The Teach for America Professional Learning Communities are designed to be a resource and forum for content groups to collaborate on best practices in assessment, instruction, and data gathering. As truly purposeful communities, they exhibit five characteristics: a shared mission and vision, high levels of collective efficacy, strategic use of all available assets, outcomes that matter to all, and adherence to agreed-upon processes. Max hours: 3 Credits.

Grading Basis: Letter Grade

Restrictions: Restricted to CIED-MA majors with an option UBL within the School of Education and Human Development.

This course explores multiple aspects of student learning: Including 1) standards-based instruction 2) cultural responsive instructional design, 3) assessment and data, and 4) differentiation in curriculum and instruction so that meaningful instruction becomes accessible to all students. Restriction: Restricted to students in the Teacher MA or undergraduates in the BAMA. Cross-listed with 4040. Max hours: 3 Credits.

Grading Basis: Letter Grade

Restriction: TCHR-MA plan or BMA subplan.

The purpose of this course is to re-visit multiple aspects of instructional and curriculum design, implementation, and evaluation. The goal is to promote access to knowledge for all learners, including those who are diverse linguistically and culturally and those identified with special needs. Cross-listed with UEDU 4050. Max hours: 3 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 3.

Through teaching units of instruction in school placements, secondary English/LA and Social Studies teacher candidates learn both unit and lesson design, assessment of student learning, and differentiation of curriculum and instruction to promote access to knowledge for all learners. Cross-listed with UEDU 4052. Restriction: Restricted to students in the Teacher MA or undergraduates in the BAMA. Max hours: 3 Credits.

Grading Basis: Letter Grade

Restriction: TCHR-MA plan or BMA subplan.

This course focuses on the Six Cs of motivation and engagement; the framework designed to reach these students who are not complaint learners. This course allows teachers to think deeply about their role in motivating and engaging students and allows participants to apply the research to their individual classrooms. The classes incorporate the M.E. (motivation and engagement) Framework into each lesson. Teachers will gain a deep understanding of motivation and engagement through modeling, research, and a "transfer" of knowledge. Max hours: 3 Credits.

Grading Basis: Letter Grade

Topics in this course include: curriculum theory; the debate on the purpose of curriculum; multicultural education; critical race theory; social class and school improvement; the intended and unintended consequences of school accountability, reform and closures; teacher retention; and teacher burnout. Max hours: 3 Credits.

Grading Basis: Letter Grade

This course is designed to support teachers in establishing a classroom culture centered on fostering students’ 21st Century Success skills: collaboration, communication, creativity, and critical thinking. Teachers will explore ways of implementing and supporting 21st-century skills in planning and instruction. Max hours: 3 Credits.

Grading Basis: Letter Grade

Designed to meet both Colorado Literacy Council & Colorado Performance-Based Standards for prospective secondary English/LA teachers concerning Knowledge of Literacy, the course provides knowledge and practice using specific literacy methods to enhance students' literacy development in English/LA/reading classrooms. Cross-listed with UEDU 4110. Max hours: 3 Credits.

Grading Basis: Letter Grade

Introduction to teacher leadership when mentoring pre-service and novice teachers. Includes exploration of teacher leadership dimensions, self-analysis of own potential and impact as a teacher leader, and beginning skills necessary to operationalize emerging roles as a mentor and teacher leader. Max hours: 3 Credits.

Grading Basis: Letter Grade

This course prepares mentor teachers to understand dispositions and mind-sets for mentoring, coaching, co-teaching, and collaboration skills and approaches to providing effective feedback to ensure pre-service and novice teachers are well-supported to continually develop and grow. Max hours: 3 Credits.

Grading Basis: Letter Grade

This course supports mentor teachers to provide guided apprenticeship for pre-service and novice teachers related to effective practices in facilitating inclusive classroom learning communities, planning, instruction, and assessment that are grounded in equity-focused, asset-based approaches to supporting diverse learners. Max hours: 3 Credits.

