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Teacher Education Program (TEP) | College Catalog

Majors

Liberal Studies (PreK–6)

Teacher Certification

Elementary (PreK–6)
Secondary (6–12)
Designated Disciplines (PreK–12)

Bridgewater College provides a state‑approved program for the preparation of elementary and secondary teachers. Candidates who successfully complete this program and pass the Praxis Core Academic Skills for Educators: Mathematics, Virginia Communication and Literacy Assessment (VCLA), Reading for Virginia Educators (PreK–6 only) and Praxis II within individual content certification areas receive licensure in Virginia and may receive initial licensure to teach in many other states through reciprocal certification contracts.

The elementary education program prepares the candidate to teach in PreK–6 (PreKindergarten through grade 6). The secondary education program prepares candidates to teach grades 6–12 in the following content areas: Biology, Chemistry, Computer Science, English, Family and Consumer Sciences, History and Social Studies, Mathematics and Physics. The following are PreK–12 licensure areas: English as a Secondary Language, Health and Physical Education, Music (Instrumental or Vocal), Theatre Arts, Visual Arts and World Language (French, Spanish). Candidates may also seek an add‑on endorsement in Algebra I and Driver Education.

Program Transition Points

  1. Pre-Admission
  2. Admission to the Teacher Education Program (TEP)
  3. Admission to Student Teaching
  4. Criteria for Application for Licensure to the Commonwealth of Virginia Department of Education
  5. Alumni

Admission to the Teacher Education Program (TEP)

Candidates who already hold a bachelor’s degree and are seeking to fulfill requirements for certification and licensure must adhere to the same requirements as degree seeking candidates. Candidates pursuing teacher licensure may enroll in EDUC 140, EDUC 200, EDUC 201/EDUC 215 and EDUC 316 while in the process of applying for admission to the TEP.

The following requirements must be met for the interview for admission to the Bridgewater College TEP and maintained to continue participation:

  1. Achieve an overall grade point average of 2.5 or better
  2. Pass the Virginia Communication and Literacy Assessment (VCLA)
  3. Pass the Praxis Core Academic Skills for Educators: Mathematics (5732) test with a minimum score of 150, or be exempt based on a previous Praxis I (minimum score 178, taken prior to January 1, 2014), SAT (minimum score 530) or ACT (minimum score 22) in mathematics
  4. Complete an application for admission to the TEP
  5. Receive positive recommendations from a TEP faculty member, the academic advisor, the dean of students and at least one outside reference
  6. Verify previous work or volunteer experience with youth
  7. Be interviewed and recommended for admission by a departmental faculty member
  8. Be approved by the director of the TEP and/or the Committee on Teacher Education

Please note that application to the TEP is the first step to becoming a teacher. In order to proceed, you will need to apply separately to student teaching.

Admission to the TEP Field Experiences

Candidates who already hold a bachelor's degree and are seeking to fulfill requirements for certification and licensure must adhere to the same requirements as degree seeking candidates. Candidates may enroll in EDUC 201/EDUC 215 if they have:

  1. Achieved an overall grade point average of 2.5 or better
  2. Taken the Praxis Core Academic Skills for Educators: Mathematics (150) or were exempt based on SAT/ACT scores
  3. Completed an application for admission to the TEP
  4. Set a time-frame to have the Virginia Communications and Literacy Assessment passed

Candidates pursuing teacher licensure may not be enrolled in education courses at the 300-level which have EDUC 300-level field experiences (EDUC 302, EDUC 303, EDUC 304, EDUC 305 and EDUC 307) until they have been admitted to the TEP. In addition, they must:

  1. Have maintained the requirements set for admission to the TEP
  2. Have continued to advance in knowledge, skills and dispositions in general education, content area major, and TEP courses and experiences
  3. Have met the prerequisites of the EDUC course as outlined in this catalog

Admission to Student Teaching

Candidates seeking to be admitted to student teaching must complete an application for student teaching in the spring semester of the year prior to student teaching. Application materials and an application checklist are available through the TEP office. Candidates must have the support of their content major department as part of the process of admission to student teaching. In addition to a major, the candidate must have a grade of "C" or better in all education classes to continue in the TEP. Further, candidates must:

  1. Have maintained the requirements set for admission to the TEP
  2. Have continued to advance in knowledge, skills and dispositions in general education, content area major, and TEP courses and experiences
  3. Have completed all professional education courses with a grade of "C" or higher
  4. Complete the Student Teaching Application which includes a plan to have taken the PRAXIS II Content Area Assessment and Reading for Virginia Educators (RVE) prior the start of student teaching
  5. Have a signed Content Area Support for Student Teaching form from the department chair of the candidate's content major
  6. Have demonstrated dispositions of personal and professional behaviors that support student learning and/or the performance of other professional responsibilities as measured by field experience evaluations by classroom clinical faculty and Bridgewater's TEP supervisors
  7. Meet with the director of the TEP for an interview to discuss placement options within the 60-mile radius from Bridgewater College

