This course provides incoming freshmen with an overview of educational opportunities as a career and the academic requirements to gain a teaching certificate. This orientation course is recommended to all incoming freshmen interested in teaching after graduation. This course will focus on the following careers: Elementary Teacher, Secondary Teacher, School Counselor, Health/Fitness teacher, Music Teacher, Art Teacher and school administrator. Community service component is required for this course.

Serves as induction to the program and general orientation to teaching. Surveys organization and funding of schools, education policy and reform, requirements for certification, and program assessments, among other topics. Emphasis given to exploring cultural competence and analyzing characteristics of effective teachers. The course also emphasizes participatory and applied learning through volunteer service in King County schools and enrichment programs.

Students will investigate historical and current social, philosophical, and bureaucratic issues in education. This course emphasizes participatory and applied learning through volunteer service in King County schools and enrichment programs. The seminar style of teaching in this course allows for in-depth discussion of professional competencies, issues of abuse, components of educational writing and communication, and educational theories. A grade of 'C' or better is required for teacher certification students.

Presents an overview of issues of diversity and exceptionality in the classroom. Students will develop a greater appreciation for cultural variations and individual differences. In addition to an overview of cultural diversity focusing on low status/historically marginalized students, and overview of special education including various categories of disabilities will be provided. Students will develop an awareness of effective educational strategies that support the learning of all students including students who have disabilities or who come from low status/historically marginalized groups. A grade of 'C' or better is required for teacher certification students.

This course explores a number of important themes in the field of Mind, Brain, and Education, including the meaning of development and learning, the models and technical tools used by cognitive and neuroscientists and a cross section of major educational issues being addressed (e.g., dyscalculia, dyslexia, attention deficits, emotional development, etc.).

This is an introductory statistics course which emphasizes understanding/applying statistical concepts/procedures. It will include visual/quantitative methods for presenting/analyzing data, common descriptive indices for univariate/bivariate data and some inferential techniques. It is designed to help provide students a modern approach to data collection, prediction, and scientific inference developed from research-based pedagogical principles. Major topics to be covered in the course include: Monte Carlo simulation methods to model chance variation; randomization and bootstrap methods for comparing groups; and the use and evaluation of models for estimation. Upon completion of this introductory course, students should have an understanding of the foundational concepts of data, variation and inference, as well as an appreciation for the fundamental role that statistics plays in a host of disciplines.

Learning about the historical and social foundations of education provides a basis on which to examine contemporary issues and experiences impacting schools and the teaching profession. This course provides a framework for understanding enduring educational issues as well as classroom dilemmas.

Provides opportunity for the student to be placed in a school with diverse populations. Integration of learning and experience will be gained through observing and working with students in various classroom settings.

Provides opportunity for the student to be placed in a school with diverse populations. Integration of learning and experience will be gained through observing and working with students in various classroom settings.

Provides opportunity for the students seeking endorsements in Art, Music, Physical Education, and theater to be placed in a school with diverse populations. Integration of learning and experience will be gained through observing and working with students in various classroom settings.

Integrates professional interactions, observations and structured experiences in P-12 classroom focused on daily planning for effective instruction, including lesson planning, assessment of learning and student engagement within a safe and orderly learning environment. Students will consider factors associated with planning for the start of school and managing the physical, behavioral and emotional environment of the classroom.

Integrates professional interactions, observations and structured experiences in P-12 classroom focused on daily planning for effective instruction, including lesson planning, assessment of learning and student engagement within a safe and orderly learning environment. Students will consider factors associated with planning for the start of school and managing the physical, behavioral and emotional environment of the classroom.

This course covers principles of planning, instruction, and assessment for beginning teachers. The content includes models for structuring and sequencing learning, exploring ways to teach content while emphasizing academic tasks and instructional formats. Furthermore, we will explore principles for developing and communicating preferred performance and techniques for monitoring progress.

Explores teaching and planning methods and materials appropriate for middle school and senior high school students. Based on essential learnings, the course considers various learning styles, ethical instructional practices, literary works and writing activities in creating and sharing ideas and projects.

Prerequisite: Admission to the School of Education. This field experience will provide experiences teaching secondary English to bring back to the methods classroom for discussion and evaluation. It will also provide an environment for applying lessons and activities from the methods course. The hours of observation and instruction will be flexible and scheduled to meet assignments in each of the subject-area classes, the schedules of each cooperating classroom and the schedule of each student.

