WWF PROGRAM OF STUDY

Professional Sequence

Hours

INED 6410: Foundations and Historical Perspectives in Special Education – online/hybrid

1

INED 6411: A Strength-Based Perspectives of Students with Exceptionalities - online/hybrid

1

INED 6412: Effective Instruction of Students with Exceptionalities - online/hybrid

1

INED 6421: Linguistically Diverse Students as Learners – hybrid

1

INED 6422: Instruction for Linguistically Diverse Learners – hybrid

1

INED 6423: Assessing Linguistically Diverse Learners – hybrid

1

ITEC 6200: Digital-age Teaching and Learning

3

EDUC 6250: Learning about Learners

2

EDUC 6255: Teaching Learners

2

EDUC 6260: Learners in Context I

1

EDUC 6265: Learners in Context II

1

Teaching Sequence

Hours

BED/ CHED/ PHED/ EDMG/ MAED 6421: Pedagogical Content Knowledge For Biology/ Chemistry/ Physics / Middle Grades/ Mathematics (3 hours) I

2

BED/ CHED/ PHED/ EDMG/ MAED 6422: Pedagogical Content Knowledge For Biology/ Chemistry/ Physics / Middle Grades/ Mathematics (3 hours) II

2

BED/ CHED/ PHED/EDMG 6423: Pedagogical Content Knowledge For Biology/ Chemistry/ Physics/ Middle Grades III

2

BED/ CHED/ PHED/ EDMG/ MAED 6650: Yearlong Clinical Experience I

4

BED/ CHED/ PHED/ EDMG/ MAED 6660: Yearlong Clinical Experience II

5

Elective Sequence:

o Candidates with content gaps for SPA requirements will fulfill those gaps here (using SCI 7xxx, BIOL XXX, CHEM XXX, etc.).

o Content courses will be determined by the program coordinator.

o Those with all content areas filled can take a course of choice with advisement from faculty or begin endorsement/ certificate program

Hours

Content Elective as advised

3

Content Elective as advised

3

Total

36

The program is divided into three themes: Knowing the Learner, Teaching the Learners, and Assessing the Learner. These three themes are scaffolded throughout the program, providing candidates with knowledge that builds as they come teaching professionals.

Knowing the Learner – First Semester

Candidates begin the program by learning more about themselves and about the students they will teach. Students will explore how the following elements influence both teachers and learners: developmental, learning theory, motivation, assessment, family and community. Candidates will learn how these dimensions apply to their content area in the Pedagogical Content Knowledge (PCK) I course. The broad aim for Semester I is for candidates to draw on this knowledge to design developmentally appropriate instruction. In the first semester teacher candidates are also introduced to the history and laws which govern the education of students with exceptionalities. Emphasis is placed on the origin of the law, the responsibility of the Local Education Agency to abide by the law, the referral and identification process, and the support services offered to students and staff.

Furthermore, teacher candidates are introduced to first and second language acquisition, linguistic elements, and linguistically responsive pedagogy. In addition, students will begin to develop an understanding of these concepts as they relate to meeting the needs of English learners and recognizing the vast cultural resources that they bring to the content classroom in relation to the larger sociopolitical context. Lastly, teacher candidates learn to use technologies to promote student achievement of required content and technology standards through higher-level thinking, collaboration, problem-solving, and relevant, meaningful learning in their classrooms. Students will also explore digital equity, acceptable use, Internet safety, online learning, and other issues/trends relevant to technology in schools.

Secondary Biology, Chemistry, OR Physics

First Semester

Hours

BED/ CHED/ PHED 6421: Pedagogical Content Knowledge For Biology/ Chemistry/ Physics I

