Required Coursework

(Prerequisite, sophomore standing.) A survey of education from colonial times to the present including the history and philosophy of education. This course includes an analysis of the role of the local, state, and federal government in educational policy; an examination of the social forces that influence schools; ethical and legal issues involving the educational process; and multicultural/diversity issues in American education. There is a required field experience in the public or private schools.

This course addresses the need for literacy instruction at the middle and secondary levels designed to help adolescents become more skillful with reading, writing, speaking, listening, viewing, and performing in all content areas. Prospective teachers will gain knowledge about useful techniques and effective strategies for teaching students how to understand content materials; the process of reading to learn; the comprehension and vocabulary demands of subject-matter classrooms; definition of text and textbook evaluation; informal and formal assessment; evaluation of the students' reading skills; the accommodation of individual differences; integrating literacy standards into their specific content disciplines; and planning effective strategic lessons.

(Prerequisite, PY 100.) This course provides an introduction to each of the following exceptionalities: gifted and talented, learning disabled, mentally retarded, behavior disordered, visually impaired, hearing impaired, communication disordered, physically disabled, and early childhood disabilities. Specific information presented for each exceptionality includes the following: 1) etiology; 2) assessment/ identification; 3) characteristics, and 4) basic remediation/intervention techniques.

Using data to make classroom-based decisions involves collecting, managing, evaluating, and applying data in a critical manner. The focus of this course is to develop skills in the assessment of students and in the reasoning ability that is necessary to create, select, and administer assessments; analyze the assessment results; and apply concepts to make decisions about teaching and other professional activities based on data of all kinds. Assignments and projects tying this course content to the student's own teaching field are course requirements. Major topics include: selecting and developing assessments; reliability and validity; standardized testing and interpreting score reports (percentile scores); collecting and analyzing assessment data; using data of all kinds to improve student learning; value added measurement; using data to compare schools, states, and nations; correlation and the correlates of effective teaching.

(Prerequisite: Secondary Education Majors) This course will help secondary education students develop fundamental technology integration skills by providing hands‐on introduction to various technology devices and applications, with an emphasis on interdisciplinary uses of technologies in classroom teaching. Students will have an opportunity to develop lesson plans using technologies, discuss issues related to digital citizenship and become familiar with and integrate the standards to design and assess technology projects.

(Corequisites, ED333 and PY334) The course is for candidates who have been admitted to teacher education and enrollment concurrent with ED333 and PY334 in the same section is required. The course is designed to develop the following skills: organizing the secondary classroom; conducting lessons geared toward students of differing backgrounds and abilities; conducting lessons involving problem solving, group work, active engagement and self-motivation; developing a climate which fosters creative inquiry; developing skills for keeping students on task; and developing classroom management and discipline strategies. Candidate must secure advisor and teacher education admission director approval prior to enrollment.

(Corequisites, ED334 and PY334.) The course is for candidates who have been admitted to teacher education and enrollment concurrent with ED334 and PY334 in the same section is required. Candidates completing ED333 will demonstrate the ability to conduct curriculum development, including decision-making, planning for all learners, instruction, and assessment skills and reflection required of effective middle level and secondary teachers. An extensive field experience is required; this field experience is called the internship and is designed to have the candidate gain first-hand experience in classroom operations and in working with students in a school setting. Candidates will demonstrate critical thinking skills in their internship in a school, as they work with individuals, small groups, and the whole class. Candidates will also describe basic elements associated with current reform movements. Candidate must secure advisor and teacher education admission director approval prior to enrollment.

(Corequisites, ED333 and PY334) The course is for candidates who have been admitted to teacher education and enrollment concurrent with ED333 and PY334 in the same section is required. The course is designed to develop the following skills: organizing the secondary classroom; conducting lessons geared toward students of differing backgrounds and abilities; conducting lessons involving problem solving, group work, active engagement and self-motivation; developing a climate which fosters creative inquiry; developing skills for keeping students on task; and developing classroom management and discipline strategies. Candidate must secure advisor and teacher education admission director approval prior to enrollment.

Students will successfully complete the Teaching & Learning Portfolio (TLP), a requirement for program completion. The TLP is also a requirement for licensure in the state of Kansas.

(Prerequisite, admission to Phase II Teacher Education.) Participation, under supervision, in teaching at the secondary school level in an approved public school or the equivalent. Observation is stressed during the initial part of the course with responsible teaching emphasized as the course progresses. Assignment to consist of full-time teaching for one semester or the equivalent. Specific assignment is made by the student teaching office.