Teacher Education (M.A.T.)

Faculty
Description
Summary Pass-Rates on Praxis Exams (TITLE II DATA)
Course Requirements and Specializations
     Intensive Master of Arts in Teaching Program
     Early Childhood Education Specialization, Ages 3 - 8
     Elementary Education Specialization, Grades 1 - 6
     Secondary Education Specialization, Grades 7 - 12
     Special Education Specialization (Non-categorical)
     Teaching English to Speakers of Other Languages, Grades 1-12
Program Policies
Course Descriptions

Faculty

Roberta Dorr, Associate Professor of Education,
     Program Director for Teacher Education
L. Lawrence Riccio, Professor of Education
Cynthia Greer, Associate Professor of Education
Deborah Litt, Assistant Professor of Education 
Eirini Gouleta, Assistant Professor of Education  
Lannette Woodruff, Assistant Professor of Education

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Description

The graduate program in teacher education offers the Master of Arts in Teaching degree (M.A.T.) and prepares graduate students for teaching careers. The Teacher Education Program culminating in the M.A.T. is state approved and meets certification requirements of the District of Columbia.

Through a sequenced course of study, students gain knowledge, skills, and experiences for initial teaching certification. Most of the professional education courses require a practicum, internship, or other field experiences in addition to regular class meetings. The program may be completed on either a full-time or part-time basis; however, one semester of full-time study is required for the student teaching internship in the last semester of the program. Student teaching internship placements are made by Trinity and take place in public and private school systems in the Washington Metropolitan Area.

Faculty in the School of Education advise students on their course of study based on state certification requirements regarding both general education and professional education course work. In some instances, additional general education course work may be required. Please refer to teacher certification requirements.

The M.A.T. is offered in early childhood, elementary, or special education, selected areas of secondary education (English and social studies), and teaching English to speakers of other languages (TESOL).

Prospective students for Trinity's M.A.T. Program should refer to the School of Education's Policy on the Praxis Examinations.

Summary Pass-Rates on Praxis Exams (TITLE II DATA)

Application to Student Teaching

Students may student teach when all of the following conditions are met:

1) General Education Requirements are completed;

2) Educational Core Courses are completed;

3) Education Methods Courses are completed;

4) Secondary Education Subject Area Courses are completed (secondary teacher candidates only); and

5) Students must be in good standing academically in order to student teach.

During the semester before prospective teachers plan to student teach, they must complete an application for student teaching. The application form must be signed by the student, the student's advisor in the School of Education, and delivered to the Program Director of Teacher Education.  The completed and signed form is due to the Director before the end of priority registration in the Fall or Spring the semester prior to the time when the student wishes to student teach.  Trinity has sole authority to make all student teaching placements.  Failure to complete this form and obtain the requisite approvals on time may disqualify prospective teachers from student teaching during the desired semester.
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Course Requirements and Specializations

Intensive Master of Arts in Teaching Program

The intensive M.A.T. is a one year, three semester, full-time program leading to eligibility for certification in elementary education. The content of the intensive M.A.T. program is the same as the regular M.A.T. program but in a different delivery format.  Students pursuing the  M.A.T. in the intensive format begin in May and follow a carefully designed and supported sequence of course work and field experiences over three semesters.  Students may need to complete additional undergraduate general education course work to meet state certification requirements.

The intensive M.A.T. program consists of a comprehensive and innovative series of classroom and field-based experiences designed to promote the development of skills, knowledge, and attitudes essential for effective teaching. The program stresses the application of theory to practice.

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Early Childhood Education Specialization, Ages 3-8

The early childhood education specialization requires 36 credits, and the course of study provides a comprehensive core of knowledge and field-based experience for students desiring to work with young children in nursery, kindergarten, and primary schools; child care and Head Start programs. 