Explores contemporary methods and trends in the teaching of high school theatre, emphasizing the following: management of a production program; critical response to artistic experiences; contexts of theatrical works; connections within the arts; and pedagogy. Attention is given to AATE standards and Washington State Essential Academic Learning Requirements in the arts.

Professional Learning Networks (PLNs) are small groups of endorsement-alike students. PLNs support students in developing a sense of belonging and teacher identity during the program. With the support of faculty mentors and program events, PLNs explore topics aligned to internship and coursework. Each quarter has a focus topic, including supporting exceptional learners, multilingual learners, and educational technology. Typically offered: Autumn, Winter.

Examines the nature of a diverse society and the implications for education. This includes examination of social and psychological roles as well as characteristics and strategies for inclusion. Further study of social and psychological roles of students will be studied.

This course provides students with the foundational background and practice-based instructional methods to support the development of content and language for multilingual learners in P-12 classrooms. Topics covered include: programs and policies that support MLLs, second language acquisition theories, sheltered instruction methods, culturally and linguistically responsive teaching, and family and community engagement.

This course will review the philosophical, sociocultural, linguistic, political, and historical foundations that have shaped the multilingual education policies, program models, teaching, and assessment practices in K-12 schools.

This course will provide a practical overview of applied linguistics as it relates to teaching multilingual learners in K-12 settings. This course focuses on the development of linguistical foundational knowledge such as phonology, morphology, syntax, semantics, pragmatics, and discourse as it relates to instructional planning.

This course will provide an overview of the research-based methods, materials, and approaches for teaching multilingual learners in K-12 schools. Second language acquisition theories will be applied to the planning, implementing, and assessing of instruction. Review of effective assessment practices and programs for multilingual learners for identification, reclassification, and classroom-based assessment will be addressed.

Emphasizes research and experienced-based principles for creating and adapting instructional opportunities for learners with diverse learning abilities and cultural and linguistic backgrounds. This will be carried out through exercises in planning and managing instruction focusing on characteristics and needs of particular learners, especially low status/historically marginalized students, and development of a variety of intervention strategies.

Prerequisite: Admission to the School of Education. Presents specific elements of secondary social studies instruction, including content selection and planning based on essential learnings, moral implications of content, use of instructional strategies, assessment of student learning and management of the classroom.

Provides a basic introduction to Social Studies Methods for elementary teachers. The development of research and experience based principles of effective practice for encouraging the intellectual, social and personal development of students are encouraged. This will be carried out through a focus on a variety of instructional tools.

A capstone experience focused on building the habits of professional practice including reflection and analysis of growth as emerging professionals in comparison to internship experiences, coursework, and program assessments. Students deepen their understanding of their role as teacher leaders as they participate in state and national education initiatives and issues. Students engage in employment related activities such as resume writing, interviewing, and the application process. Students will complete the final presentation of their Professional Learning Network portfolio.

Prerequisite: Admission to School of Education.

Education Practicum Typically offered: Autumn, Spring, Winter.

Provides opportunity for observation and teaching in elementary schools under the direction of a cooperating teacher.

Provides opportunity for observation and daily teaching in the elementary school under the direction of a cooperating teacher.

Provides opportunity for observation and daily teaching of music in the elementary school under the direction of a cooperating teacher.

Provides opportunity for observation and teaching of art in the elementary school under the direction of a cooperating teacher.

Provides opportunity for observation and daily teaching in public or approved private schools under the direction of a master teacher.

Second quarter of two-quarter internship. Provides opportunity for observation and daily teaching in public or approved private schools under the direction of a master teacher.

Provides opportunity for observation and daily teaching of physical education in the elementary school under the direction of a cooperating teacher.

Explores major topics related to instruction in the classroom, including special education, English language learners, and instructional strategies. Typically offered: Autumn, Spring, Winter.

Observation and daily teaching in an international elementary school setting under the direction of a cooperating teacher.

Observation and daily teaching in an international secondary school setting under the direction of a cooperating teacher.

Offers students the opportunity to gain practical experience in a supervised elementary classroom environment, allowing teacher candidates to apply the competencies and expertise of a professional educator, encompassing activities such as observing, planning, teaching, assessing, and reflecting.