Courses of Instruction in Education
|180||Earth Science/Geography for Educators||2||A course designed to provide future teachers with a sound foundation for understanding the content, process, and skills of earth science and geography. Students will explore earth’s cycles and change, including but not limited to: weather; ecosystems; energy relationships; motions as related to seasons, tides, time and phases of the moon; the water cycle; the rock cycle; properties of the earth and the solar system; historical cycles and fossils; the oceans and currents; plate tectonics; weathering and erosion; soil formation; and human impact. In addition, students will explore the shaping of the earth’s surface, use maps and other representations to analyze change, track changes in human population and urbanization, and identify various resources and their uses.|
|290||Foundations of Education||3||A course dealing with the historical development, philosophy, structure, social function, legal aspects, financial support, and current problems of American public education. Admissions procedures to studies in professional education will also be undertaken. The student will not be admitted to this course until a minimum of 30 semester hours of college study is successfully completed. This course is a prerequisite for all other courses in education.|
|310||K-T Reading||3||A course that focuses on instruction in the implementation of the K-T Reading Program, a multi-modal approach to the teaching of reading. Class participants will learn the system and will use it to tutor at least one child.|
|322||Educational Psychology||3||A course designed to allow the student to investigate the nature of human learning as it takes place in the school setting and to study approaches for the evaluation of student progress in learning. The student will also give attention to the psychological aspects and implications of classroom management. During this course, the student will serve as a teacher's aide in an area school.|
|334||Content Reading and Language Development||3||This course provides for the study and application of literacy in teaching Virginia’s Standards of Learning (SOL) in all content areas. Anticipated topics include development of students’ study and reading habits, the appreciation of a variety of literature and techniques to increase reading comprehension. Skills for working with small groups, and gifted and special needs students will be addressed. The class will discuss how technology can be used to address these topics along with practical applications of technology for completion of some course requirements. The course instruction will focus on individual and cooperative group work in both a classroom and computer lab. A 10-hour field placement is required for all students.|
|350||Reading and Language Development||3||A course dealing with the relationship of reading to the other language arts—listening, speaking and writing. Students will examine the principles underlying the teaching of reading using the total language approach. Special attention will be given to the development of the language arts skills as a foundation for the reading skills. Emphasis will be placed on these skills from the readiness stage through the middle grades. Students must enroll also in the field experience section that accompanies this course.|
|351||Field Experiences/Practicum in Reading and Language Development||0||A practicum designed to provide application of theory and research to classroom practice. It allows the preservice teacher opportunities in a supervised setting to implement instruction with an individual student or a small group of students. Corequisite: ED 350. Graded on a Pass/Fail basis.|
|378||Curriculum in Grades PK-6||2||A course designed to introduce prospective PK-6 educators to the philosophical basis of curriculum development; subject matter content in all disciplines with particular emphasis in social studies and history; current events in curriculum development; and national, state, and local Standards of Learning. Prerequisite: Admission to the Education program. Corequisite: ED 379.|
|379||Teaching Assistant: Grades PK-6||1||A field experience designed to acquaint prospective teachers with the day-to-day realities of teaching as they observe students and their behavior patterns in both structured and non-structured settings, become acquainted with the diverse levels of achievement within the classroom, learn to evaluate curricular materials and resources, and gain practical experience by assuming a variety of teacher roles. The student will gain practice in instructing the total class, the small group, and the individual during the 40-hour placement in an Elementary setting (grades PK-6). Prerequisite: Admission to the Education program. Corequisite: ED 378. Graded on Pass/Fail basis.|
|384||The Exceptional Student||3||An overview of special education and study of theories, characteristics, and needs of exceptional students. Attention will be given to the historical background and legal aspects of special education, general practices for instructional programming and individual evaluation. Fulfills VDOE Special Education General Curriculum K-12 8 VAC 20-542-480, foundations, characteristics, legal foundations, medical aspects, General Curriculum Coursework, characteristics, and study/application of VDOE Professional Studies Requirements, Special Education 8 VAC 20-22-130, Human Growth and Development birth through adolescence. Satisfies a course requirement toward a minor in Special Education|
|397||Introduction to Autism Spectrum Disorders||3||This course is designed to address the characteristics and diagnosis of Autism Spectrum Disorders (ASD), with a primary emphasis on autism and Asperger’s Syndrome, the impact of those characteristics on learning, and the appropriate assessment needed to develop an individualized education program. The course will also include information on proactive teaching strategies, accommodations, and modifications that support socialization, communication, and academics for individuals with ASD.|
