Bachelor of Arts in Special Education

Bachelor of Arts in Special Education The Bachelor of Arts in Special Education (K 12), Cross-Categorical Model, is a competency-based program that enables teacher candidates to earn a Bachelor of Arts in Special Education (BASP) degree and leads to an initial dual licensure in Special Education (K 12) and Elementary Education (K 8) teaching certificate online (except for the in-classroom component Demonstration Teaching and options for in-classroom field experiences prior to Demonstration Teaching). This program consists of four balanced areas of study (domains), competency-based assessments, and the creation of a professional portfolio. It includes a supervised teaching practicum that consists of two placements, one in an elementary classroom and one in a middle or secondary level classroom. Both placements should support the academic needs of students with mild-to-moderate disabilities. The Special Education Cross-Categorical Model is a specifically designed program for the education and training of prospective teachers to work with students with mild/moderate disabilities in a variety of school settings, including inclusionary K 12 classrooms, resource rooms or selfcontained classrooms; serve as teacher of record K 8, as well as teach all basic school subjects in the elementary education classroom. With the successful completion of required assessments in the major area of teaching, the student can receive institutional recommendation for certification in special education and in elementary education. During the required major or sequence of the standard path, students gain knowledge, skills, and competencies essential to effective teaching while being involved in field-based experiences. BASP

Understanding the Competency-Based Approach Practically speaking, what does it mean when we say that WGU programs are competencybased? Unlike traditional universities, WGU does not award degrees based on credit hours or on a certain set of required courses. Instead, students earn their degrees by demonstrating their skills, knowledge, and understanding of important concepts through a series of carefully designed assessments. Progress through your degree program is governed, not by classes, but by satisfactory completion of the required assessments that demonstrate your mastery of the competencies. Of course, you will need to engage in learning experiences as you brush up on competencies or develop knowledge and skills in areas in which you may be weak. For this learning and development, WGU has a rich array of learning resources in which you may engage under the direction of your mentor. You will work closely with your mentor to schedule your program for completing the assessments. (We discuss assessments in much more detail later in this guide.) You will work closely with additional faculty members as you proceed through courses of study that are designed to lead you through the content you must master in order to pass individual assessments. The benefit of this competency-based system is that it makes it possible for people who are knowledgeable about a particular subject to make accelerated progress toward completing a WGU degree even if they lack college experience. You may have gained your skills and knowledge of a subject on the job, accumulated wisdom through years of life experience, or, indeed, took a course on a particular subject. WGU awards a degree to you based on the skills and knowledge that you possess and can demonstrate, not the number of credits you have on your transcript. Accreditation Western Governors University is the only university in the history of American higher education to have earned accreditation from four regional accrediting commissions. WGU's accreditation was awarded by (1) the Northwest Commission on Colleges and Universities, (2) the Higher Learning Commission of the North Central Association of Colleges and Schools, (3) the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges, and (4) the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges. The university s accreditation status is now managed by the Northwest Commission on Colleges and Universities (NWCCU). The WGU Teachers College is accredited by the National Council for Accreditation of Teacher Education (NCATE). The nursing programs are accredited by the Commission on Collegiate Nursing Education (CCNE). The Health Informatics program is accredited by the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM). The Degree Plan The focus of your program is your personalized Degree Plan. The Degree Plan is a detailed blueprint of the learning resources and assessments that comprise your program. The length of your program depends on both the amount of new information you need to learn and the amount of time you plan to devote each week to study. BASP 2011 Western Governors University 7/23/13 2

Students will vary widely in the specific skills and information they need to learn. For example, some may be highly knowledgeable in a subject matter and would not need to engage in new learning opportunities. Others may find that portions of the program require completely new learning and that they may need to take an online class or participate in a study module to acquire the knowledge and skills needed to pass the program competencies in that area. Some individuals may be able to devote as little as 1520 hours per week to the program, while others may have more time. For this reason, you will complete pre-assessments to help your mentor form a profile of your prior knowledge and experience for use in creating your Degree Plan. WGU s Mentoring Approach Our mentoring approach is a powerful component of the WGU educational experience. When you enroll at WGU, you will begin interacting with your personal mentor, course mentors, and support staff. Your mentor takes an active role and a personal interest in your success. Whether by e-mail or phone, your mentor will be your point person of communication throughout your program. Your mentor will help motivate you to work hard to complete your program. When you have questions or concerns, your mentor team will help you resolve them. You and your mentor will work together to evaluate your educational background, strengths, and weaknesses. With this analysis, your mentors will help determine in which areas you are already competent (and can move quickly to assessment) and areas you need to work on; this will become your personalized Degree Plan. Your mentor will direct you to the Courses of Study that contain the best learning resources for you (courses, texts, independent study modules, etc.) and are supported by course mentors that serve as your content experts for each area of study. As you proceed through your academic program, you and your mentor will determine when you are ready for the required assessments. If you are ready, your assessment will be scheduled. You will follow this same process as you proceed through each domain. Connecting with Other Mentors and Fellow Students As you proceed through your Degree Plan, you may also have direct contact with other faculty members. These communications can take a variety of forms, including participation in learning communities, office hours via the courses of study, and webinars. As a WGU student, you will have access to your own personal MyWGU Student Portal that will provide a gateway to courses of study, learning communities, and program communities where you will have interactions with faculty and other students. Courses of study and communities are specifically designed to support you as you develop competencies in preparation for your assessments through the utilization of threaded discussions, blogs, and chats that are guided by content experts. You will access your program community during the Education Without Boundaries introductory course to network with peers who are enrolled in your program and to receive continued support through professional enrichment and program-specific chats, blogs, and discussions. WGU also provides a Student Services Associate to help you and your mentor solve any special problems that may arise. Orientation The Orientation focuses on acquainting the student with WGU s competency-based model, distance education, technology, and other resources and tools available for students. You will BASP 2011 Western Governors University 7/23/13 3

also utilize tutorials, message boards, online chats, and other activities to connect with other students in your program. This orientation is completed before you start your first term at WGU. Transferability of Prior College Coursework Because WGU is a competency-based institution, it does not award degrees based on credits but on demonstration of competency. However, if you have completed college coursework at another accredited institution, you may have your transcripts evaluated and may be able to have some lower-division or co-requisite assessments cleared. The guidelines for determining what will clear through transfer vary based on the degree program. The following transfer guidelines generally apply to undergraduate programs: Requirements in the domains that can be considered the degree major cannot be cleared through transfer. Furthermore, WGU does not clear any requirements based on the student's professional experience and does not perform a "resume review" or "portfolio review" that will automatically clear any degree requirements. Degree requirements and transferability rules are subject to change in order to keep the degree content relevant and current. Remember, WGU's competency-based approach lets you take advantage of your knowledge and skills, regardless of how you obtained them. Even when you do not directly receive credit, the knowledge you possess may help you accelerate the time it takes to complete your degree program. Continuous Enrollment, On Time Progress, and Satisfactory Academic Progress WGU is a continuous enrollment institution, which means you will be automatically enrolled in each of your new terms while you are at WGU. Your terms are six months long. Longer terms and continuous enrollment allow you to focus on your studies without the hassle of unnatural breaks between the shorter terms that you would experience in a more traditional environment. At the end of every six-month term, you and your mentor will review the progress you have made and revise your Degree Plan for your next six-month term. WGU requires that students make measurable progress toward the completion of their degree programs every term. We call this On Time Progress denoting that you are on track and making progress toward on time graduation. As full-time students, graduate students must enroll in at least eight (8) competency units each term, and undergraduate students must enroll in at least twelve (12) competency units each term. Completing at least these minimum enrollments is essential to On Time Progress and serves as a baseline from which you may accelerate your program. We measure your progress based on the assessments you are able to pass, not on your accumulation of credit hours or course grades. Every time you pass an assessment, you are demonstrating that you have mastered skills and knowledge in your degree program. For comparison to traditional grading systems, passing an assessment means you have demonstrated competency equivalent to a B grade or better. WGU has assigned competency units to each assessment so that we can track your progress through the program. A competency unit is equivalent to one semester credit of learning. Some assessments may be assigned three competency units while other assessments may be as large as 12 competency units. BASP 2011 Western Governors University 7/23/13 4

