Teaching and Learning

CAPS-EDUC 5001 Independent Study - MATL

For MATL students only. Signed Proposal Required.

Credit 6 units.

Typical periods offered: Fall, Summer 3, Spring

CAPS-EDUC 5002 Independent Study in Education

CPAS permission required. Credit to be determined in each case. Maximum 6 credit units.

Credit 6 units.

Typical periods offered: Fall, Spring, Summer

CAPS-EDUC 5004 Educational Psychology

This is a course in psychological concepts relevant to education that is organized around four basic issues: (1) how humans think and learn; (2) how children, adolescents, and adults differ in their cognitive and moral development; (3) the sense in which motivation and intention explain why people act as they do; and (4) how such key human characteristics as intelligence, motivation, and academic achievement can be measured. Offered fall and spring semesters.

Credit 3 units.

Typical periods offered: Summer

CAPS-EDUC 5008 Teaching the Process of Scientific Investigation

This course is intended for in-service teachers. Participants will engage in the process of scientific investigation while developing hands-on lessons for their students that support their ability to understand the nature of the scientific process of problem solving. The focus will be on pedagogical strategies that help foster independent investigation among students. Classroom project is required. Credit variable, maximum 3 units.

Credit 3 units.

Typical periods offered: Summer 3, Spring, Summer Intersession

CAPS-EDUC 5011 MATL Teaching Seminar I

Teaching Seminar I is a survey course that introduces educators to pedagogical practices grounded in the science of learning and educational psychology. Taking inspiration from the approach outlined in McDonald, Kazemi, and Kavanagh (2013), the course melds the knowledge needed for teaching alongside core teacher practices. Participants will follow the learning cycle, first being introduced to core practice, next practicing their application, then implementing the practices in their classrooms, and finally reflecting on their efficacy and areas for continued improvement.

Credit 3 units.

Typical periods offered: Fall

CAPS-EDUC 5012 MATL Content Methods I: Elementary

This module introduces residents to the fundamentals of teaching elementary math. They will learn the components of daily lesson plans, and will get the opportunity to see examples of key points and objectives in order to support them in writing their own key points and objectives. They will learn about formative assessment and how to effectively plan for gradual release during student practice.

Credit 1.5 units.

Typical periods offered: Fall Half A, Fall

CAPS-EDUC 5013 MATL Content Methods II: Elementary

This module is designed to build residents' ability to teach skills-based ELA lessons that align with grade-level standards and support student success in literary analysis. The first sessions focus on integrating ELA standards into lesson design, enabling residents to develop effective instructional strategies. In subsequent sessions, residents will delve into teaching literary analysis skills and learn how to identify key points in a text while crafting evidence-based questions to enhance student comprehension. The final sessions introduce various reading systems, such as AIR, Choral Reading, and Read Aloud, offering strategies to engage students and deepen their understanding through shared reading activities.

Credit 1.5 units.

Typical periods offered: Fall Half B, Fall

CAPS-EDUC 5014 MATL Content Methods I: Secondary ELA

This mini-course introduces teachers to the fundamentals of teaching secondary ELA. They will learn the components of daily lesson plans, and will get the opportunity to see examples of key points and objectives in order to support them in writing their own key points and objectives. They will learn about
formative assessment and how to effectively plan for gradual release during student practice.

Credit 1.5 units.

Typical periods offered: Fall Half A, Fall

CAPS-EDUC 5015 Intentional Classroom Planning: A Survey of Theory and Application

Dynamic classrooms that provide individualized support and authentic opportunities to engage in rigorous content require a teacher to intentionally plan for all aspects of the classroom, whether for classroom community, student investment, family involvement, or high-quality lessons. In this survey course, we strive to address the problem of enactment by combining theories of education, teaching, and learning alongside or in partnership with the application of such theories to the classroom. For each of the topics addressed, students will first seek to understand the educational, socio-political, and psychological evidence informing teachers and instructional strategies. Then, students will be asked to use these theories to inform applied intentional planning outputs for use in their classrooms. Topics covered will include goal-setting and progress monitoring, student motivation and investment, family and community engagement, classroom community and culture, backwards planning, and using data strategically to support and differentiate instruction. Students must have instructor approval to register.

Credit 3 units.

Typical periods offered: Summer, Summer Intersession

CAPS-EDUC 5016 MATL Content Methods II: Secondary ELA

This mini-course focuses on Shared Reading and Independent Reading strategies to aid students in analyzing and comprehending texts. Residents will plan an ELA lesson focused on an RL or RI standard, with a focus on choosing the most appropriate reading strategies to support time-on-text and reading
comprehension. In this course, teachers will learn about how students become better readers, and the role and importance of the breadth and complexity of texts utilized in a strong ELA class. They will learn approaches to scaffold reading for all students, but especially for struggling readers, including how to
support and balance shared and independent reading, and how to plan scaffolds for comprehension.

Credit 1.5 units.

Typical periods offered: Fall Half B, Fall

CAPS-EDUC 5017 MATL Content Methods I: Secondary Math

This module introduces residents to the fundamentals of teaching secondary math. They will learn the components of daily lesson plans, and will get the opportunity to see examples of key points and objectives in order to support them in writing their own key points and objectives. They will learn about formative assessment and how to effectively plan for gradual release during student practice.

Credit 1.5 units.

Typical periods offered: Fall Half A, Fall

CAPS-EDUC 5018 MATL Content Methods II: Secondary Math

Math residents will learn how to design problem-based lessons in order to develop conceptual understanding and direct instruction lessons to reinforce procedural skills and fluency. Residents will also learn the problem-solving framework for the guided practice portion of their math lessons to increase student understanding of the content.

