Education M.Ed. Course Descriptions

ED 500SL Foundations of Education and the Teaching Profession

This course explores the historical, sociological, and philosophical foundations of education and the teaching profession with emphasis on current trends and issues. The role of various organizations on its structure and operation, along with teacher responsibilities toward professional and ethical standards, and the legal issues that impact the classroom will be addressed. An introduction to curriculum design, standards and accountability, and lesson planning to support the needs of all learners are covered. A minimum 10-hour service-learning component is required. (3)

ED 509 Special Education: Foundations and Characteristics of Exceptional Learners

This course is designed for students to become knowledgeable in the foundations of special education in relation to students with federally recognized disabilities labels. This includes historical perspectives, legal aspects, regulatory requirements, models, theories, philosophies, ethical issues, and trends that provide the basis for educational implications in school and home settings. The course also covers developmental characteristics of individuals with high-incidence disabilities, including but not limited to cognitive, linguistic, physical, psychomotor, social, medical, and emotional development. Field experience: 10 hours. Prerequisite: a life span and development course that encompasses kindergarten-age students through adolescents. (3)

ED 511 Psychoeducational Assessment and Instruction

Designed to help the teacher develop techniques of formal and informal assessment, data collection and interpretation, and individual educational planning for exceptional learners. Clinical practice in the use of appraisal instruments is provided. Field experience: 10 hours. Prerequisite: ED 509. (3)

ED 523 Diagnostic and Corrective Literacy Instruction

This course teaches students who are preparing to be special education teachers about language acquisition and the causes of literacy and reading disabilities. Also addressed are ways to prevent reading failure and strategies for the collection and analysis of reading behavior. Students will learn the process of developing instructional reading programs for individualized correction. Field experience: 20 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 526 Cross-Cultural/International Curricula

The purpose of the course is to enable pre-service teachers to think globally and develop skills in preparing PK-12 students to become global citizens. Students will compare education in the United States to that of other nations, emphasizing the interconnectedness and interdependence among nations. Intercultural and cross-cultural approaches will be emphasized as the participants develop teaching techniques suitable for the education of students from diverse backgrounds. The participants will examine relevant educational issues associated with the multicultural setting prevalent in our contemporary urban and suburban communities. Prerequisite: ED 500SL. (3)

ED 529 Collaboration and Consultation in Special Education Settings

This course is designed for students to become knowledgeable in collaboration and communication skills and models within special education settings, which include families, community service agencies, and nondisabled peers. Assistive and instructional technology that is used to gain access into the general curriculum is also addressed. Field experience: 10 hours. Prerequisite: ED 509. (3)

ED 537 Literacy Across the Curriculum: Secondary

Overview of the language and literacy process as it applies to teaching in secondary schools. Emphasizes reading and writing in content areas and instructional strategies to support students’ literacy development. Focuses on ways reading, writing, speaking, and listening are developed and used in learning discipline-specific curriculum. Field experience: 10 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 538 Secondary Teaching Methods

Examines research, theory, and pedagogical methods of instructional planning and delivery in today’s diverse classrooms at the secondary level. Historical and contextual factors of secondary learning are also examined. Field experience: 20 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 539 Instructional Implementation of the Individualized Education Program

This course is designed for students to become knowledgeable about individualized education program (IEP) implementation in a K-12 setting. This includes demonstrating the use of assessment tools to make decisions about student progress within the general education curriculum; teaching remediate deficits in academic areas; understanding the scope and sequence of the SOLs; promoting high academic, social, and behavioral standards; and implementing and monitoring IEP-specified accommodations within the general education classroom. Field experience: 10 hours. Prerequisite: ED 509. (3)

ED 545 Transition and Family Issues for Individuals with Disabilities

Designed to provide students with a broad overview of the rationale for career and transition programming critical to the development of children and youth with disabilities. The course also presents the various program options that are currently available. The knowledge and understanding of the importance of counseling, working with families of students with disabilities, and the availability of community resources to assist both parents and children with disabilities will be discussed. Prerequisites: ED 500SL and ED 509. (3)

ED 551 Instruction and Assessment

This course is designed to support students in selecting and developing curriculum and instruction that will promote effective teaching and learning in today’s diverse classrooms. Students will understand the importance of data-informed decision making and develop and use a variety of valid and reliable classroom assessments that support student-learning outcomes. Students will learn to collect, analyze, and make instructional decisions based upon the results of a variety of assessment data in order to set goals for student achievement. Prerequisite: ED 500SL. (3)

