Early Childhood Education | Middle Level Education | Secondary Education | Course Descriptions
Chair: Dr. Charlene Crocker (936) 294-1136
Assistant Chair: Dr .William Edgington (936) 294-1213
Faculty: William Edgington, Bobby Ezell, Andrea Foster, Daphne Johnson, Kimberly LaPrairie, Joan Maier, Rebecca Ortiz, Marilyn Rice, Sam Sullivan,Sylvia Taube, Patricia Williams
Coordinators:
Academic Studies/Interdisciplinary Studies: Dr. Rebecca Ortiz (936) 294-1128
Secondary Education: Dr. Daphne Johnson (936) 294-3875
Graduate Program: Dr. Marilyn Rice (936) 294-1133
Required Field Experiences
Candidates for any teaching certificate participate in field experiences in the public schools. Requirements for these activities vary by course and are coordinated by the Field Experience office.
Admission to the Educator Preparation Program
Students seeking initial Teacher Certification will apply for admission to the Educator Preparation Program in their first Education class. Subsequent program specific requirements are explained below.
Admission to the Methods Block
Candidates for certification at all levels including, EC-4, 4-8, EC-8, EC-12 and 8-12 must participate in a one-semester methods block which occurs prior to the student teaching semester. Students must apply to be accepted into the methods block specific to their major. The Department of Curriculum and Instruction determines the eligibility based on criteria, which includes admission to the Educator Preparation Program, course work completed, and dispositions. Students should consult their education advisor to determine the process for application and admission.
Admission to Student Teaching
Student teaching is intended to be the culminating experiences in a candidate’s preparation to become a teacher. The candidate should enroll in student teaching the final semester of their preparation program (see edu_ofe@shsu.edu for student teaching information). Candidates registered for nine hours during the student teaching semester are considered to be full-time students.
Internships in public schools are permitted only for candidates who already have a baccalaureate degree and are enrolled in the Post-baccalaureate Initial Certification Program. Post-baccalaureate students may elect to take the undergraduate student teaching as an option when they do not secure a teaching position which is required for the internship. Undergraduate teaching candidates can only participate in the student teaching block as the capstone of their professional program sequence.
Academic Studies/Interdisciplinary Studies Program Coordinator:
Dr. Rebecca Ortiz
The primary purpose of the Interdisciplinary Studies Program is to prepare candidates to become
exemplary teachers in elementary and middle schools. The Interdisciplinary Studies Program*
provides the course work necessary for candidates to receive certification for teaching grades EC-6 and 4-8.
Certification Areas
EC-6 Generalist
EC-6 Bilingual Generalist
EC-6 Generalist with EC-12 Special Education4-8 English-Language Arts-Reading/Social
Studies
4-8 Mathematics/Science
EED 233 Becoming a Teacher. This required course for those seeking EC-6 or 4-8 certification is an introduction to the concept of teaching as a professional career that makes a difference in the lives of children, youth and their families. The course engages the teacher candidates in the examination of social economics, language diversity, historical, political, curriculum, theoretical, and philosophical issues related to making a commitment to education. Ten (10) hours of field experience required in PreK-6 public schools. Prerequisite: Sophomore status. Credit 3
EED 323 Curriculum Middle Grades. This course will prepare teacher candidates to become successful in teaching in the middle grades 4-8 by using effective models of teaching and learning. Emphasis is placed on assessment strategies that help strengthen the link between the middle grades, curriculum and responsive instructional practices for meeting the needs of diverse adolescents. For those seeking EC-6 certification only. Prerequisite; Junior Standing and SPD 231. Concurrent enrollment with ECE 323 required. Credit 3.
EED 374 Human Growth and Learning. This course examines growth and learning in elementary environments. Major theories of the teaching-learning process are studied. Human development related to education is emphasized. Special attention is paid to the cultural milieu. Field experiences in public schools at appropriate levels included in this course (10 hours). Prerequisite: Junior status. Recommended taken concurrently with EED 385. Required for EC-6, 4-8 and EC-12 certification. Credit 3.
EED 385 Creating a Positive Learning Environment.
The purpose of this course is to provide the prospective elementary or middle school
teacher with the experiences in classroom management and discipline theories appropriate
for the diverse population of students in the elementary or middle school.
Field experiences in public schools (10 hours) Prerequisite: Junior status, EED 374
or taken currently with EED 374. Recommended taken concurrently with EED 374.
Required for EC-6, 4-8, and EC-12 certification. Credit 3.
EED 416 Integrating Technology II.
