65 courses with the subject EDUC, 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.
EDUC 200History, Philosophy, And Principles Of Education3
Credit(s): 3 This course introduces pre-service candidates to the historical, philosophical, and cultural foundations of the American educational system. Content introduces the ways in which children learn and develop in the cognitive, physical, linguistic, and socio-emotive domains, and how important theorists and theories have influenced the art and science of teaching. The course promotes student reflection on the nature and characteristics of effective teachers, to inform and refine the developing teaching philosophy of pre-service teachers.
At least 12 hours of credit. Course Level: Undergraduate Crosslistings: EDUC 500
EDUC 202International Education Experience3
Credit(s): 3 This course is designed to provide practicum experiences in grades PreK-12 for pre-service teacher candidates in an area outside of the mainland United States. Candidates will explore developmental and cultural views of childhood, curriculum content and priorities, instructional delivery systems and methods and the role of the school within the community for the area. Candidates will serve as an instructional assistant in a local area classroom during the international education experience. Course Level: Undergraduate
Credit(s): 3 This course will include an introduction to the applications of technology and pedagogical skills used within the school environment. The primary goal of this course is to provide the learner with essential skills through the development and use of instructional applications, educational technology, educational software, and computers and to effectively integrate technology into the classroom. Course Level: Undergraduate
EDUC 220Professional Speaking And Writing For Educators3
Credit(s): 3 This course is designed to provide pre-service teachers with speaking and writing skills that will enable them to communicate professionally with parents, students, and other professionals within and outside of the field of education. It will explore various speaking and writing styles, presentation skills, and include both professional speaking and professional writing activities. Course Level: Undergraduate
EDUC 309Methods For Teaching Science In The Elementary Classroom3
Credit(s): 3 This course is designed for pre-service K-5 elementary education candidates and will include a review of state and national science standards, inquiry teaching methods, cross curricular activities, and a review of content for life science, physical science, earth and space science and engineering (including engineering design). Cross-cutting ideas and scientific and engineering practices are emphasized.
Admission to the Teacher Education Program. Course Level: Undergraduate Crosslistings: EDUC 545
EDUC 311Methods For Teaching Mathematics In The Elementary Classroom3
Credit(s): 3 The purpose of this course is to introduce candidates to current methods and research regarding the teaching of elementary school mathematics with a focus on how children think about and learn mathematics. Candidates will review elementary mathematics content and explore teaching theories that will aid in the development of mathematical literacy in elementary school children.
Admission to the teacher education program. Course Level: Undergraduate
EDUC 320Classroom Discipline And Management3
Credit(s): 3 This course is designed to help future teachers to thoughtfully examine various approaches to classroom discipline and management and to ensure that the discipline approach is consistent with the overall instructional program. Emphasis is placed on ways to make informal decisions concerning the various approaches to discipline and properly managing various aspects of the classroom; i.e., teacher-student relationships, personal philosophy, the understanding of the assumptions that undergird various discipline approaches, the physical environment, knowledge of theory and practical applications for classroom discipline and management, so that students will stay on task and maintain interest in learning.
Admission to the Teacher Education program. Course Level: Undergraduate
EDUC 335Children’s And Adolescent Literature3
Credit(s): 3 This course provides the prospective teacher candidate as wide an exposure as possible to the highest quality books written for children and adolescents and equips the student with the criteria needed for evaluating excellence in different genres with an eye toward classroom use.
EDUC 200 and SPED 201 . Course Level: Undergraduate
EDUC 337Assessment And Evaluation3
Credit(s): 3 This course provides candidates with skills that will enable them to determine what students have learned, when and how to make accommodations in assessments and testing conditions, and how well students are progressing to specific educational goals (state grade-level curriculum standards). The candidate will develop, adapt, and use tests, rating scales, observational records, questionnaires and other types of informal and authentic measurement instruments. This course provides candidates with an opportunity to apply skills needed to use learner data to analyze, practice, adjust and differentiate instruction. This course will also provide exposure to sound measurement principles and practices for candidates. Strong emphasis will be placed on performance-based assessment, interpretation of standardized testing measures and communication of this information to the appropriate personnel.
