400

This course provides students with an overview of infant/child mental health, including an investigation into its importance in the overall well-being and development of a child as well as how social and emotional development impact the trajectory of development. Trauma informed practice is an underlying theme in this course as well as the role of attachment and trusting relationships with caregivers, teachers and other adults, particularly as they impact healthy responses and overall health and development of the young child. Twenty hours of field work are required for this course. Pre-requisite(s): EDU 299 and ECE 301. Co-requisite(s): None. 5 quarter hours

This course provides students with an overview of infant/ toddler mental health, including an investigation into its importance and impact in the overall well-being and development of an infant/toddler, with a focus on biological and environmental risks and eligibility for early intervention. Special consideration is given to advocacy for practices, policies, and systems to support the significance of infant/toddler mental health and learning. This course is designed to cover INCCRRA Gateways to Opportunities Infant Toddler Credential Competencies: HGD7, CPD5, FCR7, PPD5. NOTE: this course is only open to students in the ECE Competency-Based program. Pre-requisite(s): EDU 200CB and EDU 210CB, or Gateways Level 2 ECE Credential. Co-requisite(s): None. 5 quarter hours

This course is designed for Undergraduate Educator Preparation majors that have previously obtained a Gateways to Opportunity Level 4 ECE Credential. Packaged in one course, the Level 5 competencies are needed for an Early Childhood Educator to obtain a Level 5 Credential, once a Bachelor’s Degree is completed. Competencies included cover content in Human Growth and Development, Health, Safety, and Well-Being, Interactions, Relationships, and Environments, Observation and Assessment, Curriculum or Program Design, Family and Community Relationships, and Personal and Professional Development. Field hours and/or a secure place of employment with children ages birth-to-five is required for this course. Pre-requisite(s): Students must have a Gateways to Opportunity Level 4 ECE Credential (or have demonstrated competencies in all of the Level 2-4 competencies) prior to taking this course. Co-requisite(s): None. 1-5 quarter hours

This is the final field–based experience course in the professional sequence of the Educator Preparation program. This course will continue to expand the teacher candidates’ work through our innovative virtual coaching model. Under the guidance of a qualified Mentor Teacher and a University Field Coach, teacher candidates will gradually assume instructional responsibilities in the field, building towards a minimum of 4 weeks of full take-over in the classroom setting. Pre-requisite(s): EDU 299, EDU 350, ECE 324, ECE 334, EDU 477, EDU 480, EDU 483, and EDU 420. Co-requisite(s): None. 5 quarter hours

Students engage in a weekly seminar that is required for all student teachers. This seminar includes creating a Professional ePortfolio, reflecting on the art and process of teaching, and exploring resources that support novice and developing teachers. Successful completion of this experience is based on the demonstration of a wide variety of competencies including collaboration with peers, reflective practice, and the successful completion of a Professional ePortfolio. The ePortfolio includes artifacts such as resume and cover letter, teaching philosophy, lesson plans, reflections and other demonstrations of teaching proficiency. This course is the culmination of the full teacher preparation program, and provides opportunities for teacher candidates to synthesize their learning into actionable and demonstrated skills and behaviors. NOTE: Ten weeks of full-day student teaching is required for this course. Pre-requisite(s): EDU 299, EDU 350, ECE 324, ECE 334, EDU 477, EDU 480, EDU 483, and EDU 420. Co-requisite(s): ECE 470A. 5 quarter hours

This course investigates equitable opportunities for students’ development and learning. Special attention will be paid to utilizing collaborative strategies and reflecting on professional feedback for continuous growth. Students will examine discriminatory policies that impact students, families, communities, and teachers. Candidates will also have the opportunity to focus on culturally responsive communication and collaboration with families and professionals. This course is designed to cover INCCRRA Gateways to Opportunities Level 5 to PEL Competencies: G22, G23, G1, G2, G3. Pre-requisite(s): EDU 200CB, EDU 210CB, EDU 290CB, EDU 305CB, EDU 299CB, EDU 352CB, or Gateways Level 4 Credential. Co-requisite(s): None. 10 quarter hours

This course is a culminating experience for students in the Early Childhood Practice program. Through an internship experience, students will demonstrate an internship experience, students will demonstrate frameworks that the ECP program is aligned to. The purpose of this internship will be for students to work in an infant/toddler setting of their choice and exhibit high levels of quality work and competency through a master project that demonstrates their learning and development over the entire program. One-hundred hours of field work are required for this course. Pre-requisite(s): ECE 200, ECE 301, ECE 302, ECE 321, ECE 334, ECE 400, ECE 341 and ECE 342. Co-requisite(s): None. 10 quarter hours