Schedule of Classes

Engage in a minimum of twenty-five hours of directed observations in an appropriate, 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.

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; interpretation and use of standardized tests, report cards, and grading; reporting procedures; and examination of how to utilize evaluation and assessment to strengthen instruction, differentiate assessment for ELLs, and contribute to positive learner development. There is fieldwork expected for the class.

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.

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.

Practicum: use of psycho-educational tests and diagnostic teaching techniques. Preparation of a complete formal and informal educational assessment of a learner including a professional report written in a specified format.

Provides an overview of classroom-based assessment methods, both qualitative and quantitative. Emphasizes the different types and purposes of assessment, as well as creative alternatives to traditional assessment techniques. Tailored to graduate students' needs and interests.

Provides advanced professional collaboration and leadership strategies to effectively work with the greater school community including families, other educators, related service providers, and personnel from community education agencies. Emphasis will be given toward honing candidates' leadership and collaboration skills essential to current practices across environments. Evidence-based, culturally responsive practices critical for the education leader and advocate in meeting the unique needs of individuals with exceptionalities will be discussed.

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.