogy in specialized fields. Teachers may select courses in only one concentration or a combination of courses in more than one concentration. 

Teacher Leadership Concentration Options

The concentrations provide teachers with face-to-face and/or online courses that require the application of what is being learned in class to how content is being taught in their classrooms. The primary goal is to enhance content knowledge and ability to deliver instruction in a common core curriculum area of specialization. The completion of five courses in the concentrations will result in a Rider University Professional Development Certificate in that specific concentration and in some instances a New Jersey Department of Education endorsement/certification.

Degree Offered

  • M.A. Teacher Leadership

Contact

Leonard R. Goduto, Ed.D
Department Chair/Program Director
Memorial Room 202
609-895-5471
lgoduto@rider.edu

Program Website: Teacher Leadership
Associated Department: Department of Graduate Education, Leadership, and Counseling

Related Programs

Teacher Leadership (M.A.) Program Requirements

(36 credits)

Teacher Leadership Core Courses (21 Credits)
CURR 552Creative, Ethical Teacher Leadership3
EDAD 505Supervisor/Teacher Leadership for Improved Instruction and Student Learning3
CURR 531Strategies for Curriculum Development, Design, Innovation and Change3
CURR 538Assessment of Curriculum and Instruction to Improve the Performance of Teachers and Diverse Learners3
EDAD 521Using Research Strategies and Analysis of Data to Make Decisions in Schools3
EDAD 511Group Process in Supervision for Creative Change and Collaboration in Schools3
EDAD 510Seminar/Practicum in Teacher Leadership and Supervision3
Teacher Leadership Concentration Options (15 Credits)15
English as a Second Language/Bilingual Concentration
Inclusive Practices in Education Concentration
Math Concentration
Principal Concentration
Science Concentration
Literacy Concentration
Gifted Education and Creativity Concentration
Total Credits36

Teacher Leadership Concentration Options Requirements

English as a Second Language/Bilingual Concentration

CURR 548Curriculum and Instruction for Diverse Learners3
EDUC 520Introduction to Linguistics and Psycholinguistics3
EDUC 521Teaching a Second Language3
EDUC 560Educating and Evaluating the Bilingual Child3
LITR 508Literacy and the Bilingual/Bicultural Child3
Total Credits15

Inclusive Practices in Education Concentration

SPED 512Psychology of Exceptionality3
SPED 514Positive Behavior Support3
SPED 523Inclusive Educational Practices3
SPED 539Instructional Practices for Students with Mild Disabilities3
SPED 540Seminar in Collaboration, Consultation, and Inclusive Classroom3
Total Credits15

Math Concentration

CURR 517Teaching and Learning Number and Operations3
CURR 518Teaching and Learning Rational Numbers and Proportional Reasoning3
CURR 519Teaching and Learning Algebraic Reasoning3
CURR 520Teaching and Learning Geometric Understanding3
CURR 522Teaching and Learning Measurement and Data3
Total Credits15

Principal Concentration

EDAD 501Educational Leadership and Organizational Theory3
EDAD 507Education and the Law3
EDAD 514School Finance and Fiscal Management3
EDAD 591Seminar/Practicum in Education Leadership3
EDAD 592Seminar/Practicum in Educational Leadership3
Total Credits15

Science Concentration

CURR 640Teaching and Learning Physical Science3
CURR 641Teaching and Learning Life Science3
CURR 642Teaching and Learning Earth and Space Science3
CURR 643Teaching & Learning Engineering & Design3
CURR 644Teaching&Learning Chemical Sci3
Total Credits15
 

Literacy Concentration

Choose five classes from the following:

LITR 501Psychology and Pedagogy of Literacy Processes *3
LITR 502Curriculum, Instruction and Supervision in Literacy *3
LITR 504Diagnosis and Correction of Literacy Abilities and Challenges: Seminar and Practicum *3
LITR 500Multimodal Teaching and Learning3
LITR 508Literacy and the Bilingual/Bicultural Child3
LITR 510Research and Survey of Texts for Children and Adolescents3
LITR 560Writing Project at Rider3
LITR 600Independent Research and Study in Literacy Education1-3
SPED 542Literacy and Students With Special Needs3
CURR 548Curriculum and Instruction for Diverse Learners3
Total Credits15
*