Core Requirements (12 credits)

ALL of the following courses:

EDCC 601 Transition to Graduate School Seminar
     (no credit; must be taken first semester student is enrolled)
EDCC 510 Human Growth and Development
EDCC 530 Education of Exceptional Children and Youth
EDCC 541 Foundations of Education and the Art of Teaching and Learning
EDCC 600 Research in Education

Specialization (18 credits)

ALL of the following courses:

EDTE 610 Early Childhood Development in Family and Culture
EDTE 611 Literacy Development Across the Curriculum
EDTE 612 Constructing and Integrating the Early Childhood Curriculum
EDTE 613 Developing Concepts in Early Childhood Mathematics and Science
EDTE 614 Assessment in Early Childhood Education for Diverse Learners
EDTE 615 Creating Environments and Adapting Curriculum for Young Children

Student Teaching Internship and Seminar in Teaching (6 credits)

BOTH of the following courses:

EDTE 671 Student Teaching in Early Childhood Education (3 credits)
EDTE 689 Advanced Seminar in Teaching

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Elementary Education Specialization, Grades 1-6

The elementary education specialization requires 36 credits of course work which provides a comprehensive core of knowledge and field experiences for students desiring to work with elementary school students in grades one through six.

Core Requirements (12 credits)

ALL of the following courses:

EDCC 601 Transition to Graduate School Seminar
     (no credit; must be taken first semester student is enrolled)
EDCC 510 Human Growth and Development
EDCC 530 Education of Exceptional Children and Youth
EDCC 541 Foundations of Education and the Art of Teaching and Learning
EDCC 600 Research in Education

Specialization (18 credits)

ALL of the following courses:

EDTE 621 Teaching for Mathematical Understanding
EDTE 622 Teaching for Scientific Inquiry
EDTE 623 Language, Literature, and Culture
EDTE 624 Children's Literature
EDTE 627 Literacy Assessment and Instruction for Early Readers
EDTE 628 Literacy Assessment and Instruction for Upper Elementary Readers 

Student Teaching Internship and Seminar in Teaching (6 credits)

BOTH of the following courses:

EDTE 673 Student Teaching in Elementary Education (3 credits)
EDTE 689 Advanced Seminar in Teaching

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Secondary Education Specialization, Grades 7-12

The secondary education specialization requires 33 credits and provides a comprehensive core of knowledge and field experiences for students desiring to teach at the middle and high school level (grades 7 through 12) in: English or social studies. A student must have a 3.0 GPA in the content area in which he or she wishes to teach. Students must meet with an advisor to assess prerequisite course work necessary to meet the requirements of their respective areas of specialization. 

State Certification Requirements for Secondary Subject Areas

The courses listed below are required in addition to general education and professional education requirements. Students wishing to be certified in a content area must pass both content and pedagogy areas of the Praxis II required in their area.

English: Thirty-six (36) semester hours is required in course work from the following: writing process, American literature, English literature, linguistics, oral communication, world literature or comparative literature, multicultural literature, drama, journalism, adolescent literature, and mythology. The advisor reviews the undergraduate transcripts to determine what courses may be needed.

Social Studies: Thirty-three (33) semester hours is required in course work from the following: history, world history, United States history, the history and government of the District of Columbia, physical or cultural geography, economics, political science, and at least one course in international relations, global studies, law, philosophy, psychology, sociology, social science, or anthropology. The advisor reviews the undergraduate transcripts to determine what courses may be needed.

Core Requirements (12 credits)

ALL of the following courses:

EDCC 601 Transition to Graduate School Seminar
     (no credit; must be taken first semester student is enrolled)
EDCC 510 Human Growth and Development
EDCC 530 Education of Exceptional Children and Youth
EDCC 541 Foundations of Education and the Art of Teaching and Learning
EDCC 600 Research in Education

Specialization (15 credits)

ALL of the following courses:

EDCC 605 Educational Measurement and Evaluation
EDTE 640 Principles and Methods of Teaching in the Secondary School
EDTE 641 Adolescent Culture in Literature
EDTE 642 Teaching Reading in the Content Area

ONE of the following courses, as appropriate:

