School of Education
- Mission and Goals
- Educational Programs
- Accreditation
- Conceptual Framework
- Admissions Policy: Elementary Education, BS
- Application Procedures
- Provisional/Conditional Admission Policy
- Readmission Policy
- Admissions Policy: Secondary Education, BA and BS Programs
- Satisfactory Academic Progress Requirements
- Teacher Certification
- Graduation Requirements
- Education Policies and Procedures
- Honor Societies and Clubs
Dr. Dennis Attick, Assistant Dean
Mission and Goals
The mission and goals of the School of Education are to prepare collaborative, competent, caring, committed, and culturally responsive educators who are reflective practitioners.
The primary goals are to develop teachers who:
- are knowledgeable about and committed to working with learners,
- understand curriculum and the organization of schools for teaching and learning,
- understand that teaching is inquiring,
- have content knowledge and are lifelong learners,
- value varying learning experiences and diversity, and determine and adjust teaching methods and strategies according to the needs of individual learners.
Educational Programs
Students may choose from a variety of education programs that prepare them to become certified teachers.
The School of Education offers BS in Elementary Education and an MAT in Secondary Education.
The BS in Elementary Education program is designed to lead to a teaching certification in grades P-5.
Other teacher education bachelors programs include Secondary Education programs in Biology, English, History or Mathematics and a Music Education degree offered through the discipline departments.
The Secondary Education programs in Biology, English, History or Math prepare candidates to teach grades 6-12. Refer to the discipline departments sections of this catalog for additional information on these degrees.
Faculty members from departments in the College of Arts and Sciences and the Department of Mathematics in the College of Informational and Mathematical Sciences teach the content subject courses and assist with field instruction. Education faculty members teach on-campus professional studies courses and some partnership field-based teachers collaborate with education faculty for providing field-based experiences and instruction.
The Music Education program prepares candidates for teaching grades P-12 and is offered through the Department of Visual and Performing Arts. The teacher certification program in Music Education is designed to lead to certification for teaching music in grades P-12. The program’s focus is three-prong: collaboration with the music program at Spivey Hall, field based instruction by practitioners within area schools, and provision of a technologically rich educational environment. Refer to the Department of Visual and Performing Arts section of this catalog for additional information.
The Master of Arts in Teaching (MAT) with a Major in Teaching Field in Secondary Education is offered through the School of Graduate Studies and the discipline departments. Applicants should hold a bachelor's degree in biology, history, mathematics, English, or related areas, and/or have a provisional teaching certificate in these disciplines. These initial certification programs will prepare interested persons to receive a master's degree while also preparing them to become certified to teach in the fields of secondary Biology, English, History, Mathematics. Refer to the Graduate Catalog for additional information.
Accreditation
Clayton State University is accredited by the Southern Association of Colleges and Schools (SACSCOC). All education programs at Clayton State University have been approved by the Georgia Professional Standards Commission (GaPSC).
Conceptual Framework
The Clayton State University School of Education has defined its theme through the Conceptual Framework. The Conceptual Framework promotes reflective practice, with an outline for preparing quality teachers who are competent, caring, committed, collaborative, and culturally responsive. These qualities are consistent with standards promoted by the Georgia Professional Standards Commission, Council for the Accreditation of Educator Preparation, and the Interstate New Teacher Assessment and Support Consortium.
Admissions Policy: Elementary Education, BS
Students must meet the following criteria before being admitted to either the Elementary Education or the Middle Level program. More information about the application is available at general information sessions. Contact the School of Education about the dates for these information sessions.
- Admission to Clayton State University. (Transfer students who meet the criteria below may simultaneously submit applications for the University and for the School of Education program admission—two separate application forms.)
- Elementary Education program applicants must meet with the Elementary Education Coordinator and Advisor.
- Middle Level Education program applicants must meet with an Arts and Sciences Academic Advisor.
- Completion of at least 45 semester hours of college credit.