Leads to Reading Specialist Certification

Gifted Education and Creativity Concentration

CURR 650Understanding Gifted Learners3
CURR 652Differentiating Instruction for the Gifted and Talented3
CURR 654Innovative Instructional Strategies for Gifted Education3
Choose two additional courses from other concentrations6
Total Credits15
 
 

Courses and Descriptions

CURR 517 Teaching and Learning Number and Operations 3 Credits

This course provides an in-depth study of the content and pedagogy for understanding early number theory. It addresses students’ mathematical understanding of representing numbers, relationships among numbers, and number systems; operations and how they relate to one another; and computation. Strong emphasis is placed on the cognitive development of children’s thinking in number and operations, and the instructional, curricular, and assessment implications for teaching. The course includes the NCTM Principles of problem solving, reasoning and proof, connections, communication, and multiple representations and the Common Core State Standards for Mathematics Practices.

CURR 518 Teaching and Learning Rational Numbers and Proportional Reasoning 3 Credits

This course provides an in-depth study of the content and pedagogy for understanding rational numbers and proportional reasoning. Content includes a variety of situations involving proportions, for example, real-world problems involving ratios, rates, and percents; geometry involving similarity; algebra involving linearity; and probability involving assigning a probability to an event. Distinguishing proportional situations from those that are not and reasoning proportionally in appropriate situations are emphasized. Emphasis is placed on children’s cognitive development of rational numbers and proportional reasoning, and the instructional, curricular, and assessment implications for teaching. The course includes the NCTM Principles of problem solving, reasoning and proof, connections, communication, and multiple representations and the Common Core State Standards for Mathematics Practices.

CURR 519 Teaching and Learning Algebraic Reasoning 3 Credits

This course provides an in-depth study of the content and pedagogy necessary to facilitate the transition from concrete arithmetic reasoning to abstract algebraic reasoning. It addresses students' mathematical understanding of equality, variable, generalization, and functions; cognitive development of algebraic reasoning; and the instructional, curricular, and assessment implications for fostering algebraic reasoning in students. Strong emphasis is placed on the NCTM Principles of problem solving, reasoning and proof, connections, communication, and multiple representations and the Common Core State Standards for mathematics content and mathematical practices.

CURR 520 Teaching and Learning Geometric Understanding 3 Credits

This course provides an in-depth study of the content and pedagogy for geometric understanding. It addresses students' mathematical understanding of shapes and their properties, location, transformation of shapes, and visualization; the cognitive development of geometric thinking; and the instructional, curricular, and assessment implications for teaching. Emphasis is placed on the NCTM Principles of problem solving, reasoning and proof, connections, communication, and multiple representations and on the Common Core State Standards for Mathematics Practices.

CURR 522 Teaching and Learning Measurement and Data 3 Credits

This course provides an in-depth study of the content and pedagogy for measurement, data analysis, and probability. Mathematical content includes units, systems, and processes of measurement; techniques, tools, and formulas to determine measurements; data collection and display; statistical methods to analyze data; and, evaluating inferences and preditions. Emphasis is placed on children's cognitive development of measurement and data, and the instructional, curricula, and assessment implications for teaching. The course includes the NCTM Principles of problem solving, reasoning and proof, connections, communication, and multiple representations and the Common Core state Standards for Mathematics Practices.

CURR 531 Strategies for Curriculum Development, Design, Innovation and Change 3 Credits

This course will address the importance of philosophy, historical precedents, learning theory, developmental theory, emerging social trends and issues, and recent trends in content knowledge as bases for designing and developing the K-12 curriculum. The articulation of curriculum aims and goals, the development and selection of learning experiences, the organization of learning experiences, and plans for evaluating curriculum outcomes are used as steps for developing the curriculum. Students investigate the roles teachers, teacher leaders, supervisors and administrators play in implementing curriculum designs in school settings. Students are expected to demonstrate course understandings through actual school applications and field experiences that are referenced to core curriculum content standards, professional development standards and national school leadership standards.

CURR 538 Assessment of Curriculum and Instruction to Improve the Performance of Teachers and Diverse Learners 3 Credits

This course establishes the implemented curriculum by establishing the relationship between curriculum goals and the instructional strategies needed to realize those purposes. Emphasis will be placed on analyzing and using various instructional models to meet the learning expectations embodied in curriculum goals and core curriculum content standards from pre-school to high school. Students will examine instructional strategies from the perspectives of assessing research findings on effective practices, realizing curriculum standards, adapting the classroom to diverse learner needs, establishing appropriate staff development agendas, and providing forms of supervisory support to optimize learning and achievement. Students will demonstrate course understandings through actual classroom and school applications that are referenced to state adopted core curriculum content standards and professional development standards, the Standards for School Leaders of the Interstate School Leaders Licensure Consortium, and the candidate proficiencies developed by the Educational Leadership Constitutient Council.