EDTE 644 Curriculum and Methods of Teaching Social Studies in the Secondary School OR
EDTE 646 Curriculum and Methods of Teaching English in the Secondary School

Student Teaching Internship and Seminar in Teaching (6 credits)

ONE of the following courses in student teaching, as appropriate:

EDTE 681 Student Teaching in Secondary English (6 credits) OR
EDTE 683 Student Teaching in Secondary Social Science (6 credits)

AND

ONE seminar in teaching:

EDTE 689 Advanced Seminar in Teaching

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Special Education Specialization (Non-categorical)

The special education specialization requires 36 credits and provides a comprehensive core of knowledge and field-based experiences for students desiring to teach children and youth with special needs in a variety of special education settings. Upon successful completion of all requirements and Praxis II in Special Education, the student is eligible for non-categorical certification, kindergarten through grade twelve.

Core Requirements (12 credits)

ALL of the following courses:

EDCC 601 Transition to Graduate School Seminar
     (no credit; must be taken first semester student is enrolled)
EDCC 510 Human Growth and Development
EDCC 530 Education of Exceptional Children and Youth
EDCC 541 Foundations of Education and the Art of Teaching and Learning
EDCC 600 Research in Education

Specialization (24 credits)

ALL of the following courses:

EDCC 605 Educational Measurement and Evaluation
EDTE 629 Teaching Students with Emotional and Learning Disabilities
EDTE 630 Human Relations and Career Education in Special Education 
EDTE 634 Teaching Students with Mental Retardation
EDTE 636 Psychology of Exceptional Children and Youth
EDTE 637 Preparation of Individualized Learning Prescriptions

Student Teaching Internship and Seminar in Teaching (6 credits)

BOTH of the following courses:

EDTE 675 Student Teaching in Special Education (3 credits)
EDTE 689 Advanced Seminar in Teaching

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Teaching English to Speakers of Other Languages (TESOL) Specialization Grades 1-12

The TESOL specialization requires 42 credits of course work that provide a comprehensive core of knowledge and field experiences for students desiring to work with students for whom English is not their primary language. Students must meet the General Education Requirements for certification and have additional credits in foreign language. Upon completion of all requirements and Praxis II in TESOL, the student is eligible for certification, kindergarten through grade 12.

Core Requirements (12 credits)

All of the following courses:

EDCC 601 Transition to Graduate School Seminar
     (no credit; must be taken first semester student is enrolled)
EDCC 510 Human Growth and Development
EDCC 530 Education of Exceptional Children and Youth
EDCC 541 Foundations of Education and the Art of Teaching and Learning
EDCC 600 Research in Education

Specialization (24 credits)

ALL of the following courses:

EDCI 607 Cultural Diversity
EDCI 625 Language Acquisition and Development
EDCI 640 Language Learning
EDCI 641 Structure of American English
EDCI 642 Linguistics and Bilingualism
EDCI 643 Principles and Practices of TESOL
EDCI 646 TESOL Test and Measurements
EDCI 647 Reading and Writing Methods for ESOL Teachers

Student Teaching Internship and Seminar in Teaching (6 credits)

BOTH of the following courses:

EDTE 677 Student Teaching in TESOL
EDTE 689 Advanced Seminar in Teaching

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Program Policies

Advanced Placement:
Credits earned through Advanced Placement Examinations may fulfill general education for certification courses in cases where the student has earned a 4 or 5 on the examination and the credits have been reviewed by education faculty members.

CLEP Policy:
Credits earned through CLEP Examinations may fulfill general education for certification courses in cases where the student has earned a score that confers credit following the guidelines of the ACE and the credits have been reviewed by education faculty members.

Grades in Education Courses:
Undergraduate students are required to earn a minimum GPA of 2.5 in all Education core courses and a GPA of 3.0 in Education methods courses to fulfill requirements for the major, the minor, and/or the undergraduate portion of the B.A./M.A.T. Program. Graduate students must maintain a GPA of 3.0 and may earn only one "C."

