Education

Wilmington College Teacher Education Program, which is designed to prepare teachers in the liberal arts tradition, is granted Accreditation by the Council for the Accreditation of Educator Preparation (CAEP) though December 2025. The College develops professional educators who demonstrate a thorough knowledge of the subjects they will teach as well as an understanding of the teaching and learning process, the needs of exceptional learners, and public policy and educational advocacy. Teacher education candidates are expected to possess and convey high expectations to all students they teach. Teacher education candidates will gain the ability to teach diverse student populations and develop an understanding of the particular culture and community in which they teach. They will become professional educators equipped to create positive learning environments that encourage active student engagement and self-motivation. They will become reflective practitioners who are able to collaborate with a variety of stakeholders in establishing P-12 learning communities.

In addition to Education coursework required for each major, teacher education candidates must complete requirements set forth by the Ohio Department of Education including earning passing scores on the Ohio Assessment for Educators (OAE) tests required for their respective licensure area(s). You may find a complete list of required OAE tests by licensure area by accessing http://education.ohio.gov/Topics/Teaching/Licensure/Prepare-for-Certificate-License/Educator-Licensure-Examinations and clicking “Educator Licensure Testing Requirements”.

Teacher education candidates who satisfy all other degree requirements within their major without successfully completing student teaching cannot be recommended by Wilmington College for an Ohio teaching license. The Wilmington College Teacher Education Program cannot issue teaching licenses; it can only recommend qualified teacher education candidates to the Ohio Department of Education for one of the following 4-Year Resident Educator licenses. Candidates who have successfully completed the corresponding Education major and passed all required OAE tests will be recommended.

We encourage you to apply for your teaching license as soon as possible after you graduate. Ohio Department of Education periodically changes requirements for licensure and if you are in the system with a current license, you will often be “grandfathered” into the new requirements without having to do extra work. However, if you do not get a license and the requirements change, we are bound by the state to follow the new requirements on any license application, whether or not the applicant for licensure met the requirements that were set at the time they graduated. Those new requirements could require additional coursework, different licensure exams, etc. which would have to be completed before a licensure application could be approved.

Primary Education License – Pre-Kindergarten through Grade 5
Primary Education Intervention Specialist License – Pre-Kindergarten through Grade 5, General and Special Education (dual license)
Middle Childhood License – Grades 4 through 9
Candidates must select two teaching fields, 20 semester hours each, from the following:

  1. Language Arts,
  2. Mathematics,
  3. Social Studies,
  4. Science.

Adolescence to Young Adult License – Grades 7 through 12
Candidates must complete one of the following majors relating to their desired teaching field:

  1. Integrated Language Arts,
  2. Integrated Mathematics,
  3. Integrated Social Studies,
  4. Life Sciences,
  5. Life Sciences with Chemistry

K-12 Intervention Specialist License – Candidates must select from either a Mild/Moderate or Moderate/Intensive concentration.

Career-Technical License in Agriscience – Grades 4 through 12
Candidates must complete an Agriculture major.

Applying for a New 4-Year Resident Educator License

In your first or second semester in the Education Program at Wilmington College, you will set up an OH ID account through the state of Ohio in order to apply for a Pre-Service teaching permit. You will be given instructions and walked through the process to set up your account. Once you have completed the tasks for the permit, you can submit the application for it. This must be complete prior to going into the classrooms for any reason ( observation, assignment completion, field practice or student teaching). Without this permit on record, you will not be able to complete any field requirements. The permit is good for 3 years so you will need to renew it prior to student teaching - be sure to watch your expiration date so you have this done in a timely fashion.

After you graduate from Wilmington College, you will use that same OH ID account to apply for the 2-year Resident Educator license. This will allow you to teach full-time in your own classroom while completing the Resident Educator program during your first two years of teaching. Once you have met those requirements you will be able to apply for a 5-year Professional Teaching License thought the district in which you are teaching. 

