Read PDF Concordia Curriculum Guide: Grade 2 Performing Arts

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These instructions differ depending on the Faculty or School in which your program is housed. Faculty of Arts and Science students who wish to request transfer credits for courses completed at other educational institutions should follow the instructions below. Instructions and information are detailed on the form. Due to specific program requirements, not all transfer credits awarded to newly admitted students in the Faculty of Fine Arts for work previously completed at another educational institution may be used. If you wish to have a preliminary assessment confirming the placement of your transfer credits in your program, please complete the following form below.

If you wish to apply to transfer from one degree to another, view How to request an undergraduate degree transfer. For the minimum grade required to be considered for transfer into the Faculty of Arts and Science or for those seeking to transfer from Arts to Science or vice-versa , please consult the admissions section for the program to which you are applying. Many programs in Arts and Science are subject to limited enrolment. Please note that some programs have additional requirements, e.

It is your responsibility to verify if your program has additional requirements. Applicants seeking transfer to competitive Engineering programs should have completed a number of the required prerequisites with above average grades prior to applying for transfer. For the minimum grade required to be considered for transfer, please consult the admissions section for the program to which you are applying.

Grades obtained in prerequisite courses and core program courses will carry significant weight in this decision. As there is a quota for each program in the Faculty of Fine Arts, it is not possible to indicate a grade requirement.

Education (ED)

The final selection will be influenced by the number of available places and the number and quality of applicants. Applicants for transfer to either the BComm or BAdmin program must meet the following requirements:. Such students must first apply for readmission to their current program, upgrade their academic standing by completing 24 to 30 credits, achieving a minimum CGPA of 2. Transfer credits for courses completed prior to re-admission will not be awarded. Facebook Twitter LinkedIn. A study of the content, philosophy, materials, research, and strategies related to the teaching of mathematics in the K-6 classroom.

A study of the content, philosophy, materials, research, and strategies related to the teaching of science in the K-6 classroom. A study of the content, philosophy, materials, research, and strategies related to the teaching of health and movement in the K-6 classroom. A study of the content, philosophy, materials, research, and strategies related to the teaching of social studies in the K-6 classroom. A study of the role of the educational leader to develop and implement curriculum design and effective instructional methods and strategies.

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A study of the content, philosophy, materials, research, and strategies related to the teaching of art and music in the K-6 classroom. Theory and practice of supervision of educational programs and personnel with a focus on improvement. A study of the content, philosophy, materials, research, and strategies related to the teaching of literacy in the K-6 classroom.

This experience provides direct teaching of learners to develop the understanding, skills, and dispositions necessary for implementing developmentally appropriate practices in the classroom. This course is a study of ethics and moral philosophy with applications to making decisions regarding current social and personal problems.

A review and critical analysis of current educational research focused on a specific question. Students complete the capstone project. A review and critical analysis of current educational research with application of active research by the student on a specific question that relates to the program essential question resulting in a thesis-option capstone for publication. This course will be an introduction to advanced graduate programs that include an Educational specialist Ed. Units of study will emphasize research, writing, presentations, and fiscal policy.

Legal concerns, etc. In addition, discussions and assignments related to current issues in education will be a major component of this seminar. This course is designed for individuals who desire to pursue a principal position in the future. The primary focus is on the knowledge and skills of leaders who create cultures of excellence; respond to diverse learner needs; facilitate the development of safe, efficient, and effective learning environments; and impact the political, social, economic, legal, and cultural contexts that shape Minnesota schools. This course examines the human resources available to principals.

It examines the functions and practices in school systems that principals deal with daily. Approaches to management, motivation, professional development, and performance are addressed along with obstacles to effective team development. This course investigates the role of the principal relevant to the supervision of instruction and evaluation of teacher performance for the purpose of instructional improvement. A variety of theoretical models for instructional supervision will be reviewed along with their pros and cons. Students will practice supervisory and evaluative strategies.

This course will provide the learner an opportunity to use data to inform decision making at the principal level by providing a link between research and practice. Using actual data from their school or district students will learn and use statistical data to create a school improvement plan SIP and present it as a project in the course.

This course focuses on theories and strategies for leading change in the educational setting. Emphasis is placed on systemic change at the building level. It will consider aspects of change in well managed schools that focus on diverse learner needs as well as safe learning environments that promote a culture of excellence. This course examines the reality of legal issues that the everyday principal must face nearly every day of the school year.

The focus is on local, state, and national legal principles and issues related to students and employees. Individual rights and responsibilities related to the legal process, structure of the law, legislation, litigation, and current legal issues are examined in detail.


  • Belphégor (French Edition).
  • STEAM Teaching Resources for Educators.
  • nav-school.

This course is designed as a comprehensive overview of public school finance and business management. Students examine the economic, political, and management issues facing public school principals. Lessons address resource allocation and resource distribution in light of the principles of liberty, adequacy, and equity. This course is designed to have potential principals examine their own personal ethical profiles and communication styles in light of the ethical struggles they are certain to experience in their lives as school administrators.

