Course Description

EDU 103: Professional Educators Seminar I (0)

*This is a noncredit requirement for the Freshman I semester
This course is taken Freshman I and is designed to provide teacher candidates with an introduction to professional education careers, creating an awareness of what resources are available to guide them toward a successful career in the field of education. This seminar experience is designed to be the first of three ongoing seminars leading up to formal admission to the School of Education. Students will begin to explore the various Illinois Professional Educator License grade bands and their respective requirements; self-assessment and awareness in regard to their ‘fit’ for the profession of education will be emphasized. The focus of the seminar this semester includes, but is not limited to: requirements needed to obtain a Professional Educators License in Illinois, the importance of the required Criminal Background Check, Panel Discussions with guest speakers from partner schools, as well as Certification/Advising/Group Registration activities. 

EDU 104: Professional Educators Seminar II (0)

*This is a noncredit requirement for the Freshman II semester
This course is taken Freshman II and is designed to provide teacher candidates with the opportunity to identify their skills, interests and values and begin to discover how they can be used in a professional education career. All students will be required to take the General Education ACT Writing Exam and pass the Basic Skills Requirement. This seminar experience is designed to be the second of three ongoing seminars leading up to formal admission to the School of Education. Students will complete service-learning activities with both Early Childhood and Elementary school age students. The focus of the seminar this semester includes, but is not limited to: self-assessment of the Professional Dispositions outlined in the SOE Disposition Support Model, panel discussions with faculty from the SOE Early Childhood and Elementary Education Programs, as well as Certification/Advising/Group Registration activities. 

EDU 105: Professional Educators Seminar III (0)

*This is a noncredit requirement for the Sophomore I semester
This course is taken Sophomore I and is designed to provide teacher candidates with the information and resources to narrow their choice for seeking admission to the appropriate SOE initial certification program; candidates will also be introduced to the various professional education associations. This seminar experience is designed to be the third and final of three ongoing seminars leading up to formal admission to the School of Education. Students will complete service-learning activities with both Middle School and High School age students. The focus of the seminar this semester includes, but is not limited to: VIRTUS training, a second Criminal Background Check, Fingerprinting, Panel Discussions with faculty from A and S and SOE Middle School and High School Programs, as well as Certification/Advising/Group Registration activities.

EDU 110: Introduction to Educational Technology (2)

For this course candidates will become familiar with various educational technologies and strategies for effectively integrating them into instructional delivery. This course will examine specific examples of how teachers can integrate a variety of technologies to enhance instruction and engage students more fully in learning activities. Educational technology will be addressed as a fundamental part of teaching and learning that offers students a variety of creative and inquiry-based learning experiences.

EDU 112: Health and Fitness (2)

*Cross Ref: PE 112
*Offered fall and spring 
This course deals with the principles and objectives of health, fitness and wellness. Emphasis will be on wellness and healthy lifestyles.

EDU 113: Perceptual Motor Development (3)

*Cross Ref: PE 113
*Prerequisite: Consent of instructor
This course provides participation in a variety of physical education activities suitable for the preschool and elementary school level. Teaching methods and plans are stressed with emphasis on motor skills and perceptual development. Beneficial for those seeking professions in the area of child care.

EDU 115: Methods in Physical Education and Games (3)

*Cross Ref: PE 115
*Prerequisite: consent of instructor
This course is designed for the classroom teacher with study in the planning and teaching of physical education. Fundamental methods in selection and presentation of games and sports at different school levels with emphasis on those suitable for elementary grades. Attention to leadership in games, physical fitness, rhythm and relays.

EDU 116: Contemporary Topics in Health and Physical Education (3)

*Cross Ref: PE 116
*Offered fall and spring 
This course is designed to assist the student who is preparing to teach. Opportunity to research specific topics related to health and wellness. Attention given to relating course content to student's major area of study when possible.

EDU 161: Introduction to the Middle Childhood edTPA (0)

*This course will be delivered online via CANVAS
In this course candidates will be introduced to the edTPA, a required national performance-based assessment designed to measure novice teachers’ readiness to teach English/Language Arts, Mathematics, Science, and History/Social Studies to young adolescents Topics will include, but are not limited to, an overview of the three tasks, the cycle of effective teaching and the structure of the content specific assessment handbooks. 

EDU 162: Task 1 Middle Childhood English/Language Arts edTPA (0)

*This course will be delivered online via CANVAS
In this course candidates will complete practice exercises for Task 1, Planning for English/Language Arts Instruction and Assessment. Practice activities will include the development of a context for learning, lesson plans for a learning segment, related instructional materials, assessments and a reflective planning commentary.

EDU 163: Task 1 Middle Childhood History/Social Studies edTPA (0)

*This course will be delivered online via CANVAS
In this course candidates will complete practice exercises for Task 1 Planning for History/Social Studies Instruction and Assessment. Practice activities will include the development of a context for learning, lesson plans for a learning segment, related instructional materials, assessments and a reflective planning commentary.

EDU 164: Task 1 Middle Childhood Mathematics edTPA (0)

*This course will be delivered online via CANVAS
Candidates will complete practice exercises for Task 1 Planning for Mathematics Instruction and Assessment. Practice activities will include the development of a context for learning, lesson plans for a learning segment, related instructional materials, assessments and a reflective planning commentary. 

EDU 165: Task 1 Middle Childhood Science edTPA (0)

*This course will be delivered online via CANVAS
In this course candidates will complete practice exercises for Task 1 Planning for Science Instruction and Assessment. Practice activities will include the development of a context for learning, lesson plans for a learning segment, related instructional materials, assessments and a reflective planning commentary.

EDU 166: Task 2 Middle Childhood edTPA (0)

*This course will be delivered online via CANVAS
In this course candidates will complete practice exercises for Task 2 Instructing and Engaging Students in Learning. Practice activities will include delivery and video recording of learning segments and a reflective instructional commentary. 

EDU 167: Task 3 Middle Childhood edTPA (0)

*This course will be delivered online via CANVAS
In this course candidates will complete practice exercises for Task 3 Assessing Student Learning. Practice activities will include selecting student work samples, providing evidence of feedback, analyzing evidence of student language understanding and use and a reflective assessment commentary. 