Satisfactory Academic Progress (SAP) is particularly important for financial aid students because you must make SAP in order to maintain eligibility for financial aid. We will measure your SAP quantitatively by reviewing the number of competency units you have completed each term. As full-time students, WGU graduate students must enroll in at least eight competency units each term, and undergraduate students must enroll in at least 12 competency units each term. In order to remain in good academic standing, you must complete at least 66.67% of the units you attempt over the length of your program including any assessments you add to your term to accelerate your progress. Additionally, during your first term at WGU you must pass at least three competency units in order to remain eligible for financial aid. We know that SAP is complex, so please contact a Financial Aid Counselor should you have additional questions. Assessments Your Degree Plan will include the assessments needed to complete your program. To obtain your degree you will be required to demonstrate your skills and knowledge by completing the following assessments: Performance Assessments contain, in most cases, multiple scored tasks such as projects, essays, and research papers. s contain detailed instructions and rubrics for completing each task and are submitted in TaskStream, an online project management and grading tool. s also include observations and reflections of videotaped and real classroom situations. These pre-clinical experience performance assessments provide reflection instruction and enable students to analyze teaching and learning in real classroom situations and to apply pedagogical knowledge. Objective Assessments are designed to evaluate your knowledge and skills in a domain of knowledge. Most objective assessments include multiple-choice items, multiple-selection items, matching, short answer, drag-and-drop, and point-and-click item types, as well as case study and video-based items. Observations are used to measure your ability to perform the skills you have acquired as a student at WGU. These classroom observations occur during the Demonstration Teaching experience and are conducted and evaluated by a trained local clinical supervisor. As previously mentioned, we have assigned competency units (CUs) to each assessment in order to measure your academic progress. As an undergraduate student, you will be expected to enroll in a minimum of 12 competency units each term. A standard plan for the program, at 12 units per term, for a student who has no transfer units would look similar to the one on the next page. Your personal progress can be faster, but your pace will be determined by the extent of your transfer units, your time commitment, and your determination to proceed at a faster rate. BASP 2011 Western Governors University 7/23/13 5

STANDARD PATH FOR BACHELOR OF ARTS IN SPECIAL EDUCATION Course Description CUs Term Health, Fitness and Wellness 4 1 Foundations of College Mathematics 3 1 Communications Foundations 2 1 Fundamentals of Foundational Perspectives of Education 3 1 English Composition I 3 2 U.S. Government and Constitution 3 2 English Composition II 3 2 Mathematics for Elementary Educators I 3 2 Mathematics for Elementary Educators II 3 3 Mathematics for Elementary Educators III 3 3 Elements of Effective Communication 2 3 Application of Effective Communication 1 3 Children's Literature 3 3 Cultural Studies and Diversity 3 4 Literature, Arts and the Humanities 2 4 Literature, Arts and the Humanities: Analysis and Interpretation 2 4 Introduction to Biology 3 4 Introduction to Biology Lab 1 4 Themes in U.S. and World History 1 4 Applications in U.S. and World History 1 5 Fundamentals of Educational Psychology 3 5 General Education Social Science: Analysis and Applications 2 5 General Education Social Science 1 5 Reasoning and Problem Solving 3 5 Integrated Physical Sciences 3 5 Integrated Physical Sciences Lab 1 6 Fundamentals of Diversity, Inclusion, and Exceptional Learners 3 6 Introduction to Special Education, Law and Legal Issues 4 6 Classroom Management, Engagement, and Motivation 3 6 Educational Assessment 3 6 Introduction to Pre-Clinical Experiences 3 7 Psychoeducational Assessment Practices and IEP Development/Implementation 4 7 Introduction to Instructional Planning and Presentation 3 7 Elementary Reading and Literacy Methods 2 7 Application of Elementary Reading and Literacy Methods 1 8 Language Arts Instruction and Intervention 2 8 Application of Language Arts Instruction and Intervention 1 8 Behavioral Management and Collaboration 4 8 Elementary Mathematics Methods 2 8 Application of Elementary Mathematics Methods 1 8 BASP 2011 Western Governors University 7/23/13 6

Instructional Planning and Presentation 2 8 Application of Instructional Planning and Presentation in Elementary and Special Education 1 9 Elementary Science Methods 2 9 Application of Elementary Science Methods 1 9 Elementary Social Studies Methods 2 9 Application of Elementary Social Studies Methods 1 9 Elementary Visual and Performing Arts Methods 2 9 Application of Elementary Visual and Performing Arts Methods 1 9 Elementary Physical Education and Health Methods 2 9 Application of Elementary Physical Education and Health Methods 1 10 Instructional Models and Design, Supervision and Culturally Response Teaching 3 10 Pre-Clinical Experiences in Elementary and Special Education 3 10 Supervised Demonstration Teaching in Elementary and Special Education 12 11 Teacher Work Sample 3 11 Professional Portfolio in Elementary and Special Education 2 11 Cohort Seminar in Elementary and Special Education 1 11 In this example, the program will take 11 terms for the student to complete. The standard path shown above lists the courses of study (assessments) and the associated competency units by term. The Degree Plan will include greater detail about the courses of study, including the assessments and their associated standard learning resources. Learning Resources You will work with your mentor to select the various learning resources needed to prepare for the required assessments. In most cases, the learning materials you will use are independent learning resources such as textbooks, e-learning modules, study guides, simulations, virtual labs, and tutorials. WGU works with dozens of educational providers, including enterprises, publishers, training companies, and higher educational institutions to give you high quality and effective instruction that matches the competencies that you are developing. The cost of many learning resources is included in your tuition, and you can enroll directly in those through your Degree Plan as your mentor has scheduled them. Some resources (e.g., many textbooks) are not covered by your tuition, and you will need to cover those costs separately. WGU has excellent bookstore and library arrangements to help you obtain the needed learning resources. Areas of Study Within the Bachelor of Arts, Special Education Program The content of the WGU Bachelor of Arts in Special Education derives from research on effective instruction as well as national and state standards. It provides the knowledge and skills that enable teachers to perform effectively in diverse classrooms. The program content and training processes are consistent with the accountability intent of the No Child Left Behind Act of 2001. The degree program is focused on the preparation of highly qualified teachers. As described in the federal legislation, a highly qualified teacher is one who not only possesses full state certification, but also has solid content knowledge of the subject(s) he or she teaches. The hallmarks of our program include: (a) appropriate and rigorous subject-matter preparation, (b) BASP 2011 Western Governors University 7/23/13 7

scientifically based pedagogical course preparation, and (c) clinical field experiences in which teacher candidates are supervised by trained coaches. The following section includes the areas of study in the program, which are then followed by their associated courses, and the sample learning resources that have recently been used to help students gain the competencies needed to pass the assessments in the course. Your specific learning resources and level of instructional support will vary based on the individual competencies you bring to the program and your confidence in developing the knowledge, skills, and abilities required in each area of the degree. Please note that the learning resources included in the following sections are sample resources that will vary based on your own Degree Plan and the resources current at the time you enroll in the program. The Degree Plan and learning resources are dynamic, so you need to review your Degree Plan and seek the advice of your mentor regarding the resources before you purchase them. General Education The general education courses focus on basic subject matter knowledge that is typically included in baccalaureate level programs. Evaluation of your previous college transcripts may clear assessment requirements for some areas of the liberal arts domain, which could shorten your program of study by removing assessments. To waive or clear a course, the transcript must show that you have taken equivalent classes in the content areas and passed those classes with a C grade or higher at an accredited institution of higher education. Health and Fitness This course focuses on the importance and foundations of good health and physical fitness, particularly for children and adolescents. It covers the following competencies: The graduate identifies and applies the principles of nutrition and recognizes the factors that influence a healthy diet. The graduate identifies factors that can impact emotional health, recognizes strategies to manage stress, and recognizes the emotional impact of aging, grieving, and disease. The graduate recognizes how disease, aging, environmental factors, and personal care influence proper functioning of the body; and describes strategies for preventing and treating disease and injuries. The graduate recognizes and can explain the impact of specified substances on the human body, can recognize common indicators of prevent substance abuse, and can recommend appropriate measures or strategies to prevent substance abuse. The graduate identifies the interrelationships between fitness and the human body and recognizes the various components of physical fitness; cardiovascular endurance, muscular strength, and flexibility. Health, Fitness and Wellness Proctored, computer based objective exam Teaching Today s Health. An online interactive resource that includes e-text versions of the following texts: BASP 2011 Western Governors University 7/23/13 8