Admission to the Teacher Education Program (For Licensure Majors Only)

Education majors who wish to become teacher education candidates for licensure must be admitted to the Teacher Education Program by the end of their fourth semester at Wilmington College. Education majors who transfer to Wilmington College with 60 or more hours must be admitted to the Teacher Education Program by the end of their second semester at Wilmington College. Candidates who have not been admitted to the Teacher Education program on time may pursue an Education Studies major or choose another major apart from Education.

All candidates must: 

  1. Complete ED130 and ED230 with a grade of B- or better. If a student has transferred in either a Human Development OR Educational Psychology course from another institution with a B- or higher score, the student will need to complete the ED231 Human Development and Learning Connections course to complete the remaining content from our ED230 course.
  2. Earn a cumulative grade point average of at least 2.70.
  3. Satisfactory completion of field experience in a school setting pre-approved by the Education Area during ED130.
  4. Completion of the questionnaire required by the Ohio Department of Education regarding license eligibility and sign the ODE Office of Professional Conduct’s good moral character statement of assurance.
  5. Completion of BCI and FBI fingerprint report indicating “employable” (completed during ED130 or ED132).
  6. Completion of teaching field as listed below:

Primary Education, Primary Education Intervention Specialist, and K-12 Intervention Specialist, majors must:
Complete EN101 or EN103H, MT102, a humanities course, and a science course from the required general education curriculum with a grade of “C” or better. In addition, these courses must be completed with an average of at least 2.75.

Middle Childhood majors must:
Complete one course from each of the two selected content areas (English, Math, History, or Science) with a grade of “C” or better. In addition, these courses must be completed with an average of at least 2.75.

Adolescence to Young Adult, and Career-Technical majors must:
Complete two courses from the selected content major/concentration with a grade of “C” or better. In addition, these courses must be completed with an average of at least 2.75.

 

Denial of Admission to the Teacher Education Program

Students denied admission to the Wilmington College Teacher Education Pogram may submit a written appeal to Education Area faculty. The required Education Area Appeal Form may be obtained from the Education Area office. Students are also encouraged to meet with their respective academic advisor to discuss remediation opportunities. Students should resubmit the required Application to the Teacher Education Program once all necessary admission criteria set forth in the Wilmington College Course Catalog have been met.

Warning Flag System

Both prior to a student’s admission to (including Education Studies majors) and after a candidate’s admission to the Teacher Education Program, Education Area faculty, Wilmington College site supervisors, site school administrators, and cooperating teachers retain the right to issue a warning flag to a student or teacher candidate who engages in behavior that would jeopardize the student’s or teacher candidate’s ability to successfully fulfill the responsibilities of a professional educator. The behavior(s) necessitating a warning flag may be academic in nature or indicate the student or teacher candidate does not possess the dispositions the Wilmington College Education Area has identified as being essential for effective educators. These dispositions and related behaviors necessitating a warning flag are listed below. Please note that examples of warning flag behaviors listed do not constitute an exhaustive list and Education Area faculty, site supervisors, site school administrators, and cooperating teachers may address any other behaviors they deem related to a listed professional disposition. Documentation of each warning flag, and subsequent remediation plans and faculty decisions, will become part of a student’s/teacher candidate’s permanent file.

NOTE: A total of three warning flags will result in a student’s or teacher candidate’s permanent removal from the Teacher Education Program.

Professional Disposition

Examples of Warning Flag Behaviors

Responsible and ethical professional behavior
  • A pattern of poor attendance in class and/or field experience
  • Repeated late assignments or failure to submit required work
  • Academic dishonesty or violations of the Wilmington College Student Code of Conduct
  • Unprofessional conduct at school sites documented by cooperating teachers or site supervisors
  • Violating student confidentiality/FERPA
  • Cumulative GPA below 2.75

Professional dress and demeanor in school settings
  • Inappropriate clothing worn to field experience site
  • Inappropriate interactions or relationships with administrators, staff, students, or families
  • Befriending P-12 students via social media

Respect for cultural diversity
  • Ethnic, racial, or religious slurs voiced in class or in a field setting
  • Inequitable treatment of students who are culturally or linguistically diverse
  • Negative attitude demonstrated toward students whose backgrounds or abilities may be different than the teacher candidate’s