EDU 171: Introduction to the Elementary Education edTPA (0)

*This course will be delivered online via CANVAS
In this course candidates will be introduced to the edTPA, a required national performance-based assessment designed to measure novice teachers’ readiness to teach literacy and mathematics in grades 1-6. 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.

EDU 172: Task 1 Elementary Education edTPA (0)

*This course will be delivered online via CANVAS
In this course candidates will complete practice exercises for Task 1 Planning for Literacy Instruction and 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. 

EDU 173: Task 2 Elementary Education edTPA (0)

*This course will be delivered online via CANVAS
In this course candidates will complete practice exercises for Task 2 Instructing and Engaging Students in Literacy Learning. Practice activities will include delivery and video recording of learning segments and a reflective instructional commentary. 

EDU 174: Task 3 Elementary Education edTPA (0)

*This course will be delivered online via CANVAS
In this course 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 & use, and a reflective literacy assessment commentary. 

EDU 175: Task 4 Elementary Education edTPA (0)

*This course will be delivered online via CANVAS
In this course 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. 

EDU 200: Introduction to the Profession of Teaching (3)

*Co-requisite: EDUL 200
*Offered fall and spring 
*Level 1 education course: Pre-admission to the SOE
*Students must purchase LiveText (available at the bookstore and online)
*This course 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 diversity, curriculum development, state and federal mandates and legal issues will be addressed. Students will utilize technology to access course requirements (CANVAS) and to address e-portfolio requirements (LiveText). 

EDUL 200: Orientation to the Profession of Teaching (0)

*Co-requisite: EDU 200
All students entering a teacher certification program in the School of Education are required to 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 certification 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, disposition workshop, a practice administration of the Test of Academic Proficiency (TAP), LiveText training and an introduction to the requirements for teacher certification. 

EDU 202: Educational Psychology (3)

*5 clinical hours
*Offered fall and spring 
*Level 1 education course: Pre-admission to the SOE
This course consists of both classroom and field experiences. The course examines the nature of human knowledge, psychological theories of learning and factors influencing it, stages of human development and the growth of the mind, the use of psychology in the classroom. Methods of research in educational psychology is also introduced in this course. 

EDU 205: Child Growth and Development (3)

*5 clinical hours
*Offered fall and spring 
*Level 1 education course: Pre-admission to the SOE
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. 

EDU 206: Elementary Mentoring Seminar I (.5)

*This course is taken concurrently with the Sophomore II elementary education block courses
This seminar experience is designed to be the first of three ongoing seminars leading up to Student Teaching/Clinical Practice. The focus of the seminar this semester includes, but is not limited to: introduction to LiveText, creating an Elementary Education Program E-Portfolio, Instructional Technology, introduction to the edTPA, panel presentations by Elementary Education Faculty, Certification/Advising/Group Registration. Discussion, exploration and synthesis of current education issues, concepts and practices will also take place in this seminar. Peer exchange as well as professional role modeling and building relationships with Elementary Education Faculty and Staff will assist the teacher candidates to develop professional dispositions as they progress toward becoming professional educators.

EDU 207: Elementary Mentoring Seminar II (.5)

*This course is taken concurrently with the Junior I elementary education block courses
This seminar experience is designed to be the second of three ongoing seminars leading up to Student Teaching/Clinical Practice. The focus of the seminar this semester includes, but is not limited to: completing the student teaching application process, continued exploration of the edTPA, Ed Symposium preparation, continued work with Instructional Technology, and Certification/Advising/Group Registration. Discussion, exploration, and synthesis of current education issues and Junior I field experiences will also take place in this seminar. Peer exchange as well as professional role modeling and building relationships with Elementary Education Faculty and Staff will assist the teacher candidates to develop professional dispositions as they progress toward becoming professional educators.

EDU 208: Elementary Mentoring Seminar III (.5)

*This course is taken concurrently with the Junior II elementary education block courses
This seminar experience is designed to be the third and final of three ongoing seminars leading up to Student Teaching/Clinical Practice. The focus of the seminar this semester includes, but is not limited to: continued study of the edTPA, further practice with Instructional Technology, final preparations for Student Teaching/Clinical Practice, and Certification/Advising/Group Registration. Discussion, exploration and synthesis of current education issues and Junior II field experiences will also take place in this seminar. Peer exchange as well as professional role modeling and building relationships with Elementary Education Faculty and Staff will assist the teacher candidates to develop professional dispositions as they progress toward becoming professional educators.

EDUL 211: Sophomore II FE Block (.5)

Supervised field experiences are an integral part of the Elementary Education candidate’s apprenticeship experience. The Sophomore II field experience block is designed to provide opportunities for candidates to apply course concepts in real environments. The Sophomore II field experiences relate to current professional education coursework as well as national, state, and institutional standards. Required activities and assignments provide candidates with the opportunity to connect theory and practice and prepare candidates for daily classroom responsibilities.

EDU 216: Middle School Mentoring Seminar I (.5)

*This course is taken concurrently with the Sophomore II middle school block courses
This seminar experience is designed to be the first of three ongoing seminars leading up to Student Teaching/Clinical Practice. The focus of the seminar this semester includes, but is not limited to: introduction to LiveText, creating an Middle School Program E-Portfolio, Instructional Technology, introduction to the edTPA, panel presentations by Middle School Faculty, Certification/Advising/Group Registration. Discussion, exploration, and synthesis of current education issues, concepts and practices will also take place in this seminar. Peer exchange as well as professional role modeling and building relationships with Middle School Faculty and Staff will assist the teacher candidates to develop professional dispositions as they progress toward becoming professional educators.

EDU 217: Middle School Mentoring Seminar II (.5)

*This course is taken concurrently with the Junior I middle school block courses
This seminar experience is designed to be the second of three ongoing seminars leading up to Student Teaching/Clinical Practice. The focus of the seminar this semester includes, but is not limited to: completing the student teaching application process, continued exploration of the edTPA, Ed Symposium preparation, continued work with Instructional Technology, and Certification/Advising/Group Registration. Discussion, exploration and synthesis of current education issues and Junior I field experiences will also take place in this seminar. Peer exchange as well as professional role modeling and building relationships with Middle School Faculty and Staff will assist the teacher candidates to develop professional dispositions as they progress toward becoming professional educators.

