Graduate Courses For Professional Educators. Contemplation Integrity Hospitality

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1 Graduate Courses For Professional Educators Contemplation Spring Integrity Spring Hospitality 2015 Service Stewardship Contemplation Integrity Hospitality Service Stewardship Contemplation Integrity Hospitality Service Stewardship Contemplation Integrity Hospitality Service Stewardship Contemplation Integrity Hospitality Service Stewardship Contemplation Integrity Hospitality Service Stewardship Contemplation Integrity Hospitality Service Stewardship Contemplation Integrity Hospitality Service Stewardship Contemplation Integrity Hospitality Service Stewardship Contemplation Integrity Hospitality Service Stewardship Contemplation Integrity Hospitality Service Stewardship Contemplation Integrity Hospitality Iowa Service Center Stewardship Contemplation Integrity Hospitality Service Stewardship Contemplation Integrity Hospitality Service

2 2 Viterbo University Spring Spring 2015 The mission of Viterbo University is to prepare students for faithful service and ethical leadership. In keeping with the mission of Viterbo University, the School of Education has as its mission the preparation of educators who are grounded in Franciscan values and possess the knowledge and skills to be reflective decision makers for the 21st century.

3 See page 27 for registration information. Viterbo Iowa Center is changing to meet the current needs of Iowa educators! Viterbo Iowa Center is excited to introduce our new ANNUAL catalog containing course scheduling for a one-year cycle of classes (June May 2015). Our new annual catalog: Provides a clear, scheduled plan of study to allow students to complete their endorsement in approximately one year if they choose to do so. Continues to provide students the option to take courses at their own pace if they do not wish to choose the one-year option. Allows classes to be repeated within the same time periods in future years so students will know when courses they need will be offered. Establishes more efficient use of student time by making it easier to plan professional development! Offers Educational Leadership classes, beginning with the new cohort in Summer 2014, in a new blended or Saturday-only format to accommodate more of Iowa s educators. Offers online course offerings for two of our Master of Arts in Education core courses, as well as additional online class offerings in our endorsement areas. Includes new elective course offerings on timely, relevant topics. (See page 23 for elective listings and details.) Includes all courses for satisfying the Middle School Language Arts certification for the Middle School endorsement #1821. Schedules each endorsement class only once within the one-year cycle in the West Des Moines Iowa Center and once in Cedar Falls. Viterbo has a long tradition of serving Iowa teachers, and we remain committed to our tradition and to you! 3

4 4 Viterbo University Spring Spring 2015 Greetings... Contact Information Viterbo University Iowa Center 4949 Westown Parkway, Suite 195 West Des Moines, IA (515) (515) (fax) Toll Free: Michael Gonzalez, Off-Campus Coordinator/ Marketing Specialist [email protected] (515) Norene Bunt, Educational Leadership Faculty/ Program Specialist [email protected] (515) Susan Hughes, Educational Research Program Specialist/MAEd Advisor Master of Arts in Education [email protected] (608) Viterbo University Graduate Programs in Education 900 Viterbo Drive La Crosse, WI (608) (608) (fax) Toll Free: Gerald Kember, Interim Dean of Education [email protected] Rhonda Rabbitt, Assistant Dean [email protected] Linda Hinkley, Graduate Program Administrative Assistant [email protected] Kathleen Wynn, Graduate Student Advisor [email protected] (515) Kathy Westcott, Office Specialist [email protected] (515) (888) For updated information, please refer to our website:

5 See page 27 for registration information. Contents 3 Changing to meet the current needs of Iowa educators 6 Master of Arts in Education at a Glance 8 Educational Leadership PK-12 Principal/Supervisor of Special Ed. # Middle School Endorsement # Reading Teacher Endorsement #148 & # Reading Specialist Endorsement (K-12) # Early Childhood Endorsement # Talented and Gifted Endorsement # New Elective Course Offerings on Timely, Relevant Topics 26 Registration & Information Additional course offerings can be found at: Iowa course schedules may be found at WISCONSIN Internet Courses More online course listings are offered from Viterbo University s West Allis Center in partnership with Advanced Learning Designs and Critical Connections. Please check out the Advanced Learning Designs website at For further course or syllabi information on Critical Connections, please call Viterbo offers teachers a high-quality master s degree program, endorsements and a principal licensure program close to their Iowa homes with courses that are scheduled to meet the demands of teachers busy schedules. 5

6 6 Viterbo University Spring Spring 2015 Master of Arts in Education Viterbo University offers a Master of Arts in Education program whereby 27 of the 30 credits may be completed here, in Iowa. Here s how... This program is one of the most practical and economical graduate programs in the area. If you ve taken our graduate courses within the past 7 years, they may apply to this program. The Master s Degree program currently requires a comprehensive exam, taken after completion of core courses and before Proseminar. Required Core Courses EDUC 600 Ethical Issues in School and Society...3 credits EDUC 623 Teacher Leadership and Professional Learning...3 credits EDUC 601 Educational Research I...3 credits EDUC 602 Educational Research II...3 credits Completed in your own classroom during the academic year after EDUC 601. EDUC 604 Proseminar...3 credits Held the second week of July, in La Crosse, WI, culminating with commencement. Required Core Credit Total: credits Elective Courses Elective course credit total (may include transfer credits)...15 credits Transfer Credits: A student may request to transfer up to 9 semester credit hours which will be applied to the Master of Arts in Education degree program. Transfer credits must be graduate credits taken from a regionally accredited institution of higher education, completed within 7 years of application, taken after completion of an undergraduate degree program, and be assigned a grade of B or higher. Credits from other institutions taken prior to admission to the graduate program will be reviewed for transfer into the Master s degree. The advisor for the Master of Arts in Education program will also review transfer requests made by students already accepted into the program who wish to take credits from other institutions. Students who wish to transfer credits to the Viterbo Master of Arts in Education program must have the appropriate official graduate transcripts sent directly to Susan Hughes, advisor for the Master of Arts in Education program. Upon completing the review of the education-related courses, the student will be sent a transfer verification letter from the Registrar s office listing which, if any, courses will be allowed to transfer to the Viterbo University Master of Arts in Education program. Final decisions on course transfer requests are made at the discretion of the advisor. Degree Program Total: credits Scan for more information about the Master of Arts in Education Requirements for Admission into Master of Arts in Education Program Formal application to the Master of Arts in Education program requires electronic application form submission at Click on How to Apply. The following items must be forwarded to Viterbo University in La Crosse, WI as noted on the online application requirements. 1. Non-refundable $50 application fee, 2. Official copies of transcripts requested from all colleges and universities attended (transcripts must be mailed directly from each school to La Crosse). Transcripts marked issued to student will not be accepted, 3. A copy of the applicant s current teaching license, 4. Three-part narrative available within online application, 5. Completed Promissory note. Unofficial transcript evaluations may be provided upon request; however, official transcripts are required for acceptance into the Master of Arts in Education program. Getting Started Call toll-free for information at the Iowa Center, or Enroll in one of our classes listed in this brochure or Call to schedule your individual or small group advising session. There is no obligation.

7 See page 27 for registration information. Course Offerings The following core courses are offered to complete the Master of Arts in Education program. For the most up-to-date course offering titles, descriptions and schedules, please check our website at ONLINE EDUC 623: Teacher Leadership and Professional Learning Nov. 28-Jan. 30, 2015 Instructor: Terry Hurlburt EDUC 600: Ethical Issues in School and Society Feb. 9-March 31, 2015 Instructor: Darren Hanna Cedar Falls (AEA 267, 3712 Cedar Heights Dr., Cedar Falls) EDUC 623: Teacher Leadership & Professional Learning March 7-8 (online), Instructor: Terry Hurlburt -- (blended class) & April 4-5, 2014 (meet face-to-face) EDUC 600: Ethical Issues in School and Society April 11-12, & Instructor: Darren Hanna May 9-10, 2014 EDUC 601: Educational Research I June & Instructor: Susan Hughes July 28-29, 2014 EDUC 623: Teacher Leadership & Professional Learning July and 21-22, 2014 Instructor: Terry Hurlburt EDUC 600: Ethical Issues in School and Society Jan. 9-10, & Instructor: Darren Hanna Feb. 6-7, 2015 West Des Moines (Viterbo Iowa Center, 4949 Westown Pkwy., Suite 195, WDM) EDUC 623: Teacher Leadership & Professional Learning March 28-29, April & Instructor: Maribeth Arentsen May 2-3, 2014 EDUC 601: Educational Research I June 9-11 & 26-27, 2014 Instructor: Susan Hughes EDUC 600: Ethical Issues in School and Society July 9-11 & 17-18, 2014 Instructor: Darren Hanna EDUC 623: Teacher Leadership and Professional Learning July & 31-Aug. 1 Instructor: Maribeth Arentsen EDUC 601: Educational Research I Sept , Oct. 3-4 & Instructor: Susan Hughes 17-18, 2014 EDUC 600: Ethical Issues in School and Society Nov. 7-8, 21-22, & Instructor: Darren Hanna Dec. 5-6, 2014 EDUC 623: Teacher Leadership and Professional Learning Jan , & Instructor: Susan Pecinovsky Feb , 2015 EDUC 602 Research II is not listed because your EDUC 601 Research I instructor will become your advisor for this class when it is offered in the fall and spring. A meeting time will be determined during Research I as to when your instructor will meet with you. Registration for 602 will take place at the end of EDUC 601. The culminating core class, EDUC 604 Proseminar, will be held at Viterbo University in La Crosse, WI, for candidates who have completed the core coursework: EDUC 600 Ethical Issues in School and Society, EDUC 601 Research I, EDUC 602 Research II, EDUC 623, Teacher Leadership and Professional Learning, 12 elective credits and comprehensive exams. Proseminar is scheduled for July 7-11, Registration and other information pertaining to EDUC 604 Proseminar will appear on the Viterbo website beginning mid-january each year. Go to Core Course Descriptions for Master of Arts in Education EDUC 600: Ethical Issues in School and Society Students in this course are charged with examining the role of an educator as a moral steward. Students will be asked to think about the individual role that they assume in achieving and maintaining a more democratic and ethical society through education. Investigations into controversial ethical issues and dilemmas prepare educators to critically think through potential situations that may arise with students, parents, administrators, and peers. Students will look at the overview of the systemic nature of education and schooling, with emphasis on the role of the teacher. Students will be introduced to the concept of learning in community, and the concept of nurturing and care for the system of education. The lens of the Viterbo values will be utilized and applied to teachers roles in the educational system. These values are: collaboration, hospitality, integrity, stewardship, and service. Using these values as a lens, students will review and take a stand on critical issues facing education at the present time. 3 credits EDUC 601: Educational Research I This course provides an overview of educational research theory and practice. Participants will design an approved research project on an approved educational topic. 3 credits (Prerequisite: Admission to the Master of Arts in Education program.) EDUC 602: Educational Research II Participants develop and implement a research project under the direction of their research advisor. 3 credits (Prerequisite: EDUC 601) EDUC 604: Proseminar Seminar attempts to integrate the ideas presented in the core courses. It includes presentation of the research project developed in EDUC 601 and credits (This course is held the week of graduation on Viterbo University campus in La Crosse capstone of the Master of Arts in Education program.) EDUC 623: Teacher Leadership and Professional Learning This course asks students to re-examine their role as one who generates change in the education system by engaging in self-reflection and self-assessment of his/her current classroom best practices. In addition, students will be asked to develop a plan for future professional growth and development, including their pedagogical strengths and their opportunities for improvement. Students will develop a PDP as their path to continuous improvement as an educator. Finally, teachers will produce a Teacher Performance Assessment (TPA) that will include videotaped segments to showcase their teaching highlights. The Viterbo values of collaboration, hospitality, integrity, stewardship, and service are expected to be visible in student work that is submitted for the course. A significant number of teachers will attend Proseminar the week of July 7-11, 2014, presenting their research as part of the final requirement for graduation. The result: Hundreds of teachers, representing virtually all parts of Wisconsin and Iowa, receive their Master of Arts in Education degrees from Viterbo. These teachers achieve a goal that is personally and professionally rewarding. For additional information on the Master of Arts in Education program, please visit our website at 7

