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Teacher Education Program (TEP) | College Catalog

Majors

Liberal Studies

  • Licensure (PreK–6)
  • Non-Licensure

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: Health and Physical Education, Music (Instrumental or Vocal), Theatre Arts, Visual Arts and World Language (French, Spanish). Candidates may also seek add-on endorsements in Algebra I, Driver Education and English as a Second Language.

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

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
and
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
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 following three subtests of the Praxis Core Academic Skills for Educators Tests: Reading (5712) with a pass-score of 156 or higher, Writing (5722) with a pass-score of 162 or higher, and Mathematics (5732) with a pass-score of 150 or higher
  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

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
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 that have field experiences 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 by December 1 to teach in the fall semester of the next academic year and March 1 to teach in the spring semester of the next academic year. Application materials and an application checklist are available through the TEP website. Candidates must have the support of their content major department as part of the process of admission to student teaching. 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, for PreK-6, Reading for Virginia Educators (RVE), prior to the start of student teaching
  5. 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

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 (

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
and
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
; or
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
) 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
    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
    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:
    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
    ;
    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
    and
    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
    or
    Real numbers exponents radicals and algebraic operations with polynomial and rational functions. Solving equations and graphing expressions involving polynomial and rational functions and exponential and logarithmic functions. Credit may not be received for both MATH 118 and 110. General education master core skill 2016 Summer Session I offered as an online course

    Unit(s): 3
    or
    This course is designed to provide development of basic computational skills and introductory algebra concepts like solutions of single variable equations. It will also cover some introductory statistics and probability concepts. Problem solving will be emphasized. The course will contain at least one project that requires students to make extensive use of spreadsheet software like Excel. General Education Master Core Skill

    Unit(s): 3
    ; and
    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
  4. Successfully passed the Praxis Core Academic Skills for Educators: Mathematics, VCLA, Praxis II Content Area Assessment and RVE (elementary licensure)
  5. Completed CPR, First Aid, AED, and Bloodborne Pathogens training and Child Abuse and Dyslexia 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/life-at-bridgewater/services-for-students/grievance-procedures.

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.

Liberal Studies Major

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 Major

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

Introduces scarcity opportunity cost and supplyand demand analysis with special emphasis onaggregate economic growth unemploymentinflation and fiscal and monetary policies.Prerequisite PDP 150 or PDP 350General Education 2014 Social Sciences

Unit(s): 3

-or-
Analysis of individual choice and marketbehaviorwith special emphasis on price and outputrelationships and the economics of the firm.Prerequisite PDP 150 or PDP 350General Education 2014 Social Sciences

Unit(s): 3

Overview of what is traditionally calledgrammar including syntax mechanics stylepunctuation spelling vocabulary-building andproofreading for teaching writing at theelementary and secondary levels as well as forpublication at a professional level. Developscompetency in creation analysis (includingdiagramming) and editing of written English.Prerequisites ENG 110

Unit(s): 3

-or-
Linguistic analysis incorporating traditionalgrammar phonology syntax sociolinguisticsmorphology semantics and historical linguistics(including the history of the English language).Prerequisites ENG 110

Unit(s): 3

Introduction to writing instruction forprospective teachers and writing center tutorsfrom all disciplines. Incorporates currenttheoretical perspectives applied linguisticsand research on the writing process to introduceclassroom practices such as one-to-oneconferencing the writing workshop approach andteaching in computer classrooms.Prerequisites ENG 110

Unit(s): 3

Development and analysis of the major types ofchildrens literature are addressed includingpicture books poetry fables folktalesfantasyrealism and historical fiction. Students readandanalyze classic examples of each type.Prerequisites PDP 150 or PDP 350 and ENG 110General Education LiteratureWriting Intensive

Unit(s): 3

The courses are logically divided into fourprimary areas arithmetic geometry algebra andproblem solving. Each of the four areas isstudied in both terms. The theory of problemsolving is an integral part of all aspects of thecourses. The study of arithmetic includes thetheory arithmetic operations and the developmentof skills in computation number theory andpatterns in sequences of numbers are used tointroduce the basics of mathematical proofs. Thestudy of geometry includes identification ofplaneand solid geometric shapes computations ofperimeter area and volume and trigonometry ofright triangles. The study of algebra includesbasic algebraic operations computation usingfunctions and graphing.

Unit(s): 3

The courses are logically divided into fourprimary areas arithmetic geometry algebra andproblem solving. Each of the four areas isstudied in both terms. The theory of problemsolving is an integral part of all aspects of thecourses. The study of arithmetic includes thetheory arithmetic operations and the developmentof skills in computation number theory andpatterns in sequences of numbers are used tointroduce the basics of mathematical proofs. Thestudy of geometry includes identification ofplaneand solid geometric shapes computations ofperimeter area and volume and trigonometry ofright triangles. The study of algebra includesbasic algebraic operations computation usingfunctions and graphing.General Education master core skill

Unit(s): 3

Basic descriptive statistics probabilityhypothesis testing correlation and regression.Statistical computer software is used to analyzedata.Prerequisites MATH 118 MATH 110 MATH 115 orsatisfactory performance on placement test

Unit(s): 3

An examination of the multiple global narrativesthat comprise human development and interactionprior to 1500 with primary focus on early humanactivity the development of complex societiesclassical and post-classical ages and expansionof post-classical cross-cultural involvement.Corequisite PDP 150 or PDP 350General Education history

Unit(s): 3

-or-
An examination of the multiple global narrativesthat comprise human development and interactionsince 1500 with primary focus on the origins ofglobal interdependence the ages of revolutionindustry and empire and the twentieth century.Corequisite PDP 150 or PDP 350General Education history

Unit(s): 3

The United States from settlement toReconstruction. Major themes include thedevelopment of a new society evolution ofdemocratic behavior and the growth ofsectionalism. Includes both social and politicalapproaches.