Admission to the Teacher Education Program. Course Level: Undergraduate
EDUC 341Planning Instruction In Today’s Classroom3
Credit(s): 3 This course will include presentation of instructional practices and developmentally appropriate teaching strategies for inclusion of students of diverse cultures, abilities, and needs. Candidates will demonstrate the ability to plan, implement, and assess instruction that includes varied teaching strategies, current technology, materials, and community resources. Candidates will demonstrate ability to plan and teach both skills and content while building a community of engaged learners.
Admission to the Teacher Ed Program Course Level: Undergraduate Crosslistings: EDUC 506
EDUC 380Teacher Education Clinical Experience I2
Credit(s): 2 The purpose of this course is to facilitate early and ongoing practice opportunities for teacher candidates in a public school setting. Throughout the course, candidates will apply content and pedagogical knowledge in P-12 settings in order to progressively develop and demonstrate the knowledge, skills, and dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development. These developmental opportunities/ experiences will take place primarily in school-based situations, but may be augmented by community-based and virtual situations.
Admission to Teacher Education and TBI background check. Course Level: Undergraduate Hours: 60 clinical hours in a public school are required for this course. Pass/Fail: Course graded as Pass/Fail.
EDUC 398Credit for Prior Learning in Education
Credit(s): Varies upon approval Course assigned for upper level credit approved by program based upon prior learning/experience.
Credit(s): 3 This course provides the pre-service teacher with the knowledge and skills to effectively teach all students, including students at risk, students with disabilities, English language learners, economically disadvantaged students, highly mobile students, intellectually gifted students, and students from different racial, cultural, and ethnic backgrounds. Pre-service teachers will demonstrate the ability to plan and deliver instruction informed by Response to Instruction and Intervention Framework (RTI) at the Tier I and Tier II levels.
Admission to Teacher Education. Course Level: Undergraduate
EDUC 416Integrated Literacy For Elementary Teaching I3
Credit(s): 3 This course is the first of three integrated literacy courses for K-5 licensure candidates. Throughout the course, candidates will examine the research addressing how children become literate and the practical implications of this research for teachers. In all three courses, candidates engage in standards-aligned and evidence-based literacy teaching and learning practices and assessment. Topics include theoretical and research-based instructional practices, explicit and systematic teaching of foundational literacy skills and strategies, using high quality instructional materials in literacy instruction, establishing literacy-rich environments, and using data gathered from foundational literacy skills assessments and tools to guide instruction. Over the semester, candidates will complete a lesson preparation protocol to prepare an integrated reading lesson using the lesson preparation protocol. Candidates will identify and explain selections of instructional strategies and scaffolds.
Admission to Teacher Education program Course Level: Undergraduate Crosslistings: EDUC 516
EDUC 417Integrated Literacy For Elementary Teaching II3
Credit(s): 3 This course is the second of three integrated literacy courses for K-5 licensure candidates. Throughout the course, candidates will examine the research addressing how children become literate and the practical implications of this research for teachers. In all three courses, candidates engage in standards-aligned and evidence-based literacy teaching and learning practices and assessment. Topics include theoretical and research-based instructional practices, explicit and systematic teaching of foundational literacy skills and strategies, the craft and structure of complex texts, the process of preparing culturally relevant and responsive lessons involving high quality complex texts, unit and lesson preparation protocols, establishing literacy-rich environments, and identification and implementation of foundational literacy skills assessment tools. Over the semester, candidates will complete comprehensive literacy unit and lesson preparation protocols that include instructional strategies and scaffolds with higher order questions that engage students in critical thinking appropriate to grade-level rigor.
Admission to Teacher Education Program Course Level: Undergraduate Crosslistings: EDUC 572
EDUC 419Content Area Reading K-123
Credit(s): 3 Candidates engage in standards-aligned and evidence-based literacy teaching and learning practices and assessment. The course emphasizes the evidence-based reciprocity between expressive (i.e., speaking and writing), receptive (i.e., reading and listening), and foundational literacy skills to teach the literacy skills and strategies necessary for grades K-12 students to “read to learn.” This course is designed to provide candidates opportunities to develop a working knowledge of text complexity along with the research-based instructional methods, strategies, and evaluation tools for integrating reading instruction and intervention in content area instruction using high quality instructional materials in grades K-12 content areas.
