Department Head: Dr. Linda Mitchell, lmitchell@jsu.edu
The Department of Teacher Education is responsible for graduate programs that serve current teachers who want to further their education through our traditional master's programs. Additionally, we have other programs for current teachers and we encourage interested teachers to review our programs and reach out to us with any questions.
We also serve those individuals who hold a degree in areas other than education, but who have decided that they would like to teach. Our Alternative-A master's programs are designed to enable a person with a bachelor's degree to gain both teacher and certification and a master's degree in their chosen education field and most students in these programs begin teaching while they are finishing their degree.
- Early Childhood Education P-3 (Master of Science in Education)
- Early Childhood Education P-3 Alternative Class A (Master of Science in Education)
- Early Childhood Special Education P-3 (Master of Science in Education)
- Education - Elementary Education (Education Specialist)
- Elementary Education K-6 (Master of Science in Education)
- Elementary Education K-6 Alternative Class A (Master of Science in Education)
- Secondary Education - Biology 6-12 (Master of Science in Education)
- Secondary Education - English Language Arts 6-12 (Master of Science in Education)
- Secondary Education - English Language Arts 6-12 Alternative Class A (Master of Science in Education)
- Secondary Education - General Science 6-12 (Master of Science in Education)
- Secondary Education - General Science 6-12 Alternative Class A (Master of Science in Education)
- Secondary Education - General Social Studies 6-12 (Master of Science in Education)
- Secondary Education - General Social Studies 6-12 Alternative Class A (Master of Science in Education)
- Secondary Education - History 6-12 (Master of Science in Education)
- Secondary Education - Mathematics 6-12 (Master of Science in Education)
- Secondary Education - Mathematics 6-12 Alternative Class A (Master of Science in Education)
- Special Education Collaborative Teacher K-6/6-12 (Master of Science in Education)
- Special Education Collaborative Teacher K-6/6-12 Alternative Class A (Master of Science in Education)
Early Childhood Education
ECE 5500 Materials and Methods (3)
Twenty-first century instructional processes, program, and strategies for teaching and learning in P-3 classrooms.
ECE 5501 Behavior and Development in Early Childhood (3)
Physical, emotional, intellectual, and social components of development, their interrelationships and their effect on later functioning; psychological principles.
ECE 5507 Assessment in Early Childhood Education (3)
Review the use of assessment procedures which are developmentally appropriate for the use in early childhood education. This course is cross-listed with EED 5522, and only one may be taken for credit.
ECE 5510 Early Childhood Math and Science for the 21st Century (3)
This course will acquaint graduate candidates with methods, materials, and developmentally appropriate practice to integrate 21st century tools in teaching math and science for P-3 students.
ECE 5513 Individualization of Education for Young Children (3)
Prerequisite(s): Approval of instructor.
Methods and procedures for individualizing instruction.
ECE 5533 Enhancing Learning Through Children's Literature (3)
ECE 5539 Teaching Writing in Early Childhood Education (3)
Theories, methods, and current research involving writing instruction;
emphasis on P-3.
ECE 5540 Intervention in the Early Childhood Classroom (3)
Theory and research-based practices used in early childhood education and early education special education. Emphasis on strategies to plan developmentally appropriate activities for all children.
ECE 5545 Literacy Interventions in the Early Childhood Classroom (3)
Current trends in assessing literacy development and providing intervention in identified problems will be addressed in this course. Theories, assessments, and strategies used in reading and writing interventions for emerging and beginning readers and writers who may be at risk for difficulties in language literacy will be discussed. These strategies include, but are not limited to, phonemic awareness, phonics, fluency, vocabulary and comprehension. The development of individualized and small group reading programs designed to match student needs will be addressed. Assessments such as running records, spelling inventories, evaluating writing samples, and interpreting test scores such as DIBELS and Global Scholar will also be discussed.
ECE 5860 Practicum in Early Childhood Special Education (3)
Practicum experiences working with young children with disabilities, ages infancy to eight.