Prerequisite(s): CURR 531.

CURR 548 Curriculum and Instruction for Diverse Learners 3 Credits

This course will examine the curricular and instructional issues that educational leaders must address in accommodating the school program to the needs and abilities of diverse learners. A historical perspective will be developed with an emphasis on how schools have responded to meet the needs of the exceptional child. Legal issues and programmatic trends will be examined and assessed since the inception of the Individuals with Disabilities Education Act. Multicultural issues will be introduced within the context of school and society. The responsibility of the educational leader in fostering a multicultural perspective pertaining to curriculum and instruction, governance, bias and prejudice and school climate and culture will be emphasized. Students will identify and develop curricular possibilities and solutions in school settings to accommodate learners’ diverse needs. Students will demonstrate course understandings through actual classroom and school applications that are referenced to state adopted core curriculum content standards and professional development standards, the Standards for School Leaders of the Interstate School Leaders Licensure Consortium, and the candidate proficiences developed by the Educational Leadership Constitutient Council.

Prerequisite(s): CURR 531 and CURR 538.

CURR 552 Creative, Ethical Teacher Leadership 3 Credits

In order to be effective, teacher leaders require in-depth unerstanding of the complex, threat-filled, 21st-century globalized environment that provides the context for their work. They must understand the problems, opportunities, and pressures generated by the current socioeconomic, political, and cultural system of the United States, which is characterized by dogmatism-saturated disputes over the purposes of education and the allocation of resources. In addition, they must appreciate the ways in which the larger forces of globalization influence these national trends and issues. Finally, they must understand the ways in which the principles of wise, ethical, intelligent, and creative leadership can help them and their colleagues in their efforts to maintain and strengthen student learning in these daunting conditions.

CURR 640 Teaching and Learning Physical Science 3 Credits

This course provides an in-depth study of content and pedagogy for understanding selected physical science topics aligned with state and national standards. The course will be structured around big ideas identified in standards, common misconceptions, and appropriate learning progressions. While addressing the content, emphasis will also be placed on: effective instructional strategies and science practices through the use and study of such practices and strategies.

CURR 641 Teaching and Learning Life Science 3 Credits

This course provides an in-depth study of content and pedagogy for understanding selected life science topics aligned with state and national standards. The course will be structured around big ideas identified in standards, common misconceptions, and appropriate learning progressions. While addressing the content, emphasis will also be placed on: effective instructional strategies and science practices through the use and study of such practices and strategies.

CURR 642 Teaching and Learning Earth and Space Science 3 Credits

This course provides an in-depth study of content and pedagogy for understanding selected earth and space science topics aligned with state and national standards. The course will be structured around big ideas identified in standards. While addressing the content, emphasis will also be placed on: effective instructional strategies and science practices through the use and study of such practices and strategies.

CURR 643 Teaching & Learning Engineering & Design 3 Credits

This course provides an in-depth study of the content and pedagogy for understanding selected technology, engineering and design topics aligned with state and national standards. The course will be structured around big ideas identified in standards, common misconceptions, and appropriate learning progressions. While addressing the content, emphasis will also be placed on: effective instructional strategies and science practices through the use and study of such practices and strategies.

CURR 644 Teaching&Learning Chemical Sci 3 Credits

This course provides an in-depth study of content and pedagogy for understanding selected physical science topics aligned with state and national standards. The course will be structured around big ideas identified in standards, common misconceptions, and appropriate learning progressions. While addressing the content, emphasis will also be placed on: effective instructional strategies and science practices through the use and study of such practices and strategies.

CURR 650 Understanding Gifted Learners 3 Credits

The course explores the ways in which the gifted and talented can differ from more typical learners in terms of their cognition, social-emotional dimensions, behavior, and long-term development. It focuses on theories of intelligence, differing conceptions of giftedness and talent development, and learning processes. Some specific topics include underachievement, perfectionism, dual exceptionality, gender issues, and underserved populations. The course also addresses the ways in which gifted education can evolve to fit the demands and opportunities embedded in complex, 21st-century socioeconomic, cultural, and technological contexts.

