Elementary Education (EDGEL) Course Descriptions

EDGEL 400: Lab-Methods of Teaching Reading, Mathematics, Science and Social Studies in the Elementary School (3)

This course is the major field experience component of EDGEL 411, 412, 418 and 421. Topics include observation, analysis of interactions and instruction of children in school settings to support theory presented in classroom component. Variable credit (1-3) with approval from a candidate's faculty advisor, for those seeking additional licensure or who are teaching in their own classrooms under a provisional license.

EDGEL 401: Introduction to the Profession of Teaching (3)

*Level 1 education course: Pre-admission to the SOE
*NOTE: Must be taken concurrently with another level 1 course
This course is an introduction to the professional, ethical and moral responsibilities of teachers, and to the teacher education program at Saint Xavier University. Students will be introduced to a variety of professional standards and will focus their attention on the development of their own professional dispositions. Critical issues in education, such as history of American PreK-12 education, diversity, curriculum development, state and federal mandates, legal issues, classroom management, and educational philosophy will be addressed. Students will utilize technology to access course requirements (CANVAS) and to address e-portfolio requirements (LiveText). Students must purchase LiveText (available at the bookstore and on line).

EDGEL 403: Introduction to the Elementary Education edTPA (.5)

This mentoring seminar is designed to support graduate teacher candidates in exploring and building an understanding of the edTPA performance assessment of teaching quality and effectiveness. The edTPA provides opportunities for teaching candidates to demonstrate their ability to teach both literacy and mathematics in the elementary grades (1-6); this summative performance assessment requires four discrete tasks for licensure in the State of Illinois (Planning for Literacy Instruction and Assessment, Instructing and Engaging Students in Literacy Learning, Assessing Students’ Literacy Learning, Assessing Students’ Mathematics Learning).

The Professional Educator Mentoring Seminar #1 (PEMS I) will acquaint teacher candidates with this performance assessment of readiness to teach for novices. Topics will include, but are not limited to, an overview of the four tasks, the cycle of effective teaching, and the structure of the assessment handbook. This seminar will be an open, asynchronous session that will run concurrently with Semester 2 courses.

EDGEL 404: Task 1 Elementary Education edTPA (.5)

This mentoring seminar is designed to support graduate teacher candidates in exploring and building an understanding of the edTPA performance assessment of teaching quality and effectiveness. The edTPA provides opportunities for teaching candidates to demonstrate their ability to teach both literacy and mathematics in the elementary grades (1-6); this summative performance assessment requires four discrete tasks for licensure in the State of Illinois (Planning for Literacy Instruction and Assessment, Instructing and Engaging Students in Literacy Learning, Assessing Students’ Literacy Learning, Assessing Students’ Mathematics Learning).

The Professional Educator Mentoring Seminar #2 (PEMS II) will introduce teacher candidates Elementary Literacy Task #1 – Planning for Literacy Instruction and Assessment. Candidates will complete practice exercises for Task 1, Planning for Literacy Instruction & Assessment. Practice activities will include the development of a literacy context for learning, lesson plans for a learning segment, related instructional materials, literacy assessments aligned with the lesson objectives and a reflective planning commentary. This seminar will be an open, asynchronous session that will run concurrently with Semester 3 courses.

EDGEL 405: Task 2 Elementary Education edTPA (.5)

This mentoring seminar is designed to support graduate teacher candidates in exploring and building an understanding of the edTPA performance assessment of teaching quality and effectiveness. The edTPA provides opportunities for teaching candidates to demonstrate their ability to teach both literacy and mathematics in the elementary grades (1-6); this summative performance assessment requires four discrete tasks for licensure in the State of Illinois (Planning for Literacy Instruction and Assessment, Instructing and Engaging Students in Literacy Learning, Assessing Students’ Literacy Learning, Assessing Students’ Mathematics Learning).

The Professional Educator Mentoring Seminar #3 (PEMS III) will introduce teacher candidates Elementary Literacy Task #2 – Instructing and Engaging Students in Literacy Learning. Candidates will complete practice exercises for Task 2, Instructing & Engaging Students in Literacy Learning. Practice activities will include delivery and video recording of learning segments and a reflective instructional commentary. This seminar will be an open, asynchronous session that will run concurrently with Semester 4 courses.

EDGEL 406: Task 3 Elementary Education edTPA (.5)

This mentoring seminar is designed to support graduate teacher candidates in exploring and building an understanding of the edTPA performance assessment of teaching quality and effectiveness. The edTPA provides opportunities for teaching candidates to demonstrate their ability to teach both literacy and mathematics in the elementary grades (1-6); this summative performance assessment requires four discrete tasks for licensure in the State of Illinois (Planning for Literacy Instruction and Assessment, Instructing and Engaging Students in Literacy Learning, Assessing Students’ Literacy Learning, Assessing Students’ Mathematics Learning).

