400

This course is designed to give candidates a broad review of the needs of English language learners (ELL) through the investigation of modes of instruction, curricula and forms of assessment. Multicultural issues and theories and practices to differentiate instruction to respond to K-9 English language learners' needs are practiced and applied. Candidates will complete a minimum of 75 hours of field experience in an elementary or middle school. The mentor teacher and University supervisor conduct performance assessments of the pre-service teacher during this experience.

This course focuses on an in-depth examination of literature with a focus on multicultural literature that is appropriate for elementary, middle and high school students. Through discussion and literature projects, candidates understand different perspectives in literature, examine topics such as gender issues in child and adolescent literature, investigate censored and banned books, investigate critical literacy and learn to analyze literature using different genres. Candidates develop an extensive literature file. Fine arts are integrated into teaching of literature.  

This course is designed for classroom teachers to develop multi-layered conceptual and technical skills in classroom assessment in order to fairly evaluate student learning to promote the highest level of achievement. Candidates will be trained to respond to the mandated implementation of Response to Intervention (RTI) procedures to provide high quality instruction and interventions matched to student need, including highly proficient struggling learners and English language learners, monitoring progress in order to make decisions about changes in instruction and applying child response data to important educational decisions is expected. Teachers need an understanding of assessment in evidence-based instructional methods that will benefit many children who are challenged by academic content. The focus of this course, accordingly, will be on assessment and analysis of data for instructional programming, and the accompanying implications for appropriate teaching adjustments and interventions for learning. Understandings and skills include: developing and using a variety of classroom assessments (formative and summative), standardized educational testing including Illinois state tests, basic psychometric statistics; applying interventions and progress monitoring; grading; communicating assessment information; testing ethics; locating and evaluating assessment measures; in depth analysis of accompanying publishers' tests and assessments used for educational policy decisions. Candidates will demonstrate evidence of their understandings and skills by designing, implementing and evaluating informal and formal assessments and intervention strategies before, during and after learning. Field assignments for this course are arranged through the concurrent field experiences in 05-300 and/or 05-400.

This course is intended for those candidates who need extended field experiences with the ongoing supervision by University personnel.  Length of field experiences will be determined by the Department and is subject to Department Chair approval.  Completion of this experience does not guarantee eligibility for student teaching.

Various topics dealing with issues and skills applicable to education settings.

This course examines the theories and practices appropriate for research-based reading and language arts instruction and assessment at the intermediate and middle school levels (4-9) and is based in large part on the findings of the National Reading Panel. The emphasis is on learning and applying scientifically-based reading theories as a foundation for sound instruction and assessment decisions that will result in all students achieving proficiency with both reading and writing. Phonemic awareness and phonics (emphasized in the pre-requisite 05-353 course) will be reviewed and practiced. This course emphasizes strategies for developing fluency, expanding vocabulary and comprehension such that students in the middle and upper grades can effectively construct meaning across genres and content areas. Effective reading and writing instructional strategies based on data driven assessments, including those that address the specific needs of highly proficient second language learners and struggling readers (including Response to Intervention (RTI) strategies) are modeled and practiced. Special emphases is placed on common core standards, text complexity, reading rigor and close reading strategies. Candidates will be evaluated on their ability to successfully plan and implement strategies taught in this course.

This course is designed for candidates planning to be certified elementary teachers in Illinois. This course provides daily experience over a full semester in an elementary or middle school setting. Progress in developing teaching skills is carefully observed and supervised by the mentor classroom teacher and the University supervisor and is evaluated through various performance assessments. The experience and related seminars focus on communication and collaboration, developing a quality learning environment, developing effective instruction and assessments and professional reflection and development. This course fulfills part of the Advanced Writing requirement. Attendance at student teaching seminars is required.

This course includes a study or project done under the direction of a member of the Department of Elementary Education.