Pass/No Pass:
Courses fulfilling the major, minor, or undergraduate portion of the B.A./M.A.T. Program -- including general education courses required for certification -- may not be taken Pass/No Pass.

Study Abroad:
Courses taken through a study abroad program approved by Trinity may count toward general education courses required for certification, pending review and approval by education faculty and the faculty of the appropriate academic program. In general, education courses taken abroad will not count toward the major, minor, or undergraduate portion of the B.A./M.A.T. Program.

Praxis Policy:
Passing scores on the Praxis I are required to register for all education courses at the 300-level and above. See the School of Education's Policy on the Praxis Examinations.

Experiential Credit Policy:
Credits earned through experience may count toward general education courses required for certification, pending review and approval by education faculty and the faculty of the appropriate academic program. In general, experiential credits may not substitute for education courses counted toward the major, minor, or undergraduate portion of the B.A./M.A.T. Program.

Transfer Credits:
Transfer credits may be awarded only after appropriate program review. Courses at the 400-level and above must be completed at Trinity. Courses taken as part of the School of Education program of study must be taken at Trinity.

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Course Descriptions

EDCC - Core Courses

EDCC 530 Education of Exceptional Children and Youth
Surveys major areas of exceptionality and legislated standards for special education and related services for students with special needs. Topics include inclusive education and collaboration between special educators, regular educator, related service providers, volunteers, and parents. Also individual education programs (IEP) are examined in relation to students' needs and learning styles. Field component with observations are an integral component of the course.
3 credits

EDCC 541 Foundations of Education and the Art of Teaching and Learning
Examines current theory and practice in the processes of teaching and learning. These processes are embedded in human development, learning and motivational theories, and learning assessment.  The social/cultural factors that have an impact on teaching and learning are also studied.  This course will focus on topics of interest for educational psychologists as well as teachers and other professionals working with students. The course reviews theories of learning and styles of teaching from the most traditional to the latest innovations in the field.  Classroom management techniques and strategies are studied and teacher candidates are required to analyze these and develop a classroom management plan. Field observations are a component of this course.
3 credits

EDCC 600 Research in Education
Examines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current literature in teaching and learning. Topics include defining the research process, writing a review of the literature, exploring methods of gathering quantitative and qualitative data, developing a research design, and examining ethical issues related to the research process.  
3 credits

EDCC 601 Transition to Graduate School Seminar
Non-credit seminar for students in their first semester of any School of Education graduate program. Information will be provided to students on general education, certification and graduation requirements. Surveys and writing samples that are data requirements for accreditation of the department will be gathered. Academic policies, APA writing style requirements and university-provided resources will be reviewed.
0 credits

EDCC 605 Educational Measurement and Evaluation
Examines methods for measuring and evaluating the progress of students, including the effectiveness of instructional programs and formal measures for assessing teaching and learning, the use of standardized tests, and the development of student portfolio assessments. Students learn to read, analyze, and interpret the current educational research literature on measurement and evaluation. Field component with hands on activities are an integral component of the course.
3 credits
Prerequisites: EDCC 540

EDCC 697 Directed Research
Provides students the opportunity to pursue or continue a research project under the direction of a faculty member. Students continuing a capstone project should register for one credit.
1-3 credits
Prerequisites: Permission of advisor

EDCC 698 Independent Study
Provides students with the opportunity to carry out individualized projects related to the student's area of concentration under the supervision of a faculty advisor. The student and instructor must complete an independent study agreement form. Students who plan to take a required course in the format of an independent study should register for the number of the appropriate course and complete an independent study agreement form. Formerly EDU 500 Independent Study in Education.
3 credits
Prerequisites: Advisor's written approval and approval of the Dean

