To complete the TILA program the candidate must show competency and complete coursework and/or document relevant life experience in all of the following strands:

• Multicultural Education (LLC 5140)
• Workshop in Language and Literacy (LLC 5020)
• Assessment and Instruction (LLC 5055)
• Literacy Interventions for Students with Disabilities (SPED 5780)
• Teacher Research

The Teacher Institute at La Academia, in partnership with the University of Colorado - Denver will offer a variety of graduate level courses that comprise the curriculum in order to scaffold learning toward proficiency in each Strand. These courses offer graduate credit through the Professional Studies Department and may be applied towards a variety of professional certificate programs in the University of Colorado at Denver.

The following are a sample of the University of Colorado at Denver sponsored classes that are offered:

TEACHER RESEARCH

The purpose of this course is to formalize and name the research process as well as introduce teachers to specific teacher action research skills.  Throughout tthis course you will be challenged to use what you learn to inform your own teaching and that of the profession. Through active engagement with the skills, knowledge, and attitudes needed to perform inquiry-based research, teachers will be able to ask and answer critical questions about teaching and learning.  Skills learned and practiced here will provide the foundation you need to become a lifelong teacher-researcher able to work toward systemic change within educational systems.  This is a survey course that examines the purposes of research, the methods of quantitative and qualitative research, and the processes involved in research studies.  The primary aims of this course are to improve student skills as informed consumers of research and to provide them with the skills to conduct their own research. 

LITERACY AND LANGUAGE TEACHING

This course is a study in the use of assessment data as a guide for making instructional decisions.  The participants will explore a variety of assessments of language proficiency, literacy and content concepts.  The participants will use data to make decisions about how to best differentiate instruction and document student progress over time.  Increased expertise and working knowledge in these areas will provide participants with additional tools for their work as instructional leaders coaching classroom teachers.

SEMINAR IN SPECIAL EDUCATION AND LEGAL ISSUES

This course provides teacher licensure candidates who are seeking secondary, elementary, or special education generalist endorsement with a general overview of the year long licensure program. The course will overview the professional development process inherent in the program, the specific requirements and expectations, as well as avenues for research and discussion of related topics and areas of study in order to prepare the candidate for a career in teaching.

LINKING ASSESSMENT AND INSTRUCTION

This strand assists teacher candidates in linking assessment with instruction, in learning how to use a variety of formal and informal assessment instruments, and to better understand the role assessment plays in curriculum and instruction. Courses incorporated in this strand are SPED 5140 Advanced Assessment and LLC 5055 Linking Assessment and Instruction. Special trainings are provided for those candidates seeking a special education endorsement in Woodcock Johnson III and other standardized assessments.

LITERACY INTERVENTIONS FOR STUDENTS WITH DISABILITIES

In this course we will examine what it takes to be literate, what can interfere with literacy, and how to best support the comprehension and word identification in the classroom.  Research in literacy development and instruction will support our investigations of students’ interactions using the reading and writing process. The course is organized around the five essential components of comprehensive reading instruction (phonemic awareness, phonics, fluency, vocabulary and comprehension) to include current research-based reading, discussion and opportunities to apply learning to a multi-tiered Response to Intervention model.  Problem-solving and progress monitoring are emphasized so the course has strong applicability to diverse educational settings and learners. We will question organizational structures, methods, and materials for literacy instruction that support a variety of student populations.  We will analyze instructional methods and techniques to support literacy development for both skilled and struggling learners.  We will consider organizational structures and strategies which support literacy learning across content areas in all classrooms.  We will discuss what students needs before, during, and after reading in order to comprehend and respond to text.  We will consider what students need to create and construct high quality writing and how these efforts can be supported across the curriculum.  As this course follows a ‘workshop’ structure, candidates are strongly encouraged to try out the various methods, materials, and ideas presented in the course, and then share their results and outcomes in class discussions.

MULTICULTURAL EDUCATION

This course provides an introduction to multicultural education and the sociopolitical issues surrounding the multicultural context of U.S. schools today, including the legal and historical factors of language education related to school policy and practice.  Multicultural education is (1) a philosophy based on cultural pluralism; and, (2) a process for broad-based comprehensive school reform that explores alternatives to the inequalities that exist in U.S. education. The course begins with the examination of culture as a framework through which our identities are shaped. Students will be prompted to examine culture through their participation in various local communities of practice and microcultures, including: socio-economic class, ethnicity and race, religion, gender, language, ability, age - to mention a few. In addition, the acculturation process will be examined, in particular the act of schooling as acculturation. Students will collect and examine data relevant to real-world teaching contexts (e.g., district, school, classroom).  After analyzing these data by applying relevant theoretical constructs, students will make plans for change or growth relevant to (1) the impact of culture on learners and teachers; (2) creating equitable educational environments in education; and, (3) enhancing instruction and curriculum to foster a quality education that is multicultural and demonstrates respect for cultural pluralism.  Students will also participate in a video lab, which will be grounded in and clearly reference ME theory and practice.