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Course Criteria
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1.00 - 6.00 Credits
Independent Study in Education
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3.00 Credits
This course will develop competencies necessary for the teaching of reading in Pre-K through Grade 5. Various approaches and strategies for teaching reading, language arts, and the writing process are reviewed, analyzed, and evaluated. Grade-appropriate units and supporting lessons are created. Practical application of researched theories and methodologies through a guided pre-student teaching field experience is required. Prerequisite: Approved Application to Education Department. Course Objectives By the completion of this course, students will be able to create exercises and classroom environments for Pre-K through Grade 5 to teach: (1) Phonological development involving phonological awareness, memory and retrieval (2) Emergent literacy in context of stories and narratives (3) Conceptual, experiential and language foundations for learning to read and write (4) Utilizing tactile-kinesthetic and auditory cues in reading and writing (5) Capabilities at different age levels to handle the language demands of textbooks, academic talk and curriculum (6) Addressing difficulties involving language and literacy development (7) Utilizing the foundations in literacy research and theory (8) Text level comprehension (9) Instructional approaches and materials (10) Appropriate assessment of literacy (11) Matching instructional research-validated literacy interventions and evidence-based instructional practices to identified student needs (12) Review and evaluate literacy programs (13) Understanding the components of reading and writing that pose challenges for students with disabilities (14) Explicit and systematic literacy and content literacy using assessment tools to improve comprehension (15) Assessing readability of content area materials and adapting content area (16) Applying research, concepts and theories of language acquisition to instruction
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3.00 Credits
This course is designed to provide educators with a detailed understanding and practice in the use of assessment strategies in early education settings. The course covers both the specific policies and practices related to appropriate assessment in the early years as well as the connection between assessment and teaching and learning.
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3.00 Credits
This course will focus on the planning, creation and adaptation of a developmentally supportive learning environment with special attention given to the interaction of curriculum, teaching practices, learning materials and the learning environment. Emphasis is placed on creating and adapting integrated developmentally appropriate experiences for the developing child as defined by the National Association for the Education of Young Children. Guided pre-student teaching experiences are an integral part of this course. Prerequisite: Approved Application to the Department. Course Objectives Upon successful completion of this course, students will: (1) Apply their knowledge of typical and atypical development of children from pre-K through 3rd grade including: physical, cognitive, language, social-emotional and aesthetic in a variety course assignments and experiences including: designing lesson plans, creating developmentally appropriate materials, class discussions and guided teaching experiences. (2) Compile an "idea" portfolio to illustrate developmentally appropriate activities. (3) Explore the concepts of "play" and "work" in the early childhood environment (4) Outline and discuss the steps that are necessary to take to create a positive and inclusive learning environment. (5) Participate in a variety of classroom activities to demonstrate the establishment and maintenance of rapport with all children. (6) Explain the necessity of play in a quality early learning experience. (7) Apply their knowledge of problem analysis, creativity, problem-solving, decision-making skills, inquiry, direct instruction and/or cooperative learning during seven guided teaching experiences. (8) Summarize two articles on Developmentally Appropriate Practice from professional journals and internet resources. (9) Participate in a local professional conference of early childhood educators. (10) Critique developmentally appropriate practices by becoming increasingly familiar with professional journals. (11) Apply their knowledge of developmentally appropriate practice to collaborate with school professionals and integrate early experiences with other levels of schooling.
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3.00 Credits
Methods and current practices in the teaching of mathematics, science, social sciences, and English/communications to address classroom settings. Lesson planning, unit development, and viable presentations of interactive lessons, including authentic assessment tools for the specific content area. Emphasizes classroom management, special needs students, and daily teaching strategies. Field experiences are to be completed in a secondary setting, where teaching of a specific content can be observed. Prerequisite: Approved Application to Education Department. Course Objectives By the completion of this course, students will: (1) Be exposed to and practice with a variety of instructional methods consistent with developing competencies for teaching PA Academic Standards grades 7 - 12. (2) Complete extensive and intensive observations/consultations with potential co-ops/administrators. (3) Reflect upon (in writing and discuss field experience observations) (Per & Pro) (4) Recognize, apply and demonstrate their knowledge and understanding of the 3 specific target areas: Knowing the Content, Performance and Professionalism as delineated in the PA General and Specific Standards for Secondary Content Area Education Educator Program, as applicable to their specific certification areas, and as posted on the PA Department of Education website.(5) Define, identify and explain the 4 Domains and the related 22 Components of Charlotte Danielson's Framework for Teaching: demonstrate their application in the classroom and describe their relationship to the PA Department of Education Teacher Evaluation Forms: PDE 426, 427, 428 and 430. (6) Apply principles/theories & content knowledge to create a unit & supporting lessons (KC & Per) (7) Select, adapt and implementing a variety of instructional strategies ranging from simple to complex, curriculum resources and technologies in collaboration with other educators to meet the needs of diverse learners including: identifying assessing and building on the students' prior knowledge experiences, and skills in chosen content area, problem analysis, creativity, problem analysis, creativity, problem solving, and decision making skills, inquiry, direct instruction and cooperative learning (Per) (8) Gather and reflection upon (in writing) information concerning professional (9) Demonstrate an understanding of management approaches and creation of an instructional environment in order to establish and communicate challenging learning expectations to each student; create a climate that promotes fairness/respect and rapport with all staff and students; establish and maintain consistent standards of classroom behavior (Per) (10) Submit a completed "Agreement Packet" in preparation for student teaching placement.