8 8 Viterbo University Spring Spring 2015 Educational Leadership PK-12 Principal/Supervisor of Special Education #189 Administrative courses available for teachers and administrators About the Program Viterbo University Iowa Center will begin new cohorts for its Educational Leadership Program in June 2014 in Burlington and West Des Moines pending sufficient enrollment with a new Saturday-only blended format for course offerings. The mission of Viterbo University is to prepare students for faithful service and ethical leadership. In keeping with the mission of Viterbo University, the School of Education has as its mission the preparation of educators who are grounded in Franciscan values and possess the knowledge and skills to be reflective decision-makers for the 21st century. This is a 32-credit graduate level program with no electives. At the conclusion of this program the candidate will have earned an administrative endorsement to serve as a PK-12 Principal/Supervisor of Special Education, Saturday-only blended format. This Educational Leadership Program is intensive and comprehensive. Your Options Two options exist for this program, both of which lead to an Iowa initial administrative license. Master of Arts in Education degree- Educational Leadership track 36 credits Licensure track only-must possess an earned Master s degree prior to entry 32 credits Educational Leadership Program Features Include Directly aligned with the Iowa Standards for School Leaders (ISSL) Two-year, 400-hour internship (one internship per semester for a total of 6 internships) 100-hour, course-directed clinical experiences and activities Cohort model Blended weekend format during academic year, Saturday only Support system including an internship supervisor and a qualified mentor who closely supervise each candidate Development and practice of principals as ethical leaders and reflective decision-makers for the 21st Century Electronic portfolio For additional information, please contact Norene Bunt at the Viterbo Iowa Center at or [email protected]. **Application materials will be reviewed and candidate interviews will be conducted beginning in January Deadline to apply is May 15, 2014, or until cohort is filled. Educational Leadership Coursework Includes EDUL 603 Leadership for Learning: Foundations EDUL 604 Theories of Motivation for Learning: Children and Adults (2 credits) EDUL 615 Internship I (1 credit) EDUL 606 Leadership for Curriculum, Instruction, and Assessment (4 credits) EDUL 607 Meeting the Needs of Diverse Learners (4 credits) EDUL 616 Internship II (1 credit) EDUL 608 Leadership for Learning: Management EDUL 609 School, Family, and Community Relations EDUL 617 Internship III (1 credit) EDUL 610 Research for School Improvement and Student Achievement I (2 credits) EDUL 611 School Law and Mandates EDUL 618 Internship IV (1 credit) EDUL 613 Research for School Improvement and Student Achievement II (2 credits) EDUL 614 The Iowa Evaluator Approval Training (4 credits) EDUL 619 Internship V (1 credit) EDUL 620 Internship VI (1 credit) A student may request to transfer up to 6 semester credit hours for equivalent coursework which will be applied to the PK-12 Principal/Supervisor of Special Education licensure program. Transfer credits must be taken from a regionally accredited institution of higher education, completed within five years of application, taken after completion of an undergraduate degree program, and with a grade of B or higher earned. For updated information, please refer to our website:

9 See page 27 for registration information. Course Offerings **Acceptance into the Educational Leadership cohort is required for course registration. For the most up-to-date course offering titles, descriptions and schedules, please check our website at Cohort M West Des Moines (Viterbo Iowa Center, 4949 Westown Pkwy., Suite 195, WDM) Spring 2014: EDUL : Curriculum, Instruction, & Assessment Jan , 24-25, Instructor: Susan Pecinovsky Feb. 7-8 & 21-22, 2014 EDUL : Meeting the Needs of Diverse Learners April 4-5, & Instructors: Mary Humke & Gina West 25-26, 2014 EDUL 617: Internship III Spring 2014 Summer 2014: EDUL : School Law and Mandates June 12, 13, 23, 24 & 25, 2014 Instructor: Miriam Van Heukelem EDUL Research for School Improvement and June 9-10 & 26-27, 2014 Student Achievement I Instructor: Norene Bunt EDUL 618: Internship IV Summer 2014 Fall 2014: EDUL 613: Research for School Improvement Aug. 25-Dec. 12, 2014 Student Achievement II Instructor: Norene Bunt EDUL 614: The Iowa Evaluator Approval Trng. Program Sept , 26-27, Instructor: Jason Ellingson Oct & 24-25, 2014 EDUL 619: Internship V Fall 2014 Spring 2015: EDUL 613: Research for School Improvement Jan. 12-May 8, 2015 Student Achievement II Instructor: Norene Bunt EDUL 620: Internship VI Spring 2015 Cohort N Burlington (Great Prairie AEA, 3601 West Ave., Burlington) Spring 2014: EDUL : Meeting the Needs of Diverse Learners Feb. 28-March 1, 7-8 & Instructors: Mary Humke & Gina West 28-29, 2014 EDUL : Curriculum, Instruction, & Assessment April 4-5, 11-12, & Instructor: Elizabeth Long May 9-10, 2014 EDUL 617: Internship III Spring 2014 Summer 2014: EDUL Research for School Improvement and June & 30-July 1, 2014 Student Achievement I Instructor: Norene Bunt EDUL : School Law and Mandates July 9-11 & 14-15, 2014 Instructor: Jon Sheldahl EDUL 618: Internship IV Summer 2014 Fall 2014: EDUL 613: Research for School Improvement Aug. 25-Dec. 12, 2014 Student Achievement II Instructor: Norene Bunt EDUL 614: The Iowa Evaluator Approval Trng. Program Oct , Nov , Instructor: Katie Gavin 21-22, and Dec. 5-6, 2014 EDUL 619: Internship V Fall 2014 Spring 2015: EDUL 613: Research for School Improve. & Jan. 12-May 8, 2015 Student Achievement II Instructor: Norene Bunt EDUL 620: Internship VI Spring 2015 Cohort o West Des Moines (New June 2014 cohort) (Viterbo Iowa Center, 4949 Westown Pkwy., Suite 195, WDM) Summer 2014: EDUL 604: Theories of Motivation for Learning: June 30-July 1 & Children & Adults July 7, 2014 Instructor: Darren Hanna EDUL 603: Leadership for Learning: Foundations July 9-11 & 14-15, 2014 Instructor: Jason Ellingson EDUL 615: Internship I Summer 2014 Fall 2014: EDUL 609: School, Family, Community Relations Sept. 13, 20, Oct. 4, Instructor: Scott Osborn 18 & 25, 2014 (blended w/friday nights online) EDUL : Leadership for Learning: Management Nov. 1, 8, 22 & Dec. 6, 2014 Instructor: Mary Jane Stites (blended w/friday nights online) EDUL 616: Internship II Fall 2014 Spring 2015 EDUL 607: Meeting the Needs of Diverse Learners Jan. 24, Feb. 7, 21 & 28, 2015 Instructors: Mary Humke & Gina West (blended w/friday nights online) EDUL 606: Curriculum, Instruction, and Assessment March 14, 28, April 11 & 25, 2015 Instructor: Norene Bunt (blended w/friday nights online) EDUL 617: Internship III Spring 2015 Are You Interested in Our Educational Leadership Program? If so, complete an online application. Electronic applications are available at Click on How to Apply. Formal transcript evaluations will take place after students have completed an electronic application, paid the $50 application fee and sent official transcripts directly from their college/university to the Viterbo Iowa Center, 4949 Westown Parkway, Suite 195, West Des Moines, IA Transcripts marked issued to student will not be accepted. Please also send a copy of your teaching license. Unofficial transcript evaluations may be provided upon request; however, official transcripts are required for acceptance into the Educational Leadership PK-12 Principal/Supervisor of Special Education #189 program. Questions? For additional information, please contact Norene Bunt at the Viterbo Iowa Center at or [email protected]. When all application materials have been received and evaluated, Viterbo University Iowa Center will contact the applicant to schedule an interview. 9

10 10 Viterbo University Spring Spring 2015 For updated information, please refer to our website: Educational Leadership PK-12 Principal/Supervisor of Special Education #189 Course Descriptions EDUL 603: Leadership for Learning: Foundations Provides aspiring administrators with an understanding of their leadership style through: self-assessment; leadership theory and its application to the principal; the relationship between leadership and the learning culture and its impact on achievement; leading in a culture of change; decision processing, decision making and systematic planning; and ethical practices. 3 credits EDUL 604: Theories of Motivation for Learning Provides aspiring administrators with knowledge, skills, and demonstrated performances around the learning needs of young learners, adolescent learners, high school learners, and adult learners. The course focuses on developmental, psychological, and motivational needs of learners as well as designing learning strategies and structures to support their learning. 2 credits EDUL 606: Leadership for Curriculum, Instruction and Assessment Provides aspiring administrators with the knowledge, skills, and demonstrated performances in current curriculum instruction and assessment practices; the design and implementation of curriculum, instruction, and assessment practices; and their impact on student achievement. 4 credits EDUL 607: Meeting the Needs of Diverse Learners Provides aspiring administrators with an understanding of how a school can become a learning community to meet the needs of diverse learners. Specific needs of identified groups of learners are explored. Specifically, the groups addressed are identified special education students, English language learners, students involved with 504 plans, and students identified as gifted and talented. Students engage in self-reflection to help gain an understanding of how their own actions impact and are interpreted in a diverse world. Candidates analyze their school s current support structure for the continuum of learners, learn about school-wide intervention, and consider what it would take to implement this type of model in their own school. 4 credits EDUL 608: Leadership for Learning: Management Provides aspiring administrators the opportunity to focus on building level organizational issues that will enhance student achievement at the pre-school, elementary, middle school, and high school levels. Topics addressed include staffing patterns, schedule development, school budgeting, staff relations, and the components for creating a positive learning environment for students in both the general and special education programs. 3 credits EDUL 609: School, Family, and Community Relations Provides aspiring administrators with knowledge, skills, and demonstrated performances to engage parents, families, and communities in supporting student achievement. The candidates will develop an action plan for increased parent/ family/community engagement that addresses student learning. 3 credits EDUL 610: Research for School Improvement and Student Achievement I Provides aspiring administrators with knowledge, skills, and demonstrated performance to research the findings and best practices related to educational leadership, school improvement, and student achievement, and to design an actionable research project that addresses an immediate problem facing school leaders, in an actual school or educational setting. Typically, Research I is presented in summer sessions, concentrating on the development of the proposal. This data-driven course binds research to practice as the candidates develop a three-chapter, actionable research proposal to be implemented during the course of the ensuing school year, for which researchers will enroll in Research for School Improvement and Student Achievement II and receive two additional graduate credits. 2 credits EDUL 611: School Law and Mandates Provides aspiring administrators with an understanding of the legal aspects of education with a focus on administrationrelated applications. Knowledge is acquired in the areas of education and the legal system, employee rights and obligations, student rights and discipline, tort liability, and public-private school-related legal issues. A particular emphasis will be placed upon the federal and state mandates in special education. 3 credits EDUL 613: Research for School Improvement and Student Achievement II Provides aspiring administrators with knowledge, skills, and demonstrated performance to research the findings and best practices related to educational leadership, school improvement, and student achievement, and to conduct an actionable research project that addresses an immediate problem facing school leaders, in an actual school or educational setting. This class extends over a 10-month period, immediately following the successful completion of Research I. This study culminates in the research paper, completed and presented in late spring of the year following the proposal development. This data-driven course binds research to practice as the majority of hours are committed to the study in the school or educational setting. (Prerequisite: EDUL 610) 2 credits

