TEACHER EDUCATION
Notre Dame College has a long tradition of teacher
education. Students may pursue programs leading to
Ohio licensure in early childhood, middle childhood,
special education, adolescent/young adult and multi-age
education. Those pursuing adolescent/young adult and
multi-age licensure also pursue an academic major.
The detailed organization of the teacher education
program and its specific directives are outlined in the
Education Handbook.
Program Goals:
Driving the conceptual framework for the teacher
education division at Notre Dame College is the
institutional mission statement of educating “a diverse
population...for personal, professional, and global
responsibility” and the College motto, “Changing the
world, one student at a time.” Current theory and
research, state and national standards, the standards of
specialized professional associations and the concerns of
the division’s PK-12 partners have further aided the
division in reshaping and redefining its conceptual
framework. Summarized as “changing the classroom, one
teacher at a time,” the major themes articulated by the
conceptual framework guide candidate performance
outcomes and the system by which the division, its
programs, and its candidates are assessed.
Changing the Classroom, One Teacher at a Time
The teacher education division of Notre Dame College
believes that, in order for its program completers to
impact classrooms, candidates must possess the
appropriate knowledge bases in the contents areas in
which they will be asked to teach. They will also need the
skills necessary to engage students of diverse
backgrounds, and they will need to collaborate with all
members of the school community.
Through its undergraduate licensure programs, Notre
Dame College’s teacher candidates will:
-
Be well-grounded in general studies (e.g., human
development and learning) and in the specific
disciplines (e.g., mathematics, special education).
-
Be familiar with students in a variety of settings.
-
Be able to use multiple teaching strategies to work
effectively with learners of diverse abilities, learning
styles, and cultural backgrounds.
-
Possess the skills to collaborate effectively with
parents, colleagues, and other stakeholders.
-
Be reflective in their education practices.
These five outcomes are the foundation of the
coursework, classroom activities, assessments, and field
experiences prescribed for each licensure program.
Together, the five outcomes form the three essential
themes of the division’s conceptual framework: the
importance of culturally-relevant teaching, a variety of
field experiences, and the importance of collaboration
within the school community.
Division Note: Students seeking licensure in education must receive a
grade of C- or better in all education (ED) courses.
Student Teaching:
Students who are seeking a bachelor’s degree will
take twelve (12) hours of student teaching. Students
who participate in graduation in May and student
teach the following fall will take twelve (12) hours of
student teaching. The degree will be earned and the
diploma will be presented upon the completion of
student teaching.
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LICENSURE AREAS
Early Childhood Education (Pre-K - Gr. 3)
Middle Childhood Education (Gr. 4 - 9)
Areas of Concentration—choose two
Mathematics
Reading and Language Arts
Science
Social Studies
Adolescent/Young Adult Education (Gr. 7 - 12)
Majors:
Integrated Language Arts
Integrated Mathematics
Integrated Social Studies
Life Sciences
Life Sciences and Chemistry
Multi-Age Education (Pre-K - 12)
Mild/Moderate Intervention Specialist
Spanish
Visual Arts
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LICENSURE FOR EARLY CHILDHOOD
EDUCATION (ECE) (PRE-K - 3)
General Content Requirement:
Natural Sciences (2)
BI 200/201 Environmental Science and Lab
OR
BI 105/106 Intro to Biological Science and Lab
CH 220/221 Earth Science and Lab
Social and Behavioral (4)
PY 201 General Psychology
GO 200 World Geography
HI 110 World Cultures
HI 200 US History
Mathematics (2)
MA 130 Elementary Number Theory
MA 131 Geometry, Probability and Statistics from
an Elementary Point of View
Fine Arts (1)
AR 221 Basic Design
OR
AR 280 Art Appreciation: An Experimental
Approach
Professional Education Core (9)
ED 202 Introduction to Education
ED 203 Field Experience for Introduction to
Education
ED 204 Educational Psychology
ED 205 Psychology of Students with Special
Needs
ED 206 Field Experience for ED 205
ED 301 Integrating Technology Across the
Curriculum
ED 358 Classroom Management
ED 413 Student Teaching: ECE
ED 475 Issues in Education
Early Childhood Education Courses (5)
ED 221 Role of Phonics in Reading
ED 265 Foundations of Early & Middle
Childhood Education
ED 332 Reading Across the Curriculum in ECE & MCE
ED 355 Assessment and Correction of Reading
Disabilities
ED 376 Developmental Reading
Instruction in ECE (5)
ED 379 Music, Creative Arts & Physical
Movement in ECE
ED 341 Curriculum Principles in Pre-K - 12
ED 342 Integrated Teaching Methods Pre-K - 12
ED 343 Field Experience for ED 342
ED 380 Reading Field Experience for ECE & MCE & MMIS
Advantage Plus: Students earning their initial Pre-K-3
license may add a 4-9 endorsement in ONE of the four
concentration areas by completing the content
requirements for that concentration area and the
successful passage of the appropriate PRAXIS II Test.
