Students explore professional opportunities and practices of the teaching discipline and learn about the structure and requirements of Western's Teacher Education program. This course is designed to provide participants with information and experiences, to make informed decisions about becoming teachers. Students facilitate field experiences with school-age students both at the elementary and secondary levels. Students attend one 1.25 hourlong seminar and participate in 15 hours of subsequent field experiences. This course is required for provisional admission to the Teacher Education Program. Graded Satisfactory/Unsatisfactory only.

This course introduces students to the field of Early Childhood Education with a particular focus on children aged 0-8 years. It provides a comprehensive exploration of the eight fundamental domains of professional knowledge: Professionalism; Child Growth and Development; Health, Nutrition, and Safety; Developmentally Appropriate Practices; Guidance; Diversity; Family and Community Relationships; and Administration and Supervision. Participants will gain valuable strategies for promoting holistic child development and facilitating optimal learning experiences. The course also emphasizes the pivotal role of the educator as an influential guide. Furthermore, this curriculum aligns seamlessly with state requirements for ECE Childcare Licensing.

An introduction to the theories, visions, and ideals of learning and teaching. Students draw upon various concepts, images, and frameworks to reflect upon their classroom experiences and consider their understanding of what it means to be a good student, good teacher, and informed citizen in a society that values education. GT-GSS3

This course delves into the theories, applications, goals, techniques, and factors that shape expectations, address classroom management, and foster prosocial skills. It serves as an introduction to understanding the social-emotional development of young children, including those with and without disabilities. The curriculum covers practices aimed at nurturing the growth of social-emotional skills, incorporating a comprehensive review of the Pyramid Model and specific strategies for each level within this tiered prevention model. The focus is on children from birth through age eight. This course holds equivalence to ECE 103 and aligns with state requirements for ECE Childcare Licensing.

This course presents an overview of theories, applications (including observations), and issues pertinent to infant and toddler (birth through age 3) development in group and/or family settings. The course includes an overview of state requirements for licensing, health, safety and nutrition, responsive learning opportunities, and the importance of partnerships with families and communities.

Addresses the relationship between education and schooling as an institution. Students consider the historical foundations and ongoing debates surrounding education in the United States. Also addresses major landmarks, policies, and structural factors that have shaped and continue shaping today's schools. GT-SS3

This course examines beliefs and current thinking about teaching and learning science. Students develop useful teaching strategies for engaging learners in science content through the use of the Next Generation Science Standards, wonder, inquiry, and exploration. This course is required for all elementary education students. Prerequisites: EDUC 102; or instructor permission.

This course provides an overview of early childhood curriculum development, includes processes for planning and implementing developmentally appropriate environments, materials and experiences, and quality in early childhood programs. Focuses on ages birth through age 8.

Provides an introduction to the diversity that characterizes student populations in most U.S. public school classrooms today in light of radically changing population demographics during the past several decades. Students develop understandings of historical, cultural, social, political, linguistic, and pedagogical issues requisite for embracing diversity, equity, and inclusivity in public school classrooms and other educational settings. Ideas and methods for working with culturally and linguistically diverse students are addressed.

This course provides an overview of the characteristics of diverse populations in schools with a focus on specific areas of diversity, equity and inclusion related to special education across the lifespan of the student. Students learn to effectively develop inclusive community programs, educational opportunities, and services. Students explore special education and disability related-programs, procedures, and supports within and outside of schools and local communities. Topics will include special education law, inclusion, behavioral and social-emotional programs and supports, as well as the role of collaboration to achieve the goal of inclusion for all people within our communities. Additionally, students explore issues related to bias and discrimination culminating in a student-created action project related to inclusive communities.

A foundation course in educational pedagogy based on current research and widely accepted teaching strategies. Includes an integrated variety of research-based approaches to teaching and learning, such as cooperative learning and differentiated instruction, which are framed within professionalism standards for teachers. A major component of the course is a rigorous and structured field experience in local schools as preparation for residency. Prerequisites: 2.75 GPA, Fingerprint Clearance (CDE), 15 hours Field Experience working with children or students; or instructor permission.

