200
This course explores the best practices in teaching English as a Foreign Language (EFL) from theory to practical application. It is open to education majors and students from all fields who wish to engage in micro-teaching in an immersive English classroom setting for youth aged between 14-18. The course also focuses on instructional principles, successful team-teaching protocols and procedures, and various assessment methods used to measure student progress. Furthermore, students will reflect on their perceptions and cultural competencies in an Austrian ethnocultural school community through discussion and written reflections.
Is a field-based experience for students to begin to address the competencies of the specific licensure area sought (early childhood, adolescent to young adult, or mild/moderate intervention specialist and multi-age license). It is an in-depth continuation of Early Experience I. Candidates are provided with the opportunity to study and become directly involved with curriculum materials and technology, diagnostic and prescriptive procedures, and methods of instruction that are developmentally appropriate for the licensure area sought, and to ensure increased proficiency in teaching responsibilities as outlined by the specific ODE curriculum models. Candidates will be evaluated based upon successful competency completion within the licensure area being sought, i.e., unit preparation and implementation. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required. Candidate Dispositions are assessed. (60 hours in the classroom). Candidates responsible for transportation.
This two-credit course centered on video modules enables education majors to better prepare themselves for the challenges of becoming a future educator. Each week, students will complete activities based on videos and instructional tutorials presented by education department faculty. The weekly modules focus on topics that include, but are not limited to, early field experiences, mission outreach, the Danielson Framework, professional e-portfolios, the edTPA assessment, child protection, career services, substance addiction, the diverse learner, and APA writing. Each module was selected based on areas of need for future educators. This course provides future educators with valuable resources and insight into the teaching profession.
The 50-hour service and professional development learning projects are designed to encourage pre-service educators to engage in rich and varied experiences of working with children and youth in educational and community settings that may include cultural, linguistic, socio-economic, and individual diversity. The pre-service educator can select from a broad and varied menu of activities to fulfill the 50-hour service and professional development requirement. Hours will be accumulated as fulfilling requirements of specific courses; however, the majority of hours will be awarded in fulfillment of self-selected community, school, and university service to others and professional development opportunities. In addition, the student can select a variety of ways to creatively document and verify the experience or to engage in additional research. The learning projects are designed to document the student's experience over a 4-year period of time. The awarding of 1-hour credit will occur upon the successful completion of experiences, documentation, and required assignments.
Provides a developmental approach grounded in theory for orienting pre-service teachers to understanding and appreciating the relationship between learning, play, creativity, and development. This course emphasizes planning and implementing developmentally appropriate creative learning experiences that nurture curiosity, discovery, collaboration, and critical thinking as well as the academic disciplines. Active participation in community programs provides pre-service teachers with valuable experience in creative and arts-based teaching/ learning while building reciprocal community relationships.
Notes
Additional course fee.
Includes an overview of the place of public and Catholic education in society, the theoretical foundations of an educator’s educational philosophy, the current landscape of concerns and challenges of modern education in varied school environments, school organization, administration, and curriculum. The course will examine the influence of diversity, social issues, and comparative and global education. The course examines school law. Candidates view the role of the Catholic school educator and are introduced to the vision, mission, and goals of the Education Department and how these collectively foster an integrated education.