Admission to the Teacher Education Program. Course Level: Undergraduate Crosslistings: EDUC 544
EDUC 422Methods For Teaching Social Studies In The Elementary Classroom3
Credit(s): 3 The purpose of this course is to introduce candidates to current methods and research regarding the teaching of elementary school social studies. The candidate will demonstrate ability to plan, implement, and assess social studies curriculum skills and content through the use of current technology, materials, and community resources.
Admission to the teacher education program. Course Level: Undergraduate
EDUC 431Methods For Teaching English In The Secondary Classroom3
Credit(s): 3 This course will introduce candidates to effective methods for teaching secondary English. Candidates will review state and national English standards and explore cross-curriculum methods and activities. Candidates will explore content-specific applications of Response to Instruction and Intervention (RTI²) and Tennessee’s Literacy Standards. Candidates will demonstrate the ability to plan, implement, and assess secondary English skills and content through the use of current technology, materials, and community resources. This course will be delivered in a hybrid format, with face-to face meetings once per week and the remaining content delivered online.
Admission to Teacher Education. Course Level: Undergraduate
EDUC 432Methods For Teaching Government In The Secondary Classroom3
Credit(s): 3 This course will introduce candidates to effective methods for teaching secondary Government. Candidates will explore content-specific applications of Response to Instruction and Intervention (RTI²) and Tennessee’s Literacy Standards. Candidates will review state and national Social Studies standards and explore cross-curricular methods and activities. Candidates will demonstrate the ability to plan, implement, and assess secondary Social Studies practices and Government content through the use of current technology, materials, and community resources. This course will be delivered in a hybrid format, with face-to-face meetings once per week and the remaining content delivered online.
Admission to Teacher Education. Course Level: Undergraduate
EDUC 433Methods For Teaching History In The Secondary Classroom3
Credit(s): 3 This course will introduce candidates to effective methods for teaching secondary History. Candidates will explore content-specific applications of Response to Instruction and Intervention (RTI²) and Tennessee’s Literacy Standards. Candidates will review state and national Social Studies standards and explore cross-curricular methods and activities. Candidates will demonstrate the ability to plan, implement, and assess secondary Social Studies practices and History content through the use of current technology, materials, and community resources. This course will be delivered in a hybrid format, with face-to-face meetings once per week and the remaining content delivered online.
Admission to Teacher Education. Course Level: Undergraduate
EDUC 434Methods For Teaching Mathematics In The Secondary Classroom3
Credit(s): 3 This course will introduce candidates to effective methods for teaching secondary Mathematics. Candidates will explore content-specific applications of Response to Instruction and Intervention (RTI²) and Tennessee’s Literacy Standards. Candidates will review state and national Mathematics standards and explore cross-curricular methods and activities. Candidates will demonstrate the ability to plan, implement, and assess the Standards for Mathematical Practice and secondary Mathematics content through the use of current technology, materials, and community resources. This course will be delivered in a hybrid format, with face-to-face meetings once per week and the remaining content delivered online.
Admission to Teacher Education. Course Level: Undergraduate
EDUC 452Student Teaching Seminar2
Credit(s): 2 This course offers a format for candidates to implement, review, and refine teaching strategies that engage learners in critical thinking while addressing differing perspectives. Candidates will analyze teaching practices, the learning environment, and professional skills through formal and structured reflective activities. Candidates will consider how educational theory and current research in education relate to teacher effectiveness. Students will prepare a cover letter and a résumé or curriculum vitae for review by the instructor.
Admission to Student Teaching and passage of Praxis Content Knowledge test.
Corequisite
Student Teaching. Course Level: Undergraduate
EDUC 454Enhanced Student Teaching (K-5)10
Credit(s): 10 This course offers a full-time teaching experience in an accredited public school under the direction of a selected cooperating teacher, a Tusculum University Clinical Experience Supervisor and the Director of Field Experience. Candidates are required to observe the same schedule as that prescribed for regular classroom teachers and are expected to participate in the same activities as the cooperating teacher. Each candidate is required to complete a minimum of two placements during the entirety of the full-time student teaching experience.
