Tor Academy - Education
Organization
- Rechtschaffen Institute of Judaic Studies - Bible
- Rechtschaffen Institute of Judaic Studies - History
- Rechtschaffen Institute of Judaic Studies - Jewish Law
- Rechtschaffen Institute of Judaic Studies - Jewish Studies
- Rechtschaffen Institute of Judaic Studies - Language
- Rechtschaffen Institute of Judaic Studies - Philosophy
- Rechtschaffen Institute of Judaic Studies - Political Science
- Rechtschaffen Institute of Judaic Studies- Talmud
- Tor Academy - English
- Tor Academy - Mathematics
- Tor Academy- Psychology and Sociology
- Tor Academy- Science
Descriptions and credit recommendations for all evaluated learning experiences
Varies; self-study format.
June 2018 - Present.
Upon successful completion of the course, students will be able to: explain the purposes of assessment in early childhood and how infants and young children are assessed; describe elements of a comprehensive assessment system for children of all ages; explain how assessment results are used for instruction and evaluate the instructional program; discuss how the assessment process should be implemented during the school year with school-age children; describe how test scores are reported and how and when they should be shared with parents; evaluate the pros and cons of standardized testing, as well as other types of objective assessments; discuss development and maintenance of checklists, rating scales, and rubrics; descibe types of assessments used with pre-school and primary grade children; relate the crafting of quality portfolio assessments used with pre-school and primary grade children; relate the crafting of quality portfolio assessments; and describe model portfolio assessment and reporting systems. .
This is an introductory course in assessment of early childhood settings. The focus is on implementation of quality instruction to enhance learning and increase students' understanding of the critical role of valid and reliable classroom assessment to support learning in the classroom. Students also explore how to evaluate assessment data for instructional decision-making. Major topics include: various types of assessment including formative, summative, authentic, and traditional.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/18).
Varies; self-study format.
June 2018 - Present.
Upon successful completion of the course, students will be able to: examine the contributions of creativity and imagination to the total learning of the child; assess the scope and social and personal impact of the fine arts; explore methods of helping children discover fine arts through practical experiences, materials, and museum experiences; promote understanding and appreciation of other cultures through research regarding prominent artists from various cultures, both globally and within the United States; and create and implement an understanding of arts and asthetics in integrating the arts into other disciplines in the elementary education curriculum.
This course supports students as they examine children's creative expression and critical thinking through art, drama, and music. Course content reflects contemporary theory and practice and promotes ideas and skills that tap children's propensity for creativity and critical thinking. Numerous strategies of arts integration and examples of learning content through the visual arts, music, dance, and poetry are discussed.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/18)
Varies; self-study format.
June 2018 - Present.
Upon successful completion of the course, students will be able to: relate the characteristics of early childhood programs and break down the steps generally necessary to plan and apply developmentally-appropriate practices; discuss the responsibilties of early childhood professionals and how they facilitate learning through effective lesson planning and group placement; illustrate how program quality depends on the development of differentiated instructional approaches to meet students' needs; and evaluate the importance of building communication skills to effectively communicate with parents and colleagues.
This course explores early childhood organizational plans, procedures, physical facilities and surveys appropriate materials and equipment using a collaborative approach to curriculum development. Emphasis is placed on the process of designing appropriate learning environments for young children as an integrated and development approach to curriculum and instruction in early childhood education. Major topics include: all aspects of classroom life, roles of children and adults in education, the physical and social environments, multiple developmental domains for children in early childhood education.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/18).
Varies; self-study format
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: enhance the skills and personality traits of effective teachers in elementary education; identify and apply professional language to depict elementary curriculum, instruction, and assessment; describe and apply principles of effective teaching in elementary class settings; identify and incorporate principles of effective teaching to make wise professional judgments; build general and specific strategies to address student diversity in the elementary education settings; plan clear, coherent, and standards-based elementary lessons; apply principles of classroom testing and evaluation to practical teaching situations.
Major topics include: characteristics of effective teachers; knowing diverse students; instructional planning; differentiating instruction; teacher-centered and student-centered instructional strategies; strategies to promote student understanding, thinking, and engagement; managing lesson delivery; classroom management and discipline; assessing and reporting student performance; and working with colleagues and parents.
In the lower division baccalaureate / associate degree category, 3 semester hours in Education (8/21).
Varies; self-study format.
June 2018 - Present.
