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Online Post Baccalaureate Residency Licensure Certificate: Curriculum

Curriculum Details

18–22 TOTAL SEMESTER HOURS REQUIRED*

Methodist University’s online Post Baccalaureate Residency Licensure Certificate program focuses on pedagogical practices for effective teaching in a range of areas. Coursework is delivered in a flexible, asynchronous format that allows you to attend class while continuing to teach.

As a student, you will choose from the following concentrations, each designed to align with your current teaching assignment:

  • Elementary education (K–6)
  • Secondary education (9–12)
  • Middle grades education (6–9)
  • Special education (K–12)
  • Music education (K–12)
  • Physical education/health education (K–12)
  • Art education (K–12)

You will also complete a 16-week student teaching placement in your own classroom, meeting remotely with instructors and faculty supervisors for feedback and guidance along the way. Our teacher residency program emphasizes coaching and mentorship, offering the support you need to develop your skills in lesson planning, classroom management, and teaching best practices.

The Post Baccalaureate Residency Licensure Certificate is designed to be completed in one year, but students can take up to three years to finish. You will complete all state-required licensure exams throughout your program, graduating as a qualified North Carolina educator.

*Curriculum is currently being updated.

Elementary Education

Part I of a two-course series, this course is designed to explore how elementary children think about and learn mathematical concepts. Teacher candidates will be introduced to a variety of approaches and methodologies used in teaching mathematics in the elementary school. Students will engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. This course will be taken in consecutive terms with EDU 5120 Elementary Math Pedagogy Part 2.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5120 in the consecutive term.

Part II of a two-course series, teacher candidates will build on the content introduced in EDU 5110. This course is designed to enhance teacher candidates understanding of current instructional methods in mathematics education and to assist them in designing mathematical lessons using relevant strategies and activities. Teacher candidates will understand how to teach and assess diverse groups of students through the implementation of math lesson plans, strategies, and activities. This course will be taken in consecutive terms with EDU 5110 Elementary Math Pedagogy Part 1. Pre-Requisite/Co-Requisite: Students must receive a grade of C or better in EDU 5120.

EDU 5130 is the first part of a two-part series that focuses on cognitive, linguistic, and affective factors impacting emergent readers. Candidates will explore how literacy instruction has progressed utilizing a variety of pedagogical strategies and brain research. Critical reading of professional literature will support the understanding of how students learn to read. EDU 5130 focuses on providing students with an overview of literacy development, theory, oral language development (phonological and phonemic awareness), concepts of print, letter knowledge, phonics, and word recognition skills. This course will be taken in consecutive terms with EDU 5140.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5140 in the consecutive term.

EDU 5140 is the second part of a two-part series that focuses on cognitive, linguistic, and affective factors impacting emergent readers. Candidates will explore how literacy instruction has progressed utilizing a variety of pedagogical strategies and brain research. Critical reading of professional literature will support the understanding of how students learn to read. EDU 5140 focuses on providing students with an overview of oral reading fluency, vocabulary, and comprehension. This course will be taken in consecutive terms with EDU 5130.

Pre-Requisite: Students must receive a grade of C or better in EDU 5130.

This course is designed for teacher candidates to review content knowledge, concepts, and skills in preparation for completion of required content area licensure exams. Students will be presented with a practice exam that will serve as the foundation for review of content covered on licensure exams. This course concludes with practice examination that will identify the student’s knowledge in all concepts covered to identify student’s understanding of the subject matter for which they will be licensed. The content area exam must be passed to proceed with the final course sequence in the program and to become a fully licensed teacher in North Carolina. This course will be waived if all content area exams have been successfully completed. Students may take this course up to three times.

Part I of a two-course series, EDU 5530 is designed to apply a variety of approaches and methodologies used in teaching. Students will engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. The course goals and objectives will be taught across two terms. This course will be taken in consecutive terms with EDU 5540. Students must earn a grade of C or higher to successfully complete this course.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5540 in the consecutive term.

Part II of a two-course series, teacher candidates will build on the content introduced in EDU 5530. EDU 5540 is designed to enhance teacher candidates understanding of current instructional theories and pedagogical methods and to assist them in designing instructional experiences using relevant strategies and activities. Teacher candidates will reflect on their teaching and assessing diverse groups of students. This course will be taken in consecutive terms with EDU 5530.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5130. Students must receive a grade of B or better in EDU 5530.

EDU 5510 is part one of a two-part series, and it will develop teacher candidates’ understanding of how to leverage educational technology strategies and tools in meaningful ways across the various content areas to increase student learning. The course is based on the ISTE Standards for Students, North Carolina Digital Literacy Competencies, The Technological Pedagogical Content (TPACK) model, Technology Integration Matrix (TIM), and Substitution, Augmentation, Modification, and Redefinition (SAMR) Model. Teacher Candidates will explore practical ways to teach Digital Citizenship, and tools like Google, Adobe, Apple, Microsoft, and various Learning Management Systems (LMS). Candidates will develop lessons that align with ISTE Standards for Students 1.1 – 1.3. This course will be taken in consecutive terms with EDU 5520. Students must earn a grade of C or higher to successfully complete this course.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 55200 in the consecutive term.