ECE 5861 Practicum for Young Children (3)
ECE 7000 Professional Publications in Early Childhood Education (3)
ECE 7700 Teacher as Researcher/Issues and Trends in ECE (3)
Exploration of current research and issues and trends in early childhood education; review and comparison of selected teacher research projects, and examination of the concept and practice of teacher research as a strategy to build school collaboration and strengthen the professional role of teachers. ECE 7700 is cross-listed with EED 7701 and only one course may be counted for credit.
Elementary Education
EED 5509 Advanced Twenty-First Century Teaching and Learning (3)
This course is designed to guide graduate teacher candidates to critically examine local school culture and/or teaching practice, set reasonable and appropriate 21st Century goals for change, and plan/conduct an action research project to achieve identified objectives.
EED 5511 Mathematics for Children (3)
EED 5512 Science for Children (3)
EED 5513 Curriculum Integration in Teaching Social Studies (3)
EED 5522 Classroom Assessment for Learning (3)
This course is designed to help elementary teachers gain an understanding of classroom assessment, current trends and issues involving classroom assessment, and how to use assessment to be a more effective teacher and enhance student learning. This course is cross-listed with ECE 5507, and only one may be taken for credit.
EED 5530 Methods for Language and Literacy Development (3)
Prerequisite(s): Admission to Graduate Studies.
Corequisite(s): ECE 5533, RDG 5520, and RDG 5840.
Requires Teacher Education Program eligibility. This course is required by all students enrolled in the Alt-A Early Childhood and Elementary Education programs. EED 5530 provides teacher candidates with knowledge and understanding of concepts, principles, theories, and research related to the language development of early childhood children, explicit and systematic learning opportunities that support individual students’ language and writing development, acquisition of vocabulary, and motivation. Through knowledge of children’s oral language development and high level of competence in the use of English language arts, teacher candidates will gain knowledge and understanding of a broad repertoire of developmentally appropriate concepts to teach writing, viewing, and thinking skills. Teacher candidates will learn strategies for helping children apply developing skills to many different situations, materials, and ideas. This course is designed to provide explicit, systematic instruction in Science of Reading methods through training in Language Essentials for Teachers of Reading and Spelling (LETRS) Units 5 - 8. Literacy components included in this course: vocabulary, comprehension, and composition.
EED 5533 Enhancing Learning through Children's Literature (3)
EED 5540 Curriculum Integration in Elementary Education (3)
Designed to examine the literacy needs of elementary students within the content areas of language arts, math, science, and social studies, as well as the literacy needs fo English Language Learners (ELL). Because literacy skills are so crucial to success in school, the course will focus on strategies and their application to the above content area.
EED 5541 Teaching Mathematics (3)
Advanced course in materials and teaching techniques for improving math concepts and skills.
EED 5543 Social Studies and Today's Learner (3)
Advanced course in materials and methods of teaching social studies.
EED 5544 Teaching Science (3)
Problems in development of science program in the elementary school; facilitating children's learning of science & its concepts and attitudes.
EED 5545 Teaching Language Arts (3)
EED 5548 Materials and Methods for the Multicultural Classroom (3)
Advanced course in materials and methods of teaching for the multicultural classroom.
EED 5549 Teachers as Leaders in the Elementary Classroom (3)
Current teaching practices examined in scheduled seminars and then implemented in an elementary classroom setting. Online assignments will augment and correspond with practicum experiences. It is a requirement for all JSU students who are completing a practicum or internship to be covered by professional liability insurance during the time of the practicum in the amount of $1,000,000. Not open to students enrolled in Alternative Fifth-Year Teacher Certification or Ed.S. programs.
EED 5550 Diversity in Today's Classroom (3)
Course provides information to educators, equipping them to work with ESL students, while incorporating curricular planning and instructional techniques specific to the diverse learner.
EED 5554 Integrating STEM and STEAM Into Practice (3)
This advanced online course examines the underlying philosophies and foundations of the accomplished elementary science teacher.
EED 5860 Practicum in Content Block (3)
EED 7000 Mathematical Pedagogy for Elementary Teachers (3)
Examination of current issues and methods related to elementary mathematics.
EED 7001 Trends and Issues in STEM Education (3)
Examination of current issues and methods related to Science, Technology, Engineering, and Mathematics (STEM) Education.
