Graduate Catalog

Middle-Level/High School

Lewis & Clark offers an outstanding 13- to 14-month program leading to completion of a Master of Arts in Teaching (M.A.T.) degree with initial teaching license and one content-area endorsement. Our preservice program for new teachers emphasizes the following:

  • Dynamic learning environments that foster caring, community, equity, and inclusion and promote diverse perspectives.
  • Classroom experiences characterized by intellectual debate, rigorous learning, intellectual growth, and dedication to social justice.
  • School and classroom contexts designed to foster connections and to eliminate the impact of barriers to academic success as well as personal growth for all students.
Scholarships and Grants

Various scholarships are available to preservice teacher education students. Information about the selection process for these funds is available online: www.lclark.edu/graduate/offices/admissions/paying_for_graduate_school/scholarships

About the Oregon Initial I Teaching License

Students seeking a license to teach in Oregon who successfully complete, in good standing, any of the licensure options offered by Lewis & Clark as well as all state-required tests receive institutional recommendation to the Oregon Teacher Standards and Practices Commission (TSPC) for an Initial I Teaching License.

Applying for Licensure

Following Lewis & Clark's recommendation, teacher candidates must apply for a license directly to TSPC by submitting the appropriate forms, fees, test scores, and transcripts. Information about filing for a license is available from Lewis & Clark's K-12 Educational Career and Licensing Services office, which you can find at www.lclark.edu/graduate/career_and_licensing/k-12.

Accreditation

Lewis & Clark's graduate programs leading to licensure and endorsement are approved by the National Council for Accreditation of Teacher Education (NCATE) and the Oregon Teacher Standards and Practices Commission (TSPC).

Master of Arts in Teaching With Initial I Teaching License, Middle-Level/High School Authorizations

Lewis & Clark offers a full-time, "summer to summer" program for beginning educators in middle and high school (grades 5-12) in subject areas including mathematics, science (choose biology, chemistry, physics, or integrated science), social studies, art, and English language arts. A specialty-area endorsement also may be offered in art. The Middle-Level/High School Program prepares candidates for an Initial I Teaching License to teach specific subjects in grades 5-12. 

The M.A.T. degree in middle and high school education includes coursework in education foundations, adolescent development and learning, culturally responsible teaching, content-specific methods, as well as practicum and supervised teaching experiences. Teacher candidates must also participate in the interdisciplinary graduate Core program. The supervised field experience focuses on developing disciplinary knowledge for the purposes of teaching, with an emphasis on research in theory and best practices, including but not limited to creating democratic learning communities, designing educational opportunities that cultivate connections between learners and their communities, and incorporating a range of teaching and technological resources.

M.A.T. candidates begin coursework in mid-June of each year and continue through the following summer. The program includes a full school year of field experience with a veteran mentor in a local school and the fall practicum at the teacher candidate's second licensure level (i.e., if a candidate is placed in a middle school internship, the practicum will be at the high school level).

The program begins with Orientation in mid-June. Candidates then complete a three-day intensive professional writing course, followed by courses in education and one or two content area electives. After a short break, candidates are expected to begin work with their mentors the week before the opening of school in the fall (typically the week before Labor Day). During the fall semester, candidates continue to examine subject matter specific to their content area coupled with educational theory and research. In addition, they reflect on their developing professional identity, spending time in the high school or middle school classroom observing and tutoring students, assisting the mentor teacher, and planning and teaching some lessons. Candidates take on the teaching of one class period in December. In the spring semester, candidates continue to teach the one class they took on in December and begin new coursework on campus, with an emphasis on curriculum, inquiry, and classroom management as well as a seminar to support their teaching and job search. After spring break, candidates take on "full-time" teaching, which continues until the end of the public school year. The second summer includes additional coursework in education and disciplinary knowledge. Candidates may be eligible for licensure at the end of 12 months, leaving the second summer session for completion of master's degree requirements.

