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This course provides an overview of the teaching profession. It is designed as an exploration of teaching as a career choice, serving as an introduction to various philosophical positions regarding education, the laws that affect students and teachers, the global and historical background of our current educational systems, and the issues concerned with recognizing, accepting, and affirming diversity. | ||||||||
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Student teacher candidates have an opportunity to learn about the professional requirements needed to become an effective educator. Successful completion of this lab course is prerequisite for admission to the Teacher Education program and further advancement through other EDTE classes. This course should be taken concurrently with EDTE 101. | ||||||||
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This course is designed to introduce the undergraduate student teacher candidate to theories of learning. The contributions of behaviorism, humanistic psychology, and cognitive psychology will be examined in order to give a basis for critically analyzing how and why human development and growth occur in the teaching/learning act. Based on the dynamics of respect for individual differences within the learning community, prior learning, and authentic scholarly exploration of historical and current literature, student teacher candidates will be able to articulate, develop, and seek alternatives to their theories-in-use. | ||||||||
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This course is designed to develop student competencies and strategies for successful teaching across the content areas and with a wide range of student learning at the elementary level. The major focus of this course will be meeting the learning needs of a diverse population which includes students from different racial, ethnic, ability, socio-economic status, language and sexual orientation backgrounds. This course must be taken concurrently with EDTE 221L. | ||||||||
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This is a lab course to be taken concurrently with EDTE 221E or 221S and may be taken concurrently or after EDTE 201. Teacher candidates will have the opportunity to explore firsthand the instruction, assessment, and technology practices that are at work in schools. The course will aid the student candidate to focus and integrate learning by observing, reflecting, and analyzing instructional events in the school site. The course will enable teacher candidates to observe and participate in instructional decision-making, strategies for differentiation, and various assessment models. Teacher candidates are required to complete a Filed Experience Request form prior to taking this course and also attend two seminars during the semester. | ||||||||
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This course is designed to integrate the planning, implementation, and assessment of instruction across content areas at the secondary level with a special emphasis on diversity. The major focus of this course will be meeting the learning needs of a diverse population which includes students from different racial, ethnic, ability, socio-economic status, language and sexual orientation backgrounds. This course must be taken concurrently with EDTE 221L. | ||||||||
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The primary purpose of this course is to provide understanding and opportunities for teacher candidates to understand theoretical constructs related to reading, writing, and communication in classroom curriculum. Teacher candidates will develop pedagogy from an analysis of the processes of natural learning, language acquisition, multiple intelligence, and learning styles. This knowledge will become the framework for instructional methodology for reading, writing, and communication skills. | ||||||||
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The purpose of this course is to help the prospective middle level/secondary teacher develop in-depth knowledge and understanding of early adolescents. The developmental characteristics and needs of adolescents provide a framework for this course. | ||||||||
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This is a lab course to be taken concurrently with EDTE 331. Teacher candidates will have the opportunity to explore first-hand the instruction, assessment, and technology practices that are at work in schools. This course will aid the teacher candidate to focus and integrate learning by observing, teaching, reflecting, and analyzing instructional events occurring at the school site. The course will enable teacher candidate to observe and participate in instructional decision making, strategies for differentiation, and various assessment modes. Teacher candidates are required to complete a Field Experience request form prior to taking this course and also to attend two seminars during the semester. | ||||||||
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The primary purpose of this course is for teacher candidates to develop knowledge of mathematics, techniques for instruction and assessment in mathematics, as well as skill in the use and integration of technology in meeting the needs of all learners in the general education classroom. Teacher candidates will develop and implement instructional plans, within the framework of the EALRs and WASL, that will include a variety of strategies for large and small group instruction as well as individualized learning. Assessment skills will emphasize performance-based and developmental assessments. | ||||||||
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This course presents earth, physical, and space science concepts for non-science majors. | ||||||||
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The purpose of this course is twofold: one, to prepare teacher candidates to create appropriate lesson plans for teaching literacy which provide opportunities for children to become involved with literacy in a purposeful and meaningful manner and second, to become aware of available literary resources, including technology for thematic teaching. An emphasis of this course will be the compatibility of methods of instruction and assessment with regard to the EALRs and WASL. | ||||||||
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This course presents theories and techniques appropriate to teaching Music in the elementary school.. | ||||||||
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This is a lab course to be taken concurrently with EDTE 404. Teacher candidates will have the opportunity to explore first-hand the instruction, assessment, and technology practices that are at work in schools. This course will aid the teacher candidate to focus and integrate learning by observing, teaching, reflecting, and analyzing instructional events occurring at the school site. The course will enable teacher candidate to observe and participate in instructional decision-making, strategies for differentiation, and various assessment modes. Teacher candidates are required to complete a Field Experience requ3st form prior to taking this course and also attend two seminars during the semester. | ||||||||