Donatelle, R.J., (2006). Health: the basics (7 th ed.). Pearson/Benjamin Cummings. ISBN: 0805377956. (e-text, cost of this resource is included in tuition and fees) Anspaugh, D., & Ezell, G. (2008). Teaching today s health (8th ed.). Pearson/Benjamin Cummings. ISBN 0805327258. (e-text, cost of this resource is included in tuition and fees) Foundations of College Mathematics This course focuses on basic numeracy and calculation skills, basic algebra skills, basic geometry principles, and basic data and probability skills. It covers the following competencies: The student utilizes the operations, processes, and procedures of basic numeracy and calculation skills to solve quantitative problems in arithmetic and basic algebra. The student applies the operations, processes, and procedures of basic algebra to solve quantitative problems. The student utilizes the operations, processes, and procedures of basic geometry and measurement to solve problems in mathematics. The graduate evaluates quantitative data by interpreting statistical and graphic representations and solves basic probability problems. Foundations of College Mathematics Proctored, computer based objective exam MyFoundationsLab in MyLabsPlus. This online interactive system allows students to move at their own pace as they work through the content to develop quantitative literacy skills. Communication Foundations This course focuses on the application of grammatical standards and reading skills. It covers the following competencies: The student utilizes Standard English language grammar, punctuation, and sentence structure to create clear, effective, and appropriate written communication. The student utilizes effective reading strategies to identify meaning and purpose in written communications. The student selects information to inform an audience about subjects and adapts writing to meet the needs of the audience, purpose, and situation. Communications Foundations Proctored, computer based objective exam MyFoundationsLab in MyLabsPlus. This online interactive system allows students to move at their own pace as they work through the content to develop language and communication skills. BASP 2011 Western Governors University 7/23/13 9

English Composition I This course introduces learners to the types of writing and thinking that is valued in college and beyond. Students will practice writing in several genres and several media, with emphasis placed on writing and revising academic arguments. It covers the following competencies: The graduate applies appropriate grammatical rules, sentence structure, and writing conventions. The graduate selects appropriate rhetorical strategies that improve writing and argumentation. The graduate appropriately uses a given writing style. The graduate uses appropriate writing and revision strategies The graduate integrates credible and relevant sources into written arguments. The graduate composes an appropriate narrative for a given context. The graduate composes an appropriate argumentative essay for a given context. English Composition I that includes writing U.S. Government and Constitution This course includes major themes in world history and United States history; basic economic concepts; and the nature and development of American government. It covers the following competencies: The graduate analyzes the founding principles that shape the U.S. government and Constitution. The graduate analyzes the principle of division of power between national and state governments. The graduate analyzes the development and protection of individual civil liberties and civil rights. The graduate analyzes the primary roles and limitations of each branch of government and the relationships among them. The graduate analyzes the primary roles and limitations of each branch of government and the relationships among them. The graduate analyzes the role of individuals, interest groups, and the media in the U.S. electoral system. The graduate analyzes the composition and functions of interest groups in U.S. politics. The graduate analyzes the relationships among and effect of media on U.S. politics. U.S. Government and Constitution Proctored, computer based objective exam BASP 2011 Western Governors University 7/23/13 10

Central Ideas in American Government provided by Soomo provides documents, reference materials and recorded chats to help you prepare for the assessment. English Composition II This course covers the following competencies: The graduate evaluates the quality, credibility, and relevance of evidence in order to integrate evidence into a final research paper. The graduate applies steps of the writing process appropriately to improve quality of writing. The graduate composes an argumentative research paper. English Composition II that includes writing Mathematics for Elementary Educators I This course covers important topics in problem solving, set theory, number theory, whole numbers and integers The graduate applies problem-solving strategies and analyzes patterns to solve application problems. The graduate applies basic set concepts, operations on sets, and Venn diagrams to solve problems. The graduate connects a variety of models and algorithms to the properties and operations of whole numbers. The graduate applies concepts and procedures related to the composition of numbers to find greatest common factors and least common multiples. The graduate applies the definitions and properties of integers and their operations to solve problems. Mathematics for Elementary Educators I Proctored, computer based objective exam Mathematics for Elementary Educators II This course takes topics in problem solving, set theory, number theory, whole numbers and integers and generalizes them into algebraic reasoning. It covers the following competencies: The graduate applies the properties of rational numbers and proportional reasoning to solve problems. The graduate applies the properties of decimals and percents to solve application problems, including interest problems. The graduate applies the properties of real numbers to solve equations and represent relationships as functions. The graduate solves counting problems and applies the properties of probability to determine theoretical and experimental probabilities. BASP 2011 Western Governors University 7/23/13 11

Mathematics for Elementary Educators II Proctored, computer based objective exam Mathematics for Elementary Educators III This course takes topics statistics and measurement and covers geometry from synthetic, transformational, and coordinate perspectives. It covers the following competencies: The graduate analyzes statistical data using numerical measures and graphical displays in order to summarize data, predict trends, and make inferences. The graduate applies geometric properties of lines, angles, polygons, and circles to classify shapes and solve problems. The graduate applies principles of congruence and similarity to solve problems. The graduate applies transformations to determine congruence and similarity of geometric figures. The graduate applies formulas and theorems to find the length, area, and volume of figures and solve problems. Mathematics for Elementary Educators III Proctored, computer based objective exam Elements of Effective Communication This course covers the following competencies: The graduate applies foundational elements of effective communication. The graduate applies appropriate communication strategies in interpersonal and group contexts. The graduate demonstrates effective presentational communication strategies in a given context. Elements of Effective Communication Proctored, computer-based objective assessment Application of Effective Communication that includes writing Literature, Arts, and the Humanities These courses focus on content, concepts, terminology, methodology, models, and issues within and across the disciplines of the humanities. They cover the following competencies: The graduate recognizes various creative, philosophical, and linguistic artifacts and events in the humanities and applies approaches and methods of the humanities to address them. The graduate examines concepts and modes of expression in human imagination, values, and emotions. BASP 2011 Western Governors University 7/23/13 12

The graduate recognizes and analyzes relationships within the disciplines of the humanities; and how themes and concepts connect across individual disciplines of the humanities. The graduate recognizes and analyzes the interaction and integration of the humanities with cultures, and how specified cultural attitudes change over time. The graduate examines the characteristics, historical origins, and roles of ethics and belief systems in human cultures, and applies this knowledge to explain human behavior. The graduate recognizes and defines concepts from the visual and performing arts, identifies and defines media and processes, and applies these concepts and knowledge in evaluating works of art. Literature, Arts, and the Humanities Proctored, computer-based objective exam Literature, Arts, and the Humanities: Analysis and Interpretation that includes subjective and objective analysis and interpretation in the humanities Humanities provided by MindEdge. This online interactive module system allows students to move at their own pace as they develop competency. WGU Library E-Reserves provides the following article: Rachels, J. & Rachels, S. (2007). The elements of moral philosophy (5th ed.). New You: McGraw-Hill. ISBN: 978-0073125473 (article, cost of this resource is included in tuition and fees) Introduction to Biology Topics in these courses include cell structure and function, bioenergetics, DNA structure and function, protein synthesis, cell reproduction, taxonomy, evolution, and ecology. The following competencies are covered: The graduate analyzes the characteristics and classification of living organisms. The graduate analyzes the chemical composition of cells and various processes that occur at the cellular level. The graduate analyzes different types of cells based on their structures and biological functions. The graduate analyzes the biological basis and patterns of heredity and gene expression. The graduate analyzes the physical structure, evolution, and reproduction of plants. The graduate analyzes the characteristics and evolution of invertebrates and vertebrates. The graduate analyzes interdependencies of organisms and their environments. BASP 2011 Western Governors University 7/23/13 13

Introduction to Biology Proctored, computer-based objective exam Introduction to Biology Lab Survey in U.S. and World History The content in these courses include major themes in world history and United States history; basic economic concepts; and the nature and development of American government. They cove the following competencies: The graduate assesses how environmental/geographic factors such as location and availability of resources have affected and continue to affect the development, distribution, and diffusion of the human race over time. The graduate evaluates how economic, political, and social-cultural connections shape interaction among both historical and contemporary societies. The graduate assesses the various ways in which power and authority have been and continue to be exercised and legitimized in historical and contemporary systems of government. The graduate evaluates the importance of and differences between violent and nonviolent political revolutions as a means of effecting mass social, political, and economic change. The graduate evaluates the importance of and differences between violent and nonviolent political revolutions as a means of effecting mass social, political, and economic change. The graduate evaluates social movements as a catalyst of and mechanism for social and governmental change. The graduate analyzes historical change in terms of the reciprocal relationship between technological advancement and socioeconomic systems. The graduate analyzes wealth, distribution, and production in historical and contemporary societies through the application of fundamental principles of significant economic systems. Themes in U.S. and World History Proctored, essay Applications in U.S. and World History Themes in History provided by Soomo provides documents, reference materials and recorded chats to help you prepare for the assessment. BASP 2011 Western Governors University 7/23/13 14

