PROGRAM REQUIREMENTS AND COURSE TITLES
COURSE DESCRIPTIONS
EDUCATIONAL CURRICULUM & METHODOLOGY
EdCM 601 H(3-0) Alberta Curriculum Basics (Level 1a) (back to top)
A thorough review of Alberta Education’s mandatory Elementary Schools Program of Studies; a general study and understanding of the curriculum continuum beyond the elementary years and how to access related curriculum material. Readings to include key documents related to the Teaching Profession Act including major government documents such as “Teacher Growth, Supervision and Evaluation Policy” (Alberta Education), “Teaching Quality Standard Ministerial Orders” (Alberta Education), and “Code of Professional Conduct” (Alberta Teachers’ Association). Introduction to the teaching cycle and the development of a fundamental understanding of teaching as a continuous cycle of planning, assessment, evaluation, reporting and communicating on student learning.
EdCM 603 H(3-0) Alberta Curriculum Basics (Level 1b) (back to top)
Understanding educational goal setting and the instructional planning processes in an inclusive classroom. Consideration of the need to establish a balance between the mandates of the elementary curriculum and differentiation to meet individual learning needs. Key instructional and theoretical models for the elementary classroom will be considered such as cooperative learning, inquiry and critical thinking, meta-cognition, project-based learning and generative/constructivist theory. The parent as primary educator, an examination of the teacher’s role as the instructional leader of the classroom and the role of the student. The need to develop, understand and manage collaborative relationships and processes with professional and para-professional colleagues.
EdCM 607 H(3-0) Curriculum Basics (Level 2) (back to top)
An extension of the curriculum basics presented in Ed C&M 2000/2001, with explicit elaboration of subject-specific elementary programs of studies, resources, knowledge, concepts, methodologies and processes for individualization. Website access of major government documents and initiatives, accessing supplementary resources and a deepening of the teaching cycle.
EDCM 701 H(3-0) THE EDUCATION PROFESSION IN THE PROVINCE OF ALBERTA
An examination of the broad educational framework in the province and the societal context of teaching, including professional relationships, developing partnerships with paraprofessionals, students and parents, examining the Alberta School Act, Teacher Qualifications Service, KSA’s (Knowledge, Skills, and Attributes), Standards Ministerial Order, Occupational Health and Safety, Freedom of Information and Protection of Privacy Act, Alberta Teacher’s Association role, risk management, and communication with the public. Students will develop an understanding of the role and purpose of standardized, mandated achievement exams and their impact on programming.
EDCM 703 H(3-0) INTERMEDIATE LEVEL, ALBERTA CURRICULUM BASICS (back to top)
Continued examination of the curriculum and methodology applied to the elementary level subject areas. Special attention will be paid to the school subject areas of reading and math and how they can impact learning in all subject areas. Topics for consideration: the development of reading (literacy) and mathematical knowledge (numeracy) in children; diagnostic and remediation strategies in teaching and math; moving from diagnostic assessments to effective programming for literacy and numeracy issues.
Programming, instructional and assessment strategies that link reading and math to all subject areas; the development of meta-cognition, critical thinking skills and self-advocacy skills in students.
Continued discussion of appropriate curriculum weighting to develop teaching competencies in the core subject areas as they relate to curriculum requirements.
EDCM 705 H(3-0) ADVANCED CURRICULUM AND METHODOLOGY STUDIES (back to top)
In-depth learning from previous semesters in EDCM; Emphasis on the complete planning processes (subject-specific and integrated curriculum planning, long and short term planning, planning for inclusion and differentiated planning).
Advanced assessment of learning, continuous documentation, reporting and communication of student learning to all designated stakeholders. Specific consideration will be given to developing an understanding of the elements and importance of creating a safe, risk-free environment that promotes a culture of learning.
Assignment of appropriate curriculum weighting to develop teaching competencies in the core teaching units assigned to elementary grade teachers (Language Arts, Mathematics, Science, Social Studies, Fine Arts, Physical Education) to be determined based upon the regulations assigned by Alberta Education.