Criteria for Application for Certification and Licensure to the Commonwealth of Virginia Department of Education Licensure

Candidates who already hold a bachelor’s degree and are seeking to fulfill requirements for certification and licensure must adhere to the same requirements as degree seeking candidates. Candidates who have successfully completed student teaching (EDUC 460, EDUC 465 or EDUC 470) and who have met all the College requirements for graduation may make application for Teacher Licensure Certification. Candidates must be program completers before the College can recommend them for licensure. The awarding of certification and licensure is granted by the Virginia Department of Education (doe.virginia.gov/teaching/licensure). In order to be considered a program completer, and be recommended for certification and licensure a candidate must have done the following:

  1. Completed all professional education EDUC courses with a grade of "C" or higher
  2. Completed all field experiences and EDUC 380 with a grade of "C" or higher, and completed student teaching with a grade of "S"
  3. Completed the following courses with a grade of "C"or higher: ENG 110; MATH 105 and MATH 115 or MATH 110 or MATH 118; and COMM 100
  4. Successfully passed the Praxis Core Academic Skills for Educators: Mathematics, VCLA, Praxis II Content Area Assessment and RVE (elementary licensure)
  5. Completed the Child Abuse modules as required by VA-DOE
  6. Completed all requirements for the B.S. or the B.A. degree;
  7. Maintained an overall GPA of 2.5 or higher
  8. Completed all required paperwork for application for licensure and provided a check or money order for the cost of processing

Dismissal from the TEP

The TEP may issue a warning or dismiss a candidate from the program for failure to meet, satisfy, or demonstrate satisfactory performance in one, or more, of the following areas:

  1. The candidate fails to maintain the requirements set for admission to the TEP
  2. A school determines that the candidate has behaved unprofessionally in a field experience
  3. The candidate lacks the ability to communicate and work effectively with peers, school personnel and PreK-12 students
  4. The candidate's behavior is deemed professionally inappropriate by school personnel, BC TEP supervisors or other BC faculty
  5. The candidate fails to meet the legal requirements and professional expectations as set forth by the Virginia Department of Education Teacher Licensure Regulations

Procedure for Warning and Dismissal from the TEP 

  1. Once notified of the incident, the elementary or secondary coordinator will meet with the candidate and his/her academic advisor to review the complaint/incident. The coordinator may consult with a course instructor, a BC TEP supervisor, a school administrator or a classroom teacher to gather further information. The coordinator will then make a written recommendation to the candidate and to the director of TEP. A copy of this recommendation will be placed in the candidate's TEP file.
  2. Upon receipt of the recommendation, the director of the TEP will call a meeting with the candidate, his/her academic advisor and the appropriate coordinator to review the incident and may choose to warn or dismiss the candidate from the program. The director notifies the candidate in writing of the decision.
  3. If the candidate is dismissed and is presently in a field experience, the director of the TEP will notify the appropriate school personnel of the dismissal.
  4. A candidate who receives a warning or is dismissed may make an appeal following the College policy as found at bridgewater.edu/student-life/grievance-procedures/academics.

Technology Competencies

Candidates seeking certification to teach are required to meet all minimum technology competencies identified by the Virginia Department of Education. All courses in the education department emphasize the use of instructional technology in preparing teachers for today’s schools. Candidates satisfy these competencies by successfully completing the Education course sequence.

Education Curriculum

All candidates admitted to the TEP must take required education courses outlined for their endorsement/program level. These courses have been designed to meet the professional competencies outlined in the Virginia Department of Education Licensure Regulations for School Personnel and Technology Standards for Instructional Personnel guidelines. Transfer candidates should meet with a member of the education department upon arrival at Bridgewater in order to plan their education course sequence. Note: Field experiences are developmental and sequential and should be taken in separate semesters, unless approved by the director of the TEP and the TEP faculty member teaching the concurrent course.

Elementary Education (PreK-6)

Candidates seeking licensure to teach in the elementary schools are strongly encouraged to choose the liberal studies major. This will ensure that the student has met the state competencies as listed in the Virginia Licensure Regulations for School Personnel. Knowledge in the core content areas of the Virginia Standards of Learning and the ability to teach these areas is required for today’s elementary teachers.

