This course introduces students to the field of education. Emphasis is placed on the application of basic learning theory to personal success in learning, successful integration into the university culture, educational ethics, and professional growth through the study of controversies in education.

Students will observe in classrooms across all grade levels, content areas, and specialty areas within their chosen preparation programs. Students will be required to complete 45 hours of observations per credit and the course may be taken for a total of 2 credits. Coursework in TEAC101, TEAC110, and/or TEAC120 will be linked to Apprenticeship I. (1-2) 1-2

This course focuses on the components of an intentional approach to early childhood education, culturally responsive teaching, and the correlation betweeen assessment and instruction.

This course will examine the impact of diversity on students and educational systems through the consideration of the historical and philosophical foundations of schooling, the impact of diversity on students' participation in the system, and the characteristics of effective practices to meet the needs of diverse learners.

This apprenticeship will allow candidates to select a certification pathway and focus on a preferred grade level and/or content area aligned with courses included in their preparation programs. Students will be required to complete 45 hours of observations per credit and the course may be taken for a total of 4 credits. Coursework in TEAC210, TEAC211, TEAC215, TEAC220, TEAC222, TEAC230, TEAC231, TEAC240, TEAC241, TEAC250, and/or TEAC251 will be linked to Apprenticeship II. (1-4) 1-4

This course focuses on infant and toddler development. Students will examine the role of play to support infant and toddler growth and development including physical, cognitive, communication, and social-emotional development.

This course focuses on how to create learning environments for infants, toddlers, and preschoolers that support learning and development of infants and toddlers. It also describes the Individualized Family Service Plan (IFSP) and Individualized Education Plan (IEP) process and how to support children and families with special needs.

This course focuses on supporting early communication and language development. It examines how environment, caregiver interaction, and families influence language development.

This course focuses on typical development and learning processes across a grade span and the impact of trauma and technology on that development.

This course focuses on how to effectively include students with disabilities in the general education classroom and engage in partnerships with families and personnel in order to help students reach their full potential..

This course focuses on typical adolescent development and learning processes and the impact of trauma and technology on that development.

This course introduces theories of language acquisition and examines stages of literacy development for children from birth through age eight. It also explores developmentally appropriate practices that facilitate children's growth in listening, speaking, reading, and writing abilities.

This course focuses on research-based and developmentally appropriate instructional approaches. It also examines assessment tools that will provide teachers necessary data to design and implement differentiated instruction to cater to students' literacy needs.

In addition to knowing the mathematics P-3 students learn, well-prepared beginning teachers need specialized mathematical knowledge for teaching. This course will teach students how to apply content of attributions properly communicate content of attributions and elicit mathematical thinking for attributions.

In addition to knowing the mathematics PK-3 students learn, well-prepared beginning teachers need specialized mathematical knowledge for teaching. This course will teach students how to apply content of counting, properly communicate methods of counting and elicit mathematical thinking for counting.

Science teaching brings together core concepts in science, themes that cut across all science disciplines, and specific practices to help children understand the observations they make about the world in which they live. This course will teach students how to use core concepts, cross-cutting themes, everyday observations, and science/engineering practices to design science lessons for children.

This course focuses on core teaching practices that engage students in scientific sense-making of the world around them.

This course focuses on the financial, legal, supervisory and administrative procedures used in operating early childhood programs, including applicable local, state, and national standards.

This apprenticeship will allow candidates to further develop their knowledge and skills when working with individual learners or small groups of learners in PK-12 classrooms. Students will be required to complete 45 hours of observations per credit and the course may be taken for a total of 4 credits. Coursework in TEAC332, TEAC333, TEAC342, TEAC343, TEAC352, TEAC353, TEAC355, and/or TEAC363 will be linked to Apprenticeship III. (1-4) 1-4

This course focuses on research-supported instructional practices to engage children in their development of overall literacy skills based on standards and student needs as well as text selection and appropriate use of technology instruction.

