200 Introduction to Education (3) Fosters the study of the historical, philosophical, and social foundations underlying the development and purpose of education and current trends and issues in K-12 education in the United States and in Wisconsin. Topics include legal, political, and economic aspects; the governance of education; and roles and responsibilities of various educational agencies and professional associations. Following this course, the student should be ready to begin an intensive study of and make a commitment to education as a career. Includes 10 hours of observation in a classroom setting. Prerequisites: Satisfactory completion (C minimum or placement test waiver) of WRIT 101, WRIT 102, MATH or CSCI required of major, COMM 110, and HHP 102; passing scores on the PPST reading, writing and math tests; and receipt of a passing criminal background report by the first day of observation. Students holding bachelors degrees and adding secondary certification are still expected to show equivalent course work to that listed. F10, S11, F11, S12
252 Foundations of Early Childhood Education (3) Study and evaluation of early childhood curriculum models. Also researches principles and theories of child growth and development and learning theory as appropriate to children birth through age 8 in regard to early childhood curriculum models. Includes up to 15 hours of field experience in Early Childhood programs. F10, F11
253 Human Development (3) Examines theories of typical and atypical human development (physical, social, emotional, moral and cognitive) from birth through adolescence. Implications for the classroom teacher will be explored. Analysis of developmental information and assessment of development is emphasized. Includes up to 10 hours of field experience. F10, S11, F11, S12
270 Multicultural Nonsexist Education (3) Introduction to the Multicultural Education concept within our pluralistic society. This concept reflects a value for existing diversity, positively portrays that diversity, and uses that diversity in the development of effective instructional strategies for students. Includes up to 25 hours of field experience outside of the classroom. Prerequisite: Admission to the Teacher Education program. F10, S11, F11, S12
283 The Exceptional Child (3) Introduction to special education. An overview of the various groupings of individuals with exceptionalities under the Individuals with Disabilities Education Act are examined, focusing on etiology, identification, incidence, prevalence, treatment, services available, and educational implications. Mental, physical, behavioral, and sensorial exceptionalities are discussed. National, state, and local laws and policies impacting individuals with exceptionalities are examined. Historical perspectives, legislative and litigative history, models, theories, and philosophies that provide the basis for special education practice are also examined, as well as current legislation, regulations, policies, litigation, and ethical issues related to the provision of educational services for students with disabilities. F10, F11
300 Principles of Learning (3) Focuses on the study of learning theories and principles that guide the organization of successful educational experiences for pre K-12 students. Emphasis on different theories of learning and their advantages and limitations. Also addresses the relationship of diversity to learning as well as motivation and management. Includes 15 hours of observation in classroom settings. Prerequisite: Admission to the Teacher Education program. F10, S11, F11, S12
338 Instructional and Assessment Strategies Lab (1) Provides on- and off-campus opportunities for students to demonstrate expertise in planning, instruction, and assessment. Concurrent enrollment in TED 339 required (except Music Education majors).
339 Instructional and Assessment Strategies (3) Focuses on the study and implementation of the essential skills needed for successful teaching in the middle and secondary schools. Emphasis on current and traditional models, instructional planning and lesson development/implementation, and measurement and evaluation in the classroom. Concurrent enrollment in TED 338 and admission to the Teacher Education program required.
