Plan of Study – Elementary Standard Certificate - Initial Certif

Involves prospective teachers in the real issues of schooling and education, by examining historical and philosophical perspectives of education; attitudes, goals and skills pivotal to the growth of the developing teacher. Emphasizes active involvement in the learning and teaching process. Lab experience in elemtary and secondary school required.

Focus on the learning process: role of the teacher in learning; efficiency of learning as it is affected by the developmental processes; psychological principles that are central to the learning process and their relationship to the teaching situation; variables in learning; and evaluation of the outcomes of learning. Application of learning theory and multicultural concepts in a field-based context. Includes a 1 hour field experience (30 clock hours). Prerequisites: PSY 1010 and EDU 2000.

Study of theory process in developmentally appropriate reading/writing, including language and literacy acquisition, concepts of print, phonemic awareness, phonics, letters and word recognition, vocabulary, comprehension, handwriting and early writing composition, methods of literacy instruction design, and assessment. Prerequisites: PSY 1010, EDU 2000. Prerequisite or corequisite: EDU 3120.

Development of a working knowledge of the historical perspective of present special education programs, the effects of litigation, and the continuum of special education services. Identifying, evaluating, and differentiating instruction for students with special needs by way of a continuum of services in the least-restrictive environment. Response-to-intervention; positive behavior support; collaboration with school personnel and parents; community resources. Thirty-clock-hour field experience required.

Emphasizes the importance of incorporating supporting instruction to educational environments through the use of instructional media to promote integrative learning. Focuses on selecting, critically evaluating, and using appropriate media, including microcomputes, as an integral part of the curriculum to achieve specific learning objectives: locating, preparing and using existing and self made instructional media objectives, materials and lesson plans, and creating an instructional media portfolio for effective classroom presentations.

Study of the principles, techniques, and processes of discipline literacy instruction needed for students to be independent, strategic learners in the content areas taught in the PK-3 and 3-6 classroom. Application of learned principles and practices to teaching situations through the tutorial field experience with students who struggle with literacy learning in grades 3-6 grades. Lecture 2 hours; laboratory 1 hour. Prerequisites: EDU 3120, EDU 3210, and admission to the Teacher Education Program.

Study of the principles, techniques, and processes of evidence-based literacy instruction needed for students to be independent, strategic learners in the content areas taught in elementary and middle school. Application of learned principles and practices to teaching situations through the tutorial field experience. Lecture 2 hours; laboratory 1 hour. Prerequisites: EDU 3120, EDU 3210, and admission to the Teacher Education Program.

This course provides a broad overview for how teacher candidates can cultivate and sustain effective and equitable learning environments for students in PK-12 settings. It examines current research on students engagement, classroom management, and culturally responsive learning while challenging teacher candidates to confront their own values and beliefs on these topics. This course also provides teacher candidates with strategies for optimizing physical classroom arrangements, dealing with students conflict, and working effectively with parents and families. The field component of this course engages candidates in observing and reflecting on teaching strategies while developing their own approach to building a well-structured, inclusive learning environment. Prerequisites: EDU 3120 and admission to the Teacher Education Program.

Observations and teaching in classroom situations; individual conferences and seminars.

The study of the scope and nature of education, primarily at the elementary and secondary levels, in the United States, as reflected in the historical, political, economic, sociological, and philosophical forces affecting the school and other social institutions, with emphasis on the origins and evolution of various current educational practices, policies, and issues. Prerequisites: EDU 2000 and 3120 and admission to the Teacher Education Program.

Selected topics designed to orient students to the reality of teaching, to guide and support them during the intensive student teaching internship, and to address topics that relate to students’ short-term interest in securing teaching positions and to their long-term career effectiveness. To be taken concurrently with Directed Teaching.

Regional study of the earth’s realms; cultural and physical factors affecting people; effects of the demographic and industrial revolutions of the world.

American political structure to include the organization, powers, functions and services of national, state and local government and their interdependence in seeking solutions to contemporary social, economic, and political issues.

Describes the major systems, central issues and historical development of modern psychology. Introduces basic principles in sensation, perception, cognition, learning, memory, language, emotion, motivation, personality organization, and social process.

Foundations and principles of social order, social control, social institutions, and social life in America and other cultures. Focus on how people’s conditions, character, and life chances are influenced by organizations and institutions. Emphasis on critical thinking about practices and beliefs in a variety of social contexts.