Career Schools & Colleges Form CSC 001XOUT:...

MIDWEST EDUCATION GROUP

4633 N. Western Ave. #207

Chicago, IL 60625

PHONE (847) 934-0700

CATALOG

Published (10/15/2015)

Effective (10/15/2015)

MEG-Catalog

ContentsCATALOG......................................................................................................................................1

HISTORY....................................................................................................................................4

ACCREDITATION AND APPROVALS...................................................................................4

DESCRIPTION OF AVAILABLE SPACE, FACILITIES AND EQUIPMENT.......................4

DIRECTOR:.................................................................................................................................4

Dr. Tien Chau is the owner and founder of Midwest Education Group since 2009................4

KEY STAFF AND FACULTY...................................................................................................4

FEES, TUITIONS AND/OR SPECIAL CHARGES...................................................................4

TERMS........................................................................................................................................5

SCHOOL CALENDAR...............................................................................................................5

ENROLLMENT PERIODS.....................................................................................................5

BEGINNING AND ENDING DATES OF TERMS...................................................................5

SCHEDULED VACATION PERIODS...................................................................................5

NORMAL HOURS OF OPERATION........................................................................................5

SCHOOL HOURS OF OPERATION......................................................................................5

SCHOOL OFFICE HOURS OF OPERATION.......................................................................5

DEFINITIVE CLASS SCHEDULES......................................................................................5

ADMISSION/ENROLLMENT POLICIES.................................................................................6

MINIMUM AGE......................................................................................................................6

Students need to be at least 18 years old to enroll....................................................................6

SPECIFIC ENTRANCE REQUIREMENTS...........................................................................6

Students need to have at least a A.A or BA degree in any subject to enroll............................6

CREDIT FOR PREVIOUS EDUCATION, TRAINING, OR EXPERIENCE...........................6

CANCELLATION AND REFUND POLICIES..........................................................................6

COURSE(S).................................................................................................................................9

Teaching English as a Second or Foreign Language...............................................................9

OBJECTIVE /PURPOSE OF COURSE..................................................................................9

SUBJECT TITLE.........................................................................................................................9

CONTACT HOURS....................................................................................................................9

Page 2 of 38 MEG-Catalog

TOTAL CONTACT HOURS......................................................................................................9

COURSE OUTLINE................................................................................................................9

LENGTH OF TIME IN WEEKS REQUIRED FOR COMPLETION OF THE COURSE.....9

TYPE OF CERTIFICATE, DIPLOMA, OR DEGREE AWARDED.....................................9

Certificate in Teaching English as a Second or Foreign Language.........................................9

A SYNOPSIS OF EACH SUBJECT OFFERED......................................................................10

GRADING AND MARKING SYSTEM USED.......................................................................12

SATISFACTORY PROGRESS AND ACADEMIC PROBATION POLICIES......................12

ATTENDANCE POLICY.........................................................................................................12

MAKE-UP WORK.................................................................................................................13

SCHOOL POLICY REGARDING STUDENT CONDUCT....................................................13

REQUIREMENTS FOR GRADUATION................................................................................13

Students will be awarded certificate of completion when passing 70% of the program........13

SCHOOL PLACEMENT ASSISTANCE POLICY..............................................................13

All students will be assisted with:..........................................................................................13

POLICIES/PROCEDURES TO RESOLVE STUDENT GRIEVANCES/COMPLAINTS..14

True and Correct Statement.......................................................................................................15


HISTORY

MEG TESOL Certificate Program has been serving the ESL teacher community more than 15 years of experience in the field of Teaching English to Speakers of Other Languages. Our instructors all have PhDs or EdDs in the field of Teaching English as a Second Language Applied Linguistics. We believe everyone can learn to teach with effective support from leaders and professionals in language education and training. Your success is our priority. Your achievement is our only focus. We guarantee your satisfaction because your satisfaction is our success.

ACCREDITATION AND APPROVALSMidwest Education Group is also accredited by International Board of Higher Education Accreditation and Approved and Regulated by the Texas Workforce Commission, Career Schools and Colleges, Austin, Texas.

DESCRIPTION OF AVAILABLE SPACE, FACILITIES AND EQUIPMENT

Midwest Education Group has been located on the second floor of the office building at 4633 N. Western Ave. Chicago, IL 60625. We are planning to expend to 2 more classroom space of the same office in 2016. Currently we are providing online instruction and we don’t have classroom space except a computer corner with 4 laptops for students to use when there is the need.

DIRECTOR:Dr. Tien Chau is the owner and founder of Midwest Education Group since 2009.

KEY STAFF AND FACULTY

Dr. Tien Chau, BA in Teaching ESL, MA in Teaching ESL, EdD in Educational Leadership and Administration

Mr. Richard Tipton: Business Relations, BA in Management

Mr. Brandon Novick: IT, BSc

FEES, TUITIONS AND/OR SPECIAL CHARGES

Tuition$50.00

Registration: $0

Certificate: $20.00


Total Cost $70.00

TERMS We run new course every first day of the month.

Each course is 4 weeks in length

SCHOOL CALENDAR

HOLIDAYS TO BE OBSERVED:

- New Year, - Memorial Day, - Independence Day, - Labor Day, - Thanksgiving holiday

ENROLLMENT DEADLINEEvery first day of the month to the last day of the month

NORMAL HOURS OF OPERATION8:00-4:00 US Central Time Monday to FridaySCHOOL HOURS OF OPERATION

8:00-4:00 US Central Time Monday to FridaySCHOOL OFFICE HOURS OF OPERATION

8:00 AM-4:00 PM US Central time

Monday-Friday

DEFINITIVE CLASS SCHEDULES

Online-self-paced training

ADMISSION/ENROLLMENT POLICIES

MINIMUM AGE

Students need to be at least 18 years old to enroll.


READMISSION

Timelines and conditions for readmission are described under the following titles of this catalog:

Admission/Enrollment. Students wishing to be readmitted and enrolled should contact the

school registrar [email protected] Fax: 847-934-0785.

If the student enrolls to repeat a subject that is no longer offered, the school director will select

an appropriate substitute subject for the student to meet that part of the program requirement.

