Education

An introductory course that includes an overview of the American school system and the preparation and qualities essential for successful teaching in public and private schools. Students will engage in classroom observation and participation in public school classrooms. North American Division (NAD) curriculum resources/ Adventist Learning Community (ALC) modules will be incorporated in this course. NOTE: Required field experience hours: 20 hours classroom observation.

This course provides students with an understanding of the principles of psychology, as applied to teaching and learning, that include psychosocial and cognitive developmental theories. It addresses the fundamentals involved in the expected developmental progression of physical, social, emotional, and cognitive human development from preschool through adolescent high school age students. The teacher candidate will demonstrate knowledge, understanding and application of theories and principles of child development, learning, memory, motivation, individual differences, and instruction that enable the candidate to construct developmentally appropriate learning experiences for pupils. Field experiences are structured classroom observations that require candidates’ reflections. NOTE: Required field experience hours: 10 hours classroom observation. 

A course designed to give the prospective teacher an understanding of the principles and procedures of teaching. Opportunity is provided for observing, assisting, and instructing in laboratory classroom activities, including required experiences in a multigrade classroom. North American Division (NAD) curriculum resources/ Adventist Learning Community (ALC) modules will be incorporated in this course.

This course addresses the philosophy of education from a distinctive Seventh-Day Adventist worldview. Students are introduced to fundamental principles which undergird Christian education. The four branches of philosophy and selected major philosophies introduce students to various education perspectives. Critical thinking standards, traits, and elements, as promoted by Paul and Elder and Nosich, are explored, and the principles applied in the writing process. The course objectives, delivery, and assessment are based on the idea of preparation of students for service to God and humanity. Students will practice disciplined thinking about life choices and the decision-making process. NOTE: Required community service hours: 10 hours.

A study of historical, philosophical, and sociological foundations of education. Special emphasis will be placed on ways of addressing the challenges posed by the cultural diversity in American schools. Candidates study the historical development of American Education, the function of various philosophical perspectives in education, the roles of diversity/ exceptionality and socioeconomic status in education and equity. In addition to gaining a working understanding of the branches of philosophy, candidates survey Realism, Idealism, Pragmatism, Existentialism, and Postmodernism. Candidates develop skills in applying philosophy to curriculum and instructional practice. Candidates also develop knowledge of varying diversities and exceptionalities and how to organize accommodative classroom environments. North American Division (NAD) curriculum resources/ Adventist Learning Community (ALC) modules will be incorporated in this course. NOTE: Required field experience hours: 12 hours classroom observation and participation. 

A course designed to provide the prospective teacher with a functional knowledge computers and how to infuse technology in the classroom. It also encompasses a variety of current technologies and media applications for specific instructional designs in curriculum development and classroom presentations as well as the evaluation, selection, and use of technological materials and equipment. Additionally, a working knowledge of programming and software applications, such as word processing, spreadsheets, database, and PowerPoint is included. North American Division (NAD) curriculum resources/ Adventist Learning Community (ALC) modules will be incorporated in this course. NOTE: Required field experience hours: 10 hours classroom observation.

This course examines strategies for developing a healthy classroom climate with effective discipline, flexible grouping patterns, and motivated students. Individual and collaborative learning processes in various disciplines taught in P-12 programs are explored. Special emphasis will be given to creating an inclusive community focusing on equity in diversity. A participatory approach in formulating rules and establishing routine will be supported by relevant theories including Kohl’s Student Directed Theory, Skinner’s Stimulus-Response Theory, and Glasser’s Choice Theory. Student learning styles, cognitive engagement, motivation, self-regulation, and domains of learning will be highlighted. North American Division (NAD) curriculum resources/ Adventist Learning Community (ALC) modules will be incorporated in this course. NOTE: Required learning service hours: 10 hours.

