College of Teacher Education and Leadership · 2020. 1. 1. · 152 College of Teacher Education and Leadership 153 Purpose 153 Certification programs 154 Undergraduate Professional

152

College of TeacherEducation andLeadership

153 Purpose

153 Certification programs

154 Undergraduate ProfessionalTeacher Preparation

157 Elementary Education

160 Secondary Education

161 Special Education

163 Postbaccalaureate Programsfor Teacher Certification

165 Graduate programs

169 Teacher Education and LeadershipCourse Descriptions

Interim Dean:Joseph M. Ryan, PhD

Location:FAB S210 (602) 543-6300

College website:www.west.asu.edu/coe

Professors:Awender, Cardelle-Elawar,Haladyna, Malian,D. Moore, Ryan, Wetzel

Associate Professors:Buss, Christie, De La Cruz,Glass, Haas, Hess, Irwin,Kelley, Painter, Perry,Puckett, Ridley, Rillero,R. Zambo

Assistant Professors: Amobi, Beardsley, Beckett,Brown, Coulter, Foulger,Hansen, Hinde, Onofrey,Popp, Reese, Renne, Ruff,Wilhelm, D. Zambo

Lecturer:Buscher, Carter, Gable,George, Hurwitz, Larson,Lewallen, Messner,M. Williams

www.west.asu.edu/coe

153

Teac

her E

duca

tion

and

Lead

ersh

ipPurposeThe College of Teacher Education andLeadership prepares tomorrow’s educators toteach in ever-changing settings through com-mitment to high standards of innovativeteaching, broad-based scholarship, and qualityservice to the university and the community.

The college balances academic concepts withcurrent research and best practices, accompa-nied by prompt exposure to “real world”classrooms. This integration of theory withpractice strengthens future teachers’ abilitiesto continually refine their instruction.

Programs in the college offer flexible sched-uling, small classes, and professors who enjoyteaching students of various ages from thosewhose maturity and experience add immea-surably to classroom discussion to those whoare just beginning to explore their options.The college prepares students to be profes-sional education leaders.

The College of Teacher Education andLeadership provides undergraduate andgraduate professional education programs.Some programs lead to the initial certifica-tion of elementary, secondary, and specialeducation teachers. Other programs lead tomaster’s degrees in Educational Adminis-tration and Supervision, ElementaryEducation, Secondary Education, andSpecial Education. Graduate courses arealso offered for certification in EducationalAdministration and Supervision.

The faculty of the College of TeacherEducation and Leadership offers the follow-ing degree or certification programs:

BAE Elementary EducationConcentrations:Bilingual educationEarly childhoodEnglish as a second languageOption:Middle-school education

BAE Secondary EducationAcademic Specializations:EnglishHistoryMathematicsSocial studiesOption:Middle-school education

BAE Special EducationMEd Educational Administration andSupervisionMEd Elementary Education

Concentrations:Bilingual educationESL educationEducational technologyReading

MEd Secondary EducationConcentration:Educational technology

MEd Special EducationConcentration:Infants and young children

Postbaccalaureate Programs for TeacherCertification

Elementary educationSecondary educationSpecial education

Certification programsEducation programs are approved by theArizona Department of Education for thepreparation of elementary, secondary, andspecial education teachers. Other programs ofstudy offered by the faculty of the College ofTeacher Education and Leadership include:

• Concentrations in bilingual educationand English as a second language requiredfor endorsement of teachers specificallyresponsible for providing bilingual or Englishas a second language instruction to studentsin elementary grades.

154

Teac

her E

duca

tion

and

Lead

ersh

ip

Nature of programThe College of Teacher Education andLeadership faculty is dedicated to developingand continuously improving high qualityteacher education programs that support andimprove education for all children.

Career outlookThe career outlook for the teaching profes-sion is quite promising in Arizona and thenation. Students seeking endorsements inbilingual and English as a second language,as well as those seeking certification in spe-cial education will find that demand is greatin these areas. Demand for elementary andearly childhood educators will continue to bestrong. In secondary education, demand inthe sciences and mathematics will be substan-tial. There will be more competition forteaching positions in English, history, andsocial studies at the secondary level. OurEducation graduates are highly sought afterby area school districts.

General informationAdmission. To be considered for admission asundergraduate education majors, studentsmust:

1. be admitted to ASU’s West campus as adegree-seeking student;

2. complete required postsecondary coursework as specified for each major with a grade

of “C” (2.00) or better and attain a cumula-tive GPA of 2.50 or higher; and

3. submit a completed application form forthe desired professional education programto the college Academic Advising Office bythe appropriate deadline date.

Students are considered for admission toundergraduate education programs in thespring of each year for the following fallsemester and in the fall of each year for thefollowing spring semester. Applicants shouldcontact the college Academic Advising Officefor specific deadline dates, which are deter-mined annually.

Admission to undergraduate education pro-grams is selective. Meeting minimumrequirements does not ensure admittance toany program.

Transfer. To be considered for admission to anundergraduate education major, prospectivestudents must meet all admission require-ments to ASU as well as those forundergraduate education programs. Studentsmust complete the first two years of specifiedcourse work at an accredited community col-lege or four-year institution. Prospectivestudents are discouraged from taking courseson a pass/fail basis. Pass/fail courses may betransferred to the College of TeacherEducation and Leadership only for electivecredit. For assistance in planning a programof study for transfer to the BAE program,

• An early childhood concentration thatallows students to specialize in teachingkindergarten through grade three.

• A middle school endorsement forboth elementary and secondary educationstudents.

• At the graduate level, EducationalAdministration and Supervision coursesthat meet the state certification require-ments for supervision, principalship, andsuperintendency.

Undergraduate Professional Teacher Preparation

155

Teac

her E

duca

tion

and

Lead

ersh

ipcontact the college Academic AdvisingOffice, (602) 543-6367.

Degree requirements. Students seeking aBachelor of Arts in Education degree mustsatisfactorily complete a minimum of 120semester hours and attain a cumulative GPAof 2.50 or higher. Specific requirements formajors in Elementary Education, SecondaryEducation, and Special Education are pro-vided on the following pages of this catalog.

Education students must file a Declaration ofGraduation during the first semester by con-sulting a college academic advisor. The foursemesters of the program are sequential.

The College of Teacher Education andLeadership grades some courses, field experi-ences, and student teaching on asatisfactory/fail basis. Students who success-fully complete these courses, receive a gradeof “Y” (satisfactory). Such grades are accept-able for meeting program requirements, butthese grades are not included in computingthe student’s grade point average.

Any exceptions to these requirements mustbe approved by a college academic advisor.

Field-experience requirements. In addition tocourse work, students admitted to all under-graduate education programs are required toparticipate in structured field experiencesduring each of the four semesters of the pro-gram.

The field experiences progress from observa-tion and short-term participation tolong-term supervised student teaching.Students should expect these field experi-ences to be above and beyond the class timeslisted in the Schedule of Classes for each semes-ter. Such field experiences typically take placein public schools throughout the greaterPhoenix area. The Elementary Educationprogram includes at least one semester offield experiences at a local public school cam-pus taken concurrently with university course

work. Students should plan extra travel timeand expect to confer with mentor teachersand student teacher supervisors before orafter scheduled field experiences. Regularattendance is required during all field experi-ences. To meet field experiencerequirements, students must plan to havetheir own transportation and be availableduring regular school hours.

Student teaching. The major field experience,called student teaching, occurs in the lastsemester and is a full-day, full-semester obli-gation. Student teaching is only possibleduring fall and spring semesters.

Applications for student teaching must becompleted early in the semester before thestudent teaching semester and turned in tothe Office of Field Experiences. To beaccepted for student teaching, students must:

1. have cumulative ASU GPA of 2.50 orhigher;

2. have a GPA of 2.50 or higher in profes-sional teacher preparation course work;

3. complete all required professionalteacher preparation course work;

4. successfully complete the CTEL WritingAssessment or, for Special Education majorsonly successfully complete writing require-ments established in a ProfessionalImprovement Plan;

5. remove all academic deficiencies, such as grades of “D” (1.00), “E” (0.00), or“I” before placement;

6. demonstrate appropriate professionalconduct; and

7. complete the application procedure andsecure approval to student teach fromthe Offices of Field Experiences andAcademic Advising prior to the deadlinedate.

156

Teac

her E

duca

tion

and

Lead

ersh

ip Student teachers must adhere to the calendar,regulations, and philosophy of the schools inwhich they are placed. Beginning and endingdates for student teaching are determined bythe Office of Field Experiences in coopera-tion with the placement schools. Becausestudent teaching is on a full-day schedule,8:00 a.m. to 4:00 p.m. Monday throughFriday for 15 consecutive weeks, studentteachers are strongly encouraged to avoidextra activities and coursework that wouldinterfere with the heavy demands placedupon them while student teaching.