The readmission process requires all applicants to complete the application and readmission

note mailed to:

Midwest Education Group

4633 N. Western Ave. #207 Chicago, IL 60625

Fax: 847-934-0785

Midwest Education Group does not have vacation holidays.

SPECIFIC ENTRANCE REQUIREMENTS

Students need to have at least an A.A or BA degree in any subject to enroll.

CREDIT FOR PREVIOUS EDUCATION, TRAINING, OR EXPERIENCEMidwest Education Group does not credit for previous education and training

CANCELLATION AND REFUND POLICIES

CANCELLATION POLICY

A full refund will be made to any student who cancels the enrollment contract within 72 hours (until midnight of the third day excluding Saturdays, Sundays and legal holidays) after the enrollment contract is signed. A full refund will also be made to any student who cancels enrollment within the student’s first three scheduled class days, except that the school may retain not more than $100 in any administrative fees charged, as well as items of extra expense that are necessary for the portion of the program attended and stated separately on the enrollment agreement.


mailto:[email protected]

Course cancelation by Midwest Education Group will refund 100% tuition and any other fee paid by the trainees

REFUND POLICY

1. Refund computations will be based on the period of enrollment computed on basis of course time (clock hours).

2. The effective date of termination for refund purposes will be the earliest of the following:

(a) the last date of attendance; or

(b) the date of receipt of written notice from the student.

3. If tuition and fees are collected in advance of entrance, and the student does not enter school, not more than $100 shall be retained by the school.

4. If the student fails to enter the seminar, withdraws, or is discontinued at any time before completion of the seminar, the student will be refunded the pro rata portion of tuition, fees, and other charges that the number of class hours remaining in the seminar after the effective date of termination bears to the total number of class hours in the seminar.

5. A full refund of all tuition and fees is due in each of the following cases:

(a) an enrollee is not accepted by the school;

(b) if the seminar of instruction is discontinued by the school and thus prevents the student from completing the seminar; or

(c) if the student's enrollment was procured as a result of any misrepresentation in advertising, promotional materials of the school, or misrepresentations by the owner or representatives of the school.

6. REFUND POLICY FOR STUDENTS CALLED TO ACTIVE MILITARY SERVICE.

A student of the school or college who withdraws from the school or college as a result of the student being called to active duty in a military service of the United States or the Texas National Guard may elect one of the following options for each program in which the student is enrolled:

(a) if tuition and fees are collected in advance of the withdrawal, a pro rata refund of any tuition, fees, or other charges paid by the student for the program and a cancellation of any unpaid tuition, fees, or other charges owed by the student for the portion of the program the student does not complete following withdrawal;


(b) a grade of incomplete with the designation "withdrawn-military" for the courses in the program, other than courses for which the student has previously received a grade on the student's transcript, and the right to re-enroll in the program, or a substantially equivalent program if that program is no longer available, not later than the first anniversary of the date the student is discharged from active military duty without payment of additional tuition, fees, or other charges for the program other than any previously unpaid balance of the original tuition, fees, and charges for books for the program; or

(c) the assignment of an appropriate final grade or credit for the courses in the program, but only if the instructor or instructors of the program determine that the student has:

(1) satisfactorily completed at least 90 percent of the required coursework for the program; and

(2) demonstrated sufficient mastery of the program material to receive credit for completing the program.

7. Refunds will be totally consummated within 60 days after the effective date of termination.

CONDUCT POLICY EXPECTATIONS

Policies and Procedure

Students must:

make themselves aware of and comply with Midwest Education Group’s rules, regulations, policies and procedures concerning their enrolment, studies and conduct at the school

Supply accurate personal and other information to the school according to the deadlines set by the school.

respect all school property and facilities, including the training materials, computing and audio resources, and respect the rights of others to use these facilities

Academic Experience

Students must:

maintain academic integrity and respect and comply with the conventions of academic scholarship

be well informed about their course and course requirements, and plan their studies accordingly

attend classes and submit work in a timely manner

prepare for and actively participate in learning experiences such as discussion and debate


take joint responsibility for their learning and accept responsibility for moving towards intellectual independence

incorporate feedback into their learning experience, and be aware of the specific rules and course requirements applying in the relevant faculties

conduct themselves in a professional manner while undertaking professional placements and fieldwork

Human Rights

Students must:

treat staff and other students with respect and courtesy

comply with the Equal Opportunity Policy and treat others fairly and equitably, and not engage in harassing, bullying or discriminatory behavior

respect the rights of other members of the MEG community to express dissent or different political or religious views, subject to those actions or views complying with the laws of Illinois and not endangering the safety of other members of the community

show sensitivity towards all cultures

respect the opinions of others and engage in rational debate in areas of disagreement.

Disciplinary Students found in violation of these conduct expectations will be subject to disciplinary action which may include written warning, suspension, dismissal, and/or referral to law enforcement officials.

Academic dishonesty, including any form of plagiarism, cheating, falsification of records, or collaboration with others to defraud

Actions that disrupt teaching, learning, administration, or interfere with the rights of others Non-compliance with the directives of school faculty and staff Violation of written policies, rules, or procedures Theft of any kind, and related behaviors such as possessing stolen property or using the

property of others without their permission Damage to property or destruction of property Hurting others, threatening others, or engaging in behavior that may result in harm to others Selling, consuming, and/or possessing alcoholic beverages Possessing or using drugs not prescribed for the student by a physician; selling any drugs;

possessing or using illegal drugs or narcotics Possessing a firearm or other deadly or dangerous weapons such as knives, knuckles, clubs,

baseball bats, and hammers while on the property of the school or in any part of the school building

Sexual harassment in any form by students or any member of the administration, faculty, or staff is prohibited. The school is committed to creating and maintaining an environment for all school personnel and students that is free of harassment, forced sexual activity, or any other sexual communication or conduct that interferes with performance in the classroom or the workplace


Sexual Harassment Defined Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature constitute sexual harassment when

a. submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment,

b. submission to or rejection of such conduct by an individual is used as the basis for employment decisions affecting such individuals, or

c. such conduct has the purpose or effect of unreasonably interfering with an individual's work performance or creating an intimidating, hostile, or offensive working environment. Reenrollment after Dismissal for Violation of Student Conduct Expectations After one six-week term has elapsed, a student whose enrollment was terminated for violation of student conduct expectations that did not result in the involvement of law enforcement officials will have one opportunity for reenrollment in a subsequent term in the next 12 calendar months.

