Please Note:

This is the 2005-2006 catalog. It is now out of date, and included here only for archival purposes. Please use the current edition. Thank you.

Teacher Education

Lewis & Clark's teacher education programs prepare transformative educators who are dedicated to promoting democratic reform in schools and social justice in a diverse and multicultural society. Candidates become thoughtful decision makers and innovative leaders in our nation's schools. They help young people learn and grow by implementing creative and reflective approaches to teaching, learning, and research. Many graduates take leadership roles as classroom teachers, while others eventually assume roles as principals and other leaders in education.

Lewis & Clark offers highly distinctive programs of study for future and practicing teachers. Students draw on the resources of an outstanding faculty, culturally rich urban and rural communities, regional cultural and science centers, the College's own Northwest Writing Institute, and school districts of the greater Portland community and the state at large.

Teacher education candidates enjoy the benefits of small classes, collaborative learning opportunities, and close relationships with faculty. They have extensive opportunities to observe outstanding teachers and to practice teaching under the careful supervision of skillful mentor teachers. Students are encouraged to develop strategies as lifelong learners through frequent seminars with faculty, experiential learning activities, and guided writing. Close cooperation between Lewis & Clark faculty and community educators contributes richly to these goals.

Applicants to all teacher education programs are evaluated on the basis of the excellence, depth, and breadth of their academic background; the strength of their recommendations; the quality of their teaching experience (for prospective teachers, their experience with youth in educational settings); written essays; and the results of standardized tests and/or a portfolio (for inservice applicants only). Specific admission requirements and procedures for preservice applicants are described in the Admissions section.

Who We Are: Statement of the Teacher Education Faculty

John Dewey defined education as "that reconstruction or reorganization of experience which adds to the meaning of experience, and which increases to direct the course of subsequent experience." We, the teacher education faculty at Lewis & Clark College, apply this meaningful statement to our work.

We are a community of learners and teachers committed to the preparation of educators who

Create democratic learning communities in which caring, equity, social justice, and inclusion are practiced and diverse perspectives are supported.
Integrate fundamental and emergent components of disciplinary knowledge in ways that extend learners' experience and enhance their own and students' capacity to solve problems.
Engage students and school personnel in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts.
Design educational activities that cultivate connections between learners and their communities and region.
Incorporate a wide range of teaching and technological resources from the school and community into experiences that support learning.
Assess, document, and advocate for the successful learning of all students and school stakeholders.
Adopt habits of personal and scholarly reflection that examine professional practice and lead to systemic renewal.
Lead and collaborate with others to plan, organize, and implement educational practices and programs that confront the impact of societal and institutional barriers to academic success and personal growth.
Pursue a professional identity that demonstrates respect for diverse peoples, ideas, and cultures.

Recognizing the need for intellectual, social, and civic vitality in a democratic society, we are committed to preparing educators who will be leaders in these areas. At the center of our experience as teaching and learning communities, we explore the rich diversity of human experience, culture, creative expression, and our natural landscapes of the Northwest so that these may be our legacy for many generations to come.

Preservice Options: Master of Arts in Teaching/Fifth-Year Licensure Intern Program

Lewis & Clark's graduate programs leading to licensure and endorsement are approved under Oregon's Teacher Standards and Practices Commission Rules for Fifth-Year Programs (Division 17 of the Oregon Administrative Rules). Graduates complete all program requirements, including a yearlong practicum, before being eligible for recommendation to Oregon's TSPC for an Initial Teaching License.

Early Childhood/Elementary Authorizations

Lewis & Clark offers a full-time, 13- or 14-month program for beginning educators in early childhood/elementary education. There are two areas of emphasis for beginning teachers, each organized around a yearlong internship in a Portland-area school, combined with coursework on campus and additional practicum experiences. The Early Childhood/ Elementary Intern Program prepares students for an Initial Teaching License to teach children age 3 through grade 8 in preschools, elementary schools, and self-contained classrooms in middle schools.

Lewis & Clark College is committed to preparing teachers who will assume leadership roles in their schools and communities, and who link schools to the community through real-world problem solving and curriculum development. Interns and their students learn to work with actual problems, challenging children to develop and contribute solutions to community issues. Students graduate from this program prepared to teach children from age 3 in a preschool through grade 8 in an elementary school, in addition to grades 5 and 6 in a self-contained classroom in a middle school.

The two early childhood/elementary cohorts progress through the same courses and internship requirements, but each emphasizes a distinct theme. One cohort gives in-depth attention to interdisciplinary science, mathematics, and technology education. Interns transfer insights gained from their field-based, community-oriented practica to their school placement sites. Several interns in the math and science cohort complete their internships at Catlin Gabel School, which provides a stipend for their work. The other cohort gives more in-depth attention to language and literacy development in the home, community, and school; to literature; and to issues of language, literacy, and literature across the curriculum.

Licensure Requirements
First Summer
ED 513A/513B Summer Practicum (513A, Early Childhood; 513B, Elementary), 1 semester hour each
ED 550 Social, Historical, and Ethical Perspectives on Education, 2 semester hours
SCI 555 Field Natural History, 1 semester hour
ED 559 Math for Early Childhood, 1 semester hour
ED 561 Child Development, Learning, and Exceptionality, 2 semester hours
CORE 501 The Arts, Culture, and Creativity, 2 semester hours
ED 569 Health and Physical Education, 1 semester hour

Fall Semester
ED 512 Real-World Problem Solving Practicum, 1 semester hour
ED 514 Intern Practicum I (Early Childhood or Elementary), 2 semester hours
ED 562 Elementary School Mathematics, 3 semester hours
ED 565 Reading I: Literacy Development, Pre-K-8, 2 semester hours
ED 567 Language Arts and Literature, Pre-K-8, 2 semester hours
SCI 580 Science and Children, 2 semester hours

Spring Semester
ED 515 Intern Practicum II (Early Childhood or Elementary), 8 semester hours
ED 563 Classroom Management and Inclusion, 2 semester hours
ED 566 Reading II: Literacy Development, K-8, 2 semester hours
SS 578 Inquiry/Teaching/Assessment: A Social Justice and Cultural Framework, 2 semester hours

Summer Session 1
Interns continue school placement for 4 1/2 days per week until the end of the K-12 school calendar. Interns may apply for their teaching license upon completion of these courses.

M.A.T. Degree Requirements
A minimum of 40 semester hours including licensure. Requirements in addition to those listed above for licensure are distributed as follows:
ED 555 Experience and Meaning, 1 semester hour (offered Summer Session 2)

Graduate Elective Requirement
A minimum of 4 semester hours

Middle-Level/High School Authorizations

Lewis & Clark offers a full-time, 13- or 14-month program for beginning educators in middle and high school (grades 5-12) in English language arts, mathematics, biology, chemistry, physics, integrated science, or social studies. A 46-semester-hour dual licensure M.A.T. program is offered in science and math. Specialty-area endorsements also may be offered in art and music. The Middle-Level/ High School Intern Program prepares students for an Initial Teaching License to teach a specific subject area in grades 5-9 in elementary, middle, and junior high schools and grades 7-12 in middle-level and high schools.

The M.A.T. degree in middle and high school education includes a minimum of 40 semester hours with study in education, adolescent development and learning, subject-area coursework, practicum and supervised intern teaching, and the interdisciplinary graduate Core Program. The intern option enables beginning educators to meet the needs of adolescents in ways that extend adolescent learners' experiences and enhance beginning educators and adolescents' capacity to solve problems. This option focuses on disciplinary knowledge with an emphasis on research in theory and best practice, including creating democratic learning communities, designing educational activities that cultivate connections between learners and their communities, and incorporating a range of teaching and technological resources.

M.A.T. interns begin coursework in mid-June of each year and continue through the following summer. The program includes a full-school-year internship with an outstanding mentor teacher in a local school. New full-time M.A.T. preservice intern students are required to attend orientation in early June. Interns begin working with their mentors the week before the opening of their school in the fall (typically the last week of August) and continue until the end of the public school year.

Beginning the first summer, M.A.T. interns take courses in professional education, subject fields, and the graduate Core Program and complete a practicum. During the fall semester, interns examine subject matter and educational theory and research, as well as reflect on their professional identity, while spending increasing amounts of time in their classroom observing and tutoring students, assisting the mentor teacher, and planning and teaching some lessons. In spring semester, interns teach nearly full time in the classroom and continue professional seminars with College faculty and mentors. The second summer includes additional coursework in education, disciplinary knowledge, and the Core Program. Students may be eligible for licensure at the end of 12 months, leaving the second summer session for completion of master's degree requirements.

Licensure Requirements
First Summer
CORE 501 Writing and the Writing Process, 2 semester hours
ED 550 Social, Historical, and Ethical Perspectives on Education, 2 semester hours
ED 552 Adolescent Development, Learning, and Exceptionality (includes practicum), 3 semester hours
Two electives in subject area of 2-3 semester hours each, or an elective and a Core course

Fall Semester
ED 551 Literacy, Culture, and Learning, 3 semester hours
ED 553 Classroom Teaching and Learning I, 3 semester hours
(Subject Area) 579 Teaching (Your Subject Area) to Adolescents, 2-4 semester hours (courses typically listed as LA 579, SS 579, ART 579, MATH 579, SCI 579)

Spring Semester
ED 554 Classroom Teaching and Learning II (internship with weekly seminar), 8 semester hours
ED 563 Classroom Management and Inclusion, 2 semester hours
ED 564 Curriculum and Inquiry, 3 semester hours

Summer Session 1 or 2

Subject-Area Electives
A minimum of 6 semester hours and three courses

Graduate Elective Requirement
A minimum of 4 semester hours

Music Endorsement

The Master of Arts in Teaching Fifth-Year Licensure Program for music teachers is designed for students with highly developed musical skills, an undergraduate degree in music (or in another discipline with extensive coursework and experience in music), and an interest in and aptitude for working with children. The program of study leads to an Initial Teaching License at the middle and high school levels (grades 5-12) and eventually to a master of arts in teaching degree.

A minimum of 29 semester hours of coursework is required for recommendation to Oregon's TSPC for the Initial Teaching License. A total of 6 semester hours of music electives and 4 semester hours of graduate Core Program courses are required for the M.A.T. degree. Degree requirements must be completed within five years of admission.

Note: Upon admission, students must consult with the music adviser to design an appropriate course of study, including the sequence of courses they will take, and to discuss subject-area electives.

Courses
ED 550 Social, Historical, and Ethical Perspectives on Education, 2 semester hours
ED 551 Literacy, Culture, and Learning, 3 semester hours
ED 552 Adolescent Development, Learning, and Exceptionality, 3 semester hours including practicum
ED 554 Classroom Teaching and Learning II (internship with weekly seminar), 8 semester hours
ED 563 Classroom Management and Inclusion, 2 semester hours
MUE 544 Practicum in Music Education, 1-4 semester hours
MUE 579 Teaching Music to Adolescents, 4 semester hours
MUE 580 Instrumental Ensemble Seminar/Lab, 1 semester hour
MUE 582 History, Development, and Current Trends in Music Education, 3 semester hours
or
music elective, 3-4 semester hours
MUE 584 M.A.T. Seminar in Music Education, 2 semester hours
Music 500-level elective, 1-2 semester hours

Graduate Elective Requirement
A minimum of 4 semester hours

Testing Required for Program Completion

Oregon uses a system of multiple measures to determine program completion. Students who wish to obtain an Initial Teaching License are required to pass both a basic skills test and a battery of subject matter tests.

Basic skills testing The student may choose to take the Praxis I: Pre-Professional Skills Tests or the California Basic Educational Skills Test (CBEST). Subject-matter testing Authorizations in early childhood, elementary, and middle-level teaching require passing scores on the Praxis II: Multiple Subjects Assessment for Teachers (MSAT) or the Oregon Educator Licensure Assessments (ORELA) Multiple Subjects Assessment (MSE). (This does not apply to students pursuing art and music endorsements.)

The MSAT consists of two tests, one in a multiple-choice format and one in a constructed-response format; both assess knowledge in language arts, mathematics, science, social science, physical education, fine and performing arts, and human development. The MSE is a criterion-referenced and objective-based test designed to measure a candidate's knowledge and skills in relation to an established standard, rather than in relation to the performance of other candidates. To achieve passing scores on the MSE, candidates must pass two subtests. Candidates who have received preparation at an approved Oregon institution such as Lewis & Clark should register for Subtests I and II, which require candidates to demonstrate competency in reading instruction through work samples in their teacher preparation programs. Each of these subtests covers three test framework subareas and comprises approximately 60 multiple-choice items and two constructed-response items.

Those who want to teach at the middle-level/high school grades must pass Praxis II tests in their specific subject area. Generally there are two or three tests in each subject-area endorsement in some combination of multiple-choice and constructed-response formats.

Because passing of basic skills and subject matter tests is required for program completion in Oregon, those who do not pass the required tests are not considered "program completers" and are not eligible for the Initial Teaching License or for licensure recommendation in any state. Program information required by Section 207 of the Title II Higher Education Act may be found on page 94 and on Lewis & Clark's teacher education Web site at education.lclark.edu/dept/lcteach.

Scholarships

Four annual scholarships are available to teacher education students:

The Mary Stuart Rogers Scholarship, established in 1995, is awarded to students whose outstanding academic achievements are complemented by qualities of leadership, dedication, integrity, compassion, sensitivity, and self-discipline. Admitted Preservice M.A.T. students will be invited to apply.
The Carol D. Dimich Memorial Scholarship, established in 1994, is awarded each year to a nontraditional graduate student; application information is available from the teacher education office during the fall semester.
A limited number of Partnership in Diversity Scholarships are available. Contact the teacher education office for specific information.
The Teacher Education Diversity/High-Need School Scholarship will be awarded to six preservice M.A.T. students. Minority candidates and/or candidates possessing bilingual capabilities and demonstrating experience and/or an interest in working in high-need schools in Oregon are encouraged to apply.

Inservice Options: Master of Arts in Teaching and Master of Education

Lewis & Clark's inservice M.A.T./M.Ed. programs offer elementary, middle school, and secondary options for teachers wishing to engage in advanced study and improve their teaching practice. Teachers who hold an Oregon Basic License may pursue the Oregon Standard Teaching License. Teachers who hold an Oregon Initial License may pursue the Oregon Continuing Teaching License as part of their M.A.T. or M.Ed. program. The M.A.T. degree requires both liberal arts and professional education courses. The program for elementary teachers offers courses appropriate for the licensed teacher of the self-contained classroom through grade 8 and the self-contained classroom in grades 5 and 6 in middle school, with opportunity for study in a variety of subject areas. Elementary teachers who hold an Initial License may combine work for the Continuing License with their master's degree.

The middle-level and high school programs are designed to help licensed teachers develop further competence in teaching one or several academic disciplines in middle and/or high schools in grades 5-12. Subject-matter endorsement areas include art, drama, ESOL/bilingual education, foreign languages (French, German, or Spanish), language arts, mathematics, music, reading, science (biology, chemistry, integrated science, or physics), and social studies. Those with an interest in educating students with special needs may complete coursework and practica to obtain a Special Educator Endorsement and a master of education degree.