This course examines research-proven instructional strategies to motivate and facilitate children's development in literacy skills based on state standards and diverse student literacy needs. It emphasizes the importance of literacy instruction that helps students build disciplinary knowledge as well as the need for collaboration at different levels.

In addition to knowing the mathematics PK-3 students learn, well-prepared beginning teachers need specialized mathematical knowledge for teaching. This course will teach students how to apply content of fractions, properly communicate content of fractions and elicit mathematical thinking for mathematical operations and fraction representations.

In addition to knowing the mathematics 3-6 students learn, well-prepared beginning teachers need specialized mathematical knowledge for teaching. This course will teach students how to apply content of operations, properly communicate mathematical operations and elicit mathematical thinking for operations on real numbers.

Science teaching brings together core concepts in science, themes that cut across all science disciplines, and specific practices to help children understand the observations they make about the world in which they live. This course will teach students how to use core concepts, cross cutting themes, everyday observations, and science/engineering practices to design science lessons for children.

This course focuses on core teaching practices that engage students in scientific sense-making of the world around them.

This course focuses on designing appropriate instruction for adolescent learners using the backwards design approach and differentiated learning strategies.

Students will practice using the arc of inquiry to examine social studies concepts.

Candidates will continue to focus on individual students and small groups as well as whole classroom instruction and other school-based experiences. Students will be required to complete 45 hours of observations per credit. This course can be repeated up to 4 credits. Coursework in TEAC423, TEAC440, TEAC444, TEAC450, TEAC451, TEAC452, TEAC453, TEAC454, and/or TEAC458 will be linked to Apprenticeship IV. (1-4) 1-4

This course focuses on effective classroom management techniques essential to creating a positive, democratic learning environment. Exploration of management techniques and theories leads to a development of a personal classroom management system to help students become responsible for their behaviors and choices.

This course focuses on how to effectively identify, plan, teach, and assess reading, writing, speaking, and listening skills in the content areas at the 5-9 and 7-12 levels.

In addition to knowing the mathematics 3-6 students learn, well-prepared beginning teachers need specialized mathematical knowledge for teaching. This course will teach students how to apply content of fractions, decimals, and operations, properly communicate these mathematical concepts and elicit mathematical thinking regarding fractions, decimals, and operations.

This course focuses on how to effectively plan, teach, and assess learning activities in English Language Arts and Social Studies at the PK-3 level, including interdisciplinary connections within the two content areas.

This course focuses on how to effectively plan, teach, and assess learning activities in Math and Science at the PK-3 Level.

This course focuses on how to effectively plan, teach, and assess learning activities in English Language Arts and Social Studies at the 3-6 level, including interdisciplinary connections within the two content areas.

This course focuses on how to effectively plan, teach, and assess learning activities in Math and Science at the 3-6 Level.

This course focuses on how to effectively plan, teach, and assess learning activities in specific subjects at the 5-9 and 7-12 levels.

This course focuses on infants and toddlers as they make sense of the natural world around them and their ever expanding social relationships.

This course will examine the impact of Adverse Childhood Experiences and sociocultural factors on learners' academic achievement and behaviors. Classroom methods for addressing Social Emotional Learning and self-care methods to address burnout and secondary trauma will be discussed.

This course will examine how to build Social Emotional Learning capacities in K-12 students through positive, culturally responsive relationships. Creating a sense of belonging for all students and responding to behavior will be discussed.

This class will examine how to initiate and maintain positive partnerships between students, families, schools, and the community. Communication within the classroom and among stakeholders will be discussed.

This seminar provides a forum for students in the Directed Teaching experience to discuss issues in teacher education, classroom management, teaching of all students and professional development.

This course is a full-time teaching practicum under the direction and mentoring of a K-12 cooperating teacher. Evolution from observation and facilitation of small group activities, to whole-class instruction of a full-time teaching load in an area school is expected. Emphasis is placed on maintaining classroom communities that ensure equitable access to important knowledge and skills. Grading will be CR/NC. 10