General Education Social Sciences These courses includes topics in social science theory and method; human development and behavior; modern economic, social, and political institutions; and geography and human cultures. They cover the following competencies: The graduate examines the distinctive characteristics and forms of social scientific inquiry; recognizes various behavioral, cognitive, and social phenomena; and applies social science theories and methods to evaluate and explain phenomena. The graduate examines fundamental social science concepts and theories that relate to the development of human thought, behavior, and social relationships. The graduate examines the development, characteristics, functions and interdependence of modern economic, social, and political institutions. The graduate recognizes and analyzes connections between human cultures and the physical environment, and applies knowledge of these connections to explain social and political change. General Education Social Science: Analysis and Applications that includes analysis and application of social science theories and methods General Education Social Science Proctored, computer-based objective exam General Education Social Sciences provided by Pearson CourseCompass. This online, interactive resource includes e-text versions of the following texts: Bergman, E., & Renwick, W. H, (2008). Introduction to geography: People, places and environment (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. ISBN-13: 9780132238991. (e-text, cost of this resource is included in tuition and fees) Perry, J., & Perry, E. (2009). Contemporary society: An introduction to social science (12th ed.). Boston: Pearson Allyn and Bacon. ISBN-13: 9780205578672. (etext, cost of this resource is included in tuition and fees) Collegiate Level Reasoning and Problem Solving This course includes topics in problem identification and clarification, planning and information gathering, identifying assumptions and values, analysis and interpretation of information and data, reaching well-founded conclusions, and identifying the role of critical thinking in the disciplines and professions. It covers the following competencies: The graduate analyzes open-ended problems by learning about the problem and evaluating the accuracy and relevance of different perspectives on the problem. The graduate evaluates different sources representing a range of perspectives on a problem in order to weigh the implications and consequences of different solutions to the problem. The graduate identifies internal and external biases and assumptions related to a problem, and evaluates the influence and validity of these biases and assumptions. BASP 2011 Western Governors University 7/23/13 15

The graduate synthesizes information to understand a problem s complexities and potential solutions, and then evaluates the reasoning and evidence in support of these different solutions. The graduate logically brings together information to arrive at a viable solution to a problem, and then clearly and accurately communicates the results. The graduate recognizes the value of critical thinking in identifying and understanding the underlying structures of the disciplines and professions. Reasoning and Problem Solving Proctored, computer-based objective exam Collegiate Level Reasoning and Problem-Solving Skills provided by MindEdge. This online interactive module system allows students to move at their own pace as they develop competency and includes an e-text version of the following text: Paul, R., & Elder, L. (2006). Critical thinking: Tools for taking charge of your learning and your life (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall. ISBN 0-13-114962-8. (e-text, cost of this resource is included in tuition and fees) Integrated Physical Sciences These courses provide a comprehensive overview of the basic principles and unifying concepts of physics, astronomy, chemistry, and earth sciences. They cover the following competencies The graduate critically analyzes the nature and process of science. The graduate applies basic physics concepts in order to understand the world around them. The graduate applies basic chemistry concepts in order to understand the world around them. The graduate analyzes the structures and processes within the earth system. The graduate describes the general structure of the universe. Integrated Physical Sciences Proctored, computer-based objective exam Integrated Physical Sciences Lab Teacher Education Foundations Courses focused on teacher education serve to provide a strong background in the academic knowledge needed to be successful teachers knowledge about children, learning theories, educational philosophies, educational law, metacognition, motivation, assessment, and management. BASP 2011 Western Governors University 7/23/13 16

Foundational Perspectives in Education Students will learn the historical, legal, and philosophical foundations of education while reflecting on educational issues impacting today s educators. This course covers the following competencies: The graduate evaluates the impact of various educational philosophies on historical and current educational trends. The graduate analyzes the relationship of current trends in education and educational reform to historical foundations and evolution of the industry. The graduate evaluates the impact of various social issues and influences on students, teachers, instruction, and schools. The graduate analyzes the role of federal and state governance in determining standard educational practices and ensuring access to educational opportunities. The graduate applies major federal and state laws related to exceptional learners to the teaching and learning strategies used in various situations. The graduate evaluates the affordances and challenges of standards-based curriculum on students, teachers, instruction, and schools. The graduate analyzes the benefits, challenges, and proper uses of technology in the classroom. The graduate articulates a personal code of ethics that reflects the major ethical, moral, and legal issues teachers commonly face. Fundamentals of Foundational Perspectives in Education Proctored, computer-based objective assessment Vital Source provides an e-text version of the following texts: Johnson, J.A., Musial, D., Hall, G.E., & Gollnick, D.M. (2011). Foundations of American education: Perspectives on education in a changing world (15 th ed.). Upper Saddle River, New Jersey: Pearson Education, Inc. ISBN: 9780137012527. (cost of this resource is included in tuition and fee) Educational Impact provides videos of real classroom settings for observation and learning. Children s Literature Students will explore multiple genres, historical perspectives, cultural representations, and current applications of children s literature. It covers the following competencies: The graduate analyzes children s literature as a perspective for understanding the world. The graduate analyzes the uses of literary elements and conventions in children s literature. The graduate analyzes various historical and contemporary trends and issues in the field of children s literature. BASP 2011 Western Governors University 7/23/13 17

The graduate differentiates among various characteristics of genres and traditions within children s literature. The graduate analyzes the relationships between visual illustration, narrative, text, and the reader in children s literature. The graduate evaluates various aspects of children s literature that evoke, support, motivate, and engage children in the act of reading. The graduate evaluates cultural, social, and controversial representations within a variety of children s literature. The graduate selects appropriate quality texts in children s literature for a variety of reading audiences and purposes. Children s Literature VitalSource provides an e-text version of the following text: Kiefer, B. (2010). Charlotte Huck s children s literature (10 th ed.). McGraw-Hill Print. ISBN: 9780077323943. (cost of this resource included in tuition and fees) Educational Impact provides videos of real classroom settings for observation and learning. Fundamentals of Educational Psychology Students will learn the major theories of typical and atypical physical, social, cognitive, and moral development of children and adolescents. Information processing, brain research, memory, and metacognition will also be covered. This course covers the following competencies: The graduate analyzes how classic theories of development and learning can be applied in an educational situation. The graduate analyzes contemporary and emerging research on the development and learning of individuals. The graduate recommends strategies for supporting the needs of students with typical and atypical development. The graduate analyzes the various influences and contexts that inform students individual approaches to learning. The graduate analyzes the relationships between cognition and metacognition as they pertain to the construction of knowledge, thinking skills, and problem-solving strategies. The graduate analyzes the relationships among motivation, engagement, and cognition as they pertain to the design and selection of instructional materials and approaches. The graduate evaluates the appropriateness and effectiveness of various technology tools in supporting development and learning. BASP 2011 Western Governors University 7/23/13 18

Fundamentals of Educational Psychology Proctored, computer-based objective assessment VitalSource provides an e-text version of the following texts: Slavin, R. E. (2012). Educational psychology: Theory and practice (10th ed.) Boston: Pearson. ISBN: 9780137034352. (cost of this resource is included in tuition and fees) Educational Impact provides videos of real classroom settings for observation and learning. MyEducationLab from Pearson MyLab/Mastering contains video and interactive materials associated with the e-texts for this course. Classroom Management, Engagement, and Motivation Students will learn the foundations for effective classroom management as well as strategies for creating a safe, positive learning environment for all learners. Students will be introduced to systems that promote student self-awareness, self-management, self-efficacy, and self-esteem. This course covers the following competencies: The graduate analyzes major strategies of classroom management as they apply to specific areas of specialization. The graduate analyzes classroom management strategies and approaches that promote student self-awareness, self-management, self-efficacy, and self-esteem. The graduate integrates strategies for managing routine misbehaviors into classroom management strategies and procedures. The graduate incorporates evidence-based strategies and materials in the design of classroom management plans. The graduate effectively applies principles of intrinsic and extrinsic motivation to a variety of classroom scenarios. The graduate appropriately uses technology to enhance teaching, learning, engagement, and motivation. The graduate evaluates best practices that encourage positive social interaction, selfmotivation, and active engagement in learning environments. The graduate generates appropriate instructional interventions for a variety of students and learning contexts. The graduate designs emotionally safe classroom environments that foster learning and deal effectively with emotions, conflicts, and serious behavior problems. Classroom Management, Engagement, and Motivation BASP 2011 Western Governors University 7/23/13 19