Master of Arts in Teaching and Oregon Standard Secondary Licensure

For middle and high school teachers who hold a Basic License, Lewis & Clark College offers a program leading to the Standard License and the M.A.T. degree. The course of study is planned in consultation with a faculty adviser. Students who have completed graduate education courses with essentially the same content as required courses may substitute education electives with the consent of their advisers.

Degree Requirements
A minimum of 36 semester hours, distributed as follows:

Professional Education Requirements
A minimum of 17 semester hours including the following:
ED 500 Educational Research, 2 semester hours
ED 501 Constructive Assessment in the Classroom, 2 semester hours
ED 502 Literacy: Print, Media, Technology, 3 semester hours
ED 504 Classroom Management for the Inclusive Classroom, 3 semester hours
ED 507 Teaching and Learning in Middle and Secondary Schools, 3 semester hours
ED 509 M.A.T. Project Seminar, 2 semester hours
Choose one course dealing with topics of diversity, school, and society.
ED 548 Classroom Assessment: Work Sample, 1 semester hour (may be taken in conjunction with ED 501)

Subject-Area Electives
A minimum of 15 semester hours including the following:
LA 501, SCI 501, MATH 501, or SS 501 (for students in these subject fields), 3 semester hours each. Additional electives from liberal arts disciplines. (The subject field may be one in which the student already holds a basic endorsement or a new field in which the candidate seeks an added endorsement.) Lewis & Clark College can recommend candidates for the Standard License in art, foreign languages, language arts, mathematics, music, reading, science (biology, chemistry, integrated science, or physics), and social studies. Middle school teachers are strongly encouraged to take ED 572 Restructuring for the Middle Grades: Theory and Practice and ED 573 Integrated Studies for the Middle and Secondary Grades.

Graduate Elective Requirement
A minimum of 4 semester hours Those who want to teach at the middle-level/high school grades must pass Praxis II tests in their specific subject area. Generally there are two or three tests in each subject-area endorsement in some combination of multiple choice and constructed-response formats.

Master of Arts in Teaching and Oregon Standard Licensure: Music

For practicing music teachers with a Basic License, Lewis & Clark offers a program to obtain the M.A.T. degree and a Standard License. This program, designed with a high degree of individuality, seeks to achieve a balance among musical, philosophical, and practical growth.

The music education curriculum includes a full range of courses in musicianship, performance, pedagogy, theory, research, and methodology. Full-time and summer session students study with specific members of the distinguished faculty, each a recognized expert in one or several fields.

This course of study gives the candidate extended knowledge, understanding, and skills that contribute to professional effectiveness as a teacher-musician in elementary, middle, and secondary schools. The M.A.T. in music fulfills all requirements for the Oregon Standard Teaching License.

Courses for Nondegree Music Students

Graduate courses are available to music professionals who wish to improve their skills but may not wish to enroll in a formal degree program. Enrollment requires the department chair's approval for graduate-level courses. Open-enrollment courses and institutes are available to all interested students. The second half of the summer is traditionally devoted to institutes and workshops serving the music professional. Past offerings have included Orff and Kodaly workshops, choral symposia, jazz study with George Shearing, electronic music, music theory, and summer instrumental workshops. Music teachers who hold an Initial License may also plan a program to fulfill requirements for the Continuing License (see Continuing License section).

Degree Requirements
A minimum of 36 semester hours, distributed as follows:
Note: Although the course of study listed here is typical, precise degree requirements for each student are determined by the graduate adviser in music in consultation with the student.

Required Courses
MUE 500 Music Education Research and Assessment, 3 semester hours
MUE 582 History, Development, and Current Trends in Music Education, 3 semester hours
MUE 584 M.A.T. Seminar in Music Education, 2 semester hours
or
ED 509 M.A.T. Seminar, 2 semester hours
ED 502 Literacy: Print, Media, Technology, 3 semester hours
ED 504 Classroom Management for the Inclusive Classroom, 3 semester hours

Professional Music Requirements
A minimum of 15 semester hours, selected from graduate music courses

Graduate Core Requirements
A minimum of 4 semester hours

Master of Arts in Teaching: Liberal Studies

Individuals who do not require a Standard License, those who desire a highly flexible program, and persons who wish to pursue graduate study in education without an Oregon Teaching License may select this option. The program leading to the M.A.T. liberal studies degree is designed for current elementary teachers who hold a Basic License; teachers who seek a master's degree to obtain a Continuing License; and teachers from community colleges, independent and parochial schools, or informal learning centers. Elementary teachers may select from several options and pursue coursework leading to the Continuing License, additional endorsements, and a master's degree. The M.A.T.: Liberal Studies Program provides maximum flexibility and allows degree candidates to identify their individual learning needs and select appropriate courses in education and the liberal arts. The course of study is planned in consultation with a faculty adviser. The M.A.T. liberal studies degree may include endorsements in areas such as reading (the Language and Literacy Program), mathematics, special education, drama, or ESOL/bilingual education, and may suit the needs of those seeking a Continuing License.

Degree Requirements
A minimum of 36 semester hours, distributed as follows:

Professional Education Requirements
ED 500 Educational Research, 2 semester hours
ED 509 M.A.T. Project Seminar, 2 semester hours
A minimum of 8-11 semester hours selected from the ED 501-599 sequence of courses
Note: ED 505, 507, 525, or a substitute approved by the student's adviser is required of regular classroom teachers.

Liberal Arts Requirements
A minimum of 17 semester hours of coursework chosen jointly by the adviser and student. These courses have liberal arts prefixes and may apply to added endorsements. Students must take either LA 501, MATH 501, SCI 501, or SS 501 as part of the liberal arts requirement.

Graduate Elective Requirement
A minimum of 4 semester hours

Summer Studies M.A.T. Program

Lewis & Clark College's Master of Arts in Teaching (M.A.T.): Liberal Studies Program is offered in a full-time summer studies format. This program is designed for individuals who seek advanced study in the liberal arts and in education, but who do not necessarily want to link their study to a teaching license. Over the course of three summers, participants undertake coursework with nationally recognized Lewis & Clark faculty.

With the assistance of a Lewis & Clark faculty advisor, program participants craft a course of study that meets their individual needs and professional goals. Course offerings are diverse and plentiful. Participants may explore subject-area specializations as well as such topics as writing, science and environmental studies, and education reform. Or participants may choose a more generalized course of study.

The Lewis & Clark inservice M.A.T. degree is a 36-semester-hour program composed of 10 semester hours of required professional education coursework, 4 semester hours of Core seminars on interdisciplinary topics related to education and liberal arts, and 22 semester hours of electives. Transfer credit applied to the degree is normally limited to 10 semester hours.

Participants may stay in the Lewis & Clark College residence halls and eat at campus facilities. For more information please visit education.lclark.edu/dept/lcteach/summerstudies.html.

Joint Program: Master of Arts in Teaching and Educational Administration

This program offers teachers two options. Candidates for a Standard License and M.A.T. may complete additional courses beyond the degree requirements to qualify for an Initial Administrator License. Individuals who do not need a Standard Teaching License may design a program leading to a master of education degree and the Initial Administrator License. Interested individuals should contact the Department of Educational Administration for further information.

Master of Education and Special Educator Endorsement

The Special Educator Endorsement Program was developed to help teachers, special educators, and administrators work more effectively with students experiencing special academic and behavioral needs. Teachers specialize in early childhood/elementary education or the middle/high school levels and are authorized to teach accordingly. Educators who hold a current Oregon teaching license and who complete the 17-semester-hour program (including the required Praxis tests) may apply to Oregon's TSPC for the Special Educator Endorsement. This work may include the requirements for the Oregon Continuing Teaching License, thus allowing the teacher to simultaneously earn the Special Educator Endorsement and Continuing License. Teachers who hold a Basic or Standard Oregon Teaching License may complete the Handicapped Learner I Endorsement with the same 17-semesterhour program but, within six years, must complete an additional 13 semester hours to earn their Standard Handicapped Learner I Endorsement.

Coursework for the endorsement may be incorporated into the master of education degree. Students who select this option enroll in a total of 37 semester hours designed collaboratively with their adviser.

All courses are also available to educators not enrolled in the endorsement program who seek professional development in working with students with special needs. Please contact the Special Education Program director before enrolling.

Special educators need skills in working with colleagues to help in modifying classroom and school environments to meet the needs of all students. This includes creating democratic classrooms that facilitate the inclusion of students with a wide range of special needs and developing instructional methods that increase the interest and success of a wide range of students. Program participants examine issues of cultural bias and sensitivity in courses dealing with topics such as classroom management, language acquisition, assessment, instructional modification, and working with families. The program emphasizes knowledge and skills for working with students experiencing a wide range of special needs including serious behavioral and emotional problems. Participants in the program work with leaders in the field to examine current research in best-accepted and promising practices for helping students improve their academic achievement and increase socially acceptable behaviors. An emphasis is placed on action research within one's own classroom and being a reflective practitioner.

Note: Students may work with an adviser to incorporate ESOL and Reading courses into their Master of Education and Special Educator Endorsement. Students may petition to waive required courses based on previous coursework or competency. All waived courses must be approved by the student's adviser and must be replaced by coursework with equivalent credit.

SPED 510/626 Educating Students With Special Needs: Learning and Legal Issues, 3 semester hours
SPED 511/629 Behavior Change Interventions for Students With Serious Emotional and Behavioral Disorders, 2 semester hours
SPED 512/631 School-Based Consultation, 2 semester hours
SPED 513/632 Assessment and Diagnosis, 4 semester hours including 1-semester-hour practicum
SPED 514/633 Curriculum and Instruction for Students With Special Needs, 3 semester hours including concurrent practicum
SPED 516/628 Interventions for Severely Challenged Students, 2 semester hours
SPED 520/620 Advanced Instructional Decision Making, 3 semester hours
SPED 521/621 Effective Program Development for Students With Serious Emotional and Behavioral Disorders, 3 semester hours
SPED 522/622 Program Development for Severely Challenged Students, 2 semester hours
SPED 523/623 Special Topics Seminar, 2 semester hours
SPED 544/644 Practicum, 1 semester hour
ED 504 Classroom Management for the Inclusive Classroom, 3 semester hours
LA 500/634 Language Acquisition and Development, 3 semester hours including practicum
SPED 648 Issues in Special Education With ESOL Students, 2 semester hours

Graduate Elective Requirement
A minimum of 4 semester hours for completing the M.Ed. degree

Licensure and Endorsement for Inservice Teachers

Several options are available to practicing teachers who wish to obtain the Continuing License, the Standard Teaching License, or subject-matter endorsements, but not an advanced academic degree. Oregon teachers may add endorsements in many subject areas including special education, reading, mathematics, drama, and teaching English to speakers of other languages (ESOL) including bilingual education. Interested candidates should request testing information from the teacher education office.

Courses numbered 600-689 conducted off campus offer graduate credit that may be applicable to Lewis & Clark licensure and endorsement programs.*

* For further information contact the Department of Teacher Education at 503-768-6100.

Continuing Teaching License

The Continuing Teaching License Program provides a setting for teachers to form communities of learning that offer a broad range of intellectual opportunities. Throughout the program, new teachers share their talents, identify their needs, and expand their abilities to support the design of K-12 curricula and learning activities that have real-world significance to their students and communities. Through interactive, small-group seminars and portfolio documentation, teachers participating in the program explore and gather authentic assessments in three areas: (1) the learning environment, (2) the teaching and learning cycle, and (3) teacher professionalism. Class discussions, portfolio construction, and reflective writing are designed to encourage rich dialogue and enhanced practice among participating teachers.

Among our faculty, participants will find a wide range of teaching and scholarly interests, including such areas as literacy and writing across the curriculum, child and adolescent development and learning, classroom management and serving students at risk, equity issues and multicultural education, small schools, teacher research, the writing process, inquiry approaches to science and mathematics learning, moral development and ethics, drama education, and community and environmental regeneration. The teacher education department is committed to working with teachers who are lifelong learners, agents of change in their schools, and contributors to democratic education and social justice.

Teachers who seek a Continuing License are invited to participate in the 6-semester-hour program. The stand-alone program comprises three 2-semester-hour classes, which incorporate topics such as teacher as researcher, evaluation and assessment, multicultural education, differentiated instruction, classroom management, technology integration, and sustaining the teacher within. Courses may be applied to a master's degree if desired.

Teachers may combine the Continuing License with an endorsement in a new subject area, special education, drama, reading, mathematics, or ESOL/bilingual education; an additional authorization to teach at a new grade level; or an Initial Administrator License.*

Required Courses for Stand-Alone Continuing Teaching License (to be taken in sequence)
ED 521A/621A Inquiry Into Practice I, 1-2 semester hours
ED 521B/621B Inquiry Into Practice II, 1-2 semester hours
ED 521C/621C Inquiry Into Practice III, 1-2 semester hours

* For further information contact the Department of Teacher Education at 503-768-6100.

Drama Endorsement Program

The Drama Endorsement Program is designed for inservice teachers or those who have completed a licensure program and applied for their license. This program emphasizes the uses of drama and theatre studies in arts-based inquiry, social-issues-based dialogue and action, learning, communication, and performance and is appropriate for drama/theatre teachers or for classroom teachers who wish to incorporate drama into classroom teaching. Coursework focuses on hands-on technical theatre skills and teaching strategies for making technical theatre experiences successful and safe for middle-level and high school students.

The program requires 8 semester hours of work, which is offered during the summer in conjunction with the six-week-long Summer Theatre Institute at Lewis & Clark College, and a 2-semester-hour practicum completed in the participant's own school setting following the summer coursework.

Applicants must have some documented theatre background: an undergraduate major or minor in theatre, significant coursework in theatre arts, significant experience in theatre (college, professional, community, or a K-12 setting), or coursework in acting documented by a letter of recommendation from the acting instructor.

Applicants who seek the endorsement and a Continuing Teaching License (CTL) may complete both in a 12-semester-hour program that combines a portion of the CTL requirements with endorsement coursework.

Required Courses
THED 515 Drama for Learning and Social Action, 2 semester hours THED 544 Practicum in Drama, 2 semester hours
THED 648 Devising Performance and Facilitating Inquiry, 2 semester hours
THED 648 Script Analysis: From Page to Stage, 1 semester hour
THED 648 Stagecraft: Bringing the Imaginary to Life, 1 semester hour
THED 648 Lighting: Painting With Life, 1 semester hour
THED 648 Sound Design: Adding Emotional Depth, 1 semester hour

ESOL/Bilingual Education Endorsement Program

Designed for educators holding an Oregon teaching license, Lewis & Clark's ESOL/Bilingual Education Endorsement Program is a 15-semester-hour course of study exploring the principles, theories, research, and practice relevant to the needs of students acquiring English as a second or additional language. To meet the needs of professionals, we offer program courses in the evenings, on weekends, during the summer, and, in some cases, on site. Candidates join colleagues and Lewis & Clark faculty to engage in small classes for dialogue, study, and field experiences that address the full complexity of language diversity and of academic and social inclusion of immigrant students.

