To address the educational needs of America’s diverse student population, the professional preparation program in teacher education at Rocky Mountain College utilizes strong theoretical components and applies theory to the classroom via 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.

Rocky Mountain College offers education majors in the following areas: elementary education, art, biology, English, health and human performance (physical education), history, mathematics, music (vocal and instrumental), psychology, science broadfield education biology, science broadfield education chemistry, and social studies education broadfield. Additionally, students who major in education may also complete an education minor in art, biology, English, history, mathematics, political science (government), psychology, health and human performance (physical education), or reading.

Career Paths:

Completion of the elementary, secondary, or P-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 (InTASC Standards)

Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content. The teacher understands how to connect concepts and use different perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

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 P-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 (spring of freshmen year or fall of sophomore year):

1. Successfully complete or be concurrently enrolled in ENG 119 or an equivalent writing course, EDC 202, and PSY 205 or PSY 206 depending on their major, with at least a grade of “C” at the time of the program admission interview; 
2. Successfully complete or be concurrently enrolled in the first required field practicum (EDC 291E or EDC 291S);
3. Receive a passing score on the education department’s supervised writing examination;
4. Conduct a satisfactory interview and mini-teaching presentation with representatives of the teacher education committee; and 
5. Have an overall minimum GPA of 3.00 and with a minimum GPA of 3.00 in the education field and in the major courses.

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 education course, even if that grade does not result in a GPA lower than the required 3.00 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. All education students are required to adhere to the requirements and guidelines in the handbook.

Education majors who fail to maintain a minimum 3.00 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 students whose GPA falls below the 3.00 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 students subsequently achieves and maintains an overall GPA of 3.00 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 Praxis II exam(s). Students should consult their academic advisor for the required portions before, or directly subsequent to, the student teaching semester. This is a program completion and 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 3.00;
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 director of education. An official transcript must be submitted to Rocky Mountain College 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 (P-8). Elementary education majors may also complete an education minor in P-12 reading or art, as well as in biology, English, history, mathematics, political science (government), or psychology. Candidates must be admitted to the teacher education program to pursue the elementary education degree.

The following courses are required:

EDC 202: Foundations of Education
EDC 291E: Field Practicum: Elementary School
ENG 119: College Writing I: Rhetoric and Writing
PSY 205: Human Development I
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
EDC 210E: Classroom Management: Elementary 
EDC 226: Educational Technology
EDC 260: Children’s Literature
EDC 302: Educational Psychology
EDC 327: Standards and Curriculum
EDC 330: Introduction to Teaching Exceptional Learners
EDC/ART 338: Methods and Materials: Teaching Art in the Elementary School
EDC/MUS 344: Methods and Materials: Teaching General Music in the Elementary School
EDC 346: Methods and Materials: Teaching Health and PE 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 365: American Indian Education: History and Best Practices
EDC 370: Student Health and Safety
EDC 391E: Field Practicum: Elementary School
EDC 427: Assessment and Pedagogy
EDC 436: Writing for P-12 Students
EDC 453: Student Teaching in the Elementary School
EDC 490E: Seminar: Elementary Education

Content Knowledge Assessment

The assessment for content knowledge required for licensure by the Montana Office of Public Instruction 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.
3. Score on the PRAXIS II Elementary Content Knowledge Test determined as follows: 163-200 = 3 points; 146-162 = 2 points; 130-145 = 1 point; < 130 = 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:
ENG 119: College Writing I: Rhetoric and Writing
PSY 206: Human Development II
EDC 202: Foundations of Education
EDC 291S: Field Practicum: Secondary or P-12 School
EDC 210S: Classroom Management: Secondary 
EDC 226: Educational Technology
EDC 302: Educational Psychology
EDC 320: Teaching Content Courses in Secondary Education
EDC 327: Standards and Curriculum
EDC 330: Introduction to Teaching Exceptional Learners
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 P-12 School
EDC 427: Assessment and Pedagogy
EDC 436: Writing for P-12 Students
EDC 452: Student Teaching in the Secondary School
EDC 490S: Seminar: Secondary/P-12 Education

Students must also complete an education major in biology, English, history (or social studies broadfield), mathematics, psychology, science broadfield–biology, or science broadfield–chemistry. Secondary education majors may complete an education minor in P-12 reading or art, as well as in biology, English, history, mathematics, political science (government), or psychology.

For content-area requirements and course listings, please refer to the corresponding program section of the catalog.