COURSE(S)

1. Active learning: creating the excitement in the classroom

Course ObjectivesThis course is designed to help teachers to develop instructional approaches that transform students from passive listeners to active learners, to incorporate active learning strategies into the daily routine of classroom instruction, and to engage teachers in specific, practical teaching strategies designed to model the use of active learning in the classroom.

Course Outline:

Subject Subject Title Lecture Lab Ext Total Sem Cr Hrs

Module 1 Introduction to Active Learning Theory

5 0 0 5 0

Module 2 Engaging Teaching Techniques

5 0 0 5 0

Total Hours for Program Completion 10Upon successful completion of the program, the student will receive a Certificate of Completion.

Course Descriptions Module 1: Introduction to Active Learning TheorySubject Hours 5Prerequisites: NoneSubject Description: By the end of this module, teachers will be able to:

• Understand the major characteristics associated with active learning• Expose to active teaching resources and establish the teaching

strategies for active learning to happen in the classroom

Module 2: Engaging Teaching TechniquesSubject Hours 5Prerequisites: NoneSubject Description: By the end of this module teachers will be able to:


• Master the basic techniques in engaging learning• Building constructive learning methods and discovery learning and

self-assessment in students

2. Adapting Sheltered Observation Instruction Protocol (SOIP)

Course Objectives

This course is designed to help teachers (especially ELL teachers) which integrate language and content instruction to provide access to mainstream, grade-level content, and to promote the development of language competence.

Course Outline:

Subject Subject Title Lecture Lab Ext Total Sem Cr HrsModule 1 Introduction to The Science of

SOIP Theory5 0 0 5 0

Module 2 SOIP Lesson Planning Process 5 0 0 5 0Total Hours for Program Completion 10Upon successful completion of the program, the student will receive a Certificate of Completion.

Course description Module 1: Introduction to SIOPSubject Hours 5Prerequisites: NoneSubject Description: At the end of the module, teachers will be able to:

• Apply the Comprehensive Sheltered Instruction Observation Protocol (SIOP) to modify teaching methodologies

Module 2: SIOP Lesson Planning ProcessSubject Hours 5Prerequisites: NoneSubject Description: By the end of this module teachers will be able to:

• Meet the needs of English Language Learners and other students without strong language skills

Lead other teachers in the key components of the SIOP methodology and engage in creative teaching activities and reflective teaching practices.


3. Applying Practical Behavior Management Skills

Course ObjectivesThis course is designed to equip teachers with a) Purpose of school policies on behavior and b) Framework for a behavior policy.

Course Outline:


Module 1 School Policies on Behavior and Conduct Expectation

5 0 0 5 0

Module 2 Building Student Management Team 5 0 0 5 0Total Hours for Program Completion 10Upon successful completion of the program, the student will receive a Certificate of Completion.

Course Description Module 1: School Policies on Behavior and Conduct ExpectationSubject Hours 5Prerequisites: NoneSubject Description: At the end of the module, teachers will be able to:

• the importance of working within the school behavior policy• ways of building positive relationships that underpin good behavior

and create a safe learning environment

Module 2: Building Student Management TeamSubject Hours 5Prerequisites: NoneSubject Description: By the end of this module teachers will be able to:

• Find ways of supporting students to develop social and emotional skills

• the skills of positive behavior management and managing conflict and confrontation

• Knowing how to build a team within teachers, counselors, and school administration to support student learning

.

4. Autism Spectrum Disorder Awareness

Course ObjectivesThis course is designed to raise awareness about ASD by highlighting key features related behaviors, and special needs of individuals with ASD.

Course Outline:


Module 1 Understanding ASD Signs and symptoms 5 0 0 5 0


Module 2 Working with ASD Students 5 0 0 5 0Total Hours for Program Completion 10Upon successful completion of the program, the student will receive a Certificate of Completion.

Course Description Module 1: Understanding ASD Signs and symptomsSubject Hours 5Prerequisites: NoneSubject Description: At the end of the module, teachers will be able to:

• Apply Reflective Teaching Principles• Understand the important aspects of autism• Understand the Standards and Indicators of Autism Spectrum

Disorder signs and behavior traits

Module 2: Working with ASD StudentsSubject Hours 5Prerequisites: NoneSubject Description: By the end of this module teachers will be able to:

• Be exposed to information and resources to complete step by step assessment of ASD basic skills for classroom teachers

• Develop strategies for determining instructional design and lesson delivery for students with ASD

.

5. Brain-based Teaching-Constructive Learning Approaches

Course ObjectivesThis course is designed to help teachers understand how the brain learns and to be able to design or applied curriculum and construct the teaching methods to stimulate the learning abilities and potentials of the students.

Course Outline:Subject Subject Title Lecture Lab Ext Total Sem Cr

HrsModule 1 How the Brain Learns 5 0 0 5 0Module 2 Applying Constructive Learning

Approaches5 0 0 5 0


Course Description Module 1: How the Brain LearnsSubject Hours

5

Prerequisites: None


Subject Description:

At the end of the module, teachers will be able to:• Understand the foundation of brain autonomy• Understand how the brain learns and how to keep it healthy and active

Module 2: Applying Constructive Learning ApproachesSubject Hours

5

Prerequisites: NoneSubject Description:

By the end of this module teachers will be able to:• Know how to develop or use different types of constructive teaching methods

and programs with digital device and graphic organizers• Know how to question that develop thinking skills• Know how to develop academic curriculum designing teaching activities,

choosing appropriate teaching methods and materials for the learning to happen.

6. Building Learning Autonomy, Learner Motivation

Course ObjectivesThis course is to help teachers to develop learning autonomy, learning motivation and responsibility for the students.