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LICENSURE FOR MIDDLE CHILDHOOD EDUCATION (MCE) (GR. 4 - 9)
Professional Education Core (8)
ED 202 Introduction to Education
ED 203 Field Experience for Introduction to
Education
ED 204 Educational Psychology
ED 205 Psychology of Student with Special
Needs
ED 206 Field Experience for ED 205
ED 301 Integrating Technology Across the
Curriculum
ED 358 Classroom Management
ED 412 Student Teaching: MCE
ED 475 Issues in Education
Middle Childhood Education Courses (9)
ED 221 The Role of Phonics in Reading
ED 265 Foundations of Early & Middle
Childhood Education
ED 332 Reading Across the Curriculum in ECE & MCE
ED 335 Reading in the Content Areas
ED 341 Curriculum Principles Pre-K -12
ED 342 Integrated Methods Pre-K - 12
ED 343 Field Experience for ED 342
ED 355 Assessment and Correction of
Reading Disabilities
ED 380 Field Experience for Reading in ECE & MCE
AND one mathematics course:
MA 130 Elementary Number Theory
OR
MA 131 Geometry, Probability and Statistics from
an Elementary Point of View
Content Area Requirements: (Choose two areas)
Mathematics (5):
MA 120, MA 130, MA 131, MA 221 & MA 330
Reading & Language Arts (7):
CA 112, CA 250, EN 312, EN 314*
CA 220 OR EN 210 OR EN 318
EN 331 OR EN 332
EN 341 OR EN 342
Choose one:
EN 255, EN 256, EN 281, EN 381, EN 382
Science (5):
BI 105 & 106 OR 110 & 111 OR 112 & 113; BI 200
&
201; CH 100 & 101 OR CH 111 & 113; CH 220 &
221; PS 150 & 151
Social Sciences (6):
HI 110, HI 200, EC 100, GO 200, PO 111, SO 201
* Recommended but NOT required
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MIDDLE CHILDHOOD GENERALIST
(GR. 4 - 6)
For students whose initial licensure is in middle
childhood, the generalist license enables the teacher to
be the single classroom teacher for grades 4, 5 and 6.
The license requires six hours of coursework in the two
remaining concentration areas (i.e. Math 130&131;
Biological & Earth Science & Labs; EN 110, CA 100& ED 332 Language Arts & Reading; HI 110 & 200 Social
Studies) and the passage of the early childhood content
area PRAXIS II test.
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LICENSURE FOR ADOLESCENT
TO
YOUNG ADULT EDUCATION (GR. 7 - 12)
AND MULTI-AGE EDUCATION (PRE-K - 12)
General Content Requirement:
Social & Behavioral Sciences (2)
PY 201 General Psychology
HI 110 Western Civilizations from 1500
Professional Education Core (8)
ED 202 Introduction to Education
ED 203 Field Experience for ED202
ED 204 Educational Psychology
ED 205 Psychology of Students with Special
Needs
ED 206 Field Experience for ED205
ED 301 Integrating Technology Across the
Curriculum
ED 358 Classroom Management
ED 421 Student Teaching: Adolescent to Young
Adult (AYA)
ED 475 Issues in Education
Adolescent to Young Adult Core Courses (4)
ED 335 Reading in the Content Areas
ED 341 Curriculum Principles Pre-K - 12
ED 342 Integrated Methods Pre-K - 12
ED 343 Field Experience for ED 342
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MAJOR FIELD
Students pursuing Adolescent/Young Adult and Multi-
Age licensure must complete a major field of study
AND all certification requirements of the teaching field.