Liberal Studies

Since the liberal studies major is linked to teacher licensure, all requirements (major and education courses) must be met prior to graduation. A candidate cannot graduate with this major and then return to complete student teaching.

The following courses are required for the liberal studies major. See course description in appropriate department listings:

Introduces scarcity opportunity cost and supply and demand analysis with special emphasis on aggregate economic growth unemployment inflation and fiscal and monetary policies. Prerequisite PDP 150 or PDP 350 General Education 2014 Social Sciences

Unit(s): 3

-or-
Analysis of individual choice and market behavior with special emphasis on price and output relationships and the economics of the firm. Prerequisite PDP 150 or PDP 350 General Education 2014 Social Sciences

Unit(s): 3

Overview of what is traditionally called grammar including syntax mechanics style punctuation spelling vocabulary-building and proofreading for teaching writing at the elementary and secondary levels as well as for publication at a professional level. Develops competency in creation analysis (including diagramming) and editing of written English. Prerequisites ENG 110

Unit(s): 3

-or-
Linguistic analysis incorporating traditional grammar phonology syntax sociolinguistics morphology semantics and historical linguistics (including the history of the English language). Prerequisites ENG 110

Unit(s): 3

Introduction to writing instruction for prospective teachers and writing center tutors from all disciplines. Incorporates current theoretical perspectives applied linguistics and research on the writing process to introduce classroom practices such as one-to-one conferencing the writing workshop approach and teaching in computer classrooms. Prerequisites ENG 110

Unit(s): 3

Development and analysis of the major types of childrens literature are addressed including picture books poetry fables folktales fantasy realism and historical fiction. Students read and analyze classic examples of each type. Prerequisites PDP 150 or PDP 350 and ENG 110 General Education Literature Writing Intensive

Unit(s): 3

The courses are logically divided into four primary areas arithmetic geometry algebra and problem solving. Each of the four areas is studied in both terms. The theory of problem solving is an integral part of all aspects of the courses. The study of arithmetic includes the theory arithmetic operations and the development of skills in computation number theory and patterns in sequences of numbers are used to introduce the basics of mathematical proofs. The study of geometry includes identification of plane and solid geometric shapes computations of perimeter area and volume and trigonometry of right triangles. The study of algebra includes basic algebraic operations computation using functions and graphing.

Unit(s): 3

The courses are logically divided into four primary areas arithmetic geometry algebra and problem solving. Each of the four areas is studied in both terms. The theory of problem solving is an integral part of all aspects of the courses. The study of arithmetic includes the theory arithmetic operations and the development of skills in computation number theory and patterns in sequences of numbers are used to introduce the basics of mathematical proofs. The study of geometry includes identification of plane and solid geometric shapes computations of perimeter area and volume and trigonometry of right triangles. The study of algebra includes basic algebraic operations computation using functions and graphing. General Education master core skill

Unit(s): 3

Basic descriptive statistics probability hypothesis testing correlation and regression. Statistical computer software is used to analyze data. Prerequisites MATH 118 MATH 110 MATH 115 or satisfactory performance on placement test

Unit(s): 3

An examination of the multiple global narratives that comprise human development and interaction prior to 1500 with primary focus on early human activity the development of complex societies classical and post-classical ages and expansion of post-classical cross-cultural involvement. Corequisite PDP 150 or PDP 350 General Education history

Unit(s): 3

-or-
An examination of the multiple global narratives that comprise human development and interaction since 1500 with primary focus on the origins of global interdependence the ages of revolution industry and empire and the twentieth century. Corequisite PDP 150 or PDP 350 General Education history

Unit(s): 3

The United States from settlement to Reconstruction. Major themes include the development of a new society evolution of democratic behavior and the growth of sectionalism. Includes both social and political approaches.

Unit(s): 3

The United States from Reconstruction until the present. Major themes include industrialization and modernization the increased role of government greater U. S. involvement in international affairs and the impact of these changes on society. A continuation of HIST 201.

