Education

ED 201 Phonics (1)
A study of the sounds (phonemes) of the English language and the developmental sequence of teaching these sounds to children. Must be taken before or concurrently with ED 233 or ED 243

ED 202 Instructional Technology (3)
This course is designed to provide experiences to teacher candidates in the use of technology in teaching and learning. Data collection, software selection, production and application of technologies in lesson plans for use in classrooms will be studied. In this course, students will explore critical issues surrounding the use of technology in educational settings. Students will also cultivate skills in the use of technological advances relevant to current and future educational and professional experiences. This course will be required of all license-seeking students Pre-K to Young Adult.

ED 203 Seminar I, Learning about the Profession (1)
The exploration of becoming an early childhood educator by reading the professional literature and attending a conference. The course will include studying the National Association for the Education of Young Children’s Code of Ethics and reading case studies based on ethical dilemmas faced by teachers. In addition, students will have the opportunity to attend the Ohio Association for the Education of Young Children’s annual conference to hear nationally known speakers and participate in workshops.

ED 204 Becoming a Professional II (1)
The exploration of becoming a professional in early childhood education by preparing for Praxis II exams and Pathwise lesson plans. The course will include preparing and filling a Praxis II organizer and study materials for the test. Students will learn the categories for the Pathwise lesson plans.
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ED 217 Principles of Math (3)
A study of basic mathematical concepts and processes in the areas of Number, Measurement, Geometry, Patterns & Algebra, and Data & Probability (which are compatible with the Ohio Academic Content Standards) and designed for early childhood pre-service teachers preparing for early childhood licensure. This course must be taken and passed (with a C or better) before students may take ED 330 (Math Methods) and ED 332 (Integrated Practicum I).

ED 218 Social Studies Content: K-3 (3)
Using the Ohio Academic Content Standards in Social Studies as the foundation, Early Childhood majors will learn about the content that is specific to Ohio and US History, World Geography, major economic concepts, Government and Citizenship that are needed for teaching Pre-K through Grade 3. A Problem Based Learning Approach will be used in order to integrate and coordinate the content from areas listed above. Prerequisites: AH 220 and SO 120. Successful completion (C or better) of this course is a prerequisite for ED 334, Early Childhood Social Studies Methods.

ED 220 Principles of Middle Childhood Math (3)
This course is designed to provide education students in the MC math licensure program with opportunities to study the topics of number, number sense and operations, measurement, patterns, functions and algebra, and data analysis and probability. Process skills addressed are problem solving, reasoning, communications, connections, and representation. The focus will be on the conceptual understanding of these math contents and processes. Content will be aligned with the Ohio Academic Content Standards.

ED 221 Foundations of American Public Education (3)
The introductory course for all teacher licensure programs. The format for the course is Problem Based Learning. Students work in collaborative groups to research and present findings about major problems related to contemporary and current issues in education. Student assessments include self and faculty evaluation of the dispositions (behavior) identified as required for becoming an effective teacher. Should be taken in the second semester of the freshman year.
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ED 228 Education of Exceptional Children (2)
A study of the characteristics of children with disabilities including those who are at risk, those with developmental variations and those with specialized abilities (gifted) will be addressed. The related services and adaptive technologies for children with exceptionalities as well as the impact of family, cultural, racial, and ethnic diversity on learning are explored. The course also addresses the law as it relates to services for children with disabilities and the role of the classroom teacher in the process. Prerequisites: ED 221, PY 110, and 225 or 227

ED 229 Educational Psychology (3)
The course gives teacher education majors the opportunity to learn about developmental stages of children, the study of theories and principles of learning and ways these theories impact learning and teaching. Theories of motivation, impact of learner diversity (ethnic, socioeconomic and cultural) learning style variations, multiple intelligences, brain hemisphericity, physically challenging conditions, and cognitive styles are all addressed as ways that classroom practice is influenced and changed. Prerequisites: ED 221, PY 110, and 225 or 227

ED 230 Principles of Early Childhood Education (3)
The study of the nature, history, philosophy and organization of early childhood programs including the characteristics of effective teachers of young children and the ethical principles they uphold. Introduction to the concepts of developmentally appropriate practices and teaching approaches that support learning and the developmental needs of children ages three through eight. Must be taken concurrently with ED 232. Prerequisites: ED 221, PY 110 and 225

