School of Education
Mission of the Teacher Education Program
The Teacher Education Program has a primary mission of preparing teachers of quality and distinction. At Colorado State University Pueblo, preparing teachers is a campus-wide responsibility, with faculty and administrators involved in support of the program’s mission. An integral component of the program is its formal partnership with 17 school districts and four community colleges in southern and southeastern Colorado. The joint efforts of students, faculty, and administrators across all partners focus on improving the quality of learning in classrooms in elementary, secondary, and higher education.
Conceptual Framework—Building and Bridging Communities of Learners
A Conceptual Framework is a guide for how a teacher education program is planned and organized, summarizing its philosophical views of the roles of teaching and learning and its essential understandings of how students become teachers. The conceptual framework of teacher education at Colorado State University Pueblo is Building and Bridging Communities of Learners. The organizing theme of learning communities focuses the attention of faculty and students on the essential nature of teaching and learning: How does community shape learning and achievement? What are the roles of successful learners and teachers? What social interactions are necessary for both learning and community? How is the definition of a learning community changing in an increasingly technological age? What is the relationship between the concept of learning community and the democratic ideal of American education?
For faculty at CSU Pueblo, the vision of quality education requires a learner-centered environment in which learning (not teaching) is at the core. All learners will achieve in communities in which learning is publicly and constructively discussed, a positive climate surrounds all members, and support exists for all learners’ individual growth and development.
Inclusive, equitable communities require constant attention to the nature of relationships among teachers and students. CSU Pueblo students will be prepared to participate as learners and teachers in overlapping and expanding learning communities–from the University classroom to K-12 settings, the professional education community, distributed communities created by technology, and cultural, economic, and political communities of students and their families.
To become beginning teachers, students must change their perceptions of themselves as learners and as students of teaching. As students progress through the program, they will skillfully assume a variety of roles, including those of master learners, instructors, collaborators, apprentices, models, coaches, colleagues, and mentors. It is the mission of the teacher education program to prepare teachers and learners of quality and distinction by exposing students to quality communities of teaching and learning.
Program Goals
- Prepare teachers of quality and distinction with broad-based liberal arts education, depth of knowledge in the areas in which they teach, and the ability to skillfully translate theory and practice to ensure student learning.
- Create a learner-centered community designed to achieve program goals and expected student results.
- Provide systematic advising and evaluation activities which assure student success and program quality.
- Serve the region and state of Colorado through partnerships with school districts and institutions of higher education.
Expected Student Outcomes
The Teacher Education Program is a standards-based model of education. Student outcomes are the foundation of the program, upon which the curriculum, instruction, and assessment are aligned and implemented. Based on its mission to produce teachers of quality and distinction, the program has adopted goals in eight areas. Each goal has been articulated into a series of performance-based standards or outcomes that all students must achieve before completing the program. Benchmarks, or more specific outcomes, for each standard have been developed as course objectives throughout the program and faculty across campus have organized course requirements and assignments to assure that students can meet these standards at high levels.
Standards are aligned with the Colorado Teacher Quality Standards (2015) and requirements of the Colorado Department of Education and Colorado Department of Higher Education. Proficiency in all standards is required for successful completion of teacher education and recommendation for state licensure.
CSU Pueblo teacher education graduates will:
- Use democratic principles to create communities of learners that assure positive social interactions, collaboration, and cooperation.
- Create learning experiences that make content knowledge accessible, exciting, and meaningful for all students.
- Create a learning community in which individual differences are respected, appreciated, and celebrated.
- Ensure, through the use of standards and informal and formal assessment activities, the continuous development of all learners.
- Construct and use pedagogy to maximize the intellectual, social, physical, and moral development of all students.
- Be reflective decision-makers, incorporating understandings of educational history, philosophy, and inquiry, as will as the values of the democratic ideal.
- Create communities of learning by working collaboratively with colleagues, families, and other members.
- Model the professional and ethical responsibilities of the education profession.
Outcome Assessment Activities
Teacher Education assesses student knowledge and skills at three points in the program: admission to education, admission to student teaching, and during the student teaching semester (program completion). Assessment activities include a review of:
- performance documented in students’ e-portfolios;
- scores on standardized tests of general education and content knowledge;
- ratings of proficiency on program standards by K-12 classroom teachers, University faculty, and student teacher supervisors based on direct observation of teaching;
- self-evaluations/ratings of proficiency on program standards by program completers and graduates one year after teaching; and
- ratings of proficiency by K-12 supervisors after graduates have taught for one year.
