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Teacher Education (TED)

 

200 Introduction to Education (3) Fosters the study of the historical, philosophical, and social foundations underlying the development and purpose of education and current trends and issues in K-12 education in the United States and in Wisconsin. Topics include legal, political, and economic aspects; the governance of education; and roles and responsibilities of various educational agencies and professional associations. Following this course, the student should be ready to begin an intensive study of and make a commitment to education as a career. Includes 10 hours of observation in a classroom setting. Prerequisites: Satisfactory completion (C minimum or placement test waiver) of ENGL 101, ENGL 102, MATH or CSCI required of major, COMM 110, and HHP 102; passing scores on the PPST reading, writing and math tests; and receipt of a passing criminal background report by the first day of observation. Students holding bachelors degrees and adding secondary certification are still expected to show equivalent course work to that listed. F08, S09, F09, S10

 

253 Human Development (3) Examines theories of typical and atypical human development (physical, social, emotional, moral and cognitive) from birth through adolescence. Implications for the classroom teacher will be explored. Analysis of developmental information and assessment of development is emphasized. Includes up to 10 hours of field experience. F08, S09, F09, S10

 

270 Multicultural Nonsexist Education (3) Introduction to the Multicultural Education concept within our pluralistic society. This concept reflects a value for existing diversity, positively portrays that diversity, and uses that diversity in the development of effective instructional strategies for students. Includes up to 25 hours of field experience outside of the classroom. Prerequisite: Admission to the Teacher Education program. F08, S09, F09, S10

 

275 Developing Literacy (3) Introduction to language and literacy development from birth through age 12/13. Considers current theories of language acquisition, emergent literacy, and the role literature, reading and writing plays in the development of language competence, including the study of phonics. Must be taken concurrently with the lab experience TED 275, section 501 (0 credits); approximately 40 hours. During the lab experience, students receive training to support them as they tutor elementary students in literacy. This provides a hands-on opportunity to observe schoolchildren’s literacy as it develops and to apply course concepts to enhance the children’s literacy development. Prerequisite: Admission to the Teacher Education program. F08, S09, F09, S10

 

300 Principles of Learning (3) Focuses on the study of learning theories and principles that guide the organization of successful educational experiences for pre K-12 students. Emphasis on different theories of learning and their advantages and limitations. Also addresses the relationship of diversity to learning as well as motivation and management. Includes 15 hours of observation in classroom settings. Prerequisite: Admission to the Teacher Education program. F08, S09, F09, S10

 

305 Tutoring Practicum (1-3) Tutoring practicum in math, writing, or reading/study skills designed to develop competencies needed in peer tutoring with college students. Skills in content tutoring and interpersonal relations developed through a training program. Practicum involves 5-10 hours per week including tutoring, preparation time, and staff meetings. Prerequisites: ENGL 101, 102; MATH 240, or college-level reading/study skill proficiency. Permission of instructor and Student Support Services lab director required. Limited enrollment. F08, S09, F09, S10

 

321 Teaching Elementary/Middle School Science (3) Study of the theories, models and strategies for teaching science concepts and skills to elementary/middle school children (ages 6-12/13; grades 1-7/8). National and state standards guide the conceptual framework for this course. Kindergarten pedagogical issues addressed to comply with Minnesota licensure requirements. Concurrent enrollment in TED 322 is required. Prerequisites: General Education science requirements for the Elementary Education major, or permission of the instructor, and admission to the Teacher Education program. F08, S09, F09, S10

 

322 Laboratory Experience in Elementary/Middle School Science (.5) Students investigate personal teaching skills, plan lessons and participate in practical experiences with elementary/middle school children (ages 6-12/13; grades 1-7/8). Concurrent enrollment in TED 321 and admission to the Teacher Education program required. F08, S09, F09, S10

 

323 Teaching Elementary/Middle School Mathematics (3) Study of the theories, models and strategies for teaching mathematics concepts and skills to elementary/middle school children (ages 6-12/13; grade 1-7/8). National and state standards guide the conceptual framework for this course. Kindergarten pedagogical and content issues will be addressed to comply with Minnesota licensure requirements. Concurrent enrollment in TED 324 is required. Prerequisites: MATH 231 or permission of the instructor and admission to the Teacher Education program. F08, S09, F09, S10

 