HrsModule 1 Introduction to Learning Autonomy 5 0 0 5 0Module 2 Building Learning Autonomy Process 5 0 0 5 0Total Hours for Program Completion 10Upon successful completion of the program, the student will receive a Certificate of Completion.

Course DescriptionModule 1: Introduction to Learning AutonomySubject Hours 5Prerequisites: NoneSubject Description:

At the end of the module, teachers will be able to:

• Integrative Learning Classrooms• Learning Classrooms - from Theory into Practice• Educational psychology and motivational theories

Module 2: Building Learning Autonomy ProcessSubject Hours 5Prerequisites: NoneSubject Description:

By the end of this module teachers will be able to:• Motivate Difficult, Disruptive, Disinterested, and Defiant

Learners


• Develop community building skills for the students

7. Child Safety

Course ObjectivesThis course is designed to help school administrators to address and oversees the child safety issue at school to assure the intellectual, emotional, and physical safety rights and supportive and safety learning environment for the whole child development.

Course Outline:Subject Subject Title Lecture Lab Ext Total Sem

Cr Hrs

Module 1 Children Rights and Child Safety Definition

5 0 5 0

Module 2 Building Child Safety Procedure 5 0 5 0Total Hours for Program Completion 10Upon successful completion of the program, the student will receive a Certificate of Completion.

Course Description Module 1: Children Rights and Child Safety DefinitionSubject Hours 5Prerequisites: NoneSubject Description:


• Have the knowledge and skills in educational psychology, emotional safety, child protection, parent relation, and learning needs

• Understand and apply process and procedure of child safety and protection

Module 2: Building Child Safety ProcedureSubject Hours 5Prerequisites: NoneSubject Description:

By the end of this module teachers will be able to:• Proactive in responding and intervention• Become incredible Teachers: Nurturing Children’s Social, Emotional

and Academic Competence• Build Leadership skills and Team Building for Teens


8. Classroom Management and Behavior Management

Course ObjectivesThis course enables teachers to apply collaborative learning teaching approaches to facilitate different types of learning styles, multiple intelligences

Course Outline:


Module 1 Behavior and Psychology 5 0 0 5 0Module 2 Building Positive Psychology and

Behavior5 0 0 5 0


Course Description Module 1: Behavior and PsychologySubject Hours 5Prerequisites: NoneSubject Description:


• Plan the organization of a classroom illustrating optimum use of instructional resources

• Maintain and store of the resources for visual representation of performance for individual students and whole class

• Know how to organize the physical aspects of a classroom

Module 2: Building Child Safety ProcedureSubject Hours 5Prerequisites: NoneSubject Description:

By the end of this module teachers will be able to:• Establish classroom procedure and expectation• Establish classroom schedule and management plan• Establish effective domain-based theoretical model• Align the classroom legal, ethical, and professional issues• Address special needs students and child safety

9. Common Core

Course ObjectivesThis course is designed to help school administrators to comply successfully the Common Core Standards and requirements to maximize their potentials in preparing students to succeed.



HrsModule 1 Understanding Common Core

Standards5 0 0 5 0

Module 2 Teaching to Test or for the Test? 5 0 0 5 0Total Hours for Program Completion 10Upon successful completion of the program, the student will receive a Certificate of Completion.

Course Description Module 1: Understanding Common Core StandardsSubject Hours 5Prerequisites: NoneSubject Description:

At the end of the module, teachers will be able to:• Building knowledge through content-rich nonfiction and

informational texts• Reading and writing grounded in evidence from text• Regular practice with complex text and its academic vocabularyMath:• Focus strongly where the Standards focus

Module 2: Teaching to or for the Test: Case StudiesSubject Hours 5Prerequisites: NoneSubject Description:

By the end of this module teachers will be able to:• Coherence: think across grades, and link to major topics within grades• Analyzing the student’s needs via various case studies among Illinois

public school systems

10. Comprehension at a Higher Level through Computer-Assisted Learning

Course ObjectivesThis course is designed to help teachers to develop an instructional approach in which technology is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive elements.

Course Outline:


Module 1 Computer Assisted Learning Programs (CAL)

5 0 0 5 0

Module 2 CAL Curriculum 5 0 0 5 0Total Hours for Program Completion 10Upon successful completion of the program, the student will receive a Certificate of Completion.


Course DescritionModule 1: CALL ProgramsSubject Hours 5Prerequisites: NoneSubject Description:

At the end of the module, teachers will be able to: Understand the importance of CALL in meeting the needs of

digital native learners.

Module 2: CALL CurriculumSubject Hours 5Prerequisites: NoneSubject Description:

By the end of this module teachers will be able to: Apply CALL approach to teaching and facilitate learning in which

computer technology is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element.

11. Critical Thinking and Problem Solving

Course ObjectivesThis course is designed to help increase teachers’ understanding about plasticity and changeable brain in learning to solve problems and develop critical thinking skills.

Course Outline:Subject Subject Title Lec

tureLab Ext Total Sem Cr

HrsModule 1 How the Brain Learns 5 0 0 5 0Module 2 Developing Critical Thinking

Skills for Young Students5 0 0 5 0


Course Description Module 1: How the Brain LearnsSubject Hours 5Prerequisites: NoneSubject Description:

At the end of the module, teachers will be able to:• Problem solving process.• The Problem Solving Wheel.

Seven (7) principles of Creative Thinking• Pareto Analysis.• Approaches to productive thinking – Edward De Bono.• Evans and Russel creative response to change.


• Listening and Questioning.

Module 2: Developing Critical Thinking Skills for Young LearnersSubject Hours 5Prerequisites: NoneSubject Description:

By the end of this module teachers will be able to:

• Model and Techniques, brain storming.• Kepner and Tregoe’s rational approach.• Chang & Kelly’s six (6) step approach to problem solving.• Structuring and presenting ideas.• Tony Buzan’s ‘Mind Mapping’ approach to issue analysis.• Creative Focus.

Eight (8) types of Creativity.