ED 554 Educational Technology

An introductory hands-on course designed to prepare pre-service teachers with the integration of technology into an educational curriculum, including multimedia, evaluation of educational software, and an introduction to technology resources and programming. Prerequisite or corequisite: ED 500SL. (3)

ED 555 Literacy Methods for Diverse Learners: Grades PK-2

Introduces students to the teaching of reading by exploring the nature of the reading process and the major approaches and skills needed to enhance literacy learning in the classroom for students in grades PK-2. Various strategies for teaching spelling, writing, vocabulary, and comprehension are emphasized. Students will examine and apply diagnostic tools used to assess, evaluate, and group students for differentiated literacy instruction. Field experience: 20 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 556 Literacy Methods for Diverse Learners: Grades 3-6

Using the Virginia Standards of Learning as the framework, the relationship among reading, writing, speaking, and listening in the context of a diverse grades 3-6 classroom will be explored. Various strategies for teaching spelling, writing, fluency, comprehension, and vocabulary and their integration into the curriculum are emphasized. Students will examine and apply diagnostic tools used to assess, evaluate, and group students for differentiated literacy instruction. Field experience: 20 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 557 Social Studies and the Visual Arts

This course provides an understanding of the knowledge, skills, and processes of history and the social science disciplines as defined by state and national standards. It provides experiences and strategies for teaching and integrating the visual arts across the curriculum. One emphasis is the development of planning and assessment strategies that help teachers differentiate instruction through the use of multiple instructional models. A second emphasis is the development of strategies to help children understand their world through literature, art, music, drama, and dance. Field experience: 20 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 558 Elementary Math Methods

Methods for teaching elementary mathematics will be demonstrated with an emphasis on the use of technology as an instructional tool. Students will study techniques for designing and implementing mathematics lessons that develop knowledge and skills in mathematical concepts, computations, reasoning, and problem solving. Mathematics curricula and strategies for evaluating student performance will be addressed while identifying errors and misconceptions. Field experience: 10 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 559 Elementary Science Methods

Applied methods for teaching elementary science will be demonstrated using manipulatives, natural objects, technologies, and other tools of science and measurement. Students will study techniques in engineering and design and implement iSTEM (integrated) science lessons focused on project-based learning (PBL), an inquiry model. In addition, questioning strategies, safety in the science classroom, and appropriate assessment strategies will be addressed. Field experience: 10 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 563 ESL/ESP: Curricula, Materials, and Tests

Emphasizes English as a second language/English for special purposes. Develops skills for preparing assessment materials and tests. Field experience: 10 hours. Prerequisite: ED 500SL. (3)

ED 566 Teaching Science in Secondary Schools (6-12)

Students will integrate their content and professional and pedagogical knowledge and skills to devise learning experiences that are meaningful to secondary students. Utilizing investigations, central concepts of their content area, and inquiry, this course will allow students to practice skills and explore topics in curriculum, assessment, classroom procedures, materials, textbooks, and assignments. Incorporation of national, state, and technology standards as well as college- and career-ready performance expectations will be addressed. Field experience: 20 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 567 Teaching History and Social Science in Secondary Schools (6-12)

Students will integrate their content and pedagogical knowledge and skills to devise learning experiences that are meaningful to secondary students. Utilizing investigations, central concepts of their content area, and inquiry, this course will allow students to practice skills and explore topics in curriculum, assessment, classroom procedures, materials, textbooks, and assignments. Incorporation of national, state, and technology standards as well as college- and career-ready performance expectations will be addressed. Field experience: 20 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 568 Teaching English in Secondary Schools (6-12)

ED 569 Teaching Mathematics in Secondary Schools (6-12)

Students will integrate their content, professional, and pedagogical knowledge and skills to devise learning experiences that are meaningful to secondary students. Utilizing investigations, central concepts of their content area, and inquiry, this course will allow students to practice skills and explore topics in curriculum, assessment, classroom procedures, materials, textbooks, and assignments. Incorporation of national, state, and technology standards as well as college- and career-ready performance expectations will be addressed. Field experience: 20 hours. Prerequisites: ED 500SL and ED 509. (3)

ED 570E Student Teaching: PK-6

Supervised clinical experience in an elementary (grades PK-6) school site for 14 weeks. Readings, seminar sessions, and completion of a teacher work sample and professional portfolio are required. Corequisite: ED 552. Prerequisite: permission of ECE office. (6)

ED 570S Student Teaching: Secondary

Supervised clinical experience in a school site, grades 6-12, for 14 weeks. Readings, seminar sessions, and completion of a teacher work sample and professional portfolio are required. Corequisite: ED 552. Prerequisite: permission of ECE office. (6)

