Courses

Menu "Teaching Certificate Programs" Begins - Skip Menu
Teaching Certificate Programs
Courses (Selected)
Requirements
Tuition and Financial Aid
Menu "Teaching Certificate Programs" Ends
Menu "School of Educational Leadership" Begins - Skip Menu
School of Educational Leadership
Financial Aid
NCATE
Menu "School of Educational Leadership" Ends

1-866-498-4968Find Out More

Courses

Below is the list of courses required to complete a each Teaching Certificate Program. Courses are generally taken sequentially, one at a time, until the program is complete. Full course descriptions may be viewed by clicking on the course titles below. For further information, feel free to contact us.

Required Courses

Exceptional Learners – Mild Intervention
+ expand all
EDSE-510   Classroom Responses to Individual Differences in Language and Culture3 Hours
This course provides a foundational understanding of language development so that the classroom teacher can design a variety of culturally relevant strategies for providing student-centered instruction. With a focus on designing instruction to meet the diverse needs of all students, teachers will use technology and other resources to develop individualized strategies.
EDSE-520   Individualized Assessment and Data-Based Interventions3 Hours
Teachers will explore current assessment practices with emphasis on legal and ethical considerations, formal and informal assessment tools, test scores, and technical adequacy. They will gain experience making accommodations, using observational assessment, evaluating teacher-made tests, and selecting appropriate diagnostic measures for determining eligibility and accountability for students with exceptionalities of all ages. The course will focus on the use of assessment data to make informed instructional decisions and respectful communication of assessment results.
EDSE-530   Research-Based Behavior Interventions3 Hours
This course will focus on exploring evidence-based methodologies for understanding and managing behavior. Teachers will examine behaviors as related to disability, study functional behavior assessment, and develop behavior intervention plans. Emphasis will be given to legal mandates associated with analyzing behavior and utilizing interventions within the schools with individuals affected by disability. The course includes a 10-hour field experience.
EDSE-540   Strategies and Interventions for Students With Autism Spectrum Disorders3 Hours
Teachers will develop effective teaching strategies and interventions for students with Autism Spectrum Disorders. Based on an understanding of the etiology of the disorders in the autism spectrum, teachers will create evidence-based instructional practices that use assistive technologies to address specific academic, behavioral, social, and communication needs. Teachers will cultivate skills in effectively supporting and enhancing students' success in various environments.
EDSE-550   Collaboration With Families and Professionals3 Hours
This course will equip teachers to collaborate with other educators, service providers, and parents to develop and implement appropriate services and supports for students with disabilities. Teachers will strengthen their interpersonal skills as they seek to address challenges that affect families with children with disabilities. The course will focus on promoting the essential skills of communication and problem-solving through developing self-awareness of the influence of their own and others' attitudes, behaviors, and ways of communicating on instructional practice. Teachers will collaborate in culturally responsive ways with families, other educators, related service providers, and personnel from community agencies.
EDSE-560   Seminar: Professional Issues in Disability Services3 Hours
Teachers will explore professional issues around disability services. Topics include definition, life-span concerns, community collaboration, response to intervention, religion and culture, laws, and bio-medical ethics. The seminar provides teachers with an opportunity to investigate topics that are relevant to their own teaching practice to promote a Christian response to disability.
18 credit hours
High Ability Learners
+ expand all
EDTL-530   The Teacher Leader in a Professional Learning Community3 Hours
This course will address the responsibilities of teachers as team leaders, with special emphasis on the knowledge, skills, and dispositions needed to work in teams to improve student learning. Candidates will analyze and synthesize Biblical and theoretical principles and practical understandings of the complex roles and responsibilities of a team leader in engendering organization commitment, resolving conflict, applying current research as it applies to team leadership, facilitating committee work, building communication skills, planning for student leadership and developing and sustaining professional learning communities.
EDHA-510   Foundations for High Ability Learning3 Hours
This introductory course enables candidates to explore various trends and issues related to the history, definitions, characteristics, recent neuroscience findings, and the impact of societal, economic, and cultural factors on the field of gifted education.
EDHA-520   Cognitive and Affective Development of High Ability Learners3 Hours
This course is designed to promote development of a comprehensive understanding of the learning differences and characteristics of the academic and social-emotional needs of high ability learners from diverse backgrounds. Emphasis is placed on developing proficiency in differentiated classroom teaching practices that is culturally responsive, integrates technology, and fosters teacher self-efficacy.
EDHA-530   Fostering Creative and Critical Thinking Skills in High Ability Learners3 Hours
This course is designed to assist teachers to gain a deeper understanding of the processes of creative and critical thinking for the purposes of practicing and teaching the concepts to high ability learners. Topics include the cognitive and affective elements of creative and critical thinking, the nature of creative and critical thinking, and the processes, strategies, and sample products which further creative and critical thinking for P-12 learners. Personal, professional development needs in this area are also considered.
EDHA-540   Methods and Digital-Age Media for High Ability Learners3 Hours
This course provides practical information on how to integrate current digital media techniques into units, lessons, and self-directed projects in P-12 classrooms for high ability learners that also correspond to contemporary neuro-education research. Professional reflection on the use of digital media in student learning is required. Contemporary perspectives and examples of digital-friendly schools are considered.
EDHA-550   Collaboration in High Ability Program Development and Implementation3 Hours
This course is designed to promote development of skills in analyzing and applying legal and ethical considerations for developing and maintaining P-12 programs for high ability learners from diverse backgrounds.
18 credit hours
English Language Learners
+ expand all
EDTL-530   The Teacher Leader in a Professional Learning Community3 Hours
