This course introduces students to the field of education and to the experiences for success in higher education and lifelong learning. Students will reflect upon and critique their own educational experiences and articulate their own beliefs and values about teaching, learning, and schooling. The course will also allow students to engage with strategies for academic success as a college students and as a future teacher.

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 3 credits.

This course examines how diversity shapes students' experiences and outcomes in U.S. schooling. Students analyze historical and philosophical foundations of education and investigate how race, culture, language, socioeconomic status, ability/disability, gender identity, religion, and community contexts influence participation, identity, and learning. Through reading, dialogue, reflection, and applied tasks, students develop inclusive, culturally sustaining approaches to teaching and learn professional and ethical practices for supporting diverse learners.

Provides foundational knowledge and practice for integrating digital tools and instructional technologies into K-12 teaching across content areas. Teacher candidates evaluate technology for pedagogy, accessibility, and equity; design standards-aligned technology-enriched lessons; use digital tools to differentiate instruction, support multilingual learners and students with disabilities (including assistive technologies); and apply principles of digital citizenship, privacy, and ethical use. Includes applied design tasks using the university learning management system and common school-based platforms.

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 6 credits.

This course provides an in-depth study of infant and toddler development from birth through 36 months, with a focus on how developmental knowledge informs responsive, developmentally appropriate teaching practices. Candidates examine physical, cognitive, language, social-emotional, and adaptive development through observation, reflection, and application to real infant-toddler settings.

This course examines child development from ages 4-10 with an explicit focus on how developmental knowledge guides teaching strategies, classroom interactions, and learning environments. Emphasis is placed on understanding typical and atypical physical, cognitive, social and emotional development and applying theory to instructional decision-making in PK-3 lower elementary settings. Candidates analyze observation data, reflect on apprenticeship experiences, and apply culturally responsive and trauma-informed practices to support all learners.

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 builds teacher candidates' foundational knowledge of language and literacy development from birth throurgh grade 6. Candidates learn to explain how reading and writing develop; analyze common literacy difficulties; and use evidence-based, culturally responsive practices to support diverse learners, including multilingual learners and students with disabilities. Candidates practice selecting high-quality texts, planning explicit instruction, and using formative assessment data to adjust instruction.

This course develops preservice teachers' understanding of the mathematics they will teach in PK-6 classrooms, with an emphasis on high-leverage topics such as counting and whole-number representation, operations, early fraction concepts, and decimals.

This course focuses on science pedagogy 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 6 credits.

This course prepares candidates in BK and PK-3 endorsements to teach early literacy using evidence based instructional routines and developmentally appropriate practices. Candidates learn to design explicit small-group and whole-class instruction in foundational skills (print concepts, phonological awareness, phonics, word recognition, spelling/handwriting) while simultaneously building oral language, vocabulary, comprehension, and early writing. Candidates apply assessment to differentiate instruction for students with diverse needs, including those with dyslexia and collaborate with families and support team.

This course prepares candidates in the 3-6 endorsement to teach literacy in intermediate grades though knowledge building, comprehension, vocabulary, fluency, and writing. Candidates design instruction that uses increasingly complex texts, strategic reading, academic language development, and sustained writing across disciplines. Candidates use assessment to differentiate instruction, support students who continue to need foundational skills, and integrate literacy with science and social studies learning.

This course prepared preservice teachers to design, enact, and evaluate effective and equitable mathematics instruction in PK-6 classrooms. Building on mathematical content knowledge, students develop instruction aligned to clear learning objectives and analyze student thinking to guide instructional decisions.

This course prepares teacher candidates to use intentional observation, thoughtful documentation, and ethical assessment practices to understand and support the learning and development of children from birth through age five. Candidates will develop habits of professional noticing, analyze learning through authentic evidence, and use documentation to inform responsive teaching and family communication. Emphasis is placed on developmentally appropriate practice, culturally responsive interpretation, and assessment embedded in routines and play.

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

This course prepares teacher candidates to design, implement, and assess meaningful social studies instruction. Ground in inquiry-based frameworks, students will examine disciplinary concepts in civics, history, geography, and economics to learn to develop compelling questions, support evidence-based reasoning, and facilitate student discourse. Emphasis is placed on culturally responsive practice, integration of literacy, and the design of standards-aligned units that promote critical thinking and civic engagement.

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 6 credits.

This course focuses on infants and toddlers (birth-36 months) and preschoolers (age 3-7) with disabilities, developmental delays, and other special needs, with an emphasis on early identification, inclusive practices, and family-centered intervention. Candidates examine typical and atypical development across all developmental domains and apply developmental knowledge to responsive teaching and support strategies in natural inclusive environments.

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.

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 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