This seminar and field experience course will focus on helping prospective teachers to understand organization, context, and characteristics of the contemporary public school that serves a diverse student population. The student will participate in a semester-long field experience of at least 15 hours. Structured observation in a public school classroom with a diverse population will be supplemented with a 2-hour seminar that focuses on the role of the classroom teacher in the elementary and secondary school, the North Carolina Professional Teaching Standards, and expectations of the Pfeiffer Teacher Education Program. Also, in this course the student will initiate the development of a personal teaching philosophy that embraces a servant-leadership perspective. This is a writing intensive course. Must take Praxis I (reading, writing, and mathematics) unless exempted or already taken to complete this course.

This course will prepare prospective elementary teachers to implement a more balanced and thorough curriculum through incorporating the teaching of visual arts, dance, music, and theater arts in the elementary school classroom. Components and organization of the arts curricula, pedagogical implications of arts integration in the regular classroom, and arts resources and materials will be examined.

This course focuses on the common and diverse cognitive, affective, and physical characteristics of children in early and late childhood in terms of the content and organization of the elementary school curriculum (grades K-6). Candidates will study the theories of learning, motivation, pedagogical strategies, and assessment, as well as theories of human development as they apply to the development of effective teaching practices in the elementary school classroom. Candidate will learn to use formative and summative assessment to monitor and evaluate student performance. The candidate will learn to use traditional strategies for assessment as well as authentic assessments to measure content knowledge as well as learning and thinking skills, information and technology literacy, and life skills. Prerequisite: EDUC 205

This course introduces the teacher candidate to research in education by examining problems in contemporary American education. Candidates develop consumer research skills and learn basic skills for evaluating and reporting instructional effectiveness. They apply information and media literacy skills, critical thinking skills, and problem-solving strategies while writing a research paper on a major area of research-verified practice in content pedagogy. This is a writing intensive course. Prerequisites: EDUC 205, EDUC 360

This course is designed to equip prospective teachers with a broad base of knowledge and skills for teaching diverse learners. Teacher candidates study the heritage and culture of high incidence ethnic groups and exceptionalities. They will learn principles of culturally responsive teaching, accommodations for exceptional learners, and strategies for effective inclusion of English language learners in general education classrooms. Candidates will develop and implement a school-based project that responds to identified needs in a local school. This is a writing intensive course. Prerequisites: EDUC 205, EDUC 360.

Candidates will learn strategies for using technology for professional practice and instruction. Learning activities also will focus on the use of information and communications technology to facilitate learning how to learn, critical thinking, solving problems, communicating, and collaborating. Skills learned in this course will be applied in subsequent methods courses. $25 fee.

The focus of this course is the study of the elementary school curriculum including the terms of the intended, informal, and hidden curriculum, and its effects on the development of elementary school students. Prospective teachers will examine and use the components and organization of the formal curriculum and pedagogical implications of integration to plan for effective use of the written curriculum, developmentally appropriate curricular materials, media, and other resources for effective teaching in classrooms with diverse school populations. Instructional strategies for high levels of student achievement and assessment procedures will be incorporated through a focus on curriculum alignment. Students may be required to observe curricular processes in the elementary general education classroom. This is a writing intensive course. Co-requisite or Prerequisite: EDUC 306A

This course will provide field experience in teaching prior to student teaching in the elementary school. The practicum experiences will be directly related to methods coursework in science and technology. Candidates will work in area public elementary schools. Structured observation, assisting, tutoring, and teaching will be included in these intensive field experiences. Teacher candidates will participate in at least two practicums prior to student eaching. Corequisite or Prerequisite: EDUC 306B

This course will provide field experience in teaching prior to student teaching in the elementary school. The practicum experiences will be directly related to methods coursework in the arts and humanities. Candidates will work in area public elementary schools. Structured observation, assisting, tutoring, and teaching will be included in these intensive field experiences. Teacher candidates will participate in at least two practicums prior to student teaching.

The purpose of this course is to provide the teacher candidates with the knowledge and understanding of the cognitive and linguistic foundations of literacy development, the processes of oral, written, and visual communication, and the content of a balanced reading program for grades K-3; and includes programmed instruction in Standard English usage and conventions. Includes a community service component. Prerequisites; EDUC 306A, EDUC 411 and formal admission to the teacher education program by the TEB. Corequisite: EDUC 406A.