Upon successful completion of the course, students will be able to: discuss necessary components in the creation of a program where learning, caring, and parental collaboration exists; define the role of training in successfully working with students from diverse backgrounds; explain the need for a culturally sensitive partnership between home and school that encourages various methods of volunteering; explain how the development of policies that foment a culturally and linguistically appropriate ecology that encourages learning; and discuss historical development of views on children and how those views affect family life.
This course presents guidelines for creating effective partnerships with families and provides an overview of the diversity of modern families. Emphasis is on examining elements that create successful partnerships and programs that work. Students explore and adapt strategies to create connections to meet specific needs of schools and communities.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/18).
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: explain the nature and scope of the philosophy of education; analyze the role of educational philosophy in curriculum planning and development; identify which specific areas of schooling are addressed by the psychological perspective on education; construct an assessment procedure for their own subject area by applying any one of the perspectives; interpret the influence of educational philosophies on intellectual behavior and approaches to learning; give examples that show, in simple terms that knowledge is not free of philosophical underpinnings; explain the international and American perspectives on the effectiveness of education.
Major topics include: ideological, philosophical, socio-economic, and historical foundations of education, international and American perspectives of effective education, and various sociological, political, economic, and ideological forces that impact the progression of education in our cultural context.
In the lower division baccalaureate / associate degree category, 3 semester hours in Education (8/21).
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: explain how basic physical, mental health, nutritional, and safety needs that impact the growth of young children are met through environmental and curricular policies and procedures; identify basic health, safety, and nutritional practices and articulate strategies for helping children practice safe behaviors through daily activities; identify signs and symptoms and emergency treatment options of childhood diseases; list first aid procedures, emergency response procedures, recordkeeping, communication processes, and related legal, ethical and policy issues related to medical services to families; identify strategies supportive of making food preparation and mealtime a culturally responsive, developmentally appropriate learning experience for young children; explain ways to plan culturally responsive, nutritionally sound meals and identify strategies supportive of collaboration with families and health professionals in meeting children’s individual health and nutritional needs; discuss examples of effective health and immunization record-keeping systems; explain screening and referral procedures to assess children’s developmental and health status.
Major topics include: physical and mental health, nutrition, safety, communication, and record-keeping.
In the lower division baccalaureate / associate degree category, 3 semester hours in Education or Allied Health (8/21).
Varies; self-study format.
June 2018 - Present.
Upon successful completion of the course, students will be able to: distinguish between the theories that influence early childhood programs and various philosophies of early childhood education; summarize and critique professional behaviors associated with early childhood education; categorize and apply early learning theories, program models and devlopmentally-appropriate practices; and develop strategies for communicating and collaborating with families.
This course explores the many aspects of the profession of early childhood education, focusing on developmentally-appropriate practices, types of programs, historical perspectives, ethics, current issues, and what it means to be a professional. Major topics include: the requirements necessary to educate young children and providing them with the support they and their families need and deserve and the challenges and opportunities of the ever-changing aspects of early childhood education.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/18).
Varies; self-study format.
June 2018 - Present.
Upon successful completion of the course, students will be able to: describe the functions of reading and writing processes; use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing, as well as a variety of assessment tools and practices to plan and evaluate effective reading and writing; explain the literacy practices that students need to develop awareness, understanding, and respect for societal differences; define necessary steps to create an environment that fosters development of reading and writing skills; and describe the development of professional skills that enable students to effectively work with colleagues.
This course enables new and veteran teachers to construct knowledge, basic competencies, and dispositions needed to fully develop the reading and writing abilities of students in Pre-K to eighth grade. Major topics include: major approaches and techniques for developing literacy supported by successful research and practice and theories behind methods that encourage teachers to choose, adapt, and/or construct approaches that best fit their teaching styles and situations.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/18).
Varies; self-study format.
March 2021 - Present.
Upon successful completion of the learning experience, students will be able to: describe the role of music teachers and the status of school music education; identify student characteristics in diverse populations common in music classroom contexts; discuss traditional and innovative approaches to music teaching and learning; articulate and discuss issues related to music learning and teaching in schools; examine music teaching methods in terms of historical and current applications in music classrooms; demonstrate growth as a pre-service music educator through in class teaching experiences and discussions; and diagnose personal strengths and weaknesses as a music teacher.
Major topics include: the cultural and historical context of music education, philosophy of music education that considers the developmental needs of children as foundational in the process of teaching music concepts, philosophical and aesthetic principles of the National Standards for Music, and developing skills in teaching music that incorporates singing, movement, playing instruments, listening, creating, and writing.
In the lower division baccalaureate / associate degree category, 3 semester hours in Music Education (8/21).