Credit 1.5 units.

Typical periods offered: Fall Half B, Fall

CAPS-EDUC 5019 MATL Content Methods I: Secondary Science

This course introduces novice teachers to the essential elements for effective middle-grades science instruction, grounded in the NGSS standards and three-dimensional, inquiry driven teaching and learning. Residents will learn about inquiry-driven instruction that supports student engagement in rigorous content. They will take a backwards planning approach to planning for inquiry lessons and cycles, using formative assessment in science to articulate student outcomes. Teachers will consider how to build cohesion across an inquiry lesson by connecting key activities to the AP, and checking for key understandings at the conclusion of each instructional activity

Credit 1.5 units.

Typical periods offered: Fall Half A, Fall

CAPS-EDUC 5020 Advanced Content Methods: Elementary - Fall

In this course, students will continue to refine their vision for high quality instruction in an elementary Language Arts and Mathematics classroom. Language Arts: students will build upon their understanding of best practices in elementary literacy by designing the structure for a Balanced Literacy block in their classrooms. These literacy blocks include instructional time devoted to explicit phonics instruction, shared reading, guided reading, read-aloud instruction, and vocabulary instruction. Students will also focus on writing instruction and will implement writing mini-lessons and student conferences in their classrooms. Mathematics: This course will also build on students' understanding of effective mathematics instruction and their knowledge of both direct instruction and inquiry-based approaches to learning. Students will explore effective instructional strategies through the lens of content, with a core focus in Basic Operations (addition, subtraction, multiplication, and division); Geometry, Fractions and Measurement; & Problem-Solving, Algebra, and Graphing. By analyzing instruction through the lens of specific mathematical concepts, students will have the opportunity to design lessons that focus on the connections between mathematical content as well as the standards for mathematical practice. Students must have instructor approval to register.

Credit 1.5 units.

Typical periods offered: Fall

CAPS-EDUC 5021 MATL Content Methods II: Secondary Science

This course will focus on defining critical literacy skills in a science classroom, and building effective pedagogical techniques for supporting and scaffolding literacy development. Teachers will focus on incorporating reading lessons that support fluency and comprehension. They will also learn best practices for vocabulary development, focused on using active practice of the words, building words in context, and working toward active control with retrieval practice.

Credit 1.5 units.

Typical periods offered: Fall Half B, Fall

CAPS-EDUC 5022 MATL Content Methods III : Secondary ELA

In the College and Career Readiness Standards for Writing, the authors note the importance of developing students’ abilities as writers, stating: “For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career- ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to know how to combine elements of different kinds of writing—for example, to use narrative strategies within argument and explanation within narrative—to produce complex and nuanced writing.”
In this course, participants will be introduced to the key components of writing instruction. Participants will develop a vision for students’ writing performance at each grade-level, and work to deeply understand the three types of writing that are prioritized in an ELA classroom: Argumentative, Informative/Explanatory, and Narrative. From there, participants will study strong tasks and rubrics, developing a high-quality prompt and rubric to implement with their students in Quarter 4. The culminating Mastery Task for the module consists of a writing lesson that incorporates best practices and the Writer’s Workshop model.

Credit 1.5 units.

Typical periods offered: Spring Half A

CAPS-EDUC 5023 MATL Content Methods III: Secondary Math

This course will focus on the second key aspect of rigor in a math classroom--procedural fluency. In the first asynchronous session, candidates will be re-introduced to procedural and computational fluency and set a vision for the role that procedural fluency should play in a secondary math classroom. The final sessions will focus on specific strategies that residents can use to remediate fluency skills from previous grade levels and develop procedural fluency with new skills that are introduced throughout the academic year.

Credit 1.5 units. EN: H

Typical periods offered: Spring Half A

CAPS-EDUC 5024 MATL Content Methods III : Secondary ELA

In the College and Career Readiness Standards for Writing, the authors note the importance of developing students’ abilities as writers, stating: “For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career- ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to know how to combine elements of different kinds of writing—for example, to use narrative strategies within argument and explanation within narrative—to produce complex and nuanced writing.”
In this course, participants will be introduced to the key components of writing instruction. Participants will develop a vision for students’ writing performance at each grade-level, and work to deeply understand the three types of writing that are prioritized in an ELA classroom: Argumentative, Informative/Explanatory, and Narrative. From there, participants will study strong tasks and rubrics, developing a high-quality prompt and rubric to implement with their students in Quarter 4. The culminating Mastery Task for the module consists of a writing lesson that incorporates best practices and the Writer’s Workshop model.

Credit 1.5 units.

Typical periods offered: Spring Half A

CAPS-EDUC 5025 Advanced Content Methods: Secondary English/Language Arts - Fall

In this course, students will continue to refine their vision for high quality English/language arts instruction in a secondary classroom. This course will build upon students' understanding of effective novel studies and writing units by focusing on the fundamentals of close reading, word study, embedded non-fiction, and writing for reading strategies. Sophisticated discussions are also one of the hallmarks of advanced practice in ELA classrooms. Middle and high school students must be able to fluently use academic language and internalize habits of discussion. This course will also focus on the role of discussion in an ELA classrooms, and students will implement multiple discussion formats, including Socratic Seminars and Literature Circles. Students in this course will also revisit the concept of rigor in a secondary ELA classroom by discussing the importance of text selection, studying text attributes and leveling systems, and analyzing the text selections embedded in their school's curriculum. Students must have instructor approval to register.

Credit 1.5 units.