EED 7002 Professional Publications in Elementary Education (3)
EED 7003 Contemporary Social Studies for Elementary Classrooms (3)
Examination of current issues and methods related to Social Studies Education.
EED 7004 Developing Publications in Elementary Education Trends (3)
Examination of current instruction, assessment, and best practices in Elementary Education.
EED 7700 Education Research Methodology (3)
In-depth analysis of the methods and procedures of research in education.
EED 7701 Teacher as Researcher/Issues and Trends in EED (3)
Exploration of current research and issues and trends in elementary education; review and comparison of selected teacher research projects, and examination of the concept and practice of teacher research as a strategy to build school collaboration and strengthen the professional role of teachers. EED 7701 is cross-listed with ECE 7700 and only one course may be counted for credit.
Secondary Education
ESE 5502 Curriculum Development in Secondary Schools (3)
Advanced study of the theories, models, and practical application of curriculum development and revision in Secondary Schools.
ESE 5520 Teaching Mathematics (3)
ESE 5521 Teaching Social Studies (3)
ESE 5522 Teaching Language Arts (3)
ESE 5523 Teaching General Science (3)
ESE 5531 Philosophy of Adolescent Education (3)
Advanced study of contemporary philosophies of education as they relate to the education of adolescents, the historical development of these philosophies as they have been applied at the secondary education level, and the impact these philosophical beliefs have on secondary education.
ESE 5540 Diversity and Multicultural Education in the United States (3)
Student must fulfill one of the following in order to take this course: 1. Admission to the College of Education and Professional Studies or 2. Previous degree in an education related field or 3. Permission from instructor or department head. This course develops a broad understanding of the student diversity in secondary schools in the United States. Various approaches to multicultural education will be employed to equip Teacher Candidates with teacher to a diverse student population.
ESE 5561 Foundations of Secondary Education (3)
Examines the basic of schools of thought concerning the foundations of public education with an emphasis on the psychological, sociological, and philosophical impact on the nature of learning and the learner. Students wishing to take this course must be unconditionally eligible for the Teacher Education Program.
ESE 5567 Literacy Theory and Practice (3)
ESE 5590 Classroom Management Theory and Practice (3)
Prerequisite(s): Student must fulfill one of the following in order to take this course
This course provides an introduction to the major theories related to classroom management and appropriate application of these theories into the secondary school environment.
ESE 5700 Research and Statistics in Secondary Education (3)
Provides the foundation for the interpretation and conceptualization of research in secondary education. Instruction will focus on the variety of research methodologies and statistical analysis to strategies to develop and incorporate such strategies into action research projects for the 6-12 classrooms. Replaces EFD 5700.
ESE 5701 Education Methods, Assessment, and Technology in Secondary Schools (3)
Corequisite(s): ESE 5860.
Provides an introduction to general teaching methodologies, formative and summative assessment strategies, and appropriate use of instructional technologies for effective planning and instruction in the secondary classroom.
ESE 5702 Quantitative Reasoning I (3)
The course aims to advance students' mathematical knowledge in Algebra and Functions in the context of quantitative reasoning. Moreover, this course will advance students' critical thinking and problem-solving skills by engaging them in the mathematical modeling process which encompasses the practices standards for teaching mathematics. The course addresses topics for middle school and high school such as systems of linear equations, quadratic exponential, absolute value, linear piecewise functions, and sequences. This course does not satisfy coursework requirements towards a Master's Degree in Mathematics.
ESE 5703 Quantitative Reasoning II (3)
The course aims to advance students' mathematical knowledge in Statistics and Probability, and Geometry, in the context of quantitative reasoning. Moreover, this course will advance students' critical thinking and problem-solving skills by engaging them in the mathematical modeling process which encompasses the practices standards for teaching mathematics. The course addresses topics for middle school and high school such as reasoning with probability, conducting statistical study, and exploring Euclidian and non-Euclidian geometry (e.g., Spherical and Taxi-Cab Geometries). This course does not satisfy coursework requirements towards a Master's Degree in Mathematics.
