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.

Development of a deep understanding of concepts, relationships, and algorithms in various areas of mathematics examined. Topics include set theory, variables, patterns and algebraic relationships, equations and systems of equations, graphing; real numbers and operations, properties of number systems, ratios and proportions, percents; measurement systems, measurement relationships. Focus is on problem solving, analysis, representation of concepts, and communicating understanding and reasoning of the mathematical concepts studied.

Development of a deep understanding of concepts, relationships, and algorithms in various areas of mathematics examined. Topics include data presentation, computation, and meaning of descriptive measurements; basic combinatorics, probability concepts, probability distributions, expectations; linear, quadratic, exponential, and other functions, geometric constructions, 2-D and 3-D shapes, spatial relationships, geometric reasoning and proof. Focus is on problem solving, analysis, representation of concepts, and communicating understanding and reasoning of the mathematical concepts studied.

Surveys the history of American education from the Colonial Era to the present. Treats the changing character of education in the context of broader social and cultural developments. Provides both knowledge of the history of American education and an appreciation of historical perspectives as ways of understanding contemporary education. Examine the evolving historical contexts that served to shape and define American education. Specifically, the course will explore the role of education i.e., policies, purposes, practices, and reform efforts throughout U.S. history, and examine its relationships with the American economic, political, social, and cultural landscape.

Exhibit professional and ethical behaviors, 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 licensure. 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 setting. Preparation for Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.

Meeting education needs of children from birth through age eight. Care for the whole child including an awareness of the social and emotional development of children. Career opportunities, roles, and responsibilities. Preparation for Teacher Performance Assessment.

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 fine art in grades P-6 to meet the needs of diverse learners. Introduction to including art, music, dance, and theatre in the regular classroom using traditional methods and newer technologies.

Integration of the physical, cognitive, and psychosocial aspects of the development and growth of the individual from conception to adulthood. Study the physiology of learning, the interactive nature of the teaching/learning process, and the need to consider developmental and cultural appropriateness in meeting individual learning needs, with an emphasis on acknowledging and accommodating exceptionality and diversity including an awareness of the social and emotional development of children. Environmental factors affecting development, including cultural, ethnic, socioeconomic, individual, social contexts, and parent-child interaction. Preparation for Teacher Performance Assessment.

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.

An in-depth sequence of examining instructional planning and strategies, modes of teaching, and assessment of learning, including an awareness of exceptionality and diversity including an awareness of the social and emotional development of children. Other topics include instructional management, collaboration in curriculum design and delivery and with stakeholders, teacher leadership, decision making, and change processes. Preparation for Teacher Performance Assessment.

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.

Language acquisition theory and processes, stages of language development, verbal and non-verbal communication. Emphasis on language differences and diversity, including minority groups, language disorders, and English as a second language. Planning opportunities supporting language use in its various forms to enrich further development. Preparation for Teacher Performance Assessment.

Addresses language development and methods for teaching English Language Learners (ELL). Topics include theories of second language acquisition as well as a variety of instructional strategies in the language arts and other content areas. Emphasis will be placed on the social and cultural needs of the ELL and the examination of pre-service teachers' own culture and its impact on their practice. Preparation for Teacher Performance Assessment. There is fieldwork expected for the class.

Covers fundamental basics of testing and assessment of the English Language Learner (ELL), prevalent in today's classrooms. Included are formal and informal assessment strategies; construction and use of teacher-made tests of student learning; interpretat

Candidates engage in a minimum of 33 hours of directed observations and teaching of English Language Learners in an appropriate PK-12 academic setting. Candidates collaborate with the classroom teacher or ESL teacher to plan and implement instruction for small groups and individuals. Candidates complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of language development for English learners. Weekly seminar. Satisfactory/Unsatisfactory.

Candidates engage in a minimum of 33 hours of directed observations and teaching of English Language Learners in an appropriate PK-12 academic setting. Candidates collaborate with the classroom teacher or ESL teacher to plan and implement formative assessments and instruction for whole class, small groups and individuals. Candidates complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of language development for English learners. Weekly seminar. Satisfactory/Unsatisfactory

General introduction to sign language of the deaf; information regarding the culture of the deaf. Finger spelling and signing skills, which enable signing at a conversational level both receptively (seeing and understanding) and expressively (signing). Available to students from any major throughout the university.

Types, genres, authors, and illustrators of books for children from birth through middle school. Emphasis on literature response activities; planning and assessing a literature-based curriculum. Analysis of current trends, issues, and the impact of children's literature.

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.

Engage in a supervised teaching experience in a high school music learning environment. Collaborate with the classroom teacher to plan and implement formative assessments and instruction for whole class, small groups, and individuals. Candidates complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of equity, diversity, and social and emotional awareness. Includes Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.

Engage in a supervised teaching experience in an elementary or middle school learning environment. Collaborate with the classroom teacher to plan and implement formative assessments and instruction for whole class, small groups, and individuals. Candidates complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of equity, diversity and social and emotional awareness. Includes Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.

Engage in supervised teaching experience in a preprimary special education learning environment. Collaborate with the classroom teacher to plan and implement formative assessments and instruction for whole class, small groups, and individuals. Complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of equity, diversity and social and emotional awareness. Includes Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.

