Education

To address the educational needs of America's diverse student population, the professional preparation program in teacher education at Rocky Mountain College utilizes a strong theoretical component and applies that theory to the classroom via two practica, many volunteer opportunities, and numerous in-class teaching situations. Rocky Mountain College's program also provides pre-service teachers with opportunities to explore personal and group relationships so they will have confidence in facilitating student interaction in their own future classrooms.

The goal of Rocky Mountain College's education program is to provide students with the knowledge, skills, and dispositions necessary to be successful as beginning teachers in schools today and to continue as lifelong reflective professionals. To achieve this goal, Rocky Mountain College provides students with a strong liberal arts background, in-depth study in the fields in which they plan to teach, the professional knowledge and skills essential for effective teaching, and extensive school-based experience in a variety of school settings.

Career Paths:
Completion of the elementary, secondary, or K-12 program provides a strong base for students who wish to go directly into teaching or who wish to pursue advanced professional training in specialized educational programs such as special education, guidance and counseling, and school administration. Completion of the non-teaching endorsement education program provides a strong base for students who wish to work with children or youth in settings that do not require a teaching license.

Learning Outcomes

Students who graduate with a major in education will be able to:

  1. Understand the central concepts, tools of inquiry, and structures of the discipline and create learning experiences that make the subject meaningful to students;
  2. Understand how children learn and develop and provide learning opportunities that support their intellectual, social, and personal development;
  3. Understand how students differ in their approaches to learning and create instructional opportunities that are adapted to learners from diverse cultural backgrounds and with exceptions;
  4. Understand and use a variety of instructional strategies to encourage students' development of critical-thinking, problem-solving, and performance skills;
  5. Use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation;
  6. Use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom;
  7. Plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals;
  8. Understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner;
  9. Be a reflexive practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally;
  10. Communicate and interact with parents/guardians, families, school colleagues, and the community to support students' learning and well-being.

Program Basics for Admittance to the Teacher Education Program

The competencies expected by the Rocky Mountain College teacher education program include:

  1. Communication: Communication competencies are demonstrated by such behaviors as using the appropriate syntax, inflection, and word choice in oral communication; speaking distinctly and with confidence; and using correct spelling, standard English language mechanics, and meaningful word choice in written expression. Further, communication with students and families is demonstrated by sensitivity to the situation and family circumstances of the students.
  2. Intellectual ability (conceptual, integrative, and quantitative) for problem solving and effective teaching: The student must have the cognitive abilities necessary to master relevant content in subjects commonly taught in K-12 schools and pedagogical principles and their application in field settings at a level deemed appropriate by the faculty. These skills may be described as the ability to comprehend, memorize, analyze, and synthesize material. Students must be able to develop reasoning and decision-making skills appropriate to the practice of teaching.
  3. Dispositions: The candidate must demonstrate the professional, behavioral, and social dispositions necessary for the effective performance of a teacher.

Admission to the Teacher Education Program

To be admitted to the teacher education program, students must do the following:

  1. Successfully complete ENG 119 or an equivalent writing course, EDC 202, PSY 205, and PSY 206, earning at least a grade of “C-” in each;
  2. Successfully complete the first of two required field practica (EDC 291E or EDC 291S);
  3. Receive a passing score on the education department's supervised writing examination;
  4. Conduct a satisfactory interview with representatives of the Teacher Education Committee; and
  5. Have an overall minimum GPA of 2.75 with a minimum GPA of 2.75 in the education field and in the major courses.
  6. Once admitted into the Teacher Education Program, a copy of the official notification will be placed in the student's permanent record in the Office of Student Records. Also, the student will be registered for EDC 040: Acceptance into the Teacher Education Program for the current term with a final grade of "P," which will serve as a prerequisite for the core education courses.
Students who receive a grade lower than “C-” in any required edcuation course, even if that grade does not result in a GPA lower than the required 2.75 GPA, must re-take that course(s). A grade of "C-" or better will be required for the repeated course(s).

