VIRGINIA DEPARTMENT OF EDUCATION PROGRAM STATUS MATRIX INSTITUTION:

VIRGINIA DEPARTMENT OF EDUCATION

PROGRAM STATUS MATRIX

2007 ELEMENTARY EDUCATION PREK-6

8VAC20-542-110

LONGWOOD UNIVERSITY INSTITUTION:

Endorsement Competencies

The program in elementary education preK-6 may require that the candidate has completed an undergraduate major in interdisciplinary studies (focusing on the areas of English, mathematics, history and social sciences, and science) or in Virginia’s core academic areas of English, mathematics, history and social sciences (i.e., history, government, geography and economics), or science and demonstrated the following competencies:

1. Methods. a. Understanding the needed knowledge, skills, and processes to support learners in achievement of the Virginia Standards of Learning in English, mathematics, history, and social science, and computer/technology;

Courses and Experiences*

English 380. Children’s Literature. A survey of poetry, prose, and other media appropriate for elementary students. Primarily for those preparing for careers in elementary education and library science.

Prerequisite: completion of General Education Goal 3. 3 credits.

English 381. Literature for Young Adults. A survey of young adult literature from 1967 to the present. Selection and evaluation of books, poetry, short stories, and other media. Instruction in and practice with response theory using written assignments and oral presentations.


English 483. Writing: Theory and Practice for the Elementary

Classroom. A study of theory and practice relating to writers at emergent, early, and developing stages. Includes discussion of the complex factors involved in literacy acquisition at the elementary level, along with exploration of effective ways to address these factors through writing instruction. Also includes extensive experience with writing: processes, strategies, and evaluation. Prerequisite: ENGL 382.

3 credits.** and ***

Mathematics 309. Numeration Systems. A study of different numeration systems. The development and characteristics of ancient numeration systems, base numeration systems and the real number system will be studied. Problem solving is emphasized. 3 credits.

Mathematics 310. Functions, Probability and Statistics. Examines

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functions, probability and statistics in the context of real life situations and will include student investigations and hands on activities.

Prerequisite: MATH 309 and proficiency in computer spreadsheets, or permission of instructor. 3 credits

Mathematics 313. Geometry and Reasoning. A basic study of polygons, polyhedral, measurement, transformational geometry, coordinate geometry, descriptive statistics, graphical methods and empirical and theoretical probabilities and their uses. 3 credits.

Sociology 320. Sociology of Education. Sociology of Education examines the structure and process of education in contemporary society. The primary focus is on U.S. public education. Topics include the contribution of sociology to understanding education and teaching; the relationship of education to other institutions such as the family, government, religion, and the economy; demographic changes that effect education; the effect of social class on student achievement and teaching; formal and informal positions, roles and processes in schools; and consideration of current issues such as school funding, compensatory and special education programs, race and gender issues, and educational reform movements. Open to Juniors and Seniors only.

3 credits.

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History 221. United States History. A survey of American life from the

Colonial Era to 1877, with emphasis upon the political, cultural, diplomatic, and societal forces which have shaped its development. 3 credits. *

History 222. United States History. A survey of American life from

1877 to modern times, with emphasis upon the political, cultural, diplomatic, and societal forces which have shaped its development. 3 credits. *

Political Science 150. American Government and Politics. An introduction to the American political system, with an emphasis upon the national political institutions, processes, groups, public behavior, and issues that shape contemporary society. 3 credits. *

Geography 342 (Biology 342, Earth Science 342). Terrestrial

Biogeography. Investigates the past and present geographic distribution of organisms on land. This broad, interdisciplinary course will combine insights from biology, ecology, geography, and geology to examine changes in species distribution over space and time. The course will address topics including: 1) biological patterns across the globe, 2) underlying physical factors controlling these patterns, 3) the

role of earth’s history in developing these patterns, 4) and implications for the conservation of plants and animals. 2 lecture periods and 1 two hour lab period. 4 credits.

Biology 114. Fundamentals of Life Science. An inquiry into the common features of life at the molecular, cellular, and organismic levels. Emphasis on classification, life cycles, metabolic processes, genetics, ecology, evolution, and importance in society. For Liberal

Studies majors or students seeking licensure. Does not meet the requirements for a biology major or minor. 3 lecture and one 2-hour lab periods. 4 credits.

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Chemistry 100. Chemistry for Educators. This half semester course is designed for students seeking a K-8 teaching endorsement and does not fulfill requirements for any science major. This course presents basic concepts in chemistry including the structure of the atom, classification of matter, physical/chemical properties, and discussion of different types of chemical reactions. 3 lecture and one 2-hour lab period.

Physics 100. Physics for Educators. This half semester course is designed for students seeking a K-8 teaching endorsement and does not fulfill requirements for any science major. Major physics concepts presented include motion, forces, energy, electricity & magnetism, light, and sound. 3 lecture and one 2-hour lab period. 4 credits.

Education 310. Foundations of Literacy Instruction. This course will provide an introduction to literacy learning and instruction. The nature and functions of literacy and the development of language use within and across different social and cultural contexts will be discussed.

Attention will be given to early literacy development, appropriate teaching techniques and materials, differentiation, and instructional design. Diagnostic tools for the assessment of literacy development in diverse populations will be introduced. Interpretations and application of data from these assessments will be discussed. Prerequisite:

Students must be admitted to teacher prep; this course should be taken immediately prior to the Partnership term. 3 credits.

Education 450. Principles of Instruction. (PK-8). Methods of instruction in the elementary and middle school. The class will focus on generic teaching strategies, technologies, time utilization, teaching effectiveness research, and professional responsibilities. Required for

b. The ability to integrate language and literacy, mathematics, science, health, social studies, art, music, drama, movement, and technology in learning experiences; those seeking licensure to teach at the elementary and/or middle school levels. Prerequisite: EDUC 299, EDUC 380. 2 credits.

Education 451. Curriculum in the Elementary School (PK-6). This course will focus on mathematics, science, and social studies.

Interdisciplinary units and content appropriate pedagogical approaches will be utilized to meet the Virginia standards of learning in grades PK-

6. Required for those seeking a teaching license with an endorsement to teach at the elementary level. Prerequisite: EDUC 299, EDUC 380. 2 credits.

Education 441. Elementary School Literacy Instruction (PreK-6). This course will focus on teaching literacy in the elementary school, PreK-6 including reading, writing, speaking, listening, and viewing. PreK-6 concepts introduced in EDUC 310 will be applied in the elementary partnership setting during this course. Attention will be given to encoding and decoding to communicate meaningfully, motivation, materials, technologies, teaching strategies and using assessment to inform instruction. This course must be taken concurrently with EDUC

440. Prerequisite: EDUC 310. 3 credits.

Education 450. Principles of Instruction. (PK-8). Methods of instruction in the elementary and middle school. The class will focus on generic teaching strategies, technologies, time utilization, teaching effectiveness research, and professional responsibilities. Required for those seeking licensure to teach at the elementary and/or middle school levels. Prerequisite: EDUC 299, EDUC 380. 2 credits.




