Teacher Education Program (TEP)

Bridgewater College (BC) provides a state-approved program for the preparation of elementary and secondary teachers. The BC Teacher Education Program (TEP) is also nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP). Candidates who successfully complete the program and pass the Virginia Communications and Literacy Assessment (VCLA), Reading for Virginia Educators (RVE; PK-6 only) and Praxis Content Area Knowledge Exam within their individual content endorsement area(s) are eligible for licensure in the Commonwealth of Virginia.  Additionally, licensure eligibility may be reciprocal with other states as determined by agreements between states. It is up to the student to determine if licensure outside of the Commonwealth of Virginia requires additional preparation e.g., testing, coursework, modules.

Areas of Licensure

Elementary (P–6): Prekindergarten through Grade 6

Secondary (6–12): Biology, Career Technical-Family and Consumer Science, Chemistry, English, Social Studies (History and Social Sciences)

Designated Disciplines (P–12): Health and Physical Education, Music (Instrumental or Vocal), Spanish, Theatre Arts, and Visual Arts

Preadmission Disclosure Requirement

Applicants for the Teacher Education Program (TEP) cannot have record of any felony or misdemeanor convictions involving children or drugs or founded complaint of child abuse or neglect.  Applicants must disclose any felony or misdemeanor convictions or outstanding actions prior to applying for the secondary-selective admissions to the TEP.  Failure to do so will cause immediate dismissal from the program and may result in the inability to become a licensed teacher in the Commonwealth of Virginia.

Admission to the Teacher Education Program and Progression

Step 1: To be admitted to the TEP, students:

  • Declare a major
    • Liberal Studies/Elementary Education
    • Secondary Education, e.g., History or English
    • All Grades, e.g., Health and Physical Education, Music
  • Complete an application
  • Have a 2.5 or better grade point average
  • Take the Virginia Communication and Literacy Assessment (VCLA)

Step 2: Admission to Teacher Candidacy

To be admitted to Teacher Candidacy, Teacher Education Program students:

  • Have a 2.5 or better grade point average
  • Pass the Virginia Communication and Literacy Assessment (VCLA)

Step 3: Admission to Student Teaching

To be admitted to Student Teaching, students:

  • Complete the Application for Student Teaching by Nov. 1st of the year prior to student teaching
  • Maintain a 2.5 or better GPA
  • Pass all Professional Education courses (EDUC) with a “C” or better
  • Demonstrate ratings of meets expectations on measures of Professional Dispositions

Admissions Notification

Applicants will be notified of their admission status via electronic letter when they have successfully completed VCLA testing, achieve a 2.5 or better GPA, and have submitted an application for admission.

Gateways of Progression

Once you are accepted in the Teacher Education Program, you are required you to obtain passing scores on the VCLA for admission to Teacher Candidacy.  Upon successful completion of all required coursework prior to student teaching, you will make application to student teaching and upon successful conclusion of student teaching, you will make application to the Virginia Department of Education for licensure. The TEP Gateways are identified below:

  1.  Admission to the Program: You have completed step one of the admission processes (Gateway 1)
  2. Admission to Teacher Candidacy: You have passed both sub-tests of the VCLA, have submitted your application for admission to the TEP, and have a 2.5 GPA or above (Gateway 2)
  3. Admission to Student Teaching (Gateway 3)
  4. Program Completion (Gateway 4)

Gateway 1: Admission to Program

  • The first gateway occurs once the student has:
    •  declared a major in liberal studies (P-6 licensure), notifies the registrar’s office of intent to earn a teaching license at the secondary level (6-12 licensure) in English, Family and Consumer Sciences, History and Social Sciences, Biology, or Chemistry, and contacts the TEP secondary education coordinator. Candidates who plan to earn P-12 licensure in Health & Physical Education, Music, Spanish, Theatre Arts, and Visual Arts notify the registrar of this plan, notify their advisor in the designated discipline, and contact the secondary education coordinator.
    • Take the Virginia Communication and Literacy Assessment (VCLA).
    • Possess a GPA of 2.5 or better

Please note that applying to TEP is the first step to becoming a teacher. Students may enroll in up to four education courses while completing all requirements for admission (Gateway 2).

POSSIBLE EDUCATION COURSES: EDUC 140: Introduction to Teaching; EDUC 200: Educational Psychology; EDUC 215: Diversity in the Classroom; and EDUC 316 Strategies for Teaching Mathematics in the Elementary Classroom (elementary candidates only).

REQUIRED PROGRAM CONTENT:  A passing score on both subtests of the Virginia Communication and Literacy Assessment (VCLA) must be earned in order to progress to admission to candidacy.  Support is provided to all interested students through our testing support program.

