| Total Required Credits: |
46 |
|
| Core: |
34 |
| ESM 311 | | 3 |
This course introduces students to the philosophical foundations of the American educational system. Emphasis is placed on the social, historical, moral and political dimensions of society as they apply to the secondary classroom and school. Candidates will develop a set of values to teach by in order to establish the dispositions of a professional educator. |
| ESM 301 | | 4 |
This course is an introduction to reflective planning, teaching, and evaluation for prospective secondary teachers enrolled in an alternative route to certification. The course emphasizes student centered instructional design including assessment of the student learning context, best practices, Essential Learnings (EALRs), and Grade Level Expectations (GLEs). The course will introduce candidates to elements of effective planning and instruction including positive inclusion of historically marginalized students and families. Candidates will establish habits of professional practice that they will implement throughout their careers. The companion course ESM 301B identifies the performance tasks completed during the candidate's mentored internship. |
| ESM 301B | | 2 |
This syllabus guides the demonstration of competency of curriculum planning and instruction through a series of self-directed performance tasks during the yearlong full-time mentored internship. Candidates in an alternative route to certification demonstrate planning and instruction of research-based strategies at a variety of levels. With guidance of their internship team, candidates self-assess and plan for demonstration of knowledge, skill, and understanding of the 2007 Washington Mathematics or Middle Level Mathematics Competencies necessary to be successful in their career. |
| ESM 308A | | 2 |
This course provides candidates with the knowledge and tools to modify curriculum, instruction, and learning environments to positively include all students. Candidates will analyze the relationship between the environment and differentiation by observing secondary classrooms and an in-depth case study. Candidates will apply their learning to planning and modifying instruction. |
| ESM 308B | | 2 |
This is the companion course to ESM 308A for candidates seeking an Alternative Route to Residency Certification in Secondary Mathematics. Candidates demonstrate skills in differentiating instruction and personalizing learning in the year long mentored internship. |
| ESM 300 | | 2 |
This course explores the major theories of human growth and development and their application to the secondary classroom. It also examines the effects of various cultural, socioeconomic, and age considerations on development. In addition, candidates learn to recognize the physical, linguistic, cognitive, social, and emotional development of adolescents. Candidates also explore and compare theories of learning, including maturational, psychoanalytical, cognitive-developmental, and the systems approach. |
| ESM 409A | | 3 |
This course is an introduction to the theories and practice of secondary classroom management for pre-service teachers seeking an alternative route to residency certification. The ideas presented, discussed and practiced express the philosophical notion of classrooms as communities largely constructed upon the perspectives of the classroom teacher in conjunction with the values, actions and beliefs endorsed through the State or region. Topics include comparative approaches to classroom management, differentiated instructional strategies, and analysis of field observations. The course is intended to influence candidates through all aspects of interaction within the classroom and school learning community. |
| ESM 409B | | 2 |
This course guides the performance tasks wherein candidates in an alternative route to certification demonstrate understanding of the theories and ability to implement effective practices of classroom management in a secondary classroom. Candidates self-design, implement, and reflect upon a classroom management plan for student teaching with the intent to create a classroom learning community that positively includes all students and families. |
| ESM 414A | | 3 |
This course focuses on concepts, methods, materials, and models of teaching mathematics to middle school and high school students in a diverse and inclusive classroom. Concurrent with the beginning of a yearlong mentored internship, candidates observe and actively engage in mathematics with students in a middle or high school setting, analyze their experiences, and dialogue on the implications for planning and teaching of mathematics. Demonstration of competency occurs through a self-directed performance task in ESM 414B. |
| ESM 414B | | 4 |
This performance syllabus, the companion to ESM 414A, is a guide for candidates in an Alternative Route to Secondary Math Residency Certificate to demonstrate competencies in math instruction. Each candidate demonstrates competency to teach mathematics in the areas of problem solving, math communications, and others identified in the candidates professional development plan created in ESM 370. |
| ESM 416A | | 3 |
This course is designed to provide preservice teachers in an alternative route to secondary certification with the opportunity to understand, create, explain, and use assessment tools to measure student learning and guide instructional decisions. Emphasis is placed on introducing current assessment theories and practices within the field of education, with the companion field experience in ESM 416B, to build quality classroom assessments. Practical application of these principles will enable candidates to make inform instructional decisions that guide and improve student learning, and assist students in monitoring their own progress and learning. |
| ESM 416B | | 3 |
This course describes the self-directed performance tasks completed by candidates in an alternative route to secondary certification in their year-long mentored internship. Candidates demonstrate understanding and competency to pilot and reflect upon student focused assessment. |
| ESM 320 | | 2 |
Candidates explore the role of content literacy in academic learning at the secondary level. Candidates learn strategies to assist students' acquisition of mathematics content knowledge effectively through reading, writing, and discussion. |
|
| Apprenticeship And Student Teaching: |
12 |
| ESM 470 | | 4 |
This course is the Apprenticeship Seminar accompanying the first quarter of the year-long mentored internship for Alternative Routes to Residence Certificate in Secondary Mathematics. Candidates work with their mentor teacher, cooperating teacher, and field supervisor to establish roles and an effective team for the gradual increase of responsibilities. |
| ESM 471 | | 4 |
The Apprenticeship Seminar II accompanies the second quarter of the year-long mentored internship for Alternative Routes to Certification. Candidates work with their mentor teacher, cooperating teacher, and field supervisor to create a management plan for student teaching and completion of the performance tasks. Candidates demonstrate understanding of issues of abuse and the mandatory reporting requirements of professional educators. |
| ESM 472 | | 4 |
This course is the Apprenticeship Seminar accompanying the third quarter of the year-long mentored internship for Alternative Routes to Certification in Secondary Math. Candidates increase responsibilities as a classroom teacher and demonstrate competencies in their endorsement area. |
| EDU 490 | | 0 |
Please check back soon for the full description of this course. |
| EDU 491 | | 0 |
Please check back soon for the full description of this course. |
| EDU 492 | | 0 |
Please check back soon for the full description of this course. |