11 See page 27 for registration information. EDUL 614: Iowa Evaluator Training and Data Driven Leadership Provides aspiring administrators with knowledge, skills, and demonstrated performances in the evaluation of teachers based on the Iowa Teaching Standards. Successful completion of this course completes the requirements for the evaluator approval certification, required for principals by the Iowa Department of Education. 4 credits EDUL 615: Internship I Introductory Internship I focuses on introductory learning and leadership experiences in diverse educational settings, supervised cooperatively by the educational leadership internship supervisor and the mentors, and school district personnel. All phases of the PK-12 school operation and procedures are experienced as the candidate is involved in the day-to-day activities of schools and school administrators. Through knowledge and skills acquired and applied in the first of six sequenced and scaffolded courses and the on-site clinical experiences in the internship, the candidate demonstrates progress toward integration of theory and practice toward entry-level competency of an educational leader. Prerequisite: Admission to the Iowa program. May be repeated for credit. 1 credit EDUL 616: Internship II Beginning Internship II focuses on beginning learning and leadership experiences in diverse educational settings, supervised cooperatively by the educational leadership internship supervisor and the mentors, and school district personnel. All phases of the PK-12 school operation and procedures are experienced as the candidate is involved in the day-to-day activities of schools and school administrators. Through knowledge and skills acquired and applied in the second of six sequenced and scaffolded courses and the on-site clinical experiences in the internship, the candidate demonstrates progress toward integration of theory and practice toward entry-level competency of an educational leader. (Prerequisite: 615). May be repeated for credit. 1 credit EDUL 617: Internship III Transitional Internship III focuses on transitional learning and leadership experiences in diverse educational settings, supervised cooperatively by the educational leadership internship supervisor and the mentors, and school district personnel. All phases of the PK-12 school operation and procedures are experienced as the candidate is involved in the day-to-day activities of schools and school administrators. Through knowledge and skills acquired and applied in the third of six sequenced and scaffolded courses and the on-site clinical experiences in the internship, the candidate demonstrates progress toward integration of theory and practice toward entry-level competency of an educational leader. (Prerequisite: 616). May be repeated for credit. 1 credit EDUL 618: Internship IV Intermediate Internship IV focuses on intermediate learning and leadership experiences in diverse educational settings, supervised cooperatively by the educational leadership internship supervisor and the mentors, and school district personnel. All phases of the PK-12 school operation and procedures are experienced as the candidate is involved in the day-to-day activities of schools and school administrators. Through knowledge and skills acquired and applied in the fourth of six sequenced and scaffolded courses and the on-site clinical experiences in the internship, the candidate demonstrates progress toward integration of theory and practice toward entry-level competency of an educational leader. (Prerequisite: 617). May be repeated for credit. 1 credit EDUL 619: Internship V Progressive Internship V focuses on progressive learning and leadership experiences in diverse educational settings, supervised cooperatively by the educational leadership internship supervisor and the mentors, and school district personnel. All phases of the PK-12 school operation and procedures are experienced as the candidate is involved in the day-to-day activities of schools and school administrators. Through knowledge and skills acquired and applied in the fifth of six sequenced and scaffolded courses and the on-site clinical experiences in the internship, the candidate demonstrates progress toward integration of theory and practice toward entry-level competency of an educational leader. (Prerequisite: 618). May be repeated for credit. 1 credit EDUL 620: Internship VI Advanced Internship VI focuses on advanced learning and leadership experiences in diverse educational settings, supervised cooperatively by the educational leadership internship supervisor and the mentors, and school district personnel. All phases of the PK-12 school operation and procedures are experienced as the candidate is involved in the day-to-day activities of schools and school administrators. Through knowledge and skills acquired and applied in the last of six sequenced and scaffolded courses and the on-site clinical experiences in the internship, the candidate demonstrates progress toward integration of theory and practice toward entry-level competency of an educational leader. (Prerequisite: 619). May be repeated for credit. 1 credit Scan for more information about the Educational Leadership Program 11

12 12 Viterbo University Spring/Summer Spring Middle School Endorsement #182 Middle School Certification endorsements include: #1821 Language Arts; #1822 Math; #1823 Science; & #1824 Social Studies. These endorsements are for teachers who teach at grade levels 5-8. Waivers may be granted for up to six credits for this endorsement if completed within seven years of your application date from a regionally accredited institution with an assigned grade of B or higher. Endorsement credits may serve as elective credits toward the Master of Arts in Education degree. The Middle School Endorsement is a comprehensive 35-credit program 11 required core course credits plus 12 credit hours each from two content areas: social studies, mathematics, science, and/or language arts. For consideration of content area credits older than 7 years, evidence of current teaching or education in the content area is required. Viterbo is currently offering courses for completion of the Language Arts content area. Graduate or undergraduate credits earned from another accredited college or university will be accepted to meet the content area credit requirements for social studies, math and science. Note: The holder of a Middle School endorsement is authorized to teach in the two concentration areas in which the specific requirements have been completed (12 credits) as well as in other subject areas in grades five through eight which are not the core content areas. The holder is not authorized to teach art, industrial arts, music, reading, physical education and special education. Middle School Endorsement Certifications: Required Courses EDUC 517: Understanding the Young Adolescent EDUC 628: Models for Teaching Middle School Students EDUC 531: Adolescent Literacy EDUC 516: Field Experience (30 clock hours) (2 credits) #1821 Middle School Language Arts #1822 Middle School Mathematics #1823 Middle School Science #1824 Middle School Social Studies. Admission to the Middle School Endorsement is required prior to registering for Middle School field experience. Note: Candidates will be required to complete a Capstone project. The Capstone project will consist of a mini-portfolio which includes reflections and artifacts related to coursework and field experiences. Upon completion of the Middle School Endorsement, candidates will be endorsed to teach in their two content areas in grades 5-8 and other non-core subject areas (except industrial arts, art, music, reading, physical education and special education). Choose two or more of the following content areas: Social Studies: 12 credit hours to include U.S. History, World History, Government, Geography Mathematics: 12 credit hours with Algebra included Science: 12 credit hours including coursework in Physical Science, Life, and Earth and Space Science Language Arts: 12 credit hours in language arts to include Composition, Language Usage, Speech, Young Adult Literature, Literature Across Cultures Are You Interested in Our Middle School Program? If so, complete an online application Electronic applications are available online at Click on How to Apply. Upon completion of an electronic application to the endorsement and payment of the $50 application fee, students must send official transcripts directly from their college/university to the Viterbo Iowa Center, 4949 Westown Parkway, Suite 195, West Des Moines, IA Transcripts marked issued to student will not be accepted. Please also send a copy of your teaching license. Unofficial transcript evaluations may be provided upon request; however, official transcripts are required for acceptance into the Middle School Endorsement program. Questions? For additional information, please contact Kathleen Wynn at the Viterbo Iowa Center at or [email protected]. For updated information, please refer to our website:

13 See page 23 for registration information. See page 27 for registration information. Course Offerings The following courses qualify for the Middle School Endorsement Certifications. Please note that each endorsement course will be offered only once within the June 1, 2014 May 31, 2015 catalog. For the most up-to-date course offering titles, descriptions and schedules, please check our website at Online EDUC 517: Understanding the Young Adolescent Feb. 6-March 27, 2014 Instructor: Lori Phillips EDUC 628: Models for Teaching Middle School Students March 13-May 1, 2014 Instructor: Cynthia Knight EDUC 517: Understanding the Young Adolescent June 12-July 31, 2014 Instructor: Lori Phillips EDUC 531: Adolescent Literacy Aug. 7-Sept. 25, 2014 Instructor: Jennifer Jacob EDUC 628: Models for Teaching Middle School Students Jan. 8-Feb. 26, 2015 Instructor: Cynthia Knight EDUC 516: Middle School Field Experience Sept. 1-Dec. 12, 2014 or Instructor: Cynthia Knight Jan. 5-May 15, 2015 In addition to the core classes listed above, the following classes may be used to satisfy the Middle School Certification #1821 Middle School Language Arts: Online EDUC 510: Teaching Secondary Writing Feb. 6-March 27, 2014 Instructors: Jennifer Jacob & Jennifer Thoma EDUC 551: Adolescent Literature (5-12) Oct. 30-Dec. 18, 2014 Instructor: Norene Bunt EDUC 510: Teaching Secondary Writing Jan. 8-Feb. 26, 2015 Instructors: Jennifer Jacob & Jennifer Thoma CEDAR FALLS (AEA 267, 3712 Cedar Heights Dr., Cedar Falls) EDUC 568: Improving Oral Communication (K-12) June 11-13, 2014 Instructor: Sharon Garvey EDUC 542: Teaching the Art of Writing (K-12) June & Instructors: Teresa Cardamon & Kathy Poetting June 30-July 1, 2014 West Des Moines (Viterbo Iowa Center, 4949 Westown Pkwy., Suite 195, WDM) EDUC 542: Teaching the Art of Writing (K-12) Feb. 7-8, & Instructors: Teresa Cardamon & Kathy Poetting March 7-8, 2014 EDUC 546: Literature Across Cultures April 4-5, & Instructor: Ruth Ann Gaines May 9-10, 2014 EDUC 546: Teaching Language Usage and Nov. 7-8, & Composition at the Middle School Level Dec. 5-6, 2014 Instructor: Ruth Ann Gaines EDUC 542: Teaching the Art of Writing (K-12) Feb. 6-7, & Instructors: Teresa Cardamon & Kathy Poetting March 6-7, 2015 EDUC 546: Literature Across Cultures March 27-28, April & Instructor: Ruth Ann Gaines 24-25, 2015 EDUC 568: Improving Oral Communication April & May 1-2, 2015 Instructor: Sharon Garvey Course Descriptions for Middle School Endorsement #182 EDUC 517: Understanding the Young Adolescent This course provides an overview of early adolescent development from the ages of years. Information about physical development, cognitive development, social development, emotional and personality development will be explored. Application and problem solving will be emphasized in this course. 3 credits EDUC 628: Models for Teaching Middle School Students This course examines strategies and educational components that create a learning environment to address the complex needs of adolescent students. It includes specific methodologies and material pertaining to the basic functions of middle level education including: integration, exploration, guidance, differentiation, socialization, and articulation. It investigates recent research and practical applications. 3 credits EDUC 531: Adolescent Literacy This course will explore the current development and practice of adolescent literacy in a changing world. Globalization means middle and high school students will find themselves in a world with jobs that require ingenuity, imagination and empathy, and will require employees who are willing to take risks and work cooperatively. With this in mind, this course will use a variety of texts to synthesize literacy strategies about reading, writing, speaking, and thinking in the adolescent world, including how to adapt to the increase of technology in everyday use. 3 credits EDUC 546: Middle School Field Experience Supervised Middle School clinical experiences with emphasis on the infusion of the experience with the growth and development of the middle school age child, middle school design, curriculum, instruction, and assessment and literacy strategies for students in grades credits EDUC 546: Teaching Language Usage and Composition at the Middle School Level 3 credits (See course description listed under elective course offerings.) EDUC 551: Adolescent Literature (5-12) 3 credits (See course description listed under Reading Endorsement course offerings.) EDUC 542: Teaching the Art of Writing (K-12) 3 credits (See course description listed under Reading Endorsement course offerings.) EDUC 568: Improving Oral Communication (K-12) 2 credits (See course description listed under Reading Endorsement course offerings.) EDUC 546: Literature Across Cultures 3 credits (See course description listed under elective course offerings.) EDUC 510: Teaching Secondary Writing 3 credits (See course description listed under Reading Endorsement course offerings.) Scan for more information about the Middle School Endorsement 13