- Grades of A, B, C, or K in all applicable Core IMPACTS courses. Students are required to complete all courses in Core IMPACTS and Field of Study before admission to program.
- A cumulative Institutional Grade Point Average of 2.50 or higher based on all last attempted coursework.
- A cumulative Overall Grade Point Average of 2.50 or higher.
- Grades of A, B, or C in EDUC 2110 Invest. Critical/Contem. Issue, EDUC 2120 Exploring Socio-Culture, and EDUC 2130 Exploring Learning & Teaching.
- Attendance at a general information session sponsored by the Clayton State University School of Education.
- Submission of a one-page essay on why the applicant wants to be a teacher.
- Completion of the Georgia Ethics Exam.
- Attendance at a personal interview conducted by the School of Education.
- Once conditionally admitted into the Elementary Education or the Middle Level Program, you will apply for a Pre-Service Certificate. This includes completing Personal Affirmation Questions, a signed notarized Verification of Lawful Presence (VLP) with supporting documentation for VLP, and a signature authorizing a criminal background check. The application will be submitted by the School of Education to the Georgia Professional Standards Commission where they will verify the documents and Georgia Crime Information Center will conduct a criminal record check. In order to remain in our programs at Clayton State and graduate with a degree in Elementary Education or Middle Level Education, you must be issued a Pre-Service Certificate. If application for a Pre-Service Certificate is denied, you must withdraw from our program.
In order for a student to be eligible to begin and continue taking upper-division School of Education courses the following requirements must be met:
- Written notification of program acceptance. (Meeting minimum admission standards does not guarantee acceptance.)
- Minimum competence in microcomputer applications as required by the Clayton State Notebook Computer Policy (refer to policy in this Clayton State University Catalog).
- Signing of an affidavit to show compliance with Professional Standards Commission Standard II.A. (G10): "The education unit/program shall provide information to each candidate about professional ethical standards, background check, and clearance for certification and employment; and ensure that candidates admitted to the program are persons whose social and ethical behavior is acceptable as an educator." The affidavit form is provided upon formal notification of admission to the BA program. Teacher candidates must provide evidence of liability insurance and successful background check clearance prior to participation in specific field-based or clinical experiences. Proof of SGAE or PAGE membership must be submitted as well.
Application Procedures
- Applicants who meet the criteria explained above should submit an application form and supporting documentation to the Clayton State University School of Education on or before the posted application deadline. Late applications will be considered if slots are available. (Application forms are available from the School of Education.)
- The application deadline for the programs within the School of Education are posted on the School of Education website. (The deadline period is called an admission cycle.)
- All complete and eligible applications received by the published deadlines will be considered for the available positions in the programs for the appropriate semester. Complete applications must include all required documentation.
- Applicants not admitted during a given admission cycle and individuals who fall below minimum standards after notification of admission may, upon written request to the School of Education, have their applications reconsidered during the next admission cycle. Reconsideration is not automatic; written request is required, and additional information may be submitted.
- Applicants selected for admission during each admission cycle will be notified in writing. The admission notice will indicate a date by which the individual must formally accept or decline admission; those who fail to respond within the allotted time will have their admission offers revoked, and their spaces will be allotted to other eligible applicants. Candidates admitted into the Middle Level Education, BA program will be assigned an advisor in education for their junior and senior year
The School of Education will evaluate equivalencies for other courses in the Middle Level Education program. Every effort will be made to accept credit that is reasonably equivalent to Clayton State University courses. However, the University reserves the right to request additional documentation and/or to require specific site-based experiences or directed readings to validate credit and/or to meet certification requirements. Applicants will be notified in writing of such requirements.
Provisional/Conditional Admission Policy
Provisional/Conditional admission may be granted to students with no more than three Areas A-F courses left to complete, students who have not successfully completed the Writing Assessment, and/or students who have not successfully completed the oral interview. Students granted provisional admission will have one academic year to complete all outstanding course requirements and one semester to complete all Writing Assessment and/or interview requirements.