A course for qualified, upper-level students with specialized interests in a particular area of advanced study in Teacher Education.

A study and application of scientifically-based methods of teaching and reinforcing fundamental reading skills. Cognitive processes of literacy, including phonology, morphology, orthography and etymology. Focus placed on English language structure as it affects decoding and encoding. Additionally, methods for diverse groups of students, including students with disabilities, students from culturally and linguistically diverse populations, and high-achieving students are covered. Prerequisite: admission to the Teacher Education Program; or instructor permission.

A study and application of scientifically-based methods of teaching and reinforcing reading comprehension, vocabulary fluency, oral and written language skills. Cognitive processes of literacy, including phonology, morphology, orthography, etymology, semantics, syntax, discourse, pragmatics and English language structure as it affects meaning. Additionally, methods for diverse groups of students, including students with disabilities, students from culturally and linguistically diverse populations, and high-achieving students are covered. Prerequisite: admission to the Teacher Education Program; or instructor permission.

An introduction to the concepts, methods, techniques, and assessment practices used to effectively teach secondary and K-12 students. Emphasis is placed on structures for lesson and unit planning, implementation of the Colorado State Standards, literacy and math integration, research based instructional strategies, content specific technologies, and management techniques. Prerequisite: admission to the Teacher Education Program; or instructor permission.

An investigation into the rationales and practices for developing a classroom community that is inclusive, respectful, and conducive to learning for all students. Invites nuanced consideration of diversity within school contexts and the teacher's role in nurturing positive and productive relationships with students, families, and the broader community. Prerequisite: Admission to the Teacher Education Program; or instructor permission.

An in-depth application of standards-based instruction and assessment practices. Students design curriculum maps and plan standards-based lessons and units for diverse student populations. Students are taught to integrate literacy, math, and technology into their standards-based instructional plans, to use assessment data to drive standards-based curriculum that measure student knowledge, understanding, and skills, and to reflect on and evaluate their own performance. Prerequisite: admission to the Education Department; or instructor permission.

An application of current research on brain based learning, reading and writing and its integration in the content area. Students implement the essential components of reading: phonemic awareness, phonics, vocabulary, fluency, comprehension, motivation, and engagement within the content area. In addition, there is a focus on content area study and test taking skills. Prerequisite: admission to the Teacher Education Program; or instructor permission.

Foster a deeper understanding of the 21st Century environment schools need to cultivate in order to maximize learning. This course prepares teachers to create technology-rich learning environments that enhance student growth and achievement. Prerequisite: Admission to the Teacher Education Program; or instructor permission.

An in-depth application of cognitive processes associated with various kinds of learning. Within the context of writing assessment and instruction, students learn to pay attention to these learning processes so that their own classroom students can master content standards. Students learn to employ a wide range of teaching techniques to match the intellectual, emotional and social level of each classroom student and choose alternative teaching strategies, materials and technologies to achieve different curricular purposes. Students apply expert content knowledge to enrich and extend student learning and to recognize educational diversity and the effects on student learning in order to develop and apply individual educational plans. Prerequisite: admission to the Teacher Education Program; or instructor permission.

Student teaching in a 7-12 school setting on the average of 24 hours per week, over the course of the academic year, in collaboration with mentor teachers. This course must be repeated twice for credit. Additional course fee applies. Prerequisite: admission to the Teacher Education Program; or instructor permission.

Student teaching in a K-12 school setting on the average of 24 hours per week, over the course of the academic year, in collaboration with mentor teachers. This course must be repeated twice for credit. Additional course fee applies. Prerequisite: admission to the Teacher Education Program.

This course provides teaching methods that focus on special education teachers' primary roles and responsibilities, including instruction and lesson planning, Individualized Education Plans, and collaboration to provide accommodations. Also, it addresses classroom management and organizational strategies needed for compliance with federal regulations. Prerequisite: Completion of EDUC 340 & admittance to teacher licensure program; or instructor permission.

