This course provides students with an introduction to the field of teaching and learning. Students will become familiar with teaching as a career choice and state requirements for becoming a certified teacher. To assist students in gaining knowledge in a well organized format, the course is structured into four areas of competence: historical and philosophical foundations; teacher and student diversity (culture, language, and exceptionalities); schools and curriculum; and finances, government, and legal concerns. Students will explore relevant current issues in education. Students will closely examine how schools serve as tools for promoting equity, social justice, and societal change.

Upon successful completion of this course, students should be able to:
Explain the practical aspects of education, including governance, the professional ethics for teachers, funding, curriculum, and societal impacts.
Develop a background in education foundations, theory and policy, including understanding social, economic and cultural diversity, and implications for learning.
Discuss and analyze the major developments of the history of education, especially as they relate to discrimination, equity, social justice and school reform.
Develop a statement of philosophy of teaching and learning that reflects an understanding of teaching as a career and incorporates an understanding of meeting the needs of diverse student populations.
Evaluate and analyze best practices and effective teaching strategies that promote student achievement.

College Academic Learning Goal Designation: Diversity and Social Justice (DJ)

Prerequisite: NONE New students should complete Placement Testing prior to registration. Visiting students may submit college transcript.

3 Credits3 Weekly Lecture Hours

This course is an introduction to online teaching and learning. Its purpose is to increase the student's understanding and awareness of online teaching styles and strategies, as they relate to today's technologies. This course will combine educational theory with computer-based activities to complement major course concepts. The course emphasizes practices, concepts and theories applicable to any level of teaching and/or online learning. Such knowledge will help students develop skills that will influence how they practice teaching with technology in either a classroom or online environment. NOTE: Students are expected to have basic knowledge of computer applications, have the ability to use an internet browser and have internet access.

Upon successful completion of this course, students should be able to:
Demonstrate knowledge of computers, networking, the Internet and World Wide Web as they relate to PK-college level education.
Discuss and critique issues related to use of computers in education, including security, equity, copyright and ethics of using the Internet in the classroom.
Identify and demonstrate the best practices associated with online materials, assessments, and evaluation.
Integrate technology in curriculum planning and in lesson delivery (PDE competency).
Develop an awareness of the use of technology to differentiate instruction for student populations such as special education students, English Language Learners, and gifted students.
Create an e-portfolio using the college system and using products developed in coursework.
Demonstrate the ability to access needed information effectively and efficiently.
Analyze administrative educational policies and properly incorporate and apply those policies when deisgning course assignments.
Identify the ethical, legal and socio-economic issues surrounding information and information technology.
Demonstrate an understanding of the research process by developing a research question, search strategy, and select appropriate research tools and resources.

College Academic Learning Goal Designation: Information Literacy (IL), Information Technology (TC)

Prerequisite: Successful Placement Test Scores or (ENG 050 and REA 050) or ENG 099* or REA 075 (*may be taken concurrently).

3 Credits3 Weekly Lecture Hours

This course focuses on the development of foundational knowledge for teacher education students to assist English language learners successfully in their future classrooms. Students will gain a basic understanding of the processes of second language acquisition and an understanding of the influence of culture on the educational process as viewed from current theoretical and pedagogical perspectives. The course content follows Pennsylvania Department of Education’s guidelines for pre-service teachers for meeting the instructional needs of English Language Learners. The basic premise of the course is that teachers play an important role in creating a positive classroom learning environment and bringing school success, especially for English language learners. Students will be supported to develop essential dispositions, skills, and knowledge to fulfill this important role while exploring the issues of culture, language, learning contexts, instruction and professionalism. Students will study these five major courses topics through courses readings, class discussions and cultural explorations of our own and others’ cultures while engaging in individual, social, and experiential learning opportunities together. Recommended: Students should be able to read and understand the textbook and have competent writing and organizational skills to allow them to complete assignments. Students should be able to use the internet for research.