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This course presents theories and techniques appropriate to teaching Social Studies in the elementary school. Fall, Spring, and Summer. | ||||||||
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Theories and techniques appropriate for teaching Art in the elementary school. | ||||||||
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This course presents theories and techniques appropriate to teaching science in the elementary school. Fall and Spring. | ||||||||
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This course presents the theory and practice for developing inter-disciplinary literacy in secondary classrooms, including the structure and development of language and its effective expression in specific disciplines. | ||||||||
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See 454L. | ||||||||
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See 454L. | ||||||||
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This is a lab course to be taken concurrently with EDTE 454A-T. Teacher candidates will have the opportunity to explore firsthand the instruction, assessment, and technology practices that are at work in schools. This course will aid the teacher candidate to focus and integrate learning by observing, teaching, reflecting, and analyzing instructional events occurring at the school site. This course will enable teacher candidates to observe and participate in instructional decision-making, strategies for differentiation, and various assessment models. Teacher candidates are required complete a Field Experience request form prior to taking this course and attend two seminars during the semester. | ||||||||
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See 454L. | ||||||||
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See 454L. | ||||||||
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See 454L. | ||||||||
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See 454L. | ||||||||
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See 454L. | ||||||||
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This is a lab course to be taken concurrently with EDTE 454A-T which will accomodate students who add-on an additional endorsement. | ||||||||
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Teacher candidates are provided with strategies to manage the elementary classroom, create a motivating classroom climate, communicate with teacher candidates, parents, school, and community agencies, and to deal effectively with problem situations, management, instructional approaches, and corrective measures. Teacher as leader will be the primary metaphor which requires candidates to investigate the role of power and communication in teaching. | ||||||||
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Student teacher candidates are provided with strategies to manage the secondary classroom, create a motivating classroom climate, communicate with student teacher candidates, parents, school, and community agencies, and to deal effectively with problem situations. | ||||||||
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This course provides a wide range of reading assessment tools which are examined and applied to identify and diagnose reading strengths and deficiencies of K-12 students. Appropriate instructional strategies for remediation and extension are developed. This class incorporates field experience components. | ||||||||
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This course surveys classical and contemporary literary works for children and youth, preschool-early adolescent. Assessment and teaching strategies for the utilization of literature across the K-12 curriculum are presented. Required for English Endorsement. | ||||||||
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The application of reading and writing strategies particularly suitable to content areas in the elementary grades K-8 is presented in this course. Strategies include use of readability assessments, schema theory, motivation techniques for reading, and study skills. | ||||||||
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This course creates and applies literacy instruction assessment strategies in K-12 classroom setting. A school location is arranged. 1 credit = 30 contact hours. | ||||||||
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This course is an introduction to the five themes of geography, location, place, human environment interaction, movement, regions. This course fulfills the geography requirement for a Social Studies endorsement. | ||||||||
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Directed Reading requires completion of a form, and Department permission. | ||||||||
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Individualized study that is designed by the professor. Student teacher candidates follow a prescribed course outline. | ||||||||
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Individualized study that is designed by the student teacher candidate in consultation with the professor. Self-directed learning in a selected area of interest is the process employed. Professor serves as resource. | ||||||||
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Individualized study that is project-based. The study results in a practical application of educational theory. The project or a written report of the project is submitted to the professor for evaluation. | ||||||||
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This is an intensive field experience in which the student teacher candidate assumes the full responsibility of an elementary teacher under the direction of a University supervisor and a co-operating teacher. Concurrent seminars are provided for student interaction, problem solving, certification requirements, and informational support. Five evening seminars will be conducted in conjunction with this course. Student teaching must be completed within a 35 mile radius of Spokane, Washington. Prerequisite: Completion of Certification Program and passing WEST E/Praxis II. | ||||||||
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This is an intensive field experience in which the Student candidate assumes the full responsibility of a secondary teacher under the direction of a University supervisor and a co-operating teacher. Concurrent seminars are provided for student interaction, problem solving, certification requirements, and informational support. Five evening seminars will be conducted in conjunction with this course. Student teaching must be completed within a 35 mile radius of Spokane, Washington. Prerequisite: Completion of Certification Program and passing WEST E/Praxis II. | ||||||||
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Graduate students engage in a minimum of 30 hours of classroom observation and application associated with the EDTE 511 Foundations course. This experience exposes students to contemporary educational methods and assists in identifying appropriate pedagogical practices. Teacher candidates are required to submit a placement request prior to taking this course. This course includes two evening seminars. | ||||||||
