ITEM # 3 -FA 05-30: Submitted by the Academic Programs Committee

Counseling & Educational Leadership

Undergraduate

Delete SDS 6427 School Counselors and Special Needs Students from the school counseling track program of study. School counseling students will take SDS 6411 Counseling Children and Adolescents (an existing course) instead.
Rationale: The mental health track and the school counseling track currently co-list SDS 6427 School Counselors and Special Needs Students and SDS 6411 Counseling Children and Adolescents. We are going to require SDS 6411 Counseling Children and Adolescents for students in the school counseling track, thereby eliminating the need for SDS 6427.

Title changed. Change the title to Law and Ethics in Educational Leadership. The term "ethics" is being added to the course title to more adequately reflect the course content.

Summary of the Changes:
This change removes the option to take EITHER EDA 6503, The School Principal, OR EDA 6061, Introduction to Educational Leadership. The result being that EDA 6061 will be a required course for all students in the program.
The program of study is being revised in order to ensure that we better prepare our students for the Florida Educational Leadership Licensure Examination (FELE). The course, The School Principal (EDA 6503), is much narrower in scope than the course, Introduction to School Leadership (EDA 6061). We believe, based upon feedback and assessment that all students should take the latter (EDA 6061) and that The School Principal (EDA 6503) should be offered as an elective for those interested specifically in pursuing the school principalship. click here to view the program of study

Summary of the Changes:
Delete SDS 6427 School Counselors and Special Needs Students from the school counseling track program of study. School counseling students will take SDS 6411 Counseling Children and Adolescents (an existing course) instead.
Rationale: The mental health track and the school counseling track currently co-list SDS 6427 School Counselors and Special Needs Students and SDS 6411 Counseling Children and Adolescents. We are going to require SDS 6411 Counseling Children and Adolescents for students in the school counseling track, thereby eliminating the need for SDS 6427. click here to view the program of study

This course is designed to prepare secondary teachers to accommodate ESOL (English for Speakers of Other Languages) students in the mainstream classroom. Florida law requires that all education majors must complete coursework in TSL concepts and practices. This course will enhance our ESOL infusion program and will ensure that COEHS secondary graduates are prepared to teach secondary ESOL students. No new faculty or additional resources are required for this course. 

Summary of Changes:
The English (6-12) Education program requests to add TSL 4XXX, TESOL Methods and Curriculum for Secondary Teachers (3 credit hours) to its program of study. The current program has two TSL courses (TSL 3550, Principles and Issues in TESOL--3credit hours and TSL 4340, TESOL Methods and Curriculum--3 credit hours).This addition of 3 more credit hours in the English (6-12) Education program will satisfy Florida Department of Education requirements for building knowledge and skills in the Teaching of English as a Second Language for 6-12 English teachers.
The English (6-12) Education program also requests to delete EDG 3323, The Learning Process (3 credit hours) from its program of study. This maintains the number hours needed to graduate to 127 credit hours. The course objectives contained in EDG 3323 will be systematic infused across the remaining courses. click here to view the program of study

This course is designed to provide students with ESOL teaching experiences in mainstream and/or self-contained ESOL classrooms. This advanced course will require students to apply ESOL methodologies, strategies, and competencies in a school setting. No new faculty or additional resources are required for this course. 

The Division of Curriculum and Instruction desires to add a track in our Master of Education, Elementary Education degree program for Teaching English as a Second Language. The following courses currently exist within the graduate program but will be added to the Elementary Program under Content Specialization Required Courses: TSL 6345, TSL 6525, TSL 6440, TSL 6142, TSL 6350, LIN 5743 and TSL 6XXX (TESOL Practicum) replacing EDE 6940 Prof. Lab Exp..(1-6 credits) All courses are for 3 semester hours. Total Credits for degree is 36. See attached Program of Study for course titles.
Summary of Changes:
The state and the nation have experienced an increase in the number of teachers needed in both our public K-12 educational system and post-secondary institutions qualified to teach English as Second Language. This M.Ed. is intended to help meet this need. click here to view the program of study

The Division of Curriculum and Instruction desires to add a track in our Master of Education, Secondary Education degree program for Teaching English as a Second Language. The following courses currently exist within the graduate program but will be added to the Secondary Education Program under Content Specialization Required Courses: TSL 6345, TSL 6525, TSL 6440, TSL 6142, TSL 6350, LIN 5743 and TSL 6XXX (TESOL Practicum) replacing ESE 6947 Prof Lab Exp (1-6 credits). All courses are 3 semester hours. Total credits for degree is 36 semester hours. See attached Program of Study for course titles.
Summary of Changes:
The state and the nation have experienced an increase in the number of teachers needed in both our public K-12 educational system and post-secondary institutions qualified to teach English as Second Language. This M.Ed. is intended to help meet this need. click here to view the program of study

In this course, the characteristics of urban students with diverse learning needs are described. Influences on cognitive and behavioral development are discussed. School-based solutions to preventing failure in our urban schools are detailed, including positive behavioral approaches to managing the school and classroom environment, processes for identifying urban students at-risk for failure, and effective prevention and intervention instructional practices and approaches that provide access to high levels of achievement for challenged learners. Additionally, successful models of community collaborations in urban settings are described. Field experience required. No new faculty or additional resources are required for this course.