Unit(s): 3

The United States from Reconstruction until thepresent. Major themes include industrializationand modernization the increased role ofgovernment greater U. S. involvement ininternational affairs and the impact of thesechanges on society. A continuation of HIST 201.

Unit(s): 3

A human geographic exploration of all worldregions emphasizing population culturaleconomic and political geographies. Prerequisites HIST 110 and either ECON 200 orSOC 101 or permission of instructor

Unit(s): 3

Survey of the discipline of biology designed forthe non-major. Content varies with the expertiseof the instructor but all sections focus on therelevanceimportance of biology in everyday life.Laboratory focuses on understanding science as aprocess and includes an independent researchproject with oral presentation. Three lecturesand one lab per week.Corequisite MATH 118FILA general education natural and physicalsciences

Unit(s): 4

Designed to help students appreciate andunderstand their physical environment and themethods of physical science through the study ofbasic astronomy. Topics include the history ofastronomy motion of celestial objects planetsofthe solar system birth life and death ofstarsgalaxies and cosmology. Three hours in class andtwo hours in laboratory per week.Prerequisites MATH 110 or MATH 115 or MATH 118General Education natural and physicalsciences

Unit(s): 4

-or-
An introduction to the basic concepts of physicsemphasizing practical applications of physicallaws to common occurrences. Physical descriptionsare presented on how things move the behavior ofsound and light uses of electricity andmagnetism and the behavior of fundamentalparticles. Three hours in class and two hours inlaboratory per week.Prerequisites MATH 110 or MATH 115 or MATH 118General Education natural and physical sciences

Unit(s): 4

Examine issues related to physical cognitive andsocio-emotional development of the child fromconception through early adolescence. Studentswill develop theoretical and practical knowledgeof child development concepts. Provisions aremade for observing and working with preschoolchildren.Prerequisite junior standing

Unit(s): 4

-or-
Overview of the process of parenting in diversecultural and familial structures. Exploration ofissues related to parenting at various stages ofdevelopment as well as formation of parentinggoals and styles. Emphasis placed on parent-childinteractions through the child rearing years.Provides an emphasis on evidence-based practicesand evaluation of programming.Prerequisites PDP 150 or PDP 350 Experiential learning

Unit(s): 3

 

Licensure (PreK-6) Track

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

In addition to the core requirements, complete the following professional education courses for Elementary Education (Pre-K-6) Licensure:

Helps candidates explore the career of teaching.Emphasis on the historical sociological andpedagogical foundations of American publiceducation as well as culturally responsivepedagogy with academically culturally andlinguistically diverse populations. IntroducesInTASC standards and provides information aboutlocal state and national requirements of theteaching profession.

Unit(s): 3

Surveys principles of development learning andevaluation as they relate to learnerseducational growth. The study of the physicalsocial emotional and intellectual development ofthe learner focuses on how this developmentrelates to pedagogy motivation classroommanagement and assessment.

Unit(s): 3

Explores cultural linguistic and academicdiversity with an introduction to multiculturaleducation. Introduction to appropriate andeffective strategies for instructing thesediverse learners in inclusive classroom settings.Includes a minimum 10 hours of field experience.Successful field experience is necessary for apassing grade in the class.Prerequisites minimum 2.5 GPA application tothe TEP have taken Praxis Core Academic Skillsfor Educators Tests Mathematics have taken orregistered for the Virginia Communication andLiteracy Assessment (VCLA) Sophomore standing.

Unit(s): 4

Provides prospective teachers in grades PreK-6with the knowledge skills and understanding toimplement effective mathematics instruction.Emphasizes the teachinglearning process to bestenable students to develop appropriatemathematics skills attitudes and concepts.Topics includenational and state mathematics standardsassessment diagnostic and remedial strategiesthe use of manipulatives the use ofeducational technology the contributions ofdifferent cultures toward the development ofmathematics and the role of mathematics inculture and society. Required for PreK-6licensure only.