Typical periods offered: Fall

CAPS-EDUC 5026 MATL Content Methods III: Secondary Science

In this course, teachers will set a vision for what discourse can look like in the science classroom. They will delve into the multiple purposes that discourse can play in situating students as sense-makers in the classroom and in deepening their thinking and reasoning. Teachers will have the opportunity to analyze videos of student discourse in science classrooms, experience discourse, and plan and rehearse discourse. The module will culminate in teachers planning, implementing, and reflecting on discourse in their own classrooms.

Credit 1.5 units.

Typical periods offered: Spring Half A

CAPS-EDUC 5027 MATL Content Methods IV: Elementary

This course explores the critical role of computational and procedural fluency in fostering mathematical understanding in the elementary classroom. Participants will learn how to develop systems that build fluency in their students, ensuring they can apply mathematical procedures with confidence and accuracy. The module also delves into effective strategies for planning and facilitating guided practice that prepare students for independent work, uncovering and addressing student misunderstandings along the way. Additionally, educators will discover how to use well-designed tasks to help students uncover new concepts and grasp big ideas in mathematics, enhancing their overall problem-solving abilities.

Credit 1.5 units.

Typical periods offered: Spring Half B

CAPS-EDUC 5028 MATL Content Methods IV : Secondary ELA

Participants will be introduced to essential instructional practices to teach the Language and Speaking and Listening Standards. The first session addresses core practices for explicit and implicit vocabulary instruction and identifies strategies to systematize these practices in classrooms. In the first Mastery Task for this module, participants will plan an explicit vocabulary instruction mini-lesson and implement the lesson with their students. Following an introduction to vocabulary instruction, students will close the year by focusing on Speaking and Listening and best practices for collaborative learning. The culminating Mastery Task for the year asks participants to incorporate these strategies through the facilitation of small group discussion in their classrooms.

Credit 1.5 units.

Typical periods offered: Spring Half B

CAPS-EDUC 5029 MATL Content Methods IV: Secondary Math

This course builds on the foundation of Problem-Based Learning by exploring how strong tasks can deepen conceptual understanding in the secondary math classroom. Participants will learn how to select, design, and implement tasks that both introduce new content and promote critical thinking. The latter part of the course will focus on facilitating rich mathematical discussions, introducing five core practices to support meaningful student engagement and discourse around problem-solving.

Credit 1.5 units.

Typical periods offered: Spring Half B

CAPS-EDUC 5030 Advanced Teaching Methods: Secondary Mathematics - Fall

In this course, students will continue to refine their vision for high quality mathematics instruction in a secondary classroom. Students will revisit the fundamental design elements present in inquiry-based lessons, focusing on the development of their students' conceptual understandings. The course will also focus on the importance of computational and procedural fluency, and students will create a backwards plan that allows for daily fluency practice within their classrooms. Moving beyond fundamental lesson planning and assessment structures, students in this course will learn specific strategies to develop and assess students' problem-solving skills and abilities and implement effective discourse in their mathematics classrooms. Students will design instructional activities that allow their students to explore and discuss challenging problems and tasks through structures such as problem-solving seminars and performance-based assessments.

Credit 1.5 units.

Typical periods offered: Fall

CAPS-EDUC 5031 Social and Cultural Foundations of Education I

An effective educator needs to develop mastery of disciplinary content and acquire pedagogical skills, but also understand the historical, political, and social context of education. This course explores critical aspects of the educational landscape, including the complexities of school choice, the dynamics of the teaching workforce, the influence of the Standards and Accountability Movement, and the pivotal role of finances in education. Participants will gain a comprehensive understanding of these elements and their implications. The course concludes with a reflective session, encouraging participants to connect their learnings to broader educational contexts, both within and beyond St. Louis. This course builds on prior work that teachers have done to understand the historical and political factors that have shaped the education landscape in St. Louis, and extends their knowledge to additional areas.

Credit 1.5 units.

Typical periods offered: Fall

CAPS-EDUC 5032 Social and Cultural Foundations of Education II

An effective educator needs to develop mastery of disciplinary content and acquire pedagogical skills, but also must develop mindsets, beliefs, and perspectives that will enable them to advance educational equity in their schools and communities. Participants in this course will reflect on their experiences as educators, and build skills to establish strong, asset-based relationships with students, colleagues, and families. Instruction will focus on beliefs and mindsets necessary to commit to justice-oriented education, and will grapple with challenges encountered along the way. This course will have two primary learning strands. In the Culturally and Linguistically Sustaining Pedagogy strand, participants will develop mindsets, beliefs, and perspectives that will enable them to advance educational equity in their schools and communities. The second strand will work, as professional learning community, to reflect upon and synthesize learning from the course topic and apply that the work of teaching.

Credit 1.5 units.

Typical periods offered: Spring

CAPS-EDUC 5033 MATL Content Methods IV: Secondary Science

In the final content methods course of the year, science teachers will revisit the science and engineering practices, considering how the NGSS align and spiral the skills over multiple grade levels and within grade bands. Teachers will learn more about how to embed explicit instruction around SEPs using exemplars, rubric norming, and modeling, with a focus on scientific explanation and argumentation. Teachers will practice collecting short writing samples, analyzing them with a rubric, and developing a
mini-lesson to support students in building the targeted SEP skill. The final topic of this course is the engineering design process. Teachers will learn what it is and best practices for supporting engineering design

Credit 1.5 units.

Typical periods offered: Spring Half B

CAPS-EDUC 5034 MATL Teaching Seminar II

MATL Teaching Seminar II is a survey course that introduces educators to pedagogical practices grounded in the science of learning and educational psychology. Taking inspiration from the approach outlined in McDonald, Kazemi, and Kavanagh (2013), the course melds the knowledge needed for teaching alongside core teacher practices. Participants will follow the learning cycle, first being introduced to core practice, next practicing their application, then implementing the practices in their classrooms, and finally reflecting on their efficacy and areas for continued improvement. Teaching Seminar II consists of three primary modules, each building knowledge and skill around a primary topic: Backwards Planning Units of Instruction, Eliciting and Responding to Student Thinking II, and Supporting Special Populations.

