49 courses with the subject TEAC, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
An in-depth study of a particular Teaching theme. Special Notes: Topics courses should serve as elective courses.
Supervised observation in K-12 inclusive education setting. Analysis of student needs, classroom environments, and related cultural factors. Development of a personal standard for effective teaching. Implementation of effective lesson plans. Impact of personal faith on the special education teacher role. Prerequisites: TEAC 526. Special Notes: 30 hours over 8 weeks in a general education K-12 setting.
Reading methods and processes with a strong emphasis on comprehension and vocabulary development. Language arts skills: writing, process, grammar, spelling, drama, listening and speaking skills, viewing skills for students in the elementary classroom. A variety of creative and critical response modes to integrate literature across the curriculum. Prerequisites: SPED 322.
Applies methods and strategies to design and implement standards-based elementary math lessons using diverse materials, technology, and representations. Creates assessments to evaluate student performance. Identifies effective classroom management practices and implements differentiated instruction. Explores connections between biblical principles and culturally relevant mathematics teaching. Special Notes: This course includes a 35-hour field experience in a K-6 setting.
Applies methods and strategies to design and implement standards-based elementary science lessons. Creates assessments to evaluate student progress and performance. Identifies effective classroom management practices in a technology-integrated environment. Implements differentiated instruction, follows safety guidelines for specimens, data, chemicals, and equipment, and examines current science topics from a Christian and ethical perspective.
Applies methods and strategies to design and implement standards-based elementary social studies lessons using diverse materials and technology. Creates and implements formal and informal assessments to evaluate student progress. Identifies classroom management practices in a technology-integrated environment. Implements differentiated instruction and examines the role of social studies teaching from a Christian or personal worldview perspective.
Principles, curriculum, and methods of teaching health and physical education in grades K-6. Role of the teacher and school in responding to the special health and physical education needs of elementary-age students.
Applies methods and strategies to design standards-based elementary visual and performing arts lessons. Creates assessments to evaluate student performance. Identifies effective classroom management practices in a technology-integrated environment. Implements differentiated instruction. Explores the history, philosophy, and purposes of arts education and examines the role of teaching visual and performing arts from a Christian or personal worldview perspective.
Analysis of the impact communication and teaching practices have on student learning. Consideration of the learner’s needs while aligning an instructional plan to help ensure student success. Application of appropriate academic language related to lesson planning, instruction, and assessment in the K-12 environment. Prerequisites: SPED 205, SPED 309, SPED 322, SPED 401, SPED 410, SPED 418, SPED 432, SPED 442, SPED 454, SPED 470, SPED 474, TEAC 395, TEAC 521, TEAC 524, TEAC 526. Corequisites: SPED 480.
Strategies for managing student behaviors to maximize learning. Use of classroom teaching strategies, information about students, and collaboration with professionals in the teaching and learning environment. Development of job search tools useful for career growth. Practice professional dispositions and a code of ethics that allows proficient performance in a variety of educational contexts.
Strategies for collaborating with families and understanding their unique needs. Trauma informed classroom techniques. Special Education due process requirements. Collaborating with the special education paraprofessional.
Practical strategies to support the teacher candidate in the school. Reflective practices related to lesson implementation, assessment, relationships with stakeholders (parents, gaurdians, counselors, social workers, etc. Active and reflective practices related to staying mentally strong as a teacher.
Introduction to the teaching profession and focus on influences shaping education. History, philosophy, psychology, sociology, legal matters, reform, and other current education issues. Student mental health and impact of chemicals in student lives, families, and schools. Personal growth planning, collaboration, and connection between professional responsibilities and personal faith and values.
Identifies approaches to K–12 student development, learning, and performance and structures effective learning environments. Explores language acquisition, cultural influences, early assessment theory, and current issues. Examines learning and behavior theories that inform instruction and integrates Christian or personal faith perspectives on learning.
Develops effective lesson and long-range plans, assessments, and evaluations. Designs lessons that integrate diverse instructional strategies and leverage student assets, including language and culture. Examines appropriate data practices for student assessment and progress. Plans opportunities using culturally responsive practices to engage all students, especially multilingual learners and historically marginalized populations.
Identifies various groups in American communities and develops skills for culturally affirming communication and collaboration. Examines Minnesota-based American Tribal Nations and communities. Analyzes how biases, discrimination, prejudice, racism, and sexism affect student learning and personal identity. Recognizes the impact of school environments and practices on equitable education delivery.
Preselected topics within an existing course in the field of Teaching. Special Notes: Portfolio courses are created upon request with permission by an overseeing Program Director.