The purpose of this course is to plan, organize, deliver, assess, and evaluate instruction
for diverse learners in a public school. Incorporating the effective use of technology
at each level of the instructional cycle. In addition, this course incorporates the
implementation of appropriate media for communication with and among colleagues,
mentors and students. Taken concurrently with EED 491, EED 492, and other courses
in the Student Teaching Semester. Prerequisites: Senior standing, EED 427, For
those seeking EC-6 or 4-8 certification only. Credit 1.
EED 417 Assessment. This course focuses on the study and application of assessment to ascertain the development of knowledge and skills of children in the classroom. Emphasis is placed on the integration of assessment with technology and complexities in working with ELL learners. This course is offered in conjunction with student teaching. Prerequisites: Senior standing and completion of the Methods Block coursework. For those seeking EC-6 certification only. Credit 1.
EED 427 Integrating Technology I.
This course will apply technology and computers to support instruction in various
content areas in the EC-6 and 4-8 levels. The course will explore, evaluate, and
utilize computer/technology resources to design and deliver instruction as well as
to assess student learning. Field experience 20 hours. Taken concurrently with the
Interdisciplinary Studies Methods Block for EC-6 and 4-8 certifications. Prerequisite:
Senior standing, EED 374 and EED 385. Credit 2
EED 434 Mathematics in the Elementary School. This course emphasizes making mathematics meaningful to children. Students are to make lesson plans of acceptable quality, to produce practical teaching aids, and to be able to integrate mathematics with other areas of learning. Experience is provided in the selection and evaluation of teaching methods unit and lesson planning, use of curriculum and audio visual materials and the preparation of instructional materials appropriate for social studies content and skills at different elementary and middle school grade levels. Students observe and teach math lessons in an elementary or middle school classroom during the10 days of field experience. Prerequisites: EED 374 and EED 385; Senior status; Admission to Educator Preparation Program and Departmental Approval. Field experiences 30 hours in PK-8 public schools. This course is taken in block with the Interdisciplinary Studies Methods Block for EC-64-8 Math, and 4-8 Math Science Certifications. Credit 3.
EED 435 Science in the Elementary School. This course is concerned with the scope and sequence of the science curriculum for elementary and middle school children. In this course, experience is provided in the selection and evaluation of teaching methods unit and lesson planning, use of curriculum and audio visual materials and the preparation of instructional materials appropriate for science content and skills at different elementary and middle school grade levels. Students are given experience in lesson planning, in organizing units of instruction, in the use of instructional materials, and in laboratory methods appropriate to elementary or middle school classrooms. Students observe and teach science lessons in an elementary or middle school classroom during the 10 days of field experience. Prerequisites: Senior status; EED 374 and EED 385; Admission to Educator Preparation Program and Departmental approval. This course is taken with the Interdisciplinary Studies Methods block for EC-6; 4-8 Science and 4-8 Math/Science certifications. Credit 3.
EED 436 Social Studies in the Elementary School. In this course experience is provided in the selection and evaluation of teaching methods, unit and lesson planning, use of curriculum and audio-visual materials, and the preparation of instructional materials appropriate for social studies content and skills at different elementary and middle school grade levels. Students are expected to pass a social studies proficiency test to receive credit for this course. Emphasis is placed on the unit approach to teaching social studies. Students observe and teach social studies lessons in an elementary or middle school classroom during the 120 hours of field experience. Prerequisites: EED 374 and EED 385; Senior status, Admission to Educator Preparation Program and Departmental approval. This course is taken with the Interdisciplinary Studies Methods Block for EC-6 and 4-8 ELAR/Social Studies Certifications. Credit 3.
EED 475 Problems. Designed to permit individual students to study specific areas of interest and need. Prerequisite: Departmental Approval. Credit 3.
EED 476 Developing a Professional Teacher Portfolio. The purpose of this course is to provide the prospective elementary or middle school teacher the opportunity to organize artifacts on the development, exploration, integration, application, and teaching of content knowledge, pedagogical knowledge and skill development in the development of a professional teacher portfolio. Prerequisite: Concurrent enrollment in student teaching and Departmental Approval. Credit: 3.
EED 491 Student Teaching in the Elementary School. The student is assigned to student teach in an elementary or middle school classroom for a placement of approximately six to seven weeks. This time is divided among observation, participation, teaching and conference activities. The candidate will create a Teacher Work Sample during this placement, a project that demonstrates mastery of the components that produce effective instruction that results in effective student learning. Successful completion of the Teacher Work Sample is required for program completion. Must be taken with EED 492, BSL 488, SPD 484, or SED 497 and other courses in the student teaching semester. The candidate is assigned two placements that span the certification grades. As an example, an EC-6 student will have one placement in a lower grade such as 1st grade and the second placement in a higher level such as 5th grade. Prerequisite: Senior status and admission to Student Teaching. Credit 3.
