Leah Segrin's Professional Portfolio
ED 870:
Capstone Seminar
Professor Mathew Koehler
Spring 2013
The capstone seminar is an opportunity to revisit the work completed in the Master's program. The goal of the capstone is for each student to develop a professional portfolio including coursework samples and reflections on the learning that occurred. While developing our own website, we wrote three essays. One essay was a reflection of our Professional Goals we established at the beginning of this program. Another essay was a description of how we view learning now and our plans for future learning. The final essay was a reflection of the entire MAED program.
My own Professional Portfolio Website
TE 848:
Writing Assessment and Instruction
Professor Kati Macaluso
FALL 2012
This course examined Writing theory, research-based best practices in writing instruction, and literacy pedagogy. The Process Approach to Writing was an overall theme as we implemented the stages of prewriting, composing, revising, editing, and publishing in our own multi-genre writing practice. Resources also covered strategies for accommodating diverse writers (K-adult) in literacy education.
Letter to Fellow Educators, Literacy Classroom Tool #2, and Tool #3.
Multi-genre Writing Portfolio
TE 846:
Accommodating Differences in Literacy Learners
Professor Patricia Edwards
FALL 2012
This course outlined factors influencing effective literacy education. Research-based developmental processes, instructional practices, and assessment principles were discussed weekly in peer discussion. Creating a case study of a struggling literacy learner was a requirement of the course which gave us the opportunity to employ the learned teaching methods for accommodating the different needs.
EAD 822:
Diverse Students and Families
Professor Muhammad Ahmad Khalifa
SUMMER 2012
The course asked us to consider how social problems and cultural differences effect the pedagogy of today's diverse population, by looking at the history of education. We examined social policies and the role of family and community in learning.
Raising Academic Success in Low-Income Students
Case Study
ED 800:
Concepts of Educational Inquiry
Professor Nate Clason
SPRING 2012
This course was divided into six self-paced units covering philosophical, psychological, biological, historical, biographical, methodological, and ethnographic concepts of education. We looked at theories and practice in different teaching and learning scenarios, and the role of administration, and leadership in education. We reflected on the relationship people have with information today and discussed the implications of communications technologies in inquiry based learning.
Synthesis Paper of a Film, Novel, and Scientific Research
TE 836:
Awards & Classics of Children's Literature
Professor Laura Apol
SPRING 2012
In this course we examined the characteristics of literary classics and award-winning books for children and discussed criteria for quality literature, as well as the future of books in our society. We read award winning novels from different eras and were asked to compare and contrast the two in online discussions with peers. In a module of the course, we analyzed the difference between classic literature and the movie adaptations of those classics.
Position Statement on Classics
EAD 825:
Shared Leadership in Schools
Professor Barbara Hunt Meloche
FALL 2011
In this course we worked in teams to create shared leadership models. We discussed how leaders could continuously improve the learning environment and instructional quality of their institution by guiding others in sharing their individual skills.
Shared Leadership Models in High-Poverty Schools Group Case Study
EAD 801:
Leadership & Organizational Development
Professor Bets Ann Smith
FALL 2011
This course asked us to critically analyze our own experiences in leadership positions while looking at the culture of a variety of educational organizations. We considered research based strategies for effective leadership in and out of schools.
How Leaders Improve Others Paper
Transferred Credits from
MARYMOUNT UNIVERSITY
Arlington, Virginia
Masters in Elementary Education (PK-6) Program
ED 508:
Special Education and the Exceptional Learner
Professor Barbara Badatoi
SUMMER 2010
The content of this course examined categories of special education (learning disabilities, emotional disabilities, autism, AD/HD, ADD, and others) as well as the "exceptional learner" (ESOL, ESL, and the gifted learner). We learned strategies for working effectively with families, adapting curriculum, assessing and monitoring student progress, and co-teaching situations.
Requirement:
20 hours of field experience in a special education classroom.
Co-designed Elementary Level Differentiated
ED 554:
Computers and Technology in the Classroom
Professor George Fulda
FALL 2010
This was a hands-on course that focused on ways to integrate technology into an educational curriculum. Instruction included multimedia, evaluation of educational software, and an introduction to telecommunication resources . Prerequisites:
ED 502 Foundations of Education ED 503 Curriculum: Theory and Practice.
Requirement:
10 Hours of field-work observation
Self-designed Interdisciplinary Unit Plan
Presentation of Self-designed Unit Plan
COURSEWORK