EDCM 707 H(3-0) INTRODUCTION TO RELIGIOUS EDUCATION IN THE ELEMENTARY SCHOOL
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An examination of the major doctrinal documents essential to understanding religious education principles as identified in the core curriculum including “General Directory of Cathecesis”, “Cathechism of the Catholic Church”, “Compendium of the Social Doctrine of the Church”, “Religious education curriculum”, “Christian Education of Youth” encyclical.
EDCM 709 (H3-0) MEETING THE NEEDS OF LEARNERS: PLANNING, ASSESSMENT, EVALUATION, INSTRUCTIONAL STRATEGIES, THE LEARNING ENVIRONMENT AND REPORTING (back to top)
Developing the “big picture” of educational planning, assessment, evaluation and reporting based on instructional strategies to meet the needs of diverse learners. Integration and synthesis of all curriculum learnings to date. Internalizing and formalizing curriculum-based practices by developing an embedded action plan which demonstrates integration of all aspects of this process.
EDUCATIONAL FOUNDATIONS
EdFn 611 H(3-0) Student Learning and Classroom ManagemenT i (back to top)
An introduction to research-based principles of educational psychology and sociology, including typical and atypical developmental stages, and research on the human brain. Differentiation and age-appropriate classroom management and processes. Introduction to “Effective Schools” (Alberta Education) documents.
EdFn 613 H(3-0) Foundations for Teaching and Building a Personal Vocational Vision for Teaching (back to top)
An introduction to the personal aspects of the Teaching Profession Act including the initial stages in the development of a personal philosophy of education. A review of principles of teaching in a democratic, multicultural society and the societal expectations of educators. Consideration of the concept of respect for human values.
EdFn 617 H(3-0) Student Learning and Classroom ManagemenT ii (back to top)
An advanced review of student learning principles, developmental stages and issues affecting all children; developing effective thinking skills and differentiation processes. Atypical child development and review of the “special needs” and syndromes that impact a student’s learning. Managing and organizing an effective classroom culture. Planning for individual students using modified and adapted curriculum. Knowledge of the Alberta philosophy and coding system for “special needs” programming. Developing resiliency and wellness within the total environment. Extension of readings into “Effective Schools” (Alberta Education) documents.
EDUCATIONAL PHILOSOPHY
EdPh 621 H(3-0) Philosophy of Catholic Education (back to top)
Theological and philosophical principles of Catholicism; primary understandings of Catholicism; primary understanding of philosophy including logic; principles of all-inclusive education; sensitivities to culture and faith; consideration of the inclusivity and universality of Catholicism.
EdPh 627 H(3-0) The Historical and Philosophical Bases for Developing Faith-based Educational Institutions (back to top)
A review of the primary philosophies of education and their historical roots; consideration of philosophical schools including idealism, realism, theistic realism and existentialism; historical origins and development of analytical philosophy; the role of doctrinal examination applied to faith-based educational traditions.
EdPh 629 H(3-0) Spirituality of the Catholic Educator(back to top)
Teaching as a vocation; spirituality of an educator; building culture and climate in the classroom; social justice principles; prayer/liturgy; permeation.
EDUCATION FIELD PRACTICUM (back to top)
EdPr 631 H(3-L) Introduction and Orientation to the Classroom Practicum 1
This course runs for six weeks and consists of six weeks in an assigned school classroom in any grade from Kindergarten to Grade 6. All assignments are developed in cooperation with school officials assigned by the cooperating school district/division. The student-teacher functions in a teacher-assistant role under the direct supervision of assigned core faculty and associate supervisors working in cooperation to develop specific criteria for both student-teacher and teacher-associate.
EDPR 731 H(3-8 weeks) CLASSROOM PRACTICUM II: INTERMEDIATE PRACTICUM
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Student-teachers are assigned full-time to a classroom for approximately eight weeks to participate in their first full teaching role in the grades K-6 setting.
EDPR 737 H(3-10 weeks) CLASSROOM PRACTICUM III: ADVANCED PRACTICUM
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Student-teachers are assigned full-time to a classroom for ten weeks where their duties are considered significant overall but where the primary assignment requires the successful completion of full units of instruction. |
