Is the bachelor's in Education (Special Education) program for me?

If you're looking for a rewarding career teaching students with special needs - then this program could be a great fit. We offer these five program options for B.A. Special Ed. students:

• Special Education
• Special Education and English Language Learners
• Special Education and Reading
• Special Education and Mathematics
• Special Education and Elementary

When you choose a dual endorsement, you'll earn two endorsements on your teaching certificate which makes you even more desirable to potential employers.

What will I learn in the bachelor's in Education (Special Education) program?

This program brings together field participation and academics. The combination of coursework and experience in the classroom will prepare you for teaching in the real world. Will you learn how to deal with your students' unique needs? Yes, you will - that's part of the job. Will you get the opportunity to make an impact on kids when it matters most? Yes, you will - that's part of the job.

What can I do with my bachelor's degree in Education (Special Education)?

When you finish your B.A. in Education, Special Ed. degree program (and pass any state-required exams), you'll be qualified to teach Special Education students in any public or private schools that honor the Washington state residency certificate. Or explore other opportunities:

• Classroom teaching
• Substitute teaching
• Teaching in other states (depending on the state)
• Pursuing an advanced degree

Why CityU?

• CityU is one of the top teaching schools in Washington state and graduates over 300 teachers each year.
• Small classes, most with under 25 students.
• Because you want an education that's relevant to what's happening in the real world, right now.
• Our faculty teach what they do for a living, not just what's in the book. They're smart, successful people who can help you get there, too.
• You'll go through the program with the same group of students. It's like a built-in support group.
• You can get an education without sacrificing your career.

How to get started:

1. Chat with an admissions advisor or call 888.42.CityU
2. Apply online
3. Order your official transcripts from other schools you attended
4. Submit application with application fee
5. Start classes and change your life for good

Note: You'll need to pass the Washington Educator Skills Test–Basic (WEST-B) Exam to enter this program. Check out the WEST-B Exam website for more info. Be sure to talk with an admissions advisor to see if there are any other requirements for this program.

Total Required Credits:		180-189
Lower-Division Requirements: Transfer these credits from another college or take at CityU		90
Course Listing College Composition I College Composition II Oral Communications - Speech Creative Arts I Creative Arts II General Psychology Developmental Psychology US History or World Civilization Life Science Physical Science Lab Natural Science Elective College Mathematics Math for Elementary Teachers Theory & Practice in Education Academic Content Area*** Electives: (Humanities, Social Sciences or Natural Sciences)
Core Requirements:		62
ESP 370A	Content: Exceptionality in Special Education	4
The purpose of this course is to inform candidates on both inclusion and specialist paradigms in special education, including definitions of disabilities and program delivery. This course emphasizes identification, specific needs of students, service delivery, and legal issues. Practical application of these principles will form the foundation for future special education courses.
ESP 408	Student Assessment and Evaluation	3
This course focuses on the necessary foundations, strategies and understanding to successfully perform assessments and evaluations in the classroom for placement and implementation of programs for students receiving special education services. Emphasis is placed on the selection of appropriate assessment and evaluation tools, timelines and the interrelationship between assessment components. Candidates demonstrate selection of appropriate assessment tool and accurately interpret data used in the assessment process for qualification and implementation of individual programs for students receiving special education services.
ESP 409A	Content: Fundamentals of the IEP Process	3
Please check back soon for the full description of this course.
ESP 373	Special Education: Low-Incidence Students	3
This course is a study of students identified with low-incidence disabilities such as: Developmentally Delayed, Autism Spectrum, Moderate/Severe Mental Retardation, Traumatic Brain Injury (TBI), Orthopedically Impaired, Deaf/Hard of Hearing and Visually Impaired. Components of the course include definitions, family involvement, assessments, instructional methods, procedural, and landmark legal issues in Special Education. Candidates provide appropriate program accommodations for students identified with a low-incidence disability. Prerequisites: Admittance to the Bachelor of Arts in Education program or prior approval of the Program Director or Senior Faculty is required before students begin this course.
