elementary education program manual 2017-2018

Elementary Education Program Manual 2017-2018

“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”

William Arthur Ward

Elementary Education Program Handbook, 2017-2018

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Welcome!

This handbook is an important resource that will prove to be extremely valuable as you progress through the Elementary Education Program. Its primary purpose is to

inform you of guidelines, policies and procedures related to your work toward licensure. As well, it briefly introduces you to the Conceptual Framework of the College of Education and Social Services and our program. The faculty believes

that you will refer to this document throughout your time in the program and it is a working document. You may add important information as you receive it.

We welcome you and will support your efforts to become a professional in the

field of education where you will teach students in grades K-6.


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Table of Contents: I: College of Education and Social Services

• Context and Conceptual Framework • CESS and State Licensure Alignment • University and School Partnerships

II: Elementary Education Licensure Program

• The Building Blocks • Program Overview: Course Descriptions • Elementary Education Program Faculty/Staff

III: Program Principles and Philosophy Statement

• Defining the Elementary Education Program • The Importance of Authentic Work in the Field

IV: Licensing Information

• Praxis CORE Information • New Zealand Study Abroad for Education Students

V: Program Information • Program Check Sheet • Elementary Education Content Area Coursework • Sustainability Requirement • Special Education Minor Requirements • Special Education Minor with Dual Endorsement Option Requirements


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Part I: College of Education and Social Services (CESS) Context and Conceptual Framework – Summary Context Situated in Burlington, Vermont, the main campus of the University of Vermont (UVM) provides both the cultural and governance center for the university’s nine schools and colleges. UVM offers students choices for programs from among more than 90 undergraduate majors and more than 50 advanced degrees. UVM is the only research university in the state, and the state’s only Carnegie-classified Research-Extensive institution. Faculty and staff of the College of Education and Social Services (CESS) work with about 800 undergraduate and 400 graduate students in more than two dozen programs housed in the three departments of the College – the Department of Education, the Department of Leadership and Developmental Sciences (DLDS) and the Department of Social Work. Professional educator preparation occurs in 17 different programs, with programs spanning birth to grade 12. CESS also holds the distinction of providing the only teacher preparation programs in the State of Vermont recognized by the National Council for the Accreditation of Teacher Education. (NCATE) Conceptual Framework As noted in recently amended and approved bylaws of the faculty, the College’s mission spans a broad spectrum of responsibilities related to the fields of education and social services.

The mission of the College of Education and Social Services (CESS) is to educate and prepare outstanding professionals in education, social work, and human services; engage in policy relevant scholarship of highest quality; and provide exemplary professional service within the state of Vermont, nationally, and globally.

Our actions are designed to promote a more humane and just society, free from oppression, that maximizes human potential and the quality of life for all individuals, families and communities. We prioritize teaching, research, and service that are student-centered, family-focused, community-engaged, culturally competent and collaboratively designed.

To actualize this mission, CESS faculty has drawn on knowledge bases that are grounded in both theory and the practices of professionals in educational settings. Shaped by research, practice, and dialogue, faculty developed a set of shared assumptions that can inform the common work of faculty and students. These assumptions summarize the College’s Conceptual Framework:

§ Knowledge is socially constructed through dialogue and community-based practice. § Education facilitates development of human potential. § Education should advance social justice and democracy. § All students can learn and have value in their communities. § Learning communities demonstrate respect for and honor our diverse cultures.


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§ Teachers and other school professionals work collaboratively to problem-solve with stakeholders.