324 Laboratory Experience in Elementary/Middle School Mathematics (.5) Students investigate personal teaching skills, plan lessons and participate in practical experiences with elementary/middle school children (ages 6-12/13; grades 1-7/8). Concurrent enrollment in TED 323 and admission to the Teacher Education programs are required. F08, S09, F09, S10

 

331 Teaching Elementary/Middle School Social Studies (3) Techniques and principles for the powerful teaching of social studies in the elementary/middle school (ages 6-12/13; grades 1-7/8). Kindergarten is also covered for those seeking Minnesota licensure. Emphasis on planning and conducting programs for knowledge and concept development, and teaching strategies for the social studies. Includes 20 hours of off-campus pre-student teaching classroom experience. Concurrent enrollment in TED 323 and admission to the Teacher Education program required. F08, S09, F09, S10

 

332 Laboratory Experience in Elementary/Middle School Social Studies (.5) Field-based experience in teaching of elementary/middle school social studies (ages 6-12/13; grades 1-7/8). Concurrent enrollment in TED 331 and admission to the Teacher Education program required. F08, S09, F09, S10

 

338 Instructional and Assessment Strategies Lab (1) Provides on- and off-campus opportunities for students to demonstrate expertise in planning, instruction, and assessment. Concurrent enrollment in TED 339 required (except Music Education majors). F08, S09, F09, S10

 

339 Instructional and Assessment Strategies (3) Focuses on the study and implementation of the essential skills needed for successful teaching in the middle and secondary schools. Emphasis on current and traditional models, instructional planning and lesson development/implementation, and measurement and evaluation in the classroom. Concurrent enrollment in TED 338 and admission to the Teacher Education program required. F08, S09, F09, S10

 

352 Foundations of Early Childhood Education (3) Study and evaluation of early childhood curriculum models. Also researches principles and theories of child growth and development and learning theory as appropriate to children birth through age 8 in regard to early childhood curriculum models. Includes up to 15 hours of field experience in Early Childhood programs. F08, F09

 

353 Exceptional Educational Needs of Young Children (3) Examines the knowledge and skills required to assess and identify children birth through age 8 with exceptional educational needs and talents. Principles and theories of atypical child growth and development, learning theory, and classroom organization and management for EEN young children are explored. Develops the knowledge necessary to implement developmentally appropriate assessment tools and to promote parent education and family involvement with EEN young children. Includes up to 10 hours of field experience in Early Childhood programs. Prerequisite: TED 352 (B- or better).  S09, S10

 

355 Early Childhood Curriculum I (3.5) One of two courses focusing on curriculum development, implementation, and evaluation based on typical and atypical child development, learning theory and educational research practice. Focuses on theories of play in the early childhood classroom. Implementing a play based curriculum for children birth to age 8 through the integration of creative arts, physical activity, social-emotional development and mental health are emphasized. Includes 15 to 20 hours of field experience in Early Childhood programs. Prerequisite: Satisfactory completion of TED 352 (B- or better) or permission of the instructor.  F08, F09

 

357 Early Childhood Curriculum II (3.5) One of two courses focusing on curriculum development, implementation, and evaluation based on typical and atypical child development and learning theory and educational research and practice. Focuses on mathematics, environmental education, science, and social studies for young children birth through age 8. Children’s literature and language arts are integrated into the examination of those curriculum areas as supportive activities. Builds on and supports required methods courses in the above-cited areas. Also requires the study of program, curriculum, and instructional approaches that contribute to the preparation of young children for work, including career exploration, practical application of basic skills, and employability skills and attitudes. Includes 15 to 20 hours of field experience in Early Childhood programs. Prerequisite: Admission to the Teacher Education program and satisfactory completion of TED 352 and 355 or permission of instructor. S09, S10

 

370 Teaching Reading and Language Arts in the Elementary/Middle Schools (5) Study of the principles and techniques of teaching of reading and the language arts of speaking, listening, and writing in the kindergarten/elementary/middle schools (Wisconsin MC-EA licensure: ages 6-12/13; grades 1-7/8); Kindergarten is covered for those seeking Minnesota licensure. Emphasis is on developing competencies needed by elementary/middle school teachers to integrate reading and the other language arts instruction across the elementary/middle school curriculum. Includes practicum of 30 hours as assigned by instructor. Prerequisites: TED 275 and admission to the Teacher Education program. F08, S09, F09, S10

 

381/581 Selected Topics and Problems in the Area of Teacher Education (1-3) Offered only as Continuing Education credits. May be taken in several units provided a different topic or program is studied each time as requested.

