Admissions Requirements
Elementary Education
Secondary Education
Special Education
Teacher Specialization / licensure Programs
Unified Early Childhood Education

The Division of Education offers students a variety of programs with more than twenty licensure and endorsement programs including an innovative Unified Early Childhood with Special Education program, Elementary, K-12 and Secondary programs in more than twelve content areas, and Special Education. In these programs, students will meet and work with a blended faculty of full time professors and outstanding practitioners from area schools and agencies.

Close support and advising is provided for Education majors from the first year through student teaching and getting a job. The Division of Education maintains close relations with other academic programs offering teaching majors and with area schools and agencies. This gives students a wide network of opportunities.

After sound preparation and modeling most people learn best by doing. All Loras Education programs offer up to 100 clock hours or more of field experience prior to a full semester of student teaching. This begins with the first education class and offers students opportunities to work with veteran practitioners in their classrooms and other settings and provides the chance to develop skills prior to student teaching.

Becoming a practitioner is more than taking classes. Employers often ask, "So what else have you done?" The Division of Education guides students into service opportunities that help not only to explore career choice, but also to develop a sense of social responsibility, ethical development, an awareness of diversity, and personal growth.

All students begin a professional portfolio, based on the Interstate New Teachers Assessment and Support Consortium (INTASC) standards, demonstrating their knowledge, skills, and dispositions in their first class. Portfolio development continues over the course of all programs. Students find that their portfolios document their achievements and are a source of pride. During the student teaching semester candidates are guided in transforming the portfolio into an essential component of getting the job he/she desires. Our students continue on to pursue careers as classroom teachers, practitioners in birth through adult services, and in other areas.

Accreditation of Education Division
The Division of Education is accredited by the State of Iowa and holds memberships in the American Association of Colleges for Teacher Education, the Association of Independent Liberal Arts Colleges for Teacher Education, and the Iowa Association of Colleges for Teacher Education.

Vision
The Loras College Division of Education will excel in developing reflective practitioners and caring educational professionals in the Catholic and liberal arts traditions.

Mission
The Division of Education, affirming the Catholic identity and liberal arts mission of Loras College, prepares teachers and other educational professionals to function as active learners, reflective thinkers, ethical decision makers, and responsible contributors in diverse educational settings, and who are disposed to use best practices, technology, and research to facilitate the learning of all in those settings.

Goals
Goal One: Technology
The Division of Education will accelerate the integration of educational technology throughout its programs, developing candidates who think critically about the appropriate use of technology to improve student learning, and who will be leaders in the utilization of educational technology.

Goal Two: Assessment
The Division of Education will develop a comprehensive assessment-as-learning system that supports candidate improvement of learning, faculty improvement of teaching, and program improvement to prepare candidates to succeed in P-12 settings.

Goal Three: Partnerships
The Division of Education will establish and maintain Partnerships for Professional Development (PPD) that are focused on candidate preparation, faculty development, and student learning; and that are designed to achieve the integration of professional and student learning through inquiry.

Outcomes
Students who complete our programs and whom we recommend for licensure will have demonstrated the ability to:
1. Make ethical decisions vital to the welfare of children, the profession, and society.
2. Use a broad base of foundational knowledge to promote the achievement of all children.
3. Reflect deeply from a questioning attitude toward schools as social institutions.
4. Apply educational techniques that show reflective thinking by analyzing the needs of children, planning accordingly, using appropriate strategies and materials, collecting feedback, evaluating results, and making necessary adjustments.
5. Exhibit confidence and competence in their roles as reflective decision-makers.

Teacher Licensure Programs
Students must work closely with their advisors and the licensure officer in designing an appropriate program of study. All professional Education courses that support the various teaching specializations are offered through the Division of Education. The following table lists State of Iowa approved teaching licensure programs.

Teaching Specialization Level(s)
Athletic Coach K-6*, 7-12*
Unified Early Childhood with Special Education Birth to age 8
Elementary Education K-6
English/Language Arts K-6*, 7-12, 7-12*
Foreign Language: Spanish K-6*, 7-12
Health K-6*, 7-12*
Instructional Strategist I K-6*, 7-12
Mathematics K-6*, 7-12, 7-12*
Music K-6, 7-12
Physical Education K-6, 7-12
Reading K-6*
Science: Biological 7-12, 7-12*
Science: Chemistry 7-12
Science: Physics 7-12, 7-12*
Social Science: All Social Sciences 7-12
Social Science: American Government 7-12
Social Science: American History 7-12 , 7-12*
Social Science: History K-6*
Social Science: Psychology 7-12*
Social Science: Sociology 7-12*
Social Science: Sociology with American Government 7-12
Social Science: Sociology with American History 7-12
Social Science: Sociology with World History 7-12
Social Science: World History 7-12 , 7-12*
Speech Communication/Theatre 7-12*

*second endorsement field (teaching minor)

