A B C D E F G H Level/Term Course is Completed and/or Pre- Observation · PDF file · 2017-11-10Completed and/or Pre-Requisites Program Observation/Teaching/Tutoring ... This course

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A B C D E F G H

Course Number Course Title Course Description

Level/Term Course is Completed and/or Pre-

Requisites ProgramObservation/Teaching/Tutoring

RequirementsClinical Hours

Required Location Requirement

ECG 695Supervised Field Experience

This clinical course is designed to give candidates the opportunity to demonstrate basic counseling skills, and the opportunity to model and demonstrate fairness, equity, and sensitivity to a diverse society.

Begins after a student has completed area I coursework and passed his/her comprehensive exam

Counselor Education

Key Assessment: Midterm and Final Evaluation Student councelors receive structured feedback and supervision from on-site supervisors, group seminar supervisors, and UAB faculty members. Students must show proficiency in 3 of 8 counseling sessions.

Minimum 100 hours on site

(40 direct service; 60

indirect servic)e

Candidate is placed at a school site for a minimum of one day per week

ECG 697 I & II (A & B) Counseling Internship

The internship provides an opportunity for the student to perform, under supervision, a variety of activities that a regularly employed counselor would be expected to perform in the school setting, including the opportunity to model and demonstrate fairness, equity, and sensitivity to a diverse society.

Begins after a student has completed ECG 695

Counselor Education

Student counselors receive feedback and supervision from on-site supervisors, group seminar supervisors, and UAB faculty members. Agency student counselors must demonsrtate proficiency in 5 counseling sessions. School student counselors must show proficiency in the following: a group counseling session, an individual counseling session, a classroom guidance activity, and a faculty in-service activity.

Minimum 600 hours over

two semesters (260 hours

must be direct service; 360

indirect service)

School Counseling candidates must have expereinece at two different sites (e.g.elementary and secondar school)

ECT 520

Formative and Summarative Assessment

In-Depth analysis of testing, assessment, and accountability applied to education. Fall Semester

Collaborative Teacher K-12AMP; Visual Impairments AMP

The candidate will develop an assessment plan that will include summative and formative data that will be aggregated and utilized for data based decision making. 25 hours

Locations may vary and are individually tailored.

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ECT 521IEP Program and Lesson Planning

This course focuses on the diagnosis and evaluation of students with disabilities using a variety of developmentally appropriate curriculum-based assessments, criterion referenced. And norm-referenced tests. Emphasis is on the interpretation of information from assessments into Individualized Education Ptogram annual goals and objectives, transition planning, and Response to Intervention planning. Students will incorporate data based decision making, IEP development and lesson planning to teach students.

Spring or Summer Semester

Collaborative Teacher K-12 AMP; Visual Impairments AMP; ECSE AMP

Candidates are required to use the Alabama Courses of Study to write a standards-based IEP for a student receiving special education services. A minimum of 15 field experiences are required to complete this course. 25 hours

Locations vary and are individually tailored

ECT 522

Language and Communication Facilitation

This course provides information on communication assessment and intervention procedures useful for teachers of students with disabilities. Includes an overview of normal and typical language development and research on effective naturalistic communication interventions.Candidates will incorporate data-based decision making. IEP development and lesson planning to teach students with disabilities. Fall Semester

Collaborative Teacher K-12 AMP; Visual Impairments AMP

Candidates will complete a summary of their field experience which will include the following: One page summary each of 4 evidence-based research articles related to the impact on language and communication for the student's disability or the strategy implemented in the lesson plans; A summary report (3-4 pages) of the implementation of the lessons; An appendix with the lesson plans; An appendix with a chart. 25 hours


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ECT 523 Instructional Methods

This course provides information on research-based instructional strategies for equipping students with disabikities with the skills and knowledge that will help them thrive in the classroom and beyond the school day. Particular emphasis will be placed on general instructional strategies for the acquisition and generalization of skills. In addition, strategies for implementing individualized and effective programming will be addressed. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities. Spring Semester


During field based clinical experiences, candidates will develop, implement, and report on an impact on Student Learning project. With the assisstance of the cooperating teacher, candidates will develop a specific lesson, which includes research based teaching methods for a student or students in the classroom. 25 hours


ECT 524Sensory, Health, and Physical Methods

This course introduces research-based assessment and instructional strategies for equipping students with sensory, health, and physical disabilities with the skills and knowledge that will help them thrive in the classroom and beyond the school day. Students will incorporate data based decision making, IEP development and lesson planning to teach syudents with disabilities. Fall Semester


The impact on Student Learning Report should address the following areas for a student in a sensory, health, or physical challenge; a narrative write up (profile page), description of planned instructional intervention, 3 lesson plans to implement the instructional intervention, and a progress monitoring plan following instruction. The development of the lesson plans will be coordinated with the student's teacher. 25 hours


ECT 525Positive Behavioral Supports

This course presents definition and measurement of behavior, reinforcement strategies, systematic program development, basic formats for classroom instruction, and techniques for monitoring student progress. There is an emphasis on procedures for increasing academic and socially appropriate behavior through simulations and practice exercises. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.


Collaborative Teacher K-12 AMP; Visual Impairments AMP, ECSE AMP

Candidates will demonstrate knowledge of the components and characteristics od collaboratively designed and implemented individual behavior support plans by conducting a comprehensive assessment of a student whi is demonstrating behavioral challenges. This comprehensive assessment must include formal assessments (e.g., standardized, norm-referenced behavior rating scales, observations. 25 hours


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ECT 526Assistive and Instructional Technology

This course examines the use of computer-based instruction and management systems to facilitate classroom instruction. The course includes issues related to the integration of technology into instructional design, a review and analysis of educational software, an exploration of educational considerations of technology for individuals with disabilities, an evaluation of assistive technology options, and an overview of instructional and managerial computer applications. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities. Summer Semester

Collaborative Teacher K-12 AMP; Visual Impairments Amp

During the term candidates will be involved in developing a base of knowledge about many assistive technologies. This project requires them to extend their knowledge and understanding of the assistve technologies which will impact the communication domain of their students. Candidates will also be required to demonstrate that they create and/or implement assistive technology tools. 25 hours


ECT 527 Collaborative Processes

This course provides a variety of collaborative options for supporting students with disabilities. These include collaborating with families, agencies, paraprofessionals as well as other professionals. Fall Semester

Collaborative Teacher K-12 AMP; Visual Impairments AMP; ECSE AMP

Develops challenging, standards-based academic goals for each learner, using knowledge of cognitive, social, and emotional development. 25 hours


ECT 531

Internship in Collaborative Teaching K-12

The purpose of this course is to provide a Practicum in Collaborative Teaching: K-12. It serves to prepare teachers to use Best Practices for teaching. As stipulated by the ALSDE Administrative Code, determining readiness to teach as demonstrated in a focused practicum experience. Fall or Spring Semester


Key Assessment: Student Teaching Competency Evaluation - The UAB Supervisor will observe and evaluate the candidate teaching lessons using the UAB Student Teaching Observation Form: low incidence students, high incidence students. Practicum Student Teacher Informal Rating Form - Performance will be evaluated by the CT Special Education Process Documentation

525(75 days/15

weeks, 7 hours per day)


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ECT 620

Formative and Summarative Assessment

In-depth analysis of testing, assessment, and accountability applied to special education. Analysis of applied issues Fall Semester

Collaborative Teavher K-12 AMP and Traditional Masters; School Psychometry Traditional Masters; Visual Impairments AMP and Traditional Masters

The candidate will also develop an assessment plan that will include summarative and informative data that will be aggregated and utilized for data based decision making. 20 hours


ECT 621IEP Program and Lesson Planning

This course focuses on the diagnosis and evaluation of students with disabilities using a variety of developmentally appropriate curriculum-based assessments, criterion referenced, and norm-referenced tests. Emphasis is on the interpretation of information from assessments into Individualized Education Program annual goals and objectives, transition planning, and Response to Intervention planning. Students will incorporate data-based decision making, IEP development and lesson planning to teach students.


Collaborative Teacher K-12 AMP and Traditional Masters; Tradional Masters, Visual Impairments AMP and Traditional Masters; ECSE Traditional Masters and AMP

Candidates are required to use the Alabama Courses of Study to write a standards-based IEP for a student receiving special education services. A minimum of fifteen field experience hours are required 20 hours


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ECT 622

Language and Communication Facilitation

This course provides information on communication assessment and intervention procedures useful for teachers of students with disabilities, Includes an overview of normal and typical language development and research on effective naturalistic communication interventions. Candidates will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities. Fall Semester

Collaborative Teacher K-12 AMP and Traditional Masters; Traditonal Masters; Visual Impairments AMP and Traditional Masters

Candidates will complete a summary of their field experience which will include the following: One page summary each of 4 evidence-based research articles related to the impact on language and communication for the student's disability or the strategy implemented in the lesson plans; A summary report (3-4 pages) of the implementation of the lessons; An appendix with the lesson plans; An appendix with a chart. 20 hours


ECT 623 Instructional Methods

This course provides information on research-based instructional strategies for equipping students with disabilities with skills and knowledge that will help them theive in the classroom and beyond the school day. Particular emphasis will be placed on general instructional strategies for the acquisition and generalization of skills. In addition, strategies for implementing individualized and effective programming will be addressed. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities. Spring Semester

Collaborative Teacher K-12AMP and Traditional Masters, School Psychometry Traditional Masters, Visual Impairments AMP and Traditional Masters

During field based clinical experiences, candidates will develop, implement, and report on an impact on Student Learning project. With the assistance of the cooperating teacher, candidates will develop a specific lesson, which includes research based teaching methods for a student or students in the classroom. 20 hours


ECT 624Sensory, Health, and Physical Methods

This course introduces research-based assessment and instructional strategies for equipping students with sensory, health, and physical disabilities with the skills and knowledge that will help them thrive in the classroom and beyond the school day. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities. Fall Semester

Collaborative Teacher K-12 AMP and Traditional Masters, School Psychometry Traditional Masters; Visual Impairments AMP and Traditional Masters

The impact on Student Learning Report should address the following areas for a student in a sensory, health, or physical challenge: a narrative write up (profile page), description of planned instructional intervention, 3 lesson plans to implementthe instructional intervention, and a progress monitoring plan following instruction. The development of the lesson plans will be coordinated with the student's cooperating teacher. 20 hours


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ECT 625Positive Behavioral Supports

This course presents definition and measurement of behavior, reinforcement strategies, systematic program development, basic formats for classroom instruction, and techniques for monitoring student progress. There is an emphasis on procedures for increasing academic and socially appropriate behavior through simulations and practice exercises. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.