Academic policies. Students enrolled in under-graduate education programs are expected tomaintain academic standards and demon-strate qualifications for the teachingprofession, including mental health, interper-sonal skills, basic communication skills, apositive attitude, appropriate professionalconduct, and satisfactory performance in fieldexperiences.

To be in good standing, students must main-tain an overall cumulative GPA of 2.50 orhigher with at least a grade of “C” (2.00) ineach undergraduate education course. Anyundergraduate education student whosecumulative GPA falls below 2.50 may beplaced on academic probation or suspendedfrom enrollment in professional courses forthe next semester. Students on academicprobation or suspension from the universityand/or the College of Teacher Educationand Leadership must seek advisement from a

college academic advisor before registeringfor additional course work. Probation and/orsuspension status for academic reasonsbegins on the first day of classes of thesemester after the probation or suspensionaction. Students placed on probation or sus-pension for any reason are subject todisqualification by the College of TeacherEducation and Leadership at the end of thefollowing semester if the conditions imposedfor reinstatement are not met. Studentsplaced on probation or suspension for anyreason are reviewed at the end of the follow-ing semester.

Students demonstrating behaviors or charac-teristics that make it questionable whetherthey can succeed in the teaching professionmay be disqualified or prescribed specificconditions under which continued participa-tion is permitted, i.e., probation orsuspension.

Students who wish to appeal decisions of theCollege of Teacher Education andLeadership’s Student Issues Committee maydo so in writing to the dean of the college.Any exceptions to the above retention anddisqualification policies and procedures mustbe approved by the College of TeacherEducation and Leadership’s Student IssuesCommittee and the dean of the college.

157

Teac

her E

duca

tion

and

Lead

ersh

ip

Admission requirementsTo be considered for admission to theElementary Education Major, applicantsmust:

1. complete a minimum of 56 semesterhours of course work as outlined below atWest campus or equivalent courses atanother accredited college or university, witha grade of “C” (2.00) or better and an overallGPA of 2.50 or higher;

2. applicants in Bilingual Education onlymust show proficiency in Spanish by—a. a grade of “C” (2.00) or better in SPA

202 Intermediate Spanish orb. a CLEP score of 62 or higher on College

Spanish General Examination orc. passing scores on all four areas of the

Arizona Spanish ProficiencyExamination;

3. submit a completed application form forthe Elementary Education program to thecollege Academic Advising Office by theappropriate deadline date.

Semester Hours

Required coursesENG 101, 102 First-Year Composition or 3-6ENG 105 Advanced First-Year CompositionMAT 142 College Mathematics (MA) or

higher level math course 3MTE 180 Theory of Elementary Mathematics 1 3MTE 181 Theory of Elementary Mathematics 2 3CSE 180 Computer Literacy (CS) or 3EDT 321 Computer Literacy (CS)COE 111 Exploration of Education (SB) 3COE 212 Understanding the Culturally

Diverse Child (C) 3SPE 222 Orientation to Education

of Exceptional Children (SB) 3HIS 103 The United States (SB, H) or 3HIS 104 The United States (SB, H)

Selected coursesNatural Science/Lab - Quantitative (SQ) course 4 Natural Science/Lab – Quantitative or General (SQ/SG) course 4Literacy and Critical Inquiry (L) course 3Humanities and Fine Arts (HU) course 3Humanities and Fine Arts (HU) course 3Global Awareness (G) course 3Electives 6-9

__Total 56

Some General Studies courses may be usedto satisfy a General Studies core arearequirement and one-two awareness arearequirements at the same time, leaving thestudent more free-choice electives. Selectedcourses and General Studies courses shouldbe chosen in consultation with a collegeacademic advisor. Credit for SPA 101,102, 201, 202 may also be counted aselective credit toward the 56 semesterhour requirement.

Bachelor of Arts Degree in Education,Major in Elementary Education

Chair, Department of Elementary Education: Michael F. Kelley, EdD Location: FAB S218

(602) 543-6315

158

Teac

her E

duca

tion

and

Lead

ersh

ip Program requirementsCandidates for the degree of Bachelor of Artsin Education, Major in Elementary Educationare required to complete an approved programof 120 semester hours. These hours include:

• 56 semester hours of specified lowerdivision courses for admission

• 35 semester hours of General Studiescourses

• 51 semester hours of specified upperdivision course work in professionaleducation

• 6 semester hours of upper divisioncontent course work selected in consultationwith a college academic advisor including:– one course from AMS, ENG, GCU, HIS,

POL, or SPA (Bilingual Education majorsonly); and

– one course from LSC or PHS

• 3 semester hours of upper divisionelective course work

• BLE concentration requires proficiencyin Spanish; ESL concentration requires sixsemester hours in a single foreign languageor its equivalent

For efficient progress toward the baccalaureatedegree, much of this course work must betaken at the lower division and selected so thatcourses will count toward more than onerequirement simultaneously. Prospectiveelementary education majors are encouragedto contact the college Advising Office to plantheir program of study beyond the requiredcourse work noted for admission above.

Upper division, professional educationcourses include College of Teacher

Education and Leadership core curriculumcourses, elementary education courses, andfield experience courses prior to and includ-ing student teaching. This course workprepares individuals with abilities and atti-tudes to work in elementary schools. Thecombination of course work and field experi-ence is aligned with the Arizona ProfessionalTeaching Standards. Specified courses in ele-mentary education are listed on the followingpages.

Middle School Endorsement. Students inElementary Education and Bilingual/ESLEducation may elect to pursue the MiddleSchool endorsement. Those who seek thisendorsement must take 24 semester hours ofcoursework in a content area (e.g., English,mathematics, science, social studies, etc.).A decision to pursue the Middle Schoolendorsement should be made very early inthe pursuit of a degree, certainly prior toadmission to the program. Content course-work should be selected in consultation witha college academic advisor. Students electingthis option must also take EED 464 MiddleSchool Curriculum and Organization andperform their student teaching at the middleschool level.

Elementary education students should reviewGeneral Information, Field ExperienceRequirements, Student Teaching, andAcademic Policies on pages 154-156 ofthis catalog.

159

Teac

her E

duca

tion

and

Lead

ersh

ipElementary Education (K-8) MajorSemester 1 - 15 semester hoursBLE 312 ESL, Diversity, and Culture in Education (3) (L)COE 311 Instruction and Management in the

Inclusive Classroom (3)COE 313 Educational Technology in the

K-12 Curriculum (3)COE 314 Classroom Assessment (3)COE 315 Child and Adolescent Development (3) (SB)COE 396 Field Experience 1 (0)

Semester 2 - 12 semester hoursBLE 321 ESL Methods for Diverse Language

Classrooms (3)RDG 322 Language Literacy 1 in Elementary Schools (3)EDP 323 Professional Development, Learning,

and Motivation (3) EED 324 Social Studies in Elementary Schools (3)EED 397 Field Experience 2 (0)

Semester 3 - 12 semester hoursEED 411 Science in Elementary Schools (3)EED 412 Mathematics in Elementary Schools (3)RDG 413 Language Literacy 2 in Elementary Schools (3)EED 414 Elementary Curriculum and Organization (3) orEED 464 Middle School Curriculum and Organization (3)EED 496 Field Experience 3 (0)

Semester 4 - 12 semester hoursEED 478 Student Teaching in the Elementary School (9)

orEED 578 Student Teaching in the Elementary School (9)EED 479 Capstone Seminar in Elementary Education (3)

Elementary Education (K-8) Major with Concentration inBilingual Education or English as a Second LanguageEducationSemester 1 - 15 semester hoursBLE 312 ESL, Diversity, and Culture in Education (3) (L)COE 311 Instruction and Management in the


K-12 Curriculum (3)COE 314 Classroom Assessment (3)COE 315 Child and Adolescent Development (3) (SB)COE 396 Field Experience 1 (0)


Classrooms (3)BLE 322 Second Language Literacy 1 in

Elementary Schools (3)EDP 323 Professional Development, Learning,

and Motivation (3) BLE 324 Social Studies for Diverse Language

Classrooms (3)EED 397 Field Experience 2 (0)

Semester 3 - 12 semester hoursEED 411 Science in Elementary Schools (3)EED 412 Mathematics in Elementary Schools (3)BLE 413 Second Language Literacy 2 in Elementary

Schools (3)BLE 414 Bilingual/ESL Curriculum and Organization (3)EED 496 Field Experience 3 (0)

Semester 4 - 12 semester hoursBLE 478 Student Teaching in Diverse Language

Classrooms (9) orBLE 578 Student Teaching in Diverse Language

Classrooms (9)BLE 479 Capstone Seminar in Bilingual/ESL

Education (3)

Elementary Education (K-8) Major with Concentration in Early Childhood EducationSemester 1 - 15 semester hoursBLE 312 ESL, Diversity, and Culture in Education (3) (L)COE 311 Instruction and Management in the