Art 448/548. Integrated Arts/Visual Arts. A study of the value and practical application of integrating the arts across all content areas of the curriculum with a focus on the plastic arts. Students will gain an understanding of the role of the creative process in the classroom and will investigate the various means of expressing ideas, emotions and images through the use of visual arts, music, drama, movement, and theatre. Prerequisite: Thea 101, Musc 224, or Musc 225. 3 Credits.

Theatre 448. Integrated Arts/Theatre. A study of the value and

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practical application of integrating the arts across all content areas of the elementary curriculum with a focus on theatre arts. Students will gain an understanding of the role of the creative process in the classroom and will investigate the various means of expressing ideas, emotions, and images through the use of creative dramatics, music and visual arts. Prerequisite: One course from ART 125, 160; MUSC 224,

225. 3 credits.

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Music 448. Integrated Arts/Music. A study of the value and practical application of integrating the arts across all content areas of the curriculum with a focus on the musical arts. Students will gain an understanding of the role of the creative process in the classroom and will investigate the various means of expressing ideas, emotions and images through the use of music, drama, movement, puppetry, visual arts and theater. 3 credits.

Kinesiology 389. Methods of Teaching Health and Physical Education

for Elementary Classroom Teachers. This course is designed to acquaint liberal studies majors with content information, organizational skills, and the methods of instruction needed to teach health education and physical education in the K-6 school. Prerequisite: EDUC 260 or SPED

202 and sophomore standing required. 3 credits.



Students must be admitted to teacher prep; this course should be taken immediately prior to the Partnership term.


440. Prerequisite: EDUC 310. c. The use of differentiated instruction and flexible groupings to meet the needs of learners at different stages of development, abilities, and achievement;

EDUC 310

Differentiation a) Populations: ESL & ELL, striving/struggling readers, ongrade-level, gifted, SPED, unique needs of students with language delays and disorders b) Cultural/Ethnic diversity c) Models of Differentiation d) Considerations for differentiation: reading levels, ZPD, e) f) scaffolding, grouping

Response to Intervention

Human Resources available to help differentiation (reading, counselor, gifted, library media)

EDUC 451

Skills

1.

apply proven instructional strategies, including differentiated instruction and flexible grouping, for the teaching of math, science, and social studies in the elementary/ middle level classroom.

2.

demonstrate how to structure and implement a well-defined standards based integrated curriculum including how to adapt existing curricula and assess curricular effectiveness





440. Prerequisite: EDUC 310.




6. Required for those seeking a teaching license with an endorsement to teach at the elementary level. Prerequisite: EDUC 299, EDUC 380. 2 credits. d. The use of appropriate methods [, including those in visual and performing

Education 450. Principles of Instruction. (PK-8). Methods of

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arts, ] to help learners develop knowledge and basic skills, sustain intellectual curiosity, and problem solve; instruction in the elementary and middle school. The class will focus on generic teaching strategies, technologies, time utilization, teaching effectiveness research, and professional responsibilities. Required for those seeking licensure to teach at the elementary and/or middle school levels. Prerequisite: EDUC 299, EDUC 380. 2 credits.





Theatre 448. Integrated Arts/Theatre. A study of the value and practical application of integrating the arts across all content areas of the elementary curriculum with a focus on theatre arts. Students will gain an understanding of the role of the creative process in the classroom and will investigate the various means of expressing ideas, emotions, and images through the use of creative dramatics, music and visual arts. Prerequisite: One course from ART 125, 160; MUSC 224,

225. 3 credits.

Music 448. Integrated Arts/Music. A study of the value and practical application of integrating the arts across all content areas of the curriculum with a focus on the musical arts. Students will gain an understanding of the role of the creative process in the classroom and will investigate the various means of expressing ideas, emotions and images through the use of music, drama, movement, puppetry, visual arts and theater. 3 credits.


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e. The ability to utilize effective classroom management skills through methods that will build responsibility and self-discipline and a maintain positive learning environment; f. The ability to modify and manage learning environments and experiences to





Education 487. Classroom Management and System Issues. An examination of classroom management techniques and the development of skills necessary to foster a supportive learning environment as well as examination of system problems and solutions within traditional education settings N, K-12. Prerequisite: EDUC 299. 3 credits.

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Special Education 489. Survey of Exceptional Children. An introduction to all disabilities in special education. Characteristics and

meet the individual needs of children, including children with disabilities, gifted children, and children with limited proficiency in English, and children with diverse cultural needs;

EDUC 450/451-

Skills:

12. develop activities for use in the teaching of all subjects including diverse learners at the elementary school levels

EDUC 310

Differentiation g) Populations: ESL & ELL, striving/struggling readers, ongrade-level, gifted, SPED, unique needs of students with language delays and disorders h) Cultural/Ethnic diversity i) Models of Differentiation j) Considerations for differentiation: reading levels, ZPD, scaffolding, grouping k) Response to Intervention l) Human Resources available to help differentiation (reading, counselor, gifted, library media) needs of students with disabilities, legislation, litigation, inclusion, and the role of the classroom teacher as a member of the IEP team.

Prerequisite: EDUC 299. 3 credits.






3 credits.




Education 441. Elementary School Literacy Instruction (PreK-6). This

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g. The ability to use formal and informal assessments to diagnose needs, plan and modify instruction, and record student progress; course will focus on teaching literacy in the elementary school, PreK-6 including reading, writing, speaking, listening, and viewing. PreK-6 concepts introduced in EDUC 310 will be applied in the elementary partnership setting during this course. Attention will be given to encoding and decoding to communicate meaningfully, motivation, materials, technologies, teaching strategies and using assessment to inform instruction. This course must be taken concurrently with EDUC


Education 380. Classroom Assessment. Theory and practice in construction of teacher-made evaluation instruments with heavy emphasis upon test construction, technologies, and alternative assessment. Includes study of standardized testing and an in-depth study of the Virginia Assessment program. Prerequisite: EDUC 299. 2 credits.

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Education 450. Principles of Instruction. (PK-8). Methods of instruction in the elementary and middle school. The class will focus on generic teaching strategies, technologies, time utilization, teaching effectiveness research, and professional responsibilities. Required for those seeking licensure to teach at the elementary and/or middle school levels. Prerequisite: EDUC 299, EDUC 380, EDUC 381. 2 credits.




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* Description of what the institution offers to enable students to develop the knowledge and skills identified in the competency. When citing courses, provide course number, title, and catalog description. Catalog descriptions and syllabi may be attached.




8VAC20-542-110


Endorsement Competencies h. A commitment to professional growth and development through reflection, collaboration, and continuous learning;

EDUC 451:

Dispositions

4. recognize the importance of teachers’ professional reflection in terms of situated growth and development.

