Center for Transformative Teaching and Leadership

This course provides an introduction to the teaching profession highlighting the foundations of the education system in the United States and the role of teachers in that system. Students will be introduced to Charlotte Danielson's Framework for Teaching Evaluation Instrument and its use in supporting Arkansas teachers' performance and development. Students will gain practical experience by completing a minimum of 20 hours of classroom observation through video and in-person sessions in a public school setting.

This topics course will focus on social studies content appropriate for the K-12 classroom, with emphasis on physical and human geography, sociology, and economics.

Exploration of theories and strategies that reflect best practice in reading instruction. Students will learn how to diagnose reading difficulties, use intervention strategies to assist struggling readers, and foster disciplinary literacy across the curriculum. Students will also gain practical experience by completing a minimum of 10 hours of classroom observation and directed experiences in reading instruction.

This course focuses on the content and pedagogical knowledge and skills necessary for teaching art education in the K-12 educational setting. Course topics include implementing a choice-based curriculum, assessing student work, teaching art to diverse students, using inquiry methods to explore art, and creating art using diverse media.

Evaluation and selection of developmentally appropriate texts from the various genres in children’s literature. Students will learn to use effective instructional practices and resources for teaching children and adolescents to read and respond critically to literary texts.

The teaching practicum is an introduction for pre-service teachers to the four domains of Charlotte Danielson's Framework for Teaching and to the development of professional dispositions and knowledge of effective instructional practice. Course content will focus on organizing content knowledge for student learning, creating environments that are conducive to student learning, developing the instructional skills necessary for guiding student learning, and demonstrating growth within the profession. Supervised classroom participation experiences of at least 30 hours in approved settings are required in grades and/or disciplines appropriate to students' areas of licensure. Fee required.

Designed to prepare teacher candidates to effectively integrate technology into classroom practice, this course focuses on using technological resources and tools to enhance learning through standards-based content instruction and pedagogical best practices. Course topics align with the International Society for Technology in Education (ISTE) standards for students and teachers.

This course focuses on the content and pedagogical knowledge and skills necessary for teaching physical education and health in the K-12 educational setting. Course topics include developing a skills-based approach, teaching to the national standards for physical and health education, developing meaningful curriculum and assessments, and implementing effective instructional practices.

Preparation of students to teach reading, writing, and reasoning processes that support learning in the various content areas across the curriculum. The course focuses on the knowledge and skills specific to selecting appropriate texts, understanding text structures, and organizing instruction for discipline- related purposes that connect reading, writing, speaking, and listening to content area curricula.

This course will assist teacher candidates in becoming caring, reflective, and competent professionals and preparing them to meet the educational needs of diverse and exceptional learners. It will take into consideration cultural, economic, language, and other differences found in learners as well as explore different types and levels of intelligence, resilience, and motivation.

Directed experience in a diverse setting applicable to teacher education and/or professional growth. Corequisite: EDU 335 or consent from instructor. May be repeated for additional elective credit.

Designed to prepare teacher candidates to teach mathematics at the elementary school (K-6) level, this course will focus on the knowledge and skills necessary for meeting common core and disciplinary content standards as well as Arkansas teacher standards and competencies. It includes an emphasis on technology integration.

Designed to prepare teacher candidates to teach science at the elementary school (K-6) level, this course will focus on the knowledge and skills necessary to meet disciplinary content standards and the Arkansas teacher standards and competencies. It includes emphases on engineering and technology integration.

Study of selected topics in education. Prerequisites will vary.

Studies of varying topics in education. Includes a two-week Nichols trip. Prerequisites will vary depending upon course topic.

This course provides an introduction to planning and teaching integrated thematic units in the K-12 classroom. Topics will include interdisciplinary teaching and learning, instructional models for a variety of teaching purposes, and pedagogical practices that support student learning. Students will create an interdisciplinary thematic unit that incorporates content from a variety of disciplines including the humanities, fine arts, social sciences, mathematics, and sciences and that is developmentally appropriate for the target age group and responsive to diverse student needs.

Directed individual study in an area accepted for teacher certification or professional growth.

Directed experience in an area accepted for teacher certification or professional growth.

This course prepares teacher candidates to integrate liberal arts methods into core elementary subjects (K-6), focusing on art, music, movement, and their connections to other disciplines, such as social studies and literacy. Candidates will develop materials, create interdisciplinary lesson plans, and apply effective teaching methods using High-Quality Instructional Materials (HQIM) while meeting content standards and Arkansas teacher competencies.

This course examines the typical developmental process from birth through adolescence and will emphasize how a child’s development impacts their learning in the classroom. Topics will include changes in physical, cognitive, social, and personality development and the major theories of the field. In addition, we will focus on cultural and educational issues that coincide with the study of child and adolescent development. Application of developmental theory to practice is provided through several hands-on learning activities and child observations.

This course provides an examination of the uses of assessment practices and strategies to improve student learning in the K-12 classroom. Focus will be on methods, materials, and decision-making skills necessary for developing authentic assessments that are formative or summative and appropriate evaluating student learning.

The teaching residency is designed to provide the pre-service teacher with a realistic mentored experience in planning, managing, and teaching in a public-school classroom. The seminar is designed to both enable the resident to integrate theory and practice and to find professional support from peers and faculty. The seminar itself will be process-oriented, with weekly topics determined collaboratively between the instructor and the students. This is the first semester of a two-semester sequence. The resident must complete a minimum of 270 hours in the assigned residency classroom. Prerequisites: Must be formally admitted to the residency by LATEC

The teaching residency is designed to provide the pre-service teacher with a realistic mentored experience in planning, managing, and teaching in a public-school classroom. The seminar is designed to both enable the resident to integrate theory and practice and to find professional support from peers and faculty. The seminar itself will be process-oriented, with weekly topics determined collaboratively between the instructor and the students. This is the second semester of a two-semester sequence. The resident must complete a minimum of 360 hours in the assigned residency classroom. Prerequisites: Successful completion of EDU 490 Teaching Residency I. Credits: 9

The student teaching internship is designed to provide the teacher candidate with a realistic mentored experience in planning, managing, and teaching at the desired licensure level. The accompanying seminar is designed to enable the intern to integrate theory and practice and to find professional support from peers and faculty. The one-semester internship option is offered as an alternative to the year-long internship. Accepted students must gain approval for this course from both the major and education advisors. The internship will be split across the appropriate grade levels. Fee required.