Through the articulation of curricular experiences and expectations, College faculty aspire to prepare committed reflective practitioners, instructional leaders, and change agents who can collaborate with other professionals to make a positive difference in schools and in the lives of all learners. CESS and State Licensure Alignment Educator licensure programs of the College of Education and Social Services align with the State of Vermont’s licensing regulations, which are organized by the Vermont Core Teaching Standards, which are directly aligned with the National InTASC Standards for new professionals. These Model Core Teaching Standards articulate what effective teaching and learning looks like in a transformed public education system – one that empowers every learner to take ownership of their learning, that emphasizes the learning of content and application of knowledge and skill to real world problems, that values the differences each learner brings to the learning experience, and that leverages rapidly changing learning environments by recognizing the possibilities they bring to maximize learning and engage learners. A transformed public education system requires a new vision of teaching. University and School Partnerships Licensure programs of the College of Education and Social Services are structured so that all field experiences occur in public schools that partner university faculty with experienced P-12 teachers and staff. Candidates in initial licensure programs enter the field early, and are challenged daily to link theoretical knowledge with professional practice. To accomplish this, candidates work alongside professionals in the field to develop the skills and knowledge needed to enhance learning for all students. Often placed with a cohort, candidates and university faculty serve as resources for the schools in a variety of ways by providing research expertise, professional development opportunities, and program development knowledge. In turn, each school provides the support of mentor teachers and access to authentic learning experiences. While immersed within a school, licensure candidates experience a culturally rich context for learning so that they can develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn.


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Part II: Elementary Education Licensure Program The Building Blocks: The visual below represents the building blocks of the Elementary Education Licensure Program, beginning with the foundation pieces you bring to the program and the focus each course will address as you build toward Licensure.

What you bring to the program:

What is the prior knowledge/motivation that you bring to this program?

Second Year Experience EDEL 178 EDEL 056 Meeting Individual Needs Teachers and the Teaching Process

Entry to Professional Work

2.75 Overall GPA 3.0 Educational Courses

GPA

Passing PRAXIS CORE Scores

Third Year Experience Professional Sequence

Literacy Block EDEL 156-Teaching Math for Meaning EDEL 175-Lab Experience in Literacy EDEL 176-Language Arts and Literacy Skills EDEL 177- Children’s Literature and Literacy

Third Year Experience Professional Sequence

Inquiry Block

EDEL 155 Lab Experience in Inquiry EDEL 157-Social Education and Social Studies EDEL 158-Teaching Science for Meaning

EDEL 287 Plan, Adapt and Delivery of Reading Instruction

Licensure Internship

EDEL 285 Student Teaching Internship

EDEL 288 Principles of Classroom

Management

EDTE 056 D1:Lang Policy

Issues EDEL 24

Learners & Learning Process

EDFS 002 Schools and Society

EDSP 005 Issues Affecting

Persons with Disabilities


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Undergraduate Licensure Program Overview Professional Sequence Course Descriptions

First Year

EDTE 56 D1: Language Policy Issues, Race & School This course examines the connection between race and language particularly as it relates to immigration and English policies. EDEL 24 Learners and the Learning Process Distinctions among dominant theories of learning and development. Learning theories applied to selected issues derived from context of schools. Students work with individual learner in appropriate setting. EDFS 002 Schools and Society Critical examination of central educational/social issues and values with special emphasis on the struggle for justice and equality. Themes include schooling and social class, race, and gender; the purposes of education; and the responsibilities of teachers. How do schools interact with the influences in our society? EDSP 005 Issues Affecting Persons with Disabilities Students explore the effects of severe disabilities. Best service practices, current legislation, advocacy, and family issues for children and adults are emphasized.

Sophomore Year

EDEL 178 Meeting Individual Needs Methods of responding to individual differences within a heterogeneous classroom. Sources of student variability, developing settings of least restriction, and appropriate assessment strategies. Topics such as differentiation, grouping strategies, lesson planning and assessment are examined. EDEL 056 Teachers and the Teaching Process Students examine lives of teachers, demands of the profession, and selected models of teaching. Student observation of teachers in appropriate settings and knowledge of learning and development.

Junior Coursework

EDEL 155 Lab Experience in Inquiry Supervised practicum in field sites. Implementation of teaching methods from Inquiry Block. Documentation of classroom work, child study, and development of portfolio EDEL 156 Teaching Math for Meaning Methods of teaching mathematics in elementary school. Research base for how children learn mathematics and how math curriculum is organized. Special focus on teaching diverse groupings of learners.