6. understand that teachers--in order to be reflective leaders and practitioners—must be well versed, organized, and knowledgeable in their chosen profession.

EDUC 450:

Dispositions:

1.

view him/herself as a researcher of teaching and learning and as a professional whose continued growth can best be met through inquiry, reflection, an sustained dialogue with peers.

9. know the importance of self-reflection in terms of teacher growth and development.








12 i. The ability to analyze, evaluate, apply, and conduct qualitative and quantitative research; and

EDUC 380

Knowledge

Education 380. Classroom Assessment. Theory and practice in construction of teacher-made evaluation instruments with heavy emphasis upon test construction, technologies, and alternative assessment. Includes study of standardized testing and an in-depth study of the Virginia Assessment program. Prerequisite: EDUC 299. 2

3.

identify research on effectiveness of assessment.

5.

understand and apply contemporary research in assessment.

Skills

6.

integrate knowledge of recent research findings into assessment design

Note: Research as stated above includes qualitative and quantitative (implied) j. The ability to use technology as a tool for teaching, learning, research, and communication.

EDUC 450:

Dispositions

11. understand the importance of technology as a viable teaching source in the elementary and middle school classroom.

EDUC 451:

Skills

5. select and use appropriate technology and software in an elementary/ middle level instructional program to enhance the teaching of math, science and social studies.

6. recognize the importance of technology as a teaching source in the elementary school classroom. credits.









Education 441. Elementary School Literacy Instruction (PreK-6). This course will focus on teaching literacy in the elementary school, PreK-6 including reading, writing, speaking, listening, and viewing. PreK-6 concepts introduced in EDUC 310 will be applied in the elementary partnership setting during this course. Attention will be given to encoding and decoding to communicate meaningfully, motivation, materials, technologies, teaching strategies, and using assessment to inform instruction. This course must be taken concurrently with EDUC

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EDUC 310

Skills integrate knowledge of useful research findings into curricular design and content area lesson plans .

Dispositions

The student will: acknowledge the contributions of past and present researchers to the field of literacy .

2. Knowledge and Skills. a. Reading/English.

Understanding of the content, knowledge, skills, and processes for teaching the Virginia Standards of Learning for English including: oral language (speaking and listening), reading, writing, and literature, and how these standards provide the core for teaching English in grades preK-6

(elementary licensure).

EDUC 310

Knowledge:

The student will:

1. explain the ways that social, cultural, and environmental factors build

2.

3. schema for and influence perceptions of literacy learning and instruction across the developmental continuum . understand the historical, philosophical, and theoretical origins of reading & writing curricula as well as the learning theorists who have influenced curriculum and instruction across the developmental continuum. explain the major components of reading, writing, speaking, listening

4. and viewing and how they are integrated in literacy development. explain the interactions that phonological awareness (phonemic awareness & phonics), cueing systems, syntactics, graphophonics, semantics, and pragmatics play throughout the continuum of literacy development.



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English 445. Studies in Children’s Literature. Advanced study featuring a particular aspect of Children’s Literature, such as a time period, a genre, or a theoretical perspective. Prerequisites: completion of Goal 3 of the General Education requirements, and either one 300-level course in a literary period, or permission of the instructor. 3 credits. ** and

***

5.

6.

7.

8.

9. explain the role of motivation, aptitude, and interest in learning to read . explain and explore a variety of approaches to literacy instruction

(language experience, basal reading, balanced reading, direct instruction, inquiry based literacy, theme/topic based literacy) for learners at differing stages of development and from different linguistic and cultural backgrounds . explain and explore the importance of multiple instructional strategies in developing lifelong readers, writers, listeners, speakers, and viewers

(e.g. read aloud, SSR, choral reading, etc.) explore teaching strategies that reach the diverse and developmental nature of all learners understand the characteristics and uses of assessment tools, as well as available support personnel, for evaluating students’ literacy proficiency and for planning instruction.

10. identifies a wide range of resources ( human, print materials, technology-based information, and non-print materials) representing multiple levels, broad interests, diversity and differentiation.

11. understand that collaboration with families and communities enhances and strengthens literacy development.

(1)Assessment and diagnostic teaching. The individual must:

(a) Be proficient in the use of both formal and informal assessment and screening measures for the components of reading: phoneme awareness, letter recognition, decoding, fluency, vocabulary, reading level, and comprehension; and

EDUC 310

Skills:

1.

2.

3. assess the efficacy of various instructional approaches and strategies through the appropriate use of assessment and evaluation methods, including the creation of and use of rubrics and scoring guides . develop teaching activities for diverse populations assess the efficacy of diagnostic and evaluation tools

4. demonstrate knowledge of phonological awareness (phonemic awareness & phonics), cueing systems, syntactics, graphophonics, semantics, and pragmatics by exploring age appropriate literacy materials and crafting lesson plans using developmentally appropriate materials.

Knowledge:











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12. understand the characteristics and uses of assessment tools, as well as available support personnel, for evaluating students’ literacy proficiency and for planning instruction.

(b) Be proficient in the ability to use diagnostic data to tailor instruction, for acceleration, intervention, remediation and flexible skill-level groupings.

EDUC 310

Differentiation a) Populations: ESL & ELL, striving/struggling readers, ongrade-level, gifted, SPED, unique needs of students with language delays and disorders b) Cultural/Ethnic diversity c) Models of Differentiation d) Considerations for differentiation: reading levels, ZPD, scaffolding, grouping e) Response to Intervention f) Human Resources available to help differentiation (reading, counselor, gifted, library media)

Skills:

13. understand the characteristics and uses of assessment tools, as well as available support personnel, for evaluating students’ literacy proficiency and for planning instruction.

5. assess the efficacy of various instructional approaches and strategies through the appropriate use of assessment and evaluation methods, including the creation of and use of rubrics and scoring guides .

Education 380. Classroom Assessment. Theory and practice in construction of teacher-made evaluation instruments with heavy emphasis upon test construction, technologies, and alternative assessment. Includes study of standardized testing and an in-depth study of the Virginia Assessment program. Prerequisite: EDUC 299. 2 credits.




6. Required for those seeking a teaching license with an endorsement to teach at the elementary level. Prerequisite: EDUC 299, EDUC 380,

EDUC 381. 2 credits.




Education 441. Elementary School Literacy Instruction (PreK-6). This course will focus on teaching literacy in the elementary school, PreK-6 including reading, writing, speaking, listening, and viewing. PreK-6 concepts introduced in EDUC 310 will be applied in the elementary partnership setting during this course. Attention will be given to encoding and decoding to communicate meaningfully, motivation,

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(2) Oral Communication. The individual shall:

(a) Be proficient in the knowledge skills, and processes necessary for teaching oral language (including speaking and listening);

EDUC 310

I.

Elements of Literacy

A.