EDU 218: Middle School Mentoring Seminar III (.5)

*This course is taken concurrently with the Junior II middle school block courses
This seminar experience is designed to be the third and final of three ongoing seminars leading up to Student Teaching/Clinical Practice. The focus of the seminar this semester includes, but is not limited to: continued study of the edTPA, further practice with Instructional Technology, final preparations for Student Teaching/Clinical Practice, and Certification/Advising/Group Registration. Discussion, exploration and synthesis of current education issues and Junior II field experiences will also take place in this seminar. Peer exchange as well as professional role modeling and building relationships with Middle School Faculty and Staff will assist the teacher candidates to develop professional dispositions as they progress toward becoming professional educators.

EDUL 221: Junior I FE Block (1)

Supervised field experiences are an integral part of the Elementary Education candidate’s apprenticeship experience. The Junior I field experience block is designed to provide opportunities for candidates to apply course concepts in real environments. The Junior I field experiences relate to current professional education coursework as well as national, state and institutional standards. Required activities and assignments provide candidates with the opportunity to connect theory and practice and prepare candidates for daily classroom responsibilities.

EDUL 231: Junior II FE Block (1)

Supervised field experiences are an integral part of the Elementary Education candidate’s apprenticeship experience. The Junior II field experience block is designed to provide opportunities for candidates to apply course concepts in real environments. The Junior II field experiences relate to current professional education coursework as well as national, state and institutional standards. Required activities and assignments provide candidates with the opportunity to connect theory and practice and prepare candidates for daily classroom responsibilities.

EDU 242: Using Student Achievement Data to Support Instructional Decision Making (3)

*This course also has a zero credit lab requirement
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. 

EDU 243: Principles and Methods of Teaching Science, Health and PE in the Elementary School (2)

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.

EDU 244: Principles and Methods of Teaching Social Science and the Arts in the Elementary School (2)

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.

EDU 282: Reading Informational Text in the Content Areas (3)

This course will explore research-based strategies to support K-8 students as they engage with informational text. Topics will include, but are not limited to, research-based strategies for reading expository texts, 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 twenty-first century?'

EDU 283: Reading and Writing in the Content Areas (3)

This course will explore research-based strategies to support 5-8 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 twenty-first century?’

EDU 284: Teaching Writing Across the Curriculum (2)

This course will explore research-based strategies to support developing writers in grades K-8. Course delivery will be that of an inverted ‘Flipped Classroom’ -content instruction will be managed online and class time will be devoted to active engagement in a writing workshop. Regular class meetings will be structured to allow candidates to work on their own writing, observe demonstration lessons that showcase various strategies for teaching writing, and create their own mini-lessons to share in small groups as well as with the larger class. The course combines theoretical writing pedagogy with practical methods. Topics will include, but are not limited to, research based strategies for narrative/argument/informational writing, the writing process, writing workshops, craft lessons, mini-lessons, multi-genre writing, assessing writing and the reading/writing connection. The essential question addressed will be ‘how can we create a classroom environment where students see themselves as authors?'

EDU 308: Managing the Middle Level Classroom: Behavior Management and Instructional Planning (3)

This course is focused on the role of the middle level teacher and establishing healthy and effective learning environments for young adolescents. Teacher candidates will be introduced to the effective development and design of middle programs and curriculum. Topics will include, but are not limited to: middle school philosophy, classroom management, middle level organization and best practices, behavior management, Response to Intervention, PBIS, Association for Middle Level Education Standards (AMLE), Understanding by Design (UbD), research-based instructional strategies and the interdisciplinary nature of knowledge.

EDU 310: Methods of Teaching Music in the Primary School (3)

*15 clinical hours
*Cross Ref: MUS 310  
*Level 2 education course: Requires admission to the SOE

EDUL 311: Sophomore II Literacy (ELA), Reading Teacher and Social Science FE Block (.5)    

Supervised field experiences are an integral part of the Middle School candidate’s apprenticeship experience. The Sophomore II field experience block is designed to provide opportunities for candidates to apply course concepts in real environments. The Sophomore II field experiences relate to current professional education coursework as well as national, state and institutional standards. Required activities and assignments provide candidates with the opportunity to connect theory and practice and prepare candidates for daily classroom responsibilities.

EDUL 312: Sophomore II Mathematics and Science FE Block (.5)  

Supervised field experiences are an integral part of the Middle School candidate’s apprenticeship experience. The Sophomore II field experience block is designed to provide opportunities for candidates to apply course concepts in real environments. The Sophomore II field experiences relate to current professional education coursework as well as national, state and institutional standards. Required activities and assignments provide candidates with the opportunity to connect theory and practice and prepare candidates for daily classroom responsibilities.

EDU 313: Principles and Methods of Teaching Science and Social Studies in the Elementary School (3)

*Prerequisite: EDU 344 and EDUL 344, plus completion of 9 credit hours in the social sciences and 8 credit hours in science
*Offered fall and spring 
*Level 2 education course: Requires admission to the SOE
This course provides instruction on the goals of social studies and science, the clusters of skills that are developed through these disciplines and a variety of instructional methods are provided. Emphasis is on planning, implementing and assessing instruction and student learning. Focus is on content/curriculum issues and their relationship to state learning standards in these disciplines. Theorists associated with effective instruction are also presented in this course. 

EDUL 313: Lab; Methods of Teaching Science and Social Studies in the Elementary School (1)

*30 clinical hours
*Co-requisite: EDU 313
*Offered fall and spring 
*Level 2 education course: Requires admission to the SOE
This course is the clinical component of EDU 313. 

EDU 314: Signing Exact English (1)

*Cross Ref: EDUG 416
This course emphasizes vocabulary development and acquisition of alphabet letters, numbers and words in a manual form of communication. A training model of demonstration, return demonstration and frequent rehearsal is employed.