 

Gateway 2: Admission to Teacher Candidacy

The following requirements must be met prior to admission to Teacher Candidacy and maintained throughout the remainder of your program:

  1. An overall grade point average of 2.5 or better
  2. Passing scores on both subtests of the VCLA
  3. Completed and satisfactory application for admission to the Teacher Education Program

NOTE: Candidates who already hold a bachelor’s degree and are seeking to fulfill requirements for certification and licensure must adhere to the same requirements as degree seeking candidates.

PROBABLE EDUCATION COURSES: (For P-6-Liberal Studies Candidates) EDUC 330: Early Literacy, EDUC 332 Intermediate Literacy, EDUC 371E: Classroom Management, Elementary; (For 6-12 Candidates) EDUC 334: Literacy in the Content Area and EDUC 372: Classroom Management, Secondary; (For P-12 Designated Disciplines Candidates) EDUC 334: Literacy in the Content Area, and EDUC 372: Classroom Management, Secondary

Gateway 3: Admission to Student Teaching

Admission to the TEP does not assure admission to student teaching. Student teaching applications are available on the TEP Canvas course and must be submitted the academic year prior to student teaching on or before November 1. Further, candidates must:

  1. Maintain good academic and professional standing (i.e., no current improvement plans, grade point average 2.5 or above).
  2. Continue to advance in knowledge, skills, and dispositions in the content area major, TEP courses, and field experiences.
  3. Complete all professional education courses with a grade of “C-” or higher.
  4. Complete the Student Teaching Application.
  5. Prior the start of student teaching, take the PRAXIS Content Area Knowledge Assessment. For Elementary Education, also take the Reading for Virginia Educators/Teaching Reading prior the start of student teaching.

PROBABLE EDUCATION COURSES:

P-6-Liberal Studies Candidates: EDUC 380X: Practicum in Current Teaching Techniques; EDUC 406: Curriculum & Instruction in Elementary Classroom; EDUC 451: Seminar in Educational Practices, Elementary; EDUC 470: Professional Student Teaching or EDUC 465: Professional Student Teaching for Dual ESL Endorsement

6-12 Candidates: EDUC 380X: Practicum in Current Teaching Techniques; EDUC 412: Curriculum & Instruction in Secondary Classroom; EDUC 452: Seminar in Educational Practices, Secondary; EDUC 470: Professional Student Teaching

For P-12 Designated Disciplines Candidates: EDUC 380X: Practicum in Current Teaching Techniques; EDUC 452: Seminar in Educational Practices, Secondary; EDUC 470: Professional Student Teaching

REQUIRED PROGRAM CONTENT: Complete required modules and submit verification of module completion; Achieve certification in CPR/AED/First Aid from American Heart Association or the American Red Cross, and submit verification of completion; P-6 candidates must also complete the Reading for Virginia Educators (RVE) Test (after completion of EDUC 332).

Gateway 4: Program Completion

If you have fulfilled all College and TEP requirements, Bridgewater College will recommend you for licensure to the Commonwealth of Virginia; however, the actual awarding of licensure is granted by the VDOE).

To receive Bridgewater College’s recommendation for licensure, a candidate must complete the following:

  1. All professional education EDUC courses with a grade of “C” or higher;
  2. All field experiences and the EDUC 380X Practicum with a grade of “C” or higher and student teaching with a grade of “S;”
  3. Pass all required assessments: VCLA, RVE/Teaching Reading (PK-6 licensure only), and PRAXIS Content Area knowledge assessment;
  4. Child Abuse modules as required by VDOE and submit certificate of completion to your respective education coordinator;
  5. Dyslexia modules as required by VDOE and submit certificate of completion to your respective education coordinator;
  6. In-person CPR, First Aid, and AED training and submit certificate of completion to your respective education coordinator;
  7. Requirements for the B.S. or B.A. degree;
  8. Maintain an overall GPA of 2.5 or higher;
  9. Complete all required paperwork for licensure processing.

Felony and/or Misdemeanor Charge/Conviction and Disclosure

Some legal situations can impede a person’s ability to become a teacher. In circumstances such as felony/misdemeanor charges and/or convictions (particularly related to children, alcohol, and other drugs, there is a real possibility that your ability to become a teacher will be impacted. It is always best to discuss any felony/misdemeanor charges/convictions with the director of teacher education to ensure you are provided with any pertinent information related to becoming a licensed teacher. The director of teacher education will not provide legal advice but will provide you with contact information for the state regulatory board (e.g., Virginia Department of Education) to discuss your best recourse given the circumstance you might find yourself. Candidates must disclose, to the director of teacher education, any felony or misdemeanor convictions or outstanding actions within five (5) days from their occurrence.  Failure to do so will cause immediate dismissal from the program and may result in the inability to become a licensed teacher in the Commonwealth of Virginia. Please note that you will need to provide detailed documentation to the state regulatory board with any convictions. Keep ALL documentation for future reference.