EDCI - TESOL courses offered in conjunction with Curriculum and Instruction

EDCI 607 Cultural Diversity and Global Concerns
This course is an experiential course that provides candidates (students) an opportunity to culturally explore themselves, the classroom and the society at large. Issues of diversity, equity, equality and power will be explored and examined. Through various reading materials and activities candidates will examine the impact of past and present inequities and the sometimes "mis-education" about the diverse populations and their histories and contributions in the U.S and in the global community. Some of the specific topics that will be examined are: race and ethnicity; learning style; socioeconomic status; sexual orientation; linguistic diversity; gender identity and learning identities. One of the major goals of the course is to increase candidates' skills in becoming culturally responsive and fluent teachers. Emphasis will be placed on candidates becoming reflective practitioners as they increase their knowledge and awareness on how to be change agents and advocates for all children and their families. A second goal will be for candidates to increase their knowledge and skills in developing an inclusive curriculum, and increase candidates' skill in the pedagogy of teaching a culturally and linguistically diverse student population.
3 credits
 

EDCI 627 Language Acquisition and Development
Explores the major language theories and systems. The constructivist, psycholinguistic, and sociolinguistic views provide the framework for exploring phonology, semantic, syntactic morphology, and pragmatic systems related to language acquisition and development. Second language and non-standard language development as they relate to cognition and learning will be discussed. Field component with observations are an integral component of the course.
3 credits

EDCI 640 Language Learning
Presents a systematic overview of the historical evolution of the field of Language Learning to include present day innovations. The purpose of this course is to facilitate awareness of how present day second language practices came into existence and to project the future direction of second language education based on the latest research. Participants will examine their own language learning in an effort to become more aware of the teaching-learning process for all language learners.
3 credits

EDCI 641 The Structure of American English
This course is designed to provide students with advanced study of grammar as it impacts the structure of the English language. Students will have an opportunity to participate in activities that will allow them to have a deeper understanding of the components of American English.
3 credits

EDCI 642 Linguistics and Bilingualism
This course is designed to integrate the essential content knowledge of General Linguistics covering the principles of phonology, morphology, semantics and syntax and exploring its relationship to the foundations of Bilingualism. Students will have an opportunity to work through activities that demonstrate the relevance of linguistics in understanding language.
3 credits

EDCI 643 Principles and Practices of TESOL
Examines the principles of "Best" teaching practices for teachers so that they may skillfully assist second language learners in content area subject matter. The use of content or subject area teaching of language such as CALLA (cognitive academic language learning activities) will be explored. Additionally, modalities and learning styles of students and teachers as they apply to culture will be explored. In addition, classroom management, and responding appropriately to the needs of students in the classroom will be simulated and practiced. Strategies and techniques will be incorporated into each participant's repertoire ideas for making teaching and learning fun and meaningful. Field component with observations are an integral component of the course.
3 credits

EDCI 644 Teaching Reading for TESOL
This course will examine the unique challenges inherent in teaching reading to ESL/ESOL (LEP) students. Theory and research regarding language acquisition and reading for these students will be explored. In addition to an introduction to basic reading methods, current strategies and techniques will be explored to provide the ESL teacher with increased options in meeting the needs of second language students. This course has a field component and culminates in the production of a portfolio to document performance.
3 credits

EDCI 645 Writing Methods for TESOL
This course will examine the unique challenges inherent in teaching writing to LEP (Limited English Proficient) or ESOL (English Speakers of Other Languages) students. Participants will learn the current techniques of proven success in teaching second language students to write. This course has a field component and culminates in the production of a portfolio to document performance.
3 credits

EDCI 646 TESOL Tests and Measurements
This course will introduce participants to formal as well as informal practices of student assessment. Participants will analyze numerous concepts and methods concerning ESL testing. Students will be trained in the use of scoring and reporting of formal assessments used in both local and national school systems. Participants will become familiar with the organization and administration of second language programs in the schools and with the various methods used for record keeping. Field component is part of the course.
3 credits

EDTE -Teacher Education (M.A.T.) Courses

EDTE 610 Early Childhood Development in Family and Culture
Explores the ecology of child development, which focuses on the influences of the culture, community, and the family on the developing child, topics discussed include parental involvement in schools and the roles schools play in the community. The field component and infusion of technology are an integral part of the course.
3 credits

