Overview
Educational research has emphasized the importance of integrating theoretical and practical knowledge especially in helping teachers become reflective and informed decision-makers and problem solvers. Inasmuch, the program has sequenced and developmental clinical field experiences to provide candidates opportunities to demonstrate the knowledge, skills and dispositions to work effectively with P-12 students. Because the United States is becoming increasingly diverse in terms of ethnicity, exceptionalities, and family profiles, the unit will ensure that candidates will have had experience working with students of diverse ethnicity, exceptionalities, ability levels, gender, and different socioeconomic levels.
EDUC 505 Advanced Psychology of Teaching and Learning
Teacher candidates enrolled in EDUC 505, Advanced Psychology of Teaching and Learning, are required to complete a 30 hour field experience in their content area. In this field experience they are assigned to a public school classroom that matches their content specialization and developmental level so they may participate in as many of the regular instructional and classroom activities as possible. Such activities include, but are not restricted to, preparing and teaching at least two mini-lessons, use of equitable classroom management activities, and tutoring.
EDUC 510 Models of Curriculum and Instruction
Teacher candidates enrolled in EDUC 510, Models of Curriculum and Instruction, are required to participate in a 30 hour field experience. This field experience allows for refinement of their instructional strategies in a public school setting prior to student teaching. They use a variety of approaches to teach specific content in public school settings at the developmentally appropriate levels. The cooperating teachers provide opportunities for the candidate to reach both small and large groups. Teacher candidates have an opportunity to implement various instructional models and strategies during this experience. This field experience also enables teacher candidates to demonstrate their ability to integrate theory and practice, as well as the use of instructional technology. Also, instructional tips and techniques from the supervising teacher are an important facet of this field experience.
EDUC 509 Strategies for the Inclusive Environment
Teacher candidates enrolled in SPED 509, Strategies for the Inclusive Environment, are required to develop diverse instructional strategies designed to meet both the social and academic needs of diverse student populations. Candidates will become familiar with special education legislation and the federal requirements that govern the educational process. Emphasis is placed on the identification of the individual needs of diverse student populations, (including, but not limited to students receiving special education services), and on the development of effective instructional strategies/teaching techniques to address those needs. Topics include: instructional strategies and instructional design, parent and community involvement, social and multicultural issues, and classroom management techniques. Candidates are required to complete a 30-hour field practicum which provides multiple opportunities for refining instructional strategies typically implemented in inclusive classroom environments.
EDUC 560 Action Reasearch/ Student Teaching
Refer to your intructor for details.
