ED 245: Early Field Experience (2 credits)

The Early Field Experience course follows the principles course with experience in a public elementary school setting. Teacher candidates work twice a week with a mentor teacher and children, attending a seminar on campus at the beginning of each month during the semester. Teacher candidates will plan lessons, teach them, and reflect on their effectiveness. Lessons at the beginning and end of the semester will be observed by the mentor teacher and by the course instructor by appointment.

ED 346E: Elementary Literacy Practicum (2 credits)

The literacy practicum is a competency-based, field experience designed to assist ELED majors in applying their understanding of literacy development and instruction in public school classrooms. Teacher candidates will continue building expertise in lesson planning, classroom management, teaching strategies, and professionalism through a combination of providing literacy instruction to small and/or whole groups of children and collaborating with mentors and course instructors.

SPED 410: Junior Practicum (4 credits)

Prospective special education teachers will explore methods, strategies, and accommodations for teaching within the context of special education. Cognitive, social and learning characteristics of students with reading difficulties will be identified. Students will have the opportunity to administer informal and formal assessments, interpret assessment data, plan and teach curriculum based on assessment outcomes.

SPED 435: Senior Practicum (6 credits)

This course will expose candidates to teaching in public school classrooms for extended periods of time supported by a mentor teacher and supervisor. The experience will be two full school days a week and a seminar for two hours outside of the in-classroom experience. Candidates will be given experiences in both a general and special education classroom/experience. The seminar includes discussions of principles of learning and teaching to prepare you to enter student teaching and your profession. Candidates will plan and deliver well-prepared large-group instruction as directed by the mentor teacher, small-group and individual

instruction, attend IEP/MDT meetings, and other teaching-related endeavors. All candidates will be responsible to prepare and teach a full unit of study, including a big idea, essential questions, KUDos, a curriculum map, and an analysis of pre-/post-assessment results. This course is designed to give students hands-on experience in classroom management, curriculum design, and collaboration while working in an elementary school classroom. Hours include time in public schools with a weekly seminar.