Curriculum is defined and curricular theories are examined in this course. Curriculum development models that align curriculum, assessment and instruction are studied. School district curriculum development, implementation and evaluation processes, and the roles of personnel responsible for these processes are explored.

A variety of teaching styles are examined in this course and students identify their preferred style. Different teaching methods and techniques essential for meeting the needs of diverse learners are explored. Methods for adapting the teacher’s preferred style of teaching to meet the needs of students are examined.

Written and oral communication skills used by educators in their contacts with students, parents, colleagues and the public are the focus of this course. Processes of preparing, evaluating and delivering written and oral presentations are explored. The APA style of writing is examined. Approximately 80% of the class time will focus on writing skills and 20% on oral communications.

The impact of educational research on the development of educational theory and the improvement of educational practices are examined. The research methodology is introduced. Students explore processes for conducting educational research projects.

This course guides students through integration of the experiences of the Master of Arts in Education program into the design of the summary paper. Students prepare the introduction and literature review sections of their summary paper. The APA style of writing and a variety of organizational styles for the material gathered through the literature review portion of the research process are examined.

This course is designed to provide the graduate student with an opportunity to examine a variety of software and Internet tools. The course provides instruction and direction for developing curriculum lessons utilizing any technology appropriate for enhancing the learning objectives of students.

This course helps educators develop and demonstrate both their knowledge and ability to effectively select and use technology in their teaching. The course focuses on generating ideas about ways technology can be used to enhance teaching and learning in both school and non-school settings, and applying experience with software and technology teaching tools.

This course helps students understand the role of spirituality in the life of the Catholic school educator. The key historical, educational, and legal issues specifically pertaining to Catholic schools are identified. Relevant research impacting school effectiveness at local, diocesan, and national levels is studied.

In this course students examine how culture, ethnicity, poverty and cognitive style relate to teaching and learning. Diversity theories and research and their impact on learning are examined. Techniques for transforming educational climate and practice to support student achievement in a culturally diverse environment are studied.

This course addresses the ministerial foundations of Catholic school teaching from three distinct theological disciplines: Christology, Ecclesiology, and Ministry. The Christology component investigates both the historical Jesus of Nazareth and the eternal Christ of faith. The Ecclesiology component explores the nature of Church in its history and self-understanding. The Ministry component develops the notion of Christian ministry rooted in baptism and called forth by local community, especially in the area of teaching.

This course examines various dimensions of leadership in varied, complex educational organizations. Leadership qualities, styles, functions and tasks are explored. Decision making, motivation, job satisfaction, communication and negotiating skills are addressed. Processes for developing leadership plans are examined.

This course provides an overview of cognitive and behavioral theory with an emphasis on developing productive relationships between the teacher and students. Results-oriented techniques for working with culturally diverse student populations and for managing varied types of student behavior are explored.

Ethical behavior and decision making in an educational environment are the focus of this course. Ethical theory and moral principles central to school policies and rules are identified. The distinction between ethics and values, preferences and cultural norms is examined. The role of the educator as an ethical leader is explored.

The history and theory of creativity are examined in this course. Topics include types and degrees of creativity. Identifying and serving highly creative students, developing strategies for all students, developing strategies and classroom management plans to respond to diverse needs of their students.

In this course students examine differentiated instruction, instructional strategies and management techniques for responding to the learning needs of students in mixed-ability classrooms. Students design instructional strategies and classroom management plans to respond to the diverse needs of their students.

Curriculum, instruction, and assessment practices based on brain research are explored in this course. Students design experiential learning experiences, concept-based curriculum, instructional strategies and assessments that align with brain research.

The major elements of literature for school-aged students are examined in this course. Critical reaction and evaluation, censorship, motivating readers, writing in response to reading, and the gifted and remedial reader are examined. Approaches for using literature across the curriculum are explored.