Belief that all students can learn
  • Negative attitude about student potential demonstrated in the field or voiced to site supervisor or cooperating teacher or voiced in seminar

Appreciation of the vital role of families in facilitating student learning outcomes
  • Negative interaction with parents or guardians of student in a field placement setting

Willingness to implement new instructional methods/technology
  • Lack of response or negative response to repeated suggestions from faculty, site supervisors or cooperating teachers for improving instructional practice
Interest in professional growth
  • Negative attitude toward learning or professional development displayed in class or in a field setting

Willingness to positively impact student learning outcomes, teaching, and school improvement
  • Lack of initiative observed by faculty, site supervisors, or cooperating teachers

The following steps occur in the warning flag system.
NOTE: Students or teacher candidates will automatically be placed on program probation for one semester when a warning flag is issued. Those placed on program probation are encouraged to work closely with their academic advisors and Student Resource Center to develop strategies for improving overall academic and professional performance.

  1. The Education Area faculty member, site supervisor, site school administrator, or cooperating teacher notifies the Wilmington College Field Director, Education Area Coordinator, and Education Area Support Coordinator of the behavior(s) constituting a warning flag(s) in writing with supporting evidence as necessary.
  2. A face-to-face meeting is scheduled with the student or teacher candidate, Education Area Coordinator, Field Director, and concerned party(ies) who submitted documentation of the behavior(s) in question in order to address the issues and/or concerns constituting the warning flag(s).
  3. During this meeting, the Education Area Coordinator and Field Director will specifically review warning flag documentation with the student or teacher candidate.
  4. The student or teacher candidate presents a written remediation plan and timeline that s/he feels will sufficiently address Education Area concerns.
  5. The student’s or teacher education candidate’s proposed remediation plan is presented to Education Area faculty who will reach consensus as to whether or not they will accept the remediation plan, suggest revisions to the remediation plan, or (in the event of an unemployable offense as contained in Ohio Revised Code) permanently remove the candidate from the Teacher Education Program. The Education Area Coordinator then notifies the student or teacher candidate of this decision in writing.
  6. If Education Area faculty accept the student’s or teacher candidate’s remediation plan, s/he is placed on program probation for one semester. During the probationary semester the area coordinator (or assigned designee) will check-in with the student/teacher candidate regularly regarding progress with the remediation plan steps. At the conclusion of the probationary semester, Education Area faculty review the student’s or teacher candidate’s remediation plan and reach consensus as to whether or not to allow the student or teacher candidate to continue pursuing teacher licensure or to permanently remove the candidate from the Teacher Education Program.
  7. If permanently removed from the Teacher Education Program, the student or teacher candidate will no longer be permitted to enroll in any Education Area coursework, internship, or field practicum course.

Admission to Student Teaching

Student teaching represents the culmination of the teacher education candidate’s educational preparation and is open only to those who have demonstrated the competencies, attitudes, and dispositions characteristic of competent, caring P-12 practitioners. Requirements for admission to student teaching include the following:

  1. An overall GPA of 2.75
  2. Teaching field GPA of 2.75
  3. Completion of all upper-division Education coursework with a grade of “C” or better.
  4. Successful completion of all Field Practicum courses, with at least one in a pre-determined urban setting or approved urban alternative.
  5. Completion of at least two-thirds of teaching field/concentration courses.
  6. A 2.75 average in ED285, ED385 and ED485.
  7. Achieve a passing score for the OAE professional content test(s) required for Ohio licensure by deadline in semester prior to student teaching. 
  8. Submit a student teaching application to the Education Area during semester prior to student teaching by the specified application deadline in order to student teach the following fall or spring semester.
  9. Respond to the following Ohio Department of Education questions regarding licensure eligibility:
    1. Have you ever been convicted of, found guilty of, pled guilty to or pled no contest to any misdemeanor other than a traffic offense?
    2. Have you ever been convicted of, found guilty of, pled guilty to or pled no contest to any felony?
    3. Have you ever had a criminal conviction sealed or expunged?
    4. Have you ever had ANY professional certificate, license, permit, or an application for the same, revoked, suspended, limited, or denied?
    5. Have you ever surrendered ANY certificate, license, or permit, other than a driver’s license?
  10. Sign the ODE Office of Professional Conduct’s good moral character statement of assurance.
  11. Submit a BCI and FBI fingerprint report indicating “employable,” obtained via the Educational Service Center within the last 3 months.
  12. Evidence of physical and emotional fitness for student teaching
  13. Recommendation by the Education faculty

