This course provides the prospective educator with the opportunity to explore issues of diversity, including an understanding of the influence of exceptionalities, culture, family, gender, sexual orientation, socioeconomic status, religion, language of origin, ethnicity, and age upon the educational experience. Students will explore personal attitudes toward diversity and exceptionalities. Students will be provided information on the Florida Educator Accomplished Practices (FEAPs), Sunshine State Standards, and the Professional Educator competencies.
This course introduces students to the use of educational technology in the classroom, including application of instructional design principles for the use of technology to enhance the quality of teaching and learning in the classroom. The course includes hands-on experience with educational media emerging technologies, hardware and software, and peripherals for the personal computer as well as data-driven decision-making processes. It also includes identification of appropriate software for classroom applications, classroom procedures for integrating technologies with emphasis on legal and ethical use, and effective instructional strategies for teachers and students in regard to research, analysis, and demonstration of technology. Students will be provided an overview of the National Educational Technology Standards.
This is a survey course including historical, sociological, and philosophical foundations of education, governance and finance of education, educational policies, legal, moral and ethical issues and the professionalism of teaching. Students will be provided information on the Florida Educator Accomplished Practices (FEAPs), Sunshine State Standards, and the Professional Educator Competencies. It focuses on preparing students for an initial experience teaching in an elementary school setting. Students study principles of education with an emphasis on best practices, cooperative learning, and lesson planning.
This course is the study of how children develop and learn, including a focus on physical, social, emotional, mental, and moral development. It strives to harmonize teaching as an art with the science of teaching and endeavors to approach that dichotomy through various learning theories, concepts, and principles coupled with the latest research in brain development.
This course focuses on historical and philosophical foundations for the Christian school. During the course, three main components are addressed: historical perspectives and contributions to Christian education, theology and philosophy of Christian education, and biblical integration in Christian education.
The purpose of this class is to equip students with the skills and dispositions necessary for teachers to integrate the fine arts into their elementary curriculum. Emphasis is placed on exploring the relationship between the arts and learning, and identifies the basic elements of movement, the visual arts, and music.
This course provides students with an overview of students with disabilities, including the history and implementation of the Individual with Disabilities Educational Act (IDEA), the RTI process, and the referral process for becoming eligible for special educations services. The course will introduce students to the process used to design and implement an Individual Education Plan (IEP) and the role of the general education teacher. The course will also provide the student with strategies to teach students with disabilities in the general education inclusion classroom. This course is limited to students accepted into the teacher education program.
This course is designed to equip students with the skills and dispositions necessary for teachers of elementary language arts. Emphasis is placed on the content, principles, materials, and techniques involved in teaching, speaking, listening, and writing in the elementary classroom. Students employ appropriate practices to promote effective communication, expression, and reflection in all subject areas. Students become more aware of the interactive nature of the language arts. This course is limited to students accepted into the teacher education program.
This course introduces students to theory and methods regarding the teaching of Social Studies. Candidates learn effective instructional strategies that integrate the ten strands of Social Studies as developed by the National Council for the Social Studies (NCSS) —including culture, economics, geography, governance, civics, history, individual development, and group interaction.
This course gives students an overview of teaching methods and strategies for science, health, and physical education. Students learn and apply skills needed for inquiry-based, open-ended, and materials-based investigation in the classroom. Students develop understanding and use strategies and pedagogy to enhance children’s learning of life science, earth and space science, and physical science. Students also learn strategies for encouraging children to adopt healthy lifestyles, practice wellness concepts, and incorporate physical activity into their lives. This course is limited to students accepted into the teacher education program.
This course provides an overview of various methods for effective classroom management in the elementary grades. Emphasis is placed on the relationship between discipline and instructional strategies that both motivate and promote appropriate student behavior. Candidates develop a classroom management plan that facilitates a positive classroom climate, meets the needs of all students—including those from various cultural backgrounds and those with various educational needs—and adheres to the basic teacher competencies set forth in the Florida Accomplished Practices.
This course includes an in-depth study of methods of teaching reading in K-6 classrooms. Students come to know, understand, and use appropriate practices for promoting and developing beginning literacy skills for integrating reading instruction across all subject areas and for enabling all children to become proficient and motivated readers. Students develop skills in applying explicit approaches to support student acquisition of phonemic awareness, decoding, fluency, vocabulary, and comprehension in a summer reading camp at Boggy Creek Elementary School.
This course takes students through the various steps of conducting an action research plan in order to assist them in reflecting upon their craft as teachers and in integrating the knowledge and skills they learn as a result of the action research. This course is limited to students accepted into the teacher education program.
This course is a comprehensive study of effective instructional strategies that integrate mathematical content and processes. Students develop knowledge, understanding, and skill in problem-solving, number operations, algebraic concepts, geometry, measurement, data analysis, probability, reasoning, communication, connections, and representations. Students apply those skills in planning effective units of study that develop these processes in children; emphasis is placed on problem-solving as a vehicle for lesson planning and delivery. This course is limited to students accepted into the teacher education program.
This course is designed to provide candidates with the skills needed to acquire a deeper understanding of the structure of English from a modern-day linguistic perspective. Candidates learn how to adapt classroom instructional practices to meet the linguistic needs of their English language learners. This course will focus on increasing awareness and sensitivity to diverse cultures by highlighting similarities and differences as they relate to language and communication.
This course is designed to provide candidates with the necessary skills to determine appropriate instructional methods and strategies for teaching English language learners. Candidates will use their knowledge of current first and second language acquisition to plan and deliver appropriate, effective instruction by determining which materials are effective for the ELL based on his or her communicative skills. Candidates will also be able to select and use formal/informal methods of assessment for the ELL in order to make informed decisions about instruction.
This practical field experience is designed to acquaint candidates with a variety of schools and classrooms in Osceola county. Students examine various aspects of the classroom environment and management, as well as the instructional strategies modeled by the classroom teacher.
This 20-hour experience takes place in an Osceola county school, where candidates will travel on a weekly basis to work with students in the classroom.
This is a 30-hour field experience that takes place in a local elementary school. Students observe in the classroom and perform tasks related to teaching and teaching roles.
This 40-hour experience takes place at an Osceola Elementary School which has a large at-risk ESL student population. Candidates work with university and school personnel to identify students within the school’s MTSS population that will benefit from focused reading instruction. Candidates then plan and teach lessons based on each students’ assessment results. At the end of the field experience, candidates assess students’ growth and report their findings to school personnel.
The students are to focus on accommodations for either ELL or ESE. The practicum will consist of 45 hours of classroom observation.
This 45-hour internship is the first of a two-term internship served in the same elementary classroom. Candidates work in conjunction with their cooperating teacher to design and teach lessons that meet students’ academic needs. They also work to assess instruction to inform their instructional practices. Special emphasis is placed on acclimating candidates to the classroom and to classroom management in preparation for their full-time internship.
This full-time internship is the second of a two-term internship served in the same elementary classroom. Candidates work in conjunction with their cooperating teacher to design and teach lessons that meet students’ academic needs. They also work to assess instruction to inform their instructional practices. Special emphasis is placed upon developing the pre-service teacher’s ability to independently lead a classroom.