Test Preparations

The Virginia Department of Education requires multiple assessments for teacher licensure. Candidates will take a practice test for the Virginia Commonwealth Literacy Assessment (VCLA) in EDUC 140: Introduction to Education.  If a candidate earns passing scores on the practice test (75% or higher on both subtests), they should register and take this assessment immediately and make an application for admission to the TEP.

Contact Dr. Jenny Martin (jmmartin@bridgewater.edu) for support with registration and test preparation.

Licensure

Federal regulations from the United States Department of Education require Bridgewater College to disclose whether its educational programs meet the conditions for state credentialing (e.g., certification or licensure).  Bridgewater College is approved by the Commonwealth of Virginia Department of Education (VDOE) to offer 16 initial licensure programs at the undergraduate level. 

 Elementary Education (P–6): P-kindergarten through Grade 6 (major in Elementary Education)

Secondary Education (6–12): Biology, Career Technical-Family and Consumer Science, Chemistry, English, Social Studies (History and Social Sciences), Mathematics, and Physics

Designated Discipline Education (P–12): French, Health and Physical Education, Music (Instrumental or Vocal), Spanish, Theatre Arts, and Visual Arts

 Candidates who successfully complete the program and pass the Virginia Communications and Literacy Assessment (VCLA), Reading for Virginia Educators/Teaching Reading (P-6 only) and Praxis Content Area Knowledge Exam within their individual content endorsement area(s) are eligible for licensure in the Commonwealth of Virginia. Additionally, licensure eligibility may be reciprocal with other states as determined by agreements between states.  Normally, credentialing as a teacher requires other (non-course related) information to be completed such as first aid/CPR, modules on dyslexia/child abuse, character assessment/references, criminal background assessment and other qualifications that may be unique or similar between varied U.S. jurisdictions.  For an updated list of non-Virginia TEP licensure locations, please visit www.bridgewater.edu/TEP .

Student Handbook

Please contact Dr. Gwen Jones, Director of Teacher Education Program at gjones@bridgewater.edu or 540-828-5491 for a complete copy of the TEP Student Handbook. This handbook has more detailed information regarding various TEP policies and procedures.

Programs

Courses

EDUC-140: Introduction to Teaching

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.

EDUC-195: World Regional Geography

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.

EDUC-200: Educational Psychology

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.

EDUC-210: Interdisciplinary Science for Elementary Educators

This course will provide an overview of science content using Virginia’s Foundation Blocks for Early Learning (PK) 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.

EDUC-215: Diversity in the Classroom

Explores cultural, linguistic and academic diversity, with an introduction to multicultural education. Introduction to appropriate and effective strategies for instructing these diverse learners in inclusive classroom settings. Includes a minimum 10 hours of field experience. Successful field experience is necessary for a passing grade in the class.

EDUC-225: Community Engagement Clinical Experience

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.

EDUC-230: Becoming a Culturally Competent Teacher

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.

EDUC-240: Instructional Design and Assessment

Instructional practice in the elementary classroom. Strategies for effective, research-based teaching using Virginia’s Foundation Blocks for Earing Learning (PK) 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.

EDUC-250: Designing Learning Environments

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.

EDUC-301: Field Experience in Education

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.

EDUC-307: Practicum in Current Teaching Techniques for ESL Endorsement

Forty-hour intensive field 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. Note: Cannot be taken simultaneously with more than one other EDUC field experience.

EDUC-310: Foundations of Literacy

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.

EDUC-316: Strategies for Teaching Mathematics in the Elementary Classroom

Provides prospective teachers in grades PreK-6 with the knowledge, skills and understanding to implement effective mathematics instruction. Emphasizes the teaching/learning process to best enable students to develop appropriate mathematics skills, attitudes, and concepts. Topics include national and state mathematics standards, assessment, diagnostic and remedial strategies, the use of manipulatives, the use of educational technology, the contributions of different cultures toward the development of mathematics, and the role of mathematics in culture and society. Required for PreK-6 licensure only.

EDUC-320: Literacy Assessment and Diagnosis

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.

EDUC-330: Early Literacy

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 20 hours in public schools. Successful field experience is necessary for a passing grade in the class.

EDUC-332: Intermediate Literacy

Theory and practice related to readers at the intermediate stage. Includes discussion of the complex factors involved in literacy acquisition at the intermediate level with a focus on reading in the content areas, stages in the writing process, vocabulary, fluency and comprehension. Exploration of assessment methods and strategies for teaching diverse learners, including English language learners, are emphasized.

EDUC-334: Literacy in the Context Area

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 field experience. Successful field experience is necessary for a passing grade in the class.

EDUC-371E: Classroom Management, Elementary

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 field experience in an elementary classroom. Successful field experience is necessary for a passing grade in the class. FILA general education: ethical reasoning.