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EDEL 157 Social Education and Social Studies Methods of social education for elementary-aged school children. Promoting children's efficacy by nurturing personal interests. Development of folio of developmentally sound examples of social studies learning. EDEL 158 Teaching Science for Meaning Teaching K-6 science through inquiry. Use of constructivist pedagogy to develop lessons and activities that develop concepts from physical, earth and life sciences. EDEL 175 Lab Experience in Literacy Supervised practicum in a field site. Implementation of teaching methods from Literacy Block. Documentation of classroom work, child study, and development of portfolio EDEL 176 Language Arts and Literacy Skills Cognitive research base for the social context of children's learning. Methods of language arts as literate activity. Emphasis on emergence of literacy in the child of special need EDEL 177 Children’s Literature and Literacy Learning about the breadth of literature available for use in elementary school. Developing the ability to evaluate and use literature in reading and writing activities. Emphasis on bias-free methods.

Senior Year

EDEL 287 Plan, Adapt, Delivery of Reading Instruction Methods of diagnostic teaching in reading and writing. Identifying components of effective programs and use of research findings to deliver instruction in meaningful contexts. Documentation of personal model of literacy for professional portfolio. EDEL 285 Student Teaching Internship Supervised student teaching internship in field site. Fifteen-week total immersion as a beginning teacher. Responsibilities specified in internship handbook. Documentation of activities for professional portfolio. EDEL 288 Principles of Classroom Management Application of basic learning principles to classroom management. Creation of behavior management plans with emphasis on social and academic behavior of diverse groupings of children. Topics include Responsive Classroom, Complex Instruction and Assessment Professional Portfolio posted on Tk20 for Faculty Review


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Elementary Education Faculty and Staff FACULTY: Ellen Baker, Director of Teacher Education / Lecturer [email protected] Kelly Becker, Lecturer [email protected] Jessica DeMink-Carthew, Assistant Professor [email protected] Juliet Halladay, Associate Professor [email protected] Simon Jorgenson, Assistant Professor [email protected] Cindy Leonard, Senior Lecturer [email protected] Maureen Neumann, Professor [email protected] Leon Walls, Associate Professor [email protected] Haley Woodside-Jiron, Associate Professor [email protected] STAFF: Karen Orr, Administrative Assistant, DOE [email protected] Kim Nicasio, Administrative Assistant, Elementary Education [email protected]


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Part III: Program Principles and Philosophy Statement

Defining the Elementary Education Program

The goals of the Elementary Education Program at the University of Vermont assure that the courses and field experiences of the program would enable our candidates to commit to principles of social justice as they learned to teach so all their students could become academically able and socially aware. We remember John Dewey’s observation that “Education is not a preparation for life, it is life itself.” “Our mission is to use strategic strength-based instruction to achieve academic success and membership in a classroom community for each and every child.” (Rathbone, 2009) The criteria for our program are continually revisited and revised. Current criteria are:

1. Pedagogical Content Knowledge a. Representing subject knowledge to children b. Teaching content in a connected cultural context

2. Pedagogical Expertise a. Differentiated Instruction b. Culturally Responsive Instruction c. Complex Instruction

3. Assessment a. Assessment informed instruction b. Standardized assessment

4. Makes a positive difference in the life of every child a. Every child a learner b. Equitable opportunities and outcomes c. Safe, healthy, challenging learning environment for all students

5. Teaching as a mechanism to defeat social injustice/achieve social justice a. Creating teacher leaders who will critically address issues of social justice and

create social change in the classroom, school and community 6. Technology

a. Technological literacy b. Equitable access, opportunity, and outcomes for all students


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The Importance of Authentic Work in the Field

Throughout the professional preparation, students will be challenged to link theory with practice while participating in school internships. Professional course work begins during your first year, with an introduction to teaching and learning and the application of information technology in schools. In the second and third years, you'll participate in a sequence of professional courses linked with supervised field experiences in child development, assessment/planning, individual classroom strategies, literacy, and inquiry. These experiences culminate in a full-semester teaching internship during your final year. You will have many opportunities to observe and practice in supervised settings in rural, suburban, and inner-city schools.

