To address the educational needs of America's diverse student population, the professional preparation program in teacher education at Rocky Mountain College utilizes a strong theoretical component and applies that theory to the classroom via two practica, many volunteer opportunities, and numerous in-class teaching situations. Rocky Mountain College's program also provides pre-service teachers with opportunities to explore personal and group relationships so they will have confidence in facilitating student interaction in their own future classrooms.

The goal of Rocky Mountain College's education program is to provide students with the knowledge, skills, and dispositions necessary to be successful as beginning teachers in schools today and to continue as life-long reflective professionals. To achieve this goal, Rocky Mountain College provides students with a strong liberal arts background, in-depth study in the fields in which they plan to teach, the professional knowledge and skills essential for effective teaching, and extensive school-based experience in a variety of school settings.

The teacher education program at Rocky Mountain College will enable its graduates to

• apply their knowledge of human growth, development, and learning to the individual learning styles of all students;
• demonstrate a thorough knowledge of the professional literature and the current trends, issues, research, and research methods across disciplines and in each pertinent content area;
• communicate clearly, accurately, and professionally, in speech and writing, to peers, colleagues, parents/families, community persons, and other community organizations;
• demonstrate knowledge of the legal and ethical responsibilities of educators as well as the underlying foundations and history of education in the United States;
• engage students in learning activities that promote critical as well as creative thinking;
• describe major educational aspects of the American school, including its purpose, administrative organization, financial aspects, board functions, and general operations;
• reflectively analyze their teaching and learning in order to improve throughout their careers;
• diagnose and remediate reading deficiencies in their students and confidently select age- and skill-level appropriate reading materials across the content areas;
• teach listening, speaking, reading, and writing skills appropriate to students' ability levels and content areas;
• design and organize learning environments that accommodate individual learning styles that enable students to be active, self-directed learners;
• implement classroom management strategies to create a cooperative learning environment, one that promotes students' self-esteem and helps them respect the rights, interests, heritage, and abilities of others;
• choose and create appropriate, authentic means of assessing student learning and progress;
• select and design strategies and materials for interdisciplinary teaching and learning experiences as well as for teaching discrete subject areas; and
• educate American Indian students via an exploration of unique cultures, family backgrounds and traditions, and subtle differences in values and of ways of learning, thus ensuring that American Indian students feel included in the classroom.

Career Paths:
Completion of the Elementary, Secondary or K-12 program provides a strong base for students who wish to go directly into teaching or who wish to pursue advanced professional training in specialized educational programs such as special education, guidance and counseling, and school administration. Completion of the Non-teaching Endorsement Education program provides a strong base for students who wish to work with children or youth in settings that do not require a teaching license.

Program Basics for Admittance to the Teacher Education Program

The competencies expected by the Rocky Mountain College teacher education program include

1. Communication: Communication competencies are demonstrated by such behaviors as using the appropriate syntax, inflection, and word choice in oral communication; speaking distinctly and with confidence; and using correct spelling, standard English language mechanics, and meaningful word choice in written expression. Further, communication with students and families is demonstrated by sensitivity to the situation and family circumstances of the students.
2. Intellectual ability (conceptual, integrative, and quantitative) for problem solving and effective teaching: The student must have the cognitive abilities necessary to master relevant content in subjects commonly taught in K-12 schools and pedagogical principles and their application in field settings at a level deemed appropriate by the faculty. These skills may be described as the ability to comprehend, memorize, analyze, and synthesize material. Students must be able to develop reasoning and decision-making skills appropriate to the practice of teaching.
3. Dispositions: The candidate must demonstrate the professional, behavioral, and social dispositions necessary for the effective performance of a teacher.

Admission to the Teacher Education Program

To be admitted to the teacher education program, students must do the following:

1. successfully complete ENG119 or an equivalent writing course, EDC202, PSY205 or PSY206, earning at least a grade of “C-” in each;
2. successfully complete the first of two required field practica (EDC291E or EDC291S);
3. receive a passing score on the education department's supervised writing examination;
4. conduct a satisfactory interview with representatives of the teacher education committee; and
5. have an overall minimum GPA of 2.75 with a minimum GPA of 2.75 in the education field and in the major courses.

Students who receive a grade lower than “C-” in any required edcuation course, even if that grade does not result in a GPA lower than the required 2.75 GPA, must re-take that course(s). A grade of C- or better will be required for the repeated course(s).

