Teacher Education Division
The Division of Teacher Education provides access to high-quality baccalaureate degree programs in Elementary Education, Secondary Education, General Studies and Interdisciplinary Studies, as well as a variety of certificates and endorsements, using both traditional and non-traditional means of delivery for a diverse population.
The Teacher Education Program: National Council for Accreditation of Teacher Education (NCATE), an affiliate of the Council for Accreditation of Educator Preparation (CAEP). NCATE consolidated with TEAC in 2013 to form CAEP. The Teacher Education program is also accredited by the State of Idaho.
- Health 6-12
- Literacy K-12
- Physical Education K-12 or 6-12
- Special Education: Exceptional Child Generalist K-12
- Teaching English as a New Language K-12
- Online Teacher Pre-K-12
Academic advising is mandatory for all Teacher Education Division majors. An advisor is assigned when a student declares a major within the Division. Students with academic advising questions or concerns should meet with their advisors during posted office hours or by appointment. Students are required to meet and personally obtain their assigned advisor’s approval on course selections. Students should come to advising appointments with a tentative class schedule prepared. Secondary Education majors must have two advisors. See specific majors for additional information.
LCSC continues to draw regional recognition for its excellence in preparing teachers. The College offers innovative programs in elementary and secondary education that are integrated and competency-based. It promotes high quality in teaching through a unique combination of course coherence, collaborative instruction, community partnerships, and performance assessment. The programs are designed to prepare competent, caring teachers who have the knowledge, skills, and dispositions needed to effectively help all students learn. Quality field experiences are the cornerstone of LCSC’s Teacher Education Programs. Students participate in multiple school-based experiences with teachers who demonstrate “best practices.” Field experiences begin with a twenty-hour practicum and culminate with an internship. These experiences provide teacher candidates with opportunities to explore the connection between theory and practice, as well as to work with students from culturally diverse and exceptional populations. Students gain confidence through reflective practice and competence through frequent interaction with a community of skilled practitioners. Students in teacher education will provide evidence through performance that they have become dedicated and knowledgeable professionals, content specialists, competent educational designers, capable educational facilitators, insightful educational evaluators, reflective professionals, and culturally responsive professionals before being recommended for teacher certification.
Candidates who satisfactorily complete a Teacher Education program at LCSC are eligible to apply for a State of Idaho Standard Instructional certificate (K-12) with endorsement(s) in their chosen field of study.
This certificate is issued by the State of Idaho Department of Education and is recognized in all 50 member states of the NASDTEC Interstate Contract (see Idaho Department of Education Professional School Personnel Certification Standards). Teacher certification requirements vary among all states, and applicants should address any questions concerning teacher certification requirements to the individual state teacher certification agencies.
LCSC does not issue teaching certificates. The LCSC Teacher Education Program does provide an institutional recommendation of approved program completion only for students who have successfully completed the program. The Idaho State Department of Education evaluates for certification only after the applicant completes the application process. A certificate or notation of deficiencies generally takes 30-45 days.
Prior to being recommended to the state for certification, candidates must pass a final review of their work. This consists of a formal oral evaluation by at least two faculty members and one on-site teacher educator. The candidate presents, at that review, a portfolio that reflects mastery of the concepts and skills required to enter the teaching profession. Candidates failing this final oral review are given a remediation plan and sit for the final review again.
- Application for teacher certification is the sole responsibility of the graduate. Idaho certification procedures and forms will be provided following student teaching.
- To obtain an official LCSC Institutional Recommendation for the State of Idaho1 indicating completion of an approved Teacher Education Program, the graduate must submit the following to the LCSC Teacher Education Division:
- A completed “Application for an Idaho Professional Education Credential” form;
- Official transcripts from ALL higher education institutions attended except LCSC;
- A check or money order for the appropriate State of Idaho application fee;
- Any additional documents required by the Idaho State Department of Education Teacher Certification Office.
- The Teacher Education Division will only process, endorse, and mail to the Idaho State Department of Education Teacher Certification office complete applications. Incomplete applications will not be processed.
- The applicant must supply all data requested on the application form(s).
Official LCSC Institutional Recommendations may be required for other states. Please follow that state certification agency’s procedures. It is the responsibility of the graduate to meet those requirements.
Students seeking admission to the Teacher Education Program must comply with admission requirements as stated in this catalog. Teacher Education program requirements may change to comply with accreditation requirements, professional certification requirements, etc. Students may be required to meet College graduation requirements under a different catalog than that used to obtain admission to the Teacher Education program.
The performance-based Teacher Education program for Elementary Education is composed of the following four phases:
I. Pre-professional Studies
II. Professional Studies
III. Professional Internship I
IV. Professional Internship II
After completing the General Education Core and pre-professional studies courses, Phase I, students who meet entry requirements may apply for admission into the Teacher Education program. Application information is available from the Teacher Education Division office or online at www.lcsc.edu/education/teacher-education/program-application. It is the responsibility of the student to secure admission to the Teacher Education program and maintain that status. Students must be formally admitted to the program prior to participation in Phase II. The Division of Teacher Education admission procedure addresses three areas:
- a qualifying entrance examination and interview
- professional experience
Adverse factors will also be considered in the admissions decision. Those adverse factors include para-competencies (i.e.-personal characteristics/attitudes inconsistent with the teaching profession exhibited by the student such as racism, intolerance, chronic lateness, patterns of course withdrawals, patterns of course incompletes, and moral turpitude).
Students must apply for admission into the Teacher Education program no later than the first day of the semester prior to the semester in which they plan to begin Phase II course work. Students who plan to begin Phase II course work in the fall should apply no later than the first day of the previous spring semester (mid-January). Students who plan to begin Phase II course work in the spring should apply no later than the first day of the previous fall semester (mid-August). PLEASE NOTE: Admission to the Teacher Education Program will be based on the predetermined number of available, quality internship sites.
Entrance/Admission into the Teacher Education program requires:
- Course work: Satisfactory completion of all Phase I course work with a grade of “C-” or better in each course. Exception: Must have “C” or better in English 101 to advance to English 102. Note: At the time of application, students should be completing the last of these required courses. Also see Item #3.
- Entrance Examination: For elementary undergraduate candidates: Passing scores in math, reading, and writing on the ACT exam or the SAT exam. This exam is not required for students seeking Elementary or Secondary Education Certification who already have a baccalaureate degree.
- Scholarship: A minimum LCSC cumulative grade point average (GPA) of 3.0; in addition, secondary candidates must maintain a minimum grade point average of 3.0 in their major teaching field.
- Professional Experience: Evidence of successful work with children or adolescents and a short reflective essay.
- Interview and Writing Sample: Students compose an extemporaneous essay followed by a formal interview with a panel of professionals from the education field.
- Official transcripts: Required from all higher education institutions attended, other than LCSC.
Transfer Students, entrance into the Teacher Education program requires:
- A transfer credit evaluation by the Teacher Education Division Program Assistant immediately following admission to LCSC.
- Admission to the Teacher Education Program (see above).
- Completion of a minimum of 32 LCSC credits before graduation (see baccalaureate degree requirements).
Post-Baccalaureate Students, entrance into the Teacher Education program requires:
- A transfer credit evaluation by the Teacher Education Division Program Assistant immediately following admission to LCSC.
- Admission to the Teacher Education program (see above).
Certified Teachers should:
- Consult with the Teacher Education Division Program Assistant directly after being admitted to LCSC.
- Complete the Teacher Education Division Special Permission Form to take certain upper division course work.
