This course equips candidates with the tools and information necessary to succeed in the MNU EEU+ program. The scope of this course will include a study of the philosophical foundations of education as support for articulating a philosophy of teaching and learning and the integration of productivity tools as support for creating a program-based e-portfolio. A grade of B- or better is required. A grade of C+ or lower, will result in the student repeating this course to remain in the program.

The focus of this course is to help teacher candidates develop a toolkit of techniques and methodologies used to meet the needs of exceptional learners. Candidates will understand the historical and philosophical foundations of general, special, and inclusive education, the development and characteristics of all learners including those with disabilities, the impacts of individual differences on education, and the legal parameters appropriate for each learner’s educational needs. They will explore the legal expectations and requirements schools must adhere to regarding the Individuals with Disabilities Education Act (IDEA), Individual Educational Plans (IEP), the Free and Appropriate Education (FAPE), and the Least Restrictive Environment (LRE). Candidates will learn the key components of Universal Design for learning and Multi-Tiered Systems of Support. They will use IEP examples to create learning environments considering individual learner characteristics. Candidates will investigate assessment techniques, assistive technologies, and research-based differentiation strategies to support successful instructional practices.

This course prepares students to plan and implement effective instructional methods and strategies to meet the needs of learners with high incidence disabilities in the PK-6 classroom. Specifically, students will learn about assessment tools and systems to determine the intensity of literacy support and instruction needed by PK-6 with high-incidence special education needs. Additionally, students will learn about assessment tools and systems used for data collection to assess problem behavior, discover the functions of problem behavior, and explore alternatives for home, school, and community settings. The focus of this course is to introduce students to skills and experiences to meet the needs of all learners in the classroom. The following areas related to High Incidence Disabilities will be covered: 1) Assessment and Identification of disability through MTSS and disability screening, 2) Culturally responsive practices in teaching, 2) Professional Communication and collaboration practices in SPED, 3) Identification of present levels of academic and behavioral performance, 4) IEP Development of Objectives, Goals, Benchmarks and accommodations needed, 5) Assessment and reporting of progress in the Gen Ed curriculum, 6) Planning and conducting an IEP meeting and 7 )Assistive Technology in Special Education.

Candidates will engage in curriculum planning and development of units of learning through the lesson planning process. This course introduces teacher candidates to the following concepts: 1. Students as Learners, 2. Instructional Processes, 3. Assessment, 4. Analysis of Instructional Process, and 5. Professional Development, Leadership, and Community. Teacher candidates will learn and employ effective curriculum planning through appropriate procedures (such as Universal Design for Learning and Learning by Design), which consider individual learner characteristics and apply effective instructional practices to enhance student learning. These elements include integrating technology using the ISTE Technology Standards and the SAMR assessment of technology integration. Elements including activities related to assessment, curriculum development, and application of instructional practices are embedded into clinical or internship settings. 

This clinical internship course links four essential components of special education inclusive learning, differentiated instruction, accommodations, and modifications to meet the needs of every learner. This experience is intended to allow candidates to analyze the interconnection between general and special education. In the clinical setting, candidates will be exposed to various areas of exceptionality, such as individuals with intellectual disabilities; specific learning disabilities; attention deficit hyperactivity disorder; emotional/behavioral disorder; autism spectrum disorder; speech, language, and communication impairment; hearing impairment; visual impairment; physical disabilities; health disabilities; related low-incidence disabilities; and giftedness. Teacher candidates will explore and employ best practices such as Universal Design for Learning (UDL).

Primary Integrated Literacy and Assessment provides emergent literacy theory to foster language development, create literacy rich environments for young children, assess and evaluate literacy learning, and provide differentiation and interventions for learners in primary classrooms based on the Common Core State Standards for College and Career Readiness. This course is grounded in major research findings associated with the Science of Reading (Four-part Processing System, Simple View of Reading, Scarborough’s rope), the Structured Literacy teaching principles (explicit, systematic, cumulative, diagnostic) and elements (phonology, sound/symbol, syllable, morphology, semantics) as well as an understanding of the distinguishing characteristics of ways reading disabilities vary in presentation and degree, including dyslexia as defined by the International Dyslexia Association.

This course is designed to provide kindergarten through sixth grade elementary teacher candidates an understanding of the central concepts, tools of inquiry and structure of the arts, physical education, and wellness to plan, implement, and assess learning experiences that engage all learners. In order to engage all learners, teacher candidates will also learn effective, research based instructional strategies and how to develop appropriate adaptations, so all learners are engaged in activities that promote critical thinking, creativity, and collaborative problem solving.

This course provides emergent literacy theory to foster language development, create literacy rich environments for young children, assess and evaluate literacy learning, and provide differentiation and interventions for learners in the K-2 classroom based on the Common Core State Standards for College and Career Readiness. This course is grounded in major research findings associated with the Science of Reading (Four-part Processing System, Simple View of Reading, Scarborough’s rope), the Structured Literacy teaching principles (explicit, systematic, cumulative, diagnostic) and elements (phonology, sound/symbol, syllable, morphology, semantics) as well as an understanding of the distinguishing characteristics of reading disabilities that vary in presentation and degree, including dyslexia, as defined by the International Dyslexia Association. For active application, students will observe, assess, diagnose literacy acquisition problems, and tutor an individual student.