Credit 3 units.

Typical periods offered: Spring

CAPS-EDUC 5035 Advanced Teaching Methods: Secondary Science - Fall

In this course, students will continue to refine their vision for high quality science instruction in a secondary classroom. Moving beyond fundamental lesson planning and assessment structures, students in this course will learn specific strategies to develop and assess students' problem-solving skills and abilities and implement effective discourse in their science classrooms. Students will design instructional activities that allow their students to explore and discuss challenging problems and tasks through structures such as problem-solving seminars and performance-based assessments. Students must have instructor approval to register.

Credit 1.5 units.

Typical periods offered: Fall

CAPS-EDUC 5036 Understanding Urban Communities

This course will introduce students to key issues in the urban context. It will use readings from history, sociology, and political science (as well as the popular media) to provide students with a deeper understanding of the larger social and political processes that shape cities and their communities. While students will learn about the challenges facing urban communities, a key focus of the course will be identifying strengths and assets within urban communities and countering the “deficit” narrative that dominates popular perceptions of these areas. Another key focus will be on identifying promising policies and practices within organizations serving urban communities. For this reason, students will conduct research on possible policy interventions, study a particular intervention in depth, and write about that intervention.

Credit 3 units.

Typical periods offered: Fall, Summer 3, Spring

CAPS-EDUC 5037 MATL Content Methods III: Elementary

This course emphasizes the vital role of vocabulary and context in reading comprehension, providing candidates with strategies to effectively teach and integrate vocabulary into their instruction. Participants will practice selecting and defining key words, and learn both implicit and explicit methods for teaching vocabulary. Additionally, the module highlights the importance of building context and schema to support students' understanding of grade-level texts.

Credit 1.5 units.

Typical periods offered: Spring Half A

CAPS-EDUC 5040 Advanced Content Methods: Project-Based Learning & Assessment

This course is designed to strengthen students' pedagogical content knowledge, including an emphasis on authentic assessment design. Students will create cohesive project-based learning units (developed using the Understanding by Design framework) and rigorous assessments that require students to demonstrate mastery of multiple skills and standards. Students will begin the course by completing content-specific work, unbundling and unpacking NGSS performance expectations and evidence statements (science) or Common Core State Standards (math and ELA). Residents will develop criteria for success and create an authentic assessment that serves as evidence for mastery. Finally, residents will create a coherent unit of instruction, centered on rigorous project-based learning and assessment. Residents will learn strategies necessary for guiding student projects, including cooperative learning strategies, facilitating group work, planning and tracking projects, giving feedback, and developing aligned and meaningful rubrics.

Credit 3 units.

Typical periods offered: Summer, Summer Intersession

CAPS-EDUC 5045 Creating a Teaching Portfolio

This introductory course will provide guidelines and skills for creating and maintaining a record of each student's professional growth as a teacher that reflects his/her philosophy, knowledge, teaching expertise and experience. Students will examine and reflect on their teaching practice as it relates to personal goals as well as state and national standards for teaching excellence. Permission of instructor required.

Credit 2 units.

Typical periods offered: Fall, Summer 3, Spring

CAPS-EDUC 5050 Advanced Content Methods: Elementary - Spring

In this course, students will continue to refine their vision for high quality instruction in an elementary Language Arts and Mathematics classroom. Language Arts: students will build upon their understanding of best practices in elementary literacy by designing the structure for a Balanced Literacy block in their classrooms. These literacy blocks include instructional time devoted to explicit phonics instruction, shared reading, guided reading, read-aloud instruction, and vocabulary instruction. Students will also focus on writing instruction and will implement writing mini-lessons and student conferences in their classrooms. Mathematics: This course will also build on students' understanding of effective mathematics instruction and their knowledge of both direct instruction and inquiry-based approaches to learning. Students will explore effective instructional strategies through the lens of content, with a core focus in Basic Operations (addition, subtraction, multiplication, and division); Geometry, Fractions and Measurement; & Problem-Solving, Algebra, and Graphing. By analyzing instruction through the lens of specific mathematical concepts, students will have the opportunity to design lessons that focus on the connections between mathematical content as well as the standards for mathematical practice. Students must have instructor approval to register.

Credit 1.5 units.

Typical periods offered: Spring

CAPS-EDUC 5055 Advanced Content Methods: Secondary English/Language Arts -- Spring

In this course, students will continue to refine their vision for high-quality English/language arts instruction in a secondary classroom. This course will build upon students' understanding of effective novel studies and writing units by focusing on the fundamentals of close reading, word study, embedded non-fiction, and writing for reading strategies. Sophisticated discussions are also one of the hallmarks of advanced practice in ELA classrooms. Middle and high school students must be able to fluently use academic language and internalize habits of discussion. This course will also focus on the role of discussion in an ELA classroom, and students will implement multiple discussion formats, including Socratic Seminars and Literature Circles. Students in this course will also revisit the concept of rigor in a secondary ELA classroom by discussing the importance of text selection, studying text attributes and leveling systems, and analyzing the text selections embedded in their school's curriculum. Prerequisite: Permission of instructor.

Credit 1.5 units.