Inclusive Classroom (3)COE 313 Educational Technology in the K-12

Curriculum (3)COE 314 Classroom Assessment (3)COE 315 Child and Adolescent Development (3) (SB)COE 396 Field Experience 1 (0)


Classrooms (3)RDG 322 Language Literacy 1 in Elementary Schools (3)EDP 323 Professional Development, Learning, and

Motivation (3) ECD 324 Social Studies and Creative Arts for Primary

Level Children (3)EED 397 Field Experience 2 (0)

Semester 3 - 12 semester hoursEED 411 Science in Elementary Schools (3)EED 412 Mathematics in Elementary Schools (3)RDG 413 Language Literacy 2 in Elementary Schools (3)ECD 414 Early Childhood Curriculum and

Organization (3)EED 496 Field Experience 3 (0)

Semester 4 - 12 semester hoursEED 478 Student Teaching in the Elementary School (9)

orEED 578 Student Teaching in the Elementary School (9)ECD 479 Capstone Seminar in Early Childhood

Education (3)

160

Teac

her E

duca

tion

and

Lead

ersh

ip Bachelor of Arts Degree in Education,Major in Secondary Education

Chair, Department of Secondary Education: Nancy S. Haas, PhDLocation: FAB S254

(602) 543-6445

Admission requirementsTo be considered for admission to theSecondary Education Major, applicants mustcomplete a minimum of 56 semester hours ofcourse work as outlined below at West cam-pus or equivalent courses at anotheraccredited college or university, with a gradeof “C” (2.00) or better and an overall GPA of2.50 or higher:

Semester Hours

Required coursesENG 101, 102 First-Year Composition or 3-6ENG 105 Advanced First-Year CompositionMAT 142 College Mathematics (MA) or higher

level math course 3SPE 222 Orientation to Education of

Exceptional Children (SB) 3

Selected coursesComputer/statistics/quantitative application (CS) course 3 Natural Science/Lab - Quantitative (SQ) course 4 Natural Science/Lab – Quantitative or General (SQ/SG) course 4Literacy and Critical Inquiry (L) course 3Humanities and Fine Arts (HU) course 3Humanities and Fine Arts (HU) course 3Social and Behavioral Sciences (SB) course 3Cultural Awareness in the U.S. (C) 3Global Awareness (G) course 3Historical Awareness 3Electives 12-15

__Total 56

Program requirementsCandidates for the degree of Bachelor of Artsin Education, Major in Secondary Educationare required to complete an approved programof 120 semester hours. These hours include:



• 37-39 semester hours of specified upperdivision course work in professional education

• 36-39 semester hours of course work inan academic specialization

Some General Studies courses may be used tosatisfy a General Studies core area requirementand one-two awareness area requirements atthe same time, leaving the student more free-choice electives. Academic specializationcourses may be used to fulfill General Studiesor elective requirements. Selected courses andGeneral Studies courses should be chosen inconsultation with a college Academic Advisor.

Secondary education students should alsoreview General Information, Field Experi-ence Requirements, Student Teaching, andAcademic Policies on pages 154-156 of thiscatalog.

Secondary Education (7-12) MajorSemester 1 - 15 semester hoursBLE 312 ESL, Diversity, and Culture in Education (3) (L)COE 311 Instruction and Management in the Inclusive

Classroom (3)COE 313 Educational Technology in the K-12

Curriculum (3)COE 314 Classroom Assessment (3)COE 315 Child and Adolescent Development (3) (SB)COE 396 Field Experience 1 (0)Semester 2 - 12 semester hoursSED 321 Critical Issues in Secondary Education (3)SED 322 Classroom Leadership in Secondary Schools (3)RDG 323 Literacy Processes in Content Areas (3)____ ___ Major methods course (3)SED 397 Field Experience 2 (0)Semester 3 - 10-12 semester hoursSED 478 Student Teaching in the Secondary School (10-12)

Additional requirementsAdditional course work, taken outside theCollege of Teacher Education and Leadership,is required for the academic specialization insecondary education. The New College ofInterdisciplinary Arts and Sciences offerscourses that are required for secondary educa-tion certification in four areas - English,History, Social Studies, and Mathematics.Since these four secondary specializations arebest supported at ASU’s West campus, prefer-

161

Teac

her E

duca

tion

and

Lead

ersh

ip

Career outlookThe career outlook for this teaching profes-sion is quite promising. Special educators arein high demand in Arizona as well as manyother states. Demand is expected to remainstrong. Special Education graduates arehighly regarded by school districts. There arealso many opportunities for special educationprogram graduates to take positions in K-8classrooms as they may be eligible for ele-mentary education certification. Increasingproportions of school districts practice fullinclusion of students with disabilities intogeneral education classes which increases thedemand for qualified special educators.

Admission requirementsTo be considered for admission to the SpecialEducation Major, applicants must complete aminimum of 56 semester hours of coursework as outlined below at West campus orequivalent courses at another accredited col-lege or university, with a grade of “C” (2.00)or better and an overall GPA of 2.50 orhigher.

Semester Hours

Required coursesENG 101, 102 First-Year Composition or 3-6ENG 105 Advanced First-Year CompositionMAT 142 College Mathematics (MA) or higher

level math course 3MTE 180 Theory of Elementary Mathematics 1 3MTE 181 Theory of Elementary Mathematics 2 3CSE 180 Computer Literacy (CS) or 3EDT 321 Computer Literacy (CS)COE 111 Exploration of Education (SB) 3COE 212 Understanding the Culturally

Diverse Child (C) 3SPE 222 Orientation to Education of

Exceptional Children (SB) 3HIS 103 The United States (SB, H) or 3HIS 104 The United States (SB, H)

Selected coursesNatural Science/Lab - Quantitative (SQ) course 4 Natural Science/Lab – Quantitative or General (SQ/SG) course 4Literacy and Critical Inquiry (L) course 3Humanities and Fine Arts (HU) course 3Humanities and Fine Arts (HU) course 3Global Awareness (G) course 3Electives 6-9

__Total 56

Some General Studies courses may be used tosatisfy a General Studies core area requirementand one-two awareness area requirements at thesame time, leaving the student more free-choiceelectives. Selected courses and General Studiescourses should be chosen in consultation with acollege Academic Advisor.

Bachelor of Arts Degree in Education,Major in Special Education

Chair, Department of Special Education: Ida Malian, PhDLocation: FAB S252A

(602) 543-6380

ence in admissions is given to students apply-ing to these areas. Secondary majors, whoelect a specialization other than the fouroffered at West campus, must complete a sub-stantial portion of their specialization coursework and the major methods course at ASU’sTempe campus. Refer to the pages shownbelow for descriptions of the academic special-izations available at West campus.

Academic specialization PageEnglish 199History 204Mathematics 187Social Studies 213

162

Teac

her E

duca

tion

and

Lead

ersh

ip Programs requirementsCandidates for the degree of Bachelor of Artsin Education, Major in Special Education arerequired to complete an approved programof 120 semester hours. These hours include:



• 60 semester hours of specified upperdivision course work in professionaleducation

Upper division, professional educationcourses include College of TeacherEducation and Leadership core curriculumcourses, special education courses, and fieldexperience courses prior to and includingstudent teaching. This course work preparesindividuals with abilities and attitudes towork in special education classrooms. Thecombination of course work and field experi-ence is aligned with the Arizona ProfessionalTeaching Standards.

Special education students should reviewGeneral Information, Field ExperienceRequirements, Student Teaching, andAcademic Policies on pages 154-156 ofthe catalog.

Special Education (K-12) MajorSemester 1 - 15 semester hoursBLE 312 ESL, Diversity, and Culture in Education (3) (L)COE 311 Instruction and Management in the


K-12 Curriculum (3)COE 314 Classroom Assessment (3)COE 315 Child and Adolescent Development (3) (SB)COE 396 Field Experiences 1 (0)Semester 2 - 15 semester hoursRDG 322 Language Literacy 1 in Elementary Schools (3)SPE 310 Professional Practices in Special Education (3)SPE 317 Special Education for Culturally and

Linguistically Diverse Children and Youth (3) SPE 320 Assessment and Evaluation in

Special Education (3) (L)SPE 322 Behavior Management and Consultation (3) SPE 397 Field Experience 2 (0)Semester 3 - 15 semester hoursEED 412 Mathematics in Elementary Schools (3)SPE 318 Family-school Collaboration: An Integrated

Approach for Children and Adolescents withSpecial Needs (3)

SPE 423 Technology and Instructional Methods inLanguage, Reading, and Mathematics forStudents with Mild/Moderate Disabilities (3)

SPE 424 Methods in Cross-Categorical SpecialEducation (3)

SPE 431 Collaborative Teaching Methods for GeneralEducation Classroom Environments (3)

SPE 496 Field Experience 3 (0)Semester 4 - 15 semester hoursSPE 478 Student Teaching in Special Education (12)SPE 440 Professional Seminar in Special Education (3)

163

Teac

her E

duca

tion

and

Lead

ersh

ip

Nature of programPostbaccalaureate programs that lead to ini-tial teaching certification are designed forpeople who hold bachelor’s degrees in areasother than education. Postbaccalaureate pro-grams are available in elementary education,secondary education, and special education.