14 14 Viterbo University Spring/Summer Spring Reading Teacher Endorsement #148 & #149 **A prerequisite for #148 is that a Foundations of Reading course from a regionally accredited institution of higher education has been completed within 7 years of application. The Reading Endorsements #148 & #149 are 24-credit endorsements. Waivers may be granted for up to six credits for this endorsement if completed within seven years of your application date from a regionally accredited institution with an assigned grade of B or higher. Application to the Reading Endorsement is required prior to registering for the Practicum. Endorsement credits earned may serve as elective credits toward the Master of Arts in Education degree. Required Courses Reading Endorsement #148 (K-8) EDUC 519: EDUC 542: EDUC 550: EDUC 568: EDUC 605: EDUC 640: EDUC 650: EDUC 681: EDUC 683: Assessment & Treatment of reading Difficulties (K-8) Teaching the Art of Writing (K-12) Children s Literature (K-8) Improving Oral Communication (K-12) (2 credits) Inclusion of Students with Special Needs (K-12) Balanced Literacy Content Reading Emergent Literacy (Pre-K-3) Practicum in Reading Disabilities (1 credit) (must be taken simultaneously with EDUC 519) For updated information, please refer to our website: Note: Candidates applying after June 1, 2013, will be required to complete a Capstone project. The Capstone project will consist of a mini-portfolio which includes reflections and artifacts related to this coursework and practicum. Reading Endorsement #149 (5-12) EDUC 518: Foundations of Reading EDUC 520: Assessment and Treatment (5-12) EDUC 542: Teaching the Art of Writing (K-12) OR EDUC 510: Teaching Secondary Writing EDUC 551: Adolescent Literature (5-12) EDUC 568: Improving Oral Communication (K-12) (2 credits) EDUC 605: Inclusion of Students with Special Needs (K-12) EDUC 640: Balanced Literacy EDUC 650: Content Reading EDUC 683: Practicum in Reading Disabilities (1 credit) (must be taken simultaneously with EDUC 520) Are you interested in our Reading Program? If so, complete an online application. Electronic applications are available online at Click on How to Apply. Upon completion of an electronic application to the endorsement and payment of the $50 application fee, students must send official transcripts directly from their college/university to the Viterbo Iowa Center, 4949 Westown Parkway, Suite 195, West Des Moines, IA Transcripts marked issued to student will not be accepted. Please also send a copy of your teaching license. Unofficial transcript evaluations may be provided upon request, however, official transcripts are required for acceptance into the Reading Endorsement. Questions? For additional information, please contact Kathleen Wynn at the Viterbo Iowa Center at or [email protected].

15 See page 23 for registration information. See page 27 for registration information. Course Offerings The following courses are applicable toward the Reading Endorsement requirements. Please note that each endorsement course will be offered only once within the June 1, 2014 May 31, 2015 catalog. For the most up-to-date course offering titles, descriptions and schedules, please check our website at Online EDUC 510: Teaching Secondary Writing Feb. 6-March 27, 2014 Instructors: Jennifer Jacob & Jennifer Thoma EDUC 681: Emergent Literacy Pre-K-3 March 6-April 24, 2014 Instructor: Allison Prohaska EDUC 650: Content Reading June 24-Aug. 11, 2014 Instructor: Jan Keese EDUC 681: Emergent Literacy Pre-K-3 Oct. 2-Nov. 20, 2014 Instructor: Allison Prohaska EDUC 551: Adolescent Literature (5-12) Oct. 30-Dec. 18, 2014 Instructor: Norene Bunt EDUC 510: Teaching Secondary Writing Jan. 8-Feb. 26, 2015 Instructors: Jennifer Jacob & Jennifer Thoma Cedar Falls (AEA 267, 3712 Cedar Heights Dr., Cedar Falls) EDUC 568: Improving Oral Communication (K-12) June 11-13, 2014 Instructor: Sharon Garvey EDUC 542: Teaching the Art of Writing (K-12) June & Instructors: Teresa Cardamon & Kathy Poetting June 30-July 1, 2014 EDUC 550: Children s Literature (K-8) July and 30-31, 2014 Instructor: Julie Neal EDUC 605: Inclusion of Students with Special Sept , & Oct. 3-4, 2014 Needs (K-12) Instructor: Mary Humke EDUC 519/520: Assessment & Treatment of Jan. 9-10, & Feb. 6-7, 2015 Reading Difficulties (K-8) & (5-12) Instructor: Julie Neal EDUC 683: Practicum in Reading Difficulties Jan. 9-May 15, 2015 Instructor: Julie Neal EDUC 640: Balanced Literacy March 27-28, April & Instructor: Allison Prohaska 24-25, 2015 West Des Moines (Viterbo Iowa Center, 4949 Westown Pkwy., Suite 195, WDM) EDUC 542: Teaching the Art of Writing (K-12) Feb. 7-8, & March 7-8, 2014 Instructors: Teresa Cardamon & Kathy Poetting EDUC 550: Children s Literature (K-8) March 28-29, April & Instructor: Lori Vicker May 2-3, 2014 EDUC 650: Content Reading April 4-5, & May Instructor: Jan Keese EDUC 605: Inclusion of Students June 9-11 & 16-17, 2014 with Special Needs (K-12) Instructor: Mary Humke EDUC 640: Balanced Literacy July 9-11 & 14-15, 2014 Instructor: Allison Prohaska EDUC 683: Practicum in Reading Difficulties Sept. 1 Dec. 12, 2014 Instructor: Jan Keese EDUC 519/520: Assessment & Sept , & Oct , 2014 Treatment (K-8) & (5-12) Instructor: Jan Keese EDUC 542: Teaching the Art of Writing (K-12) Feb. 6-7, & March 6-7, 2015 Instructors: Teresa Cardamon & Kathy Poetting EDUC 550: Children s Literature (K-8) March 27-28, April & 24-25, 2015 Instructor: Lori Vicker EDUC 568: Improving Oral Communication (K-12) April & May 1-2, 2015 Instructor: Sharon Garvey Scan for more information about the Reading Endorsement 15

16 16 Viterbo University Spring Spring 2015 Course Descriptions for Reading Teacher Endorsements (#148/#149) EDUC 519: Assessment and Treatment of Reading Difficulties (K-8) Principles of corrective reading instruction, diagnostic instruments and procedures, effective strategies, and materials for correcting reading difficulties in grades K-8 from individual to group and from formal to informal to alternative are covered. Proficiency in prescribing and communicating corrective instructional reading and writing plans and activities to support children s reading and writing development will be studied. (Taken simultaneously with Practicum in Reading Difficulties EDUC 683). 3 credits EDUC 520: Assessment and Treatment of Reading Difficulties (5-12) Principles of corrective reading instruction, diagnostic instruments and procedures, effective strategies, and materials for correcting reading difficulties in grades 5-12 from individual to group and from formal to informal to alternative are covered. Proficiency in prescribing and communicating corrective instructional reading and writing plans and activities to support children s reading and writing development will be studied. (Taken simultaneously with Practicum in Reading Difficulties EDUC 683). 3 credits EDUC 683: Practicum in Reading Difficulties Students will have experiences working with disabled readers. Students will conduct appropriate assessments, prescribe, and carry out remedial education programs in reading. Prerequisite: Admission to the Reading Endorsement. (Offered in conjunction with Assessment & Treatment of Reading Difficulties and must be taken simultaneously with Assessment & Treatment class.) 1 credit EDUC 542: Teaching the Art of Writing (K-12) The course is designed to provide teachers the opportunity to gain a deeper understanding of the art of teaching writing. Current research and theory will provide a foundation of knowledge to effectively teach writing as a communication tool. Content will include the following: reading-writingspeaking connections; the stages of spelling development; the writing process; qualities of effective writing; writing conferences; and an exploration of different types of writing. As participants take on the role of a writer, connections will be made regarding how to link theory and practice to effective classroom applications. 3 credits EDUC 550: Children s Literature (K-8) This course explores quality K-8 children s literature for modeling the reading and writing of varied genres, including fiction and nonfiction, technology-and media-based information, and non-print materials. Various children s literature books will be used to provide motivation through the use of texts and multiple levels, broad interests, reflecting varied cultures, linguistic backgrounds, and perspectives. This course also includes helping children acquire an appreciation of literature and develop lifelong reading habits. 3 credits EDUC 568: Improving Oral Communication (K-12) This course focuses on the knowledge of oral language development and the knowledge of the unique needs and backgrounds of students with language differences and delays. Effective research-based strategies and instructional technology for facilitating the learning of Standard English by all learners, including English language learners, will be covered. 2 credits EDUC 605: Inclusion of Students with Special Needs (K-12) Emphasis will be placed on the diverse literacy needs of children within the regular education classroom. State and federal legislation concerning children with disabilities and the concept of least restrictive environment will be studied. An exploration of personal and societal biases will allow teachers increased self-awareness in teaching a divergent population. Appropriate best practices for enhancing literacy in all children will be presented. 3 credits EDUC 640: Balanced Literacy This course focuses on the theory and techniques for developing and implementing a K-8 balanced literacy program. Research and best practices using constructivism, phonology, and brain function are studied. Design and implementation of reading and writing connections and assessment strategies are explored in detail. Effective instruction in language acquisition, reading and writing skills, and linguistic diversity are studied. 3 credits EDUC 650: Content Reading This course focuses on the development of effective reading strategies and skills in content areas for K-12 students. Text structure and the dimensions of content area vocabulary and comprehension, including literal, interpretive, critical, and evaluative are studied. A variety of research-based strategies and practices for effective instruction in reading and writing are reviewed and studied. Specific focus will be on designing and delivering effective instruction across the curriculum and for selecting materials appropriate for learners at various stages of reading and writing development including varied cultural and linguistic backgrounds. 3 credits EDUC 681: Emergent Literacy Pre-K-3 The focus of this course is the literacy development of the pre-k-3 child. The course covers the developmental process of literacy acquisition and the use of appropriate methods, models, and strategies for encouraging literacy growth. Early literacy concepts of phonemic awareness, word identification, phonics, vocabulary, fluency, comprehension, cultural and linguistic diversity, and language differences and delays are examined. The role of parents, community, and assessment tools will be explored. 3 credits EDUC 510: Teaching Secondary Writing This course provides research-based and standards-based strategies to teach adolescent writing through the analysis of writing processes and the use of rubrics, with authentic samples taken directly from students writing portfolios. Teachers will also learn valuable information on teaching grammar, curriculum planning, service learning, and community and parental involvement. 3 credits EDUC 551: Adolescent Literature (5-12) This course explores quality children s literature for modeling the reading and writing of varied genres, including fiction and nonfiction, technology and media-based information, and non-print materials. Various children s literature books will be used. 3 credits