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Graduate students engage in a minimum of 30 hours of classroom observation and application associated with the methods courses. This experience exposes students to contemporary educational methods and assists in identifying appropriate pedagogical practices. Teacher candidates are required to submit a placement request prior to taking this course. This course includes two evening seminars. | ||||||||
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Graduate students engage in a third semester of a minimum of 30 hours of observation and application associated with the courses taken concurrently and assists in identifying appropriate pedagogical and managerial practices This experience exposes students to contemporary educational methods and assist in identifying issues and methods for research Teacher candidates are required to submit a placement request prior to taking this course. This course includes two evening seminars. | ||||||||
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This course is designed to engage student teacher candidates in the process of building integrated science and mathematics units of study for students in grades K-8. It takes into consideration knowledge of child development, learning theories, and methods in instruction as well as relevant concepts and skills pertaining to mathematics and science. | ||||||||
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This course examines the philosophical foundations of learning, intelligence, and instruction in the context of culturally diverse populations.The course also addresses issues and needs pertaining to contemporary American society from both ethical and legal perspectives. | ||||||||
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This course is designed to engage student teacher candidates in developing competencies and strategies for successful teaching within multiple content areas and with a range of student learning abilities: race, color, national origin, gender, native language, age, social or economic status, family structure and lifestyle, religious preference, or disability. The course will cover the essential elements of K-12 instruction: planning, implementation, accommodations, differentiation and assessment of instruction, considering the Washington State's Essential Academic Learnings and the integration of technology as applied in K-12 classrooms. | ||||||||
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This course is designed to engage student teacher candidates in developing competencies and strategies for successful teaching within multiple content areas and with a range of student learning abilities: race, color, national origin, gender, native language, age, social or economic status, family structure and lifestyle, religious preference, or disability. The course will cover the essential elements of K-12 instruction: planning, implementation, accommodations, differentiation and assessment of instruction, considering the Washington State's Essential Academic Learnings and the integration of technology as applied in K-12 classrooms. | ||||||||
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This course is designed to engage student teacher candidates in developing competencies and strategies for successful teaching within multiple content areas and with a range of student learning abilities: race, color, national origin, gender, native language, age, social or economic status, family structure and lifestyle, religious preference, or disability. The course will cover the essential elements of K-12 instruction: planning, implementation, accommodations, differentiation and assessment of instruction, considering the Washington State's Essential Academic Learnings and the integration of technology as applied in K-12 classrooms. | ||||||||
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This course presents the theory and practice for developing interdisciplinary literacy including the structure and development of language and its effective expression in specific disciplines are presented in this course. | ||||||||
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The purpose of this course is twofold: one, to prepare teachers to create appropriate methods for teaching literacy which provide opportunities for children to become involved with literacy in a purposeful and meaningful manner and, second, to become aware of available literary resources, including technology for thematic teaching. | ||||||||
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Students will become proficient- in creating appropriate opportunities for children to engage in a meaningfuI way with authentic literature through a variety of methods. Students will develop an integrated curriculum for classroom implementation at a designated grade level which appeals to different learning styles and is compatibIe with state mandates. This integrated curriculum will be in a thematic format which will connect the content areas through the fine arts and the Ianguage arts. | ||||||||
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Through the examination of theories and practices supporting reading and language arts instruction in K-8 schools, students develop referenced rationale for the development of instructional practices in reading development, writing, grammar, and spelling. Practical approaches to assessment are addressed. | ||||||||
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Theories and techniques for developmentally appropriate units of study in the K-8 social sciences researched and evaluated. Teaching strategies addressing the broad range of social science concepts such as unit planning, map making, interviewing, historical research, and global education are developed. A process approach for developing critical thinking skills and problem solving is emphasized. | ||||||||
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Individual sections of this course are developed for each discipline, such as science, mathematics, English, history, and foreign language, typically included as an endorsement area in secondary instruction Subject area specialists focus on theoretical and practical approaches for each discipline. Students analyze cognitive development and strategic instruction from a theoretical perspective and also from field experiences specific to that content area. Students will design appropriate content instruction based on the practices in their areas of concentration. | ||||||||
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See EDTE 554A. | ||||||||
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See EDTE 554A. | ||||||||
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See EDTE 554A. | ||||||||
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See EDTE 554A. | ||||||||
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See EDTE 554A. | ||||||||
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The contributions of foundational theories and application models are critically analyzed with a view toward the development of a personal, comprehensive system of classroom leadership in the elementary school setting, including preventive classroom management, instructional approaches, corrective measures and communication with other professionals and parents. The teacher as leader is the primary metaphor and requires students to investigate the role of power and communication in teaching. | ||||||||