EDTE 611 Literacy Development Across the Curriculum
Develops an understanding of the developmental continuum of literacy acquisition in early childhood and provides the foundation for learning developmentally appropriate techniques for enhancing early literacy development in children.  The administration and interpretation of assessments for emergent and early literacy is included as a necessary component of planning effective instruction and learning opportunities.  Infusing literacy promoting activities through the use of children's literature and other content areas of the early childhood curriculum will be stressed.  The field component is an integral part of the course.
3 credits

EDTE 612 Constructing and Integrating the Early Childhood Curriculum
Examines historical and current research and practice to best teach young and diverse learners. In this course, teacher candidates construct units and integrate them across content areas. Infusing modern technology and content areas -- social studies/history, language arts, creative movement, play and drama across the curriculum in two early childhood settings (PK-age 6) -- the field component is an integral part of the course.
3 credits

EDTE 613 Developing Concepts in Early Childhood Mathematics and Science
Developing concepts in early childhood mathematics and science for diverse learners; observations, measurement, and experiments in mathematics and science will be explored. Teacher candidates construct units and integrate them across two content areas. The field component is an integral part of the course.
3 credits

EDTE 614 Assessment in Early Childhood Education
Explores the development of assessment strategies and techniques, both formal and informal, in early childhood education and how to apply the knowledge to promote learning in young children. Attention is given to educational measurement among diverse populations of students. The field component is an integral part of the course.
3 credits

EDTE 621 Teaching for Mathematical Understanding
Examines early childhood and elementary mathematics education methods and curriculum materials. Topics include current approaches to teaching mathematics, individualized programs, integrating mathematical understanding across the curriculum, and the development and implementation of mathematics laboratory activities in the classroom. Implications of research and theory to the teaching of mathematics are considered. The field component is an integral part of the course.
3 credits
Prerequisites: EDCC 540

EDTE 622 Teaching for Scientific Inquiry
Examines early childhood and elementary science education methods, curriculum materials, and teaching strategies. Emphasis is on teaching strategies and materials that encourage exploration and guided discovery and the integration of scientific inquiry across the curriculum. The implications of research and theory to the teaching of science are considered. An activity-centered approach is used to study topics in science. The field component is an integral part of the course.
3 credits
Prerequisites: EDCC 540

EDTE 623 Language, Literature, and Culture
Introduces students to the major concepts and modes of inquiry in the academic disciplines included within social studies: history, geography, the social sciences including economics and other related area. Students are expected to use this knowledge to design integrated instruction for students which will assist elementary age children in using a variety of sources and experiences to construct a knowledge base in social studies.  Students will be expected to use social studies concepts and themes to develop higher order thing skill, research skill and to promote good citizenship in elementary age children.  The field component is an integral part of the course.
3 credits
Prerequisites: EDCC 540

EDTE 624 Children’s Literature
Surveys children's literature with emphasis on works by major authors and illustrators. Topics include criteria for evaluating literature, sexism and multicultural aspects of literature for children, and integrating literature into the curriculum. Genres covered in the course include picture books, folktales, fables, myths, modern fantasy, poetry, and modern and historical fiction. A field component may be required. Formerly EDU 514 Children’s Literature.
3 credits

EDTE 627 Literacy Assessment and Instruction for Emergent and Early Readers
Prepares beginning teachers to instruct young children (Pre-K-Grade 3) in reading, writing, and the language arts. Current theories of reading acquisition and the reading process are discussed in order to provide a theoretical foundation for the practical work. Students learn how to use informal assessments and knowledge of the paths of literacy development to create lesson plans targeting the “cutting edge” of student learning. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Strategies for fostering engagement and motivation in literacy activities will be infused throughout the course. Course content also includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. Field component required.
3 credits