Literacy as communication

B.

Elements of literacy: reading, writing, speaking, listening, viewing (define, relate)

C.

Oral language and its relationship to reading and writing

D.

Literacy Autobiography

E.

Influence teacher’s view/schema/philosophy of literacy has on their teaching

II.

Developmental Continuum (Stages) a) Reading as a developmental process b) writing as a developmental process c) spelling as a developmental process d) oral language/ language acquisition e) listening f) viewing

III.

Phonological awareness and phonemic awareness

1.

Effective instructional strategies for promoting students’ phonological association skills

2.

Role of phonemic awareness in reading development

3.

Types of phonemic awareness

1.

Counting phonemes in spoken words

2.

Segmenting word into phonemes

3.

Blending phonemes to and from spoken words

4.

Deleting or substituting phonemes to modify spoken syllables or words d) Instructional strategies to promote development of phonemic awareness skills

1.

Oral rhyming activities

2.

Games involving spoken words with same beginning materials, technologies, teaching strategies, and using assessment to inform instruction. This course must be taken concurrently with EDUC










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or ending sounds

3.

Manipulating phonemes in spoken words of one or more syllables

(b) Be proficient in developing students' phonological awareness skills;

EDUC 310

IV.


4.


5.


6.


5.


6.


7.


8.


4.


5.

Games involving spoken words with same beginning or ending sounds

6.


(c) Demonstrate effective strategies for facilitating the learning of standard

English by speakers of other languages and dialects; and

EDUC 310

V.

Differentiation m) Populations: ESL & ELL, striving/struggling readers, ongrade-level, gifted, SPED, unique needs of students with language delays and disorders n) Cultural/Ethnic diversity o) Models of Differentiation p) Considerations for differentiation: reading levels, ZPD, scaffolding, grouping q) Response to Intervention






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3 credits.

Education 310. Foundations of Literacy Instruction. This course will provide an introduction to literacy learning and instruction. The nature and functions of literacy and the development of language use within

EDUC 441 r) Human Resources available to help differentiation (reading, counselor, gifted, library media)

Skills

1.

Recognize how information about children’s abilities, interests, and cultural and linguistic backgrounds affects their literacy development. and across different social and cultural contexts will be discussed.





(d) Demonstrate the ability to promote creative thinking and expression, as through storytelling, drama, choral/oral reading, etc.

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Theatre 448. Integrated Arts/Theatre. A study of the value and practical application of integrating the arts across all content areas of the elementary curriculum with a focus on theatre arts. Students will gain an understanding of the role of the creative process in the classroom and will investigate the various means of expressing ideas, emotions, and images through the use of creative dramatics, music and visual arts. Prerequisite: One course from ART 125, 160; MUSC 224,

225. 3 credits.

Music 448. Integrated Arts/Music. A study of the value and practical application of integrating the arts across all content areas of the curriculum with a focus on the musical arts. Students will gain an understanding of the role of the creative process in the classroom and will investigate the various means of expressing ideas, emotions and images through the use of music, drama, movement, puppetry, visual

arts and theater. 3 credits.

(3) Reading/Literature. The individual shall:

(a) Be proficient in explicit phonics instruction, including an understanding of







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8VAC20-542-110


Endorsement Competencies sound/symbol relationships, syllables, phonemes, morphemes, decoding skills, and word attack skills;

EDUC 310

VI.

Components of Reading

Courses and Experiences* a) phonemic awareness, phonics, vocabulary, fluency, comprehension b) Additional components (motivation, schema…) c) Policy making bodies (NRP, IRA, NCTE, NCLB, RF, NICHD…)

VII.


7.


8.


9.


9.


10.


11.


12.


7.


8.


9.


10.

VIII.

Concepts of print and basic phonetic principles a) Instructional strategies to learn concepts of print

1.

How print is organized

2.

Directionality of print

3.

Difference between individual printed letters and printed words or larger units of text

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4.

Print carries meaning b) Instructional strategies to begin to match voice with print c) Instructional strategies to promote automatic recognition of high-frequency sight words d) Instructional strategies to help students recognize and name uppercase and lowercase letters e) Instructional strategies to promote understanding of basic phonetic principles

1.

Alphabetic principle

2.

Matching consonant sounds and short vowel sounds to appropriate letters

3.

Beginning consonant sounds in single-syllable printed words a.

Connection between invented spellings and understanding of phonetic principles

IX.

Phonics instruction a) Knowledge of basic phonics elements

1.

Consonant blends

2.

Consonant digraphs

3.

Vowel patterns b) Explicit instructional strategies to help beginning readers blend consonant and vowel sounds to decode single-syllable words with regular spelling c) Instructional strategies to help beginning readers recognize common consonant-vowel patterns d) Ways to apply knowledge of patterns to read single-syllable words e) Ways to apply knowledge of patterns to decode unfamiliar words through analogy with known words containing familiar patterns f) Explicit instructional strategies for developing and reinforcing students’ skills in using phonics

1.

To decode multisyllabic word

2.

To read words containing consonant blends

3.

To read words containing consonant digraphs

4.

To read words containing vowel combinations

5.

To read words containing r-controlled vowels

(b) Be proficient in strategies to increase vocabulary/concept development;

EDUC 310

X.

Components of Reading d) phonemic awareness, phonics, vocabulary, fluency, comprehension e) Additional components (motivation, schema…) f)

Policy making bodies (NRP, IRA, NCTE, NCLB, RF, NICHD…)

XI.


10.


11.





Education 441. Elementary School Literacy Instruction (PreK-6). This

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12.


13.


14.


15.


16.


11.


12.


13.


14.

XII.

Concepts of print and basic phonetic principles f) Instructional strategies to learn concepts of print

5.


6.


7.


8.

Print carries meaning g) Instructional strategies to begin to match voice with print h) Instructional strategies to promote automatic recognition of high-frequency sight words i) Instructional strategies to help students recognize and name uppercase and lowercase letters j) Instructional strategies to promote understanding of basic phonetic principles

4.


5.


6.



XIII.

Phonics instruction g) Knowledge of basic phonics elements

4.

Consonant blends

5.

Consonant digraphs

6.

Vowel patterns h) Explicit instructional strategies to help beginning readers blend consonant and vowel sounds to decode single-syllable words with regular spelling i) Instructional strategies to help beginning readers recognize common consonant-vowel patterns j) Ways to apply knowledge of patterns to read single-syllable words k) Ways to apply knowledge of patterns to decode unfamiliar words through analogy with known words containing familiar patterns l) Explicit instructional strategies for developing and reinforcing students’ skills in using phonics course will focus on teaching literacy in the elementary school, PreK-6 including reading, writing, speaking, listening, and viewing. PreK-6 concepts introduced in EDUC 310 will be applied in the elementary partnership setting during this course. Attention will be given to encoding and decoding to communicate meaningfully, motivation, materials, technologies, teaching strategies, and using assessment to inform instruction. This course must be taken concurrently with EDUC


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1.