Admission and Retention Policies and Procedures
The Division of Education screens all students applying for and retained in its programs and advises students to modify their career goals when necessary. A student having any intention of qualifying for licensure should make application to the Division of Education during the sophomore year; otherwise summer school, an above average course load, or extra semesters may be necessary. The initial “Application for Admission to Teacher Education” is generally completed as part of L.EDU-100, Introduction to Reflective Teaching. Students seeking licensure in a state other than Iowa should contact the state department of education in their preferred state to determine current requirements and anticipated changes.
In order to enroll in Education courses beyond L.EDU-100, L.EDU-119, L.EDU-125, L.EDU-202, L.EDU-222, and L.EDU-230, a student must have on record passing scores on a standardized test of basic academic skills (the Division of Education uses the Collegiate Assessment of Academic Proficiency [CAAP] published by ACT) and either (a) have previously received full or provisional admission to Teacher Education, (b) be currently enrolled in L.EDU-100 at the time of registration, or (c) have had his or her academic advisor gain special approval from the Screening Committee for enrollment in an upper-level Education course (during college recesses the Chair may act on the request). Enrollment in Student Teaching requires admission to Student Teaching.

A. Admission Categories

1. Full Admission: To the student who meets and maintains all admission requirements.
2. Provisional Admission: To the student who is deficient in one or more admission criteria, but whose performance suggests to the Screening Committee the potential for success; deficiencies must be removed in order to gain full admission. The student must have on record passing scores on a standardized test of basic academic skills (the Division of Education uses the Collegiate Assessment of Academic Proficiency [CAAP] published by ACT).
3. Student Teaching Admission: To the student who has met full admission requirements and satisfactorily completed all introductory and intermediate phase professional Education courses by the conclusion of the semester prior to the semester in which he/she intends to student teach.

B. Full Admission Requirements
To be eligible for consideration for full admission to the programs of the Division of Education, a student must:

1. have on record passing scores on a standardized test of basic academic skills (the Division of Education uses the Collegiate Assessment of Academic Proficiency [CAAP] published by ACT);
2. have a cumulative grade point average of not less than 2.50 in all course work attempted;
3. declare a major with the Registrar’s Office with the stated intention to pursue a teaching license;
4. submi to the Division of Education office the “Application for Admission to Teacher Education,” including a biographical data form;
5. submit three reference forms from faculty who have had the student in college courses, two at least being from faculty outside the Division of Education;
6. complete L.EDU-100, Introduction to Reflective Teaching, with at least a grade of C (2.0);
7. complete L.EDU-125, Educational Psychology; L.EDU-119, Multicultural Education, and any other professional Education courses attempted with a grade not less than a C (2.0);
8. complete each course attempted in the teaching specialization with a grade not less than a C (2.0);
9. complete specified college-level courses in the following areas with a grade not less than a C (2.0): 3 credit hours of College Writing, developmental psychology (which includes the age range for which the teaching license is being sought), Group Communication and Public Speaking (oral communication), and Mathematical Modeling (at least the equivalent of college algebra or L.LIB-112 for transfer students), or Mathematics for Teachers I and II (for K-6 licensure fields only);
10. gain approval of the Division of Education’s Screening Committee.

C. Provisional Admission Requirements
To receive provisional admission to the programs of the Division of Education, a student must:

1. have on record passing scores on a standardized test of basic academic skills (the Division of Education uses the Collegiate Assessment of Academic Proficiency [CAAP] published by ACT);
2. complete L.EDU-100, Introduction to Reflective Teaching; and L.EDU-125, Educational Psychology with a grade not less than a C (2.0);
3. submit to the Division of Education office the “Application for Admission to Teacher Education,” including a biographical data form;
4. gain approval of the Division of Education’s Screening Committee; see “Admission Categories,” item A.
   

D. Reclassification from Provisional to Full Admission
To be eligible for consideration for reclassification from provisional to full admission a student must attain all of the requirements for full admission.

E. Student Teaching Admission Requirements
To gain admission to Student Teaching, a student must receive approval from the Division of Education’s Screening Committee the academic year prior to student teaching, preferably during the spring semester of the junior year. It is the responsibility of the student to complete the application process with the Screening Committee no later than March 1 (see Teacher Education Handbook on the web). Students may not be enrolled in courses during the student teaching semester.

To be eligible for consideration for Student Teaching admission, the student must:

1. attain and maintain all of the requirements for full admission;
2. complete 89 semester hours prior to the beginning of the student teaching semester, with a cumulative grade point average of at least 2.75;
3. complete the appropriate prerequisite professional Education courses for student teaching, including all introductory and intermediate phase courses;
4. complete each course in the content major, for K-12 and 7-12 students, prior to student teaching, with a grade no less than C (2.0);
5. demonstrate satisfactory performance in all course-based competencies; complete a successful review of the Division’s portfolio;
6. submit to the Division of Education office the “Application for Admission to Student Teaching” by March 1;
7. gain approval of the Screening Committee.

