*EDU5901 Instructional Mentoring 1 credit Establishes how to create professional growth environments for beginning teachers, grounded in the language and protocols of continuous improvement and problem solving to enrich student learning.
*EDU5903 Observation and Conferencing 1 credit Develops ways to collect observation data in relation to teaching standards and to critique the ways in which data can be shared with the beginning teacher to improve their instructional practice and consequently student achievement.
*EDU5904 Coaching in Complex Situations 1 credit Analyze case studies and solutions to address challenging situations facing beginning teachers, using research-based techniques and an understanding of human dynamics.
Session 1: Advancing Instruction to Support Language Developmentfocuses on identifying language learner needs, addressing students’ literacy and language needs, and mentoring for academic language.
Session 2: Differentiating Instruction to Support Diverse Learners focuses on responding to intervention, using differentiated instruction, and navigating complex conversations.
*EDU5905 Using Data to Inform Instruction 2 credits Apply tools and strategies to help beginning teachers analyze student needs, plan for differentiated instruction, and ensure equitable learning outcomes.
*EDU5906 Designing Effective Instruction 1 credit Develop the ability to provide meaningful feedback to improve beginning teachers’ lesson plans and instruction.
*EDU5907 Conditions for Equitable Instruction 1 credit Produce a framework for teaching for equitable outcomes and for mentoring beginning teachers from an equity perspective, within the context of Professional Teaching Standards through a uniquely Christian worldview. Address inequities regarding race, language, and culture in the classroom and school.
*EDU5908 Understanding, Supporting, and Facilitating a Professional Development Plan / Mentoring as Leadership 2 credits Synthesize the research, theory, and writing, as well as teacher and administrator standards behind a professional development plan, in order to be a resource in your school or district and assist new teachers in writing a professional development plan.
* Required for WELS Approved Mentors and the Mentoring and Coaching Certificate