To decode multisyllabic word

2.

To read words containing consonant blends

3.

To read words containing consonant digraphs

4.

To read words containing vowel combinations

5.

To read words containing r-controlled vowels

EDUC 441

IV. Vocabulary development

A. Use of the cueing system to unlock meaning

B. Use of instruction tools to further vocabulary development

including reference materials

(c) Be proficient in the structure of the English language, including an understanding of syntax and semantics;

( d) Be proficient in reading comprehension strategies for both fiction and nonfiction text, including questioning, predicting, summarizing, clarifying, and associating the unknown with what is known;

EDUC 441

Skills

8.Demonstrate the use of meaningful instructional strategies that will enhance literacy development and the components of reading (phonemic awareness, phonics, comprehension, word study, fluency)









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11.Use a wide range of instructional practices, approaches, methods, and curriculum materials to support comprehension

13.Demonstrate literacy lessons that foster the social nature of learning, support students before, during and after reading & writing, and provide a variety of genre, text structures, reading levels and purposes.

Comprehension

A. Strategies effective readers use to make meaning and understanding

B. Reading as an active and interactive process

C. Interest and motivation

D. Literal, inferential, and evaluative comprehension

E. Reading and interacting to fiction, nonfiction, short text, environment and e-text

(e) Demonstrate the ability to develop comprehension skills in all content areas;

EDUC 310

Skills integrate knowledge of useful research findings into curricular design and content area lesson

EDUC 441

Skills

8.Demonstrate the use of meaningful instructional strategies that will enhance literacy development and the components of reading (phonemic awareness, phonics, comprehension, word study, fluency)

11.Use a wide range of instructional practices, approaches, methods, and curriculum materials to support comprehension

13.Demonstrate literacy lessons that foster the social nature of learning, support students before, during and after reading & writing, and provide a variety of genre, text structures, reading levels and purposes.

Comprehension

A. Strategies effective readers use to make meaning and understanding








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B. Reading as an active and interactive process

C. Interest and motivation

D. Literal, inferential, and evaluative comprehension

E. Reading and interacting to fiction, nonfiction, short text, environment and e-text

(f) Demonstrate the ability to foster appreciation of a variety of literature; and

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(g) Understand the importance of promoting independent reading by selecting fiction and nonfiction books, at appropriate reading levels.

EDUC 441

V. Reading Fluency

A. Levels of fluency (independent, instructional, frustrational)

B. Instructional strategies to promote fluency

C. Components of fluency (site words, high frequency words, automaticity, prosody

X. Technology as an instructional tool

A. Accelerator Reader and other programs

B. Use of technology to enhance reading and writing skills

C. Learning to encode and decode using these tools

(4) Writing. The individual shall

(a) Be proficient in the knowledge, skills, and processes necessary for teaching writing, including the domains of composing, written expression, and usage and mechanics and the writing process of planning, drafting, revising, editing, and

English 445. Studies in Children’s Literature. Advanced study featuring a particular aspect of Children’s Literature, such as a time period, a genre, or a theoretical perspective. Prerequisites: completion of Goal 3 of the General Education requirements, and either one 300-level course in a literary period, or permission of the instructor. 3 credits. ** and

***





English 380. Children’s Literature. A survey of poetry, prose, and other media appropriate for elementary students . Primarily for those preparing for careers in elementary education and library science.





sharing;

(b) Be proficient in systematic spelling instruction, including awareness of the purpose and limitations of "invented spelling," orthographic patterns, and strategies for promoting generalization of spelling study to writing; and

EDUC 310

XIV.

Concepts of print and basic phonetic principles k) Instructional strategies to learn concepts of print

9.


10.


11.


12.

Print carries meaning l) Instructional strategies to begin to match voice with print m) Instructional strategies to promote automatic recognition of high-frequency sight words n) Instructional strategies to help students recognize and name











Education 441. Elementary School Literacy Instruction (PreK-6). This course will focus on teaching literacy in the elementary school, PreK-6 including reading, writing, speaking, listening, and viewing. PreK-6 concepts introduced in EDUC 310 will be applied in the elementary partnership setting during this course. Attention will be given to encoding and decoding to communicate meaningfully, motivation,

27

uppercase and lowercase letters o) Instructional strategies to promote understanding of basic phonetic principles

7.


8.


9.



(c) Demonstrate the ability to teach the writing process: plan draft, revise, edit, and share in the narrative, descriptive, and explanative modes.

(5) Research. The individual must demonstrate the ability to guide students in materials, technologies, teaching strategies and using assessment to inform instruction. This course must be taken concurrently with EDUC













Education 310. Foundations of Literacy Instruction. This course will

28

their use of technology for both process and product as they work with reading, writing, and research.

EDUC 310

Skills:

The student will:

6. utilize developmentally appropriate resources ( human, print materials, technology-based information, and non-print materials) representing multiple levels, broad interests, diversity and differentiation

EDUC 441

Dispositions

4.Values the importance of using appropriate and varied instructional techniques and materials, including technology, and adapting teaching strategies to meet student needs . b. Mathematics.

(1) Understanding of the mathematics relevant to the content identified in the

Virginia Standards of Learning and how the standards provide the foundation for provide an introduction to literacy learning and instruction. The nature and functions of literacy and the development of language use within and across different social and cultural contexts will be discussed.






29





* Description of what the institution offers to enable students to develop the knowledge and skills identified in the competency. When citing courses, provide course number, title, and catalog description. Catalog descriptions and syllabi may be attached

(b) Elementary number theory, ratio, proportion, and percent;

EDUC 450

Skills

3. analyze the Virginia SOLs in the content areas of math, science, and social studies and develop appropriate student experiences.

EDUC 451

Skills




8VAC20-542-110


Endorsement Competencies teaching mathematics in grades PreK-6. Experiences with practical applications and the use of appropriate technology and manipulatives should be used within the following content:

(a) Number systems, their structure, basic operations, and properties;



Mathematics 310. Functions, Probability and Statistics. Examines functions, probability and statistics in the context of real life situations and will include student investigations and hands on activities.

Prerequisite: MATH 309 and proficiency in computer spreadsheets, or permission of instructor. 3 credits.




30

8. analyze the teaching of math, science, and social studies in elementary classrooms in relation to relevant research, the “best practice” literature, and the SOLs.

EDUC 310

Students will improve their mathematical confidence level and develop the skills necessary to teach elementary and middle school mathematics.


Percent, Theoretical and Experimental Probability

(c) Algebra: operations with monomials and polynomials, algebraic fractions; linear and quadratic equations and inequalities, linear systems of equations and inequalities; radicals and exponents; arithmetic and geometric sequences and series; algebraic and trigonometric functions; and transformations among graphical, tabular, and symbolic form of functions;

MATH 310

Number systems and algebraic structure, including the real and complex numbers .