ESP 376	Autism	3
The purpose of this course is to provide the candidate opportunities to delineate and define autism spectrum disorders (differences and similarities). The course emphasizes knowledge of autism spectrum disorders with regard to severity and intensity and other characteristics unique to each disorder. Candidates apply information learned in this course to meet the educational aspects of students with Autism Spectrum Disorder (ASD). Prerequisites: Admittance to the Bachelor of Arts in Education program or prior approval of the Program Director or Senior Faculty is required before students begin this course.
ESP 405	Behavioral Analysis and Management	3
This course is an elaboration of the models for analyzing and managing student behavior, including basic types of student behavior, student motivation, prevention strategies, intervention strategies, and behavior change plans of action. In addition, teacher candidates investigate various behavior management strategies considered effective with different areas of exceptionality, including: mental retardation, learning disabilities, behavior and emotional disorders, communication disorders, hearing impairment, visual impairment, physical disability, health impaired, and gifted and talented. All components of the WACs are supported in this course, including the areas of alternative delivery systems and strategies for special education, exceptionality, and student assessment and evaluation requirements.
EDU 320A	Content: Instructional Strategies P-12	5
Please check back soon for the full description of this course.
ESP 423	Curriculum Modifications and Adaptations	2
This course provides educators with the pedagogical foundations, strategies, and understanding to successfully modify and provide curriculum adaptations within the learning environment for the special needs of exceptional students. Course work and class activities includes topics on classroom arrangements, adaptive equipment, grouping, scheduling, homework materials selection, classroom management accommodations, effective delivery, and adaptation of subject content, as well as ways to foster student social competence and self-determination. In addition, participants investigate various instructional methods and strategies considered effective with specific areas of exceptionality, including: mental retardation, learning disabilities, behavior and emotional disorders, communication disorders, hearing impaired, visually impaired, physically disabled, health impaired, and gifted and talented.
EDU 313	Multicultural Education	2
This course provides an introduction to the diversity of the American school population and the concepts, theories, and strategies that constitute multicultural education. Participants explore how children from diverse backgrounds construct knowledge within the context of their own socio-cultural backgrounds and how such diversity affects how the students are perceived in the classroom. Issues such as equity, race, ethnicity, gender, socioeconomic status, language, disability, and other special circumstances are explored. This course promotes the candidate's sensitivity, acceptance, and ability to self-reflect in regards to issues related to diversity and inspires the candidate to do the same with his/her students. Course participants develop perspectives on diversity and a frame of reference for providing equitable opportunities for all students to learn and succeed in schools and society.
EDU 404A	Content: Student Assessment & Evaluation	3
This course is a required foundations course for all candidates in the Bachelor of Arts in Education Teacher Preparation Program. The course focuses on the usage of assessment in educational decision making as well as formative and summative classroom assessment and the necessary foundations, strategies, and understandings to assess and evaluation student learning and promote student self assessment. Emphasis is placed on the skills necessary to make data-driven decisions and how these decisions impact instruction, curriculum, and services. Practical application of this knowledge will enable the candidate to use assessment in making placement and instructional decisions as well as assist students in the classroom in monitoring and assess their own learning.
EDU 383A	Content: Classroom Management	3
This course is an introduction to theories and practice of classroom management. Emphasis is placed on candidate practice of skills and strategies necessary to establish and maintain classroom communities that will support student learning and human relationships.
ERL 406	Language Acquisition and Literacy Development	5
This is the first of three courses in the literacy sequence for the undergraduate teacher certification program. This course provides a foundation for literacy instruction. Topics include reading and writing instruction, response to literature, language acquisition, construction of meaning/comprehension, and strategies for english language learners. Candidates learn strategies for literacy instruction which can be used with all learners. Prerequisites: Admission to Bachelor of Arts program or permission of Program Director.
ERL 407	Literacy Instruction and Assessment	5
The second of three courses in the literacy sequence for the undergraduate Teacher Certification Program, this course examines a variety of literacy assessment and instructional strategies. Topics include guided reading instruction, strategies for increasing fluency, and literacy assessments. Upon completion of this course, candidates are able to effectively assess and teach literacy skills for K-8 students. Prerequisites: Admission to Bachelor of Arts program or permission of Program Director.