Students admitted to the teacher education program must continue to meet minimum program standards or they may be dropped from the program. These standards include maintaining the required GPA (see #5 above) and demonstrating responsible dispositions toward learning in all college work as indicated under the “dispositions” section of the teacher education program handbook. The teacher education program handbook is on the College's website under the “academics” and then “education” links. All education students are required to adhere to the requirements and guidelines in the handbook.

Praxis II Exam

All students must take and pass the appropriate portions of the Praxis II exam (consult your advisor for the required portions) before or directly subsequent to the student teaching semester. This is a licensure requirement.

Admission to Student Teaching

To be admitted to student teaching, students must meet the following requirements:

1. admission to the teacher education program (see the teacher education program handbook for details);
2. senior standing with a minimum overall GPA of 2.75;
3. completion of all required coursework except student teaching and its related seminar; and
4. approval of the teacher education committee.

Transfer Courses

All transfer courses used to substitute for courses required in the teacher education program must be approved by the teacher education committee. An official transcript must be sent directly to the office of student records from any previous institution(s).

Transfer Students

Students transferring into the teacher education program must meet all Rocky Mountain College requirements for transfer students and must complete a minimum of 12 semester hours in the Rocky Mountain College teacher education program prior to student teaching;

Students with Degrees from Other Colleges

1. must complete a minimum of 12 semester hours at Rocky Mountain College before student teaching;
2. must meet all Rocky Mountain College teacher education program requirements for student teaching; and
3. must meet all Rocky Mountain College teacher education program requirements for the teaching major and minor and be recommended by the respective department before student teaching.

Major in Elementary Education

A major in elementary education prepares students for teaching at the elementary school level (K-8). Candidates must be admitted to the Teacher Preparation Program to pursue the Elementary Education degree.

Required courses in the elementary education program are:
ENG119 First Year Writing
MAT103 Mathematics for Elementary school Teachers I
MAT104 Mathematics for Elementary school Teachers II
PSY205 Human Development I
PSY206 Human Development II
HST211 American History I or HST212 American History II
EDC202 Foundations of Education
EDC291E Field Practicum: Elementary school
EDC302 Educational Psychology
EDC310 Classroom Management
EDC330 Introduction to Teaching Exceptional Learners
EDC336 Education Technology
EDC/ART338 Methods and Materials: Teaching Art in the Elementary School
EDC341 Methods and Materials: Teaching Health in the Elementary School
EDC342 Methods and Materials: Teaching Physical Education in Elementary School
EDC/MUS344 Methods and Materials: Teaching General Music in the Elementary School
EDC349 Methods and Materials: Teaching Mathematics in the Elementary School
EDC350 Methods and Materials: Teaching Reading and Language Arts in the Elementary School
EDC355 Methods and Materials: Teaching Social Studies in the Elementary School
EDC356 Methods and Materials: Teaching Science in the Elementary School
EDC360 Children's Literature
EDC365 Native American Education: History and Best Practices
EDC370 Student Health and Safety
EDC391E Field Practicum: Elementary School
EDC402 Curriculum and Pedagogy
EDC427 Standards, Instruction and Student Assessment
EDC453 Student Teaching in the Elementary School
EDC490E Seminar: Elementary Education

Content Knowledge Assessment

The assessment for content knowledge required by the No Child Left Behind Act for elementary education majors consists of the following multiple measures:

1. Thirty credits of content coursework. A GPA of that coursework will be calculated on a 0 to 4 point scale prior to program completion. The range will be 3.00-4.00=4 points; 2.50-2.99=3 points; 2.00-2.49=1 point; below 2.00=0 points;
2. Assessment of content knowledge demonstrated during student teaching by a highly qualified teacher and a college supervisor on a scale of 0 to 3 based on demonstration of content knowledge. The following descriptors will be used: "knowledge is advanced"=3 points; "knowledge is proficient"=2 points; "knowledge is basic"=1 point; "knowledge is unacceptable"=0 points.

Score on the PRAXIS II Elementary Content Knowledge Test determined as follows: 164-200=6 points; 154-163=5 points; 139-153=3 points; 125-138=1 point; 100-124=0 points.

Rocky Mountain College's education department will use the above components to develop a Content Knowledge Score (CKS) to be calculated as follows: CKS=Content GPA points + Student Teaching Assessment points + PRAXIS points. The possible range for the CKS is 0-13 (0-11 as of 1/1/13). Students scoring lower than CKS=8 (7 as of 1/1/13), or who score zero on any of the three multiple measures, shall not be recommended for licensure.