VitalSource provides an e-text version of the following texts: Savage, T. V., & Savage, M. K. (2010). Successful classroom management and discipline: Teaching self-control and responsibility (3rd ed.). Thousand Oaks, CA: Sage Publications. ISBN: 9781412966788. (cost of this resource included in tuition and fees) Educational Impact provides videos of real classroom settings for observation and learning. Educational Assessment Students will learn how to make appropriate data-driven instructional decisions by exploring key concepts relevant to the administration, scoring, and interpretation of classroom assessments. This course covers the following competencies: The graduate analyzes assessment information to inform instructional decision-making and to support and adapt instruction for all students, including those individuals with exceptional learning needs. The graduate analyzes assessment information to inform instructional decision-making and to support and adapt instruction for all students, including those individuals with exceptional learning needs. The graduate utilizes effective methods and strategies in the planning, development, and evaluation of student assessment. The graduate plans and designs assessments aligned to learning outcomes, standards, benchmarks, and objectives. The graduate effectively and appropriately communicates the results of assessments with stakeholders, including students. The graduate evaluates assessment results to make informed educational recommendations, including those for program and school improvement. The graduate recommends appropriate and effective uses of technology to support assessment, instruction, and learning. Educational Assessment Proctored, computer-based objective assessment VitalSource provides an e-text version of the following texts: Waugh, C. K., & Gronlund, N. E. (2013). Assessment of student achievement (10th Ed.). Pearson. ISBN: 9780132689632. (cost of this resource is included in tuition and fee) Educational Impact provides videos of real classroom settings for observation and learning. BASP 2011 Western Governors University 7/23/13 20

Teacher Education Diversity Courses focused on diversity serve to broaden and deepen students understanding, experience, and critical thinking skills with regard to cultural differences and cross-cultural interactions. Cultural Studies and Diversity Students will learn strategies to become more culturally aware in their personal and professional relationships. They will analyze the role of culture in today s world, develop culturally-responsive practices, and understand the barriers to and the benefits of diversity. The graduate analyzes the interrelationship of culture and diversity and their role in the ever-changing contemporary cultural landscape. The graduate analyzes multiple perspectives and worldviews from a culturally inclusive point of view. The graduate analyzes various cultural and social influences on the development of personal identity. The graduate integrates effective strategies for overcoming obstacles to the appreciation of diversity by individuals, social groups, and institutions. The graduate evaluates various communication practices for their effectiveness and appropriateness in a global environment. The graduate evaluates the benefits, strengths, and challenges of diversity in collaborative environments. The graduate analyzes culturally responsive practices that support diversity in a variety of settings. Cultural Studies and Diversity VitalSource provides an e-text version of the following text: Bucher, R. D. (2010). Diversity consciousness: Opening our minds to people, cultures, and opportunities (3rd ed.). Upper Saddle River, NJ: Prentice Hall. ISBN: 9780135014639. (cost of this resource is included in tuition and fees) Fundamentals of Diversity, Inclusion, and Exceptional Learners Students will learn the history of inclusion and develop practical strategies for modifying instruction, in accordance with legal expectations, to meet the needs of a diverse population of learners. This population includes learners with disabilities, gifted and talented learners, culturally diverse learners, and English language learners. This course covers the following competencies. The graduate applies appropriate policies, programs, accepted practices, and legal requirements to classroom and instructional practices as they relate to special education, English language learners, and gifted and talented learners. BASP 2011 Western Governors University 7/23/13 21

The graduate integrates knowledge of characteristics, contexts, and conditions of students in the process to address the needs of multicultural learners, exceptional learners, atypical development, English language learners, and gifted and talented learners and to implement equity pedagogy into their practice. The graduate selects appropriate strategies to effectively and ethically engage with students, families, administrators, and other stakeholders in support of the education of diverse learners. The graduate selects effective and appropriate learning opportunities for the specific needs of diverse learners. The graduate recommends best practices to plan classroom instruction in a supportive learning environment for ELL students. The graduate selects appropriate behavioral intervention strategies for students with special educational needs. The graduate selects appropriate technology tools and accommodations to support the education of diverse learners. The graduate selects research-based and data-driven assessment strategies that meet the needs of diverse learners. Fundamentals of Diversity, Inclusion, and Exceptional Learners Proctored, computer-based objective assessment CourseSmart provides e-text versions of the following texts: Gargiulo, R.M. (2012). Special education in contemporary society Media Edition: An introduction to exceptionality (4 th ed.). Sage Publishing. ISBN: 9781412996952. (e-text, cost of this resource is included in tuition and fees) Lewis, R.B., Doorlag, D.H. (2011). Teaching students with special needs in general education classrooms (8 th ed.). Pearson Publishing. ISBN: 9780135014905. (etext, cost of this resource is included in tuition and fees) Educational Impact provides videos of real classroom settings for observation and learning. Special Education Special Education, Law and Legal Issues Introduction to Special Education, Law and Legal Issues Proctored, computer-based objective assessment. E-text versions of the following texts: Henley, M.R., Ramsey, R.S., & Algozzine, R.F. (2005). Characteristics of and strategies for teaching students with mild disabilities (5 th ed.). Columbus, OH: BASP 2011 Western Governors University 7/23/13 22

Pearson/Merrill. ISBN: 0205457649. (e-text, cost of this resource is included in tuition and fees). Drew, C.J., & Hardman, M.L. (2006). Intellectual disabilities across the lifespan (9 th ed.). Upper Saddle River, NJ: Pearson/Merrill. ISBN: 0131707345. (e-text, cost of this resource is included in tuition and fees) Bateman, D.F., Bright, K.L., O Shea, L.J., & Algozzine, B. (2006). Special educations program administrator s handbook. Upper Saddle River, NJ: Pearson Merrill. ISBN: 0205376738. (e-text, cost of this resource is included in tuition and fees) E-Learning Creations Courses contain modules, quizzes, assessments, videos and directed questions to help you gain competency in the Special Education domain. Psychoeducational Assessment Practices and IEP Development and Implementation Psychoeducational Assessment Practices, and IEP Development/Implementation Proctored, computer-based objective assessment. E-text versions of the following texts: Cohen, L. G., & Spenciner, L. J. (2007). Assessment of children and youth with special needs (3rd ed.). Merrill. ISBN: 9780205493531. (e-text, cost of this resource is included in tuition and fees) Venn, J. J. (2007). Assessing students with special needs (4 th ed.). Boston, MA: Merrill. ISBN: 9780131712966. (e-text, cost of this resource is included in tuition and fees) E-Learning Creations Courses contain modules, quizzes, assessments, videos and directed questions to help you gain competency in the Special Education domain. Knowlton, E. (2007). Developing effective individualized education programs: A case based tutorial (2 nd ed.). Merrill. ISBN: 9780132216951. (CD) Behavioral Management and Intervention Behavioral Management and Intervention Paper-based, proctored Praxis Exam CourseSmart provides an e-text version of the following text: Wolfgang, C. H. (2009). Solving discipline and classroom management problems: Methods and models for today s teachers (7 th ed). Wiley & Sons, Inc. ISBN: 978-0-470-12910-4. (e-text, cost of this resource is included in tuition and fees) Pearson provides e-text versions of the following texts: Alberto, P. A., & Troutman, A. C. (2006). Applied behavior analysis for teachers (7th ed.). Pearson Merrill/Prentice Hall. ISBN: 978-0131179943. (e-text, cost of this resource is included in tuition and fees) BASP 2011 Western Governors University 7/23/13 23