EDUC-372E: Classroom Management, Secondary

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 field experience in 6-12 classroom (or in a classroom of the licensure.) Successful field experience is necessary for a passing grade in the class. FILA general education: ethical reasoning.

EDUC-380X: Practicum in Current Teaching Techniques

Three-week, full-day, field practicum taken immediately 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, participates in all professional activities of their classroom cooperating teacher, and engage in reflective seminars back on campus, or through online delivery. FILA general education: experiential learning Note: Those seeking ESL certification take this course the junior year but after having taken EDUC-371E or EDUC-372E.

EDUC-400: Teaching Elementary Writing with Children's Literature

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.

EDUC-406: Curriculum and Instruction Elem Class Elementary Classroom

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 field experience in an elementary (PK-6) classroom. Successful field experience is necessary for a passing grade in the class.

EDUC-410: Integrated Literacy

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. 

EDUC-412: Curriculum and Instruction Second Class Secondary Classroom

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 field experience in an elementary (PK-12 or 6-12) classroom. Successful field experience is necessary for a passing grade in the class.

EDUC-420: Teaching and Learning History and Social Sciences

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.

EDUC-430: Teaching and Learning Mathematics

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.

EDUC-440: Teaching and learning through Scientific Inquiry

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.

EDUC-450: Student Teaching in Elementary Education

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.

EDUC-451: Reflectives Practices in Teaching

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.

EDUC-452: Seminar in Educational Practices, Secondary

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.

EDUC-460: Professional ESL Student Teaching

Eight-week student teaching field 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.

EDUC-465: Professional Student Teaching for Dual ESL Endorsement

Ten-week student teaching field 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.

EDUC-470: Professional Student Teaching

Fifteen-week final field 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.

EDUC-480X: Internship

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. Supervision of an intern is provided by an appropriate faculty member and by a site supervisor of the agency or business in which the student is an intern. A student who wishes to engage in an internship must consult with the appropriate faculty member at least eight weeks in advance of the start of the term in which the internship is to be completed. A description of the internship, signed by the student and the faculty sponsor, must be filed with the director of internships by the first day of the semester 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. Internships are graded on an S or U basis. Students must complete 120 hours of internship-related work as well as weekly journal entries and a final reflective paper completed in accordance with approved requirements. A student may enroll in an internship program for 3 credits per semester, and internship credit may be earned in subsequent semesters subject to the limitations that no more than two internships may be pursued in any one agency or business and a maximum of 9 credits in internships may be applied toward graduation. FILA general education: experiential learning.

EDUC-490: Independent Study

Upon approval of the department and the division head, a student with a cumulative grade point average of 2.20 or better may engage in an independent study or research project. One desiring to pursue independent study or research must submit a written description of the proposed work to the chair of the appropriate department and to the appropriate division head prior to the last day of the drop and add period for the semester in which the study is to be conducted. At the end of the semester, the supervising professor files with the registrar a grade for the student and a description of the work accomplished. Credit may be received for no more than three independent studies or research projects.

EDUC-491: Research

Upon approval of the department and the division head, a student with a cumulative grade point average of 2.20 or better may engage in an independent study or research project. One desiring to pursue independent study or research must submit a written description of the proposed work to the chair of the appropriate department and to the appropriate division head prior to the last day of the drop and add period for the semester in which the study is to be conducted. At the end of the semester, the supervising professor files with the registrar a grade for the student and a description of the work accomplished. Credit may be received for not more than three independent studies or research projects.

EDUC-499: Honors Project

An honors project is one in which a student researches a subject, by examination of relevant literature or by experimentation or both; the student reports the results in an accurately documented and well-written paper or appropriate representation of the work. Whenever the study deals with the subject of an established course, the student is expected to go well beyond the usual work of the course in research and in assimilation of the results as revealed in the report. Juniors and seniors with a cumulative grade point average of 3.40 or above may register for an honors project. One desiring to pursue an honors project must submit a written description of his or her proposed work to the chair of the appropriate department and to the appropriate division head prior to the last day of the drop and add period for the semester in which the study is to be conducted. Upon the completion of the honors project, the student must present an oral defense of his or her project. The final grade must include a satisfactory performance on the oral defense, assessed by a three-faculty member team. The project advisor will authorize the make-up of the oral defense team and will assign the final grade on the project. The honors project title will be noted on the student's transcript. It is the student's responsibility to provide a copy of the written paper or appropriate representation of the work to the library in compliance with specifications approved by the Council on Education. The library director arranges for binding and storage.

SPED-210: General Education Teachers and Special Needs Learners

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.

SPED-220: Inclusive Practices for Diverse Learners

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.

SPED-323: American Sign Language I

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.

SPED-324: American Sign Language II

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.