ESE 5770 Critical Inquiry in Mathematics (3)
Provides opportunities to gather, interpret, and evaluate materials related to the teaching of mathematics. Evidence of inquiry may include in-class essay examinations, prepared essays, presentations, projects, etc.
ESE 5771 Critical Inquiry in History and Social Science (3)
Provides opportunities to gather, interpret, and evaluate materials related to the teaching of history and social science. Evidence of inquiry may include in-class essay examinations, prepared essays, presentations, projects, etc.
ESE 5772 Critical Inquiry in English Language Arts (3)
Provides opportunities to gather, interpret, and evaluate materials related to the teaching of language arts. Evidence of inquiry may include in-class essay examinations, prepared essays, presentations, projects, etc.
ESE 5773 Critical Inquiry in Biology and General Science (3)
Provides opportunities to gather, interpret, and evaluate materials related to the teaching of biology and general science. Evidence of inquiry may include in-class essay examinations, prepared essays, presentations, projects, etc.
ESE 5860 Secondary Practicum One (3)
ESE 5861 Secondary Practicum Two (3)
Corequisite(s): Appropriate special methods course ESE 5520 - ESE 5523.
Provides a 150 clock-hour, Level III clinical experience, supervised by secondary education faculty. This practicum allows student to observe the daily functions of teachers and students and teach a minimum of six full lessons in a local school setting. Requires Teacher Education Program eligibility.
Reading Specialist
RDG 5520 Teaching Reading (3)
Prerequisite(s): Teacher Education Program eligibility and RDG 5540.
This course is required by all students enrolled in the Alt-A Early Childhood Education Programs. The purpose of this course is to provide information regarding methods, materials, and research findings concerned with beginning reading instruction for elementary grades. Foundations of literacy including reading, writing, listening, spelling, and speaking will be emphasized. This course is designed to provide explicit, systematic instruction in Science of Reading methods. Literacy components included: vocabulary, comprehension, fluency, and composition. Following explicit modeling of a variety of systematic strategies, candidates will demonstrate the ability to foster a strong vocabulary foundation in students by developing lessons for explicit Tier 2 vocabulary instruction (vocabulary). Candidates will create lessons that help develop students’ ability to understand, interpret, and critically engage with various types of texts (comprehension). Candidates will demonstrate the ability to develop students’ ability to express thoughts, ideas, and information clearly and effectively in written form (composition). This course is a prerequisite to RDG 5547 Reading Diagnosis. To ensure students are provided the best quality instruction in Science of Reading, throughout matriculation of the program, candidates will receive training in this quality research and content to help them prepare for literacy instruction in their future classrooms.
RDG 5530 Methods and Materials for Reading: Teaching Students with Exceptionalities in the Inclusive Setting (3)
Prerequisite(s): Teacher Education Program Eligibility.
The purpose of this course is to provide information regarding methods, materials, and research findings concerned with reading strategies for students with exceptionalities. The course is designed for general or special education classroom teachers and education professionals.
RDG 5538 Teaching Reading in ECE (3)
Methods, materials and research findings concerned with beginning reading instruction emphasizing P-3.
RDG 5540 Early Literacy (3)
Materials and methods of teaching literacy in early childhood. Foundations of literacy development including reading, writing, listening, spelling, and speaking will be emphasized. This course is designed to provide explicit, systematic instruction in Science of Reading methods. Literacy components included: phonemic awareness, phonological awareness, and phonics. Candidates will focus on developing students’ abilities to recognize and manipulate the sounds of language, which is crucial for early literacy skills (phonological awareness). Candidates will learn to explicitly and systematically teach students how to identify and manipulate individual phonemes within spoken words (phonemic awareness). Candidates will build foundational knowledge to guide students into the more complex task of focusing on the relationship between phonemes and graphemes (phonics). To ensure students are provided the best quality instruction in Science of Reading, throughout the program, candidates will receive training in this quality research and content to help them prepare for literacy instruction in their future classrooms.
RDG 5542 Stategic Reading Across the Curriculum (3)
The purpose of this course is to provide instruction in methods and materials regarding strategic reading for the elementary grades with emphasis on building expertise in literacy instruction, including traditional and new literacies across the curriculum. Simulations, scenarios, blogging, wiki posts, and reflection are an important component of this course.
