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 500 Materials and Methods (3)
Twenty-first century instructional processes, program, and strategies for teaching and learning in P-3 classrooms.
ECE 501 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 507 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 522, and only one may be taken for credit.
ECE 510 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 512 Practicum in Early Childhood Special Education (3)
Practicum experiences working with young children with disabilities, ages infancy to eight.
ECE 513 Individualization of Education for Young Children (3)
Prerequisite(s): Approval of instructor.
Methods and procedures for individualizing instruction.
ECE 530 Practicum for Young Children (3)
ECE 533 Enhancing Learning Through Children's Literature (3)
ECE 539 Teaching Writing in Early Childhood Education (3)
Theories, methods, and current research involving writing instruction;
emphasis on P-3.
ECE 540 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 545 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 631 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 631 is cross-listed with EED 631 and only one course may be counted for credit.
Elementary Education
EED 509 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 511 Mathematics for Children (3)
EED 512 Science for Children (3)
EED 513 Curriculum Integration in Teaching Social Studies (3)
EED 514 Practicum in Content Block (3)
EED 522 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 507, and only one may be taken for credit.
EED 530 Methods for Language and Literacy Development (3)
Prerequisite(s): Admission to Graduate Studies.
Corequisite(s): ECE 533, RDG 520, and RDG 521.
Requires Teacher Education Program eligibility. This course is required by all students enrolled in the Alt-A Early Childhood and Elementary Education programs. EED 530 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 533 Enhancing Learning through Children's Literature (3)
EED 540 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 541 Teaching Mathematics (3)
Advanced course in materials and teaching techniques for improving math concepts and skills.
EED 543 Social Studies and Today's Learner (3)
Advanced course in materials and methods of teaching social studies.
EED 544 Teaching Science (3)
Problems in development of science program in the elementary school; facilitating children's learning of science & its concepts and attitudes.
EED 545 Teaching Language Arts (3)
EED 548 Materials and Methods for the Multicultural Classroom (3)
Advanced course in materials and methods of teaching for the multicultural classroom.
EED 549 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 550 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 554 Integrating STEM and STEAM Into Practice (3)
This advanced online course examines the underlying philosophies and foundations of the accomplished elementary science teacher.
EED 620 Mathematical Pedagogy for Elementary Teachers (3)
Examination of current issues and methods related to elementary mathematics.
EED 622 Education Research Methodology (3)
In-depth analysis of the methods and procedures of research in education.
EED 623 Trends and Issues in STEM Education (3)
Examination of current issues and methods related to Science, Technology, Engineering, and Mathematics (STEM) Education.
EED 631 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 631 is cross-listed with ECE 631 and only one course may be counted for credit.
EED 642 Professional Publications in Elementary Education (3)
EED 643 Contemporary Social Studies for Elementary Classrooms (3)
Examination of current issues and methods related to Social Studies Education.
EED 644 Developing Publications in Elementary Education Trends (3)
Examination of current instruction, assessment, and best practices in Elementary Education.
Secondary Education
ESE 500 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 500.
ESE 502 Curriculum Development in Secondary Schools (3)
Advanced study of the theories, models, and practical application of curriculum development and revision in Secondary Schools.
ESE 505 Education Methods, Assessment, and Technology in Secondary Schools (3)
Corequisite(s): ESE 510.
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 510 Secondary Practicum One (3)
ESE 520 Teaching Mathematics (3)
ESE 521 Teaching Social Studies (3)
ESE 522 Teaching Language Arts (3)
ESE 523 Teaching General Science (3)
ESE 531 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 534 Secondary Practicum Two (3)
Corequisite(s): Appropriate special methods course ESE 520-523.
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.
ESE 540 Diversity and Multicultural Education in the United States (3)
Prerequisite(s): Student must fulfill one of the following in order to take this course
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 545 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 546 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 561 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 567 Literacy Theory and Practice (3)
ESE 570 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 571 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 572 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 573 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 590 Classroom Management Theory and Practice (3)
Prerequisite(s): Student must fulfill one of the following in order to take this course
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 provides an introduction to the major theories related to classroom management and appropriate application of these theories into the secondary school environment.
Reading Specialist
RDG 520 Teaching Reading (3)
Prerequisite(s): Teacher Education Program eligibility and RDG 540. 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 547 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.
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 547 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 521 Practicum in Teaching Reading (3)
RDG 530 Methods and Materials for Reading: Teaching Students with Exceptionalities in the Inclusive Setting (3)
Requires 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 538 Teaching Reading in ECE (3)
Methods, materials and research findings concerned with beginning reading instruction emphasizing P-3.
RDG 540 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 542 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 emphasison building expertise in literacy instruction, including traditional and new literacies across the curriculum. Simulations, scenarios, blogging, wiki posts, and refletion are an important component of this course.
RDG 543 Teaching Struggling Readers: Methods for Collaborative Education (3)
Prerequisite(s): Teacher Education Program eligibility; SPE 300 or 500, SPE 524, and SPE 554.
