Course Descriptions
Section I: Early Childhood/Elementary
COURSE TITLE:
COURSE DESCRIPTION:
Effective Classroom Practice & Learning Environments
This course prepares candidates to establish effective learning environments and design, implement, assess, and improve instruction that supports student learning. Candidates apply evidence-based classroom management and responsive practices; interpret applicable academic standards; develop measurable learning objectives; and design aligned, logically sequenced instruction using effective instructional strategies, modeling, guided practice, feedback, and independent application. Emphasis is placed on responding appropriately to individual learner needs and using assessment and student-learning evidence to guide instructional decisions. Through IMPACT’s Instructional Sequence, candidates plan and implement standards-aligned instruction, assess student learning before, during, and following instruction, analyze evidence of student progress, and use findings to adjust subsequent teaching. Candidates also examine professional and ethical responsibilities related to communication, collaboration, confidentiality, equitable treatment of learners, documentation, professional boundaries, and responsible decision making. Through classroom-based application and reflection, candidates evaluate the effects of their instructional choices and establish goals for continued professional growth.
Science of Reading: Foundations & Primary-Grade Instruction
This course prepares candidates to apply the science of reading to the planning and delivery of explicit, systematic, evidence-based literacy instruction in primary-grade classrooms. Candidates develop and implement instruction that supports foundational reading development through phonological awareness, phonics, fluency, vocabulary, comprehension, and the phonological, syntactical, semantic, and pragmatic systems of language. Candidates select and use appropriate instructional strategies and curriculum materials based on learner development, individual differences, and identified literacy needs. Through classroom-based application, candidates use student performance and assessment information to plan instruction, monitor learning, provide targeted support, and adjust teaching in response to student progress. Emphasis is placed on connecting evidence-based reading research to daily instructional decisions that support the literacy development of all learners.
Child Development, Learning & Responsive Practice
This course prepares candidates to apply knowledge of child and adolescent development to instructional decisions and interactions with learners. Candidates examine cognitive, linguistic, physical, social, emotional, and cultural factors that influence development and learning, recognizing that learners develop at different rates and bring varied experiences, strengths, and needs to the classroom. Emphasis is placed on using knowledge of learner development and individual differences to establish appropriate expectations, design developmentally responsive learning experiences, differentiate support, and promote inclusive learning environments in which all students can participate and grow. Through classroom-based application, candidates observe and analyze learner development, consider how individual and contextual factors influence learning and behavior, and use that information to make responsive instructional decisions that support the academic and developmental needs of individual learners.
Science of Teaching Mathematics: Early Childhood/Elementary Instruction & Intervention
This course prepares candidates to implement science-based mathematics instruction across early childhood and elementary learning settings in alignment with the Oklahoma Math Achievement and Proficiency Act. Candidates examine how young learners develop mathematical understanding and apply explicit, systematic, and multimodal instructional strategies to develop conceptual understanding, procedural fluency, mathematical reasoning, and real-world problem solving. Emphasis is placed on recognizing developmental and individual learner needs, using assessment to identify mathematics learning difficulties, and providing timely, targeted intervention, including appropriate supports for learners with dyscalculia. Candidates design instruction, assessments, and intervention plans grounded in scientifically based research and data-informed decision making. Through classroom-based application, candidates implement developmentally appropriate mathematics instruction and assessment with learners, analyze evidence of student understanding and progress, and use the results to differentiate support, provide intervention, and adjust subsequent instruction to improve student learning.
Assessment, Intervention & Data-Informed Instruction
This course prepares candidates to use assessment as an ongoing component of effective teaching and instructional decision making. Candidates select, administer, score, and interpret appropriate formative and summative assessments, including formal and informal measures; organize and analyze student performance data; identify patterns of strengths and needs; and use findings to plan instruction and targeted intervention. Emphasis is placed on connecting assessment evidence to instructional decisions, monitoring learner progress, and determining when instructional approaches or supports should be adjusted. Candidates develop individualized intervention and support plans based on identified learner needs, with particular application to literacy and language development. Through classroom-based application, candidates collect and analyze evidence of student learning, implement responsive instructional or intervention strategies, monitor the learner’s response, and use resulting data to determine next instructional steps and improve student outcomes.