M.A.T. Degree Requirements

A minimum of 40 semester hours, distributed as follows:

Course Requirements
First Summer
LA 531Writing and the Writing Process1
ED 550Social, Historical, and Ethical Perspectives on Education*2
ED 552Adolescent Development: Understanding Your Learners*2
ESOL 540Culturally Responsive Teaching in Linguistically Diverse Classrooms*2
Fall Semester
ED 540Middle-Level/High School Field Experience I*2
ED 553Teaching for Social Justice: Middle-Level/High School Field Experience Seminar I*1.5
ED 551Literacy and Teacher Research*2
ED 533Legal Issues in Education*1
ESOL 535AEnglish Language Learners: Theory*1
ART 579Teaching Art to Adolescents*4
or LA 579 Teaching Language Arts to Adolescents
or MATH 579 Teaching Mathematics to Adolescents
or SCI 579 Teaching Science to Adolescents
or SS 579 Teaching Social Studies to Adolescents
Spring Semester
ED 541Middle Level/High School Field Experience II*3
ED 554Teaching for Social Justice: Middle-Level/High School Field Experience Seminar II*1.5
ED 560Classroom Management: Co-Building a Learning Community*2
ART 564Curriculum and Inquiry: Art*3
or LA 564 Curriculum and Inquiry: Language Arts
or MATH 564 Curriculum and Inquiry: Mathematics
or SCI 564 Curriculum and Inquiry: Science
or SS 564 Curriculum and Inquiry: Social Studies
ESOL 535BEnglish Language Learners: Theory in Practice*1
Second Summer
ED 543Middle-Level/High School Field Experience III*3
ED 573Teaching for Social Justice: Classroom Management Workshop*1
SPED 505Teaching Students with Exceptionalities in Inclusive School Settings*1

*

In order for a student to be recommended for the Oregon Initial I Teaching License, all courses with an asterisk must be complete, along with one subject-area elective and all required tests.

Content-Area Courses

A minimum of 6 semester hours and three courses in the student's designated content area.

Graduate Core Requirement

Students must complete three Core Units. One Core Unit is fulfilled by attending the Graduate School’s annual Convocation. Core experiences that fulfill the additional two-unit requirement are described on the Core website.

Master of Arts in Teaching With Initial I Teaching License and ESOL Endorsement, Middle-Level/High School Authorizations

Public schools are experiencing significant demographic shifts with sometimes dramatic increases in speakers of languages other than English. Some aspiring educators may wish to have more extensive preparation for working with culturally and linguistically diverse students. Students preparing to become teachers in the Middle-Level/High School program can pursue a 48-semester-hour program of study that will allow them to earn an ESOL endorsement alongside their M.A.T. degree (admissions preference is given to native bilingual speakers). Possessing an ESOL Endorsement early in your teaching career can provide a significant benefit to you as you seek jobs and prepare to work with diverse students and families in schools. 

The M.A.T. with ESOL Endorsement program requires 8 additional semester hours of coursework in ESOL topics. In addition to the full-year student teaching placement for the M.A.T degree, students also complete an ESOL practicum during the fall and spring semesters (which may or may not occur in the same school site as M.A.T. student teaching). Preparation for the endorsement will be at the middle-level/high school grades. (To become authorized at the early childhood/elementary school level, students would have to complete a second ESOL practicum at that level.) Most students will be able to apply to the Oregon Teacher Standards and Practices Commission for their ESOL Endorsement at the end of their 15-month program.

Degree Requirements

A minimum of 48 semester hours, distributed as follows:

Required Courses

The 40 semester hours required for the M.A.T. Middle-Level/High School and the following:

ESOL 500Historical and Legal Foundations of Educating ESOL/Bilingual Students (taken during second summer)3
ESOL 506ESOL/Bilingual Practicum (Middle-Level/High School) (.5 hours taken in fall, 1.5 hours spring)2
ESOL 507Language Acquisition and Development (first summer)3
Graduate Core Requirement

Students must complete three Core Units. One Core Unit is fulfilled by attending the Graduate School’s annual Convocation. Core experiences that fulfill the additional two-unit requirement are described on the Core website.

Testing Requirements

Teacher candidates must earn passing scores on the following tests in order to receive a recommendation by Lewis & Clark for teacher licensure in any state. Detailed information regarding the point in the program by which candidates must pass each test is available in the Middle-Level/High School Program Handbook.The required tests are:

  1. Basic Skills Test*, required at the time of admission, including reading, writing, and mathematics
  2. ORELA: Protecting Student and Civil Rights in the Educational Environment Exam
  3. NES: Subject Area Test (art, biology, chemistry, English language arts, general science [integrated science], mathematics [advanced], middle grades math [basic], social science [social studies], physics)
  4. NES: English to Speakers of Other Languages (ESOL) Test (required only for those pursuing the ESOL or ESOL/Bilingual endorsement)

Students may view completed tests, including scores, by logging into their WebAdvisor account.