Using a distance learning format, the PACE program offers a nontraditional path to Teacher Certification. Candidates who decide to enter the PACE program must initially apply for admission to Lewis-Clark State College.
The PACE Elementary program requires candidates to hold an associate or higher degree from an accredited college or university. Candidates will fulfill the requirements for a Bachelor of Science degree in Elementary Education, a Standard Instructional Teaching Certificate, and an All Subjects, K-8 endorsement at the conclusion of the program. Candidates officially begin the program in the summer, so they must plan to attend two consecutive summer sessions. The remaining coursework is accomplished in two semesters utilizing distance learning technology, and a final semester of on-site internship (near the candidate’s home).
Candidates should apply to the PACE Elementary program prior to the beginning of the first summer session. To be guaranteed a summer position, Phase I coursework must be complete. There are a fixed number of openings in the PACE program, so qualified candidates will be admitted as positions open. When candidates are offered admission, they must accept within two weeks or forfeit their position on the list. Candidates must enroll in at least one course per semester and complete the two summer sessions. Candidates are allowed up to four years to complete the program; those who do not complete the program within four years will have to reapply for admission to PACE.
The procedures for admission to the Teacher Education program help assure that teacher candidates are prepared academically and well motivated to complete the intensive teacher education coursework and internship field experiences.
See requirements for Entrance/Admission into the Teacher Education Program.
The PACE Secondary Program requires candidates to already hold a bachelor’s degree or higher from an accredited college or university. Candidates will fulfill the requirements to receive a Standard Instructional Certificate with endorsement in a specific content area to teach grades 6-12 at the conclusion of the program. Candidates are required to attend an orientation on the Lewiston campus. The remaining coursework is accomplished utilizing distance learning technology, and a final semester of on-site internship (near the candidate’s home).
Candidates of the PACE Secondary Program follow the same admission requirements to the Teacher Education Program as outlined above. Those who are interested in the PACE Program should request a transcript evaluation by the Teacher Education Division program assistant. Forms are available at www.lcsc.edu/education/student-resources/. Follow the link to “Request for Transcript Evaluation”.
PACE Program Contact Information
- Dr. David Massaro, PACE Coordinator, email@example.com; 208-792-2730
Candidates for the baccalaureate degree in the Teacher Education programs must meet the LCSC baccalaureate degree requirements, maintain an overall GPA of 3.0, and pass the Praxis II subject specialty exam(s) in their area as required by the State of Idaho. In addition, Elementary Education candidates must pass the State of Idaho Comprehensive Literacy Assessment. It is the student’s responsibility to ensure that his/her program of study fulfills the General Education, major, minor, certification, and endorsement requirements. Requirements for graduation and requirements for teacher certification differ. The Office of Admission/Registrar has authority over graduation requirements. Therefore, the Teacher Education Division does not substitute or waive any institutional General Education requirements. Further, such a substitution or waiver may jeopardize teacher certification. Students desiring to substitute or waive General Education requirements should consult with their Education advisor before petitioning.
Teacher Education faculty in the Division of Teacher Education believe that in order to ensure the continuous intellectual, social, and physical development of all learners, the qualified teacher must perform several roles. In serving these roles, teachers demonstrate knowledge, skills, and dispositions related to eight main areas of professional competence. Successful teacher candidates must consistently exhibit:
- Appropriate conduct as a professional
- Knowledge of the foundations of the profession
- Expertise in all subjects taught
- Skills as an educational designer
- Skills as an educational facilitator
- Skills as an educational evaluator
- Capacity for reflective practice
- Ability to embrace the ideas of a culturally responsive educator.
Through participation in each of the Teacher Education programs at LCSC, teacher candidates have opportunities to develop, nurture, and demonstrate their professional competence in each of these eight areas.
The Dedicated Professional. The teacher conducts herself/himself in a manner which shows care and concern for children and their learning and a commitment to the profession of education. The teacher exhibits high ethical and professional standards. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
The Knowledgeable Professional. The teacher is knowledgeable of how children, as individuals and in groups, learn and develop and how instruction can be provided to support the intellectual, social, and personal development of all types of learners. The teacher understands schools as organizations within the larger community context and the laws and norms that guide their operation.
The Content Specialist. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches. The teacher maintains currency in knowledge of the content area(s) and skills of the discipline.
The Educational Designer. The teacher plans and creates learning experiences based upon knowledge of subject matter, students, the community, and curriculum goals to make the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches meaningful for students. The teacher designs and develops learning opportunities which are congruent with how children learn and develop, which utilize well-selected instructional strategies and learning resources, and which are appropriately adapted to diverse learners.
The Educational Facilitator. The teacher utilizes a variety of instructional strategies (methods, techniques, etc.) and resources (media, technologies, etc.), effective classroom organization skills, and effective communication techniques to establish and facilitate engaging and meaningful learning environments that support the intellectual, social, and physical development of students. The teacher fosters active inquiry, collaboration, and supportive interaction in the classroom. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
The Educational Evaluator. The teacher understands and uses appropriate, formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. The teacher performs appropriate, comprehensive assessments of the processes of instructional design, facilitation, and evaluation. The teacher adjusts and refines instruction based upon informed analysis.
The Reflective Professional. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community). The teacher actively seeks out opportunities to grow professionally.
The Culturally Responsive Educator. The teacher is a culturally responsive educator who understands and embraces the ideas of cultural consciousness, equity and human dignity, and social justice while striving to create learning environments that grant voice and authenticity to the beliefs, opinions, and experiences of students from diverse experiences.
The curriculum for Teacher Education at LCSC promotes the development and practice of these qualities through performance-based courses and field experiences.
For Elementary Education majors, the Teaching Internship is a two-semester sequence of integrated course work and field experiences.
For teacher candidates seeking endorsement in Secondary Education (6-12), the Teaching Internship consists of one semester in the field. Over the course of the semesters, the candidate engages in field-based opportunities to apply the knowledge, skills, and dispositions developed in course work. The internship provides the teacher candidate with mentored experiences in all areas of teacher performance. Students must be admitted to the Teacher Education program and pass their required Praxis examination(s) before an internship placement is considered. A grade of “B-” or better is required for all professional education Phase II, III & IV course work in the Elementary Education program, and a grade of "B-" or better is required in all 300 & 400-level education courses in the Secondary Education program.
During the internship, candidates are expected to fulfill additional responsibilities both on campus and at their assigned school site. Interns shall complete course assignments as well as duties assigned at their school. They should perform professionally according to public school policies and procedures. Failure to successfully progress through the internship may result in an extended internship, inability to continue with the internship experience, or withdrawal from the Teacher Education program.
The internship involves a candidate’s total commitment for the entire term of assignment. For this reason the Teacher Education Division chairperson must approve any additional course work. Extracurricular college activities, coaching, and outside employment are not to interfere with achieving a successful internship experience.
Candidates’ requests for college and school supervision in long distance internship sites (outside the LCSC service area) must be made in writing at least two semesters prior to the internship. Candidates will be assessed a fee to assist in paying the added expense of supervision at a long-distance site. The instructional teams must approve all requests for distant internships. No guarantee is made that a long-distance site will be available or approved.
ACT or SAT Placement Exam
To demonstrate acquisition of basic skills, undergraduate students seeking admittance into either Elementary or Secondary teacher education programs must pass math, reading, and writing sections of the ACT or SAT exam at a level determined appropriate by the Teacher Education Division.