Readmission Policy
Students who fail to maintain admission criteria after receiving written notification of program acceptance will have their admission revoked. Upon written request, such students will be reconsidered when they again meet the eligibility criteria and provide the following: an application for a Pre-Service Certificate (this includes completing Personal Affirmation Questions, a signed notarized Verification of Lawful Presence (VLP) with supporting documentation for VLP, and a signature authorizing a criminal background check), evidence of liability insurance, and a signed acknowledgement of GaPSC Code of Ethics for Educators.
Admissions Policy: Secondary Education, BA and BS Programs
Students must meet the following criteria before being admitted to the Secondary Education program. More information about the application process is available at general information sessions held each semester. Students should contact their advisor for application materials and procedures.
- Admission to Clayton State University
- Completion of at least 45 semester hours of general education college credit
- Successful completion (minimum grade of C) in all required content discipline and education courses
- Minimum Overall Grade Point Average of 2.50 or higher
- Demonstrated writing proficiency or completion of ENGL 1101 English Composition I with grade of C or better
- Successful completion of EDUC 2110 Invest. Critical/Contem. Issue, EDUC 2120 Exploring Socio-Culture, and EDUC 2130 Exploring Learning & Teaching with grade of C or better
- Successful completion of the Entry Ethics Exam (#350)
- Attendance at a CSU School of Education information session or meeting with content program coordinator
- A one-page essay explaining reason for wanting to be a secondary grades educator.
- Once conditionally admitted into the Secondary Education Program, you will apply for a Pre-Service Certificate. This includes completing Personal Affirmation Questions, a signed notarized Verification of Lawful Presence (VLP) with supporting documentation for VLP, and a signature authorizing a criminal background check. The application will be submitted by the School of Education to the Georgia Professional Standards Commission where they will verify the documents and Georgia Crime Information Center will conduct a criminal record check. In order to remain in our program at Clayton State and graduate with Secondary Teacher Certification, you must be issued a Pre-Service Certificate. If application for a Pre-Service Certificate is denied, you must withdraw from our program.
Satisfactory Academic Progress Requirements
General University policies on good standing and academic and disciplinary probation and suspension apply to the School of Education programs. In addition to these policies education students are required to maintain a cumulative Institutional Grade Point Average of 2.50 or higher based on all last attempted coursework and a cumulative Overall Grade Point Average of 2.50 or higher.
Due to the sensitive nature of working with children and youth in authentic school settings, the following additional standard applies: Any faculty member or administrator of the University and/or a cooperating school system may immediately remove a candidate from an on-site setting if, in that person's professional judgment, the candidate has acted in an inappropriate manner involving children or youth. The Coordinator for Educational Field Experiences and/or the Department Head for the School of Education/Director of Professional Education Programs will investigate the case in an expeditious manner. The Department Head will issue a written ruling to the candidate with copies to the Dean of Arts and Sciences and the Provost/Vice President for Academic Affairs.
Depending on the circumstances, the ruling may include exoneration, admonishment, probation, suspension of reasonable duration, or dismissal. Appeals may be initiated according to established University Academic Appeal policy.
In order to be placed in the senior year internship, which begins at the end of July or beginning of August, depending on the school year calendars of the seven local school districts with which we partner, candidates must have in place the following:
- A cumulative Overall GPA of 2.50 or higher
- A cumulative Institutional GPA of 2.50 or higher based on all last attempted coursework
- Completion of each course in the program sequence with a grade of C or higher (or K)
- An updated background check
- Renewal of liability insurance coverage
Course overloads will not be permitted during enrollment in the full-time senior internship.
Teacher Certification
In Georgia, to receive certification to teach, individuals must document having met criteria endorsed by the Georgia Professional Standards Commission, including successful completion of the GACE Content Assessment(s). Fingerprinting and FBI background checks are required for professional employment in Georgia public schools. An applicant for certification in Georgia must comply with the ethical standards of the profession. Additional information and Georgia certification applications are available online at www.gapsc.com. The School of Education will assist students in submitting proper documentation to the Georgia Professional Standards Commission.