*

Students who hold a master's degree or higher prior to admission may waive the basic skills test requirement.


M.A.T. Courses

First Summer

Print This Course

LA 531 Writing and the Writing Process

Content: Increasing teachers' understanding of the writing process, primarily by working on their own prose writing. Students write, read their work to peers, and receive feedback. This personal experience provides opportunities to reflect on common writing problems and issues teachers across disciplines encounter in their classrooms. Topics include recent research and theory in composing as well as practical teaching techniques that can be integrated to enhance learners' experiences. Required introductory course in the Middle-Level/High School Program.
Prerequisites: None.
Restrictions: Admission to the Middle Level/High School Program.
Credits: 1-2 semester hours.

Print This Course

ED 550 Social, Historical, and Ethical Perspectives on Education

Content: Critical and comprehensive review of education and schooling in American society. Considers education in its larger socioeconomic, political, ideological, and cultural contexts and examines race, class, gender, and culture in the formal educational system. Analyzes issues of goals, funding, governance, curricula, policy, staffing, and reforms both in historical and contemporary forms. Participants study education both as a microcosm of society, reflecting the larger struggles in the country, and as a quasi-autonomous entity.
Prerequisites: None.
Restrictions: Admission to a preservice teacher education program.
Credits: 2 semester hours.

Print This Course

ED 552 Adolescent Development: Understanding Your Learners

Content: Discussion, critique, and application of current research on adolescent development, understood from psychosocial, culturally responsive, and justice-oriented perspectives. Explores theories of cognitive, relational, sexual, moral, and spiritual development with an emphasis on the middle- and high-school student’s construction of identity as it is shaped by culture, ethnicity, gender, linguistic heritage, race, sexual orientation, and socioeconomic status. Examines strategies for promoting resilience and engaging students in learning experiences that are responsive to development levels and cultural contexts. Also investigates insights from neuropsychology and the impact on adolescent well-being as a result of risk-taking behaviors, societal (mis)interpretations of youth, and the ubiquity of digital media.
Prerequisites: None.
Restrictions: Admission to Middle-Level/High School Program or consent of instructor.
Credits: 2 semester hours.

Print This Course

ESOL 540 Culturally Responsive Teaching in Linguistically Diverse Classrooms

Content: This course focuses on using culturally responsive classroom practices to engage learners whose first and/or home language is not English. We will explore how the candidate’s culture and race intersect with learning and teaching. Course content centers on key elements impacting teaching and learning, including race, culture, and language, which will be examined through the lens of classroom practice, school engagement, and community resources that support and build upon student and family assets. Candidates develop strategies to work with significant people in the child's environment in order to support and encourage success in schools. Candidates examine barriers to family involvement and learn strategies to encourage the development of positive working relationships between home and school. Topics for readings and discussion include, race, socio-economics, language, social and cultural capital, language, and immigration.
Prerequisites: None.
Restrictions: Admission to a preservice teacher education program.
Credits: 2 semester hours.

 Fall Semester

Print This Course

ED 551 Literacy and Teacher Research

Content: Understanding the central importance of language and the social construction of knowledge guides the work of this course. Teacher candidates examine issues of diverse perspectives as well as an integrated, process-oriented approach to reading and writing in the subject field. The teacher research component stresses qualitative methods for understanding the learning environment and the meaning-making systems of students. At their field experience sites, preservice teachers conduct interviews and apply ethnographic methods as well as observation systems to diagnose the meaning-making strategies of a selected middle or high school student. They use this experience to identify resources and practices for supporting all students in improved literacy learning.
Prerequisites: None.
Restrictions: Admission to Middle-Level/High School Program.
Credits: 2 semester hours.

Print This Course

ED 540 Middle-Level/High School Field Experience I

Content: Part-time student teaching experience in a middle-school or high-school classroom under the supervision of a mentor holding the same content area endorsement as the teacher candidate. Candidates teach their first work sample in this classroom. In addition, they spend a series of full-time days in the classroom of a teacher in another building at their second level of authorization.
Prerequisites: None.
Corequisites: ED 553.
Restrictions: Admission to Middle-Level/High School preservice program.
Credits: 2 semester hours.