Idaho Comprehensive Literacy Assessment (ICLA)
All teacher education candidates whose teaching responsibilities will include elementary education, special education, and/or reading must pass the Idaho Comprehensive Literacy Assessment. The ICLA consists of three areas: language structure, comprehension, and assessment.
Praxis Series Assessments
Students seeking teacher certification in the state of Idaho must take Praxis II exams in their content areas. Elementary candidates must pass the Praxis II exam #5001 Elementary Education Multiple Subjects. Passing scores on this exam may be used for entrance into the program, but the elementary candidate must pass all four subtests of #5001. Elementary candidates are also required to take a second Praxis II content test in an additional endorsement/teaching field. Students are required to meet the qualifying scores set by the Idaho State Department of Education to enter into the internship experience.
The portfolio is a form of performance assessment requiring teacher certification candidates to demonstrate that they have the knowledge, skills, and dispositions needed to be effective classroom teachers and to positively impact student learning. Development of the portfolio is a yearlong endeavor. During a candidate’s internship experience, he/she will collect, organize, and display evidence that he/she is able to meet the standards required for completion of the LCSC Teacher Education Program.
As a final evaluation of an intern’s ability to demonstrate the professional competencies required by the program, she/he will pass an exit interview conducted during the final phase of the internship experience. The intern’s faculty mentor will chair the exit interview. An on-site-teacher-educator who is familiar with the intern’s capabilities and a second representative from the Teacher Education Division will also participate in the exit interview.
(all fees are subject to change)
- Application to the Teacher Education Program $30
- Praxis II Exam: Elementary Ed: Multiple Subjects: $170
- Praxis II exam in second teaching content area $120 - $146
- Idaho State Teacher Certification $107.00 ($75 application + $32 fingerprinting)
- Application to the Teacher Education Program $30
- Praxis II Content Specific Exams $120 - $146 (a separate Praxis exam is required for each content area teaching field)
- Idaho State Teacher Certification $107.00 ($75 application/$32 fingerprinting)
- Praxis II exam: Special Education Core Knowledge and Mild to Moderate Application $146
- Praxis II exam: Elementary Ed: Multiple Subjects $170
State Alternative Authorization: Content Specialist
The Division of Teacher Education supports the State of Idaho Alternative Authorization: Content Specialist Teaching Certification option. This option permits highly qualified candidates to be offered teaching positions in Idaho schools while completing certification requirements based on a formal pre-assessment of their content area and pedagogical knowledge, skills, and dispositions.
Kappa Delta Pi, an International Honor Society in Education, was founded March 8, 1911 at the University of Illinois. The Chi Kappa Chapter of Lewis-Clark State College was installed in 1996 (and was the first Idaho chapter); it became the last chapter necessary to complete membership in all fifty states. The Chi Kappa Chapter promotes better teaching and learning through identification and recognition of both outstanding teacher candidates and practicing educators. Teacher candidates must possess a grade point average of no less than 3.5 and be nominated on the basis of demonstrated potential to become strong leaders in education. Practicing educators are nominated by a committee of their peers as individuals who have demonstrated high academic ideals and made significant contributions to the education profession. The chapter sponsors several annual social and professional activities, and members have the opportunity to represent the chapter at the biennial national conference.
LCSC Student Chapter, Idaho Council for Exceptional Children
Idaho Council for Exceptional Children (CEC), LCSC Student Chapter welcomes new members seeking a special education minor. The student chapter actively participates in professional development activities that align to the state unit and shares the following mission statement: “to improve educational outcomes for individuals with exceptionalities.” CEC, a non-profit association, accomplishes its mission which is carried out in support of special education professionals and others working on behalf of individuals with exceptionalities, by advocating for appropriate governmental policies, by setting professional standards, by providing continuing professional development, by advocating for newly and historically underserved individuals with exceptionalities, and by helping professionals achieve the conditions and resources necessary for effective professional practice.
LCSC IDAHO LITERACY COUNCIL FOR YOUNG PROFESSIONALS
The purpose of the Idaho Literacy Council for Young Professionals is to promote literacy and connect with literacy educators at LCSC, in the Lewis-Clark Valley, across the state of Idaho, and beyond. This is a professional service organization affiliated with the Idaho State Council and the International Literacy Association and is open to college-aged literacy students at LCSC or recent graduates of LCSC.
ED-214 PRINCIPLES OF EDUCATION 3.00 Credits
An introduction to the teaching profession through consideration of relevant principles including the importance of education and teaching, the purpose of schools, teaching orientations and styles, trends in education, international influences on American education, the changing nature of American education, the administration and governance of schools, school funding, social issues affecting education and learning, schools and their environs, and education in other societies. Includes twenty hours of field experience in area elementary and secondary schools.
ED-216 PHYS EDUC FOR THE ELEMENTARY TEACHER 2.00 Credits
Designed to aid the classroom teacher in developing and implementing physical education programs in elementary and middle schools. Cross-listed with KIN 216.
ED-222 BEGINNING SIGN LANGUAGE 3.00 Credits
Students will learn a sign language and finger spelling system consistent with English, used in educating hearing impaired individuals.
ED-224 MEDIA & TECH FOR DIGITAL WORLD 2.00 Credits
Media & Technologies for Living in a Digital World is a course to address the design, development, and implementation of current media and technologies for communication and learning purposes. Through participation in this course, students will develop the knowledge and skills necessary to effectively design, develop, and use a variety of types of media and to select and implement a variety of current technologies as tools to create and deliver media effectively. Students will also become familiar with the issues and implications of being a successful and safe citizen in a digital world and develop digital literacy skills.
ED-290 DIRECTED STUDY IN EDUCATION 1.00-12.00 Credits
ED-291 WORKSHOP IN EDUCATION 1.00-3.00 Credits
ED-292 SPECIAL TOPICS IN EDUCATION 1.00-3.00 Credits
ED-295 PRACTICUM IN EDUCATION 1.00-12.00 Credits
ED-299 RESEARCH ASSISTANTSHIP 1.00-12.00 Credits
Graded P/F only.
ED-310 PROFESSIONAL FOUNDATIONS OF EDUCATION 3.00 Credits
Designed for post bachelors DLT teacher candidates, this course is a systematic survey of the philosophical foundations and historical development of public education, the legal, financial, and organizational principles associated with schooling, and certain social issues that have helped to shape, guide, and/or impact contemporary education. Twenty hours of field experience required. ED 214 meets the same requirement.
ED-318 ASSESSMENT OF LEARNING 3.00 Credits
An introduction to the theory of assessment. Presents the foundational concepts, principles, and procedures needed to systematically acquire, organize, and apply information about learners and learning. This course is a component in the elementary teacher education program's technology strand and is designated as technology-intensive. Cross-listed with PSYC 318. Pre-requisite: Elementary Education Majors must be admitted to the teacher education program.
ED-321 EDUCATIONAL PSYCHOLOGY 3.00 Credits
Builds on knowledge gained in Developmental Psychology to further the understanding of various theories of learning, teaching, developmental theories and processes. Pre-requisite: PSYC 205 or acceptance into the Education Program. Cross-listed with PSYC 321.
ED-323 PROFESSIONAL STRATEGIES FOR TEACHING 6.00 Credits
This course provides formal experiences in the development of a repertoire of knowledge, skills, and attitudes necessary to design, develop, deliver, and evaluate units of instruction. It focuses on the integration of methods and strategies, media and technologies, and discipline and motivation to produce effective learning environments, including those that meet the needs of a culturally and intellectually diverse classroom population. Fee required. Pre-requisite: Admission to the Elementary Teacher Education Program.