EDU 5520 is the second part of a two-part series, and it will develop teacher candidates’ understanding of how to leverage educational technology strategies and tools in meaningful ways across the various content areas to increase student learning. The focus of the course is to prepare students to think critically and develop knowledge to help students succeed in a global digital world. The course prepares teacher candidates to understand how to use educational tools in their classroom to benefit students. Teacher Candidates will explore practical ways to use educational tech tools and strategies to enhance classroom management, assessment, presentations, and collaboration. Teacher Candidates will develop lessons that align with ISTE Standards for Students 1.4 – 1.7. This course will be taken in consecutive terms with EDU 5510.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5510. Students must receive a grade of C or better in EDU 5510.

This course is designed to provide an internship experience at the appropriate grade level within the licensure area. Student engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. This course requires observations conducted by both a site based mentor and a faculty supervisor. This course is taken prior to the student teaching course and is designed to give licensure candidates the opportunity to practice research based strategies.

This course presents concepts and strategies that have been found to be effective (even when working with individuals who exhibit extreme behavioral problems) in creating productive classroom learning environments. Assignments are designed to help develop strategies to be used in classroom settings. Topics include: establishing classroom rules and expectations, classroom organization and operation, supporting appropriate student behavior, understanding of cultural and religious differences, positive behavior management, and promoting student independence and intrinsic motivation.

Middle Grades Education

Part I of a two-course series, EDU 5400 is designed to introduce students to relevant instructional pedagogical practices. Students will explore a variety of research based instructional strategies and activities to implement in the classroom. Students will engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. The course goals and objectives will be taught across two terms. This course will be taken in consecutive terms with EDU 5410 Introduction to Classroom Pedagogy – Part 2.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5410 in the consecutive term.

Part II of a two-course series, teacher candidates will build on the content introduced in EDU 5400. EDU 5410 is designed to enhance teacher candidates understanding instructional methods and to assist them in designing instructional experiences using relevant strategies and activities. This course will be taken in consecutive terms with EDU 5400 Introduction to Classroom Pedagogy – Part 1.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5400. Students must receive a grade of C or better in EDU 5400.

Part I of a two-course series, this course will develop teacher candidates’ understanding of how to implement disciplinary literacy lesson plans, strategies, and activities. EDU 5420 is designed to introduce teacher candidates to approaches and methodologies used in teaching disciplinary literacy. Students engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. This course will also examine current theories, models, and research for teaching in specific content areas. The course goals and objectives will be taught across two terms. This course will be taken in consecutive terms with EDU 5430. Students must earn a grade of C or higher to successfully complete this course.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5430 in the consecutive term.

Part II of a two-course series, this course will develop teacher candidates’ understanding of how to implement disciplinary literacy lesson plans, strategies, and activities. EDU 5430 is a designed to support teacher candidates as they integrate disciplinary literacy within the curriculum with an emphasis on instructional strategies used to prepare students with the skills necessary to read, comprehend, and react to appropriate instructional materials in their individual discipline. The course goals and objectives will be taught over two terms. This course will be taken in consecutive terms with EDU 5430 Disciplinary Literacy Part 1.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5420. Students must receive a grade of C or better in EDU 5420.

This course is designed for teacher candidates to review content knowledge, concepts, and skills in preparation for completion of required content area licensure exams. Students will be presented with a practice exam that will serve as the foundation for review of content covered on licensure exams. This course concludes with practice examination that will identify the student’s knowledge in all concepts covered to identify student’s understanding of the subject matter for which they will be licensed. The content area exam must be passed to proceed with the final course sequence in the program and to become a fully licensed teacher in North Carolina. This course will be waived if all content area exams have been successfully completed. Students may take this course up to three times.

Part I of a two-course series, EDU 5530 is designed to apply a variety of approaches and methodologies used in teaching. Students will engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. The course goals and objectives will be taught across two terms. This course will be taken in consecutive terms with EDU 5540. Students must earn a grade of C or higher to successfully complete this course.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5540 in the consecutive term.

Part II of a two-course series, teacher candidates will build on the content introduced in EDU 5530. EDU 5540 is designed to enhance teacher candidates understanding of current instructional theories and pedagogical methods and to assist them in designing instructional experiences using relevant strategies and activities. Teacher candidates will reflect on their teaching and assessing diverse groups of students. This course will be taken in consecutive terms with EDU 5530.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5130. Students must receive a grade of B or better in EDU 5530.