 

406/606 Children’s Literature (3) Study of the various types of fiction and nonfiction literatures published for, used with, or selected by children from birth to age 12. Emphasis on selection, evaluation, appreciation, and use of children’s literature and related media. Explores methods to help develop a child’s interest in reading and ability to appreciate and utilize literature. Cross-listed as LIBS 406/606; TED 606 offered online. S09, S10

 

407/607 The Middle School and its Students (3) Provides students with an understanding of the history, philosophy, organization, curriculum, teaching patterns, and particular student needs of middle-level educational institutions. Particular emphasis placed on the planning and maintenance of a school and classroom environment particularly suited to middle-level students to prepare middle-level teachers with the background necessary to teach and work in middle-level schools with students aged 10-14. Course includes eight hours in middle-level classrooms. Prerequisite: Admission to the Teacher Education program and at least one of the following courses: TED 321, 323, 331, 339, 370, or teacher certification; instructor consent required for TED 607; TED 607 also offered online. F08, S09, F09, S10

 

435/635 Technology for Teaching and Learning (3) Effective use of technology with students and faculty to facilitate teaching and learning. Educational media selection, design, production, and instructional delivery to meet Wisconsin and Minnesota information and technology literacy standards. Management and planning concepts for technology in schools and libraries.

Prerequisites: LIBS 199 and ENGL 101 or 102. Cross-listed as TED 435/635. S10

 

441 Student Teaching in the Elementary/Middle School (4-12) Provides student teaching experience in the elementary/middle school (Wisconsin MC-EA licensure: ages 6-12/13; grades 1-7/8). This is a full-day teaching experience. A minimum of 12 semester hours of student teaching is required for certification. Students wishing certification at more than two levels will be required to complete additional student teaching placements. Prerequisites: Admission to the Teacher Education program and completion of requirements as specified in the Teacher Education Student Handbook. F08, S09, F09, S10

 

442 Student Teaching in the Middle/Secondary School (4-12) Provides student teaching experience in the middle/secondary school (ages 10-18; grades 5-12). This is a full-day teaching experience. A minimum of 12 semester hours of student teaching is required for certification. Students seeking certification in more than two areas will be required to complete additional student teaching placements. Prerequisites: Admission to the Teacher Education program and completion of requirements as specified in the Teacher Education Student Handbook. F08, S09, F09, S10

 

443 Student Teaching in Special Areas-Early Childhood-Adolescence (4-18) Provides student teaching experience in the special areas (art, music, and physical education) covering early childhood through adolescence (birth–age 18). This is a full-day teaching experience. A minimum of 12 semester hours of student teaching is required for certification. If a student wishes certification in another major or more than one minor, additional student teaching placements will be required. Prerequisites: Admission to the Teacher Education program and completion of requirements as specified in the Teacher Education Student Handbook. F08, S09, F09, S10

 

444 Student Teaching in Pre-School (2-4) Provides student teaching experience at the pre-school level (birth–age 4). Enrollment restricted to elementary education majors completing a minor in Early Childhood Education. Prerequisites: Admission to the Teacher Education program and completion of requirements as specified in the Teacher Education Student Handbook. F08, S09, F09, S10

 

445 Supervised Practice for Inservice Teachers (3-9) A student teaching experience for participating and experienced teachers, combining supervised practice, directed studies, and self-evaluation of teaching. Open only to teachers with two or more years of teaching experience but who need additional student teaching for certification. The teacher must have the approval of the school district before enrolling in this course. F08, S09, F09, S10

 

446 Student Teaching Kindergarten (4-6) Provides student teaching experience with kindergarten-age children in the elementary school. Enrollment restricted to Elementary Education majors completing the Early Childhood minor. Prerequisites: Admission to the Teacher Education program and completion of requirements as specified in the Teacher Education Student Handbook. F08, S09, F09, S10

 

448 Internship in Elementary/Middle School Teaching (6-12) Experience in student teaching in pre-school, kindergarten (ages 4-5), or elementary/middle school education (ages 6-12/13; grades 1-7/8) for selected elementary majors. This is a one-placement teaching experience for a full semester of the cooperating school. F08, S09, F09, S10