EDU 315: Diversity in American Education (3)

*Cross Ref: EDUG 457
This course examines the historical, philosophical and social foundations that have shaped diversity in American education. Critically analyzes personal biases that affect teaching and learning. In addition, it explores the role of schools as social change agents that transmit cultural values and promote multiculturalism. This course includes a service-learning component.

EDU 316: Advanced Signing of Exact English (1)

*Cross Ref: EDUG 417
*Prerequisite: Consent of instructor, sign vocabulary of at least 200 words or EDU 314
This course builds on vocabulary and skills from EDU 314 and builds additional vocabulary around specific themes as generated by the class. Projects include presentations for the class.

EDU 317: Young Adolescent Development (3)

This course will address the unique social, emotional, physical and intellectual challenges faced by 10-14 year old children, known as the period of early adolescence. Middle level candidates will examine and reflect on the major concepts, principles, theories, and research related to young adolescent development. The focus will be on building the knowledge needed to provide healthy and effective learning environments for all young adolescents. Candidates will explore the intellectual, physical, social, emotional, and moral characteristics, needs, and interests of young adolescents, including those whose language and cultures are different from their own. Critical understanding of these characteristics and transformations will be an essential part of the course, along with a review of the important work of Piaget, Erickson and others who have made significant contributions toward our understanding and ability to effectively teach this age group. The vital elements of parental involvement and responsiveness to diversity will also be emphasized. Candidates will be prepared to transition to the middle school classroom through deep appreciation for and understanding of the children they will teach in grades 5-8.

EDU 318: Methods of Teaching Reading in the Elementary School (3)

*Cross Ref: EDGEL 418
*Prerequisite: EDU 344 and EDUL 344
*Offered fall and spring 
*Level 2 education course: Requires admission to the SOE
Topics for this course include investigation of theory, research and practice related to the teaching of reading, language arts and children's literature. This course 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. 

EDUL 318: Lab; Methods of Teaching Reading in the Elementary School (1)

*30 clinical hours
*Co-requisite: EDU 318
*Offered fall and spring 
*Level 2 education course: Requires admission to the SOE
This course is the clinical component of EDU 318. 

EDU 320: Use of Media and Technology in the Classroom (1-3)

This course offers a variety of workshops which will be offered covering the nature, value and function of media appropriate for instruction in the classroom. In these workshops, selection, evaluation, production and use of media will be stressed.

EDUL 321: Junior I Literacy (ELA), Reading Teacher and Social Science FE Block (.5)   

Supervised field experiences are an integral part of the Middle School candidate’s apprenticeship experience. The Junior I field experience block is designed to provide opportunities for candidates to apply course concepts in real environments. The Junior I field experiences relate to current professional education coursework as well as national, state and institutional standards. Required activities and assignments provide candidates with the opportunity to connect theory and practice, and prepare candidates for daily classroom responsibilities.

EDU 322: Elementary Level Student Teaching I (3)

*Co-requisite: EDU 332
Student Teaching I is comprised of 10-weeks ½ time followed by 6-weeks full time of guided observation, participation and teaching in a self-contained elementary classroom setting in grades 1 or 2. A SOE Faculty member and a cooperating teacher from the partner school jointly supervise the Student Teaching I experience.

EDUL 322: Junior I Mathematics and Science FE Block (.5)   

Supervised field experiences are an integral part of the Middle School candidate’s apprenticeship experience. The Junior I field experience block is designed to provide opportunities for candidates to apply course concepts in real environments. The Junior I field experiences relate to current professional education coursework as well as national, state, and institutional standards. Required activities and assignments provide candidates with the opportunity to connect theory and practice and prepare candidates for daily classroom responsibilities.

EDU 323: Survey of Students with Exceptionalities for the Regular Classroom Teacher (3)

*5 clinical hours
*Cross Ref: EDGSP 413
*Offered fall and spring 
*Level 1 education course: Pre-admission to the SOE
*This course meets the requirement for Illinois House Bill 150
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. 

EDU 325: Health and Nutrition Across the Life span (2)

*Cross Ref: PE 325
This course provides students with an introductory background in nutrition throughout the life span. The study of foods and their effects upon health, growth and development, and performance of the individual is emphasized.

EDU 326: History and Philosophy of Early Childhood Education (3)

*5 clinical hours
*Cross Ref: EDGEC 426
*Offered annually
*Level 1 education course: pre-admission to the SOE
This course provides a study of selected theorists, both philosophers and psychologists whose impact has been felt most strongly at the early childhood level. The nature of the child is studied from a multicultural perspective in this course. Historical and conceptual analyses of the family and the school as they relate to the education of young children are also discussed. 

EDU 327: Child, Family and Community Relationships (3)

*5 clinical hours
*Cross Ref: EDGEC 427
*Offered annually
This course is an examination of socializing agents, structural constraints and supports by fundamental American institutions as they affect child development. Legal, commercial, religious, familial and political institutions are explored for their effects on the development of young children. Strategies in developing positive and supportive relationships with families of young children with special needs, including the legal and philosophical basis for family participation; family-centered services; and strategies for working with socially, culturally and linguistically diverse families. Strategies and models will be presented for promoting effective consultation and collaboration with other professionals and agencies within the community. Requires participation in community-based activities, some of which may occur off campus.

EDU 328: Developmental Assessment of Young Children (3)

*10 clinical hours
*Cross Ref: EDGEC 432
*Prerequisite: PSYCH 200: Child Development
*Offered annually
*Level 2 education course: Requires admission to the SOE 
This course examines the learning characteristics in the first eight years of life. Emphasis is on trends in early identification of atypical development by means of screening and diagnostic instruments; preschool remedial programs; legislation. Clinical experience includes: administration of formal and informal diagnostic measures, observations in early childhood special education settings, development of integrated case studies and simulation of screenings and staffings. 

EDU 329: Methods and Curriculum of Pre-Primary Education (3)

*Cross Ref: EDGEC 429
*Offered annually
*Level 2 education course: Requires admission to the SOE 
This course examines the types of instructional methods and curriculum for pre-school children, including: study of activity/learning centers, individualization, educational play and media, and their utilization in extending the child's understanding of art, music, literature, language arts, mathematics, science and social studies. 