Please review Career Outlook, page 154, foremployment demand and/or see a collegeacademic advisor.

Admission requirementsIn order to be considered for admission topostbaccalaureate programs in education,students must:

1. submit transcripts indicating an earnedbachelor’s degree from an accredited institu-tion;

2. have a cumulative GPA of 2.50 or higheron the last 60 semester hours of credit earned;

3. be admitted to ASU’s West campus as anondegree graduate student; and

4. submit a completed application form forthe Postbaccalaureate Programs for TeacherCertification by the appropriate deadlinedates to the college of Academic AdvisingOffice.

Note: Students will not be allowed to take coursework prior to admittance to the program.

Students are admitted to the postbaccalaure-ate programs in education in the fall of eachyear for the following spring semester and inthe spring of each year for the following fallsemester. Applicants should contact the col-lege Academic Advising Office for specificdeadline dates, which are determined annu-ally.

Admission to postbaccalaureate programs isselective. Meeting minimum requirementsdoes not ensure admittance to the program.

CurriculumElementary education. Elementary postbac-calaureate students may choose any of thethree elementary programs including theElementary Education program, ElementaryEducation program with a Concentration inBilingual Education or English as a SecondLanguage Education, or ElementaryEducation program with a Concentration inEarly Childhood Education. Course work forpostbaccalaureate students is composed of 51semester hours of specified professional edu-cation courses appropriate to the particularelementary education program selected bythe student, MTE 180 and 181, three semes-ter hours of computer literacy course work,and up to six semester hours of contentcourse work, which will be determined basedon a review of the student’s transcript by thecollege Advising Office.

Secondary education. Coursework for the post-baccalaureate program in secondaryeducation includes 33 semester hours of spec-ified professional education courses asoutlined below, and completion of academicspecialization course work sufficient to allowan individual to pass one or more of the sub-ject knowledge portions of the ArizonaEducator Proficiency Assessments (AEPA).

Postbaccalaureate Secondary Education (7-12) ProgramLevel 1 - 12 semester hoursCOE 313 Educational Technology in the K-12

Curriculum (3)COE 314 Classroom Assessment (3)RDG 507 Content Area Reading (3)SED 501 Introduction to Effective Instruction (3)COE 396 Field Experience 1 (0)Level 2 - 9 semester hoursBLE 312 ESL, Diversity, and Culture in Education (3)EDP 510 Essentials of Classroom Learning (3)___ ___ Major methods course (3)SED 397 Field Experience 2 (0)Level 3 - 12 semester hoursSED 578 Student Teaching in the Secondary School (12)

Postbaccalaureate Programs for Teacher Certification

Interim Chair, Department of Graduate Studies andProfessional Development: Ida Malian, PhD

Location: FAB S220(602) 543-3634

164

Teac

her E

duca

tion

and

Lead

ersh

ip Secondary postbaccalaureate education stu-dents majoring in areas other than English,History, Mathematics, or Social Studies maybe required to take their major methodscourse at ASU’s Tempe campus. The curricu-lum in each postbaccalaureate programcontains specified courses that must be takenprior to student teaching. Information aboutthese courses is available from the collegeAcademic Advising Office.

Special education. Coursework for thePostbaccalaureate Program in SpecialEducation includes 45 - 60 hours of special-ized classes in special education along withfield experience. The coursework is identicalto the professional teacher preparationrequirements for the BAE, major in SpecialEducation outlined on page 162. Studentswith a degree in education or a certificate ineducation may have Semester I courseworkwaived pending a review of the student’stranscript by the college Advising Office.

Student teachingStudent teaching is the last course in thesequence taken by postbaccalaureate stu-dents. Students must file applications forstudent teaching early in the semester priorto the student teaching term. The Office ofField Experiences provides informationabout the deadlines for student teachingapplications.

To be accepted for student teaching, studentsmust:

1. be admitted to the PostbaccalaureatePrograms for Teacher Certification;

2. have a cumulative GPA of 2.50 or higherin required professional education coursework;

3. complete all required professionalteacher education course work;

4. remove all academic deficiencies such asgrades of “D” (1.00), “E” (0.00), or “I”before placement;

5. demonstrate appropriate professionalconduct during the field experiences prior tostudent teaching; and

6. complete the application procedure andsecure approval to student teach from theOffices of Field Experiences and AcademicAdvising prior to the deadline date.

165

Teac

her E

duca

tion

and

Lead

ersh

ip

Nature of programsThe College of Teacher Education andLeadership offers Master of Educationdegrees in four program areas: EducationalAdministration and Supervision, ElementaryEducation, Secondary Education, and SpecialEducation. In addition to master’s degreecourse work, the Educational Administrationand Supervision program also offers courseswhich meet the state certification require-ments for supervision, principalship, andsuperintendency.

The faculty of the College of TeacherEducation and Leadership also offers coursework that meets personal and professionaldevelopment needs of West Valley teachers.For specific information about the four grad-uate programs in Education, contact thegraduate programs secretary in the FacultyAdministration Building S220 or call(602) 543-3634.

Admission requirementsStudents applying to any of the Master ofEducation programs must apply to GraduateStudies at ASU’s West campus and to thespecific program area to which they seekadmission. Admission to a degree program isbased on undergraduate and/or graduategrade point averages. Also considered are let-ters of recommendation, the personalstatements, work and academic experiences,and the availability of faculty to superviseacademic areas of interest. Applicants to theelementary or secondary programs must holdvalid Arizona teaching certificates for thatgrade level. Admission to graduate programsis selective. Meeting minimum requirementsdoes not ensure admittance to the program.

Graduation/exit requirementsCandidates for the Master of Educationdegree are required to complete a compre-hensive exam unless their program requiresan applied project or its equivalent.

Graduate Programs Interim Chair, Department of Graduate Studies and

Professional Development: Ida Malian, PhDLocation: FAB S220

(602) 543-3634

166

Teac

her E

duca

tion

and

Lead

ersh

ip

Program requirementsSemester

HoursCore requirements 9COE 501 Introduction to Research

and Evaluation in EducationCOE 504 Learning and Instruction COE 505 American Education System

Required Elementary Education courses 3EED 511 Principles of Curriculum

Development orECD 555 Modern Practices in

Childhood EducationElectives* 21

__Total 33*Elective courses must be selected in consultation with an advisor

Elementary Education concentrations. ElementaryEducation majors have the option of crafting21 hours of electives or completing a concen-tration in Bilingual Education or English as aSecond Language Education, EducationalTechnology or Reading.

Concentration in Bilingual Education

SemesterHours

Required courses 21BLE 511 Introduction to Language

Minority EducationBLE 515 Instructional Methods for

Bilingual Students BLE 520 ESL for Children BLE 522 Literacy/Biliteracy DevelopmentBLE 541 Nature of Bilingualism/Second

Language AcquisitionBLE 561 Parent Involvement in

Language Minority Ed. ProgramsBLE 580 Practicum (not required of

teachers with two years ofverifiable bilingual teaching experience) or BLE elective

Concentration in ESL EducationSemester

HoursRequired courses 21BLE 511 Introduction to Language

Minority EducationBLE 520 ESL for Children BLE 522 Literacy/Biliteracy DevelopmentBLE 541 Nature of Bilingualism/Second

Language AcquisitionBLE 561 Parent Involvement in

Language Minority Ed. ProgramsBLE 598 ST: Assessment and CurriculumBLE 580 Practicum (not required of

teachers with two years ofverifiable ESL teaching experience) or BLE elective

Concentration in Educational Technology

SemesterHours

Required courses 9EDT 530 Technology Integration

Across the CurriculumEDT 575 Critical Issues in TechnologyEDT 593 Applied Project

Electives* 12EDT ___ OtherEDT ___ OtherEDT ___ OtherEDT ___ Other or____ ___ Other*Elective courses must be selected in consultation with an advisor

Concentration in ReadingSemester

HoursRequired courses 9RDG 505 Developmental ReadingRDG 550 Practicum Experiences

in ReadingRDG 556 Assessment Procedures

in ReadingElectives* 12RDG ___ OtherRDG ___ Other____ ___ Other____ ___ Other *Elective courses must be selected in consultation with an advisor

Master of Education in Elementary Education

167

Teac

her E

duca

tion

and

Lead

ersh

ip



and Evaluation in EducationCOE 504 Learning and InstructionCOE 505 American Education System

Required Secondary Education courses 6SED 522 Secondary School Curriculum

DevelopmentSED 533 Improving Instruction in

Secondary Schools

Electives in Secondary Education 12SED 577 Issues and Trends in

Secondary Education SED ___ Other*

Electives* 6__

Total 33

Concentration in Educational TechnologyIn the Secondary MEd program, studentsmay complete a Concentration in EducationalTechnology (EDT) by taking 18 semesterhours of EDT course work.

