Professional Core Curriculum
Approved, CTE, January 12, 2009
Current Model
Total Credits: 28-32
Total Credits: 28-32
XXXX 2123 (1)
YYYY 2123 (1) Early Experience for the Prospective
Teacher
XXXX 4323 (3)
Rationale
Compromise Model
YYYY 4323 (3) Methods in the specialty area (Some
programs have different course #)
The total credit hours for professional studies are 28-32. Of those,
13-16 have program area prefixes and will be taught by program
area faculty. This leaves only 15-16 contested hours that would be
taught outside of a program area.
XXXX 4324 (9/10)
YYYY 4324 (9/10) Internship in the specialty area
Most degree programs have a limit of 128 hours. If 42 of these
hours are used for the foundations curriculum courses and 15-16 for
the professional studies curriculum, then the program area has 7071 in which to focus on their specialty area.
XXXX 4325 (0,1,2)
YYYY 4325 Senior II Seminar (0/1/2)
We need to reach consensus on how best to ensure consistency
with NCATE/INTASC/DPI standards in these 15-16 credit hours.
13 - 16 s.h.
13-16 s.h.
PSYC 3206/2201
No longer required by DPI
EDUC 3002 (3) Introduction to Diversity
OR PSYC/SOCI course addressing NCATE definition of
diversity and qualifying for FC:SO credit
EDUC 3200 (3)
EDUC 4400 (3)
EDUC 3200 (3) Introduction to American Education
EDUC 4400 (3) Foundations of School Learning,
Motivation, and Assessment
OR PSYC 4305 - Educational Psych (3)
By including an option (OR) program areas that are at or exceeding
the 128 s.h. maximum could use Foundations Curriculum: Social
Science credit to complete this requirement. These courses would
provide all candidates in the unit with a foundational understanding
of diversity on which programs then could build to explore specific
issues of diversity in their fields.
This was not contested during the meeting.
The concerns expressed about the content of this course duplicating
the content of program area assessment and classroom
management courses can be addressed by providing an option.
This optional course would ensure that educational psychology was
covered in all programs and that all candidates in the unit had a
foundation in learning theory.
Current Model
Compromise Model
SPED 4010 (2) Exceptional Students in the Regular
Classroom
SPED 4010 (2)
OR SPED 2000 (2) Introduction to Exceptional Children
EDTC 4001 (2)
EDTC 4001 (2) Instructional Technology or MATE
4001 for Mathematics education students only
Amended and approved, CTE 1-12-2009
READ 3990 (2) or READ
5317 (3)
READ 3990 (2) Reading in the Content Area /READ
5317 (3) Reading in the Junior and Senior High
School OR a CTE approved course
Amended and approved, CTE, 12-8-2008
12-13
15-16
Total Credits: 28-32
Total Credits: 28-32
OR 25-29 if use University Foundations Curriculum
credit for diversity
Rationale
SPED 4010 focuses on instructional strategies for exceptional
children. Some programs already address therapeutic or adaptive
needs of students in their specialty areas. These programs could
eliminate the overlap by selecting SPED 2000 as an option while
still ensuring all candidates in the unit have a foundation in special
education.
This course would ensure that all candidates have acquired access
to the electronic evidence site, have received the same information
about compiling and submitting their evidence, and have acquired
the prerequisite technology skills for integrating technology in
instruction and using technology for assessment purposes.
Program areas would expand on this knowledge and these skills
through specific applications in their specialty areas.
This was not contested during the meeting.