ED-328 MATH METHODS K-8 3.00 Credits
Based on NCTM standards, students will plan, deliver, assess, and reflect upon math lessons presented to elementary school children. Pre-requisites: MATH 157 and MATH 257; Admission to the Elementary Teacher Education Program.
ED-330 CULTURALLY RESPONSIVE CLASSROOM 2.00 Credits
The purpose of this course is to guide awareness regarding individual differences from an environment and contextual perspective with a particular emphasis on the variation that occurs because of a student's cultural background. It is designed to provide the classroom teacher with the tools specific to engaging all students in the learning process so as to increase their academic performance.
ED-345 CULTURALLY RELEVANT TEACHING 3.00 Credits
The course is designed for classroom teachers and future teachers and will provide information for the selection of teaching strategies suited to the learners culture, literacy, language proficiency, and communication skills. The course will examine issues related to working with diverse peoples, deepen levels of awareness regarding individual differences and develop an understanding of the challenges of language acquisition in the classroom setting. Specific teaching strategies for students whose first language is not English.
ED-390 DIRECTED STUDY IN EDUCATION 1.00-12.00 Credits
ED-392 SPECIAL TOPICS IN EDUCATION 1.00-3.00 Credits
ED-394 INTERNSHIP IN EDUCATION 1.00-12.00 Credits
Graded P/F only.
ED-399 RESEARCH ASSISTANTSHIP 1.00-3.00 Credits
Graded P/F only.
ED-411 DIGITAL CITIZENSHIP/MOBILE/REMOTE TECH 3.00 Credits
This course is designed to give you, the teacher candidate, formal experiences in the development of knowledge, skills, and dispositions supporting the strategic integration of mobile and remote technologies into teaching and learning and the related issues and responsibilities of digital citizenship that accompany these practices. Students enrolling in this course should have completed at least one course delivered online or be concurrently enrolled in an online course. It is expected that students who begin this course already have some experience performing fundamental operations with a microcomputer including the use of word processing software, World Wide Web browsing software, and electronic mail software.
ED-412 INSTRUCTIONAL TECHNOLOGY STRATEGIES 3.00 Credits
This course is designed to give you, the teacher candidate, formal experiences in the development of the knowledge, skills, and dispositions supporting the strategic integration of technologies into teaching and learning. This includes an exploration of best practices in instructional methods and strategies for technology-enriched learning environments. Pre-requisite: Admission to the Secondary Education program.
ED-413 DESIGNING ONLINE INSTRUCTION 3.00 Credits
This course is designed to give you, the teacher candidate, formal experiences in the development of pedagogical knowledge, skills, and attitudes necessary to design and develop effective, online learning experiences. It is expected that students who begin this course already have some experience performing fundamental operations with a microcomputer including the use of word processing software, World Wide Web browsing software, and electronic mail software. Previous experience participating in coursework implementing an online learning management system is also expected. Pre-requisite: Admission to the Elementary or Secondary Teacher Education program.
ED-414 PROFESSIONAL INTERN ONLINE TEACHING 5.00 Credits
This course is designed to give you, the teacher candidate, formal experiences in the practice of skills to design, develop, implement, and evaluate effective teaching in an authentic, online instructional environment. Through a field-based, practicum experience, you will demonstrate your capacity to design, facilitate, and evaluate one or more online courses to designated students within the Kindergarten to Twelfth Grade range. Pre-requisite: Must be admitted to their respective teacher education program. ED 411, ED 413, ED 415 and ED 323 or ED 453 and ED 412 prior to beginning internship.
ED-415 TEACHING ONLINE 3.00 Credits
This course is designed to give you, the teacher candidate, opportunities to engage in productive reflective practices about the design, development, implementation, and evaluation activities of your professional internship in online teaching. In this seminar, you and your colleagues will reflect on your internship experiences and the development of your skills to design, facilitate, and evaluate instruction of an online course. Pre-requisite: Admission to Teacher Education Program. Co-requisite: ED 414.
ED-422 INTERMEDIATE SIGN LANGUAGE 3.00 Credits
Continuation of ED 222.
ED-423 INSTRUCTIONAL TECH STRATEGIES, K-12 2.00 Credits
Instructional Technology Strategies, K-12 is designed to give students formal experiences in the development of the knowledge, skills, and dispositions supporting the strategic integration of technologies into the teaching and learning process. This includes an exploration of best practices in instructional methods and strategies for technology-enriched learning environments. Through literature review and discussion/exploration activities, you will develop your knowledge and skills in the variety of strategies and facilitation techniques that best serve teachers and learners in technology-enriched and digital learning environments. Special attention will be given to the instructional functions of current technologies and their relation to the primary models of instruction and their implementation. Pre-requisite: Admission to the Elementary Teacher Education Program.
ED-424 MEDIA & TECH FOR TEACHING, K-12 2.00 Credits
Media & Technologies for Teaching, K-12 is a course to address the strategic integration of current media and technologies into teaching and learning. Through participation in this course, students, as teacher candidates, will recognize the accepted professional standards regarding the roles and responsibilities that teachers serve to create and maintain learning environments best served by current technologies. Students will develop the knowledge and skills necessary to effectively design, develop, select, and implement a variety of types of instructional media and to implement a variety of current technologies as enhancements to teaching and learning processes. Students will also become prepared to foster sound principles of digital citizenship and digital literacy in teaching and learning environments. Pre-requisite: ED 224 and have been formally admitted to either the Elementary or Secondary Teacher Education Program.
ED-425 INSTRUCTIONAL METHODS/MANAGEMENT, K-8 2.00 Credits
This course is designed with a focus upon the exploration, understanding, implementation and integration of a repertoire of pedagogical knowledge, skills and dispositions related to K-8 instructional design, facilitation and evaluation, along with an examination of classroom management theories and strategies. This course will afford students the opportunities to become familiar with various instructional methods, models and practices, classroom management and relationship building to enhance educational relevance for K-8th grade students. Through various activities, including micro-teaching and other forms of presentation, students will demonstrate knowledge and skill acquisition in the development of instructional design, facilitation and evaluation. Additional projects will focus on research and product development to demonstrate understanding of key aspects related to classroom management, discipline and motivation through creating relevant and healthy relationships within the context of the classroom community. Pre-requisite: Students must be formally admitted to the Elementary Teacher Education Program.
ED-426 PROFESSIONAL INTERNSHIP IN EDUCATION K-8, I 7.00-14.00 Credits
A performance-based experience where interns have opportunities to develop and refine instructional materials and practices based on researched best practices for reading, language arts, math, science, health, social studies, physical education, visual and performing arts and multicultural issues to be utilized in K-8 classroom settings. The importance of effective communication strategies, including appropriate technology, will be emphasized. Interns will have numerous opportunities to interact with classroom teachers and elementary students during this first semester of a year-long internship. Pre-requisite: Admission to the Elementary Teacher Education Program. Co-requisites: ED 427 and SE 428.
ED-427 PROF SEMINAR: ISSUES IN EDUCATION I 1.00 Credit
Promotes self-reflection and the successful transition into the teaching profession through opportunities for interns to address and reflect upon contemporary and perennial issues that affect and inform their praxis. Includes questions of instructional philosophies and orientations, classroom management, professional conduct, ethics and legal considerations, interpersonal communications, steps toward securing employment, efficient time management, and proposals for educational reform and innovation. Fee required. Pre-requisite: Admission to the Elementary Teacher Education Program. Co-requisites: ED 426 and SE 428.
