Teacher Education Program (TEP)

Helps candidates explore the career of teaching. Emphasis on the historical, sociological and pedagogical foundations of American public education, as well as culturally responsive pedagogy with academically, culturally and linguistically diverse populations. Introduces InTASC standards and provides information about local, state and national requirements of the teaching profession.

The course will cover broad knowledge of geography including the relationship between human activity and the physical environment, the ways in which geography governs human activity, and the effects of human activity on geographic features.

This course surveys principles of development, learning, and evaluation as it relates to the educational process.  Emphasis is placed on understanding the physical, social, emotional, and intellectual aspects of human development. The course is taught from a community of learning perspective and breaks down learning theory according to the frame of six schools of learning: developmentalists, behaviorists, information processors, cognitivists, social cognitivists, and constructivists.  Integration of learning theory into practice and basic understanding of informal, formative, and summative assessment is taught.

This course will provide an overview of science content using Virginia’s Early Learning & Develoment Standards (ELDS) Birth-Five Learning Guidelines and Virginia Standards of Learning (K-6) based on the Next Generation Science Standards. This course is divided into four core scientific disciplines including biology, chemistry, physics, and earth science. Candidates will explore the nature of science, scientific inquiry, and conduct meaningful field investigations.

Twenty-hour clinical experience observational and participatory experience occurring in a variety of traditional and non-traditional educational settings. The community engagement clinical experience for the course provides candidates the opportunity to (a) understand and support local educational communities (b) recognize how communities meet the specific needs of diverse learners.

Schools have the potential to be spaces that affirm the value of diverse identities and lived experiences, promote collective action and inclusive communities, and to orient U.S. society toward (educational) equity. Achieving these goals requires culturally competent teachers who can both properly contextualize themselves and their students within the larger socio-political and structural landscape. To sharpen the cultural competencies of pre-service teachers, this course emphasizes the complexities and intersections of race, gender, sexuality, religion, ability, neurodiversity, class, and community. The course then explores the concepts of meritocracy and structural racism before providing a critique of other critical arenas where the opportunity gap is evident (e.g., housing, healthcare, transportation, and nutrition). Finally, the course provides a training in liberatory teaching practices (e.g., culturally relevant, responsive, and sustaining pedagogies, socio-emotional learning, and trauma-informed pedagogies) to assist pre-service teachers in facilitating the voices and resistance of marginalized students and local communities.

Instructional practice in the elementary classroom. Strategies for effective, research-based teaching using Virginia’s Early Learning & Development Standards (ELDS) Birth-Five Guidelines and Virginia Standards of Learning (K-6). Significant emphasis will be placed on curriculum content, cross-curricular content, student engagement, lesson planning, research-based instructional strategies, differentiation, and assessment. Candidates will develop an understanding of the principles of learning; the application of skills in discipline-specific methodology using age-appropriate, and culturally relevant curriculum and pedagogy. Candidates will engage in formal and informal assessments to diagnose needs, interpret data to plan and modify instruction, and record student progress.

Candidates will examine and design positive learning environments which are inclusive, respectful, and based upon current research, theory, and practice. Effective organization and communication techniques amongst all stakeholders are stressed. Through a framework of restorative practice and social emotional learning, this course will address diverse approaches based upon culturally responsive behavioral, cognitive, affective, social, and ecological theory and provide and understanding of the role adverse childhood experiences, trauma, family disruptions, child abuse, and neglect can have on student learning. Effective and efficient management of time, space and resources, including lessons and classroom behaviors, are examined as a means of promoting learning.

Twenty-hour (per credit hour) optional observational and participatory experience occurring in an elementary, middle or secondary school or in a related setting. Related readings, reflection and a journal of the experience required.

Twenty-hour intensive clinical experience immersed in an ESL school environment for the prospective ESL teacher. While working on developing an understanding of the whole child, emphasis is placed on identifying and meeting the needs of students who are engaged in becoming acclimated to living in a culture other than their native one and learning English; identifying and continuing to develop classroom management techniques in preparation for the student teaching experience; and beginning to plan and create SOL-based lesson plans. 