Collaborative Teacher K-12 AMP and Traditional Masters, Traditional Masters, Visual Impairments AMP and Traditional Masters, ECSE Traditional Master and AMP

Candidates will demonstrate knowledge of the components and characteristics of collaboratively designed and implemented individual behavior support plans by conducting a comprehensive assessment of a student who is demonstrating brhavioral challenges. This comprehensive assessment must include formal assessments (e.g.., standardized, norm-referenced behavior rating scales and observations. 20 hours


ECT 626Assistive and Instructional Technology

This course examines the use of computer -based instruction and management systems to facikitate classroom instruction. The course includes issues related to the integration of technology into instructional design, a review and analysis of educational software, an exploration of educational considerations of technology for individuals with disabilities, an evaluation of assistive technology options, and an overview of instructional and managerial computer applications. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabikities. Summer Semester

Collaborative Teacher K-12 AMP and Traditional Masters, Traditional Masters, Visual Impairments AMP and Traditional Masters

During the term candidates will be involved in developing a base of knowledge about many assistive technologies. This project requires them to extend their knowledge and understanding of the assistive technologies which will impact the communication domain of their students. Candidates will also be required to demonstrate that they can create and/or implement assistive technology tools related 20 hours


ECT 627 Collaborative Processes

This course provides a variety of collaborative options for supporting students with disabilities. These include collaborating with families, agencies, paraprofessionals as well as other professionals. Fall Semester

Collaborative Teacher Traditional Masters, Visual Impairments Traditional Masters, ECSE Traditional Masters

Develops challenging, standards-based academic goals for each learner, using knowledge of cognitive, social, and emotional development 20 hours


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22

23

ECT 628 Legal Issues and TrendsThis course explores current laws and trends relating to special education Summer Semester

Collaborative Teacher K-12 AMP and Traditional Masters; Traditional Masters; Visual Impairments AMP and Traditional Masters

No required field

experiences

ECT 631

Practicum in Collaborative Teaching K-12

to design a plan of action for providing the candidate with a total view of the teaching profession. This practicum course is the culminating experience of the entire teacher education program. During this experience each candidate will demonstrate to a refined degree the abilities fostered throughout the program. A university supervisor will work individually with each practicum candidate and his/her cooperating teacher, if applicable, to design a plan of action for providing the candidate with a total view of the teaching profession.

Collaborating Teacher K-12 Traditional Masters, School Psycometry Traditional Masters, Visual Impairments Traditional Masters

Key Assessment: Observation Forn - The UAB Supervisor will observe two lessons using the UAB Student Teavhing Observation Form (low incidence students, high incidence students) Practicum Student Teacher Informal Rating Form - Performance will be evaluated by the CT Special Education Process. Documentation and Reflection - Reflection of experiences according to directions and rubric in syllabus. Four reflections required. Professional Improvement Plan - Reflection of strengths and areas in need of improvement. IEP or Behavior

160 (may vary with prior

experience and instructor

approval)Locations vary and are individually tailored

ECT 700

Autism Spectrum Disorders: An Introduction

Introductory course on autism spectrum disorders. It focuses on characteristics of children and youth with an autism spectrum disorders; trends and issues connected with autism spectrum disorders; and effective practices and strategies for structuring, managing, and promoting social skill development and social interactions between children and youth with autism spectrum disorders.

Typically during spring semester of first year of cohort

Autism Spectrum Disorders Concentration; Ed.S/AA Certification; Teacher Leader Focus

Teach a school team/workshop how to write a Positive Behavioral Support Plan. 20


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ECT 701

Autism Spectrum Disorders: Application of Assessment Information

Assessment-centered course that will guide the candidate an assessment, intervention and programming planning for individuals within the autism spectrum. Candidates will learn to use formal and informal measures to identify student learning, language, sensory and regulatory needs, to design student-centered educational programming, write comprehensive evaluations, and select research based materials that match learner needs.

Typically during spring semester of second year of cohort


Administration of ADOS-R in multidisciplinary setting under the supervision of field mentor. 40


ECT 702

Autism Spectrum Disorders: Methods for Moderate to Severe Functioning

A methods course, with special emphasis on low-functioning learners and individuals with autism spectrum disorders. Particular attention is given effective practices and strategies for teaching and promoting functional and adaptive behavior that will enhance the learner’s social responsibility and independent performance of daily activities.



Implement & evaluate functional program planning for low-functioning learners and individuals with autism. 40


ECT 703

Autism Spectrum Disorders: Methods for High Functioning Learners and Asperger’s

A methods course, with special emphasis on low-functioning learners and individuals with autism spectrum disorders. Particular attention is given effective practices and strategies for teaching and promoting functional and adaptive behavior that will enhance the learner’s social responsibility and independent performance of daily activities.



Development and presentation of a social skills training group in an inclusive classroom involving all related personnel. 40


ECT 704

Autism Spectrum Disorders: Collaboration and Consultation

Designed to focus on collaborative problem solving, consultation and related issues linked to educating students with autism spectrum disorders and related disabilities.

Typically during fall semester of first year of cohort


Develop a collaborative plan for the transition of an individual with ASD by developing a plan that includes the community. 20


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30

ECT 705

Autism Spectrum Disorders: Seminars in Advanced Methods

Multi-faceted practicum course that encompasses seminars in advanced methods.

Taken concurrently with ECT 710; typically during fall semester of second year of cohort


Seminars in Advanced Methodsincluded as part of practicum. 20


ECT 710Autism Spectrum Disorders: Practicum

A series of planned activities in diverse, integrated school continuums where participants continue to learn and practice their skills in a regulated program supervised by master teachers identified in the autism spectrum concentration.

Typically during spring semester of third year of cohort - may continue into fall semester


A supervised clinical practicum into the investigation of autism, the prototypical developmental disorder; students learn to integrate their personal observations and experience with course assignments specified in the syllabus (e.g., Consultation/Collaboration Case Study; AIMS Modules - Screening Instruments, Structured Work Systems & Activity, Picture Exchange Communication System , etc.). 3 to 6


ECT 720LUniversal Design for Learning

Accommodations/modifications for learners; differentiated instruction; behavioral strategies; positive learning environments. School-based problem research project and field experience.

Taken concurrently with ECT 720 and ECT 720R

selected EdS programs

Key Assessment: Action Research Project - Connects the field experience in ECT 720-L with the ECT 720 and ECT 720-R courses. This field experience is designed to provide Ed. S. candidates with authentic practical experience for being teacher leaders. A minimum of 20 hours of field experience, spent in activities related to the core course, at one or more school sites, will be required as field experience. 20


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ECY 300 Survey of Special Education

Designed to provide an overview of exceptionality as it pertains to children and adults. Both high and low incidence populations will be examined. Each area of exceptionality will be reviewed in terms of etiology, diagnosis, prevalence, remediation, and educational strategies. Prior to TEP admission

ECE/ELE, PE, and Secondary Education Undergraduate

Key Assessment: Special Needs Project - This project requires twenty hours of field-based learning experience with individuals with disabilities and a five page paper summarizing and reflecting on your experience. 20 Schools or community

ECY 536

Instructional Methods for Young Children with Special Needs

Designed to provide candidates with the knowledge, skills, methods, and attitudes necessary to deliver effective intervention/education to young children (birth thru age eight) with known or suspected disabilities and their families, from a variety of social, ethnic, and racial backgrounds.

Prerequisites: ECY 635 or Permission of Instructor

Early Childhood Special Education AMP

Key Thematic Unit/Project and Lesson Plans -- Candidates will complete a thematic unit/project and accompanying lesson plans demonstrating the integration of the curriculum needs of all the children as part of this assignment. The use of technology is required. This assignment will be the instructional plans for a center-based preschool or primary class. The class may be an inclusive preschool or primary class. Candidates will provide lesson plans for the class, but will focus intervention strategies and data on four specific students with disabilities. Units/projects should focus around a central theme or concept. 25

Settings for young children with disabilities (birth—8); Locations vary and are individually tailored

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33 ECY 537

Assessment of Infants and Young Children with Special Needs

Designed to prepare the student with knowledge and practical applications regarding the screening and assessment of young children with known or suspected disabilities (child-level and family-level assessment procedures will be emphasized).

Pre or Co-requisites: ECY 600 (or the equivalent), ECY 635


Key Integrated Assessment Project Each candidate will select appropriate developmental assessment instruments and administer them to both a child with a developmental delay and a child who is typically developing. The two children must be of similar chronological age (within twelve months of each other). They will submit a written report summarizing each of the children’s skills according to the instruments used, the professional observations conducted, and family members’ reports. Copies of the accurately completed protocols should be submitted with each report. Use at least two technology tools during the assessment process (e.g., student assessment, management, reporting purpose, communication with parents/guardians of students). This should be explained in each report. Related Services Assessment Observationor Screening Test Report -¬- Observe three different assessments conducted by professionals from three different disciplines; write a short description; OR Screen a child under the age of three using the AGS Early Screening Profiles or DIAL-¬-3 and submit a screening report. Integrated Assessment Report -¬- Select developmental assessment instruments 25


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ECY 538

Motor and Health Care Needs of Young Children with Disabilities

Designed to provide students with the knowledge, skills, methods, and attitudes necessary to deliver effective intervention/education to young children with physical and health impairments (i.e., conceptual and theoretical foundations underlying typical and atypical motor development and neurodevelopment).

