Education

Introduction to the career of teaching and the field of education through early field experience and discussion. Preparation for Praxis I, a prerequisite for acceptance into the teacher education program. Education 114 should be completed in the first semester of the sophomore year and should be taken prior to the first Education 115.

Pre-student teaching experience during sophomore and junior years. Observation and teacher-aiding in a variety of elementary, secondary, and special education settings. Minimum 20 hours per experience. Expenses are the responsibility of the student. Two enrollments in Education 115 (with passing grade) are required of all teacher preparation students. Students are urged to make early contact with one of the Neff Center faculty to discuss the teacher preparation program and register for an initial field experience. The 115 experience may begin as early as the sophomore year and must be completed before the professional semester. Some courses related to teacher preparation will require a concurrent 115 registration.

Intensive training as reading or math tutors, and then one-on-one work with children in area K-12 schools, typically twice a week for one hour each visit. On-campus training and supplies are provided. Each 116 registration earns one semester hour. May be taken twice for credit. Pass-Fail only.

Study of growth and development from birth through adolescence, contributing to an understanding of the physical, social, intellectual, emotional, and psychological development of children and youth, and the ability to use this understanding in guiding teaching and learning experiences. Focus on implications for education, early childhood through adolescence. Includes a service learning component. 

Introduction to the reading process; exploration of how meaning is constructed in relation to written texts, and the teacher's role in helping elementary and middle school students including those with cultural, linguistic, and other learning differences learn this developmental process. Comprehension, skill acquisition, and assessment; explanation of how to provide students with integrated language arts instruction that includes a strong systematic, explicit phonics component; Virginia Standards of Learning.

Understanding, skill development, and application of creating, selecting, and implementing valid and reliable assessments including needs of diverse learners. Why we assess students, how to appropriately assess, creating authentic assessments, types of assessments, how to analyze assessment data, and using assessment information to drive instructional decision marking.

Current curricular methods, materials, philosophies, and Virginia Standards of Learning in elementary and middle school science and mathematics education. Developing and identifying science and mathematics materials and approaches.

Particular issues, movements, or initiatives that are timely and of interest and value especially to the student in teacher education. Not restricted to students in teacher education. One to three semester hours.

Laboratory teaching for those seeking secondary teaching endorsements in biology, chemistry, physics, or earth science. Understanding and application of the knowledge, skills, and processes for teaching laboratory science, including the ability to: implement classroom, field, and laboratory safety rules and procedures; conduct research projects and experiments including applications of the design processes and technology; conduct systematic field investigations using school grounds, the community, and regional resources, and organize key biology, chemistry, physics, or earth science content (whichever is applicable to the students's major), skills, and practices into meaningful units of instruction that actively engage students in learning. Two semester hours.

Diverse and exceptional students, their learning needs, and protection under the law. Focus on creating instructional contexts and using appropriate teaching strategies to accommodate the special learning needs of students who are academically at-risk, including but not limited to students who are labeled learning dis/Abled, emotionally disturbed, developmentally delayed, autistic, other health impaired, traumatic brain injury, multiple dis/Abilities, gifted and talented, and those who come from culturally, linguistically, socioeconomically, or multiculturally diverse backgrounds. This course satisfies the proficiency requirement for Critical Thinking in the disciplines.

Required of all persons seeking PK-12 licensure. Suggested for all persons seeking secondary licensure who are interested in teaching middle school. Approximately 80 hours on-site experience.

Techniques in evaluation of reading process, difficulties encountered by children in reading-learning process, and diagnostic techniques used by the classroom teacher. Individualized instruction; pragmatic corrective measures.

Required as part of supervised-teaching block. General review, consolidation, and amplification of instructional techniques. Overview of educational administration, career education, multi-cultural and multi-ethnic concerns in education. Identification and referral of exceptional children. Assessment strategies, Virginia Standards of Learning. Priorities, frustrations, appropriate role-clarification, and other needs of the student teacher as a person.