2

INED 6410: Foundations and Historical Perspectives in Special Education - hybrid

1

INED 6421:  Linguistically Diverse Students as Learners - hybrid

1

EDUC 6250: Learning about Learners – mini-mester I

2

EDUC 6255: Teaching Learners – mini-mester II

2

ITEC 6200: Digital-age Teaching and Learning

3

Content Elective

3

Secondary Mathematics

First Semester

Hours

INED 6410: Foundations and Historical Perspectives in Special Education - hybrid

1

INED 6421:  Linguistically Diverse Students as Learners - hybrid

1

EDUC 6250: Learning about Learners – mini-mester I

2

EDUC 6255: Teaching Learners – mini-mester II

2

ITEC 6200: Digital-age Teaching and Learning

3

MATH 7495: Advanced Perspectives in School Mathematics

3


Middle Grades Education – Math/ Science

First Semester

Hours

EDMG 6421: Pedagogical Content Knowledge For Middle Grades Math/ Science I

2

INED 6410: Foundations and Historical Perspectives in Special Education - hybrid

1

INED 6421:  Linguistically Diverse Students as Learners - hybrid

1

EDUC 6250: Learning about Learners – mini-mester I

2

EDUC 6255: Teaching Learners – mini-mester II

2

ITEC 6200: Digital-age Teaching and Learning

3

EDRD 6610: Reading & Literacy Strategies for Middle/Secondary Content Areas

3

Instructing the Learner – Second Semester

Candidates will start their yearlong clinical field experience, and begin synthesizing newly learned material and applying it in school contexts. Candidates will begin to draw on research and work to justify for their teaching decisions. The goal of Semester II is to have the candidate implement instruction and reflect critically on classroom practices to continue to develop into fully functioning teachers. Second semester is when candidates gain a thorough understanding of the areas of exceptionality recognized under the Individuals with Exceptionalities Education Act. The most common characteristics of each area of exceptionality and giftedness will be explained and classroom strategies for each will be explored. Also during second semester is when candidates focus on developing effective instruction for linguistically diverse students in middle and/or secondary content classrooms. Specifically, teacher candidates will begin to develop the skills necessary for the differentiation, scaffolding, and assessment of content for students who are learning English while also developing content proficiency. Prospective teachers will be introduced to language objectives and academic language as tools for developing content instruction that is comprehensible for English learners.

Secondary Biology, Chemistry, OR Physics

Second Semester

Hours

BED/ CHED/ PHED 6422: Pedagogical Content Knowledge For Biology/ Chemistry/ Physics  II

2

INED 6411:  A Strength-Based Perspectives of Students with Exceptionalities - hybrid

1

INED 6422 :  Instruction for Linguistically Diverse Learners - hybrid

1

EDUC 6260: Learners in Context I

1

BED/ CHED/ PHED  6650: Yearlong Clinical Experience  I

4

Content Elective

3


Secondary Mathematics

Second Semester

Hours

MAED 6421: Pedagogical Content Knowledge For Mathematics I

3

INED 6411:  A Strength-Based Perspectives of Students with Exceptionalities - hybrid

1

INED 6422 :  Instruction for Linguistically Diverse Learners - hybrid

1

EDUC 6260: Learners in Context I

1

MAED  6650: Yearlong Clinical Experience  I

4

Content Elective

3

Middle Grades Education – Math/ Science

Second Semester

Hours

EDMG 6422: Pedagogical Content Knowledge For Middle Grades Math/ Science  II

2

INED 6411:  A Strength-Based Perspectives of Students with Exceptionalities - hybrid

1

INED 6422 :  Instruction for Linguistically Diverse Learners - hybrid

1

EDUC 6260: Learners in Context I

1

EDMG  6650: Yearlong Clinical Experience  I

4

Content Elective

3

Assessing the Learner – Third Semester

Candidates continue their yearlong clinical field experience, adding time in the field. In addition to spending additional time in the field placement, candidates will compile their edTPA portfolio. The focus of this semester will shift to evaluating student learning. Candidates will use the results of assessments of student learning to continue to reflect on and improve their classroom practices. The third course prepares prospective content area middle and secondary teachers with a greater understanding of diversity as well as the collaborative tools necessary to bringing all students, including those with exceptionalities, to high educational standards. Finally, the third semester also exposes teacher candidates to formative and summative assessment strategies appropriate for linguistically diverse students. Students will be asked to create and use a variety of rubrics and other appropriate assessment instruments to assess content and developing English language proficiency through speaking, listening, writing, and reading. In addition, the prospective teacher will begin to make connections between instruction and assessment and how this relates to advocacy for English learners as a content teacher.

Secondary Biology, Chemistry, OR Physics

Third Semester

Hours

BED/ CHED/ PHED 6423: Pedagogical Content Knowledge For Biology/ Chemistry/ Physics  III

2

INED 6412: Effective Instruction of Students with Exceptionalities – hybrid

1

INED 6423: Assessing Linguistically Diverse Learners - hybrid

1

EDUC 6265: Learners in Context II

1

BED/ CHED/ PHED   6660: Yearlong Clinical Experience II

5

 

Secondary Mathematics

Third Semester

Hours

MAED 6422: Pedagogical Content Knowledge For Mathematics  II

3

INED 6412: Effective Instruction of Students with Exceptionalities – hybrid

1

INED 6423: Assessing Linguistically Diverse Learners - hybrid

1

EDUC 6265: Learners in Context II

1

MAED   6660: Yearlong Clinical Experience II

5

Middle Grades Education – Math/ Science

Third Semester

Hours

EDMG 6423: Pedagogical Content Knowledge For Middle Grades Math/ Science  III

2

INED 6412: Effective Instruction of Students with Exceptionalities – hybrid

1

INED 6423: Assessing Linguistically Diverse Learners - hybrid

1

EDUC 6265: Learners in Context II

1

EDMG 6660: Yearlong Clinical Experience II

5

 

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