Middle and Secondary Education (MSSE)

This course is designed to prepare candidates with the skills to understand and apply research-based classroom and behavior management techniques, classroom community building, positive behavior supports and individual interventions including techniques that promote emotional well-being. Candidates will learn to teach and maintain behavioral conduct and skills consistent with norms, standards and rules of the educational environment while focusing on diverse approaches based upon culturally responsive behavioral, cognitive, affective, social and ecological theory and practice.

This course builds on concepts from MSSE 550 and examines English instructional techniques and methods targeted for the middle school learner. Research findings about teaching in English content areas will be used to identify the most effective instructional strategies. Emphasis will be on developing plans for employing the strategies and making appropriate instructional decisions based on instructional goals, the learner and available resources.

This course builds on concepts from MSSE 550 and examines social studies instructional techniques and methods targeted for the middle school learner. Research findings about teaching in social studies content areas will be used to identify the most effective instructional strategies. Emphasis will be on developing plans for employing the strategies and making appropriate instructional decisions based on instructional goals, the learner and available resources.

This course builds on concepts from MSSE 550 and examines mathematics instructional techniques and methods targeted for the middle school learner. Research findings about teaching in mathematics content areas will be used to identify the most effective instructional strategies. Emphasis will be on developing plans for employing the strategies and making appropriate instructional decisions based on instructional goals, the learner and available resources.

This course builds on concepts from MSSE 550 and examines science instructional techniques and methods targeted for the middle school learner. Research findings about teaching in science content areas will be used to identify the most effective instructional strategies. Emphasis will be on developing plans for employing the strategies and making appropriate instructional decisions based on instructional goals, the learner and available resources.

This course allows students to put into practice many of the skills and theories learned in foundational education coursework. This course is designed to introduce the diverse roles and responsibilities that a teacher has in the middle school classroom, while also giving students the opportunity to identify the perspectives of the students they will be teaching. Throughout this field experience, the host teacher is the primary instructor as students "learn on the job" while being supported by a university supervisor.

Research findings about teaching in the content area will be used to identify the most effective instructional strategies for teaching that content to students in grades 9-12. Emphasis will be on developing plans for employing the strategies and making appropriate instructional decisions based on instructional goals, the learner and available resources.

Research findings about teaching in the content area will be used to identify the most effective instructional strategies for teaching that content to students in grades 9-12. Emphasis will be on developing plans for employing the strategies and making appropriate instructional decisions based on instructional goals, the learner and available resources.

Research findings about teaching in the content area will be used to identify the most effective instructional strategies for teaching that content to students in grades 9-12. Emphasis will be on developing plans for employing the strategies and making appropriate instructional decisions based on instructional goals, the learner and available resources.

Research findings about teaching in the content area will be used to identify the most effective instructional strategies for teaching that content to students in grades 9-12. Emphasis will be on developing plans for employing the strategies and making appropriate instructional decisions based on instructional goals, the learner and available resources.

This course is designed to encourage and support student development as engaged and caring high school teachers. Students will continue to practice many of the skills and theories learned in education courses and previous practicum experiences. This practicum allows students to observe the adjustments made in instruction class to class during the school day as well as how the adjustments are made from day to day throughout a semester.

This course is designed to provide understandings and skills in (1) knowing and meeting the needs of students, and (2) planning, delivery, and assessment of instruction for diverse groups of students. Competencies to be developed include discipline-specific planning strategies, instructional models and assessment of student learning. In addition, this course provides the foundation for middle schools as outlined by the Association for Middle Level Education (AMLE) and incorporates concepts postulated through backwards design.

Curriculum Theory in a Diverse Society is designed to assist students in developing the knowledge, skills and dispositions concerning information about curriculum as it relates to theory, history, philosophy and contemporary issues within a broad educational context. The concept of the teacher as curricular-instructional gatekeeper will be evaluated within the context of five curricular frameworks. The course content will prepare students to understand multiple perspectives as they relate to theory and practice and as a result prepare students to make sound curricular decisions when teaching diverse student groups in middle and high school.

This course is designed to explore and address the instructional and assessment needs of students with diverse learning needs in the general curriculum classroom. Focus will be on identifying, prioritizing, using and monitoring instructional and assessment opportunities that are differentiated for diverse learners. Students will also learn to consider student learning characteristics when making differentiation decisions.

This course is designed to prepare prospective teachers to create and evaluate the validity and reliability of both formal and informal assessment strategies. Candidates will construct instruments ranging from formative learning checks to summative tests and projects/rubrics. Candidates will also learn to analyze assessment results and use those results to gauge student progress and design targeted learning interventions.

Skills, methods, insights and understandings which will enable the beginning teacher to become an intelligent and critical consumer of educational research and an informed participant in professional practice.

This seminar is designed to promote reflective decision making among teacher candidates during their internship experience. During seminar sessions teacher candidates will engage in case analysis and student teaching capstone project development.

Participants will experience the full range of conditions and tasks expected of a teacher for students in grades 6-8. They will be expected to develop and demonstrate competencies in teaching with the supervision and support of experienced teachers. Students must register for two eight-week blocks during the same semester for a total of six credits. Students will receive a grade of "S" for satisfactory performance or "U" for unsatisfactory performance. This course is intended for middle education minors.

Participants will experience the full range of conditions and tasks expected of a teacher in secondary schools. They will be expected to develop and demonstrate competencies in teaching with the supervision and support of experienced teachers. Students must register for two blocks during the same semester. Students will receive a grade of 'S' for satisfactory performance or 'U' for unsatisfactory performance.

Opportunities for directed reading and research in secondary English, foreign language, mathematics, science and/or social studies.