ED 570SE Student Teaching: Special Education General Curriculum K-12

Supervised clinical experiences in special education, general curriculum, at both the elementary and secondary levels for 14 weeks. Readings, seminar sessions, and completion of a teacher work sample and professional portfolio are required. Corequisite: ED 549. Prerequisite: permission of the ECE office. (6)

ED 571 Classroom Management in PK-6 Learning Environments

This course is designed to explore the principles and best practices of effective and culturally responsive classroom management techniques, individual intervention strategies, and classroom community building in developmentally appropriate ways within the PK-12 education setting. Students will also learn behavior management assessments, techniques, and interventions within the schoolwide, classroom, and individual settings, including functional behavioral assessment. Corequisite: ED 570E, ED 570S, ED 570SE. Prerequisite: permission of ECE Office. (3)

ED 580 Capstone: Curriculum and Instruction Program

This course is designed as the capstone experience for Marymount University’s M.Ed. in Curriculum & Instruction (EDCI). The capstone course is designed to provide for the practical application of the skills and strategies acquired and developed throughout the non-licensure Masters of Education program. The project is intended to tie the student’s professional goals and coursework with a “real world” application of current research-based data. Students will also use this course as a time to reflect on their program and to present a professional portfolio documenting their ability to meet professional standards as set by Marymount’s Education Department. (3)

ED 610 Leadership: Mission, Vision, and Impact

This course examines leadership styles, skills, roles, and functions of leaders of organizations. Students will gain a broad understanding of the theoretical approaches to leadership. Students will also develop a personal philosophy of leadership, including the development and evaluation of mission and vision statements. (3)

ED 611 Family-School-Community Partnerships

This course examines the role of a school leader in building school-family-community relations. Students will learn to create and maintain effective partnerships with diverse families, professionals, and community stakeholders. (3)

ED 612 Legal and Ethical Dimensions of School Leadership

This course prepares school leaders to apply educational law and advocate for ethical leadership and inclusive practices by understanding the larger moral and legal consequences of decision-making. Students will gain experience with federal, and state regulatory requirements related to students with disabilities. (3)

ED 613 Leadership in Curriculum and Instruction

This course exposes students to the essential elements of instructional leadership and prepares leaders to successfully apply the knowledge, skills, and dispositions to evaluate, develop, and implement coherent systems of curriculum, instruction, and assessment in an equitable, and systematic manner to meet the cultural, ethnic, and linguistic diversity of the school. (3)

ED 614 Operations and Resource Management

This course examines how schools are financed, including an analysis of the sources of revenue, the distribution of revenue, and the budgeting and expenditure of revenue. Special emphasis will be placed on education as an investment in human capital, and how funding relates to student achievement. Students will evaluate the use of resources (time, people, and facilities) to effectively impact student outcomes. (3)

ED 615 Perspectives on Current Trends

This course will examine current topics of importance in educational leadership. Students reflect on their own leadership skills in relation to the topics discussed and participate in regular dialog that deepens their understanding and appreciation for the multiple and varied roles of all stakeholders in the educational process. (3)

ED 616 Supervision, Evaluation, and Professional Development

This course prepares leaders who can evaluate, develop, and implement systems of supervision, support, and evaluation designed to promote school improvement and student success. (3)

ED 617 Leading Continuous Improvement

This course prepares leaders to improve outcomes for students through the application of systems thinking and improvement science. The emphasis of this course will be the collection and evaluation of data to support instructional decision-making. Students will explore the role of strategic planning and institutional effectiveness in the context of the demands for accountability. (3)

ED 618 Internship

This internship offers intensive, field-based experiences for aspiring educational leaders. Interns will lead and evaluate authentic challenges in various educational settings and develop leadership abilities, administrative competencies, and personal confidence to work with and through all members of the school community to bring about improved teaching and learning. 200 hours will be completed in five different multiple sites, including elementary, middle, high, central office, and agency with diverse student populations and communities. All hours will be deliberately structured and supervised. (6)

ED 654 Learning Technologies Across the Curriculum

This hands-on course is designed for educators and preservice teachers aiming to integrate advanced learning technologies into STEM, maker education, Artificial Intelligence, and computational thinking across the curriculum while using Virginia Department of Education Computer Science Standards. Through practical interactive sessions, students will engage with cutting-edge educational tools, develop skills in applying technology to enhance STEM learning, and foster environments that encourage innovative problem-solving. We will explore a variety of digital technologies to design and implement evidence-based curricular practices that engage students in high-level reasoning and problem-solving across grade levels and content areas. Prerequisite: ED 500SL (3)