The course aims to equip candidates with the leadership knowledge, skills and sensitivities needed to effectively guide schools toward sustained literacy improvement and enhanced academic performance on the part of students served. Candidate training will focus on four main areas:
- Laying the foundation for a literacy- focused school culture: Candidates learn procedures for articulating vision and mission statements, and ultimately for changing the culture of the school by conditioning practitioner beliefs, values and motivation in ways that will promote effective literacy teaching and learning.
- Implementing a team approach to the scrutiny of student performance data in efforts to devise a data-driven school-wide literacy improvement plan that details the areas in which academic improvement should take place and initiatives that can best accomplish this task.
- Designing and implementing coherent school-wide professional development and clinical supervision initiatives that are driven by data on gaps in student learning as well as those in teacher knowledge and expertise.
- Providing instructional scaffolds to guide colleagues toward instructional improvement, and students toward literacy success and overall academic excellence.
This course is the prerequisite to EDMA2217, EDMA3206 & EDMA3205.
This course provides an introduction to issues of learning generally and Mathematics learning in particular. Each member of the course will work closely with an individual learner over a period of several weeks.
This course is the prerequisite to EDMA2217, EDMA3206 & EDMA3205.
The purpose of this course is to extend students’ knowledge of mathematics working in a variety of ways, which will include the use of graphic calculators and computers. In carrying out this work, students will be encouraged to think about the experience of learning mathematics and consider the implications of this for their work as teachers.
This course is the prerequisite to EDMA3217.
This course is designed to give participants insights of effective ways of presenting school mathematics to students in the lower grades at secondary schools. It builds on the content taught in EDMA2213 and EDMA2214 and highlights significant issues that emerge in mathematics teaching and learning. The course provides opportunities for the participants to plan for mathematics teaching and to critique mathematics teaching through the use of videotaped lessons with a view to having the participants reflect on their own teaching and to consider ways of improving their practice.