This course provides an understanding of special education assessments, program development related to Least Restrictive Environment (LRE), and behavioral interventions. Strategies for behavior plan implementation and teaming are addressed, as well as developing comprehensive evaluation in special education. Prerequisite: admission to the Special Education Teacher Program; or instructor permission.

An application of the research-based practices for instruction in math. Focus is placed on the foundations for assessing and teaching math by addressing basic skills, critical thinking skills, conceptual understanding, real life applications, and diverse learner needs. Students implement and review specific assessment practices, teaching structures, intervention strategies, and technology applications within a standards based framework of instruction. Prerequisite: admission to the Teacher Education Program; or instructor permission.

This course provides a roadmap to collaboration strategies and methods using special education student transition planning as a case study. Students will implement and understand insights and strategies for productive, respectful engagement with various stakeholders, including paraprofessionals, families, community members healthcare workers, teacher/colleagues, administration, and special service providers. Prerequisite: admission to the Special Education Teacher Program; or instructor permission.

This course provides guidance across the student teaching residency year while working with a coaching team comprised of a mentor, a regional coordinator, and a clinical coach. This course addresses lesson implementation, teacher evaluation professional development, education ethics, and caseload management. Students develop and monitor progress on intervention and caseload goals with input from the support team. Prerequisite: admission to the B.A. in Special Education major; or instructor permission.

This course provides participants with an understanding of the components of differentiated instruction (content, process, and product). Participants explore skills and resources needed to effectively manage a differentiated classroom and extend their learning into the application of strategies, assessments, and management systems within the context of teaching academic content. Prerequisite: Admission to the Education Department; or instructor permission.

This course provides an overview of the theory and research on second-language learning and research-based strategies for working with culturally and linguistically diverse (CLD) learners in general education settings for elementary teachers. The content and standards covered in this course are essential for teachers who work with culturally and linguistically diverse students. Considerable attention is paid to how to work respectfully and productively with English learners (Els), their families, community members, teachers/colleagues, administrators and special service providers. In addition to the focus on teaching English learners, this course also provides an introduction to inclusive education. Prerequisite: Admission to the Teacher Education Program; or instructor permission.

This course provides an overview of the theory and research on second-language learning and research-based strategies for working with culturally linguistically diverse (CLD) learners in general education settings for secondary and K-12 teachers. The content and standards covered in this course are essential for teachers who work with culturally and linguistically diverse students. Considerable attention is paid to how to work respectfully and productively with English learners (Els), their families, community members, teachers/colleagues, administrators and special service providers. In addition to the focus on teaching English learners, this course also provides an introduction to inclusive education. Prerequisite: Admission to the Teacher Education Program; or instructor permission.

This course provides a comprehensive survey of differentiating within general education to promote inclusion of all students. As such, the course creates a foundation in curriculum development, state academic standards, interdisciplinary teaching methods, culturally responsive teaching, and differentiating for the varied backgrounds of the classroom.

This course provides a deep understanding of the science of reading with a focus on special education students ranging from preliterate and emergent readers to more proficient readers. Students will increase understanding and application of scientifically-based methods for teaching literacy, implementing databased intervention in literacy, and developing multimodal literacy learning activities. Prerequisite: admission to the Special Education Teacher Program; or instructor permission.

This course provides a foundation in literacy assessment across literacy, communication, and multicultural learner domains. It addresses literacy assessment methods and comprehensive reporting of assessment results, progress monitoring, and culturally responsive teaching and evaluating.

Student teaching in an elementary school setting (grades K-6) for approximately 24 hours per week, over the course of an entire academic year, supervised by a mentor teacher. This course may be taken twice for credit. Prerequisite: Admission to the Teacher Education Program; or instructor permission.

Student teaching in an elementary school setting, with special attention given to work with linguistically diverse students. The student teaching experience averages 24 hours per week over the course of the academic year and is supervised by a mentor teacher. Additional course fee applies.

A course for qualified, upper-level students with specialized interests in a particular area of advanced study in Teacher Education.