Teaching Endorsement Areas
The Teacher Education Program collaborates with other academic units to offer programs leading to Colorado teacher licensure in the following endorsement areas:
- Art (K-12)
- Early Childhood Education (birth-age 8)
- Elementary Education (K-6)
- English (7-12)
- World Languages–Spanish (K-12)
- Mathematics (7-12)
- Music (K-12)
- Physical Education (K-12)
- Science (7-12)
- Social Studies (7-12)
See the Teacher Education Handbook for add-on endorsements that have been approved by the Colorado Department of Education in K-12: Instructional Technology, Culturally and Linguistically Diverse Education, and Special Education
Selective Entry and Retention in Teacher Education Admission
Many education courses require the prerequisite of admission to education (see description of courses). Students complete the admission to education process during ED 301 Frameworks of Teaching (4 c.h.). The entire process for gathering information and submitting it to faculty is completed during the course.
The following are the requirements that must be met to be admitted to teacher education. No exceptions can occur to these requirements:
- Cumulative grade point of 2.600 or greater.
- Completion of ENG 101 Rhetoric & Writing I (3 c.h.) and ENG 102 Rhetoric & Writing II (3 c.h.) with grades of C or better.
- For students pursuing secondary or K-12 licensure, completion of math course required by major field with a grade of C or better1.
For students pursuing elementary or early childhood education, admission can happen by either1:- completion of MATH 109 Mathematical Explorations (3 c.h.) with a B- or better or
- completion of two of the following courses with a C or better: MATH 109 Mathematical Explorations (3 c.h.), MATH 156 Introduction to Statistics (3 c.h.), MATH 360 Elementary Mathematics Concepts I (3 c.h.), MATH 361 Elementary Mathematics Concepts II (3 c.h.)
- Completion of COMR 103 Speaking and Listening (3 c.h.) with a grade of B- or better. Students completing COMR 103 Speaking and Listening (3 c.h.) with a C or C+, or degree plus students may complete this competency through the Oral Proficiency Exam.
- Completion of ED 301 Frameworks of Teaching (4 c.h.) with a grade of C or better.
- Completion of a formal, standardized test during ED 301 Frameworks of Teaching (4 c.h.) such as the Proficiency Profile and a writing sample.
- Completion of satisfactory background check with the Colorado Bureau of Investigation. Background check is sent to the Colorado Department of Education and report must meet the criteria required for obtaining a teaching license in Colorado as outlined in 22-60.5-103 C.R.S.
- Completion of an education portfolio. Six types of materials will be submitted with the portfolio:
- transcripts and official documents demonstrating students performance in University classes,
- materials developed in University classes which demonstrate proficiency on specific education standards,
- recommendations and evaluations from teachers,
- materials used in field experiences and videos of teaching,
- personal reflections and summaries about progress, and
- results of formal tests.
Specific portfolio requirements and manner of evaluation are included in the appendices to the Teacher Education Handbook. All portfolios will be submitted in electronic format (website).
1 | The Associate Dean will evaluate transfer courses for admission purposes. |
Retention
Students must maintain a cumulative GPA of 2.600 and must continue to make progress towards proficiency on program standards to remain in the teacher education program. Additional details related to program retention are included in the Teacher Education Handbook.
Student Teaching
Student teaching provides opportunities to integrate theory with practice. Prior to being approved for a student teaching assignment, the following requirements must be met:
- Completion of all course work including courses in the content area and education.
- Cumulative GPA of 2.600.
- GPA of 2.500 in the academic major.
- Grades of C or higher in all courses required for licensure.
- Passing score on the content exam in the student’s licensure area, required by the State of Colorado.
- Successful completion of an education portfolio. Six types of materials will be submitted with the portfolio:
- transcripts and official documents demonstrating students performance in University classes,
- materials developed in University classes which demonstrate proficiency on specific education standards.
- recommendations and evaluations from teachers,
- materials used in field experience and videos of teaching, and
- personal reflections and summaries about progress.
Specific portfolio requirements and manner of evaluation are included in the appendices to the Teacher Education Handbook. All portfolios will be submitted in electronic format (website).
- Successful completion of all required early field experience hours and cooperating teacher evaluations. Hours must include work at the appropriate levels and in a variety of diverse high need settings.
- Completion of any support plans.
- Submission of current satisfactory background check from the Colorado Bureau of Investigation.
Applications must be submitted a semester in advance; the deadline for the application is 5:00pm on Wednesday of week 3 of classes. Student teaching requires full time effort; therefore students may not enroll in University courses other than Student Teaching and Capstone Seminar without permission of the Associate Dean.
Teacher Licensure
At completion of student teaching, the University Supervisor will recommend the student teacher for licensure. This recommendation is required for the institutional recommendation for successful program completion and recommendation to the Colorado Department of Education for a teaching license. Recommendation for licensure is not required for completion of the education minor.
Performance Assessment Activities
In the Teacher Education Program, performance assessment is a process that documents the relationship between the stated mission, goals, program standards, and actual student outcomes. Assessment is multidimensional and comprehensive, utilizing a variety of quantitative and qualitative measures.
- Assessment of student progress is frequent and ongoing throughout the program. At three points in the student’s program, faculty completes a multidimensional assessment of progress on teacher education program standards: at admission to education, admission to student teaching and during student teaching. These assessments include a review of progress in all courses, evaluation of student performance through a student-constructed portfolio, and review of K-12 teachers’ evaluation of student performance in field experiences.