SemesterHours

Required courses 9EDT 530 Technology Integration

Across the CurriculumEDT 575 Critical Issues in TechnologyEDT 593 Applied Project

Electives* 9EDT ___ OtherEDT ___ OtherEDT ___ Other

*Elective courses must be selected in consultation with an advisor

Master of Education in Secondary Education

168

Teac

her E

duca

tion

and

Lead

ersh

ip


Hours

Core requirements 9COE 501 Introduction to Research

and Evaluation in EducationCOE 504 Learning and InstructionCOE 505 American Education System

Educational Administration Requirements 24EDA 501 Competency/Performance

in Educational AdministrationEDA 511 School LawEDA 526 Instructional SupervisionEDA 548 Community Relations in EducationEDA 571 School Business ManagementEDA 573 School Personnel AdministrationEDA 576 The School PrincipalshipEDA 634 Instructional Leadership

SemesterHours

Internship (select one) 3EDA 584 Supervision InternshipEDA 684 Principal InternshipEDA 784 Superintendent Internship

__Total 36

Internship. To be eligible to participate in theinternship experience, students must havecompleted 12 semester hours of EDAcoursework and obtain a certified K-12administrator’s agreement to supervise theinternship.

Master of Education in Educational Administration and Supervision

Master of Education in Special Education

For the Master of Education in SpecialEducation, students must complete 12semester hours of core requirements plus aconcentration in Infants and Young Children.



and Evaluation in EducationSPE 540 Family Centered PracticesSPE 541 Consultation Frameworks

and IssuesSPE ___ Elective*

Concentration in Infants and Young Children

SemesterHours

Required courses 15-21 ECD/SPE 542 Systems, Policies and

Program Practices for Infants and Young Children

ECD/SPE 543 Issues in the Development of Infants and Young Children

SemesterHours

ECD/SPE 544 Assessment and Evaluation of Infants and Young Children

ECD/SPE 545 Curricula, Methods, Technology, and Adaptations for Infants and Young Children

ECD/SPE 546 Communication, Language, and Early Literacy

ECD/SPE 547 Supporting Motor DevelopmentECD/SPE 580 Practicum

Electives* 0-6Select courses from the following area(s):Bilingual/ESL EducationCounselor EducationEarly Childhood EducationEducational Administration and SupervisionEducational PsychologyEducational TechnologyEthnic StudiesMusic EducationReading and Language ArtsSocial and Behavioral SciencesSocial Work

__Total 33*Elective courses must be selected in consultation with an advisor.

169

Teac

her E

duca

tion

and

Lead

ersh

ip

Bilingual EducationBLE 312 ESL, Diversity, and Culture in Education (3)fall, springAn examination of social, historical, philosophical, andlegal issues affecting racially, linguistically, culturally,and exceptionally diverse students in US schools.Prerequisites: admission to PTPP or postbaccalaureateprograms; ENG 101 ( or 105). Corequisite: COE 396.General studies: L.

BLE 321 ESL Methods for Diverse LanguageClassrooms (3)fall, springStrategies and materials for second language learning,including research on language acquisition/learning,practical applications of ESL methodologies, phonics.Prerequisite: completion of core curriculum courses.Corequisite: EED 397.

BLE 322 Second Language Literacy 1 in Elementary Schools (3)fall, springInstructional/assessment strategies including systematic,research-based phonics, vocabulary, comprehension,spelling, writing, phonemic writing in Spanish/English.Prerequisite: completion of core curriculum courses.Corequisite: EED 397.

BLE 324 Social Studies for Diverse LanguageClassrooms (3)fall, springSocial studies education standards, curriculum, andinstructional strategies for English language learners.Prerequisite: completion of core curriculum courses.Corequisite: EED 397.

BLE 413 Second Language Literacy 2 in Elementary Schools (3)fall, springLiteracy and language arts instruction; assessment ofreading and writing; transition literacy skills, particularlycritical reading of content. Prerequisites: BLE 321, 322,324; EDP 323; EED 397. Corequisite: EED 496.

BLE 414 Bilingual/ESL Curriculum and Organization (3)fall, springESL curriculum content and organization includingprogram model effectiveness; language assessment andlanguage usage; special needs and parent involvement.Prerequisites: BLE 321, 322, 324; EDP 323; EED 397.Corequisite: EED 496.

BLE 478 Student Teaching in Diverse Language Classrooms (9)fall, springStudent teaching in diverse language classrooms; focuson use of English language learning and bilingualstrategies; integration of all previous course work. Fee.Prerequisites: BLE 413, 414; EED 411, 412, 496.Corequisite: BLE 479.

BLE 479 Capstone Seminar in Bilingual/ESL Education (3)fall, springReflective, experience-based integration of theory andpractice; professional development. For bilingual/ESLteachers. Prerequisites: BLE 413, 414; EED 411, 412,496. Corequisite: BLE 478 or BLE 578.

BLE 511 Introduction to Language Minority Education (3)selected semestersHistorical, philosophical, theoretical, and pedagogical foundations of language minority educa-tion in the United States.

BLE 515 Instructional Methods for Bilingual Students (3)selected semestersAn introduction to general dual language teachingapproaches. Focuses on the effective teaching of limitedEnglish proficient populations. Prerequisite: BLE 511.

BLE 520 ESL For Children (3)selected semestersExamines approaches to second language develop-ment for children congruent with recent research insecond language acquisition in children. Prerequisite:BLE 511.

BLE 522 Literacy/Biliteracy Development (3)selected semestersExamines approaches to first and second languagereading and writing for bilingual/second languagelearners from a whole language perspective (Spanish-English emphasis). Prerequisite: BLE 511.

BLE 535 Sociolinguistic Issues in Bilingual Education (3)selected semestersSurvey of major theoretical issues (e.g., language situa-tions, communicative competence, language attitudes)interrelating language, social processes, and bilingualeducation. Prerequisite: BLE 511.

COLLEGE OF TEACHER EDUCATION AND LEADERSHIP COURSE DESCRIPTIONS

Key to General StudiesCredit Abbreviations L Literacy and critical inquiry

core courses

MA Mathematics core coursesCS Computer/statistics/quantitative

applications core coursesHU Humanities and fine arts

core courses

SB Social and behavioralsciences core courses

SG Natural sciences-general core courses

SQ Natural sciences-quantitative core courses

C Cultural diversity in theUnited States courses

G Global awareness coursesH Historical awareness courses, and/ or

170

Teac

her E

duca

tion

and

Lead

ersh

ip BLE 541 Nature of Bilingualism/Second Language Acquisition (3)selected semestersBilingual and second language acquisition, withemphasis on children and adolescents. Cognitive,social, and cultural aspects will be stressed.Prerequisite: BLE 511.

BLE 561 Parent Involvement in Language Minority Education Programs (3)selected semestersExamines issues, approaches, and strategies for improv-ing parental and community involvement in the school-ing of language minority children and youth.Prerequisite: BLE 511.

BLE 578 Student Teaching in Diverse Language Classrooms (9)fall, springStudent teaching in diverse language classrooms forpostbaccalaureate students; focus on use of English lan-guage learning and bilingual strategies; integration ofall previous course work. Fee. Prerequisites: BLE 413,414; EED 411, 412, 496. Corequisite: BLE 479.

BLE 580 Practicum (3)selected semestersProvides for practical application in school settings ofprinciples of bilingual education or English as a secondlanguage. Special permission required.

College of Education CoreCOE 111 Exploration of Education (3) fall, springEducation as an instrument in the development of theindividual and society and its significance as anAmerican Institution. General studies: SB.

COE 212 Understanding the Culturally Diverse Child (3)fall, spring, summerSurvey of cultural and linguistic diversity in Americaneducation, including education equity, pluralism, learn-ing styles, and roles of schools in a multiethnic society.Prerequisite: COE 111. General studies: C.

COE 311 Instruction and Management in the Inclusive Classroom (3)fall, springPlanning and delivering instruction; organizing andmanaging classrooms; and making adaptations forEnglish language learners and students with specialneeds. Prerequisite: admission to PTPP or postbac-calaureate programs. Corequisite: COE 396.

COE 313 Educational Technology in the K-12 Curriculum (3)fall, springApplication and integration of educational technologiesin all curricular areas; examination of theoretical andpractical issues for diverse learners. Prerequisite: admis-sion to PTPP or postbaccalaureate programs.Corequisite: COE 396.

COE 314 Classroom Assessment (3)fall, springFocus is assessment and evaluation of student leaning;emphasizes integration and adaptation of curriculum,instruction, and evaluation of all students. Prerequisite:admission to PTPP or postbaccalaureate programs.Corequisite: COE 396.