Print This Course

ED 553 Teaching for Social Justice: Middle-Level/High School Field Experience Seminar I

Content: Teacher candidates take part in a professional seminar that supports their fall student teaching as well as the observation experience and portfolio at their “other level” placement site. Topics include teacher identity, professionalism, reflective practice, renewal of and support for teachers, observation protocols, and the creation of democratic learning communities. Teacher candidates gain practice in teaching through a concurrent internship placement in a middle school or high school and a practicum at the “other level.”.
Prerequisites: None.
Restrictions: Admission to Middle-Level/High School Program.
Credits: 1.5 semester hours.

Print This Course

ED 533 Legal Issues in Education

Content: Students examine legal issues related to the teaching profession so that secondary teachers are literate about how the law affects them and their students, including students with exceptionalities. Utilizing a case-study approach, participants explore topics including responsibilities and liabilities; teachers’ and students’ rights; the scope and limits of personal freedom of expression, religion, and association as well as personal appearance and privacy; due process rights; discrimination and equal protection; teacher contracts, evaluation, and collective bargaining; and the general education teacher’s roles and responsibilities in special education processes, with the goal of providing all students with a free and appropriate public education (FAPE) in the least restrictive environment (LRE) as required by law.
Prerequisites: None.
Restrictions: Admission to Middle-Level/High School Program.
Credits: 1 semester hour.

Print This Course

ESOL 535A English Language Learners: Theory

Content: This course is designed to prepare pre-K-12 preservice teachers for meeting the linguistic and academic needs of English Language Learners by providing an overview of language acquisitions theory and program components. Teachers will also identify resources (personnel and materials) to effectively serve linguistically diverse populations.
Prerequisites: None.
Restrictions: Enrollment in a preservice teacher education program.
Credits: 1 semester hour.


Subject-Area "Teaching to Adolescents" Courses
Print This Course

ART 579 Teaching Art to Adolescents

Content: Teaching and learning art in middle-level and high school classrooms. Emphasizes the wide range of instructional issues and concerns encountered in the art classroom. Links disciplinary knowledge related to state standards of art history, criticism, and aesthetics to the production of a variety of media. Includes planning, organization, and assessment practices using the tenets of backward design, aimed at supporting the successful learning of all students. Emphasizes differentiated instruction to enhance meaningful experience of students with varied interests, developmental levels, and cultural backgrounds. Materials draw upon research from the history and philosophy of the visual arts, with attention to "human constructivist" views and adolescent development. Included in the class are visits to the classrooms of art teachers to investigate first hand the range of teaching and technological resources used to support student learning in this field. Participants write the teaching plan for their first required inquiry/work sample, with the effort to include reflection on research previously conducted on concepts that are central to the work sample unit.
Prerequisites: None.
Restrictions: Admission to Middle-Level/High School Preservice program or consent of instructor.
Credits: 4 semester hours.

Print This Course

LA 579 Teaching Language Arts to Adolescents

Content: Teaching and learning English language arts in middle-level and high school classrooms. Develops participants' pedagogical content knowledge by focusing on a student-centered view of teaching literature and composition to adolescents. Participants read about, discuss, and experience the importance of writing to learning and discovery, the student-teacher conference, writing process in theory and practice, the evaluation of writing, the place of writing in literature classes, and the powerful current that can be transmitted among teenage writers. Drawing on reader-response theory, participants learn how they can encourage students to respond to texts and lead them from those first responses into analysis of both the text itself and their reading of it. Based on the tenets of backward design, the course looks at planning, organization, and assessment--articulating objectives and linking them to standards, teaching, and assessment. Introduces differentiation of instruction in support of meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts. Participants write the teaching plan for their first required Inquiry Work Sample.
Prerequisites: None.
Restrictions: Admission to Middle-Level/High School Program or consent of instructor.
Credits: 4 semester hours.