EED 492 Student Teaching in the Elementary School. Substitutions in specialized program areas include BSL 488, SPD 484, or SED 497. The student is assigned to student teach in an elementary or middle school classroom for a placement of approximately six to seven weeks. Must be taken with EED 491. Prerequisite: Senior status and admission to Student Teaching. Credit 3.
MLE 375 The Middle Level Child. This course focuses on effective programs and practices at middle-level schools. Emphasis is placed on a historical perspective and philosophy, components of highly successful programs, and current trends and issues in middlelevel education. 10 hours of field experiences in public schools at appropriate levels included in this course. Prerequisite: Junior Standing. Co-Requisite: MLE 376. Credit 3.
MLE 376 Curriculum for Middle Level Education. This course will prepare teacher candidates to become successful in teaching in the middle grades by using effective models of teaching and learning. Emphasis is placed on assessment strategies that help strengthen the link between the middle school curriculum and responsive instructional practices for meeting the needs of diverse adolescents. 10 hours of field experiences in public schools at appropriate levels included in this course. Prerequisite: Junior Standing. Co-Requisite: MLE 375. Credit 3.
MLE 437 Integrating Literacy and Social Studies. This course focuses on the study of methods used in the teaching of middle level language arts and social studies. Emphasis is placed on basic models, strategies, and skills necessary for teaching language arts and social studies in an integrated curriculum, and the application in middle-level grades. This course is offered in conjunction with EED 491, EED 492 and other courses in the student teaching semester. Prerequisite: Senior status and completion of the Interdisciplinary Studies Methods block coursework. For those seeking 4-8 certification in English Language Arts and Reading / Social Studies. Credit 3.
MLE 438 Integrating Math and Science. This course focuses on the integration of mathematics and science content and pedagogy for middle grades 4-8. Emphasis is placed on a historical perspective and philosophy of mathematics and science integration, problem-based approaches to teaching and learning science and mathematics, planning, teaching, and managing the integration of mathematics and science experiences for the middle school classroom. This course is offered in conjunction with EED 491, EED 492 other courses in the student teaching semester. Prerequisite: Senior status, and completion of the Interdisciplinary Studies Methods block coursework. For those seeking certification in 4-8 Math and 4-8 Math/Science. Credit 3.
Secondary Education Program Coordinator:
Dr. Daphne Johnson
The primary purpose of the Secondary Education Program is to prepare candidates to become exemplary teachers in secondary schools. The Secondary Education Program provides the coursework necessary for candidates to receive certification for teaching grades 8-12 as well as those seeking all-level certification for teaching grades EC-12.
Candidates for secondary level certification (8-12) and all level certification (EC-12) programs (except Special Education) must have an academic content major (e.g. English, Math, Social Studies, Art). Secondary Education is a minor, or a second minor, for students seeking certification for secondary teaching.
Candidates are encouraged to file their official degree plans as soon as they determine their major
field of study. Each candidate seeking secondary or all level certification is expected to consult with
an academic content advisor to file a Declaration of Major with SED (8-12) or ESD (EC-12) as the
minor. Secondary students seeking a teaching certificate are encouraged to visit the Department
of Curriculum and Instruction for advising related to the certification courses. Secondary education
candidates must apply for the Educator Preparation Program in the first education course.
A criminal history background check is conducted prior to field experience on any school campus.
This confidential background check is initiated upon application to the Educator Preparation
Program.
Each secondary education course will require field experience on a public school campus outside of scheduled class meeting times. Course instructors will provide pecific instructions for fieldbased activities, which range from focused observations to actual teaching.
Secondary Education Course Sequence is 24 semester credit hours
SED 374 (10 hours field experience)
Must be the first course in the program as it is a prerequisite for all other courses
SED 383 (10 hours of field experience)
SED 374 is a prerequisite, but SED 383 can be taken concurrently.
Both SED 374 and SED 383 are prerequisites for the Secondary Methods Block.
Methods Block 75 hours field experience
Candidates must apply for the Secondary Methods Block during the semester prior to taking the
courses. Criteria for admission to the Secondary Methods Block: Senior status; SED 374, SED
383, Admission and academic good standing in the Educator Preparation Program. The Methods Block involves 75 hours of field experience within public schools. Typically, there are two choices
of location. Courses are held in a school district classroom with field experience at that campus, or
they are held on the SHSU campus with field experience at nearby school sites.
