| Total Required Credits: |
62-87 |
|
| Core Requirements: |
39 |
| ETC 502 | | 2 |
This course provides an understanding of the potential empowering or limiting effects of health/fitness choices and habits on quality of life, health and lifespan. Topics include exploration into health-related topics as well as candidate development of teaching skills necessary for effective health education and application of physical activities that promote fitness in the K-8 student learning environment. |
| ETC 503 | | 2 |
This course focuses on the basic elements, principles, related concepts, and vocabulary of the creative arts. Emphasis is placed on a variety of media and lesson planning. Candidates will be able to integrate the arts into planning academic, technological and multicultural curricula for K-8 classrooms. |
| ETC 585 | | 2 |
This course examines models for the delivery of services in special education as defined by the federal Individuals with Disabilities Education Act (IDEA) including definitions, placement procedures, least restrictive environment, early interventions, inclusion, program delivery models, integration, and school to work programs. It also identifies and examines other special programs including Section 504 of the 1973 Rehabilitation Act, English Language Learner (ELL), bilingual, highly capable, and federal, state, and local compensatory programs and service. This course is a foundation course and the concepts learned here will be of use in other courses. |
| ETC 534 | | 3 |
This course examines public school law with an emphasis on the rights and responsibilities of students and teachers. Candidates analyze current issues and case studies specific to public education, special education and the education of recent immigrants for positive inclusion in a public school. Candidates learn professional boundaries, procedures, and resources to maintain a safe environment for teaching and learning. |
| ETC 578 | | 4 |
This course guides teacher certification candidates to demonstrate competency in inquiry-based approach to teaching Science and Social Studies that emphasizes sustainability and honors multicultiral persepctives. Particpants apply the cycle of inquiry to the essential components of Science and Social studies-concepts, knowledge, understanding, skills, reasoning, product development and dispositions. The course provides opportunities for direct classroom application and transformative student learning. Prerequisites: Admission to Master in Teaching program or Program Director permission. |
| ETC 504 | | 2 |
This course is an introduction to theories and practice of classroom management. Candidates will practice a variety of ways to establish rapport with students and families, promote student participation and engagement, and manage student behavior. Emphasis is placed on candidate practice of skills and strategies necessary to establish and maintain classroom communities that will support student learning and important human relationships. |
| ETC 556 | | 1 |
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 classroom, teaching, and the school. Candidates begin development of a set of values to teach by in order to establish the dispositions of a professional educator. |
| ETC 501 | | 3 |
This course addresses major theories of human growth and development and application of the theories to the classroom. Topics include cognitive development, moral development, emotional development and physical development of early childhood, middle childhood, and adolescence. Candidates apply the knowledge of the developmental stages of human growth and development to their instructional decisions. |
| ETC 552 | | 2 |
This course examines the diversity of the American school population. Candidates will explore issues of diversity in schools and society not limited to gender, socio-economic status, culture/ethnicity, special needs, bilingual needs, and migrant status. The course will promote the candidate's sensitivity, acceptance, and ability to self-reflect in regards to issues related to diversity and will inspire the candidate to do the same with his/her students. |
| ETC 548 | | 5 |
This course examines the basic principles of quality instructional design, delivery, and assessment. Topics include personalized learning as well as instructional and assessment strategies that promote learning experiences and enable both teacher and student to monitor learning progress and make data-driven decisions. Prerequisites: ETC 501, ETC 556, ETC 552, ETC 680 and Public School and Special Education Law are prerequisites to this course. |
| ESP 548 | | 2 |
Please check back soon for the full description of this course. |
| ETC 541 | | 5 |
This course will assist candidates in acquiring and demonstrating a functional understanding of mathematics concepts and methods taught in grades K-8. Study will include an investigation of the different teaching strategies to motivate and help children learn mathematical concepts. Also included is an examination of a variety of curricular materials. This course emphasizes hands-on instruction, state and national standards, the use of manipulatives, and technology in the classroom. This course is a foundation course and the concepts learned here will be of use in other courses. |
| ETC 586 | | 2 |
This course provides an opportunity for candidates to apply concepts and skills learned here in other courses and in field experiences. It examines current issues and trends in educational technology as used in K-8 schools. Technology hardware and various types of educational software are explored with an emphasis on integrating technology across the K-8 curriculum. Candidates are encouraged to use collegial review of the Standards-Based Portfolio assignment identified in this syllabus. |
| ETC 680 | | 1 |
This course introduces candidates to action research and requirements of the master project. Topics include the cycle of inquiry, information literacy, models of action research, professional writing, and APA style. Candidates examine how classroom teachers use the principles and processes of action research to inform and improve student learning. |
| ETC 683 | | 1 |
Please check back soon for the full description of this course. |
| ETC 686 | | 1 |
In Teacher Research III, candidates experience seminars and personalized support to acquire approval of their research proposals and to move into the implementation phase. Topics include validity and alignment of theoretical foundations with intervention and assessment methodologies; program proposal; ethical review process; implementation strategies; on-going reflection and planning during the study; data collection; and topics particular to each candidate's project. Candidates integrate research-based process, methodology, and evidence-based decision making into their own professional practice. Prerequisites: ETC 683 Teacher Research II or equivalent. |
| ETC 690 | | 2 |