353 Exceptional Educational Needs of Young Children (3) Examines the knowledge and skills required to assess and identify children birth through age 8 with exceptional educational needs and talents. Principles and theories of atypical child growth and development, learning theory, and classroom organization and management for EEN young children are explored. Develops the knowledge necessary to implement developmentally appropriate assessment tools and to promote parent education and family involvement with EEN young children. Includes up to 10 hours of field experience in Early Childhood programs. Prerequisite: Satisfactory completion of TED 252 (B- or better). S11, S12
355 Early Childhood Curriculum I (3) One of two courses focusing on curriculum development, implementation, and evaluation based on typical and atypical child development, learning theory and educational research practice. Focuses on theories of play in the early childhood classroom. Implementing a play based curriculum for children birth to age 8 through the integration of creative arts, physical activity, social-emotional development and mental health are emphasized. Includes 15 to 20 hours of field experience in Early Childhood programs. Prerequisite: Satisfactory completion of TED 252 (B- or better) or permission of the instructor. F10, F11
357 Early Childhood Curriculum II (3) One of two courses focusing on curriculum development, implementation, and evaluation based on typical and atypical child development and learning theory and educational research and practice. Focuses on mathematics, environmental education, science, and social studies for young children birth through age 8. Children's literature and language arts are integrated into the examination of those curriculum areas as supportive activities. Builds on and supports required methods courses in the above-cited areas. Also requires the study of program, curriculum, and instructional approaches that contribute to the preparation of young children for work, including career exploration, practical application of basic skills, and employability skills and attitudes. Includes 15 to 20 hours of field experience in Early Childhood programs. Prerequisite: Satisfactory completion of TED 252 (B- or better) and 355 or permission of instructor. S11, S12
381/581 Selected Topics and Problems in the Area of Teacher Education (1-3) Offered only as Continuing Education credits. May be taken in several units provided a different topic or program is studied each time as requested.
388/688 Characteristics of Learners with Exceptionalities (3) In-depth study of the classification, etiology, incidence, and prevalence of persons with cognitive disabilities, persons with learning disabilities, and persons with emotional and behavioral disorders. Social, behavioral, adaptive, and learning characteristics will be examined. Contemporary issues in prevention, diagnosis, placement alternatives, education, transitions, and differentiation of instruction for learners with these exceptionalities are examined and discussed. Ten hours of supervised experience with individuals with these specific disabilities is required. Prerequisite: TED 283 completed with B- or better. S11, S12
407/607 The Middle School and its Students (3) Provides students with an understanding of the history, philosophy, organization, curriculum, teaching patterns, and particular student needs of middle-level educational institutions. Particular emphasis placed on the planning and maintenance of a school and classroom environment particularly suited to middle-level students to prepare middle-level teachers with the background necessary to teach and work in middle-level schools with students aged 10-14. Course includes eight hours in middle-level classrooms. Prerequisite: Admission to the Teacher Education program and at least one of the following courses: TED 321, 323, 331, 339, 370, or teacher certification; instructor consent required for TED 607; TED 607 also offered online. F10, S11, F11, S12
441 Student Teaching in the Elementary/Middle School (4-12) Provides student teaching experience in the elementary/middle school (Wisconsin MC-EA licensure: ages 6-12/13; grades 1-7/8). This is a full-day teaching experience. A minimum of 12 semester hours of student teaching is required for certification. Students wishing certification at more than two levels will be required to complete additional student teaching placements. Prerequisites: Admission to the Teacher Education program and completion of requirements as specified in the Teacher Education Student Handbook. F10, S11, F11, S12
442 Student Teaching in the Middle/Secondary School (4-12) Provides student teaching experience in the middle/secondary school (ages 10-18; grades 5-12). This is a full-day teaching experience. A minimum of 12 semester hours of student teaching is required for certification. Students seeking certification in more than two areas will be required to complete additional student teaching placements. Prerequisites: Admission to the Teacher Education program and completion of requirements as specified in the Teacher Education Student Handbook. F10, S11, F11, S12
443 Student Teaching in Special Areas-Early Childhood-Adolescence (4-18) Provides student teaching experience in the special areas (art, music, and physical education) covering early childhood through adolescence (birth-age 18). This is a full-day teaching experience. A minimum of 12 semester hours of student teaching is required for certification. If a student wishes certification in another major or more than one minor, additional student teaching placements will be required. Prerequisites: Admission to the Teacher Education program and completion of requirements as specified in the Teacher Education Student Handbook. F10, S11, F11, S12
444 Student Teaching in Pre-School (2-4) Provides student teaching experience at the pre-school level (birth-age 4). Enrollment restricted to elementary education majors completing a minor in Early Childhood Education. Prerequisites: Admission to the Teacher Education program and completion of requirements as specified in the Teacher Education Student Handbook. F10, S11, F11, S12