Provide in-depth understanding of the reading acquisition process and current issues in reading research related to preliterate and emergent readers through observation and analysis of reading and written language development.

Provide in-depth understanding and application of scientifically-based methods of teaching reading comprehension vocabulary, and fluency.

Screen, diagnose, and monitor student progress in reading and writing to inform instruction and build home-school partnerships that promote reading and writing.

Apply concepts, methods, and practices related to curriculum, assessment of learning, and teaching in content areas.

Recognize needs for a successful classroom environment and apply strategies to support learning.

Study and apply standards-based curriculum and assessment practices.

Analyze, evaluate, and apply methods for developing effective reading and writing strategies that improve student academic achievement across the content areas.

Students investigate contemporary theory and research on 21st century learning and teaching, which include an increased emphasis on the use of new information technologies, collaboration, problem solving, creativity, and experiential learning. In this course, students develop effective 21st century teaching strategies through readings, simulations and collaborative projects.

Provide in-depth understanding and application of research based methods of teaching writing as they apply to cognitive processes and socio-cultural context for diverse students.

Work in a secondary school setting over the course of the year, in collaboration with mentor teachers. This course can be repeated twice for credit.

Work in a K-12 school setting over the course of the year, in collaboration with mentor teachers. This course can be repeated twice for credit.

This course outlines lesson planning that accounts for accommodations, modifications, Individual Education Plan (IEP) and assistive technologies. Discusses the importance of self-advocacy in assisting students with individualized education plans. Addresses classroom management and organizational strategies needed for compliance with federal regulations.

Encapsulates the process of assessing the eligibility of a student for an individualized education plan (IEP) and positive behavior supports from referral to the creation of a plan. Details the various parts of the IEP that are federally mandated and the programs that students with the specialized plan are eligible for under the Individuals with Disabilities Education Improvement Act. Prerequisite: admission to the Special Education Teacher Program

Examine and apply research-based teaching strategies that promote mathematics learning.

Provides an overview of the various collaborations required of teachers who work with students needing specialized services in K-12 schools with a special focus on issues related to secondary grade levels, including transition. Students will consider insights and strategies for productive, respectful engagement with various stakeholders, including paraprofessionals, families, community members, healthcare workers, teacher/colleagues, administration and special service providers.

Provides a link between the teacher candidate's classroom experience which includes teacher candidate's collaboration with mentor teachers, and clinical coach. Addresses lesson implementation, teacher evaluation, professional development, education ethics, and caseload management. Teacher candidates develop and monitor progress on instructional goals with input from support team. This course can be taken twice for credit. Prerequisite: Admission to the Special Education Teacher Program.

Develop and apply understanding of language acquisition and awareness of the historical, legal, social and educational background surrounding linguistically diverse education. Prerequisite: EDUC 428, 628, 429 or 629.

Explore research-based strategies that promote students' language skills and literacies to increase content-area learning, academic success, and future opportunities. Prerequisite: EDUC 428, 628, 429 or 629.

This course provides opportunities to explore content knowledge while working in a K-12 school setting with linguistically diverse students over the course of one semester in collaboration with support teachers. The focus is on instructional techniques, methodologies, and strategies designed to develop English language literacy and to meet the diverse needs of second language learners, including those students with learning challenges. Prerequisites: EDUC 616 and 617. Or instructor permission.

Work in an elementary school setting over the course of the year, in collaboration with mentor teachers. This course can be repeated twice for credit.

An inquiry into how K-12 educators can best develop relevant and engaging online and blended instructional contexts to meet the needs of all K-12 learners. Focus is on exploration of tools, resources and emerging technologies to determine how to build and manage learning environments that maximize student achievement.

A study of best practices in creating, implementing, and using assessments in the online and blended environments. Focus is on analyzing real-time data and findings from assessments to make instructional decisions and to plan targeted interventions to ensure student success. Prerequisite: EDUC 621; or instructor permission.