Content Knowledge Assessment

The assessment for content knowledge required for licensure by the Montana Office of Public Instruction 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.
3. 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 P-12 Education

To become a teacher of art, music, or health and human performance, the student must be prepared to teach at all levels, P-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: College Writing I: Rhetoric and Writing
EDC 202: Foundations of Education
PSY 205: Human Development I or PSY 206: Human Development II

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

Also required:

EDC 210: Classroom Management
EDC 226: Educational Technology
EDC 302: Educational Psychology
EDC 327: Standards and Curriculum
EDC 330: Introduction to Teaching Exceptional Learners
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

Choose one:
EDC 391E: Field Practicum: Elementary School
EDC 391S: Field Practicum: Secondary or P-12 School

Also required:
EDC 320: Teaching Content Courses in Secondary Education
EDC 427: Assessment and Pedagogy
EDC 436: Writing for P-12 Students
EDC 454: Student Teaching (Grades K-12)
EDC 490S: Seminar: Secondary/P-12 Education

Note: P-12 majors must have one elementary-level practicum experience (EDC 291E or EDC 391E) and one secondary-level practicum experience (EDC 291S or EDC 391S)

Students who complete a P-12 education major may also complete any of the available education minors. For content-area requirements and course listings, please refer to the corresponding program section of the catalog.

Content Knowledge Assessment

The assessment for content knowledge required for licensure by the Montana Office of Public Instruction 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.
3. 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.

Non-teaching 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 P-12 major with the exception of student teaching. An educationally related internship is required. The courses required for the elementary, secondary, and P-12 majors are listed above. Nonteaching education majors do not need to take EDC 452, EDC 453, EDC 454, EDC 490E, or EDC 490S.

Minor Learning Outcomes

Reading
Students who graduate with a minor in reading will be able to:

1. Learn about the acquisition of language and literacy and how it correlates to reading and writing development;
2. Acquire knowledge about reading and writing instruction as it pertains to different developmental levels or learners as well as disciplinary literacy across content areas;
3. Purposefully select and use literacy resources for classroom use in accordance with developmental levels, state standards, and to promote equity;
4. Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write;
5. Understand the importance of designing a physical environment to optimize reading and writing instruction and a social environment that is low risk, includes choice, motivation, scaffolding, and collaboration to support learning opportunities;
6. Demonstrate instructional practice that broadens understanding, integrates the literacy process, and supports reading and writing for students from diverse language learning backgrounds, with a special emphasis on American Indian reading and writing issues;
7. Align planning and instructional processes with the Montana content standards for the English Language Arts and reading;
8. Use appropriate and varied instructional approaches that develop with materials and an integrated comprehensive balanced curriculum to support student learning in reading and writing utilizing word recognition, language comprehension, strategic knowledge in the literacy content areas, and reading/writing connections, including the use of technology and a wide range of texts;
9. Use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction using assessment data to reflect and adjust instruction as needed;
10. Administer numerous diagnostic reading and writing assessments to determine specific literacy needs, differentiate reading and writing instruction to meet student needs, and apply appropriate interventions to scaffold literacy growth.

Minor in Reading

The reading minor allows education majors to obtain a P-12 reading endorsement. Upon successful completion of the required courses, the candidate is eligible to apply for the State of Montana Reading Specialists P-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 260: Children’s Literature
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 362: Adolescent Readers
EDC 436: Writing for P-12 Students

EDC 040 – Acceptance into the Teacher Education Program

Semester: Fall and Spring
Semester hours: 0

Once admitted to the teacher education program, the student will be registered by the Office of Student Records for this course, which will serve as a prerequisite for the core education courses.

Prerequisite: See Education Program Overview and the Education Department Handbook for program admission requirements.

EDC 202 – Foundations of Education

Semester: Fall and Spring
Semester hours: 2

This is an introductory course for students considering teaching as a career. Topics treated include the purposes of education, the development of public education, the training of teachers, the job of the teacher, diversity issues and their implications for today’s classrooms, school-community relationships, partnering with parents, and other issues in education today.

EDC 210E – Classroom Management: Elementary

Semester: Fall
Semester hours: 2

This course reviews the fundamental skills of elementary 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 202

EDC 210S – Classroom Management: Secondary

Semester: Fall
Semester hours: 2

This course reviews the fundamental skills of secondary 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 202

EDC 226 – Educational Technology

Semester: Fall
Semester hours: 2

This course is designed to prepare pre-service elementary, secondary, and P-12 teachers in the appropriate use of instructional technology, thus fostering an intellectually active and technologically supportive classroom.

EDC 260 – 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 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 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. Pass/no pass grading.

Prerequisite: EDC 202

EDC 291S – Field Practicum: Secondary and/or P-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 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. Pass/no pass grading.

Prerequisite: EDC 202

EDC 299 – Directed Reading

Semester: Offered at discretion of department
Semester hours: 1-3

This course allows a 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: 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. This course is cross-listed with PSY 302.

Prerequisite: PSY 205 or PSY 206

EDC 305 – Emergent Literacy

Semester: Fall
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 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 learn a variety of assessment techniques to specifically diagnose reading problems. Students will become skilled in the use of reading and writing assessments to drive reading and writing instruction. Students will also learn strategies to help these students, as well as appropriate reading instructions suitable for students at a variety of reading levels.