445 Supervised Practice for Inservice Teachers (3-9) A student teaching experience for participating and experienced teachers, combining supervised practice, directed studies, and self-evaluation of teaching. Open only to teachers with two or more years of teaching experience but who need additional student teaching for certification. The teacher must have the approval of the school district before enrolling in this course. F10, S11, F11, S12
446 Student Teaching Kindergarten (4-6) Provides student teaching experience with kindergarten-age children in the elementary school. Enrollment restricted to Elementary Education majors completing the Early Childhood minor. Prerequisites: Admission to the Teacher Education program and completion of requirements as specified in the Teacher Education Student Handbook. F10, S11, F11, S12
448 Internship in Elementary/Middle School Teaching (6-12) Experience in student teaching in pre-school, kindergarten (ages 4-5), or elementary/middle school education (ages 6-12/13; grades 1-7/8) for selected elementary majors. This is a one-placement teaching experience for a full semester of the cooperating school. F10, S11, F11, S12
449 Internship in Middle/Secondary School Teaching (6-12) Experience in student teaching in middle/secondary education (ages 10-18; grades 5-12) for selected secondary majors. This is a one-placement teaching experience for a full semester of the cooperating school. F10, S11, F11, S12
450 Internship in Special Areas Teaching K-12 (6-12) Experience in student teaching in special areas for selected special areas majors (art, music, and physical education). This is a one-placement teaching experience for a full semester of the cooperating school.
479 Family and Culture (3) Seminar course for students completing the Early Childhood minor. Students study and develop skills in interacting effectively with children, families, and co-workers. Attention is given to understanding children in the context of family and culture, to teaching conflict resolution skills, and to implementing an anti-bias curriculum. Includes up to 15 hours of field experience in an early childhood program setting. Prerequisites: Satisfactory completion of TED 252 (B- or better). S11, S12
481/681 Seminars in Education (.5-4) Selected topics and problems in the area of teacher education. May be taken in several units provided a different topic or problem is studied each time.
486/686 Administration of Pre-School Programs (3) Focuses on the rapidly changing field of child development programming. Emphasis on developing the business skills and knowledge that every director must have: funding, budgeting, selecting, training and supervising staff, housing the program, purchasing the equipment, and implementing a standards-based evaluation for the program. Specific licensing procedures, grant writing, and program accreditation are also covered in considerable depth. Designing accessible programs for both typical and atypically developing children is emphasized. Includes up to 10 hours of field experience in child development programs. Prerequisite: TED 252 (B- or better), TED 357, TED 479. S11, S12
493 Classroom and Behavior Management Strategies (3) Discusses behavior theories, strategies and programs, functional analysis of behavior, positive behavior interventions and strategies, RTI, and behavior intervention plans. Students learn how to apply concepts from behavior modification to their classrooms. Students engage in a behavior-change project and learn how to use data to drive behavior intervention and planning for individual learners with disabilities. Emphasizes the application of theory to the academic and behavioral development of school-age children, especially those with exceptional educational needs. Attention also given to communication with parents and teachers regarding behavior issues and plans. Prerequisite: TED 283 and TED 388 completed with B- or better. S11, S12
494 Principles and Practices of Inclusive Teaching (2) Involves the principles inherent in the educational process for integrating children with exceptional needs into the general education school environment (K-12). Emphasizes application of these principles so that students are successful both academically and socially, and that all students within the system benefit. Designed specifically for the study of the inclusion of students with special educational needs into the general education program and development of teacher skills and knowledge to support this placement. Prerequisite for TED 494: TED 339 or TED 370 or at least two of the following: TED 321, 323, or 331. F10, S11, F11, S12
495 Methods of Adaptive Instruction (3) Examines methods, strategies and materials for adapting curricula to meet the learning needs of students with mild to severe high incidence exceptional educational needs (E/BD, LD, CD). Students choose a concentration in one of these areas. Emphasizes ability to evaluate students' academic and social needs, research and design appropriate curricula, make modifications and adaptations throughout and across curricula, differentiate curriculum and instruction, and use research-based teaching strategies. Prerequisite: TED 283 and TED 388 completed with B- or better; ECED 479 completed with B- or better; READ 465 completed with B- or better. F10, F11
496 Practicum in Special Education (3) Includes 30 hours of field experience in the schools with students who have exceptional educational needs in the areas of learning disabilities, cognitive disabilities and emotional behavioral disabilities. Emphasis on implementation of the best practices covered in TED 495. In addition to the field experience, a student seminar meets weekly for study and discussion. Pass-Fail. This is the last course taken in the minor. Prerequisites: All courses in the minor must be complete with a B- or better before this course is taken. S11, S12
499/699 Directed Studies in Teacher Education (.5-6) Allows the student with special needs and interests to pursue particular areas and problems in education. The problem and/or plan of study requires approval of the instructor within the department who will be directing the study.
