MAE 610 Connect Beliefs, Theory & Pract (3.00)
Research and learning theories from constructivism and cognitive psychology are explored. Based on these studies and synthesis of content from throughout the program, participants develop personal beliefs, explore how these beliefs are supported by educational theorists and research, and demonstrate how their beliefs manifest in classroom practice.
MAE 614 Action Research: Foundations (3.00)
Participants develop research questions and design an action research study to investigate a relevant aspect of their practice. A formal research proposal is submitted to the Regis IRB and school district for approval. A literature review, synthesizing the current scholarly research on the topic will be completed.
MAE 616 Action Rearch: Application (2.00)
Participants will implement research designs developed during MAE 614/615, collect and analyze data, write a formal research paper, and present findings to peers and the community. Prepares educators to investigate questions that arise from their own practice that supports quality teaching and learning.
Pre-requisite: TAKE MAE*614;
MAE 619 Curriculum Theory & Application (2.00)
Participants will engage in the process of discovering how concept-based curriculum, especially inquiry and constructivism is developed in student-centered classrooms. Distinctions among adopting, adapting, and designing a student centered curricula around the Colorado State Standards will be examined.
MAE 620 Evaluation Theory & Applicatn (2.00)
Assessment and evaluative procedures will be studied as an integral part of curriculum design and instructional practice. Participants design assessments and evaluation procedures for their classrooms based on individual school communities. Participants will implement ongoing assessments in the classroom and reflect upon student learning.
MAE 640F Leading Instruction & Reflective Prac (3.00)
Provides a deeper understanding of instructional practices, and extends knowledge in order to lead work around student learning. Covers how to develop academic rigor, increase student achievement and ways to differentiate. Common Core Standards are unpacked. Includes topics related to current reform measures.
MAE 640J Leading Collaborative Cultures (3.00)
Provides educators with the skills needed to help foster an environment of collaboration within a larger setting. Analyzes the components necessary for establishing a culture of collective responsibility, advocacy, problem solving and decision making that benefit students, parents and colleagues.
MAE 640K Leadership for Inclusion & Equity (3.00)
Provides skills needed to create equitable and inclusive learning and working environments that emphasize respect for diverse backgrounds and perspectives. Identifies, promotes and facilitates differentiated professional learning, as well as fosters reflection upon culturally responsive teaching. Covers modeling, teaching, and advocating for equitable and ethical practices at all levels within the educational system: classroom, grade-level, school, district and state.
MAE 640L Fostering Change for Teaching/Learning (3.00)
Covers how to teach and support colleagues in the collection, analysis, and communication of student data to improve student learning, facilitate school improvement, and promote change. Through inquiry and collaboration, explores how to engage in trust-building, negotiation, and teamwork to advocate for professional learning and become effective change agents. Includes training on the new teacher effectiveness evaluation process as well as how to promote meaningful change, provide effective feedback and influence educational policy.
MAE 640M Teacher Leadership Practicum (3.00)
Builds on the continuum of teacher leadership coursework. Hones skills in various environments, such as serving as team leader and/or other leadership roles within a school/district. Includes collaboration with colleagues and other stakeholders in reflective dialogue to facilitate improvements in instruction and student learning. Covers working to advance professional learning opportunities, advocating for students, families and community, and influencing decision-making within the school/district.
MAE 695S Teacher Leadership Support Seminar (1.00)
Students will work with their mentor to apply their learning from program courses to their leadership role, explore connections, and assist candidates to integrate belief, theory and practice in preparation for the CAP review. May be taken any semester of the program. (Pass/No Pass grade).
MAE 695T Teacher Leadership Support Seminar (1.00)
Students will work with their mentor to apply their learning from program courses to their leadership role, explore connections, and assist candidates to integrate belief, theory and practice in preparation for the CAP Review. Intended to be taken with the CAP Review at the end of the program.(Pass/No Pass grade).
MAE 699A Culminating Academic Prog Rvw (0.00)
Candidates are required to register for the Culminating Academic Program (CAP) Review the final semester of their respective programs. Candidates must have completed all course requirements prior to the Review semester. The purpose of the CAP Review is to provide a forum for prospective graduates to actively and creatively demonstrate their growth and changes as learners and educators. The CAP Review serves as a "comprehensive examination."