12. Differentiated Instruction Boosting Academic Performance

Course ObjectivesThis course is designed to help teachers build a conceptual understanding of the model of differentiated instruction (DI), including the philosophical underpinnings of this model. Teachers will be able to explore characteristics and key elements of differentiated instruction, as well as beliefs that guide the DI model and the five nonnegotiable of differentiated instruction.

Course Outline:

Subject Subject Title Lecture Lab Ext Total

Sem Cr Hrs

Module 1 Introduction to Differentiated Instruction Theory

5 0 0 5 0

Module 2 Differentiated Instruction Curriculum

5 0 0 5 0


Course Description Module 1: Introduction to Differentiated InstructionSubject Hours 5Prerequisites: NoneSubject Description:


• Evaluate the current beliefs and practices in light of the DI model and philosophy.

• Demonstrate emerging skills in evaluating the use of five nonnegotiable of DI in the classroom and in classrooms of others.

Module 2: Differentiated Instruction Curriculum


Subject Hours 5Prerequisites: NoneSubject Description:

By the end of this module teachers will be able to:• Begin differentiating the content, process, and product of the lessons

based on the readiness, interests, and learning profiles of the students – complete DI curriculum and Individual learning plans.

• Map out a plan for getting started with DI.• Design strategies for creating student and parent buy-in for

differentiated instruction.

13. Educator Evaluation

Course ObjectivesThis course is designed to prepare teachers and other educators to become active participants and be part of their evaluation.

Course Outline:

Subject Subject Title Lecture

Lab Ext Total Sem Cr Hrs

Module 1 Educator Evaluation Process 5 0 0 5 0Module 2 Developing Self-Improvement

Plan5 0 0 5 0


Course Description Module 1: Educator Evaluation ProcessSubject Hours 5Prerequisites: NoneSubject Description:


• Apply Reflective Teaching Principles• Understand the important aspects of the educator evaluation

frameworks• Understand the Standards and Indicators on the performance rubric

Module 2: Developing Self-Improvement PlanSubject Hours 5Prerequisites: NoneSubject Description:

By the end of this module teachers will be able to:• Be exposed to information and resources to complete Step 1 of the 5-

Step evaluation cycle: self-assessment• Know how to identify their student learning and professional practice

goals


• Develop strategies for determining high quality artifacts of practice and measures of student learning

14. Engaging Emotional Intelligences for Learning Retention and Learning Autonomy

Course ObjectivesThis course is designed to help teachers explored the relationship between emotional intelligence and learner autonomy in and their impact on student retention

Course Outline:


Module 1 Introduction to Emotional Intelligences Theory

5 0 0 5 0

Module 2 Self-Applying EI for Learning Retention

5 0 0 5 0


Course Description Module 1: Introduction to Emotional IntelligencesSubject Hours 5Prerequisites: NoneSubject Description:


• Master the theory of Emotional Intelligences• Be able to apply EI theory in daily classroom teaching practice

Module 2: Self-Applying EI for Learning RetentionSubject Hours 5Prerequisites: NoneSubject Description:

By the end of this module teachers will be able to:• Know how to develop positive, healthy, productive relationships with

the students and parents;• Know how to help students solve problems and make good

choices/decisions;Stay attuned with today educational psychology for education and emotional intelligences for learning retention


15. Information and Communication Technologies

Course ObjectivesThis course is designed to help school administrators, educators, teachers, and college students to master the use of ICT in teaching and learning to improve student’s learning motivation and outcomes.


Cr HrsModule 1 ICT Skills for Educators 5 0 0 5 0Module 2 Lesson Planning for Some

Common ICT Programs and Software

5 0 0 5 0


Course Description Module 1: ICT Skills for EducatorsSubject Hours 5Prerequisites: NoneSubject Description:


• Use prezi effectively for teaching and learning,• Apply Apps, tablet, SMART products, computer assisted learning,…

etc.• Build online platform such as Blackboard, MOODLE• Teach online or distance or blended courses

Module 2: Lesson Planning Techniques for Some Common ICT Programs and SoftwareSubject Hours 5Prerequisites: NoneSubject Description:

By the end of this module teachers will be able to:• Brainstorm different lesson planning models and techniques to

maximize the power of engaging learning for the students using ICT programs

• Analyzing ICT application case studies across the states to learn from the experience

16. Language Testing, Assessment, and Evaluation

Course ObjectivesThis course is designed to help teachers to differentiate, develop, and implement different types of testing tools, assessment methods, and evaluation procedures with the purpose to improve language learning and teaching quality.



Cr Hrs

Module 1 Testing, Assessment, and Evaluation Foundations

5 0 0 5 0

Module 2 Using Informative Assessment Methods for Reflective Teaching

5 0 0 5 0


Course Description Module 1: Testing, Assessment, and Evaluation FoundationsSubject Hours 5Prerequisites: NoneSubject Description:


• Understand different procedures used to obtain information about student performance

• Make decision about student performance and about appropriate teaching performance and teaching strategies

• Understand different method of assessment such as formal-informal, summative -informative assessment

Module 2: Applying Informative Assessment Methods for Reflective TeachingSubject Hours 5Prerequisites: NoneSubject Description:

By the end of this module teachers will be able to:• Know how to observe the impact of the various applications of

assessment methodology

• Know how to assess the process of identifying, gathering and interpreting information about students' learning.

• Know how to provide information on student achievement and provide information and progress and set the direction for ongoing teaching progress for ongoing teaching and learningUnderstand the acquisition of general skills, disciplinary knowledge and competences via different measurements

17. Making Input Comprehensive in Language Teaching

Course ObjectivesThis course is designed to help teachers to shift from traditional language teaching method by applied today science of second language acquisition and learning motivation.


Course Outline:Subject Subject Title Lectu

reLab Ext Total Sem

Cr Hrs

Module 1 Testing, Assessment, and Evaluation Foundations

5 0 0 5 0

Module 2 Using Informative Assessment Methods for Reflective Teaching

5 0 0 5 0


Course Description Module 1: Introduction to Comprehensible Input HypothesisSubject Hours 5Prerequisites: NoneSubject Description:


• Be refreshed with different language teaching theories and principles.• Apply different teaching methods and strategies.• Understand different styles of learning styles and multiple intelligences

Module 2: Communicative Teaching ApproachSubject Hours 5Prerequisites: NoneSubject Description:

By the end of this module teachers will be able to:• Use different type of assessment tools to reflect the teaching process• Apply technology to facilitating communication via different teaching

methods• Know how to present the lesson using different lesson plan models.