17 See page 27 for registration information. Reading Specialist Endorsement #176 (K-12) The Reading Specialist is a 12-credit endorsement with nine hours of coursework and three hours of practicum. Application to the Reading Specialist Endorsement is required prior to registering for the Practicum. Candidate must hold a Reading Teacher Endorsement #148 or #149, two year s teaching experience, and a Master s degree including Research in the area of reading/literacy or currently accepted into Viterbo s Master of Arts in Education program. Endorsement credits earned may serve as elective credits toward the Master of Arts in Education degree. Unofficial transcript evaluations may be provided upon request. Official transcripts are required for acceptance into the Reading Specialist endorsement. Waivers may be granted for up to six graduate credits for this endorsement if completed within seven years of your application date from a regionally accredited institution with an assigned grade of B or higher. The courses listed below are the Reading Specialist #176 requirements. Required Courses Note: Candidates applying after June 1, 2013, will be required to complete a Capstone project. The Capstone project will consist of a mini-portfolio which includes reflections and artifacts regarding this coursework and practicum. EDUC 590: Supervision and Staff Development 3 credits EDUC 639: Directing & Supervising K-12 reading Programs 3 credits EDUC 596: Practicum 3 credits EDUC 597: Seminar in Reading Research 3 credits (required if the candidate has not completed Research on a reading/literacy topic within a Master s degree program) Are you interested in our Reading Specialist Endorsement #176 (K-12)? If so, complete an online application. Electronic applications are available online at Click on How to Apply. Upon completion of an electronic application to the endorsement and payment of the $50 application fee, students must send official transcripts directly from their college/ university to the Viterbo Iowa Center, 4949 Westown Parkway, Suite 195, West Des Moines, IA Transcripts marked issued to student will not be accepted. Please also send a copy of your teaching license. Questions? For additional information, please contact Kathy Wynn at the Viterbo Iowa Center at or [email protected]. Course Offerings The following courses qualify for the Reading Specialist Endorsement #176. Please note that each endorsement course will be offered only once within the June 1, 2014 May 31, 2015 catalog. For the most up-to-date course offering titles, descriptions and schedules, please check our website at West Des Moines (Viterbo Iowa Center, 4949 Westown Pkwy., Suite 195, WDM) EDUC 596: Practicum June 2014 (meet June 21, 2014, Instructor: Jan Keese face-to-face) EDUC 590: Supervision & Staff Development Nov. 7-8, & Dec. 5-6, 2014 Instructor: Jan Keese EDUC 639: Directing & Supervising K-12 Jan. 9-10, & Feb. 6-7, 2015 Reading Programs Instructor: Jan Keese EDUC 596: Practicum Jan. 1-May 15, 2015 Instructor: Jan Keese Course Descriptions for Reading Specialist Endorsement (#176) EDUC 590: Supervision and Staff Development This course examines the effective strategies of supervision and staff development that relate to reading programs in schools. 3 credits EDUC 639: Directing and Supervising K-12 Reading Programs This course builds upon general leadership addressed in EDUC 590 and emphasizes specific leadership skills for K-12 literacy programs. The course addresses roles of a reading specialist, leadership in professional development and program development, development of communications skills, and conflict resolution. 3 credits (Prerequisite: 590) EDUC 596: Practicum Students will intern in a K-12 reading program, working with a certified reading specialist. Students will gain experience in a broad range of activities required of a reading specialist, to include staff development, supervision and communications. A completed fieldwork portfolio must be submitted and scored before licensure is given. The portfolio must be scored basic or proficient in each section. Your instructor will give you full details concerning this requirement. 3 credits (Prerequisite: Admission to the program and completion of EDUC 590 and EDUC 639). EDUC 597: Reading Research Seminar will review and develop skills in research methodologies, techniques, data interpretation, and evaluation of reading research as well as its classroom applications. (This course is required if the candidate has not completed research on a reading/literacy topic within a Master s degree program.) 3 credits For updated information, please refer to our website: 17

18 18 Viterbo University Fall/Winter/Spring Spring Course Descriptions Iowa Early Childhood Endorsement #106 (PK - Grade 3) The Early Childhood Endorsement #106 is a 24 credit endorsement. All courses are offered online with the exception of the field experience classes. Application to the Early Childhood Endorsement is required prior to registering for Early Childhood Field experiences. Endorsement credits earned may serve as elective credits toward the Master of Arts in Education degree. Waivers may be granted for up to six credits for this endorsement if completed within seven years of your application date from a regionally accredited institution with an assigned grade of B or higher. Up to one field experience may be waived based on candidate s professional experiences. Required Courses #106 (PK Grade 3) Note: Candidates will be required to complete a Capstone project. The Capstone project will consist of a mini-portfolio which includes reflections and artifacts regarding this coursework and field experiences. EDUC 526: Introduction to Early Childhood (1 credit) EDUC 530: Movement and Play in Early Childhood (2 credits) EDUC 552: Early Childhood Curriculum I (2 credits) EDUC 569: Nutrition in Early Childhood Education (1 credit) EDUC 571: Field Experience Birth 36 months (1 credit) EDUC 553: Early Childhood Curriculum II (2 credits) EDUC 557: Creative Arts for Young Children (2 credits) EDUC 558: Inclusive Early Childhood Education (2 credits) EDUC 572: Field Experience 3-4 year olds (1 credit) EDUC 574: Field Experience Kindergarten (1 credit) EDUC 681: Emergent Literacy Pre-K-3 EDUC 564: Family and Community in ECE (2 credits) EDUC 562: Organization and Administration of Early Childhood Education EDUC 575: Field Experience Grades 1-3 (1 credit) The Field Experiences for the Iowa Early Childhood Endorsement #106 are considered to be the Capstone experience for completion of the endorsement. In order for these experiences to be most meaningful, a student will apply all of the learning from the foundational courses that precede the Field Experiences. It is strongly recommended that the Field Experience student follow the prescribed course sequence. Prerequisite: Admission into the Early Childhood endorsement program. EDUC 571: Field Experience Birth-36 months 1 credit. Recommended that the following courses be taken prior to EDUC 571: EDUC 526, EDUC 530, EDUC 569 & EDUC 552. EDUC 572: Field Experience 3-4 year olds 1 credit. Recommended that the following courses be taken prior to EDUC 572: EDUC 557, EDUC 558 & EDUC 553. EDUC 574: Field Experience Kindergarten 1 credit EDUC 575: Field Experience Grade credit. Recommended that the following courses be taken prior to EDUC 574 and EDUC 575: EDUC 681, EDUC 564 & EDUC 562. Are You Interested in Our Early Childhood Program? If so, complete an online application. Electronic applications are available online at Click on How to Apply. Upon completion of an electronic application to the endorsement and payment of the $50 application fee, students must send official transcripts directly from their college/university to the Viterbo Iowa Center, 4949 Westown Parkway, Suite 195, West Des Moines, IA Transcripts marked issued to student will not be accepted. Please also send a copy of your teaching license. Scan for more information about the Early Childhood Program Unofficial transcript evaluations may be provided upon request, however, official transcripts are required for acceptance into the Early Childhood Endorsement. Questions? For additional information, please contact Kathleen Wynn at the Viterbo Iowa Center at or [email protected].