Credit(s): 10 This course offers a full-time teaching experience in an accredited public school under the direction of a selected cooperating teacher, a Tusculum University Clinical Experience Supervisor and the Director of Field Experience. Candidates are required to observe the same schedule as that prescribed for regular classroom teachers and are expected to participate in the same activities as the cooperating teacher. Each candidate is required to complete a minimum of two placements during the entirety of the full-time student teaching experience.
Meets Criteria for Student Teaching and submission of content assessment scores required by the Tennessee Department of Education for teacher certification.
Credit(s): 10 This course offers a full-time teaching experience in an accredited public school under the direction of a selected cooperating teacher, a Tusculum University Clinical Experience Supervisor and the Director of Field Experience. Candidates are required to observe the same schedule as that prescribed for regular classroom teachers and are expected to participate in the same activities as the cooperating teacher. Each candidate is required to complete a minimum of two placements during the entirety of the full-time student teaching experience.
Meets Criteria for Student Teaching and submission of content assessment scoresrequired by the Tennessee Department of Education for teacher certification.
Credit(s): 2 The purpose of this course is to facilitate early and ongoing practice opportunities for teacher candidates in a public school setting. Throughout the course, candidates will apply content and pedagogical knowledge in P-12 settings in order to progressively develop and demonstrate the knowledge, skills, and dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development. These developmental opportunities/ experiences will take place primarily in school-based situations, but may be augmented by community-based and virtual situations.
Admission to Teacher Education and successful completion of EDUC 380 . Course Level: Undergraduate Hours: 80 clinical hours in a public school are required for this course. Pass/Fail: Course graded as Pass/Fail.
EDUC 500Foundations Of Schooling And Human Development3
Credit(s): 3 This graduate course will include presentation of instructional practices and developmentally appropriate teaching strategies for inclusion of students of diverse cultures, abilities and needs. Candidates will demonstrate the ability to plan, implement and assess curriculum that includes varied teaching strategies, current technology, materials and community resources. The planned topics will include the psychological and social development of the student. Candidates will demonstrate ability to plan and teach both skills and content while building a community of engaged learners. Course Level: Graduate
Credit(s): 3 This course is designed to engage current teachers in a thorough examination of various instructional strategies and to determine which strategies might be most appropriate for a myriad of learning styles and students with diverse educational backgrounds, strengths, weaknesses and disabilities. Emphasis will be placed on examination of current best practice in teaching including such topics as STEM, TEAM, collaboration with colleagues-parents-community, differentiation, learning strategies and integration of instructional topics. Course Level: Graduate
EDUC 505Planning Instruction For Present And Future3
Credit(s): 3 Provides the classroom teacher with an opportunity to design instruction and encourages educators to explore the needs of learners. A single instructional plan for all students is explored as well as instructional plans designed to meet the needs of special students. Course Level: Graduate
EDUC 506Planning Instruction In Today’s Classroom3
Credit(s): 3 This course will include presentation of instructional practices and developmentally appropriate teaching strategies for inclusion of students of diverse cultures, abilities and needs. Candidates will demonstrate the ability to plan, implement and assess curriculum that includes varied teaching strategies, current technology, materials and community resources. The planned topics will include the psychological and social development of the student. Candidates will demonstrate ability to plan and teach both skills and content while building a community of engaged learners. Course Level: Graduate
EDUC 513Strategies For Assessing And Communicating Learning Progress3
Credit(s): 3 This course provides detailed information regarding assessment function, construction, and administration. Candidates will learn to interpret assessment results to guide instruction. In addition, this course provides the foundation candidates need to prepare for action and traditional research projects in EDUC 534. Course Level: Graduate
Credit(s): 3 This graduate course is designed to refine the candidates’ skills in assessing the learners’ behaviors and to increase their knowledge of characteristics, uses, advantages and limitations of different types of assessments for evaluating student learning. Strategies for accommodating learning needs and communicating progress to students, parents and colleagues will be explored. Candidates will know, understand and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social and personal development of the learner. Course Level: Graduate