Upon successful completion of this course, students should be able to:
Explain the process of language acquisition and language as a system.
Describe the socio-cultural characteristics of English language learners.
Explain how culture influences student learning and teacher instruction.
Identify appropriate assessment tools for evaluating the language acquisition of English language learners.
Discuss and analyze effective teaching strategies for creating culturally relevant classrooms that support English language learners.

Prerequisite: ECE 130 or EDU 110 with grade of C or better.

3 Credits3 Weekly Lecture Hours

This course will provide an orientation to various aspects of teaching in K-4 schools. Topics will include observation and use of assessment strategies and tools, planning developmentally and culturally appropriate curriculum, planning, effective instruction, classroom management strategies, discipline, and creating a responsive and engaging classroom environment the structure of the school. Field experiences will be related to course topics. Students will complete 60 hours of observation in the field. NOTE: Students must possess all background clearances including FBI Fingerprint, Pa Criminal, and Pa Child Abuse. In addition, students must have a certificate of completion for the Recognizing and Reporting Child Abuse: Mandated and Permissive Reporting in Pennsylvania Online Training. Schools will require clearances prior to be the field placement. Additional fees are required. NOTE: Prerequisite: ENG 110 with grade of 'C' or higher.

Upon successful completion of this course, students should be able to:
Design classrooms, K - 4, that demonstrate appropriate use of indoor, physical space and materials; are educationally focused, respectful, and supportive to all children.
Design classrooms, K - 4, that are inclusive for diverse learners, including differences in age, development, culture.
Illustrate the use of Pennsylvania Learning Standards and implement lessons based on students’ stages of cognitive development, use of senses for exploration and understanding of the world, and development of age appropriate problem solving and critical thinking skills.
Develop curriculum that includes both planned and spontaneous experiences that are meaningful and challenging for all children that lead to positive learning outcomes and develop positive dispositions towards learning within each content area.
Analyze the connection between classroom arrangement and creating a positive climate for learning that leads to positive learning outcomes for students emphasizing the importance of engaging families in their child’s education.
Observe children and record behavior using authentic assessment strategies in order to understand the meaning and degree of variation and exceptionality among individuals.
Analyze the connection between classroom materials, learning standards, assessment, and instruction.
Use classroom assessment tools to inform teaching strategies.
Students will exhibit professional behavior aligned with NAEYC’s Code of Ethical Conduct.

Prerequisite: ENG 100 and (ECE 130 or EDU 110).

4 Credits4 Weekly Lecture Hours

This course will provide an introduction to the field of special education, major provisions of special education law, and the legal mandates of the teacher serving children with disabilities in the least restrictive setting. It will also review the major needs of students with disabilities, including the effects of family demographics. Emphasis will be placed on working within special education team structures, recognizing inclusive practices, and discussing the various roles of professionals. Recommended: Students should be able to read and understand the textbook and have competent writing and organizational skills to allow them to complete assignments. Students should be able to use the internet for research. In addition, students must obtain the standard criminal background checks that are required for those who work in school settings. These include a fingerprint check, a Criminal Background Check (ACT 34) and Child Abuse History Clearance (ACT 151) prior to beginning the course. Background check forms are available on-line.

Upon successful completion of this course, students should be able to:
Discuss the identification, characteristics of different types of disabilities, as well as effective evidence-based instructional practices and adaptations.
Explain the legal rights and responsibilities of the teacher for special education referral and evaluation and the rights and procedural safeguards that students are guaranteed.
Explain and analyze the possible causes and implications for the over-representation of minorities in special education so as not to misinterpret behaviors that represent cultural, linguistic differences as indicative of learning problems.
Discuss and analyze the components of the Individualized Education Plan (IEP) process, with emphasis on understanding measurable goals based on present levels, specially designed instruction, adaptations, accommodations, supplementary aids and services, and supports for school personnel.
Identify essential concepts, best-practices and strategies for serving students with IEPs.

Prerequisite: ENG 112 and (PSY 140 or ECE 130) with grades of C or better.

Standard criminal background checks will be required.

3 Credits3 Weekly Lecture Hours