Students admitted to the teacher education program must continue to meet minimum program standards. Students who fail to meet the program standards may elect to switch to the non-licensure track or withdraw from the program. These standards include maintaining the required GPA (see #5 above) and demonstrating responsible dispositions toward learning in all college work as indicated under the “Dispositions” section of the teacher education program handbook. The teacher education program handbook is on the College's website under Academics > Undergraduate Majors > Education. All education students are required to adhere to the requirements and guidelines in the handbook.

Education majors who fail to maintain a minimum 2.75 GPA may choose to remain in the education program as non-licensure education majors. Non-licensure education majors will take all required education courses except for EDC 452/453/454 (student teaching) and EDC 490 (student teaching seminar). Non-licensure majors must complete EDC 450 and will receive a BA in education but will not be eligible to be licensed.

A student whose GPA falls below the 2.75 minimum should consult with his or her advisor to discuss the above-described non-licensure path or the option of an alternate major.

If a student subsequently achieves and maintains an overall GPA of 2.75 or higher prior to registering for his or her final semester at Rocky Mountain College, that student may register for EDC 452/453/454 and EDC 490 and thereby be eligible for licensure.

Praxis II Exam

All students must take and pass the appropriate portions of the Praxis II exam (consult your academic advisor for the required portions) before or directly subsequent to the student teaching semester. This is a licensure requirement.

Admission to Student Teaching

To be admitted to student teaching, students must meet the following requirements:

  1. Admission to the teacher education program (see the teacher education program handbook for details);
  2. Senior standing with a minimum overall GPA of 2.75;
  3. Completion of all required coursework except student teaching and its related seminar; and
  4. Approval of the Teacher Education Committee.

Transfer Courses

All transfer courses used to substitute for courses required in the teacher education program must be approved by the Teacher Education Committee. An official transcript must be sent directly to the Office of Student Records from any previous institution(s).

Transfer Students

Students transferring into the teacher education program must meet all Rocky Mountain College requirements for transfer students and must complete a minimum of 12 semester hours in the Rocky Mountain College teacher education program prior to student teaching.

Students with Degrees from Other Colleges

Students with degrees from other colleges:

  1. Must complete a minimum of 12 semester hours at Rocky Mountain College before student teaching;
  2. Must meet all Rocky Mountain College teacher education program requirements for student teaching; and
  3. Must meet all Rocky Mountain College teacher education program requirements for the teaching major and minor and be recommended by the respective department before student teaching.

Major in Elementary Education

A major in elementary education prepares students for teaching at the elementary school level (K-8). Candidates must be admitted to the teacher preparation program to pursue the elementary education degree.

The following courses are required:
EDC 202: Foundations of Education
EDC 291E: Field Practicum: Elementary school
EDC 302: Educational Psychology
EDC 310: Classroom Management
EDC 330: Introduction to Teaching Exceptional Learners
EDC 336: Education Technology
EDC/ART 338: Methods and Materials: Teaching Art in the Elementary School
EDC 341: Methods and Materials: Teaching Health in the Elementary School
EDC 342: Methods and Materials: Teaching Physical Education in Elementary School
EDC/MUS 344: Methods and Materials: Teaching General Music in the Elementary School
EDC 349: Methods and Materials: Teaching Mathematics in the Elementary School
EDC 350: Methods and Materials: Teaching Reading and Language Arts in the Elementary School
EDC 355: Methods and Materials: Teaching Social Studies in the Elementary School
EDC 356: Methods and Materials: Teaching Science in the Elementary School
EDC 360: Children's Literature
EDC 365: American Indian Education: History and Best Practices
EDC 370: Student Health and Safety
EDC 391E: Field Practicum: Elementary School
EDC 402: Curriculum and Pedagogy
EDC 427: Standards, Instruction, and Student Assessment
EDC 453: Student Teaching in the Elementary School
EDC 490E: Seminar: Elementary Education
ENG 119: First Year Writing
HST 211: American History I or HST 212: American History II
MAT 103: Mathematics for Elementary School Teachers I
MAT 104: Mathematics for Elementary School Teachers II
PSY 205: Human Development I
PSY 206: Human Development II

Content Knowledge Assessment

The assessment for content knowledge required by the No Child Left Behind Act for elementary education majors consists of the following multiple measures:

  1. 30 semester hours of content coursework. A GPA of that coursework will be calculated on a 0 to 4 point scale prior to program completion. The range will be 3.00-4.00 = 4 points; 2.50-2.99 = 3 points; 2.00-2.49 = 1 point; below 2.00 = 0 points.
  2. Assessment of content knowledge demonstrated during student teaching by a highly qualified teacher and a college supervisor on a scale of 0 to 3 based on demonstration of content knowledge. The following descriptors will be used: "knowledge is advanced" = 3 points; "knowledge is proficient" = 2 points; "knowledge is basic" = 1 point; "knowledge is unacceptable" = 0 points.
Score on the PRAXIS II Elementary Content Knowledge Test determined as follows: 164-200 = 6 points; 154-163 = 5 points; 139-153 = 3 points; 125-138 = 1 point; 100-124 = 0 points.

Rocky Mountain College's education department will use the above components to develop a Content Knowledge Score (CKS) to be calculated as follows: CKS = Content GPA points + Student Teaching Assessment points + PRAXIS points. The possible range for the CKS is 0-11. Students scoring lower than CKS = 7, or who score zero on any of the three multiple measures, shall not be recommended for licensure.

A score of one (1) on any of the multiple measures will trigger an individualized review of the student's content knowledge and teaching skill by Rocky Mountain College's teacher education program faculty before recommending that student for licensure.

Major in Secondary Education

A major in secondary education prepares students for teaching at the secondary school level (5-12).

The following courses are required:
EDC 202: Foundations of Education
EDC 291S: Field Practicum: Secondary or K-12 School
EDC 302: Educational Psychology
EDC 310: Classroom Management
EDC 330: Introduction to Teaching Exceptional Learners
EDC 336: Educational Technology
EDC 353: Teaching Reading and Writing in the Content Areas
EDC 365: American Indian Education: History and Best Practices
EDC 370: Student Health and Safety
EDC 391S: Field Practicum: Secondary or K-12 School
EDC 402: Curriculum and Pedagogy
Appropriate Content – Area-Specific Senior Methods Course
EDC 427: Standards, Instruction, and Student Assessment
EDC 452: Student Teaching in the Secondary School (Grades 5-12)
EDC 490S: Seminar: Secondary/K-12 Education
ENG 119: First Year Writing
PSY 205: Human Development I
PSY 206: Human Development II

Students must complete an education major in one of the following fields: biology, English, history, mathematics, psychology, social studies broadfield, science broadfield-biology, or science broadfield-chemistry.

Students must complete an education minor in one of the following fields: biology, English, history, mathematics, political science, psychology, reading, or theatre arts. In some cases, an extended single-field education major of at least 40 semester hours may be substituted for the major-plus-minor plan.

Secondary education students should carefully study departmental requirements listed under the various departments in the catalog, since in many cases, requirements for teaching licensure are different from general majors or minors.

Content Knowledge Assessment

The assessment for content knowledge required for licensing by the state of Montana consists of the following multiple measures:

  1. A GPA of 30 semester hours of content coursework that will be calculated on a 0 to 4 point scale prior to program completion.
  2. Assessment of content knowledge demonstrated during student teaching as rated on a 0 to 3 point scale by a highly qualified teacher and a college supervisor.
Score on the appropriate PRAXIS II content knowledge test as calculated on a 0 to 4 point scale.

Rocky Mountain College's licensing officer will use the above components to develop a Content Knowledge Verification Score (CKS) to be calculated as follows: CKS = Content GPA points + Student Teaching Assessment points + PRAXIS points. The possible range for the CKS is 0-11. Students scoring lower than CKS = 7, or who score zero on any of the three multiple measures, shall not be recommended for licensure.

A score of one (1) on any of the multiple measures will trigger an individualized review of the student's content knowledge and teaching skill by Rocky Mountain College's teacher education program faculty before recommending that student for licensure.

Major in K-12 Education

To become a teacher of art, music, or health and human performance, the student must be prepared to teach at all levels, K-12. Students must complete an education major in one of the following fields: art, music, or health and human performance.