Kauffman, J. M., Mostert, M. P., Trent, S. C., & Pullen, P. L. (2006). Managing classroom behavior: A reflective case-based approach (4th ed.). Allyn & Bacon. ISBN: 978-0205448814. (e-text, cost of this resource is included in tuition and fees) UWillTeach course contain modules, quizzes, assessments, videos and directed questions to help you gain competency in the Special Education domain. Knowlton, E. (2007). Developing effective individualized education programs: A case based tutorial (2 nd ed.). Merrill. ISBN: 9780132216951. (CD) Instructional Models and Design, Supervision and Culturally Responsive Teaching Instructional Models and Design, Supervision and Culturally Responsive Teaching Proctored, computer-based objective assessment Gregory, G. H., & Kuzmich, L. (2004). Data driven differentiation in the standards-based classroom (4th ed.). Corwin Press. ISBN: 0761931589. ($37.00) Haager, D., & Klinger, J. K. (2005). Differentiating instruction in inclusive classrooms: the special educator s guide. Merrill. ISBN: 0205340741. ($125.00) Knowlton, E. (2007). Developing effective individualized education programs: A case based tutorial (2 nd ed.). Merrill. ISBN: 9780132216951. (CD) CourseSmart provides an e-text version of the following text: Vaughn, S., Bos, C.S, & Schumm, J. (2007). Teaching students who are exceptional, diverse, and at risk in the general education classroom (4 th ed.). Merrill. ISBN: 0205407730. (e-text, cost of this resource is included in tuition and fees) E-Learning Creations Courses contain modules, quizzes, assessments, videos and directed questions to help you gain competency in the Special Education domain. Pre-Clinical Experiences Courses focused on pre-clinical experiences help students engage in early field experiences with a focus on connecting theory to practice, understanding the professional responsibilities of teachers, and developing strategies that positively impact the learning of a diverse population of students. Students will complete both video-based observations and in-classroom observations. Introduction to Pre-Clinical Experiences Students will utilize video observations to reflect on a wide range of educational considerations so that they can develop the tools necessary to be prepared in the classroom. Students will document at least 40 hours of video observation. The graduate analyzes the theoretical and practical implications of various instructional practices intended to support classroom management, engagement, and motivation. BASP 2011 Western Governors University 7/23/13 24

The graduate analyzes the theoretical and practical implications of various instructional practices intended to support equity and the teaching of diverse learners. The graduate evaluates various uses of academic language and classroom discourse to determine possible theoretical and practical implications for instructional practice and student learning. The graduate analyzes the theoretical and practical implications of various instructional strategies and models intended to support teaching and learning. The graduate analyzes the use of standards, state and federal regulations, and educational policy for classroom teaching and learning. The graduate analyzes the legal and ethical responsibilities of teachers in the classroom. The graduate analyzes how various professional practices intended to support learners relate to theories of learning and development. The graduate analyzes the effectiveness of instructional practices intended to address atypical development and exceptional learning. The graduate analyzes observed professional practices in relation to a personal teaching philosophy. Introduction to Pre-Clinical Experiences The National Board for Professional Teaching Standards provides a Video Observation Program allowing students to observe and reflect on instruction delivered in a real classroom setting. Pre-Clinical Experiences in Elementary and Special Education Students will observe and participate in a wide range of in-classroom teaching experiences in order to develop the skills and confidence necessary to be an effective teacher. Students will reflect on and document at least 60 hours of in-classroom observations. Prior to entering the classroom for the observations, students will be required to meet several requirements including a cleared background check, passing scores on the state or WGU required basic skills exam, a completed resume, philosophy of teaching, and professional photo. The graduate develops a classroom management plan that integrates best practices for engagement and motivation. The graduate evaluates the theoretical and practical implications of various general instructional strategies, models, and trends in the context of classrooms and schools. The graduate evaluates the theoretical and practical implications of various elementary education instructional strategies, models, and trends in the context of classrooms and schools. The graduate evaluates the theoretical and practical implications of various strategies that are intended to support the use of academic language, metacognition, and communication in classroom contexts. BASP 2011 Western Governors University 7/23/13 25

The graduate evaluates the theoretical and practical applications of various assessment practices as they relate to student learning and instructional design. The graduate evaluates various applications of technological integration in support of learning for all students. The graduate evaluates the theoretical, legal, ethical, and practical applications of teaching students with exceptional learning needs. The graduate evaluates educational observations and experiences connected to professional practices to support the development of appropriate teaching dispositions and a personal teaching philosophy. Pre-Clinical Experiences in Elementary and Special Education Instructional Planning and Presentation Courses focused on instructional planning and presentation assist students into developing the instructional strategies that lead to effective instruction. A major focus is turning the written lesson plan into effective classroom instruction. Introduction to Instructional Planning and Presentation Students will develop a basic understanding of effective instructional principles and how to differentiate instruction in order to elicit powerful teaching in the classroom. The graduate incorporates best principles and practices into the design of learning outcomes. The graduate evaluates the appropriateness of various current and emerging digital tools that support student learning. The graduate analyzes the role of assessment in the cycle of instruction. The graduate selects appropriate and effective instructional strategies to support the full range of learners. The graduate evaluates appropriate and effective learning resources that support student learning. The graduate applies research-based and evidence-based instructional design and presentation principles in the evaluation of effective unit and lesson plans. The graduate evaluates various influences on learning and instruction to ensure positive and engaging learning experiences. The graduate applies strategies to develop academic language through learning and instruction. The graduate selects appropriate and effective tools for communicating with students, colleagues, families, and others to support and facilitate student success and achievement. The graduate analyzes the relationships among technology, pedagogy, instruction, and learning. BASP 2011 Western Governors University 7/23/13 26

Introduction to Instructional Planning and Presentation Proctored, computer-based objective assessment VitalSource provides an e-text version of the following text: Moore, K.D. (2012). Effective instructional strategies: From theory to practice (3rd Ed). Los Angeles: Sage Publications, Inc. ISBN: 1412995728. (cost of this resource included in tuition and fees) Educational Impact provides videos of real classroom settings for observation and learning. Instructional Planning and Presentation for Elementary and Special Education Students will continue to build instructional planning skills with a focus on selecting appropriate materials for diverse learners, selecting age- and ability- appropriate strategies for the content areas, promoting critical thinking, and establishing both short- and long- term goals. These courses cover the following competencies: The graduate effectively evaluates and integrates standards, learning outcomes, assessment, instructional strategies, and learning resources in the development and modification of unit and lesson plans. The graduate integrates appropriate and effective presentation strategies in the planning or delivery of lessons for a variety of learners. The graduate integrates research derived from evidence-based practice into the planning and delivery of meaningful, relevant, and engaging instruction and assessment. The graduate develops active learning opportunities for a variety of students to promote meaningful, relevant, and engaging student-focused instruction. The graduate develops instructional materials that effectively incorporate prior learning and cross-curricular learning outcomes to promote relevant, meaningful, and engaging instruction. The graduate incorporates various grouping strategies into instruction to facilitate learning for all students. The graduate uses technology appropriately in the planning and delivery of meaningful, relevant, and engaging instruction. The graduate plans safe and engaging learning environments that foster cultural and community understanding, collaboration, student voice, positive social interactions, and that include individuals with exceptional learning needs. The graduate effectively and appropriately uses data, including assessment results, in the planning, delivery, and evaluation of meaningful, relevant, and engaging instruction. Instructional Planning and Presentation Proctored, computer-based objective assessment Applications in Instructional Planning and Presentation in Elementary and BASP 2011 Western Governors University 7/23/13 27

Special Education VitalSource provides an e-text version of the following texts: Burden, P. R., & Byrd, D. M. (2013). Methods for effective teaching: Meeting the needs of all students (6th ed.). Boston: Allyn & Bacon. ISBN: 978-0132901703. (cost of this resource is included in tuition and fees) Educational Impact provides videos of real classroom settings for observation and learning. MyEducationLab from Pearson MyLab/Mastering contains video and interactive materials associated with the e-texts for this course. Elementary Education Methods Courses focused on elementary education methods prepare students for developing strategies to teach the various subjects found in today s classrooms. Students with a solid understanding of the methods presented in each course will transition into effective elementary teachers. Elementary Reading and Literacy Methods Students will learn how to teach reading and literacy instruction in the elementary classroom by utilizing research based instructional practices. These courses cover the following competencies: The graduate analyzes major theories and research that support the development of literacy. The graduate integrates various instructional approaches, materials, and curriculum into the development of learning experiences that support a comprehensive, balanced approach to reading and writing. The graduate uses multiple assessment strategies that support the development of literacy. The graduate integrates effective, engaging instructional approaches, methods, and curriculum in to the development of environments that support literacy. The graduate integrates best practices and instructional strategies in reading and literacy that support the unique needs of diverse learners into the development of reading and language arts education. The graduate recommends effective evidence-based teaching practices in the planning of meaningful, engaging, and developmentally-appropriate literacy lessons. The graduate recommends best strategies to strengthen collaboration among school, home, and community in support of literacy development and learning. Elementary Reading and Literacy Methods Proctored, computer-based objective assessment BASP 2011 Western Governors University 7/23/13 28