Online and blended field-based experience in design, delivery, and evaluation of standards-based instruction in an appropriate K-12 setting. A collaborative approach will be fostered among students, teachers, and school-level administrators to support existing or emerging online or blended instructional needs. Prerequisite: EDUC 622.

This course provides a study of cognitive development as it impacts different learners’ ability to access academic content. Participants will build a foundation of understanding from which they will develop skills, strategies and resources that they can then apply in their teaching to address the complex challenges of meeting the diverse learning needs of all students.

Identify and utilize all levels of data to inform instructional decisions. Daily measures of student performance are analyzed along with summative assessments to develop relevant plans for instruction that may include interventions and differentiation. Explore resources to assist in tracking of student progress and develop evidence of effectiveness relative to Teacher Quality Standards.

Using the educator effectiveness growth goals developed in EDUC 625, students will design strategies and plans to ensure the mastery of each goal. One action plan to address a problem of practice will be fully developed and implemented. Approaches to examine and reflect on data gathered during the implementation process will be developed. Finally, an ongoing, living web-based document will be created. This document will serve as a means to demonstrate learner mastery of effectiveness in teaching. Prerequisite: EDUC 625.

Empowers the effective use of technology in classrooms and schools. Using research based technology in education standards as a foundation, the course will explore how to support K-12 students in the areas of personalized learning, digital citizenship, digital and media literacy. Instructional focus will include digital equity, digital tools and learning resources, as well as creating community through professional networks.

This licensure-year course for candidates seeking their elementary education teaching license provides an overview of theoretical principles, instructional strategies, and assessment strategies for working with students who are English learners and come from culturally diverse backgrounds. The content and standards covered in this course are required of elementary teachers who work with students in served in EL programs. Students will learn to work respectfully and productively with English learners, their families, community members, teachers/colleagues, administrators and special service providers. This course also provides an introduction to inclusive education. Prerequisite: Admission to M.A. in Education Program.

This licensure-year course for candidates seeking their K-12 or secondary teaching license provides an overview of the theory and research on second-language learning and research-based strategies for working with culturally and linguistically diverse learners in general education settings for K-12 teachers. The content and standards covered in this course are essential for teachers who work with culturally and linguistically diverse students. Considerable attention is paid to how to work respectfully and productively with English learners, their families, community members, teachers/colleagues, administrators and special service providers. This course also provides an introduction to inclusive education. Prerequisite: Admission to the M.A. in Education Program.

Provides learners the opportunity to understand the importance of diversity in academic content areas. Addresses how curriculum is developed through understanding of state academic standards, cross curriculum teaching methods, ways of providing curriculum that is culturally responsive, and differentiating for the varied backgrounds of the classroom.

Provides in-depth understanding of the science of reading from the acquisition process and current issues in reading research related to conventional and emergent readers through observation, analysis, and review of reading and written language development and strategies. Additionally, students learn strategies for reading intervention for students served by special programs as well as multimodal literacy supports to provide to students struggling in their literacy. Students will increase understanding and application of scientifically-based methods of teaching reading comprehension, vocabulary and fluency.

Teacher candidates consider the historical perspectives on Individuals with Disabilities Education Act (IDEA) and related legislation. Emphasis is placed on the importance of current trends and research in the various special services in public education. Also covers various exceptionalities and associated needs, along with current understanding of basic human growth and development.

Addresses ways of screening, diagnosing, and monitoring student progress in reading and writing to inform instruction and build home-school partnerships. Students consider ways of promoting literacy through utilizing collaboration skills, creating and implementing instructional plans and monitoring student progress.

Course participants learn and develop methods to assist new and aspiring teachers to become acclimated to the school and professional practice. Course participants identify the dispositions of beginning teachers and learn evaluation techniques to encourage best teaching practices.

Course participants work with new and aspiring teachers to demonstrate the professional role of being a teacher. Course participants encourage and model differentiation to their mentees that encompasses diversity, equity and inclusivity in the classroom and school.

