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PROGRAM OF STUDY
To complete the Transition to Teaching program, all elementary and secondary candidates must:
Successfully pass the admission, mid-program review, and program completion gateways.
Successfully complete each course with at least a "B-" grade and a minimum overall GPA of 3.0.
Successfully pass all Key Assessments with a score of a "3" or "4" for all rubric criteria.
Successfully pass all Professional Dispositions with a score of a "3" or "4" for all rubric criteria.
Successfully pass all Clinical Experience requirements associated with their program with a score of a “3” or “4” for all rubric criteria.
TTT - Program of Study
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EDUT-ORE Orientation to Transition to Teaching
This two-week orientation provides candidates with an understanding of university structures and academic policies, an overview of the online learning environment via Blackboard, and establishes expectations for required clinical experiences. This course is worth 0 credit hours; however, it is a program requirement and is considered a prerequisite to EDUT 540 and EDUT 570.
EDUT-540 Introduction to 21st Century Education For Elementary Teachers
This introductory course examines the history of elementary education in American Schools and provides a comprehensive study of 21st century education and the need for classroom teachers to provide P-12 learning experiences that emphasize critical thinking, problem solving, communication, and collaboration. The course further emphasizes the needs to use technology as an effective teaching and learning tool and emphasis is given to serving diverse P-12 student populations.
EDUT-541 Innovative Teaching for the 21st Century for Elementary Classrooms
The course introduces the elementary teaching candidate to innovative teaching by integrating 21st Century skills in with the national, state, professional, and technology teaching standards. P-12 learning theories are integrated in the course with an emphasis on using best practices to improve elementary classroom teaching and learning.
EDUT-545 Assessment and Learning in the Elementary Classroom
Elementary candidates will study the need to use assessment experiencing for learning. The course emphasizes the diagnostic nature of formative assessment and the appropriate use of summative assessment to improve teaching and learning. Candidates will complete classroom-based learning activities in order to understand how to best implement assessments fairly, appropriately and effectively for data collection, analysis, and data-driven decision making. This will include ready produced and teacher created assessments and item analysis. This course contains a 10 hour field experience.
EDUT-520 Reading and Language Arts Instruction In the Elementary Classroom
This course emphasizes elementary reading and language arts instruction through the study of theory and instructional methodologies to teach developmental reading/literacy in the elementary classroom. Elementary teaching candidates will study the five pillars of scientifically-based reading research: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. These are integrated with research-based strategies to gain an understanding of meaningful reading instruction that impacts students' learning with respect to speaking, listening, reading, and to encourage the love of reading.
EDUT-521 Diagnostics in Reading and Language Arts in the Elementary Classroom
This course provides practical classroom experiences in diagnosing challenges in reading and language arts. It covers techniques, methods, and materials involved with prescriptive intervention. Included in the course is an investigation of Response to Intervention as it pertains to reading and language arts instruction. A ten-hour embedded field experience is a requirement of this course.
EDUT-550 Methods of Teaching the Elementary School Curriculum
This course examines constructivist approaches to teaching and learning in elementary education. Candidates are expected to demonstrate the ability to align elementary instruction to Common Core Standards as exhibited through the development of an elementary unit of instruction. This course emphasizes the role of the elementary educator as a reflective practitioner who is capable of differentiating instruction to meet the needs of all learners through an emphasis on higher-order thinking, technology, and the application of instructional best practices. A ten-hour embedded field experience is a requirement of this course.
EDUT-548 Researched-Based Behavior Interventions And Elementary Classroom Management
The focus of this course involves researched-based methodologies for managing the elementary classroom, emphasizing theories of learning and instruction. An examination of human, social, and intellectual development for diverse populations of students is integrated with concepts of classroom management and behavior intervention. Emphasis is given to legal mandates associated with classroom management that impact student learning and the learning environment. This course contains a 10 hour field experience.
EDUT-590 Student Teaching: Elementary Education
Student teaching is a demonstration of practical applications of content and program knowledge, skills, and dispositions in facilitating elementary students' learning. Authentic assessments documenting candidates' professional growth are exhibited and measured.
24 credit hours
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