Prerequisites: ECY 600 (or the equivalent), ECY 635, ECY 637


Written Analysis - Written analysis of the observation at a clinical site (e.g., RISE program, Hand-in-Hand). 25


ECY 600Intro. to Exceptional Learners

Designed to provide an overview of exceptionality as it pertains to children and adults. Both high and low incidence populations will be examined. Each area of exceptionality will be reviewed in terms of etiology, diagnosis, prevalence, remediation, and educational strategies. After TEP admission

All Alternative Master's Programs in Certification Areas; All Advanced Programs in Certification Areas if not previously completed

Key Assessment: Special Needs Project - This project requires twenty hours of field-based learning experience. This can be done with individuals who have disabilities; this would require a five page paper summarizing and reflecting on this experience. Or this project is completed in a classroom field experience placement concurrently with the respective methods course. 20 Schools or community

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36 ECY 636

Instructional Methods for Young Children with Special Needs

Designed to provide candidates with the knowledge, skills, methods, and attitudes necessary to deliver effective intervention/education to young children (birth thru age eight) with known or suspected disabilities and their families, from a variety of social, ethnic, and racial backgrounds.

Prerequisites: ECY 635 or Permission of Instructor

Early Childhood Special Education AMP and Traditional Masters

Key Thematic Unit/Project and Lesson Plans -- Candidates will complete a thematic unit/project and accompanying lesson plans demonstrating the integration of the curriculum needs of all the children as part of this assignment. The use of technology is required. This assignment will be the instructional plans for a center-based preschool or primary class. The class may be an inclusive preschool or primary class. Candidates will provide lesson plans for the class, but will focus intervention strategies and data on four specific students with disabilities. Units/projects should focus around a central theme or concept. 20

Settings for young children with disabilities (birth—8); Locations vary and are individually tailored

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37 ECY 637

Assessment of Infants and Young Children with Special Needs

Designed to prepare the student with knowledge and practical applications regarding the screening and assessment of young children with known or suspected disabilities (child-level and family-level assessment procedures will be emphasized).

Pre or Co-requisites: ECY 600 (or the equivalent), ECY 635

Early Childhood Special Education AMP and Traditional Masters; School Psychometry Traditional Masters

Key Integrated Assessment Project Each candidate will select appropriate developmental assessment instruments and administer them to both a child with a developmental delay and a child who is typically developing. The two children must be of similar chronological age (within twelve months of each other). They will submit a written report summarizing each of the children’s skills according to the instruments used, the professional observations conducted, and family members’ reports. Copies of the accurately completed protocols should be submitted with each report. Use at least two technology tools during the assessment process (e.g., student assessment, management, reporting purpose, communication with parents/guardians of students). This should be explained in each report. Related Services Assessment Observationor Screening Test Report -¬- Observe three different assessments conducted by professionals from three different disciplines; write a short description; OR Screen a child under the age of three using the AGS Early Screening Profiles or DIAL-¬-3 and submit a screening report. Integrated Assessment Report -¬- Select developmental assessment instruments 20


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ECY 638

Motor and Health Care Needs of Young Children with Disabilities

Designed to provide students with the knowledge, skills, methods, and attitudes necessary to deliver effective intervention/education to young children with physical and health impairments (i.e., conceptual and theoretical foundations underlying typical and atypical motor development and neurodevelopment).

Prerequisites: ECY 600 (or the equivalent), ECY 635, ECY 637

Early Childhood Special Education AMP and Traditional Masters

Written Analysis - Written analysis of the observation at a clinical site (e.g., RISE program, Hand-in-Hand). 20


ECY 662Methods and Materials of the Visually Impaired

Students declaring an interest in sensory impairment will become familiar with the principles for interpreting medical, educational, and psychological data regarding persons with sensory impairments for curriculum design.

Prerequisites: Permission from Instructor

Visual Impairments AMP and Traditional Masters

Clinical hours: Key Assessment: Case study, assistive communication device, IEP goals and lesson plan- During the summer learning institute, students will assist in educational settings for eye examinations, feeding, dressing and mobility to select a student for a case study, design a communication device and lesson plan for the student also addressing diversity, and present to the class. 73


ECY 664 Braille

Designed to provide a vehicle for students to develop expertise in reading, writing, and teaching Braille, a necessary skill in teaching. The course also serves to demonstrate the problems associated with information acquisition, which blindness creates.

Prerequisites: ECY 661, ECY 662 or the equivalent


Key Assessment: The candidate will re required to demonstrate teaching Braille and writing to blind children by designing a Braille curriculum specific to one student with methods and materials Braille project and lesson plan for the project. Clinical hours include observations in the public and residential school settings and must be documented.

25Locations vary and are individually tailored

ECY 665 Anatomy of the EyeDesigned to provide instruction in the basic structure of the eye and the visual system.

Prerequisites: ECY 661, ECY 662 or the equivalent


Key Assessment: Demonstrate proficiency by evaluating a child or adult for visual activity, functional vision, and the educational implications for that specific student. 13


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44

EDA 534 Methods in Visual Arts

Intro duction to teaching Visual Arts in school settings. Developing basic skills in planning, instruction, and assessment.

Spring Semester with EHS 530 Visual Arts AMP

Key Assessments: Assignments corresponding to edTPA Task 1 and half of Task 2. Other Assessments: Unit Plan and Lesson Reflections based on field experiences. Observation Log - Documentation of a minimum of 40 hours in a secondary school. Teaching Observation Record - From 2 to 4 formal observations of teaching with analyses based on provided guidelines are required. Reflective Log - Candidates must submit a paper describing their educational experiences in the school and reflecting on how these experiences shape their teaching philosophy. with EHS 530 K-12 setting

EDA 564 (old EHS 583) Methods ll: Visual Arts

Preparation to plan, teach, and assess Visual Arts in K-12 settings; making informed decisions about context, learners, learner differences, teaching strategies, methodologies, curricula, and assessment.

Fall Semester with EHS 570 PreReq: EDA 534

Visual Arts , K-12 AMP

Key Assessment: Assignments corresponding to edTPA Tasks 1, 2, and 3. Other Assessments:Unit Plan and Lesson Reflections-Prepare and teach lessons in Visual Arts; tutor individuals/small groups; handle daily classroom routines; perform other tasks at the discretion of the teacher and instructor/field supervisor. with EHS 570

Elementary or secondary setting

EDA 680Art Experiences in the Teaching of Art N-12 Concepts, methods, and skills for teaching art After admission Art - MA

Key Assessments: Unit Plan and Final Project - Connecting theory to practice as experienced through the field experiences 30

Elementary, Middle, and High School settings

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EDA 690Internship in Art Education

For 5th-Year Program students. Observation and student teaching in elementary and secondary schools (15 weeks or 525 clock hours).

Final semester(s)Prerequisites: Unconditional acceptance into the Alternative Master's Program, completion of 9 hours in professional studies, EDA 680, and completion of 9 hours in academic courses. Art AMP

Key Assessment: Student Teaching Competency Evaluation FormGradual increase of teaching responsibilities culminating in 20 full days of instruction, 10 of which must be consecutive; daily approved lesson plans; Observational Skills Guidelines

525 (75 days/15



EDC 655Curriculum Principles and Practices

Current curriculum practices; concepts and principles underlying their development. After admission

MA in secondary and Art Education

Key Assessment: Curriculum Project - Focus on diversity that connects theory with practice as experienced by teaching in the schools 20


EDC 706Dynamics of Educational Change

Defining roles as change agents; understanding school as unit undergoing change; guiding perspectives in making changes.

As appropriate within degree-seeking program

Secondary and Art Education Traditional Masters

Key Assessment: School Change Project - Connects theory with experiences teaching in the schools 20


EDC 707Introduction to Teacher Leadership

This course is intended to be among the first courses in the Ed.S. program where students will complete a teacher leadership project.

Beginning or middle of EdS

Required Course in EdS ECE/ELE and Secondary Programs; Elective in other EDS programs

Key Assessment: Parent/Caregiver Involvement Plan (PCIP) -Develop and implement PCIP plan for your classroom and school for parents/caregivers that includes communication AND co-planning.

Varies (4 -8 weeks

depending on specific nature of the project)

Middle, and High School settings

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49

50

51

EDC 711 Analysis of TeachingStrategies and models for analysis of teaching. Use of data in evaluating teacher effectiveness.

Course can be taken as a non-degree seeking student or after admission to the EDS program taken at the beginning of the program


Key Assessments: Video Teaching Analysis and Strategic Teaching Analysis - 1) Candidates will demonstrate knowledge of effective lesson development and delivery by submitting an authentic classroom video. 2) Strategic Teaching Analysis Candidates will demonstrate multiple teaching strategies and use a variety of practices and resources to promote individual development, meaningful learning, and social cooperation.

Varies (4 -8 weeks



EDC 720Problems and Issues in Education

Exploration of problems and issues associated with education. Emphasis on needs of teachers and implications of the current problems and issues.

Course can be taken as a non-degree seeking student or after admission to the EDS program taken at any time in the program


Key Assessment: Advocacy Project - Each Candidate will conduct individual and school advocacy projects related to diversity. The individual project is carried out in the candidates classroom while the school advocacy project involves engaging an entire teaching team or school in an advocacy project to address issues of diversity.

Varies (4 -8 weeks



EDC 731LCurricular Design & Implementation

Recognizing, assessing, and supporting quality instructional practices; program evaluation. School-based problem research project and field experience.

