400

This course will provide students with an overview of the philosophy, content standards, and pedagogical ideas for teaching mathematics in the secondary classroom. Students will build strategies for teaching conceptual math, mathematical reasoning, and problem solving , using research-based and theoretically grounded best practices in the teaching and assessment of math in all its representations. The course will utilize the National Council of Teachers of Mathematics (NCTM) Standards and Common Core State Standards (CCSSM). Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course introduces methods, strategies and necessary materials needed for teaching English in secondary education. There is an emphasis on creating culturally responsive lesson plans that meet individual student needs, including critical reading skills, writing skills, exposure to various genres of literature, speech and communication skills, and research skills. Twenty hours of field work are required for this course. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course focuses on teaching and assessing reading and writing across the content areas in the secondary grades, with emphasis on comprehension instruction, critical reading skills across various genres of literature, and selection and use of various materials to plan reading and writing instruction. Students will learn strategies for teaching and assessing fluency, word identification skills, vocabulary development, academic language development, text structure, and the components of a writing routine. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This is part 2 of 2 courses that will provide students with philosophies, issues, techniques and methods to inform the development of secondary mathematics curriculum and pedagogical techniques. Continued discussion of teaching rational numbers, algebraic reasoning, patterns, functions, measurements, geometric concepts as well as statistics and probability will be included. Eighty hours of field work are required for this course. Pre-requisite(s): SEC 400. Co-requisite(s): None. 5 quarter hours

The Practicum Field Experience course is designed to provide teacher candidates an opportunity to apply theoretical and pedagogical knowledge in a classroom setting. By integrating a virtual coaching model with practical field experience, teacher candidates assume instructional responsibilities with the guidance and support from both a Mentor Teacher and a University Field Coach. A minimum of 80 field hours are required.

This course provides an introduction to a culturally responsive teaching pedagogy that acknowledges, responds to, and celebrates cultural differences and offers equitable educational access to students from all backgrounds. Students will progress in their development of teaching with an emphasis on the importance of cultural, social, and linguistic differences. Students should conclude this class with the ability to embed culturally responsive principles to create an inclusive learning environment. Eighty hours of field work are required for this course. Pre-requisite(s): EDU 301 and EDU 351. Co-requisite(s): None. 5 quarter hours

The Practicum Field Experience course is designed to provide teacher candidates an opportunity to apply theoretical and pedagogical knowledge in a classroom setting. By integrating a virtual coaching model with practical field experience, teacher candidates assume instructional responsibilities with the guidance and support from both a Mentor Teacher and a University Field Coach. A minimum of 80 field hours are required.

This is the 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. This course is taken simultaneously with a partner seminar course. Pre-requisite(s): EDU 301, EDU 351 for SEE and SEM; SEC 377, SEC 400, and SEC 410 for SEM; SEC 401, SEC 405, and SEC 411 for SEE. Co-requisite(s): SEC 470B. 5 quarter hours

The Student Teaching Seminar is the culmination of the Secondary Teacher Preparation program. The seminar provides opportunities for teacher candidates to synthesize their learning and engage in reflective practice about their student teaching experience. The course advances the candidate's professional growth through the study and application of instructional practices, completion of a web- based professional portfolio, and additional opportunities to bridge theory and practice. Teacher candidates collaborate with peers, university staff and faculty, and members of the school community to advance their knowledge, skills, dispositions, and understanding of teaching and learning. NOTE: Candidates will spend five days per week, all day, in an applicable classroom setting for the entirety of the 10-week term. Pre-requisite(s): EDU 301, EDU 351, SEC 400 or 401, SEC 377 or 405, SEC 410 or 411 and the required content test for licensure. Co-requisite(s): SEC 470A. 5 quarter hours