CURR 652 Differentiating Instruction for the Gifted and Talented 3 Credits

This course provides the rationale and practical strategies for effective instructional differentiation for the gifted and talented within and beyond the regular classroom. Participants will learn how to differentiate within subject areas by adjusting content, process, product, and learning environment to meet the needs of learners. They also will explore the nature and nuances of differentiation by ability, readiness, and interest, as well as the implications of instructional differentiation for formative and summative assessment. Throughout the course they will design and share examples of differentiation including tiered assignments, complex instruction, independent studies, graphic organizers, and learning contracts.

CURR 654 Innovative Instructional Strategies for Gifted Education 3 Credits

This hands-on, experiential course immerses participants in simulations and analyses of new and revised student-centered teaching models and strategies that are conducive to creative and critical thinking, advanced content mastery, and the invigoration of students' interests. Participants analyze the potential of each model/strategy while considering the ways in which it can apply to content learning in various subject areas/domains. The course also engages participants in studying the fundamental principles of program design in gifted education so they can make the best possible use of the instructional models and strategies.

EDAD 501 Educational Leadership and Organizational Theory 3 Credits

This introductory course will provide leadership candidates with a framework for understanding the complexity of organizational behavior in an educational setting. Theories and issues in the technical core of teaching and learning, educational governance, leadership, communication patterns, decision-making, school culture, organizational problem solving and school change will be presented, examined and applied through a series of case studies and student initiated inquiry/research projects and presentations. Students will demonstrate course understandings through actual classroom and school applications that are referenced to state adopted core curriculum content standards and professional development standards, the Standards for School Leaders of the Interstate School Leaders Licensure Consortium, and the candidate proficiencies developed by the Educational Leadership Constituent Council.

EDAD 505 Supervisor/Teacher Leadership for Improved Instruction and Student Learning 3 Credits

This course will explore the supervisory and evaluation practices in K-12 settings by examining and identifying the relationships among collegiality and collaboration, educational leadership, and the improvement of instruction. This course will emphasize the development of practical observation skills and approaches and the development of appropriate professional growth plans to enhance staff performance and bring about increased student learning. Multi-track evaluation programs will be examined as well as an analysis of current observation and supervisory approaches used in school districts. Participants in the course will develop a personal supervisory platform. This course will emphasize the development of collaborative and clinical supervision approaches as well as communication skills and interpersonal qualities of the effective supervisor. Students will demonstrate course understandings through actual classroom and school applications that are referenced to state adopted core curriculum content standards and professional development standards, the Standards for School Leaders of the Interstate School Leaders Licensure Consortium, and the candidate proficiencies developed by the Educational Leadership Constituent Council.

EDAD 507 Education and the Law 3 Credits

This course will address legal issues and requirements confronting educational leaders in school settings. Students will be introduced to varied legal requirements that pertain to educational settings. Legal concepts and issues, and policies and procedures relating to students, parents, teachers and administrators, the board of education, and the community will be introduced and examined. Some of the topics referenced will include: regulations and the key concepts in the Individuals with Disabilities Education Act and the Americans with Disabilities Act; No Child Left Behind legislation; church-state issues; free-speech rights of students, teachers and extracurricular groups; curriculum development and implementation; rules governing student and staff conduct; creating and maintaining a safe school environment; child abuse; search and seizure procedures; affirmative action requirements; and, due process procedures. Students will demonstrate course understandings through actual classroom and school applications that are referenced to state adopted core curriculum content standards and professional development standards, the Standards for School Leaders of the Interstate School Leaders Licensure Consortium, and the candidate proficiencies developed by the Educational Leadership Constituent Council.

EDAD 510 Seminar/Practicum in Teacher Leadership and Supervision 3 Credits

This course requires the student to self-assess supervisory leadership strengths for the purpose of establishing an agenda for an extensive site-based internship. The internship agenda is guided by national leadership standards that ensure a comprehensive exposure to supervisory responsibilities. Students deepen their understanding of supervisory theory and best practice and apply this knowledge to the development and refinement of a personal leadership platform. Considerable attention is placed on understanding the ethical basis of supervisory practice. Students will demonstrate course understandings through actual classroom and school applications that are referenced to state adopted core curriculum content standards and professional development standards, the Standards for School Leaders of the Interstate School Leaders Licensure Consortium, and the candidate proficiencies developed by the Educational Leadership Constituent Council.

Prerequisite(s): CURR 531, CURR 532 or CURR 538, and EDAD 505.