EDU 5510 is part one of a two-part series, and it will develop teacher candidates’ understanding of how to leverage educational technology strategies and tools in meaningful ways across the various content areas to increase student learning. The course is based on the ISTE Standards for Students, North Carolina Digital Literacy Competencies, The Technological Pedagogical Content (TPACK) model, Technology Integration Matrix (TIM), and Substitution, Augmentation, Modification, and Redefinition (SAMR) Model. Teacher Candidates will explore practical ways to teach Digital Citizenship, and tools like Google, Adobe, Apple, Microsoft, and various Learning Management Systems (LMS). Candidates will develop lessons that align with ISTE Standards for Students 1.1 – 1.3. This course will be taken in consecutive terms with EDU 5520. Students must earn a grade of C or higher to successfully complete this course.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 55200 in the consecutive term.

EDU 5520 is the second part of a two-part series, and it will develop teacher candidates’ understanding of how to leverage educational technology strategies and tools in meaningful ways across the various content areas to increase student learning. The focus of the course is to prepare students to think critically and develop knowledge to help students succeed in a global digital world. The course prepares teacher candidates to understand how to use educational tools in their classroom to benefit students. Teacher Candidates will explore practical ways to use educational tech tools and strategies to enhance classroom management, assessment, presentations, and collaboration. Teacher Candidates will develop lessons that align with ISTE Standards for Students 1.4 – 1.7. This course will be taken in consecutive terms with EDU 5510.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5510. Students must receive a grade of C or better in EDU 5510.

This course is designed to provide an internship experience at the appropriate grade level within the licensure area. Student engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. This course requires observations conducted by both a site based mentor and a faculty supervisor. This course is taken prior to the student teaching course and is designed to give licensure candidates the opportunity to practice research based strategies.

This course presents concepts and strategies that have been found to be effective (even when working with individuals who exhibit extreme behavioral problems) in creating productive classroom learning environments. Assignments are designed to help develop strategies to be used in classroom settings. Topics include: establishing classroom rules and expectations, classroom organization and operation, supporting appropriate student behavior, understanding of cultural and religious differences, positive behavior management, and promoting student independence and intrinsic motivation.

Special Education

Part I of a two-course series, this course is designed to explore how elementary children think about and learn mathematical concepts. Teacher candidates will be introduced to a variety of approaches and methodologies used in teaching mathematics in the elementary school. Students will engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. This course will be taken in consecutive terms with EDU 5120 Elementary Math Pedagogy Part 2.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5120 in the consecutive term.

Part II of a two-course series, teacher candidates will build on the content introduced in EDU 5110. This course is designed to enhance teacher candidates understanding of current instructional methods in mathematics education and to assist them in designing mathematical lessons using relevant strategies and activities. Teacher candidates will understand how to teach and assess diverse groups of students through the implementation of math lesson plans, strategies, and activities. This course will be taken in consecutive terms with EDU 5110 Elementary Math Pedagogy Part 1. Pre-Requisite/Co-Requisite: Students must receive a grade of C or better in EDU 5120.

EDU 5130 is the first part of a two-part series that focuses on cognitive, linguistic, and affective factors impacting emergent readers. Candidates will explore how literacy instruction has progressed utilizing a variety of pedagogical strategies and brain research. Critical reading of professional literature will support the understanding of how students learn to read. EDU 5130 focuses on providing students with an overview of literacy development, theory, oral language development (phonological and phonemic awareness), concepts of print, letter knowledge, phonics, and word recognition skills. This course will be taken in consecutive terms with EDU 5140.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5140 in the consecutive term.

EDU 5140 is the second part of a two-part series that focuses on cognitive, linguistic, and affective factors impacting emergent readers. Candidates will explore how literacy instruction has progressed utilizing a variety of pedagogical strategies and brain research. Critical reading of professional literature will support the understanding of how students learn to read. EDU 5140 focuses on providing students with an overview of oral reading fluency, vocabulary, and comprehension. This course will be taken in consecutive terms with EDU 5130.

Pre-Requisite: Students must receive a grade of C or better in EDU 5130.

Part I of a two-course series, this course will examine principles and practices of curriculum assessment and planning for instruction. An emphasis will be placed on formal and informal assessment strategies including formal and summative assessments. The designing of assessment strategies that lead to the implementation of instructional methods are also an integral part of this course. The course goals and objectives will be taught over two terms. This course will be taken in consecutive terms with EDU 5160 Intro to Special Education – Part 2.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5160 in the consecutive term

Part II of a two-course series, EDU 5430 is a designed to support teacher candidates as they examine current theories, models, and research for teaching in a special education classroom. This course will develop teacher candidates’ understanding of how to implement lesson plans, strategies, and activities. The course goals and objectives will be taught across two terms. The course goals and objectives will be taught over two terms. This course will be taken in consecutive terms with EDU 5150 Intro to Special Education – Part 1 (1.5sh).

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5150. Students must receive a grade of C or better in EDU 5150.