- Evaluation of progress occurs at the end of each semester after admission to education through a review of student performance in University classes and field experiences.
- Student records are maintained in the Teacher Education Office.
Higher Education Act (HEA) Reporting Requirements
In October 1998, Congress enacted Title II of the Higher Education Act (HEA), requiring new reporting requirements for institutions and states on teacher preparation and licensing. Section 207 of Title II requires the annual preparation and submission of a report by each university that prepares teachers on how well individuals who complete its teacher preparation program perform on initial state licensing and certification assessments in their areas of specialization. Universities are also required to publish information on basic aspects of their programs, such as number of students, amount of required supervised practice teaching, and the student-faculty ratio in supervised practice teaching. Information on students who completed CSU Pueblo’s teacher education program can be found on the program’s website: https://www.csupueblo.edu/institutional-research/student-outcomes/licensure-exams.html.
Academic Programs
- Early Childhood Education, Bachelor of Science
- Early Childhood Education, Bachelor of Science: K-3 Licensure Emphasis
- Education, Master of Education: Art Education Emphasis
- Education, Master of Education: Curriculum & Instruction Emphasis
- Education, Master of Education: Early Childhood Education Emphasis
- Education, Master of Education: Early Learning Emphasis
- Education, Master of Education: English Emphasis
- Education, Master of Education: Health & Physical Education Emphasis
- Education, Master of Education: Instructional Technology Emphasis
- Education, Master of Education: Linguistically Diverse Emphasis
- Education, Master of Education: Music Education Emphasis
- Education, Master of Education: Space Studies for Educators Emphasis
- Education, Master of Education: Special Education Emphasis
- Education, Master of Education: World Language Emphasis
- Liberal Studies, Bachelor of Science
- Middle School Mathematics Education, Bachelor of Science
- Reading, Minor
- Secondary & K-12 Education, Minor
Culturally/Linguistically Diverse Ed (CLDE)
Undergraduate Courses
Development of classroom materials and curriculum in linguistically diverse education. (AN) Repeatable (99).
Methods and techniques of teaching English to children of linguistically diverse backgrounds; K-6 and 7-12 focus. Field experience required. Prerequisite: Admission to Teacher Education Program. (SS)
Methods and techniques for teaching content area subjects to students of linguistically different backgrounds; K-6 and 7-12 focus. Field experience required. Prerequisite: Admission to Education. (F)
Study of state, federal, and local laws and policies concerning CLDE programs; language proficiency instruments used by teachers for assessment and placement of LDE students. Prerequisite: Admission to Education. (SS)
Supervised practicum and seminar. Prerequisite: Admission to Education or graduate standing. (F, S, SS) Repeatable (99).
Field Experience in an educational setting related to culturally and linguistically diverse education. (S/U grading). (F,S,SS,E,O) Repeatable (99).
For the student specializing in culturally and linguistically diverse education. (F,S) Repeatable (99).
Graduate Courses
Practical in development of classroom materials/curriculum in linguistically diverse education. Prerequisite: Graduate standing. (AN) Repeatable (99).
Methods and techniques of teaching English to children of linguistically diverse backgrounds; K-6 and 7-12 focus. Field experience required. Prerequisite: Admission to Education or graduate standing. (SS)
Methods and techniques for teaching content area subjects to students of linguistically different backgrounds; K-6 and 7-12 focus. Field experience required. Prerequisite: Admission to Education or graduate standing. (F)
Study of state, federal, and local laws and policies concerning CLDE programs; language proficiency instruments used by teachers for assessment and placement of LDE students. Prerequisite: Admission to Education or graduate standing. (SS)
Supervised practicum and seminar. Prerequisite: Admission to Education or graduate standing. (F, S, SS) Repeatable (99).
Field Experience in an educational setting related to culturally and linguistically diverse education. (S/U grading). (F,S,SS,E,O) Repeatable (99).
For the student specializing in culturally and linguistically diverse education. Prerequisite: Graduate standing. (F,S,SS,E,O,AN) Repeatable (99).
Early Childhood Education (ECE)
Undergraduate Courses
Provides an introduction to the profession of Early Childhood Education. (AN)
Field work in a child care setting (60 hours). The supervised placement provides the student with the opportunity to observe children, practice appropriate interactions, and develop effective management techniques. Prerequisite: ECE 101. (AN)
Explores guidance theories, applications, goals, and techniques, as well as factors that influence behavioral expectations of children. Prerequisite: ECE 102. (AN)
Presents an overview of theories, applications (including observations), and issues pertinent to infant and toddler development in group and/or family settings. (AN)
Focuses on nutrition, health and safety as a key factor for optimal growth and development of young children. (AN)
Field experience in an Early Childhood Education setting. (S/U grading). (F,S,SS) Repeatable (99).
