Skip to main content

Extension courses for educators

If you are on track to receive a Verified Certificate with Distinction in this course and are interested in pursuing the Practicum, you must:
  • Complete the remaining three Virtual Teacher courses on Coursera (Emerging Trends & Technologies in the Virtual K-12 Classroom, Advanced Instructional Strategies in the Virtual Classroom, and Performance Assessment in the Virtual Classroom) via signature track with distinction (90% or better in each course).  
Offered online through Extension’s learning management system for a cost of $600 USD, the Practicum will have a smaller student-instructor ratio to allow you to receive more individualized feedback from the instructor and other classmates over the 11-week duration of the course.
Throughout the Practicum, you will also:
  • Participate in a simulation-type experience with integration of design thinking methodology as well as game design elements.
  • Join weekly discussion forums, evaluated learning assessments and interactive learning.
  • Conclude the course with a course development prototype to add to your portfolio which could serve as the basis for actual implementation with staff and students.
Upon successful completion of the Practicum, you will be issued a final grade by the instructor which will appear on an official UC Irvine Extension transcript. If you receive a grade of “C” or better, you will receive four (4) quarter – not semester – units of credit which will also appear on your transcript. For more information, please click here [www.extension.uci.edu/education/vt]www.extension.uci.edu/education/vt.  Winter registration begins Friday, October 31, 2014
, and the Practicum begins Monday, January 5, 2015.

Please note a few ways the UC Irvine Extension Virtual Teacher Practicum differs from the final offering in Coursera’s Virtual Teacher Specialization [www.coursera.org/specialization/#virtualteacher/10], the Capstone Project. The Capstone Project, offered for $49, is three weeks long and you will have the opportunity to create an online learning module during the course. However, there may be a high number of students enrolled which may decrease the opportunity for you to receive personalized feedback. And, unlike the UC Irvine Extension Virtual Teacher Practicum, you will not receive university credit for completing the Coursera Capstone Project.

Comments

Popular posts from this blog

BUL 2241 Business Law Study guide exam One through Four

1) Law is B a)       A body of religious principles held by all members of society.    b)       A body of principles that society establishes to keep things running smoothly. c)       Always the result of case law decisions. d)       Derived solely form the U.S. Constitution. 2) Law consists of A a)       Principles that govern conduct.   b)       Mere guidelines.    c)       Arbitrary rules. d)       None of the above. 3) Our rights flow from D a)       The U.S. Constitution. b)       Federal statutes.   c)       City ordinances. d)       All of the above. 4) Individual rights guaranteed in the U.S. Constitution: D a)  ...

SEVEN 7 components-Teacher and Leader Effectiveness (TLE)

The Department believes that strengthening educator practice can be achieved by improving talent management systems. The Teacher and Leader Effectiveness (TLE) Continuum is made up of seven components that should be used in comprehensive and systematic ways to improve the quality, quantity, and diversity of the teacher and principal workforce, and most importantly – improve student outcomes. Within the context of a comprehensive TLE system, data about educator practice and student learning obtained from evaluation systems can help inform decisions to prepare, recruit, develop, retain, and ensure equitable access to effective educators. Preparation  – Collaboration or formal partnership between LEAs and Institutions of Higher Education (IHEs) or other eligible partners. Recruitment and Placement  – Activities to attract the most effective educators to LEAs and the schools that need them. Induction and Mentoring  – Individualized support for new and early career ed...

I want to do the right thing, White teachers...Black schools

Culturally Relevant Pedagogy Ladson-Billings wrote that culturally relevant teachers exhibit confidence in African American students' ability to learn by maintaining high academic expectations and affirming "their cultural identity . . ." (Ladson-Billings, 1995). Culturally relevant teachers harness the power inherent to their occupation to confront institutional and systemic practices which disempower students of color. For these instructors, education becomes a liberatory exercise where classroom assignments become opportunities to teach for social justice. Additionally, culturally relevant instructors place tremendous emphasis on supporting African American students' of academic achievement (Ladson-Billings, 2006). Far from sympathetic, this support represents a sincere desire to take the necessary measures so the educational experience is germane to these students' lived experiences. Lastly, Ladson-Billings asserts that culturally relevant instructor...