EDAD 511 Group Process in Supervision for Creative Change and Collaboration in Schools 3 Credits

This course will apply theory and research to the supervisory function of developing group capacity in educational settings. Students will identify group process "best practices" to be modeled by educational leaders. Candidates will develop and refine techniques, strategies, and personal skills facilitating the development of helping and caring relationships with faculty and staff, while promoting interactive communication with stakeholders concerned with improving teaching and learning. Students will demonstrate effective supervisory behaviors in class sessions and simulations that represent daily challenges and opportunities present in school settings. Students will demonstrate course understandings through actual classroom and school applications that are referenced to state adopted core curriculum content standards and professional development standards, the Standards for School Leaders of the Interstate School Leaders Licensure Consortium, and the candidate proficiencies developed by the Educational Leadership Constituent Council.

Prerequisite(s): EDAD 505.

EDAD 514 School Finance and Fiscal Management 3 Credits

This course will examine the principles and court decisions involved in shaping the legal framework of school finance. Students will examine the historical spending patterns of a school district budget and develop new budget proposals using "generally accepted accounting procedures" and the appropriate state budgeting codes. Students will study school budgeting procedures as a tool for program and school improvement. The class will examine the financial implications associated with site-based management models and whole school reform. Legislation pertaining to the financing of short and long term debt will be examined. Students will use technology to gather data; identify non-tax based resources; create presentations for specific audiences; and, work with models of data driven indicators to examine issues of equity, efficiencies and resource deployment. Students will demonstrate course understandings through actual classroom and school applications that are referenced to state adopted core curriculum content standards and professional development standards, the Standards for School Leaders of the Interstate School Leaders Licensure Consortium, and the candidate proficiencies developed by the Educational Leadership Constituent Council.

Prerequisite(s): EDAD 501.

EDAD 521 Using Research Strategies and Analysis of Data to Make Decisions in Schools 3 Credits

This course will develop the skills needed by educational leaders at all levels to interpret, use, and apply statistical concepts and research methodologies in critical administrative and supervisory functions. Statistical methodology will be used to further understanding of different research strategies. Students will interpret data and make informed decisions regarding the frameworks, implementation, and evaluation of instructional programs and practices designed to improve teaching and learning in school, district, and national settings. Course activities and field work will include: scenario and case study analyses; the use of critical friends’ discussion groups; the application and use of different technologies and software programs; and, the identification of appropriate problem solving and resolution strategies. Students will demonstrate course understandings through actual classroom and school applications that are referenced to state adopted core curriculum content standards and professional development standards, the Standards for School Leaders of the Interstate School Leaders Licensure Consortium, and the candidate proficiencies developed by the Educational Leadership Constituent Council.

Prerequisite(s): EDAD 501 and EDAD 514.

EDUC 560 Educating and Evaluating the Bilingual Child 3 Credits

An examination of the historical, legal and pedagogical aspects of the education of language minority students. Considers the design of school programs for minority students including legal mandates, testing, staffing and funding. Emphasis is placed on the evaluation of bilingual students as they enter, develop and exit from special programs of study.

EDAD 591 Seminar/Practicum in Education Leadership 3 Credits

This is the first of two "capstone" internship courses for candidates in the leadership program in educational administration. The course meets New Jersey Department of Education requirements for an extended administrative internship in the schools. This course is taken in the fall semester and is followed in the spring semester with EDAD 592. After analysis of leadership strengths, based on a self-assessment completed by the candidate, specific internship experiences will be cooperatively planned by the candidate, site-based mentor, and instructor. The capstone internship will build on strengths, develop growth experiences, be substantial and sustained, and be ethically informed. Students will cooperatively evaluate and problem-solve internship experiences, assess leadership performance from best-practice perspectives, finalize the development of a leadership platform statement, review and discuss topics and scenarios derived from readings and other resources, engage in simulations and case analyses, and interact with students in other graduate programs. Presentations by practicing administrators and other school personnel will provide understanding of the patterns of interaction that occur among different leadership positions in educational institutions. Students will demonstrate course understandings through actual classroom and school applications that are referenced to state adopted core curriculum content standards and professional development standards, the Standards for School Leaders of the Interstate School Leaders Licensure Consortium, and the candidate proficiencies developed by the Educational Leadership Constituent Council. Enrollment by permission of instructor.