Understand the theory and teaching of problem solving and become better problem solvers, developing critical-thinking skills and mathematical reasoning;

Appreciate the historical and cultural development of mathematics;

Use manipulatives and materials to represent and model mathematical concepts; and

Recognize the need to understand and use mathematics in the real world.

Outline:

Writing Linear Equations and Linear Rate of Change

Functions and Line of Best Fit

Solving Systems of Equations

Integers and Their Operations,

Algebraic Expressions and Equations

EDUC 450

Skills


EDUC 451




31








Skills


(d) Geometry: geometric figures, their properties, relationships, Pythagorean

Theorem; deductive and inductive reasoning; perimeter, area, and surface area of

2- and 3- dimensional figures; coordinate and transformational geometry; and constructions;

Mathematics 313. Geometry and Reasoning. A basic study of polygons, polyhedral, measurement, transformational geometry, coordinate geometry, descriptive statistics, graphical methods and empirical and theoretical probabilities and their uses. 3 credits.



(e) Probability and statistics: permutations and combinations; experimental and theoretical probability; prediction; graphical representations; including box-andwhisker plots; measures of central tendency, range, and normal distribution; and

EDUC 310

Students will improve their mathematical confidence level and develop the skills necessary to teach elementary and middle school mathematics.

Outline:

Measures of Central Tendency, Variability, Box-and-Whisker Plots

Graphs of Discrete and Continuous Data

Measures of Dispersion and Normal Distribution

Percent, Theoretical and Experimental Probability

Permutations and Combinations

EDUC 451

Skills






32

(f) Computer science: terminology, simple programming, and software applications.



(2) Understanding of the sequential nature of mathematics.

(3) Understanding of the multiple representations of mathematical concepts and procedures.

EDUC 451

Skills


MATH 310

Use manipulatives and materials to represent and model mathematical concepts; and

Recognize the need to understand and use mathematics in the real world.







33

(4) Understanding of and the ability to use the five processes – reasoning mathematically, solving problems, communicating mathematics effectively, making mathematical connections, and using mathematical representations at different levels of complexity.

MATH 310

Understand the theory and teaching of problem solving and become better problem solvers, developing critical-thinking skills and mathematical reasoning;

Use manipulatives and materials to represent and model mathematical concepts

EDUC 451

Skills

8. analyze the teaching of math, science, and social studies in elementary





classrooms in relation to relevant research, the “best practice” literature, and the SOLs.

(5) Understanding of the contributions of different cultures toward the development of mathematics, and the role of mathematics in culture and society.

(6) Understanding of the role of technology and the ability to use calculators and computers in the teaching and learning of mathematics.


34







35




8VAC20-542-110


Endorsement Competencies c. History and social science.

1) Understanding of the knowledge, skills, and processes of history and the social science disciplines as defined in the Virginia Standards of Learning and how the standards provide the necessary foundation for teaching history and social science, including in:



3 credits.


(a) History.

(i) The contributions of ancient civilizations to American social and political institutions;

(ii) Major events in Virginia history from 1607 to the present;

(iii) Key individuals, documents, and events in the American revolution;




36

History 100. Foundations of Western Civilization. An introduction to the foundations of Western Civilization from the Dawn of Man through the Reformation, with an emphasis on the political, economic, social, intellectual, and cultural attributes that made this civilization unique. In the context of this course, students will come to understand the historical development of western civilization, relate the development of

Western civilization to that of other regions of the world, and discuss how historical developments influence the present day. 3 credits. *

History 110. Modern Western Civilization. A survey of the development of Modern Western Civilization from the Age of Absolutism to the present, with emphasis upon the political, economic, social, cultural, and intellectual attributes that have marked its rise to worldwide influence in the twentieth century. 3 credits. *








1877 to modern times, with emphasis upon the political, cultural, diplomatic, and societal forces which have shaped its development. 3

(iv) The evolution of America’s constitutional republic, its ideas, institutions, and practices;

37 credits. *






(b) Geography

(i) The use of maps and other geographic representations, tools, and technologies to acquire, process, and report information;

EDUC 450

Skills


EDUC 451

Skills


Geography 241. Cultural Geography. A study of the interaction between man and the land. Spatial and time elements are interwoven with selected topics such as man’s religions, settlement patterns, political organization, economics, and population characteristics. 3 lecture periods. 3 credits.


Biogeography. Investigates the past and present geographic distribution of organisms on land. This broad, interdisciplinary course will combine insights from biology, ecology, geography, and geology to examine changes in species distribution over space and time. The course will address topics including: 1) biological patterns across the globe, 2) underlying physical factors controlling these patterns, 3) the role of earth’s history in developing these patterns, 4) and implications for the conservation of plants and animals. 2 lecture periods and 1 two h our lab period. 4 credits.


(ii) The relationship between human activity and the physical environment in the community and the world;




38

Earth Science 300. The Dynamic Planet. This course explores the major principles of the earth sciences, including geology, oceanography, meteorology and astronomy. The course focuses on earth-shaping processes, atmospheric dynamics, oceanographic circulation, and earth’s place in the solar system. It is designed to develop an awareness and appreciation for these geosystems and their important interrelationships, as well as an understanding of the scientific approach to problem solving. Emphasis will be placed on interactions between systems in order to better understand the earth as a single, multidimensional system. For liberal studies majors and others seeking teaching endorsement. 2 lecture and one 2-hour lab period. 3 credits.

Philosophy 308. Introduction to Ethics. An introduction to ethical theories and their applications to moral issues. This course has three major components: (1) a survey of the main normative and metaethical theories; (2) a detailed examination of the method of philosophical analysis; and (3) the application of ethical theories and philosophical analysis to contemporary moral issues. 3 credits. *


Geography 342 (Biology 342, Earth Science 342).

Terrestrial

Biogeography. Investigates the past and present geographic distribution of organisms on land. This broad, interdisciplinary course will combine insights from biology, ecology, geography, and geology to

39

(iii) Physical processes that shape the surface of the earth;

(c) Civics

(i) The privileges and responsibilities of good citizenship and the importance of the Rule of Law for the protection of individual rights; examine changes in species distribution over space and time. The course will address topics including: 1) biological patterns across the globe, 2) underlying physical factors controlling these patterns, 3) the role of earth’s history in developing these patterns, 4) and implications for the conservation of plants and animals. 2 lecture periods and 1 two hour lab period. 4 credits.

Earth Science 300. The Dynamic Planet. This course explores the major principles of the earth sciences, including geology, oceanography, meteorology and astronomy. The course focuses on earth-shaping processes, atmospheric dynamics, oceanographic circulation, and earth’s place in the solar system. It is designed to develop an awareness and appreciation for these geosystems and their important interrelationships, as well as an understanding of the scientific approach to problem solving. Emphasis will be placed on interactions between systems in order to better understand the earth as a single, multidimensional system. For liberal studies majors and others seeking teaching endorsement. 2 lecture and one 2-hour lab period. 3 credits.


