Teachers Classes

Individual Course Offerings

Any course offered at Grand Canyon University may be taken as an individual course. Below is a listing of our more popular courses. To review a comprehensive listing of individual courses, please review the Academic Catalog. Course Descriptions begin on page 133.  

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Teachers Classes

Below is just a sampling of the Teachers classes that are offered online. You may also be interested in our Continuing Education for Teachers courses- which provide 3 graduate credits in 6 weeks. (Not available in New York)

 

EDA 535         Public School Finance Credits: 4  
Upon completion of this course, students possess knowledge and understanding of the application of school finance topics related to education at the federal, state, and local levels. The students explore basic administrative theories, processes, and techniques, as well as discuss the major challenges facing them in the daily operation of local schools. In addition, students gain an understanding for the application of financial, organizational, and implementation challenges of integrating technology into the educational community. This course focuses on ISLLC Standards 3 and 6, and requires 15 embedded field experience/practicum hours. Prerequisite: EDA 577. 

EDA 551         Supervision and Instructional Leadership Credits: 4          
Because of the pervasive nature of supervision and instructional leadership, this course approaches the topic within several arenas of the educational environment. Upon completion of this course, students possess knowledge and understanding for the application of the models and theories of supervision and instructional leadership, the interpersonal and technical skills needed for supervision, and the tasks and functions of the supervisor. In addition, students possess an understanding for the application of financial, organizational, and implementation challenges of integrating technology into the educational community, as well as leadership strategies to integrate technology into the educational community. This course focuses primarily on ISLLC Standard 2 and requires 15 embedded field experience/practicum hours. Prerequisite: EDA 577. 

EDA 561         Curriculum Development for School Improvement Credits: 4      
Upon completion of this course, educational leaders possess the skills to examine existing curriculum for gaps, strengths, and weaknesses. They also understand the variety of components necessary to build a rigorous curriculum that is also flexible enough to adapt to a constantly changing world and can withstand personal and community bias. The essential elements of curriculum development for school-including improvement by examining goals, beliefs, and current outcomes-are also examined and discussed. In addition, students explore leadership strategies designed to integrate technology into both teaching and learning. This course responds to the Interstate Leaders Licensure Consortium (ISLLC) Standard 2 and requires 20 embedded field experience/practicum hours. Prerequisite: EDA 577. 

EDA 585         The Principalship Credits: 4   
The job of a principal in today's PK-12 environment is both complex and demanding. It requires that a person be skilled in the recruitment, selection, orientation, development, compensation, and evaluation of a highly qualified staff, while also seeing to the leadership and management of the educational organization. This course will explore important critical issues currently facing school principals, including the challenge of attracting and retaining a quality work force in education, while also meeting the myriad of district and state policies and laws. This course focuses on all six of the Interstate School Leaders Licensure Consortium (ISLLC) standards and requires 20 embedded field experience/practicum hours. Prerequisites: EDA 534, EDA 575, EDA 577, EDA 555, EDA 535, EDA 551, and EDA 561. 

EDA 586A         Internship in Educational Administration I Credits: 4    
This is the first part of a supervised, clinical, 16-week internship that encourages a cooperative arrangement among the key stakeholders. Upon completion, students possess an understanding of the complexity of being leaders, ranging from development of a vision for systemic change to demonstrating practical skills ensuring smooth day-to-day operations. All six ISLLC standards are reviewed. The two parts of this internship require a total of 270 internship hours, split between the A and B sections of the course. 

EDA 586B         Internship in Educational Administration II Credits: 4  
This is the second part of a supervised, clinical, 16-week internship that encourages a cooperative arrangement among the key stakeholders. Upon completion, students possess an understanding of the complexity of being leaders, ranging from development of a vision for systemic change to demonstrating practical skills ensuring smooth day-to-day operations. All six ISLLC standards are reviewed. The two parts of this internship require a total of 270 internship hours, split between the A and B sections of the course.

EDU 536          Classroom Engagement and Management Credits: 4    
This course is designed to allow the prospective teacher the opportunity to learn techniques involved in the successful engagement and management of a learning environment. Major emphasis is given to the establishment of a realistic discipline plan to manage student behavior, as well as engagement and management techniques and strategies to maximize instructional time, classroom procedures, and physical space. 

