Catalog 2009-2010
Lewis & Clark
Graduate School of Education and Counseling
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Middle-Level/High School Authorizations
Lewis & Clark offers a full-time, 13- to 14-month program for beginning educators in middle and high school (grades 5-12) in subject areas including mathematics, biology, chemistry, physics, integrated science, social studies, or English language arts. Specialty-area endorsements also may be offered in art and music. The Middle-Level/High School Program prepares candidates for an Initial I Teaching License to teach specific and mulitiple subjects in grades 5-9 (in elementary, middle, and junior high schools) and specific subject-areas in grades 9-12 (in high schools).
The M.A.T. degree in middle and high school education includes studies in education, adolescent development and learning, and subject-areas, as well as practicum and supervised teaching experiences and the interdisciplinary graduate Core program. The supervised teaching 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 practices, 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. candidates begin coursework in mid-June of each year and continue through the following summer. The program includes a full school year of classroom experience with an outstanding mentor in a local school and the opportunity for a practicum at the other licensure level (i.e., if a candidate is placed in a middle school internship, the practicum will be at the high school level).
The program begins with an orientation in mid-June. Candidates then take a week-long writing course, followed by courses in education and their subject areas. After a short break, candidates are expected to begin work with their mentors the week before the opening of school in the fall (typically the week before Labor Day). During the fall semester, candidates examine subject matter and educational theory and research, as well as reflect on their professional identity, while spending time in their classroom observing and tutoring students, assisting the mentor teacher, and planning and teaching some lessons. Candidates take on the teaching of one class period in December. In the spring semester, candidates continue to teach the one class they took on in December and continue their coursework on campus, with an emphasis on curriculum, inquiry, and classroom management as well as a seminar to support their teaching and job search. After spring break, candidates take on "full-time" teaching, which continues until the end of the public school year. The second summer includes additional coursework in education, disciplinary knowledge, and the CORE program. Candidates may be eligible for licensure at the end of 12 months, leaving the second summer session for completion of master's degree requirements.
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 552 Adolescent Development, Learning, and Exceptionality (includes practicum), 2 semester hours
LA 531 Writing and the Writing Process, 2 semester hours
Fall Semester
ED 551 Literacy, Culture, and Learning, 3 semester hours
ED 553 Classroom Teaching and Learning I, 4 semester hours
[Subject Area] 579 Teaching to Adolescents, 2-4 semester hours (courses typically listed as LA 579, SS 579, ART 579, MATH 579, SCI 579, MUE 579)
Spring Semester
ED 554 Classroom Teaching and Learning II (supervised teaching with weekly seminar), 8 semester hours
ED 563 Classroom Management and Inclusion, 2 semester hours
ED 564 Curriculum and Inquiry, 3 semester hours
Second Summer
ESOL 535 English Language Learners: Theory and Practice, 2 semester hours
Subject-area elective, 2-4 semester hours
Subject-Area Electives
A minimum of 6 semester hours and three courses in subject-area electives (may be completed in first or second summer).
Graduate Core Requirement
A minimum of 2 semester hours (may be completed in the fall, spring, or second summer semster) 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 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, and 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 young people thrive. Examines strategies for engaging students in learning experiences responsive to development levels and cultural contexts.
Prerequisite: Admission to Middle-Level/High School Program or consent of instructor.
Credit: 2 semester hours, CR/NC.
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 Program.
Prerequisite: None.
Credit: 2 semester hours, CR/NC.
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 for, 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 Program.
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 Program.
Credit: 4 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: Current enrollment in Middle-Level/High School Preservice Program internship.
Credit: 8 semester hours, CR/NC.
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 564 - Curriculum and Inquiry
Organizing appropriate curricular 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 Program or consent of instructor.
Credit: 3 semester hours.
ESOL 535 - English Language Learners: Theory and Practice
This course is designed to prepare preservice teachers for meeting the linguistic and academic needs of ELLs (English Language Learners) by providing an overview of language acquisition theory and program components. 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: Enrollment in the final term of a preservice program.
Credit: 2 semester hours.
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 Program or consent of instructor.
Credit: 4 semester hours.
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: Admission to Middle-Level/High School Preservice Program or consent of instructor.
Credit: 4 semester hours.
MATH 579 - Teaching Mathematics to Adolescents
Teaching and learning mathematics in middle-level and secondary 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. 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 Program or consent of instructor.
Credit: 3-4 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 levels. 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 Program.
Credit: 4 semester hours.
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. 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 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 students' 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 Middle-Level/High School Preservice Program or consent of instructor.
Credit: 4 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 and articulation of objectives, linking them to teaching and assessment. Students learn to integrate fundamental and emergent components of disciplinary knowledge in ways that extend learners' experiences and enhance their own and students' capacities 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: Admission to Middle-Level/High School Preservice Program or consent of instructor.
Credit: 4 semester hours.