Knowledge and skills related to the context of teaching. Teacher candidates will examine the impact of culture, family, school, classroom, and individual characteristics on learning, and orally present, in varied formats, acquired knowledge and competencies. A-F only.
Teacher candidates explore the ethical implications for establishing, maintaining, and restoring the classroom as an effective environment for teaching and learning. A-F only.
Teacher candidates demonstrate the ability to establish, maintain, and (when necessary) restore the classroom as an effective environment for teaching and learning. Candidates demonstrate ability to identify maladaptive student behaviors and implement effective, research-based interventions. A-F only.
Introduction to foundational aspects of assessment and emphasizes the importance of linking assessment with planning and instruction. Candidates develop knowledge, skills, and dispositions important for designing, implementing, and analyzing effective assessments for diverse learners. A-F only.
Understand techniques in the assessment, planning, and instructional process appropriate for students with mild/moderate disabilities. Inclusion of students with disabilities in the general education environment is stressed. Significant instruction on writing individualized education programs. A-F only.
Teacher candidates engage in reflective, procedural, and research writing to differentiate instruction based on learner needs, planning to facilitate inclusion of students with disabilities in the general education environment through evidence-based practices. A-F only.
Examination of content, processes, strategies, and issues related to the teaching and learning of science in elementary settings, K-6. Candidates learn to differentiate instruction based on learner needs, using evidence-based practices. A-F only.
Prepares beginning elementary school teachers of mathematics, K-6. Candidates learn to differentiate instruction based on learner needs, planning to facilitate inclusion of students with disabilities in the general education environment through evidence-based practices. A-F only.
Examination of content, processes, strategies, and issues related to teaching and learning of Science, Technology, Engineering, and Mathematics (STEM) content for inclusive elementary classrooms, K-6. Teacher candidates focus on planning, teaching, and assessing STEM. A-F only.
Social Studies and Performing Arts integrated content in diverse K-6 classrooms. Teacher candidates engage with social issues through collaborative, expressive, aesthetic, creative, and critical pedagogy. Candidates perform, present, and teach to develop oral communication skills. A-F only.
Overview of principles and practices for teaching reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) to diverse students, grades K-3; including planning, instruction, and assessment. Writing assignments include lesson reflections, case studies, modules, and reading responses. A-F only.
Teacher candidates demonstrate essential reading comprehension strategies, engaging students in complex text by planning, instructing, and assessing elementary students in grades 4-6, in inclusive settings. Emphasis on writing instruction. A-F only.
Methods, programs, and strategies for planning, teaching, and assessing writing for elementary students in inclusive settings, grades K-6. Visual arts methods are integrated to develop visual literacy. A-F only.
Teacher candidates in this field based course will use an evidencebased practice in reading within a response to intervention (Rtl) framework. Supervision provided by participating site personnel and college supervisor. A-F only.
Field-based course engages teacher candidates in a variety of purposeful observation and reflection activities aligned with course work. Field settings are appropriate to concurrent classes; supervision provided by participating site personnel and college supervisor. A-F only.
Teacher candidates are immersed in a general education, inclusion, or a self-contained special education field setting. A mentor teacher and a field supervisor from the university provide support and oversight. A-F only.
Teacher candidates are immersed in a general education, inclusion, or a self-contained special education field setting. A mentor teacher and a field supervisor from the university provide support and oversight. A-F only.
Full-time student teaching in grades K-6 in an elementary school inclusion classroom, or a combination of general education and special education settings. The experience is directed by a qualified mentor teacher and has university-provided supervision. A-F only.
Seminar to support student teaching experiences and prepare teacher candidates to transition into a full time teacher, examine ethical issues in the field, prepare for employment, and demonstrate ability to meet professional standards. A-F only.