18. Memory and Learning Retention

Course ObjectivesThis course is designed to help teachers to improve their teaching practice by increase the student’s memory and learning retention.

Course Outline:Subject Subject Title Lectur

eLab Ext Total Sem

Cr HrsModule 1 Memory 5 0 0 5 0Module 2 Learning Retention 5 0 0 5 0Total Hours for Program Completion 10Upon successful completion of the program, the student will receive a Certificate of Completion.


Course Description Module 1: MemorySubject Hours 5Prerequisites: NoneSubject Description: By the end of this module teachers will be able to:

• Understand how the brain learns and how memory works.• Understand part of the brain functions

Module 2: Learning RetentionSubject Hours 5Prerequisites: NoneSubject Description: By the end of this module teachers will be able to:

• Develop different methods in helping students comprehend the new input, remember, retrieve and perform the new input.

• Apply different types of teaching activities for learning engagement• Shift from traditional teaching assessment and measurement for

evaluation to using different types of testing for learning reflection.

19. Positive Behavior Management

Course ObjectivesThis course is designed to present best practices in behavior and classroom management - by assisting teachers address behavior problems in an effective manner. The positive behavior classroom strategies presented in this program were selected from among those that have empirical evidence of effectiveness.


reLab Ext Total Sem Cr

HrsModule 1 Memory 5 0 0 5 0Module 2 Learning Retention 5 0 0 5 0Total Hours for Program Completion 10Upon successful completion of the program, the student will receive a Certificate of Completion.

Course Description Module 1: The Psychology of BehaviorSubject Hours 5Prerequisites: NoneSubject Description:


• Understand the school systemic change in building Positive Behavior Support Team

• Understand the roots of misbehavior to show the students the care and compassion they need to build their self-esteem, to create a safe learning environment where they students feel belonged and accepted


Module 2: Positive Behavior ManagementSubject Hours 5Prerequisites: NoneSubject Description:

By the end of this module teachers will be able to:• Obtain new strategies in identifying and preventing as well as

intervening behavior problem.• Review some classroom management techniques that works

20. Pre-School Teaching

Course ObjectivesThis course aims to support schools and organizations in trouble shooting thresholds, provide relevant training and support on topics such as Child Development, Child safety and Early Intervention based on early signs.



HrsModule 1 Child Development 5 0 0 5 0Module 2 Teaching Young Learners 5 0 0 5 0Total Hours for Program Completion 10Upon successful completion of the program, the student will receive a Certificate of Completion.

Course Description Module 1: Child DevelopmentSubject Hours 5Prerequisites: NoneSubject Description:


• Understand early childhood foundation and teaching pre-school theories and principles (Brain Development and Learning, Prominent Early Childhood Theorists

• Developmental Domains in Early Childhood Development)• Understand the roles of parenting and child development

Module 2: Teaching Young LearnersSubject Hours 5Prerequisites: NoneSubject Description:

By the end of this module teachers will be able to:• Have knowledge about nutrition and safety growth

Define quality care and develop career loyalty to early childhood education.• Applying Early Childhood Education teaching methods


21. Principles of Educational Leadership and Administration

Course ObjectivesThis course aims to increases school leaders and administrators’ effectiveness result in students learning outcomes.

Course Outline:


Module 1 Educational Leadership Skills

5 0 0 5 0

Module 2 School Administration Skills

5 0 0 5 0


Course description Module 1: Educational Leadership SkillsSubject Hours 5Prerequisites: NoneSubject Description: By the end of this module teachers will be able to:

• Acquire the knowledge about theories of educational administration and management and leadership,

• Obtain the necessary skills to lead, change, and manage schools,• Apply the professional learning communities, school leadership

capstone, lead, and manage effective curriculum design,• Understand and apply educational issues and ethics,• Perform public relation and community development,• Perform program evaluation, quality assurance, accreditation

compliance, and management qualification,• Manage Human Resources, School Cafeteria, and transportation

department,• Construct assessment and evaluation tools,• Supervising Youth Development – School Counseling, school safety

and Security Procedures• Practice Child Safety• Be prepared for organizational change in the field of school

administration,• Build strategic planning and writing school mission statement

Module 2: School AdministrationSubject Hours 5Prerequisites: NoneSubject Description: By the end of this module teachers will be able to:

• Apply basic school accounting and book keeping,


• Manage school labs• Understand the critical issues in school transformation• Engaging and graduating KG students: Preventing Dropouts• Build pathways to confidence, empowerment and learner

achievement• Understand and apply principle of educational psychology in

learner motivation and help the student establish lifelong learning attitude.

• Establish career loyalty and teachers as change agents• Be equipped with educational technologies to address the needs

of digital natives• Be prepared for national educational policies, trends, and needs

for school transformation

22. Leading Effective Curriculum Design and Academic Leadership

Course ObjectivesThis course is designed to help school leaders and administrators to take initial action in curriculum development to meet today educational needs resulting in students’ learning outcome and attitude.



HrsModule 1 Effective Curriculum Design 5 0 0 5 0Module 2 Academic Leadership Skills 5 0 0 5 0Total Hours for Program Completion 10Upon successful completion of the program, the student will receive a Certificate of Completion.

Course Description Module 1: Effective Curriculum DesignSubject Hours 5Prerequisites: NoneSubject Description:

By the end of this module teachers will be able to:• Build curriculum development team• Understand processes and models of different types of curricula

Module 2: Academic Leadership SkillsSubject Hours 5Prerequisites: NoneSubject Description:

By the end of this module teachers will be able to:• Achieve the standards and expectation of the Common Core• Integrate differentiated learning and instruction,• Understand the importance of continues reassessment• Perform quality assessment and evaluation


23. SAT, ACT, IELTS, TOEFL Preparation

Course ObjectivesThese courses are designed to help non-native speakers of English successfully obtain high scores in their standardized tests.