Unit(s): 3

Theory and practice related to readers atemergent and beginning stages. Includesdiscussion of the complex factors involved inliteracy acquisition at the elementary level witha focus on phonemic awareness phonicsvocabulary beginning fluency and comprehension.Explorations of assessment methods and strategiesfor teaching diverse learners including Englishlanguage learners are emphasized. Includes 20hours in public schools. Successful fieldexperience is necessary for a passing grade inthe class.Prerequisites admission to the TEP

Unit(s): 4

Theory and practice related to readers at theintermediate stage. Includes discussion of thecomplex factors involved in literacy acquisitionat the intermediate level with a focus on readingin the content areas stages in the writingprocess vocabulary fluency and comprehension.Exploration of assessment methods and strategiesfor teaching diverse learners including Englishlanguage learners are emphasized.Prerequisites EDUC 330 and Admission to theTeacher Education Program

Unit(s): 2

Effective and efficient management of time spaceand resources including lessons and classroombehaviors are examined as a means of promotinglearning. Candidates develop a management planthat is inclusive respectful and based uponcurrent theory and practice. Effectiveorganization and communication techniques arestressed. Includes a minimum of 20 hours fieldexperience in an elementary classroom. Successfulfield experience is necessary for a passing gradein the class.Prerequisites admission to the TEP

Unit(s): 4

Three-week full-day field practicum takenimmediately before student teaching. Candidatesteach in a grade-level range different from theirstudent teaching placement but within theirrange of licensure and certification. Candidatesteach a minimum of two times participates in allprofessional activities of their classroomcooperating teacher and engage in reflectiveseminars back on campus or through onlinedelivery.Prerequisites
Taught in the style of a seminar a small groupof students learn thinking skills throughdiscussion debate peer review andbrainstorming. Context varies from section tosection. Incoming students rank topic preferencesand then are assigned to a section. Focusesspecifically on two key areas of personaldevelopment (1) intellectual growth isstimulated through systematic criticalquestioning and (2) a sense of communityinvolvement and responsibility is developedthrough classroom group work collaborativelearning and a class community engagementproject. The course also contains success skillexercises and college orientation informationincluding an introduction to the portfolioprogram.General education master core skills2017 Fall Semester TopicsPDP-150-01 A Mans Man and a Womans WomanPDP-150-02 The Power of Physical Activity andSportPDP-150-03 Human Behavior in a Computational AgePDP-150-04 Strange IdeasPDP-150-05 After the ScourgePDP-150-06 Swimming in a sea of misinformationPDP-150-07 A Mans Man and a Womans WomanPDP-150-08 Creativity in the Arts SciencesBusiness Sports... in LifePDP-150-09 How to Rock the BoatPDP-150-10 Superhero NarrativesPDP-150-11 Dog is My Co-PilotPDP-150-12 Leadership and the Art of DecisionPDP-150-13 Free PlayPDP-150-14 Knowledge The Only FrontierPDP-150-15 Music Sweet Music PDP-150-16 The Fine Line between Glory & GuiltPDP-150-17 The Souls of Black Folk CriticalReadings By and About African Americans in the20th and 21st CenturiesPDP-150-18 Whos Sorry Now Thinking ThroughApologies Made on the Public StagePDP-150-19 Chickens Chickens ChickensPDP-150-20 The Narnian The Life and Imaginationof C.S. LewisPDP-150-21 Liberal Arts of the Living DeadPDP-150-22 Liberal Arts of the Living DeadPDP-150-23 Human Behavior in a Computational AgePDP-150-24 Latino USAPDP-150-25 Tweet Friend Pin Social Media &You as a 21st Century CitizenPDP-150-26 The Power of Physical Activity andSportPDP-150-29 Free PlayPDP-150-30 Media Narratives Spinning the Truth

Unit(s): 3
350 admission to the TEPsuccessful completion of EDUC 370303 and takenin the Interterm or summer before studentteachingGeneral education Experiential learningNote Those seeking ESL certification take thiscourse the junior year but after having takenEDUC 370-303.2017 Summer Session I Meets May 17 - June 7 2017 Summer Session II Meets August 7 - 25

Unit(s): 3

Instructional practice in the elementaryclassroom. Strategies for effective teaching ofcontent based on Virginia Standards of Learning(PK-6) with particular emphasis given to scienceand social studies. Significant emphasis will beplaced on curriculum content lesson planningresearch-based instructional strategies andassessment. Taken the semester immediately priorto student teaching. Includes minimum of 20 hoursof field experience in an elementary (PK-6)classroom. Successful field experience isnecessary for a passing grade in the class.Prerequisites admission to the TEP taken thesemester before student teaching

Unit(s): 4

Taken during the student teaching experiencethis course emphasizes professional licensurerequirements and teacher performance standardsmeasuring student academic progress andcollaboration models of teaching. Candidatesdevelop various personal skills and resourcesincluding the development of an onlineeducational portfolio consistent with InTASCstandards for obtaining employment in theeducation field.Prerequisites admission to the TEPCorequisites
Ten-week student teaching field experience forthe ESL endorsement involving instructionalplanning observation and teaching. Supervised bythe classroom cooperating teacher and a collegesupervisor. Students are expected to assumecomplete responsibility for the classroom duringthe student teaching experience and engage in allactivities related to teaching in the schoolcommunity.Prerequisites EDUC 460 and ESL endorsements withPre-K-6 6-12 PreK-12 content area endorsementsCorequisite EDUC 450