ED-429 PROFESSIONAL INTERNSHIP IN EDUCATION K-8, II 7.00-14.00 Credits
A continuation of ED 426. As the internship experience proceeds the intern will continually assume more responsibility for classroom instruction and management. This is a writing integrated course. Pre-requisite: Admission to the Elementary Teacher Education Program Co-requisites: ED 430 and SE 431. Graded P/F only.
ED-430 PROF SEMINAR:ISSUES IN EDUCATION II 1.00 Credit
A continuation of ED 427. LCSC faculty as well as occasional guests including teachers and school administrators will conduct the seminar. Pre-requisite: Admission to the Elementary Teacher Education Program. Co-requisites: ED 429 and SE 431.
ED-432 PACE SEMINAR 1.00 Credit
This seminar provides opportunities for PACE candidates to investigate and share techniques for the development of a personal folio evidencing their abilities to meet State of Idaho Content Area Standards in their chosen teaching field, to begin preparation of their professional portfolios, and to make arrangements for their internship experience under the direction and guidance of a Division of Education faculty supervisor. Pre-requisite: Admission to the PACE Teacher Education Program or permission of the instructor.
ED-433 LINGUISTICS, SOCIETY & LANGUAGE ED 3.00 Credits
This course will explore language in its social context for English language learning, with an introduction to linguistics and language and its relation to teaching and learning. The course is designed to provide participants, as current or future teachers of English Language Learners (ELL) with an introduction to the role of language in constructing and preserving identity. Topics will include the evolution, research, and current federal and state legal mandates for English language education. Participants will discuss language variation, language shift, language policy, language discrimination, standard language and the construction of identity through language learning. The course will also discuss the function of language in social groups; the acquisition of language, the relationship between language, culture, bilingualism and language teaching. The course will investigate social identity which will include not only examining how individuals construct their identities but also how language is implicated in the formation of social groups such as class, ethnicity, gender, and regional affiliations.
ED-434 ESL FIELD EXPERIENCE 1.00 Credit
Provides an authentic context for students to apply their understanding of the principles of ESL. Students will demonstrate their ability to prepare, facilitate and assess lessons, and adapt textbook lessons and other instructional materials to meet the needs of language learners. Pre-requisites: ED 435 and ED 436.
ED-435 DIVERSITY ISSUES IN EDUCATION 3.00 Credits
Acquaints students with issues surrounding diversity in education. Students develop a broader perspective concerning culture and its influence on schooling and students' successful negotiation of the educational system.
ED-436 ISSUES TEACHING ENGLISH AS SECOND LANG 3.00 Credits
This course examines the unique challenges and opportunities afforded teachers when their community of learners consists of culturally and linguistically diverse students. The course will include discussion of issues and methodology in ESL and bilingual approaches for teaching students whose second language is English.
ED-437 ADVANCED ENGLISH AS A SECOND LANGUAGE METHODS 3.00 Credits
Acquaints students and teachers with methodology issues in Second Language Acquisition, including bilingual approaches to teaching students whose second language is English. Acquaints teachers with a variety of approaches and methods of teaching ESL, such as Audiolingual, Cognitive, Situational Response, Silent Way, etc. Developmental philosophy, critical pedagogy, individualized instruction, small group instruction, and learning centers are major areas of discussion. Recommended pre-requisite: ED 436.
ED-439 AUTHENTIC ASSESMENT OF ENGLISH LANGUAGE LEARNERS 3.00 Credits
This online course is the fourth in a series of courses designed to meet the requirements for an ESL endorsement. The course focuses on the assessment tools for testing/identifying language dominance and the language proficiency levels of students of English. The course is designed to provide information for the selection of assessment tools suited to the learner's culture, literacy and communication skills. Pre-requisites: ED 435 and ED 436.
ED-445 INSTRUCTIONAL STRATEGIES AND CLASSROOM MANAGEMENT, 6-12 3.00 Credits
This course familiarizes students with a variety of research-based instructional models and practices, classroom management strategies, and the building of learning communities to meet the needs of students in grades 6-12. Students demonstrate pedagogical knowledge, skills, and dispositions through microteaching and various forms of presentation. Students also develop products that demonstrate understanding of key aspects of classroom management, discipline, and motivation. Includes 20 hours of field experience in area secondary schools. Pre-requisite: ED 214, ED 318, ED 321, and admission into Secondary Teacher Education Program.
ED-449 TEACHING METHODS IN THE CONTENT AREA 3.00 Credits
This course combines theoretical and practical learning experiences in pedagogical content knowledge. Students demonstrate requisite knowledge, skills, and dispositions through authorship of content-specific unit plans consisting of course rationale, syllabus, and lesson plans based upon local, state, and national standards. Special emphasis is placed on research-based teaching methods and strategies relevant to a content area. Provides a meaningful pre-internship practicum experience in the content area for students. Pre-requisite: ED 214, ED 318, ED 321 or ED 310, and admission into secondary education program.
ED-452 INTERNSHIP SEMINAR 1.00 Credit
This seminar promotes self-reflection and the successful transition into the teaching profession through opportunities for interns to address and reflect upon their internship experiences and contemporary and perennial issues that affect and inform their praxis. Pre-requisite: Admission into the Secondary Education Program. Co-requisites: ED 460 and ED 461.
ED-453 MEDIA AND TECHNOLOGY FOR TEACHING 3.00 Credits
This course provides formal experiences in the development of a repertoire of pedagogical knowledge, skills, and dispositions necessary for the effective integration of media and technologies into learning environments. Course content and activities address the purposeful design, development, and implementation of current and relevant instructional media and technologies that would enhance learning environments in secondary education. Fee required. Pre-requisite: ED 214, ED 318, ED 321 and acceptance into the Secondary Teacher Education Program. This course is not available to students who have successfully completed ED 454 prior to Fall 2003.
ED-454 PROFESSIONAL TEACHING STRATEGIES 6-12 3.00 Credits
This course in instructional design focuses on the acquisition and integration of basic pedagogical knowledge, skills and dispositions related to secondary teaching methods necessary to design, develop, deliver and evaluate effective instruction. Teacher candidates will become familiar with a variety of traditional and contemporary teaching models to meet the needs of a culturally and intellectually diverse classroom population. Includes a demonstration of requisite knowledge, skills, and dispositions through authorship of a course rationale and syllabus and unit plan templates, completing videotaped mini-teaching lessons and passing quizzes and the course examination Pre-requisite: Admission to the Secondary Teacher Education Program. This course is not available to students who have successfully completed ED 454 prior to Fall 2003.
ED-460 PROFESSIONAL INTERNSHIP IN EDUCATION 6-12 3.00-12.00 Credits
The integration and application of pedagogical knowledge, skills, and dispositions necessary to successfully design, develop, deliver, and evaluate instruction during a semester-long internship with an on-site secondary teacher educator. Interns are asked to utilize a variety of traditional and contemporary teaching strategies, aids, materials, and activities to meet the needs of a culturally and intellectually diverse classroom population. Interns will participate in regular seminars, lectures, and/or laboratory sessions in support of their internship activities. The intern should have a means of transportation to the internship school. Pre-requisite: Successful completion of all Phase I and Phase II requirements. Pre-requisite: Admission into the Secondary Education Program. Co-requisites: ED 452 and SE 407. Graded P/F only.