ED 231 Curriculum and Practices of Early Childhood (3)
A study of the guidelines of developmentally appropriate curriculum to meet the needs of all learners including the culturally diverse, at risk and exceptional learners (including gifted) and consideration of the context of the children including multicultural perspectives, socioeconomic status, home language, and home cultural practices as part of curriculum development. The course includes planning, implementation, and evaluation of learning experiences to facilitate play, cooperative learning environments, inquiry and problem solving in early childhood classrooms. Must be taken concurrently with ED 234. Prerequisites: ED 221, 230, 232 and PY 225
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ED 232 Early Childhood Practicum (1)
Students observe (one half day per week) in a variety of early childhood classrooms to understand the scope and variety of programming that is available for young children and to observe and discriminate aspects of appropriate practice in early childhood programs. Prerequisites: ED 221, 230, 231 and PY 225 (Graded Pass/Fail)

ED 233 Phonics and Emergent Literacy (4)
A study of the association of speech sounds (phonemes) with printed symbols (graphemes) as a major word identification strategy with emphasis on the role of phonics in emergent literacy. A study of the impact of the diversity of language in the home is addressed. Reading acquisition and development from linguistic, cognitive, psychological and curricular perspectives, and developmentally appropriate activities involving literature, patterns, games, and writing to foster literacy development are explored. Prerequisites: ED 202, 221, and PY 225

ED 234 Early Childhood Practicum II (1)
Students will spend 2 half days per week (80 total hours) in a pre-k, kindergarten, or primary classroom serving as an apprentice to a master teacher. Students will also learn about: the school’s philosophy, curriculum (scope and sequence), human and physical resources and school classroom procedures. Students will be expected to rework a teacher’s or commercial lesson plans into a written format & teach the lesson as appropriate to the classroom situation. Must be taken with ED 231 and/or ED 233. Prerequisites: ED 221, ED 230, ED 232, PY 110 and PY 225 (Graded Pass/Fail)

ED 235 Expressive Arts (3)
A study of the young child’s artistic, symbolic, and aesthetic development in art, music, and movement. Students will experience, critique, and develop appropriate expressive art experiences. Techniques for adapting materials and activities for special needs learners will also be explored. Students will earn 2 credit hours through scheduled class time and 1 credit hour through participation in “hands on” laboratory experiences. Prerequisites: ED 221, AR 210/237/238 or PY 225. Students must take this course prior to the internship.
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ED 237 Children’s Literature (3)
A survey of literature appropriate for children ages three through grade three with emphasis on identification of quality literature within several genres and a variety of ways to incorporate literature into the curriculum within group and classroom settings. Interactive technology will be explored. Students will have opportunities to read to children in a variety of contexts.

ED 238 Health and Physical Education for the Classroom Teacher (2)
The course is designed for the Early Childhood Education teacher (Pre K-3). It will provide an understanding of the importance of health and physical education for youngsters of this age. The students will develop learning goals and instructional plans within both areas along with exploring school laws topics and current issues. Students will also have the opportunity to teach PE lessons to Pre K youngsters on a weekly basis. Prerequisites ED 221 and PY 225

ED 243 Foundations and Survey of Reading and Phonics: Middle Childhood (3)
The Ohio Academic Standards in Reading and English are used to organize the instruction in the course. The course emphasizes reading strategies that are validated by scientifically-based research in the teaching of reading and phonics. It presents research-based perspectives about readers and programs designed to meet reader needs. Knowledge of the reading process is addressed through understanding its relationship with phonemic, morphemic, semantic, and syntactic systems of language. Attention is given to word recognition, vocabulary and comprehension strategies used to develop fluent readers. Prerequisites: ED 201, 202, 221, 228, 229

NOTE: Prerequisites for 300 and 400 level Methods classes include ED 202, 221, 228, 229, PY 225 or PY 227, appropriate 200 level prerequisites and admission to the Teacher Education Program. Students who register for 300 and 400 level courses and do not have admission to the Teacher Education Program will be withdrawn from those courses.

ED 305 Becoming a Professional III (1)
The exploration of becoming an early childhood educator by studying the teacher standards set forth by the Ohio Department of Education (ODE). The course will include in-depth investigation of the ODE website to train students how to access teacher resources. Students will learn how to find materials they will need to become a Highly Qualified Early Childhood Educator.