Explores the different programs available for children in the ECE age range, both in and out of a school setting. Includes 30 hours of field work. Prerequisite: Admission to Education. (F)
Focuses on principles and methods for using meaningful play and creative arts experiences across the early childhood curriculum to enhance the development of basic skills. Prerequisite: Admission to Education. (SS)
Explores the theoretical foundations and practical applications of family diversity and parent involvement in early childhood education. Prerequisite: Admission to Education. (SS)
Explores educating young children with disabilities or special needs in the early childhood setting. Includes 30 hours of field work. Prerequisite: Admission to Education. (S)
Explores the research and best practices of teaching young children with culturally and linguistically diverse backgrounds (Birth-3rd grade). Includes 30 hours of field work. Prerequisite: Admission to Education. (S)
Explores the development of reading, writing, listening, speaking, and doing in ECE including a review of current research on environmental factors that enhance or reduce language literacy acquisition and development. Prerequisite: Admission to Education. (F)
Explores components of effective classroom management procedures with young children in groups. Topics include theoretical perspectives, rules and organization, pro-social behavior, and effective pedagogical decisions. Prerequisite: Admission to Education. (SS)
This course teaches teachers of young children the subject area of social studies in the K-3 curriculum. Content knowledge and teaching strategies will be the focus of the course. Includes 30 hours of field work. Prerequisite: Admission to Education. (F)
This course encompasses how to teach reading in the K-3 curriculum. Content knowledge and teaching strategies will be the focus of the course. Requires 30 hours of field experience. Prerequisite: Admission to Education. (F)
This course encompasses mathematics in the K-3 curriculum. Content knowledge and teaching strategies will be the focus of the course. Thirty hours of field experience are required. Prerequisite: Admission to Education. (S)
This course teaches teachers of young children the subject area of science in the K-3 curriculum. Content knowledge and teaching strategies will be the focus of the course. Includes 30 hours of field work. Prerequisite: Admission to Education. (S)
Explores substantive issues facing new ECE teachers including job search skills, meeting the needs of at-risk students, creating equitable learning environments, and methods of inquiry in education. Prerequisite: Admission to Education. Corequisite: ECE 486. (F, S)
Student Teaching at the K-3 level. Application must be submitted on or before date in the Teacher Education Handbook prior to the semester in which student teaching will commence. Prerequisite: Approved application for student teaching. Corequisite: ECE 485. (F, S)
Seminar in Early Childhood Education (for non-licensure ECE majors). Focuses on the steps in designing high-quality projects/internships in ECE. Taken immediately preceding the expected internship term. Prerequisite: Admission to Education. (F, S)
Upper division field experience in an Early Childhood Education setting. (S/U grading). (F,S,SS,E,O) Repeatable (99).
Internship in an Early Childhood Education setting (for non-licensure ECE majors) including completion of a major project and presentation of results. Prerequisite: Admission to Education and ECE 493. (F, S)
Graduate Courses
An advanced exploration of the theoretical foundations and practical applications of family diversity and parent involvement in early childhood education. Prerequisite: Admission to Education or M.Ed. program. (SS)
An advanced exploration of educating young children with disabilities or special needs in the early childhood setting. Includes 30 hours of field work. Prerequisite: Admission to Education or M.Ed. program. (S)
An advanced exploration of the research and best practices of teaching young children with culturally and linguistically diverse backgrounds (Birth-3rd grade). Includes 30 hours of field work. Prerequisite: Admission to Education or M.Ed. program. (S)
An advanced exploration of the development of reading, writing, listening, speaking, and doing in ECE including factors that enhance or reduce language literacy acquisition and development. Prerequisite: Admission to Education or M.Ed. program. (F)
An advanced exploration of the different programs available for children in the ECE age range, both in and out of a school setting. Includes 30 hours of field work. Prerequisite: Admission to Education or M.Ed. program. (F)
Focuses on developing advanced principles and methods for using meaningful play and creative arts experiences across the early childhood curriculum to enhance the development of basic skills. Prerequisite: Admission to Education or M.Ed. Program. (SS)
An advanced exploration of effective classroom management procedures with young children in groups. Includes theoretical perspectives, rules and organization, pro-social behavior, and effective pedagogical decisions. Prerequisite: Admission to Education or M.Ed. program. (SS)
An advanced exploration of how to teach young children the subject area of social studies in the K-3 curriculum. Content knowledge and teaching strategies will be the focus of the course. Includes 30 hours of field work. Prerequisite: Admission to Education or M.Ed. program. (F)
An advanced exploration of the methods of teaching language arts in the K-3 curriculum with a focus on reading. Content knowledge and teaching strategies will be the focus of the course. Includes 30 hours of field work. Prerequisite: Admission to Education or M.Ed. program. (F)
An advanced exploration of how to teach young children the subject area of mathematics in the K-3 curriculum. Content knowledge and teaching strategies will be the focus of the course. Includes 30 hours of field work. Prerequisite: Admission to Education or M.Ed. program. (S)
An advanced exploration of how to teach young children the subject area of science in the K-3 curriculum. Content knowledge and teaching strategies will be the focus of the course. Includes 30 hours of field work. Prerequisite: Admission to Education or M.Ed. program. (S)
Field Experience in an early childhood educational setting. (S/U grading). Prerequisite: Graduate Standing (F,S,SS,E,O,AN) Repeatable (0).