This course is designed for teacher candidates to review content knowledge, concepts, and skills in preparation for completion of required content area licensure exams. Students will be presented with a practice exam that will serve as the foundation for review of content covered on licensure exams. This course concludes with practice examination that will identify the student’s knowledge in all concepts covered to identify student’s understanding of the subject matter for which they will be licensed. The content area exam must be passed to proceed with the final course sequence in the program and to become a fully licensed teacher in North Carolina. This course will be waived if all content area exams have been successfully completed. Students may take this course up to three times.

Part I of a two-course series, EDU 5530 is designed to apply a variety of approaches and methodologies used in teaching. Students will engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. The course goals and objectives will be taught across two terms. This course will be taken in consecutive terms with EDU 5540. Students must earn a grade of C or higher to successfully complete this course.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5540 in the consecutive term.

Part II of a two-course series, teacher candidates will build on the content introduced in EDU 5530. EDU 5540 is designed to enhance teacher candidates understanding of current instructional theories and pedagogical methods and to assist them in designing instructional experiences using relevant strategies and activities. Teacher candidates will reflect on their teaching and assessing diverse groups of students. This course will be taken in consecutive terms with EDU 5530.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5130. Students must receive a grade of B or better in EDU 5530.

EDU 5510 is part one of a two-part series, and it will develop teacher candidates’ understanding of how to leverage educational technology strategies and tools in meaningful ways across the various content areas to increase student learning. The course is based on the ISTE Standards for Students, North Carolina Digital Literacy Competencies, The Technological Pedagogical Content (TPACK) model, Technology Integration Matrix (TIM), and Substitution, Augmentation, Modification, and Redefinition (SAMR) Model. Teacher Candidates will explore practical ways to teach Digital Citizenship, and tools like Google, Adobe, Apple, Microsoft, and various Learning Management Systems (LMS). Candidates will develop lessons that align with ISTE Standards for Students 1.1 – 1.3. This course will be taken in consecutive terms with EDU 5520. Students must earn a grade of C or higher to successfully complete this course.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 55200 in the consecutive term.

EDU 5520 is the second part of a two-part series, and it will develop teacher candidates’ understanding of how to leverage educational technology strategies and tools in meaningful ways across the various content areas to increase student learning. The focus of the course is to prepare students to think critically and develop knowledge to help students succeed in a global digital world. The course prepares teacher candidates to understand how to use educational tools in their classroom to benefit students. Teacher Candidates will explore practical ways to use educational tech tools and strategies to enhance classroom management, assessment, presentations, and collaboration. Teacher Candidates will develop lessons that align with ISTE Standards for Students 1.4 – 1.7. This course will be taken in consecutive terms with EDU 5510.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5510. Students must receive a grade of C or better in EDU 5510.

This course is designed to provide an internship experience at the appropriate grade level within the licensure area. Student engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. This course requires observations conducted by both a site based mentor and a faculty supervisor. This course is taken prior to the student teaching course and is designed to give licensure candidates the opportunity to practice research based strategies.

This course presents concepts and strategies that have been found to be effective (even when working with individuals who exhibit extreme behavioral problems) in creating productive classroom learning environments. Assignments are designed to help develop strategies to be used in classroom settings. Topics include: establishing classroom rules and expectations, classroom organization and operation, supporting appropriate student behavior, understanding of cultural and religious differences, positive behavior management, and promoting student independence and intrinsic motivation.

Secondary Education

Part I of a two-course series, EDU 5400 is designed to introduce students to relevant instructional pedagogical practices. Students will explore a variety of research based instructional strategies and activities to implement in the classroom. Students will engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. The course goals and objectives will be taught across two terms. This course will be taken in consecutive terms with EDU 5410 Introduction to Classroom Pedagogy – Part 2.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5410 in the consecutive term.

Part II of a two-course series, teacher candidates will build on the content introduced in EDU 5400. EDU 5410 is designed to enhance teacher candidates understanding instructional methods and to assist them in designing instructional experiences using relevant strategies and activities. This course will be taken in consecutive terms with EDU 5400 Introduction to Classroom Pedagogy – Part 1.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5400. Students must receive a grade of C or better in EDU 5400.

Part I of a two-course series, this course will develop teacher candidates’ understanding of how to implement disciplinary literacy lesson plans, strategies, and activities. EDU 5420 is designed to introduce teacher candidates to approaches and methodologies used in teaching disciplinary literacy. Students engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. This course will also examine current theories, models, and research for teaching in specific content areas. The course goals and objectives will be taught across two terms. This course will be taken in consecutive terms with EDU 5430. Students must earn a grade of C or higher to successfully complete this course.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5430 in the consecutive term.