The Professional Educator Mentoring Seminar #4 (PEMS IV) will introduce teacher candidates Elementary Literacy Task #3 – Assessing Students’  Literacy Learning. Candidates will complete practice exercises for Task 3, Assessing Students’ Literacy Learning. Practice activities will include selecting student literacy work samples, providing evidence of feedback, analyzing evidence of student language understanding and use, and a reflective literacy assessment commentary. This seminar will be an open, asynchronous session that will run concurrently with Semester 5 courses.

EDGEL 407: Task 4 Elementary Education edTPA (.5)

This mentoring seminar is designed to support graduate teacher candidates in exploring and building an understanding of the edTPA performance assessment of teaching quality and effectiveness. The edTPA provides opportunities for teaching candidates to demonstrate their ability to teach both literacy and mathematics in the elementary grades (1-6); this summative performance assessment requires four discrete tasks for licensure in the State of Illinois (Planning for Literacy Instruction and Assessment, Instructing and Engaging Students in Literacy Learning, Assessing Students’ Literacy Learning, Assessing Students’ Mathematics Learning).

The Professional Educator Mentoring Seminar #5 (PEMS V) will introduce teacher candidates Task #4 – Assessing Students’ Mathematics Learning. Candidates will complete practice exercises for Task 3, Assessing Students’ Mathematics Learning. Practice activities will include a mathematics context for learning, a learning segment overview, mathematics assessments, evaluation criteria, student mathematics work samples, student re-engagement lessons and a reflective mathematics assessment commentary. This seminar will be an open, asynchronous session that will run concurrently with Semester 6 courses.

EDGEL 410: Elementary Education Practicum (3-6)

This practicum experience is designed for licensed teachers seeking a subsequent license in elementary education. In lieu of a second student teaching experience, the candidate will enroll in EDGEL 410 for 3-6 credits. This experience will take place at the candidate's classroom if s/he is teaching at elementary level. If the candidate is not teaching at the elementary level the candidate will be placed at an elementary level during summer, fall or spring semester by the School of Education. A faculty member from the School of Education will supervise the practicum.

EDGEL 411: Principles and Methods of Teaching Social Studies in the Elementary and Middle School (3)

*Prerequisite: Admission to the Teacher Education Program
*Offered according to cohort schedule
This course is designed to introduce content and methods for teaching Social Studies to elementary students. Topics include social science theory, lesson planning, interdisciplinary instruction, assessment, and a broad overview of content and standards included in the elementary social studies curriculum. The primary focus is the development of a personal philosophy of teaching elementary social studies, as well as the creation and implementation of creative, inclusive classroom methodologies that will enable teacher candidates to become effective teachers of elementary social studies. 

EDGEL 412: Principles and Methods of Teaching Science and Health in the Elementary and Middle School (3)

*5 field experience hours
*Prerequisite: Admission to the Teacher Education Program
*Offered according to cohort schedule
This course focuses on developing instructional strategies and assessments for teaching science content, modeling scientific literacy and employing inquiry-based, interactive learning in a technology-rich environment. A broad range of science, health and physical education content will be explored based on the Illinois Content Area Standards and the standards from the National Science Teachers Association.

EDGSP 413: Survey of Students with Exceptionalities for the Regular Classroom Teacher (3)

*5 field experience hours
*Cross Ref: EDU 323
This course explores the characteristics and learning needs of learners with exceptionalities and regular classroom adaptations necessary for these learners. The responsibilities of teachers under federal legislation are emphasized. Course includes examination of research and pedagogy related to this area of education. Learners with exceptionalities include students with intellectual and developmental disabilities, gifts, learning disabilities, autism, traumatic brain injury, physical and health disabilities, communication disabilities, emotional disabilities, vision or hearing disabilities, other health disabilities, multiple disabilities, diverse cultural and language backgrounds, and specific risk factors. This course meets the requirement for Illinois House Bill 150.

EDGEL 418: Methods of Teaching Reading in the Elementary School (3)

*10 field experience hours
*Cross Ref: EDU 318
*Prerequisite: Admission to the Teacher Education Program
*Offered according to cohort schedule
This course provides an investigation of theory, research and practice related to the teaching of reading, language arts and children's literature. It includes the study of language development; principles, methods and materials of literacy instruction including balanced reading, basal-reader, constructivist, and literature-based approaches; and selection and use of children's literature. 

