Catalog 2009-2010
Lewis & Clark
Graduate School of Education and Counseling
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Early Childhood/Elementary Authorizations
Lewis & Clark offers a full-time, 13- to 14-month program for beginning educators in early childhood/elementary education. There are two areas of emphasis for beginning teachers, each organized around a year of supervised teaching in a Portland-area school, combined with coursework on campus and additional practicum experiences. The Early Childhood/Elementary Program prepares students for an Initial I Teaching License to teach children in prekindergarten through grade 8 in multiple subjects. School placements provide a complete year of experience with children from diverse backgrounds.
M.A.T. Degree Requirements
A minimum of 40 semester hours, including all requirements for licensure listed below:
Licensure Course Requirements First Summer
ED 550 Social, Historical, and Ethical Perspectives on Education, 2 semester hours
ED 559 Math for Early Childhood, 1 semester hour
ED 561 Child Development, Learning, and Exceptionality, 2 semester hours
ED 568 The Arts, Culture, and Creativity, 2 semester hours
ED 569 Health and Physical Education, 1 semester hour
SCI 555 Field Natural History, 1 semester hour
SCI 580 Science and Children, 2 semester hours
Fall Semester
ED 510 Literacy Connections Practicum, 1 semester hour
or ED 512 Real-World Problem Solving Practicum, 1 semester hour
or ED 519 Math Connections 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
ESOL 535A English Language Learners: Theory, 1 semester hour
SPED 524 Special Education for the General Education Teacher, 1 semester hour
SS 578 Inquiry/Teaching/Assessment: A Social Justice and Cultural Framework, 2 semester hours
Spring Semester
ED 515 Intern Practicum II (Early Childhood or Elementary), 7 semester hours
ED 549 Math for Intermediate Grades, 1 semester hour
ED 563 Classroom Management and Inclusion, 2 semester hours
ED 566 Reading II: Literacy Development, K-8, 3 semester hours
ESOL 535B English Language Learners: Theory in Practice, 1 semester hour
Second Summer
ED 523 Teaching and Assessment, 1 semester hour
Students continue school placement for 4 1/2 days per week until the end of the K-12 school calendar year in June. Students may apply for their teaching license upon completion of these courses. The second summer of the program is often when students complete their graduate Core requirements (see below).
Graduate Core Requirement
A minimum of 2 semester hours and one Core convocation
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 a preservice program.
Credit: 2 semester hours, CR/NC.
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 Program.
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. 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, , and exceptionality, as well as the influences of social, cultural, linguistic, familial, and institutional factors on children's development and learning.
Prerequisite: Admission to Early Childhood/Elementary Program or consent of instructor.
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 the arts in human lives and cultures. Also listed as CORE 501.
Prerequisite: None.
Credit: 2 semester hours, CR/NC.
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 Program.
Credit: 1 semester hour, CR/NC.
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 Program.
Credit: 1 semester hour, CR/NC.
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. Children's literature will be integrated as it pertains to the content of this course.
Prerequisite: None.
Credit: 2 semester hours, CR/NC.
ED 510 - Literacy Connections Practicum: Culturally Responsive Teaching
This class is held on-site at an elementary school that has exemplary literacy instruction that closely matches the theoretical framework and best-practice theory taught at Lewis & Clark. Students have an opportunity to observe master literacy teachers, work with children one-on-one, and discuss their observations. This is a class that provides preservice teachers a chance to see theory in practice as well as excellent classroom environments and classroom community examples.
Prerequisite: Admission to Early Childhood/Elementary Program.
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 Program.
Credit: 1 semester hour.
ED 519 - Math Connections Practicum
Investigate the development of mathematical concepts among elementary school children by working in a local school with individual students. Candidates will be involved in assessing student understanding and creating appropriate student tasks based on those assessments. Includes a seminar examining topics including mathematical development, student learning, and cultural roles in mathematics.
Prerequisite: Admission to Early Childhood/Elementary Program.
Credit: 1 semester hour.
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 Program.
Credit: 2 semester hours, CR/NC.
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 assessments 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. Children's literature will be integrated as it pertains to the content of this course.
Prerequisite: Admission to Early Childhood/Elementary 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. Children's literature will be integrated as it pertains to the content of this course.
Prerequisite: Admission to Early Childhood/Elementary Program.
Credit: 2 semester hours.
ESOL 535A - English Language Learners: Theory
This course is designed to prepare preservice teachers for meeting the linguistic and academic needs of ELLs (English Language Learners). Course will provide an overview of language acquisition theory and program components. Teachers will also identify resources (personnel and materials) to effectively serve linguistically diverse populations.
Prerequisite: None.
Credit: 1 semester hour.
SPED 524 - Special Education for the General Education Teacher
Inclusion of special education students in general education classrooms for a significant portion of the school day is a common enough practice to be considered a national trent. Special education students can bring challenges to the classroom teacher in all areas of educational practice, perhaps most specifically in instruction and management. This course will focus on the policy and procedures that govern special education and the adaptations in classroom practice necessary to ensure their success.
Prerequisite:ED 561, ED 514, ED 515
Credit: 1 semester hour, CR/NC
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. Children's literature will be integrated as it pertains to the content of this course.
Prerequisite: Admission to Early Childhood/Elementary Preservice Program.
Credit: 2 semester hours.
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 Program.
Credit: 7 semester hours, CR/NC.
ED 549 - Math for Intermediate Grades
Development of algebraic thinking, quantitative reasoning, and computational skills in learning problem-solving strategies. Student acquire competence in using culturally responsive and individually appropriate instructional materials for teaching mathematics to children in grades 3 through 8.
Prerequisite: Admission to Early Childhood/Elementary Program or consent of instructor.
Credit: 1 semester hour.
ED 563 - Classroom Management and Inclusion
Placing classroom management in perspective, understanding students' personal and academic needs, creating positive teacher-student and peer relationships, and 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 the 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 a preservice program.
Credit: 2 semester hours.
ED 566 - Reading II: Literacy Development, K–Grade 8
Continuation of ED 565. 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 Program.
Credit: 3 semester hours.
ESOL 535B - English Language Learners: Theory in Practice
This course is designed to prepare preservice teachers for meeting the linguistic and academic needs of ELLs (English Language Learners). Students will learn how to identify and use appropriate second-language assessment tools, create language and content objectives, and design lessons that target various levels of language proficiency. Teachers will also identify resources (personnel and materials) to effectively serve linguistically diverse populations.
Prerequisite: None.
Credit: 1 semester hour.
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 Program.
Credit: 1 semester hour.