F. Requirements for Recommendation for Iowa Licensure
In order to be eligible for licensure from the State of Iowa Board of Educational Examiners, a student must:

1. submit to the Licensure Office during the semester of student teaching the State of Iowa application for licensure and appropriate fees;
2. have an overall cumulative grade point average of not less than 2.75;
3. present a grade of not less than a C (2.0) in each of the required teaching specialty studies courses and professional Education courses;
4. acquire a core of liberal arts knowledge including, but not limited to, mathematics, natural sciences, social sciences, and humanities. For those having enrolled as first year students at Loras College, this requirement must be met by completing the College’s general education curriculum with a grade of at least “C” in each course. For those enrolling as transfer or adult degree students, the requirement can be met by completing courses with a grade of not less than a C (2.0) in: English composition, developmental psychology, communication arts, mathematics (see B9), also courses in literature; U.S. history or U.S. government; biological sciences or physical sciences (must include a lab);
5. present a passing score on the Praxis II exam (K-6 licensure fields only)
6. meet all institutional graduation requirements; and
7. gain the recommendation of the Licensure Officer.

Attainment of all course, program, and graduation requirements must be verified by an official Loras College transcript. Conviction for any criminal offense other than traffic violations may be sufficient grounds for the Iowa Board of Educational Examiners to deny licensure.

Admission to Teacher Education for Individuals Holding a Bachelor’s Degree
An individual who wishes to pursue a teaching license and holds a bachelor’s degree from a regionally accredited institution must initially seek admission by completing the appropriate forms available from the Registrar’s Office. An individual seeking initial licensure must also complete the appropriate forms and procedures for admission to Teacher Education and Student Teaching as found in the Teacher Education Handbook.* An individual seeking a master’s degree should refer to the Graduate Bulletin (available from the Division of Education).

Advising First Year Students
Students typically do not begin coursework in the Division of Education until their sophomore year. The Division of Education advises students interested in Teacher Education to meet the following requirements during their first year.
1. Foundational general education courses with no grade lower than a C (2.0) in the following courses:
    • College Writing
    • Group Communication and Public Speaking
    • Mathematical Modeling (L.LIB-112, Survey of Math Models-FM or above);
    • L.MAT-110 and L.MAT-111 Mathematics for Elementary Teachers I and II for Elementary, Early Childhood, and Strategist K-6 majors
    • Democracy and Global Diversity
2. A course in developmental psychology (which includes the age range for which the teaching license is being sought).
3. L.EDU-202 Introduction to Exceptionality and Mild/Moderate Disabilities for those students who intend to declare Instructional Strategist I K-6 or 7-12 as a major or who intend to pursue the Unified Early Childhood with Special Education Add-on to Elementary Endorsement 100.
4. Achieve passing scores on a standardized test of basic academic skills. The Division of Education uses the Collegiate Assessment of Academic Proficiency (CAAP) published by ACT.

Additional Requirements For Teaching Majors
All Teacher Education students must complete the following 12-credit core curriculum requirement: L.EDU-100, Introduction to Reflective Teaching; L.EDU-119, Multicultural Education; L.EDU-125, Educational Psychology; L.EDU-410, Social Foundations of American Education.

Elementary Education major:
38-39 credits to include 12-credit core and the following: L.EDU-230, Children’s Literature; L.EDU-330, Clinical Experience in Teaching I; L.EDU-331, Language Arts Curriculum and Instruction; L.EDU-332, Beginning Reading; L.EDU-333, Mathematics Curriculum and Instruction; L.EDU-334, Clinical Experience in Teaching II; L.EDU-335, Social Studies Curriculum and Instruction; L.EDU-336, Science Curriculum and Instruction; L.EDU-337, Reading Across the Curriculum; L.EDU-343, Curriculum and Instruction in Music or L.EDU-344, Curriculum and Instruction in Art; L.PHE-145, Concepts of Wellness, or L.PHE-121, Personal and Community Health Education or L.SSC-145, Nutrition or L.PHE-352 Elementary Physical Education Methods; L.EDU-415, Instructional Adaptations for Children with Special Needs; and L.EDU-432, Student Teaching in the Elementary School. For required specializations, consult the Division of Education Handbook.

Unified Early Childhood with Special Education Endorsement 100 Add-on to Elementary Education major:
37 credits to include L.EDU-202, Introduction to Exceptionality and Mild/Moderate Disabilities; L.PHE-121, Personal and Community Health L.EDU-222, Introduction to Unified Early Childhood with Special Education Birth to Age Eight; L.EDU-227, Interdisciplinary Teaming and Community Agencies; L.EDU-240, Understanding Classroom Behavior; L.EDU-311, Curriculum, Methods and Materials/Infants and Toddlers; L.EDU-313, Curriculum, Methods and Materials/Preprimary; L.EDU-317, Developmental Curriculum and Methods/ Birth to Age Five; L.EDU-338, Assessment and Evaluation of Exceptionality; L.EDU-400, Partnerships With Families; L.EDU-424, Student Teaching in Infant and Toddler or L.EDU-425, Student Teaching in Preprimary; and L.EDU-426, Student Teaching in Primary.