Education (ED)
Undergraduate Courses
Orientation to teaching and teacher education. Class sessions and classroom observation required. Not required for teacher certification. (F, S)
Historical, philosophical and sociological dimensions of education including legal and financial challenges associated with the institution of education; 30 hours field experience required. (F,S,SS)
Physical, mental, social and emotional growth of the individual; provides teachers with needed perspectives on elementary and secondary school students. (F, S, SS)
Prepares teachers to use technology for instruction, assessment, management, and research. (F, S, SS)
Includes approaches to designing learner-centered classroom communities through applications of standards-based instruction, effective planning and assessment, and classroom management; 30 hours of field experience. Prerequisite: Completion of 45 credit hours and 2.6 cumulative GPA. (F, S)
Development and implementation of principles in teaching atypical learners in a tutorial situation. Prerequisite: Admission to Teacher Education Program. (AN) Repeatable (99).
Classic and contemporary children's literature with emphasis on selection and evaluation. Prerequisite: ENG 102. (AN) Repeatable (99).
Prepares elementary teachers to integrate the expressive arts and physical education into the elementary curriculum; 30 hours of field experience. Prerequisite: Acceptance into the Teacher Education Program. (F, S)
Designed for special activity-oriented experiences to be conducted in short sessions. Each workshop has a subtitle and no subtitle may be repeated for credit. Prerequisite: Acceptance to the Teacher Education Program or permission of instructor. (AN) Repeatable (99).
Prepares teachers to implement individual, classroom-wide and school-wide behavioral supports and interventions. Field experience required. Prerequisite: Admission to Teacher Education. (SS)
Prepares teachers to teach students with special needs in inclusive environments, with emphasis on literacy, math, and academic interventions. Requires field experience. Prerequisite: Admission to Teacher Education. (SS)
Addresses effective instruction for secondary students, including transition planning. Requires field experience. Beginning reading course strongly recommended as a prerequisite. Prerequisite: Admission to Teacher Education. (F)
Focuses on instructional programs for K-12 students with severe learning and behavioral challenges. Requires field experience. Prerequisite: Admission to Teacher Education. (S)
Supports skills at co-teaching, teaming, and collaboration with teachers, families, paraprofessionals, and others to strengthen student achievement. Requires field experience. Prerequisite: Admission to Teacher Education. (S)
Focuses on legislation for special education, nature of exceptionalities, and meeting the needs of K-12 students, including second language learners; 30 hours field experiences. Prerequisite: Acceptance into the Teacher Education Program. (F, S)
Methods of teaching social studies in the elementary school. Prerequisite: Acceptance into the Teacher Education Program. (F, S)
Methods of teaching health and science in the elementary school; 30 hours of field experience required. Prerequisite: Acceptance into the Teacher Education Program. (F,S)
Scope and sequence of elementary school mathematics are examined along with instructional methods that address the developmental differences of children; 30 hours of field experiences. Prerequisite: MATH 361 and acceptance into the Teacher Education Program. (F, S)
Methods to effectively and legally integrate the Internet into the classroom as a communication and instructional tool. Prerequisite: ED 280 and admission to Education. (F, S)
Strategies, processes, and procedures for managing technology in K-12, including efficient use of emerging pedagogies. Prerequisite: ED 280 and admission to Education. (F, S)
Applications of Microsoft Office as a productivity tool, including integration of use in classroom. Field experience required. Prerequisite: ED 280 and admission to Education. (F, S)
Familiarity with and criteria for selecting evaluating, and using quality educational software. Field experience required. Prerequisite: ED 280 and admission to Education. (F, S)
Methods for using technology to assess and teach literacy. Prerequisite: ED 280 and admission to Education. (F, S)
Strategies for using technology to enhance learning for all students, with emphasis on the relationship between technology and equity. Field experience required. Prerequisite: ED 280 and admission to Education. (F, S)
Pedagogical and practical considerations in using networking and hardware in schools. Prerequisite: ED 280. (SS)
Instructional system design theories and models and their adaptation to plan and use technology effectively in the classroom. Field experience required. Prerequisite: ED 280 and admission to Education. (F, S)
Methods and tools for creating multimedia learning objects for K-12 classrooms. Field experience required. Prerequisite: ED 280 and admission to Education. (SS)
Includes general teaching methods and strategies, learning theories applied to teaching discipline, curriculum educational measurement and evaluation, school organization and school law applicable to classroom teachers. Field experience required. Prerequisite: Acceptance into the Teacher Education Program. (F, S)
Prepares teachers to use technology in assessment practices in the classroom. Prerequisite: Admission to Teacher Education. (SS)