19 See page 27 for registration information. Course Offerings The following courses qualify for the Early Childhood Endorsement #106 (PK-Grade 3). Please note that each endorsement course will be offered only once within the June 1, 2014 May 31, 2015 catalog. For the most up-to-date course offering titles, descriptions and schedules, please check our website at Online EDUC 557: Creative Arts for Young Children Feb. 6-March 13, 2014 Instructor: Kate Wonders EDUC 558: Inclusive Early Childhood Education Feb. 20-March 27, 2014 Instructor: Rebecca Elsamiller EDUC 562: Organization & Admin. of ECE March 6-April 24, 2014 Instructor: Sherry VanderPloeg EDUC 681: Emergent Literacy Pre-K-3 March 6-April 24, 2014 Instructor: Allison Prohaska EDUC 564: Family and Community in ECE March 20-April 24, 2014 Instructor: Andrea Stanfel EDUC 569: Nutrition in ECE April 10-May 1, 2014 Instructor: Kristi Mixdorf EDUC 526: Introduction to Early Childhood April 17 -May 8, 2014 Instructor: Kate Wonders EDUC 530: Movement & Play in Early Childhood June 5-July 11, 2014 Instructor: Kristi Mixdorf EDUC 558: Inclusive Early Childhood Education June 19-July 25, 2014 Instructor: Rebecca Elsamiller EDUC 569: Nutrition in ECE July 10-Aug. 1, 2014 Instructor: Kristi Mixdorf EDUC 526: Introduction to Early Childhood Aug. 7-28, 2014 Instructor: Sherry VanderPloeg EDUC 557: Creative Arts for Young Children Sept. 4-Oct. 10, 2014 Instructor: Kate Wonders EDUC 681: Emergent Literacy Pre-K-3 Oct. 2-Nov. 20, 2014 Instructor: Allison Prohaska EDUC 552: Early Childhood Curriculum Nov. 6-Dec. 12, 2014 and Assessment I Instructor: Kate Wonders EDUC 553: Early Childhood Curriculum II Jan. 8-Feb. 13, 2015 Instructor: Kate Wonders EDUC 564: Family and Community in ECE Feb. 19-March 26, 2015 Instructor: Andrea Stanfel EDUC 562: Organization & Admin. of ECE April 9-May 28, 2015 Instructor: Sherry VanderPloeg Early Childhood Field Experiences: Prior to Field Experiences, participants must view the video located at Click on Program Requirements. Submit verification form (located on the same website) to field experience advisor. Field experience sites can be either public or private schools or licensed daycare settings. Students who enroll in the field experience placement courses must do the following: Locate an appropriate site with a licensed ECE teacher who is currently working with preschool or kindergarten students whose age matches the placement that you are seeking. After locating a site for the field experience, complete the Early Childhood Field Experience Application. Submit the application to your field experience advisor for approval prior to logging your hours. For each of the field experiences, log a minimum of 25 hours in the setting. Students are encouraged to gradually assume responsibility in the classroom, and to make the experience as hands-on as possible. Things to include in your experience are observing, tutoring, prep work, lesson planning, and instructing. The minimum expectation is that you will independently prepare and teach one lesson prior to the end of the experience. Return field experience log sheets to field experience advisor as soon as the required hours are completed. EDUC 571: Field Experience Birth 36 months Sept. 1-Dec. 12, 2014 or Instructor: Eugene Fracek Jan. 5-May 15, 2015 EDUC 572: Field Experience 3-4 year olds Sept. 1-Dec. 12, 2014 or Instructor: Eugene Fracek Jan. 5-May 15, 2015 EDUC 574: Field Experience Kindergarten Sept. 1-Dec. 12, 2014 or Instructor: Eugene Fracek Jan. 5-May 15, 2015 EDUC 575: Field Experience Grade 1-3 Sept. 1-Dec. 12, 2014 or Instructor: Eugene Fracek Jan. 5-May 15, 2015 For updated information, please refer to our website: 19

20 20 Viterbo University Spring Spring 2015 For updated information, please refer to our website: Course Descriptions for Early Childhood Endorsement #106 (PK- Grade 3) EDUC 526: Introduction to Early Childhood History of early childhood programs for children birth through age eight. Considers developmentally appropriate practice, NAEYC standards, and program expectations including portfolio development. *Must be taken early (no later than the third course) in your program schedule. 1 credit EDUC 530: Movement and Play in Early Childhood Elements and characteristics of motor development and play and their roles in the growth and progress of children from birth through age 8. Assessment of individual stages of play and movement will form the basis for planning developmentally appropriate curricula and evaluation in these areas. 2 credits EDUC 569: Nutrition in Early Childhood This course is designed to acquaint classroom teachers with the research based on nutrition for early childhood education. Information presented will develop an understanding of safe, healthy nutritional needs of young children. There will be a focus on promoting, protecting, and providing good nutrition in early childhood. 1 credit EDUC 552: Early Childhood Curriculum I Current philosophies, methodology and materials for facilitating health and physical development, social and emotional development, language and communication growth, cognition and effective approaches to learning in an inclusive, integrated setting. Emphasis on process skills while fostering foundational knowledge in all areas for children infant through age five. 2 credits EDUC 553: Early Childhood Curriculum II Development of competencies in planning, teaching, and evaluating the integrated curriculum for young children in the areas of health and physical development, social and emotional development, language development and communication, approaches to learning, and cognition and general knowledge in an inclusive, integrated setting. Examines process, ethics, and methods of observing, documenting and reporting children s behavior, progress, and development. 2 credits (Prerequisite: 552) EDUC 681: Emergent Literacy Pre-K-3 The focus of this course is the literacy development of the pre-k-3 child. The course covers the developmental process of literacy acquisition and the use of appropriate methods, models, and strategies for encouraging literacy growth. Early literacy concepts of phonemic awareness, word identification, phonics, vocabulary, fluency, comprehension, cultural and linguistic diversity, and language differences and delays are examined. The role of parents, community, and assessment tools will be explored. 3 credits EDUC 557: Creative Arts for Young Children Philosophy and role of creative drama, music, and art in early childhood education with emphasis on the creative activity as it relates to developmental stages in the child s life. Focus on appreciation of the value and function of creativity and construction of developmentally appropriate curriculum. 2 credits EDUC 564: Family and Community in ECE A study of theoretical and practical problems in designing programs which take into consideration social, political, and economic characteristics and resources of communities. An emphasis is placed upon involvement of primary caregivers, parents, community resources, and social service agencies in the organization, operation, communication, management of behavior and learning environments as well as on evaluation of school-community relations. 2 credits EDUC 558: Inclusive Early Childhood Education Issues in behavior management, assessment of children, children at risk, early intervention programs, programs for children with special needs, nutrition, program and facility planning and evaluation as well as current trends. This course is designed to provide an introduction and overview to best practices for creating inclusive settings for young children and their families, and for building partnerships with school and community resources. The purpose of this course is to help early childhood professionals develop the knowledge, skills and dispositions required to meet the needs of all children, with a specific focus on children with differing abilities. Issues addressed in this course include anti-bias perspectives; family-centered practices; state and federal laws pertaining to children with disabilities and their families; appropriate curriculum and assessment practices; typical and atypical child development including characteristics of physical, cognitive, and communicative disabilities, and behavior/social emotional disorders; and curriculum adaptations and strategies to meet the needs of children with differing abilities in school and community settings. 2 credits EDUC 562: Organization and Administration of Early Childhood Education This course is designed to acquaint classroom teachers with the research based on skills in planning, implementing, and evaluating programming in early childhood education. Staff supervision and evaluation, in-service training and orientation, and harmonious working relationships are other topics included in this course. 3 credits EDUC 571: Field Experience in ECE Birth through 36 months (Recommended: EDUC 526, EDUC 530, EDUC 569 and EDUC 552 be completed prior to EDUC 571) Students will intern in a field experience at Birth through 36 months integrating prior early childhood coursework through the preparation of interdisciplinary units designed and delivered in a Birth through 24 months environment. 1 credit (Prerequisite: Admission to Early Childhood program.) EDUC 572: Field Experience in ECE with 3-4 year old children (Recommended: EDUC 557, EDUC 558 and EDUC 553 be completed prior to EDUC 572) Students will intern in a field experience with children 3-4 years of age integrating prior early childhood coursework through the preparation of interdisciplinary units designed and delivered within an environment of children 3-4 years of age. 1 credit (Prerequisite: Admission to Early Childhood program.) EDUC 574: Field Experience in ECE with Kindergarten (Recommended: EDUC 681, EDUC 564 and EDUC 562 be completed prior to EDUC 574) Students will intern in a field experience with kindergarten children integrating prior early childhood coursework through the preparation of interdisciplinary units designed and delivered in a Kindergarten environment. 1 credit (Prerequisite: Admission to Early Childhood program.) EDUC 575: Field Experience in ECE Grades 1-3 (Recommended: EDUC 681, EDUC 564 and EDUC 562 be completed prior to EDUC 575) Students will intern in a field experience in grade one, two, or three integrating prior early childhood coursework through the preparation of interdisciplinary units designed and delivered within an environment of children in grades credit (Prerequisite: Admission to Early Childhood program.)

21 See page 27 for registration information. Iowa Talented and Gifted Endorsement #107 The Iowa Talented and Gifted Endorsement #107 is a 12-credit endorsement. Application to the Talented & Gifted Endorsement is required prior to registering for Gifted Education Internship. Endorsement credits earned may serve as elective credits toward the Master of Arts in Education degree. Waivers may be granted for up to six credits for this endorsement if completed within seven years of your application date from a regionally accredited institution with an assigned grade of B or higher. The following courses are required for the Talented and Gifted Endorsement. Required Courses Note: Candidates will be required to complete a Capstone project. The Capstone project will consist of a mini-portfolio which includes reflections and artifacts regarding this coursework and internship experiences. EDUC 541: Psychology of the Gifted EDUC 543: Identification and Programming for the Gifted EDUC 540: Educational Strategies for the Gifted EDUC 544: Administration and Supervision of Gifted Programs (2 credits) EDUC 545: Gifted Education Internship (1 credit) Course Offerings The following courses qualify for the Iowa Talented and Gifted Endorsement #107. Please note that each endorsement course will be offered only once within the June 1, 2014 May 31, 2015 catalog. For the most up-to-date course offering titles, descriptions and schedules, please check our website at Online EDUC 541: Psychology of the Gifted June 12-July 31, 2014 Instructor: Doreen Underwood West Des Moines (Viterbo Iowa Center, 4949 Westown Pkwy., Suite 195, WDM) EDUC 544: Administration and Feb & March 7-8, 2014 Supervision of Gifted Program Instructor: Mary Schmidt EDUC 543: Identification & Sept. 13-Oct. 11, 2014 Programming for the Gifted (blended course mtg. face-to- Instructor: Linda Moehring face on Sept. 13 & Oct , 2014) EDUC 545: Gifted Education Internship Sept. 28-April 25, 2015 Instructor: Linda Moehring (Hours completed anytime Sept.-April; meet face-to-face April 25, 2015) EDUC 540: Educational Strategies for the Gifted Oct. 25, Nov , 2014 Instructor: Linda Moehring (blended class meeting face-to-face on Oct. 25, Nov ) EDUC 544: Administration and Feb. 6-7, March 6-7 & April 10-11, 2015 Supervision of Gifted program Instructor: Doreen Underwood Are You Interested in Our Talented and Gifted Program? If so, complete an online application. Electronic applications are available online at Click on How to Apply. Upon completion of an electronic application to the endorsement and payment of the $50 application fee, students must send official transcripts directly from their college/university to the Viterbo Iowa Center, 4949 Westown Parkway, Suite 195, West Des Moines, IA Transcripts marked issued to student will not be accepted. Please also send a copy of your teaching license. Scan for more information about the Talented & Gifted Endorsement Unofficial transcript evaluations may be provided upon request, however, official transcripts are required for acceptance into the Iowa Talented and Gifted Endorsement #107. Questions? For additional information, please contact Norene Bunt at the Viterbo Iowa Center at or [email protected]. 21