Instructional Strategist I, K-6 major:
24 credits to include 12-credit core and the following: L.EDU-202, Introduction to Exceptionality and Mild/Moderate Disabilities; L.EDU-240, Understanding Classroom Behavior; L.EDU-328, Behavioral Characteristics and Strategies: Mild/Moderate Disabilities; L.EDU-328L, Practicum K-6; L.EDU-338, Assessment and Evaluation of Exceptionality; L.EDU-400 Partnerships with Families; L.EDU-413, Reading Evaluation and Strategies; L.EDU-440, Seminar: Mild/Moderate Disabilities K-6; L.EDU-446, Learning Characteristics, Curriculum, and Strategies: Mild/Moderate Disabilities K-12; L.EDU-446L, Practicum K-6; L.EDU-490, Student Teaching: Mild/Moderate; L.EDU-432, Student Teaching in the Elementary School. To receive this endorsement, the student must also complete coursework for the Elementary Education endorsement.

Instructional Strategist I, 7-12 major:
27 credits to include 12-credit core and the following: L.EDU-202, Introduction to Exceptionality and Mild/Moderate Disabilities; L.EDU-240, Understanding Classroom Behavior; L.EDU-328, Behavioral Characteristics and Strategies: Mild/Moderate Disabilities; L.EDU-328L, Practicum K-7-12; L.EDU-338, Assessment and Evaluation of Exceptionality; L.EDU-340 Career Development and Transition; L.EDU-400 Partnerships with Families; L.EDU-413, Reading Evaluation and Strategies; L.EDU-446, Learning Characteristics, Curriculum, and Strategies: Mild/Moderate Disabilities L-12; L.EDU-446L, Practicum 7-12; L.EDU-492, Student Teaching: Mild/Moderate, L.EDU-452, Student Teaching in the Secondary School. To receive this endorsement, the student must also complete coursework for the Secondary Education endorsement including an approved teaching minor.

Secondary/K-12 Professional Education requirements:
21-24 credits to include 12-credit core and the following: L.EDU-350, General Secondary Curriculum and Instruction; L.EDU-351, Special Secondary Curriculum and Methods; L.EDU-357, Reading in the Secondary School (recommended for all, required for English majors); L.EDU-452, Student Teaching in the Secondary School; and L.EDU-455, Instructional Adaptations for Youth with Special Needs. All prospective secondary teachers are strongly advised to enroll in L.EDU-357, Reading in the Secondary School, and L.ENG-391, Language, Theory and Teaching of Writing.

Students seeking licensure at the secondary and/or K-12 level must have an academic major outside of Education in an approved teaching major field in addition to their Teacher Education major. Students should consult with their academic advisor regarding specific teaching major and minor requirements.

K-6 Reading Endorsement Requirements
1. Must complete requirements for the Elementary Education major.
2. Must complete 24 credits to include L.EDU-310, Foundations of Reading; L.EDU-324, Language Acquisition and Reading Development; L.EDU-230, Children’s Literature; L.EDU-331, Curriculum and Instruction in Language Arts; L.EDU-332, Beginning Reading; L.EDU-337, Reading Across the Curriculum; L.EDU-339, Evaluation and Diagnosis of Reading Problems; and L.EDU-420, Practicum and Instruction in Remediation of Reading Problems.

EDUCATION COURSES

L.EDU-100. Introduction To Reflective Teaching.
Introduction to the concepts of "Reflective Practitioner," exceptionality (including giftedness) among students, and an ethical consciousness as fundamental aspects of teacher professionalism. Orientation to Divisional policies, procedures, Charlotte Danielson’s Framework for Teaching, and the portfolio. Related activities in 25 hours of field experiences. Concurrent enrollment in L.EDU-125. 3 credits. Each semester.

L.EDU-119. Multicultural Education.
This course focuses on preparing pre-service teachers to work with students from diverse backgrounds. Topics include: race, religion, gender, social class, disabilities, global education, and English as a second language. The goal of the course is for pre-service teachers to develop multicultural awareness, learn effective classroom strategies, and become advocates for multicultural education. Students also have the opportunity to research and produce a digital video on a diversity topic in Dubuque, Iowa. 3 credits. Each semester.

L.EDU-125. Educational Psychology.
Study of the psychological foundations of education; instructional design; personality and intelligence; learning and cognition; motivation; classroom management and discipline; measurement and evaluation. Prerequisite: developmental psychology, introductory psychology or consent of instructor. Concurrent enrollment in L.EDU-100 required. 3 credits. Each semester.