The core mission of the elementary education program is “to teach all children strategically in diverse communities of learners.” Each course sequence and field experience in our program embodies this mission by asking our candidates to demonstrate the following characteristics of meaningful teaching and learning:

• Ground teaching in subject matter • Continual reflection to improve practice • Promote strategies that strengthen academic and social competence • Employ cooperative learning strategies • Teach interdisciplinary ideas and themes • Assess learning and social competence in multiple ways • Differentiate instruction to teach heterogeneous groups of students • Create, safe, trusting and encouraging classroom environments • Model enthusiasm and positive energy • Partner with other school and community professionals • Embed technology in teaching and learning activities • Expand learning opportunities for all children

The field experiences, culminating in the final internship, enable our candidates to demonstrate a deeper level of understanding and performance in these crucial areas.


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Part IV: Licensing Information


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UVM Study Abroad Program: Office of International Education

Mainofficephone:(802)656-4296Mainofficefax:(802)656-8553FindusonGoogleMaps:WeareintheLiving/LearningComplexat633MainStreet.Congratulations—Youareconsideringoneofthemostexcitingandrewardingexperiencesofanyacademiccareer.Youwillfindalltheinformationyouneedat:https://www.uvm.edu/oie/?Page=study/studyabroad.php&SM=sa_menu.htmlStudyAbroad:FallandSpringFair:

TheFallUVMProgramsStudyAbroadFairwilltakeplaceinearlySeptember.YoucanfindoutaboutexternalprogramsattheSpringStudyAbroadFairwhichwillbeheldinJanuary.

• ExploreOurPrograms• ActivateYouriAbroadAccount• AccessYouriAbroadAccount• QuickLinksandForms• StudyAbroadGuidebook

iAbroadisatooltoresearchUVMapprovedstudyabroadprogramsbasedonacademicandotherinterests.Italsoguidesyouthroughtheentirestudyabroadprocess,includingpre-departure.

Thereare4phasesofiAbroadthatstudentsarerequiredtocompletebeforestudyingabroad:

1. InquiryPhase:ActivateyouriAbroadaccountandbeginworkinginthisphase15-12monthsbeforeyourplannedtermabroad.Thisphaseprovidesalloftheinformationyouwillneedtomakeaninformeddecisionwhenselectingyourstudyabroadprogram.YoucanworkinyouriAbroadaccountwhileresearchingyourstudyabroadoptionsbutshouldcompletethisphasepriortoapplyingtoyourstudyabroadprogramofchoice.

2. ApplyPhase:Thisphaseprovidesinformationaboutapplyingtoyourstudyabroadprogram.Note:unlessotherwiseindicated,thisisNOTthestudyabroadapplication.

3. ConditionalAcceptancePhase:Onceacceptedintoyourstudyabroadprogram,youwillneedyourCourseSelectionApprovalFormreviewedbyvariousUVMofficesanddepartments.


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4. Pre-DeparturePhase:UponcompletionoftheConditionalAcceptancephase,youwillneedtocompletethisphasePRIORtotheMANDAORYUVMPre-DepartureOrientationwhichisheldmid-November/Aprilforthefollowingterm.ALLSTUDENTSWHOINTENDTOSTUDYABROADWITHUVMAPPROVALMUSTCOMPLETETHEiABROADPROCESS.

Studyingabroadopensendlessopportunitiesandexperiences.Itcanalsobealotofworkdecidingwheretogo,liningupproperpaperwork/documentationandensuringthatyoureceiveacademiccreditforyourstudies.LetiAbroadhelpyouwiththeprocess.Step1:Getstarted.

Followthestep-by-stepprocess:Followourstep-by-stepprocesstobesurethatyoudon'tmissanycrucialsteps.YouriAbroadaccountwillguideyouthroughallofthestepsinthestudyabroadprocess,soreadcarefully!

StudyAbroadApplicationDeadlinesforspringor,calendaryearprograms:• UVMbilateralandISEPexchangeanddirectapplicationdeadlineforpriority

consideration:August10th• ExternalprogramapplicationreviewedandsignedbyOIE:September15th• FinalexchangeandISEPdirectapplications:September15th• CompletetheinquirestageinyouriAbroadaccountatthesametimeyousubmityour

completeapplicationforyourstudyabroadprogramofchoice.• UVMsemesterprogramdeadlines:

Forsummer,fallandacademicyearprograms:

• UVMbilateralandISEPexchangeanddirectapplicationdeadlineforpriorityconsideration:January10th

• ExternalprogramapplicationreviewedandsignedbyOIE:February15th• FinalexchangeandISEPdirectapplications:February15th• CompletetheinquirestageinyouriAbroadaccountatthesametimeyousubmityour

completeapplication• UVMsemesterprogramdeadlines• Note:StudentsmustfollowUVM’sapplicationdeadlineandnotdatespublishedbyother

studyabroadprogramproviders.FollowingUVM’stimelinewillallowstudentsenoughtimetocompletethestepsintheiriAbroadaccountrequiredtoreceiveUVM’sapprovaltostudyabroad.