Denial of Admission to Student Teaching

Teacher candidates denied admission to student teaching may submit a written appeal to Education Area faculty. The required Education Area Appeal Form may be obtained from the Education Area office. Students are also encouraged to meet with their respective academic advisor to discuss remediation opportunities. Students should resubmit the required Application to Student Teach once all necessary admission criteria set forth in the Wilmington College Course Catalog have been met.

Degrees

Courses

ED130: FOUNDATIONS OF EDUCATION

Credits 4
Introduces teacher education candidates to the professional community of educators and the role schools play in society. It initiates candidates into the culture of schools and to the conceptual framework of “Reflective Practitioners for Peaceful Schools.” Candidates begin to assess their interest in the teaching profession. Included is the first field practicum required of all Wilmington College Education majors that includes observations, field trips, guest speakers, and reflections. Successful completion with a grade of “B-” or better is required.

ED132: REFLECTIVE PRACTITIONERS FOR PEACEFUL SCHOOLS

Credits 1
Introduces teacher education candidates to Wilmington's unique conceptual framework including celebration of diversity, commitment to positive discipline, and use of reflection to improve practice. Includes field trips, speakers, reflection assignments and field practicum if not documented from transfer course.

ED133: TECHNOLOGY INTEGRATION IN K-12 CLASSROOMS

Credits 1
This is a required course for licensure seeking teacher candidates. It is focused on technology integration in teaching and learning. The content coverage reflects the International Society for Technology in Education (ISTE) standards for educators. Topics include the Internet, productivity software applications, multimedia and educational software applications, social and ethical issues related to technology, and integration of technology in lesson planning appropriate to particular instructional objectives and strategies.

ED160: BEGINNING AMERICAN SIGN LANGUAGE I

Credits 2
Introductory course in American Sign Language (ASL) emphasizing basic signs in the context of straight English. Classroom work will stress everyday communication as the centerpiece of every lesson. Topics revolve around interpersonal conversations, sharing pertinent information, and question and answering skills. Students will learn by practicing.

ED161: BEGINNING AMERICAN SIGN LANGUAGE II

Credits 2
The second part of an introductory course in American Sign Language (ASL) emphasizing basic signs in the context of straight English. Classroom work will stress everyday communication as the centerpiece of every lesson. Topics revolve around interpersonal conversations, sharing pertinent information, and question and answering skills. Students will learn by practicing.

ED162: AMERICAN SIGN LANGUAGE III

Credits 2
This is the third in a series of introductory courses in American Sign Language (ASL) emphasizing basic signs used with English context. Classwork will stress everyday communication as the centerpiece of every lesson. Topics revolve around sharing information about our environment, deaf culture, and continued instruction in ASL grammar with an emphasis on developing question and answering skills. Students learn pragmatic strategies to help maintain a conversation. In addition, a variety of interactive activities will enable students to rehearse and apply skills they have learned.

ED163: AMERICAN SIGN LANGUAGE IV

Credits 2
This 2-semester-hour course is the fourth in a series of introductory courses in American Sign Language (ASL) emphasizing basic signs used with English context. Classroom work will stress everyday communication as the centerpiece of every lesson. Topics revolve around sharing information about our environment, deaf culture and continued instruction in ASL grammar with an emphasis on develop question and answering skills. Students learn conversation strategies to help maintain a conversation. Interactive activities will allow students to rehearse what they have learned.

ED230: HUMAN DEVELOPMENT AND LEARNING THEORY

Credits 4
Introduces major theories of cognitive, social, emotional, and linguistic development. The relationship among these theories and the teaching and learning process in school and other professional contexts with regard to the age of students and clients is emphasized. Research from the relatively new area of the Learning Sciences is taught. Successful completion with a grade of “B-” or better is required.