Taken concurrently with EDC 731 and EDC 731R

EdS in selected programs

Key Assessment: Action Research Project - Connects the field experience in EDC 731L with the EDC 731 and EDC 731R courses. This field experience is designed to provide Ed. S. candidates with authentic practical experience for being teacher leaders. A minimum of 20 hours of field experience, spent in activities related to the core course, at one or more school sites, will be required as field experience. 20


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53

54

EDC 732L

Culturally and Linguistically Responsive Instruction

Effective instruction and strategies for CLD students; outreach to CLD families. School-based problem research project and field experience.

Taken concurrently with EDC 732 and EDC 732R


Key Assessment: Action Research Project - Connects the field experience in EDC 732L with the EDC 732 and EDC 732R courses.This field experience is designed to provide Ed. S. candidates with authentic practical experience for being teacher leaders. A minimum of 20 hours of field experience, spent in activities related to the core course, at one or more school sites, will be required as field experience. 20


EDF 362 Foundations of Education I

Designed to provide students with a fundamental understanding of the social, historical, philosophical, political, economic, legal, and curricular foundations of contemporary American education. The course has a strong educational policy focus, so students should expect to be exposed to a breadth of substantive issues and controversies currently confronting the teaching profession and American education.

Prior to TEP admission; Current enrollment in or successful completion of EDU 200; ALSDE - approved background check required

ECE/ELE, PE, and Secondary Education Undergraduate

Key Assessment: Ethnographic Case Study - Application of an educational foundations’ perspective to a school/community field experience as evidenced by an ethnographic paper (i.e., which examines school/community culture) and other associated assignments.

20 hours for ELE, PE, & HE; 25 Secondary

Urban & diverse metropolitan

EDL 602

Field Experiences in Foundations of Instructional Leadership

This course provides the student with practical, authentic leadership experiences related to EDL 601 Foundations of Instructional Leadership. These field experiences are conducted under the guidance of a trained mentor and UAB clinical field supervisor.

Offered each term per enrollment. Prerequisite: Program Admission

Instructional Leadership Traditional Masters Degree and Post-Master's Certification, Class A

Field experiences in this course may require students to conduct interviews and observations of school leaders and participate in professional activities in order to:• collect, analyze, and compare school mission, vision, and goal statements;• describe how school leaders develop, communicate, implement and monitor/evaluate progress toward a shared vision of success for students involving participation from all stakeholders.

Hours will vary per individual

candidateLocations vary and are individually tailored

1

A B C D E F G H






55

56

EDL 604

Field Experiences in Data Driven Decision Making for Instructional Leadership

This course provides the student with practical, authentic leadership experiences related to EDL 603 Data Driven Decision Making for Instructional Leadership. These field experiences are conducted under the guidance of a trained mentor and UAB clinical field supervisor. Summer course


Field experience in this course may include requiring students to:• prepare and present results from a program evaluation they have completed;• present evidence from the conduct of an audit of a data set;• present evidence of disaggregation of a data set, including interpretation and presentation to stakeholder group;• present video recording of themselves leading a data meeting;• present action research project results;• provide evidence of proficiency and coaching a colleague in the use of a new technology;• provide evidence of the conduct of a technology needs assessment, results of the assessment, and development of a technology staff development plan to address identified needs.



EDL 605Residency in Instructional Leadership

The purpose of the Residency in Instructional Leadership course is to give the future leader authentic experiences on a continuum of observing, participating, and leading in K-12 schools without the distraction of teaching responsibilities or other coursework requirements. This is achieved through a 10-day period in a K-12 school setting. The candidate earns 6 credit hours for the Residency. It must be the last course in the student’s course of study in the Master’s Degree in Instructional Leadership or the Post-Master's Certification programs.

Offered each term per enrollment. Prerequisite: Completion of all other required courses per program.


Field experiences for the residency require students to select, together with their mentor principal, one residency activity to address each of the Alabama Standards for Instructional Leaders. A majority of the activities must be those that are designated as “Lead” activities from the list of Critical Leadership Experiences.

Minimum 10 full days required


1

A B C D E F G H






57

58

EDL 607

Field Experience in Supervision & Mentoring of Instructional Staff

This course provides the student with practical, authentic leadership experiences related to EDL 606 Supervision and Mentoring of Instructional Staff. These field experiences are conducted under the guidance of a trained mentor and UAB clinical field supervisor.

Offered each term per enrollment. Prerequisite: Program Admission.


Field experience in this course may include requiring students to:• conduct a professional development best practices inventory in their school;• shadow and interview a principal during an administrative walkthrough;• conduct an administrative walkthrough on their own;• prepare for and lead a professional development activity for faculty members;• conduct an entire cycle of teacher observation, clinical supervision model;• prepare a professional development plan for a teacher observed;• shadow and interview a principal regarding best practices in leading a Professional Learning Community and facilitate school schedule to support faculty collaboration;• prepare a team leadership faculty handbook;• initiate a mentoring relationship with a mentor of their own choosing.



EDL 609

Field Experience in Organizational & Financial Management for Instructional Leaders

This course provides the student with practical, authentic leadership experiences related to EDL 608 Organizational & Financial Management for Instructional Leaders. These field experiences are conducted under the guidance of a trained mentor and UAB clinical field supervisor.



Field experiences in this class may include:Assessing a school safety planCritiquing guidelines/needs assessment for a Title one Program.Utilizing student data and planning a budgetAttending a school board meeting during budget hearings.



1

A B C D E F G H






59 EDL 611

Field Experience in Legal & Ethical Foundations of School Leadership

This course provides the student with practical, authentic leadership experiences related to EDL 610 Legal and Ethical Foundations of School Leadership. These field experiences are conducted under the guidance of a trained mentor and UAB clinical field supervisor.



Field experience in this course may include requiring students to:• conduct an IEP meeting, student disciplinary conference, and attend a school board meeting;• participate in a workshop and interview a school leader about legal and ethical issues;• conduct a review of school board policies or a student or faculty handbook from a legal and ethical perspective;• lead a professional development session for faculty members about legal and ethical issues.



1

A B C D E F G H






60

61

EDL 613

Field Experience for Instructional Leadership for Diverse Populations

This course provides the student with practical, authentic leadership experiences related to EDL 612 Instructional Leadership for Diverse Populations. These field experiences are conducted under the guidance of a trained mentor and UAB clinical field supervisor. Summer course


Field experience in this course may include requiring students to:• observe, participate in, and later lead a data meeting at their school focusing on increasing performance and learning among diverse student populations;• analyze, interpret, and summarize a set of student achievement data;• plan and lead a book review with colleagues about increasing student achievement for all student subgroups;• analyze a school improvement plan;• conduct an administrative walkthrough to analyze authentic assessment tools and practice;• discuss program evaluations as they pertain to increasing student achievement;• interview district personnel regarding curriculum development and implementation at a specific grade level.



EDL 717L

Field Experience in Leading Change through Action Research

The purpose of this course is to provide candidates with the mentoring and coaching skills needed to become highly effective school leaders.

Taken concurrently with EDL 717

Instructional Leadership EdS

This course requires students to:• develop skills and apply strategies to introduce change in schools;• identify a school-based problem relative to student achievement in their school setting;• design, implement, summarize and present findings from an action research project to address the identified school-based problem.



1

A B C D E F G H






62

63

EDL 718L

Field Experience in Essential Skills for Organizational Leadership

This course is designed to strengthen knowledge and skills essential to effective leadership in the school setting. From course assignments, readings, and activities, candidates will increase their understanding of and skills in utilizing shared decision making; using data focused on student learning to drive the decision making process; communicating high expectations for student learning; enhancing human resource development; and analyzing school situations from multiple frames of reference.



This course requires students to:• study and implement shared decision making techniques in their school;• use student achievement data sets to drive decision-making for school-based interventions;• study and practice communicating high expectations for student learning;• lead activities designed to enhance human resource development;• analyze various situations involving community stakeholders relationships through structural, human resource, political, and symbolic frames;• devise, articulate, and propose appropriate courses of action based on analysis of school programs.



EDL 719L

Field Experiences in Mentoring & Coachiing Skills for School Leaders

In this course, candidates will conduct a comprehensive critical examination of mentoring concepts, both for personal development and for instructional supervision of classroom teachers. The skills of supervision through cognitive coaching will be learned and practiced. Implications for individual and group development and the improvement of instruction are emphasized.



This course requires students to:• conduct a comprehensive, critical examination of mentoring concepts for personal development and instructional supervision of classroom teachers;• implement skills of supervision through cognitive coaching;• identify a mentor for themselves;• mentor a new teacher.



1

A B C D E F G H






64

65

EDL 727L

Field Experience in Leading the Adult Learning Community

An in-depth analysis of the role of data in improving instruction will be a common thread woven throughout this class. Candidates will review different types of data and analyze data from multiple sources. A trajectory of this class is to explore and apply the use of data within curriculum, instruction and comprehensive school improvement efforts. A salient question of this class is “How is data used to inform curriculum decisions?” Candidates will develop the knowledge of and ability to create, lead, and sustain Professional Learning Communities which are based on proven adult learning theories which supports positive data driven cultures within schools.



This course requires students to:• develop and implement skills in leading adult learners in their school;• apply adult learning theories to developing Professional Learning Communities;• create collaborative professional teams to support diverse learners;• develop and use shared leadership strategies.



EDL 728L

Field Experience in Management of the Learning Organization

The purpose of this course is to strengthen knowledge of and skills in essential management functions within the school or district setting, as noted in specified ISLLC and Alabama Administrative Code Standards. The course will focus on practices and procedures that are vital to the efficient and effective operation of a school or a school district. Taken concurrently with

EDL 728Instructional Leadership EdS

This course requires students to:• demonstrate application of skills in essential management functions within the school or district setting;• demonstrate ability to practice procedures vital to efficient and effective operation of a school or a school district.