Focuses on teaching methods, materials, and assessment strategies necessary to prepare students to teach in secondary standards-based science classrooms; 60 hours of field experience. Prerequisite: Acceptance into the Teacher Education Program. (F)
Prepares teachers to select, administer, and interpret formal and informal assessments to improve instruction. Requires field experience. Prerequisite: Acceptance into the Teacher Education Program. (F)
Focuses on art curriculum, methods, and assessment to prepare art educators to successfully teach in K-12 standards-based art classrooms; 60 hours of field experience. Prerequisite: Acceptance into the Teacher Education Program. (F)
Familiarizes students with Colorado foreign language standards, standards-based lesson and unit planning, and authentic assessment; 60 hours of field experiences. Prerequisite: Acceptance into the Teacher Education Program. (F)
Familiarizes students with Colorado foreign language standards, standards-based lesson and unit planning, and authentic assessment; 60 hours of field experiences. Prerequisite: Acceptance into the Teacher Education Program. (F)
Familiarizes students with the Colorado content standards, including standards-based lesson and unit planning strategies and authentic assessment; 60 hours of field experiences. Prerequisite: Acceptance into the Teacher Education Program. (F)
Prepares teachers to teach all areas of the business curriculum in secondary schools; 60 hours of field experiences. Prerequisite: Admission to Teacher Education. (AN)
Supervised practicum and seminar in second teaching or endorsement area. Prerequisite: Admission to Education. (F, S, SS) Repeatable (99).
Elementary level. Application must be submitted on or before date in the Teacher Education Handbook prior to the semester in which student teaching will commence. Prerequisite: Approved application for student teaching. Corequisite: ED 485. (F, S)
Secondary level. Application must be submitted on or before date in the Teacher Education Handbook prior to the semester in which student teaching will commence. Prerequisite: Approved application for student teaching. Corequisite: ED 485. (F, S)
K-12 level. Application must be submitted on or before date in the Teacher Education Handbook prior to the semester in which student teaching will commence. Prerequisite: Approved application for student teaching. Corequisite: ED 485. (F, S)
Special Topics. (AN) Repeatable (99).
Field experience in an educational setting. Not applicable to teacher certification. (S/U grading). (F,S,SS,E,O) Repeatable (99).
Independent Study (AN) Repeatable (99).
Graduate Courses
Activity-oriented experiences for teachers. Each has a subtitle; no subtitle may be repeated for credit. Does not count for M.Ed. credit. Prerequisite: Graduate standing. (AN) Repeatable (99).
Graduate topics in education. Each has a subtitle; no subtitle may be repeated for credit. Counts for M.Ed. credit with approval of Program Director. Prerequisite: Graduate standing. (F, S, SS) Repeatable (99).
Introduces strategies for professional growth including interpretation of research and professional collaboration. Prerequisite: Admission to MEd Program. (F, S)
Develops skills at conducting and applying action research strategies to improve teaching and learning. Prerequisite: ED 502. (F, S)
Builds teachers' skills in leading school change. Prerequisite: ED 502. (F, S)
Analysis of multiculturalism and how the educational process can be adapted to children of diverse cultural backgrounds. Prerequisite: Graduate standing. (AN)
Prepares teachers to implement individual, classroom-wide and school-wide behavioral supports and interventions. Field experience required. Prerequisite: Admission to: Teacher Education, Alternative Licensure, or M.Ed. Program (SS)
Prepares teachers to teach students with special needs in inclusive environments, with emphasis on literacy, math, and academic interventions. Requires field experience. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (SS)
Addresses effective instruction for secondary students, including transition planning. Requires field experience. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F)
Focuses on instructional programs for K-12 students with severe learning and behavioral challenges. Requires field experience. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program. (S)
Supports skills at co-teaching, teaming, and collaboration with teachers, families, paraprofessionals, and others to strengthen student achievement. Requires field experience. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program. (S)
Focuses on legislation for special education, nature of exceptionalities, and meeting the needs of K-12 students, including second language learners; 30 hours field experiences. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S)
Focuses on teaching methods, materials, and assessment strategies in math in the elementary school; 30 hours of field experiences. Prerequisite: MATH 361 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)
Prepares teachers to use technology for instruction, assessment, management, and research. Prerequisite: Graduate standing. (F, S, SS)
Methods to effectively and legally integrate the Internet into the classroom as a communication and instructional tool. Prerequisite: ED 280/520 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S)
Contemporary problems in education, their historical development and philosophical implications. Prerequisite: Graduate standing. (AN) Repeatable (99).