Additional content credits needed for Licensure
and Major: (Choose one)
Integrated Language Arts (See English)
Life Science (See Biology)
Life Science and Chemistry (See Biology or Chemistry)
Integrated Mathematics (See Mathematics)
Integrated Social Studies (See History/Political Science)
Spanish: Pre-K - 12 (See Modern Languages)
Visual Art: Pre-K - 12 AR 360, AR 361
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MILD MODERATE INTERVENTION
SPECIALIST (MMIS) (K - 12)
General Content Requirements:
Natural Sciences (2)
BI 200/201 Environmental Science and Lab
OR
BI 105/106 Intro to Biological Science and Lab
CH 220/221 Earth Science and Lab
Social and Behavioral (4)
PY 201 General Psychology
GO 200 World Geography
HI 110 World Cultures
HI 200 U.S. History
EC 100 Economics and Contemporary Issues
Mathematics (2)
MA 130 Elementary Number Theory
MA 131 Geometry, Probability and Statistics from
an Elementary Point of View
Fine Arts (1)
AR 221 Basic Design
OR
AR 280 Art Appreciation: An Experimental
Approach
Professional Education Core (9)
ED 202 Introduction to Education
ED 203 Field Experience for ED 202
ED 204 Educational Psychology
ED 205 Psychology of Student with Special
Needs
ED 206 Field Experience for ED 205
ED 301 Integrated Technology Across the
Curriculum
ED 341 Curriculum Principles Pre-K - 12
ED 342 Integrated Methods Pre-K - 12
ED 414 Student Teaching: MMIS
ED 475 Issues in Education
MMIS Core (11)
ED 221 The Role of Phonics in Reading
ED 335 Reading in the Content Areas
ED 355 Assessment & Correction of Reading
Disabilities
ED 376 Developmental Reading Instruction
in ECE
ED 380 Field Experience for Reading Core
ED 352 Student Class Management
ED 353 Assessment of Special Needs
ED 354 Instructional Strategies in Mild Moderate
ED 357 Field Experience for ED 354
ED 330 Collaborative Teaming
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TEACHER EDUCATION EVENING
LICENSURE PROGRAM (PRE-K 3; 4-9;
7-12; MULTI-AGE)
This program is designed for those students who already
hold a baccalaureate degree and wish to pursue a career
in teaching. (See special bulletin of information and
worksheet about the various licensure program
requirements available from the Education Office.)
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READING ENDORSEMENT
A Reading Endorsement K-12 may be added to
licensure areas.
Course Requirements for each Licensure Area:
ECE PK-3
ED 221 Phonics
ED 325 Foundations of Reading
ED 332 Reading Across the Curriculum
ED 355 Assessment and Correction of
Reading Disabilities
OR
ED 380 Field Experience for Reading
ED 365 Undergraduate Reading Practicum
ED 376 Developmental Reading
MCE (Gr. 4-9)
ED 221 Phonics
ED 325 Foundations of Reading
ED 332 Reading Across the Curriculum
ED 335 Content Area Reading
ED 355 Assessment and Correction of
Reading Disabilities
OR
ED 380 Field Experience for Reading
ED 365 Undergraduate Reading Practicum
AYA/Spanish/Visual Arts
ED 221 Phonics
ED 325 Foundations of Reading
ED 335 Content Area Reading
ED 365 Undergraduate Reading Practicum
MMIS
ED 221 Phonics
ED 325 Foundations of Reading
ED 335 Content Area Reading
ED 355 Assessment and Correction of
Reading Disabilities
OR
ED 380 Field Experience for Reading
ED 365 Undergraduate Reading Practicum
ED 376 Developmental Reading
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ASSOCIATE’S DEGREE, EDUCATION
PARAPROFESSIONAL
66 Credits
Students who work toward the educational paraprofessional associate’s degree will be able to use the
courses they complete toward a teaching license should
they decide to pursue a bachelor’s degree.
Courses are offered day, evenings and weekends as well
as during the summer months. The sequence of courses
listed below comprise the curriculum for the program.