ED-461 PROFESSIONAL INTERNSHIP IN EDUCATION K-12 3.00-12.00 Credits
For candidates seeking K-12 teaching certificates, the integration and application of pedagogical knowledge, skills, and dispositions necessary to successfully design, develop, deliver, and evaluate instruction during a semester-long internship with on-site K-12 teacher educators. Interns are asked to utilize a variety of traditional and contemporary teaching strategies, aids, materials, and activities to meet the needs of a culturally and intellectually diverse classroom population. Interns will participate in regular seminars, lectures, and/or laboratory sessions in support of their internship activities. The intern should have a means of transportation to the internship school. Pre-requisite: Successful completion of all Phase I and Phase II requirements. Pre-requisite: Admission into the Secondary Education Program. Co-requisites: ED 452 and SE 407. Graded P/F only.
ED-471 ACTION RESEARCH FOR TEACHERS 3.00 Credits
This course is to help familiarize teachers with fundamental concepts of classroom-based action research, an alternative to traditional research that aims to improve some aspect of classroom instruction. Includes a series of reflective exercises and concludes with an action research activity. May be repeated in order to continue or conclude the activity or engage in a second action research activity. Pre-requisite: Instructor's approval.
ED-485 GRANT WRITING 1.00 Credit
ED-490 DIRECTED STUDY IN EDUCATION 1.00-14.00 Credits
ED-491 WORKSHOP IN EDUCATION 1.00-3.00 Credits
Graded P/F only.
ED-491A WORKSHOP IN EDUCATION 1.00-12.00 Credits
ED-492 SPECIAL TOPICS IN EDUCATION 1.00-3.00 Credits
ED-494 INTERNSHIP IN EDUCATION 1.00-12.00 Credits
ED-495 PRACTICUM IN EDUCATION 1.00-12.00 Credits
ED-499 RESEARCH PROJECT AND SEMINAR IN EDUCATION 1.00-12.00 Credits
EDGT-410 FOUND GIFTED/TALENTED EDUCATION 3.00 Credits
This online course will familiarize the student with the broad subject of education for gifted and talented (GT) students. The course, designed to be completed on an individual study basis, is appropriate for parents, home schooled students, and classroom teachers. It is an activity-based course and includes fourteen lessons that correspond to the textbook chapters. Students will complete an assigned activity in each lesson and correlate the activity to the Idaho Standards for Gifted and Talented Education so that students' performance and products in this course serve as evidence of their attainment of the standards. Occasionally students will be asked to make contributions to a bulletin board discussion. This is the entry course for the sequence of courses that lead to GT endorsement.
EDGT-420 CREATIVITY AND CRITICAL THINKING SKILLS FOR GIFTED AND TALENTED STUDENTS 3.00 Credits
This online course, intended for parents, teachers, home schooled students, coordinators and supervisors of GT learners, is activity-based and designed to be completed on an individual basis. The course will help familiarize students with the general theoretical basis for creativity and critical thinking, specific teaching exercises and lesson plans, and sources for additional materials for developing creativity and critical thinking with GT learners. Efforts will be directed toward the completion of a notebook of ideas, exercises, and resources that the student may wish to reference in future work with GT learners. Studies include reading text chapters and surfing the web in search of additional information. Students will be asked to make contributions to a bulletin board discussion. The final examination will take the form of a reflective essay. Pre/Co-requisite: EDGT 410.
EDGT-430 SOCIAL AND EMOTIONAL NEEDS OF GIFTED AND TALENTED STUDENTS 3.00 Credits
This online course, intended for parents, teachers, home schooled students, coordinators and supervisors of GT learners, is activity-based and designed to be completed on an individual basis. The course will help familiarize students with the social and emotional needs of GT children and adolescents. The content includes identifying special problems and issues, techniques for individual and group adjustment, academic and career counseling, identification and assessment tools, counseling learning disabled GT students, multicultural counseling, and consideration of social development, leadership, and gender issues. In completing the course, students will read assigned text chapters and answer review questions about the chapter's contents. Each chapter includes either one or more questions for discussion or an application activity. The final examination will take the form of essay questions. Pre/Co-requisite: EDGT 410.
EDGT-440 CURRICULUM AND INSTRUCTION FOR GIFTED AND TALENTED STUDENTS 3.00 Credits
This online course, intended for parents, teachers, home schooled students, coordinators and supervisors of GT learners, is activity-based and designed to be completed on an individual basis. The course will familiarize students with curricula for GT learners through identification of appropriate programs and resources as well as the adaptation of traditional content areas. Efforts will be directed toward the completion of a notebook of curricula information and resources that the students may wish to reference in future work with GT learners. Studies will include reading text chapters and surfing the web in search of additional information. Students will be asked to make contributions to a bulletin board discussion. The final examination will take the form of a reflective essay. Pre/Co-requisite: EDGT 410.
EDGT-450 INTERNSHIP AND PROGRAM DESIGN FOR GIFTED AND TALENTED EDUCATION 3.00 Credits
This online course is activity-based and designed to be completes on an individual study basis. The course will provide the student with opportunities to design and complete a professional internship in a school during which he/she works with GT students, assesses needs, and design instructional activities appropriate for these students. Students must accrue 90 clock hours of supervised on-site field experience to meet internship requirements. Students will be provided wide latitude in designing experiences that reflect their unique needs, situation, and teaching experience. Pre/Co-requisites: Instructor's approval, EDGT 410, EDGT 420, and EDGT 440.
EDGT-460 CRITICAL ISSUES IN GIFTED AND TALENTED EDUCATION: MERITOCRACY, ELITISM AND EQUALITARIANISM 3.00 Credits
This online course, intended for parents, teachers, home schooled students, coordinators and supervisors of GT learners, is activity-based and designed to be completed on an individual basis. The course will help familiarize students with the apparently contradictory yet complimentary concepts of meritocracy, elitism and equalitarianism. Efforts will be directed toward the completion of a research paper in which students attempt to synthesize these concepts together with an exposition of their personal beliefs and values regarding GT education. The course is intended to be informative and to stretch thinking in the tradition of creativity and critical thinking associated with GT education. Pre/Co-requisites: EDGT 410, 420, and 440.
EDGT-470 READINGS IN GIFTED AND TALENTED EDUCATION 2.00 Credits
This online course, intended for parents, teachers, home schooled students, coordinators and supervisors of GT learners, is activity-based and designed to be completed on an individual basis. The course will provide the student with an opportunity to select and pursue a topic of personal interest related to GT education through a structured program of readings and reflections. Pre/Co-requisites: EDGT 410, 420, and 440.
RE-217 CHILDREN'S LITERATURE AND STORYTELLING 3.00 Credits
Acquaints students with the wide range of literature for children and with criteria for judging quality in making book selections for classroom use. Students will demonstrate abilities in using a variety of effective methods for sharing and responding to literature and for integrating literature throughout the curriculum. Includes a technology component and an emphasis on integrating the use of multiethnic literature throughout the curriculum.
RE-290 DIRECTED STUDY IN READING 1.00-12.00 Credits
RE-291 WORKSHOP IN READING 1.00-12.00 Credits
RE-292 SPECIAL TOPICS IN READING 1.00-3.00 Credits
RE-295 PRACTICUM IN READING 1.00-12.00 Credits
RE-299 RESEARCH ASSISTANTSHIP 1.00-12.00 Credits
Graded P/F only.