ED 330 Reading and Math Field Experience (2)
Teacher education candidates will spend 2 half days per week in a kindergarten or primary classroom for 10 weeks and then 4 half days per week for the later 5 weeks serving as an apprentice to a master teacher. Candidates will plan, implement and evaluate their teaching of a set(s) of lessons and/or units in Math and Reading as appropriate to the school’s curriculum content and/or school context. They will demonstrate ability to sequence instruction that is developmentally appropriate; develop appropriate methods for students to demonstrate learning; and will be video taped during the semester and jointly critique the tapes with college supervisors. Must be taken concurrently with ED 332 and 335. Prerequisites: ED 201, 202, 221, 228, 229, 230, 231, 232, 233, 234, 235, 237, and admission to the Teacher Education Program. (Graded Pass/Fail)
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ED 332 Math Methods (2)
The new Ohio Academic Standards in Math and the Pathwise Criteria will be used to learn about content curricular planning, teaching methodologies and implementation. Students will critique and evaluate curriculum materials. Students learn about the development of numeric and mathematical concepts, how best to facilitate their development with young learners and the characteristics of what is called “reform” math. Emphasis will be placed on both skill-based learning and integrating math content to other curricular areas to provide “real-life” experiences. Must be taken with ED 335 and ED 330. Prerequisites: Ed 201,202, 221, 228, 229, 230, 231, 232, 233, 234, 235, 237, and PY 225 and admission to the Teacher Education Program.

ED 333 Science Methods (2)
The new Ohio Academic Standards in Science and the Pathwise Criteria will be used to learn about content curricular planning, teaching methodologies and implementation related to science. Students will critique and evaluate curriculum materials. Students will learn how to plan and implement curriculum that relies on inquiry-based “minds on, hands on learning” and is appropriate for young learners using concrete materials and experiences to built science concepts. Emphasis will be placed on integrating science content with other areas to provide meaningful, “real-life” experiences. Must be taken with ED 334, ED 336, ED 338 and ED 430. Prerequisites: Ed 201, 202, 221, 228, 229, 230, 231, 232, 233, 234, 235, 237,330, 332, 335 and PY 225 and admission to the Teacher Education Program.

ED 334 Social Studies Methods (2)
The new Ohio Academic Standards in Social Studies and the Pathwise Criteria will be used to learn about content curricular planning, teaching methodologies and implementation. Students will critique and evaluate curriculum materials. In social studies, students will learn how to plan and implement curriculum that relies on inquiry-based “minds on, hands on learning” and is appropriate for young learners. Emphasis will be placed on integrating social studies content to provide meaningful, “real-life” experiences. Must be taken with ED 333, ED 336, ED 338 and ED 430. Prerequisites: ED 201, 202, 221, 228, 229, 230, 231, 232, 233, 234, 235,237, 330, 332, 335 and PY 225 and admission to the Teacher Education Program.

ED 335 Integrated Reading/Language Arts Methods: Early Childhood (3)
The Ohio Academic Standards in Reading and English are used to organize the instruction in the course. The course emphasizes reading strategies that are validated by scientifically-based research in the teaching of reading. Provides the preservice teacher with competency in the methods of teaching reading and language arts to early learners. The course emphasizes comprehensive, creative approaches and specific techniques involved in integrating listening, speaking, writing, grammar, reading, spelling and handwriting experiences for the young child. Focus on integrated development of communication skills. A one half day per week (40 clock hours total) practicum is required. Prerequisites: ED 201, 202, 221, 228, 229, 230, 231 232, 233, 234, 237 and admission to the Teacher Education Program.
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ED 336 Reading Diagnosis and Remediation with Early Childhood Practicum (4)
The study of appropriate reading and reading readiness diagnostic and remedial procedures for assessing strengths and weaknesses in young learners are included. The use of the results of these procedures to create appropriate teaching strategies is addressed. Students will have the opportunity to develop and implement diagnostic and remedial strategies. Must be taken with ED 338 or an appropriate practicum placement. Prerequisites: ED 201, 202, 221, 228, 229, 230, 231, 232, 233, 234, 237, 335 and PY 110 and 225 and admission to the Teacher Education Program.