EDTE 628 Literacy Assessment and Instruction for Upper Elementary Readers
Prepares teacher candidates to instruct developing readers (Grades 3-6) in reading, writing, and the language arts. Special attention is paid to strategies for content area reading, comprehension instruction, fluency development, spelling, writing, and vocabulary development appropriate for the upper elementary years. Teacher candidates will learn how to interpret and use formal and informal assessments, and how to use assessment information to plan instruction to meet the needs of diverse learners. Teacher candidates will gain practical experience using assessment to guide instruction by tutoring a child who is experiencing difficulty. Field component required.
3 credits

EDTE 629 Teaching Students with Emotional and Learning Disabilities
Provides an in-depth examination of the theory and research on the etiological, psychological, and social factors in learning disabilities and emotional disturbance.  Curriculum development, teaching strategies and methodologies, and the effective uses of resources (human/material) will be explored.  Special attention will be given to methods of assessment, instrumentation, and interpretation of test data.  Specialized instructional methods that can be delivered in a variety of settings will also be examined.
3 credits
Prerequisites:  EDCC 530 and EDCC 540

EDTE 630 Human Relations and Career Education in Special Education
This course examines contemporary trends and issues in career education and various strategies and methods established to provide for, and to improve the delivery of appropriate educational and vocational services for students with disabilities as well as personal/social adjustment.  A major focus is on the importance of transition planning.  And parent/family and professional collaboration in multicultural setting is stressed.  Field work and practica assignments are required.
3 credits
Prerequisites: EDCC 530

EDTE 634 Teaching Students with Mental Retardation
Examines theory and research on the etiological, psychological, and social factors in mental retardation. Topics include curriculum development, materials, and teaching strategies and methodologies for students with mild to profound mental retardation. A field component may be required.
3 credits
Prerequisites: EDCC 530 and EDCC 540

EDTE 636 Psychology of Exceptional Children and Youth
Surveys research and theory of the psychosocial development of exceptional children and youth. The relationship between normal psychosocial development and the psychosocial development of exceptional children and youth is explored. A field component may be required.
3 credits
Prerequisites: EDCC 530 and EDCC 540

EDTE 637 Preparation of Individualized Learning Prescriptions
Focuses on the skills and knowledge necessary for the development of individualized educational programs for students having special needs. Emphasizes evaluating commercially prepared materials and designing curricular materials to meet the needs of individual students. A field component may be required.
3 credits
Prerequisites: EDCC 520, EDCC 530, and EDCC 540

EDTE 640 Principles and Methods of Teaching in the Secondary School
Examines the major tenets of secondary education emphasizing methodologies appropriate to teaching in the middle and secondary grades. Reviews current research and practice in secondary education. A field component and observations are integral parts of this course.
3 credits
Prerequisites: EDCC 520 and EDCC 540

EDTE 641 Adolescent Culture in Literature
Offers prospective teachers of adolescents the opportunity to examine their particular life view and development patterns as seen in both classic and contemporary stories about adolescents. Students relate previous learning about this particular group from the perspectives of authors, filmmakers, and journalists and contrast these presentations of youth with their own views on adolescence from personal experience. Students are expected to maintain a journal. A field component may be required.
3 credits

EDTE 642 Teaching Reading in the Content Area
Prepares secondary education teachers to teach the content of their subject areas more effectively. Attention is given both to diagnostic and instructional reading techniques and to various study skills useful in content-area instruction. A field component and observations are integral parts of this course. Formerly EDU 522L Literacy Across the Curriculum and EDU 530 Teaching Reading in the Content Area.
3 credits

EDTE 644 Curriculum and Methods of Teaching Secondary Social Studies
Familiarizes students with techniques and practices for teaching social studies in the middle and secondary school classroom. Topics include current research and practice, material development, and unit and lesson planning. Students practice implementing instruction by microteaching. Field component required.
3 credits
Prerequisites: EDCC 540