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The contributions of foundational theories and application models are critically analyzed with a view toward the development of a personal, comprehensive system of classroom leadership in the secondary school setting, including preventive classroom management, instructional approaches, corrective measures and communication with other professionals and parents. The teacher as leader is the primary metaphor and requires students to investigate the role of power and communication in teaching. | ||||||||
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A wide range of reading assessment tools are examined and applied to identify and diagnose reading strengths and deficiencies of K-12 students. Appropriate instructional strategies for remediation and extension are developed. This class incorporates field experience components. | ||||||||
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Survey of classical and contemporary literary works for children and youth, preschool-early adolescent. Assessment and teaching strategies for the utilization of literature across K-12 curriculum. | ||||||||
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The application of reading and writing strategies particularly suitable to content areas in the elementary grades K-8 is presented in this course. Strategies include use of readability assessments, schema theory, motivation techniques for reading, and study skills. | ||||||||
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This course creates and applies literacy instruction/ assessment strategies in a K-12 classroom setting. School location arranged. Practicum requires completion of a form, and Dept. permission and cannot be registered for via zagweb. | ||||||||
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This course is designed with an emphasis on the relationship of criticdl reading to critical thinking. An emphasis will be placed on the development of critical thinking skills with application in the interpretation, analysis, criticism and advocacy of ideas encountered in academic readings. hcluded in the cowse will be a background in the major theoretical approaches and changes in reading research. | ||||||||
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This course provides literacy knowledge related to working with English as a Second Language learners. Teacher candidates and tutors will create classroom materials for K to adult learners to support their learning of literacy knowledge. Students will develop knowledge will translated into practical application through the creation of lesson plans, stories and tutoring. | ||||||||
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The purpose of this course is for students to understand children's writing development and to design and implement instructional strategies fm teaching composition in an integrated Language Arts curriculum. | ||||||||
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This course develops knowledge about the principles of learning and readiness, perception, psychological and physiological aspects of reading. | ||||||||
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Directed Study requires completion of a form, and Dept. permission and cannot be registered for via Voice Response Phone System. | ||||||||
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Independent Study requires completion of a form, and Dept. permission and cannot be registered for via Voice Response Phone System. | ||||||||
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This course involves one-to-one instructional sessions in literacy development. Appropriate diagnostic literacy assessment procedures are administered. The results are interpreted and used to plan and implement effective tutoring sessions. A total of 50 contact hows with children is required. | ||||||||
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This course is designed to provide graduate students with basic knowledge and skills in quantitative and qualitative educational research. Students are required to review and abstract research articles and develop a research proposal. The focus is on Teacher as Researcher and on reflection as an integral part of teaching and research. Competencies in the gathering and analysis of classroom observations, interviews, and documentary data as well as the skills of scholarly writing are developed. | ||||||||
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This seminar focuses on the final preparation and presentation of capstone curriculum project. It provides the opportunity for critical review by peers and professors. The Professional Seminar is the formal presentation of the completed Curriculum Project. Graduate students present their Curriculum Project before a committee of graduate faculty, peers, and members of the university community. Successful completion of the the Curriculum Project is required for granting of the MIT degree. | ||||||||
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Application must be completed in conjunction with the application to EDTE 507. This is an intensive field-supervised teaching experience in which the student teacher assumes full responsibility of elementary or secondary classroom teaching under the direction of University supervisor and a master teacher. Graduate students demonstrate competency in instructional planning, implementation of teaching strategies, content delivery, student evaluation, parent communication, and day-to-day management ' in alignment with the Performance-Based Pedagogy Assessment of Teacher Candidates. Successful completion of student teaching is required for granting of the MIT degree. This class includes five evening seminars. Student teaching will be completed within a 35 mile radius of Spokane, Washington. | ||||||||
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Application must be completed in conjunction with the application to EDTE 507. This is an intensive field-supervised teaching experience in which the student teacher assumes full responsibility of elementary or secondary classroom teaching under the direction of University supervisor and a master teacher. Graduate students demonstrate competency in instructional planning, implementation of teaching strategies, content delivery, student evaluation, parent communication, and day-to-day management ' in alignment with the Performance-Based Pedagogy Assessment of Teacher Candidates. Successful completion of student teaching is required for granting of the MIT degree. This class includes five evening seminars. Student teaching will be completed within a 35 mile radius of Spokane, Washington. | ||||||||
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Orals are the formal presentation of the completed major research project in its final written form. Graduate students present their research before a committee of graduate faculty, peers, and members of the university community. Students describe how their research extends the knowledge base of education in their field. Successful completion of the orals is required for granting of the MIT degree. | ||||||||
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EDTE Courses
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