Creating a community of support in the classroom., Emphasizes understanding students' personal needs,, creating positive teacher-student and peer, relationships, creating classroom rules and, procedures within a democratic learning community,, and responding to minor behavior problems.
Leaders are responsible for fostering an inclusive
school and district culture where each and every
child is a valued and fundamental member and
participant in classrooms and the community. This
course will address how disability is socially
constructed, and how assumptions about a student's
perceived ability can be reinforced by
exclusionary school and district practices. This
course will provide opportunities for
administrators to use current, relevant research
to increase their understanding of leadership
practices that foster an inclusive school culture
for students with Special Education and TAG
designations, as well as developing and supporting
students in need of 504 plans. Additionally,
students in this class will develop the knowledge
and skills to enact high leverage practices in the
areas of effective collaboration and
communication, assessment and accountability,
social, emotional, and behavior supports,
instruction, program/service support, and
supervision and legal requirements.
In the past, school-wide zero-tolerance policies, have focused mainly on reacting to specific, student misbehavior by implementing, punishment-based strategies. Research during the, past 20 years has shown that school-wide behavior, systems that are positively focused on desired, behaviors can result in a substantive lifestyle, impact for all members of a school community. This, course will examine the systems-based approach for, implementing culturally proficient, multi-tiered,, school-wide behavior supports, and the critical, role that school leaders have in building positive, learning environments for each student.
This foundational course is designed to introduce
the theories, practices, core responsibilities,
and issues associated with leadership and social
justice in educational organizations. Aspiring
principals and other educational practitioners
move toward acquiring and affirming requisites and
capacities to engage in social justice praxis
(critical reflection and action) towards improving
conditions and culture in schools in authentic and
collaborative ways. Candidates learn about
instructional, organizational, community, ethical,
and sociopolitical functions of leadership. Using
research and reflection, candidates analyze and
clarify internal and external conceptions of and
attitudes toward leadership at the intersection of
social injustice including but not limited to:
systemic racism, whiteness as privilege and power,
gender and class biases, ableism, and deficit
minded decision-making to guide them in leadership
work.
Development of research and analytical skills in environmental studies as preparation for upper-division work by majors and minors. Emphasis on formulation, practice, and communication of research. Skills span full range of allied fields, including descriptive and inferential statistics, geographic information systems, survey and interview techniques, qualitative data analysis, and bibliographic research. Lectures, individual and small-group assignments, and course projects. Accompanying lab provides opportunity for students to build analytical skills via real-world research projects. Prospective majors develop concentrations as a central activity in 220.