EDU 576          Philosophical and Social Issues in Education Credits: 4           
This course is designed to provide an overview of the education profession for students who are inspired to be teachers. A brief survey of the philosophical, historical, and sociological influences upon which educational theories and practices are constructed is presented. Students explore a variety of the common issues, trends, and opportunities that professional educators face in the field. 

EED 580NA         Student Teaching Internship: Elementary II Credits: 6         
Teacher candidates are required to fulfill a 16-week internship experience in a classroom with a certified, experienced teacher. The semester includes the opportunity to improve skills in classroom management, assessment, and professional preparation, and to utilize applicable content standards, Arizona Professional Teacher's Standards, and Interstate New Teacher Assessment and Support Consortium Standards within the classroom. Prerequisites for A Successful completion of all courses in POS and content area; senior status; a 3.0 GPA; successful completion of state mandated basic skills and content area exams or Praxis I® (Basic Skills) and Praxis II® (Content Area ); and approval andplacement by Office of Field Experience. Arizona residents will be required to take the Arizona Educator Proficiency Assessments (AEPA). All paperwork for student teaching must be submitted by the due date the semester prior to student teaching.

EED 580NB         Student Teaching Internship: Elementary I Credits: 6       
This session is a continuation of Session A. Prerequisite for B: EED 580NA. 

ESL 523N          SEI English Language Teaching: Foundations and Methodologies Credits: 4          
This course presents the historical, legal, theoretical, and sociological foundations of programs of instruction for English language learners. It includes an examination of the role of culture in learning and instructional program models, with a focus on Structured English Immersion. Students will be instructed in immersion strategies and the use of assessment data. The content of this course correlates with the NBPTS English as a New Language Standards, Standard I: Knowledge of Students, Standard III: Knowledge of Culture and Diversity, Standard VIII: Learning Environment, Standard IX: Assessment, Standard XI: Linkages with Families. Practicum hours - 10. Prerequisite: Fingerprint Clearance. 

RDG 517          Reading in the Content Areas: Secondary Credits: 4       
This course links reading skills across the curriculum through the use of instructional strategies and assessments. The use of textbooks, trade books, literature, and electronic texts are explored with a focus on strategies that are relevant in every secondary content area. This course meets the following International Reading Association (IRA) Standards: 1.1, 2.2, 2.3, 3.3, 4.1, 4.2, 5.1, 5.2, 5.3, and 5.4. 

RDG 586          Secondary Practicum Credits: 4
This course provides an in-depth study of the International Reading Association (IRA) Standards by examining researchbased approaches linking assessment and instruction for secondary teachers. Teachers learn to use a wide range of formal and informal assessment tools and methods to diagnose and assess reading and writing development, instruction, and assessment. Students develop individual case studies. This course meets the following IRA Standards: 1.3, 1.4, 2.2, 3.1, 3.2, and 3.4. 

SED 544 Secondary Curriculum Development and Assessment Credits: 4   
Various orientations to curriculum development and assessment are investigated and elements of model curricula are examined. Emphasis is given to understanding current structures and trends in high schools, as well as critical issues, as these relate to curriculum and assessment. Course content is strategically planned to enable participants to make informed curriculum decisions to meet the needs of a diverse student population. Also emphasized is the alignment of educational objectives to standards and building both formative and summative assessments,including rubrics to analyze student learning. This course focuses on the principles and practices involved in curriculum design. Participants develop their own curriculum unit. Practicum hours: 15. Prerequisite: Fingerprint Clearance.

SED 541          Secondary Theory, Methods, and Data-Driven Pedagogy Credits: 4     
This course is designed to foster application of proven teaching and learning methodologies for both instructor and student in order to make appropriate and data-driven decisions about all aspects of teaching. Major emphasis is given to planning instructional objectives and lessons, assessing objectives, and developing teaching methodology that encourages problem solving, active participation, and assessment. Practicum hours: 15. Prerequisite: Fingerprint Clearance.