Unit(s): 3

A human geographic exploration of all world regions emphasizing population cultural economic and political geographies. Prerequisites HIST 110 and either ECON 200 or SOC 101 or permission of instructor

Unit(s): 3

Survey of the discipline of biology designed for the non-major. Content varies with the expertise of the instructor but all sections focus on the relevanceimportance of biology in everyday life. Laboratory focuses on understanding science as a process and includes an independent research project with oral presentation. Three lectures and one lab per week. Corequisite MATH 118 General Education 2014 natural and physical sciences

Unit(s): 4

Designed to help students appreciate and understand their physical environment and the methods of physical science through the study of basic astronomy. Topics include the history of astronomy motion of celestial objects planets of the solar system birth life and death of stars galaxies and cosmology. Three hours in class and two hours in laboratory per week. Prerequisites MATH 110 or MATH 115 or MATH 118 General Education natural and physical sciences

Unit(s): 4

-or-
An introduction to the basic concepts of physics emphasizing practical applications of physical laws to common occurrences. Physical descriptions are presented on how things move the behavior of sound and light uses of electricity and magnetism and the behavior of fundamental particles. Three hours in class and two hours in laboratory per week. Prerequisites MATH 110 or MATH 115 or MATH 118 General Education natural and physical sciences

Unit(s): 4

Examine issues related to physical cognitive and socio-emotional development of the child from conception through early adolescence. Students will develop theoretical and practical knowledge of child development concepts. Provisions are made for observing and working with preschool children. Prerequisite junior standing

Unit(s): 4

-or-
Overview of the process of parenting in diverse cultural and familial structures. Exploration of issues related to parenting at various stages of development as well as formation of parenting goals and styles. Emphasis placed on parent-child interactions through the child rearing years. Provides an emphasis on evidence-based practices and evaluation of programming. Prerequisites PDP 150 or PDP 350 Experiential learning

Unit(s): 3

Professional Education Course Requirements for Teacher Candidates

Elementary Education (PreK-6) Licensure

Helps candidates explore the career of teaching. Emphasis on the historical sociological and pedagogical foundations of American public education as well as culturally responsive pedagogy with academically culturally and linguistically diverse populations. Introduces InTASC standards and provides information about local state and national requirements of the teaching profession.

Unit(s): 3

Surveys principles of development learning and evaluation as they relate to learners educational growth. The study of the physical social emotional and intellectual development of the learner focuses on how this development relates to pedagogy motivation classroom management and assessment.

Unit(s): 3

Explores cultural linguistic and academic diversity with an introduction to multicultural education. Introduction to appropriate and effective strategies for instructing these diverse learners in inclusive classroom settings. Prerequisites minimum 2.5 GPA application to the TEP have taken Praxis Core Academic Skills for Educators Tests Mathematics have taken or registered for the Virginia Communication and Literacy Assessment (VCLA) Corequisites EDUC-201 and Sophomore standing.

Unit(s): 3

Ten-hour field experience as an observer in an elementary middle or secondary school setting with an academically culturally or linguistically diverse student population. Corequisite EDUC 215

Unit(s): 1
(concurrent with EDUC 215)
Provides prospective teachers in grades PreK-6 with the knowledge skills and understanding to implement effective mathematics instruction. Emphasizes the teachinglearning process to best enable students to develop appropriate mathematics skills attitudes and concepts. Topics include national and state mathematics standards assessment diagnostic and remedial strategies the use of manipulatives the use of educational technology the contributions of different cultures toward the development of mathematics and the role of mathematics in culture and society. Required for PreK-6 licensure only.

Unit(s): 3

Theory and practice related to readers at emergent and beginning stages. Includes discussion of the complex factors involved in literacy acquisition as the elementary level with a focus on phonemic awareness phonics vocabulary beginning fluency and comprehension. Exploration of assessment methods and strategies for teaching diverse learners including English language learners are emphasized. Prerequisites admission to the Teacher Education Program Corequisites Section 1 of EDUC 302

Unit(s): 3

Twenty-hour field experience in a local school with a focus on literacy. Elementary placements include working with an emergent reader constructing lesson plans and exploring assessment methods. PreK-12 and Secondary placements focus on middle and high school literacy development within the candidates content area including vocabulary development literal interpretive critical and evaluative comprehension and critical thinking and writing strategies. Prerequisites admission to the TEP Corequisite EDUC 330 (Pre-K-6) or EDUC 334 (6-12 Pre-K-12)

Unit(s): 1
(concurrent with EDUC 330)
Theory and practice related to readers at the intermediate stage. Includes discussion of the complex factors involved in literacy acquisition at the intermediate level with a focus on reading in the content areas stages in the writing process vocabulary fluency and comprehension. Exploration of assessment methods and strategies for teaching diverse learners including English language learners are emphasized. Prerequisites EDUC 330 and Admission to the Teacher Education Program

Unit(s): 2

Effective and efficient management of time space and resources including lessons and classroom behaviors are examined as a means of promoting learning. Candidates develop a management plan that is inclusive respectful and based upon current theory and practice. Effective organization and communication techniques are stressed. Prerequisites admission to the Teacher Education Program and junior standing Corequisite EDUC 303

