(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. In addition to the 6 hours of graduate level coursework they will be enrolled in one of the following as appropriate for the certification and degree:
- EDUC 411/431 Elementary Block
- EDUC 412/432 Secondary Block
- READ 322 Content Area Reading- This is only applicable to candidates in the first cohort certifying in all-levels of music, PE, theatre, or art. The candidates will complete the first the first submission of the e-portfolio, the showcase, TExES testing and a field placement. These candidates will also need to enroll in three additional hours in order to be considered full time. Future cohorts will possibly be required to complete some leveling hours in professional education.
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.
Candidates will begin the summer sequence with graduate status. The following courses are the first six hours of graduate coursework to be taken in the final semester of the undergraduate degree:
- EDUC 653 Educational Research The use of technology and research as tools to improve the educational process. Emphasis on practitioner research in which students are actively engaged in systematic, intentional inquiry. Must be taken in the first 12 hours of education graduate work.
- SPED 577 Teaching Students with High Incidence Disabilities A survey of teaching children and adolescents with learning disabilities.
- SPED 681 Teaching Students with Low Incidence Disabilities 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 A study of social and emotional deviance in children including intervention and prevention strategies.
Summer III – Candidates will choose one of the following two courses:
- EDUC 622 Theories and Strategies for Integrating Technology Presents an overview of technology use and integration. Students examine ways to plan, organize and implement technology in diverse learning environments.
- CONR 615 Managing Conflict in the Schools 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 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 clinical practice
- EDUC 691 Education Workshop The Education Workshop will serve as the residency/student teaching experience. 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 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.
Spring Semester – Semester two of clinical practice
- EDUC 691 Education Workshop The Education Workshop will serve as the residency/student teaching experience.
- SPED 684 Assessment of Students with Exceptional Needs Equips the prospective special education professional with knowledge and skill in assessing the strengths and the needs of students with disabilities.
- EDUC 686 Reframing Learning Establishes the framework for moving a school culture from a focus on teaching to a focus on learning.
Note: Teacher candidates will complete certification with the state during the second apprenticeship semester. In this way they will be fully credentialed for the job application process.
Summer I – To be taken in May after the Workshop (Residency/Student Teaching) Year
- EDUC 621 Overcoming Learning Barriers Prepares students to investigate institutional forces that inhibit constructive school improvement and explore alternatives including curricular approaches addressing literacy, learning communities, and emotional intelligence.
*Course sequence is tentative and subject to change.