development efforts at the grade, school, and/or district levels. They are cognizant of and can identify and describe the characteristics of sound professional development programs. They can articulate the evidence base that grounds their practice. Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Pedagogical Skills Dispositions P-12 Student Knowledge Knowledge Learning READ 636 (3)—PRACTICUM IN READING GPA; X X X X X MULTIMEDIA ASSESSMENTS ANALYSIS; PRACTICUM PROJECT CURRENT REPORT WITH LITERATURE READING ADMINISTRATOR & ANALYSIS; ASSESSMENTS PRACTICUM PROJECT REPORT WITH ADMINISTRATOR READ 638 (3)—SEMINAR IN READ ISSUES: ISSUES, GPA; CURRENT X X X TRENDS, & PROGRAMS CURRENT LITERATURE READING LITERATURE READING & ANALYSIS; & ANALYSIS; ANNOTATED ANNOTATED BIBLIOGRAPHY BIBLIOGRAPHY
development efforts at the grade, school, and/or district levels. They are cognizant of and can identify and describe the characteristics of sound professional development programs. They can articulate the evidence base that grounds their practice. Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge Pedagogical Knowledge Skills Dispositions P-12 Student Learning READ 636 (3)—PRACTICUM IN READING GPA; MULTIMEDIA ANALYSIS; CURRENT LITERATURE READING & ANALYSIS; ASSESSMENTS PRACTICUM PROJECT REPORT WITH ADMINISTRATOR ASSESSMENTS PRACTICUM PROJECT REPORT WITH ADMINISTRATOR X X X X X READ 638 (3)—SEMINAR IN READ ISSUES: ISSUES, TRENDS, & PROGRAMS GPA; CURRENT LITERATURE READING & ANALYSIS; ANNOTATED BIBLIOGRAPHY CURRENT LITERATURE READING & ANALYSIS; ANNOTATED BIBLIOGRAPHY X X X