The following courses are required:
ENG 119: First Year Writing
EDC 202: Foundations of Education

Choose one:
EDC 291E: Field Practicum: Elementary School or
EDC 291S: Field Practicum: Secondary or K-12 School

EDC 302: Educational Psychology
EDC 310: Classroom Management
EDC 330: Introduction to Teaching Exceptional Learners
EDC 336: Educational Technology
EDC 353: Teaching Reading and Writing in the Content Areas
EDC 365: American Indian Education: History and Best Practices
EDC 370: Student Health and Safety
EDC 402: Curriculum and Pedagogy
EDC 427: Standards, Instruction, and Student Assessment
EDC 454: Student Teaching (Grades K-12)
EDC 490S: Seminar: Secondary/K-12 Education
HHP 420: Methods and Materials: Teaching Secondary Health Enhancement (for HHP majors only)
PSY 205: Human Development I
PSY 206: Human Development II

Choose one of the following:
EDC 391E: Field Practicum: Elementary School
EDC 391S: Field Practicum: Secondary or K-12 School

Note: K-12 majors must have one elementary-level practicum experience and one secondary-level practicum experience.

Content Knowledge Assessment

The assessment for content knowledge required for licensing by the state of Montana consists of the following multiple measures:

  1. A GPA of 30 semester hours of content coursework that will be calculated on a 0 to 4 point scale prior to program completion.
  2. Assessment of content knowledge demonstrated during student teaching as rated on a 0 to 3 point scale by a highly qualified teacher and a college supervisor.
Score on the appropriate PRAXIS II content knowledge test as calculated on a 0 to 4 point scale.

Rocky Mountain College's licensing officer will use the above components to develop a Content Knowledge Verification Score (CKS) to be calculated as follows: CKS = Content GPA points + Student Teaching Assessment points + PRAXIS points. The possible range for the CKS is 0-11. Students scoring lower than CKS = 7, or who score zero on any of the three multiple measures, shall not be recommended for licensure.

A score of one (1) on any of the multiple measures will trigger an individualized review of the student's content knowledge and teaching skill by Rocky Mountain College's teacher education program faculty before recommending that student for licensure.

Nonteaching Major in Education

A student who wants to graduate in education, but does not plan to teach, must be admitted into the program and complete the requirements for the elementary, secondary, or K-12 major with the exception of student teaching. An educationally related internship is required. The courses required for the elementary, secondary, and K-12 majors are listed above. Nonteaching education majors do not need to take EDC 452, EDC 453, EDC 454, EDC 490E, or EDC 490S. The nonteaching major must also take EDC 450.

Minor in Reading

The reading minor is targeted at K-12 education majors aspiring to obtain a K-12 reading endorsement. Upon successful completion of the required courses, the candidate is eligible to apply for the State of Montana Reading Specialists K-12 endorsement. Following the completion of eight required courses, Rocky Mountain College students are eligible for the reading endorsement.

The following courses are required:
EDC 305: Emergent Literacy
EDC 318: Diagnostic Assessment of Reading
EDC 350: Methods and Materials: Teaching Reading and Language Arts in the Elementary School
EDC 353: Teaching Reading and Writing in the Content Areas
EDC 357: Reading Clinic
EDC 360: Children's Literature
EDC 362: Adolescent Readers
EDC 376: Writing Process for K-12 Students