(ii) The process of making laws in the United States and the fundamental ideals and principles of a republican form of government; and


(iii) The understanding that Americans are a people of diverse ethnic origins, customs, and traditions, who are united by basic principles of a republican form of government and a common identity as Americans.

HIST 221

Students will recognize and explain major contributions of social science to our cultural heritage. This course provides a survey of American history from the pre-contact era through the periods of Civil War and

Reconstruction. Emphasis will be placed on the political, economic, cultural, societal, and intellectual foundations of the United States, and how they have shaped the American nation and its people .






EDUC 450

Skills


EDUC 451

Skills

8. analyze the teaching of math, science, and social studies in elementary classrooms in relation to relevant research, the “best practice” literature, and the SOLs .

(d) Economics.

(i) The basic economic principles that underlie the United States market economy;

HIST 221



EDUC 450

Skills


EDUC 451

Skills


those seeking licensure to teach at the elementary and/or middle school levels. Prerequisite: EDUC 299, EDUC 380. 2 credits.




40






3 credits .

Education 450. Principles of Instruction. (PK-8). Methods of instruction in the elementary and middle school. The class will focus on

generic teaching strategies, technologies, time utilization, teaching effectiveness research, and professional responsibilities. Required for those seeking licensure to teach at the elementary and/or middle school levels. Prerequisite: EDUC 299, EDUC 380. 2 credits.




41

( ii) The role of the individual and how economic decisions are made in the market place; and

HIST 221



EDUC 450

Skills


EDUC 451

Skills







3 credits.

Education 450. Principles of Instruction. (PK-8). Methods of

instruction in the elementary and middle school. The class will focus on generic teaching strategies, technologies, time utilization, teaching effectiveness research, and professional responsibilities. Required for those seeking licensure to teach at the elementary and/or middle school levels. Prerequisite: EDUC 299, EDUC 380. 2 credits.

42




(iii) The role of government in the structure of the United States economy.

HIST 221



EDUC 450

Skills


EDUC 451

Skills




3 credits.



Interdisciplinary units and content appropriate pedagogical approaches

will be utilized to meet the Virginia standards of learning in grades PK-


43





8VAC20-542-110

INSTITUTION: LONGWOOD UNIVERSITY


(2) Understanding of the nature of history and the social sciences, and how the study of the disciplines assists students in developing critical thinking skills in helping them to understand:

(a) The relationship between past and present;



Biogeography. Investigates the past and present geographic distribution of organisms on land. This broad, interdisciplinary course will combine insights from biology, ecology, geography, and geology to examine changes in species distribution over space and time. The

course will address topics including: 1) biological patterns across the globe, 2) underlying physical factors controlling these patterns, 3) the role of earth’s history in developing these patterns, 4) and implications for the conservation of plants and animals. 2 lecture periods and 1 two hour lab period. 4 credits.


44



(b) The use of primary sources such as: artifacts, letters, photographs, and newspapers;

EDUC 221

1) Students will understand major methods of social science by engaging in a hands-on approach to the historical process and through an introduction to the basic principles of historical interpretation.

EDUC 450

Skills


EDUC 451

Skills

8. analyze the teaching of math, science, and social studies in elementary classrooms in relation to relevant research, the “best practice” literature,









Education 450. Principles of Instruction. (PK-8). Methods of instruction in the elementary and middle school. The class will focus on generic teaching strategies, technologies, time utilization, teaching effectiveness research, and professional responsibilities. Required for those seeking licensure to teach at the elementary and/or middle school levels. Prerequisite: EDUC 299, EDUC 380, EDUC 381. 2 credits.

and the SOLs .

45

(c) How events in history are shaped both by ideas and actions of people;

HIST 221


2) Students will recognize and explain major contributions of social science to our cultural heritage. This course provides a survey of

American history from the pre-contact era through the periods of

Civil War and Reconstruction. Emphasis will be placed on the political, economic, cultural, societal, and intellectual foundations of the United States, and how they have shaped the American nation and its people.

3) Students will understand how social science can be used to address significant contemporary issues.

EDUC 450

Skills


EDUC 451

Skills







3 credits.





(d) Diverse cultures and shared humanity;

HIST 221






EDUC 450

Skills


EDUC 451

Skills


(e) Civic participation in a pluralistic democracy; and

HIST 221

1) Students will understand major methods of social science by

46


3 credits.





Sociology 320. Sociology of Education. Sociology of Education examines the structure and process of education in contemporary society. The primary focus is on U.S. public education. Topics include the contribution of sociology to understanding education and teaching; the relationship of education to other institutions such as the family, government, religion, and the economy; demographic changes that

engaging in a hands-on approach to the historical process and through an introduction to the basic principles of historical interpretation.





EDUC 450

Skills


EDUC 451

Skills


(f) The relationship between history, literature, art, and music.

EDUC 450

Dispositions

12. appreciate the potential positive impact on the arts---including the fine arts and the performing arts—on teaching practices and student learning.

47 effect education; the effect of social class on student achievement and teaching; formal and informal positions, roles and processes in schools; and consideration of current issues such as school funding, compensatory and special education programs, race and gender issues, and educational reform movements. Open to Juniors and Seniors only.

3 credits.






3 credits.









INSTITUTION:

8VAC20-542-110

LONGWOOD UNIVERSITY

Endorsement Competencies Courses and Experiences*

48

d. Science.

(1) Understanding of the knowledge, skills, and processes of the earth, life, and physical sciences as defined in the Virginia Science Standards of Learning and how these standards provide a sound foundation for teaching science in the elementary grades;

EDUC 450

Skills


EDUC 451

Skills



Biogeography. Investigates the past and present geographic distribution of organisms on land. This broad, interdisciplinary course will combine insights from biology, ecology, geography, and geology to examine changes in species distribution over space and time. The course will address topics including: 1) biological patterns across the globe, 2) underlying physical factors controlling these patterns, 3) the role of earth’s history in developing these patterns, 4) and implications for the conservation of plants and animals. 2 lecture periods and 1 two hour lab period. 4 credits.


( 2) Understanding of the nature of science and scientific inquiry, including:

(a) The role of science in explaining and predicting events and phenomena; and

EDUC 450

Skills


EDUC 451

Skills






Biogeography

.

Investigates the past and present geographic distribution of organisms on land. This broad, interdisciplinary course will combine insights from biology, ecology, geography, and geology to examine changes in species distribution over space and time. The course will address topics including: 1) biological patterns across the globe, 2) underlying physical factors controlling these patterns, 3) the role of earth’s history in developing these patterns , 4) and implications for the conservation of plants and animals. 2 lecture periods and 1 two hour lab period. 4 credits.


