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GTEP Course Descriptions

2014-15 course descriptions

Elementary

66 credits, includes teaching license and Master’s in Education degree

Consultancies (3 credits)
Synthesizes learning from coursework and clinical experiences in a culminating cycle of inquiry that uses results of action research to inform a candidate’s professional practice during full-time student teaching and implementing a work sample. Provides opportunities to consult with colleagues and program faculty to support classroom research. 

Cultivating Responsive Classrooms (3 credits across three terms)
This three-part course explores approaches to designing the social, physical, and instructional environment of a classroom in a way that is responsive to students and supports learning. Summer and fall address classroom climate and culturally responsive practices. Winter term addresses differentiation and planning.  

Educating for Equity and Social Justice (3 credits)
Explore issues of identity, linguistics, race, ethnicity, sexual orientation, gender, social class, ability, and other forms of diversity. Teacher candidates gain an understanding of how culture influences educational processes, as well as their role and responsibility in creating socially just and equitable classrooms/schools, where all students and families are valued.

Elementary Mathematics Methods (3 credits)
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.

Foundations of Culturally and Linguistically Responsive Practice (2 credits)
This course will equip elementary teacher candidates with knowledge and skills to facilitate instruction for English Language Learners (ELLs). Candidates learn the developmental process of acquiring English for ELLs, and the role/responsibility of the teacher to create a positive climate and utilize instructional strategies that are culturally and linguistically responsive. 

Foundations of Literacy (3 credits)
An introduction to literacy processes. Address teaching practices specifically for learners in grades PK-3. Examine emergent and early reading processes, how to assess them, and how to support their development in classrooms. Literacy development characteristics and teaching approaches for culturally and linguistically diverse students are addressed explicitly in the course.

Inclusive Elementary Classrooms (2 credits)
This course provides an overview of working with exceptional individuals, including those with disabilities, giftedness and multicultural differences. The nature of diversities and educational ramifications for the inclusive elementary classroom teacher are explored. The course includes an overview of applicable state and federal laws and regulations, eligibility for special education, the IEP process, characteristics of learners, as well as discussion of teaching strategies and classroom management. Instructional methods that support all learners within general education classrooms will be explored.

Integrated Methods and Curriculum Design (6 credits across two terms)
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.

Integrated Science Methods (2 credits)
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).

Learning and Development (3 credits)
Prospective elementary educators will understand and apply principles of human learning and development. The psychology of learning in a school setting includes both individual and group generalizations. This course will explore the roles of teacher as facilitator of learning and decision maker to best meet learners’ needs. 

Literacies in the Elementary Classroom (4 credits)
Emphasis on the methods and theories surrounding teaching and learning literacy in grades 3-8. Literacy development characteristics and teaching approaches for diverse students are addressed, as well as the integration of literacy across content areas. 

Professional Collaboration (6 credits across 4 terms)
This course progression over four terms develops knowledge and skills for collaborative professional learning centered on continuous improvement of instructional and assessment practices, a stance toward inquiry, and on supporting each student’s learning needs.

Research and Classroom Inquiry (5 credits across two terms)
Principles of teacher action research. Involves systematic observation and examination of one’s own practice.. Develop stance toward critical reflection through an inquiry cycle of gathering and analyzing classroom data. Identify area of focus about an aspect of teaching and/or learning to systematically study during clinical experience. Complete an action research project.

Student Teaching I ECE/Elem (3 credits)
Observation, collaborative and independent planning, teaching, assessment, and reflection under the guidance of the Cooperating Teacher and University Supervisor; related professional activities. Ongoing inquiry and connection of theory and practice, including methods coursework.

Student Teaching II ECE/Elem (6 credits)
Observation, collaborative and independent planning, teaching, assessment, and reflection under the guidance of the Cooperating Teacher and University Supervisor; related professional activities. Ongoing inquiry and connection of theory and practice, including methods coursework. Completion of the first work sample. Seminar meetings and program events. 

Student Teaching III ECE/Elem (12 credits)
Observation, collaborative and independent planning, teaching, assessment, and reflection under the guidance of the Cooperating Teacher and University Supervisor; related professional activities. Ongoing inquiry and connection of theory and practice, including methods coursework. Completion of the second work sample. Seminar meetings and program events. 

Secondary

66 credits, includes teaching license and Master’s in Education degree

Art Methods (10 credits distributed across program)
Issues and methods in selecting and organizing materials for instruction in middle level/high school art education. Examines a variety of professional resources available to support learning. Introduces research-based instructional practices and lesson/unit planning. Situates teaching, learning, and assessment within the context of state and national standards.

Assessment for Learning (2 credits)
Concentrated study of key terminology around assessment and the application of multiple assessment methods to engage learners in their own growth, to monitor learner progress, and to guide instructional decision-making. Course includes strategies and procedures to collect, interpret and act on assessment data.

Classroom Management for Student Success (3 credits)
Theories, principles, and practices of classroom management for middle and high school teachers. Topics include community, relationships, communication, cultural responsiveness, organizational procedures, classroom routines, problem-solving, decision making and responding to disruptions. Course emphasizes creating positive learning environments for students from diverse backgrounds in multicultural classrooms.