COE 315 Child and Adolescent Development (3)fall, springPhysical, cognitive, social, and emotional developmentduring childhood and adolescence; developmentallyappropriate principles and practices to facilitate devel-opment for all students. Prerequisite: admission toPTPP or postbaccalaureate programs. Corequisite:COE 396. General studies: SB.

COE 396 Field Experience 1 (0)fall, springObservation in classrooms and individual and smallgroup instruction. Fee. Prerequisite: admission toPTPP or postbaccalaureate programs.

COE 501 Introduction to Research and Evaluation in Education (3)fall, spring, summerOverview of educational inquiry from controlled, quan-titative to qualitative, naturalistic. Emphasis on locat-ing and critically interpreting published research.

COE 504 Learning and Instruction (3)fall, spring, summerIntroduction to psychology of learning and instruc-tion. Includes the foundations of learning theories andtheir application to educational practice. Cross-listedas EDP 504.

COE 505 American Education System (3)fall, spring, summerPolitical, social, historical, and philosophical analyses ofAmerican education at all levels. Examination of pri-mary sources, legal findings, and case studies.

Computer ScienceCSE 180 Computer Literacy (3) fall, springIntroduction to personal computer operations and theirplace in society. Problem-solving approaches usingdatabases, spreadsheets, word processing, and othercurrent applications. Lecture, demonstration, lab.General studies: CS.

Counselor EducationCED 512 Introduction to the Helping Relationship (3)selected semestersIntroduction to the skills used in the helping profes-sions and an examination of the settings in which theyoccur.

CED 522 Personality Development (3)selected semestersInteraction of affective and cognitive factors in person-ality development at different age levels. Various per-sonality theories examined.

171

Teac

her E

duca

tion

and

Lead

ersh

ipCED 567 Group Procedures (3)selected semestersSocial psychological factors determining interaction,effectiveness, and morale in small groups. Techniquesof observation, assessment, and leadership.

Early Childhood EducationECD 324 Social Studies and Creative Arts for Primary Level Children (3)fall, springSocial studies and creative arts standards, curriculum,and instructional/assessment strategies for all primarylevel children; developmentally appropriate methods/strategies for effective instruction. Prerequisite: comple-tion of core curriculum courses. Corequisite: EED 397.

ECD 414 Elementary School Curriculum and Organization (3)fall, springHistorical and legal influences on early childhood edu-cation; advanced preparation for curriculum designs anddevelopmentally appropriate practices; school organiza-tion topics. Prerequisites: BLE 321; ECD 324; EDP323; EED 397; RDG 322. Corequisite: EED 496.

ECD 479 Capstone Seminar in Early Childhood Education (3)fall, springReflective, experienced-based integration of theory andpractice; professional development for early childhoodteachers. Prerequisites: ECD 414; EED 411, 412, 496;RDG 413. Corequisite: EED 478 or EED 578.

ECD 542 Systems, Policies, and Program Practicesfor Infants and Young Children (3) spring in even yearsAnalysis of historical, political, social, and legal factorsaffecting services for infants and young children.Examination of critical issues. Cross-listed as SPE 542.Prerequisites: SPE 222 or the equivalent; COE 315 orthe equivalent.

ECD 543 Issues in the Development of Infants and Young Children (3) spring in even yearsFactors and conditions that affect early development.Strategies for promoting attachment, self-regulation,resilience, adaptation, and coping. Cross-listed asSPE 543. Prerequisites: SPE 222 or the equivalent;COE 315 or the equivalent.

ECD 544 Assessment and Evaluation of Infants and Young Children (3) fall in even yearsDevelopmental assessment and related program plan-ning for infants and young children. Emphasis onauthentic, individualized, family-centered and culturallycompetent approaches. Cross-listed as SPE 544.Prerequisites: SPE 222 or the equivalent; COE 315or the equivalent.

ECD 545 Curricula, Methods, Technology, andAdaptations for Infants and Young Children (3) fall in even yearsDevelopmentally appropriate practices. Serving youngchildren with diverse abilities in natural, inclusivesettings. Emphasis on cognitive development, socialcompetence. Cross-listed as SPE 545. Prerequisites:SPE 222 or the equivalent; COE 315 or the equivalent.

ECD 546 Communication, Language, and Early Literacy (3) spring in odd yearsEarly communication development and languageacquisition. Facilitating communicative competenceand early literacy for infants and young children withdiverse abilities. Cross-listed as SPE 546. Prerequisites:SPE 222 or the equivalent; COE 315 or the equivalent.

ECD 547 Supporting Motor Development (3) spring in odd yearsEarly sensorimotor development. Strategies to facilitatethe acquisition of motor skills and address the needsof children with motor disabilities. Cross-listed asSPE 547. Prerequisites: SPE 222 or the equivalent;COE 315 or the equivalent.

ECD 555 Modern Practices in Early Childhood Education (3)springTrends and practices, instructional and resource mate-rials, and methods and techniques in early childhoodeducation.

Educational Administrationand SupervisionEDA 501 Competency/Performance in Educational Administration (3)fallThe nature of educational administration and the conceptof competency as it applies to educational administration.

EDA 511 School Law (3)fallInterpreting state and federal law for application inschool setting. Includes statutory authority for admin-istrators, liability, and student constitutional rights.


core courses



core courses






172

Teac

her E

duca

tion

and

Lead

ersh

ip EDA 521 Evaluation of Teaching Performance (3)selected semestersIn-depth analysis of legal basis of teacher appraisal,teacher competency, measurement of teacher perform-ance, and application of performance appraisal systems.

EDA 524 Theory and Application of Educational Administration (3)selected semestersHistory and development of public school administra-tion in the United States; current organizational pat-terns for public education at local, intermediate, state,and national levels; current theoretical positions in edu-cational administration.

EDA 526 Instructional Supervision (3)fallAdministering curriculum improvement, in-serviceeducation, evaluating, and improving teaching compe-tence; administrative instructional responsibilities.

EDA 544 Public School Finance (3)selected semestersMeasures of ability, efforts, and educational need; capi-tal outlay funding; tax revenues; federal, state, and localfinancing alternatives; major issues and trends in thefinancing of public education.

EDA 548 Community Relations in Education (3)springAdministrative factors of primary importance in devel-oping community involvement in public schools.Emphasis on theory and skill of school system and indi-vidual communication.

EDA 555 Educational Facility Planning (3)selected semestersSchool building needs, educational planning for facili-ties, responsibilities of architects, duties of contractors,and equipping and furnishing of school buildings.

EDA 571 School Business Management (3)springPurchasing, budgeting, accounting, payroll manage-ment, auditing, financial reporting, insurance, andadministration of nonteaching personnel and services.

EDA 573 School Personnel Administration (3)fallOrganization for personnel services; development ofpolicy to govern selection, orientation, placement,remuneration, transfers, separations, and developmentof morale among instructional and noninstructionalpersonnel.

EDA 576 Critical Issues in Educational Leadership (3)springExploration of current critical issues in school leader-ship including student support and relationships withgovernmental agencies and the community. Fieldassignments.

EDA 634 Instructional Leadership (3)springTheory, practice, and issues in school change andreform with a focus on leading change efforts at theschool site.

EDA 675 Politics of Education (3)selected semestersSocial science theory and research are used to considerthe political context of educational policy making.

EDA 679 Administration of Special Programs in Education (3)summerFor personnel administering special educational serv-ices; responsibilities of superintendents, principals,supervisors, and directors for special education, studentpersonnel, audiovisual, library science, and others.

Educational PsychologyEDP 310 Educational Psychology (3) selected semestersHuman behavior in educational settings. Individual dif-ferences, factors affecting learning, behavioral and cog-nitive learning, motivation, testing, and assessment.General studies SB.

EDP 323 Professional Development, Learning, and Motivation (3)fall, springApplying educational psychology principles in class-rooms; strategies for building classroom community;learner-centered and intentional teaching; and proac-tive professional development. Prerequisite: completionof core curriculum courses. Corequisite: EED 397.

EDP 504 Learning and Instruction (3)fall, spring, summerIntroduction to psychology of learning and instruction.Includes the foundations of learning theories and theirapplication to educational practice. Cross-listed asCOE 504.

EDP 510 Essentials of Classroom Learning (3)fall, springTheoretical and empirical foundations of learning inthe classroom milieu. Critical exposure to research andmethod in instructional psychology. Prerequisite:admission to postbaccalaureate programs for teachercertification. Corequisite: SED 397.

Educational TechnologyEDT 321 Computer Literacy (3)fall, springComputer software applications. Problem-solvingapproaches using databases, spreadsheets, word pro-cessing, web publishing, and other current applications.Lecture, demonstration, lab. General studies: CS.

EDT 530 Technology Integration Methods Across the Curriculum (3) springCourse examines a constructivist approach to technol-ogy in education. Students investigate technology as acatalyst for rethinking instructional goals/practices.Prerequisite: EDT 321 or instructor approval.