ED231: HUMAN DEVELOPMENT AND LEARNING CONNECTIONS

Credits 1
This course is for transfer students who have already completed either a 3-hour Human Development or a 3-hour Educational Psychology with a B- or higher and need 1 more credit hour to meet WC's 4-hour ED230 Human Development and Learning requirement and attain adequate content. This course will address the content remaining from ED230 Human Development and Learning to ensure student understanding of this critical content needed for successful progress in the education majors at Wilmington College. This course must be completed with a B- or higher to be considered for admission to the licensure program.

ED233: INTEGRATED FINE ARTS FOR YOUNG CHILDREN

Credits 2
A study of the early development of creative expression. The benefits of teaching and assessing through music and art, especially for young children who are active learners and demonstrate their understandings, their feelings and sensitivities, and impressions with their whole selves. Includes selection, organization and presentation of lessons that use the arts to integrate other subject content. Students apply different media, techniques, technology, and materials in order to plan for and instruct a diverse population of early childhood students.

ED235: BASIC MOVEMENT AND MOTOR FOR YOUNG CHILDREN

Credits 2
A study of movement concepts and principles; child development as it relates to motor skills; and assessment and evaluation for instruction within physical education. Students learn to understand and respect differences in physical abilities and learn to adapt physical education for young children by selecting developmentally and instructionally appropriate activities. The class emphasizes a variety of fundamental locomotive, manipulative, and stability movement skills. Students learn how to use physical/motor development to enhance play and infuse skills across the curriculum for younger children, and learn that control, movement, needs, and interests are different from those of older children. Includes field experience.

ED240: READING CORE I: PHONEMICS, PHONICS, AND LANGUAGE ACQUISITION

Credits 4
This course introduces teacher candidates to the knowledge and skills necessary to teach and informally assess P-9 students in the areas of reading, phonics/spelling, speaking, listening, and writing. They will also learn how language acquisition, developmental stages, and cultural diversity affect the process of becoming literate. They will learn to analyze words using both units of sound and meaning. Teacher candidates will learn and practice: administration of formal and informal assessment skills in reading and word study/phonics/spelling; approaches for fostering motivation of reading; handwriting; planning for cross-curricular connections for literacy; and strategies for students to comprehend text as well as vocabulary words within the text. Teacher candidates will also be introduced to educational research in literacy, including phonics, and be expected to apply that research to making effective instructional decisions in their instructional planning.

ED243: PRIMARY EDUCATION PHILOSOPHY AND PRACTICES

Credits 4
This course explores the historical, philosophical, and social foundations of P-5 education as they relate to best practice. Culturally responsive program design and implementation, physically and psycho-socially safe and healthy learning environments, standards-based learning and teaching, research updates, the critical role of adult/child relationships, and collaborative partnerships with families and other professionals define the template applied to a variety of P-5 theories and model programs. The course also examines career options, social and policy issues, ethics, and child advocacy to help P-5 students become independent, self-regulated learners.

ED270: INTERNSHIP

Credits 1 8
An internship is an intensive career-oriented work experience related to the student’s academic studies, professional and educational goals. It is also an opportunity to gain practical experience in one’s major field of study, apply knowledge gained in the classroom, and make useful contacts in a professional field. The experience is ideally unique to the student and must be supervised by a qualified supervisor.

ED285: FIELD PRACTICUM II

Credits 1
Applied theory and practice in P-12 classrooms with guidance of field/clinical and college faculty. In this course teacher candidates will be expected to plan, teach, and evaluate lessons in their licensure area. They will also practice positive discipline and collaborate with colleagues. Interview with Education faculty required.

ED331: FOUNDATIONS OF LITERACY

Credits 4
Skill
W
This course provides students with an overview of literacy instruction by engaging students in reading about current issues, research, theory, policy, and practice in literacy instruction from PreK-12. Students will learn about the principles of literacy instruction including the components of literacy, the reading and writing processes, reading programs, methods of instruction, standards and assessments, discipline-specific literacy, diversity, and information literacy.