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Part V: Program Information

Program Check Sheet

The Elementary Education Program check sheet will enable students in the program to monitor their progress in the three areas necessary for successful completion. They are General Education requirements, area of Major Concentration, and the Pre-Professional and Professional Coursework. This check sheet should be maintained and brought to your advisor each semester when meeting prior to registration.

Student _____________________________________ Advisor ____________________________________ UNIVERSITY & CESS GENERAL EDUCATION

Arts and Letters* Cr Gr ENGS 001 (or approved composition course) 3 Fine Arts (ARTH, CDAE 015, FTS, MU, ARTS, DNCE, THE)

3

Humanities (ALAN, ASL, CLAS, For Lang, PHIL, REL) 3 Math** MATH 015 (or above) 3 MATH 016 (or above) 3 Science EDTE 074 Sustainability (spring only) (ANPS, ASTR, BIOL, CHEM, ENSC, ENVS, PHYS, FOR, GEOL, NFS, PBIO, WFB)

3/4

Social Science U.S. HST 011 or 012 3 POLS 021 3 Diversity D1 (EDTE 056) 3 D1 or D2 (EDSP 005) 3 Foundational Writing & Information Literacy ENGS 001 or approved course 3 Sustainability EDTE 074 or any SU course prefix 3

*Minimum grade of “C” required.

Content Area Coursework (54 credits) 12 credits in each content area plus 6 credits in a content focus area**

English Language Arts Cr Gr ENGS 001/50 3 EDEL 177 required 3 Math MATH 015 (or above) 3 MATH 016 (or above) 3 Science EDTE 74 required 3 Social Studies HST 11 or 12 required 3 POLS 21 required 3

**Must maintain an overall GPA of 3.0 in all content area coursework. (as of F16 admittance)

Student ID# _____________________________________ Date Entered CESS _____________________________ PROFESSIONAL REQUIREMENTS

Pre-professional Coursework Cr Gr

EDEL 024 Brain Research & Learning Theory (fall only) (transfer students take PSYS 150, EDEC 063 or HDFS 005 later in program)

3

EDTE 056 Language Policy, Race, and Schooling 3 EDFS 002 School and Society (spring only) (transfer students take EDFS 203/205 later in program)

3

EDSP 005 Issues Aff. Persons w/ Disabilities 3 Sophomore Block EDEL 056 Teachers & Teaching Process 3 EDEL 178 Meeting Needs of Diverse Learners (fall only)

3

PRAXIS CORE ___ y ___ n GPA 2.75___y_____n

Professional Coursework Content/Pedagogy Block Courses EDEL 175 Clinical Experience in the Classroom 3 EDEL 156 Teaching Math for Meaning 3 EDEL 176 Language Arts & Literacy Skills 3 EDEL 177 Children’s Literature & Literacy 3 EDEL 155 Clinical Experience in the School 3 EDEL 157 Social Education & Social Studies 3 EDEL 158 Teaching Science for Meaning 3 Advanced Professional Course Work EDEL 287 Plan, Adapt, & Del Reading (1) 3 Internship Block EDEL 285 Student Teaching Internship (2) 12 EDEL 288 Principles of Classroom Management 3

(1)Must be taken with or after EDEL 176 & prior to Student Teaching. (2)Grade of B or better required for licensure

Additional 6 credits in focus content area Cr Gr

Elective credits Cr Gr


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Elementary Education Content Area Coursework: Accepted Courses

(Revised 11/30/17)

12 credits 18 credits

Engl

ish

Lang

uage

Art

s

Required: EDEL 177 Accepted: • HCOL 085 (check with advisor) • EDLT 236 • Any courses with the following prefixes:

o ASL (American Sign Language) o CSD (Communication Sciences and

Disorders o ENGS (English) o LING (Linguistics) o WLIT (World Literature)

Same requirements as for the 12-credit concentration Students are encouraged to pursue 1-2 upper-level courses (i.e., 100- or 200-level).