EDC 202 - Foundations of Education
Semester: Fall and Spring
Semester hours: 2
This is an introductory course for students considering teaching as a career. It provides an overview of the purposes of education, the legal basis for schools, school organization and finance, the job of the teacher, general curriculum concepts, school-community relationships, partnering with parents, multicultural education, gender equity in the class-room, and other issues in education today. Students are assisted in clarifying their career goals related to teaching and in planning an educational program to meet those goals.
EDC 291E - Field Practicum: Elementary School
Semester: Fall and Spring
Semester hours: 1
This course provides practical field experience in an elementary classroom. Each credit hour requires 40 hours of experience. Students must complete the practicum during the fall or spring semester over a period of between 10-14 weeks. Students must complete a field practicum before they can be admitted to the teacher education program. Sophomore standing is required. Students must be able to schedule 2-3 hour blocks of time twice a week and provide their own transportation.
Prerequisite: EDC 202
Corequesite: EDC 202
EDC 291S - Field Practicum: Secondary and/or K-12 School
Semester: Fall and Spring
Semester hours: 1
This course provides practical field experience in a middle or secondary school. Each credit hour requires 40 hours of experience. Students must complete the practicum during the fall or spring semester over a period of between 10-14 weeks. Students must complete a field practicum before they can be admitted to the teacher education program. Sophomore standing is required. Students must be able to schedule 2-3 hour blocks of time twice a week and provide their own transportation.
Prerequisite: EDC 202
Corequesite: EDC 202
EDC 299 - Independent Study
Semester: On Demand
Semester hours: 1-3
This course allows a superior student to devise and pursue independent study in an area agreed upon in consultation with, and supervised by, a faculty member. Students should be either a major or minor and have a cumulative GPA of 3.00 or greater.
Prerequisite: EDC 040
EDC 302 - Educational Psychology
Semester: Fall and Spring
Semester hours: 3
This course is designed to aid the student in continuing to develop an understanding of human behavior, especially as that understanding applies to elementary and secondary classrooms. Emphasis will be on why and how human learning takes place and how that learning relates to schools and teaching situations where the needs of each student must be considered. The course also includes participation in and the analysis of interpersonal relations and communication skills. Students must complete EDC 302 before they can be admitted to the teacher education program. This course is cross listed with PSY 302.
Prerequisite: PSY 205 or PSY 206
EDC 305 - Emergent Literacy
Semester: Spring; Summer
Semester hours: 3
This course will provide students with in-depth information regarding the acquisition of language as it pertains to the reading process. Primary focus will be on birth to age 5 and the importance of expressive and receptive language acquisition as it relates to the reading and writing process. Particular emphasis will be placed on key research relating to English as a second language, limited English proficiency, and bilingual learners as that research relates to overall reading and writing achievement. Students will be required to administer reading and writing assessments that will guide instruction for the emergent reader. The alphabetic principle and phonemic awareness will be of primary focus.
Prerequisite: EDC 040, admission to the teacher education program
EDC 310 - Classroom Management
Semester: Spring
Semester hours: 2
This course reviews the fundamental skills of classroom management. Students will be presented with a systemic approach to classroom management. Enforcing classroom standards, building patterns of cooperation, maximizing learning, and minimizing disruptions in order to establish and maintain an effective and safe classroom learning environment will be emphasized.
Prerequisite: EDC 040, admission to the teacher education program
EDC 318 - Diagnostic Assessment of Reading
Semester: Spring
Semester hours: 3
This course will provide students with extensive knowledge relating to reading assessment tools. Students will become knowledgeable about reading diagnostic tools that provide information about placing children at instructional and independent reading levels, improving sight word vocabulary (DIBELS), improving oral reading fluency (DIBELS), and miscue analysis (running records). Students will also become skilled in the use of criterion and norm-referenced reading and writing assessments to drive reading and writing instruction. Students will be required to acquire all reading data on a specific student, create, and then implement both an enrichment and remediation plan for the student(s).
Prerequisite: EDC 040, admission to the teacher education program
Corequesite: EDC 357
EDC 330 - Introduction to Teaching Exceptional Learners
Semester: Fall
Semester hours: 3
This course introduces students to the characteristics, legal requirements, programming, and service requirements for exceptional learners, including gifted and talented students. Categories of disabilities addressed will be those outlined within PL94-142. Emphasis will be given to education within the least restrictive environment.