EDU 308	American School Law & Issues in Special Populations	3
Please check back soon for the full description of this course.
ERL 440A	Literacy Integration	5
This course provides candidates with specific strategies for differentiating literacy instruction. Topics include literacy instructional strategies, technology to foster flexible learning opportunities, writing, and children's multicultural literature. Practical application includes designing instructional plans to support literacy development for all learners. Prerequisite: Admission to Undergraduate BA in Education Program or permission of the Director permission, successful completion of ERL 406 and ERL 407.
EDE 406A	Content: Mathematics Concepts	5
The purpose of this course is to explore the teaching and learning of mathematics in grades K-8 and special education settings. The course focuses on concepts, methods and materials that are essential and effective in teaching mathematics to elementary school, middle school, and special education students. In this course, participants actively do mathematics, consider their own and student's thinking, evaluate curriculum, learn and practice instructional strategies, and design lessons for mathematics. Course content and activities connect work that candidates completed in their required pre-requisite math courses with best practices for mathematics education. Activities in the university classroom are also connected to a field experience in elementary school, middle school, or special education mathematics classrooms.
EDU 317	Integrated Technology	1
Please check back soon for the full description of this course.
EDU 495	Positive Impact on Student Learning: Project	1
As a requirement for completion of degree and certification requirements, in this course the candidate completes an impact on student learning project based on a unit of study developed and taught in conjuction with the Teacher Performance Assessment. Candidates participate in seminars, workshops and conferences designed to promote quality evidence and timely completion of the project. Each presentation is reviewed by faculty as evidence of the candidate's effectiveness in impacting student learning. Prerequisite: Completion of the Teacher Performance Assessment.
EDE 400	Math Content: Making Meaning for Math Teachers	3
The purpose of this course is to give future teachers the mathematical background necessary to choose and design mathematics lessons. There is a growing body of research indicating that elementary teachers do not need more mathematical knowledge to teach well; they need a specialized mathematical knowledge. This course is aimed at that specialized knowledge for teaching, with a focus on whole and rational numbers and linear relationships. Candidates will focus on how students learn mathematics.
Internship and Student Teaching:		16
EDU 350	Introduction to Field Experience	1
Please check back soon for the full description of this course.
EDU 351	Internship I	1
In this first field experience, candidates complete at least 20 half-days in a school placement with guidance of a cooperating teacher and field supervisor. Topics include essential dispositions and skills in planning for instruction, engaging students, and assessing learning. Completion of this introductory internship provides candidates field-based perspectives and reflection skills needed to improve performance in this and following field experiences. Prerequisite: Admission to the Bachelor of Arts in Education Program or permission of the Director.
EDU 361	Seminar I	0
In this reflective seminar course that accompanies Internship I, candidates prepare for the field experience and reflect upon their classroom observations and experiences. Topics addressed in seminars and individual conferences include: orientation to the field experience, reflective journaling, essential dispositions, sharing and reflecting upon field experiences, professional development planning, professional writing, introduction to the evidence-based portfolio, and characteristics of quality evidence. Completion of this seminar course provides candidates deeper understanding of their own and other candidates' field experiences as the basis for improving performance. Prerequisite: Admission to the Bachelor of Arts in Education Program or permission of the Director.
EDU 352	Internship II	1
Please check back soon for the full description of this course.
EDU 362	Seminar II	0
Please check back soon for the full description of this course.
EDU 353	Internship III	1
In this third developmental field experience, candidates complete a minimum of 25 half-days of internship in a school classroom with guidance of a cooperating teacher and a field supervisor. Related topics include establishing a learning environment; collaborative planning, instruction, and assessment; evidence of student learning; and developing collaboration and problem-solving skills. To build capacity regarding residency endorsement competencies, candidates plan and teach a minimum of 10 lessons or activities, record and analyze a video of their own teaching, journal reflectively about teaching and learning, pursue a professional development goal based in field performance, and reflect on practice. Prerequisites: Admission to the Bachelor of Arts in Education Program or permission of the Director, and completion of Internship II or equivalent.