Graduation Requirements
- Grades of A, B, C, or K in all courses used to meet program requirements and a minimum 2.50 Program GPA.
- Submission of a complete teaching practice and performance assessment/ portfolio prepared in accordance with published guidelines to establish that the Unit Outcomes and Candidate Proficiencies have been met.
- Participation in examinations, surveys, performance assessments, and any other required activities administered for purposes of program evaluation and program exit.
Education Policies and Procedures
Education students are bound by the rules and policies stated in the School of Education Unit Policy Manual and in the Intern Handbook. Both are posted on the School of Education home page at http://www.clayton.edu/teachered.
Honor Societies and Clubs
The Clayton State University Teacher Education Club, the Student Georgia Association of Educators (SGAE), the Student Professional Association of Georgia Educators (SPAGE), and the Association for Middle Level Education (AMLE) are among the honor societies, clubs, and service organizations designed to support and supplement the educational and professional development of students.
Education (EDUC)
This course engages students in observations, interactions, and analyses of critical and contemporary educational issues. Students will investigate issues influencing the contemporary contexts. Students will experience a minimum of 10 hours of field-based learning in authentic school settings, and this learning will be specifically and reflectively connected to core course content.
Given the rapidly changing demographics in our state and country this course is designed to equip future teachers with the fundamental knowledge of understanding culture and teaching children from diverse backgrounds. Specifically, this course is designed to examine 1) the nature and function of culture; 2) the development of individual and group cultural identity; 3) definitions and implications of diversity, and 4) the influences of culture on learning, development, and pedagogy. Students will experience a minimum of 10 hours of field-based learning in authentic school settings, and this learning will be specifically and reflectively connected to core course content.
Explore key aspects of learning and teaching through examining your own learning processes and those of others, with the goal of applying your knowledge to enhance the learning of all pupils in a variety of educational setting and contexts. Students will experience a minimum of 10 hours of field-based learning in authentic school settings, and this learning will be specifically and reflectively connected to core course content.
Junior year seminar to meet specific requirements as related to EDUC 3350 field-based course. This seminar will address topics of discussion in preparation for and follow-up from field-based lectures and observations made in middle school buildings.
Prerequisites: EDUC 3000 or EDUC 3010
This site-based course is an exploration into the cognitive, social, affective, and physical aspects of the middle level learner. Varied teaching techniques will be used and discussed, with a particular emphasis on verifying concepts learned in class through experiences with middle level learners in individual and group settings. Taught on-site at middle schools.
A basic instructional technology course for teaching how to integrate technology in the curriculum. The course introduce concepts, skills and strategies for using technology in the teaching and learning process.
Restrictions: Middle Grades Education
This course prepares future early childhood teachers to provide opportunities for their students to explore sound and music thought an awareness of moving, listening, and playing instruments. The course also prepares teachers to lead students in introductory experiences with verbalization and visualization of musical ideas.
This course will focus on the physical, cognitive, and psychological development of young children. The course will consist of theories and models of behavior and development applied to the field of elementary education . Field experiences in pre-kindergarten through fifth-grade classrooms are included.
A survey of the basic characteristics and educational needs of children and youth who require special or exceptional education services in school. The course covers techniques that help the classroom teacher identify and refer students who may need special services. This course will assist pre-/in-service teachers to apply their knowledge of each exceptionality by adapting to their teaching techniques to meet the needs of special students. Emphasis will focus on recognizing attributes of emotional, intellectual, physical and social aspects of exceptional learners. School-site and/or special needs agency observations are required. (This course is designed to meet the requirements of Georgia House Bill 671).
Prerequisites: ENGL 1102
Current classrooms are made up of students with diverse backgrounds and learning abilities/disabilities related to language, socio-economic status, and identified special education eligibility. This course is designed to provide the tools needed to identify student differences and to adapt general education instruction to meet students' individual learning styles.