Prerequisite: EDC 040, admission to teacher education program
EDC 336 - Educational Technology
Semester: Fall and Spring
Semester hours: 1
This course is designed to prepare pre-service elementary, secondary, and K-12 teachers in the appropriate use of instructional technology, thus fostering an intellectually active and technologically supportive classroom.
Prerequisite: EDC 040, admission to the teacher education program
EDC 338 - Methods and Materials: Teaching Art in the Elementary and Secondary Schools
Semester: Spring
Semester hours: 3
This course focuses on the methods and materials for teaching art in the elementary, middle, and secondary schools.
Prerequisite: EDC 040, admission to the teacher education program or permission of the instructor
EDC 341 - Methods and Materials: Teaching Health in the Elementary School
Semester: Fall
Semester hours: 2
This course provides competency in the delivery and evaluation of planned learning programs for elementary school children. Content will include knowledge of the purpose and scope of a health curriculum, appropriate health topics, and lesson planning. Multimedia based learning will be examined.
Prerequisite: EDC 040, admission to the teacher education program
EDC 342 - Methods and Materials: Teaching Physical Education in the Elementary School
Semester: Spring
Semester hours: 2
This course provides competency in the delivery and evaluation of planned learning programs for elementary school children. Content will include knowledge of the physiological, psychological, and motor developmental needs of elementary-age children and the implication for curriculum development and implementation. This course includes experience working with children in an on-campus Saturday morning program.
Prerequisite: EDC 040, admission to teacher education program
EDC 344 - Methods and Materials: Teaching General Music in the Elementary School
Semester: Fall
Semester hours: 3
This course provides a study of trends in philosophy, curriculum and program development, traditional instructional materials, Orff/Kodaly, and other innovative teaching techniques for elementary school and early childhood general music. This course is cross-listed with MUS 344.
Prerequisite: EDC 040, admission to the teacher education program
EDC 349 - Methods and Materials: Teaching Mathematics in the Elementary School
Semester: Spring
Semester hours: 3
This course focuses on the methods and materials for teaching mathematics in the elementary school based on the National Council of Teachers of Math standards.
Prerequisite: MAT 103 or MAT 104, EDC 040, and admission to the teacher education program
EDC 350 - Methods and Materials: Teaching Reading and Language Arts in the Elementary School
Semester: Fall
Semester hours: 4
This course provides an integrated approach to the language arts curriculum of listening, speaking, reading, and writing, an approach which corresponds to the development of language skills. Methods of teaching the language arts; the use of books, other written materials, and audiovisual materials; the use of computer programs; methods of assessing and evaluating achievement; and ways of organizing the curriculum form a major portion of the course. The course provides increased familiarity with literature appropriate for elementary school children.
Prerequisite: EDC 040, admission to the teacher education program; junior standing required.
EDC 353 - Teaching Reading and Writing in the Content Areas
Semester: Spring
Semester hours: 2
This course provides K-12 music, art, and health and human performance pre-service teachers as well as secondary-level pre-service teachers with the tools to teach listening, speaking, grammar, vocabulary, spelling, writing, and study skills with the aim of helping their future students achieve content area literacy and basic necessary reading skills. Learners with special reading needs are addressed, and the writing process and the use of literature in the content classroom are examined. Students also evaluate content-based materials for their reading difficulty level and appropriateness and apply the 6-Traits Writing Projects' techniques across disciplines.
Prerequisite: EDC 040, admission to the teacher education program
EDC 355 - Methods and Materials: Teaching Social Studies in the Elementary School
Semester: Fall
Semester hours: 3
This course provides an integrated approach to the social studies K-8 curriculum in elementary and middle schools. Emphasis is on the development of daily, weekly, and unit lesson plans. A variety of instructional strategies will be reviewed and practiced. Methods of organizing the curriculum, methods of teaching, and the use of various technological tools are emphasized. The scope and sequence of various curricula will be examined.
Prerequisite: EDC 040, admission to the teacher education program
EDC 356 - Methods and Materials: Teaching Science in the Elementary School
Semester: Fall
Semester hours: 3
This course is designed to provide an integrated approach to the science K-8 curriculum in elementary and middle schools. Emphasis is on the development of daily, weekly, and unit lesson plans. A variety of instructional strategies, including hands-on activities, will be reviewed and practiced. Students will be expected to participate in a teaching team and create integrated thematic lessons.