This course will address the responsibilities of teachers as team leaders, with special emphasis on the knowledge, skills, and dispositions needed to work in teams to improve student learning. Candidates will analyze and synthesize Biblical and theoretical principles and practical understandings of the complex roles and responsibilities of a team leader in engendering organization commitment, resolving conflict, applying current research as it applies to team leadership, facilitating committee work, building communication skills, planning for student leadership and developing and sustaining professional learning communities.
EDEL-510   Language Acquisition in Classroom Instruction3 Hours
In this course, candidates explain their understanding of language as a system, including phonology, morphology, syntax, pragmatics, and semantics, as well as discourse structures, and apply this knowledge to support English Language Learners (ELL's) in their oral and written language use. Candidates understand and apply theories and research in language acquisition and development to support their ELLs' English language and literacy learning and content-area achievement. By using their knowledge of how people learn language, participants will design instruction that best suits the needs of English language learners, ultimately creating an intervention plan for a specific group of ELL students.
EDEL-520   The Impact of Culture in the Classroom for the CLD-ELL Teacher3 Hours
This course is designed to engage participants in gaining an understanding of cultural values and beliefs in the context of teaching and learning. Candidates will understand and apply their knowledge about the effects of racism, stereotyping, bias, and discrimination as they develop instruction and classroom climate that purposefully addresses these issues. Candidates plan lessons that reflect culturally responsive teaching techniques demonstrating the interrelationship between cross-cultural issues as they relate to home events and the transition among the culture and language at home, the culture and language at school, and the impact on CLD\ELL's in the P-12 classroom environment. Candidates explore the range of resources and support available to cultural groups in order to include different cultural perspectives in their curriculum and instruction.
EDEL-530   Instructional Strategies for the CLD-ELL Student3 Hours
Candidates will know, understand, and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL and content instruction. Candidates will be become knowledgeable about program models and skilled in teaching strategies for developing and integrating language skills. They will integrate technology, as well as choose and adapt classroom resources, appropriate for their CLD/ELL students.
EDEL-540   Classroom Assessments for the CLD-ELL Student3 Hours
In this course candidates will demonstrate an understanding of various assessment issues as they affect CLD\ELL's, such as accountability, bias, special education testing, language proficiency, and accommodations in formal and informal testing situations. Candidates will explore a variety of standards-based language proficiency instruments that are used in the assessment. They will also understand how assessments are used for identification, placement, and reclassification of ELL's. Candidates will understand and know how to use a variety of performance-based assessment tools, strategies, techniques, technology, and other classroom resources to inform instruction of CLD\ELL students. The role of collaboration in assessment design and administration to inform teaching instruction will also be examined.
EDEL-550   Developing Vital Partnerships and Advocacy in a CLD-ELL Program3 Hours
This course focuses on the professional growth of the CLD\ELL teacher. Candidates understand the importance of keeping current with new instructional techniques, research results, advances in the ESL field, and education policy issues and demonstrate knowledge of the history of ESL teaching. Candidates will demonstrate how they will use this information to reflect on and improve their instruction and assessment practices. As a professional advocate for CLD\ELL's, candidates will understand the importance of working collaboratively with school staff and community to improve the learning environment, provide support, and advocate for ELL's and their families.
18 credit hours
Teacher Leadership
+ expand all
EDTL-510   Pers Attributes and Leadership3 Hours
This course emphasizes the examination of personal identity and personal affective and cognitive attributes and their relationships to effective teacher-leader behaviors.
EDTL-520   The Teacher Leader As a Collaborative Coach3 Hours
This course enables candidates as teacher leaders to explore the current trends, issues, and research in collaborative coaching, and the impact on professional learning communities, collegial relationship, and student learning.
EDTL-530   The Teacher Leader in a Professional Learning Community3 Hours
This course will address the responsibilities of teachers as team leaders, with special emphasis on the knowledge, skills, and dispositions needed to work in teams to improve student learning. Candidates will analyze and synthesize Biblical and theoretical principles and practical understandings of the complex roles and responsibilities of a team leader in engendering organization commitment, resolving conflict, applying current research as it applies to team leadership, facilitating committee work, building communication skills, planning for student leadership and developing and sustaining professional learning communities.
EDTL-540   Leading Instructional Improvement3 Hours
The Leading Instructional Improvement course provides a comprehensive exploration of instruction-related leadership principles aligning teacher improvement with student improvement through data-driven decision making and focused professional development. Participants not only develop competencies as effective instructional leaders, they also demonstrate both the capacity to collaborate with peers and establish accountability between student learning and the quality of the instructional program.
EDTL-550   The Culturally Competent Teacher Leader3 Hours
This course will: address the knowledge, skills and dispositions of the culturally competent teacher leader, evaluate school cultural anthropology and levels of culture as they impact school culture, mission, and vision, consider buy-in to school mission and vision, examine the use of school climate information to improve school climate, align educational practices to impact student achievement and promote a setting that values the diversity of the school setting, examine school climate and culture and their effect on district organizations, and explore the school's effectiveness in communicating with stakeholders and inharmonious parties through commitment to trust and appreciation of shared values.
EDTL-560   The Teacher Leader As a Change Agent3 Hours
This course is designed to enable candidates to demonstrate the knowledge, skills, and dispositions of an effective leader of change, to apply the components of change leadership and change processes to proposal design considerations, and to develop a proposal for an educational change to be implemented in an educational context.
18 credit hours

Menu "Areas of Study" Begins - Skip Menu

Menu "About" Begins - Skip Menu

Menu "Teaching Certificate Programs" Begins - Skip Menu

Menu "School of Educational Leadership" Begins - Skip Menu

Required Courses

Exceptional Learners – Mild Intervention

High Ability Learners

English Language Learners

Teacher Leadership