RE-301 PSYCHOLINGUISTICS, LITERACY, AND LANGUAGE ACQUISITION 3.00 Credits
The purpose of this course is to develop students' understanding of language structure and language acquisition, to raise students' awareness of children's and young adults knowledge of language and their ability to use language, and to spark students' recognition of ways in which learning to talk and developing literate behaviors are similar. In this course we will explore the socio-psycholinguistic dimensions of language, literacy and culture. Models of theories of language acquisition will be examined including both oral and written language. Additionally, different types of discourse will be analyzed as to how they might impact literacy and language development for both first and second language learners. The course will also stress the importance of language learning as a social activity, and the possibilities of language acquisition as a means for transformative learning.
RE-303 EMERGENT LITERACY 3.00 Credits
Examines methods of literacy instruction appropriate for use with young children at various developmental stages. Methods examined reflect current theory and research and emphasize the importance of graphophonic, syntactic, and semantic cueing systems in the reading process. Students will have direct involvement with children in elementary classrooms as they observe and practice a variety of instructional methods.
RE-305 WRITING INSTRUCTION FOR K-12 TEACHERS 3.00 Credits
This course is designed to help students understand that writing is a process of constructing meaning using current research based practices for teaching writing in K-12 school settings.
RE-319 FIELD EXPERIENCE IN EDUCATION I 1.00 Credit
Provides a meaningful, intermediate-level (pre-internship) field experience for students preparing to be teachers. Pre-requisite: Admission into the elementary teacher education program. Co-requisite: RE/SE 320.
RE-320 UNDERSTANDING THE LITERACY PROCESSES 3.00 Credits
Develops students' theoretical understanding of the processes of literacy learning. Implications for meaningful instruction for academic and culturally diverse learners are explored. Pre-requisite: Admission to the Elementary Teacher Education Program. Co-requisite: RE 319. Cross-listed with SE 320.
RE-324 ASSESSMENT OF LITERACY DEVELOPMENT 3.00 Credits
Develops students' abilities in assessing the reading and writing skills of K-12 students. Emphasis is placed on 1) the importance of aligning assessment with current views of literacy learning theory, and the goals of state/district curricula, 2) the role of assessment in determining students' strengths and weaknesses so that sound instructional decisions can be made in helping students develop strategies that increase their effectiveness as readers and writers, 3) the development of assessment strategies that meet the needs of students from diverse populations, and 4) the connection between technology and literacy growth. Pre-requisite: Admission to the Elementary Teacher Education Program and successful completion of RE/SE 320. Co-requisite: RE/SE 325. Cross-listed with SE 324.
RE-325 FIELD EXPERIENCE II 1.00 Credit
Students will demonstrate the ability to utilize assessment strategies presented and practiced in RE/SE 324-Assessment of Literacy Development in elementary classroom settings. Pre-requisite: Admission to the Elementary Teacher Education Program. Co-requisite: RE/SE 324. Cross-listed with SE 325.
RE-335 YOUNG ADULT LITERATURE 2.00 Credits
Acquaints students with criteria for selecting quality literature for adolescents, and ways of promoting and incorporating quality literature into school curriculum. Review literary elements such as characterization, plot, point of view, etc. Also addresses issues such as censorship, multicultural perspectives, bias, etc. Cross-listed with ENGL 335.
RE-390 DIRECTED STUDY IN READING 1.00-12.00 Credits
RE-392 SPECIAL TOPICS IN READING 1.00-12.00 Credits
RE-399 RESEARCH ASSISTANTSHIP 1.00-12.00 Credits
Graded P/F only.
RE-401 PHONEMIC AWARENESS AND PHONICS SEMINAR 1.00 Credit
This seminar will provide undergraduate college students with information about the basic sound structure of the English language, including phonological and phonemic awareness, phonics, and morphology. Current research regarding best teaching practices will be included. Information presented in the course will help prepare students for Strand I of the Idaho Comprehensive Literacy Assessment which all elementary education students graduating after September 2002 must pass to become certified. This seminar does not replace Strand I, Language Structure and Literacy Instruction, of the RE 470/471, Idaho Comprehensive Literacy Course that is designed for certified teachers.
RE-422 READING IN THE CONTENT AREA K-12 3.00 Credits
Taught from a multicultural perspective, this course emphasizes the teaching of content using literacy strategies in classes at the intermediate, middle, and secondary levels. Focuses on practical ways to help students increase comprehension when reading content materials. Pre-requisites: ED 453 and ED 445, or RE 320 and RE 401, or permission of instructor.
RE-490 DIRECTED STUDY IN READING 1.00-12.00 Credits
RE-491 WORKSHOP IN READING 1.00-12.00 Credits
RE-492 SPECIAL TOPICS IN READING 1.00-12.00 Credits
RE-495 PRACTICUM IN READING 1.00-12.00 Credits
RE-499 RESEARCH ASSISTANTSHIP 1.00-12.00 Credits
Graded P/F only.
SE-320 UNDERSTANDING THE LITERACY PROCESSES 3.00 Credits
Develops students' theoretical understanding of the processes of literacy learning. Implications for meaningful instruction with regard to phonics and other cueing systems are emphasized. Practical experience at a local elementary school is an important component. Required for all elementary education majors and for reading minor/endorsement. Pre-requisite: Admission to the Elementary or Secondary Teacher Education Program. Co-requisite: RE 319. Cross-listed with RE 320.
SE-322 INCLUSION STRATEGIES K-12 3.00 Credits
Designing strategies for teaching and assisting individuals with learning differences or disabilities in school settings. Emphasizes standards of performance related to teaching and team responsibilities of professionals working to assist students with individual strengths or needs. Pre-requisite: Admission to Teacher Education Program or permission of instructor.
SE-324 ASSESSMENT OF LITERACY DEVELOPMENT 3.00 Credits
Develops student's abilities in assessing the reading and writing skills of K-12 students. Emphasis is placed on 1) the importance of aligning assessment with current views of literacy learning theory, and the goals of state/district curricula; 2) the role of assessment in determining student's strengths and weaknesses so that sound instructional decisions can be made in helping students develop strategies that increase their effectiveness as readers and writers, 3) the development of assessment strategies that meet the needs of students from diverse populations, and 4) the connection between technology and literacy growth. Pre-requisite: Admission to the Elementary or Secondary Teacher Education Program and successful completion of RE/SE 320. Co-requisite: RE/SE 325-Field Experience in Education II. Cross-listed with RE 324.
SE-325 FIELD EXPERIENCE II 1.00 Credit
Students will demonstrate the ability to utilize assessment strategies presented and practiced in RE/SE 324 - Assessment of Literacy Development - in elementary classroom settings. Pre-requisite: Admission to the Elementary or Secondary Teacher Education Program. Co-requisite: RE/SE 324-Assessment in Literacy Development. Cross-listed with RE 325.
SE-332 INDIVIDUALIZED ASSESSMENT 3.00 Credits
The study and application of models and techniques of diagnosis and educational assessment used in identifying, classifying, planning for, monitoring, and evaluating individuals with disabilities and educational programs. Co-requisite: SE 335.
SE-333 INDIVIDUALIZED INSTRUCTION 3.00 Credits
Instructional design and planning for teaching individuals with disabilities or learning needs. Emphasizes standards of instructional practice for motor, cognitive, academic and functional life skills.
SE-334 INDIVIDUALIZED MOTIVATION 3.00 Credits
Motivational planning for teaching individuals with disabilities or special needs. Emphasizes standards of practice related to planning and managing the teaching learning environment, and managing student behavior and social interaction skills.
SE-335 SPECIAL EDUCATION FIELD EXPERIENCE 1.00 Credit
Individualized and small group instruction experiences involving students with disabilities. Emphasizes standards of performance related to basic, social interaction, motor and functional skills development. Graded P/F only.