1

A B C D E F G H






66

67

EDL 731L

Field Experiences in Law, Ethics, and Policy for Educational Leaders

The purpose of this course is twofold: 1) Candidates will gain a fundamental knowledge of ethical principles based on the Alabama Educator Code of Ethics and the guidelines of the State Ethics Commission. 2) Candidates will gain a working knowledge of legal principles established by local, state, and federal legislative and judicial requirements.



This course requires students to:• demonstrate understanding of legal and ethical principles related to underrepresented populations within the school setting;• demonstrate and apply knowledge of ethical principles stipulated in the Alabama Educator Code of Ethics and accompanying legal precepts;• examine and analyze board policies and politics;• reflect on and clarify personal values and beliefs.



EDL 732L

Field Experiences in Leadership of Special Programs

During this class, candidates will explore the vital challenges of the 21st century principal. Emphasis will be placed on models of communication, problem solving, conflict resolution and team building principles and skills. Focus will also be placed on best practices in the development of community information, networking, public relations, and media. The salient question for this portion of the class is, “How do Principals build collaborative Home, Community relationships? The technology portion of this class will focus on the total integration of technology into a school community. Leaders must be willing to engage the school community in current trends and usage of technology.



This course requires students to:• apply leadership skills in developing a comprehensive home school collaborative project;• apply leadership skills in developing a comprehensive technology integration project;• develop curriculum which will align state standards unique to career and technical education;• develop community information, networking, public relations, and media systems;• integrate use of technology into a school community through these projects.



1

A B C D E F G H






68

69

70

EDL 746Practicum in Instructional Leadership

The purpose of the Practicum in Instructional Leadership course is to give you, the candidate, authentic leadership experiences in K-12 schools. If you completed the Class A Certification requirements before January, 2009, you did not receive the benefits of the emphasis on authentic leadership experiences that are now a part of the redesigned Class A Master’s Degree in Instructional Leadership. The State Dept. of Education requires that we certify that you have met all of the ability standards of the Alabama Standards for Instructional Leadership, and this will be done through this Practicum course.

Any time during the four semesters of the Ed.S. program


The course content consists of the practicum activities chosen by the candidate from the menu of Critical Leadership Activities from the Practicum Handbook. The candidate will be required to have a mentor who will assist the candidate in selecting meaningful leadership experiences.

One activity for each of the

Alabama Standards for Instructional

Leaders; a majority of

choices must be designated

as “Lead” activities

Candidates should acquire experiences in diverse settings - elementary, middle school, high school, or central office level

EDR 440 Developmental Reading I

Materials and methods. Emphasis on planning balanced program and understanding reading process. Pedagogy I block

ECE/ELE Undergraduate

Key Assessment: Teaching Observation Pedagogy I Block unified -Prepare and teach lessons in math and reading; workshop with reading groups; tutor individuals/small groups; handle daily classroom routines; perform other tasks at discretion of teacher and field supervisor. Candidates will implement lesson and unit plans and assessments assigned in the content area pedagogy courses in which they are concurrently enrolled with EEC 494/594.

3 6 per course or 150 per

block

Public Elementary School Locations vary and are individually tailored

EDR 442 Reading in Content Areas

Infusing content area literacy strategies within/across curriculum content areas within a tutorial/enrichment setting. varies

Secondary Programs Undergraduate

Key Assessment: Reader/Learner Profile- Develop and implement Literacy Intervention Plan, tutor child in reading/math or student’s content area; each student completes individual literacy profiles. 20+ hours K-12 School Settings

1

A B C D E F G H






71

72

EDR 443Developmental Reading II

Designed to develop the candidate’s knowledge, skills/performance, and dispositions in the teaching of literacy in the early childhood/elementary classroom. Candidates will refine their abilities in assessment and instructional planning, instructional delivery, and classroom management, in order to address the literacy needs of diverse learners. This course will provide candidates with an emphasis in teaching for reading comprehension within the context of content area, non-fiction, and texts. Pedagogy II block


Key Assessment: Teaching Observation Pedagogy II Block unified -Prepare and teach lessons in math, science, social studies, and reading; work with reading groups; tutor individuals/small groups; handle daily classroom routines; perform other tasks at discretion of teacher and field supervisor. Candidates will implement lesson and unit plans and assessments assigned in the content area pedagogy courses in which they are concurrently enrolled with EEC 494/594.

36 hours; 150 per block

Public Elementary School Locations vary and areindividually tailored

EDR 540 Developmental Reading I

Materials and methods. Emphasis on planning balanced program and understanding reading process. Pedagogy I block ECE/ELE AMP

Key Assessment: Teaching Observation Pedagogy I Block unified -Prepare and teach lessons in math and reading; work with reading groups; tutor individuals/small groups; handle daily classroom routines; perform other tasks at discretion of teacher and field supervisor. Candidates will implement lesson and unit plans and assessments assigned in the content area pedagogy courses in which they are concurrently enrolled with EEC 494/594.

36 per course or 150 per

block

Elementary School Locations vary and are individually tailored

1

A B C D E F G H






73

74

75

76

77

EDR 543Developmental Reading II

Designed to develop the candidate’s knowledge, skills/performance, and dispositions in the teaching of literacy in the early childhood/elementary classroom. Candidates will refine their abilities in assessment and instructional planning, instructional delivery, and classroom management, in order to address the literacy needs of diverse learners. This course will provide candidates with an emphasis in teaching for reading comprehension within the context of content area, non-fiction, and texts. Pedagogy II block ECE/ELE AMP



block Public, elementary setting

EDR 551 Reading in Content Areas

Infusing content area literacy strategies within/across curriculum content areas within a tutorial/enrichment setting. varies

Secondary AMP, Reading Specialist Traditional Masters

Key Assessment: Reader/Learner Profile- Develop and implement Literacy Intervention Plan, tutor child in reading/math or student’s content area; each student completes individual literacy profiles. 20+ hours K-12 School Settings

EDR 655Reading Assessment & Evaluation

Examines evaluation techniques such as observation, standardized oral and silent reading tests, and informal reading inventories

Taken after EEC 660 and EDR 650

Reading Specialist Traditional Masters

Case Study of a Struggling Reader-Assessment Project 10

After¬schoolcommunity/learning center; other settings, schools, church programs, others

EEC 674 Language Development

Designed to develop understanding of how children develop language including developmental processes and theories. The relationships between theories and classroom practice and methods of assessment are explored. Taken after EEC 660

Reading Specialist Traditional Masters Language Development Profile 5

After¬schoolcommunity/learning center; other settings, schools, church programs, others

EDR 690Internship in Remedial Reading

Supervised experience with children with reading difficulties Final semester

Reading Specialist Traditional Masters

300 hours of work with K-12 students including tutoring, assessment, planning, and implementation of lessons. Exit portfolio required. 300 K-12 school setting

1

A B C D E F G H






78

79

80

81

EEC 300Child Development & Family Relationships

Interrelationship of physical, emotional, intellectual, and social development, and influence of home, school, and social environments on human growth from conception through adolescent years. Prior to TEP admission


Case study of child at a child development center 12

Normally a pre-school setting

EEC 301Intro to Early Childhood & Elementary Education

Basic knowledge of early childhood and elementary school curricula in variety of settings from infancy programs through elementary school. Theories and practical approaches to teaching and to curriculum development; relationship between child growth and development and areas of curriculum. Observation in early childhood and elementary programs required. Prior to TEP admission


Working with small groups of children and Microteaching of one lesson 15 Public school setting; P-6

EEC 302 Expressive Arts

Creativity through numerous experiences in music, theatre, dance, and visual arts. Experiences correlate with literacy skills, critical thinking skills, symbols, and images that can be directly applied to both teacher-centered and child-centered methods of teaching.

Pre or Post TEP admission


Virtual or actual field trips to cultural arts venues; report on infusing the domains of the arts with core curriculum based on field trip 5 Elementary School Setting

EEC 402 Primary Math Methods Materials and methods on emergent numeracy.Requires admission to TEP


Key Assessment: Teaching Evaluation - Since the PedagogyI block is implemented as unified field experience, Candidates will prepare and teach lessons in math, language arts, and reading; work with reading groups; tutor individuals/small groups; handle daily classroom routines; perform other tasks at discretion of teacher and field supervisor. Candidates will implement lesson and unit plans and assessments assigned in the content area pedagogy courses in which they are concurrently enrolled with EEC 494/594.


blockK-2 Elementary School Placement

1

A B C D E F G H






82

83

EEC 405

Children's Literature in Elementary & Early Childhood Education

Materials and methods. Needs of children, selection of books, societal issues in children's literature, and role of media in children's literature. Pedagogy I block




block Elementary School Setting

EEC 406

Language Arts in Elementary & Early Childhood Education

Materials and methods. Communication-based approach in developing effective language arts program. All aspects of language arts program addressed. Pedagogy I block



Approximately 150 hours for unified block;

36 for individual

course Elementary School Setting

1

A B C D E F G H






84

85

EEC 412

Math in Elementary & Early Childhood Education

Materials and methods. Scope, sequence, and content of mathematics program. Computational skills and problem solving. Pedagogy II block



; Approximately

150 hours for unified block;

36 Elementary School Setting

EEC 413

Science in Elementary & Early Childhood Education

Materials and methods. Scope, sequence, and content of science program. Inquiry, science process skills, and concept development. Pedagogy II block



150 total for block;

36 for each Elementary School Setting

1

A B C D E F G H






86

87

88

89

EEC 414

Social Studies in Elementary & Early Childhood Education

Materials and methods. Scope, sequence, and content of social studies curriculum. Teaching strategies, program articulation, and instructional planning. Pedagogy II block


Key Assessment: Teaching Observation Pedagogy II Block unified -Prepare and teach lessons in math, science, social studies, and reading; work with reading groups; tutor individuals/small groups; handle daily classroom routines; perform other tasks at discretion of teacher and field supervisor. Candidates will implement lesson and unit plans and assessments assigned in the content area pedagogy courses in which they are concurrently enrolled with EEC 494/594


block Elementary School Setting

EEC 440 Workshop in EducationCourse designed to strengthen proficiencies in field of early childhood and elementary education



Candidates working with an ELL student building oral language and reading aloud conversations 15 Elementary School Setting

EEC 415 Learning Environments

Theoretical approaches that focus on child centered curriculum, classroom management, discipline strategies and cultural, linguistic, and developmentally appropriate instruction.