Typical periods offered: Spring

CAPS-EDUC 5060 Advanced Teaching Methods: Secondary Mathematics -- Spring

In this course, students will continue to refine their vision for high-quality mathematics instruction in a secondary classroom. Students will revisit the fundamental design elements present in inquiry-based lessons, focusing on the development of their students' conceptual understandings. The course will also focus on the importance of computational and procedural fluency, and students will create a backwards plan that allows for daily fluency practice within their classrooms. Moving beyond fundamental lesson planning and assessment structures, students in this course will learn specific strategies to develop and assess students' problem-solving skills and abilities and to implement effective discourse in their mathematics classrooms. Students will design instructional activities that allow their students to explore and discuss challenging problems and tasks through structures such as problem-solving seminars and performance-based assessments.

Credit 1.5 units.

Typical periods offered: Spring

CAPS-EDUC 5061 Transforming Policies for Language & Literacies

When K12 educators plan to establish curricula, lessons, or even to set up new schools, they are responding to policies that influence their decisions and also affect learners’ future in local, national, and global contexts. This course provides K12 educators with an introduction to the field of language planning and policy, which is situated in the broader field of sociology of language. It develops educators’ knowledge and critical awareness about language and literacy policy and planning efforts. Over the semester, students will consider selected case studies in U.S. educational contexts which provide a
basis for examining issues such as: language education policies, the interface of ideology with language planning, family language planning, multidialectal literacy movements, policies for assessment and special education, as well as language shift and death in local communities. Contemplation of these studies will support teachers and school leaders to effectively design curriculum development or research projects that advocate for changes to current policy or planning efforts, doing so in service to the culturally and linguistically diverse learners in their schools.

Credit 3 units.

Typical periods offered: Fall

CAPS-EDUC 5065 Advanced Teaching Methods: Secondary Science -- Spring

In this course, students will continue to refine their vision for high-quality science instruction in a secondary classroom. Moving beyond fundamental lesson planning and assessment structures, students in this course will learn specific strategies to develop and assess students' problem-solving skills and abilities and implement effective discourse in their science classrooms. Students will design instructional activities that allow their students to explore and discuss challenging problems and tasks through structures such as problem-solving seminars and performance-based assessments.

Credit 1.5 units.

Typical periods offered: Spring

CAPS-EDUC 5066 Advanced Content Methods: Secondary STEM - Fall

For MATL students, only. This course is one part of a two-semester series. Moving beyond fundamental lesson planning and assessment structures, students in this course will learn specific strategies to develop and assess their students' STEM academic skills and abilities and implement effective discourse in their classrooms. Students will design instructional activities that allow their students to explore and discuss challenging problems and tasks through structures such as problem-solving seminars and performance-based assessments. Students will use a framework to plan and implement instructional practices, and gather evidence to reflect on and analyze key takeaways as a mode for improving their own teaching practice. Students must have instructor approval to register.

Credit 1.5 units.

Typical periods offered: Fall

CAPS-EDUC 5067 Advanced Content Methods: Secondary STEM - Spring

This course is part of a two-semester series. Moving beyond fundamental lesson planning and assessment structures, students in this course will learn specific strategies to develop and assess their students' STEM academic skills and abilities and implement effective discourse in their classrooms. Students will design instructional activities that allow their students to explore and discuss challenging problems and tasks through structures such as problem-solving seminars and performance-based assessments. Students will use a framework to plan and implement instructional practices, and gather evidence to reflect on and analyze key takeaways as a mode for improving their own teaching practice. Students must have instructor approval to register.

Credit 1.5 units.

Typical periods offered: Spring

CAPS-EDUC 5068 Technology in the Classroom

This course is designed to provide students with strategies for integrating technology into the classroom. Topics include using technology as a communication tool, creating technology-based lessons, engaging students in technology, utilizing assistive technology, and using technology as an organizational tool. Technology for educators challenges students to think about the underlying principles, terms, and concepts of educational technology. Students are introduced to the different methods teachers can use to integrate technology into classroom instruction for varying grade levels and content areas. In this course, students will have the opportunity to interact with digital tools used in today's classrooms. They will be given hands-on experience with technological tools that will improve their instruction and assist their students in meeting learning standards.

Credit 3 units.

Typical periods offered: Summer

CAPS-EDUC 5069 Improving Content and Instruction Through Meaningful Assessments

This course will focus on the various forms of assessments and how to create assessments aligned with standards, while also ensuring student growth is measured. The course will offer a variety of topics including: how to produce meaningful assessments; rigor vs. real-world applications and assessment; the similarities and differences in proficiency scales, scoring guides, & rubrics; how to assess when differentiating lessons; equity in assessments for students, including students with special needs, alternative assessments, and student empowerment in assessments; the purpose and importance of written feedback; performance based assessment; and using pre-post assessments to direct teaching. An understanding of how these topics are synthesized to create a coherent assessment system designed to gather evidence of student learning and provide guidance on how to instructionally respond will be developed. This system includes summative, formative, and self-assessment, as well as both formal and informal approaches to assessment.

Credit 3 units.

Typical periods offered: Fall, Summer, Summer Intersession

CAPS-EDUC 5070 MATL Capstone Seminar I

The first semester of the year-long Capstone course will focus on the foundations of building a goal-driven classroom. When the school year begins, students will embark upon the important work of getting to know their students and their school setting. Building on their knowledge of data-driven instruction, students will use the information gained about their teaching placement and their students in order to set ambitious goals both for their classroom as a whole and for individual students. Students will also use investment and engagement strategies to launch their vision and goals with their students. Throughout the semester, students will acquire new skills related to data analysis and remediation. Students will be asked to develop a classroom vision, academic and social-emotional goals, systems to track and share progress, and a classroom management and investment plan. An important component of the Capstone course will be one-on-one instructional coaching. The Capstone coach will support each student as they work to apply the content of the course to their individual schools and classrooms. The coaching cycle will consist of a classroom observation, a coaching conversation, and follow-up action steps, and this will occur on a biweekly basis.

