This course serves as an introduction to the Elementary Education Teaching major. To fulfill these introductory goals, candidates will examine the professional expectations of today’s elementary teachers. This course will help acquire the knowledge, skills, and dispositions necessary to become an effective educator.
This course introduces the Elementary Education Teaching major and the Professional Teacher Education Program (PTEP). To fulfill these introductory goals, candidates will have hands-on experiences with students and teachers to meet the requirements of their major and examine the professional expectations of today’s elementary teachers.
Provides elementary teacher candidates with research-based principles for teaching writing to diverse students in grades K-6. The course also focuses on the teacher candidate's own writing attitudes and proficiencies and serves to address the reciprocity of writing and reading instruction methods.
Foundational study of reading assessment, based on principles for matching reading assessment data to instructional decisions; policy provisions on assessment in a multi-tiered system of support; effective and ethical assessment in aspects of reading-such as phonological/phoneme awareness, phonics and word identification, fluency, vocabulary, and comprehension; assessment informing instruction for dyslexia and other persistent reading difficulties; knowledge of language structures necessary for interpreting assessment.
This course examines in-depth understanding of large student data assessments including effective practices, implementation, and ways to use data to improve teaching in the K-6 elementary school classrooms.
Instructional application of foundational skills of reading development, based on consensus science in effective reading instruction; effective instruction in components of reading and writing-phonological/phonemic awareness, phonics and word identification, fluency, vocabulary, text comprehension; instruction with dyslexia and other persistent reading difficulties. This course includes a required field component.
Teacher candidates acquire specific subject matter content while learning instructional strategies related to teaching mathematics education in elementary school classrooms.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
Teacher candidates acquire specific subject matter content while learning instructional strategies related to teaching social studies education in elementary school classrooms.
Completion of Applic for Full Adm to PTEP
A minimum of sixteen weeks of field-based experience in an elementary classroom under the supervision and coordination of university faculty and cooperating school personnel. S/U graded.
(GPA-3.0) and (Passed Required Praxis and Completion of Application for Student Tching)
Field-based learning practicum in partnership schools under the supervision and coordination of university faculty and partner school personnel for 15 weeks. Teacher Candidates will teach in inclusive elementary classrooms (K-2 or 3-6 whichever they did not complete in EDEL 459) to implement best instructional practices for all learners. S/U graded.
(GPA-2.75) and (Completion of Applic for Full Adm to PTEP)
Field-based learning practicum in partnership schools under the supervision and coordination of university faculty and partner school personnel for 15 weeks. Teacher Candidates will teach in inclusive elementary classrooms (K-2 or 3-6; whichever they did not complete in EDEL 457) to implement best instructional practices for all learners. S/U graded.
(GPA-2.75) and (
MATH 283 with a minimum grade of D-) and (Completion of Applic for Full Adm to PTEP)