First Semester (15)
EN 110 Advanced Composition
CA 100 Elements of Speech
MA 130 Contemporary Math I
PY 201 General Psychology
BU 220 Introduction to Computers
Second Semester (16)
ED 204 Educational Psychology: Learning and
Human Abilities
PH 180 History of Western Philosophy
MA 131 Contemporary Math II
BI 105, 106 Introduction to Biological Sciences
One literature course at the 200 level or above.
Third Semester (19)
ED 205 Psychology of Student with
Special Needs
ED 301 Integrating Technology Across the
Curriculum
TH 150 Introduction to Theology
HP 110 Wellness for College
CH 220, 221 Earth Science
One art course at the 200 level or above.
Fourth Semester (16)
ED 221 The Role of Phonics in Reading
ED 332 Reading Across the Curriculum in ECE and MCE
ED 352 Student Class Management
ED 475 Issues in Education
ED 392 Educational Paraprofessional Methods
ED 393 Educational Paraprofessional Practicum
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FIELD-BASED EXPERIENCE
The Professional Education program includes field-based
experiences that provide for observation and practice.
They are designed to meet the current Ohio Teacher
Education and Licensure Standards. Each student
completes field-based experiences in diverse settings
(cultural, racial and socioeconomic). Placements are
made as an integral part of each of the professional
education courses taken.
Admission to the Education Division
Degree-seeking Students in education must apply and
be accepted to the division before taking 300 and 400
level education courses. To apply, the student must
have taken ED 202, 203, 204, 205 and 206, complete
an application (available from the Education Office or
ED 205 instructor) and have a 2.75 GPA and a
2.75 GPA in education courses.
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COURSE OFFERINGS
ED 202 Introduction to Education 3 cr.
Introduction to the historical, sociological, and
philosophical foundations of education, including an
understanding of the moral, social, and political
dimensions of classroom teaching and schools. The
focus is on education as a profession. Designed to
facilitate career exploration.
ED 203 Field Experience .5 cr.
Field placement component for ED 202. Twenty hours
(20) of observation, one-on-one tutoring or other
classroom-related activities on three separate visits to
classrooms representing the ECE, MCE and AYA licensure
areas. Pass/fail grade. Must be taken concurrently with
ED 202.
ED 204 Educational Psychology: Learning and
Human Abilities 3 cr.
Study of development, learning, and instructional theory
and its practical application to effective teaching of diverse
populations. Explores the psychological foundations of
student variability, behavioral and cognitive learning
theories, information processing, motivation theories,
practices of grading and the evaluation of student
learning. The findings of research and current best
practices in the above areas are explored in relation to
creating a positive classroom environment for learning.
Prerequisite: PY 201 or equivalent.
ED 205 Psychology of Student with
Special Needs 3 cr.
Overview of the life-span of students with special learning
needs. Focus will be placed on the characteristics in
mental, sensory, physical, communicative, social and
emotional development which affect learning and
adaptive behavior. Discussion of issues related to
education, family, life; federal and state legislation.
Prerequisite: PY 201.
ED 206 Field Placement Component for
ED 205 .5 cr.
Approximately fifteen (15) hours of observation at an
appropriate site as determined by the instructor and/or
Field Placement Director. Pass/fail grade. Must be taken
concurrently with ED 205.
ED 221 The Role of Phonics in Reading 3 cr.
Nature and the role of word recognition in proficient
reading. Rationale and methods for assessment and
instruction of phonemic awareness, decoding, spelling
and their application in reading and writing.
Identification of deficits in each area and their
relation to reading disabilities.
ED 265 Foundations of Early and Middle Childhood Education 3 cr.
This initial course includes an overview of the history,
philosophy, and goal of teaching students in grades P-9. It
emphasizes the study of developmentally-appropriate
curriculum organization, the need for integrating the
curriculum, and multiple strategies for evaluating and
assessing student performance. Prerequisite: ED 202.
ED 291, 292, 293 Special Topics 1-3 cr.
ED 301 Integrating Technology Across the
Curriculum 3 cr.
An intermediate course which further develops electronic
communications with emphasis on Internet resources,
Telnet and e-mail; issues of productivity and interactive
technologies; evaluation of software programs. Emphasis
is placed on the integration of technology across the P -
12 curriculum. Guidelines for selecting Internet services
and pertinent educational sites on the Internet.