Graduates of Lewis & Clark's ESOL/Bilingual Endorsement Program enter schools prepared to

Support their students' English language development through content and literature studies as well as direct language instruction.
Develop and adapt content-specific curriculum for diverse classroom populations.
Employ innovative teaching methodologies and instructional strategies that respond to student needs in the mainstream classroom and beyond.
Utilize assessment principles appropriately.
Partner with families to build strong ties between the school and the diverse racial, cultural, and linguistic communities it serves.
Lead their school community in the establishment of collaborative learning environments that support high levels of success for all students and ensure justice for all students and for their families.

Endorsement coursework is degree applicable and may be pursued in conjunction with a Master of Arts in Teaching (M.A.T.) degree or a continuing teaching license. The curriculum is composed of six courses followed by a capstone practicum conducted in the field.

A Bilingual Assessment is available for those candidates seeking to earn the bilingual component of the ESOL/Bilingual Endorsement. A cadre of native and near-native speaker specialists in targeted languages assess bilingual candidates in a written and oral examination. The reading and writing portion of the exam assesses language necessary for teaching academic content as well as understanding of cultural practices specific to that language. The oral portion of the exam assesses the candidate's ability to discuss content-area subjects, explain instructional practices, and interact appropriately with adults from the language community. For this endorsement, the state of Oregon also requires a passing score on the Praxis ESOL exam (#20360).

Required Courses
ESOL 507/607, LA 500/634, ED 529 Language Acquisition and Development, 3 semester hours including early childhood practicum
ESOL 500/600 Historical and Legal Foundations of Educating ESOL/Bilingual Students, 2 semester hours
ESOL 501/601 Language and Literacy With ESOL/Bilingual Students, 2 semester hours
ESOL 502/602 Focus on Culture and Community in Teaching ESOL/Bilingual Students, 2 semester hours
ESOL 503/603 Strategies and Materials for Teaching Content to ESOL/Bilingual Students, 2 semester hours
ESOL 504/604 Assessment and Evaluation in the Education of ESOL/Bilingual Students, 2 semester hours
ESOL 505/605 ESOL/Bilingual Practicum, 2 semester hours
ESOL 506/606 Documenting Professional Experience, 1 semester hour

Language and Literacy: Reading Endorsement Program

Lewis & Clark's Language and Literacy: Reading Endorsement Program applies a dynamic view of literacy to reading and writing instruction in the schools. The program's theoretical base owes much to the work of Linda Rief, Stephanie Harvey, Ellin Keene, Stephen Krashen, Donald Graves, Louise Rosenblatt, and others who believe that reading, writing, listening, and speaking are all language processes. Language users interact with text--oral, written, and visual--to construct meaning and create meaningful stories.

The Language and Literacy: Reading Endorsement Program builds on the knowledge that language, in all its richness of form and function, is the foundation from which effective literacy evolves. The program takes an integrated and holistic approach to the teaching of reading, writing, listening, and speaking. Students and teachers develop flexible strategies to support the reader's construction of meaning from text. Adopting the stance of teacher-researchers, students and faculty explore issues in the teaching of reading and writing. What is literacy? How does our own literacy affect our instruction of language arts? What are the politics of literacy? What can we learn from current research in thought, language, reading, and writing?

To apply this philosophy to the realities of the school world, teachers of language and literacy must know how people--especially children--learn. Teachers must also be able to apply this understanding to language and literacy development in a wide variety of cultures and subcultures. The goal of this program is to give educators the tools to observe, describe, and learn from the behaviors of their students and to build cohesive theoretical bases for learner-centered literacy programs.

The courses in the Language and Literacy Program lead to the Reading Endorsement, allowing candidates to teach reading K-12. For this endorsement, the state of Oregon also requires a passing score on the Praxis reading specialist test. The program requires 14-15 semester hours and can be completed in 18 months of part-time coursework. It may also be completed in conjunction with a master of arts in teaching degree.

Required Courses
(Although courses are not arranged in a fixed sequence, LA 500 is considered the foundation course and LA 502 the culmination of the program.)
LA 500/634 or ESOL 507 Language Acquisition and Development, 3 semester hours
LA 502/620 Innovations in Reading, K-12, 3 semester hours
LA 534/614 Reading Comprehension: Theory and Practical Application, 3 semester hours
ED 532/625 Assessing Reading Strategies: Practicum, 3 semester hours

Elective Courses
LA 501/632 Researching and Teaching the Language Arts, 3 semester hours
LA 515 Drama for Learning and Social Action, 2 semester hours
LA 523/612 Teaching Writing to Adolescents, 2 semester hours
LA 530/630 Children's Writing, 2 semester hours
LA 531/610 Writing and the Writing Process, 2 semester hours
Other electives may be approved by the faculty adviser.

Note: Courses offered through Lewis & Clark's Northwest Writing Institute, described elsewhere in this catalog, enrich the programs of M.A.T. students. Interested students should consult their advisers for more information about how Oregon Writing Project courses, the Bard Institute workshops, and courses in creative writing can be integrated into their programs.

Mathematics Endorsement Program

The mathematics endorsements were crafted for a variety of practitioners. Typical endorsement candidates include practicing teachers at the middle and high school levels who seek to expand their instructional abilities and expertise in the area of mathematics; middle-level and high school teachers who are licensed in a subject area other than mathematics but seek to change their teaching assignment to mathematics; middle and high school level teachers who hold a transitional license and seek to continue in their current mathematics teaching position; and elementary teachers wishing to specialize in mathematics.

To meet these various needs and interests, two programs of study are offered. The Basic Mathematics Endorsement is designed for individuals preparing to teach mathematics at the middle level, and the Advanced Mathematics Endorsement is designed for individuals preparing to teach mathematics at the high school level. Both programs comply with state of Oregon requirements and guidelines.

Candidates for the Basic Mathematics Endorsement must hold an undergraduate minor in mathematics or have completed successfully three undergraduate courses in a mathematics-related field. In addition, Basic Mathematics Endorsement candidates must pass the "Middle School Mathematics" (#20069) portion of the Praxis exam.

Candidates for the Advanced Mathematics Endorsement must hold a bachelor's degree in mathematics or in science, engineering, economics, computer science, geography, or other technical field requiring extensive preparation in mathematics. In addition, Advanced Mathematics Endorsement candidates must pass the "Mathematics: Content Knowledge" (#10061) and "Mathematics: Proofs, Models, and Problems, Part I" (#20063) Praxis exams.

Because there are many ways to obtain the depth and breadth of background in mathematics required for each program, applications for admission are assessed on an individual basis.

Basic Mathematics Endorsement Requirements
1 semester hour in the required course Minimum of 5 semester hours of math-based elective courses selected in consultation with a program adviser from the list below 2 semester hours of a mathematics teaching practicum that consists of a minimum of 30 hours in a middle-level classroom under the supervision of a program faculty member A passing score on the Praxis exam "Middle School Mathematics" (#20069)

Required Course
MATH 579 Teaching Mathematics to Adolescents, 3 semester hours

Elective Courses
MATH 501 Inquiry Into Mathematical Thought, 2 semester hours
MATH 522 Experiencing Geometry, 2 semester hours
MATH 525 Mathematics as Problem Solving, 2 semester hours
MATH 580 Integrating Technology Into Secondary Mathematics, 1 semester hour
MATH 590 Multicultural History of Mathematics, 2 semester hours
ED 562 Elementary School Mathematics, 3 semester hours

Advanced Mathematics Endorsement Requirements 4 semester hours in the required courses
Minimum of 4 semester hours of math-based elective courses selected in consultation with a program adviser from the list below
2 semester hours of a mathematics teaching practicum that consists of a minimum of 30 hours in a middle-level classroom under the supervision of a program faculty member
A passing score on the "Mathematics: Content Knowledge" (#10061) and "Mathematics: Proofs, Models, and Problems, Part I" (#20063) Praxis exams

Required Courses
MATH 579 Teaching Mathematics in Adolescents, 3 semester hours
MATH 580 Integrating Technology Into Secondary Mathematics, 1 semester hour

Special Educator Endorsement Program

See description in previous section, Master of Education and Special Educator Endorsement. Contact the teacher education office for information about advanced work in special education.

Summer Studies Endorsement Programs: ESOL/Bilingual Education and Language and Literacy: Reading

Over the course of two summers, licensed educators may undertake graduate endorsement, degree-applicable coursework that may be pursued in conjunction with an M.A.T. degree or a Continuing Teaching License. Summer studies coursework is offered in four to six-week blocks of full-time study. Participants may stay in the Lewis & Clark College residence halls and eat at campus facilities.

ESOL/Bilingual Education Endorsement Program (15 semester hours)

Please see the program description.

Language and Literacy: Reading Endorsement Program (14-15 semester hours)

Please see the program description.

The Courage to Teach Program for Inservice Teachers

The Courage to Teach is an 18-month program for the personal and professional renewal of K-12 teachers. The program focuses neither on teaching techniques nor on school reform; instead, it focuses on renewing something much more personal, the inner life of the teacher.

In large groups, small groups, and solitary settings, participants explore "the heart of the teacher." Teachers share stories from their own journeys; reflect on classroom practice; and draw upon the insights of poets, storytellers, and diverse cultural traditions. The program invites teachers to speak honestly about their lives as educators, and to listen and respond to each other with encouragement and compassion.

Because inner work takes time, participants in the Courage to Teach Program are asked to commit themselves to faithful attendance at four seasonal retreats, scheduled from Thursday evening through Saturday lunch. Starting in September and ending in July, these sessions are held at retreat centers throughout the Northwest. Between retreats, participants are offered opportunities to stay in contact with each other and to continue their inner growth. Participation is limited to 24 teachers. (Participants must be practicing teachers or have worked as educators within the past three years.)

Application Procedures

Contact Greg Smith at 503-768-6119 for a Courage to Teach application form and current program dates and costs.
Submit your completed application form to Courage to Teach, c/o Greg Smith, Lewis & Clark College, 0615 S.W. Palatine Hill Road, Portland, Oregon 97219-7899. Be sure to include these supporting materials:

A professional vitae/resume outlining relevant academic and/or professional experience
A personal statement briefly explaining how you envision your future as a teacher, your reasons for seeking participation in this program, and how you expect to benefit from the program

Minimum Degree Requirements and Waivers

Lewis & Clark offers both preservice and inservice M.A.T. degree programs that vary in their minimum number of required credits. Programs and credit requirements are described elsewhere in this catalog. Students may petition to waive courses or requirements and to transfer credit earned at other institutions. Transferred credit toward a degree is normally limited to the equivalent of 10 semester hours.

Under some circumstances, students may pursue a license independently of earning a degree. To be recommended by Lewis & Clark for any education license, students must earn at least 6 semester hours of credit through a program at Lewis & Clark. In order to meet licensure requirements through coursework taken elsewhere or through experience and competency, students must apply for a waiver in writing, provide documentation of comparable course content or competency, and obtain the signatures of the instructor teaching the course in question and of their Lewis & Clark adviser or cohort coordinator.

Although there is no fixed limit to the number of credits a student may petition to waive toward earning a license, Lewis & Clark College does not grant any credit toward a degree for courses waived. To complete the degree, students must either replace waived credits with elective study or petition the Department of Teacher Education for a reduction in degree requirements. The student's adviser or cohort coordinator, in consultation with the department chair, will determine the merits of the petition and make a recommendation to the registrar. The registrar will notify the student of the decision in writing and will place a copy of this notice in the student's file. In no event will a petition be granted to reduce an M.A.T. degree below 36 semester hours of credit. This 36-credit minimum may include transferred credits approved according to the policies in this catalog.

Application for Degree Candidacy

Graduate programs in teacher education are governed by the policies and procedures described in this catalog. All degree or licensure candidates are expected to be familiar with those policies.

Students must file the application for degree candidacy at least one semester prior to the semester they plan to graduate. Students who plan to complete degree requirements in the summer may participate in the College commencement in early June of that year if they file for their degree application by February 27. Students completing degree requirements in December may participate in commencement the following June. In either case, degree candidates must file their completed degree application with the graduate registrar's office by the published deadline.

Academic Advising

Each accepted degree and nondegree (licensure-only) student is assigned an academic adviser from among the full-time teacher education faculty. Faculty advisers in teacher education assist students in planning an official course of study and answer questions about specific endorsement programs in teacher education and about career decisions.

Interested preservice candidates may inquire about monthly information sessions held with faculty. Inservice candidates should call the program office or subject-area faculty adviser to request an advising appointment.

It is the responsibility of each student to develop an approved course of study with his or her adviser; to stay informed about registration, course schedule changes, and deadlines; and to obtain approval for any change to the approved course of study (See also Policies and Procedures section of this catalog.)

Financial Aid

The College participates in the Perkins Loan Program and the Stafford Student Loan Program. Students must be admitted to a degree program and attend at least halftime (3 semester hours) to be eligible for loan assistance. Applicants should note that the deadline for application to the Perkins Loan Program is in mid-February. (See also Financial Assistance in this catalog.)

Office and Hours

The teacher education office is open from 8:30 a.m. to 5 p.m. Monday through Friday. Lewis & Clark offices are not open on holidays, Saturdays, or Sundays. In the event of inclement weather, call the Lewis & Clark College snow closure line at 503-768-7965.

Licensure

Students seeking Oregon licensure who successfully complete any of the licensure options and all state-required tests receive institutional recommendation to Oregon's Teacher Standards and Practices Commission (TSPC) for the appropriate license, authorization level, or endorsement. Students should note that they must apply directly to TSPC by submitting the appropriate forms, fees, test scores, and transcripts. Information about filing for a license is available from Lewis & Clark's Educational Career and Licensing Services office and at lclark.edu/dept/ecls.

Core Program

Each of the master's degree programs at Lewis & Clark may include coursework in the interdisciplinary graduate Core Program, which engages students and faculty in the exploration of ethical, intellectual, cultural, and personal challenges that face all professionals. This program incorporates the graduate school's commitment to intercultural and international understanding; to a balanced exploration of the contributions of women and men from diverse traditions; and to reflection on the ethical dimensions of living in a complex, interdependent world.

Faculty

The faculty of the Teacher Education Program is composed of individuals who believe that a combination of study in the liberal arts and in education develops the strongest teachers and educators. Nearly all faculty on the graduate school's roster have doctoral degrees, as do many of the adjunct faculty. Faculty members are selected for their teaching abilities as well as their content knowledge. Special care has been taken to see that "teachers who teach teachers" are among the very best.

Curriculum: Education Courses

Note: Some of the courses listed below may not be offered during the current academic year. Current course offerings are listed in the online guide to registration at education.lclark.edu/dept/gradreg.