49




50

( b) The science skills of data analysis, measurement, observation, prediction, and experimentation.

EDUC 450

Skills


EDUC 451

Skills








(3) Understanding of the knowledge, skills, and processes for an active elementary science program including the ability to:

(a) Design instruction reflecting the goals of the Virginia Science Standards of

Learning ;


EDUC 450

Skills


EDUC 451

Skills


those seeking licensure to teach at the elementary and/or middle school levels. Prerequisite: EDUC 299, EDUC 380. 2 credits.




(b) Conduct research projects and experiments in a safe environment;

EDUC 450

Skills


EDUC 451

Skills





51

(c) Organize key science content into meaningful units of instruction;

EDUC 450:

Skills

10. demonstrate how teachers use traditional and current practices to organize and manage for effective content area instruction.





Teacher Work Sample ( TWS)




52

(d) Adapt instruction to diverse learners using a variety of techniques;

EDUC 450

Skills

12. develop activities for use in the teaching of all subjects including diverse learners at the elementary school levels

EDUC 451 3. demonstrate how to structure and implement a welldefined standards based integrated curriculum including how to adapt existing curricula and assess curricular effectiveness.

Skills

(e) Evaluate instructional materials, instruction, and student achievement; and

EDUC 451

Skills

4. select and use appropriate concrete materials in an elementary/ middle level instructional program.

EDUC 450

Dispositions

5. appreciate ways to evaluate student achievement.

Skills

11. assess the efficacy of various instructional approaches through the appropriate use of assessment and evaluation methods, including the creation of and use of rubrics and scoring guides.









(f) Incorporate instructional technology to enhance student performance in science.

EDUC 450

Skills

11. understand the importance of technology as a viable teaching source in the elementary and middle school classroom.

EDUC 451

Skills

5.select and use appropriate technology and software in an elementary/ middle level instructional program to enhance the teaching of math, science and social studies. (TC1,TC2,TC4)

7.

6.recognize the importance of technology as a teaching source in the elementary school classroo m.

(4) Understanding of the content, processes, and skills of the Earth sciences, biology, chemistry, and physics supporting the teaching of elementary school science as defined by the Virginia Science Standards of Learning and equivalent course work reflecting each of these core science areas.








53

Biology 114. Fundamentals of Life Science. An inquiry into the common features of life at the molecular, cellular, and organismic levels. Emphasis on classification, life cycles, metabolic processes, genetics, ecology, evolution, and importance in society. For Liberal


Chemistry 100. Chemistry for Educators. This half semester course is designed for students seeking a K-8 teaching endorsement and does not fulfill requirements for any science major. This course presents basic concepts in chemistry including the structure of the atom, classification of matter, physical/chemical properties, and discussion of different types of chemical reactions. 3 lecture and one 2-hour lab

(5) Understanding of the core scientific disciplines to ensure:

(a) The ability to teach the processes and organizing concepts common to the natural and physical sciences; and

EDUC 450

Skills


EDUC 451

54 period.


Education 450. Principles of Instruction. (PK-8). Methods of instruction in the elementary and middle school. The class will focus on generic teaching strategies, technologies, technologies, time utilization, teaching effectiveness research, and professional responsibilities.

Required for those seeking licensure to teach at the elementary and/or middle school levels. Prerequisite: EDUC 299, EDUC 380. 2 credits.






Biology 114. Fundamentals of Life Science. An inquiry into the

Skills


55 common features of life at the molecular, cellular, and organismic levels. Emphasis on classification, life cycles, metabolic processes, genetics, ecology, evolution, and importance in society. For Liberal


Chemistry 100. Chemistry for Educators. This half semester course is designed for students seeking a K-8 teaching endorsement and does not fulfill requirements for any science major. This course presents basic concepts in chemistry including the structure of the atom, classification of matter, physical/chemical properties, and discussion of different types of chemical reactions. 3 lecture and one 2-hour lab period.








Description of what the institution offers to enable students to develop the knowledge and skills identified in the competency. When citing courses, provide course number, title, and catalog description. Catalog descriptions and syllabi may be attached




8VAC20-542-110

INSTITUTION: LONGWOOD UNIVERSITY


(b) Student achievement in science.

EDUC 450:

Dispositions

5. appreciate ways to evaluate student achievement.

Skills

11. assess the efficacy of various instructional approaches through the appropriate use of assessment and evaluation methods, including the creation of and use of rubrics and scoring guides.


Education 450. Principles of Instruction. (PK-8). Methods of instruction in the elementary and middle school. The class will focus on generic teaching strategies, time utilization, teaching effectiveness research, and professional responsibilities. Required for those seeking licensure to teach at the elementary and/or middle school levels.

Prerequisite: EDUC 299, EDUC 380, EDUC 381. 2 credits.



6. Required for those seeking a teaching license with an endorsement

56

(6) Understanding of the contributions and significance of science including:

(a) Its social and cultural significance;

57 to teach at the elementary level. Prerequisite: EDUC 299, EDUC 380,


Biology 114. Fundamentals of Life Science. An inquiry into the common features of life at the molecular, cellular, and organismic levels. Emphasis on classification, life cycles, metabolic processes, genetics, ecology, evolution, and importance in society . For Liberal


(b) The relationship of science to technology; and

EDUC 451

Skills

5.select and use appropriate technology and software in an elementary/ middle level instructional program to enhance the teaching of math, science and social studies. (TC1,TC2,TC4)

6.recognize the importance of technology as a teaching source in the elementary school classroom

Education 450. Principles of Instruction. (PK-8). Methods of instruction in the elementary and middle school. The class will focus on generic teaching strategies, time utilization, teaching effectiveness research, and professional responsibilities. Required for those seeking licensure to teach at the elementary and/or middle school levels.

Prerequisite: EDUC 299, EDUC 380, EDUC 381. 2 credits.





(c) The historical development of scientific concepts and scientific reasoning. Geography 342 (Biology 342, Earth Science 342). Terrestrial

Biogeography. Investigates the past and present geographic distribution of organisms on land. This broad, interdisciplinary course will combine insights from biology, ecology, geography, and geology to examine changes in species distribution over space and time.

The course will address topics including: 1) biological patterns across the globe, 2) underlying physical factors controlling these patterns, 3) the role of earth’s history in developing these patterns, 4) and implications for the conservation of plants and animals. 2 lecture periods and 1 two hour lab period. 4 credits.

Biology 114. Fundamentals of Life Science. An inquiry into the common features of life at the molecular, cellular, and organismic levels. Emphasis on classification, life cycles, metabolic processes,

58 genetics, ecology, evolution, and importance in society. For Liberal



*NOTE: Course descriptions are taken from the Longwood University Undergraduate Catalog 2007-2008 available at http://www.longwood.edu/catalog/2007/index.htm

VIRGINIA DEPARTMENT OF EDUCATION PROGRAM STATUS MATRIX INSTITUTION:

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