Educating for Equity and Social Justice (3 credits)
Explore issues of identity, linguistics, race, ethnicity, sexual orientation, gender, social class, ability, and other forms of diversity. Teacher candidates gain an understanding of how culture influences educational processes, as well as their role and responsibility in creating socially just and equitable classrooms/schools, where all students and families are valued.

Engaging Adolescent Learners (3 credits)
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. 

Engaging Young Adolescent Learners (3 credits)
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.

English Language Arts Methods (10 credits distributed across program)
Issues and methods in selecting and organizing materials for instruction in middle level/high school language arts education.  Examines a variety of professional resources available to support learning. Introduces research-based instructional practices and lesson/unit planning. Situates teaching, learning, and assessment within the context of state and national standards.

Foundations of Culturally and Linguistically Responsive Practice at the Secondary Level (3 credits)
This course will equip secondary teacher candidates with knowledge and skills to facilitate instruction for English Language Learners (ELLs). Candidates learn the developmental process of acquiring English for ELLs, and the role/responsibility of the teacher to create a positive climate and utilize instructional strategies that are culturally and linguistically responsive. 

Health and Physical Education Methods (10 credits distributed across program)
Issues and methods in selecting and organizing materials for instruction in middle and high school health and K-12 physical education. Examines a variety of professional resources available to support learning. Introduces research-based instructional practices and lesson/unit planning. Situates teaching, learning, and assessment within the context of state and national standards.

Initial Field Experience (3 credits)
Structure of the initial field experience may vary depending on the goals, theme, and schedule of the particular cohort. In some cases, this will be an opportunity to get to know the classroom and teacher in which student teaching will take place. In other cases, candidates will be asked to become familiar with a school as a whole and perhaps visit more than one school.

Inclusive Secondary Classrooms (3 credits)
This course provides an overview of individuals with exceptionalities, including those with disabilities, giftedness and multicultural differences. The nature of diversities and educational ramifications for the inclusive secondary teacher will be explored. The course includes an overview of applicable state and federal laws and regulations, eligibility for special education, the IEP process, characteristics of learners, as well as discussion of teaching strategies and classroom management. Instructional methods that support all learners within general education classrooms will be explored.

Learning and the Learner (3 credits)
Candidates identify themselves as learners, recognize the learning needs of their students, understand the learning theories relevant to educational practice, and identify the most useful elements of learning theories to inform their developing educational philosophy. Identify effective strategies and learning environments to maximize content and process outcomes for diverse students.

Literacy in the Disciplines (3 credits)
Course designed to help educators guide their students in acquiring skills needed for adequate reading, thinking, writing, and study in 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.

Mathematics Methods (10 credits distributed across program)
This course develops secondary and middle school mathematics teachers’ knowledge of how students learn mathematics and the variety of professional resources available to support learning. It situates teaching, learning, and assessment within the context of state and national standards as well as research-proven instructional practices.

Music Methods (10 credits distributed across program)
Issues and methods in selecting and organizing materials for instruction in middle level/high school music education. Examines a variety of professional resources available to support learning. Introduces research-based instructional practices and lesson/unit planning. Situates teaching, learning, and assessment within the context of state and national standards.

Professional Seminar (1 credit)
A companion seminar during Student Teaching I in a middle or high school to support teacher candidates in developing, clarifying, and applying attitudes and beliefs about quality educational practices through professional collaborative reflection. 

Research and Classroom Inquiry (5 credits)
Principles of teacher action research. Involves systematic observation and examination of one’s own practice.. Develop stance toward critical reflection through an inquiry cycle of gathering and analyzing classroom data. Identify area of focus about an aspect of teaching and/or learning to systematically study during clinical experience.

Science Methods  (10 credits distributed across program)
Issues and methods in selecting and organizing materials for instruction in middle level/high school science education. Examines a variety of professional resources available to support learning. Introduces research-based instructional practices and lesson/unit planning. Situates teaching, learning, and assessment within the context of state and national standards.

Social Studies Methods (10 credits distributed across program)
Issues and methods in selecting and organizing materials including digital resources for instruction in middle level and high school social studies education. Examines a variety of professional resources available to support learning. Introduces research-based instructional practices and lesson/unit planning. Situates teaching, learning, and assessment within the context of state and national standards.

Student Teaching I (8 credits)
Observation, collaborative and independent planning, teaching, assessment, and reflection under the guidance of the Cooperating Teacher and University Supervisor; related professional activities. Ongoing inquiry and connection of theory and practice, including methods coursework. Completion of the first work sample. Seminar meetings and program events. Prerequisite: Admission to the teacher education program.

Student Teaching II (13 credits)
Observation, collaborative and independent planning, teaching, assessment, and reflection under the guidance of the Cooperating Teacher and University Supervisor; related professional activities. Ongoing inquiry and connection of theory and practice, including methods coursework. Completion of the second work sample. Seminar meetings and program events. 

Technology as a Tool for Learning (3 credits)
Use of digital tools to enhance teacher productivity and professional development and for planning, instruction, and assessment of student learning. Employ technology to foster information literacy and digital citizenship. Engage diverse learners in inquiry, communication and collaboration, creation, visual design,and production of media.

World Languages Methods (10 credits distributed across program)
Issues and methods in selecting and organizing materials for instruction in middle level and high school world languages. Examines a variety of professional resources available to support learning. Introduces research-based instructional practices and lesson/unit planning. Situates teaching, learning, and assessment within the context of state and national standards.