Prerequisite: EDC 040, admission to the teacher education program
Corequisite: EDC 357

EDC 320 – Teaching Content Courses in Secondary Education

Semester: Fall and Spring
Semester hours: 3

This course requires focused study and consultation with a practicing educator in the secondary field of study, blended with traditional coursework and exploration into the methods and materials specific to the content area. Students will also be required to explore the professional organization specific to their field of study. Music education students are exempt from this course.

Prerequisite: EDC 040, admission to the teacher education program; junior or senior standing required

EDC 327 – Standards and Curriculum

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. Students will be immersed in opportunities to develop, explore, and evaluate curriculum with ongoing focus on keeping student learning at the forefront of our work; this includes discussion and evaluation of assessment practices, differentiation, and personalized learning strategies.

Prerequisite: EDC 040, admission to the teacher education program

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 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

EDC 344 – Methods and Materials: Teaching General Music in the Elementary School

Semester: Fall
Semester hours: 2

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 346 – Methods and Materials: Teaching Health and PE in the Elementary School

Semester: Fall
Semester hours: 4

This course introduces students to the methods and materials fundamental to teaching health enhancement and physical education to elementary school-age children. Content will include concepts of teaching health and physical education, National Standards, and curriculum organization. Content will emphasize the inclusion of all children actively involved, and a multi-cultural approach. Planning for an overlap of teaching within all subject areas will be emphasized.

Prerequisite: EDC 040, admission to the teacher education program

EDC 349 – Methods and Materials: Teaching Mathematics in the Elementary School

Semester: Spring
Semester hours: 4

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. Work in elementary classrooms will provide opportunities to apply theory and best practices.

Prerequisite: MAT 103 or MAT 104, EDC 040, 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 reading, writing, speaking, listening, and language. Students will explore the methods of teaching reading and writing, the methods of assessing and evaluating achievement, the ways to organize the curriculum, the skills and strategies to support literacy growth among all learners including ELL and special education students, and learn best practices for teaching reading and writing.

Prerequisite: EDC 040, admission to the teacher education program

EDC 353 – Teaching Reading and Writing in the Content Areas

Semester: Spring
Semester hours: 2

This course provides P-12 music, art, and health and human performance pre-service teachers as well as secondary (5-12) 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 Writing Workshop 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 P-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: Spring
Semester hours: 3

This course is designed to provide an integrated approach to the science P-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 I

Semester: 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 P-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
Corequisite: EDC 318

EDC 358 – Reading Clinic II

Semester: 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 P-12 reading/writing curricula. Remedial instruction will be implemented in after-school programs, summer programs, or during the reading course opportunities available in a P-12 school setting.

Prerequisite: EDC 040, admission to the teacher education program, EDC 318, EDC 357

EDC 362 – Adolescent Readers

Semester: Fall
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 engage in literary practices that develop awareness, understanding, respect, and a valuing of differences in our society. This course will also provide exposure to literature that builds knowledge of the distinct and unique cultural heritage of American Indians and tribes in Montana.

Prerequisite: EDC 040, admission to the teacher education program

EDC 365 – American Indian Education: History and Best Practices

Semester: Fall
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. Indian Education for All (IEFA) is fully explored in this course.

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 391E – Field Practicum: Elementary School

Semester: Fall and Spring
Semester hours: 2

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. Pass/no pass grading.

Prerequisite: EDC 040, admission to the teacher education program

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. Pass/no pass grading.

Prerequisite: EDC 040, admission to the teacher education program

EDC 427 – Assessment and Pedagogy

Semester: Fall
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 will be discussed. This course blends assessment theory with instructional practice, exploring how educators respond to assessment outcomes. Refining practices and adjusting instructional strategies allows educators to better serve students and ensure learning for all.

Prerequisite: EDC 040, admission to the teacher education program; EDC 327

EDC 436 – Writing for P-12 Students

Semester: Fall and Spring
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 on how writing assessment drives the writing instructional process. Using literature to teach writing will be a key component of this course. Components will include student conferencing, conducting a writing assessment, and the revision and editing process.

Prerequisite: EDC 040, admission to the teacher education program

EDC 450 – Internship

Semester: Offered at discretion of department
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. Pass/no pass grading.

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: 10

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: 10

This course requires a minimum or 15 weeks of practice teaching at the P-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 P-12)

Semester: Fall and Spring
Semester hours: 10

This course requires a minimum of 15 weeks of practice teaching at both the P-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: 2

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
Corequisite: EDC 453

EDC 490S – Seminar: Secondary/P-12 Education

Semester: Fall and Spring
Semester hours: 2

This course examines selected topics in secondary and P-12 education at regularly scheduled meetings. Registration in this seminar is mandatory for all secondary and P-12 students.

Prerequisite: EDC 040, admission to the teacher education program
Corequisite: EDC 452 or EDC 454

EDC 499 – Directed Reading

Semester: Offered at discretion of department
Semester hours: 1-3

This course allows a 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

• Jodi Carlson, Director of Undergraduate Education
• Kevin Croff, Instructor
• Deanne Gemmill, Instructor
• Jeri Heard, Instructor