L.EDU-202. Introduction to Exceptionality and Mild/Moderate Disabilities.
Introduction to special education; normality, description of children with special needs, including talented and gifted and early childhood; introduction to the characteristics of students with mild and moderate disabilities; introduction to special education law and the continuum of special education services. 15 hours of field experience required. 3 credits. Each semester.

L.EDU-206. Qualities, Character And Distinctiveness of The Catholic School.
Study of the specific character of the Catholic school and the teacher’s role as minister; roles of parents, teachers and other ministers in the Church; appreciation of the Catholic school’s historical heritage and present position in the Catholic/civic community; distinctive curriculum; organization and governance of a Catholic school. 3 credits. Dependent upon staff and demand.

L.EDU-222. Introduction To Unified Early Childhood with Special Education Birth to Age Eight.
Focus is on historical and philosophical developments in the care and education of children with typical and atypical development, birth through age eight. Legal basis of services for young children and current social issues and legislation are studied. Students are introduced to the range of children served and services provided in a variety of settings, includes a 15-hour field experience. 3 credits. Each fall semester.

L.EDU-227. Interdisciplinary Teaming and Community Agencies.
Study of roles and functions of teams in services and supports of young children birth through grade three, with and without disabilities, and their families. Included are models of team process within and between service settings; explores dynamics of interaction of teams, including approaches to decision-making, communication and conflict resolution; examines professional roles and tasks of team members in the educational, community and/or intervention process. Prerequisites: Admission to Teacher Education and L.EDU-222. 2 credits. Each fall semester.

L.EDU-230. Children’s Literature.
Survey and critical analysis of print and non-print materials for children. A multicultural approach with emphasis on across-the-curriculum application. 3 credits. Each semester.

L.EDU-240. Understanding Classroom Behavior.
Study of behavior change strategies in applied and classroom settings; principles and techniques of behavior control within ethical and legal standards. Prerequisite: Admission to Teacher Education. 3 credits. Each semester.

L.EDU-310. Foundations of Reading.
An introduction to the psychological, socio-cultural, and linguistic foundations of reading and writing processes and instruction. Includes the range of research pertaining to reading, writing, and learning; including scientifically-based reading research, and histories of reading. The range of research encompasses research traditions from the fields of the social sciences and other paradigms appropriate for informing practice. Includes the major components of reading: phonemic awareness, word identification and phonics, vocabulary, fluency, and comprehension, and how to effectively integrate curricular standards with student interests, motivation, and background knowledge. Prerequisite: Admission to Teacher Education. 3 credits. Each Semester.

L.EDU-311. Curriculum, Methods and Materials/Infants and Toddlers.
Planning and implementing an integrated, unified program appropriate to infant and toddler level development of language, thinking and reasoning and creative expression. Involves techniques and materials, including appropriate literature, for helping all young children, ages 0-3, gather information, solve problems and describe their world. Techniques and approaches for creating safe and healthy infant and toddler learning environments, includes a 10-hour field experience. Prerequisites: Successful completion of L.EDU-222; admission into Teacher Education; concurrent registration in L.EDU-313 and 317. 2 credits. Each spring semester.

L.EDU-313. Curriculum, Methods and Materials/Preprimary.
Planning and implementing an integrated, unified program appropriate to preprimary level development of language, thinking and reasoning, and creative expression. Techniques and materials, including appropriate literature for helping all young children, ages 3-5, gather information, solve problems and describe their world. Techniques and approaches for creating safe and healthy preprimary, learning environments, includes a 10-hour field experience. Prerequisites: Successful completion of L.EDU-222 and admission into Teacher Education; concurrent registration in L.EDU-311 and 317. 3 credits. Each spring semester.

L.EDU-317. Developmental Curriculum and Methods/ Birth to Age Five
This course focuses on philosophy, goals, and service delivery approaches for children birth through five, with and without special needs, and their families. Family-focused intervention practices, medical aspects, uses of adaptive and assistive technology, basic sign language, transition strategies and children with mild to severe special needs are explored. Strategies to embed social and functional goals into natural routines. development and implementation of an IEP through activity based instruction and social skills development. The development of collaborative team processes among professionals and families and the implementation of the IFSP/IEP within natural environments and routines are investigated, includes a 10-hour field experience. Prerequisites: Successful completion of L.EDU-222 and concurrent registration in, 311, and 313. 3 credits. Each spring semester.

L.EDU-324. Language Acquisition and Reading Development.
Study of oral and written language acquisition and development, birth through kindergarten. Includes theory and practical applications to build knowledge, skills, and dispositions as well as principles of parental and teacher guidance. Prerequisite: Admission to Teacher Education. 3 credits. Each semester.