A score of one (1) on any of the multiple measures will trigger an individualized review of the student's content knowledge and teaching skill by Rocky Mountain College's teacher education program faculty before recommending that student for licensure.

Major in Secondary Education

A major in secondary education prepares students for teaching at the secondary school level (5-12).

Required courses in the secondary education program are:
ENG119 First Year Writing
EDC202 Foundations of Education
EDC291S Field Practicum: Secondary or K-12 School
PSY205 Human Development I
PSY206 Human Development II
EDC302 Educational Psychology
EDC310 Classroom Management
EDC330 Introduction to Teaching Exceptional Learners
EDC336 Educational Technology
EDC353 Teaching Reading and Writing in the Content Areas
EDC365 Native American Education: History and Best Practices
EDC370 Student Health and Safety
EDC391S Field Practicum: Secondary or K-12 School
EDC402 Curriculum and Pedagogy
Appropriate Content - Area - Specific Senior Methods Course
EDC427 Standards, Instruction and Student Assessment
EDC452 Student Teaching in the Secondary School (Grades 5-12)
EDC490S Seminar: Secondary/K-12 Education

Students must complete an education major in one of the following fields: biology, English, history, mathematics, psychology, social studies broadfield, science broadfield-biology, or science broadfield-chemistry.

Students must complete an education minor in one of the following fields: biology, English, history, mathematics, political science, psychology, reading, or theatre arts. In some cases, an extended single-field education major of at least 40 credits may be substituted for the major-plus-minor plan.
Secondary education students should carefully study departmental requirements listed under the various departments in the catalog, since in many cases, requirements for teaching licensure are different from general majors or minors.

Content Knowledge Assessment

The assessment for content knowledge required for licensing by the state of Montana (beginning 1/1/13) consists of the following multiple measures:

1. A GPA of thirty credits of content coursework that will be calculated on a 0 to 4 point scale prior to program completion.
2. Assessment of content knowledge demonstrated during student teaching as rated on a 0 to 3 point scale by a highly qualified teacher and a college supervisor .

Score on the appropriate PRAXIS II content knowledge test as calculated on a 0 to 4 point scale..

Rocky Mountain College's licensing officer will use the above components to develop a Content Knowledge Verification Score (CKS) to be calculated as follows: CKS=Content GPA points + Student Teaching Assessment points + PRAXIS points. The possible range for the CKS is 0-11. Students scoring lower than CKS=7, or who score zero on any of the three multiple measures, shall not be recommended for licensure.

A score of one (1) on any of the multiple measures will trigger an individualized review of the student's content knowledge and teaching skill by Rocky Mountain College's teacher education program faculty before recommending that student for licensure.

Major in K-12 Education

To become a teacher of art, music, or physical education and health, the student must be prepared to teach at all levels, K- 12. Students must complete an education major in one of the following fields: art, music, or physical education and health.

Required courses for the K-12 teacher education program are:
ENG119 First Year Writing
EDC202 Foundations of Education

Choose one:
EDC291E Field Practicum: Elementary School or
EDC291S Field Practicum: Secondary or K-12 School

PSY205 Human Development I
PSY206 Human Development II
EDC302 Educational Psychology
EDC310 Classroom Management
EDC330 Introduction to Teaching Exceptional Learners
EDC336 Educational Technology
EDC353 Teaching Reading and Writing in the Content Areas
EDC365 Native American Education: History and Best Practices
EDC370 Student Health and Safety
EDC402 Curriculum and Pedagogy
PEH420 (for PEH majors only)
EDC427 Standards, Instruction and Student Assessment
EDC454 Student Teaching (Grades K-12)
EDC490S Seminar: Secondary/K-12 Education

Choose one of the following:
EDC391E Field Practicum: Elementary School
EDC391S Field Practicum: Secondary or K-12 School

Note: K-12 majors must have one elementary-level practicum experience and one secondary-level practicum experience.

Content Knowledge Assessment

The assessment for content knowledge required for licensing by the state of Montana (beginning 1/1/13) consists of the following multiple measures:

1. A GPA of thirty credits of content coursework that will be calculated on a 0 to 4 point scale prior to program completion.
2. Assessment of content knowledge demonstrated during student teaching as rated on a 0 to 3 point scale by a highly qualified teacher and a college supervisor .

Score on the appropriate PRAXIS II content knowledge test as calculated on a 0 to 4 point scale..