Engage in a supervised teaching experience in a special education learning environment. Collaborate with the classroom teacher to plan and implement formative assessments and instruction for whole class, small groups, and individuals. Candidates complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of equity, diversity and social and emotional awareness. Includes Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.

Engage in a supervised teaching experience in an elementary school learning environment. Collaborate with the classroom teacher to plan and implement formative assessments and instruction for whole class, small groups, and individuals. Complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of equity, diversity, and social and emotional awareness. Includes Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.

Engage in a supervised teaching experience in a middle school learning environment. Collaborate with the classroom teacher to plan and implement formative assessments and instruction for whole class, small groups, and individuals. Complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of equity, diversity and social and emotional awareness. Includes Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.

Engage in a supervised teaching experience in a high school learning environment. Collaborate with the classroom teacher to plan and implement formative assessments and instruction for whole class, small groups, and individuals. Candidates complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of equity, diversity and social and emotional awareness. Includes Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.

Prepares preservice teacher to complete the education teacher performance assessment (edTPA) required for licensure. Gain skills needed to complete a TPA based upon integration of education program objectives and the novice teaching experience. Analyze the context for learning in the classroom, plan a unit of instruction including adaptations for diverse learners, teach the unit while attending to academic language, assess student learning. Make video recording of the unit teaching and collect student work samples. Reflect on the pedagogical decisions in a formal manner, citing research as justification for the choices. Completed edTPA is evaluated locally and feedback is provided to the candidate. Satisfactory/Unsatisfactory

Addresses literacy instruction in first and second grade including reading, writing, listening, speaking, viewing, and visually representing, including accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Key topics examine theories of literacy development, emergent literacy, phonemic awareness, phonics, fluency, writing process, literacy assessment, and planning for individual learners. Classroom applications are included. Five to ten hours in a local classroom are required. Preparation for Teacher Performance Assessment.

Addresses total literacy instruction for learners at all levels 3-8: Reading, writing, listening, speaking, viewing, and visually representing. It addresses research-based approaches to literacy instruction for the grade school student, including accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Key topics: the reading and writing processes, vocabulary and comprehension, literacy assessments, planning for individual learners, integrating the language arts into the content areas and preparing students for the state writing assessment. Preparation for Teacher Performance Assessment.

Strategies for teaching language arts, science, mathematics, social studies, art, music, and movement in preprimary and primary grades within an integrated, thematic curriculum. Emphasis on the role of play, learning environments, creative and critical thinking, problem solving, acknowledgment and accommodations of exceptionality and diversity, transitions, horizontal relevance, and developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment.

Content and methods of teaching social studies in grades 1-6, including accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment.

Plan, implement, and evaluate a science program for children in grades 1-6. Emphasis on the nature of school science, students' misconceptions, and meaningful science activities, including accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment.

Emphasis on teaching strategies, materials, and organizational plans related to the grades 1-6 mathematics curriculum. Work with Common Core Standards in Math as well as National Council of Teachers of Mathematics is integrated throughout the semester. Focus on active involvement of students in the learning process. Future teachers learn about and plan lessons including appropriate teaching strategies, mathematical projects, accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. 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.

Methods of teaching music in the high schools; administration of a music department. Instrumental and choral programs, general music, and high school music theory. Emphasis on development of a philosophy of music education. Discussion on accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment.

How to plan, implement, and evaluate a science program for middle school students. Emphasis on the nature of school science, students' misconceptions, and meaningful science activities. Preparation for Teacher Performance Assessment.

Relationship between learning to read and reading to learn; all aspects of literacy as applied to high school and middle school instruction. Primary focus on understanding a wide range of literacies and how to integrate literacy while teaching subjects that include mathematics, social studies, sciences, English, music, art, and family/consumer sciences. Evaluation of the appropriateness of classroom resources such as textbooks, e-textbooks, lab manuals, course software, online supplements, and assessment tools. Preparation for Teacher Performance Assessment.

Emphasis on teaching strategies, curriculum materials, instructional planning, assessment of student performance, learning environments, creative and critical thinking, problem solving, and classroom organization related to the 9-12 mathematics curriculum. Focus is on active involvement of students in the learning process. Designing and implementing mathematics instruction and curriculum using a variety of approaches, appropriate utilization of mathematical technology, acknowledgment and accommodations of exceptionality and diversity, and developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment.

Content and methods for teaching art K-12. Designing and implementing art instruction and curriculum using a variety of approaches. Emphasis on sequential enhancement of media and techniques in relation to the developmental needs of different levels of students, instructional planning, assessment of student performance, learning environments, creative and critical thinking, problem solving, acknowledgment and accommodations of exceptionality and diversity, and culturally appropriate practices, aligned with the state and national goals. Preparation for Teacher Performance Assessment.