ED 338 Integrated Practicum (3)
Students will spend 3 half days per week in a pre-k, kindergarten or primary classroom serving as an apprentice to a master teacher. They will plan, implement and evaluate their teaching of a set(s) of lessons and/or units in Math, Social Studies and Science as appropriate to the school’s curriculum content and/or school context. They will demonstrate ability to sequence instruction that is developmentally appropriate, develop appropriate methods for students to demonstrate learning and use that information to alter future instruction. Students will be video taped at least twice during the semester and jointly critique the tapes with college supervisors. Must be taken concurrently with ED 337 and 430. Prerequisites: ED 202, 221, 228, 229, 230, 231, 232, 233, 234, 235, 237, 335 and admission to the Teacher Education Program. (Graded Pass/Fail)

ED 339 Middle Childhood Field Experience (1)
Students will spend 1 half day per week (40 total hours) in middle childhood classroom(s) (grades 4 to 9 in the content areas of licensure ) serving as apprentices to master teachers. Students will learn about: the school’s philosophy, curriculum (scope and sequence), human and physical resources and school classroom procedures. Students will be expected to rework a teacher’s or commercial lesson(s) into written format and teach the lesson(s) as appropriate to the classroom situation. Must be taken concurrently with ED 340. Prerequisites: ED 202 221, 228, 229,243, PY 110 and PY 227 (Graded Pass/Fail)

ED 340 Principles and Practices of Middle Level Education (3)
An examination of the nature, philosophy, and organization of the middle school: the nature of the middle school learner; characteristics of effective middle school administrators and teachers; buildings and specific room utilization, interdisciplinary team organization, block scheduling, exploratory curriculum time, teaching methodologies, advisor-advisee programs, family/house identity. Development of appropriate programs in a supportive school environment along with the exploration of classroom and behavior management strategies which uniquely serve middle school students are also addressed. Students will have training in the Pathwise Criteria and plan, implement and evaluate appropriate activities for the classroom environment. Must be taken concurrently with ED 339. Prerequisites: ED 221, 228, 229,243, PY 110 and PY 227
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ED 341 Middle Childhood and Adolescent Literature (3)
An overview of quality literature that is appropriate for use with preadolescent and adolescent readers. Focus on understanding and application of evaluative criteria, successful techniques for incorporating literature across the curriculum, analysis of elements of literature, and ways of encouraging enjoyment and appreciation of literature. Interactive technology will be explored.

ED 342 Teaching Mathematics in Middle School (3)
The Ohio Academic Standards in Math are used to organize the instruction in the course. The course emphasizes developmentally appropriate strategies, instructional techniques and materials proven effective for middle childhood learners. Mathematics curriculum, mathematical problem solving, use of models and manipulatives, applications to real-life situations, calculators, and computer programs will all be used in this course. The need and use of content embedded authentic assessment strategies as well as adaptation for learners with special needs are included. Integration of mathematics with other curricular disciplines is also demonstrated. The course must be taken concurrently with ED 449. Prerequisites: ED 202, 221, 228, 229, 243, 339, 340, and PY 227, most of the mathematics content, and admission to the Teacher Education Program.

ED 343 Teaching Science in Middle School (3)
The Ohio Academic Standards in Science are used to organize the instruction in the course. This course emphasizes developmentally appropriate strategies, instructional techniques and materials proven effective for middle childhood learners. Science curriculum, scientific inquiry and problem solving, use of models and manipulatives, applications to real-life situations, and computer programs will all be used in this course. The need and use of content embedded authentic assessment strategies as well as adaptation for learners with special needs are included. Integration of science with other curricular disciplines is also demonstrated. The course must be taken concurrently with ED 449. Prerequisites: ED 202, 221, 228, 229, 243, 339, 340, and PY 227, most of the science content, and admission to the Teacher Education Program.