Observation Report (e.g., drawing of classroom, classroom rules and expectations, classroom procedures, classroom climate, personal meaning, contradictions of thought) 6 Elementary School Setting

EEC 490 Student Teaching

Supervised teaching in early childhood (P-3) and elementary (3-6) program. Gradual assumption of responsibility for planning and teaching for the entire class (minimum of 15 weeks). Supervision in working with resource professionals and parents. Final semester(s)


Key Assessment: Student Teaching Competency Evaluation Form Gradual increase of teaching responsibilities culminating in 20 full days of instruction, 10 of which must be consecutive; daily approved lesson plans; Observational Skills Guidelines; five portfolio tasks including a diversity intervention plan

525 (75 days/15

weeks, 7 hours per day) Elementary School Setting

1

A B C D E F G H






90

91

EEC 502 Primary Math Methods Materials and methods on emergent numeracy.Requires admission to AMP ECE/ELE AMP

Key Assessment: Teaching Observation Pedagogy I Block unified -Prepare and teach lessons in math and reading workshop; work with reading groups; tutor individuals/small groups; handle daily classroom routines; perform other tasks at discretion of teacher and field supervisor. Candidates will implement lesson and unit plans and assessments assigned in the content area pedagogy courses in which they are concurrently enrolled with EEC 494/594.

36 for individual

course; 150 total for block

K-2 Elementary School Placement

EEC 505

Children's Literature in Elementary & Early Childhood Education

Materials and methods. Needs of children, selection of books, societal issues in children's literature, and role of media in children's literature. Pedagogy I block ECE/ELE AMP

Key Assessment: Teaching Observation Pedagogy I Block unified -Prepare and teach lessons in math, and reading; work with reading groups; tutor individuals/small groups; handle daily classroom routines; perform other tasks at discretion of teacher and field supervisor. Candidates will implement lesson and unit plans and assessments assigned in the content area pedagogy courses in which they are concurrently enrolled with EEC 494/594.

36 for individual

course; 150 total for block Elementary School Setting

1

A B C D E F G H






92

93

EEC 506

Language Arts in Elementary & Early Childhood Education

Materials and methods. Communication-based approach in developing effective language arts program. All aspects of language arts program addressed. Pedagogy I block ECE/ELE AMP

Key Assessment: Teaching Observation Pedagogy I Block unified -Prepare and teach lessons in math and reading; work with reading groups; tutor individuals/small groups; handle daily classroom routines; perform other tasks at discretion of teacher and field supervisor. Candidates will implement lesson and unit plans and assessments assigned in the content area pedagogy courses in which they are concurrently enrolled with EEC 494/594.

36 for individual


EEC 512

Math in Elementary & Early Childhood Education

Material and methods of teaching mathematics. Emphasizes scope, sequence, and content of the mathematics program. Computation skills and problem solving are stressed. Pedagogy II block ECE/ELE AMP


36 for individual

course; 150 for block Elementary School Setting

1

A B C D E F G H






94

95

96

EEC 513

Science in Elementary & Early Childhood Education

Scope, sequence, materials, and methods. Emphasis on teaching and the development of content and process skills. Pedagogy II block ECE/ELE AMP


36 for individual


EEC 514

Social Studies in Elementary & Early Childhood Education

Scope, sequence, and content of elementary school social studies curriculum. Teaching strategies, program articulation, and instructional planning. Pedagogy II block ECE/ELE AMP


36 for individual


EEC 540 Workshop in EducationCourse designed to strengthen proficiencies in field of early childhood and elementary education

Taken before or during TEP courses ECE/ELE AMP

Work with ELL student building oral language and read aloud conversations 15 Elementary School Setting

1

A B C D E F G H






97

98

99

EEC 600 Transition to Teaching

Designed as the introductory overview course in the alternative masters fifth year program for early childhood and elementary levels. The goalsinclude helping prospective teachers develop basic teaching skills with emphasis on the philosophy of education, teacher preparation, lessonplanning, and current trends in education.

Alternative masters early childhood and elementary students; typically taken at the beginning of the program ECE/ELE AMP

Key-Case Study: Microteaching of one lesson; Field Experience Reflection Report-after targeted observations, a summary of the experience and observation log will be completed. 15

Elementary School Setting

EEC 610 Curriculum Development Curriculum decisions, planning and implementation

Taken as a co-¬-requisite or after completion of EEC 660

ECE/ELE AMP; ECE/ELE, ECE, ELE and, Reading Specialist Traditional Masters; ECE and ELE EdS

Key Assessment: Inquiry-based Unit Plan - Develop and teach science or social studies unit over five consecutive days 5

Elementary School Setting or K-12 School Setting

EEC 612 Models of TeachingCurriculum decisions, planning and implementation.

Taken as a co-¬-requisite or after completion of EEC 650

ECE/ELE AMP; ECE/ELE, ECE, ELE and, Reading Specialist Traditional Masters; ECE and ELE EdS

Key Assessment: Inquiry-based Unit Plan - Develop and teach science or social studies unit over five consecutive days 5

Elementary School Setting or K-12 School Setting

1

A B C D E F G H






100

101

102

EEC 620Teaching Mathematics N-6

This course encompasses the issues and approaches in early childhood and elementary mathematics. Candidates will examine components of effective instruction, research, and implementation for instruction. Candidates will learn about developmentally appropriate strategies, and work with children in a classroom context using this approach.

Course can be taken as a non-degree seeking candidate or after admission to the traditional master’s or EdS program

ECE/ELE, ECE, and ELE Traditional Masters; ECE and ELE EdS

q p day unit study for one strand of mathematics using the inquiry-based approach. In addition to the five day instructional plan, this project should include a number talk videoed with an individual, small, or large group of students; a mathematics attitude survey conducted with an individual, small or large group; a sample diagnostic measure including analysis of student misconceptions; and a mathematics writing sample with an analysis. Candidates will be required to evidence student engagement with technology in this project. 5 Elementary School Setting

EEC 623 Teaching Science K-6

Issues and approaches in early childhood and elementary science. Implications of research for instruction.



Candidates complete weekly Piagetian Tasks with children. Candidates plan and implement a constructivist based science unit such as Ramps and Pathways. 16-20 Elementary School Setting

EEC 625Critical Pedagogy in P-6 Education

Encompasses current issues in education from critical, postmodern, and feminist perspectives. Issues of equity, social justice, racism, sexism, and the marginalization of minorities in education will be explored.



Key Assessment: Diversity Impact Project - Develop and implement a Diversity Impact Project in which you document specific ways you work to become inclusive in teaching setting with at least one marginalized group (i.e.Females, Non-traditional Families, homeless/children in poverty, English Language Learners, Disability (specifically, certain labels, such as autistic, ADHD, At-risk, Developmentally Delayed)

Varies (4 -8 weeks

depending on specific nature of the project) Elementary School Setting

1

A B C D E F G H






103

104

105

106

EEC 650Systematic Reflections about Teaching

This introductory course is designed to assist the student in locating, analyzing, and synthesizing current research in early childhood and elementary education

Course can be taken as anon¬degree seeking student or after admission to the traditional master’s or alternative master’s program taken at the beginning of the program

ECE/ELE AMP and Traditional Master

Observations, classroom case study, reflection on best practices 20 Elementary School Setting

EEC 660Readings in Teaching & Learning

This introductory course is designed to assist the student in locating, analyzing, and synthesizing current research in early childhood and elementary education.

Course can be taken as anon¬degree seeking student or after admission to the traditional master’s or alternative master’s program taken at the beginning of the program

ECE/ELE AMP and Traditional Masters

Observations, classroom case study, reflection on best practices 20 Elementary School Setting

EEC 670Studying the Young Child in School

Analysis of child study in school; values and limitations of assessment.



Key Assessment: Case Study - Conduct a case study of one child that targets four key areas: 1) assessment, 2) knowledge of human development and learning, 3) diversity, and 4) analysis and reflection.

Varies 4 -8 weeks Elementary School Setting

EEC 673Teaching in a Multicultural Society

The course is designed to introduce candidates to the goals, principles, and practices of multicultural/multilingual education and to sensitize candidates to linguistic and cultural pluralism in the United States.



Curricular Change Project: Plan and implement a “real life” application of best practices for meeting the needs of culturally/linguistically diverse students and families in your current classroom.


1

A B C D E F G H






107

108

EEC 690 Student Teaching

Supervised teaching in an early childhood (P-3) and/or an elementary (3-6) program. The student gradually assumes responsibility for planning and teaching for the entire class (minimum of 15 weeks). The internship experience includes supervision in working with professional resource professionals and parents. Final semester(s) ECE/ELE AMP

Key Assessment: Teaching Observation Gradual increase of teaching responsibilities culminating in 20 full days of instruction, 10 of which must be consecutive; daily approved lesson plans; Observational Skills Guidelines; five portfolio tasks including a diversity intervention plan

525 (75 days/15

weeks, 7 hours per day) Elementary School Setting

EEC 691 Practicum in ECE/ELE

Supervised teaching in an Early Childhood/Elementary classroom. A series of planned activities in a comprehensive, diverse, integrated school setting where participants learn and grow in a self-regulated and self-paced program under the guidance and direction of master teachers. Toward end of program

ECE/ELE Traditional Masters, ECE Traditional Masters, ELE Traditional Masters

Key Assessment: Teaching Video - Teach a complete, weeklong workshop in an elementary classroom (including assessment, technology, and accommodations for ELLs and special needs students). The course is available online to Masters students who are teaching as full-time teachers during fall and spring. Those students not hired as full-time teachers may complete the practicum in the summer at the Children's Creative Learning Center (CCLC). Students who choose the online option in the fall and spring may designate a week for their teaching week, however the summer section requires that the students complete the hours for their weeklong workshop at the CCLC. The hours of the CCLC summer program are 7:30 - 12:00; the students choose the week that works best for them.