They will be required to reflect on their communication behaviors in light of their roles as educational leaders and relate those behaviors to ethical theory. This full year course is an internship that requires the students to complete a minimum of clock hours over two consecutive semesters at a university-approved school.

Under the supervision and support of a university-approved onsite mentor and a university supervisor, the students will identify, plan, and complete a School Improvement Project SIP and a variety of administrative tasks, projects, and assignments designed to strengthen performance and professional skills that will assist the students to become a licensed principal in the state of Minnesota.

This course is designed for individuals who desire to pursue a superintendent position in the future. The primary focus is on the knowledge and skills of school district leaders who create cultures of excellence; respond to diverse learner needs; facilitate the development of safe, efficient, and effective learning environments; and impact the political, social, economic, legal, and cultural contexts that shape Minnesota schools districts.

Art teachers in-depth

This course examines the human resources available to superintendents and related fiscal issues. It examines the functions and practices in school systems that superintendents deal with daily. This course examines the reality of legal issues that the superintendent must face nearly every day of the school year. The focus is on local, state, and national legal principles and issues related to faculty, students, and employees. This course focuses on PK school districts developing and sustaining district, family, and community relationships based on collaborative initiatives that help all children learn.

Emphasis is placed on selected issues, including communication with the diversity of internal and external publics, including older adults, employee associations, governing boards, parents, and students. This course will provide the learner an opportunity to use data to inform decision making at the district office level by providing a link between research and practice. Using actual data from their district students will learn and use statistical data to create a district improvement plan DIP and present it as a project in the course.

Educational policy-making processes are examined at the macro national, regional and state and micro local and institutional levels using a variety of policy models. Selected educational policies at the macro and micro levels are analyzed, using different policy models.


  1. Visual Models.
  2. In the Pink.
  3. Entre Amantes, Para El Amor y La Vida (Spanish Edition);
  4. Full STEAM Ahead;
  5. There Is None Like You.
  6. Goldie the Amazing Koi Fish : A story of survival out of water 45 mins and life!
  7. Guide Concordia Curriculum Guide: Grade 2 Performing Arts.
  8. Students are expected to identify the factors such as the actors involved, politics, and economical inputs that impact policy formation and implementation. This course focuses on theories and strategies for leading change in the educational setting at the district office level.

    Concordia Curriculum Guide: Grade 1 Visual Arts-Performing Arts-Physical Education Set

    Emphasis is placed on systemic change within the district. It will consider aspects of change in well managed school districts that focus on diverse learner needs, legal accountability, and safe learning environments that promote a culture of excellence. This course is designed to have potential superintendents examine their own personal ethical profiles and communication styles in light of the ethical struggles they are certain to experience in their lives as school district administrators.

    Under the supervision and support of a university-approved onsite mentor and a university supervisor, the students will identify, plan, and complete a District Improvement Project DIP and a variety of administrative tasks, projects, and assignments designed to strengthen performance and professional skills that will assist the students to become a licensed superintendent in the state of Minnesota. This is the first in a three course series designed to equip students with the knowledge and skills necessary for successful study at the doctoral level.

    Students focus on recognizing their leadership mission and values and develop their skills to analyze scholarly literature to advance their academic writing. This is the second in a three course series designed to equip students with the knowledge and skills necessary for successful study at the doctoral level.

    Master of Arts in Teaching (MAT) International Admission Checklist | Concordia University-Portland

    Students focus on recognizing their leadership mission and values and develop their skills to find, interpret, and critically analyze scholarly literature according to epistemology and methodology in order to advance their scholarship and leadership. This course is designed so students will develop an understanding of the significance of human resources available to leaders and related fiscal issues they will examine the current application, research and theoretical perspectives on human resources management practices in an educational setting.

    Particular attention will is given to the scholarly evaluation of theoretical and practical issues addressed by educational leaders.

    Curriculum Design Part 1: The High-Level Planning

    This course will provide an overview of strategies HR and the leaders' role in acquiring, developing, rewarding and managing the performance of talent in a highly complex academic environment. Moreover, this course will address important topics on staff relations and legal issues as they related to managing staff. This course is design for students to study in-depth the attributes for leaders who have affected change and examine their methodologies to effect change. Students will examine such areas as what characteristics those leaders demonstrated, their problem solving strategies and how they created a culture of change.

    This course will examine how leadership can impact an organization's culture, structure, productivity, decision making, and resource allocation. It will examine not only the difference between management and leadership but also more effective in today's educational organizations.

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    The course will examine the impact of capital, planning, staffing finances and visioning. It will examine the many challenges educational leaders face in a constant changing environment. It will examine how leaders must not only be cognizant of these dynamics but must also develop strategies to address them. This course is designed to understand the moral and ethical imperative that faces leaders. It examines the virtues constructs of a leader, and how to resolve conflicts between personal ethics and organizational ethics.

    Moreover to apply and address complex ethical issues. This is the third in a three course series designed to equip students with the knowledge and skills necessary for successful study at the doctoral level. A literature review is required. This course equips students with the ability to analyze interactions and influences among various policies and organizations.

    Students learn to analyze power structures and ethics, with a particular emphasis on assessing policy through an equity lens.