Mat

h

Accepted: • Any MATH courses 015 or higher • Any STAT (Statistics) courses • Any CS (Computer Science) courses Recommended: • Elementary Education sequence:

o MATH 015, 016, 040, 095

Recommended: • MATH 015, 016, 040, 095, STAT ***, MATH 019

Scie

nce

Required: EDTE 074 Accepted: EDHE 046 COMU 001, 131 Any courses with the following prefixes: • ANPS (Anatomy & Physiology) • ASTR (Astronomy) • BCOR (Biology) • BIOL (Biology) • CHEM (Chemistry) • ENSC (Environmental Sciences) • ENVS (Environmental Studies) • FOR (Forestry) • GEOL (Geology) • NFS (Nutrition and Food Sciences) • PBIO (Plant Biology) • PHYS (Physics) • WFB (Wildlife & Fisheries Biology) • PSS Plant and Soil Science

Same requirements as for the 12-credit concentration

Soci

al S

tudi

es

Required: HST 011 or 012 and POLS 021 Accepted: Any courses with the following prefixes: • ANTH (Anthropology) • ECON (Economics) • GEOG (Geography) • HST (History) • POLS (Political Science) • SOC (Sociology) • SWSS 055 (Working with Refugees)

Same requirements as for the 12-credit concentration


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Sustainability Requirement Courses All undergraduate degree students matriculating in Fall 2015 or later must meet a General Education requirement in sustainability. To meet this requirement, students must complete a course, curriculum, or co-curricular module prior to graduation that has been approved by the Faculty Senate's Sustainability Curriculum Review Committee.

The following special topics courses and permanent courses meet the sustainability requirement.

Special Topics Courses

CHEM 095 - when the topic is Environmental Risk

ENVS 095 - when the topic is Eco-Reps: Env Resp Behavior

ENVS 150/PRT 188/NR 185 - when the topic is Sustainable Development & Ecotourism in Cost Rica

ENVS 195 - when the topic is Energy Action Seminar; Env Entrepreneurship; or Climate Justice & Advocacy

ENVS 204 - when the topic is Creating EnvSusCommunities

ENVS 295 - when the topic is Circumpolar World; Adaptation to Climate Change; Community- based Nat Res Mgt; or Sustainability Education

GEOG 190 - when the topic is Politics of Land Use: Ecuador

GEOL 095 - when the topic is How the Earth Works

HCOL 185 - when the topic is Political Economy for a Finite Planet; Ecological Design in an Urban Watershed; Climate Change, Complexity and Society; or Environment, Ecocriticism, and the Challenge of Being Global

HCOL 186 - when the topic is Ecology for Sustainability; or Transforming Earth: Anthropogenic Drivers of Environmental Change

NFS 295 - when the topic is Sustain Food Purch Lg Scle Op

PBIO 095 - when the topic is Plants on the Move

PHIL 010 - when the topic is Ethics of Eating

POLS 196 - when the topic is Cyber Policy and Conflict

REL 195 - when the topic is Religious Perspectives on Sustainability


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Permanent Courses ANTH 021 D2:SU: Cultural Anthropology 3