This course prepares teacher candidates to become effective teachers of students with exceptionalities at the elementary, middle, and secondary level. Students will explore the instructional methods and techniques vital to effectively teaching students with various exceptionalities. Students will also develop teaching materials and lesson plans for use in special education classrooms.
Restrictions: Biology with Teacher Cert, English with Teacher Cert, History with Teacher Cert, Mathematics with Teacher Cert, Middle Grades Education, Teaching English, Teaching Mathematics
This course prepares teacher candidates to become effective classroom managers of students with exceptionalities at the elementary, middle, and secondary level. Students will explore management strategies for use in exceptional classroom settings. A review of current texts and management strategies will be explored and students will also develop management plans appropriate for use in special education classrooms.
Restrictions: Biology with Teacher Cert, English with Teacher Cert, History with Teacher Cert, Mathematics with Teacher Cert, Middle Grades Education, Teaching English, Teaching Mathematics
This course prepare teacher candidates to become evaluators of the educational needs of students with exceptionalities at the elementary, middle, and secondary level. Students will explore the evaluative methods and techniques used to evaluate the needs of students so as to provide exceptional students with the best possible education experience. Developing an understanding of current testing instruments and evaluative tools will be a key component of this course.
Restrictions: Biology with Teacher Cert, English with Teacher Cert, History with Teacher Cert, Mathematics with Teacher Cert, Middle Grades Education, Teaching English, Teaching Mathematics
A study of characteristics, nature and features of mild disabilities. Emphasis will be on selecting designing and adapting curriculum and instruction for students with mild disabilities.
Restrictions: Biology with Teacher Cert, English with Teacher Cert, History with Teacher Cert, Mathematics with Teacher Cert, Middle Grades Education, Teaching English, Teaching Mathematics
The course explores the nature of reading and literacy learning. The foundations of reading acquisition and instructional practices. It will focus on formal and informal assessment methods for diagnosing strengths and weaknesses of individual students and instructional strategies for working with at-risk or remedial readers.
The course will fit into the curriculum as the final required course for the Special Education certification program. Special Education certification students will complete this course as the capstone course of the certification program. Student teacher interns will spend extended field hours expected for school events during the intern’s assignment. A minimum of 40 hours per week (M-F) during the spring semester in the assigned elementary/middle school is required. Candidates will demonstrate proficiency in content knowledge, management of the classroom environment, student behavior and instruction that enhances students’ learning.
Prerequisites: EDUC 3030
This course provides elementary and secondary educators with knowledge of key principles and methodologies that undergird and support English language acquisition. The primary focus of the class is to share a variety of instructional strategies that can benefit all students. Topics include first and second language acquisition models, variables affecting limited English proficient learners, learning strategy research, and instructional strategies for developing English proficiency in young learners. Instructional strategies include content-based language instruction, learning strategy training, use of cooperative learning, use of graphic organizers, whole language approaches, teaching across the curriculum, and assessment strategies. Legal issues and home/school relations will be addressed.
Prerequisites: ENGL 1102
This course is designed to provide middle level teacher education majors with planning, instructional and management strategies necessary for exemplary instruction in the classroom. Attention will be given to those teaching strategies that might be used for interdisciplinary instruction as well as instruction in the four content areas. The course will focus on key concepts of best practices, a continuum of assessment strategies, and classroom management strategies. A pedagogy lab will be integrated within the course period to allow for application of new knowledge and skills.
This course is designed to offer a critical examination of standards and other influences on the modern secondary education curriculum. The course will provide an overview of the theories and application of developing the secondary school curriculum and instructional strategies, current trends, problems and challenges posed to the curriculum. Additionally, the course will study the rise of the assessment movement, its importance, and its use in the classroom. Candidates will explore teaching, learning and assessment strategies along with using instructional technologies, materials and resources for appropriate learning. Field experience is required. Candidates must be admitted to a secondary education program, have junior/senior standing and proof of liability insurance to participate in the course.