The course introduces the theoretical foundations of how children learn to speak, listen, read, and write as well as the difficulties some children encounter as they progress through the developmental stages of literacy. The course addresses the basic components of effective literacy programs and instruction (e.g., concepts of print, phonological awareness, phonics, spelling, fluency, comprehension, vocabulary, and writing) with attention to ways to differentiate instruction to meet the needs of all learners. Candidates will examine and analyze current reading theories, research, and understand the implication reading theories and research have on assessment and instruction. The literacy clinical experience for this course provides the opportunity for candidates to (a) examine and evaluate classroom literacy practices and programs designed to support the component of literacy and to develop the literacy skills of the learner, and (b) apply specific literacy strategies and instructional practices to support the literacy development of students.

Includes a 20-hr clinical experience in an elementary setting. Successful clinical experience is necessary for a passing grade in the class.

Candidates learn to administer, interpret, and use literacy assessments to plan effective and comprehensive literacy instruction for whole group, small group, and individual students.  Candidates will develop an understanding of the reading process and reading research with an emphasis on how to use effective practices in the prevention and remediation of reading disabilities. Candidates will learn how to conduct literacy diagnoses, develop case reports, and develop literacy instruction based on assessment data.  The literacy clinical experience for the course provides candidates the opportunity to (a) develop assessment skills, (b) interpret assessment data to consider instructional goals, and (c) develop and apply instructional skills through weekly tutoring sessions.

Includes a 20-hr clinical experience in an elementary setting. Successful clinical experience is necessary for a passing grade in the class.

Theory and practice related to readers at emergent and beginning stages. Includes discussion of the complex factors involved in literacy acquisition at the elementary level with a focus on phonemic awareness, phonics, vocabulary, beginning fluency and comprehension. Explorations of assessment methods and strategies for teaching diverse learners, including English language learners, are emphasized. Includes a minimum twenty hours of clinical experience. Successful clinical experience is necessary for a passing grade in the class.

Helps secondary education candidates describe and develop effective content literacy strategies for academically, culturally and linguistically diverse 6-12 students. Candidates use their content area curriculum to enhance literacy development including: vocabulary development; literal, interpretive, critical and evaluative comprehension; critical thinking; writing strategies; and listening and speaking skills. Includes minimum 20 hours of clinical experience. Successful clinical experience is necessary for a passing grade in the class.

Effective and efficient management of time, space and resources, including lessons and classroom behaviors, are examined as a means of promoting learning. Candidates develop a management plan that is inclusive, respectful and based upon current theory and practice. Effective organization and communication techniques are stressed. Includes a minimum of 20 hours clinical experience in 6-12 classroom (or in a classroom of the licensure.) Successful clinical experience is necessary for a passing grade in the class.

Three-week, full-day, clinical practicum taken before student teaching. Candidates teach in a grade-level range different from their student teaching placement, but within their range of licensure and certification. Candidates teach a minimum of two times and participates in all professional activities of their classroom cooperating teacher and engage in reflective seminars back on campus, or through online delivery. Note: Those seeking ESL certification take this course the junior year but after having taken EDUC-371E or EDUC-372E.

Candidates will examine writing as a staged and recursive process recognizing the interdependence of reading and writing development. As teachers and writers, candidates will employ the processes of writing (planning, drafting, revising, editing, and publishing) through experimentation with varied genres, media forms, authentic purposes, and audiences. Connections will be made between high-quality children’s literature and methods of teaching writing processes, effective language use, multicultural perspectives, inquiry-based research, and visual interpretation. Candidates will appreciate and discern quality children’s literature and use it as a model in engaging students as a community of writers.

Instructional practice in the elementary classroom. Strategies for effective teaching of content based on Virginia Standards of Learning (PK-6) with particular emphasis given to science and social studies. Significant emphasis will be placed on curriculum content, lesson planning, research-based instructional strategies, and assessment. Taken the semester immediately prior to student teaching. Includes minimum of 20 hours of clinical experience in an elementary (PK-6) classroom. Successful clinical experience is necessary for a passing grade in the class.

This course focuses on P-6 literacy learning throughout the curriculum and addresses integrated, interdisciplinary approaches to learning. Literacy is broadly defined to include speaking, listening, reading, writing, and interpreting the text of all kinds.  Literacy practices are staged and recursive processes that foster content learning and literacy learning in all disciplines.  Candidates will examine, develop, and model instructional strategies of comprehension, academic and content vocabulary, and writing to learn processes using a variety of textual and digital materials to support learning. 