This course is required by all students enrolled in the Alt-A Special Education/Collaborative Education Programs. RDG 543 mirrors the Alt-A RDG 520 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 547 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 545 Teaching Language Arts (3)
RDG 546 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 547 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 567 Improvement of Reading in Secondary Schools (3)
RDG 572 Assessment of Diagnosis in Reading (3)
Prerequisite(s): EED 542 or RDG 542.
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 573 Intervention Strategies for Reading Instruction (3)
Prerequisite(s): EED 542 or RDG 542.
Examines research-based best practices in effective intervention strategies for students experiencing difficulties in reading; reading materials and programs will be examined and evaluated in terms of application for effective intervention instruction.
RDG 574 Practicum for Teachers of Reading (3)
Prerequisite(s): EED 542 or RDG 542.
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 575 Internship in the Organization and Supervision of Reading Programs (3)
Prerequisite(s): EED 542 or RDG 542.
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 624 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 500 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 509 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 512 Methods & Materials Mild Disabilities K-12 (3)
Prerequisite(s): SPE 502.
Advanced discussion of how mild disabilities affect academics and behavior; current methods for teaching and training individuals from kindergarten through graduation.
SPE 520 Technology for SPE (3)
Specialized applications of classroom technology to support UDL and RTI for students with disabilities with diverse learning needs.
SPE 521 Collaborative Reading/Math Strategies (3)
Strategies for identifying problems and planning instruction to remediate reading and/or math problems.
SPE 522 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 524 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 525 Collaborative Math Strategies (3)
Strategies for identifying problems and planning instruction to remediate math problems.
SPE 526 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 527 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 528 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 529 Collaborative Teaching for Secondary Classrooms (3)
Prerequisite(s): SPE 300 or 500, SPE 554 and SPE 524.
Corequisite(s): SPE 555, SPE 580.
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 532 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 533 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 535 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 536 Methods for Severe Disabilities (3)
Prerequisite(s): SPE 300 or 500, SPE 524 and SPE 554.
Corequisite(s): SPE 565.
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 537 Collaborative Teaching (3)
Prerequisite(s): SPE 300 or 500, SPE 524, and SPE 554.
Corequisite(s): RDG 543 and SPE 564.
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 551 Practicum in Mild Disabilities K-12 (3)
Prerequisite(s): A passing score on the appropriate Praxis II, permission of instructor, successful completion of SPE 509, 510, 528, 520, 521, and 533.
Practical teaching experiences in all public school core general education curriculum areas, as well as communication, social behavior, and transition skills.
SPE 554 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 555 Mathematics Strategies for Collaborative Special Education (3)
Prerequisite(s): SPE 300 or 500, SPE 524 and 554.
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 555 is cross-listed with EED 511 and only one course will count as credit.
SPE 563 Practicum in Severe Disabilities K-12 (3)
Prerequisite(s): A passing score on the appropriate Praxis II, permission of instructor, successful completion of SPE 509, 510, 528, 520, 521, and 533.
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 564 Practicum in Mild Methods K-12 (3)
Prerequisite(s): SPE 300 or 500, SPE 524 and SPE 554.
Corequisite(s): SPE 537 and RDG 543.
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 565 Practicum in Severe Methods K-12 (3)
SPE 566 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 567 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 568 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 570 Action Research in SPE (3)
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 580 Practicum in 6-12 Mild (2)
Prerequisite(s): SPE 300 or 500, SPE 524 and SPE 554.
Corequisite(s): SPE 529 and SPE 555.
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 584 Practicum in Severe Disabilities, K-6 (3)
Prerequisite(s): SPE 560, SPE 561, SPE 533, 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 585 Practicum in Severe Disabilities, 6-12 (3)
Prerequisite(s): SPE 560, SPE 561, SPE 533, 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 586 Practicum in Severe Disabilities (3)
Prerequisite(s): SPE 560 and SPE 561 or SPE 562, and 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 617 Advanced Strategies for Students with Disabilities-Elementary Level (3)
Prerequisite(s): SPE 300/500.
This course is designed to present specialist students with preparation in learning, reading, writing, note taking, math, social skills, content, and transition strategies for persons at the elementary level.
SPE 618 Advanced Strategies for Students with Disabilities-Secondary Level (3)
Prerequisite(s): SPE 300/500.
This course is designed to present specialist students with preparation in learning, reading, writing, note taking, math, social skills, content, and transition strategies for persons at the secondary level.
SPE 620 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 624 Writing for Professional Publication (3)
Refine and develop professional writing skills.
SPE 661 Advanced Research and Practices of Severe Disabilities, K-6 (3)
Prerequisite(s): SPE 560.
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 662 Advanced Research and Practices of Severe Disabilities, 6-12 (3)
Prerequisite(s): SPE 560.
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 684 Advanced Practicum in Special Education Collaborative Teacher K-6 (3)
Prerequisite(s): SPE 524, SPE 534, SPE 516, SPE 560, SPE 533, SPE 617, 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 Colaborative 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 685 Adv Prac SPE Coll Teacher 6-12 (3)
Prerequisite(s): SPE 525, SPE 534, SPE 516, SPE 560, SPE 533, and SPE 618 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.