EDSE 3366 Foundations and Practicum in Secondary Education

Encounters with materials dealing with the foundations of secondary schooling in the U.S., combined with a 90 hour practicum consisting of focused observations and interactions at a two secondary schools, typically one full school day a week. The practicum observations will be focused by the readings and discussions in the Foundations sessions. This course is designed for students who declare Secondary Education as a major after the second semester of the junior year who wish to explore Secondary Education as a Dual Degree student or who are considering a later MAT degree in Teaching Secondary students.There will be 90 hours of directed field-based experiences embedded into this course. A current pre-service certificate and liability insurance are required. Check application dates for field placement.

Credits

Prerequisite

EDUC 2251

Notes

(All applications for practicum/apprenticeship experiences must be submitted by posted deadline), which is at least 1 semester before this class is taken. Previous education courses are recommended.

Student Learning Outcomes

SCHOOL OF EDUCATION OUTCOMES (See School of Education Syllabus A – IV)

COURSE OUTCOMES:
Upon successful completion of this course, the candidate will be able to:

1(c) The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development. Standard 1, Learner development (CCLO 3, Student learning)
2(d) The teacher brings multiple perspectives to the discussion of content, including attention to learners’ personal, family, and community experiences and cultural norms. Standard 2, Learning differences (CCLO 4, Diversity)
3(c) The teacher collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work. Standard 3, Learning Environments) (CCLO 1, Learning environment)
3(f) The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.