711 Mathematics Assessment and Strategies (2) Examines assessment procedures and teaching strategies appropriate to providing instruction to students having difficulty learning mathematics. Emphasis on differentiating and adapting existing curriculum to assist all students in reaching the goals of the National Council of Teachers of Mathematics (NCTM 2000). S11, S12
724 Teaching as Reflective Decision Making: Professional Development for the 21st Century (3) Students clarify their professional needs and philosophies using understandings of current issues and license renewal processes, and reflective tasks regarding their own practice. For Wisconsin teachers and other teachers building a professional development plan/portfolio, this course offers support in identifying and reflecting on professional strengths and weaknesses in relation to standards in the field, and setting goals for professional development, as required by license renewal under Wisconsin PI34. Course specifically supports professional development in relation to Wisconsin teacher standards 1, 9, and 10 toward both the Professional and Master Educator licenses; and INTASC and National Board Standards. S11, S12
734 Current Developments in Student Learning and their Applications (3) Study of foundational and recent theories in student learning, motivation, and learning environments, and their practical implementation in today's k-12 classroom. Focuses on how students learn and how to effect student engagement. Course specifically supports professional development in relation to Wisconsin teacher standards 2, 3, 5 and 6 toward both the Professional and Master Educator licenses; and INTASC and National Board Standards. F10, F11
739 Workshop in Supervision of Student Teachers (1) Participants are informed of the policies, procedures and methods used in the supervision of student teachers at UW-Superior. Aimed primarily at teachers who teach subjects and grade levels for which there are shortages of approved cooperating teachers.
740 Seminar in Supervision of Student Teachers/Interns (2) Study of policies, procedures and methods used in supervision of student teachers and interns. Open to those who are actual or potential supervisors of student teachers and interns, and is a requirement for teachers who will serve as cooperating teachers in the student teaching and internship program.
741 Using Educational Assessment to Inform Practice (3) Study of the principles followed in constructing, using and analyzing formal and informal assessment tasks, tools, standardized tests and results of educational research in the classroom. Course specifically supports professional development in relation to Wisconsin teacher standards 3, 8 and 10 toward both the Professional and Master Educator licenses; and INTASC and National Board standards. S11, S12
744 Trends in Curricular and Instructional Practices (3) Engages teachers in analyzing and reflecting on current developments and practices in curriculum planning and instructional strategies in k-12 classrooms. Course specifically supports professional development in relation to Wisconsin teacher standards 1, 4, and 7 toward both the Professional and Master Educator licenses; and INTASC and National Board standards. F10, F11
750 Research Foundations of Education (3) Research process as it relates to classroom teaching. Focus is on research design and methodology (quantitative, qualitative and mixed methods) as well as the teacher's role in initiating and utilizing research. Students create a research proposal and plan. Course specifically supports professional development in relation to Wisconsin Teacher Standards 6, 7, 8 and 10. F10, S11, F11, S12
752 Educational Research Project (2-3) Students design and carry out a research project with the advice and approval of the advisor and special area consultant. Upon completion and approval of the research project by the advisor and consultant, the student gives an oral presentation of the paper to faculty and students. Course specifically supports professional development in relation to Wisconsin Teacher Standards 7, 8 and 9. Prerequisite: Advisor approval. F10, S11, F11, S12
781 Independent Study (1-4) Specially designed studies to allow the graduate student to pursue specific areas of need or interest. Approval of the topic of study and the plan of study by the instructor directing the study is required before enrollment.