ED341: READING CORE II: PRINCIPLES AND PRACTICES FOR LITERACY INSTRUCTORS

Credits 4
Skill
W
This course introduces candidates to the knowledge and skills necessary to teach and assess PK-12 students in reading comprehension strategies. In addition to educational research, emphasis will be placed on collecting and using data from the classroom to inform teaching They will also use those formats as prewriting for composing lesson plans to meet state requirements. Candidates will learn and practice: Lesson planning to support student reading comprehension, using content standards, educational research in literacy and teaching strategies; and employing word analysis instruction to support their understanding where it is appropriate. This course should be taken with a field practicum.

ED343: READING CORE III: DIAGNOSTIC TEACHING IN THE ASSESSMENT-BASED CLASSROOM

Credits 4
This course expands candidate knowledge and skills necessary to assess PK-9 students in reading and writing using educational research and using data from the classroom to inform teaching. Candidates will continue practice with lesson planning formats to present instruction on word analysis, reading comprehension strategies, and how to use those formats as prewriting for composing lesson plans to meet state requirements. Candidates will review and expand upon their knowledge of lesson planning to teach word analysis, the components of literacy, and the developmental nature of literacy learning. Candidates will learn and practice: Collection and use of data from formal and informal assessments to drive literacy instruction and long-term planning for individual needs and using effective strategies for diagnosing and instructing struggling learners. This course should be taken with a field practicum.

ED347: MIDDLE CHILDHOOD PHILOSOPHY AND GENERAL TEACHING METHODS

Credits 4
The course explores the historical, philosophical, psychological, and social foundations of middle childhood education as they relate to present day practice and emphasizes the connections between theories learned in college classrooms and their application in the P-12 classroom with the purpose of developing reflective practitioners. Developmentally appropriate education environments aimed to fulfill all students’ needs is a focus of this course. Specifically, issues pertinent to middle level education, including but not limited to, current research about best practice, block scheduling, team teaching, collaboration across teaching specialties, and the uniqueness of middle childhood students and their education will be addressed. The importance of family involvement including sensitivity to family structures and assistance to families in need, as well as knowledge of community resources and collaboration with community professionals is stressed. Classroom management and varied instructional techniques, including the uses of media and technology are discussed in class. A special emphasis on reading and writing to learn is provided. Students develop units that integrate reading and writing to learn, classroom management strategies, varied instructional techniques and assessments. Data generated by assessments are analyzed in order to guide remediation and future instruction.

ED349: SECONDARY GENERAL METHODS

Credits 4
This course emphasizes the connections between theories learned in college classrooms and their implementation in P-12 classrooms with the purpose of developing reflective practitioners. Classroom management and varied instructional techniques, including the uses of media and technology are discussed in class. An overview of the reading and writing processes with special emphasis on reading and writing to learn is provided. Students develop units that integrate reading and writing to learn classroom management strategies, varied instructional techniques and assessments. Data generated by assessments are analyzed in order to guide remediation and future instruction. The various types and symptoms of child abuse are presented, along with strategies for addressing suspected abuse.

ED352: TEACHING LANGUAGE ARTS IN MIDDLE CHILDHOOD AND ADOLESCENCE

Credits 4
This course is a professional methods course divided into three major academic areas: teaching composition (both written and oral), teaching language and teaching literature. The individuality of every learner and the importance of planning instruction and assessment that show respect for all cultures and diversities, encourage critical thinking, and encourage habits of life-long learning are emphasized. Content specific assessment strategies are discussed and implemented, and data is analyzed in order to plan remediation and future instruction. A summative final assignment is to create a detailed plan for an integrated language arts unit on a subject from the Ohio Model Curriculum and to implement it in the field, complete with identified objectives, materials, lessons, teaching strategies, accommodations, assessments, and future planning. This course should be taken with a field practicum.