This course is designed to equip K-8 teacher candidates with skills for putting instructional theory into practice, focusing on the pedagogy of science and health. Candidates draw from educational theories such as behaviorism, cognitivism, constructivism, and proven pedagogical practices. Candidates participate in lesson and assessment planning where they engage in development and adaptation of instruction and assessment to optimize learning for all students. The course incorporates the 5E+IA model, as well as other proven models. Critical thinking principles and techniques are emphasized. Teacher candidates develop inquiry units and lessons and participate in simulations and field experiences where instructional theories, the use of technology, and science and health concepts are applied in teaching diverse student populations. North American Division (NAD) curriculum resources/ Adventist Learning Community (ALC) modules will be incorporated in this course. NOTE: Field experience hours: 42 hours (part of the 6-day Practicum Block 1; 7 hours/day).

This course is designed to provide teacher candidates with tools for creating curricula, selecting materials, and developing methods to provide a general classroom music experience for K-8 students. The course examines the impact of music on other aspects of child development, including the social and emotional aspects. Teacher candidates will study the organization and procedures to be used in general music classes; explore options in selecting age-appropriate music that speaks to the diverse interests of students; identify opportunities to integrate music with other subject areas; learn how to use music as an authentic alternative assessment; and create and teach an integrated lesson. Candidates will demonstrate a working knowledge of the elementary music program with emphasis on the presentation of musical concepts through a variety of behaviors including performing (both individual and group), describing, and listening (music appreciation), and creating (producing original music compositions) in keeping with the interests and abilities of both teacher and students. The candidate will identify ways in which technology can be used to enrich music instruction. Practicum Block 1 is required.   NOTE: Field experience hours: 42 hours (part of the 6-day Practicum Block 1; 7 hours/day). 

This course is designed to equip teacher candidates with skills to apply instructional theories in teaching language arts to elementary students. The course focuses on essential concepts such as phonemic awareness, phonics, grammar, reading, writing, speaking, listening, and viewing. Candidates draw from educational theories such as behaviorism, cognitivism, constructivism, and proven pedagogical practices. Candidates participate in planning, development and adaptation of lessons and assessment in language arts, to optimize learning and achievement for all students. Candidates are taught to apply multisensory approaches teaching Language Arts such as visual, auditory, and kinesthetic-tactile pathways. The course provides an in-depth review of Alabama’s College and Career Readiness Standards to ensure that teacher candidates are well-versed with the state’s English and language arts academic expectations and benchmarks for K-8 students. Teacher candidates participate in simulations and field experiences where instructional theories, the use of technology, and English and language arts concepts are applied to classroom teaching. North American Division (NAD) curriculum resources/ Adventist Learning Community (ALC) modules will be incorporated in this course.  NOTE: Field experience hours: 42 hours (part of the 6-day Practicum Block 1; 7 hours/day).

This course is designed to equip teacher candidates with pedagogical skills to teach mathematics to elementary students. Teacher candidates explore the historic development, major initiatives, and innovations which led to the evolution of the US P-12 math curriculum. Emphasis is placed on the National Council for the Teaching of Mathematics (NCTM) recommended Standards and Principles and the conceptual understanding and procedural fluency that define age-appropriate mathematics for elementary grades. Foundational theories that undergird effective mathematics teaching, at the elementary level, are applied by teacher candidates. Relevant theories include Piaget’s Cognitive Development Theory, Vygotsky Social Construction Theory, Van Hiele’s Geometry Knowledge Progression, and Bruner’s Guided Discovery Approach. Teacher candidates adapt and apply foundational principles in teaching, motivating, and assessing diverse learners in the clinical setting. The Level II, Part II Field Experience Practicum is required. North American Division (NAD) curriculum resources/ Adventist Learning Community (ALC) modules will be incorporated in this course.  NOTE: Field experience hours: 42 hours (part of the 6-day Practicum Block 1; 7 hours/day).