173

Teac

her E

duca

tion

and

Lead

ersh

ipEDT 545 Using the Internet in Education (3) summerExploration of the Internet as an educational tool forresearch, inquiry-based learning, and online learningcommunities. Course incorporates constructivist the-ory. Hands-on lab. Prerequisite: EDT 530.

EDT 546 Using Technologies for Presentations (3) summerStudents create presentations appropriate for educa-tional settings and electronic portfolios on CD-ROMsusing scanners, digital/video cameras, and multimediasoftware. Hands-on lab. Prerequisites: EDT 530, 545.

EDT 547 Technology in Language Arts and Social Studies Education (3) fall in odd yearsAn applied course examining numerous ways technol-ogy is used to enhance teaching and learning in lan-guage arts/social studies classrooms. Hands-on lab.Prerequisite: EDT 530.

EDT 548 Technology in Mathematics and Science Education (3) fall in even yearsAn applied course examining numerous ways technol-ogy is used to enhance teaching and learning in mathe-matics and science classrooms. Hands-on lab.Prerequisite: EDT 530.

EDT 549 Using the Internet and Case Studies toSolve Educational Problems (3) selected semestersCourse provides a model of the use of distance educa-tion technologies.

EDT 555 Advanced Web Site Design and Development (3) fallAn applied course that prepares technology leaders todesign and create interactive school and district websites. Prerequisites: EDT 530, 545, and 546.

EDT 556 Managing School Information Systems (3) springAn applied course based on constructivist theory thatexamines the techniques and strategies of networkinginformation systems within educational settings.Prerequisites: EDT 530 plus two other EDT courses.

EDT 575 Critical Issues in Technology (3) fallExploration and critical analysis of theoretical issuesrelated to using technology in education. Students doliterature reviews for EDT 593. Prerequisites: EDT530 plus three other EDT courses.

EDT 593 Applied Project (3) springPreparation of a supervised applied project that synthe-sizes students’ EDT Masters experience. Students willcreate a final electronic portfolio. Prerequisites: EDT530, 575 plus three other EDT courses.

Elementary EducationEED 324 Social Studies in Elementary Schools (3)fall, springSocial studies education standards, curriculum, andinstructional/assessment strategies for all children.Prerequisite: completion of core curriculum courses.Corequisite: EED 397.

EED 397 Field Experience 2 (0)fall, springObservation, instruction, and management of smallgroups and the whole class. Fee. Prerequisite: comple-tion of core curriculum courses.

EED 411 Science in Elementary Schools (3)fall, springScience education standards, curriculum, instructionaland assessment strategies for all children. Fee.Prerequisites: BLE 321; EDP 323; EED 397.Corequisite: EED 496.

EED 412 Mathematics in Elementary Schools (3)fall, springMethods of teaching mathematics to all students atthe K-8 level, instructional planning and assessment.Prerequisites: BLE 321; EDP 323; EED 397 orSPE 310, 317, 320, 322. Corequisite: EED 496 orSPE 496.

EED 414 Elementary School Curriculum and Organization (3)fall, springRationales for instructional curricula; alternative cur-riculum designs and broad-based content; selected top-ics in school governance, finance, and law.Prerequisites: BLE 321; EDP 323; EED 324; RDG322. Corequisite: EED 496.

EED 464 Middle-School Curriculum and Organization (3)fall, summerEducational implications of the characteristics of adiverse adolescent population on middle-level organi-zation and components, curriculum, instructionalstrategies, assessment. Cross-listed as SED 464.Prerequisite: Semester 2 of the PTPP.


core courses



core courses






174

Teac

her E

duca

tion

and

Lead

ersh

ip EED 478 Student Teaching in the Elementary School (9)fall, springStudent teaching in elementary school classrooms; inte-gration of all previous coursework. Fee. Prerequisites:EED 411, 412, 496; RDG 413. Corequisite: EED 479or ECD 479.

EED 479 Capstone Seminar in Elementary Education (3)fall, springReflective, experienced-based integration of theory andpractice; professional development for K-8 teachers.Prerequisites: EED 411, 412, 496; RDG 413.Corequisite: EED 478.

EED 496 Field Experience 3 (0)fall, springInstruction and management of small groups and sub-stantial work with the whole class. Fee. Prerequisites:BLE 321; EDP 323; EED 397.

EED 511 Principles of Curriculum Development (3)fall, summerContemporary curriculum theories. Curriculum as aninterrelated entity. Principles of conceiving and effect-ing change.

EED 564 Middle-School Curriculum and Organization (3)fall, summerEducational implications of the characteristics of adiverse adolescent population on middle-level organi-zation and components, curriculum, instructionalstrategies, assessment. Cross-listed as SED 564.

EED 578 Student Teaching in the Elementary School (9)fall, springSupervised student teaching in elementary school class-rooms for postbaccalaureate students; integration of allprevious coursework. Fee. Prerequisites: EED 411, 412,496; RDG 413. Corequisite: EED 479 or ECD 479.

Mathematics EducationMTE 180 Mathematics for Elementary Teachers 1 (3) fall, springNumbers, number systems, operations on numbers,algebraic reasoning, and problem solving. For prospec-tive elementary and special education majors.Prerequisite: MAT 142 (or 117).

MTE 181 Mathematics for Elementary Teachers 2 (3)fall, springData analysis, probability, geometry, and measurement.For prospective elementary and special educationmajors. Prerequisite: MTE 180.

MTE 380 Arithmetic in the Elementary School (3)selected semestersHistorical numeration systems, overview of elementarynumber theory, including primes, factorization, divisi-bility, bases, modular systems, linear congruence, andcontinued fractions. Prerequisite: MTE 180 orinstructor approval.

MTE 482 Methods of Teaching Mathematics in Secondary School (3)summerExamination of secondary school curricular materialand analysis of instructional devices. Teaching strate-gies, evaluative techniques, diagnosis, and remediationand problem solving. Prerequisite: instructor approval.

Music EducationMUE 310 Music in Early Childhood Education (3)selected semestersIdentifying and understanding musical needs of youngchildren. Methods and materials for program develop-ment for classroom teachers.

MUE 311 Music for the Classroom Teacher (3)selected semestersDevelopment of the classroom music program in theelementary school. No previous music experience orcourse work required. Not for Music majors or minors.

MUE 464 Music of World Cultures in the Classroom (3)selected semestersStudy of contemporary music of representative cultureswithin the context of a people’s total way of life.General studies: HU, G

Reading EducationRDG 322 Language Literacy 1 in ElementarySchools (3)fall, springInstructional strategies for teaching reading using sys-tematic research-based phonics to aid decoding, vocab-ulary, and comprehension development; writing,speaking, and listening skills. Prerequisite: completionof core curriculum courses. Corequisite: EED 397 orSPE 397.

RDG 323 Literacy Processes in Content Areas (3)fall, springPrinciples and practices for planning subject matterunits of instruction that explicitly address learning withtexts across academic disciplines. Prerequisite: comple-tion of core curriculum courses. Corequisite: SED 397.

RDG 413 Language Literacy 2 in Elementary Schools (3)fall, springApplication of literacy strategies including instructionand diagnostic assessment; literacy lessons with adapta-tions for diverse learners; extended classroom experi-ences. Prerequisites: BLE 321; EDP 323; EED 397;RDG 322. Corequisite: EED 496.

175

Teac

her E

duca

tion

and

Lead

ersh

ipRDG 505 Developmental Reading (3)fallFor classroom and special reading teachers. Specificprofessional skills in decoding, comprehension, andevaluation. Required for Special ReadingEndorsement. Prerequisite: teaching certificate.

RDG 507 Content Area Reading (3)fall, springTheory, teaching strategies, and practical applicationconcerning learning from text across subject matter dis-ciplines. Prerequisite: admission to postbaccalaureateprograms for teacher certification.

RDG 550 Practicum Experiences in Reading (3)fallExperience utilizing reading diagnostic and instructionaltechniques for classroom and clinic settings. Lab sec-tions. (Recommended for State of Arizona readingendorsement.) Prerequisite: RDG 505 or equivalent.

RDG 556 Assessment Procedures in Reading (3)springTechniques for classroom and clinical reading assess-ment and instruction. Emphasis on continuous assess-ment. (Recommended for State of Arizona readingendorsement.) Prerequisite: RDG 505.

Secondary EducationSED 321 Critical Issues in Secondary Education (3)fall, springExamines perspectives of critical issues in contempo-rary education and encourages students to think criti-cally and to develop their own viewpoints. Prerequisite:completion of core curriculum courses. Corequisite:SED 397.

SED 322 Classroom Leadership in Secondary Schools (3)fall, springTheories and practices for managing and maintainingsecondary classrooms for learning; strategies forhome/school communication; and leadership roles forteachers. Prerequisite: completion of core curriculumcourses. Corequisite: SED 397 or SPE 397.

SED 397 Field Experience 2 (0)fall, springApplication of course content in a secondary schoolsetting. Emphasis on observation, pupil management,planning and delivering instruction, and assessment.Fee. Prerequisite: completion of core curriculumcourses.