|401||Instruction in Grades PK-6||3||A course providing prospective teachers with the opportunity to explore teaching strategies and examine materials appropriate for the child in grades PK-6. Lesson planning, unit planning, micro-teaching, and classroom management strategies will also receive heavy emphasis. This course must be taken during the semester immediately prior to ED 488, Directed Teaching/Seminar in Grades PK-6. Prerequisites: Admission to the Teacher Education Program and ED 378 and 379.|
|403||Content Area Literacy for Diverse Populations||3||Instruction in this course will impart an understanding of diverse learners, their characteristics and include adapting Virginia Curriculum Standards for instruction to teach comprehension skills in all content areas, including questioning strategies, summarizing and retelling skills, strategies in literal, interpretive, critical and evaluative comprehension, as well as the ability to foster appreciation of independent reading. Vocabulary development, systematic writing instruction strategies, and study skills including time management and transitioning skills across the content curriculum for K-12 will be studied. Pre/in-service teachers will demo content instructional knowledge for diverse students in one level of a K-12 field placement.|
|406||Instruction in Secondary/PK-12 Education||3||A course designed to deal with instructional methods and with procedures for classroom management appropriate for teaching in grades 6-12 and in certain PK-12 programs. Prerequisites: Admission to the Teacher Education Program and ED 474 and 478.|
|407||Math Curriculum & Instruction Adaptation||3||The purpose of this course is to provide study and experiences designed to fulfill: VDOE SPECIAL EDUCATION GENERAL CURRICULUM K-12 8 VAC 20-542-480, Core Coursework: 1. Foundations, Characteristics, legal and medical aspects, a. 1-7 2. Assessments and management of instruction and behavior, a. 4-5, b.1,2, 4-8; and VDOE SPECIAL EDUCATION GENERAL CURRICULUM K-12 8 VAC 20-542-480, General Curriculum Coursework: 1. Characteristics, a. 1-8 2. Individualized education program implementation, a. 1-3a-i. This course is designed to provide an overview of curricular and instructional adaptations for special education math students, preK-12. Attention is given to educational implications of the various disabilities along with modifications based on best special education practice. Students will interpret student data from a variety of assessment tools to plan and make appropriate program decisions.|
|443||Diagnosis and Application of Reading and Language Arts||2||This course provides pre-service elementary teachers with the basic knowledge of formal and informal literacy assessments and interpretation. Discussion of interpretation will focus on how assessment results can be used in the professional setting and in discussion with parents. Special attention will be given to interpreting scores of exceptional students. A wide range of instructional plans will be discussed. The pre-service teachers will plan appropriate instruction to demonstrate their proficiency in utilizing a variety of strategies for reading vocabulary development and reading fluency. Strategies for incorporating vocabulary development across the curriculum will be emphasized. Students will come to understand the unique needs of students with language difference and delays as well as the role of the family in developing literacy. Technology is utilized throughout the course in a variety of formats; PowerPoint is one program of special emphasis. Prerequisites: ED 350 and 351. Corequisite: ED 444|
|444||Practicum in Reading||1||This field placement course allows students a tutorial experience where they can use and interpret formal and informal literacy assessments. Pre-service teachers will vary instruction to demonstrate their understanding of student’s level of literacy development and needs. Pre-service teachers will tutor a student in area schools, plan instruction, confer with the instructor and others as needed, and write a formal report based on their tutee. This course is graded on a pass/no pass basis. Prerequisites: ED 350 and 351. Corequisite: ED 443|
|469||Classroom Management and Positive Behavioral Support||3||The purpose of this course is to provide study and field experiences designed to fulfill VDOE Professional Studies Requirements, Special Education 8 VAC 20-22-130 Classroom and Behavior Management. Specifically, study and experiences leading toward an understanding and application of classroom management and behavior management techniques and individual interventions, including techniques that promote emotional well-being, teach and maintain behavioral conduct and skills consistent with norms, standards, and rules of educational environments. Diverse approaches based upon behavioral, cognitive, affective, social and ecological theory, and practice. This course also provides study and field experiences to fulfill requirements of VDOE Special Education General Curriculum VAC 20-542-480. Practicum experiences include observations in K-12 settings, assisting in inclusion settings, site-based direct instruction, and class fieldtrips.|
|471||Curriculum and Instruction for Students with Disabilities||3||Study of the development, implementation and evaluation of programs for students with disabilities, specific attention to students with learning disabilities and emotional/behavioral disabilities. Foundations of special education, legal requirements, identification and characteristics of students with disabilities, assessment, planning curriculum, differentiation of instruction, universal design, response to intervention approaches, curriculum adaptations, effective research-based strategies, assistive technology, creating learning environments, and teaming. Practicum experiences include observations in PK-12 inclusion settings, assisting, sitebased direct instruction, and fieldtrips. Fulfills a 3 semester hour requirement of VDOE Professional Studies Requirements Special Education 8VAC 20-220130. Course fulfills a course requirement for a minor in Special Education.|
