Courses

MSPE Courses

Note: During the summers, the MSPE cohort and the instructors are together on the UW-Madison Campus for ten days of collaborative learning over a two-week period, with weekends off. For Summer, 2012, the dates will be July 16-20 and July 23-26. This face-to-face session is preceded by 4 weeks (June 18 - July 13 of online coursework and followed by two more weeks (July 30 - August 10) of online learning.

272-675 Section 1 Collaborative Team Work for Inclusive School Reform

Christine Westphal Thompson, MS, ABD

This course guides practicing teachers in creating inclusive school communities for diverse learners. The course emphasizes the process and multiple forms of collaboration among professionals. Methods of collaboration will be explored that promote co-creation of differentiated curriculum and instruction. Activities and projects are problem-based and focus on generating solutions to programmatic, student-specific, or school-wide issues related to inclusive education. Class participants acquire skills to engage in collaborative teamwork and act as change facilitators within a school system

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272-675 Section 2 Technology Integration for the Teacher and the Learner

Jon D'Angelo, MS

This course introduces the educational practitioner to the use of a variety of technological tools and the Internet for supporting collaborative inquiry In the classroom. It provides opportunities for students to develop meaningful curriculum and pedagogy. The theoretical foundations of educational communications technology are also explored.

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315-711 Learning Communities

Paula J. Hillmann, PhD

In this course students explore key concepts and models of learning theory and human development and how a learning community impacts education and achievement. Students develop skills in analyzing systems within learning communities that influence child/adolescent development and K-12 education, and identify approaches to use in improving them. For their course project, students select a curriculum unit to write or revise through applications of these concepts and models.

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305-940 Understanding Legal Rights and Responsibilities

Julie Fisher Mead, PhD

This course examines legal issues confronting the classroom teacher on a daily basis. Students learn how law impacts both curriculum development and curricular delivery. An emphasis is placed on understanding legal analysis in order to empower teachers to better balance the multiple interests confronting them. Students also learn how an understanding of law can further the development of a democratic classroom. Specific topics examined include: curricular control, teachers’ academic freedom, religion in the curriculum, equity in programming, special education, student records, student discipline, teacher contracts, teacher discipline, and negligence.

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315-711 Designing and Managing the Learning Environment

Julie McGivern, PhD

This class addresses a critical component of effective teaching: creating a positive classroom environment to facilitate learning. The purpose of the class is to assist practicing teachers in identifying the components of effective classroom management (including creating a positive learning climate, establishing relationships with and among students, working with families, structuring learning activities, motivating students, providing behavioral support to students, and teaching students to become self-regulated learners) and applying these components in their work. The class draws upon readings, in-class activities, and teacher reflection and experience to facilitate learning of concepts and application in practice.

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272-675 Section 3 Teaching Diverse Learners

Mary Louise Gomez, PhD

This course is designed to help foster teachers’ critical reflexivity and understandings of how racism works at the individual, institutional, and national levels. It also aims to promote equity, anti-racist behaviors, and social justice in educational practices. Students examine the meanings of multicultural education and learn about how they can create instructional practices that establish high learning expectations and achievement for all pupils. Participants are encouraged to continue their exploration of issues of equity and diversity beyond the scope of the course through the ongoing professional practice of teacher research.

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315-570 Foundations of Educational Measurement: Using Varied Assessment Processes

Michael Subkoviak, PhD, Professor Emeritus

The focus in this course is on the development of valid and reliable teacher-made tests and performance assessments. The use of standardized tests is also considered. Students learn about formal and informal strategies

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315-711 Capstone

Paula J. Hillmann, PhD

In this course, students complete a master's project such as:

• an analysis of professional growth based on artifacts in a portfolio
• the development of a specific product related to school curriculum, learning/teaching processes or instructional outcomes,
  or
• another topic of interest that is approved by the department.

During the first year of study, students plan their final project with the MSPE program advisor. The project is completed during the final semester of the program and is evaluated by a committee which includes the MSPE program advisor.

Independent Study (1 credit)

If you are applying for financial aid you may be required to enroll for a minimum of 4 credits. Because the MSPE courses in Fall and Spring are 3 credits each you can arrange with your instructor to sign up for 1 credit of Independent Study so that you meet that requirement. Ask the Financial Aid office for more information.

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Comments or Problems: Eric Simons.

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