Unit(s): 12
or
Fifteen-week final field experience involvinginstructional planning observation and teaching.Supervised by the classroom cooperatingteacher and a college supervisor. Students areexpected to assume complete responsibility fortheclassroom during the student teaching experienceand engage in all activities related to teachingin the school community. Prerequisites admission to the Teacher EducationProgram and completion of all coursework in theTeacher Education Program Corequisite EDUC 450

Unit(s): 13


Unit(s): 1

Fifteen-week final field experience involvinginstructional planning observation and teaching.Supervised by the classroom cooperatingteacher and a college supervisor. Students areexpected to assume complete responsibility fortheclassroom during the student teaching experienceand engage in all activities related to teachingin the school community. Prerequisites admission to the Teacher EducationProgram and completion of all coursework in theTeacher Education Program Corequisite EDUC 450

Unit(s): 13

A human geographic exploration of all worldregions emphasizing population culturaleconomic and political geographies. Prerequisites HIST 110 and either ECON 200 orSOC 101 or permission of instructor

Unit(s): 3

Non-Licensure Track

In addition to the core requirements, choose 9 hours from the following:

Choose one:

Students will examine family and interpersonalrelationships from a variety of theoretical andconceptual frameworks to gain an understanding ofthe changes in society relative to marriage andfamily. Students will engage in criticalexamination of issues related to families workand their interrelationships. Using familyscience theories students will consider thecontextual factors that influence the family.Emphasis placed upon the reciprocal impacts ofrelationships within the family and a personsrelationships to individuals and society. Thiscourse focuses on family as a basic socialinstitution the various theoretical perspectiveson the family and provides an overview ofcurrent social scientific research on the family. The history structure and functions of thefamily will be addressed as will topics such asdating cohabitation marriage parenting familyviolence and divorce. Corequisites
Taught in the style of a seminar a small groupof students learn thinking skills throughdiscussion debate peer review andbrainstorming. Context varies from section tosection. Incoming students rank topic preferencesand then are assigned to a section. Focusesspecifically on two key areas of personaldevelopment (1) intellectual growth isstimulated through systematic criticalquestioning and (2) a sense of communityinvolvement and responsibility is developedthrough classroom group work collaborativelearning and a class community engagementproject. The course also contains success skillexercises and college orientation informationincluding an introduction to the portfolioprogram.General education master core skills2017 Fall Semester TopicsPDP-150-01 A Mans Man and a Womans WomanPDP-150-02 The Power of Physical Activity andSportPDP-150-03 Human Behavior in a Computational AgePDP-150-04 Strange IdeasPDP-150-05 After the ScourgePDP-150-06 Swimming in a sea of misinformationPDP-150-07 A Mans Man and a Womans WomanPDP-150-08 Creativity in the Arts SciencesBusiness Sports... in LifePDP-150-09 How to Rock the BoatPDP-150-10 Superhero NarrativesPDP-150-11 Dog is My Co-PilotPDP-150-12 Leadership and the Art of DecisionPDP-150-13 Free PlayPDP-150-14 Knowledge The Only FrontierPDP-150-15 Music Sweet Music PDP-150-16 The Fine Line between Glory & GuiltPDP-150-17 The Souls of Black Folk CriticalReadings By and About African Americans in the20th and 21st CenturiesPDP-150-18 Whos Sorry Now Thinking ThroughApologies Made on the Public StagePDP-150-19 Chickens Chickens ChickensPDP-150-20 The Narnian The Life and Imaginationof C.S. LewisPDP-150-21 Liberal Arts of the Living DeadPDP-150-22 Liberal Arts of the Living DeadPDP-150-23 Human Behavior in a Computational AgePDP-150-24 Latino USAPDP-150-25 Tweet Friend Pin Social Media &You as a 21st Century CitizenPDP-150-26 The Power of Physical Activity andSportPDP-150-29 Free PlayPDP-150-30 Media Narratives Spinning the Truth

Unit(s): 3
or
An introduction to the academic community ofBridgewater College to the liberal arts and tothe skills of critical thinking and reflectivewriting specifically designed for transferstudents. Transfer students will explore theunique challenges of integrating into a liberalarts educational environment and will begin theprocess of documenting their experiences andgrowth in the four dimensions of personaldevelopment intellectual growth and discoverycitizenship and community responsibility ethicaland spiritual growth and emotional maturationandphysical health.general education 2014 master core skills

Unit(s): 3
General Education social sciences

Unit(s): 3

Examine issues related to physical cognitive andsocio-emotional development of the child fromconception through early adolescence. Studentswill develop theoretical and practical knowledgeof child development concepts. Provisions aremade for observing and working with preschoolchildren.Prerequisite junior standing

Unit(s): 4

Developmental changes of individuals in familiesthroughout the adolescent years into emergingadulthood. Emphasis placed on knowledge ofphysical emotional cognitive and socialaspects of development.

Unit(s): 3

Students will develop an understanding of thelegal issues policies and law influencing thewell-being of families. Topics include family andthe law relating to marriage divorce familysupport child custody child protection andrights family planning social serviceseducation the economy religion and publicpolicy as it affects the family including taxcivil rights social security economic supportlaws and regulations.