Prerequisite: EDC 040, admission to the teacher education program
EDC 357 - Reading Clinic
Semester: Fall and Spring
Semester hours: 2
This course will provide students the opportunity to work with off-level readers in a clinical setting. Students will complete 40 hours of clinical instruction for a reluctant or underachieving reader or writer. Individualized prescriptive plans will be developed based on reading and writing assessments given in the clinical setting. Special attention will be placed on reading and writing assessment driving reading and writing instruction through the use of one-to-one instruction. Students will become familiar with K-12 reading/writing curriculum to use for instruction. A written clinical report will be the culminating project for the reading clinic course. This course may be taken more than once.
Prerequisite: EDC 040, admission to the teacher education program
EDC 358 - Reading Clinic II
Semester: Fall and Spring; As needed
Semester hours: 2
Reading Clinic II will provide students additional opportunities to work with off-level readers in a clinical setting. Individualized prescriptive plans will be developed based on reading and writing assessments. Special attention will be placed on these assessments, which must drive instruction. RMC students will become familiar with K-12 reading/writing curricula. Remedial instruction will be implemented in after-school programs, summer programs, or during the reading course opportunities available in a K-12 school setting. Students choosing this elective will participate in the Learn and Serve Campus Corps program, providing ongoing reading remediation to individual students for a total of 200 hours. At the end of this service, RMC students will be eligible for an education award, which can be applied to current or future education expenses.
Prerequisite: EDC 040, EDC 318
Corequesite: EDC 357
EDC 360 - Children's Literature
Semester: Spring
Semester hours: 3
This course is designed to increase familiarity with a variety of genres of literature appropriate to the elementary classroom: traditional, modern fantasy, contemporary realistic fiction, poetry, historical fiction, biography, and multi-ethnic literature. Students will evaluate literature for its personal, social, and aesthetic values and will develop effective reading selection criteria.
Prerequisite: EDC 040, admission to the teacher education program or permission of instructor
EDC 362 - Adolescent Readers
Semester: Fall; Summer
Semester hours: 3
This course will provide information on how to work with struggling readers at the middle and high school level. Students will become familiar with high-interest/low-vocabulary literature and how to infuse this tool as part of a remediation plan. Students will be required to develop and implement an individualized remediation plan for a middle or high school student who is reading off level.
Prerequisite: EDC 040, admission to the teacher education program
EDC 365 - American Indian Education: History and Best Practices
Semester: Spring
Semester hours: 3
This course examines the forms of traditional American Indian education, historic federal boarding schools, and sectarian and public school approaches to American Indian education. Federal educational policies are reviewed, including 1930's Indian school reform, 1960's community control, civil rights related developments, and 1970's tribal control of education. American Indian education best practices include approaches to language and culture issues, intergenerational learning, dropout prevention, American Indian student educational experiences, and pedagogical practice that works best with Indian students.
Prerequisite: EDC 040, admission to the teacher education program
EDC 370 - Student Health and Safety
Semester: Spring
Semester hours: 2
This course focuses on the recognition of issues that obstruct student learning and on referral to appropriate services, since teachers must help ensure a healthy and safe learning environment. Topics to be studied are classroom safety, communicable diseases, drug abuse, first aid, nutritional deficiencies, physical and emotional abuse, psychological disorders, and school violence.
Prerequisite: EDC 040, admission to the teacher education program
EDC 376 - Writing Process for K-12 Students
Semester: Fall
Semester hours: 3
This course will provide students with knowledge about the writing process starting from the emergent level to the advanced level. In addition, students will become knowledgeable about numerous researched-based writing models, which implement both an analytical and holistic rubric for assessment. Focus will be how writing assessment drives the writing instructional process. Using literature to teach writing will be a key component of this course. Topics will include student conferencing, conducting a writing assessment, and the revision and editing process.
Prerequisite: EDC 040, admission to the teacher education program or permission of instructor
EDC 391E - Field Practicum: Elementary School
Semester: Fall and Spring
Semester hours: 1
This course provides practical field experience in an elementary classroom. Each credit hour requires 40 hours of experience. Students are required to take an active part in classroom activities by teaching a minimum of two full lessons. Students must complete the practicum during the fall or spring semester over a period of between 10-14 weeks. Students must be able to schedule 2-3 hour blocks of time twice a week and provide their own transportation.