Application of Elementary Reading and Literacy Methods VitalSource provides an e-text version of the following text: Graves, M., Juel, C., Graves, B., & Dewitz, P. (2011). Teaching reading in the 21st century (5th ed.). Boston, MA: Allyn & Bacon. ISBN-13: 9780132092258. (cost of this resource is included in tuition and fees) Educational Impact provides videos of real classroom settings for observation and learning. MyEducationLab from Pearson MyLab/Mastering contains video and interactive materials associated with the e-texts for this course. Language Arts Instruction and Intervention Students will learn how to teach language arts instruction in the elementary classroom by utilizing research based instructional practices. These courses cover the following competencies: The graduate designs instruction that facilitates the learning of formal English so elementary students can express their ideas clearly and persuasively to a variety of audiences both orally and in writing. The graduate uses various texts and instructional strategies to facilitate the development of word recognition, comprehension, strategic knowledge, and reading-writing connections to expand elementary students' knowledge of the world. The graduate creates age-appropriate, literature-rich environments that build on student interest and integrate core curriculum concepts. The graduate designs instruction that supports the development of awareness, understanding, respect, and the valuing of differences in society. The graduate uses appropriate technology tools that motivate students to read, write, interact, and collaborate with others. The graduate uses multiple assessment strategies that support the development of reading and writing. The graduate recommends instructional strategies that support the development of academic language, discourse, reading, and writing across the curriculum. Language Arts Instruction and Intervention Proctored, computer-based objective assessment Application of Language Arts Instruction and Intervention VitalSource provides an e-text version of the following texts: BASP 2011 Western Governors University 7/23/13 29

Gunning, T. G. (2013). Creating literacy instruction for all students (8th ed.). Upper Saddle River, NJ: Pearson. ISBN: 9780132927062. (cost of this resource is included in tuition and fee) Educational Impact provides videos of real classroom settings for observation and learning. MyEducationLab from Pearson MyLab/Mastering contains video and interactive materials associated with the e-texts for this course. Elementary Mathematics Methods Students will learn how to teach mathematics in the elementary classroom by utilizing research based instructional practices. These courses cover the following competencies: The graduate plans differentiated instruction in mathematics education to support the unique needs of diverse learners. The graduate integrates effective mathematical communication strategies into the development of mathematics education for elementary students. The graduate selects appropriate technological and physical tools that enhance student mathematics learning outcomes. The graduate evaluates student learning to measure elementary students' mathematical achievement and to plan further instruction. The graduate creates interdisciplinary learning experiences as contexts for mathematical instruction. The graduate recommends various instructional strategies that encourage students' development of critical thinking, problem solving, and performance skills in mathematics. The graduate effectively uses mathematical learning research as a foundation for instruction. The graduate integrates national, state, and local mathematics standards, learning outcomes, benchmarks, and objectives in the development of mathematics education for elementary students. The graduate effectively uses models and representations to support and enhance the interpretation, organization, recording, and communication of mathematics. Elementary Mathematics Methods Proctored, computer-based objective assessment Application of Elementary Mathematics Methods VitalSource provides an e-text version of the following texts: Van de Walle, J. A.; Karp, K. S.; Bay-Williams, J. M. (2013). Elementary and middle school mathematics: Teaching developmentally (8th ed.) Upper Saddle River, NJ: Allyn & Bacon. Print ISBN: 0132612267. (cost of this resource is included in tuition and fees) BASP 2011 Western Governors University 7/23/13 30

Educational Impact provides videos of real classroom settings for observation and learning. MyEducationLab from Pearson MyLab/Mastering contains video and interactive materials associated with the e-texts for this course. Elementary Science Methods Students will learn how to teach science in the elementary classroom by utilizing research based instructional practices. These courses cover the following competencies: The graduate integrates appropriate science concepts, skills, and processes in the development of science education for elementary students. The graduate integrates effective instructional approaches to support science inquiry in the development of science education for elementary students. The graduate integrates developmentally appropriate strategies and approaches that support science literacy into the planning of science learning environments. The graduate plans science instruction that supports the development of scientific knowledge, inquiry, and reasoning in elementary students. The graduate plans instruction in science education that provides equitable opportunities for all children. The graduate evaluates assessment information to inform instructional decision making and support science education for all students. The graduate selects appropriate technology tools that support science instruction and learning for elementary students. The graduate evaluates the alignment of science standards, learning outcomes, benchmarks, and objectives in the development of science education for elementary students. The graduate creates interdisciplinary learning experiences that effectively incorporate the concepts and modes of scientific inquiry. The graduate uses a variety of strategies to extend science learning and exploration beyond the classroom. Elementary Science Methods Proctored, computer-based objective assessment Application of Elementary Science Methods VitalSource provides an e-text version of the following texts: Peters, J. M., & Stout, D. L. (2011). Science in elementary education: Methods, concepts, and inquiries (11th ed.). Boston, MA: Allyn & Bacon. ISBN: 9780135031506. (cost of this resource is included in tuition and fees) BASP 2011 Western Governors University 7/23/13 31

MyEducationLab from Pearson MyLab/Mastering contains video and interactive materials associated with the e-texts for this course. Elementary Social Studies Methods Students will learn how to teach social studies in the elementary classroom by utilizing research based instructional practices. These courses cover the following competencies: The graduate integrates effective instructional approaches that promote informed and engaged citizenship in a diverse and interdependent democratic society into social studies learning activities. The graduate integrates appropriate themes, concepts, and modes of inquiry in the development of social studies education for elementary students. The graduate integrates effective instructional approaches that promote elementary students growing ability to value diversity and develop connections between their community and culture. The graduate creates interdisciplinary learning experiences that effectively incorporate the concepts and modes of inquiry of social studies. The graduate develops engaging learning experiences for elementary students that promote research, analysis, and evaluation of real-world situations. The graduate plans developmentally appropriate, healthy, safe, and inclusive learning environments that promote social studies learning. The graduate evaluates assessment information to inform instructional decision making and support social studies education for all students. The graduate selects appropriate technology tools that support social studies instruction and learning for elementary students. The graduate plans instruction in social studies education that provides equitable opportunities for all students. The graduate integrates social studies standards, learning outcomes, benchmarks, and objectives in the development of social studies education for elementary students. Elementary Social Studies Methods Proctored, computer-based objective assessment Application of Elementary Social Studies Methods VitalSource provides an e-text version of the following texts: Ellis, A. K. (2011). Teaching and learning elementary social studies (9th ed.). Allyn & Bacon. ISBN: 9780137039494. (cost of this resource is included in tuition and fees) Educational Impact provides videos of real classroom settings for observation and learning. BASP 2011 Western Governors University 7/23/13 32

MyEducationLab from Pearson MyLab/Mastering contains video and interactive materials associated with the e-texts for this course. Elementary Visual and Performing Arts Methods Students will learn how to teach visual and performing arts in the elementary classroom by utilizing research based instructional practices. These courses cover the following competencies: The graduate evaluates the impact of the visual and performing arts on childhood learning and development. The graduate integrates the content, functions, and achievements of performing and visual arts into the design of creative, engaging, and cooperative instruction and learning environments for elementary students. Integrating the Arts across the Curriculum: The graduate develops relevant and meaningful learning experiences that integrate visual and performing arts into other disciplines for elementary students. The graduate effectively incorporates central concepts, tools, and structures of music in the design of learning experiences for elementary students. The graduate effectively incorporates central concepts, inquiry tools, standards, and structures of visual arts in the design of learning experiences for elementary students. The graduate effectively incorporates central concepts, inquiry tools, standards, and structures of dance and movement in the design of learning experiences for elementary students. The graduate effectively incorporates central concepts, inquiry tools, standards, and structures of the dramatic arts in the design of learning experiences for elementary students. The graduate develops learning opportunities that allow for the full and equitable participation in and expression through the arts for students with diverse abilities, needs, backgrounds, and interests. The graduate develops learning opportunities that allow students to explore the cultural dimensions and contributions of the arts from diverse places, peoples, and periods. Elementary Visual and Performing Arts Methods Proctored, computer-based objective assessment Application of Visual and Performing Arts Methods VitalSource provides an e-text version of the following texts: Cornett, C. E. (2011). Creating meaning through literature and the arts: Arts integration for classroom teachers. Boston, MA: Allyn & Bacon/Pearson. Print ISBN: 9780137048328. (cost of this resource is included in tuition and fees) BASP 2011 Western Governors University 7/23/13 33