Education

ED 500* - Educational Research

How professional educators can gather and interpret the information they need for effective decision making. Topics include the major uses and components of classroom or school-based research processes, quantitative and qualitative methods, the scholarly critique of research studies, and what it means to be a reflective teacher-researcher.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

ED 501* - Constructive Assessment in the Classroom

Reexamination of assessment practices employing current constructivist approaches to teaching and learning as well as reflective practice and action research. Participants examine the range of assessment options and design an approach for teachers, diverse students, and parents, including portfolios, performance assessment, interviews, observations, questioning, checklists, self-assessment, and testing. Topics include instructional planning, student engagement, information management, assessment and documentation of student learning, and reporting practices.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

ED 504* - Classroom Management for the Inclusive Classroom

Most effective practices for working with students at risk for school failure in the areas of classroom management, instruction, social and study skill development, behavior change, and school-wide management. Participants discuss classroom cases and review current research in these areas and in human development, exceptionality, and educating youth with diverse needs and backgrounds. Emphasis on examining classroom environments to ensure students work in democratic communities that show respect for all students, involve meaningful instructional activities, and show respect for students cultural backgrounds. Final projects involve developing individual and school programs for assisting students with special needs.
Prerequisite: None.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

ED 505* - Teaching and Learning in Elementary and Middle Schools

Advanced seminar-practicum in expanding and evaluating elementary and middle school teaching practices appropriate to subject-area content, diverse student needs, and educational goals. Exploring what it means to be a teacher-researcher and the importance of student-constructed knowledge, participants evaluate instruction through observation, microteaching, and peer reflection. Participants collaboratively examine professional practices through sharing videotapes of their teaching in their own classes or in an arranged placement.
Prerequisite: None.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

ED 507* - Teaching and Learning in Middle and Secondary Schools

Advanced seminar-practicum in expanding and evaluating middle and secondary school teaching practices appropriate to subject-area content, diverse student needs, and educational goals. Exploring what it means to be a teacher-researcher and the importance of student-constructed knowledge, participants evaluate instruction through observation, micro-teaching, and peer reflection. Participants collaboratively examine professional practices through sharing videotapes of their teaching in their own classes or in an arranged placement.
Prerequisite: None.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

ED 509 - M.A.T. Project Seminar

Culmination of the M.A.T. inservice program. Students have the opportunity to integrate what they have learned. In consultation with the instructor, students design a project that defines and answers a question about creating engaging, responsive, democratic learning communities for diverse learners related to their teaching or intellectual and professional development. Class time is reduced to accommodate individual conferences with the instructor and students' research time. The class meets as a group to support students' synthesis of each other's work and for problem-solving as research and writing proceed. Also listed as SPED 523.
Prerequisite: To be taken at end of M.A.T. program.
Credit: 2 semester hours, CR/NC.

ED 510 - Literacy Connections Practicum: Culturally Responsive Teaching

Plan and implement engagements with students, parents, and teachers at an elementary school in the Portland Public School system in order to broaden candidate's professional background. Participants plan and implement tutorial work with students, meet with teachers to ascertain students' needs, analyze student learning during seminars, participate in a book discussion with the entire faculty, and plan both a professional workshop and a parent activity in the library. Allows students to apply a variety of instructional and assessment strategies in a Title I school committed to greater achievement.
Prerequisite: Admission to Early Childhood/Elementary Language/Literacy cohort.
Credit: 1 semester hour.

ED 512 - Real-World Problem Solving Practicum

Real-world problem-solving engages students in an emergent, integrated, culturally responsive curriculum as they construct knowledge and understanding relevant to resolving an issue or concern of significance to their local community. Designed to assist interns in understanding the context of emergent curriculum, the active role of the learner in schools, and the importance of contributing to the local community.
Prerequisite: Admission to Early Childhood/Elementary Science/Math cohort.
Credit: 1 semester hour.

ED 513A - Early Childhood Practicum

Concurrent with ED 561. Interns spend 6-8 hours weekly in practicum at the level of their nonprimary endorsement. Interns who wish to teach elementary school complete the summer practicum in an early-childhood setting.
Corequisite: ED 561.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 1 semester hour, CR/NC.

ED 513B - Elementary Practicum

Concurrent with ED 561. Interns spend 6-8 hours weekly in practicum at the level of their nonprimary endorsement. Interns who wish to teach in an early-childhood setting complete the summer practicum with children in grades 4-8.
Corequisite: ED 561.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 1 semester hour, CR/NC.

ED 514 - Intern Practicum I (Early Childhood or Elementary)

Part-time internship placement in an elementary classroom. In addition to observing classroom instruction, the intern serves as apprentice to the mentor teacher, working with individuals and small groups of students. Interns also observe and work with small groups at their second authorization level, completing at least 20 hours of observation and teaching. Interns are in their classroom full-time during December. Campus seminars devoted to reflective discussions of teaching, learning, and assessment practices in diverse contexts are scheduled throughout the semester.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 2 semester hours, CR/NC.

ED 515 - Intern Practicum II (Early Childhood or Elementary)

Intensive intern teaching experience. Each student teacher intern assumes full-time teaching responsibility under the supervision of a mentor teacher and a Lewis & Clark faculty supervisor. This experience builds on the intern teaching begun during the previous semester. Includes scheduled seminars. Interns also complete observation and teaching at their second authorization level. The intern spends approximately 680 hours at the school site and also attends a campus seminar each week that is devoted to reflective discussion of teaching, learning, and assessment practices in diverse contexts.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 8 semester hours, CR/NC.

ED 516 - Essential Readings About School Reform

Same as EDAD 505/615.

ED 520A/620A - Professional Portfolio I

"Community of learners" forum for teachers enrolled in the Continuing Teaching License Program and in the ESOL Endorsement Program. Taken at the start of the program. Offers participants a collegial environment for exploring their strengths, needs, and possibilities in their current teaching setting. Participants construct a teaching narrative and design an individualized blueprint for the professional portfolio that documents their knowledge and performance in Oregon's advanced teaching competencies during their program of study.
Prerequisite: Initial License and admission to a continuing teaching license program, or consent of the department chair.
Credit: 1 semester hour, CR/NC.

ED 520B/620B - Professional Portfolio II

"Community of learners" forum for teachers enrolled in the Continuing Teaching License Program and in the ESOL Endorsement Program. Taken at the end of the program. Includes presentation of the portfolio begun in ED 520A/620A.
Prerequisite: Initial license, admission to a Continuing Teaching License Program, ED 520A/620A.
Credit: 1 semester hour, CR/NC.

ED 521A/621A - Inquiry Into Practice I

"Community of learners" forum for teachers enrolled in the Continuing Teaching License Program. Each of these seminars offers practicing teachers opportunities to investigate and document their teaching. Participants meet Oregon's advanced teaching competencies through reading, discussion, peer collaboration, and authentic assessments and documentation. Seminars center on themes of best practices. Includes the following three courses, which must be taken in consecutive order:
Inquiry Into Practice I
Development of a professional portfolio, teacher as researcher, evaluation/assessment, diversity and multicultural education.
Prerequisite: Instructor consent.
Credit: 1-2 semester hours.

ED 521B/621B - Inquiry Into Practice II

"Community of learners" forum for teachers enrolled in the Continuing Teaching License Program. Each of these seminars offers practicing teachers opportunities to investigate and document their teaching. Participants meet Oregon's advanced teaching competencies through reading, discussion, peer collaboration, and authentic assessments and documentation. Seminars center on themes of best practices. Includes the following three courses, which must be taken in consecutive order:
Inquiry Into Practice II
Classroom management, special education, differentiated instruction, strategies and practices for academic success, integration of technology.
Prerequisite: ED 521A/621A.
Credit: 1-2 semester hours.

ED 521C/621C - Inquiry Into Practice III

"Community of learners" forum for teachers enrolled in the Continuing Teaching License Program. Each of these seminars offers practicing teachers opportunities to investigate and document their teaching. Participants meet Oregon's advanced teaching competencies through reading, discussion, peer collaboration, and authentic assessments and documentation. Seminars center on themes of best practices. Includes the following three courses, which must be taken in consecutive order:
Inquiry Into Practice III
Building and maintaining professional community, sustaining and nourishing the teacher within, presentation of a professional portfolio.
Prerequisite: ED 521A/621A, ED 521B/621B.
Credit: 1-2 semester hours.

ED 523 - Teaching and Assessment

In-depth examination of the relationships between inquiry, teaching, and assessment. Focus on individually and culturally responsible approaches to assessing student work and encouraging and using children's questions and interests to plan learning experiences. Examines strategies to assess student learning and student progress. Topics include planning and teaching models, integration of curriculum, and assessment design.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 1 semester hour.

ED 525 - Professional Development for Instructional Leaders

Application of research on professional development, teaching, and learning for instructional leaders. Participants examine approaches to teacher learning that cultivate long-term sustained support between colleagues, including mentoring, peer coaching, professional portfolios, collaborative teaching and research, and reflective practices. Topics include research on adult development, learning theory, instructional theory, and comprehensive programs for at-risk students. This research provides a basis for developing systematic professional development programs that are sensitive to changing school cultures and that cultivate staff and student diversity and continuous learning. Appropriate for students considering careers in educational administration. May be substituted for ED 505 or ED 507 for the master's program. Also listed as EDAD 533.
Prerequisite: Consent of adviser.
Credit: 3 semester hours.

ED 527 - Small Schools in Theory and Practice

Exploration of advantages of small schools and their success in supporting enhanced academic achievement among a wide range of students, especially students from economically disadvantaged communities. Covers issues that need to be considered to ensure the long-term viability of such schools. Presentations by local educators who work in small schools supplement readings. Also listed as EDAD 555.
Prerequisite: Admission to Inservice M.A.T. Program, Educational Administration M.Ed. Program, or consent of instructor and adviser.
Credit: 2 semester hours.

ED 529* - Language Acquisition and Development

Same as LA 500/634, ESOL 507/607.

* Open to those with Special Student status as space allows.

ED 532/625* - Assessing Reading Strategies: Practicum

Seminar-practicum for classroom teachers and reading specialists at all grade levels. Topics include a language orientation for diagnosing reading problems, diverse causes and correlates of reading difficulties, assessment procedures in reading, and strategies to facilitate readers' improvement. Each participant assesses a reader, develops a profile of personal strategies, and designs and implements an instructional plan to help the reader develop effective, efficient reading strategies responsive to individual difference, interests, and developmental levels. Participants consider reading issues for students at all four license levels (early childhood, elementary, middle level, and high school).
Prerequisite: None.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

ED 534* - Reading Comprehension: Theory and Practical Application

Same as LA 534/614.

* Open to those with Special Student status as space allows.

ED 540/609 - Teaching Linguistically and Culturally Diverse Students

Exploration of diversity including social class, race, ethnicity, and language and how these differences intersect with ethnic minority status and limited English proficiency. Participants consider the education of language-minority students and learn specific laws and research findings related to accommodating and respecting diversity in schools. Topics include stages of language acquisition, methods for assisting language acquisition and comprehension of content, parent and community involvement, and student advocacy. Also listed as EDAD 543.
Prerequisite: None.
Credit: 2 semester hours.

ED 543* - Legal Rights and Responsibilities

Same as EDAD 503 (see Educational Leadership), SCED 509 (see School Counseling).

* Open to those with Special Student status as space allows.

ED 544/644* - Practicum

Prerequisite: None.
Credit: 1-5 semester hours.

* Open to those with Special Student status as space allows.

ED 547* - Race, Culture, and Power

Same as SS 547, CORE 538.

* Open to those with Special Student status as space allows.

ED 548* - Classroom Assessment: Work Sample

Teachers construct an evaluation profile of the learning of one of the classes they teach, documenting the relationship between what they teach and what their students are learning. This demonstrates the teacher's ability to set learning objectives responsive to individual differences, interests, developmental levels, and cultural contexts; to teach a body of content; and to show how students have learned. The teacher assembles and analyzes a work sample to illustrate his or her ability to assess, document, and advocate for the successful learning of all students and school stakeholders. This activity meets the Teacher Standards and Practices Commission requirements for standard licensure.
Prerequisite: ED 501 (may be taken concurrently).
Credit: 1 semester hour, CR/NC.

* Open to those with Special Student status as space allows.

ED 550 - Social, Historical, and Ethical Perspectives on Education

Critical and comprehensive review of education and schooling in American society. Considers education in its larger socioeconomic, political, ideological, and cultural contexts and examines race, class, gender, and culture in the formal educational system. Analyzes issues of goals, funding, governance, curricula, policy, staffing, and reforms both in historical and contemporary forms. Participants study education both as a microcosm of society, reflecting the larger struggles in the country, and as a quasi-autonomous entity.
Prerequisite: Admission to Preservice Intern Program.
Credit: 2 semester hours.

ED 551 - Literacy, Culture, and Learning

Understanding of the central importance of language and the social construction of knowledge. Examines issues of diverse perspectives; the changing definitions of literacy, including numeracy, scientific literacy, and visual literacy; an integrated process-oriented approach to reading and writing in the subject field; and basic information about standardized testing and classroom-based assessment. Introduction to literacy issues for students whose first language is not English. Stresses qualitative methods for understanding the learning environment and the meaning-making systems of students. At their internship sites, participants conduct interviews and apply ethnographic methods and observation systems as they work to assess and document the meaning-making strategies of a selected middle or high school student and advocate, support, and improve that student's literacy skills. Incorporates a range of technological resources from the school and community into experiences that support literacy learning.
Prerequisite: Admission to Middle-Level/High School Intern Program.
Credit: 3 semester hours.

ED 552 - Adolescent Development, Learning, and Exceptionality

Discussion, critique, and application of current research on adolescent development, including the early adolescent and middle school years, understood from a life-span, ecological, and culturally responsive perspective, with applications to adolescents' experiences in and out of schools. Topics include cognitive, psychosocial, physical, sexual, moral, spiritual, and identity development including contexts of race, ethnicity, class, gender; risk-taking behavior and vulnerability; coping skills; resilience; substance use/abuse/addiction; health and wellness; families and communities; and the internal and external assets that help today's youth thrive. Examines strategies for engaging students in learning experiences responsive to development levels and cultural contexts.
Prerequisite: Admission to Middle-Level/High School Intern Program or consent of instructor.
Credit: 3 semester hours.

ED 553 - Classroom Teaching and Learning I

Professional seminar in support of students' fall practicum. Topics include teacher identity, professionalism, socialization, reflective practice, renewal/support for teachers, and the creation of democratic learning communities. Examines federal and Oregon law prohibiting discriminatory practices in schools. Participants gain practice in teaching through a concurrent internship placement in a middle school or high school.
Prerequisite: Admission to Middle-Level/High School Intern Program.
Credit: 3 semester hours.

ED 554 - Classroom Teaching and Learning II

Professional seminar to support student interns' intensive practice teaching in schools, including supervision, self-evaluation, and reflection on ethical behavior and professional development. Examination of a professional identity continues, emphasizing respect for diverse peoples, ideas, and cultures. Addresses standards-based assessment practices including those congruent with Oregon education reform, teaching as an occupation and profession, the legal context of teaching, and rationales for educational practices.
Prerequisite: Completion of all other components of middle or secondary endorsement for Initial Teaching License and current enrollment in an internship. The course extends through the end of May.
Credit: 8 semester hours, CR/NC.

ED 555 - Experience and Meaning

Reflective, collaborative examination of information and ideas from the previous 12 months of study. Returns to some of the issues examined the previous summer, including equity, school finance, educational politics, teacher organizations, and professionalism, and reexamines them with the perspective of experience in courses and in the schools. Students develop reflective papers that integrate and critique their learning.
Prerequisite: Completion of a preservice internship.
Credit: 1-2 semester hours.