Rocky Mountain College's licensing officer will use the above components to develop a Content Knowledge Verification Score (CKS) to be calculated as follows: CKS=Content GPA points + Student Teaching Assessment points + PRAXIS points. The possible range for the CKS is 0-11. Students scoring lower than CKS=7, or who score zero on any of the three multiple measures, shall not be recommended for licensure.

A score of one (1) on any of the multiple measures will trigger an individualized review of the student's content knowledge and teaching skill by Rocky Mountain College's teacher education program faculty before recommending that student for licensure.

Nonteaching Major in Education

A student who wants to graduate in education, but does not plan to teach, must complete the requirements for the elementary, secondary or K-12 major with the exception of student
teaching. An educationally related internship is required. The courses required for the elementary, secondary, and K-12 majors are listed above. Nonteaching education majors do not need to take EDC452, EDC453, EDC454, EDC490E or EDC490S. The nonteaching major must also take EDC450 Internship.

Minor in Reading

The Rocky Mountain College reading minor is targeted at K-12 education majors aspiring to obtain a K-12 reading endorsement. Upon successful completion of the required courses, the candidate is eligible to apply for the State of Montana Reading Specialists K-12 endorsement. Following the completion of eight required courses, Rocky Mountain College students are eligible for the reading endorsement.

Required courses:
EDC305 Emergent Literacy
EDC318 Diagnostic Assessment of Reading
EDC350 Methods and Materials: Teaching Reading and Language Arts in the Elementary School
EDC353 Teaching Reading and Writing in the Content Areas
EDC357 Reading Clinic
EDC360 Children's Literature
EDC362 Adolescent Readers
EDC376 Writing Process for K-12 Students

EDC202 - Foundations of Education

Semester: Fall and Spring
Semester hours: 2
This is an introductory course for students considering teaching as a career. It provides an overview of the purposes of education, the legal basis for schools, school organization and finance, the job of the teacher, general curriculum concepts, school-community relationships, partnering with parents, multicultural education, gender equity in the class-room, and other issues in education today. Students are assisted in clarifying their career goals related to teaching and in planning an educational program to meet those goals.

EDC291E - Field Practicum: Elementary School

Semester: Fall and Spring
Semester hours: 1
This course provides practical field experience in an elementary classroom. Each credit hour requires 40 hours of experience. Students must complete the practicum during the fall or spring semester over a period of between 10-14 weeks. Students must complete a field practicum before they can be admitted to the teacher education program. Sophomore standing is required. Students must be able to schedule 2-3 hour blocks of time twice a week, and provide their own transportation.
Prerequisite: EDC 202
Co-requisite: EDC 202

EDC291S - Field Practicum: Secondary and/or K-12 School

Semester: Fall and Spring
Semester hours: 1
This course provides practical field experience in a middle or secondary school. Each credit hour requires 40 hours of experience. Students must complete the practicum during the fall or spring semester over a period of between 10-14 weeks. Students must complete a field practicum before they can be admitted to the teacher education program. Sophomore standing is required. Students must be able to schedule 2-3 hour blocks of time twice a week, and provide their own transportation.
Prerequisite: EDC 202
Co-requisite: EDC 202

EDC302 - Educational Psychology

Semester: Fall and Spring
Semester hours: 3
This course is designed to aid the student in continuing to develop an understanding of human behavior, especially as that understanding applies to elementary and secondary classrooms. Emphasis will be on why and how human learning takes place and how that learning relates to schools and teaching situations where the needs of each student must be considered. The course also includes participation in and the analysis of interpersonal relations and communication skills. Students must complete EDC302 before they can be admitted to the teacher education program. This course is cross listed with PSY 302.
Prerequisite: PSY 205 or PSY 206

EDC305 - Emergent Literacy

Semester: Spring
Semester hours: 3
This course will provide students with in-depth information regarding the acquisition of language as it pertains to the reading process. Primary focus will be on birth to age 5 and the importance of expressive and receptive language acquisition as it relates to the reading and writing process. Particular emphasis will be placed on key research relating to English as a Second Language, Limited English Proficient, and bilingual learners as that research relates to overall reading and writing achievement. Students will be required to administer reading and writing assessments that will guide instruction for the emergent reader. The alphabetic principle and phonemic awareness will be of primary focus.
Prerequisite: Admission to the teacher education program