 

449 Internship in Middle/Secondary School Teaching (6-12) Experience in student teaching in middle/secondary education (ages 10-18; grades 5-12) for selected secondary majors. This is a one-placement teaching experience for a full semester of the cooperating school. F08, S09, F09, S10

 

450 Internship in Special Areas Teaching K-12 (6-12) Experience in student teaching in special areas for selected special areas majors (art, music, and physical education). This is a one-placement teaching experience for a full semester of the cooperating school. F08, S09, F09, S10

 

463/663 Developing Literacy Pre K-3 (3) Emphasizes the design and implementation of developmentally appropriate curricula and instruction in the language arts that foster the concept of emergent literacy. Emphasis on the development of language (both oral and written) and literacy from birth through third grade. Prerequisite for undergraduate elementary education students: TED 370. TED 663 is required for Reading Teacher/Reading Specialist license. F08, F09

 

464/664 Developing Literacy 4-12th Grade (3) Emphasizes design and implementation of language arts curricula and instruction in grades 4-12. Emphasis on language development, oral and written, and literacy from the 4 -12 grades and developmental instruction, focusing on creating strategic lifelong readers and writers. Prerequisite for undergraduate elementary education students: TED 370. TED 664 is required for Reading Teacher/Reading Specialist license. S09, S10

 

465/665 Using Literacy Processes in the Content Areas (3) Focuses on understanding and using literacy processes (reading/writing) in developing student learning in the content areas. Emphasis on the integration of learning theory and subject matter knowledge in planning instruction which makes profitable use of text and writing to meet curriculum goals. Prerequisites: TED 300; TED 338/339 must also be completed satisfactorily by secondary education students. TED 665 is required for Reading Teacher/Reading Specialist license. F08, S09, F09, S10

 

479 Young Children, Families, Educators: Communication and Collaboration (3) Seminar course for students completing the Early Childhood minor. Students study and develop skills in interacting effectively with children, families, and co-workers. Attention is given to understanding children in the context of family and culture, to teaching conflict resolution skills, and to implementing an anti-bias curriculum. Includes up to 15 hours of field experience in an early childhood program setting. Prerequisites: Admission to TED Program, TED 352, 353, 355 and 486. S09, S10

 

481/681 Seminars in Education (.5-4) Selected topics and problems in the area of teacher education. May be taken in several units provided a different topic or problem is studied each time.

 

483/683 Introduction to Cross-Categorical Special Education (3) Introduction to special education. An overview of the various groupings of individuals with exceptionalities under the Individuals with Disabilities Education Act are examined, focusing on etiology, identification, incidence, prevalence, treatment, services available, and educational implications. Mental, physical, behavioral, and sensorial exceptionalities are discussed. National, state, and local laws and policies impacting individuals with exceptionalities are examined. Historical perspectives, legislative and litigative history, models, theories, and philosophies that provide the basis for special education practice are also examined, as well as current legislation, regulations, policies, litigation, and ethical issues related to the provision of educational services for students with disabilities. F08, F09

484 Introduction to Cross-Categorical Special Education II (3) Focus on working collaboratively with regular education staff, standards and curriculum. Students develop knowledge and skills to work with a wide variety of individuals involved with education of students with special education needs. Students also develop skills to differentiate standard curriculum materials for student with special education needs.                                               

486/686 Administration of Pre-School Programs (3) Focuses on the rapidly changing field of child development programming. Emphasis on developing the business skills and knowledge that every director must have: funding, budgeting, selecting, training and supervising staff, housing the program, purchasing the equipment, and implementing a standards based evaluation for the program. Specific licensing procedures, grant writing, and program accreditation are also covered in considerable depth. Designing accessible programs for both typical and atypically developing children is emphasized. Includes up to 10 hours of field experience in child development programs. Prerequisite: TED 352 (B- or better). S09, S10

 

488/688 Learners with Exceptional Needs: CD, LD, EBD (488: 3 credits; 688: 1-3 credits) In-depth study of the classification, etiology, incidence, and prevalence of persons with cognitive disabilities, persons with learning disabilities, and persons with emotional and behavioral disorders. Social, behavioral, adaptive, and learning characteristics will be examined. Contemporary issues in prevention, diagnosis, placement alternatives, education, and discipline of learners with these exceptionalities are examined and discussed. Ten hours of supervised experience with individuals with these specific disabilities is required. S09, S10