EDUL 329: Lab; Methods and Curriculum of Pre-Primary Education (1)

*30 clinical hours
*Cross Ref: EDGEC 401
*Co-requisite: EDU 329
*Offered annually
*Level 2 education course: Requires admission to the SOE 
This course is the clinical component of EDU 329. 

EDU 330: Methods and Curriculum of Primary Education (3)

*Cross Ref: EDGEC 430
*Offered annually
*Level 2 education course: Requires admission to the SOE 
This course explores the principles, methods, materials and curriculum for teaching language arts, mathematics, science and social studies at the primary level. Emphasis is on planning, implementing and assessing the teaching and learning of language arts, mathematics, science and social studies. 

EDUL 330: Lab; Methods and Curriculum of Primary Education (1)

*30 clinical hours
*Cross Ref: EDGEC 430
*Co-requisite: EDU 330
*Offered annually
*Level 2 education course: Requires admission to the SOE 
This course is the clinical component of EDU 330. 

EDU 331: Methods of Reading with an Emphasis on the Young Child (3)

*10 clinical hours
*Cross Ref: EDGEC 431
*Offered annually
*Level 2 education course: Requires admission to the SOE 
This course investigates the theory, research and practice related to the teaching of reading and whole language. It prepares teachers of young children to acknowledge differences in language and cultural backgrounds and to emphasize developmentally appropriate strategies of teaching young children to read and write. The growth toward literacy in young children is stressed. 

EDUL 331: Junior II Literacy (ELA), Reading Teacher and Social Science FE Block (.5)    

Supervised field experiences are an integral part of the Middle School candidate’s apprenticeship experience. The Junior II field experience block is designed to provide opportunities for candidates to apply course concepts in real environments. The Junior II field experiences relate to current professional education coursework as well as national, state and institutional standards. Required activities and assignments provide candidates with the opportunity to connect theory and practice and prepare candidates for daily classroom responsibilities.

EDU 332: Elementary Level Seminar in Teaching and Learning I (1)

This course focuses on: a reflective analysis of the directed teaching setting, analysis and evaluation of the candidate’s classroom management, instructional planning, implementation and assessment strategies, instructional modifications to address diverse learners and analysis and evaluation of students’ learning.

EDUL 332: Junior II Mathematics and Science FE Block (.5)  

Supervised field experiences are an integral part of the Middle School candidate’s apprenticeship experience. The Junior II field experience block is designed to provide opportunities for candidates to apply course concepts in real environments. The Junior II field experiences relate to current professional education coursework as well as national, state and institutional standards. Required activities and assignments provide candidates with the opportunity to connect theory and practice and prepare candidates for daily classroom responsibilities.

EDU 334: Field Study (1-3)

This course provides a study of elementary and secondary schools that exemplify a variety of educational philosophies, organizational procedures, curricula and socioeconomic conditions. Emphasis is on field site visitations. This course requires weekly seminars and limited to small groups. Designed for summer sessions.

EDU 335: Readings in Education (1-2)

This course is a seminar discussion of selected outstanding current writings on education. Designed for summer sessions.

EDU 336: Methods of Teaching Mathematics in the Elementary School (3)

*Cross Ref: EDGEL 421
*Prerequisite: EDU 344 and EDUL 344
*Offered fall and spring terms
*Level 2 education course: Requires admission to the SOE 
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 for grades K-8 will be undertaken.

EDUL 336: Lab; Methods of Teaching Mathematics in the Elementary School (1)

*30 clinical hours
*Co-requisite: EDU 336
*Offered fall and spring terms
*Level 2 education course: Requires admission to the SOE 
This course is the clinical component of EDU 336. 

EDU 338: Planning and Administering Settings for Day Care (2)

*10 clinical hours
This course examines the nature and structure of schools and other child care arrangements. It includes federal and state standards and codes for early childhood programs, techniques of program planning and evaluating children and staff. Procedures in record keeping, purchasing, budgeting, public relations and related areas are also examined. Recommended for some practicum settings.

EDU 339: 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.

EDU 340: Educational Tests and Measurements (3)

In this course, selection, administration and interpretation of psychological and educational tests are studied. The course reviews the concepts of validity, reliability, norms, standardization, standard scores and item analysis. This course examines the construction, evaluation and interpretation of standardized and teacher-made tests as they relate to the educational process.

EDU 341: History and Philosophy of Education (3)

*5 clinical hours
*Prerequisite: One course in philosophy or consent of instructor
*Offered fall and spring terms
*Level 1 education course: Pre-admission to the SOE
This course provides a study of major educational concepts, the historical settings within which they have emerged and developed and their relevance to contemporary American education. 

EDU 343: Diagnostic Teaching and Assessment of Reading in the Elementary School (3)

*Cross Ref: EDGEL 419
*Prerequisite: EDU 318 or its equivalent
*Offered fall and spring terms
*Level 2 education course: Requires admission to the SOE
This course provides a study of the combined procedures of assessment, evaluation and instruction. Focus on the development and implementation of methods, materials and assessments to enable the classroom teacher to adapt instruction to the needs of individual pupils. It includes clinical experiences in diagnostic literacy instruction. 

EDU 344: Learning Theory and Instructional Practice (2)

*Prerequisite: EDU 205 or PSYCH 200 and EDU 200
*Co-requisite: EDUL 344
*Offered fall and spring terms
*Level 1 education course: Pre-admission to the SOE
This course bridges foundational understandings and instructional pedagogy, the study of the American school system through an analysis of research-based instructional models, develops a foundation and rationale for designing and delivering instruction to diverse populations and introduces classroom management and student behavior in relation to instructional methodology. 

EDUL 344: Learning Theory and Instructional Practice Lab (1)

*30 clinical hours
*Prerequisite: EDU 205 or PSYCH 200 and EDU 200
*Co-requisite: EDU 344
*Offered fall and spring terms
*Level 1 education course: Pre-admission to the SOE
This course is the clinical component of EDU 344. 