Strategies, processes, and procedures for managing technology in K-12, including efficient use of emerging pedagogies. Prerequisite: ED 280/520 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S)
Analysis of techniques for conceptual approaches to teaching socialization skills, critical thinking, and inquiry skills; helping children develop healthy attitudes and values. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)
Emphasis on the newest concepts, techniques and materials for teaching elementary school science and health. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)
Training (by grade level) in the use of by 'Growing Healthy' -the Primary Grades Health Curriculum Project and the School Health Curriculum Project. This is lateral spread training only, by agreement with the Rocky Mountain Regional Training Center. Prerequisite: Graduate standing. (AN)
Applications of Microsoft Office as a productivity tool, including integration of use in classroom. Field experience required. Prerequisite: ED 280/520 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S)
Familiarity with and criteria for selecting evaluating, and using quality educational software. Field experience required. Prerequisite: ED 280/520 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S)
Methods for using technology to assess and teach literacy. Field experience required. Prerequisite: ED 280/520 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S)
Principles of curriculum design, educational goals, instructional objectives, and developing long- middle- and short-range plans. For elementary and secondary teachers. Prerequisite: Graduate standing. (AN)
Strategies for using technology to enhance learning for all students, with emphasis on the relationship between technology and equity. Field experience required. Prerequisite: ED 280/520 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S)
Pedagogical and practical considerations in using networking and hardware in schools. Prerequisite: ED 280/520 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (SS)
Instructional system design theories and models and their adaptation to plan and use technology effectively in the classroom. Field experience required. Prerequisite: ED 280/520 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S)
Methods and tools for creating multimedia learning objects for K-12 classrooms. Field experience required. Prerequisite: ED 280/520 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (SS)
Prepares teachers to use technology in assessment practices in the classroom. Prerequisite: ED 280/520 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (SS)
What research and professional practice say about organizing students, space, information, and resources; motivating, goal setting, communicating, and problem solving with student; and handling disruption and behavior problems. (AN)
Focuses on teaching methods, using appropriate materials and strategies, as well as creating assessments, necessary to prepare students to teach in K-12, standards-based, health classrooms. Prerequisite: Admission to Graduate Program, Alternative Licensure Program, or Teacher Education Program (F,S,SS,E,O,AN)
Focuses on teaching methods, materials, and assessment strategies necessary to prepare students to teach in secondary standards-based science classrooms. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F)
Prepares teachers to select, administer, and interpret formal and informal assessments to improve instruction. Requires field experience. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F)
Focuses on Art curriculum, methods, and assessment to prepare art educators to successfully teach in K-12 standards-based art classrooms. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F)
Familiarizes students with Colorado Language Arts Standards, standards-based lesson, and unit planning and authentic assessment. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F)
Familiarizes students with Colorado Foreign Language Standards, standards-based lesson and unit planning and authentic assessment. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F)
Familiarization with the Colorado Music Content Standards. Standards based lesson and unit planning and strategies for general, instrumental, and vocal music will be emphasized. Prerequisite: Graduate standing. (F)
Familiarizes students with Colorado Social Studies Content Standards, standards-based lesson and unit planning strategies and authentic assessment. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F)
Prepares teachers to teach all areas of the business curriculum in secondary schools. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)
Exceptionalities: emphasis on high-incidence handicaps. Includes recent legislation and identification, referral, staffing and placement procedures. Major intervention strategies examined. Prerequisite: Graduate standing. (AN)
Stresses skill-building in classroom instruction, including curriculum development and student assessment. Current innovations in public education are also addressed. Prerequisite: Graduate standing. (AN)
Provides information needed to be knowledgeable distance educators and instructional developers for K-12 distance learners. Prerequisite: ED 533. (AN)
Designed to provide tools necessary to teach space concepts through inquiry-based learning to young children. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)
Participants will investigate how to establish and maintain humans on our moon or Mars and how to integrate these concepts into the classroom. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)
Participants will examine the technological advances that are being developed for human exploration of the solar system. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)
Participants will investigate topics such as motions of the heavens, astronomical research tools, stars, and constellations, 3D exploration of comets, auroras, and planets. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)
Participants will investigate answers to how humans can expand beyond home to maximize the benefits from space exploration. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)
Participants will investigate answers to how humans can expand beyond home to maximize the benefits from space exploration. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)
Prepares elementary teachers to teach Social Studies, with emphasis on integration of the expressive arts and PE. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)
Supervised practicum and seminar in second teaching or endorsement area. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS) Repeatable (99).
Special Topics. Prerequisite: Graduate standing. (AN) Repeatable (99).
Research. Prerequisite: Graduate standing and permission of graduate adviser. (AN) Repeatable (99).
Seminar. Prerequisite: Graduate standing. (AN) Repeatable (99).
Field experience in an educational setting. Prerequisite: Graduate standing. (F,S,SS) Repeatable (99).
Independent Study. Prerequisite: Graduate standing and permission of graduate adviser. (AN) Repeatable (99).
Thesis Research. (AN) Repeatable (99).