Credit 3 units.

Typical periods offered: Fall

CAPS-EDUC 5075 MATL Capstone Seminar II

During semester two of the Capstone Seminar, students will begin drafting their Master's Capstone. Students will curate a Capstone portfolio, displaying their best work from the past two years of teaching. Students will also report on their students' final achievement and socio-emotional growth results. In sum, the final Capstone will consist of the Capstone portfolio, a film of an outstanding lesson, the presentation of a data narrative, and the delivery of an oral defense. For the oral defense, students will present and defend their K-12 students' growth and achievement data, as well as key learnings from their residency and master's course work, to faculty members and guests. Prerequisite: Instructor approval.

Credit 3 units.

Typical periods offered: Spring

CAPS-EDUC 5081 MATL Instructional Coaching Practicum I

For MATL students only. Instructor approval required. The Instructional Coaching Practicum is a year-long course that will be taught over the course of two semesters. It prepares students to effectively demonstrate the key instructional coaching competencies and support the development of a novice educator. In this practicum, highly-effective veteran teachers will develop the knowledge, skills, and mindsets needed for instructional coaching, with an emphasis on instructional coaching of novice teachers. During this practicum, candidates will host a novice teacher resident in their classroom as a co-teacher for the school year. They will set goals for the novice teacher's development, and build coaching skills to support the candidate's development over the course of the school year. Candidates in the practicum must hold a current Missouri state teaching license and have taught for at least three years.

Credit 1.5 units.

Typical periods offered: Fall

CAPS-EDUC 5090 Supporting Special Populations

This course will focus primarily on the skills teachers need to effectively serve students with disabilities and English Language Learners. The course will first focus on developing the foundational knowledge, skills, and strategies for teaching students with special needs. Candidates will explore special education history and laws, theoretical concepts, and instructional practices that facilitate the integration and support of students with special needs in the general education classroom. This course focuses on the inclusion of students with high-incidence disabilities, with the understanding that an inclusive framework can be applied to support students with other disabilities and a variety of learning needs. In this course, students will also be introduced to the historical, political, and legal foundations of educational programs for English learners. The course will provide an overview of theories of second language learning and research on the effectiveness of various means of promoting academic achievement in linguistically diverse contexts. Students will also be equipped with a repertoire of methods to facilitate and measure students' growth in English language and literacy, and to create learning environments that promote content area learning through the use of integrated ELD.

Credit 3 units.

Typical periods offered: Summer 3, Summer, Summer Intersession

CAPS-EDUC 5138 Expanding Mindsets and Supports for Exceptional Learners

Teaching exceptional learners is one of the best growth opportunities for teachers to diversify their strategies and skill sets. Although accommodations and modifications can often feel overwhelming or simply like a mandate where the box must be checked by federal law, it also presents an opportunity for teachers to learn, grow, and serve all learners better. In this course, we will dissect and reflect on the core principles of instruction, high- impact teaching strategies, cognitive learning strategies, and school experiences to put ourselves in the shoes of an exceptional learner in a modern-day inclusive classroom. We will explore and analyze different strategies for creating compelling, engaging, creative, and individualized accommodations and modifications. For each topic addressed, students will be asked to approach assignments from their lens and the lens of an exceptional learner. Through this process, teachers will uncover the power of profoundly understanding individual learning needs and their students' social-emotional relationship with learning to create effective accommodations and modifications that allow them to accelerate student learning.

Credit 3 units.

Typical periods offered: Summer 3, Summer, Summer Intersession

CAPS-EDUC 5150 Practicum in Teaching and Learning

For current students admitted to the Master of Arts in Teaching and Learning. Requires concurrent enrollment.

Credit 0 units.

Typical periods offered: Summer 4, Summer 3, Spring, Summer 2, Fall, Summer

CAPS-EDUC 5200 Applications of Neuroscience to PK-12 Teaching & Learning

This course is designed to explore the intersection of neuroeducation and creative writing in today’s educational landscape as a pathway to high academic achievement and personal growth for students in PK–12 learning spaces. Grounded in principles of synaptic plasticity, teachers will examine how repetition and emotional engagement are critical for reinforcing neural connections through dynamic and meaningful learning experiences. James W. Pennebaker’s founding research in expressive writing is reviewed to gain deeper insights into the benefits of expressive writing as a regulation tool; however, we will delve into creative writing as a mechanism to extend these ideals, thereby cultivating critical thinking and creativity as a transformative instructional practice for student and school success. To enhance the teachers’ understanding, participants will examine archival artifacts from a nationally recognized school, including teacher-developed curricula, field experience activities, and other educational materials designed by exemplary teachers. Components of the Schön’s Reflective Practice Model will help to engage teachers in self-reflection as a way to recognize the impact of reflective practice during real-world experiences. The Schön’s Reflective Practice Model is also implemented to deepen metacognitive awareness, thereby strengthening pedagogical decision-making for intentional application in PK-12 learning spaces. By the end of the course, current classroom teachers will be able to apply neuroeducation-informed practices, specifically synaptic plasticity, and creative writing as an educational approach to create a more dynamic, rich, and thriving learning experience for all students.

Credit 3 units.