Characteristics, methods, strategies for use with children and adolescents with emotional and learning disabilities in K-12 and special education classrooms (ages 3-21). Helping process, communication and interpersonal skills are covered, as well as Applied Behavioral Analysis. Emphasis on analysis of classroom situations and application of theories, educational techniques to create positive learning environments for learners with mild to moderate emotional and learning disabilities. To ensure that students will become educational leaders and informed decision makers, teaching strategies in basic skills, metacognition, study skills, and social skills will be addressed. Preparation for Teacher Performance Assessment.

Skills to plan, implement, and evaluate programs for adolescent students needing special education services in 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 high school student in the least restrictive environment, life planning, consumer education, personal and social adjustment, appropriate individualized instruction, high school 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.

Designed to increase theoretical knowledge and practical skill for teaching persons with different learning styles. Classroom experiences include a focus on methods, strategies, and evaluation techniques to meet different learning styles.

Addresses legal, psychological, and social impact of various exceptionalities, and professionalism. The laws governing the development and implementation of educational and transition programs for individuals with exceptionalities is also reviewed. Discussion and evaluation of legal documents for consent and notification. Code of Ethics and Standards for Professional Practice, and Individual Education Program development will be the focus. Preparation for Teacher Performance Assessment.

Focus is on formal, informal, authentic, and performance-based assessments to determine student needs and progress; planning instruction incorporating assessment results to meet the needs of all students; transitional planning; collaboration and communication with families and professionals. Preparation for Teacher Performance Assessment.

Engage in 2 supervised, full-time teaching experiences, 1 at high school and 1 in middle or elementary school, in a Peoria-area learning environment. Plan and implement instruction and assessments for individuals, groups, and class, gradually taking responsibility for 100% of classroom teaching duties including issues related to equity, diversity, social and emotional awareness. Complete weekly reflections to assess their professional growth as defined by the Illinois Professional Teaching Standards. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, prerequisites, and evidenced fitness for entering the teaching profession. Satisfactory/Unsatisfactory.

Engage in two supervised, full-time teaching, in a Peoria-area in a grades 1-6 and LBSI learning environment. Plan, implement instruction, assessments for individuals, groups, and class, slowly taking responsibility for 100% of teaching duties including issues related to equity, diversity, social, emotional awareness. Complete weekly reflections to assess their professional growth as defined by the IPTS Standards. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, prerequisites, and evidenced fitness for entering the teaching profession. Include Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.

Engage in a supervised, full-time teaching experience in a Peoria-area grade 1-2 learning environment. Plan and implement instruction, assessments for individuals, small groups, and class, gradually taking responsibility for 100% of teaching duties including issues related to equity, diversity, social and emotional awareness. Complete weekly reflections to assess their professional growth as defined by the IPTS Standards. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, prerequisites, and evidenced fitness for entering the teaching profession. Include Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.

Engage in a supervised, full time teaching experience in a Peoria-area LBS I learning environment. Plan and implement instruction, assessments for individuals, small groups, and class, gradually taking responsibility for 100% of teaching duties including issues related to equity, diversity, social and emotional awareness. Complete weekly reflections to assess their professional growth as defined by the Illinois Professional Teaching Standards. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, prerequisites, and evidenced fitness for entering the teaching profession. Include Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.

Engage in a supervised, full time teaching experience in a Peoria-area Pre-K or K-3 learning environment. Plan and implement instruction, assessments for individuals, groups, and class, gradually taking responsibility for 100% of teaching duties including issues related to equity, diversity, social and emotional awareness. Complete weekly reflections to assess professional growth as defined by the Illinois Professional Teaching Standards. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, prerequisites, and evidenced fitness for entering the teaching profession. Include Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.

Engage in a supervised, full time teaching experience in a Peoria-area grade 1-6 learning environment. Plan and implement instruction, assessments for individuals, groups, and class, gradually taking responsibility for 100% of teaching duties including issues related to equity, diversity and social and emotional awareness. Complete weekly reflections to assess professional growth as defined by the Illinois Professional Teaching Standards. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, prerequisites, and evidenced fitness for entering the teaching profession. Include edTPA. Weekly seminar. Satisfactory/Unsatisfactory.

Engage in supervised, full time teaching experience in a Peoria-area high school learning environment. Plan, implement instruction, assessments for individual, groups, and class, slowly taking responsibility for 100% of teaching duties including issues related to equity, diversity, social and emotional awareness. Complete weekly reflections to assess professional growth as defined by the Illinois Professional Teaching Standards. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, prerequisites, and evidenced fitness for entering the teaching profession. Include Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.

Investigation and development of a theory of instruction for practitioners built upon the research based on existing strategies, models, methods, assessment, skills, improvement techniques, movements in education, theorists, curriculum, and the learner.

Infusing technology into preK-12 curriculum. Emphasizes computer as tutor; productivity tool; multimedia tool; modeling tool; communication tool; and the future impact the technology will have on classrooms.

Individual study on a topic selected by student with advisor approval. Integration and application of research. Student must produce a product such as a software program, journal article, or program portfolio. May be repeated for a maximum of 6 hours credit. Student may not receive credit for both ETE 698 and ETE 699.

Design and implement a research proposal which has implications for preK-12 education. May be repeated for a maximum of 6 hours credit. Student may not receive credit for both ETE 698 and ETE 699.