Grading Basis: Letter Grade

This course examines major issues in education policy analysis. Students will be required to critically analyze an educational policy issue uncovering the context, determining how the policy was implemented and what the outcomes were, intended as well as unintended. Max hours: 3 Credits.

Grading Basis: Letter Grade

In this course, scholars will learn the various definitions, purposes and value of socialemotional learning (SEL) in order to lead social-emotional learning in P-12 schools. Max hours: 3 Credits.

Grading Basis: Letter Grade

One of two courses on linguistically and culturally relevant social studies teaching. Course content includes geography, economics, civics. Cross-listed with UEDU 4464. Restriction: Restricted to students in the Teacher MA or undergraduates in the BAMA. Max hours: 3 Credits.

Grading Basis: Letter Grade

Restriction: TCHR-MA plan or BMA subplan.

One of two courses on linguistically and culturally relevant history teaching. Cross-listed with UEDU 4465. Restriction: Restricted to students in the Teacher MA or undergraduates in the BAMA. Max hours: 3 Credits.

Grading Basis: Letter Grade

Restriction: TCHR-MA plan or BMA subplan.

This course explores the current and historical relationship between democracy and social studies education and challenges teachers to think critically about challenging students to not only participate in democracy but transform it. Max hours: 3 Credits.

Grading Basis: Letter Grade

This course introduces education professionals to the history of contemporary public school. The contents of this course emphasize the ways in which people from marginalized national and cultural groups have experienced education through eras of compulsory schooling, school segregation, and the contemporary context of school reform. Max hours: 3 Credits.

Grading Basis: Letter Grade

Develop global competency skills. Research problems or opportunities of global significance using 21st century skills. Engage in learning communities to reflect, analyze and communicate international educational experiences. Design global education teaching and learning or compare education perspectives. Max hours: 3 Credits.

Grading Basis: Letter Grade

Propose a culminating project that allows integration of previous coursework and travel experience to translate into practice. Collaborate to develop a product that will be of use in a work setting, school, or classroom. Present and defend the capstone project. Max hours: 3 Credits.

Grading Basis: Letter Grade

Independent Study in Urban Community Teacher Education, Topic of study varies according to project. Repeatable. Max Hours: 12 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 12.

Course topics will vary depending on faculty and student interests. Repeatable. Max Hours: 15 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 15.

The capstone is a culminating project that provides a way for students to demonstrate the knowledge and skills they acquired during the MA program skills by planning, completing, and presenting a culminating project linked to the United States educational system. Max hours: 3 Credits.

Grading Basis: Letter Grade

Teacher candidates engage in systematic observation of, participation in, design of, and reflection on curricular, instructional, and management practices across the full range of educational programs within a school. Additionally, teacher candidates participate in the activities of a school community (the school, its classrooms and the community in which the school exists). Graduated learning activities for each internship and time requirements are specified in the program handbook. Cross-listed with UEDU 4931. Max hours: 2 Credits.

Grading Basis: Letter Grade

Teacher candidates engage in systematic observation of, participation in, design of, and reflection on curricular, instructional, and management practices across the full range of educational programs within a school. Additionally, teacher candidates participate in the activities of a school community (the school, its classrooms and the community in which the school exists). Graduated learning activities for each internship and time requirements are specified in the program handbook. Prereq: UEDU 5931. Cross-listed with UEDU 4932. Max hours: 2 Credits.

Grading Basis: Letter Grade

Teacher candidates engage in systematic observation of, participation in, design of, and reflection on curricular, instructional, and management practices across the full range of educational programs within a school. Additionally, teacher candidates participate in the activities of a school community (the school, its classrooms and the community in which the school exists). Graduated learning activities for each internship and time requirements are specified in the program handbook. Prereq: UEDU 5931 and UEDU 5932. Cross-listed with UEDU 4933. Max hours: 8 Credits.

Grading Basis: Letter Grade

Teacher candidates engage in systematic observation of, participation in, design of, and reflection on curricular, instructional, and management practices across the full range of educational programs within a school. Additionally, they participate in the activities of a professional learning community. Cross-listed with UEDU 4934. Repeatable. Max Hours: 8 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 8.