Course Outline:

Subject Subject Title Lecture

Lab Ext Total Sem Cr Hrs

Module 1 Understanding Standardization Test Structures and Objectives

5 0 0 5 0

Module 2 Developing Focus for Test Taking Strategies and Skills

5 0 0 5 0


Course Description Module 1: Understanding Standardization Test Structures and ObjectivesSubject Hours 5Prerequisites: NoneSubject Description: By the end of this module teachers will be able to:

• Understand the structure of the test.• Master the knowledge content and materials• Master the test taking strategies

Build cognition and meta-cognitive skills via test taking and learning for the test.

Module 2: Developing Focus for Test Taking Strategies and SkillsSubject Hours 5Prerequisites: NoneSubject Description: By the end of this module teachers will be able to:

• Know how to inspire students and help build their confidence• Know how to help students stay focused• Know how to help students build learning plan and test taking

readiness.

24. Seven Habits of Effective Learners

Course ObjectivesThis course is designed to help teachers with comprehensive and structured approach in building effective learning habits for highly effective learners.

Course Outline:

Subject Subject Title Lectu Lab Ext Total Sem Cr


re HrsModule 1 Psychometric Self-Assessment 5 0 0 5 0Module 2 Setting Personal and Career

Objectives5 0 0 5 0


Course Description Module 1: Psychometric Self-AssessmentSubject Hours 5Prerequisites: NoneSubject Description: By the end of this module teachers will be able to:

Complete the standard and scientific method used to measure individuals' mental capabilities and behavioral style, as well as traits

Module 2: Setting Personal and Career ObjectivesSubject Hours 5Prerequisites: NoneSubject Description: By the end of this module teachers will be able to:

• The Seven Habits of Highly Effective Learners

• Definition of career path and personal achievement goals

25. Teacher’s Career Loyalty

Course ObjectivesThis course is designed to help teachers not only feel successful and accomplished in their daily work but also help them enjoy their work more and seek life purpose in teaching career.


HrsModule 1 Psychometric Self-

Assessment5 0 0 5 0

Module 2 Setting Personal and Career Objectives

5 0 0 5 0


Course Description Module 1: Psychometric Self-AssessmentSubject Hours 5Prerequisites: NoneSubject Description: By the end of this module teachers will be able to:

Complete the standard and scientific method used to measure individuals' mental capabilities and behavioral style, as well as traits


Module 2: Setting Personal and Career ObjectivesSubject Hours 5Prerequisites: NoneSubject Description: By the end of this module teachers will be able to:

• The Seven Habits of Highly Effective Educators• The Successful New Teacher: Building Pathways to Confidence,

Empowerment and Learner Achievement• Definition of their life purpose and differentiate job and career

objectives.• Reinforce the oath of teaching career

26. Informative Assessment Techniques

Course ObjectivesThis course is designed to help K-12 teachers and last-year college students to obtain the necessary teaching knowledge and skills, to acquire the latest science and research studies of the instructional methodologies and educational technologies, and to establish the career loyalty as effective educators and change agents to be attuned to today educational needs.

Course Outline:


Module 1 Principles of Informative Assessment

5 0 0 5 0

Module 2 Informative Assessment Methods

5 0 0 5 0


Course Description Module 1: Principles of Informative AssessmentSubject Hours 5Prerequisites: NoneSubject Description: By the end of this module teachers will be able to:

• Acquire the latest science of education theories, principles, and teaching methodologies,

• Apply the science, theories and practice of brain-based teaching,

Module 2: Informative Assessment MethodsSubject Hours 5Prerequisites: NoneSubject Description: By the end of this module teachers will be able to:

• Develop academic practices and pedagogic strategies, collaborative learning and multiple intelligences, as well as emotional intelligences in constructing the lesson planning and building


curriculum,• Establish creative and critical thinking: Creating space for

innovation in delivering lessons and assessing learning outcomes

27. Teaching Special Needs Students

Course ObjectivesThis course is designed to help K-12 teachers and last-year college students to obtain the necessary teaching knowledge and skills, to acquire the latest science and research studies about different types of special needs and obtain the know-how to help the students achieve their most potential.


HrsModule 1 All About Special Needs

Learners5 0 0 5 0

Module 2 Teaching Special Needs Students

5 0 0 5 0


Course Description Module 1: All About Special Needs StudentsSubject Hours 5Prerequisites: NoneSubject Description:

By the end of this module teachers will be able to:• Understand and recognize different types of special needs• Understand and recognize early signs and symptoms of common special

needs

Module 2: Teaching Special Needs StudentsSubject Hours 5Prerequisites: NoneSubject Description:

By the end of this module teachers will be able to:• Psychometric Assessment and Report• Multiple Intelligences and Social Intelligences• Self-Discovery• Self-Management• Understanding Cognitive Skills• Metacognitive Skills Development• “Dream Catching” Activities• Build support team to accommodate special needs students


28. Teaching English to Speakers of Other Languages

Course ObjectivesThis course is designed to support in-service teachers who are working with ELL students or to certify college students, to become international recognized –qualified ESL/EFL /ELL teaching with the latest teaching methodologies and science

Course Outline:Subject Subject Title Lectur

eLab Ext Total Sem Cr

HrsModule 1 TESOL Foundations 5 0 0 5 0Module 2 TESOL Curricula,

Assessment, and Learner Motivation

5 0 0 5 0


Course Description Module 1: TESOL FoundationsSubject Hours 5Prerequisites: NoneSubject Description: By the end of this module teachers will be able to:

• Acquire the linguistics knowledge, theories, principles, and foundations of TESOL field.

• Learn to teach language skills and elements• Apply computer assisted language learning

Module 2: TESOL Curricula, Assessment and Learning MotivationSubject Hours 5Prerequisites: NoneSubject Description: By the end of this module teachers will be able to:

• Build curriculum, create program evaluation, testing, assessment, and evaluation

• Know how to motivate language learners and raise awareness about multicultural competence

Teach a variety of English for specific purposes courses such as IELTS, TOEFL, SAT, ACT

29. Principles of Testing, Assessment, and Evaluation

Course ObjectivesThis course is designed to help teachers to differentiate, develop, and implement different types of testing tools, assessment methods, and evaluation procedures with the purpose to improve their language learning and teaching quality.