EDC310 - Classroom Management

Semester: Spring
Semester hours: 2
This course reviews the fundamental skills of classroom management. Students will be presented with a systemic approach to classroom management. Enforcing classroom standards, building patterns of cooperation, maximizing learning, and minimizing disruptions in order to establish and maintain an effective and safe classroom-learning environment will be emphasized.
Prerequisite: Admission to the teacher education program

EDC318 - Diagnostic Assessment of Reading

Semester: Spring
Semester hours: 3
This course will provide students with extensive knowledge relating to reading assessment tools. Students will become knowledgeable about reading diagnostic tools that provide information about placing children at instructional and independent reading levels, improving sight word vocabulary (DIBELS), improving oral reading fluency (DIBELS) and miscue analysis (running records). Students will also become skilled in the use of criterion and norm-referenced reading and writing assessments to drive reading and writing instruction. Students will be required to acquire all reading data on a specific student, create, and then implement both an enrichment and remediation plan for the student(s).
Prerequisite: Admission to the teacher education program
Co-requisite: EDC 357

EDC330 - Introduction to Teaching Exceptional Learners

Semester: Fall
Semester hours: 3
This course introduces students to the characteristics, legal requirements, programming, and service requirements for exceptional learners, including gifted and talented students. Categories of disabilities addressed will be those outlined within PL94-142. Emphasis will be given to education with-in the least restrictive environment.
Prerequisite: Admission to the teacher education program

EDC336 - Educational Technology

Semester: Fall and Spring
Semester hours: 1
This course is designed to prepare preservice elementary, secondary, and K-12 teachers in the appropriate use of instructional technology, thus fostering an intellectually active and technologically supportive classroom. Students will explore and evaluate instructional software packages, assess Internet resources, build a portfolio of resources appropriate to a grade level and content area, design lesson plans, create and explore tests and other evaluative tools, and learn ways of creating strong parental contacts. The course will culminate in a comprehensive, student-designed multimedia presentation.
Prerequisite: Admission to the teacher education program

EDC338 - Methods and Materials: Teaching Art in the Elementary School (and Secondary when Applicable)

Semester: Spring
Semester hours: 3
This course focuses on the methods and materials for teaching art in the elementary and middle school (and secondary schools when applicable). This course is cross listed with ART 338.
Prerequisite: Admission to the teacher education program or permission of the instructor.

EDC341 - Methods and Materials: Teaching Health in the Elementary School

Semester: Fall
Semester hours: 2
This course provides competency in the delivery and evaluation of planned learning programs for elementary school children. Content will include knowledge of the purpose and scope of a health curriculum, appropriate health topics, and lesson planning. Multimedia based learning will be examined.
Prerequisite: Admission to the teacher education program

EDC342 - Methods and Materials: Teaching Physical Education in the Elementary School

Semester: Spring
Semester hours: 2
This course provides competency in the delivery and evaluation of planned learning programs for elementary school children. Content will include knowledge of the physiological, psychological, and motor developmental needs of elementary-age children and the implication for curriculum development and implementation. Includes experience working with children in an on-campus Saturday morning program.
Prerequisite: Admission to the teacher education program

EDC344 - Methods and Materials: Teaching General Music in the Elementary School

Semester: Fall
Semester hours: 3
This course provides a study of trends in philosophy, curriculum and program development, traditional instructional materials, Orff/Kodaly, and other innovative teaching techniques for elementary school and early childhood general music. This course is cross listed with MUS 344.
Prerequisite: Admission to the teacher education program

EDC349 - Methods and Materials: Teaching Mathematics in the Elementary School

Semester: Spring
Semester hours: 3
This course focuses on the methods and materials for teaching mathematics in the elementary school based on the National Council of Teachers of Math standards.
Prerequisite: MAT 103 or MAT 104 and admission to the teacher education program

EDC350 - Methods and Materials: Teaching Reading and Language Arts in the Elementary School

Semester: Fall
Semester hours: 4
This course provides an integrated approach to the language arts curriculum of listening, speaking, reading, and writing, an approach which corresponds to the development of language skills. Methods of teaching the language arts; the use of books, other written materials, and audiovisual materials; the use of computer programs; methods of assessing and evaluating achievement; and ways of organizing the curriculum form a major portion of the course. The course provides increased familiarity with literature appropriate for elementary school children.
Prerequisite: Admission to the teacher education program; junior standing required.