Unit(s): 3

Overview of the process of parenting in diversecultural and familial structures. Exploration ofissues related to parenting at various stages ofdevelopment as well as formation of parentinggoals and styles. Emphasis placed on parent-childinteractions through the child rearing years.Provides an emphasis on evidence-based practicesand evaluation of programming.Prerequisites PDP 150 or PDP 350 Experiential learning

Unit(s): 3

Critical examination of principles of the generalphilosophy and broad principles of family lifeeducation in conjunction with the ability toplan implement and evaluate such educationalprograms. An understanding of the character andquality of human social conduct and the abilityto critically examine ethical questions andissues as they relate to professional practiceand community concerns and values.

Unit(s): 3

Choose one:

Theory and practice related to readers atemergent and beginning stages. Includesdiscussion of the complex factors involved inliteracy acquisition at the elementary level witha focus on phonemic awareness phonicsvocabulary beginning fluency and comprehension.Explorations of assessment methods and strategiesfor teaching diverse learners including Englishlanguage learners are emphasized. Includes 20hours in public schools. Successful fieldexperience is necessary for a passing grade inthe class.Prerequisites admission to the TEP

Unit(s): 4

Effective and efficient management of time spaceand resources including lessons and classroombehaviors are examined as a means of promotinglearning. Candidates develop a management planthat is inclusive respectful and based uponcurrent theory and practice. Effectiveorganization and communication techniques arestressed. Includes a minimum of 20 hours fieldexperience in an elementary classroom. Successfulfield experience is necessary for a passing gradein the class.Prerequisites admission to the TEP

Unit(s): 4

Introduction to a variety of conceptualframeworks and theoretical lenses relating tohuman gender and sexualities including socialconstructionism political economy and culturalstudies. A critical global historical andsociological approach will be emphasized tounpack gendered ad sexualized social structureslike patriarchy heterosexism and hegemonicmasculinity. Special attention will be paid tosocial movements and challenges to powerresourceinequalities made by gender and sexuality-basedminority groups.Prerequisites PDP 150 or PDP 350 and SOC 101Offered alternate years 2016-2017General Education global dynamics

Unit(s): 3

Examination of the human family historically andcomparatively in various cultures with majoremphasis placed upon the modern American family.Included are such topics as the diversity offamily structures the social construction ofemotions gender expectations and rolesparenting the life cycle and family tensions.Prerequisite SOC 101 and ENG 110Writing Intensive

Unit(s): 3

Choose one:

The internship program provides an opportunityfora student to gain field experience in an arearelated to the students concentration or careergoals. Supervision of an intern is provided byanappropriate faculty member and by a staff memberof the agency or business in which the student isan intern. A student who wishes to engage in aninternship must consult with the appropriatefaculty member at least eight weeks in advance ofthe start of the term in which the internship isto be completed. A description of theinternshipsigned by the student and the faculty sponsormust be filed with the Director of Internships bythe first day of the semester prior to the startof the internship. Approval of each applicationfor an internship is made by the Director ofInternships based upon policies and guidelines asapproved by the Council on Education and thefaculty. To be considered for an internship astudent must have junior or senior status and atleast a 2.00 grade point average. Internshipsaregraded on an S or U basis. A student may enrollin an internship program for three credits persemester and internship credit may be earned insubsequent semesters subject to the limitationsthat no more than two internships may be pursuedin any one agency or business and a maximum ofnine credits in internships may be applied towardgraduation.

Unit(s): 3

The internship program provides an opportunityfora student to gain field experience in an arearelated to the students concentration or careergoals. Supervision of an intern is provided byanappropriate faculty member and by a staff memberof the agency or business in which the student isan intern. A student who wishes to engage in aninternship must consult with the appropriatefaculty member at least eight weeks in advance ofthe start of the term in which the internship isto be completed. A description of theinternshipsigned by the student and the faculty sponsormust be filed with the Director of Internships bythe first day of the semester prior to the startof the internship. Approval of each applicationfor an internship is made by the Director ofInternships based upon policies and guidelines asapproved by the Council on Education and thefaculty. To be considered for an internship astudent must have junior or senior status and atleast a 2.00 grade point average. Internshipsaregraded on an S or U basis. A student may enrollin an internship program for three credits persemester and internship credit may be earned insubsequent semesters subject to the limitationsthat no more than two internships may be pursuedin any one agency or business and a maximum ofnine credits in internships may be applied towardgraduation.

Unit(s): 3

Secondary Education (6 to 12) Licensure

Helps candidates explore the career of teaching.Emphasis on the historical sociological andpedagogical foundations of American publiceducation as well as culturally responsivepedagogy with academically culturally andlinguistically diverse populations. IntroducesInTASC standards and provides information aboutlocal state and national requirements of theteaching profession.

Unit(s): 3

Surveys principles of development learning andevaluation as they relate to learnerseducational growth. The study of the physicalsocial emotional and intellectual development ofthe learner focuses on how this developmentrelates to pedagogy motivation classroommanagement and assessment.