EDU 345: Seminar in Teaching and Learning (2)

*Cross Reference: EDGEC 445, EDGEL 445, or EDGSE 445
*Prerequisite: Successful completion of required sequence of education courses and related supervised field experiences 
*Co-requisite: Enrollment in Directed Teaching
*Offered fall and spring terms
*Level 3 education course: Requires admission to the SOE
This course is for student teachers and includes a structured teaching performance assessment in the directed teaching site. The course offers an analysis of the contextual factors of the early childhood, elementary or secondary students' learning environment. The course also focuses on the alignment of teaching with 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 writing reflection of all components of the teaching process. 

EDU 348: Directed Teaching-Early Childhood Education (6)

*Prerequisite: Successful completion of required sequence of education courses and related field experiences
*Co-requisite: EDU 345
*Offered fall and spring terms
*Level 3 education course: Requires admission to the SOE
This course is a program of guided observation, participation and teaching in a classroom setting, jointly supervised by a teacher from the University and one from the field. Normally, the student teacher spends the whole school day in the field for 16 weeks.

EDU 349: Directed Teaching-Middle-Secondary Education (6)

*Prerequisite: Successful completion of required sequence of education courses and related supervised field experiences
*Co-requisite: EDU 345
*Offered fall and spring terms
*Level 3 education course: Requires admission to the SOE
This course is a program of guided observation, participation and teaching in a classroom setting, jointly supervised by a teacher from the University 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. 

EDU 350: Directed Teaching-Elementary Education (6)

*Prerequisite: Successful completion of required sequence of education courses and related field experiences
*Co-requisite: EDU 345
*Offered fall and spring terms
*Level 3 education course: Requires admission to the SOE
This course is a program of guided observation, participation and teaching in a classroom setting, jointly supervised by a teacher from the University and one from the field. Normally, the student teacher spends the whole school day in the field for 16 weeks. 

EDU 352: Directed Teaching - K-12 Education (6)

*Prerequisite: Successful completion of required sequence of education courses and related field experiences
*Level 3 education course: Requires admission to the SOE
This course is a program of guided observation, participation and teaching in a classroom setting, jointly supervised by a teacher from the University and one from the field. Normally, the student teacher spends the whole school day in the field for 16 weeks. 

EDU 353: Independent Study (1-3)

*Prerequisite: Approval of instructor and the dean of the School of Education
In this course, students contract to learn about some phase of education not included in regular course offerings. The instructor and students set up individualized plans and methods of procedure and evaluation.

EDU 354: Teaching and Learning with Educational Technology (2)

In this course, candidates will become familiar with various educational technologies and strategies for effectively integrating them into the middle level curriculum. This course will examine specific examples of how teachers can integrate a variety of technologies to enhance instruction and engage students more fully in the middle level classroom. Educational technology will be addressed as a fundamental part of teaching and learning that offers students a variety of creative and inquiry-based learning experiences.

EDU 356: The Teaching of Writing (3)

*Cross Ref: ENGL 356
*Prerequisite: ENGL 120
*This course is required of English majors preparing to teach
*Level 1 education course: Pre-admission to the SOE
This course examines the writing process and the problems students may have with it. The course also focuses on the development of methods and materials for teaching writing, primarily in 6-12 classrooms. The course includes work in interpreting and writing about literature. 

EDU 359: Methods, Curriculum and Philosophy of Teaching in the Middle School (3)

*15 clinical hours
*Cross Ref: EDGEL or EDGSE 459
*Offered fall and spring terms
*Level 2 education course: Requires admission to the SOE
This course provides an overview of the middle school philosophy, middle school curriculum and instruction, and instructional methods for designing and teaching developmentally appropriate programs in middle school. Materials, content and methodologies utilized by educators in middle grades, including team teaching, interdepartmental teaching, cooperative learning, and teaching reading in the content area, are emphasized. Students explore principles in class and utilize them to develop various integrated lesson plans, approaches, activities and teaching aids. 

EDU 360: Education Workshops (1-3)

Workshops include an intensive study of and productive work on selected problems. The course is an opportunity for individual and small group projects.

EDU 360: Education Workshop: Literature for Children P-12: Early Childhood Through Young Adulthood (3) 

*Cross-Listed: ENGL 260
*Offered May term
This course is a survey of children/adolescent/young adult literature that introduces the range of genres and formats: evaluation, selection and uses of literature to serve the needs of students from preschool through high school. Emphasis on literature that reflects the heritage of America's multicultural and diverse populations. The course includes critical analysis, exploration and value of literature from a variety of perspectives.

EDU 361: Methods of Teaching Young Children with Disabilities (3)

*10 clinical hours
*Cross Ref: EDUG 461 
*Level 2 education course: Requires admission to the SOE
This course provides an overview of early childhood special education history and philosophy, reflected in current practices, curriculum development, materials selection, assistive technology use, adapted assessment, intervention planning and lesson planning in the context of collaborative services to young children with disabilities. 

EDU 363: Theoretical Foundations of Teaching ESL and Bilingual Education (3)

*10 clinical hours
*Cross Ref: EDGIP 479
*Offered annually
*This course fulfills a requirement in the Latino/Latin Studies Program
This course is designed to introduce students to an understanding of the historical, philosophical, socioeconomic and educational issues that have led to the formation of ESL and bilingual education policies, programs and services for culturally diverse populations. Theories of language learning and acquisition as they pertain to ESL and bilingual education are included. This course will meet the Diversity Studies guideline. 

EDU 364: Methods and Materials for Teaching English as a Second Language (3)

*25 clinical hours
*Cross Ref: EDGIP 480
*Offered annually
In this course, students learn and practice a variety of methods of teaching English as a Second Language, as well as the nature of second language acquisition. Methods of teaching, listening, speaking, reading and writing are presented, with a focus on creating comprehensible input. Students will become familiar with methods of sheletered instruction, including SIOP, CALLA and TPR. Students select and critically analyze culturally and linguistically appropriate materials for ESL and are placed in supervised ESL classrooms for clinical experience.