Credit(s): 3 This course will include an introduction to the applications of technology and pedagogical skills used within the school environment. The primary goal of this course is to provide the candidate with essential skills through the development and use of instructional applications, educational software and computers. The candidate will use technological resources to facilitate developmentally appropriate student learning. Candidates will investigate the use of emerging technology to enhance their professional growth and productivity and promote the equitable, ethical and legal use of technology. Course Level: Graduate
Credit(s): 3 This course is the first of three integrated literacy courses for K-5 licensure candidates. Throughout the course, candidates will examine the research addressing how children become literate and the practical implications of this research for teachers. In all three courses, candidates engage in standards-aligned and evidence-based literacy teaching and learning practices and assessment. Topics include theoretical and research-based instructional practices, explicit and systematic teaching of foundational literacy skills and strategies, using high quality instructional materials in literacy instruction, establishing literacy-rich environments, and using data gathered from foundational literacy skills assessments and tools to guide instruction. Over the semester, candidates will complete a lesson preparation protocol to prepare an integrated reading lesson using the lesson preparation protocol. Candidates will identify and explain selections of instructional strategies and scaffolds. Course Level: Graduate
Credit(s): 3 This course promotes the development of leadership skills for classroom teachers in a changing educational environment. The importance of engaging in community, family and colleague collaboration is analyzed. Various leadership styles are presented and evaluated. Ethics in education are addressed for leadership that influences cultural change. Course Level: Graduate
EDUC 525Content Methods For Teaching In The Secondary Classroom3
Credit(s): 3 This course is designed for pre-service secondary education candidates in the MAT program. Candidates will review state and national standards specific to their licensure content area, explore current literature regarding content-specific methods, and learn about and apply cooperative learning structures for both general and content-specific instruction. Candidates will demonstrate the ability to plan, implement, and assess content standards through interactive lessons that address the needs of all learners. This course will be delivered in a hybrid format. Face-to-face meetings will explore general secondary teaching methods. Online content and course assignments will be differentiated for specific content areas. Course Level: Graduate
Credit(s): 3 This course offers information on identification, teaching strategies, curriculum modifications and behavior plans for special needs students in the regular classroom. Research and practical application are the foundations for this course. Course Level: Graduate
EDUC 533Developmental Behavior Analysis For Practicing Educators3
Credit(s): 3 This course examines the complexity of classroom and behavior management from a variety of perspectives. Various models of management and intervention will be discussed including such topics as the causes of misbehavior, understanding the behavior in the classroom, measuring and monitoring behavior, using data to make instructional decisions, proactive classroom and behavior management and creating learning environments that predict and produce student success. Course Level: Graduate
EDUC 534Applied Research For The Classroom Teacher3
Credit(s): 3 This course promotes competent design and use of action research by classroom teachers. Candidates will conduct research on a relevant topic of interest to the candidate in the educational field. Course Level: Graduate
Credit(s): 3 This course is designed to assist candidates in designing an inclusive reading/English/language arts cross-curricular learning experiences at all levels of instruction. Participants will make critical judgments regarding best practices in reading instruction, Common Core standards in reading and language arts, adolescent and adult literacy, and usefulness with diverse student groups. Course Level: Graduate
EDUC 537Methods For Teaching Mathematics In The Elementary Classroom3
Credit(s): 3 The purpose of this course is to explore current methods and research regarding the teaching of elementary school mathematics with a focus on effective instructional strategies to integrate mathematical content and processes. Candidates will review elementary mathematics content and explore teaching theories that will aid in the development of mathematical literacy in elementary school children.