Candidates report and present a master project, which consists of a research-based professional development project and an evidence-based e-portfolio, for review by faculty and peers. Topics include data analysis, interpretation of results, examination of practice, and evidence of performance relative to professional standards. Successful candidates demonstrate capacities to improve and inform practice based on research and to show evidence their performance meets professional standards. Prerequisites: ETC 686 Teacher Research III or equivalent. |
|
| Literacy Block (All Students): |
10 |
| ETC 537 | | 3 |
In this course, candidates develop skills to evaluate and teach emergent literacy, phonemic awareness, phonics, and comprehension. Candidates design and construct learning activities and assessment tools to promote literacy in the K-8 classroom. Prerequisite: Admission to the Master in Teaching Program or permission of the Director. |
| ETC 547 | | 3 |
This course examines essential literacy components. Topics include vocabulary, fluency, comprehension, and children's literature. Candidates design learning activities for implementation in K-8 classrooms. Prerequisites: Admission to the Master in Teaching Program or permission of the Director. |
| ETC 549 | | 4 |
This course examines language acquisition and K-8 Language Arts teaching strategies. Topics include writing, writing process, and language arts strategies. Candidates use strategies to integrate reading, literature, writing, speaking, grammar, listening, and thinking across the curriculum. Prerequisites: Admission to the Master in Teaching Program or permission of the Director. |
|
| Internship and Student Teaching: (All Students): |
13 |
| ETC 610 | | 1 |
In this first field experience, candidates complete at least 20 half-days in a school classroom 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 Master in Teaching Program or permission of the Director. |
| ETC 611 | | 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 basis for improving performance. Prerequisite: Admission to the Master in Teaching Program or permission of the Director. |
| ETC 625 | | 1 |
Please check back soon for the full description of this course. |
| ETC 626 | | 0 |
Please check back soon for the full description of this course. |
| ETC 630 | | 2 |
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 Master in Teaching Program or permission of the Director, and completion of Internship II or equivalent. |
| ETC 631 | | 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 Master in Teaching Program or permission of the Director, and completion of Seminar - Internship II or equivalent. |
| ETC 645 | | 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. Prerequisites: Admission to the Master in Teaching Program or permission of the Director, and completion of Internship III or equivalent. |
| ETC 636 | | 0 |
In this reflective seminar course that accompanies Internship IV, candidates prepare for the field experience, reflect upon their classroom observations and experiences, 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. Prerequisites: Admission to the Master in Teaching Program or permission of the Director, and completion of Seminar III or equivalent. |
| ETC 640 | | 7 |
In Student Teaching, candidates seeking an Elementary Education K-8 endorsement co-teach with a cooperating teacher in a K-8 school 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 an Elementary Education K-8 endorsement. Candidates seeking an approved second endorsement in this course must also demonstrate competencies of the second endorsement. 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 3.0 or higher cumulative GPA; 5. Accept school assignment as arranged by Placement Coordinator. |
| ETC 641 | | 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. |
| ETC 650 | | 0 |
This course provides the opportunity for candidates to meet with others in the field for the purpose of improving teacher performance. Topics addressed include professional learning communities, engagement in teaching and learning protocols, and preparation and/or review of CityU performance tasks. The communication and reflective practice skills executed in this course prepare candidates to be contributing members of the field of education as a learning community. |
| ETC 651 | | 0 |
This course provides the opportunity for candidates to meet with others in the field for the purpose of improving teacher performance. Topics addressed include professional learning communities, engagement in teaching and learning protocols, and preparation and/or review of CityU performance tasks. The communication and reflective practice skills executed in this course prepare candidates to be contributing members of the field of education as a learning community. |
| ETC 652 | | 0 |
This course provides the opportunity for candidates to meet with others in the field for the purpose of improving teacher performance. Topics addressed include professional learning communities, engagement in teaching and learning protocols, and preparation and/or review of CityU performance tasks. The communication and reflective practice skills executed in this course prepare candidates to be contributing members of the field of education as a learning community. |
| ETC 660 | | 0 |
This course provides application of instructional and assessment practices for mathematics in a variety of learning environments. Topics include assessment and instructional strategies for use in elementary and middle schools. Upon course completion, candidates are prepared to teach and assess mathematics. Prerequisite: ETC 541. |
| ETC 661 | | 0 |
Individually or in collaboration with colleagues, candidates select a grade level to design an instructional unit that will extend for a minimum of two weeks. The unit must consider the needs of all students, intentionally including families. The unit must align with State GLEs standards and any identified building/district level instructional goals. Prerequisite: ETC 578. |
| ETC 662 | | 0 |
This is the performance task of the literacy sequence in the graduate teacher certification program. This course provides candidates with the opportunity to demonstrate specific strategies for differentiating literacy instruction. Topics include literacy instructional and assessment strategies. Practical application includes designing instructional plans and delivering instruction to support literacy development for all learners. Prerequisites: ETC 537,547,549. |
| ETC 663 | | 0 |
This course represents the companion performance task for ETC 548 Curriculum, Instruction and Assessment Methods, 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. |
| ETC 664 | | 0 |
This course represents the companion performance task for ETC 504 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. |
|
M.I.T. with Elementary Ed. Only:
(Note: Take all Core, Literacy Block and Internship / Student Teaching courses listed above.)