ANTH 024 D2:SU: Prehistoric Archaeology 3

ANTH 059 D2:SU: Culture and Environment 3

BCOR 102 SU: Ecology and Evolution 0,4

CDAE 002 D2:SU: World Food, Pop & Develop 3

CDAE 061 SU: Principles of Comm Dev 3

CDAE 168 SU: Marketing: Com Entrepreneurs 3

CE 003 SU: Intro to Civil & Envir Engr 0,2

CE 132 SU: Environmental Systems 3

CE 151 SU: Water & Wastewater Engr 3

CE 185 SU: Capstone Design I 3

CLAS 150 SU: Sustainability Cultural Hst 3

EC 040 D2:SU: Econ of Globalization 3

EC 133 SU: Economics Envirnmntl Policy 3

EE 113 SU: Electric Energy Systems 0-4

ENSC 001 SU: Intro Environmental Sci 3

ENSC 274 SU: Climate Chg: Sci & Percept 3

ENVS 001 SU: Intro to Envrnmtl Studies 0,4

ENVS 002 D2:SU: International Env Stdies 0,4

ENVS 107 SU: Human Health & Envirnmt 3

ENVS 188 SU: Sustainability Science 3

ENVS 189 SU: Intro to Systems Thinking 3

GEOG 050 D2:SU: World Regional Geog 3

GEOG 070 SU: Space, Place and Society 3

GEOG 145 SU: Geography of Water 3

GEOG 154 D2:SU: Geography of Development 3

GEOL 006 SU: How the Earth Works 3

GEOL 007 SU: Earth Hazards 0,3

GEOL 110 SU: Earth Materials 0,4

GEOL 161 SU: Field Methods in Geophysics 0-4


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GRS 001 D2:SU: Intro to Global Studies 3

HLTH 107 SU: Human Health & the Envirnmt 3

ME 042 SU: Applied Thermodynamics 3

MMG 230 D2:SU: Adv St Emerg Infec Dis 3

NFS 073 D2:SU: Farm to Table: Food Sys 3

NR 102 SU: Water as a Natural Resource 3

NR 107 SU: Human Health & the Envirnmt 3

PBIO 004 SU: Intro to Botany 0,4

PBIO 006 SU: The Green World 3

POLS 130 SU: U.S. Environmental Politics 3

POLS 180 SU: Comparative Envir Pol 3

PRT 230 SU: Ecotourism 3

PSS 021 SU: Intro to Ecological Agr 3

PSS 161 SU: Fundamentals of Soil Science 0,4

PSS 212 SU: Advanced Agroecology 0,4

SOC 001 SU: Introduction to Sociology 3

SOC 121 SU: Sociology of Disaster 3

SPAN 111 SU: Race, Identity & Migrant Labor 3

VS 052 SU: Sustainable Vermont 3

Special Education Minor (Non-endorsement option) 1.CriteriaforAcceptanceintotheMinor

CriteriaforInitialAcceptanceintotheSpecialEducationMinor(November1orMarch15,preferablyfirstorsecondyear)

• CurrentlytakingorsuccessfulcompletionofEDSP005,withagradeofBorbetter• Completedapplicationformforacceptanceintotheminor,includingstatementofpurpose

2.Requirementsandcourseoptions,MinorwithoutEndorsement(18credits)

A. RequiredCoursesEDSP005(FallorSpring)RequiredpriortoadmissionintoMinor(3credits).

B. Selectatleast6CREDITSofthefollowingEDSPCoreCourses/200levelcourses:

Semester/Year Course#andtitle SemesterOffered EDSP217BehaviorAnalysisinSpecialEducation FallandSpring EDSP224MeetingtheInstructionalNeedsofStudents FallandSpring EDSP280AssessmentinSpecialEducation FallandSpring EDSP290EarlyLiteracyandNumeracy FallandSpring EDSP297AdolescentLiteracyandNumeracy Fall EDSP202Severe&MultipleDisabilities Spring EDSP274CultureofDisability FallandSpring EDSP295Practicum(1-6credits) FallandSpring

C.AdditionalCourses

SelectTHREEadditionalcourses(9credits)fromthelistaboveorfromthefollowingpathways.(Atleastoneofthesecoursesneedstobeatthe100levelorabove.)*YoumayuseANYofthefollowingcoursesfortheminor!Pathwaysareguidelinesonly!*

BehavioralMentalHealthPathway

Semester/Year Course#andtitle EDHE050Bullying&Discrimination EDCO/HDFS195HelpingRelationships HDFS195PromotingMentalHealthinSchools EDSP295PromotingMentalHealth EDFS200:EatingDisorders EDSP200:PBISinSchools EDSP200Electives

ContinuedNextPage


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PsychologyPathway

Semester/Year Course#andtitle PSYS232SelfandSocialCognition PSYS252EmotionalDevelopmentandTemp PSYS254SocialDevelopment PSYS257Adolescence PSYS270BehavioralDisordersofChildhood PSYS/EDEC296FitKidsAppliedResearch(Spring)