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3.00 Credits
This course will develop and refine students' abilities to plan and modify instruction based on the assessment components in a standards-aligned system. Students will learn to use multiple sources of data for decision-making and monitoring students' growth and development. Students will develop proficiency in the administration and interpretation of diagnostic, formative, summative and authentic assessments and review strategies related to the utilization of various screening tools for identifying children needing additional interventions. Prerequisite: Approved Application to the Education Department and EDUC 222. Course Description By the completion of this course, students will be able to: Course Objectives (1) describe how data can be used by a teacher, the school or a school district to improve student achievement. (2) recognize and explain the barriers to using data. (3) identify the importance of using data to drive classroom instruction. (4) explain how differentiated instruction is related to the interpretation of data. (5) compare and contrast the various types of test scores, and measures of "central tendency". (6) apply their knowledge of assessment in the interpretation of various test data. (7) explain the nature and implications of disaggregated data. (8) interpret various data tables and their implications. (9) explain the purpose of Pennsylvania State Assessment Testing. (10) differentiate between a growth assessment model and the State achievement testing model. (11) interpret PSSA data for students, school and a school district. (12) identify the most important components of PVAAS information. (13) compare qualitative data with quantitative data. (14) develop an actual case study (academic) of a student. (15) develop a rubric that can be used for authentic assessment. (16) describe the importance of a teacher's portfolio and a student's portfolio. (17) identify the instructional/curricular strategies that are currently being used to address those students who are scoring below "proficiency" on PSSA tests. (18) explain the nature, use and implications of adequate yearly progress. (19) describe the difference between a standardized test, such as "Terra Nova", and criterion reference tests. (20) articulate (orally or in writing) a "school improvement plan". (21) analyze data presented to them by the instructor, a testing company or the State. (22) identify and explain the use of various assessment instruments (such as a questionnaire). (23) differentiate between "authentic" assessment and more traditional assessment strategies. (24) Identify and explain the various variables that impact school district student achievement. (25) explain the role of "culture" and "professional community" in terms of impacting positively or negatively on student achievement.
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1.00 Credits
No course description available.
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12.00 Credits
No course description available.
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12.00 Credits
Each student will be placed in an appropriate certification site for 15 weeks. Students are also required to participate in seminar during the student teaching experience. The seminar portion of the semester will include the compilation of a professional portfolio that reflects the diverse strategies, methodologies, practices and realities of teaching in their host schools. Prerequisites: Approved application to the Education Department; successful completion of all observation and field experiences; 3.00 GPA; completion of all PRAXIS exams required for PDE certification; negative TB test; current clearances as required by PDE. Course Objectives By the completion of this course, students will: (1) Recognize, apply and demonstrate their knowledge and understanding of the Competencies required for completion of a teacher preparation program leading to PreK-4, 4-8 or Secondary certification in the State of Pennsylvania. (2) Define, identify and explain the four domains and the related twenty-two components of Charlotte Danielson's Framework for Teaching. (3) Develop lesson plans, deliver the lessons and reflect on the lessons taught as this relates to the classroom(s) to which they are assigned. (4) Participate in weekly conferences with cooperating teachers and/or field supervisors to receive feedback and discuss improvement of practice. (5) Demonstrate the application of the components of the Danielson Framework to their application in the classroom, reflecting on their instructional delivery and classroom practice, produce and submit a videotape of themself teaching a lesson along with a thorough written self-appraisal of the lesson. (6) Demonstrating their understanding of the breadth and scope of teachers' responsibilities, duties and expectations through participation in discussion and attention/response to presentations during the seminar component of the course, as well as through practical application in the classroom. (7) Demonstrate their knowledge, understanding and skill in implementing the Framework and the related PA Competencies by preparing, submitting and presenting a Professional Portfolio in compliance with specific course requirements. (8) Demonstrate the application of the components of the Danielson Framework to the PA Department of Education Student Teacher Evaluation Form: PDE 430 (9) Achieve a satisfactory level or above on the PDE 430 Student Teacher Evaluation Form (10) Meet all of the requirements necessary to apply for teaching certification from the Pennsylvania Department of Education
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3.00 Credits
Senior seminar course for all education majors accomplishing their student teaching practicum. Students compile a professional portfolio that reflects the diverse strategies, methodologies, practices, and realities of teaching in their host schools. Current educational issues and problems discussed and documented. Reflective journal maintained noting how best to translate skills, knowledge, and educational theory into successful practice in the school setting. Co-requisite: School Teaching Practicum and school site internship.
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