|
62 |
|
M.I.T. with Elementary Ed. and ELL Emphasis Only:
(Note: Take all Core, Literacy Block and Internship / Student Teaching courses listed above, plus the following)
|
76 |
|
| ESL 541 | | 2 |
Please check back soon for the full description of this course. |
| ESL 554 | | 3 |
Please check back soon for the full description of this course. |
| ESL 525 | | 3 |
Please check back soon for the full description of this course. |
| ESL 526 | | 3 |
This course focuses on how to teach English as a Second Language writing. Candidates review the pedagogical issues in ELL writing instruction, study curriculum design, consider how to respond appropriately to student writing, and investigate writing assessment methods. Through the culminating project, candidates demonstrate their capacity to analyze and synthesize core knowledge and skills within the context of K-12 students in their learning communities. |
| ESL 551 | | 3 |
Please check back soon for the full description of this course. |
|
M.I.T. with Elementary Ed. and Reading Emphasis Only:
(Note: Take all Core, Literacy Block and Internship / Student Teaching courses listed above, plus the following)
|
68 |
|
| ERL 557 | | 3 |
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 Master in Teaching Program dual endorsement program, completion of ETC 537, ETC 547, ETC 549, accessibility to P-12 students and/or classrooms; or admission to the Master of Education program and valid Washington State initial, residency, continuing, professional teaching certificate or valid National Board Teaching certification; accessibility to P-12 students and/or classrooms. |
| ERL 558 | | 3 |
Please check back soon for the full description of this course. |
|
M.I.T. with Elementary Ed. and Special Education Emphasis Only:
(Note: Take all Core, Literacy Block #1 or #2* and Internship / Student Teaching courses, plus the following)
|
87 |
|
| ESP 525 | | 3 |
The purpose of this course is to provide candidates opportunities to explore models for analyzing and managing student behavior. The course emphasizes basic types of student behavior, motivation, prevention strategies, intervention strategies and behavior change plans. Practical application of these principles will be demonstrated through the completion of data collection samples, a functional behavioral assessment, a positive behavior support plan, and an aversive therapy plan. |
| ESP 529 | | 3 |
The purpose of this course is to provide candidates 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. |
| ESP 538 | | 3 |
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. This course prepares candidates to facilitate meetings involving all appropriate participants and develop successful transition plans. Prerequisite: Entry to Special Education teacher endorsement program. |
| ESP 528 | | 3 |
This course focuses on the necessary foundations, strategies and understanding to successfully perform assessments and evaluations. Emphasis is placed on the selection of appropriate assessment and evaluation tools, timelines and the interrelationship between assessment components. Candidates will demonstrate selection of appropriate assessment tool and accurately interpret data used in the assessment process. |
| ESP 531 | | 4 |
The purpose of this course is 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. |
| ESP 535 | | 2 |
Please check back soon for the full description of this course. |
| ESP 663 | | 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. |
| ESP 640 | | 7 |
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: 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 3.0 or higher cumulative GPA; 5. Accept school assignment as arranged by Placement Coordinator. |
| ESP 641 | | 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. |
|
*Literacy Block 2:
(Note: Special Ed. Students may choose either Block #1 or Block #2)
|
10 |
|
| Concentration in Special Education Literacy: |
| ESP 537 | | 3 |
In this course, candidates develop skills to evaluate and teach emergent literacy, phonemic awareness, phonics, and comprehension. Candidates design and construct learning activities and assessment tools to promote literacy in the special education classroom. Prerequisite: Admission to the Master in Teaching Program or permission of the Director. |
| ESP 547 | | 3 |
This course examines essential literacy components. Topics include vocabulary, fluency, comprehension, and children's literature. Candidates design learning activities for implementation in special education classrooms. Prerequisites: Admission to the Master in Teaching Program or permission of the Director. |
| ESP 549 | | 4 |
This course examines language acquisition and K-8 Language Arts teaching strategies. Topics include writing, writing process, and language arts strategies. Candidates use strategies to integrate reading, literature, writing, speaking, grammar, listening, and thinking across the special education curriculum. Prerequisites: Admission to the Master in Teaching Program or permission of the Director. |
*These courses include competencies that meet requirements for Issues of Abuse, WAC 181-79A-30; RCW 28A.410.035.
Courses subject to change, speak to an advisor if you have questions.