This course is designed to prepare teacher candidates to engage elementary students in various arts activities. Candidates will also develop skills to effectively provide a balanced art program that accommodates learners with varying interests and abilities in art. The course is guided by Gardner’s Theory of Multiple Intelligences, Piaget’s Genetic Epistemology, Bandura’s Observational Learning Theory, and Dewey’s Learning by Doing Theory. The course also focuses on ways in which art can be integrated into core subjects taught in elementary schools. The art appreciation component of this course includes exploration of global art via personal and/or virtual visits to art museums and other community assets.  Candidates engage in instructor-led discussions, research, creation of visual arts, observance of theatrical art performances and the making of music. Application of elements and principles of art are supplemented with appropriate technologies utilized in elementary art programs.  Teacher candidates are guided in selecting age-appropriate art activities that cater to the diverse interests of elementary students.  Practicum Block 2 is required. North American Division (NAD) curriculum resources/ Adventist Learning Community (ALC) modules will be incorporated in this course. NOTE: Field experience hours: 42 hours (part of the 6-day Practicum Block 1; 7 hours/day). 

The course is designed to equip teacher candidates with skills to apply instructional theory in teaching social studies and bible at the P-12 level. The teacher candidate will apply evidence-based research in developing lesson and assessment plans. Relevant theorists include Bandura, Bruner, Dewey, Gardner, Miller, Rogers, and Vygotsky. Teacher candidates will assess both the students’ progress and their own professional practice. The teacher candidate will incorporate the major social studies concepts and strategies and learn how to adapt the North American Division (NAD) Encounter Bible Series to optimize learning and achievement for all students. The teacher candidate will be prepared to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. Emphasis is placed on virtual technology integration as well as planning and implementing unit activities. The Field Experiences Practicum is required. North American Division (NAD) curriculum resources/ Adventist Learning Community (ALC) modules will be incorporated in this course. NOTE: Field experience hours: 42 hours (part of the 6-day Practicum Block 1; 7 hours/day).

The course is designed to equip teacher candidates with skills to apply instructional theory in teaching bible at the 9-12 level. The teacher candidate will apply evidence-based research in developing lesson and assessment plans. Relevant theorists include Bandura, Bruner, Dewey, Gardner, Miller, Rogers, and Vygotsky. Teacher candidates will assess both the students’ progress and their own professional practice. The teacher candidate will incorporate Bible -based concepts and strategies and learn how to implement the North American Division (NAD) Encounter Bible Series to optimize learning and achievement for secondary students. The teacher candidate will be prepared to promote secondary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. Emphasis is placed on virtual technology integration as well as planning and implementing unit activities. The Field Experiences Practicum is required. North American Division (NAD) curriculum resources/ Adventist Learning Community (ALC) modules will be incorporated in this course. NOTE: Field experience hours: 42 hours (part of the 6-day Practicum Block 1; 7 hours/day).

This course is designed to prepare teacher candidates to use their knowledge of language to teach language arts at the intermediate and secondary levels. It provides an in-depth study of various teaching methods and materials.  Emphasis is placed on implementation of specific learning activities, strategies, and techniques for teaching various courses in the language arts. Candidates develop and demonstrate lesson plans based on the Alabama Course of Study: Language Arts. They employ multiple instructional approaches to assist students in mastery of content and use multiple strategies to address the diverse needs of students in a multi-cultural setting. Integration of technology to enhance learning is embedded throughout instruction. Candidates plan and implement a range of assessment processes that consider diverse student backgrounds, learning styles, and modes of expression. Candidates learn to be reflective practitioners and demonstrate a commitment to professional development and lifelong learning to improve professional practice. North American Division (NAD) curriculum resources/ Adventist Learning Community (ALC) modules will be incorporated in this course. NOTE: Field experience hours: 42 hours.

This course is designed to equip teacher candidates with the professional and pedagogical skills for teaching Social Studies in the secondary setting. The Alabama Course of Study: Social Studies and the National Council for the Social Studies C3 Framework will be studied and implemented.  Participants will practice evidence-based teaching strategies inclusive of individualized instruction for diverse learners in all the social studies disciplines including history, civics, geography, economics, and the behavioral sciences. Candidates will demonstrate mastery of lesson planning and implementation through a variety of content specific mini-lessons, presentations, and authentic assessments. Technology integration will be an essential aspect of planning, instruction, and assessment. The field experiences practicum is required. North American Division (NAD) curriculum resources/ Adventist Learning Community (ALC) modules will be incorporated in this course. NOTE: Field experience hours: 42 hours.