RDG 5543 Teaching Struggling Readers: Methods for Collaborative Education (3)
Prerequisite(s): Teacher Education Program eligibility; SPE 300 or SPE 5100, SPE 5524, and SPE 5554.
This course is required by all students enrolled in the Alt-A Special Education/Collaborative Education Programs. RDG 5543 mirrors the Alt-A RDG 5520 and the undergraduate RDG 305. The purpose of this course is to provide information regarding methods, materials, and research findings concerned with beginning reading instruction for elementary grades. Foundations of literacy including reading, writing, listening, spelling, and speaking will be emphasized. This course is designed to provide explicit, systematic instruction in Science of Reading methods. Literacy components included: vocabulary, comprehension, fluency, and composition. Following explicit modeling of a variety of systematic strategies, candidates will demonstrate the ability to foster a strong vocabulary foundation in students by developing lessons for explicit Tier 2 vocabulary instruction (vocabulary). Candidates will create lessons that help develop students’ ability to understand, interpret, and critically engage with various types of texts (comprehension). Candidates will demonstrate the ability to develop students’ ability to express thoughts, ideas, and information clearly and effectively in written form (composition). This course is a prerequisite to RDG 5547 Reading Diagnosis. To ensure students are provided the best quality instruction in Science of Reading, throughout matriculation of the program, candidates will receive training in this quality research and content to help them prepare for literacy instruction in their future classrooms.
RDG 5545 Teaching Language Arts (3)
RDG 5546 Multicultural Literature (3)
Using literature to increase cultural awareness can be an effective tool for teaching in the elementary classroom. Students will explore, analyze, and share literature that portrays history, customs, values, and/or languages of various cultural groups.
RDG 5547 Diagnosing Reading Abilities (3)
Prerequisite(s): Teacher Education Program eligibility.
This course is required by all students in the Alternative Class A Early Childhood, Elementary, and Special Education/Collaborative Teacher Education programs. The purpose of this course is to apply the foundational science of reading methods from previous courses. This course is the final in the 9-12 hour sequence of Science of Reading methods courses for initial certification at the Class A level. Candidates will collect and analyze data on struggling readers and design strategic, targeted skill lessons appropriate to the needs determined by the data assessment. Assessment instruments used are those covered in Language Essentials for Teachers of Reading and Spelling (LETRS) Volumes 1 and 2 or similar assessment instruments as determined by the course instructor. This course focuses on the methods/materials and reading and literacy development in elementary grades with an emphasis on diagnostic, remediation, and enrichment strategies along with progress monitoring of reading progress. Literacy components targeted in this course include: phonics, phonemic awareness, vocabulary, fluency, and comprehension. Lessons created in this course will be applied with a struggling reader in our local school system. To ensure students are provided the best quality instruction in Science of Reading, throughout matriculation of the program, candidates will receive training in this quality research and content to help them prepare for literacy instruction in their future classrooms.
RDG 5567 Improvement of Reading in Secondary Schools (3)
RDG 5572 Assessment of Diagnosis in Reading (3)
Prerequisite(s): RDG 5542.
Application of knowledge gained in course work; emphasis placed on using a variety of formal and informal assessment tools to determine the strengths and weaknesses of struggling readers while using this information to implement specialized instruction to enhance the student's literacy development; case study requires collection and interpretation of assessment data, planning, and implementation of remediation lessons for the struggling reader.
RDG 5573 Intervention Strategies for Reading Instruction (3)
RDG 5840 Practicum in Teaching Reading (3)
RDG 5844 Practicum for Teachers of Reading (3)
Prerequisite(s): RDG 5542.
Application of knowledge gained in course work; emphasis placed on providing literacy services in developmental reading or reading intervention programs at a variety of levels.
RDG 5950 Internship in the Organization and Supervision of Reading Programs (3)
Prerequisite(s): RDG 5844.
Application of knowledge gained in course work; emphasis placed on designing and implementing literacy programs, planning and providing professional development, providing leadership in literacy instruction and serving as a resource for teachers, administrators, and the community. Must be completed at JSU.