EDAD 592 Seminar/Practicum in Educational Leadership 3 Credits

This is the second of the "capstone" internship course sequence that coincides with the school-year calendar and is taken during the spring semester. In combination with EDAD 591, the course meets New Jersey Department of Education requirements for an extended administrative internship in the schools. Students will continue pursuing field-based internship projects initiated in EDAD 591 in collaboration with a site mentor and the course instructor. Students will demonstrate course understandings through actual classroom and school applications that are referenced to state adopted core curriculum content standards and professional development standards, the Standards for School Leaders of the Interstate School Leaders Licensure Consortium, and the candidate proficiencies developed by the Educational Leadership Constituent Council. Enrollment by permission of instructor.

Prerequisite(s): EDAD 591.

EDUC 520 Introduction to Linguistics and Psycholinguistics 3 Credits

This course provides an introduction to the properties of human languages and to their systematic study in the field of linguistics and psycholinguistics. Topics include the nature of human language as distinct from other communication systems; sound patterns (phonology), word-formation (morphology), sentence structure (syntax), and meaning (semantics) in the world's languages; relations to cognition, communication, and social organization; dialect variation and language standardization; language learning by children and adults; and the nature and history of writing systems. Intended for any undergraduate and graduate interested in language or its use. It is assumed that students have had no prior course work or exposure to linguistics and will begin with the basic assumptions that are shared by those who study language from a variety of perspectives. Students analyze their own speech patterns, investigate different speech acts in different languages and develop a research project using a linguistic construct in order to apply it to the second language classroom. Students present this project in a poster format to the university community at the end of the semester.

EDUC 521 Teaching a Second Language 3 Credits

This course focuses on interactive methods of teaching a new language as well as cross-cultural understanding. Students learn to plan using national and state standards for language instruction, organize activities, design and direct language learning tasks, and assess learning. Includes theoretical positions on communicative language learning and teaching, the use and evaluation of currently used materials, the design of new materials, and field experiences in the language to be taught. Students develop their professional portfolio, participate in an E-seminar, prepare a unit of study, and present lesson segments. Open to prospective world language teachers, ESL and bilingual teachers, as well as practicing teachers seeking certification. *NOTE: This course is cross-listed as READ 517. Student cannot get credit for both READ 517 and EDUC 521.

LITR 500 Multimodal Teaching and Learning 3 Credits

As we consider the 21st century’s rapid expansion of information and text it is timely to take a critical view of what literacy means in the 21st century and how it is influencing children’s literacy development and the work of Educators. Many argue that the rapidly evolving use of technology is potentially shifting the ways in which we construct and comprehend information, or is it? In this hybrid/online course, we aim to explore these sometimes competing conceptions of text as we consider what these new literacies mean for children’s literacy development as well our own work as educators.

LITR 501 Psychology and Pedagogy of Literacy Processes 3 Credits

Studies the communication process from a componential point of view, including language acquisition and development, perception, comprehension and cognition, composition, and language systems. A review of the literature in each area as well as a survey of models of reading and language is included.

LITR 502 Curriculum, Instruction and Supervision in Literacy 3 Credits

Reading and literacy pedagogy for ALL learners, gifted, average, and diverse learners is the course content. Current strategies for teaching comprehension, composition, vocabulary, language study, and independence skills are learned in a workshop setting. How to manage literacy instruction through content areas for all aged children in mainstream classrooms is studied. Parent education and inservice training are also included in course content.

LITR 504 Diagnosis and Correction of Literacy Abilities and Challenges: Seminar and Practicum 3 Credits

Studies reading/language arts abilities and disabilities and standardized and informal tests. Observational techniques and diagnostic teaching for assessment are stressed.

LITR 508 Literacy and the Bilingual/Bicultural Child 3 Credits

Presents multidisciplinary and interdisciplinary perspectives on bilingual/bicultural children and their reading process. Strategies and materials for second language reading instruction are suggested and discussed.

LITR 560 Writing Project at Rider 3 Credits

Examines theory, research, and practices in the teaching of writing K-12, with emphasis on improved practices in teaching writing as well as the personal writing of participants. Students investigate relevant local and national standards and curriculum, design, present, and respond to peer demonstration lessons in writing, and publish to the National Writing Project e-anthology. Further participation in NWP activities is encouraged and supported. This Invitational Summer Institute is part of the National Writing Project network. Project participants, called Summer Fellows, become Teacher Consultants upon completion of the Institute and are expected to maintain affiliation with the Project and to participate in the dissemination of professional development in writing instruction K-12 for all subject areas.

