The Rhode Island Department of Education supports the costs of Network coursework through state discretionary funds for students not enrolled as full time students at the Network Provider location.
The course is based on the belief that students' and teachers' realities, experiences, values, and assumptions affect their interpretations and understandings of their own learning and teaching.
Analysis of theories and practice of instruction, management techniques and assessment.
Contact your student’s high school or middle school to ask if they are part of the Advanced Coursework Network.
Your student’s school counselor will help you and your student understand the opportunities for taking advanced coursework and how your student can meet graduation requirements by taking these courses while still in high school.
The cost of books and course materials are covered by state funding via per student tuition payments to Network Providers.
No funding will be re-purposed from the funding formula to support the Network.
As Network Members, schools and districts enable students and their families to choose to enroll in formerly unavailable high value academic- and career-focused courses while they remain enrolled at their public school.
A Network Provider can be an LEA or school, RI community-based organization, approved Department of Labor and Training (DLT) program, or higher education institution that delivers advanced coursework opportunities to Rhode Island students.
If you are interested in learning more about the M. in Secondary Education Program, contact Ali Van Gorp, Program Manager/Recruiter. We envision a world in which children in Southern Arizona have access to high quality education. Our context-specific focus on preparing teachers for the borderlands of Arizona involves developing in candidates an appreciation for racial/ethnic backgrounds and socioeconomic status. In addition, interrogations of power in school settings occur across the M. New teacher learning is supported by a robust professional learning community of peer learners and teacher leaders in our partner schools.
Thus, critical analyses of the emerging teachers’ sociocultural, sociopolitical, and socioeconomic positionality are central for those in the M. Our work takes place in the borderlands of Arizona. becomes a more multicultural country, the understandings and dispositions students develop in the program will serve them well, wherever they choose to teach.