Part II of a two-course series, this course will develop teacher candidates’ understanding of how to implement disciplinary literacy lesson plans, strategies, and activities. EDU 5430 is a designed to support teacher candidates as they integrate disciplinary literacy within the curriculum with an emphasis on instructional strategies used to prepare students with the skills necessary to read, comprehend, and react to appropriate instructional materials in their individual discipline. The course goals and objectives will be taught over two terms. This course will be taken in consecutive terms with EDU 5430 Disciplinary Literacy Part 1.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5420. Students must receive a grade of C or better in EDU 5420.

This course is designed for teacher candidates to review content knowledge, concepts, and skills in preparation for completion of required content area licensure exams. Students will be presented with a practice exam that will serve as the foundation for review of content covered on licensure exams. This course concludes with practice examination that will identify the student’s knowledge in all concepts covered to identify student’s understanding of the subject matter for which they will be licensed. The content area exam must be passed to proceed with the final course sequence in the program and to become a fully licensed teacher in North Carolina. This course will be waived if all content area exams have been successfully completed. Students may take this course up to three times.

Part I of a two-course series, EDU 5530 is designed to apply a variety of approaches and methodologies used in teaching. Students will engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. The course goals and objectives will be taught across two terms. This course will be taken in consecutive terms with EDU 5540. Students must earn a grade of C or higher to successfully complete this course.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5540 in the consecutive term.

Part II of a two-course series, teacher candidates will build on the content introduced in EDU 5530. EDU 5540 is designed to enhance teacher candidates understanding of current instructional theories and pedagogical methods and to assist them in designing instructional experiences using relevant strategies and activities. Teacher candidates will reflect on their teaching and assessing diverse groups of students. This course will be taken in consecutive terms with EDU 5530.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5130. Students must receive a grade of B or better in EDU 5530.

EDU 5510 is part one of a two-part series, and it will develop teacher candidates’ understanding of how to leverage educational technology strategies and tools in meaningful ways across the various content areas to increase student learning. The course is based on the ISTE Standards for Students, North Carolina Digital Literacy Competencies, The Technological Pedagogical Content (TPACK) model, Technology Integration Matrix (TIM), and Substitution, Augmentation, Modification, and Redefinition (SAMR) Model. Teacher Candidates will explore practical ways to teach Digital Citizenship, and tools like Google, Adobe, Apple, Microsoft, and various Learning Management Systems (LMS). Candidates will develop lessons that align with ISTE Standards for Students 1.1 – 1.3. This course will be taken in consecutive terms with EDU 5520. Students must earn a grade of C or higher to successfully complete this course.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 55200 in the consecutive term.

EDU 5520 is the second part of a two-part series, and it will develop teacher candidates’ understanding of how to leverage educational technology strategies and tools in meaningful ways across the various content areas to increase student learning. The focus of the course is to prepare students to think critically and develop knowledge to help students succeed in a global digital world. The course prepares teacher candidates to understand how to use educational tools in their classroom to benefit students. Teacher Candidates will explore practical ways to use educational tech tools and strategies to enhance classroom management, assessment, presentations, and collaboration. Teacher Candidates will develop lessons that align with ISTE Standards for Students 1.4 – 1.7. This course will be taken in consecutive terms with EDU 5510.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5510. Students must receive a grade of C or better in EDU 5510.

This course is designed to provide an internship experience at the appropriate grade level within the licensure area. Student engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. This course requires observations conducted by both a site based mentor and a faculty supervisor. This course is taken prior to the student teaching course and is designed to give licensure candidates the opportunity to practice research based strategies.

This course presents concepts and strategies that have been found to be effective (even when working with individuals who exhibit extreme behavioral problems) in creating productive classroom learning environments. Assignments are designed to help develop strategies to be used in classroom settings. Topics include: establishing classroom rules and expectations, classroom organization and operation, supporting appropriate student behavior, understanding of cultural and religious differences, positive behavior management, and promoting student independence and intrinsic motivation.

Art Education

Part I of a two-course series, EDU 5400 is designed to introduce students to relevant instructional pedagogical practices. Students will explore a variety of research based instructional strategies and activities to implement in the classroom. Students will engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. The course goals and objectives will be taught across two terms. This course will be taken in consecutive terms with EDU 5410 Introduction to Classroom Pedagogy – Part 2.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5410 in the consecutive term.

Part II of a two-course series, teacher candidates will build on the content introduced in EDU 5400. EDU 5410 is designed to enhance teacher candidates understanding instructional methods and to assist them in designing instructional experiences using relevant strategies and activities. This course will be taken in consecutive terms with EDU 5400 Introduction to Classroom Pedagogy – Part 1.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5400. Students must receive a grade of C or better in EDU 5400.

Part I of a two-course series, this course will develop teacher candidates’ understanding of how to implement disciplinary literacy lesson plans, strategies, and activities. EDU 5420 is designed to introduce teacher candidates to approaches and methodologies used in teaching disciplinary literacy. Students engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. This course will also examine current theories, models, and research for teaching in specific content areas. The course goals and objectives will be taught across two terms. This course will be taken in consecutive terms with EDU 5430. Students must earn a grade of C or higher to successfully complete this course.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5430 in the consecutive term.

