Education - Maalot Educational Network

Organization

Maalot Educational Network

Credit Course Categories:

Descriptions and credit recommendations for all evaluated learning experiences

A Practicum in Early Childhood/Elementary Education I (COP199)

Formerly A Practicum in Instruction I (COP199)

Length:

Varies (generally 220 classroom hours, 16 instructor contact hours).

Dates:

September 2009 - Present.

Objectives:

Upon successful completion of the course, students will be able to: identify key elements in a well-run classroom; define the teacher’s role and responsibilities in the classroom and its physical set up; describe the role of play in the curriculum; plan for successful learning for various cultural, gender and learning differences; organize a unit of study and lesson plans in various disciplines and provide age appropriate materials and games.

Instruction:

Topics include: the role of play and extra-curricular activities in childhood development; introduction to curriculum design; creation of the physical and emotional environment to learn; and effective communication with children.

Credit recommendation:

In the upper division baccalaureate degree category, 6 semester hours in Education (2/11) (4/16 revalidation) (3/21 revalidation).

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A Practicum in Early Childhood/Elementary Education II (COP299)

Formerly A Practicum in Instruction II (COP299)

Length:

Varies (generally 200 classroom hours, 16 instructor contact hours).

Dates:

September 2009 - Present.

Objectives:

Upon successful completion of the course, students will be able to: plan units of teaching in the areas of social sciences, math or the arts in the curriculum to enhance different learning styles including learning disabilities; apply reading theories to build reading readiness and reading skills; consider the effects of physical and emotional environment on children and teacher behavior; evaluate progress appropriately and effectively; communicate with government agencies, families and staff effectively; apply strategies that support children’s divergent thinking and problem solving skills and adapt strategies to the diverse needs of children.

Instruction:

Topics include: curriculum design and implementation in childhood education; lesson planning, skills in communicating with children; classroom management and collaborating with parents and staff.

Credit recommendation:

In the upper division baccalaureate degree category, 6 semester hours in Education (2/11) (4/16 revalidation) (3/21 revalidation).

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Administration of Early Childhood Education Programs (ECE202)

Length:

Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.

Dates:

August 2023 - Present.

Objectives:

Upon successful completion of the learning experience, students will be able to: identify and evaluate the qualities and skills of a successful Early Childhood Education (ECE) program administrator; examine various forms and components of ECE organizational structures; apply ECE standards of quality practice to program planning and design; describe and analyze various types of ECE licensing regulations and their specific purposes; apply knowledge of health and safety standards to the set-up of a developmentally appropriate, safe and healthy ECE environment; identify and explain criteria for choosing ECE facility and program equipment; analyze ECE program practices and procedures for personnel; identify effective marketing and public relations strategies for ECE; evaluate ECE curriculum and developmentally appropriate practices; explain venues and value of parent involvement and school/community interaction; and use evaluation data in ECE program planning.

Instruction:

Major topics include: ECE effective leadership; ECE administration – organizational structures; legal and fiscal responsibilities of the ECE administrator; ECE programs: safety and nutrition guidelines; developing, equipping and staffing the ECE classroom; HRM in ECE; marketing, recruiting, and public relations; ECE quality curriculum; ECE – family and community partnerships; ECE program evaluation. Prerequisite: Child Development course; at least one year of experience teaching an ECE classroom or permission of instructor.

Credit recommendation:

In the upper division baccalaureate degree category, 3 semester hours in Education or Early Childhood Education (8/23).

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Approaches and Techniques of Educational Intervention I (SPE198)

Formerly Approaches and Techniques of Intervention I (SPE198)

Length:

Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.

Dates:

September 2009 - Present.

Objectives:

Upon successful completion of the course, students will be able to: identify special needs, learning styles and behavior; suggest various intervention approaches; implement, assess and evaluate these approaches; use different types of instruction within the classroom; be familiar with the regulations; and prepare an IEP.

Instruction:

Topics include: types of learning disabilities, behavior disorders, developmental disorders, IEP's (individualized education plans), principal intervention approaches, techniques associated with these approaches, the intellectual, physical, emotional, and external influences of successful intervention strategies, the factors that foster healthy development within intervention milieus, and the evaluation of selected approaches.

Credit recommendation:

In the lower division baccalaureate/associate degree category, 3 semester hours in Education or Special Education (2/11) (4/16 revalidation) (3/21 revalidation).

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Approaches and Techniques of Educational Intervention II (SPE199)

Formerly Approaches and Techniques of Intervention II (SPE199)

Length:

Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.

Dates:

September 2009 - Present.

Objectives:

Upon successful completion of the course, students will be able to: identify the characteristics and concerns of a helping relationship; recognize the difference between crisis and long term intervention and respond appropriately; identify ways in which situational conditions within a client’s social and family network impact on individual functioning and treatment outcomes; draw an eco-map to represent this social situation; draw a geno map to represent the family situation; develop a beginning intervention plan to address these issues; and plan and predict their own effect on the intervention process.