SED 553          Reading and Literacy Strategies for Middle and Secondary Schools   Credits: 4        
This course is designed to develop a broad range of researchbased reading methodologies to enhance the learning strategies of middle and secondary school students. A major emphasis is given to the use of reading strategies for culturally and socially diverse classrooms, including the use of literacy-based instruction in all content areas and the understanding, evaluating, and promoting effective pedagogy in adolescent literacy. The development and use of integrated and thematic approaches of instruction are addressed. Students are expected to observe and assist in a grade 7-12 classroom while taking this course. Practicum hours: 30. Prerequisite: Fingerprint Clearance.

SED 580NA         Student Teaching Internship: Secondary I Credits: 6         
Students are required to fulfill an 8-week internship experience in a classroom with a certified teacher. This course must be taken immediately preceding SED 580B Secondary II Student Teaching.

SED 580NB         Student Teaching Internship: Secondary II Credits: 6      
 Students are required to fulfill an 8-week internship experience in a classroom with a certified teacher. This course must be taken immediately following SED 580A Secondary I Student Teaching.

SPE 522          Classroom Management for Students With Special Needs Credits: 4         
 This course discusses the characteristics and effective implementation of various behavior modification strategies. Positive Behavior Support (PBS) and Functional Behavioral Assessment (FBA) are discussed.

SPE 526          Educating Learners With Diverse Needs Credits: 4       
Emphasis is placed on definitions, etiology, characteristics, and prevalence of various exceptionalities; laws and litigation protecting the rights of students with special needs and their families; current issues affecting persons with special needs; social perceptions, assessment, inclusion, and transition; and basic curriculum accommodations and supportive services for teaching students with special needs in the general classroom. Practicum hours: 15.

SPE 527          Inclusion and Collaborative Practices Credits: 4  
 This class emphasizes practical applications of skills and strategies needed to fulfill the roles and responsibilities of educators in meeting the needs of learners with disabilities in the general education classroom. Course content focuses on strategic instruction, behavior interventions, and the development and application of modifications and/or accommodations for diversity.

SPE 529N          Special Education Foundations and Framework Credits: 4  
This course orients teacher candidates to the field of special education. The National Board for Professional Teaching Standards and Council for Exceptional Children Standards, which guide special education research practices, are also discussed. It includes an introduction to creating a professional portfolio. Prerequisite: No Fingerprint Clearance necessary.

SPE 536          Diagnosis and Assessment in Special Education Credits: 4
This capstone course in special education is designed to incorporate issues in collaboration and communication and to synthesize the special education process from assessment to delivery of instruction (i.e., evaluation, eligibility, placement, and instructional practice). Specific skill development includes assessing students with disabilities, completing special education forms, and conducting meetings and conferences with parents and school professionals. A school-based practicum provides participants with experiences in standardized testing and case studies, problem-solving meetings, cooperative team planning, and inclusion processes. Practicum hours: 20. Prerequisites: SPE 522 and SPE 526.

SPE 548NA          Student Teaching: Cross-Categorical Session A Credits: 6        
Teacher candidates demonstrate mastery of the Arizona Professional Teacher's Standards and Council for Exceptional Children International Standards for Entry into Professional Practice in teaching students with disabilities for one semester. Under the direction of a certified special educator, teacher candidates will assess students with disabilities, plan and teach lessons, manage behavior, participate in IEP meetings, design and implement a behavior management program, and conduct a case study. The setting in which student teaching is conducted musthave at least 3 of the following disability categories represented: emotional disability, learning disability, intellectual disability, physical impairment, and/or health impairment. Prerequisites for A: Successful completion of all courses in POS and content area; senior status; a 3.0 GPA; successful completion of state mandated basic skills and content area exams or Praxis I® (Basic Skills) and Praxis II® (Content Area ); and approval and placement by Office of Field Experience. Arizona residents will be required to take the Arizona Educator Proficiency Assessments (AEPA). All paperwork for student teaching must be submitted by the due date the semester prior to student teaching.

SPE 548NB          Student Teaching: Cross-Categorical Session B Credits: 6        
This session is a continuation of Session A. Prerequisite for B: SPE 548NA.