Student teaching requires a full semester of actual classroom experience under supervision - including observation, participation, responsible teaching, and conferences. Application for admission to supervised teaching must be filed the semester before student teaching. All travel and personal expenses are the responsibility of the student. Students enrolled in the course must have taken and passed all EDUC coursework required for licensure and receive department approval via the Application for Student Teaching. Elementary and Secondary - senior status, overall GPA of at least 2.75 and 2.75 major subject field at Emory & Henry College, approval of Committee on Teacher Preparation, and admission to the teacher preparation program, including passing scores for the following examinations: Praxis I Math or Satisfaction of VDOE approved alternatives, Virginia Communication and Literacy Assessment, Reading for Virginia Educators (PK-3, PK-6, Special Education - General Curriculum only), and appropriate Praxis II. Student teaching is the senior project for teacher preparation, but individual department may have additional senior project requirements.

Current curricular methods, materials, philosophies, and Virginia Standards of Learning in elementary and middle school social studies and writing education. Developing and identifying social studies and writing materials and approaches.

Required as part of supervised-teaching block. General review, consolidation, and amplification of instructional techniques. Overview of educational administration, career education, multi-cultural and multi-ethnic concerns in education. Identification and referral of exceptional children. Assessment strategies, Virginia Standards of Learning. Priorities, frustrations, appropriate role-clarification, and other needs of the student teacher as a person.

Prerequisites as stated under Student Teaching above. Supervised teaching fee. Ten semester hours.

History and contemporary issues in general and special education. Historical, philosophical, social, political, and cultural factors affecting the nature of schooling, curriculum, and individual education attainment for students with and without dis/Abilities. Legal aspects, regulatory requirements, and expectations associated with identification, education, and evaluation of students with and without dis/Abilities. Virginia Standards of Learning and the organization of schools. This course satisfies the proficiency requirement for Ethical Reasoning in the disciplines.

Instructional techniques useful to secondary teachers in supporting and guiding students prior to, during, and after reading, writing, and learning experiences. Discipline-specific methods during content instruction, including the appropriate use of technology and texts, and specific strategies for supporting students with cultural, linguistic, and other learning differences. Must be taken in the semester immediately prior to student teaching.

Organization and direction of classroom activities and experiences. Varied teaching methods, techniques and strategies, lesson planning, and Virginia Standards of Learning. Guest lecturers, individual or small group study directed by departmental representatives. Student presentations to demonstrate grasp of content.

Introduction to and practice of effective strategies and methods for teaching English to speakers of other languages,for future teachers. Practicum included.

Current second language curriculum models, with emphasis on theoretical and practical aspects of cross-cultural communication which underlie their use in various classrooms.

Testing methods for the second language classroom. Design of various assessment tools for use in practical settings,implementing a selection, and reporting on their relative effectiveness.

Survey of cultural and language differences that affect communication and education.

Supervised research in selected areas. Offered to advanced students on individual basis with approval of instructor and department chair.

Understanding and application of service delivery, curriculum, and instruction of students with high incidence dis/Abilities. Theories, characteristics, etiology, and needs of students with specific learning dis/Abilities, students with emotional disturbance, multiple dis/Abilities, OHI, and students with mental retardation. Application in the classroom setting.

Understanding of the assessment and evaluation of students with dis/Abilities. Hands-on application of assessment and evaluation strategies with targeted students in public school settings. Collaboration among general and special educators and family members as a key component of successful inclusive education within the context of the assessment process. Overview of assessment processes and concerns, including fundamental legal and ethical considerations and pre-referral and entitlement decision-making. Basic concepts of measurement. Formulating appropriate interventions.

Understanding and application of diverse educational approaches to classroom management techniques, and individual and small-group intervention strategies which address emotional well-being, behavioral conduct, selfdirection, and conflict management skills. Consideration of medical approaches to behavioral and emotional problems. Experience with functional assessment of learning environments and individual behavior and the development of positive behavioral support plans with school-age students identified as presenting significantly challenging behaviors and labels of ADD/ADHD or emotional disturbance.