The purpose of this course is to provide teacher candidates with the knowledge and teaching competence in all areas of the elementary curriculum unique to intermediate learners and reading. Using narrative and expository text, candidates will learn reading comprehension and decoding strategies for content area learning and reading enjoyment in grades 4-6; also includes programmed instruction in Standard English usage and conventions. Includes a community service component. Prerequisites: EDUC 306A, EDUC 411, and formal admission to the teacher education program by the TEB. Corequisite: EDUC 407A.

This course will prepare prospective elementary teachers to implement a concept-based, developmentally appropriate, and process oriented science program, including activity-based science lessons, science process skills and the integration of technology throughout the science curriculum. In this course, the teacher candidate will learn to use formative and summative assessment to monitor and evaluate student performance. The candidate will learn to use traditional strategies for assessment as well as authentic assessments to measure content knowledge as well as learning and thinking skills, information and technology literacy, and life skills.@ In addition the course fosters critical thinking and problem-solving skills, contextual learning skills, creativity skills, and collaboration skills. The course also enhances global awareness and health and wellness awareness. This is a writing intensive course. Prerequisite: EDUC 306A and formal admission to the Teacher Education Program by the TEB.

This course will prepare prospective elementary teachers to implement a concept-based, and process oriented mathematics curriculum consistent with research on effective instruction and the NCTM standards. In this course, the teacher candidate will learn to use formative and summative assessment to monitor and evaluate student performance. The candidate will learn to use traditional strategies for assessment as well as authentic assessments to measure content knowledge as well as learning and thinking skills, information and technology literacy, and life skills. In addition the course fosters critical thinking and problem-solving skills, contextual learning skills, creativity skills, and collaboration skills. Prerequisite: EDUC 406A and formal admission to the Teacher Education Program by the TEB. Includes a community service component.

This course will prepare teacher candidates to implement a concept-based, developmentally appropriate, and process oriented social studies program. The course will focus upon 21st Century learning skills including critical thinking and problem-solving, communication skills, creativity and innovation skills, collaboration skills, and contextual learning skills. In addition, candidates will learn to systematically include 21st Century life skills into their pedagogy: including: leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self direction, and social responsibility, including activity-based social studies lessons, social studies process skills, and the integration of technology throughout the social studies curriculum. The candidate will learn to use formative and summative assessment to monitor and evaluate student performance. The candidate will learn to use traditional strategies for assessment as well as authentic assessments to measure content knowledge as well as learning and thinking skills, information and technology literacy, and life skills. Instruction on the stock market and the Junior Achievement program is included. Lesson plans focusing on financial, economic, business and entrepreneurial literacy or civic literacy will be required. Prerequisite: EDUC 406A and formal admission to the Teacher Education Program by the TEB. This is a writing intensive course.

This course will prepare prospective elementary teachers to implement a concept-based, developmentally appropriate, and process oriented communication program. The course will focus upon 21st Century learning skills including critical thinking and problem-solving, communication skills, creativity and innovation skills, collaboration skills, and contextual learning skills. In addition, candidates will learn to systematically include 21st Century life skills into their pedagogy: including: leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self direction, and social responsibility. The course will include the integration of technology throughout the language arts curriculum. The candidate will learn to use formative and summative assessment to monitor and evaluate student performance and will learn to use traditional strategies for assessment as well as authentic assessments to measure content knowledge, learning and thinking skills, information and technology literacy, and life skills Prerequisite: EDUC 406A and formal admission to the Teacher Education Program by the TEB.

Full Time supervised teaching in a nearby cooperating elementary school for 15 weeks. Orientation, observation, conferences, seminars, and 110-150 hours of actual classroom teaching are all integral parts of the experience. Candidates integrate 21st Century learning skills in all pedagogy. 21st Century learning skills include critical thinking and problem-solving, communication skills, creativity and innovation skills, collaboration skills, contextual learning skills, and information and media literacy skills. In addition, candidates will systematically include 21st Century life skills into their pedagogy: 21st Century life skills include: leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self direction, and social responsibility. This is a writing intensive course. Prerequisites: all core and professional education courses, and approval of the Teacher Education Board. $150.00 fee.

Preparation for the completion of Praxis Examinations and Requirements for Performance Based Licensure for elementary and special education teacher candidates. This course is designed to assist senior level students pursuing licensure in the application of academic knowledge and skills. Students will practice test taking and reflective writing according to national and state standards. Discussions and exercises will be directed towards how to successfully complete requirements for licensure in the state of North Carolina. Prerequisite: Senior rank.