EDC353 - Teaching Reading and Writing in the Content Areas

Semester: Spring
Semester hours: 2
This course provides K-12 music, art, and physical education and health preservice teachers as well as secondary- level preservice teachers with the tools to teach listening, speaking, grammar, vocabulary, spelling, writing, and study skills with the aim of helping their future students achieve content area literacy and basic necessary reading skills. Learners with special reading needs are addressed, and the writing process and the use of literature in the content class- room are examined. Students also evaluate content-based materials for their reading difficulty level and appropriate- ness and apply the 6-Traits Writing Projects' techniques across disciplines.
Prerequisite: Admission to the teacher education program

EDC355 - Methods and Materials: Teaching Social Studies in the Elementary School

Semester: Fall
Semester hours: 3
This course provides an integrated approach to the social studies K-8 curriculum in elementary and middle schools. Emphasis is on the development of daily, weekly, and unit lesson plans. A variety of instructional strategies will be reviewed and practiced. Methods of organizing the curriculum, methods of teaching, and the use of various technological tools are emphasized. The scope and sequence of various curricula will be examined.
Prerequisite: Admission to the teacher education program

EDC356 - Methods and Materials: Teaching Science in the Elementary School

Semester: Fall
Semester hours: 3
This course is designed to provide an integrated approach to the science K-8 curriculum in elementary and middle schools. Emphasis is on the development of daily, weekly, and unit lesson plans. A variety of instructional strategies, including hands-on activities, will be reviewed and practiced. Students will be expected to participate in a teaching team and create integrated thematic lessons.
Prerequisite: Admission to the teacher education program

EDC357 - Reading Clinic

Semester: Fall and Spring
Semester hours: 2
This course will provide students the opportunity to work with off level readers in a clinical setting. Students will complete 40 hours of clinical instruction for a reluctant or underachieving reader or writer. Individualized prescriptive plans will be developed based on reading and writing assessments given in the clinical setting. Special attention will be placed on read- ing and writing assessment driving reading and writing instruction through the use of one-to-one instruction. Students will become familiar with K-12 reading/writing curriculum to use for instruction. A written clinical report will be the culminating project for the reading clinic course.
Prerequisite: Admission to the teacher education program

EDC360 - Children's Literature

Semester: Spring
Semester hours: 3
This course is designed to increase familiarity with a variety of genres of literature appropriate to the elementary classroom: traditional, modern fantasy, contemporary realistic fiction, poetry, historical fiction, biography, and multi-ethnic literature. Students will evaluate literature for its personal, social, and aesthetic values and will develop effective reading selection criteria.
Prerequisite: Admission to the teacher education program or permission of the instructor.

EDC362 - Adolescent Readers

Semester: Fall
Semester hours: 3
This course will provide information on how to work with struggling readers at the middle and high school level. Students will become familiar with high-interest/low-vocabulary literature and how to infuse this tool as part of a remediation plan. Students will be required to develop and implement an individualized remediation plan for a middle or high school student who is reading off level.
Prerequisite: Admission to the teacher education program

EDC365 - Native American Education: History and Best Practices

Semester: Spring
Semester hours: 3
This course examines the forms of traditional American Indian education, historic federal boarding schools, and sectarian and public school approaches to American Indian education. Federal educational policies are reviewed, including 1930's Indian school reform, 1960's community control, civil rights related developments, and 1970's tribal control of education. American Indian education best practices include approaches to language and culture issues, intergenerational learning, dropout prevention, American Indian student educational experiences, and pedagogical practice that works best with Indian students.
Prerequisite: Admission to the teacher education program

EDC370 - Student Health and Safety

Semester: Spring
Semester hours: 2
This course focuses on the recognition of issues that obstruct student learning and on referral to appropriate services, since teachers must help ensure a healthy and safe learning environment. Topics to be studied are classroom safety, communicable diseases, drug abuse, first aid, nutritional deficiencies, physical and emotional abuse, psychological disorders and school violence.
Prerequisite: Admission to the teacher education program

EDC376 - Writing Process for K-12 Students

Semester: Fall
Semester hours: 3
This course will provide students with knowledge about the writing process starting from the emergent level to the advanced level. In addition, students will become knowledgeable about numerous researched-based writing models, which implement both an analytical and holistic rubric for assessment. Focus will be how writing assessment drives the writing instructional process. Using literature to teach writing will be a key component of this course. Topics will include student conferencing, conducting a writing assessment and revision and editing process.
Prerequisite: Admission to the teacher education program or permission of the instructor.