The Secondary Methods Block is composed of three courses (nine hours) and 75 hours of
field experience.
SED 494 (30 hours field experience)
SED 464 (30 hours of field experience)
RDG 492 (15 hours of field experience)
Candidates must apply for student teaching during the methods block semester.
Student Teaching Block
****The secondary Student Teaching Semester is 9 hours, which is considered a FULL
LOAD.
SED 480
SED 496
SED 497
SED 374 Human Growth and Learning. This course examines growth and learning in primarily in secondary environments. Major theories of teaching-learning processes are studied. Human development related to education is emphasized. Special attention is paid to the cultural milieu. 10 hours of field experience in 8-12 public schools. It is recommended that the course is taken concurrently with SED 383. Prerequisite: Junior status. Credit 3
SED 383 Integrating Technology into the Classroom. This course is designed to provide teachers who seek certification at the secondary
level with an introductory overview of the teacher education program, with an introduction
into instructional issues and teaching models, and with an introduction into
how technology impacts education both in terms of increasing teacher productivity
and in terms of integrating technology into instruction. 10 hours of field experience in
8-12 public schools Recommend taking with SED 374, Prerequisite: SED 374 Junior
status. Credit 3
SED 464 Methods of Teaching in Secondary Schools. (A secondary block course)
This course focuses on developing strategies that are effective in secondary
schools. Candidates use the TEKS to develop objectives and plan effective instruction.
Candidates develop a preliminary Teacher Work Sample to demonstrate their
mastery of the components that produce effective instruction that results in effective
student learning. Field experience is 30 hours. Prerequisites: EED 373, SED 383,
admission to the Educator Preparation Program and Departmental approval. This
course is taken in block with RDG 492 and SED 494. Credit 3.
SED 475 Problems.
This course is designed to permit individual students to study specific areas of interest
and need. Prerequisite: Departmental approval. Credit 3.
SED 476 Developing a Professional Teacher Portfolio. The purpose of this course is to provide the prospective secondary teacher the opportunity to organize artifacts on the development, exploration, integration, application, and teaching of content knowledge, pedagogical knowledge and skill development in the development of a professional teacher portfolio. Prerequisite: Concurrent enrollment in student teaching and departmental approval. Credit: 3. SED 480 Responsibilities of the Professional Educator. This course is designed to assist future teachers in understanding the structure, organization, and management of public schools at the national, state, and local levels. Course content will include a study of the needs of the special learner and students from various cultures. This course is taken during the student teaching semester. Prerequisite: Admission to Student Teaching. Credit 3.
SED 480 Responsibilities of the Professional Educator. This course is designed to assist future teachers in understanding the structure, organization, and management of public schools at the national, state, and local levels. Course content will include a study of the needs of the special learner and students from various cultures. This course is taken during the student teaching semester. Prerequisite: Admission to Student Teaching. Credit 3.
SED 494 Classroom Management for Secondary Schools. (A secondary methods block course)
This course provides a survey of classroom management and discipline approaches
appropriate in a public school setting. Candidates will explore multiple components
that produce a well managed classroom. Candidates will create a classroom management
plan that will be a functional model for their classrooms. Prerequisites: EED
374 and EED 383; senior status; admission to Educator Preparation Program and
departmental approval. 30 hours of field experiences in 8-12 public schools. This
course is taken in block with RDG 492 and SED 464. Credit 3.
SED 496 Student Teaching in the Secondary Classroom. The student is assigned full-time student teaching responsibilities at the secondary level (Grades 8-12) for a placement of approximately six to seven weeks. This course must be taken with SED 497. The two courses represent two placements that span the grades for that certification. For example, a teacher candidate with an 8-12 certification would have one placement at the lower grade levels such as 8th grade and a second placement at a higher grade, for example the 11th grade. This time is divided among observation, participation, teaching and conference activities. The candidate will create a Teacher Work Sample during this placement, a project that demonstrate mastery of the components that produce effective instruction that results in effective student learning. Successful completion of the Teacher Work Sample is required for program completion. Prerequisite: Admission to Student Teaching Program. Credit 3.
SED 497 Student Teaching in the Secondary Classroom. The student is assigned full-time student teaching responsibilities at the secondary level (Grades 8-12) for a placement of approximately six to seven weeks. This course must be taken with SED 496 or EED 491. This time is divided among observation, participation, teaching and conference activities. Prerequisite: Admission to Student Teaching Program. Credit 3.