EDU 363	Seminar III	0
In this reflective seminar course that accompanies Internship III, candidates prepare for the field experience, reflect upon their classroom observations and experiences, and develop skills needed to complete program summative assessments. Topics addressed in seminars and individual conferences include: orientation to the field experience, endorsement competencies, essential dispositions, producing and using videos of candidate lessons, sharing and reflecting upon field experiences, professional development planning, professional writing, quality evidence, building an evidence-based portfolio, academic language, and the State's assessment of preservice teachers. Completion of this seminar course provides candidates deeper understanding of their own and other candidates' field experiences as the basis for improving performance. Prerequisites: Admission to the Bachelor of Arts in Education Program or permission of the Director, and completion of Seminar II or equivalent.
EDU 470	Internship IV	2
In this fourth developmental field experience leading to student teaching, candidates complete a minimum of 30 half-days of internship in a school classroom with guidance of a cooperating teacher and a field supervisor. Related topics include establishing a learning environment; collaborative planning, instruction, and assessment; evidence of student learning and connections with professional standards; co-teaching; and developing collaboration and problem-solving skills. To build capacity as an excellent teacher who demonstrates competence, caring and professionalism, candidates plan and teach a minimum of 30 lessons or activities that address students' needs relative to state learning standards, develop residency endorsement competencies, and use feedback to improve practice. Prerequisite: Admission to the Bachelor of Arts in Education Program or permission of the Director, and completion of Internship III or equivalent.
EDU 471	Seminar IV	0
In this reflective seminar course that accompanies Internship IV, candidates prepare for the field experience, reflect upon their classroom observations and experiences, and develop skills needed to become an excellent teacher and complete program summative assessments. Topics addressed in seminars and individual conferences include: orientation to the field experience, endorsement competencies, essential dispositions, family involvement, sharing and reflecting upon field experiences, theory to practice, professional development planning, professional writing, quality evidence, building an evidence-based portfolio, academic language, and the State's assessment of preservice teachers. Completion of this seminar course provides candidates deeper understanding of their own and other candidates' field experiences as the basis for improving performance. Prerequisite: Admission to the Bachelor of Arts in Education Program or permission of the Director, and completion of Internship III or equivalent.
ESP 485	Student Teaching in Special Education	9
In Student Teaching, candidates seeking an Special Education P-12 endorsement co-teach with a cooperating teacher in a school special education placement for a minimum of 50 days to develop and demonstrate capacities to perform the full-time responsibilities of a teacher and to make a positive impact on student learning. During student teaching, candidates exhibit essential dispositions; demonstrate skill in planning, engagement, assessment, and reflection upon student learning; complete performance tasks; participate in a learning community; and collect evidence of performance that connects with standards and criteria for pre-service teachers. Through successful completion of student teaching, candidates demonstrate endorsement competencies required for residency teacher certification with a Special Education P-12 endorsement. Candidates seeking an approved second endorsement in this course must also demonstrate competencies of the second endorsement. Prerequisites: Pass the WEST-E(s) for the endorsement(s) sought and relevant to the placement 2. Pass all course requirements with 2.0 or higher grade 3. Pass internships leading to student teaching 4. Achieve a 2.5 or higher cumulative GPA 5. Accept school assignment as arranged by Placement Coordinator.
ESP 486	Seminar: Student Teaching Special Education	0
In this reflective seminar course that accompanies Student Teaching, candidates prepare for the field experience and reflect upon their classroom observations and experiences. Topics include: orientation to the field experience, journaling, co-teaching, endorsement competencies, essential dispositions, family involvement, sharing and reflecting upon field experiences, theory to practice, professional development planning, quality evidence, student voice, academic language, and the State's assessment of preservice teachers. Completion of this seminar course provides candidates deeper understandings of their own and other candidates' field experiences as the basis for improving performance. Prerequisite: Admission to Student Teaching.
ESP 465	Transitions, Teaming and Collaboration	1
The purpose of this course is for the teacher candidate to understand the collaborative relationships with other educators in the educational setting, inclusion of family members as part of the team, and working with schools/agencies for successful transitions. Topics include techniques to supervise paraprofessionals, transitions, meeting diversity and multicultural needs. Candidates will be able to facilitate meetings involving all appropriate participants and develop successful transition plans. Prerequisite: Entry to Special Education teacher endorsement program.