22 22 Viterbo University Spring Spring 2015 For updated information, please refer to our website: Course Descriptions for Talented and Gifted Endorsement #107 EDUC 541: Psychology of the Gifted Psychology of the Gifted will provide an opportunity to examine the issues that educators need to know about the social and emotional development and needs of gifted children. Giftedness is much more than the ability to excel with grades and tests. Participants will examine varying definitions of giftedness and personal beliefs that support and advocate for gifted children or become barriers to them. This class will examine how gifted students perceive themselves, and how pressures, anxiety, or outside influences impact the fulfillment of their potential. We will study what giftedness means and consider classroom strategies for the gifted. 3 credits EDUC 543: Identification and Programming for the Gifted Identification and Programming for the Gifted will provide opportunities to examine the complex issues around identification of gifted students, including twice-exceptionality and English language learners. Participants will study the areas of giftedness as identified in Iowa code: General intellectual ability, creative thinking, leadership ability, visual and performing arts ability and specific ability aptitude. Participants will examine, discuss, determine, and evaluate programming models and options that best meet the needs of each of these populations of students. 3 credits EDUC 540: Educational Strategies for the Gifted Educational Strategies for the Gifted will provide the opportunity to examine current trends in educational programming for the gifted and talented. Participants will examine curriculum design and development and compare effectiveness of various programming options: gifted and general education school improvement models, differentiation, collaboration, inclusion, cluster grouping, pullout and pull-in models. Classroom strategies to support qualitatively differentiated instruction will be examined, developed, and applied to current practices. 3 credits (may be taken simultaneously with Gifted Education Internship) EDUC 544: Administration and Supervision of Gifted Programs Administration and Supervision of Gifted Programs will provide opportunities to audit, examine, develop, and/or improve their written comprehensive gifted and talented program plan and programming. Participants will study their current plans, consider best practices in gifted education, analyze data, and more. 2 credits EDUC 545: Gifted Education Internship Gifted Education Internship is the culmination of coursework to qualify for the TAG endorsement. This internship focuses on application of best practices related to the field of gifted education. Participants will take part in 20 hours of learning and leadership experiences in multiple educational settings, supervised cooperatively by the university internship supervisor and/or an approved mentor in the field of gifted education. A minimum of 10 of the required 20 hours must be outside of participant s current grade level endorsement area. Participants will showcase their knowledge and skills acquired through their previous three required courses and the on-site clinical experiences in the internship. Internship opportunities include any administration, supervision or teaching opportunities that are components for either Iowa Code for gifted and talented programming or Gifted Education Standards from the National Association of Gifted Children. Candidates will reflect upon a minimum of 10 varied experiences. Upon completion of the internship, candidates will have completed documentation showing understanding and application of each of the NAGC Gifted Education Standards and share their compilation of learning through a 20 minute presentation similar to Viterbo University s Capstone presentations. 1 credit (Prerequisite: Acceptance into endorsement program and completion of either Identification and Programming for the Gifted or Psychology of the Gifted)

23 See page 23 for registration information. See page 27 for registration information. New Elective Courses on Timely, Relevant Topics Courses will be offered both online and face-to-face (Saturdays 8am 5pm or weekdays during the summer) and may be taken in any sequence and without formal application. These course credits will be accepted toward the 15 elective credit requirement for the Master of Arts in Education program. Elective Course Offerings The following Master of Arts in Education elective courses are being offered during the June 2014 May For the most up-to-date course offering titles, descriptions and schedules, please check our website at WISCONSIN Internet Courses Many more online course listings are offered from Viterbo University s West Allis Center in partnership with Advanced Learning Designs and Critical Connections. Please check out the Advanced Learning Designs website at For further course or syllabi information on Critical Connections, please call Online Spring 2014: EDUC 510: Maximizing your Potential: Feb. 20-April 3, 2014 Going from Good to Great Instructor: JoAnn Berkowitz EDUC 510: Quality Questioning for Feb. 20-March 13, 2014 Student Engagement in Learning Instructor: Norene Bunt EDUC 510: Making Reading Connections March 6-April 10, 2014 Instructor: Angela Wessel EDUC 510: Incorporating Bloom s Revised Taxonomy March 13-April 3, 2014 to Increase Learning Instructor: Kristi Mixdorf EDUC 510: Standards-Based Teaching I: April 10-May 1, 2014 Instructional Strategies Instructor: Rebecca Martin EDUC 510: How to Differentiate Instruction in May 15-June 19, 2014 Mixed-Ability Classrooms Instructor: Angela Wessel Fall 2014: EDUC 510: Standards-Based Teaching I: Sept. 2-23, 2014 Instructional Strategies Instructor: Cynthia Knight EDUC 510: Standards-Based Teaching II: Sept. 23-Oct. 14, 2014 Assessment and Grading Instructor: Cynthia Knight Scan for more information about your program of interest EDUC 510: Understanding Multi-Tiered Oct. 14-Nov. 4, 2014 Systems of Support/RtI I Instructor: Mary Jane Stites EDUC 510: Understanding Multi-Tiered Nov. 4-25, 2014 Systems of Support/RtI II Instructor: Mary Jane Stites EDUC 510: Effective Teacher Mentoring and Coaching Dec. 2-23, 2014 Instructor: Katie Gavin Spring 2015: EDUC 510: Professional Learning Communities (PLCs) Jan. 6-27, 2015 Role in Assessment/RtI I Instructor: Anthony Aylsworth EDUC 510: Poverty: Impact on Students and Strategies to Jan. 8-Feb. 25, 2015 Support Classroom Success Instructor: JoAnn Berkowitz EDUC 510: Professional Learning Communities (PLCs) Jan. 27-Feb. 17, 2015 Role in Assessment/RtI II Instructor: Anthony Aylsworth EDUC 510: Using Formative Assessments to Drive Instruction Feb. 17-March 10, 2015 and Design Interventions Instructor: Kristi Mixdorf EDUC 510: Incorporating Bloom s Revised Taxonomy to March 10-March 31, 2015 Increase Learning Instructor: Kristi Mixdorf EDUC 510: Quality Questions for Student April 7-28, 2015 Engagement in Learning Instructor: Norene Bunt Cedar Falls (AEA 267, 3712 Cedar Heights Dr., Cedar Falls) Spring 2014: EDUC 546: Everyone Communicates, Few Connect May 2-3, 2014 Leadership Course Instructor: Lisa Schaefer West Des Moines (Viterbo Iowa Center, 4949 Westown Pkwy., Suite 195, WDM) Spring 2014: EDUC 546: Understanding Multi-Tiered March 15 & 29, 2014 Systems of Support/RtI I Instructor: Norene Bunt EDUC 546: Multicultural Approach to Teaching March 28-29, April & Instructor: Annette Duncan May 2-3, 2014 EDUC 546: Extra-Curricular Connection April 4-5, 2014 Instructor: Brent Peterson EDUC 546: Tribes: Strategies in Active Student Engagement April 4-5 & 25-26, 2014 Instructor: Lisa Schaefer Summer 2014: EDUC 546: Standards-Based Teaching I: June 16-17, 2014 Instructional Strategies Instructor: Rebecca Martin EDUC 546: Using Formative Assessments to Drive Instruction June 16-17, 2014 and Design Interventions Instructor: Kristi Mixdorf EDUC 546: Understanding Multi-Tiered June 18-19, 2014 Systems of Support/RtI I Instructor: Gina West EDUC 546: Standards-Based Teaching II: June 23-24, 2014 Assessment and Grading Instructor: Rebecca Martin EDUC 546: Professional Learning Communities (PLCs) July 9-10, 2014 Role in Assessment/RtI I Instructor: Annette Duncan EDUC 546: Effective Teacher Mentoring and Coaching July 16-17, 2014 Instructor: Katie Gavin 23

24 24 Viterbo University Spring Spring 2015 For updated information, please refer to our website: Elective Course Offerings (Continued) EDUC 546: Quality Questions for Student July 22-23, 2014 Engagement in Learning Instructor: Norene Bunt EDUC 546: Incorporating Bloom s Revised Taxonomy to July 28-29, 2014 Increase Learning Instructor: Mary Humke EDUC 546: Understanding Multi-Tiered July 29-30, 2014 Systems of Support/RtI II Instructor: Gina West Fall 2014 EDUC 546: Professional Learning Communities (PLCs) Sept. 13 & 20, 2014 Role in Assessment/RtI I Instructor: Annette Duncan EDUC 546: Professional Learning Communities (PLCs) Oct. 4 & 11, 2014 Role in Assessment/RtI II Instructor: Annette Duncan EDUC 546: Using Formative Assessments to Drive Instruction Oct. 25 & Nov. 1, 2014 and Design Interventions Instructor: Kristi Mixdorf EDUC 546: Incorporating Bloom s Revised Taxonomy to Nov. 15 & 22, 2014 Increase Learning Instructor: Mary Humke EDUC 546: Quality Questions for Student Dec. 6 & 13, 2014 Engagement in Learning Instructor: Norene Bunt Spring 2015: EDUC 546: Standards-Based Teaching I: Feb. 28 & March 21, 2015 Instructional Strategies Instructor: Susan Pecinovsky EDUC 546: Understanding Multi-Tiered March 7 & 14, 2015 Systems of Support/RtI I Instructor: Gina West EDUC 546: Understanding Multi-Tiered March 28 & April 11, 2015 Systems of Support/RtI II Instructor: Gina West EDUC 546: Effective Teacher Mentoring and Coaching April 11 & 18, 2015 Instructor: Annette Duncan EDUC 546: Standards-Based Teaching II: April 25 & May 2, 2015 Assessment and Grading Instructor: Susan Pecinovsky Course Descriptions for new elective course offerings Standards-Based Teaching I: Instructional Strategies This course offers research-based instructional strategies designed to help teachers optimize student learning through standards-based instruction. Participants will gain knowledge and practice in aligning standards and instruction, evaluating existing instructional activities, and prioritizing learning based on the Core standards in order to foster maximum student engagement and achievement. 1 credit Standards-Based Teaching II: Assessment and Grading This course offers participants the opportunity to learn how to use standards as a basis for lesson and assessment design in order to foster maximum student engagement and achievement. Participants will gain knowledge and practice in aligning standards and assessments and implementing standards-based grading. 1 credit Understanding Multi-Tiered Systems of Support/RtI I This course familiarizes educators with the RtI system for redesigning systems to meet the needs of struggling students through a pyramid of interventions. The course provides a practical RtI model for teachers, administrators and parents with clear examples of strategies to implement the RtI system components into a school setting. 1 credit Understanding Multi-Tiered Systems of Support/RtI II This course allows participants to investigate techniques for implementing and monitoring the implementation of the district/school s RtI process. The role of the PLC in the implementation and monitoring of RtI will be included. Participants will gain knowledge in how to facilitate the incorporation of Tier I and II interventions in the classroom. 1 credit Professional Learning Communities (PLCs) Role in Assessment/RtI I This course will allow participants to learn how to use the date from formative assessments to drive instruction and to design intervention for students as part of the RtI process. Learners will also develop an understanding of how to collaborate within their PLCs to integrate Tier I and II interventions within their classroom instruction and structure. 1 credit Professional Learning Communities (PLCs) Role in Assessment/RtI II This course will provide opportunities for participants to be involved in collaborative scoring and analysis of data, and gain knowledge in the use of formative assessment data for instructional planning and to design interventions for students as part of a comprehensive RtI process. Participants will gain knowledge in ongoing monitoring of instruction and interventions to make data-based, collaborative decisions. 1 credit Effective Teacher Mentoring and Coaching This course will provide an overview of effective teacher mentoring strategies and methods for enhancing instructional coaching for new as well as experienced teachers. Participants will gain knowledge in how to use observation, feedback, modeling, collaboration, and professional dialog to support teachers in continuous improvement. 1 credit Using Formative Assessments to Drive Instruction and Design Interventions This course will define formative assessment and discuss the benefits of using a variety of formative assessment to increase student learning. Learners will reflect on current assessment practice and will gain knowledge in identifying and creating formative assessments and incorporating formative assessment into instructional activities. 1 credit