L.EDU-328. Behavioral Characteristics and Strategies: Mild/Moderate Disabilities K-6 or 7-12.
Major causes and facets of disordered emotions and behaviors of individuals with mild and moderate disabilities from K-12. Evidence-based best practices related to educational programming, least restrictive environment, and the continuum of available services for individuals with mild and moderate disabilities. Specific strategies related to lesson design, the development of an IEP, classroom strategies for behavior management, curricular and instructional programs, curricula for cognitive restructuring, behavior management, and social skill acquisition. Prerequisite: Successful completion of L.EDU-240; admission to Teacher Education. 3 credits. Each fall semester.

L.EDU-328L. Practicum: Behavioral Characteristics and Strategies: Mild/Moderate Disabilities K-6 or 7-12.
Supervised field experience with K-6 or 7-12 special education students for a minimum of 30 hours. Prerequisites: Successful completion of L.EDU-240; concurrent enrollment in L.EDU-328; admission to Teacher Education. 1 credit. Each fall semester.

L.EDU-330. Clinical Experience In Teaching I.
Development of technical teaching and management skills through clinical teaching experiences; analysis and evaluation of teaching performance by student, peers and instructor within 30-hour field experience. Prerequisite: Admission to Teacher Education. Concurrent enrollment in L.EDU-331, 332, 333. Graded pass/fail only. 1 credit. Each semester.

L.EDU-331. Curriculum And Instruction In Language Arts.
Goals, content, materials and teaching strategies for planning and implementing a language arts program in the elementary classroom. Prerequisites: Admission to Teacher Education and successful completion of the communication arts and composition core courses. Concurrent enrollment in L.EDU-330, 332, 333. 3 credits. Each semester.

L.EDU-332. Beginning Reading.
Introduction to reading instruction in kindergarten through second grade. Reading process, goals, content, materials, and strategies for planning and implementing a developmentally appropriate reading program in the primary classroom. Includes Reading Recovery. Prerequisites: Admission to Teacher Education. Concurrent enrollment in L.EDU-330, 331, 333. 3 credits. Each semester.

L.EDU-333. Curriculum And Instruction In Mathematics.
Goals, content, materials and teaching strategies for planning and implementing a mathematics program in the elementary classroom. Prerequisites: L.MAT-110 and L.MAT-111 or the equivalent and Admission to Teacher Education. Concurrent enrollment in L.EDU-330, 331, 332. 3 credits. Each semester.

L.EDU-334. Clinical Experiences In Teaching II.
Development of technical teaching and management skills through clinical teaching experiences; analysis and evaluation of teaching performance by student, peers, and instructor within 30-hour field experience. Prerequisites: Admission to Teacher Education. Successful completion of all Block I courses (L.EDU-330, 331, 332, 333). Concurrent enrollment in L.EDU-335, 336, 337. Graded pass/fail only. 1 credit. Each semester.

L.EDU-335. Curriculum And Instruction In Social Studies.
Goals, content, materials, teaching strategies for planning and implementing a social studies program in the elementary classroom. Prerequisites: Admission to Teacher Education. Successful completion of all Block I courses (L.EDU-330, 331, 332, 333). Concurrent enrollment in L.EDU-334, 336, 337. 3 credits. Each semester.

L.EDU-336. Curriculum And Instruction In Science.
Goals, content, materials, teaching strategies for planning and implementing a science program in the elementary classroom. Prerequisites: Admission to Teacher Education. Successful completion of all Block I courses (L.EDU-330, 331, 332, 333) plus successful completion of one of the science requirements of the general education requirements for teachers (biological or physical science). Concurrent enrollment in L.EDU-334, 335, 337. 3 credits. Each semester.

L.EDU-337. Reading Across the Curriculum.
This course presents strategies for teaching reading in grades three though six. Goals, materials, and strategies for extending reading comprehension, fluency, and vocabulary. Emphasis includes selecting fiction and informational books at the appropriate level; integrating reading into the content areas; effective teaching strategies. Prerequisites: Admission to Teacher Education. Successful completion of all Block 1 courses (L.EDU-330, 331, 332, 333). Concurrent enrollment in L.EDU 334, 334, and 336. 3 credits. Each semester.

L.EDU-338. Assessment and Evaluation of Exceptionality.
Collection and use of academic and behavioral data, educational diagnosis, assessment and evaluation of students with exceptional needs. This includes informal analysis, norm-referenced, criterion-referenced instruments, systematic observation, curriculum-based measurement, IEP development, and progress monitoring. Prerequisite: Admission to Teacher Education. 3 credits. Each spring semester.

L.EDU-339. Evaluation and Diagnosis of Reading Problems.
Examination of instruments useful to the classroom teacher for assessment purposes with an emphasis on the informal reading inventory. Attention to evaluating and interpreting data received during assessment experiences and used as a basis for diagnosis of student strengths and needs. Prerequisites: Admission to Teacher Education. L.EDU-332. 3 credits. Each semester.