Additional use of assistive technology for students with
special needs. Overview of more advanced
troubleshooting such as extension conflicts, upgrades,
reinstallation of system software. Prerequisites: ED 204
and IS 220 or placement.
ED 325 Foundations in Reading 3 cr.
A study of theory and teaching methods and best literacy
practices as determined by current research in the field of
reading. Students will become knowledgeable of
education theory in the areas of teachers, students,
schools, curriculum, instruction, foundations, education
reform, educational technology, and diversity.
Prerequisites: Reading Core Courses. Must be taken
with ED 355.
ED 330 Collaborative Teaming 3 cr.
This course is designed to develop collaborative skills
and effective communication practices in working with
families of children with disabilities. Specific strategies
to more effectively develop collaboration with regular
classroom teachers and other school and community
personnel will be explored as well as opportunities to
practice elements of successful and effective team
relationships. The student will demonstrate a working
knowledge of the IEP team including the consultative
role of professionals in related services. Ten (10) hours
of field experience required.
ED 332 Reading Across the Curriculum in
ECE and MCE 3 cr.
A study of the strategies for using literature in teaching
reading in all areas of the PK-3 and 4-9 curriculum.
Includes use of both expository test and content-oriented
literature. Prerequisites: ED 202, 204, 265, and formal
admission to the Division of Education.
ED 335 Reading in the Content Areas 3 cr.
This course is designed to explore the techniques
used in the development of successful student reading
of subject matter content. Prerequisites: ED 202, 203,
204, 205, 206, 341, 342, and formal admission
to the Division of Education.
ED 341 Curriculum Principles P-12 3 cr.
An examination of curriculum principles that impact
upon planning instructional activities for students.
Emphasis placed on the Backward Design concept.
Prerequisites: Completion of ALL other education
coursework and 90% of content work. Must be ready to
student teach in the one or two semesters following the
completion of this course. Formal admission to the
Division of Education. ED 341 precedes ED 342.
ED 342 Integrated Teaching Methods P - 12 3 cr.
Effective teaching methodology is introduced that
addresses the needs of today’s diverse classroom.
Prerequisites: Completion of ALL other education
coursework and 95% of content work. Must be ready
to student teach in the next semester following the
completion of this course. Formal admission to the
Division of Education.
ED 343 Field Experience for ED 342 1 cr.
Field placement component for the ED 342 methods
class required of ALL education majors/minors. The
planning, teaching and reflection of multiple lessons
taught at an off-site location determined by the instructor
and/or Field Placement Director. (Must be taken
concurrently with ED 342.)
ED 352 Student Class Management – MMIS 3 cr.
Behavior management techniques are discussed as
well as the theories used to develop basic standards of
reinforcement for children with disabilities. Individual
and classroom management plans are discussed including
methods of obtaining baseline data to document
observable behavior and to initiate problem solving
methods to change inappropriate behavior. Twenty (20) hours of field experience required.
ED 353 Assessment of Special Needs 3 cr.
The student will demonstrate a working knowledge of
terminology associated with the assessment of individuals
with disabilities including formal and informal measures
used to explore a student’s eligibility and referral for
special education. Basic methods of referral, screening
and placement will be analyzed. Twenty-five (25) hours
of field experience required.
ED 354 Instructional Strategies for
Mild/Moderate 3 cr.
Instructional strategies for the student with mild and
moderate disabilities provide both the theoretical and
practical aspects of developing an Individual Education
Plan for the student with special needs. Included in
the course is the use of accommodations, methods for
planning and monitoring instruction, choosing and
developing materials and integrating technology to
ensure that student abilities are acknowledged.
ED 355 Assessment and Correction
of Reading Disabilities 3 cr.
A study of the types and causes of reading disabilities,
procedures for clinical and classroom diagnosis, and
the methods and materials for the correction of these
disabilities. Prerequisites: ED 202, 203, 204, 205, 206,
and 265.
ED 357 Field Experience for ED 354 1 cr.
Field placement component for the ED 354 course.
(Replaces ED 343). The planning, teaching, and
reflection of multiple lessons taught at an off-site
location. Determined by the instructor and/or field
placement director. Must be taken concurrently
with ED 354.
ED 358 Classroom Management 3 hrs.