This course is designed to examine theories of discipline and motivation. It will focus on principles of classroom management and organization, building relationships and rapport, and considering alternative behavior management plans. In addition, candidates will learn teaching methods such as the use of time, space, and materials for instruction as management techniques. Topics will address how knowledge of general teaching methods and classroom management may improve teacher quality and student outcomes, including closing the achievement gap. Candidates will learn general methods for teaching English Language Learners (ELL), and differentiation of instruction for diverse learners. Field experience is required. Candidates must be admitted to a secondary education program, have junior/senior standing and proof of liability insurance to participate in the course.
This site-based course provides students the opportunity to understand the unique characteristics of the middle school as well as the instructional strategies that teachers in the middle school use to meet the diverse needs of the young adolescent student. Instruction will focus on the organizational structure of the middle school, role of support personnel, instructional strategies, motivation and discipline, effective elements of instruction, and evaluation. Students will work with the development of thematic units which utilize current curricular models and instructional strategies to support an academic team approach to teaching the middle level learner. Taught on site at middle schools.
This course consists of the integration of mathematics concepts, principles and processes into the teaching of mathematics in preschool through second grade. Emphasis is placed upon developmentally appropriate practices including CGI (Cognitively Guided Instruction), teaching through problem-solving, and culturally relevant pedagogies in planning, implementing and evaluating instruction in the elementary mathematics curriculum.
This course consists of the integration of mathematics concepts, principles and processes into the teaching of mathematics in grades three through five. Emphasis is placed upon developmentally appropriate practices including CGI (Cognitively Guided Instruction), teaching through problem-solving, and culturally relevant pedagogies in planning, implementing and evaluating instruction in the P5 mathematics curriculum.
This course examines the content, skills and processes used to teach social studies to students in P5 settings. The history and purpose of the social studies as an academic field is highlighted and emphasis is placed upon developmentally appropriate practices and curriculum integration across the subject areas. This course places special attention on inquiry-based instruction and the expectations outlined in the Georgia Standards of Excellence (GSE). EDUC 3605 is designed for pre-service teacher candidates currently enrolled in programs within the School of Education at Clayton State University.
The focus of this course is on childhood literacy, specifically the theories and historical contexts of early reading and writing instruction and the fundamentals of reading (phonics, phonemic awareness, vocabulary development, fluency and comprehension); as well as expressive language and writing development. Candidates also explore how reading and writing assessment guides instruction, as well as how to design differentiated instruction that responds to the diversity in today’s classrooms. The use of digital literacy resources are also covered as a topic in this course.
This course provides the content, skills and methods used to teach science to students in P-5 settings. The history and purpose of scientific inquiry as an academic skill is highlighted and emphasis is placed upon developmentally appropriate practices and curriculum integration in science and across the subject areas. This course places special attention on inquiry-based science instruction and the expectations outlined in the Georgia Standards of Excellence (GSE). EDUC 3407 is designed for pre-service teacher candidates currently enrolled in programs within the School of Education at Clayton State University.
This course introduces students to theory, research, and especially practice related to culturally responsive teaching such as how teachers can develop meaningful relationships with students, how teachers can learn from and about the school and local community, how teachers can develop and implement culturally responsive classroom management, and how teachers can develop expectations for students that maximize their capacity. In addition, the course will assist students in learning about and developing culturally responsive curriculum and pedagogy in their different content/subject matter areas.
This senior seminar is a basic technology course providing instruction on how to integrate technology in the curriculum. The course introduces concepts, skills and strategies for using technology in the teaching and learning process. The course will also integrate dialog from the interns’ field experiences to assist in understanding best practices for teaching middle level learners. This seminar is required for all middle level teacher education majors.
Opportunities are provided to prepare students for their entry into the teaching field. This course is the senior seminar for the Spring Semester portion of a full academic year internship (August-May). In this course candidates will complete their Internship Portfolio as a part of their graduation requirement. This course may also address topics dealing with methods, materials, and skills appropriate for teaching all learners.