ED354: TEACHING MATHEMATICS IN MIDDLE CHILDHOOD AND ADOLESCENCE

Credits 4
Teacher candidates learn strategies for teaching problem solving, how to use manipulatives for instructional purposes and how to integrate technology into their teaching. Teacher candidates also learn how to take the effect of intellectual, gender and cultural diversity into account when planning mathematics instruction. Formal and informal assessment of mathematics learning is also emphasized. Teacher candidates demonstrate understanding of integrating mathematics with other content areas by designing cross-curricular thematic units and implementing them in their field placements. A summative final assignment is to create a detailed plan for a mathematics unit on a subject from the Ohio Model Curriculum and to implement it in the field, complete with identified objectives, materials, lessons, teaching strategies, accommodations, assessments, and future planning. This course should be taken with a field practicum.

ED356: TEACHING SCIENCE IN MIDDLE CHILDHOOD AND ADOLESCENCE

Credits 4
This course equips prospective science teacher candidates with the skills, strategies, and techniques (including the gender-neutral nature of science) that allow students to develop their interest and enthusiasm for science, problem solving and science literacy. Teacher candidates will participate in and lead hands-on, inquiry-based activities. Teacher candidates also use technology to enhance their own background knowledge and are provided with conceptual framework that embraces the idea that science classrooms provide for individual differences such as gender, ethnicity, culture, and socioeconomic background. A summative final assignment is to create a detailed plan for a science unit on a subject from the Ohio Model Curriculum and to implement it in the field, complete with identified objectives, materials, lessons, teaching strategies, accommodations, assessments, and future planning. This course should be taken with a field practicum.

ED358: TEACHING SOCIAL STUDIES IN MIDDLE CHILDHOOD AND ADOLESCENCE

Credits 4
This course prepares teacher candidates to think critically about teaching social studies in grades 4 through 12. Topics include: multicultural aspects of the social studies; effective communication skills in reading, writing and speaking in the social studies; critical thinking about social studies methodology; the ability to translate social science discipline knowledge into the social studies curriculum; the ability to use social studies software in the classrooms and the ability to use technology to conduct social science research. Course content includes the modeling of block scheduling, integrated units, problem solving and critical thinking about the middle school concept, as well as teaching strategies, scheduling and pacing techniques and content delivery methods appropriate to high school settings. Content specific assessment strategies are discussed and implemented, and data are analyzed in order to plan remediation and future instruction. A summative final assignment is to create a detailed plan for an social studies unit on a subject from the Ohio Model Curriculum and to implement it in the field, complete with identified objectives, materials, lessons, teaching strategies, accommodations, assessments and future planning . This course should be taken with a field practicum.

ED360: SURVEY OF INCLUSION PHILOSOPHY AND STRATEGIES

Credits 4
This course offers an introduction to exceptionality in diverse school settings. Specifically offered is an overview of the history, current legislation pertaining to inclusion, parents as partners in the education process, diagnostic and prescriptive teaching, classroom differentiation, and an understanding of all kinds of diversity of learners and best school practice within today's classroom. Collaboration with an understanding of resources available for support including community, state, and federal agencies will be addressed.

ED368: CLASSROOM AND BEHAVIOR MANAGEMENT

Credits 4
This course will provide opportunities for students to deepen their understanding on the following topics related to behavior and classroom management: Positive behavior intervention and supports (PBIS); social-emotional development; classroom systems for establishing the foundation for positive behavior; classroom systems for responding to unwanted behavior; classroom data collection systems; effective instructional strategies and how to implement them with fidelity; matching curriculum to student needs and data; and the impact of trauma, toxic stress, and other environmental variables on learning behavior. Evidence-based, practical strategies for use in P-12 general education classrooms will be emphasized.

ED373: MATHEMATICAL METHODS FOR PRIMARY EDUCATION

Credits 4
This course offers a balance of curricular and instructional approaches that include mathematical concepts, processes, and skills and how to facilitate learning for students in grades P-5. The individuality of every learner and the importance of planning instruction and assessment that show respect for all cultures and diversities, encourage critical thinking, and encourage habits of life-long learning are emphasized. Content specific assessment strategies are discussed and implemented, and data are analyzed in order to plan remediation and future instruction. Students will apply specific P-5 methods that include, but are not limited to: play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning, and inquiry experiences to help young children develop intellectual curiosity, solve problems, and make decisions pertinent to mathematics. A summative final assignment is to create a detailed cross-cultural unit plan on a subject from the Ohio Model Curriculum complete with identified objectives, materials, lessons, teaching strategies, accommodations, assessments, and future planning.