ED 344 Teaching Social Studies in Middle School (3)
The Ohio Academic Standards in Social Studies are used to organize the instruction in the course. The course emphasizes developmentally appropriate strategies, instructional techniques and materials proven effective for middle childhood learners. Social Studies curriculum, historical problem solving and inquiry, use of models and simulations, and applications to real-life situations will all be used in this course. The need and use of content embedded authentic assessment strategies as well as adaptation for learners with special needs are included. Integration of social studies with other curricular disciplines is also demonstrated. The course must be taken concurrently with ED 449. Prerequisites: ED 202, 221, 228, 229, 243, 339, 340, and PY 227, most of the mathematics content, and admission to the Teacher Education Program.
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ED 345 Integrated Reading/Language Arts Methods: Middle School (4)
The Ohio Academic Standards in Reading/English are used to organize the instruction in the course. The course provides methods of teaching reading and language arts to middle school students with emphasis on content reading. The course also includes methods of using curriculum embedded strategies to
assess and monitor instruction based on that assessment. Focus on various ways of integrating language instruction including literature, interdisciplinary units, and organizational variations are presented. Students are to take this course concurrently
with 342, 343, 345 and/or 449 (or other arranged practicum). Prerequisites: ED 202, 221, 228, 229, 242, 243, 341, and PY 227, and admission to the Teacher Education Program.

ED 346 Reading Diagnosis and Remediation: Middle Childhood (3)
The study of appropriate reading diagnostic and remedial procedures for assessing strengths and weaknesses in middle-aged learners are included. The use of the results of these procedures to create appropriate teaching strategies is addressed. Students will have the opportunity to develop and implement diagnostic and remedial strategies. Must be taken with ED 348, 448 and 498. Prerequisites: ED201, 202, 221,228, 229, 243,339 and 340; 342, 343 and/or 344; 345, 449, and admission to the Teacher Education Program.

ED 347 Reading in the Content Field (3)
Using the Academic Content Standards in Reading/English as a focus, the course highlights the principles, techniques, strategies and resources which aid teachers in developing and strengthening student reading ability within school content areas. Focus on comprehension through attention to textbooks and their organizations, readability, student interests, schema theory and cultural factors. Visual literacy is addressed. This course should be taken concurrently with ED 370 and 371. Prerequisites: ED 202, 221, 228, 229, and admission to the Teacher Education Program.

ED 348 Reading Diagnostic and Remedial Field (1)
Taken during the Internship. Students implement diagnostic procedures with middle childhood learners and plan content-based remedial strategies to aid in the reading process. Must be taken concurrently with ED 346, 448, and 498. Prerequisites: ED201, 202, 221,228, 229, 243,339 and 340; 342, 343 and/or 344; 345, 349, and admission to the Teacher Education Program. (Graded Pass/Fail)
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ED 349 Advanced Methods Practicum: Middle Childhood (2)
Students will spend 2 half days per week in a middle school classroom(s) serving as an apprentice to a master teacher. They will plan, implement and evaluate their teaching of a set(s) of lessons and/or units in the content area of their license (Math, Social Studies, Science or Reading/Language arts) as appropriate to the school’s curriculum content and/or school context. They will demonstrate ability to sequence instruction that is developmentally appropriate, develop appropriate methods for students to demonstrate learning and use that information to alter future instruction. Students will be video taped at least twice during the semester and jointly critique the tapes with college supervisors. Must be taken concurrently with ED 342, 343, 344, and/or 345. Prerequisites: ED 202, 221, 228, 229, 339, 340, and PY 227, most of the content courses, and admission to the Teacher Education Program.

ED 352 Mathematics Methods: 7-12 (3)
The Ohio Academic Standards in Math are used to organize the instruction in the course. The course emphasizes developmentally appropriate strategies, instructional techniques and materials proven effective for adolescent learners. Mathematics curriculum (including traditional and reform math programs), mathematical problem solving, use of models and manipulatives, applications to real-life situations, calculators, and computer programs will all be used in this course. The need and use of content embedded authentic assessment strategies as well as adaptation for learners with special needs are included. Integration of mathematic content areas is also demonstrated. The course must be taken concurrently with ED 497. Prerequisites: ED 202, 221, 228, 229, 347, 370, 371, and PY 227, most of the mathematics content, and admission to the Teacher Education Program.

ED 353 Science Methods (7-12) (3)
The Ohio Academic Standards in Science are used to organize the instruction in the course. This course emphasizes developmentally appropriate strategies, instructional techniques and materials proven effective for adolescent learners. Science curriculum, scientific inquiry and problem solving, use of models and manipulatives, applications to real-life situations, and computer programs will all be used in this course. The need and use of content embedded authentic assessment strategies as well as adaptation for learners with special needs are included. The course must be taken concurrently with ED 497. Prerequisites: ED 202, 221, 228, 229, 347, 370, 371, and PY 227, most of the science content, and admission to the Teacher Education Program.