Prerequisite: EDC 040, admission to the teacher education program; junior standing is required
EDC 391S - Field Practicum: Secondary or K-12 School
Semester: Fall and Spring
Semester hours: 1
This course provides practical field experience in a middle or secondary school. Each credit hour requires 40 hours of experience. Students are required to take an active part in classroom activities by teaching a minimum of two full lessons. Students must complete the practicum during the fall or spring semester over a period of between 10-14 weeks. Students must be able to schedule 2-3 hour blocks of time twice a week and provide their own transportation.
Prerequisite: EDC 040, admission to the teacher education program; junior standing is required
EDC 402 - Curriculum and Pedagogy
Semester: Spring
Semester hours: 3
This course blends theory and practice to provide a comprehensive overview of the principles and practical application of curriculum. The historical, psychological, ethical, and theoretical foundations of curriculum will be explored as well as current issues, trends, and pedagogical practices. Case studies, class discussion, and DVD study of pre-service teachers at various levels of expertise will be utilized to study K-12 curriculum and instruction, with an emphasis on planning, student-teacher communication, motivation, positive student management as it relates to curriculum, instructional methodology, ethics, and overall professionalism.
Prerequisite: EDC 040, admission to the teacher education program; junior standing required
EDC 427 - Standards, Instruction, and Student Assessment
Semester: Spring
Semester hours: 3
This course focuses on various forms of assessment including federal, state, and local testing and the appropriate use of assessment results. Ways of establishing meaningful and fair assessments will be explored. The reliability and validity of some assessment tools will be examined, and methods of item analysis are discussed.
Prerequisite: MAT 100 or equivalent; EDC 040, admission to the teacher education program; junior standing strongly recommended
EDC 450 - Internship
Semester: On Demand
Semester hours: 6
This course serves as a capstone course for nonteaching education majors and will consist of a field experience for qualified senior students graduating with this major. Internships will take place in nontraditional educational settings and will be supervised by education faculty.
Prerequisite: EDC 040, completion of all required education courses in elementary education, secondary education, or K-12 education, except student teaching (EDC 452, EDC 453, or EDC 454, and EDC 490E or EDC 490S); permission of the Teacher Education Committee; and an internship contract.
EDC 452 - Student Teaching in the Secondary School
Semester: Fall and Spring
Semester hours: 9
This course requires a minimum of 15 weeks of practice teaching at the 5-12 grade level; student teachers are required to modify their assignment according to the host school's calendar. Students must pay a student teaching fee in addition to regular college expenses.
Prerequisite: EDC 040, Permission of the Teacher Education Committee and completion of all required education coursework.
EDC 453 - Student Teaching in the Elementary School
Semester: Fall and Spring
Semester hours: 9
This course requires a minimum or 15 weeks of practice teaching at the K-8 grade level; student teachers are required to modify their assignment according to the host school's calendar. Students must pay a student teaching fee in addition to regular college expenses.
Prerequisite: EDC 040, Permission of the Teacher Education Committee and completion of all required education coursework.
EDC 454 - Student Teaching (Grades K-12)
Semester: Fall and Spring
Semester hours: 9
This course requires a minimum of 15 weeks of practice teaching at both the K-8 and 5-12 grade levels for health and human performance, art, and music education majors. Student teachers are required to modify their assignment according to the host school's calendar. Students must pay a student teaching fee in addition to regular college expenses.
Prerequisite: EDC 040, Permission of the Teacher Education Committee and completion of all required education coursework.
EDC 490E - Seminar: Elementary Education
Semester: Fall and Spring
Semester hours: 3
This course examines selected topics in elementary education at regularly scheduled meetings. Registration in this seminar is mandatory for all elementary education student teachers.
Prerequisite: EDC 040, admission to the teacher education program
Corequesite: EDC 453
EDC 490S - Seminar: Secondary/K-12 Education
Semester: Fall and Spring
Semester hours: 3
This course examines selected topics in secondary and K-12 education at regularly scheduled meetings. Registration in this seminar is mandatory for all secondary and K-12 students.
Prerequisite: EDC 040, admission to the teacher education program
Corequesite: EDC 452 or EDC 454
EDC 499 - Independent Study
Semester: On Demand
Semester hours: 1-3
This course allows a superior student to devise and pursue independent study in an area agreed upon in consultation with, and supervised by, a faculty member. Students should be either a major or minor and have a cumulative GPA of 3.00 or greater.
Prerequisite: EDC 040, junior or senior standing
omniupdate