EDU 365: Cross-cultural Studies in a Bilingual Program (3)

*20 clinical hours
*Cross Ref: EDGIP 481
*Offered annually
This course focuses on teaching children from multilingual, multicultural backgrounds within the context of societal issues related to poverty, discrimination, racism and sexism. Learning and communication styles and the impact of teacher expectations on student achievement are examined. Effective utilization of home and community resources are explored. This course will meet the Diversity Studies guideline.

EDU 366: Methods and Materials of Teaching English in a Bilingual Program (3)

*25 clinical hours
*Cross Ref: EDGIP 482
*Offered annually
This course includes analysis and evaluation of a variety of program models and methodologies for teaching bilingual students, including dual language, integrative and transitional programs. Methods and materials for integrating the English language arts into the teaching of content areas are reviewed and employed. The course introduces techniques for managing a multi-level class and presents curricular development techniques for programs that assist students who are leaning English in a bilingual educational setting. The course includes a focus on integrating the fine arts in the bilingual classroom as well as engaging multilingual/multicultural families and communities with schools. A supervised clinical experience in a bilingual classroom is provided.

EDU 367: Linguistics for Educators (3)

*10 clinical hours
*Cross Ref: EDGIP 483
*Offered annually
This course is an introduction to contemporary theories of language structure, phonology, morphology, syntax and semantics. It also concentrates on applied linguistics relevant to the Pre-K-12 classroom.

EDU 368: Assessment of Bilingual Students (3)

*10 clinical hours
*Cross Ref: EDGIP 484
*Offered annually
This course examines the theoretical and practical study of instruments and procedures for testing bilingual students. Formal and informal methods used to evaluate and assess language skills and academic proficiency are examined. Issues of non-discriminatory testing are addressed. 

EDU 369: Methods of Teaching English as a Second/Foreign Language to Adults and Children (3)

*30 clinical hours
*Cross Ref: EDGIP 450
*Offered annually
This course focuses on teaching English to adults and children in foreign and/or informal school settings. This course will develop candidates' understandings of and skills in the methods and materials of Teaching English to Speakers of Other Languages, intercultural competencies, language structure and teaching practice in supervised settings. This course will require Community-Based Learning experience. This course will meet the Diversity Studies guideline.

EDU 370: Principles and Practices of the Middle and Secondary School (3)

*30 clinical hours
*Cross Ref: EDUG 415
*Prerequisite: EDU 344, EDUL 344, and EDU 202, or consent of the instructor
*Offered fall and spring terms
*Level 2 education course: Requires admission to the SOE
*Classroom and field experiences required
This course focuses on establishing a learning environment in the classroom. It examines methods of establishing objectives and developing learning experiences, the setting of limits on behavior, group dynamics, research-based instructional methods and the use of community resources. 

EDU 371: Methods of Teaching Art in the Middle and Secondary School (3)

*30 clinical hours
*Cross Ref: ART 371, EDUG 463
*Prerequisite: EDU 370 or concurrently
*Offered fall term
*Level 2 education course: Requires admission to the SOE
*Classroom and field experiences required
This course provides an investigation and use of applicational, functional and expressional aspects of teaching art. Exploration and discussion of major educational concepts and techniques. Course also includes field trips to a variety of schools where different teaching modes can be examined. 

EDU 372: Methods of Teaching Biology in the Middle and Secondary School (3)

*30 clinical hours
*Cross Ref: BIOL 372, EDUG 464
*Prerequisite: EDU 370 or concurrently
*Offered fall term
*Level 2 education course: Requires admission to the SOE
*Classroom and field experiences required
This course covers the principles, methods and materials of teaching biology at the middle school and secondary level. 

EDU 373: Methods of Teaching English in the Middle and Secondary School (3)

*30 clinical hours
*Cross Ref: ENGL 373
*Prerequisite: EDU 370 or concurrently
*Offered fall term
*Level 2 education course: Requires admission to the SOE
*Classroom and field experiences required
This course builds on and expands the material covered in ENGL 356 and ENGL 371. This course covers the theories and practices of teaching English in middle schools and secondary school English language arts classrooms, in addition to an emphasis on integrating reading, writing, speaking, listening and technology skills into effective lessons and units. 

EDU 374: Methods of Teaching Foreign Language in the Middle and Secondary School (K-12) (3)

*30 clinical hours
*Cross Ref: SPAN 374, EDUG 466
*Prerequisite: EDU 370 or concurrently; junior or senior standing
*Offered fall term
*Level 2 education course: Requires admission to the SOE
*Classroom and field experiences required
This course examined the trends in methodology of foreign language teaching in the United States. The course includes the development of ability in determining, stating and evaluating objectives. Emphasis is on individualized instruction. Class demonstration of teaching techniques with the use of audio-visual equipment is also involved in this course.

EDU 375: Methods of Teaching Mathematics Grades (6-12) (3)

*30 clinical hours
*Cross Ref: MATH 375, EDUG 467
*Prerequisite: EDU 370 or concurrently
*Offered fall term
*Level 2 education course: Requires admission to the SOE
*Classroom and field experiences required
This course exposes both pre-service and in-service school teachers to principles, current issues, materials and methods of teaching mathematics in grades K-8. A strong mathematical background expected. 

EDU 376: Methods of Teaching Music in the Middle and Secondary School (3)

*30 clinical hours
*Cross Ref: MUS 376, EDUG 468
*Prerequisite:
EDU 370 or concurrently
*Level 2 education course: Requires admission to the SOE
*Classroom and field experiences required
This course covers the principles, techniques and materials for teaching music at the middle and high school levels. 

EDU 377: Historical and Social Trends in American Education (3)

*15 clinical hours
*Level 1 education course: Pre-admission to the SOE
This course is designed to engage students in a critical exploration of the social and political history and dynamics of American public schools, as well as the demands of the teaching profession. Central to this study is an exploration of the myth and reality of diversity and equality in our democratic society. Current issues and trends will be dissected and debated to explore multiple perspectives and experiences. Trends and issues may include: standards and standardized testing, multicultural education, critical literacy, parental choice, unionization, school funding, educational reforms, and the legal and ethical rights and responsibilities of teachers and learners in our school communities. The course has a Community Based Learning (CBL) component which will engage students in the application of learned concepts outside of the classroom. Students will be offered placements for a minimum of 20 hours of mutually beneficial services in various agencies in the community. 