Family, School & Community Partnerships
This course prepares candidates to build collaborative partnerships with families, school professionals, and community members to support learner development, achievement, and well-being. Candidates examine how family, cultural, linguistic, and community contexts influence student learning and develop strategies for respectful, inclusive, and reciprocal communication with families and caregivers. Emphasis is placed on engaging families as partners in the educational process, collaborating with colleagues and other school professionals, identifying and connecting families with appropriate school and community resources, and responding effectively to the strengths and needs of diverse learners and families. Candidates examine professional responsibilities related to confidentiality, cultural responsiveness, and respectful family engagement. Through classroom-based application, candidates engage in meaningful family, school, or community collaboration; reflect on how those partnerships influence student learning and well-being; and identify ways to strengthen communication, shared responsibility, and support for individual learners.
Section II: Secondary/PK–12
COURSE TITLE:
COURSE DESCRIPTION:
Effective Classroom Practice & Learning Environments
This course prepares candidates to establish effective learning environments and design, implement, assess, and improve instruction that supports student learning. Candidates apply evidence-based classroom management and responsive practices; interpret applicable academic standards; develop measurable learning objectives; and design aligned, logically sequenced instruction using effective instructional strategies, modeling, guided practice, feedback, and independent application. Emphasis is placed on responding appropriately to individual learner needs and using assessment and student-learning evidence to guide instructional decisions. Through IMPACT’s Instructional Sequence, candidates plan and implement standards-aligned instruction, assess student learning before, during, and following instruction, analyze evidence of student progress, and use findings to adjust subsequent teaching. Candidates also examine professional and ethical responsibilities related to communication, collaboration, confidentiality, equitable treatment of learners, documentation, professional boundaries, and responsible decision making. Through classroom-based application and reflection, candidates evaluate the effects of their instructional choices and establish goals for continued professional growth.
Pedagogical Principles & Instructional Design
This course prepares Secondary/PK–12 candidates to design and implement effective, standards-aligned instruction within their certification area. Candidates apply principles of teaching and learning to develop clear learning objectives, select and organize content, design coherent lessons and units, and use evidence-based instructional strategies that promote student engagement, critical thinking, problem solving, and meaningful application of content. Emphasis is placed on connecting applicable Oklahoma Academic Standards and subject matter competencies to instructional planning while considering learner development, individual differences, prior knowledge, and varied learning needs. Candidates differentiate instruction, select appropriate instructional resources and technologies, and incorporate strategies that provide equitable access to rigorous learning experiences. Through classroom-based application, candidates plan and implement instruction within their certification area, examine evidence of student understanding and engagement, reflect on the effectiveness of their instructional decisions, and adjust subsequent instruction to improve student learning.
Assessment, Data Literacy & Instructional Decision Making
This course prepares Secondary/PK–12 candidates to use assessment and student-learning data to make informed instructional decisions within their certification area. Candidates select, develop, administer, score, and interpret appropriate formative and summative assessments, including formal and informal measures, aligned with instructional objectives, applicable Oklahoma Academic Standards, and subject matter expectations. Candidates organize and analyze student-performance data to identify patterns of understanding, misconceptions, strengths, and learning needs; monitor student progress; and determine appropriate instructional responses. Emphasis is placed on using multiple sources of evidence to differentiate instruction, provide timely feedback and targeted support, evaluate the effectiveness of instruction, and communicate student progress appropriately with learners, families, and other school professionals. Candidates also examine principles of responsible and ethical assessment practice, including fairness, confidentiality, appropriate interpretation of data, and the limitations of assessment information. Through classroom-based application, candidates collect and analyze evidence of student learning, use findings to make instructional decisions, implement responsive adjustments, and evaluate the effects of those decisions on subsequent student learning.