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the course of this program, you will pass through four stages of
professional development; each stage will move you out of your
"student's seat" and up to the front of the class!
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years one through three of the program, you will complete your General
Education course requirements as well as complete most of your related coursework. You will begin preparing your Inquiry and Analysis Portfolio
during your freshman year and complete it in your junior year. Be sure to save all
of your work from your History, Economics, Political Science, Geography, and
Social Science courses! During stage one, your main responsibility as learner
and future teacher is to begin accumulating the essential content and
pedagogical knowledge to teach Social
In years two and
three, you will begin the transition from college student to teacher/educator.
This is the time to learn about the psychological and cultural make-up of
adolescent students in middle and high school. During this time, you will focus
on questions, such as:
(a) Why do adolescent students feel, think, and behave
the way they do?;
(b) How do adolescent learners learn?;
(c) How does diversity
in terms of race, ethnicity, gender, socioeconomic status, and academic
strengths affect adolescents' motivation, learning, and behaviors?;
(d) How do
teachers effectively instruct, engage, and manage adolescents with diverse
backgrounds? How do you inspire adolescents to become engaged citizens?
this stage, you will begin observing and working in schools (practicums). Three
courses that you will take during this stage:
(1) EDUC413, (Adolescent
Development and Educational Psychology),
(2) EDUC419 (Diversity in Secondary
(3) HIST316 (Civic Engagement in America) include practicums in
You may also need to take
and pass the CORE (formerly Praxis I).
Please note: You may be exempt from taking
the Praxis CORE exam if you meet certain qualifications such as GPA
requirements or achieving a “college ready” score on tests that measure
reading, writing and math such as SAT or ACT. The Office of Clinical Studies provides more information.
*Note on education courses: you must complete
a PPD test and a Criminal Background check before you can take
EDUC419, EDUC413 and HIST491.
For clearance purposes, the most efficient
way to complete your education courses is to take EDUC419 and EDUC413
consecutively (fall-spring, or spring-fall) taking 419 first. EDUC414
does not have a practicum and can be taken at any time during your
sophomore or junior year.
will take EDUC420 (Reading in the Content Areas), HIST491 (Planning a
Course of Instruction) and HIST492 (Integrating Instructional Technology
into Social Studies teaching) during the Fall semester of your senior
year. HIST491 is your "Methods" course. In this course, you will begin
to put the pieces together from stages one and two. You will learn how
to create course materials and lesson plans that meet State and
National standards. You will develop effective teaching strategies that
reflect your acquired content knowledge plus your understanding of
adolescents and how they best learn. Through classroom observations,
you will also learn more about the learners and classes you will be
teaching during the Spring semester. You have now moved to the front of
During the Spring semester of your senior year, after you have completed all of your coursework and have passed your Praxis II exam,
you will spend fourteen weeks student teaching in a middle school or
high school classroom EDUC400 (Student Teaching: Social Studies) is
your 9-credit teaching practicum. You will work closely with your
cooperating teacher, your supervisor, and your Methods professor. At the
same time, we will prepare you in your student teaching seminar,
HIST493 (Problems in Teaching History and Social Studies), to seek out
and get that perfect teaching position---to get a job at last!
Teaching is a full-time job (plus!) that demands your full effort! Please avoid trying to hold part time jobs while student teaching. The more successful you are as a student teacher, the better your job prospects are for the future!
EDUC400 is a 9-credit student teaching experience, which requires 360 hours, with at least 180 hours of actual teaching time.
Observation time is that time when the student teacher is watching someone else do something. Teaching hours are defined as whenever the student teacher is working with or responsible for children. This includes hall duty, cafeteria duty, etc. Most student teachers end their experience with far more actual teaching hours than observation hours.
Student teachers are responsible for recording their time. A self-reporting log form is provided below for recording student teaching time. Student teachers should place the log where s/he will see them on a daily basis and remember to record his/her hours each day. Reconstructing hours, after the fact, is extremely difficult.
Area school districts require those working in their buildings to dress professionally. Review these common sense guidelines and make sure to review the dress code at your field placement site.
Schools reserve the right to ask candidates to remove jewelry (e.g., pierced body jewelry) or to leave the placement to change their inappropriate clothing.