Plans and implements standards-based instruction using subject knowledge, educational research, technology, and strategies for diverse student needs. Uses formal and informal assessments to monitor growth, provide feedback, and guide instruction. Executes effective classroom management and establishes productive relationships with parents, counselors, teachers, and other school stakeholders. Prerequisites: TEAC 438, TEAC 440, TEAC 442, TEAC 444, TEAC 446, TEAC 448, TEAC 470.
Supervised observation in K-12 inclusive education setting. Analysis of students, classroom environments, and related cultural factors. Development of a personal standard for effective teaching. Implementation of effective lesson plans. Impact of personal faith on the special education teacher role. Prerequisites: TEAC 526 (may be taken concurrently). Special Notes: 30 hours over 8 weeks in a K-12 special education setting.
Exploration of the cognitive science of foundation reading acquisition and components of research-based structured literacy practices in the elementary classroom. Application of Strategies for meeting the needs of all readers, including those with dyslexia.
Analyzes the critical impact of teachers in education and examines formal and informal ways teachers lead. Provides a framework for engaging with the evolving role and challenges of teacher leadership. Develops reflective practices and sets goals for leadership and professional growth.
Use of evidence based research to inform instructional practice is a critical skill for practicing teachers. The ability to locate, curate, analyze and apply educational research will be mastered. Creation of unique applications of research from specific k-12 content is the primary focus of this course.
Examines theories, approaches, and instructional strategies that build on practicing teachers’ experience. Explores 21st-century skills and model schools known for innovative practices grounded in theory. Renews teachers’ knowledge base, craft of teaching, and understanding of new models for effective schooling.
Examination of the core principles of how assessment can accelerate student learning when applied systematically. Development of thinking habits that lead to consistent and purposeful implementation of practices that motivate, inspire, and empower students to take ownership of their learning.
Explores pedagogy and instructional methods aligned with research-based best practices in English Language Arts. Applies assessment, diagnosis, and interventions. Integrates creative and critical responses to literature and strengthens vocabulary. Develops lessons and units that support students’ reading, writing, grammar, spelling, listening, speaking, and viewing skills for grades 3–6. Prerequisites: SPED 629.
Applies methods and strategies to design and implement standards-based elementary math lessons using diverse materials, technology, and multiple representations. Creates assessments to evaluate student performance. Identifies effective classroom management practices and implements differentiated instruction to meet all students’ needs. Special Notes: This course includes a 35-hour field experience in a K-6 setting.
Applies methods and strategies to design and implement standards-based elementary science lessons. Creates assessments to evaluate student progress and performance. Identifies effective classroom management practices in a technology-integrated environment. Implements differentiated instruction. Follows safety guidelines for specimens, data, chemicals, and equipment. Explores current science education topics from a Christian and ethical perspective.
Applies methods and strategies to design and deliver engaging, inclusive, standards-aligned social studies instruction for grades K–6. Integrates civics, history, geography, economics, and Minnesota-based Indigenous perspectives. Emphasizes culturally responsive pedagogy, student voice, and critical thinking. Analyzes standards, plans and teaches lessons, and reflects on social studies’ role in identity, democratic participation, and community understanding.
Exploration of principles, curriculum, and methods of teaching health and physical education in grades K-6. Analysis of the role of the teacher and school in responding to the special health and physical education needs of elementary-age students.
Explores methods and strategies to design standards-based visual and performing arts lessons for elementary students. Creates assessments to evaluate performance. Identifies effective classroom management practices in a technology-integrated environment. Implements differentiated instruction. Examines the history, philosophy, and purposes of arts education and considers a Christian or personal worldview in teaching visual and performing arts.
Explores strategies to manage student behavior and create positive, inclusive learning environments. Emphasizes collaboration with colleagues and development of mentorship relationships with experienced educators. Practices ethical and professional dispositions, builds self-care awareness, and engages in practical applications to enhance effectiveness and well-being as an educator. Special Notes: Graded on a S/U basis.
Exploration of collaborative strategies that student teachers can use to support learners with diverse needs in inclusive classroom settings. Development of skills to build effective partnerships with families and work collaboratively with special education paraprofessionals. Understand and apply the legal and ethical responsibilities involved in special education decision-making. Special Notes: Graded on a S/U basis.
Explores reflective teaching practices that support diverse learners and professional growth. Evaluates lesson plans, applies trauma-informed and evidence-based strategies, and analyzes assessment tools to enhance instructional decision-making. Collaborates with colleagues and stakeholders, builds self-care awareness, and develops career tools to sustain effectiveness and well-being as an educator. Special Notes: Graded on a S/U basis.