 

493/693 Classroom and Behavior Management Strategies (3) Behavior theories, strategies and programs, functional analysis of behavior and positive behavior intervention planning are covered. Emphasis on how these apply to the academic and behavioral development of school-age children, especially those with exceptional educational needs. Attention also given to communication with parents and teachers regarding behavior issues and plans. S09, S10

 

494/694 Principles and Practices of Inclusive Teaching (2) Involves the principles inherent in the educational process for integrating children with exceptional needs into the general education school environment (K-12). Emphasizes application of these principles so that students are successful both academically and socially, and that all students within the system benefit. Designed specifically for the study of the inclusion of students with special educational needs into the general education program and development of teacher skills and knowledge to support this placement. Prerequisite for TED 494: TED 339 or TED 370 or at least two of the following: TED 321, 323, or 331. F08, S09, F09, S10

 

495/695 Methods of Adaptive Instruction (3) Methods, strategies and materials for adapting curricula to meet the learning needs of students with mild to severe high incidence exceptional educational needs (E/BD, LD, CD). Students choose a concentration in one of these areas. Emphasizes ability to evaluate student needs, research and design appropriate curricula, make modifications and adaptations throughout and across curricula, and use research-based teaching strategies. Prerequisites: TED 483/683, TED 488/688. F08, F09

 

496 Practicum in Special Education (3) Includes 30 hours of field experience in the schools with students who have exceptional educational needs in the areas of learning disabilities, cognitive disabilities and emotional behavioral disabilities. Emphasis on implementation of the best practices covered in TED 495. In addition to the field experience, a student seminar meets weekly for study and discussion. Pass-Fail. Prerequisite: TED 495. S09, S10

 

499/699 Directed Studies in Teacher Education (.5-6) Allows the student with special needs and interests to pursue particular areas and problems in education. The problem and/or plan of study requires approval of the instructor within the department who will be directing the study.

 

701 Introduction to Reading Difficulties (3) Investigates various aspects of reading difficulties so that special reading teachers and classroom teachers can provide effective reading instruction to readers of a variety of abilities. Strategies for assessment and instruction for students who have reading difficulties at the elementary and secondary levels will be considered. It is strongly recommended that students in this course enroll in T ED 702 during the following season. This course is required for Reading Teacher/Reading Specialist licensure. S09, S10

 

702 Practicum in Reading Difficulties K-12 (3) Practicum in which theories and instructional strategies learned in TED 701 are put into practice as the student plans and conducts a program of diagnosis and instruction for elementary- and secondary-level readers of a variety of abilities. These clinical experiences are designed to develop the student’s skill as a diagnostician and teacher of readers of varying abilities. This course is required for Reading Teacher/Reading Specialist licensure. Prerequisite: Completion of TED 701. Offered summers only.

 

705 The K-12 Literacy Program (3) In-depth study of K-12 literacy programs. Emphasis on characteristics of effective school literacy programs and methods of planning, developing and evaluating effective programs. Required for Reading Specialist licensure. F09

 

709 History and Philosophy of Literacy Instruction (2) Explores the philosophical orientations to literacy instruction with a study of the research base. Students investigate the history of literacy instruction as well as the most important research studies to affect instruction. Emphasis on the use of technology in literacy instruction. Offered online every semester, including summers. F08, S09, F09, S10

 

711 Mathematics Assessment and Strategies (2) Examines assessment procedures and teaching strategies appropriate to providing instruction to students having difficulty learning mathematics. Emphasis on differentiating and adapting existing curriculum to assist all students in reaching the goals of the National Council of Teachers of Mathematics (NCTM 2000). S09, S10

 

724 Teaching as Reflective Decision Making: Professional Development for the 21st Century (3) Students clarify their professional needs and philosophies using understandings of current issues and license renewal processes, and reflective tasks regarding their own practice. For Wisconsin teachers and other teachers building a professional development plan/portfolio, this course offers support in identifying and reflecting on professional strengths and weaknesses in relation to standards in the field, and setting goals for professional development, as required by license renewal under Wisconsin PI34. Course specifically supports professional development in relation to Wisconsin teacher standards 1, 9, and 10 toward both the Professional and Master Educator licenses; and INTASC and National Board Standards. Offered summer 08, 10. Offered online F08, S09, F09, S10