This course is the seminar portion of the spring student teaching internship. It is designed to amalgamate and assimilate candidates clinical experience with theory, investigation, and practice of teaching in secondary school settings. Weekly seminar sessions may include such topics as: professional ethics, application of classroom management strategies, use of instructional methods for teaching high school students of special needs and of diverse backgrounds, and knowledge of appropriate use of assessments. Seminar content is directly related to and extended from internship.
This course is the seminar portion of the fall student teaching internship for Elementary Education. It is designed to amalgamate and assimilate candidates clinical experience with theory, investigation, and practice of teaching in P5 settings. Weekly seminar sessions may include such topics as: professional ethics, application of classroom management strategies, use of instructional methods for teaching early childhood, special needs students, and young learners of diverse backgrounds. Candidates must have proof of liability insurance to participate in the course.
This course is the seminar portion of the spring student teaching internship for Elementary Education majors. It is designed to amalgamate and assimilate candidates clinical experience with theory, investigation, and practice of teaching in P5 settings. Weekly seminar sessions may include such topics as: professional ethics, application of classroom management strategies, use of instructional methods for teaching early childhood, special needs students, teaching learners of diverse backgrounds. Seminar content is directly related to and extended from internship.
Classroom Assessment is an introductory course in Test, Measurement and Evaluation that is designed to help teacher candidates understand and appreciate the role, purposes, types and methods of tests and other assessments in the teaching-learning process. The course emphasizes “beginning with the end in mind” or backward design, the analysis and use of results and multiple measures from reliable and valid differentiated assessment to enhance student learning in a diverse classroom.
Prerequisites: ENGL 1102
Assessment & Evaluation in Elementary Education is an introductory course in Test, Measurement and Evaluation that is designed to help Elementary Education teacher candidates understand and appreciate the role, purposes, types and methods of tests and other assessments used in elementary school settings. The course emphasizes the use of developmentally appropriate assessment tools for both cognitive and non-cognitive assessments, as well as “beginning with the end in mind” or backward design, the analysis and use of results and multiple measures from reliable and valid differentiated assessment to enhance student learning in a diverse classroom.
This course focuses on cultural patterns of thought, communication and behavior, paying particular attention to the interests and needs of teachers who teach English Language Learners. The course will give students insight into how intercultural communication factors affect the success and performance of students in K-12 settings by evaluating the relationships between the culture, behavior and communication of students, teachers, administrators, parents and community groups.
This course provides an introduction to language as a system, with a particular focus on teaching English as a second language to students in public schools, Grades Pre K - 12. Among the topics addressed are: first and second language acquisition processes; English phonology, morphology, syntax, and discourse; implications for teaching English language learners the four language skills - listening, speaking, reading, and writing; and implications for teaching content-specific language (math, science, social studies).
This course examines theories of language development and acquisition of reading and writing as well as the methodologies and materials used in reading programs. Students analyze strategies, materials, and organizational designs for teaching reading to all students including those representing diverse cultural and linguistic communities.
Prerequisites: ENGL 1102
In this course students examine literacy instructional strategies and materials in the content area classroom including technical reading and writing, prior knowledge, research-based strategies, supplemental texts, methods of grouping, concept development, comprehension, vocabulary, and study strategies. Students understand how to communicate, integrate and apply language and literacy, and technology strategies and skills within the content areas. Special emphasis is placed upon teaching struggling readers and or diverse learners.
This course involves advanced study of the planning and managing of classroom literacy events based on formal and informal assessment information, and an understanding of the literacy needs of all grade-level learners across the developmental continuum. Candidates examine ways of recording, analyzing, and using assessment information in daily classroom instruction.
This is course one of a four course Gifted-in-Field Endorsement Program. This course is an introduction to the characteristics, development and needs of the gifted learner. Here, candidates will explore, the unique academic, cultural, social, and emotional challenges that gifted students and their teachers face; and, theories, research, and practice concerned with recognizing and developing the gifts and talents of children from diverse cultural backgrounds. The course requirements include presentations on special gifted populations. Also included is a history of gifted education. Students will be required to participate in field experiences.