ED 556* - The Work of Paulo Freire

Study of one of the most influential educators of the 20th century. A revolutionary pedagogue, Paulo Freire was also a humanist, philosopher, liberation theologist, public intellectual, and visionary. He worked with UNESCO, the World Council of Churches, Harvard University, and many decolonized countries, as well as "the wretched of the earth." Freire, who was imprisoned and then exiled by a Brazilian junta for his views on education, politics, economics, culture, society, and religion, dedicated his life to the pursuit of freedom, justice, democracy, liberation, humanization, and collective empowerment. He believed in "see-judge-act," in praxis. Explores Freire's ideas in the context of education in North America. Also listed as CORE 513.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

ED 559 - Math for Early Childhood

Development of prenumber concepts, quantitative reasoning, and computational skills in learning problem-solving strategies. Students acquire competence in using culturally responsive and individually appropriate instructional materials for teaching mathematics to children from age 3 through grade 3.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 1 semester hour, CR/NC.

ED 560 - Technology and Curriculum

Through the exploration of a wide range of software applications, network opportunities, and multimedia resources, students increase their understanding of the value of technology in the classroom and their ability to use a variety of technology resources. Participants examine the culture, language, artifacts, roles, myths, and assumptions created by the introduction of technology into schools. Focuses on using technology as a resource and learning tool to enhance learning within the curriculum, rather than as an additional curricular topic or area.
Prerequisite: None.
Credit: 1 semester hour, CR/NC.

ED 561 - Child Development, Learning, and Exceptionality

Discussion, critique, and application of theories of child development, learning, and exceptionality. Prospective teachers integrate observations and interviews of children with theory and research from a variety of disciplines. Through case studies, cultural narratives, theoretical constructs, and research, participants explore children's development within diverse cultural and family systems, including the cognitive, affective, psychological, social, moral, identity, and physiological domains. Topics include multiple intelligences and ways of knowing, creativity, motivation, theories of teaching and learning, assessment, exceptionality, and inclusion as well as the influences of social, cultural, linguistic, familial, and institutional factors on children's development and learning.
Corequisite: ED 513A or 513B.
Prerequisite: Admission to Early Childhood/Elementary Intern Program or consent of instructor.
Credit: 2 semester hours.

ED 562 - Elementary School Mathematics

Review of mathematical concepts including numeracy, basic operations, geometry, rational numbers, measurement, and probability and statistics in a problem-solving context. Elementary mathematics curricula, instructional strategies, and assessment that are individually and culturally responsive are examined and demonstrated throughout the course in terms of both the National Council of Teachers of Mathematics and Oregon standards.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 3 semester hours.

ED 563 - Classroom Management and Inclusion

Placing classroom management in perspective, understanding students' personal and academic needs, creating positive teacher-student and peer relationships, creating classroom rules and procedures within democratic learning communities. Examines motivation theory, teaching methods that prevent discipline problems, problem-solving, behavioristic interventions, and working with parents. Explores school and classroom practices in response to cultural, developmental, and exceptional needs of children and adolescents. Sections focus on theory and practice appropriate for the developmental levels and cultural contexts of either early childhood/elementary classrooms or middle-level/high school classrooms.
Prerequisite: Admission to Preservice Intern Program.
Credit: 2 semester hours.

ED 564 - Curriculum and Inquiry

Organizing appropriate curriculum and teaching approaches to engage students in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts. Focus on research and theory in curriculum. Participants continue exploring the concept of teacher as researcher by adopting habits of personal and scholarly reflection that examine their professional practice. Students complete both required Inquiry/Work Samples. Topics include legal and political issues pertaining to curriculum; the relationship of curriculum, instruction, and evaluation; curriculum materials; rationales for instructional practices; and Oregon education reform.
Prerequisite: Admission to Middle-Level/High School Intern Program or consent of instructor.
Credit: 3 semester hours.

ED 565 - Reading I: Literacy Development, Pre-K - Grade 8

Literacy processes and children's language and literacy development from birth through the middle grades. Focus is on theoretical foundations of literacy, meaning construction across symbol systems, early reading and writing behavior, meaning-centered instructional practices, and basic knowledge and instructional practices relating to word recognition skills and comprehension processes. Introduces students to a range of individually and culturally responsive instructional assessment approaches and materials to promote literacy learning, as well as the concept of media literacy.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 2 semester hours.

ED 566 - Reading II: Literacy Development, K-Grade 8

Continuation of ED 565 Literacy Development I. Focus on individually and culturally responsive curriculum and instructional practices for literacy development in grades K-8. Gives increased attention to fluent readers, instruction in the intermediate and middle grades, classroom organization and implementation, methods for assessing students' reading and writing performance, diagnosis of individual needs, and strategies for linking assessment results with appropriate curriculum and instruction across the content areas.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 2 semester hours.

ED 567 - Language Arts and Literature, Pre-K - Grade 8

Exploration of literature and the development of a theoretical framework and exemplary practices for teaching the language arts. Introduces and promotes use of child and adolescent literature for enjoyment and for development of thought, language, literacy, and multicultural perspectives in the classroom. Explores the language arts curriculum with emphasis on understanding the processes and skills involved in growing language competence, learning a wide range of methods and techniques to foster language development, language skills, and individually and culturally responsive approaches and ways of assessing children's competence and development.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 2 semester hours.

ED 568* - The Arts, Culture, and Creativity

Participants explore how children and adults think about and engage in the arts in connection with other areas of learning and development. Through creative, imaginative experiences, participants explore concepts such as patterns, pitch, texture, line, narration, and color within the fields of music, visual arts, storytelling, and movement, enacted within different cultural perspectives. Emphasis on creativity, imaginative use of the arts, and understanding the nature and value of arts in human lives and cultures. Also listed as CORE 501.
Prerequisite: None.
Credit: 2 semester hours, CR/NC.

* Open to those with Special Student status as space allows.

ED 569 - Health and Physical Education

Age-appropriate skill and fitness development, practical use of the gym and equipment, personal safety, wellness, and nutrition. Topics include methods of assessing physical education skills and integrating physical education and health into the math and language arts curriculum.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 1 semester hour, CR/NC.

ED 570* - Teaching the Literature of Nature

Exploration of the genre of nature writing, focusing primarily on American authors but occasionally including texts from other regions of the world. Participants consider ways this literature can be taught to students in elementary, middle, and high school. Attention is also paid to the way nature writers can teach us to be more aware of our surroundings and conscious of the need to protect them. Also listed as LA 557 and SCI 557.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

ED 573* - Integrated Studies for the Middle and Secondary Grades

Relationship between the structure of knowledge in several academic disciplines, curriculum organization and construction, and the instructional arrangements necessary for achieving integrated curricula. Participants develop integrated, thematic curricula that support an inquiry-oriented, student-centered learning community in culturally diverse schools.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

ED 575* - Seminar in Moral Development, Ethics, and Imagination

Same as SS 575, LA 575, CORE 537.

* Open to those with Special Student status as space allows.

ED 580* - Teaching Life Through Art: The Creative Process

Same as ART 510.

* Open to those with Special Student status as space allows.

ED 598* - Special Studies: New or Experimental Courses

* Open to those with Special Student status as space allows.

ED 599* - Independent Study

* Open to those with Special Student status as space allows.

ED 614* - Classroom Management

Most effective practices for working with students at risk for school failure in the areas of classroom management, instruction, social and study skill development, behavior change, and school management. Participants discuss classroom cases and review current research in these areas, in human development, and in educating youth with diverse needs and backgrounds. ED 504 may be substituted for the ED 614-614B sequence.
Prerequisite: None. Taken in sequence with 614B.
Credit: 2-3 semester hours.

* Open to those with Special Student status as space allows.

ED 614B* - Classroom Management for Special Educators

Continuation of ED 614, with a more in-depth look at teaching students with special needs, including those receiving services under IDEA or Section 504. Final projects involve developing individual and school programs for assisting students. ED 504 may be substituted for the ED 614-614B sequence.
Prerequisite: None. Taken in sequence with ED 614.
Credit: 1 semester hour.

* Open to those with Special Student status as space allows.

ED 901, 902 - The Reflective Teacher: Seminars in the Courage to Teach

Exploration of the "heart of the teacher" through personal stories; reflections on classroom practice; and insights from poets, storytellers, and diverse cultural traditions. Based on an 18-month calendar with five retreats organized around the themes of agriculture and the seasons. This course may be repeated.
Prerequisite: Admission to Courage to Teach Program.
Credit: 2 semester hours each.

ESOL/Bilingual Education Endorsement

ESOL 500/600* - Historical and Legal Foundations of Educating ESOL/Bilingual Students

Examination of the history of trends and attitudes toward immigrants and learners of English as a second language. Topics include the psychological, social, and political characteristics of bilingualism and biculturalism in the United States and abroad. ESOL/bilingual teaching is considered in light of laws, research findings, and second-language acquisition theory. Ensures that educators are not only able to plan and implement programs optimal learning of all students, but also gives educators the tools to advocate for equity in their schools and school communities.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

ESOL 501/601 - Language and Literacy With ESOL/Bilingual Students

Relationships between first-language literacy and second-language literacy, oral language proficiency and reading, and students' experiences and reading comprehension. Explores materials, literacy teaching approaches, and classroom organization structures, as well as assessment of reading and writing progress, and technology for literacy development. Teachers reflect on their beliefs regarding oral and written language and consider their practices in relation to the diverse needs of students at various proficiency and skill levels.
Prerequisite: LA 500/634, ED 529, or ESOL 507/607; ESOL 500/600; ESOL 502/602.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

ESOL 502/602* - Focus on Culture and Community in Teaching ESOL/Bilingual Students

Teachers reflect on the importance of significant persons in a child's environment and the impact of a child's experiences on the ability to connect with learning. The first part of the course focuses on cultural factors that influence learning and their implications for instruction. The latter part of the course examines the involvement of significant individuals in a child's academic programs as well as confronting racism and bias in schools and communities.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

ESOL 503/603* - Strategies and Materials for Teaching Content to ESOL/Bilingual Students

Hows and whys of content-learning approaches such as sheltered English, integrated language teaching, applications of language experience, whole language, and cooperative learning for second-language learners. Participants examine a variety of curriculum models and evaluate materials currently available, taking into account cultural considerations, community resources, and treatment of the content in relation to student experience.
Prerequisite: LA 500/634, ED 529, or ESOL 507/607; ESOL 500/600; ESOL 502/602.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

ESOL 504/604 - Assessment and Evaluation in the Education of ESOL/Bilingual Students

Assessment principles taught in a context of language acquisition theories, pedagogical methods, cultural appropriateness, and legal mandates for language-minority students in public education. One emphasis is on assessing language proficiency and academic progress in English and other languages. Teachers acquire the skills to ensure just and inclusive assessment of all students. This capstone course should be taken at the end of the program.
Prerequisite: LA 500/634, ED 529, or ESOL 507/607; ESOL 500/600; ESOL 501/601; ESOL 502/602 or ESOL 503/603.
Credit: 2 semester hours.

ESOL 505/605 - ESOL/Bilingual Practicum

Apprenticeship to a mentor who teaches in ESOL, bilingual, or sheltered English classrooms or is an ESOL/bilingual consultant teacher. Practicum interns work with individual students as well as small and large groups to practice teaching students who are acquiring English as their second language.
Prerequisite: All other courses required for the endorsement.
Credit: 2 semester hours, CR/NC.

ESOL 506/606 - Documenting Professional Experience

For experienced ESOL/bilingual teachers seeking the ESOL/Bilingual Education Endorsement who wish to waive specific coursework based on previously gained expertise. Working with an adviser, participants develop and present a portfolio documenting how previous experiences in the field apply to proficiency standards. They also discuss experiences and related knowledge. This review can result in one of the following: (1) waiver of one or more specific classes, (2) waiver after some independent study, or (3) recommendation of specified coursework. Registration through appointment with the ESOL program adviser.
Prerequisite: Permission of instructor.
Credit: 1 semester hour, CR/NC.

ESOL 507/607* - Language Acquisition and Development

Same as LA 500/634, ED 529.

* Open to those with Special Student status as space allows.

Special Education

SPED 510/626* - Educating Students With Special Needs: Learning and Legal Issues

Introduction to the learning and behavioral characteristics of children with special needs, and how educators attempt to meet these needs. Topics include history, current issues, contemporary practice of special education as a professional discipline, incorporation of technology, and legal issues. Students develop sensitivity and a basic foundation in the education of students with special needs and examine issues of cultural variability in student special education eligibility.
Prerequisite: None.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

SPED 511/629* - Behavior Change Interventions for Students With Serious Emotional and Behavioral Disorders

Study of developmental backgrounds of students with serious emotional and behavioral problems, and practices to help these students develop more productive behaviors. Topics include the use of a functional analysis to determine the necessary interventions including environmental modifications, social skill training, cognitive-behavioral interventions, self-monitoring, contracting, and the use of outside agencies to support the school in assisting students. Emphasis on examining students' lives in their community and school to assess students' assets and support that can be provided to encourage the student to make better decisions.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SPED 512/631* - School-Based Consultation

Identifying and applying the elements of the consultation and collaboration skills needed to support students in the classroom. Topics include communication strategies, conflict resolution skills, problem-solving techniques, decision-making processes, staff development, facilitating consultation and collaboration efforts, and developing effective interpersonal communication. Students are provided skills in examining classroom settings and developing skills in helping teachers developing instructional and assessment methods sensitive to students' special abilities and sensitive to students' cultural values and beliefs.
Prerequisite: SPED 510/626.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SPED 513/632 - Assessment and Diagnosis for Students With Special Needs

Diagnosis for special education eligibility under state and federal laws and assessment for special education instruction. Pays special attention to mental retardation and learning disabilities. Students practice selecting, administering, and scoring selected tests and interpreting the scores. An emphasis is placed on issues of culturally sensitive assessment and involving students and families in the assessment process.
Prerequisite: SPED 510/626.
Credit: 4 semester hours including 1-semester-hour practicum.

SPED 514/633 - Curriculum and Instruction for Students With Special Needs

Curriculum and instructional practices that promote success in learning for all students. Participants develop a curriculum unit that includes modifications for students with special needs and reflects successful learning modes. Integrated curriculum and project-based learning are explored. Explores issues of collaboration between educators and families and sensitivity to cultural issues as well as issues of ensuring that student work is meaningful and engaging. Covers assessment practices and procedures that provide feedback on student learning.
Corequisite: SPED 544/644.
Prerequisite: SPED 513/632.
Credit: 3 semester hours.

SPED 516/628* - Interventions for Severely Challenged Students

Instructional practices that promote or enhance learning for students who have severe disabilities (i.e., autism, severe mental impairment, or multiple disabilities). Participants gain a broad understanding of the challenges facing severely disabled children in a school setting. Students review best-practice strategies and develop instructional techniques to successfully serve these children in the least restrictive environment. Students examine methods for using a wide range of resources, including those found in the community and technology.
Prerequisite: SPED 510/626.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SPED 517/627 - Teaching Reading to Students with Special Needs

Introduction to theory, curriculum, and instructional practices to teach reading to students with special needs. Topics include causes and correlates of reading difficulties, current models for reading instruction and trends in enhancing reading comprehension, assessment procedures in reading, and strategies to facilitate reader's improvement. Emphasis on assessments that accurately describe special-needs students' reading abilities in ways that can be used by their teachers to design instruction that best helps them develop as readers. Each participant assesses a special-needs student as a reader, develops a profile of personal strategies, and designs and implements an instructional plan to help the reader develop effective, efficient reading strategies.
Prerequisite: SPED 514/633 or permission of adviser.
Credit: 2 semester hours.