SPE 553          Characteristics of Intellectual Disability and Strategies to Teach Individuals With ID Credits: 4   
 The focus of this course is to provide teacher candidates in special education with advanced knowledge of intellectual disability (ID), including the history with attention to law and litigation, definition, causes, and characteristics of ID in children and adults. The impact of ID on the lives of individuals and necessary support systems for quality of life are investigated, and assessment techniques and effective teaching strategies are addressed. Understanding and mastery of methods appropriate for meeting the educational needs of elementary and secondary students with ID are emphasized. Effective teaching strategies for planning, implementing, and evaluating instruction based on appropriateassessment for elementary and secondary students with ID in special and regular education classes are investigated. Particular attention is given to the structure and details of the lesson plans necessary to meet the individual needs of students with ID. Practicum hours: 20. Prerequisites: Fingerprint Clearance, SPE 522, and SPE 526.

SPE 557          Characteristics of Learning Disabilitiesand Strategies to Teach Individuals With LD Credits: 4  
The focus of this course is to provide teacher candidates in special education with advanced knowledge of learning disabilities (LD), including the history with attention to law and litigation, definition, causes, and characteristics of LD in children and adults. The cognitive processes of students with and without learning disabilities are compared, unsubstantiated explanations and false claims relating to LD are investigated, and assessment techniques and effective teaching strategies are addressed. Effective teaching strategies for planning, implementing, andevaluating instruction based on appropriate assessment for elementary and secondary students with LD in special and regular education classes are investigated. Particular attention is given to the structure and details of the lesson plans necessary to meet the individual needs of students with LD. Teacher candidates teach lessons in a class for students with LD. Practicum hours: 20. Prerequisites: SPE 522 and SPE 526.

SPE 558          Characteristics of Emotional/Behavioral Disabilities and Strategies to Teach Individuals With EBD Credits: 4   
The focus of this course is to provide special education teacher candidates with advanced knowledge of emotional/behavioral disabilities (EBD), including the history with attention to law and litigation, definition, etiology, types, and characteristics of students with EBD. Teacher candidates investigate theories and models of EBD and related treatments. Assessment techniques and the factors involved in a diagnosis of EBD are also addressed. Effective and specific individual and group behavior management models, programs, strategies, and interventions for elementary and secondary students with EBD in special and regular education classes are investigated, planned, implemented, and evaluated based on appropriate assessment. Particular attention is given to the structure and details of the behavior management plan necessary to meet the individual needs of students with EBD. Practicum hours: 20. Prerequisites: SPE 522 and SPE 526.

SPE 573          Educational Implications for Students With Physical and Health Impairments Credits: 4    
This course provides teacher candidates with knowledge of physical and other health impairments and the impact of these disabilities on the lives of individuals. Teacher candidates investigate means to enhance the quality of life of individuals through participation in home, school, and community activities. Special attention is given to accessibility to appropriate curricula, modifications and adaptations, and effective instructional strategies to meet individual needs. Practicum hours: 20. Prerequisites: Fingerprint Clearance, SPE 522, and SPE 526.

TCH 524          Current Classroom Methods and Strategies   Credits: 4        
A growing body of research shows that teacher effectiveness is the single most important school-based influence on student achievement. Today's educator responds to complex and diverse needs of students in each classroom. This course provides the foundations for instructional design along with the tools for instructional planning. The alignment of curriculum standards to instruction and assessment is a major focus. Upon completion of this course, students have established a wide repertoire of methods and strategies that are research-based and easily modified to today’s complex classroom.

TSL 531          Foundations of Instruction for English Language Learners Credits: 4       
This course provides the historical, sociological, political, and legal foundations of instructional programs for English language learners in the United States. This framework serves as a basis for understanding, comparing, and evaluating current language models and prototypes. This course also introduces students to primary theories of language learning and current methodologies and practices.

TSL 536          English Linguistics Credits: 4        
 This course familiarizes students with the fundamentals of linguistic theory, including the morphological, phonological, and syntactic structure of the English language. Other topics introduced are pragmatics, semantics, sociolinguistics, historical linguistics, and first and second language acquisition. Although emphasis is placed on descriptive analysis of the English language, examples and illustrations from several language systems are used.