Instructional practice in the secondary classroom. Strategies for effective teaching of content based on Virginia Standards of Learning or National Standards in specified content area (PK-12 or 6-12). Significant emphasis will be placed on curriculum content, lesson planning, research-based instructional strategies, and assessment. Taken prior to student teaching. Includes minimum of 20 hours of clinical experience in an elementary (PK-12 or 6-12) classroom. Successful clinical experience is necessary for a passing grade in the class.

This course will provide an overview of social studies content that is learned in P-6 classrooms. Candidates will explore cross-curriculum strategies, the promotion of civic and economic competences, intellectual processes, and democratic dispositions needed for active engagement in public life with an emphasis on addressing the cultural, linguistic, racial, ethnic, linguistic, religious, gender-based, and exceptional learning needs of the individual. Using the National Council of Social Studies Standards, Virginia’s Foundation Blocks for Early Learning (PK) and Virginia Standards of Learning (K-6), candidates will explore historical content and design student-centered differentiated instruction to support the needs of all learners. The clinical experience for the course provides candidates the opportunity to be active participants by observing theory to practice, designing, and implementing lesson plans, and reflecting on teaching and learning.

Includes a 20-hr clinical experience in an elementary setting. Successful clinical experience is necessary for a passing grade in the class.

Candidates will learn the knowledge, skills and understanding to implement effective mathematics instruction. Emphasizes the teaching and learning process to best enable students to develop appropriate mathematics skills, attitudes, and concepts with a focus on mathematical process, problem solving, communication, reasoning, connections, and varied representations. Using the National Council for Teachers of Mathematics Standards, Virginia’s Foundation Blocks for Early Learning (PK) and Virginia Standards of Learning (K-6), candidates will explore assessments, remediation strategies, the use of manipulatives, technology. The clinical experience for the course provides candidates the opportunity to be active participants by observing theory to practice, designing, and implementing lesson plans, and reflecting on teaching and learning.

Includes a 20-hr clinical experience in an elementary setting. Successful clinical experience is necessary for a passing grade in the class.

This course reflects best practices for teaching science as inquiry as outlined by the National Education Science Standards. Candidates will develop an understanding of the nature of science and scientific inquiry as well as the knowledge and skills for conducting an active elementary science program. Using Next Generation Science Standards, Virginia’s Foundation Blocks for Early Learning (PK) and Virginia Standards of Learning (K-6), candidates will explore science content, STEAM (Science, Technology, Education, Arts, Mathematics) education, and design inquiry-based instruction to support the needs of all learners. The clinical experience for the course provides candidates the opportunity to be active participants by observing theory to practice, designing, and implementing lesson plans, and reflecting on teaching and learning.

Includes a 20-hr clinical experience in an elementary setting. Successful clinical experience is necessary for a passing grade in the class.

Fifteen-week final clinical experience involving instructional planning, observation and teaching. Supervised by the classroom cooperating teacher and a college supervisor. Candidates are expected to assume complete responsibility for the classroom during the student teaching experience and engage in all activities related to teaching in the school community.

Taken during the student teaching experience, this course emphasizes professional licensure requirements, professional teacher performance standards, and the use of evidence-based practices in pedagogy and assessment to measure candidate impact on student learning. Candidates develop various personal skills and resources, including the development of an online educational portfolio, consistent with InTASC standards for obtaining employment in the education field.

Taken during the student teaching experience, this course emphasizes professional licensure requirements and teacher performance standards, measuring student academic progress and collaboration models of teaching. Candidates develop various personal skills and resources, including the development of an online educational portfolio, consistent with InTASC standards for obtaining employment in the education field.

Eight-week student teaching clinical experience for the ESL endorsement involving instructional planning, observation and teaching. Supervised by the classroom cooperating teacher and a college supervisor. Provides students seeking an ESL endorsement an opportunity to teach in an ESL environment. Students are expected to assume complete responsibility for the classroom during the student teaching experience and engage in all activities related to teaching in the school community.

Ten-week student teaching clinical experience for the ESL endorsement involving instructional planning, observation and teaching. Supervised by the classroom cooperating teacher and a college supervisor. Students are expected to assume complete responsibility for the classroom during the student teaching experience and engage in all activities related to teaching in the school community.

Fifteen-week final clinical experience involving instructional planning, observation and teaching. Supervised by the classroom cooperating teacher and a college supervisor. Students are expected to assume complete responsibility for the classroom during the student teaching experience and engage in all activities related to teaching in the school community.

