Catalog Course Search Details

 Department:    ECED

 Course #:    410

 Credits:    2

 Variable:     No

 IUs:    2

 CIP:    13.1210

 EPC:    ECEECBAS

 REV:    2024

 Course Description  

Explore and reflect on the skills necessary to be a teacher-leader. Topics include collaborating effectively with paraeducators; building reciprocal relationships with families, and advocating for student needs.

 Prerequisite  

Prerequisites: ECED 409 and ECED 498 with grade of C or higher.

Contact Hours (based on 11 week quarter)

Lecture: 22

Lab: 0

Other: 0

Systems: 0

Clinical: 0

Intent: Distribution Requirement(s) Status:  

Vocational Preparatory N/A  

Equivalencies At Other Institutions

Learning Outcomes

After completing this course, the student will be able to:

1. Actively seek input and contributions from families, colleagues, and professionals to understand and support each learner's development.
2. Use technological tools and communication strategies to create local learning communities involving learners, families, and colleagues.
3. Seek opportunities to model effective practice, lead professional learning activities, or serve in leadership roles, advocating for learners and the learning environment.
4. Describe Paraeducator Standards of Practice.
5. Develop a plan for working successfully with paraeducators in a classroom setting.
6. Apply advocacy skills and promote accessibility of dual language programs, particularly for minoritized populations, as part of their roles as educators.

General Education Learning Values & Outcomes

Revised August 2008 and affects outlines for 2008 year 1 and later.

Course Contents

1. Input and contributions from families, colleagues, and professionals to understand and support each learner's development.
2. Technological tools and communication strategies to create local learning communities involving learners, families, and colleagues.
3. Opportunities to model effective practice, lead professional learning activities, or serve in leadership roles, advocating for learners and the learning environment.
4. Paraeducator Standards of Practice.
5. A plan for working with paraeducators in a classroom setting.
6. Advocacy skills and accessibility of dual language programs, particularly for minoritized populations, as part of their roles as educators.