400

Prerequisite: EDUC 412 and EDUC 469. Open only to students enrolled in Phase II of the secondary teacher certification program. Candidates explore research and best practices for creating a positive, equitable, and effective classroom environment. Topics include classroom management, culturally responsive practice, and current issues in secondary education.  This course connects to the Phase II 1.5 day per week internship.

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. This course connects to the Phase 1 half-day per week field experience. 

Prerequisites: 18 credits in the major subject, EDUC 412 and EDUC 469. 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. This course connects to the Phase II 1.5 day per week internship.

Prerequisite: EDUC 409 and EDUC 413. 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. This course connects to the Phase 1 half-day per week field experience.

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.

Prerequisite: EDUC 448D; admittance to Phase III. 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 448C; admittance to Phase III. 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 448B; admission to Phase III. 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 448A; admission to Phase III. 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 edTPA.

Prerequisites: EDUC 409 and EDUC 413. Open only to students in Phase I of the secondary teacher certification program. Students are introduced to strategies and tools for differentiating instruction within general education classrooms. Topics include approaches for adapting the curriculum to meet the needs of students with identified disabilities. This course connects to the Phase 1 half-day per week field experience.

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.

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.