EDTE 646 Curriculum and Methods of Teaching Secondary English
Familiarizes students with techniques and practices for teaching English and language arts in the middle and secondary school classroom. Topics include current research and practice; material development; unit and lesson planning; teaching composition, grammar, speaking, and the study of literature. Students practice implementing instruction by microteaching. Field component required. Formerly EDU 511A Curriculum and Methods of Teaching English in the Secondary School.
3 credits
Prerequisites: EDCC 540

EDTE 671 Student Teaching in Early Childhood Education
Provides students with a semester-long, full-time teaching internship in an early childhood education school setting, under the guidance and supervision of a licensed teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. The Advanced Seminar in Teaching is taken in conjunction with the teaching internship.
6 credits
Prerequisites: Completion of all professional education course work.

EDTE 673 Student Teaching in Elementary Education
Provides students with a semester-long, full-time teaching internship in an elementary education school setting under the guidance and supervision of a certified teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. The Advanced Seminar in Teaching is taken in conjunction with the teaching internship.
6 credits
Prerequisites: Completion of all professional education course work.

EDTE 675 Student Teaching in Special Education
Provides student with a semester-long, full-time teaching internship in a special education setting under the guidance and supervision of a teacher and college supervisor. Internship is designed to provide a graduated, incremental learning experience in the classroom and other learning environments. In addition to planning student learning experiences, the teaching intern is engaged in active research. The Advanced Seminar in Teaching is taken in conjunction with the teaching internship.
6 credits
Prerequisites: Completion of all professional education course work.

EDTE 677 Student Teaching in TESOL
This course provides students with a teaching internship in an elementary and secondary education school setting, under the guidance and supervision of a licensed teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student-learning experiences, the teaching intern is engaged in active research. The Advanced Seminar in Teaching is taken in conjunction with the teaching internship.
6 credits
Prerequisites: Completion of all professional education course work.

EDTE 681 Student Teaching in Secondary English
Provides the student with a semester-long, full-time teaching internship in a secondary English and language arts classroom under the guidance and supervision of a licensed teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. The Advanced Seminar in Teaching is taken in conjunction with the teaching internship.
6 credits
Prerequisites: Completion of all professional education course work.

EDTE 683 Student Teaching in Secondary Social Studies
Provides the student with a semester-long, full-time teaching internship in a secondary social science classroom under the guidance and supervision of a licensed teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. The Advanced Seminar in Teaching is taken in conjunction with the teaching internship.
6 credits
Prerequisites: Completion of all professional education course work.

EDTE 689 Advanced Seminar in Teaching
While the student is engaged in the student teaching experience, this seminar assists them in  synthesizing and applying what has been learned at both the academic and professional level during their educational process to become teachers.  The organization and construction of an electronic or paper professional portfolio based on the documentation of the candidate's performance to standards is a major component of the course.  A videotape analysis of teaching along with an action research project are also requirements of this course.
3 credits
Corequisites: enrollment in any student teaching course, EDTE 670 through EDTE 687

EDTE 690 Teaching Practicum
Provides students with a semester of field-based teaching and learning experiences in school settings under the guidance and supervision of faculty members. The practicum is designed to provide an extended practical learning experience in a variety of teaching and learning settings. For students in the intensive M.A.T. program only. Formerly EDU 588I Teaching Practicum.
1-3 credits
Prerequisites: Admission to the Intensive M.A.T. Program.

EDTE 698 Independent Study
Provides students with the opportunity to carry out individualized projects related to the student's area of concentration under the supervision of a faculty advisor. The student and instructor must complete an independent study agreement form. Students who plan to take a required course in the format of an independent study should indicate the number of the appropriate course on the completed and signed independent study agreement form.
3 credits
Prerequisites: Advisor's approval and approval of the Dean

EDTE 699 Capstone in Teacher Education
Provides students with the opportunity to explore an area of special interest in teaching or develop a professional portfolio under the direction of their faculty advisor.
3 credits
Prerequisites: Completion of all professional education course requirements; students must meet with their faculty advisor and prepare an outline of their proposed project prior to registration. 

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