ED 354 Social Studies Methods (7-12) (3)
The Ohio Academic Standards in Social Studies are used to organize the instruction in the course. The course emphasizes developmentally appropriate strategies, instructional techniques and materials proven effective for adolescent learners. Social Studies curriculum, historical problem solving and inquiry, use of models and simulations, and applications to real-life situations will all be used. The need and use of content embedded authentic assessment strategies as well as adaptation for learners with special needs are included. Integration of social studies with other curricular disciplines is also demonstrated. The course must be taken concurrently with ED 497. Prerequisites: ED 202, 221, 228, 229, 347, 370, 371, and PY 227, most of the social studies content, and admission to the Teacher Education Program.
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ED 355 Integrated Reading/Language Arts Methods (4)
The Ohio Academic Standards in Reading/English are used as the basis for the instruction in the course. Preservice teachers develop competency in the use of appropriate methods for teaching reading and language arts to adolescent students. Focus on various ways of integrating language arts instruction including literature, interdisciplinary units, and organizational variations is also addressed. Must be taken concurrently with ED 497. Prerequisites: ED 202, 221, 228, 229, 341, 347, 370, 371, and PY 227, most of the integrated language arts content, and admission to the Teacher Education Program.

ED 360 Arts Methods: Pre-K-12 (3)
The Ohio Competency-Based Model for the Visual Arts is the basis for the course. Instructional methodology in visual arts will be presented with close attention to its relationship to the developmental stages of the learners. Students will learn about materials, methods, resources, and techniques in relation to teaching the visual arts. The need and use of content embedded authentic assessment strategies as well as adaptation for learners with special needs are included. The course must be taken with ED 497. Prerequisites: ED 202, 221, 228, 229; 339/340 or 370/371; and PY 225 and 227; and admission to the Teacher Education Program.

ED 370 Teaching Secondary Students (3)
An examination of the nature, philosophy, and organization of the secondary school: the nature of the adolescent learner; appropriate teaching methodologies; characteristics of effective administrators and teachers; buildings and specific room utilization, interdisciplinary team organization, block scheduling, exploratory curriculum time, advisor-advisee programs, and integrated curriculum. How to develop appropriate programs in a supportive school environment along with the exploration of classroom and behavior management strategies for high school students are also addressed. Students will have training in the Pathwise Criteria and plan, implement and evaluate appropriate activities for the classroom environment. Must be taken concurrently with ED 371 and 347. Prerequisites: ED 202, 221, 228, 229, PY 110, PY 227

ED 371 Secondary Practicum (1)
Students will spend 1 half day per week (40 total hours) in a high school classrooms (grades 7 to 12 in the content areas of their licensure areas) serving as apprentices to master teachers. Students will learn about: the school’s philosophy, curriculum (scope and sequence), human and physical resources and school classroom procedures. Students will be expected to rework a teacher’s or commercial lesson into a written format & teach the lesson as appropriate to the classroom situation. Must be taken concurrently with ED 370 and ED 347. Prerequisites: ED 221, 228, 229, PY 110 and PY 227. (Graded Pass/Fail)
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ED 430 Assessment of Young and Atypical Children (3)
Concepts and principles of measurement and active participation in assessing young and atypical children ages three through eight for the purpose of strategic program planning, developing individualized educational plans (IEPs-IFSPs), transition planning and interpreting assessment results to parents and professionals. The need and use of curriculum embedded authentic assessment strategies as well as adaptation for learners with special needs are included. Must be taken concurrently with ED 337 and 338. Prerequisites: ED 202, 221, 228, 229, 230, 231, 232, 233, 234, 235, 237, 335 and admission to the Teacher Education Program.

ED 432 Family and Community Relationships (2)
Approaches for educators in collaborating with parents, agencies, and other professionals, in addressing the identified needs of all children. Students will learn about the procedures used for IEP conferences and how to conduct parent conferences. Students will be expected to conduct at least one parent conference and/or home visit. Must be taken concurrently with ED 433 and 498. Prerequisites: ED 202, 221, 228, 229, 230, 231, 232, 233, 234, 235, 237, 335, 336, 338, 430 and admission to the Teacher Education Program.

