(All candidates move through as a cohort)
Spring of Senior Year – Teacher candidates will take their first two graduate courses in the final undergraduate semester rather than entering student teaching.
- EDUC 653 Educational Research (3)
- SPED 577 Teaching Students with High Incidence Disabilities (3)
Successful completion of the first six graduate hours will waive the final six hours of the undergraduate degree saving 6 hours in tuition. Candidates will then graduate with their undergraduate degree in May without certification. Certification will be completed in the spring of the graduate program year. After graduation, if the candidate continues to meet admission criteria for the M.Ed. in Teaching and learning, admission to the Graduate School will be granted.
- SPED 681 Teaching Students with Low Incidence Disabilities (3)
Students will examine the instructional needs of children and adolescents with low incidence disabilities including adapted and modified instruction, community integration, and transition planning.
- SPED 674 Emotional and Behavioral Disorders in Children (3)
A study of social and emotional deviance in children including intervention and prevention strategies.
- CONR 615 Managing Conflict in the Schools (3)
Provides a basic understanding of the nature and management of conflict in schools. Students will learn to identify and deal with conflict through appropriate strategies, processes, and interpersonal skills.
Summer IV – August Session
- EDUC 688 Creating Effective Learning Environments (3)
Explores and investigates current research-based practices and theories about ways to promote meaningful learning for all members of the school community. Emphasis is on factors and conditions within the school's circle of influence that enhance learning. (Note: This will coincide with the current August Experience Teacher Education Program field experience requirement. These candidates will return to campus two weeks prior to the first day of school for the Abilene Independent School District (AISD) for an intense short course which will include the August Experience.)
Fall Semester – Semester one of year-long clinical teaching residency
- EDUC 691 Education Workshop (3)
The Education Workshop will serve as the year-long clinical teaching residency. Candidates will complete two semesters of clinical experience. They will be required to complete an action research study relevant to the needs of this placement.
- EDUC 687 Managing Data to Improve Student Learning (3)
Focuses on data-driven decision-making and skills necessary to meet the needs of all children and to reach accountability expectations. Special emphasis is on action for continuing analysis of the gaps between goals for student learning and student performance.
January Short Course
- EDUC 640 Special Topics: Action Research
Spring Semester – Semester two of year-long clinical teaching residency
- EDUC 691 Education Workshop (3)
The Education Workshop will serve as the year-long clinical teaching residency.
- EDUC 686 Reframing Learning (3)
Establishes the framework for moving a school culture from a focus on teaching to a focus on learning.
- EDUC 621 Overcoming Learning Barriers (3)
Prepares students to investigate institutional forces that inhibit constructive school improvement and explore alternatives including curricular approaches addressing literacy, learning communities, and emotional intelligence.
Note: Teacher candidates will complete certification with the state during the second clinical teaching residency semester. In this way they will be fully credentialed for the job application process.
*Course sequence is tentative and subject to change.