SPED 520/620 - Advanced Instructional Decision Making

Building on skills developed in the assessment, curriculum, and instruction courses, participants integrate and apply concepts of curriculum and instructional decision making for students with diverse backgrounds and needs. Focuses on an integrated approach with emphasis on adjusting curriculum and instruction in the regular classroom setting.
Prerequisite: SPED 514/633 or permission of adviser.
Credit: 3 semester hours.

SPED 521/621* - Effective Program Development for Students With Serious Emotional and Behavioral Disorders

Examination of key components of effective programs. Students visit and review programs that use different intervention models. Participants study and review delivery systems ranging from a consultation model to a therapeutic day-treatment program. Emphasis on creating democratic communities that respond sensitively to students social/emotional and developmental needs and are culturally sensitive. Focuses on creating meaningful learning including place-based education and real-world problem-solving with students who experiences emotional and behavior disorders.
Prerequisite: SPED 511/629.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

SPED 522/622* - Program Development for Severely Challenged Students

Current best practices in developing programs for children with severe disabilities. Participants review literature and models for delivery of service to these students and explore existing programs that cover the entire continuum of special education services as they relate to severely disabled children. Topics include services that bridge the transition from school to community/workplace as well as transition services for younger children.
Prerequisite: SPED 516/628.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SPED 523/623/ED 509 - Special Topics Seminar

Culmination of the Special Educator Endorsement. Students integrate and apply what they have learned throughout the program while examining topics of special interest to class participants. In consultation with instructor and class participants, each student designs a project that answers important questions related to his or her work with students who have special needs. Working collaboratively with their peers, the instructor, and experts in their field, participants develop a major paper or presentation that addresses a critical issue or concern in special education. In association with these projects, class members determine the content of seminar meetings and speakers are invited to discuss issues selected by the students. ED 509 may be substituted for this course.
Prerequisite: Completion of 27 of the 34 semester hours toward the Special Educator Endorsement.
Credit: 2 semester hours.

SPED 544/644 - Practicum

Designed to provide each participant with observation and feedback concerning essential skills associated with the Special Educator Endorsement and the Continuing Teaching License. Classroom observations are collaboratively scheduled by the participant and the practicum supervisor with pre- and post-observation conferences built into each site visit. Participants document time spent modifying curriculum and instruction for students assigned individual education plans (IEPs).
Corequisite: SPED 514/633.
Prerequisite: SPED 510/626, 513/632.
Credit: 1 semester hour, CR/NC.

SPED 598/648 - Special Studies or New Experimental Courses

SPED 599/649 - Independent Study

Curriculum: Subject-Area Elective Courses

Art

ART 510* - Teaching Life Through Art: The Creative Process

Exploration of the creative process incorporating studio work and lectures. Through the language of visual art, students explore ideas about being creative and learn how to integrate the discipline and practice of art in ways that extend their understanding and enhance their capacity to solve problems. Participants employ a variety of techniques, mediums, technologies, and artistic forms--photography, video, drawing, painting, environmental art, sculpture, writing--to exercise their creative self and find their voice. Students are encouraged to reflect on insights from art history, aesthetics, and criticism to critically evaluate their art experience. Incorporates diverse teaching approaches including studio work, lectures, guest speakers, and field trips. Also listed as ED 580.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

ART 511

Same as CORE 534.

ART 514* - Drawing and Painting Workshop

Opportunities for art teachers to experiment with various drawing and painting processes. Students work primarily from still life, landscape, and the figure, with emphasis on observation and interpretation of the subject. Students explore central disciplinary knowledge and practices related to line, shape, value, composition, color, and so on to develop their perceptual and technical skills and become more successful problem solvers. Through group and individual critique students reflect upon, assess, and articulate their work in an ongoing dialogue with their classmates.
Prerequisite: None.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

ART 515* - Drawing

Advanced drawing techniques and concepts. This is a studio course emphasizing experimental tools and composition.
Prerequisite: Consent of instructor.
Credit: 1-3 semester hours.

* Open to those with Special Student status as space allows.

ART 516 - Ceramics in Visual Arts Curriculum

Overview of ceramics techniques for teachers of art. Covers an introduction to the basic forming methods (hand-building and wheel-throwing) through the design and execution of various functional and sculptural projects. Introduction of glazing and kiln-firing techniques used by secondary art teachers. Exploration of historical and contemporary trends, with emphasis on diversity in today's secondary art classroom.
Prerequisite: Background in art or art education or consent of instructor.
Credit: 2 semester hours

ART 534* - Printmaking: Silk Screen

Crayon-tusche and glue, paper, photo stencils, and other techniques. Emphasis on multicolor and larger-scale prints.
Prerequisite: Consent of instructor.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

ART 544 - Practicum

Prerequisite: None.
Credit: 1 semester hour or as arranged.

ART 579 - Teaching Art to Adolescents

Overview of the instructional issues and concerns encountered in the art classroom. Links disciplinary knowledge related to art history, criticism, and aesthetics to the production of a variety of media. Pays attention to the organizational factors involved in teaching art, including materials ordering and management. Includes planning, organization, and assessment practices aimed at supporting the successful learning of all students. Emphasizes instruction to enhance the experience of students with varied interests, developmental levels, and cultural backgrounds. Central to the class are visits to the classrooms of art teachers throughout the Portland area to investigate the range of teaching and technological resources used to support student learning in this field. Participants write the teaching plan for their first required Inquiry/Work Sample.
Prerequisite: Admission to Middle-Level/High School Preservice Intern Program or consent of instructor.
Credit: 4 semester hours.

ART 598* - Special Studies: New or Experimental Courses

* Open to those with Special Student status as space allows.

ART 599 - Independent Study

Language Arts

LA 500/634* - Language Acquisition and Development

Theories of how first and second languages (written and spoken) are acquired, the importance of first-language development and its relationship to the acquisition of other languages, and the relationship of language to cognitive development. Understanding of these issues is used to promote a school environment that honors diverse perspectives and maximizes language learning potential and ensures respect for communities whose languages or varieties of English differ from standard school English. Required for the Special Educator, Reading, and ESOL/Bilingual Education endorsements. The initial course in the Reading Endorsement sequence and recommended preparation for other language arts offerings. Also listed as ED 529, ESOL 507/607.
Prerequisite: None.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

LA 501/632 - Researching and Teaching the Language Arts

Development of a framework, based on a wide range of research findings, from which to make informed decisions about curriculum and teaching approaches that engage students in listening, speaking, reading, and writing experiences that are responsive to individual differences, interests, developmental levels, and cultural contexts. Emphasis on framing teachers' own classroom inquiry through the adoption of habits of teacher research that focus on personal and scholarly reflection.
Prerequisite: None.
Credit: 3 semester hours.

LA 502/620 - Innovations in Reading, K-12

Organizing, managing, and evaluating both classroom and school-wide K-12 reading programs. Students examine the textbook adoption process, participate in the development and use of a tool for evaluating reading texts, assess components of reading and writing programs, and learn to integrate reading and writing processes throughout the school grades to extend learners' experiences and enhance their own and students' capacity to solve literacy problems. This capstone course of the Language and Literacy: Reading Endorsement Program must be taken at the end of the sequence.
Prerequisite: Completion of Reading Endorsement courses or consent of instructor.
Credit: 3 semester hours.

LA 515 - Drama for Learning and Social Action

Interactive exploration of drama in the K-8 curriculum that prepares teachers to use drama to engage students in learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts. Through workshops, participants experience drama as an art form; as a medium for language and literacy development and inquiry-centered, multidisciplinary content learning; and as a powerful mode for meaning-making. Through discussion and presentation, students explore historical and current perspectives on educational drama and its potential to support creative, cognitive, physical, emotional, and social development for all children. Reflects a pluralistic drama education perspective that prompts children to engage issues of diversity, examine how cultural knowledge is constructed, critique the dominant culture, and confront questions of social justice. Also listed as THED 515, CORE 542.
Prerequisite: None.
Credit: 2 semester hours.

LA 523 - Teaching Writing to Adolescents

Writing process as it relates to thinking and learning in adolescence. Emphasizes a writing workshop approach to composition, as well as use of response groups and conference procedures and strategies that are responsive to adolescents individual differences, interests, developmental levels, and cultural contexts.
Prerequisite: None.
Credit: 2 semester hours.

LA 530 - Children's Writing

Teaching writing to children. Explores ways to create an environment for teaching writing as a process. Teachers read from whole language and writing process theorists and examine ways to implement writing instruction in that is responsive to elementary students individual differences, interests, developmental levels, and cultural contexts.
Prerequisite: None.
Credit: 3 semester hours.

LA 531/610 - Writing and the Writing Process

Increasing teachers' understanding of the writing process, primarily by working on their own prose writing. Students write, read their work to peers, and receive feedback. This personal experience provides opportunities to reflect on common writing problems and issues teachers across disciplines encounter in their classrooms. Topics include recent research and theory in composing as well as practical teaching techniques that can be integrated to enhance learners' experiences. Required introductory course in the Middle-Level/High School Intern Program. Also listed as CORE 501.
Prerequisite: None.
Credit: 2 semester hours, CR/NC.

LA 534/614* - Reading Comprehension: Theory and Practical Application

In-depth exploration of current models and trends in reading comprehension and its cognitive and linguistic components. Students read widely from professional journals, explore and reflect on their personal reading processes, and do theoretical and practical projects to further their understanding. Examines factors that contribute to reading difficulty (from early childhood through adulthood), as well as important issues and questions about standardized tests, observational diagnostics, readability formulas, and the effectiveness and theoretical validity of published programs. Also listed as ED 534.
Prerequisite: None.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

LA 551* - Approaches to Teaching Shakespeare

Four plays by Shakespeare, starting with Romeo and Juliet. Students jointly choose the other three. Students use traditional literary analysis and newer performance-based approaches as they deepen their understanding of Shakespeare and gain techniques for teaching approaches that engage students in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

LA 557* - Teaching the Literature of Nature

Same as ED 570, SCI 557.

* Open to those with Special Student status as space allows.

LA 561* - Multicultural Literature (Grades 5-12)

Exploration of multicultural literature as a tool for creating communities in which diverse perspectives are supported. Addresses both literary and social themes of multicultural literature through reading, research, discussion, writing, curriculum design, and developing teaching approaches. Also listed as SS 531.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

LA 564* - Through the Looking Glass

Examination of commonly taught 19th- and 20th-century British and American novels, short stories, plays, and poems. Focuses on the cultural gender myths and paradigms promulgated in these works. Participants find their way to the other side of the mirror in two ways: by looking at canonical texts by men and women through the lens of feminist theory, and by examining how less-well-known texts by women act as commentary on the canon. Examines teaching approaches and educational resources that support meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

LA 565* - Literature for Children and Adolescents

Exploration of literature for children and adolescents as a healthy, growing body of work and as an important resource for teachers. Class members investigate available literature, specific authors and illustrators, and their processes of composing. Participants also explore ways to incorporate a rich diet of literary experiences into their students' learning environments in support of meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

LA 570* - Readers' Workshop: Coming of Age

Intensive seminar in which students experience a variety of formats for discussion of and written response to literature. Participants read selections of adult literature based on an author or theme, as well as titles of their choice. Through active participation in the workshop, students explore the transactional nature of reading, and ways to implement the teaching approaches introduced in the elementary through high school classrooms in support of meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

LA 575* - Seminar in Moral Development, Ethics, and Imagination

Same as SS 575, ED 575, CORE 537.

* Open to those with Special Student status as space allows.

LA 579 - Teaching Language Arts to Adolescents

Student-centered view of teaching literature and composition to adolescents. Participants read about, discuss, and experience the importance of writing to learning and discovery, the student-teacher conference, writing process in theory and practice, the evaluation of writing, the place of writing in literature classes, and the powerful current that can be transmitted among teenage writers. Drawing on reader-response theory in the field of literature, participants learn how they can encourage students to respond to texts and also lead adolescents from those first responses into analysis of both the text and their reading of it. Includes planning, organization, and assessment in subject areas. Pays attention to differentiation of instruction in support of meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts; articulation of objectives and linking them to teaching and assessment. Participants write the teaching plan for their first required Inquiry/Work Sample.
Prerequisite: Middle-Level/High School Preservice Intern Program or consent of instructor.
Credit: 4 semester hours.

LA 590* - Imaginative Writing Seminar

Development of a community of writers working in a professional context. Serves as a basis for genre workshops and other writing courses where participants develop a portfolio of works in progress. The group reads contemporary fiction, poetry, and creative nonfiction as writing models and considers the issues and opportunities of writing professionally in a variety of fields through discussion of participants' writing. Discusses and allows participants to practice integrating knowledge of writing in ways that extends writers' own understanding of writing and supports the development of meaningful writing experiences to engage students.
Prerequisite: Letter of application, submission of writing sample.
Credit: 1-2 semester hours.

* Open to those with Special Student status as space allows.

LA 591* - Envisioning a Sustainable Society

Same as SS 591, CORE 540.

* Open to those with Special Student status as space allows.

LA 598* - Special Studies: New or Experimental Courses

* Open to those with Special Student status as space allows.

LA 599 - Independent Study

Mathematics

MATH 501* - Inquiry Into Mathematical Thought

Consideration of theories of learning and philosophies of mathematics that inform curriculum, teaching, and assessment decisions. Participants learn to approach content knowledge through the examination of their own assumptions about the nature of mathematics and mathematics learning, as well as study contemporary research and conduct their own research on students' thinking and learning. Emphasizes students' conceptions, diversity among students' mathematical ideas, and teaching approaches responsive to them as participants learn to examine educational resources. Open to participants with an interest in mathematics teaching and learning.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

MATH 522* - Experiencing Geometry

Broad content knowledge perspective on classical and modern geometries with hands-on experience learning mathematics through open-ended problems. Emphasis on experiential learning environments and teaching approaches that prepare teachers to build on students' experience. Teachers learn to encourage diverse ideas, use hands-on explorations, develop nontest assessments, and incorporate a wide range of technological resources toward the end of experiencing geometry.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

MATH 525* - Mathematics as Problem Solving

Helping educators (K-6) to incorporate mathematical problem solving throughout their curriculum. Content knowledge from geometry, measurement, number, and probability and statistics provide a context for this perspective on mathematics in everyday life. The National Council of Teachers of Mathematics standards and the Oregon benchmarks serve as a framework for curriculum planning and assessment. These standards encourage teachers to engage their students through teaching approaches that encourage meaningful learning, respond to individual differences, and respect cultural contexts. Emphasizes problem solving, communication of mathematics, and conceptual understanding of mathematics.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

MATH 579 - Teaching Mathematics to Adolescents

Teaching and learning mathematics in middle- and secondary-level classrooms. Emphasizes meaningful understanding of mathematical concepts as well as competence with mathematical techniques of problem solving. Students become familiar with national teaching and curriculum standards for creating learning environments in school mathematics as well as with research into the psychology of learning mathematics. Includes planning, organization, and assessment in subject areas. Pays attention to differentiation of instruction for various purposes and student needs, articulation of objectives and linking them to teaching and assessment and teaching. Participants will examine educational resources in order to write the teaching plan (including a careful strategy of assessment) for their first required Inquiry/Work Sample. Participants are also introduced to information technologies for teaching middle- and secondary-level mathematics with emphasis on mathematical exploration and problem solving. Attention to how best to structure the learning environment to incorporate computer and calculator resources.
Prerequisite: Middle-Level/High School Preservice Intern Program or consent of instructor.
Credit: 3-4 semester hours.