Part II of a two-course series, this course will develop teacher candidates’ understanding of how to implement disciplinary literacy lesson plans, strategies, and activities. EDU 5430 is a designed to support teacher candidates as they integrate disciplinary literacy within the curriculum with an emphasis on instructional strategies used to prepare students with the skills necessary to read, comprehend, and react to appropriate instructional materials in their individual discipline. The course goals and objectives will be taught over two terms. This course will be taken in consecutive terms with EDU 5430 Disciplinary Literacy Part 1.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5420. Students must receive a grade of C or better in EDU 5420.

This course is designed for teacher candidates to review content knowledge, concepts, and skills in preparation for completion of required content area licensure exams. Students will be presented with a practice exam that will serve as the foundation for review of content covered on licensure exams. This course concludes with practice examination that will identify the student’s knowledge in all concepts covered to identify student’s understanding of the subject matter for which they will be licensed. The content area exam must be passed to proceed with the final course sequence in the program and to become a fully licensed teacher in North Carolina. This course will be waived if all content area exams have been successfully completed. Students may take this course up to three times.

Part I of a two-course series, EDU 5530 is designed to apply a variety of approaches and methodologies used in teaching. Students will engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. The course goals and objectives will be taught across two terms. This course will be taken in consecutive terms with EDU 5540. Students must earn a grade of C or higher to successfully complete this course.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5540 in the consecutive term.

Part II of a two-course series, teacher candidates will build on the content introduced in EDU 5530. EDU 5540 is designed to enhance teacher candidates understanding of current instructional theories and pedagogical methods and to assist them in designing instructional experiences using relevant strategies and activities. Teacher candidates will reflect on their teaching and assessing diverse groups of students. This course will be taken in consecutive terms with EDU 5530.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5130. Students must receive a grade of B or better in EDU 5530.

EDU 5510 is part one of a two-part series, and it will develop teacher candidates’ understanding of how to leverage educational technology strategies and tools in meaningful ways across the various content areas to increase student learning. The course is based on the ISTE Standards for Students, North Carolina Digital Literacy Competencies, The Technological Pedagogical Content (TPACK) model, Technology Integration Matrix (TIM), and Substitution, Augmentation, Modification, and Redefinition (SAMR) Model. Teacher Candidates will explore practical ways to teach Digital Citizenship, and tools like Google, Adobe, Apple, Microsoft, and various Learning Management Systems (LMS). Candidates will develop lessons that align with ISTE Standards for Students 1.1 – 1.3. This course will be taken in consecutive terms with EDU 5520. Students must earn a grade of C or higher to successfully complete this course.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 55200 in the consecutive term.

EDU 5520 is the second part of a two-part series, and it will develop teacher candidates’ understanding of how to leverage educational technology strategies and tools in meaningful ways across the various content areas to increase student learning. The focus of the course is to prepare students to think critically and develop knowledge to help students succeed in a global digital world. The course prepares teacher candidates to understand how to use educational tools in their classroom to benefit students. Teacher Candidates will explore practical ways to use educational tech tools and strategies to enhance classroom management, assessment, presentations, and collaboration. Teacher Candidates will develop lessons that align with ISTE Standards for Students 1.4 – 1.7. This course will be taken in consecutive terms with EDU 5510.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5510. Students must receive a grade of C or better in EDU 5510.

This course is designed to provide an internship experience at the appropriate grade level within the licensure area. Student engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. This course requires observations conducted by both a site based mentor and a faculty supervisor. This course is taken prior to the student teaching course and is designed to give licensure candidates the opportunity to practice research based strategies.

This course presents concepts and strategies that have been found to be effective (even when working with individuals who exhibit extreme behavioral problems) in creating productive classroom learning environments. Assignments are designed to help develop strategies to be used in classroom settings. Topics include: establishing classroom rules and expectations, classroom organization and operation, supporting appropriate student behavior, understanding of cultural and religious differences, positive behavior management, and promoting student independence and intrinsic motivation.

Music Education

Part I of a two-course series, EDU 5400 is designed to introduce students to relevant instructional pedagogical practices. Students will explore a variety of research based instructional strategies and activities to implement in the classroom. Students will engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. The course goals and objectives will be taught across two terms. This course will be taken in consecutive terms with EDU 5410 Introduction to Classroom Pedagogy – Part 2.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5410 in the consecutive term.

Part II of a two-course series, teacher candidates will build on the content introduced in EDU 5400. EDU 5410 is designed to enhance teacher candidates understanding instructional methods and to assist them in designing instructional experiences using relevant strategies and activities. This course will be taken in consecutive terms with EDU 5400 Introduction to Classroom Pedagogy – Part 1.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5400. Students must receive a grade of C or better in EDU 5400.

