Overview of Core Coursework and Field Experiences
ITP 454/554 Professional Development and Reflection (2)
This course is designed to assist students in the development of a professional portfolio, become familiar with national, state, and district teaching standards for teachers and K-12 students and become knowledgeable on educational law. You will develop an initial teaching philosophy paper that will reflect your personal expression of values and goals as they relate to your practice. This paper will be refined throughout your program. Additionally, students will begin observation of and data gathering in their district’s learning community.
ITP 412/512 Learning and the Learner (3)
Principles of human learning and related practices for classroom teaching. The psychology of learning in a school setting includes both individual and group generalizations. The roles and functions of a classroom teacher as a facilitator of learning and a decision maker concerning pupil needs and achievement.
ITP 455/555 Language and Literacy Development of Diverse Learners (3)
Course designed for preservice student to help them guide elementary, mid-level, and secondary students in acquiring skills needed for reading/thinking, writing and study in the content areas. Emphasis on the functional teaching of reading and writing – the design and preparation of materials to use with textbooks in all school subjects.
ITP 421/521 – 428/528 Secondary Methods (8)
Problems and methods in selecting and organizing materials for instruction: comparison and evaluation of methods, laboratory techniques, supplies, equipment, or economy of time and materials. Prerequisite: admission to the Bilingual Teacher Pathway Program.
ITP 453/553 Planning, Assessment, and Curriculum (3)
This course explores the theoretical frameworks and practical strategies for multiple approaches to assessment that aligns with unit goals. “Beginning with the end in mind” students will learn how to use assessment data to plan effective classroom instruction across subject areas for all groups of students based on their individual needs. Students will learn the components of lesson and unit planning, assessing and teaching diverse populations, as well as begin the framework for their first Work Sample. Finally, students will continue their professional evolution as they refine their teaching philosophy statement.
ITP 411/511 Classroom Management for Student Success (3)
Classroom organization and strategies for establishing a climate for learning, as well as cooperation among students in the elementary classroom. Examines factors that can affect pupil behavior and participation. Students learn about community and school resources and how to access these.
ITP 442/542 Integrated Science Methods (2)
Emphasis on effective methods and practices for developing integrated, interdisciplinary units of instruction. Explore approaches to teaching science at the elementary grades and integrating science content and processes with content and processes from other content areas (e.g., literacy, mathematics, the arts
ITP 438/538 Integrated and Curriculum Design (5)
Emphasizes inquiry processes, and place-based, project-based approaches to teaching and learning in grades PreK-8. Design integrated units of study that focus on social studies, health, art, music, and movement. Teacher Candidates spend approximately 30 hours working with children through an integrated, project-based community learning experience.
ITP 439/539 Elementary Mathematics Methods (3)
Emphasizes meaningful understanding of elementary--‐level mathematical concepts as well as strategies for developing competence with procedures and problem solving. Situates teaching, learning, and assessment within the context of state and national standards as well as research proven practices
ITP 413/513 Technology as a Tool for Learning (3)
Principles and skills for organization and presentation of K-12 classroom instruction. Topics included are: student needs analysis, planning, direct and indirect instructional techniques, use of aides, assessment of pupil achievement, and evaluation of teaching. Includes mediated instruction and preparation and use of instructional materials.
ITP 486/586 Engaging Young Adolescent Learners (3)
Approaches for effectively educating young adolescents (10 to 15 year olds) in middle grades schools. Emphasizes identity formation, developmental responsiveness, motivation and engagement, culturally relevant practice, instructional strategies, and authentic learning opportunities. Examines educational policy and current trends in secondary school reform. Also addresses transitions occurring between school levels.
ITP 487/587 Engaging Adolescent Learners (3)
Approaches for effectively educating adolescent learners. Includes student motivation and engagement, instructional strategies, developmentally responsive approaches, culturally responsive practice, and authentic learning opportunities. Examines educational policy in middle grades schools (K-8, 6-8) and high schools (9-12) and current trends of high school/middle school reform.
ITP 452/552 The Reflective Practitioner (4)
Perspectives and techniques for formal and informal analysis, information gathering, decision making, value judgments about educational practice.
ITP 430/530; 432/532; 454/554; 445/545 Student Teaching I (4)
Observation and some teaching under direction of supervising classroom teacher and University supervisor in conjunction with assignments related to methods and coursework diagnosis of individual needs.
CI 451/551; 453/553; 455/555; 457/557 Student Teaching II (9)
Observation and teaching under direction of classroom teacher and University supervisor. Direct responsibility for learning activities, developing skills in techniques of teaching and classroom management; related professional activities. Weekly seminar.
CI 509 Internship (9)
Students fulfill the requirements as set forth by Oregon’s Teacher Standards and Practices Commission, CHAPTER 584, DIVISION 005 (62): “Intern”: A student of an approved institution who serves as a teacher under the supervision of the institution and of the school district in order to acquire practical experience in lieu of student teaching.
Interns have full classroom responsibility to be completed over the school year. They will participate in all teacher activities and attend a weekly Reflective Practitioner Class at PSU. The calendar year for interns will correspond with that of all other classroom teachers in their assigned district.