31.5-49 (depending on

full-time educator hired

status)

Elementary School Setting; Summer Alternatives (e.g., Children's Creative Learning Center, Fresh Air Farm)

1

A B C D E F G H






109

110

111

112

EEC 692 Curriculum ProjectsField projects in curriculum modifications and improvement of classroom practice Toward end of program ECE and ELE EdS

Key Assessment: Technology Impact Project - Candidates will design and carry out an Innovating Impact project. Candidates will assess their current practice and develop a project designed to advance their practice toward self-identified specific and meaningful professional goals related to indicator 3.7 of the Alabama Quality Teaching Standards


EEC 694 Field Study Field Study Throughout program

ECE and ELE EdS; Foreign Language Traditional Masters elective

Field Study Project Candidates will design and carry out an Innovating project. Candidates will assess their current practice and develop a project designed to advance their practice toward self-identified specific and meaningful professional goals related to the Alabama Quality Teaching Standards


EEC 695Practicum Supervision in ECE/ELE Supervision of practicum students Toward end of program ECE and ELE EdS

Key Assessment: Video Analysis - Each candidate will supervise and evaluate masters and bachelor's students engaged in student teaching and other field experiences.

Varies (4-8 weeks in own classroom or

11 days in CCLC) Elementary School Setting

EESL 510 Second Language Acquisition

An in-depth look at major theories of second language acquisition. Exploration of learning environments, programs, home language, culture, and other factors that influence second language acquisition. This course entails 40 hours of field experiences.

Beginning of program: can be taken with non-degree status or after admission. THIS IS PREREQUISITE FOR ALL OTHER COURSES.

AMP: ESL, French, Spanish, & dual cert.

Key Assessment- Course Summary: Course summary: After visiting new language programs in P-12 settings, candidates will use analysis from their field experiences to apply SLA theories and research in and end-of-course paper. Within the paper, candidates will discuss the imortance of the LI, the role of individual learner variables, and of sociocultural, psychological, and political variables that impact the process of learning a new language. 30+

P-12 schools in Rural, Urban, and Suburban settings

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113

114

115

EESL 512Curriculum, Programs, and Policies

Introduction to the curriculum, programs, policies, and laws that support new language learners with respect to legal issues, instructional strategies, accommodations, assessments, and support networks and that are grounded in second language acquisition theory. This course entails 5 days of field experiences in an English learner summer program.

Beginning or middle of program: can be taken with non-degree status or after admission.

AMP: ESL & dual cert.(ESL/FR or ESL/Sp) (No Key Assessments are associated with

this field experience) 30+grades PK-12 settings in a summer program

EESL 515Grammar and Linguistics for ESL teachers

A critical study of aspects of Modern English grammar and linguistics that are important for the teaching of English as a Second or Foreign Language. Students will gain an understanding of the major syntactic and semantic phenomena important for teaching ESL/EFL, become familiar with the practical and theoretical literature on teaching English grammar, participate in practical exercises of grammar correction in writing with actual ESL students, and develop and compile classroom activities for teaching points of grammar.

Beginning or middle of program: can be taken with non-degree status or after admission.

AMP: ESL & dual cert.(ESL/FR or ESL/Sp)

Key Assessment-Grammatical Analysis: Complete a morphological and syntactic analysis of an EL/EB writing sample in order to design individualized instructional strategies to support language development. 0

No field experiences are required for this key assessment

EESL 530Methods & Materials for teaching ESL

An examination of effective approaches to teaching English to speakers of other languages and curriculum materials, texts, and other resources. This course entails 40 hours of field experiences.

Middle of program after admitted (or with non-degree status if still in the second semester).


Key Assessment-Case Study: Study an EB/EL in the class, school, or district; analyze strengths and challenges EL faces linguistically, academically, and socially; provide specific strategies and instructional techniques for addressing strengths and challenges. 30+


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116

117

118

EESL 540

Teaching new languages through reading and writing

Theory, research and practice in reading and writing for second language learners. Implications for teaching reading and writing skills that allow second language learners to participate in the full range of academic situations. This course entails 40 hours of field experiences: 8 hours of one-on-one literacy instruction with a student who is learning to read in a new language and 32 hours working with a group or class of language learners.


AMP: ESL, French, Spanish & dual cert.

Key Assessment- Digital Tools Literacy project: design and implement a digital tool project with EB/ELs; identify and integrate available emerging technologies into the teaching of all content areas. 30+


EESL 560 Research in ESL

Primary types of research conducted in second language teaching and learning and how these methods can be used to inform teaching. Introduction to classroom-based second language research approaches. This course entails 30 hours of field experiences.

Towards end of program, usually in the term just before internship

AMP: ESL & dual cert.(ESL/FR or ESL/Sp) Key Assessment: Action Research project

on learner impact 30+


EESL 590(6 hrs)

Internship in Second and Foreign Languages

Meets the internship requirements of the state code. Interns are engaged in the full scope of teaching activities including planning and delivering lessons, evaluating students, and conducting managerial tasks and other appropriate duties. Prerequisite: Approval of internship application for the alternative master’s.

End of program: approval to do student teaching


Key Assessment- Internship Competencies during one semester of student teaching: Spend half of required time teaching EB/ELs in PK-6 and half of time teaching EB/ELs in g 6-12. Includes designing and implementing a teaching project and providing evidence of teaching through a Sheltered Instruction Evidence Portfolio.

525 (75 days/15



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119

120

121

EESL 610Second Language Acquisition

An in-depth look at major theories of second language acquisition. Exploration of learning environments, programs, home language, culture, and other factors that influence second language acquisition. This course entails 8 hours of field experiences at other schools plus 32 hours of working with English learners, preferably in one’s own classroom or school.

Beginning of program: can be taken with non-degree status or after admission. THIS IS PREREQUISITE FOR ALL OTHER COURSES.

MA: ESL, French, Spanish, & dual cert.

Key Assessment- Course Summary: Course summary: After visiting new language programs in P-12 settings, candidates will use analysis from their field experiences to apply SLA theories and research in and end-of-course paper. Within the paper, candidates will discuss the imortance of the LI, the role of individual learner variables, and of sociocultural, psychological, and political variables that impact the process of learning a new language. 30+


EESL 612Curriculum, Programs, and Policies

Introduction to the curriculum, programs, policies, and laws that support new language learners with respect to legal issues, instructional strategies, accommodations, assessments, and support networks that are grounded in second language acquisition theory. This course entails 3 days of field experiences in an English learner summer program.

Beginning of program (1st or 2nd term): can be taken with non-degree status or after admission.

MA: ESL & dual cert. (ESL/FR or ESL/Sp)

(No Key Assessments are associated with this field experience) 15+

P-12 schools in a summer program

EESL 615Grammar and Linguistics for ESL teachers

A critical study of those aspects of Modern English grammar and linguistics that are important for the teaching of English as a Second or Foreign Language. Students will gain an understanding of the major syntactic and semantic phenomena important for teaching ESL/EFL, become familiar with the practical and theoretical literature on teaching English grammar, participate in practical exercises of grammar correction in writing with actual ESL students, and develop and compile classroom activities for teaching points of grammar.

CBeginning or middle of program: can be taken with non-degree status or after admission.


Key Assessment-Grammatical Analysis: Complete morphological and syntactic analysis of EL/EB writing sample in order to design individualized instructional strategies to support language development. 0

No field experiences are required for this key assessment

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122

123

124

125

EESL 630Methods and Materials for teaching ESL

Examination of effective approaches to teaching English to speakers of other languages and curriculum materials, texts, and other resources. This course entails 40 hours of field experiences working with English learners, preferably in one’s own classroom or school.



Key Assessment-Case Study: Study an EB/EL in class, school, or district. Analyze strengths and challenges EL faces linguistically, academically, and socially. Provide specific strategies and instructional techniques for addressing strengths and challenges. 30+


EESL 640

Teaching New Languages through Reading and Writing

Theory, research and practice in reading and writing for second language learners. Implications for teaching reading and writing skills that allow second language learners to participate in the full range of academic situations. This course entails 8 hours of one-on-one literacy instruction with a student who is learning to read in a new language and 32 hours working with language learners, preferably in one’s own classroom or school.


MA: ESL, French, Spanish, & dual cert.

Key Assessment-Digital Tools Literacy project: Design and implement digital tool project with students who are learning a new language. Identify and integrate available emerging technologies into the teaching of all content areas. 30+


EESL 660 Research in ESL

Primary types of research conducted in second language teaching and learning and how these methods can be used to inform teaching. Introduction to classroom-based second language research approaches. This course entails 30 hours of field experiences, preferably in one’s own classroom or school.

Towards end of program (final semester or second-to-last)


Key Assessment: Action Research project on learner impact 30+


EESL 690Internship in Second and Foreign Languages

Meets the internship requirements of the state code. Interns are engaged in the full scope of teaching activities including planning and delivering lessons, evaluating students, and conducting managerial tasks and other appropriate duties. This course entails 2 weeks of internship in an English learner summer program.