English as a Second Language (ESL)
Undergraduate Courses
Learn reading skills/strategies to understand beginning texts. Respond to questions through discussion and writing. Read short outside texts. Write sentences and paragraphs with correct spelling. Prerequisite: Acceptance to ELI. (F, S, SS)
Develop academic skills in listening and speaking. Engage in speaking using comprehensible pronunciation. Understand simplified spoken English and respond appropriately both orally and in writing. Prerequisite: Acceptance to ELI. (F, S, SS)
Develop critical thinking skills. Improve reading speed and comprehension. Learn skills necessary for academic writing: development of paragraphs and compositions using description, narrative, and chronology. Prerequisite: Acceptance to ELI. (F, S, SS)
Understand spoken English in common settings. Practice speaking appropriately in academic and social situations. Use multimedia to develop communicative competence. Prerequisite: Acceptance to ELI. (F, S, SS)
Read authentic and ESL materials with increasing critical ability and speed. Write more intelligibly and decrease grammatical errors. Understand several types of essay organization. Prerequisite: Acceptance to ELI. (F, S, SS)
Understand spoken English at near normal speed. Improve fluency. Interact more confidently with other students and in presentations. Use multimedia to increase communicative competence. Prerequisite: Acceptance to ELI. (F, S, SS)
Selected topics in ESL. (AN) Repeatable (99).
Read authentic materials with near-native critical ability and speed. Write intelligibly with few grammatical and idiomatic errors. Understand thoroughly essay organization and development. Prerequisite: Acceptance to ELI. (F, S, SS)
Understand English at natural speed in social, academic, and professional situations. Speak confidently through interaction with native speakers and presentations. Multimedia experience enhances communicative competence. Prerequisite: Acceptance to ELI. (F, S, SS)
Reading (RDG)
Undergraduate Courses
Students will apply strategies for improving comprehension, developing vocabulary, and increasing rate for reading college textbooks. (F,S)
Focus on linguistics, the study of the English language, particularly the subtopics of phonology, orthography, morphology, semantics, syntax, and pragmatics. (F,S)
Includes reading instruction, emphasizing methods and assessment strategies to meet K-6 Colorado content standards; 30 hours of field experience. Prerequisite: RDG 355 and Admission to Education. (F,S)
Focuses on language arts instruction for K-6 students; 30 hrs. field work required. Prerequisite: RDG 355 and Admission to Education. (F,S)
Focuses on skills and strategies to improve comprehension of textual material as well as writing in various content areas; 60 hours of field experience. Prerequisite: Admission to Education. (F, S)
Strategies and procedures for using the newspaper as a supplementary resource in content area classrooms at all grade levels (K-12). (SS)
Special Topics. (F,S,SS,E,O)
Individual projects and problem-solving experiences designed to meet students' special needs. With instructor's permission, certain program requirements may be completed through independent study. (F,S,SS,E,O)
Graduate Courses
Basic course for other graduate reading courses, including reading skills, sequence, materials, psychology of reading and relationship to other language arts. Prerequisite: RDG 555 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program. (F,S,SS,E,O)
Focuses on language arts instruction for K-6 students; 30 hrs. field work required. Prerequisite: RDG 555 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program. (F,S)
Students will investigate various types of learning centers and means of successful implementation in the classroom. Development of materials, lesson plans and record-keeping systems which will result in a complete reading center. Investigation into research on effectiveness of learning centers. Prerequisite: Graduate standing. (SS)
Focuses on skills and strategies to improve comprehension of textual material as well as writing in various content areas. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)
Current research-based theory and practical classroom strategies and procedures for increasing comprehension of reading in elementary and secondary content area. Emphasis on open-ended, higher-order thinking skills. Prerequisite: Graduate standing. (AN)
Strategies and procedures for using the newspaper as a supplementary resource in content area classrooms at all grade levels (K-12). Prerequisite: Graduate standing. (SS)
Techniques of adapting reading instruction for the linguistically and culturally different child. Prerequisite: Graduate standing. (AN)
Formal and informal diagnostic procedures for the classroom teacher including standardized testing, informal inventories, close, criterion-referenced testing and Reading Miscue Inventory. Prerequisite: One of the following RDG courses: 410, 435, 510, or 535; and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)
Introduction to psycholinguistic perspectives through analysis of oral reading errors. Reading Miscue Manual as an instrument for investigating reader's strengths and weaknesses. Strategies for remediating poor quality miscues. Prerequisite: Admission to Teacher Education or Teacher in Residence Program, or M.Ed. Program and one of the following RDG courses: 410 or 510 or 435 or 535. (AN)
Focus on linguistics, the study of the English language, particularly the subtopics of phonology, orthography, morphology, semantics, syntax, and pragmatics. Prerequisite: Graduate Standing (F,S)
Special Topics. Prerequisite: Graduate standing. (F,S,SS,E,O)
Independent Study. Prerequisite: Graduate standing. (F,S,SS,E,O)
Science (SCI)
Graduate Courses
Science workshops designed specifically for professional development of science teachers. Workshops are subtitled and no subtitle may be repeated for credit (not for MSANS credit). Prerequisite: Graduate standing or permission of instructor. (AN) Repeatable (99).