ED 433 Early Childhood Internship (12)
An intensive, 15 week, full day teaching experience in a pre-k, kindergarten or primary classroom (must be a different age level than in ED 338.) Students will work in partnership with a master teacher to practice the art and craft of teaching and develop skills of planning and facilitating learning that are transferable to multiple early childhood contexts. Students will be assessed using the Pathwise Criteria and develop their own assessment portfolios using the Pathwise Criteria. The student must meet the requirements for the Internship as described in the Teacher Education Handbook including passage of the appropriate Praxis II content test(s). Must be taken concurrently with ED 433 and 432. Prerequisites: ED 202, 221, 228, 229, 230, 231, 232, 233, 234, 235, 237, 335, 336, 338, 430 and admission to the Teacher Education Program. (Graded Pass/Fail)

ED 448 Middle Childhood Internship (11)
An intensive, 15 week, full day teaching experience in a middle school classroom(s) (must be in both content areas of the license). Students will work in partnership with a master teacher(s) to practice the art and craft of teaching and develop skills of planning and facilitating learning that are transferable to multiple contexts. Students will be assessed using the Pathwise Criteria and develop their own assessment portfolios using the Pathwise Criteria. The student must meet the requirements for the Internship as described in the Teacher Education Handbook including passage of the appropriate Praxis II content test(s). Must be taken concurrently with ED 346, 348, and 498. Prerequisites: ED 202, 221, 228, 229, 243, 339, 340, 345, 346; 342, 343, and/or 344; 449; and PY 227; and admission to the Teacher Education Program. (Graded Pass/Fail)
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ED 458 Internship in Adolescent/Young Adult (12)
An intensive, 15 week, full day teaching experience in a high school classroom(s). Students will work in partnership with a master teacher(s) to practice the art and craft of teaching and develop skills of planning and facilitating learning that are transferable to other contexts. Students will be assessed using the Pathwise Criteria and develop their own assessment portfolios using the Pathwise criteria. The student must meet the requirements for the Internship as described in the Teacher Education Handbook including passage of the appropriate Praxis II content test(s). Must be taken concurrently with ED 498. Prerequisites: ED 202, 221, 228, 229, 347, 370, and 371; 452, 453, 454, or 455; 497; PY 227, and admission to the Teacher Education Program. (Graded Pass/Fail)

ED 468 Internship in Pre-K-12 (12)
An intensive, 15 week, full day teaching experience in the content area(s) of the license). Students will work in partnership with a master teacher(s) to practice the art and craft of teaching and develop skills of planning and facilitating learning that are transferable to multiple contexts. Assignments, depending upon the school district may be divided between age levels. Students will be assessed using the Pathwise Criteria and develop their own assessment portfolios using the Pathwise Criteria. The student must meet the requirements for the Internship as described in the Teacher Education Handbook including passage of the appropriate Praxis II content test(s). Must be taken concurrently with ED 498. Prerequisites: ED 202, 221, 228, 229; 339/340 or 370/37; 360 and 497; PY 225 and 227; and admission to the Teacher Education Program. (Graded Pass/Fail)

ED 497 Advanced Methods Practicum; Grades 7 to 12 (2)
Students will spend 80 hours in a high school classroom(s) serving as an apprentice to a master teacher. They will plan, implement and evaluate their teaching of a set(s) of lessons and/or units in the content area of their licensure area as appropriate to the school’s curriculum content and/or school context. They will demonstrate ability to sequence instruction that is developmentally appropriate, develop appropriate methods for students to demonstrate learning and use that information to alter future instruction. Students will be video taped at least twice during the semester and jointly critique the tapes with college supervisors. Must be taken concurrently with 352, 353, 354, or 355. Prerequisites: ED 202, 221, 228, 229, 341(integrated Language Arts only), 347, 370, 371, and PY 227, most of the content, and admission to the Teacher Education Program. (Graded Pass/Fail)

ED 498 Internship Seminar (2)
A weekly seminar designed to support the activities of the interns during the internship. Interns meet each week with their college supervisors and then participate in whole group activities including but not limited to teacher/principal panels, instruction in journaling, using the Pathwise Criteria for self assessment, and making application for licensure. Must be taken with ED 433, 448, 458 or 468. Prerequisites: See prerequisites for the respective internships. (Graded Pass/Fail)
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