MATH 580 - Integrating Technology Into Secondary Mathematics

Introduction to the equipment and software available to teach secondary mathematics. Participants consider the potential of calculator- and computer-based approaches through mathematical exploration and problem solving. They analyze the features and benefits of specific software and equipment for promoting rich mathematical experiences and plan classroom activities based upon their findings. Participants reflect on how calculator, simulation, problem solving, and mathematical exploration software and technologies enhance student comprehension. They learn how best to structure the learning environment to incorporate such technology resources.
Prerequisite: None.
Credit: 1 semester hour

MATH 590* - Multicultural History of Mathematics

Study of the ways in which mathematics has been developed and practiced across cultures, situating the subject in a global and human context. Includes an investigation of non-Western contributions to mathematics typically taught in schools, as well as culturally based practices and findings not found within the mainstream. Participants learn how to promote diverse perspectives in a learning environment responsive to contributions to mathematical thought from many different peoples of the world. Helps teachers to broaden their conception of content knowledge through the yearly focus project, an in-depth study of the mathematics of a selected cultural group and time period (e.g., African pyramids, Babylonian altars, Pythagorean theorems, Incan quipu). These projects emphasize how mathematics connects learners with their communities. Provides the background necessary to integrate historical perspectives, topics, and approaches into mathematics teaching. Open to any student or teacher with an interest in mathematics and willingness to engage in reflection.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

MATH 598*/698 - Special Studies: New or Experimental Courses

* Open to those with Special Student status as space allows.

MATH 599 - Independent Study

Music Education

MUE 500* - Music Education Research and Assessment

How music educators can gather, reflect upon, and interpret information needed for effective decision making in research and assessment. Topics include the major uses and components of classroom or school-based research processes, methods of assessment and research, critiquing research studies, assessment and evaluation of student learning and performance, integrating assessment with instruction, and portfolios. Classroom teachers complete an assessment project (work sample) that provides the knowledge needed to enhance the learning and performance of all students.
Prerequisite: ED 548.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

MUE 543* - Elementary Music: Curriculum and Inquiry

Importance of music in the schools; concepts of child development as they relate to music, planning, and evaluating; writing and teaching strategies in the various music elements, styles, and skills; field observation and sample teaching in area schools. Surveys dominant trends in teaching elementary music and integrates disciplinary knowledge to extend learners' experience and capacity as musicians to solve problems. Music specialist students develop the attitudes, teaching procedures, skills, and competencies required to engage students who demonstrate varying musical aptitudes, interests, developmental levels, and cultural backgrounds.
Prerequisite: None.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

MUE 544 - Practicum in Music Education

Part-time internship placement in an instrumental and/or vocal music program at the middle and/or high school level. Each participant observes classroom instruction, serves as an apprentice to a mentor teacher, and works with individuals and small groups of students. Team-teaching and conducting may be involved under supervision. Placement complements and provides the teaching assignment in ED 554, ensuring ample experience at both the middle school and high school levels. Students complete one of two work samples.
Corequisite: For preservice candidates, MUE 579.
Prerequisite: Consent of instructor. Placement fee may be applicable.
Credit: 1-4 semester hours.

MUE 579 - Teaching Music to Adolescents

Attitudes, skills, resources, and problem-solving techniques needed by the music specialist to teach instrumental or vocal music at the middle and high school level. Disciplinary topics include rehearsal techniques, recruiting, motivation, assessment, budget and administration, sequential instruction, scheduling, and public performance. Emphasis on tailoring curricular priorities and selecting instructional materials responsive to student differences, interests, developmental levels, and cultural backgrounds. Attention to helping participants reflect upon their own experience and professional practice with the aim of developing a personal philosophy of music education.
Corequisite: MUE 544 for music students seeking an Initial Teaching License.
Prerequisite: Admission to Middle-Level/High School Preservice Intern Program.
Credit: 4 semester hours.

MUE 580* - Instrumental and Choral Ensemble Seminar/Lab

Advanced rehearsal techniques for teaching band, orchestra, and chorus in the schools. Includes an in-depth study of disciplinary knowledge related to rehearsal techniques, literature selection, performance preparation, administrative strategies, instrumental pedagogy, and current trends in curriculum in a performance lab setting.
Prerequisite: None.
Credit: 1 semester hour.

* Open to those with Special Student status as space allows.

MUE 582* - History, Development, and Current Trends in Music Education

Major curriculum developments in music education from the 1700s to the present, including prevalent philosophies of music education, curriculum content, application of learning theories, and instructional goals, objectives, and assessment. Surveys dominant approaches to teaching music--Orff, Kodaly, Manhattanville, Dalcroze, Music Learning Theory (Gordon)--with emphasis on their application at the elementary level. Discussion of current trends in music education focuses on such issues as standards and assessment, multiculturalism and ethnocentrism, interdisciplinary education, and thematic teaching. Offered in alternate summers.
Prerequisite: Admission to Middle-Level/High School Preservice Intern Program or consent of instructor.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

MUE 584 - M.A.T. Seminar in Music Education

Opportunity for M.A.T. music students to integrate what they have learned throughout the program. In consultation with the instructor, students design a project that defines and answers a question related to their teaching or intellectual and professional development. Required of all music students seeking the master's degree. Preservice music interns substitute this for ED 555 in alternate years.
Prerequisite: To be taken at end of program of study.
Credit: 2 semester hours.

MUE 598* - Special Studies

Same as MUS 598.

* Open to those with Special Student status as space allows.

MUS 585* - Advanced Conducting Seminar

Opportunity for improvement of conducting skills beyond undergraduate conducting courses. Individualized instruction allows students to focus in specific areas such as stick technique, use of the left hand, advanced patterns and meters, rehearsal strategies, score preparation, conducting accompaniments, conducting musical theatre and vocalists, transpositions, and unusual notation. Students may elect to study with a choral, orchestral, or band specialist and may have opportunities to conduct one of the College's undergraduate ensembles. Offered in workshop form in alternate summers, with individualized instruction available each semester.
Prerequisite: 2 or more semester hours of undergraduate conducting or comparable experience.
Credit: 1 semester hour.

* Open to those with Special Student status as space allows.

MUS 586* - Brass and Percussion Pedagogy

Teaching approaches associated with the brass family and their fundamentals--fingerings, embouchures, hand positions, and performance. Students observe the teaching of brass instruments during class and learn the relationship of one brass instrument to another.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

MUS 587* - String Pedagogy

Teaching approaches associated with playing stringed instruments, maintenance of instruments, and evaluation of methods and materials.
Prerequisite: None.
Credit: 1 semester hour.

* Open to those with Special Student status as space allows.

MUS 588* - Woodwind Pedagogy

Teaching approaches associated with the woodwind family and their fundamentals--fingerings, embouchures, hand positions, acoustics, breathing, maintenance and repair, equipment, accessories, methods, and materials. Discography for flute, oboe, clarinet, bassoon, and saxophone.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

MUS 589* - Vocal Pedagogy

Methods and materials for the school choral director, with emphasis on skills for assessing vocal problems of the solo voice, rather than the ensemble.
Prerequisite: None.
Credit: 1 semester hour.

* Open to those with Special Student status as space allows.

MUS 595* - Conducting

Basic beat patterns, the function of the left hand, gestures, tempo, dynamics, and fundamental score reading.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

MUS 596* - Composition

Musical gesture, repetition, and contrast. Students compose exercises and pieces, perform works, and study contemporary music and ideas.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

MUS 598* - Special Studies

Special-interest courses in music, such as advanced instrumental or choral methods, jazz history, music theory, and advanced musicianship, oriented to the needs of public school music educators. Also listed as MUE 598.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

MUS 599 - Independent Study

Science and Science Education

SCI 501* - The Science of Learning Science

Theory and research in response to the question, What makes content knowledge in science so difficult for so many learners? Gives attention to features of learning environments that foster confidence among science learners and to science teaching that is responsive to developmental levels and cultural contexts. Students examine their own assumptions about the nature of science and about science learning, then study conceptual problems encountered by children throughout the elementary and secondary science curricula. Interview projects are designed within the traditions of "misconceptions" and "conceptual change" research and students are encouraged to adopt habits of scholarly reflections anchored to these traditions.
Prerequisite: None.
Credit: 2 semester hours.

SCI 503* - The Nature of Informal Science and Technology Education

How informal science learning affects people's science understanding and attitudes toward science and technology. Surveys sources of educational resources for teaching science found outside of the classroom. Students learn to evaluate how well visitors grasp museum and zoo exhibit messages, and then apply these insights to help children learn science through exploration in a variety of settings. Students develop a museum-style exhibit for classroom display and focus on how technology, both simple and complex, contributes to exhibit effectiveness.
Prerequisite: None. Fee (see Guide to Registration).
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SCI 510* - Science, Technology, and Society

Examination of the role of scientific and technological literacy in the context of social issues, controversy, and change. Drawing upon a combination of philosophical, ethical, and legal frameworks, students examine particular cases of how science and technology matter in personal lives, in how the practice of science affects social justice. Topics include the promises and consequences of biomedical and genetic engineering, and societal transformations brought about by information access through computer networks. Pays particular attention to John Dewey's conception of how technology interacts with situations that teem with values. Students learn to think of science concepts as mental inventions engineered in keeping with a human-centered purpose and of physical artifacts as symbols of understanding. Topics and cases of study vary according to students' interests and presentations by invited guests from the community. Shows how STS fosters the connection to community in the science curriculum. Also listed as SS 502 and CORE 518.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SCI 555 - Field Natural History

The study of nature from aesthetic, historic, and scientific perspectives, with emphasis on the biological diversity of the Pacific Northwest. Students engage in fieldwork and biological monitoring at an introductory level, learn styles of nature writing, and explore how to introduce children to holistic study of their surroundings. Nature appreciation and understanding of biological adaptations receive balanced treatment within a framework of how humans have conceptualized nature through time.
Prerequisite: Admission to Early Childhood/Elementary Preservice Intern Program.
Credit: 1 semester hour, CR/NC.

SCI 557* - Teaching the Literature of Nature

Same as ED 570, LA 557.

* Open to those with Special Student status as space allows.

SCI 560 - Thematic Inquiry in the Elementary School

Concepts about inquiry in the natural and social sciences curricula of the elementary school. Focuses on children's intuitive notions and spontaneous interests, on planning instruction around themes that tap such interest, and on integration of subjects. Applies principles of whole language learning across the curriculum. Illustrates how to combine multiple subjects in an integrative approach to content knowledge while demonstrating teaching approaches that are responsive to interests, differences, and development. Essential to the class are ideas about constructive assessment and how to provide helpful feedback to students in the midst of study that integrates subjects in the context of inquiry.
Prerequisite: Admission to Early Childhood/Elementary Preservice Intern Program.
Prerequisite: None.
Credit: 1 semester hour.

SCI 575* - Field Geology of Oregon for Teachers

Introductory field techniques for conducting geological inquiry. Introduces non-geologists to the nature of geological reasoning and also provides experienced earth science instructors with background about Oregon geology. Oregon's volcanic landforms and the fossil record of the John Day country in north central Oregon are featured. Participants reside at the study sites, experiencing an intense week of intellectual and physical activity. Immersion in geologic content knowledge happens on several levels: basic concepts, geology of Oregon, and approaches to solving field problems in geology. Students develop confidence in their capacity to solve geologic problems of the local landscape at a novice level. They also develop very basic skills in using maps, compasses, and GPS.
Prerequisite: None. Fee (see Guide to Registration).
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SCI 579 - Teaching Science to Adolescents

Teaching and learning science in middle-level and high school classrooms. Emphasizes the design of investigations, safety, and the role of laboratory technologies in science teaching. Includes planning, organization, and assessment of science teaching and learning. Pays attention to differentiation of instruction for various purposes and student needs, articulation of objectives and linking them to teaching and assessment and teaching. Introduces students to the importance of science as the work of a particular cultural community with shared values and linguistic norms while examining research about the challenge to students may face in making a "cultural border crossing" into science. Materials draw upon research from the history and philosophy of science as well as research about the psychology of learning science, with particular attention to the "human constructivist" views of Novak, Mintzes, and Wandersee as well as Driver, Posner, Aikenhead and other leaders in science education research. Participants complete an interview assessment of student prior knowledge and write the teaching plan for their first required Inquiry/Work Sample, being careful to include in this plan reflection on research previously conducted on the learning of concepts that are central to the Work Sample unit.
Prerequisite: Admission to Early Childhood/Elementary Preservice Intern Program or consent of instructor.
Credit: 2 semester hours.

SCI 580* - Science and Children

Investigations with everyday materials and common creatures that will enrich teaching and learning in the primary through intermediate elementary years. Participants examine their own, as well as children's, intuitive science notions. Fosters confidence in teaching hands-on science by attending to teacher understanding of background knowledge; individually and culturally responsive approaches to teaching, assessment, and technology; and safe, successful use of classroom science equipment.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SCI 595* - Physical Science

Imaginative inquiry in physics and chemistry with careful attention to laboratory safety and intriguing connections among everyday experiences. Topics may include stability and equilibrium, force and balance, sound and vibration, light and shadow, simple electrical circuits, corrosion, chemical and physical changes, acids and bases, and material properties. Provides guidance in preparing classroom science activities and emphasizes the joy of science. Consideration of teacher content knowledge, modeling of teaching approaches, and availability of educational resources fundamental to successful instruction in physical science.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SCI 596* - Earth/Space Science

Learning to investigate and appreciate landscape changes and celestial events that occur on scales beyond ordinary experience. Students join in evenings of sky-watching and journey for several days to Oregon's Blue Mountains where they continue night observations and engage in introductory geological fieldwork. Throughout the course they assemble a Visual Arts Portfolio containing sketches, digital photographs, and expressive, interpretive text. Underscores the value of multidisciplinary approaches to the study of science. Participants should expect rustic camping conditions and be prepared for physical activity during the field component of the course. Consideration of teacher content knowledge, modeling of teaching approaches, and availability of educational resources fundamental to successful instruction in earth and space science. Also listed as CORE 501.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SCI 597* - Life Science

Survey of diverse fields such as cell biology, ecology, and genetics, and inquiry activities appropriate for learning science in the school laboratory, with careful attention to health, safety, and ethics. Emphasis on exploration of life science concepts, teaching strategies, and innovative classroom practices. Consideration of teacher content knowledge, modeling of teaching approaches, and availability of educational resources fundamental to successful instruction in life science.
Prerequisite: None.
Credit: 2 semester hours, CR/NC.