HrsModule 1 Current Practice of

Testing, Assessment and Evaluation

5 0 0 5 0

Module 2 Assessments and Curriculum Development Process

5 0 0 5 0


Course Description Module 1: Current Practice of Testing, Assessment, and EvaluationSubject Hours 5Prerequisites: NoneSubject Description:

By the end of this module teachers will be able to:• Understand different procedures used to obtain information about

student performance• Make decision about student• performance and about appropriate teaching performance and teaching• strategies

• Understand different method of assessment such as formal-informal, summative -informative assessment

Module 2: Assessments and Curriculum DevelopmentSubject Hours 5Prerequisites: NoneSubject Description:

• Know how to observe the impact of the various applications of assessment methodology on curriculum development process

• Know how to assess the process of identifying, gathering and interpreting information about students' learning.

• Know how to provide information on student achievement and provide information and progress and set the direction for ongoing teaching progress for ongoing teaching and learning

• Understand the acquisition of general skills, disciplinary knowledge and competences via different measurements


GRADING AND MARKING SYSTEM USED

Numeric Grade Letter Grade

90 – 100 A

80 – 89 B

70 – 79 C

60 – 69 D

Below 60 F

Incomplete I

Withdrawal W

SATISFACTORY PROGRESS AND ACADEMIC PROBATION POLICIES

A cumulative grade average of at least 70% is required for the student to receive the course certificate. Students will receive written notification of their progress at the midpoint and end of each course evaluation period. A student who is not making satisfactory progress at the midpoint will be placed on academic probation for the remainder of the progress evaluation period. The school director will counsel the student placed on probation prior to the student returning to class. The date, action taken, and terms of probation will be clearly indicated in the student's permanent file. If the student does not achieve satisfactory progress by the end of the probationary period, the student's enrollment will be terminated.

ATTENDANCE POLICY

If a student is absent for 5 consecutive school days or more than 25% of scheduled the course time for the course, whichever is less, the student's enrollment in the course will be terminated.

A student whose enrollment was terminated for violation of the attendance policy may not reenroll before the start of the next progress evaluation period. This provision does not circumvent the approved refund policy.


LEAVES OF ABSENCEThe school director may grant a leave of absence after determining that good cause is shown. A student may have no more than two leaves of absence in a 12-month calendar period, and may be on leave of absence no more than 30 calendar days during that 12-month calendar period. School attendance records will clearly define the dates of the student's leave of absence. A written statement of the reason(s) leave of absence was granted, signed by both the student and the school director indicating approval, will be placed in the student's permanent file. A student's enrollment in the program will be terminated if the student fails to return as scheduled from an approved leave of absence.

MAKE-UP WORK

No more than 5% of the total course time hours for a course may be made up. Make-up work shall:

(1) be supervised by an instructor approved for the class being made up; (2) require the student to demonstrate substantially the same level of knowledge or

competence expected of a student who attended the scheduled class session; (3) be completed within two weeks of the end of the grading period during which the

absence occurred; (4) be documented by the school as being completed, recording the date, time, duration of the make-up session, and the name of the supervising instructor; and (5) be signed and dated by the student to acknowledge the make-up session.

SCHOOL POLICY REGARDING STUDENT CONDUCT

Students miss more than 30 hours of 1 week training will be terminated from the program.

REQUIREMENTS FOR GRADUATION

Students will be awarded certificate of completion when passing 70% of the program.

SCHOOL PLACEMENT ASSISTANCE POLICY

All students will be assisted with:-resume building

-letter of recommendation for work in teaching field

-provided list of hiring schools


POLICIES/PROCEDURES TO RESOLVE STUDENT GRIEVANCES/COMPLAINTS

PROCEDURES FOR HANDLING STUDENT COMPLAINTS

1. Introduction. MEG has a variety of procedures for dealing with student-related issues, including grade appeals, academic integrity violations, student discipline, and disclosure of student records, student elections, sexual harassment complaints, disability accommodations, and discrimination.

2. Determination of Appropriate Procedure. If students have any question about including grade appeals, academic integrity violations, student discipline, disclosure of student records, student elections, sexual harassment complaints, disability accommodations, and discrimination, they should consult with the course admin Sarah Nasir.

3. Informal Resolution. Students are encouraged to attempt to resolve complaints informally with the advisor.

4. Formal Complaint. If the student does not pursue informal resolution, or if informal resolution is unsuccessful, the student may file a written complaint with CAO.

A. The complaint shall be filed within 30 calendar days of the alleged conduct unless there is good cause shown for delay, including but not limited to delay caused by an attempt at informal resolution. The complaint shall be as specific as possible in describing the conduct complained of.

B. The CAO shall promptly send a copy to the faculty/staff member about whom the complaint is made, along with a letter stating that the filing of the complaint does not imply that any wrongdoing has occurred and that a faculty member must not retaliate in any way against a student for having made a complaint.

C. The CAO shall make a call conference with the complaining student and faculty/staff member, either separately or together, to discuss the complaint and to try to resolve it. The CAO may seek the assistance of the course admin.

D. If resolution is not possible, and the CAO shall recommend the students to bring the complaints to the Agency, Texas Workforce CommissionCareer Schools and Colleges, Room 226T101 East 15th StreetAustin, Texas 78778-0001Phone: (512) 936-6959http://csc.twc.state.tx.us/


5. Subsequent Action. Following the completion of these procedures, the CAO will file the complaints regardless it is solved or recommend to the Agency; and will follow up with the solution from the Agency.

True and Correct Statement

I hereby certify that the statements and information in this catalog are true and correct to the best of my knowledge and belief.

_____________________________SIGNED BY DIRECTOR OR OWNER


Date post:	29-Mar-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

Career Schools & Colleges Form CSC 001XOUT:...

Documents