ESP 370B	Performance: Exceptionality in Special Education	0
This course provides application of instructional and assessment practice to inform candidates on both inclusion and specialist paradigms, including definitions of disabilities and program delivery. This course emphasizes identification, specific needs of students, service delivery, and legal issues. Practical application of these principles will form the foundation for future special education courses. Prerequisite: ESP 370A.
ESP 409B	Performance: Fundamentals in the IEP Process	0
This course provides application of instructional and assessment practice with the compliance elements necessary for writing and implementing a quality Individualized Educational Plan (IEP). This course emphasizes State and Federal mandates, procedural safeguards, content requirements, and parent participation. Upon successful completion of this course, candidates will be able to write an appropriate IEP that meets the needs of special education students. Prerequisite: ESP 409A.
EDU 320B	Performance: Instructional Strategies P-12	0
This course represents the companion performance task for EDU 320A Instructional Strategies P-12, taken earlier in the program. Focus topics include planning tasks, student engagement tasks, and assessment tasks aligned with the Washington State Teacher Performance Assessment. These state-required 'teaching event tasks' serve to ensure all teachers entering the field of education in Washington State demonstrate an appropriate level of teaching proficiency.
EDE 406B	Performance: Mathematics Concepts	0
This is the performance task for the Content: Mathematics Concepts in the undergraduate Teacher Certification Program. This course provides candidates with the opportunity to demonstrate specific strategies for differentiating mathematical instruction. Practical application includes designing instructional plans and delivering instruction to support mathematics development for all learners. Course Prerequisites: Completion of EDE 406A.
EDU 404B	Performance: Student Assessment & Evaluation	0
This course is the performance companion course to EDU 404A Content: Student Assessment & Evaluation. The course focuses on application of assessment practices in the classroom setting. Practical application of this knowledge will enable candidates to use assessment in making placement and instructional decisions, assist students in monitoring and assessing their own learning and communicate assessment results to support and enhance learning. Prerequisite: Successful completion of EDU 404A Content: Student Assessment & Evaluation.
EDU 383B	Performance: Classroom Management	0
This course represents the companion performance task for EDU 383A, Classroom Management, taken earlier in the program. Focus topics include student involvement in establishing classroom norms and families as partners in the educational process. Demonstration of candidate ability to connect to both students and families as a pre-service teacher, prepares candidates for greater success when managing their own future classrooms and establishing effective learning environments.
EDU 490	Performance Portfolio I	0
Please check back soon for the full description of this course.
EDU 491	Performance Portfolio II	0
Please check back soon for the full description of this course.
B.A.Ed. with Special Education Emphasis Only: (Note: Take all Core and Internship / Student Teaching courses listed above, plus the following)		90
Internship and Student Teaching:
ERL 440B	Performance: Literacy Integration	0
This is the culminating performance task of the literacy sequence in the undergraduate Teacher Certification Program. This course provides candidates with the opportunity to demonstrate specific strategies for differentiating literacy instruction. Topics include literacy instructional strategies, technology to foster flexible learning opportunities, and children's multicultural literature. Practical application includes designing instructional plans and delivering instruction to support literacy development for all learners during their student teaching experience. Prerequisites: ERL 406, ERL 407, and ERL 440A.
Electives: Undergraduate Electives - must take courses from approved program list.		12
B.A.Ed. with Dual: Special Education & English Language Learners Emphasis: (Note: Take all Core and Internship / Student Teaching courses listed above, plus the following)		108
English Language Learners Core Requirements:
ESL 431	History of Bi-Lingual Education and Advocacy	3
This course is an introduction to the history of bilingual education, relevant federal education legislation, and court cases which are related to the teaching of English to students whose first language is not English. Legal cases relevant to advocacy for English Language Learners (ELL) and their families are examined.