* Open to those with Special Student status as space allows.

SCI 598* - Special Studies: New or Experimental Courses

* Open to those with Special Student status as space allows.

SCI 599 - Independent Study

Social Studies

SS 501* - Social Studies: Curriculum, Teaching, and Evaluation

Examination of two central questions: What relationships exist among social studies curriculum, instruction, and evaluation? How can we strengthen connections among curriculum, students' learning, and teaching methods? After historical overview of key issues in social studies as a field, students create a working definition of social studies and examine formal, informal, and hidden curriculum. Participants research their students' understanding of a key social studies concept and construct a formal curriculum unit to share with other teachers. Students learn to integrate fundamental and emergent components of disciplinary knowledge in ways that extend learners' experience and enhance their own and students' capacity to solve problems. Engages teachers in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts.
Prerequisite: None.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

SS 502* - Science, Technology, and Society

Same as SCI 510, CORE 518.

* Open to those with Special Student status as space allows.

SS 516* - 20th-Century U.S. History: Readings and Curriculum

For teachers of U.S. history, or for those who wish to renew previous acquaintance with focal events in 20th-century American history. Students consider changes in history as a discipline, the impact of micro or quantitative techniques, and how to help students see history as a claim about a record of events. Topics include U.S. reasons for entering World War I, changes in women's work wrought by World War II, the Cuban Missile Crisis, and desegregation and the civil rights movement. Students learn to integrate fundamental and emergent components of disciplinary knowledge in ways that extend learners' experience and enhance their own and students' capacity to solve problems. Engages preservice and inservice school personnel in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SS 531* - Multicultural Literature (Grades 5-12)

Same as LA 561.

* Open to those with Special Student status as space allows.

SS 543* - African-American Perspectives on History, Education, and Politics

Perspectives, perceptions, and attitudes of both Europeans and African-Americans and how those relate to the dilemmas faced by African-Americans in the United States. Educational, institutional, cultural, racial, and political events that have significantly affected the experience of African-Americans. Topics include African-American perspectives on racism, history, Afrocentrism, civil rights, media, and stereotypes; a global perspective on definitions of minorities and communities; recognition of diversity within the African-American community; culturally specific and culturally relevant curricula. Addresses issues of gender. Students learn to integrate fundamental and emergent components of disciplinary knowledge in ways that extend learners' experience and enhance their own and students' capacity to solve problems. Engages preservice and inservice school personnel in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SS 547* - Race, Culture, and Power

Analysis of race, culture, and power as distinct but intersecting social constructs. Participants scrutinize scientific, institutional, and systemic racism in today's U.S. society; the various forms, dynamics, and consequences of white privilege; formal and informal power in society; the power elite; the concentration and intersection of wealth, power, and privilege; the hierarchy of cultures; the ideology of Eurocentrism; the roles and manifestations of race, culture, and power in international affairs; centers and peripheries; and hegemony and counterhegemony. Also listed as ED 547, CORE 538.
Prerequisite: None.
Credit: 2-3 semester hours.

* Open to those with Special Student status as space allows.

SS 560* - Teaching Constitutional Issues

Issues in the field of constitutional law and practice and how to teach these issues in middle and high school. The course covers a definition of rights, the concept of constitutional law, and historical and contemporary issues. Topics include conflict resolution, comparison of the Oregon and U.S. bills of rights, First Amendment and due process, privacy, students' rights in public schools, and equal treatment and discrimination. Students practice the case method and the mock trial as teaching methods. Students learn to integrate fundamental and emergent components of disciplinary knowledge in ways that extend learners' experience and enhance their own and students' capacity to solve problems. Engages preservice and inservice school personnel in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts. Recommended for teachers at all levels.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SS 575* - Seminar in Moral Development, Ethics, and Imagination

Exploration of how children and adolescents develop ethical judgment, imagination, and a sense of justice and compassion. Questions covered include the following: How do children and adolescents make sense of the worlds they live in from a moral and philosophical perspective? What are some important ways adults can contribute to the social and moral development of young people through personally and culturally responsive teaching, counseling, leading, and mentoring? Are there both shared and distinctive moral values across cultures? Memoir, literary narratives, poetry, environmental studies, music, film, reflective journal writing, and case studies from participants' experience with youth in many contexts will guide our explorations. Engages preservice and inservice school personnel in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts. Also listed as ED 575, LA 575, CORE 537.
Prerequisite: None.
Credit: 2-3 semester hours.

* Open to those with Special Student status as space allows.

SS 578 - Inquiry/Teaching/Assessment: A Social and Cultural Framework

Understanding and applying inquiry and assessment within a social and cultural framework that leads to thematic curriculum development for pre-K through middle school. Participants explore children's intuitive notions and reasoning about social, cultural, and geographic worlds from developmental, social, historical, and cultural perspectives. Topics include intercultural communication and the traditions and contributions of various groups to American culture, diversity, democracy, and civic life, with special focus on Oregon and the Northwest. Students are guided in teaching and assessment practices that draw from children's questions and interests.
Prerequisite: Admission to Early Childhood/Elementary Preservice Intern Program.
Credit: 3 semester hours.

SS 579 - Teaching Social Studies to Adolescents

Developing a conceptual framework for teaching social studies in a democratic society. Focuses on different ways of organizing instruction and assessing learning in secondary and middle school content areas. Students examine historical and contemporary issues in teaching social studies including terminology, philosophy, content, and method. Includes planning, organization, and assessment in subject areas. Pays attention to differentiation of instruction for various purposes and student needs, articulation of objectives and linking them to teaching and assessment and teaching. Students learn to integrate fundamental and emergent components of disciplinary knowledge in ways that extend learners' experience and enhance their own and students' capacity to solve problems. Engages preservice and inservice school personnel in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts. Students also learn to assess, document, and advocate for the successful learning of all students and school stakeholders. Participants write the teaching plan for their first required Inquiry/Work Sample.
Prerequisite: Middle-Level/High School Preservice Intern Program or consent of instructor.
Credit: 4 semester hours.

SS 580* - Global Inequality

Examination of inequities both in the United States and among nations. Addresses persistent and increasing socioeconomic and political inequities between races, classes, and sexes within the United States; the concentration of wealth, power, resources, and privileges in society; and the cult of consumerism and the eclipse of civil society and democracy. Considers injustices between countries: north-south, center-periphery, and "developed" and "undeveloped." Offers a critique of globalization, the WTO, the IMF, the World Bank, and transitional corporations. Examines assaults on commons and the cost and consequences of inequality.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SS 585* - The Middle East in Crisis

Overview of the Middle East in an international context. Considers the legacy of colonialism and the impact of the new imperialism; socioeconomic, political, and cultural dynamics within the region; the Israeli-Palestinian conflict; the role of energy resources; and the clash of paradigms. Covers the U.S. invasion of Iraq and Afghanistan as well as U.S. hegemony and counter-hegemonic resistance to it. Considers the region as a focal point for inter-capitalist rivalries.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SS 591* - Envisioning a Sustainable Society

Consideration of cultural changes needed in response to the environmental crisis. Explores how modern industrial societies are premised on uninhibited growth, the planetary limits that challenge this possibility, the implications of a fundamental shift in our material conditions, and what it all may mean for those who work in public institutions. Students learn to integrate fundamental and emergent components of disciplinary knowledge in ways that extend learners' experience and enhance their own and students' capacity to solve problems. Engages pre- and inservice school personnel in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts. Also listed as LA 591, CORE 540.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SS 592* - Integrating Economics Into U.S. History

Models of economic thought--including classical economists, Marxists, and modern Keynesians--and their relation to topics addressed in U.S. history, government, and current events or contemporary issues courses. How and why have structural economic changes influenced society, politics, and culture in teachers' own areas of interest? Topics include the impact of Adam Smith on early American political thought, the role of market forces in 19th-century labor and Populist political issues, mass production and mass consumption, the relevance of Keynes's ideas to the Great Depression and the New Deal, and economic origins of American foreign policy. Students learn to integrate fundamental and emergent components of disciplinary knowledge in ways that extend learners' experience and enhance their own and students' capacity to solve problems. Engages pre- and inservice school personnel in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts.
Prerequisite: None, but previous coursework in micro- or macroeconomics helpful.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SS 598* - Special Studies: New or Experimental Courses

* Open to those with Special Student status as space allows.

SS 599 - Independent Study

Drama

THED 515 - Drama for Learning and Social Action

Interactive exploration that prepares K-8 teachers for using drama to engage students in learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts. Through workshops, participants experience drama as an art form; as a medium for language and literacy development and inquiry-centered, multidisciplinary content learning; and as a powerful mode for meaning making. Through discussion and presentation, students explore historical and current perspectives on educational drama and its potential to support creative, cognitive, physical, emotional, and social development for all children. Reflects a pluralistic drama education perspective that prompts children to engage issues of diversity, examine how cultural knowledge is constructed, critique the dominant culture, and confront questions of social justice. Also listed as LA 515, CORE 542.
Prerequisite: None.
Credit: 2 semester hours.

THED 544 - Practicum in Drama

Using plans generated as part of their earlier studies, participants work in their own school settings during the year following their coursework. May be completed in one semester or may span an entire school year. Participants will keep a log of activities related to the practicum as well as a portfolio of evidence, including a videotape recording at least one example of their students' drama learning and performance.
Prerequisite: None.
Credit: 2 semester hours.

THED 648 - Devising Performance and Facilitating Inquiry

Interactive exploration of performance that prepares theatre artists, educators, community workers, and other professionals to begin using drama in their work with groups. Through workshops, readings, and discussion, participants experience theatre as an art form, and as a tool for learning and for addressing social justice issues. The course reflects a pluralistic theatre and education perspective that prompts engagement with issues of diversity, examines how cultural knowledge is constructed, critiques the dominant culture, and confronts questions of equity and social justice.
Prerequisite: None.
Credit: 2 semester hours.

THED 648 - Script Analysis: From Page to Stage

To translate a playwright's ideas into physical design, a theatre craftsperson has to develop the ability to communicate information using conceptual means. Script analysis provides the language that allows us to transform concepts and ideas into reality. Once proficient in that language, we can use technical drawing, sketching, and model making to apply symbolic representations that establish a visual link between a creative idea and its working reality.
Prerequisite: None.
Credit: 1 semester hour.

THED 648 - Lighting: Painting with Life

Theatrical stage lighting technology. Students gain an understanding of the physical properties of light and the technology used to light the stage. Topics include lamps, lighting instruments, control systems, color, optics electricity, the physics of light, and the technical considerations involved in lighting the stage. The course's primary goal is to help students learn not just specific facts about equipment and technology, but to understand the art and science of lighting, as well as the history and logic of why things do what they do.
Prerequisite: None.
Credit: 1 semester hour.

THED 648 - Sound Design: Adding Emotional Depth

Theatrical stage sound technology. Students gain an understanding of the physical properties of sound and the technology used to bring sound to the stage. Topics include sound effects, soundscapes, sound scores, control systems, electricity, the physics of sound, and the technical considerations involved in creating sound for the stage. The course's primary goal is to help students learn not just specific facts about equipment and technology, but to understand the art and science of sound for the theatre, and well as the history and logic of why things do what they do.
Prerequisite: None.
Credit: 1 semester hour.

Catalog 2005-2006Graduate School of Education and Counseling

Information found in this online edition of the 2005-06 Catalog is unofficial and for informational purposes only. The official document of record is the printed edition of the 2005-06 Catalog. For more information, please contact the Dean of the Graduate School.

Please Note:

This is the 2005-2006 catalog. It is now out of date, and included here only for archival purposes. Please use the current edition. Thank you.

Teacher Education

Who We Are: Statement of the Teacher Education Faculty

Preservice Options: Master of Arts in Teaching/Fifth-Year Licensure Intern Program

Early Childhood/Elementary Authorizations

Middle-Level/High School Authorizations

Music Endorsement

Testing Required for Program Completion

Scholarships

Inservice Options: Master of Arts in Teaching and Master of Education

Master of Arts in Teaching and Oregon Standard Secondary Licensure

Master of Arts in Teaching and Oregon Standard Licensure: Music

Courses for Nondegree Music Students

Master of Arts in Teaching: Liberal Studies

Summer Studies M.A.T. Program

Joint Program: Master of Arts in Teaching and Educational Administration

Master of Education and Special Educator Endorsement

Licensure and Endorsement for Inservice Teachers

Continuing Teaching License

Drama Endorsement Program

ESOL/Bilingual Education Endorsement Program

Language and Literacy: Reading Endorsement Program

Mathematics Endorsement Program

Special Educator Endorsement Program

Summer Studies Endorsement Programs: ESOL/Bilingual Education and Language and Literacy: Reading

ESOL/Bilingual Education Endorsement Program (15 semester hours)

Language and Literacy: Reading Endorsement Program (14-15 semester hours)

The Courage to Teach Program for Inservice Teachers

Minimum Degree Requirements and Waivers

Application for Degree Candidacy

Academic Advising

Financial Aid

Office and Hours

Licensure

Core Program

Faculty

Curriculum: Education Courses

Education

ED 500* - Educational Research

ED 501* - Constructive Assessment in the Classroom

ED 504* - Classroom Management for the Inclusive Classroom

ED 505* - Teaching and Learning in Elementary and Middle Schools

ED 507* - Teaching and Learning in Middle and Secondary Schools

ED 509 - M.A.T. Project Seminar

ED 510 - Literacy Connections Practicum: Culturally Responsive Teaching

ED 512 - Real-World Problem Solving Practicum

ED 513A - Early Childhood Practicum

ED 513B - Elementary Practicum

ED 514 - Intern Practicum I (Early Childhood or Elementary)

ED 515 - Intern Practicum II (Early Childhood or Elementary)

ED 516 - Essential Readings About School Reform

ED 520A/620A - Professional Portfolio I

ED 520B/620B - Professional Portfolio II

ED 521A/621A - Inquiry Into Practice I

ED 521B/621B - Inquiry Into Practice II

ED 521C/621C - Inquiry Into Practice III

ED 523 - Teaching and Assessment

ED 525 - Professional Development for Instructional Leaders

ED 527 - Small Schools in Theory and Practice

ED 529* - Language Acquisition and Development

ED 532/625* - Assessing Reading Strategies: Practicum

ED 534* - Reading Comprehension: Theory and Practical Application

ED 540/609 - Teaching Linguistically and Culturally Diverse Students

ED 543* - Legal Rights and Responsibilities

ED 544/644* - Practicum

ED 547* - Race, Culture, and Power

ED 548* - Classroom Assessment: Work Sample

ED 550 - Social, Historical, and Ethical Perspectives on Education

ED 551 - Literacy, Culture, and Learning

ED 552 - Adolescent Development, Learning, and Exceptionality

ED 553 - Classroom Teaching and Learning I

ED 554 - Classroom Teaching and Learning II

ED 555 - Experience and Meaning

ED 556* - The Work of Paulo Freire

ED 559 - Math for Early Childhood

ED 560 - Technology and Curriculum

ED 561 - Child Development, Learning, and Exceptionality

Catalog 2005-2006
Graduate School of Education and Counseling