EDGEL 419: Diagnostic Teaching and Assessment of Reading in the Elementary School (3)

*Cross Ref: EDU 343
*Prerequisite: EDU 418 or its equivalent
*Offered according to cohort schedule
This course provides a study of the combined procedures of assessment, evaluation and instruction. Focus is on the development and implementation of methods, materials and assessments to enable the classroom teacher to adapt literacy instruction to the needs of individual pupils. 

EDGEL 420: Residency Weekend I (.5)

Prior to enrolling in semester #2 coursework teacher candidates must attend Residency Weekend I. Topics and activities include, but are not limited to: basic skills requirements, LiveText, VIRTUS training, criminal background check, certification, field experience procedures, practicum/student teaching, professional dispositions and edTPA.

EDGEL 421: Methods of Teaching Mathematics in the Elementary School (3)

*Cross Reference: EDU 336
*Offered according to cohort schedule
The course focuses on the analysis of children's construction of mathematical knowledge and on mathematics as a meaningful activity. The use of word problems and manipulatives to aid in the understanding of operations on whole numbers, fractions, decimals and percents is stressed. Methods of teaching proportions, ratios, measurement, geometry and statistics are included. 

EDGEL 425: Child Growth and Development (3)

This course focuses on the study of theories of development that include the physical, psychosocial, cognitive and moral development of the individual from infancy through childhood. Application of these theories as they relate to the child's formal and informal school experiences is examined.

EDGEL 430: Residency Weekend II (.5)

Prior to enrolling in semester #7 student teaching/practicum experiences teacher candidates must attend the Residency Weekend II. Topics and activities include, but are not limited to: Educators Symposium, instructional technology, practicum and student teaching expectations and edTPA.

EDGEL 439: Managing the Elementary Classroom: Behavior Management and Instructional Planning (3)

This course presents best practices in classroom and behavior management - from organizing time, materials, and classroom space to strategies for managing individual and large group student behaviors, transitions, and other arrangements for general education classrooms. In addition, teacher candidates will be introduced to the effective development and design of instructional units. Topics will include, but are not limited to: Classroom Management, Classroom Organization, Behavior Management, Response to Intervention, PBIS, Common Core State Standards, Understanding by Design (UbD), and research-based instructional strategies.

EDGEL 441: Using Student Achievement Data to Support Instructional Decision Making (3)

This course will provide teacher candidates with an understanding of how use data to inform instruction and enhance learning for diverse student populations. Teacher candidates will participate in activities that will enhance knowledge of assessment task development, analysis, and interpretation of results. Documenting student performance and progress both for instructional and accountability purposes will be emphasized. Candidates will become familiar with quantitative and qualitative concepts and practices used to evaluate student learning in the classroom. They will learn how to communicate assessment results to their learners. Candidates will also explore established and developing assessment technologies. Topics may include but are not limited to: Multi-tiered systems of support (response to intervention), standardized assessments, benchmark assessments, diagnostic assessments, progress monitoring assessments, formative assessments, performance assessments, teacher developed assessments, rubrics, checklists, data literacy and assessment-based grading.

EDGEL 442: Principles and Methods of Teaching Science, Health and PE in the Elementary School (3)

This course focuses on developing instructional strategies and assessments for teaching science content, modeling science literacy, and employing inquiry-based, interactive learning in a technology-rich environment. A broad range of science, health and physical education content will be explored based on the Illinois Content Area Standards and the standards from the National Science Teachers Association.

EDGEL 443: Principles and Methods of Teaching Social Science and the Arts in the Elementary School (3)

This course is designed to introduce content and methods for teaching Social Studies and incorporating the Arts in the elementary classroom. Topics include social science/performing/visual arts theory, lesson planning, interdisciplinary instruction, assessment, and a broad overview of content and standards included in the elementary social studies/arts curriculum. The primary focus is the development of a personal philosophy of teaching elementary social studies, along with the integration of the arts in the classroom

EDGEL 444: Elementary Level Student Teaching I (2)

*Co-requisite: To be taken concurrent with EDGEL 445
Student Teaching I is comprised of 4-weeks part time (4 hours per day) of guided observation, participation and teaching in a self-contained elementary classroom setting in grades 1 or 2. A University trained supervisor and a cooperating teacher from the partner school jointly supervise the Student Teaching I experience.

EDGEL 445: Seminar in Teaching and Learning (2)

*Cross Ref: EDU 345
*Co-requisite: To be taken concurrent with student teaching; concurrent enrollment in EDGEL 446
*Offered fall and spring semester
This course for student teachers includes a structured teaching performance assessment in the directed teaching site: an analysis of the contextual factors of the early childhood, elementary, or second students' learning environment; alignment of teaching with the state learning standards; an appropriate assessment plan linked to learning goals; instruction designed for engaged, successful learning for all students' modifications to address diverse learners; analysis and evaluation of students' learning; and oral and written reflection of all components of the teaching process.  

