| Course Code | Name | Course Description |
| CT7000-8 | Developing Instructional Strategies and Curriculum | In Developing Instructional Strategies and Curriculum, Learners will contrast and analyze instructional strategies based on a framework of architectural principles. Learners will integrate and implement curriculum theories and models that can include differentiated instruction and the infusion of technology. Curriculum standards, requirements, issues, and trends will be evaluated for the production and promotion of recommendations for effective change. |
| CT7001-8 | The Role of the Teacher Practitioner | The teacher as practitioner is a role open to a variety of perspectives for analysis and improvement that can offer doctoral learners opportunities for growth; one perspective is the discipline of reflective practice. In CT7001, the doctoral learner will analyze and integrate reflective thinking processes, descriptive feedback, and reflective strategies and benefits. The learner will also synthesize experiential learning cycles and perspectives, and personal action themes into a plan for ongoing success as a reflective practitioner. Evaluation of present teaching practices will provide a portfolio to improve personal and professional growth, teaching methods and strategies, and student learning. |
| CT7003-8 | Teaching and Learning Foundations | The foundations of teaching and learning can be viewed from several perspectives. One such perspective includes the principles supporting the theories and models used today by educational practitioners; this class will focus on such principles. Doctoral learners in CT7003-8 will contrast and evaluate the development, motivation, and transfer of learning processes and models. Multiple intelligences and meta-cognition will be evaluated for possible changes that can improve teaching practices. The influence of emotional, social, and cultural contexts will be analyzed and evaluated for making effective decisions that support school structures which enable student learning. |
| CT7006-8 | Multiple Intelligences | In CT7006-8 Dr. Howard Gardner's theory of multiple intelligences is examined and evaluated by doctoral learners for appropriate and beneficial applications within school curricula, especially as applied to fostering students' higher order thinking skills. Learners will investigate and assess the influence of multiple intelligences on interdisciplinary learning, students preferred learning styles, and appropriate applications in the class room. Doctoral learners will analyze the options for evaluating and revising student assessment methods and tools so that multiple intelligences theory is included in curriculum development. Specific multiple intelligences will be evaluated for specific skill sets and their possible contributions to personal and professional development for learners and teachers. |
| CT7007-8 | Leadership for Student Achievement | Leadership for Student Achievement provides doctoral learners with learning opportunities to maximize student achievement; major instructional models are compared and evaluated so as to enable a positive, supportive classroom environment. The diverse needs of learners and their learning styles are assessed and possible pro-active changes are suggested using reflective practices and the insights of differentiated instruction. Student discipline patterns and discipline management techniques are analyzed and evaluated to minimize disruptive behavior and increase learning. Doctoral learners will examine and appraise research-based instructional strategies for effective classroom management. Action research plans that will explore classroom self-selected management topics will be expected. |
| CT7008-8 | Evaluation of Instruction | Evaluation of Instruction offers doctoral learners a timely opportunity to analyze and evaluate testing models and practices and their influence on achievement assessment. High-stakes testing and its impact on local and regional school practices is analyzed. The achievement gap, academic standards, sanctions and rewards within the context of No Child Left Behind legislation are contrasted and reviewed historically for possible intervention options. Doctoral learners will explain and evaluate the possible and probable benefits for learning improvements for students from charter schools, vouchers, and other supplemental educational services. A sample school improvement plan, set in a local context, using class insights is expected. |