This clinical internship course promotes the application of the central concepts and structures of English/language arts (Reading, Writing, Speaking, Listening, and Language), the major concepts of social studies (the integrated study of history, geography, people and places, economics, civics and government) and the central concepts, tools of inquiry and structures of the arts (music, visual arts, dance and/or theatre), physical education, and wellness. Classroom communities will provide an opportunity for candidates to investigate and develop integrated learning experiences designed to promote critical thinking, creativity, and collaboration. This course will be grounded in research and the principles of universal design for learning, technology, and intensive intervention as individually appropriate. Teacher candidates will demonstrate an understanding of the four-part processing system of proficient reading and writing along with the general principles of structured literacy teaching, including explicit, systematic, cumulative, teacher-directed instruction. Teacher candidates will engage in observation, assessment, and diagnosis of student learning to develop lessons and units for students designed to heighten learners’ (Including those with special needs) critical thinking creativity, and collaborative problem solving.

This course incorporates the central concepts, tools of inquiry, and structures of primary mathematics (counting and cardinality, number sense and operations in base ten, algebraic thinking, geometry and measurement). Individual performance data will be used to plan, implement, and assess mathematical learning experiences. Candidates will study topics used to engage all learners in critical thinking, creativity and collaborative problem solving.  Candidates will design individualized learning experiences based on student needs and supports through the application of the principles of universal design for learning, technology, and intensive intervention as appropriate. 

This course is a study of the religion of Christianity.  It examines the basic historic doctrines and practices of Christians and considers their relation to the contemporary world. It demands several hours of work from the student each week. Students will watch PowerPoint lectures, read texts, submit reading reports, respond to lectures and discussion questions, and compose a final summative essay.

This course will support candidates in acquiring knowledge and skills in effectively organizing physical space, establishing classroom rules and routines to manage student behavior, and providing an environment conducive to learning. Candidates will use problem-solving models, including Positive Behavioral Interventions and Supports (PBIS) within the Multi-Tier System of Support (MTSS) framework, conduct Functional Behavioral Assessments (FBA), and develop Behavior Intervention Plans (BIP) to manage behavior and facilitate appropriate behavioral responses. This course includes cultural sensitivity training in developing and using social skills curricula and promotes the self-determination skills of learners.

This course will help prepare teacher candidates create a culturally responsive learning environment to meet the literacy learning needs of an increasing number of linguistic and culturally diverse students by taking into account individual strengths, interests, and needs. Foundational principles of second language and literacy development will provide the basis for teacher candidates to apply a range of developmentally, culturally, and linguistically appropriate instructional strategies. Emphasis will be placed on providing multilingual learners systematic literacy instruction based on an appreciation of the diverse literacy experiences, languages and cultures students bring into the classroom.

This course explores the Next Generation Science Standards as the National Science Teachers Association specifies. This specialization provides educators with knowledge of multiple science areas and skills to instruct students in science through various learning techniques. S.T.E.A.M. explores the natural connections between Science, Technology, Engineering, the ARTS, and Mathematics. Using the scientific disciplinary core ideas, cross-cutting concepts, and science and engineering practices, candidates learn to plan, implement, and assess science learning experiences that engage all elementary learners in curiosity, exploration, sense-making, conceptual development, and problem-solving taking into account personalized learning needs and supports through application of the principles of universal design for learning, technology, and intensive intervention as individually appropriate. Utilizing an interdisciplinary approach to S.T.E.A.M., the course encourages participation in problem-based and project-based learning activities, mathematics and science inquiry learning tasks, and the innovative use of technology. Candidates will practice backward design to develop S.T.E.A.M. learning activities and utilize assessment to monitor student learning outcomes.

This course incorporates the central concepts, tools of inquiry, and structures of mathematics (operations and algebraic thinking, number sense and operation with rational numbers, geometry, ratios and proportional relationships, data, statistics and probability). Individual performance data will be used to plan, implement, and assess mathematical learning experiences that engage all learners.  Students will study topics used to engage all learners in critical thinking, creativity and collaborative problem solving, considering individualized learning needs and supports through the application of the principles of universal design for learning, technology, and intensive intervention as appropriate.

The goal of this course is to enhance the professional development practices of the teacher candidate, to develop “learning teachers” who research, study, reflect, and apply effective instructional practices and assessment practices to enhance the learning environment in their learning communities. The teacher candidate understands that individual student characteristics have an impact on education. Teacher Candidates will research and analyze effective assessment technologies for student learning evaluation, instructional planning, and progress monitoring.

This clinical internship course promotes the application of scientific disciplinary core ideas, cross-cutting concepts, and science and engineering practices to plan, implement, and assess science learning experiences that engage all elementary learners in curiosity, exploration, sense-making, conceptual development, and problem-solving taking into account personalized learning needs and supports through application of the principles of universal design for learning, technology, and intensive intervention as individually appropriate. The course focuses on the pedagogies that successfully integrate the study of inquiry science and mathematics as they relate to the elementary school curriculum. This course studies the organization of teaching strategies and experiences in facilitating inquiry in the classroom. There is an emphasis on constructivism, cooperative learning, and the integration of science, technology, engineering, mathematics, and the arts. The teacher candidate will work with a cooperating teacher and students in a school setting to become familiar with the K-6 science and mathematics curriculum and successfully write and teach developmentally appropriate lessons.

This clinical internship course is designed to be the culminating course in the Teacher Education Department. It provides the students with a semester-long supervised teaching experience in their area of concentration. Teacher candidates will employ ethical guidelines and other professional standards expected of the elementary education professional. The course will guide students through the experiences of being collaborative learners who engage in reflective practice, demonstrate critical perspectives, and make informed, ethical decisions. During this semester, student teachers will develop their Teacher Work Sample (required for certification) empathizing sound education practices and policies.