Unit(s): 3
(Elementary)
Twenty-hour field experience in a local school. Provides pre-service candidates with opportunities to apply theoretical knowledge of EDUC 370 in classroom settings. Reports reflections andor journal entries required as assigned. Candidates are expected to actively engage in teaching co-teaching or assist the classroom teacher. Section 1 is for elementary candidates and Section 2 is for secondary candidates. Prerequisites admission to the TEP Corequisite EDUC 370

Unit(s): 1
(concurrent with EDUC 370)
Three-week full-day field practicum taken immediately before student teaching. Candidates teach in a grade-level range different from their student teaching placement but within their range of licensure and certification. Candidates teach a minimum of two times participates in all professional activities of their classroom cooperating teacher and engage in reflective seminars back on campus or through online delivery. Prerequisites
Taught in the style of a seminar a small group of students learn thinking skills through discussion debate peer review and brainstorming. Context varies from section to section. Incoming students rank topic preferences and then are assigned to a section. Focuses specifically on two key areas of personal development (1) intellectual growth is stimulated through systematic critical questioning and (2) a sense of community involvement and responsibility is developed through classroom group work collaborative learning and a class community engagement project. The course also contains success skill exercises and college orientation information including an introduction to the portfolio program. General education 2014 master core skills

Unit(s): 3
350 admission to the TEP successful completion of EDUC 370303 and taken in the Interterm or summer before student teaching General education Experiential learning Note Those seeking ESL certification take this course the junior year but after having taken EDUC 370-303.

Unit(s): 3

Instructional practice in the elementary school. Strategies for effective teaching of content based on Virginia Standards of Learning (PreK-6) with particular emphasis given to science and social studies. Planning to meet instructional needs of diverse learners integration of technology and assessment are stressed. Preferably taken in the semester immediately prior to student teaching. Prerequisites admission to the TEP taken the semester before student teaching Corequisites Section 1 of
Ten hours field experience designed to coincide with EDUC 406 or EDUC 412 in order to provide candidates with direct experience in planning and instructional strategies taught in the curriculum courses. The role of the candidate is to assist andor co-teach in a classroom setting. The candidate is evaluated on professional dispositions and teaching effectiveness. Prerequisites admission to the Teacher Education Program taken concurrently with EDUC 406 or EDUC 412 or permission of instructor

Unit(s): 1


Unit(s): 3
(semester before student teaching)
Ten hours field experience designed to coincide with EDUC 406 or EDUC 412 in order to provide candidates with direct experience in planning and instructional strategies taught in the curriculum courses. The role of the candidate is to assist andor co-teach in a classroom setting. The candidate is evaluated on professional dispositions and teaching effectiveness. Prerequisites admission to the Teacher Education Program taken concurrently with EDUC 406 or EDUC 412 or permission of instructor

Unit(s): 1
(concurrent with EDUC 406)
Taken during the student teaching experience this course emphasizes professional licensure requirements and teacher performance standards measuring student academic progress and collaboration models of teaching. Candidates develop various personal skills and resources including the development of an online educational portfolio consistent with InTASC standards for obtaining employment in the education field. Prerequisites admission to the TEP and taken concurrently with student teaching.

Unit(s): 1
(concurrent with student teaching)
Fifteen-week final field experience involving instructional planning observation and teaching. Supervised by the classroom cooperating teacher and a college supervisor. Students are expected to assume complete responsibility for the classroom during the student teaching experience and engage in all activities related to teaching in the school community. Prerequisites admission to the Teacher Education Program and completion of all coursework in the Teacher Education Program Corequisite EDUC 450

Unit(s): 13

A human geographic exploration of all world regions emphasizing population cultural economic and political geographies. Prerequisites HIST 110 and either ECON 200 or SOC 101 or permission of instructor

Unit(s): 3

Secondary Education (6-12) Licensure

Helps candidates explore the career of teaching. Emphasis on the historical sociological and pedagogical foundations of American public education as well as culturally responsive pedagogy with academically culturally and linguistically diverse populations. Introduces InTASC standards and provides information about local state and national requirements of the teaching profession.

Unit(s): 3

Surveys principles of development learning and evaluation as they relate to learners educational growth. The study of the physical social emotional and intellectual development of the learner focuses on how this development relates to pedagogy motivation classroom management and assessment.

Unit(s): 3

Explores cultural linguistic and academic diversity with an introduction to multicultural education. Introduction to appropriate and effective strategies for instructing these diverse learners in inclusive classroom settings. Prerequisites minimum 2.5 GPA application to the TEP have taken Praxis Core Academic Skills for Educators Tests Mathematics have taken or registered for the Virginia Communication and Literacy Assessment (VCLA) Corequisites EDUC-201 and Sophomore standing.