Designed for those attending the International Dyslexia Association Upper Midwest Branch (IDA-UMB) Conference. Participants attend conference sessions (in person or virtually) and complete reflective and application-based assignments that connect session content to evidence-based literacy practices in their professional context. Special Notes: Topics courses should serve as elective courses.
Extension course for continued enrollment; required when the thesis/project course is incomplete. The extension allows students continued access to university resources. Student must be registered in an extension course at the time the thesis/project is granted final approval and receives a grade. Prerequisites: TEAC 790. Special Notes: A course fee applies.
Develops understanding of work-based learning, including its history and prevalence in schools. Differentiates program types considering federal and state laws. Analyzes employment trends and stakeholder roles. Explores online portfolio skills for student networking, strategies to market programs, and connections between faith and work. Equips students with knowledge and practical skills to navigate work-based learning effectively.
Explores resources to connect academic coursework with life, work, and future education. Develops curricula integrating classroom skills with real-world applications. Evaluates career resources for learners. Examines connections between faith and work. Identifies strategies to support students with unique needs in workforce transitions. Reflects on online portfolios to synthesize accomplishments.
An 80-hour practicum focused on working with students in the classroom to coordinate a Work-Based Learning Program. Prerequisites: TEAC 705, TEAC 707 (may be taken concurrently). Special Notes: Fulfills practicum requirements for students seeking MN WBL licensure.
Complete practicum tasks at a school site, gaining hands-on experience in work-based learning. Observe a work-based learning program. Write and teach online and face-to-face work-based learning curriculum. Participate in work-site visits, leadership development. Prerequisites: TEAC 705, TEAC 707 (may be taken concurrently).
Overviews the theory and research of differentiated instruction to address varying student needs in K-12 classrooms. Focuses on instructional strategies and the practical application of differentiation. Emphasizes strategies to support students with disabilities while developing content, processing ideas, and creating products that enhance learning for all students.
Overviews second language acquisition theories to understand how learners acquire a new language. Focuses on differentiating instruction for language proficiency and prior schooling while maintaining grade-level rigor. Applies strategies for academic language teaching across content areas. Addresses factors influencing language acquisition, including linguistic and cultural identity negotiation.
Examination of multicultural research, theory and practice as a foundation to cultural understanding in the classroom. Exploration of their role as teacher in a culturally changing learning environment as they develop instructional strategies based on research‑based best practice to continually improve as culturally responsive practitioners.
Analysis of the impact communication and teaching practices have on student learning. Consideration of the learner’s needs while aligning an instructional plan to help ensure student success. Application of appropriate academic language related to lesson planning, instruction, and assessment in the K-12 environment. Corequisites: SPED 770 or SPED 771 or SPED 773 or SPED 774. Special Notes: This course carries cross credit with the M.A. in Teaching program. Graded on an S/U basis.
Preparation for the process of designing and writing a master's level thesis or collaborative research project. Exploration of the selection and refinement of a research topic; the nature and scope of master's thesis; APA style; and preparation for the oral examination process. Special Notes: Graded on an S/U basis.
Selected topics in teaching.
Consideration of the International Baccalaureate philosophy, given students’ world view. In depth personal reflection and practice regarding an inquiry mindset. Consideration of principles of learning, curriculum structures, and assessment practices that support International Baccalaureate programming.
Development of expertise in Primary Years Programme (PYP), Middle Years Programme (MYP), or Diploma Programme (DP). Integration of student’s worldview and International Baccalaureate Programming. Detailed focus on feedback and assessment as it supports teaching and learning processes. Prerequisites: TEAC 771.
Plans and implements standards-based instruction using subject matter knowledge, research-based practices, educational technology, and strategies for diverse learners. Uses formal and informal assessments to monitor growth, provide feedback, and guide instruction. Executes effective classroom management and builds productive relationships with parents, guardians, colleagues, and school stakeholders. Prerequisites: TEAC 638, TEAC 640, TEAC 642, TEAC 644, TEAC 646, TEAC 648, TEAC 670. Special Notes: Required 12 consecutive weeks of student teaching in a K-6 setting.
Explores a significant educational issue through an independent or collaborative, step-by-step process to develop a thesis or project. Works with a thesis advisor to ensure adherence to guidelines and requirements. Defends the thesis or project upon completion, integrating feedback and demonstrating mastery of scholarly practice. Prerequisites: TEAC 756. Special Notes: Graded on an S/U basis.
Source: Bethel University's catalog, linked per course · table learning_unit · CourseShelf publish 61