This course is designed to equip teacher candidates to teach high school and intermediate mathematics. Candidates explore research related to best practices in presenting mathematical concepts in ways that engage students and provide opportunities for them to connect mathematics with other content areas and everyday life experiences.  Emphasis is placed on planning and implementing specific learning activities that address a range of abilities and diversity among learners. Candidates learn the value of using a range of assessment activities to measure student progress in mastering mathematical concepts, including informal questioning techniques; formative, as well as summative assessments; textbook, teacher-made, and authentic assessments. Candidates practice mathematics teaching methods in simulated and clinical settings during the required practicum. Students are introduced to the National Council of Teachers of Mathematics (NCTM) and the Mathematical Association of America (MAA) and encouraged to participate.  North American Division (NAD) curriculum resources/ Adventist Learning Community (ALC) modules will be incorporated in this course. NOTE: Field experience hours: 42 hours (part of the 6-day Practicum Block 1; 7 hours/day).

This course will prepare secondary teacher candidates to apply methods and materials designed for teaching reading and study strategies to secondary students. The teacher candidate will apply critical concepts and principles of learning. Relevant theorists include Beck, Bloom, Bruner, Chall, Enri, Duffy, Gardner, Miller, Piaget, Stahl, Rogers, Vogt. Relevant theories include Information Processing theory, Experiential theory, social development theory and Zone of Proximal Development (ZPD). The teacher candidate will develop equitable and inclusive learning experiences to support the specific needs of secondary learners in middle and high school. North American Division (NAD) curriculum resources/ Adventist Learning Community (ALC) modules will be incorporated in this course. NOTE: Field experience hours: 42 hours (part of the 6-day Practicum Block 1; 7 hours/day).

This course will examine the current trends and strategies used in teaching reading and study strategies to elementary students. Teacher candidates will apply critical concepts and principles of learner development.  Relevant theorists include: Allington, Bachman, Beck, Billings, Chomsky, Dahl, Duffy, Elkonin, Fry, Gallagher, Bandura, Bruner, Dewey, Gagne, Gardner, Strickland, and Vygotsky. Relevant theories include Constructivist Theory, Observational learning theory, Multiple Intelligences theory, Social Development theory and Zone of Proximal Development (ZPD). Teacher candidates will develop equitable and inclusive learning experiences reflecting current trends. Candidates will demonstrate their ability to work effectively with diverse elementary students and their families. The Field Experiences Practicum is required. North American Division (NAD) curriculum resources/ Adventist Learning Community (ALC) modules will be incorporated in this course.  NOTE: Field experience hours: 42 hours (part of the 6-day Practicum Block 1; 7 hours/day).

This course investigates current practices, trends, techniques, and materials for diagnosis and remediation of reading difficulties. Relevant theorists include: Allington, Bachman, Beck, Billings, Chomsky, Dahl, Duffy, Elkonin, Fry, Gallagher, Bandura, Bruner, Dewey, Gagne, Gardner, Strickland, and Vygotsky. Relevant theories include Constructivist theory, Observational learning theory, Multiple Intelligences theory, Social Development theory and Zone of Proximal Development (ZPD), Multiple Intelligences, and Conditions of Learning Theory. Teacher candidates will develop equitable and inclusive learning experiences; demonstrate their ability to work effectively with diverse elementary students and their families; and use a variety of assessments to improve learning for all students. The Field Experiences Practicum is required. North American Division (NAD) curriculum resources/ Adventist Learning Community (ALC) modules will be incorporated in this course.  NOTE: Field experience hours: 42 hours (part of the 6-day Practicum Block 1; 7 hours/day).