RDG 7700 Literary Research and Data Driven Applications (3)
Exploration of recent research in literacy development and instruction, identification of trends and patterns in research and findings.
Special Education
SPE 5100 Survey Course in Special Education (3)
Foundations of Collaborative Education as well as various areas of exceptionality including cognitive impairments, behaviorally disordered, multiple disabled, learning disabled, gifted and talented, hearing impaired, visually impaired, autism spectrum disorder, speech and language disordered, and early education for students with disabilities.
SPE 5509 Data Analysis K-12 (3)
Use of technology to support collection, organization, and presentation of classroom assessment data. Emphasis on summarizing, describing, presenting, and interpreting data to facilitate decision-making for students with various disabilities.
SPE 5512 Methods & Materials Mild Disabilities K-12 (3)
Advanced discussion of how mild disabilities affect academics and behavior; current methods for teaching and training individuals from kindergarten through graduation.
SPE 5520 Technology for SPE (3)
Specialized applications of classroom technology to support UDL and RTI for students with disabilities with diverse learning needs.
SPE 5521 Collaborative Reading/Math Strategies (3)
Strategies for identifying problems and planning instruction to remediate reading and/or math problems.
SPE 5522 Assessment of Special Populations (3)
Focuses on the evaluation process, related strategies and instruments designed to facilitate decision-making for students with various disabilities.
SPE 5524 Methods and Strategies for Learning and Behavior (3)
Introduction of collaborative co-teaching models, strategies for creating an inclusive environment, and individual educational/instructional planning.
SPE 5525 Collaborative Math Strategies (3)
Strategies for identifying problems and planning instruction to remediate math problems.
SPE 5526 Methods of Autism Spectrum Disorder (3)
This is a weekly seminar that focuses on Autism Spectrum Disorder. It consists of a series of seminars on major topics related to ASD such as: historical timeline, diagnosis and assessment, advocacy, current research and statistics, behavioral interventions, classroom supports and services, transition and it covers the lifespan.
SPE 5527 Methods and Materials Severe Disabilities K-12 (3)
Methods for teaching students with moderate to severe disabilities including hands-on experiences, career education, transition, AAA assessment, and lesson planning to teach life skills.
SPE 5528 Methods and Materials Mild Disabilities K-12 (3)
Advanced discussion of how mild disabilities affect academics and behavior. Emphasis on current methods for teaching and training individuals from kindergarten through high school.
SPE 5529 Collaborative Teaching for Secondary Classrooms (3)
Prerequisite(s): SPE 300 or SPE 5100, SPE 5524, and SPE 5554.
Corequisite(s): SPE 5555, SPE 5846.
Requires Teacher Education Program eligibility. This course is designed to provide teacher candidates with an understanding of collaborative and co-teaching models in the secondary classroom setting. Theories of neurodiversity, secondary course content standards, and student engagement techniques will be presented.
SPE 5532 Methods and Strategies for Enrichment: Teaching Gifted Students in the Inclusive Classroom (3)
Requires Teacher Education Program eligibility. The purpose of this course is to provide an introduction to collaborative co-teaching models, theories of exceptionalities and methods for gifted enrichment. The course is designed for general or special education classroom teachers and education professionals.
SPE 5533 Applied Behavior Analysis in SPE (3)
Requires Teacher Education Program eligibility. Practical approach to applied behavior management through demonstration and application of frequently employed models of classroom intervention.
SPE 5535 Formative and Summative Assessment (3)
Requires Teacher Education Program eligibility. Use of technology to support collection, organization, and presentation of formative and summative classroom and student assessment data with emphasis on summarizing, describing, presenting, and interpreting data to facilitate decision-making for K-12 students with various disabilities.
SPE 5536 Methods for Severe Disabilities (3)
Prerequisite(s): SPE 300 or SPE 5100, SPE 5524, and SPE 5554.
Corequisite(s): SPE 5843.
Teacher Candidates will develop plans and skills that allow them to teach and interact with individuals in need of ongoing support in more than one major life activity. This includes integration into community settings and learning to enjoy a quality of life comparable to other with less or no disabilities. Supporting skills for communication, self-care, independent living, employment, and self-sufficiency will also be addressed.