ESL 421	Linguistics and Language Acquisition	5
This course is an introduction to the principles and uses of linguistics as they pertain to the teaching of English Language Learners (ELL) and the process of second language acquisition. Candidates investigate theories of language learning, evaluate language acquisition theories, and review the major factors that affect second language learning. Candidates examine ELL teaching methods and create their own theories about language learning and teaching. The focus is the nature of human language, grammatical aspects of language, psychology of language, and language in society. Candidates examine the theoretical principles, analyze their applicability, and determine how to use them effectively when teaching ELL classes.
ESL 426	ESL Literacy Methodology: Writing	3
This course focuses on how to teach English as a Second Language (ESL) writing. ESL endorsement candidates will review the pedagogical issues in ESL writing instruction, study curriculum and syllabus design, consider how to respond appropriately to student writing, and investigate writing assessment methods.
ESL 415	ESL Methodology: Reading	4
This course focuses on how to teach English as a Second Language reading. This course focuses on the practice of strategies learned. Students will teach and reflect on several lessons during the course. You will learn various strategies for teaching literacy skills and functional vocabulary. The course will also emphasize reading assessment principles and methods.
ESL 434	Learning Strategies and Assessment	5
Through this course students will consider the cross-cultural factors that influence second language learners and investigate what instructional practices and materials are best suited for specific situations. They will also examine topics such as cooperative learning, cross-cultural testing, peer teaching, and methods for integrating content and language.
Internship and Student Teaching:
EDU 485	Student Teaching in Specialized Content	10
In Student Teaching, candidates seeking a second endorsement with initial certification co-teach with a cooperating teacher for a minimum of 50 days in a school placement conducive to demonstrating the endorsement competencies. During student teaching, candidates exhibit essential dispositions; demonstrate skill in planning, engagement, assessment, and reflection upon student learning; complete performance tasks; participate in a learning community; and collect evidence of performance that connects with standards and criteria for pre-service teachers. Through successful completion of student teaching in the specialized content, candidates qualify for the additional endorsement with residency teacher certification. Prerequisites: 1. Pass the WEST-E(s) for the endorsement(s) sought and relevant to the placement; 2. Pass all course requirements with 2.0 or higher grade; 3. Pass internships leading to student teaching; 4. Achieve a 2.5 or higher cumulative GPA; 5. Accept school assignment as arranged by Placement Coordinator.
EDU 486	Seminar: Student Teaching in Specialized Content	0
In this reflective seminar course that accompanies Student Teaching, candidates prepare for the field experience and reflect upon their classroom observations and experiences. Topics include: orientation to the field experience, journaling, co-teaching, endorsement competencies, essential dispositions, family involvement, sharing and reflecting upon field experiences, theory to practice, professional development planning, quality evidence, student voice, academic language, and the State's assessment of preservice teachers. Completion of this seminar course provides candidates deeper understandings of their own and other candidates' field experiences as the basis for improving performance. Prerequisite: Admission to Student Teaching.
EDE 406B	Performance: Mathematics Concepts	0
This is the performance task for the Content: Mathematics Concepts in the undergraduate Teacher Certification Program. This course provides candidates with the opportunity to demonstrate specific strategies for differentiating mathematical instruction. Practical application includes designing instructional plans and delivering instruction to support mathematics development for all learners. Course Prerequisites: Completion of EDE 406A.
ERL 440B	Performance: Literacy Integration	0
This is the culminating performance task of the literacy sequence in the undergraduate Teacher Certification Program. This course provides candidates with the opportunity to demonstrate specific strategies for differentiating literacy instruction. Topics include literacy instructional strategies, technology to foster flexible learning opportunities, and children's multicultural literature. Practical application includes designing instructional plans and delivering instruction to support literacy development for all learners during their student teaching experience. Prerequisites: ERL 406, ERL 407, and ERL 440A.
ESL 467B	Performance: English Language Learners	0
This course provides application of instructional and assessment practices for English language learners in a variety of learning environments. Topics include assessment and instructional strategies for integrating content and language acquisition. Upon course completion, candidates are prepared to teach and assess non-native English speakers in P-12 classrooms. Prerequisites: Acceptance into the Bachelor of Education program or director permission.