This course is the Fall Semester portion of the academic year long internship that introduces interns to the middle school, its support services and school community agencies. Students must participate in preplanning and the first week of classes. They maintain weekly contact (minimum of nine hours) with their assigned school. The mentor teachers and interns implement a co-teaching model that allows the interns to observe, practice, assess, and reflect best teaching practices. Interns focus attention on the diversity of pupils, special needs of learners, and individual learning styles as well as how learning is influenced.
This course is part of the Spring Semester portion of a full academic year internship (mid-August to mid-May). Internship II is a full-time teaching assignment in grades 4-8 in the student's major (mathematics, science, social studies, and/or language arts). Arts and Sciences content-area faculty will observe and assess this component of the internship.
Middle Level Content Methods and Management is designed to examine theories of discipline and motivation in the middle level classroom as well as address effective components of lesson planning and delivery in each content concentration area as addressed in the state pedagogy assessment. This class will allow students to clarify their ideas about classroom management and student behaviors as well as learn the importance of balancing engaging instruction and effective classroom management.
This Spring Semester course is a continuation of the yearlong Middle Level Internship. The internship is a full-time (in-field, content specific), sixteen-week directed classroom experience (grades 4-8). It is a period of guided teaching during which the intern teacher, under the direction of a mentor teacher, takes increasing responsibility for learners and engages in many of the activities, that constitute the range of a teacher's assigned duties. Emphasis will be placed on working with diverse and special needs learners within the regular classroom. Interns will observe teachers and pupils in elementary and high schools when appropriate. Additionally, interns must attend an on-campus seminar (one afternoon per week) taught by CSU faculty members and/or resource persons.
This course is the practicum portion of the clinical experience in secondary education required during fall semester. The practicum teaching experience is a two-day in field, 15-week, directed classroom experience (grades 6-12).
This course is a clinical experience in secondary education, during spring semester. Student teaching is a full-time (content-specific, in-field), 15-week, directed classroom experience (grades 6-12). Student teachers, under the direction of a mentor teacher, take increasing responsibility for learners and engage in many of the activities that constitute the range of a teachers assigned duties. Emphasis will be placed on working with diverse and special needs learners within the regular classroom, utilizing technology, managing classrooms, understanding assessment, and familiarizing oneself with the school, its resources, and surrounding community. Additionally, interns must attend an on-campus seminar one afternoon per week taught by CSU faculty members and/or resource persons.
This course is the content specific portion of the clinical experience in secondary education required during spring semester. Student teaching is a full-time (content-specific, in-field), 15-week, directed classroom experience (grades 6-12).
This course is the Fall Semester portion of the academic year long internship that introduces interns to the elementary school, its support services and school community agencies. Students must participate in preplanning and the first week of classes. They maintain weekly contact (minimum of nine hours) with their assigned school. The mentor teachers and interns implement a co-teaching model that allows the interns to observe, practice, assess, and reflect best teaching practices. Interns focus attention on the diversity of pupils, special needs of learners, and individual learning styles as well as how learning is influenced. Additionally, interns must attend an on-campus seminar (one afternoon per week) taught by CSU faculty members and/or resource persons.
Prerequisites: EDUC 3030
This course is the Spring Semester portion of the academic year-long internship that introduces interns to the elementary school, its support services and school community agencies. This course is a clinical experience in Elementary Education during the spring semester of a candidate’s senior year. Student teaching is a full-time, 15-week, directed classroom experience (grades P5). Student teachers, under the direction of a mentor teacher, take increasing responsibility for learners and engage in many of the activities that constitute the range of a teacher’s assigned duties. Emphasis will be placed on working with diverse and special needs learners within the regular classroom, utilizing technology, managing classrooms, understanding assessment, and familiarizing oneself with the school, its resources, and surrounding community.
Prerequisites: EDUC 4740
This course will involve a detailed examination of selected topics in the field of education.
Restrictions: Middle Grades Education