Schedule of Classes

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.

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.

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.

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

Candidates engage in a minimum of 34 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.

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 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.

Providing developmentally and culturally appropriate activities to infants and young children with special needs. History and evolution of early intervention services, teaming, collaboration, service coordination, development of Individualized Family Service Plans and Individualized Educational Plans, adaptation of curriculum, instructional models which promote interaction and independence, inclusionary programs, transitional planning. 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.

Instructional assessment and technology for future classroom teachers. Writing instructional objectives, constructing formative and summative teacher-made assessments, designing authentic assessments, analyzing assessment data, interpreting standardized test scores, and integrating technology into the curriculum. Emphasis on accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment.

Topics of special interest which may vary each time course is offered. Multiple sections may be taken concurrently. Maximum of 6 semester hours may be applied to a degree program.