Part I of a two-course series, this course will develop teacher candidates’ understanding of how to implement disciplinary literacy lesson plans, strategies, and activities. EDU 5420 is designed to introduce teacher candidates to approaches and methodologies used in teaching disciplinary literacy. Students engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. This course will also examine current theories, models, and research for teaching in specific content areas. The course goals and objectives will be taught across two terms. This course will be taken in consecutive terms with EDU 5430. Students must earn a grade of C or higher to successfully complete this course.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5430 in the consecutive term.

Part II of a two-course series, this course will develop teacher candidates’ understanding of how to implement disciplinary literacy lesson plans, strategies, and activities. EDU 5430 is a designed to support teacher candidates as they integrate disciplinary literacy within the curriculum with an emphasis on instructional strategies used to prepare students with the skills necessary to read, comprehend, and react to appropriate instructional materials in their individual discipline. The course goals and objectives will be taught over two terms. This course will be taken in consecutive terms with EDU 5430 Disciplinary Literacy Part 1.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5420. Students must receive a grade of C or better in EDU 5420.

This course is designed for teacher candidates to review content knowledge, concepts, and skills in preparation for completion of required content area licensure exams. Students will be presented with a practice exam that will serve as the foundation for review of content covered on licensure exams. This course concludes with practice examination that will identify the student’s knowledge in all concepts covered to identify student’s understanding of the subject matter for which they will be licensed. The content area exam must be passed to proceed with the final course sequence in the program and to become a fully licensed teacher in North Carolina. This course will be waived if all content area exams have been successfully completed. Students may take this course up to three times.

Part I of a two-course series, EDU 5530 is designed to apply a variety of approaches and methodologies used in teaching. Students will engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. The course goals and objectives will be taught across two terms. This course will be taken in consecutive terms with EDU 5540. Students must earn a grade of C or higher to successfully complete this course.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5540 in the consecutive term.

Part II of a two-course series, teacher candidates will build on the content introduced in EDU 5530. EDU 5540 is designed to enhance teacher candidates understanding of current instructional theories and pedagogical methods and to assist them in designing instructional experiences using relevant strategies and activities. Teacher candidates will reflect on their teaching and assessing diverse groups of students. This course will be taken in consecutive terms with EDU 5530.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5130. Students must receive a grade of B or better in EDU 5530.

EDU 5510 is part one of a two-part series, and it will develop teacher candidates’ understanding of how to leverage educational technology strategies and tools in meaningful ways across the various content areas to increase student learning. The course is based on the ISTE Standards for Students, North Carolina Digital Literacy Competencies, The Technological Pedagogical Content (TPACK) model, Technology Integration Matrix (TIM), and Substitution, Augmentation, Modification, and Redefinition (SAMR) Model. Teacher Candidates will explore practical ways to teach Digital Citizenship, and tools like Google, Adobe, Apple, Microsoft, and various Learning Management Systems (LMS). Candidates will develop lessons that align with ISTE Standards for Students 1.1 – 1.3. This course will be taken in consecutive terms with EDU 5520. Students must earn a grade of C or higher to successfully complete this course.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 55200 in the consecutive term.

EDU 5520 is the second part of a two-part series, and it will develop teacher candidates’ understanding of how to leverage educational technology strategies and tools in meaningful ways across the various content areas to increase student learning. The focus of the course is to prepare students to think critically and develop knowledge to help students succeed in a global digital world. The course prepares teacher candidates to understand how to use educational tools in their classroom to benefit students. Teacher Candidates will explore practical ways to use educational tech tools and strategies to enhance classroom management, assessment, presentations, and collaboration. Teacher Candidates will develop lessons that align with ISTE Standards for Students 1.4 – 1.7. This course will be taken in consecutive terms with EDU 5510.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5510. Students must receive a grade of C or better in EDU 5510.

This course is designed to provide an internship experience at the appropriate grade level within the licensure area. Student engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. This course requires observations conducted by both a site based mentor and a faculty supervisor. This course is taken prior to the student teaching course and is designed to give licensure candidates the opportunity to practice research based strategies.

This course presents concepts and strategies that have been found to be effective (even when working with individuals who exhibit extreme behavioral problems) in creating productive classroom learning environments. Assignments are designed to help develop strategies to be used in classroom settings. Topics include: establishing classroom rules and expectations, classroom organization and operation, supporting appropriate student behavior, understanding of cultural and religious differences, positive behavior management, and promoting student independence and intrinsic motivation.

Physical Education/ Health Education

Part I of a two-course series, EDU 5400 is designed to introduce students to relevant instructional pedagogical practices. Students will explore a variety of research based instructional strategies and activities to implement in the classroom. Students will engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. The course goals and objectives will be taught across two terms. This course will be taken in consecutive terms with EDU 5410 Introduction to Classroom Pedagogy – Part 2.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5410 in the consecutive term.