Instruction:

Topics include: components that make up the social systems of one's life, the relationship between these various components, the resources needed to assist individuals in special education settings, various intervention approaches in times of crisis.

Credit recommendation:

In the upper division baccalaureate degree category, 3 semester hours in Education or Special Education (2/11) (4/16 revalidation) (3/21 revalidation).

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Assessment Strategies for Instruction (SPE298)

Formerly Clinical Activities (SPE298) and Assessment and Instructional Strategies in the Classroom for Special Needs (SPE298)

Length:

Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.

Dates:

September 2009 - Present.

Objectives:

Upon successful completion of the course, students will be able to: assess student profiles, and establish specific goals and objectives for classroom instruction; develop an IEP; organize the learning environment of a group or individual with special needs; plan and execute strategies for assessment, mastering external constraints, self-evaluation; apply specific instructional strategies, individualize activities, and evaluate the effectiveness of these activities.

Instruction:

Topics covered include: review of the various types of learning difficulties, technologies available for the special education population; computer software available; application of computer software to specific learning difficulties, technology adaptations and modifications for children with special needs, Science and Math instruction.

Credit recommendation:

In the upper division baccalaureate degree category, 3 semester hours in Education (2/11) (4/16 revalidation) (3/21 revalidation).

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Classroom Management (EDU104)

Formerly Principles of Methodology (EDU102) and (EDU104)

Length:

Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.

Dates:

September 2009 - Present.

Objectives:

Upon successful completion of the course, students will be able to discuss the emotional and social needs of children, apply this information to their lesson planning and execution; and gain skills for effective classroom management.

Instruction:

Topics include: fundamentals of classroom dynamics, understanding children's behavior and their emotional needs, effective classroom management, and the home-school communication.

Credit recommendation:

In the lower division baccalaureate/associate degree category, 3 semester hours in Education (2/11) (4/16 revalidation) (3/21 revalidation).

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Curriculum in Education - Jewish Studies (K-12) (EDU108)

Formerly Curriculum In Education - Jewish Studies (EDU108); Curriculum in Education II (EDU108); Curriculum in Education II (EDU104)

Length:

Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.

Dates:

September 2009 - Present.

Objectives:

Upon successful completion of the course, students will be able to: discuss the specific goals of Jewish studies instruction; use the essential skills required for instruction in the Jewish Studies curriculum, which include choosing appropriate material and planning a unit of instruction in Pentateuch/Mishna/Gemara; Jewish Law and the Holidays; and implement a Hebrew Language Arts program.

Instruction:

Topics include methods and strategies in teaching Jewish Studies Curriculum content areas.

Credit recommendation:

In the lower division baccalaureate/associate degree category, 3 semester hours in Education (2/11) (4/16 revalidation) (3/21 revalidation).

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Evaluation and Design of Integrated Intervention Project for Students with Diverse Needs (SPE299)

Formerly Integrated Intervention Project

Length:

Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.

Dates:

September 2009 - Present.

Objectives:

Upon successful completion of the course, students will be able to: discuss technology available for educating children with diverse needs in an inclusive classroom; teach key principles of science; teach numbers sense in the areas of key math abilities; and evaluate and design a technology tool or program used for children with special needs.

Instruction:

Topics include: learning difficulties; technologies available for the special education population; available computer software; application of computer software to specific learning difficulties; technology adaptations and modifications for children with special needs and instruction in Science and Math.

Credit recommendation:

In the upper division baccalaureate degree category, 3 semester hours in Education (2/11) (4/16 revalidation) (3/21 revalidation).

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Family and Community Partnership in Early Childhood Education (ECE220)

Length:

Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.

Dates:

August 2023 - Present.

Objectives:

Upon successful completion of the learning experience, students will be able to: identify factors which influence child development; examine collaboration based on bioecological and developmental theories; compare family engagement models and standards from a historical perspective; describe examples of school-based programs that promote family engagement; evaluate the roles and benefits for the different stakeholders in family–school collaborations; identify and explain strategies that build collaborative relationship with families and wider community; examine how effective teacher leaders communicate successfully; demonstrate skills that are necessary for professionals within ECE to work collaboratively; explain how to create pathways for family engagement that build social-emotional skills; discuss culturally responsive pedagogy in the context of families; explore the diversity of family structures and the diversity of beliefs around parenting and child rearing; identify current trends within the diversity of families Investigate resources that help families; explain challenges faced by children and their families and identify warning signs; and describe the requirements and procedures for reporting.

Instruction:

Major topics include: the social context of ECE; the importance of family and community partnerships; effective partnership guidelines and strategies; communication; development of social-emotional skills; social-emotional challenges; diversity; family challenges. Prerequisite: Child Development course or Foundations of ECE (CDS210).

Credit recommendation:

In the upper division baccalaureate degree category, 3 semester hours in Education or Early Childhood Education (8/23).

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