College Algebra and EDUC 500 . Course Level: Graduate
EDUC 540The Law And Public Education3
Credit(s): 3 This course is designed to provide the practicing educator with an overall understanding of the law and how it applies to all aspects of the teaching profession and the administration of public school programs. The student should gain a deeper insight into the field of school law. The course will cover educational governance, students/teachers and the law, as well as educator and school system liability. Case reviews, oral presentations, readings and class discussions will be utilized. Course Level: Graduate
Credit(s): 3 Candidates engage in standards-aligned and evidence-based literacy teaching and learning practices and assessment. The course emphasizes the evidence-based reciprocity between expressive (i.e., speaking and writing), receptive (i.e., reading and listening), and foundational literacy skills to teach the literacy skills and strategies necessary for grades K-12 students to “read to learn.” This course is designed to provide candidates opportunities to develop a working knowledge of text complexity along with the research-based instructional methods, strategies, and evaluation tools for integrating reading instruction and intervention in content area instruction using high quality instructional materials in grades K-12 content areas. Course Level: Graduate
EDUC 545Methods For Teaching Science In The Elementary Classroom3
Credit(s): 3 Methods for Teaching Science in the Elementary Classroom. This course is designed for pre-service K-5 elementary education candidates and will include a review of state and national science standards, inquiry teaching methods, cross curricular activities, and a review of content for life science, physical science, earth and space science and engineering (including engineering design). Cross-cutting ideas and scientific and engineering practices are emphasized.
Admission to the Teacher Education Course Level: Graduate Crosslistings: EDUC 309
EDUC 546International Education Practicum3
Credit(s): 3 This course is designed to provide practicum experience in international classrooms. Students will participate in classroom experiences, attend meetings with educational officials and converse with teacher candidates and their professors at universities in nations outside the United States.
teacher certification (any state) or EDUC 500 . May substitute for one of the following EDUC 505 , EDUC 523 or EDUC 535. Course Level: Graduate
EDUC 549Differentiating Instruction And Stem For All Students3
Credit(s): 3 This course discusses the various researched-based methods of differentiating of instruction and STEM for all learners. Course content will focus on differentiation across grades K-12 in all academic areas including science, technology, engineering and math. Course Level: Graduate
Credit(s): 2 The purpose of this course is to facilitate early and ongoing practice opportunities for teacher candidates in a public school setting. Throughout the course, candidates will apply content and pedagogical knowledge in P-12 settings in order to progressively develop and demonstrate the knowledge, skills, and dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development. These developmental opportunities/experiences will take place primarily in school-based situations, but may be augmented by community-based and virtual situations.
Admission to Teacher Education. Course Level: Graduate Hours: 60 clinical hours in a public school are required for this course.
EDUC 551Teacher Education Clinical Experience II2
Credit(s): 2 The purpose of this course is to facilitate early and ongoing practice opportunities for teacher candidates in a public school setting. Throughout the course, candidates will apply content and pedagogical knowledge in P-12 settings in order to progressively develop and demonstrate the knowledge, skills, and dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development. These developmental opportunities/experiences will take place primarily in school-based situations, but may be augmented by community-based and virtual situations.
Admission to Teacher Education. Course Level: Graduate Hours: 60 clinical hours in a public school are required for this course.
EDUC 552Student Teaching Seminar2
Credit(s): 2 This course offers a format for candidates to implement, review, and refine teaching strategies that engage learners in critical thinking while addressing differing perspectives. Candidates will analyze teaching practices, the learning environments, and professional skills through formal and structured reflective activities. Candidates will consider how educational theory and current research in education relate to teacher effectiveness.
Admission to Student Teaching and passage of Praxis Content Knowledge examination.
Corequisite
Student Teaching. Course Level: Graduate
EDUC 554Enhanced Student Teaching K-58
Credit(s): 8 This course offers a full-time teaching experience in an accredited public school under the direction of a selected cooperating teacher, a Tusculum University Clinical Experience Supervisor and the Director of Field Experience. Candidates are required to observe the same schedule as that prescribed for regular classroom teachers and are expected to participate in the same activities as the cooperating teacher. Each candidate is required to complete a minimum of two placements during the 16 weeks of the full-time student teaching experience.
Admission to Student Teaching and passage of Praxis Content Knowledge examination.
Corequisite
EDUC 552 Course Level: Graduate Pass/Fail: Course graded as Pass/Fail.