EDGEL 446: Directed Teaching - Elementary Education (6)

*Prerequisite: Successful completion of required sequence of education courses and related supervised field experiences
*Co-requisite: Concurrent enrollment in EDGEL 445
*Offered fall and spring semester
Program of guided observation, participation and teaching in a classroom setting, jointly supervised by an SXU instructor and a cooperating teacher in the K-8 schools. Usually, the student teacher spends the whole school day in the assigned K-8 school setting for 16 weeks.  

EDGEL 470: Orientation to the Profession of Teaching (0)

*Offered every semester
All students entering a teacher certification program in the School of Education are required to participate in a weekend session of the Orientation to the Profession of Teaching. During the orientation, teacher candidates become familiar with the policies required for state teacher licensure and procedures set forth by the School of Education to meet such policies. The orientation includes but is not limited to a criminal history fingerprint check, VIRTUS training, the disposition workshop, a practice assessment of the Test of Academic Proficiency (TAP), LiveText training and an introduction to the requirements for teacher licensure. 

EDGEL 483: Reading and Writing in the Content Areas (3)

This course will explore research-based strategies to support 1-6 students as they engage with informational text. Topics will include, but are not limited to, research-based strategies for reading expository texts, arguments/informative/explanatory writing strategies and frameworks, developing oral communication skills, and building academic vocabulary. The essential question addressed will be ‘what does it mean to be a literate person in the 21st century?

EDGEL 489: Mathematics Practicum (1)

A practicum experience in mathematics instruction. Each candidate is required to work in a partner school setting with an individual student or a small group of students in grades 1-5. Throughout this 15 week practicum experience each candidate will assess the mathematics strengths and weaknesses of the student(s). The candidate will analyze the assessment data, design and deliver targeted instruction on a weekly basis and finally administer post assessments to determine the effectiveness of instruction. Each candidate will deliver interventions for student(s). In addition, each candidate is required to observe and assist a certified teacher in the self-contained elementary mathematics classroom.

EDGEL 495: Literacy Practicum (1)

A practicum experience in diagnostic literacy instruction. Each candidate is required to work in a partner school setting with struggling readers. Throughout this 15 week practicum experience each candidate will diagnostically assess the literacy strengths and weaknesses of two or more struggling readers at two or more grade levels. The candidate will analyze the assessment data, design and deliver targeted instruction on a weekly basis and finally administer post assessments to determine the effectiveness of instruction. Each candidate will deliver small group interventions for students at the targeted (Tier 2) level as well as one-to-one intensive (Tier 3) level interventions.

EDGEL 506: Advanced Child Development (3)

*5 field experience hours
*NOTE: Graduate students seeking certificate in Early Childhood or Elementary Education may not substitute this course with an undergraduate course
*Offered once a year or according to cohort schedule
This course focuses on the psychological and social development of the individual from infancy through childhood. Students engage in research-based readings on varied topics of development, including prenatal development, the major goals and theoretical issues in the study of development, major historical influences in the field, and normal and abnormal characteristics of individuals. 

EDGCC 511: Foundations of Education (3)

*Offered according to cohort schedule
This course examines the social, historical and philosophical foundations of American education. It explores the relationship between school and society, the development of the U.S. educational system from its inception to the present, and the philosophical questions that guide educational thought and practice. Students apply these philosophical questions to a variety of contemporary situations, including theories of learning and educational policies. 

EDGCC 512: Assessment of Instruction and Learning (3)

*Cross Ref: EDGCI 527, EDGAL 527
*Required for Licensure
*Offered according to the cohort schedule
This course is designed to address the assessment and evaluation of student progress toward meeting targeted standards, learning objectives and competencies. The development of interpretive skills across learning objectives will be stressed. Topics addressed include: standards-based assessment, standardized tests and interpreting their results, performance assessment, portfolio assessment, self-evaluation and dissemination of assessment results. 

EDGCC 513: Educational Research, Design and Development (3)

*Cross Ref: All sections of 513
*NOTE: This course initiates the graduate study research requirement
*Offered according to cohort schedule
Course content differentiates the foundational assumptions, elements, methods and designs of educational research through both qualitative and quantitative paradigms. A statement of original research inquiry, a literature review, and a plan for investigating a research problem are developed. 

EDGCC 514: Scholarship of Teaching: Finalizing the Inquiry Process (3)

*Prerequisite: EDGCC 513
*Cross Ref:
All sections of 514
*Offered according to the cohort schedule
This course is designed to guide and assist graduate students in the completion of the graduate research study. Students receive guidance in the collection and interpretation of data. Dissemination of research findings to peers, the educational community and other relevant audiences is required. 

 

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