Typical periods offered: Summer 3

CAPS-EDUC 5201 Technology for Critical Thinking

This course is designed to provide students with frameworks to examine how technologies shape teaching and learning, and equip them with practical strategies for using digital tools to foster deeper analysis, problem-solving, and informed decision-making. Students explore the underlying principles and philosophies of using educational technology to address digital inequities and cultivate essential digital citizenship skills for K-12 learners. The course examines the complexities of integrating technology into education, including AI’s potential to enhance teaching efficiency alongside critical concerns about algorithmic bias, data privacy, and surveillance, to recognize that these technologies have uneven consequences for different student populations. Students will develop skills in interpreting educational data critically, evaluating media and information sources, and promoting digital well-being and responsible digital footprints for K-12 students. Through hands-on exploration of digital tools, readings, case studies, and collaborative inquiry, participants will build capacity to create classroom cultures where technology serves as a catalyst for critical thinking rather than passive consumption. The summative goal of this course is to build students’ capacity to think more clearly and analytically about technology and its integration in their teaching and students’ learning.

Credit 3 units.

Typical periods offered: Fall, Summer 3, Spring

CAPS-EDUC 5212 Language Essentials for Teachers of Reading and Spelling, Volume I

Lexia LETRS stands for: Language Essentials for Teachers of Reading and Spelling. LETRS is a professional learning course for instructors of reading, spelling, and related language skills. It provides educators with in-depth knowledge and tools that they can use with any reading program. LETRS is composed of two volumes of content: Volume 1 (Units 1-4) and Volume 2 (Units 5-8). As part of the LETRS (Language Essentials for Teachers of Reading and Spelling) cohort, teachers will learn the science of reading in order to apply research in the classroom and meet the literacy needs of early learners. Teachers will gain practical strategies to use regardless of curriculum or program currently in place. LETRS Volume I introduces teachers to the science of reading through understanding theoretical frameworks for how people learn to read, and how to apply evidence-based strategies to support reading acquisition. After learning about these frameworks, participants discuss common challenges in learning to read, what happens in our brains when we read, and how language and literacy are related. Next, the course delves into phonological skill development. Combining both theory and application, participants are then prepared for teaching early phonics, word recognition, and spelling in an elementary classroom. Candidates will practice analyzing and facilitating effective phonics instruction, and will also prepare to support advanced decoding, spelling, and word recognition. Finally, the course will discuss assessment systems to support reading acquisition, including how to utilize universal screeners, diagnostic assessments, and systems for progress monitoring.

Credit 3 units.

Typical periods offered: Summer, Summer Intersession

CAPS-EDUC 5222 Language Essentials for Teachers of Reading and Spelling Volume 2

Lexia LETRS® stands for: Language Essentials for Teachers of Reading and Spelling. LETRS is a professional learning course for instructors of reading, spelling, and related language skills. It provides educators with in-depth knowledge and tools that they can use with any reading program. LETRS is composed of two volumes of content: Volume 1 (Units 1-4) and Volume 2 (Units 5-8). As part of the LETRS (Language Essentials for Teachers of Reading and Spelling) cohort, teachers will learn the science of reading in order to apply research in the classroom and meet the literacy needs of early learners. Teachers will gain practical strategies to use regardless of curriculum or program currently in place. LETRS Volume II specifically focuses on the language comprehension strand of Scarborough's reading rope. Teachers will study and learn about how students approach and comprehend texts, and the pedagogical strategies and supports that teachers can implement to support student reading comprehension. They learn how to create vocabulary rich environments, and make strategic decisions around the introduction and support for vocabulary acquisition, both explicitly and implicitly. Finally, teachers will explore the reading/ writing connection, with a focus on how to support the development of writing a paragraph to multi-paragraph writing outputs, and how to scaffold and support writing development.

Credit 3 units.

Typical periods offered: Summer 3, Spring, Summer Intersession, Fall, Summer

CAPS-EDUC 5231 MATL Instructional Coaching Practicum II

For MATL students only. Instructor approval required. The Instructional Coaching Practicum is a year-long course that will be taught over the course of two semesters. It prepares students to effectively demonstrate the key instructional coaching competencies and support the development of a novice educator. In this practicum, highly-effective veteran teachers will develop the knowledge, skills, and mindsets needed for instructional coaching, with an emphasis on instructional coaching of novice teachers. During this practicum, candidates will host a novice teacher resident in their classroom as a co-teacher for the school year. They will set goals for the novice teacher's development, and build coaching skills to support the candidate's development over the course of the school year. Candidates in the practicum must hold a current Missouri state teaching license and have taught for at least three years.

Credit 1.5 units.

Typical periods offered: Spring

CAPS-EDUC 5250 Inclusive and Anti-Ableist Education

The purpose of this course is to introduce students to foundational concepts, issues, and strategies of inclusive education and disability studies. Students will begin to develop a critical understanding of ability/disability in educational contexts. They will learn the tools of classroom analysis and instruction necessary to teach learners in inclusive (general education) settings. This course combines theoretical approaches to thinking about disability as a form of diversity with practical teaching approaches and strategies that promote the participation and progress, both socially and academically, of students with different abilities. In particular, the class will discuss how and why some students are identified as having disabilities based on their individual learning, behavioral, communicative, or physical patterns. We will question and analyze the constructs of “normalcy” and “exceptionality” that underpin traditional special education discourses and practices. Students will develop an understanding of special education law and policy and how these legal measures play out in classrooms and schooling institutions, as well as in the context of ongoing education reform agendas. By reading narrative and autobiographical accounts by disabled authors, students will develop an understanding of how particular physical, cognitive, sensory, behavioral, and psychiatric disabilities are experienced within schooling and beyond. Throughout the course, we will discuss and exercise specific pedagogies and practices of inclusive classroom instruction, lesson planning, assessment, and classroom management. By the end of the semester, students will have developed an in-depth understanding of disability as a social, political, cultural, and historicized construct and will be able to use this understanding of disability to think about educational problems and possibilities.