 

734 Current Developments in Student Learning and their Applications (3) Study of foundational and recent theories in student learning, motivation, and learning environments, and their practical implementation in today’s k-12 classroom. Focuses on how students learn and how to effect student engagement. Course specifically supports professional development in relation to Wisconsin teacher standards 2, 3, 5 and 6 toward both the Professional and Master Educator licenses; and INTASC and National Board Standards. Offered summer 09. Offered online F08, S09, F09, S10

 

739 Workshop in Supervision of Student Teachers (1) Participants will be informed of the policies, procedures and methods used in the supervision of student teachers at UW-Superior. Aimed primarily at teachers who teach subjects and grade levels for which there are shortages of approved cooperating teachers.

 

740 Seminar in Supervision of Student Teachers/Interns (2) Study of policies, procedures and methods used in supervision of student teachers and interns. Open to those who are actual or potential supervisors of student teachers and interns, and is a requirement for teachers who will serve as cooperating teachers in the student teaching and internship program. Offered summers only.

 

741 Using Educational Assessment to Inform Practice (3) Study of the principles followed in constructing, using and analyzing formal and informal assessment tasks, tools, standardized tests and results of educational research in the classroom. Course specifically supports professional development in relation to Wisconsin teacher standards 3, 8 and 10 toward both the Professional and Master Educator licenses; and INTASC and National Board standards. Offered summer 09

 

744 Trends in Curricular and Instructional Practices (3) Engages teachers in analyzing and reflecting on current developments and practices in curriculum planning and instructional strategies in k-12 classrooms. Course specifically supports professional development in relation to Wisconsin teacher standards 1, 4, and 7 toward both the Professional and Master Educator licenses; and INTASC and National Board standards. Offered summers 08, 10. Offered online F08, F09

 

750 Research Foundations of Education (3) Research process as it relates to classroom teaching. Focus is on research design and methodology (quantitative, qualitative and mixed methods) as well as the teacher’s role in initiating and utilizing research. Students create a research proposal and plan. Course specifically supports professional development in relation to Wisconsin Teacher Standards 6, 7, 8 and 10. Offered summers 09, 10. F08, F09

 

752 Educational Research Project (2-3) Students design and carry out a research project with the advice and approval of the advisor and special area consultant. Upon completion and approval of the research project by the advisor and consultant, the student gives an oral presentation of the paper to faculty and students. Course specifically supports professional development in relation to Wisconsin Teacher Standards 7, 8 and 9. Prerequisite: Advisor approval. F08, S09, F09, S10

 

766 Assessing Learners with Special Needs (3) Designed to develop knowledge in measurement theory, assessment practices, legal and ethical precautions, familiarization with selected assessment instruments, and appropriate application and interpretation of both standardized and informal tests. Assessment interpretation and IEP preparation is examined in depth. Prerequisites: TED 683, TED 688. F08, F09

 

772 Managing the Learning Environment (3) Focus on the major issues of learning the skills and dispositions necessary for managing a special education classroom and/or case load. Includes curriculum design and evaluation, collaboration, time management, assistive technology and universal design. A fieldwork curriculum research project and presentation is required.  Prerequisites: TED 695. F08, F09

 

775 Special Education Practicum (1-4) Field-based experience in teaching students who have severe to mild exceptional educational needs in the areas of learning disabilities, cognitive disabilities and emotional behavioral disabilities. Students may choose one or more concentrations from the above listed disability areas. Based on licensure desired, students have experiences with elementary or secondary students, or both. A student seminar meets regularly for study and discussion. Students complete and present a professional special educator portfolio.  Pass/Fail. Prerequisites: TED 695, TED 701, TED 711, TED 766. F08, S09, F09, S10

 

781 Independent Study (1-4) Specially designed studies to allow the graduate student to pursue specific areas of need or interest. Approval of the topic of study and the plan of study by the instructor directing the study is required before enrollment.

 

797 Contemporary Issues in Special Education (3) Focuses on critical analysis and discussion of major emerging conceptual and practical issues in special education. S09, S10