Unit(s): 3

Explores cultural linguistic and academicdiversity with an introduction to multiculturaleducation. Introduction to appropriate andeffective strategies for instructing thesediverse learners in inclusive classroom settings.Includes a minimum 10 hours of field experience.Successful field experience is necessary for apassing grade in the class.Prerequisites minimum 2.5 GPA application tothe TEP have taken Praxis Core Academic Skillsfor Educators Tests Mathematics have taken orregistered for the Virginia Communication andLiteracy Assessment (VCLA) Sophomore standing.

Unit(s): 4

Helps secondary education candidates describe anddevelop effective content literacy strategies foracademically culturally and linguisticallydiverse 6-12 students. Candidates use theircontent area curriculum to enhance literacydevelopment including vocabulary developmentliteral interpretive critical and evaluativecomprehension critical thinking writingstrategies and listening and speaking skills.Includes minimum 20 hours of field experience.Successful field experience is necessary for apassing grade in the class.Prerequisites admission to the TEP and juniorstanding

Unit(s): 3

Effective and efficient management of time spaceand resources including lessons and classroombehaviors are examined as a means of promotinglearning. Candidates develop a management planthat is inclusive respectful and based uponcurrent theory and practice. Effectiveorganization and communication techniques arestressed. Includes a minimum of 20 hours fieldexperience in 6-12 classroom (or in a classroomof the licensure.) Successful field experience isnecessary for a passing grade in the class.Prerequisites admission to the TEP

Unit(s): 4

Three-week full-day field practicum takenimmediately before student teaching. Candidatesteach in a grade-level range different from theirstudent teaching placement but within theirrange of licensure and certification. Candidatesteach a minimum of two times participates in allprofessional activities of their classroomcooperating teacher and engage in reflectiveseminars back on campus or through onlinedelivery.Prerequisites
Taught in the style of a seminar a small groupof students learn thinking skills throughdiscussion debate peer review andbrainstorming. Context varies from section tosection. Incoming students rank topic preferencesand then are assigned to a section. Focusesspecifically on two key areas of personaldevelopment (1) intellectual growth isstimulated through systematic criticalquestioning and (2) a sense of communityinvolvement and responsibility is developedthrough classroom group work collaborativelearning and a class community engagementproject. The course also contains success skillexercises and college orientation informationincluding an introduction to the portfolioprogram.General education master core skills2017 Fall Semester TopicsPDP-150-01 A Mans Man and a Womans WomanPDP-150-02 The Power of Physical Activity andSportPDP-150-03 Human Behavior in a Computational AgePDP-150-04 Strange IdeasPDP-150-05 After the ScourgePDP-150-06 Swimming in a sea of misinformationPDP-150-07 A Mans Man and a Womans WomanPDP-150-08 Creativity in the Arts SciencesBusiness Sports... in LifePDP-150-09 How to Rock the BoatPDP-150-10 Superhero NarrativesPDP-150-11 Dog is My Co-PilotPDP-150-12 Leadership and the Art of DecisionPDP-150-13 Free PlayPDP-150-14 Knowledge The Only FrontierPDP-150-15 Music Sweet Music PDP-150-16 The Fine Line between Glory & GuiltPDP-150-17 The Souls of Black Folk CriticalReadings By and About African Americans in the20th and 21st CenturiesPDP-150-18 Whos Sorry Now Thinking ThroughApologies Made on the Public StagePDP-150-19 Chickens Chickens ChickensPDP-150-20 The Narnian The Life and Imaginationof C.S. LewisPDP-150-21 Liberal Arts of the Living DeadPDP-150-22 Liberal Arts of the Living DeadPDP-150-23 Human Behavior in a Computational AgePDP-150-24 Latino USAPDP-150-25 Tweet Friend Pin Social Media &You as a 21st Century CitizenPDP-150-26 The Power of Physical Activity andSportPDP-150-29 Free PlayPDP-150-30 Media Narratives Spinning the Truth

Unit(s): 3
350 admission to the TEPsuccessful completion of EDUC 370303 and takenin the Interterm or summer before studentteachingGeneral education Experiential learningNote Those seeking ESL certification take thiscourse the junior year but after having takenEDUC 370-303.2017 Summer Session I Meets May 17 - June 7 2017 Summer Session II Meets August 7 - 25

Unit(s): 3

Instructional practice in the secondaryclassroom. Strategies for effective teaching ofcontent based on Virginia Standards of Learningor National Standards in specified content area(PK-12 or 6-12). Significant emphasis will beplaced on curriculum content lesson planningresearch-based instructional strategies andassessment. Taken the semester immediately priorto student teaching. Includes minimum of 20 hoursof field experience in an elementary (PK-12 or6-12) classroom. Successful field experience isnecessary for a passing grade in the class.Prerequisites admission to the TEP taken thesemester before student teaching