Print This Course

MATH 579 Teaching Mathematics to Adolescents

Content: Teaching and learning mathematics in middle-level and high school classrooms. Emphasizes meaningful development of mathematical concepts, from pre-algebra through calculus, for the purposes of teaching. Focuses on the importance of cultivating student voice and building from students' prior knowledge through open-ended problem solving and inquiry-based experiences. Supports a view of mathematics as the science of patterns, a way of thinking that all students must embrace in order to fully access democracy in the 21st century. Interns learn about national standards for school mathematics in grades 6-12 as well as the range of research informing best practices in math education. Particular attention is given to issues of equity, differentiation, culturally relevant pedagogy, assessment, and backward design. Incorporates the use of technology (especially TI-graphing calculators and dynamic geometry software) as tools for deepening mathematical understanding.
Prerequisites: None.
Restrictions: Admission to Middle-Level/High School Preservice Program or consent of instructor.
Credits: 4 semester hours.

Print This Course

SCI 579 Teaching Science to Adolescents

Content: Teaching and learning science in middle-level and high school classrooms. Emphasizes the design of investigations, safety, and the role of using a wide variety of science activities in science teaching. Includes planning, organization, and assessment of science teaching and learning, using the tenets of backward design. Pays attention to differentiation of instruction for student needs, articulation of objectives, and their link to teaching, standards, and assessment. Introduces participants to the importance of science as the work of a particular cultural community with shared values and linguistic norms, while examining literature about the challenge students may face in making a "cultural border crossing" into science. Special attention is given to diversity and social justice issues. Materials draw upon research from the history and philosophy of science as well as research about the psychology of learning science, with particular attention to the "human constructivist" views and adolescent development. Students plan their first required inquiry/work sample, being careful to include in the plan reflection on research previously conducted on the learning of concepts that are central to the work sample unit.
Prerequisites: None.
Restrictions: Admission to Middle-Level/High School Preservice program or consent of instructor.
Credits: 4 semester hours.

Print This Course

SS 579 Teaching Social Studies to Adolescents

Content: Developing a conceptual framework for teaching social studies in a democratic society through a social justice framework. Focuses on different ways of organizing instruction and assessing learning in middle- and high-school content areas. Students examine historical and contemporary issues in teaching social studies, including philosophy, content, and method. Includes planning, organization, and assessment in subject areas. Pays attention to national and state standards and differentiation of instruction, linking them to teaching and assessment. Engages teaching candidates in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts. Candidates learn to assess, document, and advocate for the successful learning of all students and school stakeholders. Candidates write the teaching plan for their first required inquiry/work sample.
Prerequisites: None.
Restrictions: Admission to Middle-Level/High School Preservice Program.
Credits: 4 semester hours.

Spring Semester

Print This Course

ED 560 Classroom Management: Co-Building a Learning Community

Content: Places classroom management in a socio-political and justice-oriented context by focusing on understanding students' personal, social, and academic needs, creating optimal teacher-student and peer relationships, and co-creating norms and procedures that support democratic learning communities. Critiques coercive methods aimed at achieving obedience and explores schoolwide and classroom-specific practices that draw on student diversity as a resource rather than impediment. Examines culturally responsive and inclusive teaching methods that prevent discipline problems, promote flow, sustain collaborations with parents and other educators, and enhance agency and transparency while maintaining accountability.
Prerequisites: None.
Restrictions: Admission to Middle-Level/High School Preservice program.
Credits: 2 semester hours.

Print This Course

ED 541 Middle Level/High School Field Experience II

Content: Intensive student teaching experience in a middle school or high school classroom under the supervision of a mentor holding the same content area endorsement as the teacher candidate. Teacher candidates teach one class on a daily basis, with the support of their mentor and will teach a second work sample in this class. Candidates will also serve as the daily teacher for this single course until the end of the school year. In addition, teacher candidates will spend an increasing amount of time in the classes they will take on after spring break (these might be courses that their mentor teaches or they could be classes taught by another teacher in the same department). The goal is to have all teacher candidates at their site full-time with a two-thirds teaching load during the month of April and beyond.
Prerequisites: ED 540.
Corequisites: ED 554.
Restrictions: Admission to Middle-Level/High School Preservice program.
Credits: 3 semester hours.

Print This Course

ED 554 Teaching for Social Justice: Middle-Level/High School Field Experience Seminar II

Content: Students take part in a professional seminar supporting their spring student teaching internship. Topics include renewal of and support for teachers, teacher identity, supervision, and reflection on and self-evaluation of teaching practice. Examination of a professional identity continues, including job search strategies and support. Participants gain practice in teaching through a concurrent internship placement in a middle school or high school.
Prerequisites: None.
Restrictions: Current enrollment in Middle-Level/High School preservice program internship.
Credits: 1.5 semester hours.