L.EDU-340. Career Development and Transition.
Study of career and vocational education for learners with Special Needs; identification of interests and aptitudes, organization of training and work options as well as transition planning; includes job analysis, job seeking skills, work adjustment, learner evaluation and follow-up, and legal implications. Undergraduate prerequisite: Admission to Teacher Education. Graduate prerequisite: Admission to Graduate Division. 3 credits.

L.EDU-343. Curriculum And Instruction In Music.
Goals, content, material, teaching strategies and basic music skills for planning and implementing music experiences in the elementary classroom. Creative activities and experiments that promote music across the curriculum are included in this laboratory experience. Prerequisite: Admission to Teacher Education. 2-3 credits. Each spring semester.

L.EDU-344. Curriculum And Instruction In Art.
Goals, content, materials and teaching strategies, with creative activities and experiments (including laboratory experiences), for planning and implementing an art program in the elementary classroom. Prerequisite: Admission to Teacher Education. 2 credits. Each fall semester.

L.EDU-350. General Secondary Curriculum And Instruction.
This course focuses on preparing pre-service teachers to teach in a middle school and high school. Topics include: lesson planning, instructional strategies, classroom management, integrating technology in interdisciplinary units, the middle school concept, attributes of effective high schools, and the differences between teaching at a middle school and high school. Students will have the opportunity to apply what they have learned in microteaching sessions. The course includes a 30 hour field experience at a middle school or high school. The field experience includes completion of teacher related tasks coordinated by the instructor and cooperating teacher. Prerequisite: Admission to Teacher Education. 3 credits. Each semester.

L.EDU-351. Special Secondary Curriculum And Methods.
Goals, content, materials, and teaching strategies for specific subject matter areas at the middle school and high school levels; analysis of specific subject matter curriculum; 30-hour field experience in a middle school or high school. Prerequisites: Admission to Teacher Education. Successful completion of L.EDU-350. 3 credits. Each fall semester.

L.EDU-357. Reading In The Secondary School.
Overview of reading and reading techniques; assessment, materials, teaching strategies and student study strategies for middle school and high school subject-matter areas. Prerequisite: Admission to Teacher Education. 3 credits. Each fall semester.

L.EDU-395. Selected Topics In Elementary Education.
Credit variable. Dependent upon staff and demand.

L.EDU-400. Partnerships With Families.
Theories of interpersonal relationships, parenthood as a developmental process, and cultural influences on child, youth, and young adult rearing are included. Family-centered services and ways to foster partnerships, planning, problem solving, and the Individual Education Plan (IEP) are studied, includes a 5-hour field experience. Prerequisite: Admission to Teacher Education. 3 credits. Each spring semester.

L.EDU-410. Social Foundations of American Education.
Study of structure and processes of American education from sociological/cultural, historical, and philosophical bases; social issues as they impact on schooling; current issues in education; development of an evolving personal philosophy of education. Prerequisites: Admission to Teacher Education, junior standing, and successful completion of at least one upper level practicum. 3 credits. Each semester.

L.EDU-413. Reading Evaluation and Strategies.
Literacy development in students with diverse disabilities; includes foundational regarding the reading process, assessment of student strengths and needs with regard to reading and writing development, instructional approaches and motivational strategies for struggling readers, and linking instruction and assessment to individual education plans. Prerequisite: Admission to Teacher Education. 3 credits. Each spring semester.

L.EDU-415. Instructional Adaptations For Children With Special Needs.
Study of individual differences among children at the prekindergarten/elementary school level; individualized goals, content, materials, teaching and management strategies for planning and implementing programs for the learners with special needs, including gifted and physically challenged. Prerequisites: Admission to Teacher Education, junior standing, and successful completion of at least one upper level practicum. 3 credits. Each semester.

L.EDU-420. Practicum and Instruction in Remediation of Reading Problems.
Strategies for improving reading performance of developmental and corrective readers in the elementary classroom. Supervised practicum provides opportunities to tutor elementary children using specific strategies for correcting word and comprehension deficiencies. Special needs of students with cultural or language differences are addressed. Prerequisites: Admission to Teacher Education. Successful completion of L.EDU-329 and 332. 3 credits. Each semester.

L.EDU-424. Student Teaching in Infant and Toddler.
Directed participation in child care, early intervention center or home-based setting, Early Head Start or parent-infant play group; observation and teaching under guidance of college supervisor and cooperating teacher; individual and group conferences; full-day experience for eight weeks. Prerequisite: Admission to student teaching. Graded pass/fail only. 6 credits. Each spring semester.

L.EDU-425. Student Teaching in Preprimary.
Directed participation in preschool, child care, prekindergarten, Head Start, Montessori or other inclusive early childhood setting; observation and teaching under guidance of college supervisor and cooperating teacher; individual and group conferences; full-day experience for eight weeks. Prerequisite: Admission to student teaching. Graded pass/fail only. 6 credits. Each spring semester.