SED 464 Middle-School Curriculum and Organization (3)fall, summerEducational implications of the characteristics of adiverse adolescent population on middle-level organi-zation and components, curriculum, instructionalstrategies, assessment. Cross-listed as EED 464.Prerequisite: Semester 2 of the PTPP.

SED 478 Student Teaching in the Secondary School (10-12)fall, springThe practice of teaching. The relationship of theoryand practice in teaching. Fee. Prerequisites: a 2.50GPA; completion of all professional course work;approval of Offices of Field Experiences and AcademicAdvising.

SED 480 Special Methods of Teaching Social Studies (3)fall, springInterdisciplinary approaches; production and collectionof materials.

SED 481 English Teaching Methods for Secondary Schools (3)fall, springInstructional, organizational, and presentation methodsfor English in secondary schools. Prerequisite:ENG 323 or instructor approval.

SED 501 Introduction to Effective Instruction (3)fall, springIntroductory course for postbaccalaureate certificationprogram in secondary education. Emphasis upon devel-oping basic classroom management, instruction, andevaluation. Includes a field assignment of at least 120hours. Prerequisite: admission to postbaccalaureate pro-grams for teacher certification. Corequisite: COE 396.

SED 522 Secondary School CurriculumDevelopment (3)fall, summerSocial processes, issues, principles, patterns, and proce-dures in curriculum development.

SED 533 Improving Instruction in Secondary Schools (3)springAnalyses of procedures, methods, techniques, andexperiments in teaching in secondary schools.Prerequisites: SED 478, 578.


core courses



core courses






176

Teac

her E

duca

tion

and

Lead

ersh

ip SED 564 Middle-School Curriculum and Organization (3)fall, summerEducational implications of the characteristics of adiverse adolescent population on middle-level organi-zation and components, curriculum, instructionalstrategies, assessment. Cross-listed as EED 564.

SED 577 Issues and Trends in Secondary Education (3)selected semestersAnalyses of lay and professional reports; problems andissues in American secondary education. Prerequisites:SED 478, 578.

SED 578 Student Teaching in the Secondary School (12)fall, springThe practice of teaching. The relationship of theoryand practice in teaching. Postbaccalaureate studentsonly. Fee. Prerequisites: completion of approved post-baccalaureate program; a minimum 2.50 GPA; approvalof Offices of Field Experiences and Academic Advising.

Special EducationSPE 222 Orientation to Education of Exceptional Children (3)fall, spring, summerExplores approaches to gifted, mildly handicapped,severely handicapped, and the bilingual/multiculturalexceptional child. General studies: SB.

SPE 310 Professional Practices in Special Education (3)fall, springEmphasis on the roles and professional responsibili-ties of special educators in all service delivery models.Prerequisite: completion of core curriculum courses.Corequisites: SPE 317, 320, 322, 397. Generalstudies: L.

SPE 317 Special Education for Culturally andLinguistically Diverse Children and Youth (3)fall, springGeneral issues and practical applications regarding theeducation of culturally and linguistically diverse stu-dents with disabilities. Prerequisite: completion ofcore curriculum courses. Corequisites: SPE 310, 320,322, 397.

SPE 318 Family-School Collaboration: An Integrated Approach for Children andAdolescents with Special Needs (3)fall, springExploration of relationships between families of chil-dren with special needs and professionals in educationalinstitutions and community agencies. Prerequisite:completion of core curriculum courses. Corequisites:SPE 423, 424, 431, 496.

SPE 320 Assessment and Evaluation in Special Education (3)fall, springNorm-referenced, criterion-referenced, and authenticstrategies to determine eligibility, plan individualizedprograms, and monitor progress of students with dis-abilities. Prerequisites: ENG 101 (or 105); completionof core curriculum courses. Corequisites: SPE 310,317, 322, 397. General studies: L.

SPE 322 Behavior Management and Consultation (3)fall, springAnalysis, intervention, and consultation strategies foreffective management of classroom behavior will bedeveloped and implemented for students with disabili-ties. Prerequisites: completion of core curriculumcourses. Corequisites: SPE 310, 317, 320, 397.

SPE 397 Field Experience 2 (0)fall, springApplication of course content in a special educationsetting. Emphasis on observation, pupil management,planning and delivering instruction, and assessment.Fee. Prerequisites: completion of core curriculumcourses. Corequisites: SPE 310, 317, 320, 322.

SPE 423 Technology and Instructional Methods inLanguage, Reading and Mathematics for Students With Mild/Moderate Disabilities (3)fall, springEffective use of technology; instruction and assessmentof performance in language, reading, and mathematicsfor students with mild/moderate disabilities.Prerequisites: SPE 310, 317, 320, 322, 397.Corequisites: SPE 318, 424, 431, 496.

SPE 424 Methods in Cross-Categorical Special Education (3)fall, springAssessment and instructional methods for students withmild to moderate mental retardation, learning disabil-ity, emotional disabilities, and physical/health impair-ment. Prerequisites: SPE 310, 317, 320, 322, 397.Corequisites: SPE 318, 423, 431, 496.

SPE 431 Collaborative Teaching Methods forGeneral Education Classroom Environments (3)fall, springMethods and issues in cooperative teaching for specialeducation students in general education classrooms.Prerequisite: SPE 310, 317, 320, 322, 397.Corequisites: SPE 318, 423, 424, 496.

SPE 440 Professional Seminar in Special Education (3)fall, springExamination of critical issues in the delivery of specialeducation services. Emphasis on self-reflection andprofessional development. Prerequisites: SPE 318, 423,424, 431. Corequisite: SPE 478.

177

Teac

her E

duca

tion

and

Lead

ersh

ipSPE 478 Student Teaching in Special Education (12)fall, springStudent teaching in special education setting. Fee.Prerequisites: a 2.50 GPA; completion of all profes-sional course work; approval of Offices of FieldExperiences and Academic Advising.

SPE 496 Field Experience 3 (0)fall, springApplication of course content in a special educationsetting. Emphasis on observation pupil management,planning and delivering instruction, and assessment.Fee. Prerequisites: SPE 310, 317, 320, 322, 397.Corequisite: SPE 318, 423, 424, 431.

SPE 511 The Exceptional Child (3)fall, springEducational needs of exceptional children and adults.Not recommended for students who have completedSPE 222 or the equivalent.

SPE 540 Family Centered Practices (3) fall in odd yearsIssues associated with families and family systems.Effects of disabilities on families. Strategies for familysupport and empowerment.

SPE 541 Consultation Frameworks and Issues (3) fall in odd yearsModels, activities, and roles of educational consultantsworking with families, professionals, and support per-sonnel across disciplines and agencies.

SPE 542 Systems, Policies, and Program Practicesfor Infants and Young Children (3) spring in even yearsAnalysis of historical, political, social, and legalfactors affecting services for infants and youngchildren. Examination of critical issues. Cross-listed asECD 542. Prerequisites: SPE 222 or the equivalent;COE 315 or the equivalent.

SPE 543 Issues in the Development of Infants andYoung Children (3) spring in even yearsFactors and conditions that affect early development.Strategies for promoting attachment, self-regulation,resilience, adaptation, and coping. Cross-listed as ECD543. Prerequisites: SPE 222 or the equivalent; COE315 or the equivalent.

SPE 544 Assessment and Evaluation of Infants andYoung Children (3) fall in even yearsDevelopmental assessment and related program plan-ning for infants and young children. Emphasis onauthentic, individualized, family-centered and culturallycompetent approaches. Cross-listed as ECD 544.Prerequisites: SPE 222 or the equivalent; COE 315 orthe equivalent.

SPE 545 Curricula, Methods, Technology, andAdaptations for Infants and Young Children (3) fall in even yearsDevelopmentally appropriate practices. Servingyoung children with diverse abilities in natural, inclu-sive settings. Emphasis on cognitive development,social competence. Cross-listed as ECD 545.Prerequisites: SPE 222 or the equivalent; COE 315or the equivalent.

SPE 546 Communication, Language, and Early Literacy (3) spring in odd yearsEarly communication development and languageacquisition. Facilitating communicative competenceand early literacy for infants and young childrenwith diverse abilities. Cross-listed as ECD 546.Prerequisites: SPE 222 or the equivalent; COE 315or the equivalent.

SPE 547 Supporting Motor Development (3) spring in odd yearsEarly sensorimotor development. Strategies to facilitatethe acquisition of motor skills and address the needsof children with motor disabilities. Cross-listed asECD 547. Prerequisites: SPE 222 or the equivalent;COE 315 or the equivalent.

Omnibus courses: See page 55 for omnibuscourses that may be offered.


core courses



core courses






Documents

College of Teacher Education and Leadership · 2020. 1. 1. · 152 College of Teacher Education and Leadership 153 Purpose 153 Certification programs 154 Undergraduate Professional