B.A.Ed. with Dual: Special Education & Reading Emphasis: (Note: Take all Core and Internship / Student Teaching courses listed above, plus the following)		98**
Reading Core Requirements:
ERL 413	Integrating Literacy in Content Areas	5
This course examines strategies for integrating literacy into the content areas. Topics include meta-cognitive strategies for informational and expository text, text features, the use of technology in adolescent literacy instruction, and vocabulary instructional strategies. Upon completion of this course, candidates can effectively teach literacy skills in each of the content areas to adolescent learners using informational, expository, functional, and task-specific texts. Prerequisites: Admission to the CityU Teacher Certification Program dual endorsement program, accessibility to P-12 students and/or classrooms; or valid Washington State initial, residency, continuing, professional teaching certificate or valid National Board Teaching certification; accessibility to P-12 students and/or classrooms.
ERL 414	Literacy Applications In The Classroom	5
This course teaches educators to use diagnostic tools to assess reading and writing difficulties for a diversity of students. Based on the results of assessments given, educators will develop interventions to address specific literacy problems. Educators gain an understanding of the role of diagnosis, intervention, and immediate feedback to increase student success in learning. Educators will understand how students become thoughtful, independent readers who understand what they read. At the culmination of this course, educators will create and self-assess a professional portfolio containing work samples and other artifacts.
Internship and Student Teaching:
EDU 485	Student Teaching in Specialized Content	10
In Student Teaching, candidates seeking a second endorsement with initial certification co-teach with a cooperating teacher for a minimum of 50 days in a school placement conducive to demonstrating the endorsement competencies. During student teaching, candidates exhibit essential dispositions; demonstrate skill in planning, engagement, assessment, and reflection upon student learning; complete performance tasks; participate in a learning community; and collect evidence of performance that connects with standards and criteria for pre-service teachers. Through successful completion of student teaching in the specialized content, candidates qualify for the additional endorsement with residency teacher certification. Prerequisites: 1. Pass the WEST-E(s) for the endorsement(s) sought and relevant to the placement; 2. Pass all course requirements with 2.0 or higher grade; 3. Pass internships leading to student teaching; 4. Achieve a 2.5 or higher cumulative GPA; 5. Accept school assignment as arranged by Placement Coordinator.
EDU 486	Seminar: Student Teaching in Specialized Content	0
In this reflective seminar course that accompanies Student Teaching, candidates prepare for the field experience and reflect upon their classroom observations and experiences. Topics include: orientation to the field experience, journaling, co-teaching, endorsement competencies, essential dispositions, family involvement, sharing and reflecting upon field experiences, theory to practice, professional development planning, quality evidence, student voice, academic language, and the State's assessment of preservice teachers. Completion of this seminar course provides candidates deeper understandings of their own and other candidates' field experiences as the basis for improving performance. Prerequisite: Admission to Student Teaching.
ERL 440B	Performance: Literacy Integration	0
This is the culminating performance task of the literacy sequence in the undergraduate Teacher Certification Program. This course provides candidates with the opportunity to demonstrate specific strategies for differentiating literacy instruction. Topics include literacy instructional strategies, technology to foster flexible learning opportunities, and children's multicultural literature. Practical application includes designing instructional plans and delivering instruction to support literacy development for all learners during their student teaching experience. Prerequisites: ERL 406, ERL 407, and ERL 440A.
B.A.Ed. with Dual: Special Education & Mathematics Emphasis: (Note: Take all Core and Internship / Student Teaching courses listed above (except for EDE 400) plus the following)		109**
Mathematics Core Requirements: (Note: No need to take EDE 400, will take the following courses instead.)