Unit(s): 4
(semester before student teaching)
Taken during the student teaching experiencethis course emphasizes professional licensurerequirements and teacher performance standardsmeasuring student academic progress andcollaboration models of teaching. Candidatesdevelop various personal skills and resourcesincluding the development of an onlineeducational portfolio consistent with InTASCstandards for obtaining employment in theeducation field.Prerequisites admission to the TEPCorequisites
Ten-week student teaching field experience forthe ESL endorsement involving instructionalplanning observation and teaching. Supervised bythe classroom cooperating teacher and a collegesupervisor. Students are expected to assumecomplete responsibility for the classroom duringthe student teaching experience and engage in allactivities related to teaching in the schoolcommunity.Prerequisites EDUC 460 and ESL endorsements withPre-K-6 6-12 PreK-12 content area endorsementsCorequisite EDUC 450

Unit(s): 12
or
Fifteen-week final field experience involvinginstructional planning observation and teaching.Supervised by the classroom cooperatingteacher and a college supervisor. Students areexpected to assume complete responsibility fortheclassroom during the student teaching experienceand engage in all activities related to teachingin the school community. Prerequisites admission to the Teacher EducationProgram and completion of all coursework in theTeacher Education Program Corequisite EDUC 450

Unit(s): 13


Unit(s): 1
(concurrent with student teaching)
Fifteen-week final field experience involvinginstructional planning observation and teaching.Supervised by the classroom cooperatingteacher and a college supervisor. Students areexpected to assume complete responsibility fortheclassroom during the student teaching experienceand engage in all activities related to teachingin the school community. Prerequisites admission to the Teacher EducationProgram and completion of all coursework in theTeacher Education Program Corequisite EDUC 450

Unit(s): 13

PreK-12 Licensure Areas

Health and Physical Education Licensure (PreK–12)

The same education course sequence as for secondary licensure except

Instructional practice in the secondaryclassroom. Strategies for effective teaching ofcontent based on Virginia Standards of Learningor National Standards in specified content area(PK-12 or 6-12). Significant emphasis will beplaced on curriculum content lesson planningresearch-based instructional strategies andassessment. Taken the semester immediately priorto student teaching. Includes minimum of 20 hoursof field experience in an elementary (PK-12 or6-12) classroom. Successful field experience isnecessary for a passing grade in the class.Prerequisites admission to the TEP taken thesemester before student teaching

Unit(s): 4
. Also refer to the health and physical education major in the Department of Health and Human Sciences 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 (page 200).

Driver’s Education
Refer to the health and human sciences department section (page 249),
The first of two courses requiredby the Virginia Department of Education for anendorsement in driver education. Development ofan understanding of the highway transportationsystem the complexity of the driving taskfactorscontributing to the performance of highway usersand attitudes and skills necessary to developcompetent drivers. Provides prospective teacherswith the essential knowledge and skills toeffectively deliver the course content aspresented in the Administrative and CurriculumGuide for Driver Education in Virginia.

Unit(s): 3
and
The second of two courses required by theCommonwealth of Virginia for endorsement indrivereducation. Incorporation of current teachingmethods and research in the field of drivereducation. Emphasis on organization andadministration classroom instruction single carinstruction multiple-car range simulation andevaluation. Emphasis on actual teaching skillsincluding aminimum of 20 hours of actual behind-the-wheelsupervised teaching experience. Course content isconsistent with the Administrative and CurriculumGuide for Driver Education in Virginia.Prerequisites ES 441 and a valid drivers license

Unit(s): 3
.

Professional Education Course Requirements for Teacher Candidates

Helps candidates explore the career of teaching.Emphasis on the historical sociological andpedagogical foundations of American publiceducation as well as culturally responsivepedagogy with academically culturally andlinguistically diverse populations. IntroducesInTASC standards and provides information aboutlocal state and national requirements of theteaching profession.

Unit(s): 3

Surveys principles of development learning andevaluation as they relate to learnerseducational growth. The study of the physicalsocial emotional and intellectual development ofthe learner focuses on how this developmentrelates to pedagogy motivation classroommanagement and assessment.

Unit(s): 3

Explores cultural linguistic and academicdiversity with an introduction to multiculturaleducation. Introduction to appropriate andeffective strategies for instructing thesediverse learners in inclusive classroom settings.Includes a minimum 10 hours of field experience.Successful field experience is necessary for apassing grade in the class.Prerequisites minimum 2.5 GPA application tothe TEP have taken Praxis Core Academic Skillsfor Educators Tests Mathematics have taken orregistered for the Virginia Communication andLiteracy Assessment (VCLA) Sophomore standing.

Unit(s): 4

Helps secondary education candidates describe anddevelop effective content literacy strategies foracademically culturally and linguisticallydiverse 6-12 students. Candidates use theircontent area curriculum to enhance literacydevelopment including vocabulary developmentliteral interpretive critical and evaluativecomprehension critical thinking writingstrategies and listening and speaking skills.Includes minimum 20 hours of field experience.Successful field experience is necessary for apassing grade in the class.Prerequisites admission to the TEP and juniorstanding

Unit(s): 3

Effective and efficient management of time spaceand resources including lessons and classroombehaviors are examined as a means of promotinglearning. Candidates develop a management planthat is inclusive respectful and based uponcurrent theory and practice. Effectiveorganization and communication techniques arestressed. Includes a minimum of 20 hours fieldexperience in 6-12 classroom (or in a classroomof the licensure.) Successful field experience isnecessary for a passing grade in the class.Prerequisites admission to the TEP