|474||Secondary/PK-12 Curriculum||2||A course designed to contribute to students’ understanding of the principles of learning; classroom management; selection and use of materials, including media and computers; and evaluation of pupil performance. Curriculum for both middle and secondary education will be explored. Additionally, the course will cover the general structures of the secondary school, curricular design, the process of curricular change, and trends and innovations in the students’ intended teaching program. Prerequisite: Admission to the Teacher Education program. Corequisite: ED 478.|
|478||Teaching Assistant: Secondary/PK-12 Education||1||A field experience designed to acquaint prospective secondary teachers with the day-to-day realities of teaching as they observe students and their behavior patterns in both structured and non-structured settings, become acquainted with the diverse levels of achievement within the classroom, learn to evaluate curricular materials and resources, and gain practical experience by assuming a variety of teacher roles. The student will gain practice in instructing the total class, the small group, and the individual during the 30-hour placement in a secondary school (grades 6-12) or appropriate placement to give the student exposure for PK-12 licensure. Attention is given to observational, audiovisual, and instructional skills needed in the placement. Prerequisite: Admission to the Education program. Corequisite: ED 474. Graded on Pass/Fail basis.|
|479||Assessment of Learning||3||Study and field experiences designed to fulfill VDOE Special Education General Curriculum K-12 8 VAC 20-542-480 Core coursework: Assessments and management of instruction and behavior, general curriculum coursework, characteristics, IEP implementation, transitioning, study and field experiences to fulfill VDOE Professional Studies Requirements, Special Education 8 VAC 20-22-130 Curriculum and Instructional Procedures. Field experiences focus upon assessment of learning and behavior. This course fulfills a course requirement for the Minor in Special Education and an undergraduate prerequisite to the graduate level endorsement in Special Education. Prerequisites: ED 290, ED 350-351, and ED 322.|
|483||Mathematics and Science for Elementary Education||2||A course designed to prepare students to teach mathematics and science content, concepts, and skills for grades PK-6. Prerequisite: Admission to the Teacher Education program.|
|486||Autism Spectrum Disorders: Behavior Modification||3||This course is designed to address the principles and procedures of behavior modification and their use with individuals with Autism. Students learn and practice the skills of observing, recording, and graphing behavior and behavior changes. In addition, the factors that influence behavior and the components of behavior analysis (antecedents, behavior, and consequences) will be discussed and practiced. Students will develop an understanding of how to evaluate the effectiveness of a behavior plan and how such a plan should be implemented.|
|487||Autism Spectrum Disorders: Curriculum and Program Development||3||
This course is designed to address curriculum and program development for children with autism spectrum disorder. Students learn and practice administering the PEP-4, ABLLS-R, and the ADOS to students with an ASD. Student develop an appropriate program based on information obtained through the previously designated instruments. Students have the opportunity to observe and engage students with ASD in at least two different settings. Students demonstrate cumulative skills and knowledge throughout the three courses (ED 397, ED486, and ED 487).
The student will enroll in the appropriate directed teaching course during one semester of the student's senior year after having successfully completed the appropriate instruction course and all other professional education requirements with a grade of C or better. All students must be fully admitted to the Teacher Education Program and have passed both Praxis I and II, the Virginia Communication and Literacy Assessment and the Reading for Virginia Educators (RVE), if applicable, before they will be placed in directed teaching. The RVE is required for PK-6 and Reading Specialist certification.
The student will be placed in an area public school for the directed teaching experience in keeping with the student's intended teaching area. The student teacher will be supervised by public school personnel and by University personnel with experience appropriate to the student's intended area(s) of licensure. For each endorsement being sought, the student will, in the directed teaching experience and/or in earlier practica, gain supervised experience in at least two settings in two different school divisions for a minimum of 300 clock hours, at least half of which will be in direct instruction.
Secondary and PK-12 candidates who wish initial recommendation for licensure in two or more subject areas must undertake directed teaching in each of these areas. If a PK-12 endorsement is sought, teaching activities must be at both the elementary and secondary levels.
Seminars are held concurrently with directed teaching and are intended to provide systematic discussion of the student's experiences during directed teaching and provide assistance in solving the common problems faced by the students in directed teaching. Such seminars are part of the student's professional semester.
The combined Directed Teaching/Seminar is graded on a Pass/Fail basis only.
The directed teaching courses are listed below:
|488||Directed Teaching/Seminar in Grades PK-6||12|
|489||Directed Teaching/Seminar in Secondary/PK-12 Education||12|