Print This Course

ESOL 535B English Language Learners: Theory in Practice

Content: This course is designed to prepare p-K-12 preservice teachers for meeting the linguistic and academic needs of English Language Learners by providing an overview of language acquisitions theory and program components. Teachers will also identify resources (personnel and materials) to effectively serve linguistically diverse populations.
Prerequisites: ESOL 535A.
Credits: 1 semester hour.

Subject-Area "Curriculum and Inquiry" Courses
Print This Course

ART 564 Curriculum and Inquiry: Art

Content: Further organizing and applying of appropriate curriculum and teaching approaches to engage mid-level and high school students in meaningful learning experiences responsive to individual differences, interests, developmental readiness, and cultural contexts. Attention to research and theory in art curriculum and pedagogy. Participants continue to develop as teacher researchers by refining habits of personal and scholarly reflection that examine their professional practice. Topics include Backward Design in support of planning and assessment; review and application of curriculum materials; social and political contexts that impact curriculum; exploration of the role of inquiry in art. Continued analysis of best practice methodology. Students complete both required Inquiry Work Samples.
Prerequisites: ART 579.
Restrictions: Admission to Middle-Level/High School Program.
Credits: 3 semester hours.

Print This Course

LA 564 Curriculum and Inquiry: Language Arts

Content: Organizing and applying appropriate curriculum and teaching approaches to engage middle-level and high school students in meaningful learning experiences responsive to individual differences, interests, developmental readiness, and cultural contexts. Attention to research in language arts curriculum and pedagogy. Participants continue to develop as teacher researchers by refining habits of personal and scholarly reflection that examine their professional practice. Topics include backward design in support of planning and assessment; review and application of curriculum materials; social and political contexts that impact curriculum; exploration of the role of inquiry in language arts; and continued analysis and application of best practice methodology. Students complete two required inquiry work samples.
Prerequisites: None.
Restrictions: Admission to Middle-Level/High School Program.
Credits: 3 semester hours.

Print This Course

MATH 564 Curriculum and Inquiry: Mathematics

Content: Organizing and applying appropriate curriculum and teaching approaches to engage middle-level and high school students in meaningful learning experiences responsive to individual differences, interests, developmental readiness, and cultural contexts. Attention to research and theory in mathematics curriculum and pedagogy. Participants continue to develop as teacher researchers by refining habits of personal and scholarly reflection that examine their professional practice. Topics include: backward design, in support of planning and assessment; review and application of curriculum materials and resources; social and political contexts that impact curriculum; the role of inquiry in science, technology, engineering, and math (STEM) education; the value of math-science integration; and mathematical literacy for the 21st century. Students complete two inquiry work samples as part of the course.
Prerequisites: None.
Restrictions: Admission to Middle-Level/High School Program or consent of instructor.
Credits: 3 semester hours.

Print This Course

SCI 564 Curriculum and Inquiry: Science

Content: Organizing and applying appropriate curricular and teaching approaches to engage middle level and high school students in meaningful learning experiences responsive to individual differences, interests, developmental readiness, and cultural contexts. Attention to research and theory in science curriculum and pedagogy. Participants continue to develop as teacher researchers by refining habits of personal and scholarly reflection that examine their professional practice. Topics include: backward design, in support of planning and assessment; review and application of curriculum approaches, materials,and resources; social and political contexts that impact curriculum; exploration of the role of inquiry in science; the importance of scientific literacy; and the value of math-science integration. Students complete two required inquiry work samples.
Prerequisites: None.
Restrictions: Admission to Middle-Level/High School Program.
Credits: 3 semester hours.

Print This Course

SS 564 Curriculum and Inquiry: Social Studies

Content: Organizing and applying appropriate curriculum to engage middle level and high school students in meaningful learning experiences responsive to individual differences, interests, developmental readiness, learning styles, and cultural contexts. Attention to research and theory on social studies curriculum and pedagogy. Candidates continue to develop as teacher researchers by refining habits of personal and scholarly reflection that examine their professional practice. A continued emphasis on backward design in support of planning and assessment. A variety of social studies lessons will be modeled including: leading discussions, using primary documents, role playing, visual literacy, non-linguistic organization, and document-based questions. Candidates complete two required inquiry/work samples.
Prerequisites: None.
Restrictions: Admission to Middle-Level/High School Program.
Credits: 3 semester hours.