SE-390 DIRECTED STUDY IN SPECIAL EDUCATION 1.00-12.00 Credits
SE-394 INTERNSHIP IN SPECIAL EDUCATION 1.00-12.00 Credits
SE-399 RESEARCH ASSISTANTSHIP 1.00-3.00 Credits
SE-407 ADAPTIVE TEACHING 6-12 2.00 Credits
Approaches to adapting curriculum, instruction and evaluation for students with learning difficulties in the secondary schools. Emphasis will be on motivation and alternative learning environments. Practical experiences are integrated into the course. Pre-requisite: Admission to the Secondary Teacher Education Program.
SE-428 ADAPTIVE TEACHING I 1.00 Credit
Approaches to adapting learning environments and motivation for students with learning differences or disabilities. Emphasizes standards of performance related to learning differences and adapting environments. Pre-requisite: Admission to the Elementary Teacher Education Program.
SE-431 ADAPTIVE TEACHING II 1.00 Credit
Approaches to adapting curriculum, instruction and assessments for students with learning differences or disabilities. Emphasizes standards of practices related to disabilities and adaptive instruction. Pre-requisite: Admission to the Elementary Teacher Education Program.
SE-467 PHYSICAL ACTIVITY AND RECREATION FOR INDIVIDUALS WITH SPECIAL NEEDS 3.00 Credits
Study of the categories of exceptionality. Socio-cultural dimensions of learning and teaching are examined. Strategies for teaching and assisting individuals with special needs and a wide variety of abilities in sport and physical activity. Includes field experiences with Special Olympics, physical and occupational therapists, and adapted physical educators in schools. Cross-listed with KIN 467.
SE-477 CONSULTING WITH PARENTS AND PROFESSIONALS 2.00 Credits
Theory and practice of consulting with parents of students with disabilities. Emphasizes standards of performance related to communication, collaborative partnerships, professional and ethical practices.
SE-484 SPECIAL EDUCATION INTERNSHIP 6.00 Credits
Individualized planning and instruction in resource or inclusion programs for students with disabilities. Emphasizes standards of performance integrating knowledge and skills required for the CEC Common Core of Knowledge and Skills Essential for All Beginning Special Education Teachers. Fee required. Pre-requisite: Admission to the Elementary or Secondary Teacher Education Program. Graded P/F only.
SE-490 DIRECTED STUDY IN SPECIAL EDUCATION 1.00-12.00 Credits
SE-491 WORKSHOP IN SPECIAL EDUCATION 1.00-12.00 Credits
SE-492 SPECIAL TOPICS IN SPECIAL EDUCATION 1.00-12.00 Credits
SE-494 INTERNSHIP IN SPECIAL EDUCATION 1.00-12.00 Credits
SE-495 PRACTICUM IN SPECIAL EDUCATION 1.00-12.00 Credits
SPED-301 SPECIAL EDUCATION LAW 3.00 Credits
This online course is designed to provide a basic understanding of the legal issues related to the delivery of special education services. The course examines current legal frameworks used to address questions in this area and the principles that undergrid the procedural requirements of delivering special education services. The provisions of federal and state special education mandates, judicial interpretations, and Idaho state guidelines regulating the delivery of educational and vocational services to students with disabilities will be covered.
SPED-310 BEHAVIOR MANAGEMENT 3.00 Credits
This online course provides students with the fundamental knowledge for identifying instructional and behavioral needs, measuring and analyzing information, designing effective instructional and behavioral interventions, managing classroom behavior using positive strategies through applied behavior analysis. Principles of effective teaching are introduced along with a variety of "best practice" strategies.
SPED-320 ACCESS TO GENERAL EDUCATION 3.00 Credits
The purpose of this course is to develop the knowledge and skills necessary for special educations to assist students with disabilities in participating in the general education curriculum.
SPED-330 FORMAL ASSESSMENT AND PROGRAM PLANNING 3.00 Credits
This online course provides special educators with the skills necessary to plan, conduct, and use assessment information to assist determining eligibility of students for special education services and planning services for students with disabilities.
SPED-340 COLLABORATION AND CONSULTATION 3.00 Credits
This online course discusses theory and practice of consulting with parents of students with disabilities. Emphasizes standards of performance related to communication, collaborative partnerships, and professional and ethical practices.
SPED-400 READING INSTRUCTION FOR STUDENTS WITH DISABILITIES 3.00 Credits
This online course focuses on reading instruction that meets the needs of low-performing students in special education and regular education and provides an overview of a variety of reading approaches that special education teachers may encounter in school settings. Students learn how to systematically teach basic decoding and reading comprehension skills to children with mild/moderate disabilities and to children at risk for school failure. Students learn about and practice teaching the following children: (a) phonemic awareness, (b) phonic analysis, (c) vocabulary, and (d) reading comprehension. Students also learn to systematically create their own lessons and to modify reading basals and trade books. This course teaches direct instruction procedures as one method of instruction that has been successful in remediating reading failure.
SPED-410 LANGUAGE AND COMMUNICATION INSTRUCTION FOR STUDENTS WITH DISABILITIES 3.00 Credits
This online course will focus on effective, scientifically-based instructional strategies that can be used to improve the language skills of children with disabilities. Strategies for improving expressive communication (oral language, alternatives to oral language-such as sign language and picture systems, as well as written language-such as spelling and writing) and receptive language skills will be addressed. The importance of using a total communication approach will be stressed.
SPED-420 MATHEMATICS INSTRUCTION FOR STUDENTS WITH DISABILITIES 3.00 Credits
This online course overviews the direct instruction of mathematics, including objective research and evaluation, instructional design, presentation techniques, scope and sequence, and organizing instruction (selection and modification of commercial programs, and initial student assessment and placement). Particular emphasis will be placed on teacher candidates acquiring basic mathematical knowledge, skills, and concepts: 1) mathematics vocabulary and prerequisite language skills, 2) counting, 3) symbol identification and place value, 4) addition, 5) subtraction, 6) multiplication, 7) division, 8) basic facts, 9) problem solving (story problems), 10) fractions, 11) decimals, 12) percents and ratios, 13) telling time, 14) money, 15) measurement, 16) geometry, and 18) study skills.
SPED-430 INTRODUCTION TO ASSISTIVE TECHNOLOGY 1.00 Credit
This online course will provide students with an undertaking of assistive technology and its application in instructional programs, career tasks, and life skills for persons with disabilities. Presentation and demonstration experiences will enable students to better utilize assistive technology in education, work, community, and home environments.
SPED-440 SECONDARY SPECIAL EDUCATION AND TRANSITION PLANNING 2.00 Credits
This online course emphasizes the assessment of current trends in secondary transition services for students with disabilities and the design and implementation of appropriate transition services. Students will go through the training modules on the Secondary Transition Learning Community on the Idaho Training Clearinghouse. Students will critically analyze their current philosophical beliefs and practices about transitioning services available to students.
SPED-450 INSTRUCTION FOR STUDENTS WITH SEVERE DISABILITIES 3.00 Credits
The purpose of this online course is to provide skills necessary to develop/adapt, implement, and evaluate instructional programs for learners with severe cognitive, physical, or multiple disabilities. An emphasis will be placed on the adaptations necessary for successful participation in school and community environments. Students will learn about methodologies and research, and will examine examples or exemplary practices in the field.
SPED-494 INTERNSHIP IN SPECIAL EDUCATION 1.00-12.00 Credits