This course provides a broad overview of terminology, etiology, identification, and issues commonly encountered when addressing the needs of diverse students and exceptionalities. .  The content includes an overview of the history and foundations of special education, gifted and talented conditions, the nature of sensorimotor exceptionalities, communication disorders, intellectual disabilities, learning disabilities, and behavioral disorders. It will address the Council for Exceptional Children and Alabama Core Teaching Standards for an understanding of the needs of exceptional students in the schools as well as professional practice and foundations in special education. Students will gain knowledge of the following: inclusion and its various strategies that include collaboration, the use of appropriate modifications and adaptations, technology, and universal design; diversity issues; federal and state legislative mandates; and regulations that are pertinent to nondiscriminatory assessments, parental involvement, individualized education programs, and social issues and concerns. North American Division (NAD) curriculum resources/ Adventist Learning Community (ALC) modules will be incorporated in this course. 

This course is designed to provide functional knowledge of the meaning use, and operation of tests and measurements in education. Major emphasis is placed on classroom assessment and the collection, analysis, and use of assessment data. Measurement theories such as scales of measurement and concepts such as reliability, validity, and fairness in assessment are studied. The relationship between assessment and instruction, applying appropriate statistical procedures, and interpreting the results of standardized tests are presented. Candidates practice assessment inquiry and use of authentic assessments. The Alabama K-12 assessment process and procedures are presented. Candidates develop skills in using formal and informal diagnostic, formative, and summative assessments. North American Division (NAD) curriculum resources/ Adventist Learning Community (ALC) modules will be incorporated in this course.

This course will provide teacher candidates systematic and meaningful assistance in their preparation for the Praxis II examination.

This internship is designed to permit teacher candidates to demonstrate and assess their readiness for full instructional responsibility. The course entails one semester (16 weeks) of full-time observing, participating, and teaching under the immediate supervision of school-based clinical faculty (SBCF) and university-based clinical faculty (UBCF) at a local off-campus school. The internship includes 20 full days of autonomous teaching in the assigned school. Candidates will also attend weekly campus-based seminars designed to meet their specific needs, where they will engage in reflecting, sharing experiences, discussing problems, and developing new techniques to address classroom challenges. Candidates will collaborate with SBCF, UBCF, and other members of the professional learning community to promote the safety and well-being of their students and take advantage of opportunities for professional growth. Submission of the educational Teacher Performance Assessment (edTPA) portfolio is required to complete the course. NOTE: Field experience hours: a minimum of 16 weeks, fulltime. 

This internship is designed to permit teacher candidates to demonstrate and assess their readiness for full instructional responsibility. The course entails one semester (16 weeks) of full-time observing, participating, and teaching under the immediate supervision of school-based clinical faculty (SBCF) and university-based clinical faculty (UBCF) at a local off-campus school. The internship includes 20 full days of autonomous teaching in the assigned school. Candidates will also attend weekly campus-based seminars designed to meet their specific needs, where they will engage in reflecting, sharing experiences, discussing problems, and developing new techniques to address classroom challenges. Candidates will collaborate with SBCF, UBCF, and other members of the professional learning community to promote the safety and well-being of their students and take advantage of opportunities for professional growth. Submission of the educational Teacher Performance Assessment (edTPA) portfolio is required to complete the course. NOTE: Field experience hours: a minimum of 16 weeks, fulltime.

This internship is designed to permit teacher candidates to demonstrate and assess their readiness for full instructional responsibility. The course entails one semester (16 weeks) of full-time observing, participating, and teaching under the immediate supervision of school-based clinical faculty (SBCF) and university-based clinical faculty (UBCF) at a local off-campus school. The internship includes 20 full days of autonomous teaching in the assigned school. Candidates will also attend weekly campus-based seminars designed to meet their specific needs, where they will engage in reflecting, sharing experiences, discussing problems, and developing new techniques to address classroom challenges. Candidates will collaborate with SBCF, UBCF, and other members of the professional learning community to promote the safety and well-being of their students and take advantage of opportunities for professional growth. Submission of the educational Teacher Performance Assessment (edTPA) portfolio is required to complete the course. NOTE: Field experience hours: a minimum of 16 weeks, fulltime.