CommunicationSciencesPathway

Semester/Year Course#andtitle

CSD020IntrotoDisorderedCommunication CSD022IntrotoPhonetics CSD023BeginningLinguistics CSD080IntrotoLinguistics CSD094DevelopmentofSpokenLanguage CSD101Speech&HearingSci.Assess&Intervention CSD208Cognition&Language CSD299AutismSpectrumDisorders CSD313AugmentativeCommunication LING162AmericanEnglishDialects LING164StructureofEnglishLanguage LING165PhoneticTheoryandPractice LING166IntroductiontoSyntax LING168IntroductiontoPragmatics ASL001AmericanSignLanguageI ASL002AmericanSignLanguageII ASL051AmericanSignLanguageIII ASL052AmericanSignLanguageIV ASL120UnderstandingDeafCulture

EarlyChildhoodSpecialEducationPathway


ECSP202IntrotoEI/ECSP(Fall) ECSP211AssessmentinEI/ECSP(Fall)

OtherMinorcourses


EDTE201DevelopingCurriculumforK-12ELL EDTE205FamilySchool&CommunityCollaboration EXSC260AdaptedPhysicalActivities EDSP200Electives

Note:ManyofthesecoursesareofferedoutsideofCESSandaresubjecttochange.


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March2014

Advising:SpecialEducationMinorsSeekingDualEndorsement

1. CriteriaforAcceptanceintotheMinorandDualEndorsementOption

CriteriaforInitialAcceptanceintotheSpecialEducationMinor(November1orMarch1,preferablyfirstorsecondyear)

CriteriaforAcceptanceintotheDualEndorsementOption(November1,JuniorYearforMinorsseekingendorsement)

• CurrentlytakingorsuccessfulcompletionofEDSP005,withagradeofBorbetter

• OverallGPA3.0orbetter• Completedapplicationformfor

acceptanceintotheminor,includingstatementofpurpose

• SatisfactorycompletionofDEinternshipapplicationform,byNovember1ofjunioryear

• OverallGPAof3.0ingeneraleducationcourses• AverageGPAof3.5inspecialeducationcorecourses

requiredforendorsement,withnogradebelowaB(seelistbeloweffectiveFall,2013)

• PassingPraxisIscoresonfile• PositiveratingsonPADA• Writtenapprovalfrommajorprogramadvisor

2. RequirementsforDualEndorsementOption(21credits;mustcompletecoursesandinternshiplistedbelow)A. Courses___EDSP005orEDSP201(FallorSpring,mayalsobetakenFallofSophomoreyear).RequiredpriortoadmissionintoMinor.__FourSpecialEducationCoreCourses

• StudentshouldtakeasmanyaspossiblebeforeapplyingtoDEoptioninJunioryear.• StudentmustmaintainanaverageGPAof3.5orbetterinspecialeducationcorecourses,withnograde

belowaB,inordertobeacceptedintoDEoption.Course#andtitle Semesteroffered

__EDSP217AppliedBehaviorAnalysis (Fallandspring)__EDSP224MeetingtheInstructionalNeedsofStudents (Fallandspring)__EDSP280AssessmentinSpecialEducation (FallandSpring)__EDSP290EarlyLiteracyandNumeracy* (FallandSpring)OR__EDSP297AdolescentLiteracyandNumeracy* (Fall)

*StudentsneedtotakeEDSP290(EarlyLiteracyandNumeracy)OREDSP297(AdolescentLiteracyandNumeracy).WestronglyencourageElementaryEducationstudentstotakeEDSP290.MiddleandSecondarylevelstudentscantakeeitherEDSP290or297,dependingontheirpriorexperienceandcareergoals.

B.Internship ___EDSP296SpecialEducationInternship**(6credits)**SpecialEducationInternshipoccursduringsenioryear,preferablyintheSpringSemester.Ideally,theSpecialEducationInternshipoccursinthesamesettingasthestudent’sStudentTeaching,creatingayear-longexperience.


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Notes

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elementary education program manual 2017-2018

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