Course participants identify and explore multiple modes of assessing and evaluating performance in the classroom. Course participants reflect on the use of current assessment practices in classrooms. Course participants implement authentic assessments and analyze the process of evaluating academic growth.

Provide an overview of educational leadership principles, including theories of leadership, foundational concepts of leading a school, qualities of effective leaders, and the process of building a positive, collaborative school culture.

Understand and evaluate the process of working with school-related personnel, including recruiting and hiring practices, developing meaningful induction and mentoring programs, managing teacher and staff evaluations, and providing needs-based professional development for all staff.

Identify and explore the components of school plant and safety management, including school-wide student discipline policies and practices, crisis and emergency planning and responses, and managing various funding sources associated with operating a school.

Investigate various strategies for building relationships with all members of the school community, including identifying and understanding diversity in the surrounding community, establishing partnerships with area businesses and organizations, and working effectively with local media outlets.

Examine the responsibilities of managing curriculum, instruction, and assessment in schools, including evaluation of curriculum and instruction practices to maximize learning for all students, analysis of data from local and statewide assessments to drive instructional decisions for school improvement, and development of strategies to support a range of diverse student learning needs.

Complete a supervised internship or work full/part time as a school-based administrator. Demonstrate competency on Colorado principal licensure standards through structured, reflective tasks and leadership-based internship experiences.

Complete a supervised internship or work full/part time as a school-based administrator. Demonstrate competency on Colorado principal licensure standards through structured, reflective tasks and leadership-based internship experiences. Prerequisite: Successful completion of EDUC 678 Administrator Internship I.

Examine, analyze, and synthesize research literature in relation to emerging trends in education. Explore concepts pertaining to quantitative and qualitative research methods and the synergistic relationship between research, theory, and practice. Develop problem posing/solving, information literacy, and critical thinking.

Students investigate theories and trends in curriculum and instruction while understanding their relations to student data and performance at the school and district levels. Students evaluate teaching and assessment as they affect student growth. Students assess best practices for developing teachers and schools to increase student learning outcomes.

Develop an understanding of organizational culture and the components, roles, and local factors affecting school and district cultures. Consider dimensions of transformational leadership. Critically examine and reimagine a school culture so it better serves students, faculty, and other community stakeholders.

Explore legal and ethical issues related to equity, diversity, and accessibility in schools, including examining cases and case law affecting school-based practices, identifying the legal and ethical responsibilities of school employees, and understanding the rights and responsibilities of the members in the school community.

Select and evaluate materials, develop independent readers, involve the community, and establish and manage the literacy environment.

Develop in-depth understanding of scientifically based reading research and instruction for at risk and struggling readers. Provide the tools necessary to diagnose, evaluate and teach struggling readers. Assignments will include the development of intervention programs and the implementation of progress-monitoring reading assessments.

Examine roles and functions of student-focused coaching and mentoring to provide professional development in school settings.

Prepare educators for school-wide comprehensive literacy program development and delivery.

Complete supervised practicum(s) or internship(s) as a reading specialist at the appropriate grade level(s) for Colorado Department of Education Reading Specialist graduate endorsement.

The role of professional literature and experience in the development of leadership capacity that advocates for improvements of education.

Implement a detailed, ethical action research plan in an educational setting, collecting various sources of data. Present an alternative project or thesis to demonstrate findings, interpretations of the study results, and reflections of the implications for future educational practices. Prerequisite: EDUC 680.

Examine laws and state/national policies affecting schools. Demonstrate an understanding of the rights and responsibilities of teachers and students. Explore the differences between legal and ethical issues in education.

Explore and apply the characteristics of effective school and district leadership and resource management for education-specific programs and initiatives. Identify potential funding agencies and local/state/national partnerships that could help to build resources based to meet school and district needs. Utilize the characteristics of effective grant writing for education-specific programs and initiatives.

Identify stakeholders that support the education system and develop processes for meaningful involvement in activities and decision making. Explore and apply methods for communicating to a variety of audiences. Understand the political and financial nature of community partnerships with schools and districts.

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Work individually with a professor to design and complete a self-paced course of study.

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