EML 410	History of Mathematics	3
The purpose of this course is to provide the candidate a historical development of mathematical teaching ideas and methods. This course emphasizes the diversity of all individuals involved; the philosophical and sociological perspectives; the development of intellectual mathematical activities; along with the role of content literacy in academic learning at the secondary level. In this course an emphasis will be placed on instructional strategies to assist students� acquisition of mathematics content knowledge effectively through reading, writing, and discussion. Upon successful completion of this course, candidates have content knowledge and beginning instructional strategies to effectively teach mathematics in secondary and middle school settings. Course Entry Requirements: Admission to the Middle Level Mathematics Endorsement or Mathematics Endorsement Program
EML 435	Mathematics: Number Sense and Theory	3
Candidates explore how students have an intuitive understanding of numbers, their magnitude, relations, and how they are affected by operations. It works with the conceptual framework of number information that enables a person to understand numbers and number relations and to solve mathematical problems. Upon successful completion of this course, candidates have content knowledge to effectively teach number sense and theory in secondary and middle school settings.
EML 445	Mathematics: Geometry and Measurement	3
Candidates are introduced to Euclidean and non-Euclidean geometrics. Candidates explore the logical notions of consistency, model interpretation, independence, properties and theorems of geometric systems. Upon successful completion of this course, candidates have content knowledge to effectively teach geometry and measurement in secondary and middle school settings.
EML 455	Mathematics: Linear Algebra	3
Candidates learn systems of linear equations, matrices, vectors in R2 and R3, linear independence, bases and dimensions, linear transformations. This course includes introduction to determinants, and eigen-value problems. Upon successful completion of this course, candidates have content knowledge to effectively teach linear algebra in secondary and middle school settings.
EML 465	Mathematics: Calculus	3
Candidates learn the concepts of functions and absolute value, open and closed intervals, and solutions of inequalities. The course covers limits, derivatives, definite integrals, techniques of integration and differential equations. Upon successful completion of this course, candidates have content knowledge to effectively teach calculus in secondary and middle school settings.
EML 475	Mathematics: Discrete Mathematics	3
Candidates learn the logic of proofs, combinatorics, graph theory, and topics from recurrences and generating functions, and set theory. Upon successful completion of this course, candidates have content knowledge to effectively teach discrete mathematics concepts in secondary and middle school settings.
EML 485	Mathematics: Probability and Statistics	3
Candidates learn descriptive statistics including measures of location, spread and central tendency; an introduction to inferential statistics including confidence intervals and hypothesis testing; empirical and theoretical frequency distributions; and, the binomial and normal random variables. Upon successful completion of this course, candidates have content knowledge to effectively teach probability and statistics in secondary and middle school settings.
EML 490	Teaching Mathematics: Bringing It All Together	3
This course covers effective integration of mathematics content, pedagogy and assessment in the secondary and middle school classroom. Upon successful completion of this course, candidates will recognize the relation between the teaching of mathematics and other subject areas.
Internship and Student Teaching:
EDU 485	Student Teaching in Specialized Content	10
In Student Teaching, candidates seeking a second endorsement with initial certification co-teach with a cooperating teacher for a minimum of 50 days in a school placement conducive to demonstrating the endorsement competencies. During student teaching, candidates exhibit essential dispositions; demonstrate skill in planning, engagement, assessment, and reflection upon student learning; complete performance tasks; participate in a learning community; and collect evidence of performance that connects with standards and criteria for pre-service teachers. Through successful completion of student teaching in the specialized content, candidates qualify for the additional endorsement with residency teacher certification. Prerequisites: 1. Pass the WEST-E(s) for the endorsement(s) sought and relevant to the placement; 2. Pass all course requirements with 2.0 or higher grade; 3. Pass internships leading to student teaching; 4. Achieve a 2.5 or higher cumulative GPA; 5. Accept school assignment as arranged by Placement Coordinator.
EDU 486	Seminar: Student Teaching in Specialized Content	0
In this reflective seminar course that accompanies Student Teaching, candidates prepare for the field experience and reflect upon their classroom observations and experiences. Topics include: orientation to the field experience, journaling, co-teaching, endorsement competencies, essential dispositions, family involvement, sharing and reflecting upon field experiences, theory to practice, professional development planning, quality evidence, student voice, academic language, and the State's assessment of preservice teachers. Completion of this seminar course provides candidates deeper understandings of their own and other candidates' field experiences as the basis for improving performance. Prerequisite: Admission to Student Teaching.
B.A.Ed. with Special Education and Elementary Education: See listing under B.A.Ed. - Elementary Education		99**