Schedule of Classes

Application of technology concepts and skills to human service professionals. Database construction; linear and nonlinear multimedia projects. Using graphics, text, sound, animation, and other media resources.

Exhibit professional and ethical behaviors and engage in a minimum of 25 hrs of directed observations throughout the semester in an academic setting. Besides observing within a classroom, candidates work with a group of children at an appropriate level, depending on the individual areas of certification. Collaborate with professionals to develop foundational knowledge related to planning for instruction and assessment, a sense of the whole school culture including an awareness of the social and emotional development of children. Introduced to the language of teaching and apply the knowledge in their reflections analyzing the learning environment. Preparation for Teacher Performance Assessment. Weekly seminar. Pass/Fail.

Content and pedagogy for physical education in grades P-6 to meet the needs of diverse learners. Introduction to physical education in the regular classroom.

Content and pedagogy for music in grades P-8 to meet the needs of diverse learners. Introduction to including music in the regular classroom using traditional methods and newer technologies.

Content and pedagogy for art in grades P-8 to meet the needs of diverse learners. Introduction to including art in the regular classroom using traditional methods and newer technologies.

Engage in a minimum of twenty-five hours of directed observations in an appropriate, PK-12 academic setting, where they teach a small group of students and collaborate with the classroom teacher to implement instructional and assessment plans for one student. Candidates are introduced to the language and dispositions of teaching, apply this knowledge in their reflections analyzing the learning environment, incorporate issues of equity and diversity including an awareness of the social and emotional development of children, and apply the knowledge in the creation on a developmental case study of one student. Weekly seminar. Satisfactory/Unsatisfactory.

Required for the Illinois middle school endorsement, surveys the physical, cognitive, and social/emotional development of young adolescents from a cultural perspective, emphasizing implications for effective middle school instruction. Preparation for Teacher Performance Assessment.

Philosophy, concepts, and procedure related to organizational structure, curriculum, teaching strategies, and assessment in the middle school. Preparation for Teacher Performance Assessment.

Exploration of foundational knowledge of characteristics of individuals with exceptionalities, diversity, populations who are at risk, and English Language Learners. Enhance knowledge and performance of individuals with exceptionalities by developing and adapting curriculum materials that meet individual needs within inclusive environments. Response to Intervention outcomes and appropriate evidence-based strategies that support successful inclusion are discussed. Preparation for Teacher Performance Assessment. This course meets foundation knowledge for LBS I certification.

A variety of health and nutrition topics about which teachers all levels must be knowledgeable. Must document certification in CPR and First Aid, and plan lessons for health instruction as part of the requirements. Topics examine nutrition; communicable diseases; relationship between fitness and systems of the body; principles of personal, interpersonal, and community health; mental health; and safety. Preparation for Teacher Performance Assessment.

The socialization and enculturation of learners in the context of their families, communities, and cultures. Awareness, acceptance, and appreciation of diversity, whether resulting from cultural or ability differences. Emphasis on the teacher's role in involving, educating, and communicating with parents as partners in the educational process. Professional advocacy that supports an inclusionary, multicultural, antiracist, democratic, non-sexist, and global curriculum.

Addresses the assistive technology (AT) evaluation, selection, and application process for individuals with disabilities in school, the workplace and the community. Emphasis on assessment of the individual, environment, and tasks required of the person prior to evaluation of technologies and adaptations that enable the individual to function as fully as possible in his/her daily lives. Through illustrations and case examples students will obtain knowledge and skills required for the use of AT devices or adaptations and factors to consider in the selection and implementation processes. Preparation for Teacher Performance Assessment.

Emphasis on theories of guidance and learner-centered instruction including Response to Intervention (RtI) strategies for positive behavioral supports. Classroom management that is developmentally and culturally appropriate practice to nourish natural curiosity, develop problem-solving skills, acknowledge and accommodate learners with exceptionalities, including diverse cultures, students at risk, and English Language Learners, and develop a sense of community for success of all learners within inclusive environments. Preparation for Teacher Performance Assessment.

Skills to plan, implement, and evaluate programs for adolescent students needing special education services in middle, junior, or high school situations. Emphasis on a developmentally, sequenced planned curriculum, including basic academic skills, pre-vocational and vocational skills, as well as work-study programs. Current issues and trends: inclusion of the middle, junior, or high school student in the least restrictive environment, life planning, consumer education, personal and social adjustment, appropriate individualized instruction, secondary group instruction, and independent living skills. 12 hours of mentor/tutoring in the field with High School+ students is required. Preparation for Teacher Performance Assessment.

A study of current theories and practices in reading instruction: the development of the reader, historical, sociological, and psychological perspectives.