Educational Impact provides videos of real classroom settings for observation and learning. Elementary Physical Education and Health Methods Students will learn how to teach physical and health education in the elementary classroom by utilizing research based instructional practices. The graduate plans developmentally appropriate educational activities that provide elementary students with the knowledge, skills, fitness, and attitudes necessary to lead a healthy lifestyle. The graduate selects instructional and behavioral strategies that support healthy lifestyles and address health concerns of elementary students. The graduate plans learning environments that promote the health and safety of elementary students. The graduate recommends instructional and behavioral strategies that promote healthy nutritional habits in elementary students. The graduate integrates movement concepts, principles, strategies, and approaches in the development of physical education lesson and unit plans for elementary students. The graduate develops active learning opportunities to accommodate all elementary students, including those with varied abilities, needs, backgrounds, and interests to promote meaningful, relevant, and engaging student-focused physical education. The graduate creates relevant and meaningful learning experiences that integrate elementary physical education across other disciplines. The graduate integrates current research and public policy into the planning, promotion, and advocacy for educational programs that support the health, safety, and well-being of all elementary students. Elementary Physical Education and Health Methods Proctored, computer-based objective assessment Application of Physical Education and Health Methods VitalSource provides an e-text version of the following texts: Anspaugh, D., & Ezell, G. (2013). Teaching today's health (10 th ed.). San Francisco, CA: Benjamin Cummings. ISBN: 9780321793911. (cost of this resource is included in tuition and fees) Pangrazi, R. P., & Beighle, A. (2013). Dynamic physical education for elementary school children (17 th ed.). Boston, MA: Person. ISBN: 9780321774361. (cost of this resource is included in tuition and fees) BASP 2011 Western Governors University 7/23/13 34

Demonstration Teaching Demonstration Teaching is a full-time, in-classroom supervised experience required of all teacher candidates. It is the culminating experience of the program and all academic requirements must be complete before beginning. Additional requirements include a cleared background check, passing scores on state and WGU required content exams, and demonstration of satisfactory teacher dispositions. Supervised Demonstration Teaching in Elementary and Special Education A WGU clinical supervisor (an experienced educator who lives and works near your teaching location) will observe your teaching on multiple occasions at least six observations are required and evaluation will be completed according to a published checklist and rubric. The clinical supervisors submit the results to WGU for review and recording. This course covers the following competencies: The graduate provides developmentally appropriate instruction that supports the cognitive, linguistic, social, emotional, and physical needs of all students. The graduate establishes a safe and productive learning environment that supports individual learning, collaboration, and positive social interaction. The graduate integrates effective strategies to manage the resources, students, procedures, and routines of the classroom. The graduate designs instruction that effectively integrates understanding of subject matter, curriculum goals, cross-disciplinary skills, pedagogy, and students. The graduate integrates multiple methods of assessment that engage students in their own growth, document student progress, and inform ongoing planning and instruction. The graduate integrates a variety of instructional strategies that engage students in the learning process and encourage deep understanding of content and development of the skills needed to apply knowledge in meaningful ways. The graduate integrates effective strategies to manage the delivery of lesson content. The graduate integrates appropriate central concepts, tools of inquiry, and structures of the discipline to make content accessible and meaningful for all students and to assure mastery. The graduate demonstrates the professional conduct, commitment to personal growth, and leadership skills expected within the profession. Supervised Demonstration Teaching in Elementary and Special Education Teacher Work Sample The WGU Teacher Works Sample requires teacher candidate to plan and teach a multi-week, standards-based instructional unit that showcases a collection of content, planning, instructional, and reflective skills. The following competencies are covered: The graduate evaluates the teaching context to accommodate student differences to plan for instruction and assessment. BASP 2011 Western Governors University 7/23/13 35

The graduate plans learning environments that support individual learning, collaboration, and positive social interaction. The graduate plans comprehensive learning segments of instruction and assessment that align with standards and the needs of students. The graduate applies instructional strategies that promote learning, engage students, and provide differentiated instruction. The graduate integrates strategies to develop academic language that facilitates effective student participation and engagement in learning. The graduate utilizes assessment data to profile student learning, communicate information about student progress and achievement, and guide and modify instruction. The graduate evaluates teaching experiences including the planning and implementing of curriculum and instruction through ongoing reflection. Teacher Work Sample Professional Portfolio in Elementary and Special Education Students will create and online teaching portfolio to demonstrate competency of the Demonstration Teaching experience. The portfolio is a way to show colleagues and potential employers the skills that have been developed throughout your Demonstration Teaching experience. This course covers the following competencies: The graduate demonstrates the ability to positively impact student learning through work samples, student artifacts, assessment results, and reflection. The graduate demonstrates ethical responsibilities and appropriate teaching dispositions, including those outlined in the Western Governors University Teachers College Code of Ethics. The graduate recommends strategies for effectively collaborating with colleagues, parents, and community professionals to support student development, learning, and well being. The graduate selects community resources that support students non-instructional needs in and out of the classroom. The graduate recommends strategies that support the development of academic language for all students. The graduate recommends various strategies to differentiate instruction to meet the diverse needs of individual students. The graduate recommends effective strategies to maintain high levels of student engagement. The graduate recommends best practices for classroom management, effective transitions, and pacing to maximize instructional time. BASP 2011 Western Governors University 7/23/13 36

The graduate develops appropriate plans for professional growth in subject matter knowledge and pedagogical skills, including habits and skills of continual inquiry and learning. The graduate recommends improvements for instruction and professional practice through personal reflection. Professional Portfolio in Elementary and Special Education Cohort Seminar in Elementary and Special Education Students will participate in a weekly cohort call to collaborate with a cohort facilitator and fellow students to discuss progress and best practices for completing the Teacher Work Sample, Observations, and Portfolio. Cohort Seminar in Elementary and Special Education An e-text version of the following text will be available: Wong, H., & Wong, R. (2009). The first days of school. Mountain View: Harry K. Wong Publications. ISBN: 9780976423317. (cost of this resource is included in tuition and fees) Williams Institute provides an Ethics Awareness Inventory for students to reflect on their ethical responsibilities and beliefs. California Teacher Candidates Effective July 1, 2008, teacher candidates matriculating in a WGU teacher licensure program and seeking licensure in California will be required to pass the California Teacher Performance Assessment (TPA). This assessment consists of four performance tasks that will ask you to plan and give instruction for elementary or secondary classes; you will also be asked to develop and administer assessment plans. In addition, WGU candidates will demonstrate how to adapt instruction and assessments to accommodate the needs of English language learners and students who are instructionally challenged. WGU will facilitate the completion of this credentialing requirement concurrent with the teacher candidate s completion of program assessments in the Effective Teaching Practices and Demonstration Teaching domains. California students will receive guidance and support on the TPA from participation in the CATPA Learning Community during their program. External Content Exams Prior to graduation, all students are required to take and pass the Praxis II 0543 Core Knowledge and Mild to Moderate Applications exam. In addition, WGU requires that all candidates pass the state-mandated content exam that aligns with their WGU program. This exam may or may not be the PRAXIS II. Specific information regarding required content exams required for each program can be found in the WGU Student Handbook. It is the candidates BASP 2011 Western Governors University 7/23/13 37

responsibility to register and pay for the required exams and submit their official passing score reports to WGU. Need More Information? WGU Student Services WGU has a Student Services team dedicated exclusively to helping students achieve their academic goals. The Student Services Office is available during extended hours to assist students with general questions and administrative or accessibility issues. The Student Services team members help students resolve issues, listen to student issues and concerns, and make recommendations for improving policy and practice based on student feedback. The Student Services team provides a formal means by which students can express their views, and those views in turn inform the decisions we make. Student Services team members also assist students with unresolved concerns to find equitable resolutions. To contact the Student Services team, please feel free to call (866) 903-0110 or email studentservices@wgu.edu. We are available Monday through Friday, 6 AM to 12 AM and Saturday and Sunday, 10 AM to 7 PM, MT. If you have inquiries or concerns that require technical support, please contact the WGU IT Service Desk. The IT Service Desk is available Monday through Friday, 6 AM to 12 AM and Saturday and Sunday, 10 AM to 7 PM, MT. To contact the IT Service Desk, please call 1-877- HELP-WGU (877-435-7948) and select option 2 or email servicedesk@wgu.edu. For the most current information regarding WGU support services, please visit the Help tab on the Student Portal at http://my.wgu.edu. BASP 2011 Western Governors University 7/23/13 38