Unit(s): 3

Ten-hour field experience as an observer in an elementary middle or secondary school setting with an academically culturally or linguistically diverse student population. Corequisite EDUC 215

Unit(s): 1
(concurrent with EDUC 215)
Helps secondary education candidates describe and develop effective content literacy strategies for academically culturally and linguistically diverse 6-12 students. Candidates use their content area curriculum to enhance literacy development including vocabulary development literal interpretive critical and evaluate comprehension critical thinking writing strategies listening and speaking skills are also addressed. Prerequisites admission to the Teacher Education Program and junior standing Corequisites Section 2 of EDUC 302

Unit(s): 2

Twenty-hour field experience in a local school with a focus on literacy. Elementary placements include working with an emergent reader constructing lesson plans and exploring assessment methods. PreK-12 and Secondary placements focus on middle and high school literacy development within the candidates content area including vocabulary development literal interpretive critical and evaluative comprehension and critical thinking and writing strategies. Prerequisites admission to the TEP Corequisite EDUC 330 (Pre-K-6) or EDUC 334 (6-12 Pre-K-12)

Unit(s): 1
(concurrent with EDUC 334)
Effective and efficient management of time space and resources including lessons and classroom behaviors are examined as a means of promoting learning. Candidates develop a management plan that is inclusive respectful and based upon current theory and practice. Effective organization and communication techniques are stressed. Prerequisites admission to the Teacher Education Program and junior standing Corequisite EDUC 303

Unit(s): 3
(Pre-12 and Secondary)
Twenty-hour field experience in a local school. Provides pre-service candidates with opportunities to apply theoretical knowledge of EDUC 370 in classroom settings. Reports reflections andor journal entries required as assigned. Candidates are expected to actively engage in teaching co-teaching or assist the classroom teacher. Section 1 is for elementary candidates and Section 2 is for secondary candidates. Prerequisites admission to the TEP Corequisite EDUC 370

Unit(s): 1
(concurrent with EDUC 370)
Three-week full-day field practicum taken immediately before student teaching. Candidates teach in a grade-level range different from their student teaching placement but within their range of licensure and certification. Candidates teach a minimum of two times participates in all professional activities of their classroom cooperating teacher and engage in reflective seminars back on campus or through online delivery. Prerequisites
Taught in the style of a seminar a small group of students learn thinking skills through discussion debate peer review and brainstorming. Context varies from section to section. Incoming students rank topic preferences and then are assigned to a section. Focuses specifically on two key areas of personal development (1) intellectual growth is stimulated through systematic critical questioning and (2) a sense of community involvement and responsibility is developed through classroom group work collaborative learning and a class community engagement project. The course also contains success skill exercises and college orientation information including an introduction to the portfolio program. General education 2014 master core skills

Unit(s): 3
350 admission to the TEP successful completion of EDUC 370303 and taken in the Interterm or summer before student teaching General education Experiential learning Note Those seeking ESL certification take this course the junior year but after having taken EDUC 370-303.

Unit(s): 3

Secondary school trends curriculum organization lesson planning instruction and assessment. Organizational techniques and effective teaching methods and strategies are discussed to ensure the teaching of the content area standards of the secondary Virginia Standards of Learning. Strategies for using educational technology as well as working with ESL students are included. Emphasis on accommodation and differentiation of instruction as well as the professional association standards of each content area. Preferably taken in the semester immediately prior to student teaching. For those candidates student teaching in the fall semester it is taken the fall prior to student teaching. Prerequisites admission to the TEP taken the semester before student teaching Corequisites Section 2 of
Ten hours field experience designed to coincide with EDUC 406 or EDUC 412 in order to provide candidates with direct experience in planning and instructional strategies taught in the curriculum courses. The role of the candidate is to assist andor co-teach in a classroom setting. The candidate is evaluated on professional dispositions and teaching effectiveness. Prerequisites admission to the Teacher Education Program taken concurrently with EDUC 406 or EDUC 412 or permission of instructor

Unit(s): 1


Unit(s): 3
(semester before student teaching)
Ten hours field experience designed to coincide with EDUC 406 or EDUC 412 in order to provide candidates with direct experience in planning and instructional strategies taught in the curriculum courses. The role of the candidate is to assist andor co-teach in a classroom setting. The candidate is evaluated on professional dispositions and teaching effectiveness. Prerequisites admission to the Teacher Education Program taken concurrently with EDUC 406 or EDUC 412 or permission of instructor

Unit(s): 1
(concurrent with EDUC 412)
Taken during the student teaching experience this course emphasizes professional licensure requirements and teacher performance standards measuring student academic progress and collaboration models of teaching. Candidates develop various personal skills and resources including the development of an online educational portfolio consistent with InTASC standards for obtaining employment in the education field. Prerequisites admission to the TEP and taken concurrently with student teaching.