Second Summer

Print This Course

ED 573 Teaching for Social Justice: Classroom Management Workshop

Content: Provides ongoing support for interns during their spring student teaching practica. Workshop format encourages the collaborative analyses of classroom management challenges that are typically encountered during this phase of the teacher development process. Specific research-based classroom strategies are modeled, critiqued, and applied while modes of critical inquiry introduced in ED 560 are reinforced. Approximately one-third of each session will be dedicated to soliciting, discussing, and troubleshooting interns’ self-identified “issues from the field.”.
Prerequisites: ED 560.
Corequisites: ED 543.
Restrictions: Students must have successfully transitioned into their full "takeover" student teaching in the spring.
Credits: 1 semester hour.

Print This Course

ED 543 Middle-Level/High School Field Experience III

Content: Teacher candidates continue their intensive student teaching internship in a middle school or high school classroom under the supervision of a mentor holding the same content area endorsement as the teacher candidate. Interns are at their placement sites full-time contract hours, responsible for a 2/3 teaching load through the end of the K-12 academic year, completing and/or assisting their mentor will all “end-of-school” tasks and activities.
Prerequisites: ED 541.
Corequisites: ED 573.
Restrictions: Admission to Middle-Level/High School preservice program. Demonstration of "emerging" or better rating on the Intern Teaching Profile formative assessment by mentor and supervisor, or, in the event of any rating of "unsatisfactory" on the ITP, a written plan of assistance with faculty approval.
Credits: 3 semester hours.

Print This Course

SPED 505 Teaching Students with Exceptionalities in Inclusive School Settings

Content: Who are students with exceptionalities and how do we adapt curriculum to meet their needs? This course addresses characteristics of student exceptionalities, principles and practices for effective planning, instruction, and assessment of all students, and prepares teacher candidates to advocate for appropriate instruction for all students in the least restrictive environment. Emphasis is placed on providing relevant information for the development of individualized education plans (IEPs), planning instruction that is guided by students’ IEPs, and adapting curricula for all learners, including the use of Universal Design for Learning.
Prerequisites: None.
Restrictions: Admission to a preservice teacher education program.
Credits: 1 semester hour.

 

Additional Courses for M.A.T. with ESOL Endorsement

Print This Course

ESOL 500 Historical and Legal Foundations of Educating ESOL/Bilingual Students

Content: Examination of the history of trends and attitudes toward immigrants and learners of English as a second language. Topics include the psychological, social, and political characteristics of bilingualism and biculturalism in the United States and abroad. ESOL/bilingual teaching is considered in light of laws, research findings, and second-language acquisition theory. Explores the distinction between language difference and disabilities and provides an overview of legal issues pertaining to second-language learners and special and gifted education students. Also provides critical reading of research-based programs, English-language proficiency standards, and standardized test measures. Ensures that educators are not only able to plan and implement programs designed for the optimal learning of all students, but also gives educators the tools to advocate for equity in their schools and school communities.
Prerequisites: None.
Credits: 3 semester hours.

Print This Course

ESOL 506 ESOL/Bilingual Practicum (Middle-Level/High School)

Content: Apprenticeship to a mentor who works in a classroom that requires the ESOL endorsement. Practicum may be conducted in a variety of classrooms, such as English as a Second Language (ESL), bilingual, or English Language Development (ELD). Practicum interns work with individuals as well as small and large groups to practice teaching students who are acquiring English as a second language.
Prerequisites: ESOL 501/ESOL 601, ESOL 535A and ESOL 535B.
Credits: 0.5-2 semester hours.

Print This Course

ESOL 507 Language Acquisition and Development

Content: Theories of how first and second languages (written and spoken) are acquired, the importance of first-language development and its relationship to the acquisition of other languages, and the relationship of language to cognitive development. Understanding of these issues is used to promote a school environment that honors diverse perspectives and maximizes language learning potential and ensures respect for communities whose languages or varieties of English differ from standard school English. Required for the Reading and ESOL/Bilingual Education endorsements. The initial course in the Reading Endorsement sequence and recommended preparation for other language arts offerings.
Prerequisites: None.
Credits: 3 semester hours.