LITR 600 Independent Research and Study in Literacy Education 1-3 Credits

Course content is designed specifically to meet specific academic needs or interests of students who wish to engage in independent study related to literacy education.

READ 503 Content Reading in High School, College, and Continuing Education 3 Credits

Familiarizes teachers with the philosophy, language, and methodology of the language arts as they effect instruction in content areas. Emphasis is on the ways in which the integration of listening, speaking, reading and writing activities within all curricular areas can increase learning. Through lectures, demonstrations, and workshop-type activities, students will both experience and create lessons within various fields. Also investigates the content and methodology of reading programs in educational settings ranging from middle school through adult education.

SPED 500 The Inclusive Classroom: Effective Practices for General Education Teachers 3 Credits

This course is designed to introduce general education teachers to special education and the inclusive classroom. Students will explore current research, issues and practices in special education. Assignments and activities will enable students to develop the knowledge and skills to design and manage the instructional environment for diverse learners in inclusive and classroom setting. Attitudes and behaviors that influence children with special needs will be addressed.

SPED 512 Psychology of Exceptionality 3 Credits

This course provides opportunities for the study of school psychological issues associated with specific educational exceptionalities, including learning disabilities, mental retardation, behavior disorders, physical handicaps, and giftedness. The characteristics, identification procedures, and current intervention strategies are examined from a psychological and sociocultural perspective. An experience in the field will enable students to apply knowledge in a realistic classroom setting.

SPED 514 Positive Behavior Support 3 Credits

This course is designed to provide extensive knowledge and practice in meeting the behavioral challenges of individuals. Students will receive instruction in a problem-solving approach to identify the possible function(s) of problem behavior and in the design of proactive, positive behavior intervention plans that emphasize the teaching of appropriate alternative skills. An emphasis is placed upon behavior change strategies, which intervene on antecedent events, teach appropriate alternative skills, and provide supports in the natural environment. Multicomponent interventions also are designed to include the interest and preferences of the target student. Legal and ethical considerations are considered. An experience in the field will enable students to apply knowledge in a realistic classroom setting.

SPED 523 Inclusive Educational Practices 3 Credits

This course will emphasize planning and instructional strategies that maximize the learning of all students including those with exceptional learning needs in the general education classroom. Students will consider their role as curriculum makers and how to effectively plan a course, a unit, and a lesson for a wide array of diverse learners. The organization of the learning environment also will be discussed so as to guide learning. Teaching methods that enhance content for all learners and the design of learning strategies to help students learn how to learn will be introduced. An experience in the field will enable students to apply knowledge in a realistic classroom setting.

Prerequisite(s): SPED 512 and SPED 514.

SPED 539 Instructional Practices for Students with Mild Disabilities 3 Credits

This course will give students the opportunity to evaluate, select, develop and adapt instructional and assessment materials for children with disabilities. Using various case studies, students will have the opportunity to develop an Individualized Educational Program and synthesize assessment information to make appropriate instructional decisions. Students will experience the collaborative process and develop their ability to function as part of an educational team. A field experience with children with disabilities will enable students to apply knowledge in a realistic classroom setting.

Prerequisite(s): SPED 512; SPED 514; SPED 523; SPED 525; SPED 531 and SPED 535.

SPED 540 Seminar in Collaboration, Consultation, and Inclusive Classroom 3 Credits

This course is designed to provide students with the knowledge and skills to facilitate successful inclusion programs. Students will develop the ability to design and manage the instructional environment in an inclusive classroom setting. Through the use of research, case studies, and classroom interactions, students will develop effective communication, conflict resolution, and collaboration skills for professional interactions. Students will become familiar with appropriate models for collaborative consultation. Attitudes and behaviors that influence the success of children with special needs in the general education classroom will be addressed. An experience in the field with children with disabilities will enable students to apply knowledge in a realistic classroom setting.

Prerequisite(s): SPED 539.

SPED 542 Literacy and Students With Special Needs 3 Credits

The course will provide an overview of theories, assessment, and intervention techniques for literacy of students with special instructional needs. Students will explore research validated methods for literacy development and instruction, including current strategies for teaching comprehension, composition, vocabulary, and language study. Management of literacy instruction is studied in a workshop setting. Ten hours of field work in a special education setting is required.

Prerequisite(s): SPED 531 and SPED 539.