Unit(s): 1
(concurrent with student teaching)
Fifteen-week final field experience involving instructional planning observation and teaching. Supervised by the classroom cooperating teacher and a college supervisor. Students are expected to assume complete responsibility for the classroom during the student teaching experience and engage in all activities related to teaching in the school community. Prerequisites admission to the Teacher Education Program and completion of all coursework in the Teacher Education Program Corequisite EDUC 450

Unit(s): 13

English as a Second Language-ESL (PreK-12)

For ESL certification, the following courses are required in addition to the major and the education courses listed for either the elementary or secondary licensure.

Teaches students how to create and respond to verbal and nonverbal messages across a variety of rhetorical situations. Students will learn the core concepts of public speaking and develop the skills to select organize and deliver material based on the needs of a specific audience. The course will focus on informative and persuasive speaking and may also include introductory speeches special-occasion speeches and business presentations. General Education master core skill

Unit(s): 3

Theory and practice related to readers at emergent and beginning stages. Includes discussion of the complex factors involved in literacy acquisition as the elementary level with a focus on phonemic awareness phonics vocabulary beginning fluency and comprehension. Exploration of assessment methods and strategies for teaching diverse learners including English language learners are emphasized. Prerequisites admission to the Teacher Education Program Corequisites Section 1 of EDUC 302

Unit(s): 3

Twenty-hour field experience in a local school with a focus on literacy. Elementary placements include working with an emergent reader constructing lesson plans and exploring assessment methods. PreK-12 and Secondary placements focus on middle and high school literacy development within the candidates content area including vocabulary development literal interpretive critical and evaluative comprehension and critical thinking and writing strategies. Prerequisites admission to the TEP Corequisite EDUC 330 (Pre-K-6) or EDUC 334 (6-12 Pre-K-12)

Unit(s): 1
(concurrent with EDUC 330)
Theory and practice related to readers at the intermediate stage. Includes discussion of the complex factors involved in literacy acquisition at the intermediate level with a focus on reading in the content areas stages in the writing process vocabulary fluency and comprehension. Exploration of assessment methods and strategies for teaching diverse learners including English language learners are emphasized. Prerequisites EDUC 330 and Admission to the Teacher Education Program

Unit(s): 2

-or-
Helps secondary education candidates describe and develop effective content literacy strategies for academically culturally and linguistically diverse 6-12 students. Candidates use their content area curriculum to enhance literacy development including vocabulary development literal interpretive critical and evaluate comprehension critical thinking writing strategies listening and speaking skills are also addressed. Prerequisites admission to the Teacher Education Program and junior standing Corequisites Section 2 of EDUC 302

Unit(s): 2

Introduction to academic expository and argumentative writing with a focus on developing rhetorical skills and practices appropriate to a range of disciplines. Instruction in ethical use of material from sources and academic documentation systems. Supplementary writers workshop required based on placement. General Education 2014 master core skill

Unit(s): 3

Overview of what is traditionally called grammar including syntax mechanics style punctuation spelling vocabulary-building and proofreading for teaching writing at the elementary and secondary levels as well as for publication at a professional level. Develops competency in creation analysis (including diagramming) and editing of written English. Prerequisites ENG 110

Unit(s): 3

Linguistic analysis incorporating traditional grammar phonology syntax sociolinguistics morphology semantics and historical linguistics (including the history of the English language). Prerequisites ENG 110

Unit(s): 3

Introduction to writing instruction for prospective teachers and writing center tutors from all disciplines. Incorporates current theoretical perspectives applied linguistics and research on the writing process to introduce classroom practices such as one-to-one conferencing the writing workshop approach and teaching in computer classrooms. Prerequisites ENG 110

Unit(s): 3

Explores cultural linguistic and academic diversity with an introduction to multicultural education. Introduction to appropriate and effective strategies for instructing these diverse learners in inclusive classroom settings. Prerequisites minimum 2.5 GPA application to the TEP have taken Praxis Core Academic Skills for Educators Tests Mathematics have taken or registered for the Virginia Communication and Literacy Assessment (VCLA) Corequisites EDUC-201 and Sophomore standing.