EDC391E - Field Practicum: Elementary School

Semester: Fall and Spring
Semester hours: 1
This course provides practical field experience in an elementary classroom. Each credit hour requires 40 hours of experience. Students are required to take an active part in class-room activities by teaching a minimum of two full lessons. Students must complete the practicum during the fall or spring semester over a period of between 10-14 weeks. Students must be able to schedule 2-3 hour blocks of time twice a week, and provide their own transportation.
Prerequisite: Admission to the teacher education program; junior standing is required.

EDC391S - Field Practicum: Secondary or K-12 School

Semester: Fall and Spring
Semester hours: 1
This course provides practical field experience in a middle or secondary school. Each credit hour requires 40 hours of experience. Students are required to take an active part in classroom activities by teaching a minimum of two full lessons. Students must complete the practicum during the fall or spring semester over a period of between 10-14 weeks. Prerequisites: admission to the teacher education program. Students must be able to schedule 2-3 hour blocks of time twice a week, and provide their own transportation.
Prerequisite: Admission to the teacher education program; junior standing is required.

EDC402 - Curriculum and Pedagogy

Semester: Spring
Semester hours: 3
This course blends theory and practice to provide a comprehensive overview of the principles and practical application of curriculum. The historical, psychological, ethical, and theoretical foundations of curriculum will be explored as well as current issues, trends, and pedagogical
practices. Case studies, class discussion, and DVD study of preservice teachers at various levels of expertise will be utilized to study K-12 curriculum and instruction, with an emphasis on planning, student-teacher communication, motivation, positive student management as it relates to curriculum, instructional methodology, ethics, and overall professionalism.
Prerequisite: Admission to the teacher education program; junior standing required.

EDC427 - Standards, Instruction, and Student Assessment

Semester: Spring
Semester hours: 3
This course focuses on various forms of assessment including federal, state, and local testing and the appropriate use of assessment results. Ways of establishing meaningful and fair assessments will be explored. The reliability and validity of some assessment tools will be examined, and methods of item analysis discussed.
Prerequisite: MAT 100 or equivalent; admission to the teacher education program; junior standing strongly recommended.

EDC450 - Internship

Semester: On Demand
Semester hours: 6
This course serves as a capstone course for nonteaching education majors, and will consist of a field experience for qualified senior students graduating with this major. Internships will take place in non-traditional educational settings and be supervised by education faculty.
Prerequisite: Completion of all required education courses in elementary education, secondary education, or K-12 education except student teaching (EDC 452, EDC 453, or EDC 454, and EDC 490E or EDC 490S); permission of the Teacher Education Committee; and an internship contract.

EDC452 - Student Teaching in the Secondary School

Semester: Fall and Spring
Semester hours: 9
This course requires a minimum of 15 weeks of practice teaching at the 5-12 grade level; student teachers are required to modify their assignment according to the host school's calendar. Students must pay a student teaching fee in addition to regular college expenses.
Prerequisites: Permission of the Teacher Education Committee and all required education coursework.

EDC453 - Student Teaching in the Elementary School

Semester: Fall and Spring
Semester hours: 9
This course requires a minimum or 15 weeks of practice teaching at the K-8 grade level; student teachers are required to modify their assignment according to the host school's calendar. Students must pay a student teaching fee in addition to regular college expenses.
Prerequisites: Permission of the Teacher Education Committee and all required education coursework.

EDC454 - Student Teaching (Grades K-12)

Semester: Fall and Spring
Semester hours: 9
This course requires a minimum of 15 weeks of practice teaching at both the K-8 and 5-12 grade levels for physical education and health, art, and music education majors. Student teachers are required to modify their assignment according to the host school's calendar. Students must pay a student teaching fee in addition to regular college expenses.
Prerequisites: Permission of the Teacher Education Committee and all required education coursework.

EDC490E - Seminar: Elementary Education

Semester: Fall and Spring
Semester hours: 3
This course examines selected topics in elementary education at regularly scheduled meetings. Registration in this seminar is mandatory for all elementary education student teachers.
Prerequisite: Admission to the teacher education program
Co-requisite: EDC 453

EDC490S - Seminar: Secondary/K-12 Education

Semester: Fall and Spring
Semester hours: 3
This course examines selected topics in secondary and K-12 education at regularly scheduled meetings. Registration in this seminar is mandatory for all secondary and K-12 students.
Prerequisite: Admission to the teacher education program
Co-requisite: EDC 452 or EDC 454