Required Field and Clinical Experiences Across Initial and Advanced Programs Class B Early Childhood and Elementary Education

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1 Field and Experiences Across Initial and Advanced Programs Class B Early and Course ECY 300 EDF 362 EDR 440 Survey of Special Foundations of I Reading I Designed to provide an overview of exceptionality as it pertains to children and adults. Both high and low incidence populations will be examined. Each area of exceptionality will be reviewed in terms of etiology, diagnosis, prevalence, remediation, and educational strategies. Designed to provide candidates with a fundam understanding of the social, historical, philosophical, political, economic, legal, and curricular foundations of contemporary American education. The course has a strong educational policy focus, so candidates should expect to be exposed to a breadth of substantive issues and controversies currently confronting the teaching profession and American education. Materials and methods. Emphasis on planning balanced program and understanding reading process. Completed and/or Pre- Prior to TEP admission or at the beginning of an alternative master s program Prior to TEP admission; Current enrollment in or successful completion of EDU 200 Program ECE/ELE - ECE/ELE - Pedagogy I block ECE/ELE - //Tutoring s High Stakes Assessment: Special Needs Project -This project requires twenty of fieldbased learning experience with individuals with disabilities and a five page paper summarizing and reflecting on your experience. High Stakes Assessment: Ethnographic Case Study - Application of an educational foundations perspective to a school/community field experience as evidenced by an ethnographic paper (i.e., which examines school/community culture) and other associated assignments. Tutor Reflection Paper - After tutoring one academically at-risk child, complete student information form, teacher questionnaire, two running records (including coded text analysis and summary), 8-12 completed tutor forms, and completed graphic organizer. 25 s or Community 20 P6; 25 Secondary Urban 12 Public s vary and are individually tailored

2 EDR 443 Reading II Designed to develop the candidate s knowledge, skills/performance, and dispositions in the teaching of literacy in the early childhood/elementary classroom. Candidates will refine their abilities in assessment and instructional planning, instructional delivery, and classroom management, in order to address the literacy needs of diverse learners. This course will provide candidates with an emphasis in teaching for reading comprehension within the context of content area, non- fiction, and texts. //Tutoring s High Stakes Assessment: Evaluation - Pedagogy II Block unified days with 4 per day and 10 full days with (depending on school calendars and placement arrangement made my program faculty) Public s vary and are individually tailored EEC 300 Child ent & Family Relationships Interrelationship of physical, emotional, intellectual, and social development, and influence of home, school, and social environments on human growth from conception through adolescent years. Prior to TEP admission ECE/ELE - High Stakes Assessment: Case study of child at a child development center Normally a preschool setting

3 EEC 301 Intro to Early & Basic knowledge of early childhood and elementary school curricula in variety of settings from infancy programs through elementary school. Theories and practical approaches to teaching and to curriculum development; relationship between child growth and development and areas of curriculum. in early childhood and elementary programs required. EEC 302 Expressive Arts Creativity through numerous experiences in music, theatre, dance, and visual arts. Experiences correlate with literacy skills, critical thinking skills, symbols, and images that can be directly applied to both teacher- centered and child- centered methods of teaching. EEC 402 Primary Math Methods Materials and methods on emergent numeracy. Prior to TEP admission ECE/ELE - TEP ECE/ELE - Requires admission to TEP ECE/ELE - //Tutoring s, one on one tutoring, at an afterschool program for homeless children of arts lessons (music, dance, drama, visual arts) High Stakes Assessment: Evaluation - Four onehour classroom observations are arranged by the course instructor and include the following tasks: three small group number talk lessons and one full class lesson; lesson reflections; videotaping of one lesson and a self critique of performance; one field supervisor observation and evaluation of a lesson; one overall evaluation of student's performance by the cooperating teacher; and one student selfevaluation of the field experience. 16 After school program for homeless children K2 Placement

4 EEC 405 EEC 406 EEC 412 Children's Literature in & Early Language Arts in & Early Math in & Early Materials and methods. Needs of children, selection of books, societal issues in children's literature, and role of media in children's literature. Materials and methods. Communication- based approach in developing effective language arts program. All aspects of language arts program addressed. Materials and methods. Scope, sequence, and content of mathematics program. Computational skills and problem solving. Pedagogy I block ECE/ELE - Pedagogy I block ECE/ELE - //Tutoring s Reflection Questions - Question prompts will be answered per requirements in the syllabus (e.g., children's literature choices, teacher readaloud choices, library setup, interview school librarian). Read Aloud Experience - Several tasks will be completed per requirements in the syllabus (e.g., explanation of selection of developmly appropriate text, openended readaloud questions). High Stakes Assessment: Literacy Intervention Plan- Plan will include summary of student information, interest/attitude interview for reading/writing, running records/miscue analysis, comprehension assessment, one writing sample, and an instructional plan. Reflection Questions and Lesson Plans - Several question prompts will be answered and lesson plans will be submitted per requirements in the syllabus. High Stakes Assessment: Pedagogy II Block unified days with 4 per day and 10 full days with (depending on school calendars and placement arrangement made my program faculty) 14 24

5 Completed and/or Pre- Program //Tutoring s 15 EEC 413 & Early Materials and methods. Scope, sequence, and content of science program. Inquiry, science process skills, and concept development. High Stakes Assessment: Pedagogy II Block unified days with 4 per day and 10 full days with (depending on school calendars and placement arrangement made my program faculty) 15

6 EEC 414 Social & Early Materials and methods. Scope, sequence, and content of social studies curriculum. strategies, program articulation, and instructional planning. //Tutoring s High Stakes Assessment: Pedagogy II Block unified days with 4 per day and 10 full days with (depending on school calendars and placement arrangement made my program faculty) EEC 415 Learning Environments Theoretical approaches that focus on child centered curriculum, classroom management, discipline strategies and cultural, linguistic, and developmly appropriate instruction. Post TEP admission ECE/ELE - Report (e.g., drawing of classroom, classroom rules and expectations, classroom procedures, classroom climate, personal meaning, contradictions of thought) 15 4 EEC 490 Student Supervised teaching in early childhood (P- 3) and elementary (3-6) program. Gradual assumption of responsibility for planning and teaching for the entire class (minimum of 15 weeks). Supervision in working with resource professionals and parents. Final semester(s) ECE/ELE - High Stakes Assessment: Student Competency Evaluation Form Gradual increase of teaching responsibilities culminating in 20 full days of instruction, 10 of which must be consecutive; daily approved lesson plans; al Skills 525 (75 days, 15 weeks, 7 per day)

7 Completed and/or Pre- Program //Tutoring s Guidelines; five portfolio tasks EPR 363 Foundations of II Psychology This course covers psychological principles basic understanding of the learner, learning process, and the learning situation. Prior to TEP admission ECE/ELE - High Stakes Assessment: Case Study - Each candidate is required to conduct a case study of a child. This case study involves observing the child, asking questions to the child and parent, and drawing conclusions based on both one's observations and answers to questions. Discussion question about best practices observed 25 Suburban Key: High Stakes Assessment = An assessment in which a teacher candidate fails the course if he/she does not meet the required level of proficiency after two attempts Yellow Highlighted Text = Diversity component (e.g., students with exceptionalities, from diverse ethnic/racial, linguistic, gender, and socioeconomic groups)