Unit(s): 3

Ten-hour field experience as an observer in an elementary middle or secondary school setting with an academically culturally or linguistically diverse student population. Corequisite EDUC 215

Unit(s): 1
(concurrent with EDUC 215)
Instructional practice in the elementary school. Strategies for effective teaching of content based on Virginia Standards of Learning (PreK-6) with particular emphasis given to science and social studies. Planning to meet instructional needs of diverse learners integration of technology and assessment are stressed. Preferably taken in the semester immediately prior to student teaching. Prerequisites admission to the TEP taken the semester before student teaching Corequisites Section 1 of
Ten hours field experience designed to coincide with EDUC 406 or EDUC 412 in order to provide candidates with direct experience in planning and instructional strategies taught in the curriculum courses. The role of the candidate is to assist andor co-teach in a classroom setting. The candidate is evaluated on professional dispositions and teaching effectiveness. Prerequisites admission to the Teacher Education Program taken concurrently with EDUC 406 or EDUC 412 or permission of instructor

Unit(s): 1


Unit(s): 3

Ten hours field experience designed to coincide with EDUC 406 or EDUC 412 in order to provide candidates with direct experience in planning and instructional strategies taught in the curriculum courses. The role of the candidate is to assist andor co-teach in a classroom setting. The candidate is evaluated on professional dispositions and teaching effectiveness. Prerequisites admission to the Teacher Education Program taken concurrently with EDUC 406 or EDUC 412 or permission of instructor

Unit(s): 1
(concurrent with EDUC 406)
ENG/FREN/
Covers materials on instructional practice and student assessment as they relate to the teaching of English as a Second Language (ESL) and foreign languages. Material and discussions are focused on the central theme of how to contextualize language instruction and how to run a proficiency-oriented classroom. Taught in English. Required for students seeking ESL endorsement. Strongly recommended for students preparing to teach Spanish or French. Prerequisites ENG 110 Corequisite EDUC 307

Unit(s): 3

Forty-hour intensive field experience immersed in an ESL school environment for the prospective ESL teacher. While working on developing an understanding of the whole child emphasis is placed on identifying and meeting the needs of students who are engaged in becoming acclimated to living in a culture other than their native one and learning English identifying and continuing to develop classroom management techniques in preparation for the student teaching experience and beginning to plan and create SOL-based lesson plans. Prerequisites admission to the Teacher Education Program Corequisites ENGFRENSPAN 317 Note Cannot be taken simultaneously with more than one other EDUC field experience

Unit(s): 2
(concurrent with ENG/FREN/
Covers materials on instructional practice and student assessment as they relate to the teaching of English as a Second Language (ESL) and foreign languages. Material and discussions are focused on the central theme of how to contextualize language instruction and how to run a proficiency-oriented classroom. Taught in English. Required for students seeking ESL endorsement. Strongly recommended for students preparing to teach Spanish or French. Prerequisites ENG 110 Corequisite EDUC 307

Unit(s): 3
)
FREN/SPAN-6 credits
Eight-week student teaching field experience for the ESL endorsement involving instructional planning observation and teaching. Supervised by the classroom cooperating teacher and a college supervisor. Provides students seeking an ESL endorsement an opportunity to teach in an ESL environment. Students are expected to assume complete responsibility for the classroom during the student teaching experience and engage in all activities related to teaching in the school community. Prerequisites admission to the Teacher Education Program and completion of all coursework in the ESL certification and TEP

Unit(s): 4

Ten-week student teaching field experience for the ESL endorsement involving instructional planning observation and teaching. Supervised by the classroom cooperating teacher and a college supervisor. Students are expected to assume complete responsibility for the classroom during the student teaching experience and engage in all activities related to teaching in the school community. Prerequisites EDUC 460 and ESL endorsements with Pre-K-6 6-12 PreK-12 content area endorsements Corequisite EDUC 450

Unit(s): 12

Health and Physical Education Licensure (PreK-12)

The same education course sequence as for secondary licensure except EDUC 412. Also refer to the health and physical education major in the health and human sciences department section of this catalog.

Music Education (Vocal and Instrumental) Licensure (PreK-12)

Refer to the music department section of this catalog for the education course sequence.

Theatre Arts Education Licensure (PreK-12)

The same education course sequence as for secondary . Also, refer to the Department of Communication Studies and Theatre section of this catalog for the required theatre course sequence.

Visual Arts Education Licensure (PreK-12)

The same education course sequence as for secondary licensure.

World Languages Education Licensure (PreK-12)

The same education course sequence as for secondary licensure.

Add-On Endorsement Options to the Initial Licensure Area:

Algebra I
Refer to the mathematics and computer science department for required coursework.

Driver's Education
Refer to the health and human sciences department section, ES 441 and ES 445.