EDUC 555Enhanced Student Teaching 6-128
Credit(s): 8 This course offers a full-time teaching experience in an accredited public school under the direction of a selected cooperating teacher, a Tusculum University Clinical Experience Supervisor and the Director of Field Experience. Candidates are required to observe the same schedule as that prescribed for regular classroom teachers and are expected to participate in the same activities as the cooperating teacher. Each candidate is required to complete a minimum of two placements during the 16 weeks of the full-time student teaching experience.
Admission to Student Teaching and passage of Praxis Content Knowledge examination.
Corequisite
EDUC 552 Course Level: Graduate Pass/Fail: Course graded as Pass/Fail.
EDUC 557Enhanced Student Teaching K-128
Credit(s): 8 This course offers a full-time teaching experience in an accredited public school under the direction of a selected cooperating teacher, a Tusculum University Clinical Experience Supervisor and the Director of Field Experience. Candidates are required to observe the same schedule as that prescribed for regular classroom teachers and are expected to participate in the same activities as the cooperating teacher. Each candidate is required to complete a minimum of two placements during the 16 weeks of the full-time student teaching experience.
Admission to Student Teaching and passage of Praxis Content Knowledge examination.
Corequisite
EDUC 552 Course Level: Graduate Pass/Fail: Course graded as Pass/Fail.
EDUC 560Content Mentoring I2
Credit(s): 2 The purpose of this course is to provide job-embedded candidates with a content mentor who will be a resource throughout their first two semesters of full-time teaching. Throughout the course, candidates will meet with an assigned mentor to discuss how to apply content and pedagogical knowledge in P-12 settings that progressively develop and demonstrate the knowledge skills, and dispositions necessary to demonstrate positive impact on all P1-12 students’ learning and development. Additionally, job-embedded candidates will complete 10 hours of observation in the content mentor’s classroom.
Admission to Teacher Education as a job-embedded candidate. Course Level: Graduate
EDUC 561Content Mentoring II2
Credit(s): 2 The purpose of this course is to provide job-embedded candidates with a content mentor who will be a resource throughout their first two semesters of full-time teaching. Throughout the course, candidates will meet with an assigned mentor to discuss how to apply content and pedagogical knowledge in P-12 settings that progressively develop and demonstrate the knowledge skills, and dispositions necessary to demonstrate positive impact on all P1-12 students’ learning and development. Additionally, job-embedded candidates will complete 10 hours of observation in the content mentor’s classroom.
Admission to Teacher Education as a job-embedded candidate. Course Level: Graduate
EDUC 570Classroom Discipline And Management3
Credit(s): 3 This course is designed to help candidates thoughtfully examine various approaches to classroom discipline and management and to ensure that the discipline approach is consistent with the overall instructional program. Emphasis is placed on ways to make informal decisions concerning the various approaches to discipline and properly managing various aspects of the classroom, i.e., teacher-student relationships, personal philosophy, the understanding of the assumptions that undergird various discipline approaches, the physical environment, knowledge of theory and practical applications for classroom discipline and management, so that students stay on task and maintain interest in learning. Course Level: Graduate
Credit(s): 3 This graduate course provides candidates an opportunity to design interdisciplinary learning experiences related to the curricula, standards, goals and objectives. This will allow candidates to incorporate knowledge, skills, and methods of inquiry from several related subject areas and to use a wide variety of resources and methods in planning instruction based on learner needs. Candidates will be presented an overview of multiple teaching and learning strategies that promote the development of critical thinking, problem solving and performance capabilities and that allow intellectually gifted students, students with disabilities, and those with varied cultural, linguistic, socio-economic and ethnic backgrounds to participate. Pre-service teachers will demonstrate the ability to plan and deliver instruction informed by Response to Instruction and Intervention (RTI2) at the Tier I and Tier II levels. Course Level: Graduate
EDUC 572Integrated Literacy For Elementary Teaching II3
Credit(s): 3 This course is the second of three integrated literacy courses for K-5 licensure candidates. Throughout the course, candidates will examine the research addressing how children become literate and the practical implications of this research for teachers. In all three courses, candidates engage in standards-aligned and evidence-based literacy teaching and learning practices and assessment. Topics include theoretical and research-based instructional practices, explicit and systematic teaching of foundational literacy skills and strategies, the craft and structure of complex texts, the process of preparing culturally relevant and responsive lessons involving high quality complex texts, unit and lesson preparation protocols, establishing literacy-rich environments, and identification and implementation of foundational literacy skills assessment tools. Over the semester, candidates will complete comprehensive literacy unit and lesson preparation protocols that include instructional strategies and scaffolds with higher order questions that engage students in critical thinking appropriate to grade-level rigor. Course Level: Graduate
EDUC 573School Physical Education, Health, And Wellness2
Credit(s): 2 This course is designed to provide the candidates with knowledge of wellness and basic health practices that support the development of healthy lifestyles. Candidates will examine how to integrate wellness and physical activities with other subject disciplines of the school curriculum. Course Level: Graduate
EDUC 575Reflection On Planning, Teaching, And Assessment6
Credit(s): 6 The purpose of this course is to prepare job-embedded candidates for successful completion of the edTPA Assessment required for teacher licensure. Throughout the course, candidates will apply content and pedagogical knowledge in P-12 settings in order to progressively develop and demonstrate the knowledge, skills, and dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development. This course will provide direct support for job-embedded candidates as they prepare the tasks necessary to submit the edTPA.