25 See page 27 for registration information. Course Descriptions for new elective course offerings (Continued) Incorporating Bloom s Revised Taxonomy to Increase Learning This course will provide an overview of Bloom s revised taxonomy and will allow participants to gain knowledge in how to design instruction that is aligned with various dimensions of knowledge and higher levels of cognitive processing. Participants will learn strategies to move instructional activities to higher levels of cognitive complexity to engage students and increase learning. 1 credit Quality Questions for Student Engagement in Learning This course will examine effective techniques for questioning that lead to higher levels of thinking and student engagement. Participants will gain knowledge in developing thick, pre-planned questions, engaging students in generating questions, and using quality questions to facilitate rich student-led discussions. 1 credit Course Descriptions for Other Elective Courses Offered EDUC 546: Literature Across Cultures This course is designed to help the middle level educator expand his/her cultural horizons and be able to discuss the cultural themes of literature with their students. The course will cover the characteristics of many diverse cultures including African, African American, Asian, Bosnian, Latino, Native American, and Middle Eastern. Books that are appropriate for middle schoolers embracing these cultures will also be covered. Guest speakers, DVDs and field trips will enhance this course. 3 credits EDUC 546: Teaching Language Usage and Composition at the Middle School Level This course focuses on the knowledge of oral language and grammatical usage as they relate to the development of effective oral and written communication and standard English usage; students will learn current research-based strategies and instructional technology for teaching these important components of middle school development. 3 credits Scan for more information about your program of interest EDUC 510: Making Reading Connections Reading is thinking. Good readers use the strategies of metacognition, schema, inferring, questioning, determining importance, visualizing and synthesizing throughout the reading process. Participants of this course will read, implement, dialogue and reflect upon using the gradual release of responsibility in their classrooms. All teachers in reading classrooms, as well as in other content areas, will benefit from the course. Using the text, learners will explore different techniques for launching strategies and explicitly teaching reading as a thinking process. 2 credits EDUC 510: Poverty: Impact on Students and Strategies to Support Classroom Success Participants will increase their knowledge and skills in understanding the impact of poverty on student performance and specific strategies that support at-risk student classroom success. During the course, students will become aware of poverty indicators in their state, community and school district; specific effects of poverty on student emotional, social, physical and academic development; success stories of communities and schools who have implemented programs that have had great success; components in schools and classrooms that support at-risk students success. Students will learn specific strategies that have been proven successful in at-risk schools that support high expectations, effective lesson delivery, increased student engagement, strong classroom climate and strategies that build character and trust. 3 credits EDUC 546: Everyone Communicates, Few Connect Leadership Course Based on world renowned leadership expert, John Maxwell s leadership principles, this course focuses on learning how to connect with people in order to become successful in your personal and professional life. Five principles and practices of connecting will be highlighted and the course will focus on learning how to make every communication an opportunity for a powerful connection. 1 credit EDUC 546: Multicultural Approach to Teaching This course is designed to give teachers the opportunity to explore other cultures in order to gain a deeper understanding of diversity of students within our classrooms. This course will examine multicultural literature, parental involvement, lesson planning, and hands-on experience. Course literature and activities will address several cultural groups. This course is also designed to break down cultural barriers that may exist between teachers, students and parents. 3 credits EDUC 546: The Extra-Curricular Connection This course is designed to give coaches, fine arts directors, and activity sponsors a deeper understanding of how they impact the education of students. The course will examine the theory behind offering extra-curricular activities and will deal with relevant issues such as fundraising, scheduling, competition, and working with booster organizations to build support for your activity. 1 credit EDUC 546: Tribes: Strategies in Active Student Engagement Tribes is a process that creates a culture that maximizes learning and human development. This workshop trains PreK-12 teachers, administrators and community educators to use a community building process (Tribes) as the foundation for teaching academics, motivating students, managing classrooms and groups. 2 credits EDUC 546: Maximizing Your Potential: Going from Good to Great Participants will increase their personal and professional effectiveness by learning strategies developed by national leaders: learn how to develop a clear definition of the results that you want, increase the balance and fulfillment in all segments of your professional and personal life, build team/classroom skills that find faster and better solutions through clear expectations, shared responsibilities and understanding of priorities. Learn your personal strengths and how to maximize their use and impact on your personal and professional goals and outcomes. Discover the components of Great Work, the work that is calling you and how to create new possibilities and plan for implementation into the classroom. 3 credits EDUC 546: How to Differentiate Instruction in Mixed-Ability Classrooms Classrooms of today are filled with students who come from differing cultures and learning styles. They arrive at school with an extremely varied background and level of experience. Some students are ready to learn with great interest, while others do not have access to the knowledge or the eagerness to seek new information. Teachers of all ages in these mixedability classrooms are faced with multiple challenges. Carol Ann Tomlinson gives insights to the teacher who is faced with such an unfathomable range: she leads you from one practical possibility to another, covering important angles, such as creating the essential classroom environment; developing classroom management strategies to enhance your offering of choices; communicating with parents and giving grades; and planning lessons that may differentiate in the elements of content, process and/or products. 2 credits 25

26 26 Viterbo University Spring Spring 2015 Part One Student Information (Complete all parts of this form. Please PRINT.) SOCIAL SECURITY NUMBER (required) (secured not used for ID purposes) LEGAL NAME First Middle Last Maiden Other MAILING ADDRESS Street/RR/PO Box City State Zip Home Phone ( ) Work ( ) Cell ( ) Address (Permanent) Address (School) DATE OF BIRTH / / GENDER Female Male MARITAL STATUS Single Married CITIZEN STATUS U.S. Citizen Resident Alien Refugee/granted political asylum Non-resident Alien Of what country are you a citizen? RACE AND ETHNIC BACKGROUND (answer both questions) Are you Hispanic or Latino/Latina? No, not Hispanic or Latino/Latina Yes, Hispanic or Latino/Latina What is your race? (select one or more) American Indian or Alaska Native Asian (country of family s origin ) Black or African American Native Hawaiian or Other Pacific Islander White RELIGIOUS PREFERENCE Baptist Catholic Jewish Lutheran Methodist None Other HIGHEST DEGREE HELD Institution Employer (School Name and District) Catholic Parochial School Teacher Yes No Course # EDUC Title Date Location Course # EDUC Title Date Location Course # EDUC Title Date Location Course # EDUC Title Date Location Signature Date I certify that all information in this course registration is complete and accurate to the best of my knowledge. Signature Date For Online or Blended courses only, call or or [email protected] to register. For Face-to-Face courses only, please call or [email protected] to register. (Do not send tuition payments for face-to-face courses. Be prepared to pay tuition in full at the first class session.) Viterbo University Off-Campus Iowa Center 4949 Westown Parkway, Suite 195 West Des Moines, IA Fax VITERBO UNIVERSITY LA CROSSE, WISCONSIN

27 Registration & Information 1. Complete the Iowa Pre-Registration form on the previous page. To register for a face-to-face class, please mail the registration form to: the Registrar s Office 900 Viterbo Drive la Crosse, WI To register for an online class, please mail the registration form to: Viterbo Iowa Center 4949 Westown Parkway, Suite 195 West Des Moines, IA You may also visit our website for Iowa course locations close to your homehttp:// Call Mary Beth Sinniger at or [email protected] to enroll in a face-to-face class in one of our convenient locations. Remember to identify yourself as an Iowa student. Call Kathy Westcott at or or [email protected]. to enroll in an online class. 2. Ten days to two weeks before class begins, you will receive an letter confirming the course location, dates, other information, and any changes or course cancellation. 3. Report to the location listed in the Confirmation letter on the start date and be prepared to pay the full tuition plus books/materials fees. (We accept Mastercard, Visa, Discover, or check no cash.) Registration Information: Pre-registration is encouraged. Deadline to pre-register for a course is two weeks prior to the first session. This date is used to determine if the class will be held or not. Online Pre-Registration Information: You must complete and return a registration form to the Iowa Center as soon as possible after you pre-register for an online class. (You are not considered officially registered for the online class until your registration form is received in the Iowa Center.) Your tuition payment for the class must be received in the Iowa Center prior to the start date of your class. Attendance Policy: Class attendance is crucial. When it comes to absenteeism, the graduate programs in education allow little or no flexibility on this issue. Instructional practices and methodologies include considerable class interaction and collaboration as well as core content instruction. Due to the course format, it is almost impossible to replicate learning opportunities. Consequently, it is the philosophy of the program that students should not be absent. Tuition (effective September 1, 2013-August 31, 2014): 1-credit graduate class...$320 2-credit graduate class...$640 3-credit graduate class...$960 Book/Material Fees: Tuition does not include nominal book/material feesranging from $5 to $95 per course. Class Hours: Fall/Winter/Spring hours: Fridays from 5-10pm, Saturdays from 8am-5pm (unless otherwise noted) Summer hours: Monday-Friday from 8am-5pm (unless otherwise noted) Cancellation due to Inclement Weather: In case of inclement weather, please call for cancellation information. Tax Information: Tuition for Viterbo University courses is considered a qualified education expense for purposes of higher education tax benefits programs offered by the federal government. Your eligibility for the various tax benefits programs will depend upon the amount of tuition you are assessed, your payments toward those tuition charges, your modified adjusted gross income, and the specific requirements of each federal tax benefit program. We encourage you to consult IRS rules ( and/or your tax preparer or accountant to determine your eligibility for these programs. IRS Form 1098-T Tuition Statement, which includes amounts billed during the 2013 calendar year for qualified tuition and related expenses, will be made available by Viterbo University after January 1, 2014 for use with your 2013 tax return preparation. Note: Off-campus coursework and our graduate program are not available for any federal, state, or VA financial aid funding. We realize that emergencies do occur. Instructors will consider the emergency on a case-by-case basis and determine if options are available such as a. attending the same session at another time, b. taking a grade reduction, c. dropping the course, or d. other options. Required Class Enrollment: Minimum enrollment per course is eight. 27

28 4949 Westown Pkwy., Suite 195 West Des Moines, IA NON-PROFIT ORG. U.S. POSTAGE PAID DES MOINES, IA PERMIT NO Graduate Courses For Professional Educators Spring Spring 2015 Iowa Center Directions Take the University Ave. exit off Interstate 35/80 North or South. Follow University Ave. east (toward Sheraton Hotel). Turn right (south) at 50th St. (Sheraton Hotel corner). Follow 50th St blocks south to a strip mall attached to a 2-story office buildingon the left (east) side of the road. Viterbo s office/classrooms are located in the northern-most suite (just across the drive from The Tavern Pizza, next to Palmer s Deli), facing the main entrance to Lowe s Home Improvement Scan for more program information for Spring Spring 2015