A study in the principles and applications of classroom
management. This course will cover the reasons why
children misbehave and how to effectively respond to
common behavioral issues. Practical experiences, case
examples and exercises will promote increased skills in
defining and assessing the environment, the student, the
inappropriate behaviors, and your teaching style/
philosophy’s influence on classroom management. You will learn to evaluate intervention strategies and how to
design a classroom management plan that makes sense
for your students. Contents will cover strategies for
parent/professional collaboration. The information
provided will allow participants to immediately
implement strategies across a variety of school, mental
health, and human services settings.
ED 365 Reading Practicum 3 cr.
The last course in reading is the practical application of
all the required reading courses. Students will apply
knowledge of literacy by diagnosis, remediation or
enrichment of a student in a field-based tutorial situation.
Knowledge of the varied roles of the reading teacher
within the K-12 classroom, school, and community is
explored. Research as it applies to literacy through online
journals, professional development, and writing a
reading proposal for workshop presentations comprise
essential elements of the course. Must be taken with
ED 355.
ED 376 Developmental Reading
Instruction in ECE 3 cr.
A comprehensive approach to the development of
reading with a focus on language development, oral
communication skills and reading/writing through
developmentally, individually and age-appropriate
activities for young children. Emphasis on children’s
progress in literacy development, appropriate teaching
methodologies and the holistic approach throughout the
entire curriculum for young children of diverse learning
needs. Prerequisites: ED 202, 204, 205, 221, 265
(Pre-K and 4-9 only), 355 and formal admission to the
Division of Education.
ED 379 Music, Creative Arts and
Physical Movement Activities in ECE 3 cr.
This course focuses on appreciation for and the
integration of art, music and physical movement
activities into the classroom learning environment.
Students will learn strategies and techniques to meet
the needs of students with diverse needs and cultural
backgrounds in the context of developmentally
appropriate practice. Prerequisites: ED 204, ED 265.
ED 380 Field Experience for Reading for
ECE, MCE & MMIS Licensure 1 cr.
Field placement component for the reading core
required for early and middle childhood licenses. Thirty
(30) hours of observation/activities at an appropriate site
as determined by the instructor and/or field placement
director.
ED 391, 392, 393, 394 Selected Topics 1-3 cr.
ED 412 Student Teaching:
Middle Childhood 6, 12 hrs.
Fifteen (15) weeks of student teaching in a chartered
school in middle childhood classrooms (4-9) in one or
both areas of concentration under the supervision of
cooperating teachers and a college supervisor.
Prerequisite: Department approval. ALL education
coursework and content-area coursework must be
completed prior to student teaching. Formal application
made one semester prior to student teaching.
ED 413 Student Teaching: Early Childhood 6, 12 hrs.
Fifteen (15) weeks of student teaching in a chartered
school in the early childhood classroom (Pre-K-3)
under the supervision of a cooperating teacher and
a college supervisor. Prerequisite: Department
approval. ALL education coursework and content-area
coursework must be completed prior to student
teaching. Formal application made one semester prior
to student teaching.
ED 414 Student Teaching: MMIS 6, 12 hrs.
Fifteen (15) weeks of student teaching in a chartered
school in the special education classroom (K-12)
under the supervision of a cooperating teacher and a
college supervisor. Prerequisite: Departmental approval.
ALL education coursework and content—area
coursework must be completed prior to student
teaching. Formal application made one semester prior
to student teaching.
ED 421 Student Teaching: Adolescent to
Young Adult (AYA) 12 hrs.
Fifteen (15) weeks of student teaching in a chartered
school in adolescent/young adult classrooms (7 - 12)
under the supervision of a cooperating teacher and a
college supervisor. Prerequisite: Department approval.
ALL education coursework and content-are coursework
must be completed prior to student teaching. Note:
Multi-age teaching can be done at either the early,
middle or secondary levels. Formal application made
one semester prior to student teaching.
ED 475 Issues in Education 3 cr.
An integrative seminar which focuses on an
understanding of current issues affecting education and
educational practices in the United States, and the
role of the professional educator in responding to these
issues. Students are required to complete and submit an
electronic portfolio prior to the completion of this
course. Formal admission to the Division of Education
and senior status required. Must be taken immediately
before student teaching.
ED 491, 429, 493, 494 Special Projects 1-3 cr.
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