ED374: SOCIAL STUDIES, ENGLISH, LANGUAGE ARTS METHODS FOR PRIMARY EDUCATION

Credits 4
This course offers a balance of curricular and instructional approaches that include concepts, skill level and problem solving, and the appropriate use of technology software to support learning skills as they relate to Language Arts and Social Studies. The individuality of every learner and the importance of planning instruction and assessment that show respect for all cultures and diversities, encourage critical thinking, and encourage habits of life-long learning are emphasized. Content specific assessment strategies are discussed and implemented, and data are analyzed in order to plan remediation and future instruction. Students will apply specific P-5 methods that include, but are not limited to: play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning, and inquiry experiences to help young children develop intellectual curiosity, solve problems, and make decisions pertinent to social studies and English/language arts. A summative final assignment is to create a detailed cross-cultural unit plan on a subject from the Ohio Model Curriculum complete with identified objectives, materials, lessons, teaching strategies, accommodations, assessments, and future planning.

ED375: SCIENCE METHODS FOR PRIMARY EDUCATION

Credits 4
This course offers a balance of curricular and instructional approaches that include science concepts, processes, and skills and how to facilitate learning for students in grades P-5. Content includes explorations of life sciences, physical science, and Earth and space sciences. The individuality of every learner and the importance of planning instruction and assessment that show respect for all cultures and diversities, encourage critical thinking, and encourage habits of life-long learning are emphasized. Content specific assessment strategies are discussed and implemented, and data are analyzed in order to plan remediation and future instruction. Students will apply specific P-5 methods that include, but are not limited to: play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning, and inquiry experiences to help young children develop intellectual curiosity, solve problems, and make decisions pertinent to science. A summative final assignment is to create a detailed cross-cultural unit plan on a subject from the Ohio Model Curriculum complete with identified objectives, materials, lessons, teaching strategies, accommodations, assessments, and future planning.

ED385: FIELD PRACTICUM III

Credits 1
Applied theory and practice in P-12 classrooms with guidance of field/clinical and college faculty. In this course teacher candidates will be expected to plan, teach, and evaluate lessons in their licensure area, including an assessment of student learning. They will also begin to practice positive discipline and to collaborate with colleagues. They will continue to develop and reflect on their teaching skills and their effectiveness as teachers. Successful completion with a "C" or better is a prerequisite for the Practicum IV.

ED470: INTERNSHIP

Credits 1 8
An internship is an intensive career-oriented work experience related to the student’s academic studies, professional and educational goals. It is also an opportunity to gain practical experience in one’s major field of study, apply knowledge gained in the classroom, and make useful contacts in a professional field. The experience is ideally unique to the student and must be supervised by a qualified supervisor.

ED485: FIELD PRACTICUM IV

Credits 1
Applied theory and practice in P-12 classrooms with guidance of field/clinical and college faculty. In this course expections are increased for teacher candidates to plan, teach, and evaluate lessons in their licensure area, including an assessment of student learning. Candidates will continue to practice positive discipline, collaboration with colleagues, and effectiveness as teachers as evidenced by a capstone project, in which their impact on student learning is described, recorded and analyzed. Successful completion with a "C" or better and passing the appropriate Ohio Assessment for Educators (OAE) professional content test(s) required for Ohio licensure are a prerequisite for student teaching.

ED495: STUDENT TEACHING

Credits 16
Skill
W
Students demonstrate the ability to work with parents and children, interdisciplinary teams of professionals and children with varying abilities and culturally diverse family systems. Students produce a capstone project, the Teacher Performance Assessment (EdTPA), in which planning, teaching, and assessment are described and analyzed. The project is nationally scored; failure to submit the EdTPA will result in a failing grade for the course. Take remaining OAE test(s).