Credit 3 units.

Typical periods offered: Summer 3, Spring, Summer Intersession, Fall

CAPS-EDUC 5275 Evidence-Based Writing Instruction

Writing requires students to simultaneously (1) coordinate multiple skills and forms of knowledge, (2) adapt language to meet different rhetorical demands, and (3) adhere to the norms and conventions for communicating in a community. Although writing [and teaching it] is challenging, research provides clear guidance on instructional practices that support students’ writing development. This course examines four perspectives on writing instruction—sociocognitive, sociocultural, disciplinary, and critical—and the evidence base underlying associated instructional practices. Teachers will analyze, adapt, and design writing instruction for ELA, science, and social studies contexts, with particular attention to scaffolding complex tasks, designing authentic assessments, integrating dialogue and multimodal composition, and creating language-rich classrooms that support all learners.

Credit 3 units.

Typical periods offered: Summer 3, Spring, Summer Intersession, Fall

CAPS-EDUC 5350 The American School - MATL

In this course students analyze the development of American schooling within the context of American social history. The course's focus is on three general themes: the differing conceptions of schooling held by some American political, social, and cultural thinkers; the changing relationships among schools and other educational institutions such as the church and the family; and the policy issues and arguments that have shaped the development of schooling in America. The class spends considerable time studying the history of schooling in relation to the enduring challenges and dilemmas of marginalized groups including but not limited to systemic racial inequalities, access to schooling and inequitable schooling experiences.

Credit 3 units. A&S IQ: HUM Arch: HUM Art: HUM BU: BA, ETH, HUM EN: H

Typical periods offered: Summer, Summer Intersession

CAPS-EDUC 5555 MATL Clinical Practicum: Teaching & Instructional Coaching

This practicum course is required for any candidate pursuing an initial teaching license through a Teach St. Louis certification route. In the clinical practicum, certification candidates will apply the pedagogical skills and approaches from coursework within the classroom setting. Additionally, candidates will engage in bi-weekly instructional coaching cycles with a faculty advisor. Instructional coaching cycles will typically consist of a classroom observation and a coaching meeting in which the faculty coaches the candidate on applied skills from coursework. Instructional coaching bridges the learning in coursework to the individual context of the school and the needs of the candidate.

Credit 3 units.

Typical periods offered: Fall

CAPS-EDUC 5556 MATL Advanced Clinical Practicum: Teaching & Instructional Coaching

This practicum course is required for any candidate pursuing an initial teaching license through a Teach St. Louis certification route. In the clinical practicum, certification candidates will apply the pedagogical skills and approaches from coursework within the classroom setting. Additionally, candidates will engage in bi-weekly instructional coaching cycles with a faculty advisor. Instructional coaching cycles will typically consist of a classroom observation and a coaching meeting in which the faculty coaches the candidate on applied skills from coursework. Instructional coaching bridges the learning in coursework to the individual context of the school and the needs of the candidate.

Credit 3 units.

Typical periods offered: Spring

CAPS-EDUC 5996 Education Elective - 5000 Level

This course listing is to be used for transfer credit, only.

Credit 1-6 units.

Typical periods offered: Summer 4, Summer 3, Summer 2, Summer 1, Summer, Spring Half B, Spring Half A, Spring, Spring Intersession, Fall Half B, Fall Half A, Fall

CAPS-EDUC 6035 Advanced Scientific Inquiry for Educators

This course is designed to prepare teachers to strengthen skills associated with the delivery of a successful inquiry-based science curriculum in the K-8 classroom. Through laboratory experiences and discussions teachers will work on developing questioning strategies, sequencing activities to support the various experiential levels of students and developing relevant lessons and activities from student questions. Classroom project required. Course is intended for in-service teachers. Prerequisite: permission of instructor.

Credit 3 units.

Typical periods offered: Fall, Summer 3, Spring

CAPS-EDUC 6120 Scientific Inquiry: Advanced Pedagogy for Educators - MATL

This course is designed to prepare teachers to strengthen skills associated with the delivery of a successful inquiry-based science curriculum in the K-8 classroom. Through laboratory experiences and discussions, teachers will work on a variety of pedagogical skills including developing questioning strategies and sequencing activities to support the various experiential levels of students. Participants will conduct an implementation project at their school or learning site. Scientific themes, structured in accordance with national and state standards, vary by semester.

Credit 1.5 units.

Typical periods offered: Summer 3, Spring, Summer Intersession, Fall

CAPS-EDUC 6122 Scientific Inquiry for the Classroom Teacher - MATL

A inquiry-based course for practicing teachers in the elemetary and middle school, grades K-8. Teachers will strengthen their conception of inquiry-based teaching as they learn to create a culture of inquiry in their classroom to nourish 21st century learners through STEM. Teachers will learn how to incorporate thinking routines as they encourage students to explain phenomena and design solutions to real-world problems. Teachers will learn strategies for encouraging collaboration and active learning. The continuum of inquiry will be explored as teachers learn how to move to student-centered learning that encourages lifelong learning through inquiry. A school-based implementation project will be required. Topics to vary by semester.

Credit 3 units.

Typical periods offered: Summer 3, Spring, Summer Intersession, Fall

CAPS-EDUC 6130 Improving Content and Instruction: Algebra - MATL

This course will focus on topics in Algebra, focusing on topics covered in the national framework standards document, grades 4-9. Prerequisite: Must be a practicing teacher and have approval of the instructor to enroll.

Credit 3 units.

Typical periods offered: Summer 3, Spring, Summer Intersession, Fall