This is the basic professional course in the program for the preparation of middle-years educators. A review of the reorganization of junior high school leading to the establishment of the middle school philosophy, the teacher and the unique function of the middle school compose the essential outline topics of the course.

Primarily for teachers, teacher-in-training, administrators, and other educators. Covers individual and group guidance and counseling strategies in the elementary and middle school. Emphasizes the role of teachers and other educators in providing guidance, counseling and experiences for children to promote their social, emotional and psychological growth.

Emphasizes a descriptive view of adolescent development. Considers physical and physiological growth; intellectual, cognitive, academic and vocational development; changes in attitudes, interests and activities; and development of interpersonal relationships.

Note: Obtaining a Middle School Endorsement will enable Elementary teachers to teach grades K-8 provided 7th and 8th grades are in a Middle School. This Endorsement will enable Secondary teachers to teach grades 5-12 if 5th and 6th grades are in a Middle School.

This class is designed to give the student an overview of some of the many aspects of educating the gifted and talented student. Attention will be given to identification of the gifted student; his psychological and personality characteristics and understanding the emotional and educational need of gifted students. Program and curriculum models designed for use with gifted students will be presented. Strategies and techniques for differentiating curriculum in the regular classroom will be included. Students must attend all class sessions. Enrichment courses (EDEX 5959 & 4740) will not count in a degree program.

This graduate program is designed for teachers seeking competence in instructional and behavioral strategies for students with learning/behavioral problems. The 42 hours of curriculum is cross-categorical and generalist in nature, designed to offer experiences and competence across high incidences categories of disability. Courses are typically offered through compressed video during the calendar school year or on campus in Laramie over the summers. Two summers of residence on the Laramie campus maybe required. Following the completion of the master's program, certification in special education maybe obtained from the Wyoming Department of Education.

Offered statewide, most courses are delivered through audio teleconferencing and compressed video in or near your hometown. The 34-credit hour master's program can be completed entirely online with the only exceptions being the Mountain Folk School, a week-long residential learning experience in Wyoming's Snowy Range Mountains, and the program-culminating capstone course (Plan B paper), or the thesis defense (Plan A).

This program provides the opportunity for professional growth in knowledge, competence, and state of the art instructional practices. This program was designed in partnership with Wyoming teachers and focuses on current trends, issues, and practices in contemporary school settings. It is grounded in a three-part philosophical base: the importance of lifelong learning that leads to simultaneous renewal at the university and public schools, the role of reflection as a best practice, and the value of classroom based research. It allows for students to supplement their required core courses with an individualized component consisting of 12 semester hours of electives. Students may choose their electives in their current teaching content area such as math, art, science, social studies, music, etc. Another possibility is to choose elective courses from one or more strands that address areas such as literacy, diversity, early childhood, counselor education, educational leadership, etc. A minimum of 34 semester hours is required with 22 of those being core requirements in the following areas: Reflective Inquiry, Advanced Assessment, Advanced Instructional Strategies, Technology in the Classroom, Directed Professional Studies, and a Seminar in teaching and Learning.

1. The Establishment of Three "Professional Development Sites" in high-need districts.

The highest-need districts in Wyoming are on the Wind River Indian Reservation. A Professional Development Site consisting of several schools, in this case actually cutting across district lines has been established. A Professional Development Site is also established at one of the state's largest districts, in Cheyenne. The third site is located in Rawlins, another district with high-need schools.

2. Expanding the Leadership Associates Program and Tying it to the Professional Development Sites.

3. Establishing a Mentor Teacher Development Program.

4. Recruitment and Retention.

5. Delivery of on-site education classes.