SPE 5537 Collaborative Teaching (3)
Prerequisite(s): SPE 300 or SPE 5100, SPE 5524, and SPE 5554.
Corequisite(s): RDG 5543 and SPE 5842.
This course provides teacher candidates with strategies for meeting the needs of students with mild disabilities in inclusive settings, including general and special education classrooms. Includes theories of collaboration, models of co-teaching, and response to intervention procedures. Requires Teacher Education Program eligibility.
SPE 5554 Medical, Legal, and Ethical Aspects of SPE (3)
Preparation of candidates for professionalism, advocacy, and knowledge of medical, legal, and ethical aspects of students with disabilities within the classroom settings.
SPE 5555 Mathematics Strategies for Collaborative Special Education (3)
Prerequisite(s): SPE 300 or SPE 5100, SPE 5524, and SPE 5554.
Requires Teacher Education Program eligibility. The purpose of this course is to acquaint students with materials and methods in the teaching of mathematics concepts and processes based on the Standards developed by the National Council of Teachers of Mathematics, Common Core State Standards and the new "Standards-based" curricula. Specific strategies for struggling mathematics learners will be presented. SPE 5555 is cross-listed with EED 5511 and only one course will count as credit.
SPE 5568 The Trauma-Informed Educator (3)
Children who have experienced one or more traumatic events have an increased risk for academic, social, behavioral, and emotional problems. Trauma-informed teaching starts with understanding how trauma can impact learning and behavior. In this course, the student will develop an understanding of how adverse childhood experiences (ACEs) can affect the brain, body, and nervous systems in children during the school-age years, common characteristics of children with complex trauma histories, Post-Traumatic Stress (PTSD), cognitive impairment, emotional dysregulation, and the need for a comprehensive and collaborative approach to addressing the impact of trauma in children. The student will develop an understanding of the effects of trauma and what student behavior may be telling them. This course encourages teachers to reflect on their teaching practices and find ways to better support students who may have experienced trauma. Offered in Spring term only.
SPE 5840 Practicum in Mild Disabilities K-12 (3)
Prerequisite(s): A passing score on the appropriate Praxis II, permission of instructor, successful completion of SPE 5509, SPE 5520, SPE 5521, SPE 5528, and SPE 5533.
Practical teaching experiences in all public school core general education curriculum areas, as well as communication, social behavior, and transition skills.
SPE 5841 Practicum in Severe Disabilities K-12 (3)
Prerequisite(s): A passing score on the appropriate Praxis II, permission of instructor, successful completion of SPE 5509, SPE 5520, SPE 5521, and SPE 5528.
Practical teaching experiences with students who have intellectual and adaptive behavior scores in the significant cognitive disability range served in a self-contained classroom for students with severe disabilities.
SPE 5842 Practicum in Mild Methods K-12 (3)
Prerequisite(s): SPE 300 or SPE 5100, SPE 5524 and SPE 5554.
Corequisite(s): SPE 5537 and RDG 5543.
This field experience provides teacher candidates opportunities to observe, analyze, and apply concepts and theories in the K-12 mild setting. Teacher candidates will integrate co-teaching, foundations reading, and principles of collaboration within the classroom environment. Requires Teacher Education Program eligibility.
SPE 5843 Practicum in Severe Methods K-12 (3)
SPE 5844 Practicum in Collaborative Special Education K-6 (3)
Field experiences working with students in a special education setting K-6. In the field experiences, the candidate is required to collaborate with professionals to build successful learning experiences for special education students in mild or severe settings. The SPE practicum coursework and related field experiences will prepare candidates to teach in all core general education curriculum areas, as well as communication, social behavior, job competency, and life skills.
SPE 5845 Practicum in Collaborative Special Education 6-12 (3)
Field experiences working with students in a special education setting 6-12. In the field experiences, the candidate is required to collaborate with professionals to build successful learning experiences for special education students in mild or severe settings. The SPE practicum coursework and related field experiences will prepare candidates to teach in all core general education curriculum areas, as well as communication, social behavior, job competency, and life skills.
