400

A seminar taken during the first semester of the year-long teaching internship. Teacher candidates explore research and best practices for creating a positive and effective classroom environment for all students as outlined in the Charlotte Danielson Framework for Teaching. Topics include lesson planning and preparation, classroom management and restorative practices, student engagement and effortful thinking, writing an education philosophy and preparing for teacher interviews. This course connects to the Phase II 1.5 day per week field experience and must be taken in Phase II.

Prerequisites: EDUC 204 and EDUC 308. Open only to students enrolled in Phase I of the secondary teacher licensure 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 licensure 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 licensure 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.

This course equips early childhood and elementary/special education teacher candidates with the skills to design and implement effective math instruction. Candidates will sequence learning targets, create engaging and collaborative learning experiences, address misconceptions, and design rich mathematical tasks. Emphasis is placed on assessment, instructional strategies, and supporting perseverance in math.

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.

This course equips teacher candidates in general and special education with the essential skills and strategies to create safe, inclusive, culturally responsive learning environments to support all students to become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. Emphasis is placed on positive behavior supports, collection of behavior assessment data, and development of behavior interventions.

Prerequisite: EDUC 448D; admittance to Phase III. Supervised teaching in a designated elementary partner school. 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 partner school. The elementary/special education candidate will be in a special education program for students with mild/moderate disabilities full-time throughout the semester.

A seminar taken during the first semester of the year-long teaching internship. Teacher candidates explore research and best practices for creating a positive and effective classroom environment for all students as outlined in the Charlotte Danielson Framework for Teaching. Topics include lesson planning and preparation, classroom management and restorative practices, student engagement and effortful thinking, writing an education philosophy and preparing for teacher interviews. This course includes a two to three days per week internship in an assigned school partner classroom. EDUC 450 must be taken in Phase II.

Prerequisite: EDUC 448B; admission to Phase III. Supervised teaching in a designated elementary partner school. 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 partner school. 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 licensure 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.