400

Prerequisite: EDUC 445. Open only to students enrolled in Phase II of the secondary teacher certification program. This seminar is taken during the first semester of the yearlong internship. In Phase II, candidates complete 1.5 days per week in a directed and evaluated teaching experience in a designated secondary PDS. In the accompanying seminar, there is emphasis on learning about instructional and behavioral management through observation of experienced teachers and systematic reflection on experiences within the framework of the lnTASC Standards.

Prerequisite: EDUC 400. Open only to students enrolled in Phase III of the secondary teacher certification program. Implementation of unit and lesson plans for student learning using InTASC and content area standards. Course participants engage in a forum about professional issues for becoming a teacher and develop the Secondary Exit Folio.

Prerequisites: EDUC 204 and EDUC 308. Open only to students enrolled in Phase I of the secondary teacher certification program. This course covers the features of disciplinary literacy, including examination of theory and best practices in developing content literacy for secondary students. Topics include an examination of various types of literacies, cognitive comprehension processes, complex text features, and vocabulary. Additionally, learner characteristics, equity, and student engagement, as they relate to literacy, will be emphasized. Field experience required. 

Prerequisites: 18 credits in the major subject, EDUC 412, EDUC 413 and EDUC 445. Open only to students enrolled in Phase II of the secondary teacher certification program. A study of the theories and best practices for the content areas: art, English, foreign language, history, mathematics or science in grades 7-12 (preK-12 for art and foreign language). Topics include lesson planning, multiculturalism, critical thinking, technological resources and differentiated instruction.

Prerequisite: EDUC 409. Open only to students enrolled in Phase I of the secondary teacher certification program. This course develops candidates' competence with theory and best practices related to content literacy in secondary classrooms, including academic language, discourse, writing, and multimodal literacy support, and instruction. Emphasis is on creating student-centered learning environments and supporting diverse learners in all aspects of literacy. Field experience required. 

Prerequisites: EDUC 204 and EDUC 308. Open only to students in Phase I of the secondary teacher certification program. This course is an introduction to principles of teaching and learning in the secondary/content classroom. Candidates study and practice effective planning to maximize student learning. Planning for differentiated learning to meet individual learning modalities, styles, and student needs is emphasized. Course culminates with student learning long-term planning project in the candidate's content area. This course includes a half day per week, course-related field experience in a designated secondary Professional Development School (PDS).

Prerequisites: EDUC 411 and EDUC 469. Open only to students enrolled in Phase III of the secondary teacher certification program. Extra fee. Directed and evaluated teaching experience in a designated secondary Professional Development School. There is an emphasis on discipline-specific planning, implementing and assessing instruction, maintaining diverse learning communities and a focus on academic and social outcomes.

Prerequisite: Admission to Phase II. This course is designed to assist teacher candidates and in-service teachers in becoming proficient consumers and users of classroom-based assessment and assessment data. Participants will explore the purposes of assessment and the types of assessment tools, learn how to administer and use valid and reliable, formal and informal assessments of literacy and related skills, examine how to effectively interpret the results of assessments, and learn how to communicate assessment results in a variety of contexts.

Prerequisites: EDUC 204 and EDUC 308. Open only to students in Phase I of the secondary teacher certification program. A survey of theories and practice in educational assessment which prepares secondary education candidates to analyze data from school demographics and create, apply and interpret results from preassessment, formative, summative and standardized assessment instruments to improve instruction and student achievement. This course includes a half day per week, course-related field experience in a designated secondary Professional Development School (PDS).

Prerequisite: EDUC 349D; admittance to Phase III. Extra fee. Supervised teaching in a designated elementary PDS. The elementary/special education candidate will be in a grade 1-5 placement full-time throughout the semester.

Prerequisite: EDUC 349C; admittance to Phase III. Extra fee. Supervised teaching in a designated elementary or middle school PDS. The elementary/special education candidate will be in a special education program for students with mild/moderate disabilities full-time throughout the semester.

Prerequisite: EDUC 349B; admission to Phase III. Extra fee. Supervised teaching in a designated elementary PDS. The early childhood candidate will be in a pre-K or kindergarten placement full-time throughout the semester.

Prerequisite: EDUC 349A; admission to Phase III. Extra fee. Supervised teaching in a designated elementary PDS. The early childhood education candidate will be in a grade 1-3 placement full-time throughout the semester.

Prerequisite: Admission to Phase III. Taken with the final phase of the yearlong teaching internship. Candidates will analyze their roles and their development as teachers as they implement instruction and will complete the Exit Folio.

Prerequisites: EDUC 412, EDUC 413 and EDUC 445. Open only to students enrolled in Phase II of the secondary teacher certification program. Designed to introduce students to strategies for differentiating instruction within the general education classrooms. Addressed are approaches for adapting the curriculum to meet the needs of students with identified disabilities.

Prerequisite: By invitation of the department. The departmental honors paper is a two-semester senior-year program designed for students who wish to pursue intensive research or special projects in close coordination with faculty advisers. Departmental honors students are known as the Christine P. Tischer Scholars and receive 6 credits for this work.