| Semester |
Course/Experience |
|---|
Summer
1st Session
of first year
(6 cr.) |
- MAT 510 Research on Teaching
Diverse Learners (5 cr.)
Research based introduction to teaching,
learning theory, classroom implications of developmental and diversity
issues, and personal stance. Includes at least 15 hours of school day
field experiences in assigned settings.
- MAT 511 Introduction to Special
Education (1 cr.)
Introduction to basic concepts, legal
issues, and terminology related to teaching special learners in the
regular classroom. Satisfactory completion of exit examination is required
to pass the course.
|
Summer
2nd Session
of first year
(7 cr.) |
- MAT 529 Content Pedagogy in
the Certification Area I: Mathematics, Science, Spanish, English, Technology
or Special Education (3 cr.) Introduction to discipline specific standards,
pedagogy, and assessment strategies in the certification area. Taught
in the certification area.
- MAT 520 Design and Delivery of Instruction
(4 cr.)
Cross disciplinary study of design
and delivery of instruction. Includes at least 45 hours of field experience
in an assigned public school classroom, delivering lessons and observation
by university instructor. Students must pass the field component to
pass the course.
|
Fall Session
(18 cr.)
|
- MAT 530 Meeting the Needs
of Special Learners in the Classroom ( 3 cr.)
Prereq: MAT 511 Study of strategies
for meeting the needs of special learners in the regular classroom,
emphasizing differentiation of instruction, assessment and management.
- MAT 539 Content Pedagogy in
the Certification Area II: Mathematics, Science, Spanish, English, Technology
or Special Education (3 cr.) Continuation of study of discipline specific
standards, pedagogy, and assessment strategies in the certification
area. Taught in the certification area.
- MAT 531 Addressing Literacy
and Language Issues in the Classroom (3 cr.) Study of research on developing literacy in content area classroom;
differentiation to support struggling readers; and strategies to support
English language learners
- MAT 532 Research I: Reading
and Designing Educational Research (3 cr.)
Preparing teachers to be discriminating
consumers of educational research and action researchers. This is the
first half of the program capstone. (Plan E)
- MAT 533 Field Experience in
the Certification Area: Mathematics, Science, Spanish, English, Technology
or Special Education (3 cr.)
Two days weekly supervised field
experience in assigned public school certification area classroom. Focus
on lesson planning, delivery, management, and analysis of instruction.
University supervisor observations and seminar.
- MAT 534 Creating Productive
Learning Environments (3 cr.)
Develop basic preventive management
strategies, a repertoire of approaches to daily management of classroom
behavior, skills in addressing chronic disciplinary problems, and a
personal discipline plan congruent with school policies.
|
Spring Session
(10 cr.)
|
- MAT 540 Internship in the
Certification Area: Mathematics, Science, Spanish, English, Technology
or Special Education (6 cr.)
Sixteen week, full-time internship
in assigned public school classroom, supervised by certified teacher.
Gradual assumption of full responsibility for classroom. Some certification
areas must complete placements at two levels.
- MAT 541 Internship Seminar
(1 cr.)
Cross disciplinary seminar focused
on problem solving and reflection to improve student learning and support
novice teachers. Attention to progress in action research.
- MAT 542 Assessment of Student
Learning (3 cr.)
Design, implement, and analyze effective
assessments of student learning, utilize state assessment data, make
data-based decisions, and document impact on K-12 student learning.
|
Summer
1st Session
of second year
(6 cr.) |
- MAT 550 Research II: Conducting
and Reporting Action Research ( 3 cr.)
Complete the action research cycle,
finalize action research paper and presentation. This is the second
half of the program capstone. (Plan E)
- MAT 551 Perspectives on Educational
Policy and Practice (3 cr.) Study of the contribution of philosophical,
sociological and historical perspectives on American education today.
|