EDU 378: Methods of Teaching History and Social Studies in the Middle and Secondary Schools (3)

*30 clinical hours
*Cross Ref: EDUG 469
*Prerequisite: EDU 370 or concurrently, junior or senior status
*Offered fall term
*Level 2 education course: Requires admission to the SOE
*Classroom and field experiences required
This course covers the principles, methods and materials of teaching social studies at the middle and secondary levels. 

EDU 379: Middle Level Assessment and Data Informed Instruction (3)

In this course, middle level teacher candidates will explore, use,\ and reflect on the major concepts, principles, theories and research related to data-informed assessment and instruction. Candidates will use formative and summative assessments to create meaningful learning experiences as they assess prior learning, implement effective lessons, reflect on young adolescent learning and adjust instruction based on the knowledge gained.

EDU 383: Supporting Struggling Readers in the Regular Classroom Setting: Instruction, Support, Materials and Resources for the Supplemental Curriculum (3)

This course will focus on assessments, interventions, and resources aimed at increasing the rate of improvement for struggling readers in grades K-8. Topics will include, but are not limited to diagnostic assessments, progress monitoring, analyzing classroom data, developing targeted instruction plans, research-based interventions, and intervention resources. The essential question addressed will be ‘what do classroom teachers need to know and be able to do to support struggling readers in the regular K-8 classroom?'

EDU 385: Developing Proficient Readers: Instruction, Support, Materials and Resources for the Core Curriculum (3)

This course will explore proficient reader research, research-based resources, and classroom management systems to support differentiated literacy instruction in grades K-8. Topics will include, but are not limited to proficient reader strategies, resources to support instruction in the pillars of reading, and models for delivering differentiated instruction in the literacy classroom. The essential question addressed will be ‘what do classroom teachers need to know and be able to do to support the development of proficient readers?'

EDU 386: Principles and Methods of Teaching Social Studies in the Middle School (3)

This course is specifically designed to develop the knowledge, skills and understandings needed to teach social studies at the middle school level by providing teacher candidates with a comprehensive overview of the most effective approaches to planning, implementing, managing and assessing successful and effective learning experiences for students. Emphasis will be placed on exploring the relationship between educational theory and the development of practical teaching techniques for everyday use in the middle level social studies classroom.

EDU 387: Principles and Methods of Teaching Science in the Middle School  (3)

This course is designed to prepare middle grade (5-8) science teacher candidates to teach science using the complex and scientifically appropriate inquiry model. The Illinois Learning Standards for Science and the Next Generation Science Standards will guide instructional planning activities. Emphasis will be placed upon the nature of science and its instructional methods including: the nature of scientific inquiry, the development of science process skills, integration of subject areas (STEM) and assessment, and using data to improve student achievement. Candidates will be supported in their preparation to complete the required edTPA performance assessment.

EDU 389: Mathematics Practicum (1)

*A 30 hour 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.

EDU 391: Middle Level Student Teaching I (3)

*Concurrent enrollment in EDU 392: Middle School Seminar in Teaching and Learning I is required
Student Teaching I is comprised of 10-weeks ½ time followed by 6-weeks full time of guided observation, participation and teaching in a middle school classroom setting in grades 5 or 6. A SOE Faculty member and a cooperating teacher from the partner school jointly supervise the Student Teaching I experience. 

EDU 392: Middle Level Seminar in Teaching and Learning I (1)

*Concurrent enrollment in EDU 391: Middle School Student Teaching I is required
This seminar focuses on the reflective analysis of the directed teaching setting. The course includes: analysis and evaluation of the candidate’s classroom management, instructional planning, implementation and assessment strategies. The course will also include instructional modifications to address diverse learner and analysis and evaluation of students’ learning. 

EDU 393: Middle Level Student Teaching II (9)

*Concurrent enrollment in EDU 394: Middle School Seminar in Teaching and Learning II is required
Student Teaching II is comprised of 16-weeks of guided observation, participation and teaching in a middle school classroom setting in grades 7-8. A University Supervisor and a cooperating teacher from a partner school jointly supervise the Student Teaching experience. 

EDU 394: Middle Level Seminar in Teaching and Learning II (3)

*Concurrent enrollment in EDU 393: Middle School Student Teaching II is required
This seminar focuses on the reflective analysis of the directed teaching setting. The course includes: analysis and evaluation of the candidate’s classroom management, instructional planning, implementation and assessment strategies. The course will also include instructional modifications to address diverse learner and an analysis and evaluation of students’ learning. 

EDU 395: Literacy Practicum (2)

*Community-Based Learning (CBL) Practicum-60 hours: A practicum experience in diagnostic literacy instruction
For this practicum, 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.

EDUP 396: Social Science Practicum (0)

*A practicum experience in social studies instruction
For this practicum, each candidate is required to work in a partner school setting with an individual student or a small group of students in grades 5-8. Throughout this practicum experience each candidate will assess the social studies content 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 middle school social studies classroom.

EDU 397: Literacy Instruction for Diverse Learners (3)

*15 clinical hours
*Cross Ref: EDUG 497
*Level 2 education course: Requires admission to the SOE
This course addresses the responsibility and challenge secondary teachers must undertake as they strive to meet the needs of diverse learners in their content areas. Teacher candidates will explore teaching and learning strategies that support the development of a wide range of literacy skills to create challenging learning opportunities for all students. 

EDUP 397: Mathematics Practicum (0)

*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 5-8. Throughout this 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 a Middle School mathematics classroom.

EDUP 398: Science Practicum (0)

*A 30 hour practicum experience in science instruction
In this practicum, each candidate is required to work in a partner school setting with an individual student or a small group of students in grades 5-8. Throughout this practicum experience each candidate will assess the science content 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 a Middle School science classroom.

Graduate Education Courses

Undergraduate students may take courses for graduate credit if they have completed the requirement for graduation or will complete the requirements during the same semester in which they seek to take a course for graduate credit. The written consent of the dean of the School of Education is required.

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