Admission to Teacher Education as a job-embedded candidate and completion EDUC 560 and EDUC 561 . Course Level: Graduate
EDUC 580Teacher Education Clinical Experience I2
Credit(s): 2 The purpose of this course is to facilitate early and ongoing practice opportunities for teacher candidates in a public school setting. Throughout the course, candidates will apply content and pedagogical knowledge in P-12 settings in order to progressively develop and demonstrate the knowledge, skills, and dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development. These developmental opportunities/experiences will take place primarily in school-based situations, but may be augmented by community-based and virtual situations.
Admission to Teacher Education. Course Level: Graduate Hours: 60 clinical hours in a public school are required for this course. Pass/Fail: Course graded as Pass/Fail.
EDUC 581Teacher Education Clinical Experience II2
Credit(s): 2 The purpose of this course is to facilitate early and ongoing practice opportunities for teacher candidates in a public school setting. Throughout the course, candidates will apply content and pedagogical knowledge in P-12 settings in order to progressively develop and demonstrate the knowledge, skills, and dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development. These developmental opportunities/experiences will take place in primarily school-based situations, but may be augmented by community-based and virtual situations.
Admission to Teacher Education. Course Level: Graduate Hours: 80 clinical hours in a public school are required for this course. Pass/Fail: Course graded as Pass/Fail.
EDUC 582Content Mentoring I2
Credit(s): 2 The purpose of this course is to provide job-embedded candidates with a content mentor who will be a resource throughout their first two semesters of full-time teaching. Throughout the course, candidates will meet with an assigned mentor to discuss how to apply content and pedagogical knowledge in P-12 settings that progressively develop and demonstrate the knowledge, skills, and dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development. Additionally, job-embedded candidates will complete 10 hours of observation in the content mentor’s classroom.
Admission to Teacher Education as a job-embedded candidate. Course Level: Graduate Pass/Fail: Grading is pass/fail.
EDUC 583Content Mentoring II2
Credit(s): 2 The purpose of this course is to provide job-embedded candidates with a content mentor who will be a resource throughout their first two semesters of full-time teaching. Throughout the course, candidates will meet with an assigned mentor to discuss how to apply content and pedagogical knowledge in P-12 settings that progressively develop and demonstrate the knowledge, skills, and dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development. Additionally, job-embedded candidates will complete 10 hours of observation in the content mentor’s classroom.
EDUC 582 and Admission to Teacher Education as a job-embedded candidate. Course Level: Graduate Pass/Fail: Grading is pass/fail.
EDUC 584Reflection On Planning, Teaching, And Assessment6
Credit(s): 6 This course offers a format for job-embedded candidates to implement, review, and refine teaching strategies and instructional practices that engage learners in critical thinking while addressing differing perspectives. Through the formal, systematic, and reflective action research process, candidates will analyze instructional planning, teaching, and assessment practices, along with learning environments and professional skills to reflect on the implications of their action research findings for student learning improvements.