L.EDU-426. Student Teaching in Primary.
Directed participation in kindergarten, first, second or third grade inclusive settings; observation and teaching under guidance of college supervisor and cooperating teacher; individual and group conferences; full-day experience for eight weeks. Prerequisite: Admission to student teaching. Graded pass/fail only. 6 credits. Each spring semester.

L.EDU-432. Student Teaching In The Elementary School.
Directed participation in the schools; observation and teaching under guidance of college supervisor and cooperating teacher; individual and group conferences; full-day experience for 12 weeks. Prerequisite: L.EDU-334 and Admission to student teaching. Graded pass/fail only. 6-12 credits. Each semester.

L.EDU-440. Seminar: Mild/Moderate Disabilities.
Students will learn teaming, consultation and collaboration skills while using the problem solving process in this class and practicum associated with L.EDU-446. Seminar discussion will include problem solving to identify and use academic and behavioral accommodations to assist students in achieving classroom success. Prerequisites: Successful completion of L.EDU-202, 240, and 328; concurrent enrollment in L.EDU-338 and L.EDU-446; admission to Teacher Education. 1 credit. Each spring semester.

L.EDU-446. Learning Characteristics, Curriculum, and Strategies: Mild/Moderate Disabilities K-12.
Introduction to learning characteristics of students with mild/moderate disabilities; identification and classification systems; curriculum methods, strategies and teaching techniques; development of individual education plan. Prerequisites: Successful completion of L.EDU-202, 240, and 328; concurrent enrollment in L.EDU-338 and L.EDU-446L; admission to Teacher Education. 3 credits. Each spring semester.

L.EDU-446L. Practicum K-6 or 7-12.
Supervised field experience with K-6 or 7-12 special education students for a minimum of 30 hours. Prerequisites: Successful completion of L.EDU-202, 240, and 328; concurrent enrollment in L.EDU-338 and L.EDU-446; admission to Teacher Education. 3 credits. Each spring semester.

L.EDU-452. Student Teaching In The Secondary School.
Directed participation in a secondary school; observation and teaching under guidance of college supervisor and cooperating teacher; individual and group conferences; full-day experience for 15 weeks. Prerequisite: Admission to student teaching. Graded pass/fail only. 6-12 credits. Each semester.

L.EDU-455. Instructional Adaptations For Youth With Special Needs.
Study of individual differences among youth at the secondary school level; individualized goals, content, materials, teaching and management strategies for planning and implementing programs for learners with exceptional needs, including gifted and physically challenged. Prerequisite: Admission to Teacher Education, junior standing, and successful completion of at least one upper level practicum. 3 credits. Each semester.

L.EDU-461. Student Teaching In Elementary Music.
Directed participation in an elementary school; observation and teaching under guidance of college supervisor and cooperating teacher; individual and group conferences; full-day experience for eight weeks. Prerequisite: Admission to student teaching. Graded pass/fail only. 6 credits. Each semester.

L.EDU-462. Student Teaching In Secondary Music.
Directed participation in a secondary school; observation and teaching under guidance of college supervisor and cooperating teacher; individual and group conferences; full-day experience for eight weeks. Prerequisite: Admission to student teaching. Graded pass/fail only. 6 credits. Each semester.

L.EDU-465. Student Teaching In Secondary Physical Education.
Directed participation in a secondary school; observation and teaching under guidance of college supervisor and cooperating teacher; individual and group conferences; full-day experience for eight weeks. Prerequisite: Admission to student teaching. Graded pass/fail only. 6 credits. Each semester.

L.EDU-466. Student Teaching In Elementary Physical Education.
Directed participation in an elementary school; observation and teaching under guidance of college supervisor and cooperating teacher; individual and group conferences; full-day experience for eight weeks. Prerequisite: Admission to student teaching. Graded pass/fail only. 6 credits. Each semester.

L.EDU-475. Selected Topics In Special Education.
Credit variable. Dependent upon staff and demand.

L.EDU-490. Student Teaching: Mild/Moderate K-6. Graded pass/fail only.

L.EDU-492. Student Teaching: Mild/Moderate 7-12. Graded pass/fail only.

L.EDU-495. Selected Topics In Education.
Credit variable. Dependent upon staff and demand.

L.EDU-530. Advanced Practicum In Elementary Education.
Directed participation in an elementary school under the guidance of college supervisor and cooperating teacher; individual and group conferences. Full-day experience, up to six weeks. Special permission and arrangements required. Prerequisite: Admission to Student Teaching. 3 credits. Each semester.

L.EDU-540. Advanced Practicum In Secondary Education.
Directed participation in a secondary school under the guidance of college supervisor and cooperating teacher; individual and group conferences. Full day experience, up to six weeks. Special permission and arrangements required. Prerequisite: Admission to Student Teaching. 3 credits. Each semester.