SPE 5846 Practicum in 6-12 Mild (2)
Prerequisite(s): SPE 300 or SPE 5100, SPE 5524 and SPE 5554.
Corequisite(s): SPE 5529 and SPE 5555.
Requires Teacher Education Program eligibility. This clinical experience provides Teacher Candidates opportunities to observe, analyze, and apply concepts and theories in collaborative settings. Teacher Candidates in this practicum will participate in Transition University along with appropriate school settings.
SPE 5847 Practicum in Severe Disabilities, K-6 (3)
Prerequisite(s): SPE 5533, permission of the instructor, and a passing score on the appropriate PRAXIS II examination is required prior to taking this course.
Designed to provide 120-150 practicum hours applying previously learned skills in assessing and teaching students with severe disabilities of learning and behavior. Classroom placement will be in an accredited public school classroom for students with severe disabilities at the K-6 level. Offered Spring semester only.
SPE 5849 Practicum in Severe Disabilities, 6-12 (3)
Prerequisite(s): SPE 5533, permission of the instructor, and a passing score on the appropriate PRAXIS II examination is required prior to taking this course.
Designed to provide 120-150 practicum hours applying previously learned skills in assessing and teaching students with severe disabilities of learning and behavior. Classroom placement will be in an accredited public school classroom for students with severe disabilities at the 6-12 level. Offered Spring semester only.
SPE 5850 Practicum in Severe Disabilities (3)
Prerequisite(s): A passing score on the appropriate PRAXIS II exam is required prior to taking this course. experience provides a vehicle for discussing current practical issues and teaching strategies as they apply to existing problems in the teacher's classroom setting.
Supervised classroom teaching experience through on-site observation, as well as related assignments and seminars for graduate students in an actual teaching situation;
experience provides a vehicle for discussing current practical issues and teaching strategies as they apply to existing problems in the teacher's classroom setting.
SPE 5870 Action Research in SPE (3)
Prerequisite(s): SPE 5840 and SPE 5841.
This course will be the culminating experience in the program. Candidates will conduct an action research project in their practicum/intership placement on either an individual student or the entire class. Candidates will be required to write up the research project for possible submission and present the project to the SPE Graduate Faculty.
SPE 7000 Advanced Strategies for Students with Disabilities-Elementary Level (3)
SPE 7001 Advanced Strategies for Students with Disabilities-Secondary Level (3)
SPE 7002 Curriculum Development Seminar in Special Education (3)
Individual student review and development of curriculum in special education field of interest; analysis of principles of early and present curricula and validity of prevailing practice.
SPE 7003 Writing for Professional Publication (3)
Refine and develop professional writing skills.
SPE 7700 Advanced Research and Practices of Severe Disabilities, K-6 (3)
Advanced study of methodologies, materials, and management techniques for students with severe physical, mental, and medical developmental disabilities K-6th grade. The purpose is to enhance the capacity of teachers as creative decision makers who are committed to and capable of facilitating student learning in appropriate settings.
SPE 7701 Advanced Research and Practices of Severe Disabilities, 6-12 (3)
Advanced study of methodologies, materials, and management techniques for students with severe physical, mental, and medical developmental disabilities 6th-12th grade. The purpose is to enhance the capacity of teachers as creative decision makers who are committed to and capable of facilitating student learning in appropriate settings.
SPE 7840 Advanced Practicum in Special Education Collaborative Teacher K-6 (3)
Prerequisite(s): SPE 5524, SPE 5533, SPE 7000, and a passing score on the appropriate Praxis II examination prior to beginning the practicum.
This practicum is for EdS candidates who have a master's level teacher certification in an area other than Collaborative Teacher/Special Education. Time will be spent in both a mild to moderate classroom setting as well as a severe disabilities classroom at the K-6 level.
SPE 7841 Adv Prac SPE Coll Teacher 6-12 (3)
Prerequisite(s): SPE 5525, SPE 5533, and SPE 7001 and a passing score on the appropriate Praxis II examination prior to beginning the practicum.
This practicum is for EdS candidates who have a master's level teacher certification in an area other than Collaborative Teacher/Special Education. Time will be spent in both mild to moderate classroom setting as well as a severe classroom at a 6-12 level.