Provides an opportunity for a student to gain field experience in an area related to the student's program of study or career goals. The learning objectives for internships include connecting academic knowledge and problem-solving processes to experiences and problems in professional settings. A Faculty Sponsor in the relevant academic department must approve a description and an internship learning plan at least eight weeks in advance of the start of the term in which the internship is to be completed. This internship learning plan must be filed with the Director of Internships in the Center for Career Development at least three weeks prior to the start of the internship.  Approval of each application for an internship is made by the Director of Internships based upon approved policies and guidelines. Supervision of the internship experience is provided by an appropriate Bridgewater College Cooperating Professor (who may or may not be the Faculty Sponsor) and by a Site Supervisor at the agency or business in which the student is an intern. Students must complete 40 hours (minimum two weeks) of internship-related work as well as weekly journal entries and a final reflective paper completed in accordance with approved requirements. Internships are graded by the Cooperating Professor on an S or U basis. A maximum of 12 credits in internships may be applied toward graduation. Students who successfully complete at least three credits of internship at one or more placements may petition the Associate Provost to accept those credits in fulfillment of the FILA general education experiential learning requirement.

Provides an opportunity for a student to gain field experience in an area related to the student's program of study or career goals. The learning objectives for internships include connecting academic knowledge and problem-solving processes to experiences and problems in professional settings. A Faculty Sponsor in the relevant academic department must approve a description and an internship learning plan at least eight weeks in advance of the start of the term in which the internship is to be completed. This internship learning plan must be filed with the Director of Internships in the Center for Career Development at least three weeks prior to the start of the internship.  Approval of each application for an internship is made by the Director of Internships based upon approved policies and guidelines. Supervision of the internship experience is provided by an appropriate Bridgewater College Cooperating Professor (who may or may not be the Faculty Sponsor) and by a Site Supervisor at the agency or business in which the student is an intern. Students must complete 80 hours (minimum four weeks) of internship-related work as well as weekly journal entries and a final reflective paper completed in accordance with approved requirements. Internships are graded by the Cooperating Professor on an S or U basis. A maximum of 12 credits in internships may be applied toward graduation. Students who successfully complete at least three credits of internship at one or more placements may petition the Associate Provost to accept those credits in fulfillment of the FILA general education experiential learning requirement.

Provides an opportunity for a student to gain field experience in an area related to the student's program of study or career goals. The learning objectives for internships include connecting academic knowledge and problem-solving processes to experiences and problems in professional settings. A Faculty Sponsor in the relevant academic department must approve a description and an internship learning plan at least eight weeks in advance of the start of the term in which the internship is to be completed. This internship learning plan must be filed with the Director of Internships in the Center for Career Development at least three weeks prior to the start of the internship.  Approval of each application for an internship is made by the Director of Internships based upon approved policies and guidelines. Supervision of the internship experience is provided by an appropriate Bridgewater College Cooperating Professor (who may or may not be the Faculty Sponsor) and by a Site Supervisor at the agency or business in which the student is an intern. Students must complete 120 hours (minimum six weeks) of internship-related work as well as weekly journal entries and a final reflective paper completed in accordance with approved requirements. Internships are graded by the Cooperating Professor on an S or U basis. A maximum of 12 credits in internships may be applied toward graduation. Students who successfully complete at least three credits of internship at one or more placements may petition the Associate Provost to accept those credits in fulfillment of the FILA general education experiential learning requirement.

Theory and practice related to what general education teachers need to know as they work with learners who are provided special education services. Emphasis is on implementing IEPs, providing accommodation and differentiation, and collaborating /co-teaching with special educators.

This course introduces candidates to the major categories of exceptionality with emphasis on the high incidence categories.  The course teaches candidates how to meet the expectation for “specially designed” instruction using equitable, evidence-based practices to effectively address the unique learning needs of diverse learners.  Candidates will design instruction to address the specific needs of diverse learners to ensure access to the general curriculum so that diverse learners can successfully meet the educational standards appropriate for their grade level.

Introduction to the fundamental elements of American Sign Language. Emphasis placed on development of basic expressive and receptive skills. Deaf culture, and history of ASL via lecture, video presentation, interactive dyads. No prerequisites: open to all students.

Emphasis on grammar, syntax, advanced lexicon of ASL. Continuance of receptive/expressive skills development and Deaf culture sensitivity. Minimum of 10 observations/volunteer hours in Deaf community. Student presentation in ASL required. Offered alternate years.