Unit(s): 4

Three-week full-day field practicum takenimmediately before student teaching. Candidatesteach in a grade-level range different from theirstudent teaching placement but within theirrange of licensure and certification. Candidatesteach a minimum of two times participates in allprofessional activities of their classroomcooperating teacher and engage in reflectiveseminars back on campus or through onlinedelivery.Prerequisites
Taught in the style of a seminar a small groupof students learn thinking skills throughdiscussion debate peer review andbrainstorming. Context varies from section tosection. Incoming students rank topic preferencesand then are assigned to a section. Focusesspecifically on two key areas of personaldevelopment (1) intellectual growth isstimulated through systematic criticalquestioning and (2) a sense of communityinvolvement and responsibility is developedthrough classroom group work collaborativelearning and a class community engagementproject. The course also contains success skillexercises and college orientation informationincluding an introduction to the portfolioprogram.General education master core skills2017 Fall Semester TopicsPDP-150-01 A Mans Man and a Womans WomanPDP-150-02 The Power of Physical Activity andSportPDP-150-03 Human Behavior in a Computational AgePDP-150-04 Strange IdeasPDP-150-05 After the ScourgePDP-150-06 Swimming in a sea of misinformationPDP-150-07 A Mans Man and a Womans WomanPDP-150-08 Creativity in the Arts SciencesBusiness Sports... in LifePDP-150-09 How to Rock the BoatPDP-150-10 Superhero NarrativesPDP-150-11 Dog is My Co-PilotPDP-150-12 Leadership and the Art of DecisionPDP-150-13 Free PlayPDP-150-14 Knowledge The Only FrontierPDP-150-15 Music Sweet Music PDP-150-16 The Fine Line between Glory & GuiltPDP-150-17 The Souls of Black Folk CriticalReadings By and About African Americans in the20th and 21st CenturiesPDP-150-18 Whos Sorry Now Thinking ThroughApologies Made on the Public StagePDP-150-19 Chickens Chickens ChickensPDP-150-20 The Narnian The Life and Imaginationof C.S. LewisPDP-150-21 Liberal Arts of the Living DeadPDP-150-22 Liberal Arts of the Living DeadPDP-150-23 Human Behavior in a Computational AgePDP-150-24 Latino USAPDP-150-25 Tweet Friend Pin Social Media &You as a 21st Century CitizenPDP-150-26 The Power of Physical Activity andSportPDP-150-29 Free PlayPDP-150-30 Media Narratives Spinning the Truth

Unit(s): 3
350 admission to the TEPsuccessful completion of EDUC 370303 and takenin the Interterm or summer before studentteachingGeneral education Experiential learningNote Those seeking ESL certification take thiscourse the junior year but after having takenEDUC 370-303.2017 Summer Session I Meets May 17 - June 7 2017 Summer Session II Meets August 7 - 25

Unit(s): 3

Instructional practice in the secondaryclassroom. Strategies for effective teaching ofcontent based on Virginia Standards of Learningor National Standards in specified content area(PK-12 or 6-12). Significant emphasis will beplaced on curriculum content lesson planningresearch-based instructional strategies andassessment. Taken the semester immediately priorto student teaching. Includes minimum of 20 hoursof field experience in an elementary (PK-12 or6-12) classroom. Successful field experience isnecessary for a passing grade in the class.Prerequisites admission to the TEP taken thesemester before student teaching

Unit(s): 4
(semester before student teaching)
Taken during the student teaching experiencethis course emphasizes professional licensurerequirements and teacher performance standardsmeasuring student academic progress andcollaboration models of teaching. Candidatesdevelop various personal skills and resourcesincluding the development of an onlineeducational portfolio consistent with InTASCstandards for obtaining employment in theeducation field.Prerequisites admission to the TEPCorequisites
Ten-week student teaching field experience forthe ESL endorsement involving instructionalplanning observation and teaching. Supervised bythe classroom cooperating teacher and a collegesupervisor. Students are expected to assumecomplete responsibility for the classroom duringthe student teaching experience and engage in allactivities related to teaching in the schoolcommunity.Prerequisites EDUC 460 and ESL endorsements withPre-K-6 6-12 PreK-12 content area endorsementsCorequisite EDUC 450

Unit(s): 12
or
Fifteen-week final field experience involvinginstructional planning observation and teaching.Supervised by the classroom cooperatingteacher and a college supervisor. Students areexpected to assume complete responsibility fortheclassroom during the student teaching experienceand engage in all activities related to teachingin the school community. Prerequisites admission to the Teacher EducationProgram and completion of all coursework in theTeacher Education Program Corequisite EDUC 450

Unit(s): 13


Unit(s): 1
(concurrent with student teaching)
Fifteen-week final field experience involvinginstructional planning observation and teaching.Supervised by the classroom cooperatingteacher and a college supervisor. Students areexpected to assume complete responsibility fortheclassroom during the student teaching experienceand engage in all activities related to teachingin the school community. Prerequisites admission to the Teacher EducationProgram and completion of all coursework in theTeacher Education Program Corequisite EDUC 450

Unit(s): 13

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.