Part II of a two-course series, teacher candidates will build on the content introduced in EDU 5400. EDU 5410 is designed to enhance teacher candidates understanding instructional methods and to assist them in designing instructional experiences using relevant strategies and activities. This course will be taken in consecutive terms with EDU 5400 Introduction to Classroom Pedagogy – Part 1.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5400. Students must receive a grade of C or better in EDU 5400.

Part I of a two-course series, this course will develop teacher candidates’ understanding of how to implement disciplinary literacy lesson plans, strategies, and activities. EDU 5420 is designed to introduce teacher candidates to approaches and methodologies used in teaching disciplinary literacy. Students engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. This course will also examine current theories, models, and research for teaching in specific content areas. The course goals and objectives will be taught across two terms. This course will be taken in consecutive terms with EDU 5430. Students must earn a grade of C or higher to successfully complete this course.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5430 in the consecutive term.

Part II of a two-course series, this course will develop teacher candidates’ understanding of how to implement disciplinary literacy lesson plans, strategies, and activities. EDU 5430 is a designed to support teacher candidates as they integrate disciplinary literacy within the curriculum with an emphasis on instructional strategies used to prepare students with the skills necessary to read, comprehend, and react to appropriate instructional materials in their individual discipline. The course goals and objectives will be taught over two terms. This course will be taken in consecutive terms with EDU 5430 Disciplinary Literacy Part 1.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5420. Students must receive a grade of C or better in EDU 5420.

This course is designed for teacher candidates to review content knowledge, concepts, and skills in preparation for completion of required content area licensure exams. Students will be presented with a practice exam that will serve as the foundation for review of content covered on licensure exams. This course concludes with practice examination that will identify the student’s knowledge in all concepts covered to identify student’s understanding of the subject matter for which they will be licensed. The content area exam must be passed to proceed with the final course sequence in the program and to become a fully licensed teacher in North Carolina. This course will be waived if all content area exams have been successfully completed. Students may take this course up to three times.

Part I of a two-course series, EDU 5530 is designed to apply a variety of approaches and methodologies used in teaching. Students will engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. The course goals and objectives will be taught across two terms. This course will be taken in consecutive terms with EDU 5540. Students must earn a grade of C or higher to successfully complete this course.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5540 in the consecutive term.

Part II of a two-course series, teacher candidates will build on the content introduced in EDU 5530. EDU 5540 is designed to enhance teacher candidates understanding of current instructional theories and pedagogical methods and to assist them in designing instructional experiences using relevant strategies and activities. Teacher candidates will reflect on their teaching and assessing diverse groups of students. This course will be taken in consecutive terms with EDU 5530.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5130. Students must receive a grade of B or better in EDU 5530.

EDU 5510 is part one of a two-part series, and it will develop teacher candidates’ understanding of how to leverage educational technology strategies and tools in meaningful ways across the various content areas to increase student learning. The course is based on the ISTE Standards for Students, North Carolina Digital Literacy Competencies, The Technological Pedagogical Content (TPACK) model, Technology Integration Matrix (TIM), and Substitution, Augmentation, Modification, and Redefinition (SAMR) Model. Teacher Candidates will explore practical ways to teach Digital Citizenship, and tools like Google, Adobe, Apple, Microsoft, and various Learning Management Systems (LMS). Candidates will develop lessons that align with ISTE Standards for Students 1.1 – 1.3. This course will be taken in consecutive terms with EDU 5520. Students must earn a grade of C or higher to successfully complete this course.

Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 55200 in the consecutive term.

EDU 5520 is the second part of a two-part series, and it will develop teacher candidates’ understanding of how to leverage educational technology strategies and tools in meaningful ways across the various content areas to increase student learning. The focus of the course is to prepare students to think critically and develop knowledge to help students succeed in a global digital world. The course prepares teacher candidates to understand how to use educational tools in their classroom to benefit students. Teacher Candidates will explore practical ways to use educational tech tools and strategies to enhance classroom management, assessment, presentations, and collaboration. Teacher Candidates will develop lessons that align with ISTE Standards for Students 1.4 – 1.7. This course will be taken in consecutive terms with EDU 5510.

Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5510. Students must receive a grade of C or better in EDU 5510.

This course is designed to provide an internship experience at the appropriate grade level within the licensure area. Student engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. This course requires observations conducted by both a site based mentor and a faculty supervisor. This course is taken prior to the student teaching course and is designed to give licensure candidates the opportunity to practice research based strategies.

This course presents concepts and strategies that have been found to be effective (even when working with individuals who exhibit extreme behavioral problems) in creating productive classroom learning environments. Assignments are designed to help develop strategies to be used in classroom settings. Topics include: establishing classroom rules and expectations, classroom organization and operation, supporting appropriate student behavior, understanding of cultural and religious differences, positive behavior management, and promoting student independence and intrinsic motivation.

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