Final semester (or second-to-last): approval from program to do internship


Key Assessment- Internship Competencies: Spend half of required time teaching EB/ELs in PK-6 and half of time teaching EB/ELs in g 6-12. Includes designing and implementing a teaching project during internship and provide evidence of teaching through Sheltered Instruction Evidence Portfolio. The candidate must complete a total of 300 hours with ELLs since entry to the program, which includes 40+ internship hours during this semester, 40+


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126

127

EFL 691Internship in Foreign Languages, P-12

This course is required in UAB’s Alternative Masters Program (AMP) for a Master of Arts in Education with Alternative Class A certification for teaching either French or Spanish. The purpose of EFL 691 is to prepare teachers to use Best Practices for teaching foreign languages. As stipulated by the ALSDE Administrative Code, determining readiness to serve as a foreign language teacher shall require competence to teach French or Spanish as demonstrated in an internship of 15 weeks full time student teaching. Because this internship course qualifies candidates for P-12 certification, interns must do 7½ weeks of their internship in the K-6 grade range and another 7½ weeks in the 7-12 grade range. Final semester(s)

AMP in Spanish and French

Key Assessment: Student Teaching Competency Evaluation Form7.5 weeks in an elementary placement; 7.5 weeks in a secondary placement; gradual increase of teaching responsibilities culminating in 20 full days of instruction, 10 of which must be consecutive; daily approved lesson plans; Observational Skills Guidelines

525 (75 days/15


Elementary and Secondary Placements

EHS 430 Practicum 1 Field experience in school-based settingSpring Term with Methods 1

Secondary Education Undergraduate

Key Assessment: Lesson Reflections and Cooperating Teacher Feedback Form based on field experiences - Design and create lessons, tutor individuals/small groups; handle daily classroom routines, perform other tasks at discretion of teacher and instructor/field supervisor 40+ hours middle/high school

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128

129

EHS 436 (old EHS 401)Methods 1: English/ Language Arts 6-12

Introduction to teaching English Language Arts in secondary school settings. Developing basic skills in planning, instruction, and assessment. Admission to TEP required.

Spring Semester with EHS 430

English Language Arts Secondary Education Undergraduate

Key Assessment: Assignments corresponding to edTPA Task 1 and half of Task 2. Other Assessments: Unit Plan and Lesson Reflections based on field experiences. Observation Log- Documentation of a minimum of 40 hours in a secondary school. Teaching Observation Record - From 2 to 4 formal observations of teaching with analsys based on provided guidelines required. Reflective Log - Candidates must submit a paper describing their educational experiences in the school and reflecting on how these experiences shape their teaching philosophy. with EHS 430 middle/high school setting

EHS 438 (old EHS 401)Methods 1:Social Science , 6-12

Introduction to teaching social sciences in secondary school settings. Developing basic skills in planning, instruction, and assessment. Admission tp TEP required.


General Social Science: Secondary Education Undergraduate

Key Assessment: Assignments corresponding to edTPA Task 1 and half of Task 2. Other Assessments: Unit Plan and Lesson Reflections based on field experiences. Observation Log - Documentation of a minimum of 40 hours in a secondary school. Teacxhing Observation Record - From 2 to 4 formal observations of teaching with analyses based on provided guidelines are required. Reflective Log - Candidates must submit a paper describing their educational experiencees in the school and reflecting on how these experiences shape their teaching philosophy. with EHS 430 Middle/high school setting

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130

131

132

EHS 466Methods ll English Language Arts, 6-12

Preparation to plan, teach, and assess English Language Arts in secondary school settings;making informed decisions about context, learners, learner differences, teaching strategies, methodologies, curricula, and assessment

Fall Semester with EHS 470 Pre Req: EHS 436

English Language Arts Secondary Education Undergraduate

Key Assessment: Assignments corresponding to edTPA Tasks 1, 2, and 3. Other Assessments: Unit Plan and Lesson Reflections - based on field experiences. Prepare and teach lessons in English Language Arts, tutor individuals/small groups; handle daily classroom routines; perform other tasks at fiscretion of teacher and instructor/field supervisor with EHS 470 Middle/High School setting

EHS 468Methods ll: Social Science, 6-12

Assess social science in secondary school settings; making informed decisions about context, learners, learner differences, teaching strategies, methodologies, curricula,and assessment.

Fall Term with EHS 470 PreReq EHS 438

General Social Science Secondary Education Undergraduate

Key Assessment: Assignments cprresponding to edTPA Tasks 1, 2, and 3 Other Assessments: Unit Plan and Lesson Reflections - Based on field experiences: Prepare and teach lessons social sciences, tutor individuals /small groups; handle daily classroom routines; perform other tasks at disvretion of teacher and instructor/field supervisor. with EHS 470 Middle/high school setting


Prepare to plan, teach, and assess social science in secondary school settings: making informed decisions about context, learners, learner differences, teaching strategies, methodologies, curricula, and assessment.

Fall Semester with EHS 470; PreReq: EHS 338

General Social Science Secondary Education Undergraduate

Key Assessment: Assignments corresponding to edTpa Tasks 1, 2 and 3. Other Assessments: Unit Plan and Lesson Reflections- Based on on field experiences: Prepare and teach lessons in social science; tutor individuals/small groups; handle dailt routines; perform other tasks at discretion of teacher and instructor/field supervisor. with EHS 470 Middle/High School setting

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133

134

135

136

EHS 470 Practicum II Field experience in school-based settingFall Semester with Methods ll

Secondary Education and Music (choral and instrumental) Undergraduate

Key Assessments: Lesson Reflectionsand Cooperating Teacher Feedback Form based on field experiences - Prepare and teach lessons;tutor individuals/small groups; handle daily routines; perform other tasks at discretion of teacher and instructor/field supervisor 50+ hours middle/ high school

EHS 490Secondary School Student Teaching Observation and teaching in secondary schools. Final semester(s)

Secondary Education Undergraduate

Key Assessment: Student Teaching Competency Evaluation Form. Gradual increase of teaching responsibilities culminating in 20 full days of instruction, 10 of which must be consecutive; daily approved lesson plans; Observational Skills Guidelines

525 (75 days/15

weeks, 7 hours per day) Middle/High School setting

EHS 497Special Problems in Education Diversity

Readings and research projects focused on diversity. Field experiences required Varies

Secondary Education and Music (Choral and Instrumental) Undergraduate

Key assessment: Redesigning a lesson plan with accommodations for English learners and Reflection on teaching it 20+ hours

setting with English Learners

EHS 530 Practicum l Field experience in school-based settingSpring Semester with Methods l

Secondary Education AMP

Key Assessments: Lesson Reflections and Cooperating Teacher Feedback Form based on field experiences - Design and create lessons; tutor individuals/small groups; handle daily classroom routines; perform other tasks at discretion of teacher and instructor/field supervisor 40+ hours middle/high school

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137

138

EHS 535 (old EHS 600)Methods: Mathematics, 6-12

Introduction to teaching Mathematics in secondary school srttings. Developing basic skills in planning, instruction, and assessment


Mathematics: Secondary Education AMP

Key Assessment: Assignments corresponding to edTPA Task 1 and half of Task 2 Other Assessments: Unit Plan and Lesson Reflections based on field experiences. Observation Log - Documentation of a minimum of 40 hours in a secondary school. Eavhong Observation Record - From 2 to 4 formal observations of teaching with analyses based on provided guidelines are required. Reflective Log - Candidates must submit a paper describing their educational experiences in tne school and reflecting on how these experiences shape their teaching philosophy. with EHS 530 Middle/high school setting

EHS 536 (old EHS 600)Methods l: English Language Arts, 6-12

Introduction to teaching English Language Arts in secondary school settings. Developing basic skills in planning, instruction, and assessment


English Language Arts: Secondary Education AMP

Key Assessment: Assignments corresponding to edTPA Task 1 and half of Task 2. Other Assessments: Unit Plan and Lesson Reflections based on field experiences. Observation Log - Documentation of a minimumof 40 hours in a secondary school. Teaching Observation Record- From 2 to 4 formal observations of teaching with analyses based on provided guidelines are required, Reflective Log - candidates must submit a paper describing their educational experiences in the school and reflecting on how these experiences shape their teaching philosophy. with EHS 530 middle/high school setting

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139

140

EHS 537 (old EHS 600) Methods l: Science 6-12

Introduction to teaching science in secondary school settings. Developing basic skills in planning, instruction, and assessment


General Science, Biology,Chemistry, or Physics: Secondary Education AMP

Key Assessment: Assignments corresponding to edTPA Task 1 and half of Task 2. Other Assessments: Unit Plan and Lesson Reflections based on field experiences. Observation Log - Documentation of a minimum of 40 hours in a secondary school. Teaching Observation Record - Fron 2 to 4 formal observations of teaching with analyses based on provided guidelines ar required. Reflective Log - Candidates must submit a paper describing their educational experiences in the school and reflecting on how these experiences shape their teaching philosophy. with EHS 530 Middle/high school setting

EHS 538 (old EHS 600)Methods 1: Social Science, 6-12

Introduction to teaching the social sciences in secondary school settings. Developing basic skills in planning, instruction, and assessment


General Social Science or History: Secondary Education AMP

Key Assessment: Assignments corresponding to edTPA Task 1 and half of Task 2. Other Assessments: Unit Plan and Lesson Reflections based on field experiences. Observation Log - Documentation of s minimum of 40 hours in a secondary school. Teaching Observation Record - From 2 to 4 formal observations of teaching with anayses based on provided guidelines are required. Reflective Log - Candidates must submit a paper describing their educational experiences in the schools and reflecting on how these exleriences shape their teaching philosophy. with EHS 530 Middle/high school setting

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141

142

143

EHS 539 (old EHS 600)Methods 1: World Languages

Introduction to teaching world languages in K-12 settings. Developing basic skills in planning, instruction, and assessment


Spanish or French: K-12 AMP

Key Assessment: Assignments corresponding to edTPA Task 1 and half of Task 2. Other Assessments: Unit Plan and Lesson Reflections based on field experiences. Observation Log - Documentationof a minimum of 40 hours in a school. Teaching Observation Record - Fron 2 to 4 formal observations of teaching with analyses based on provided guidelines are required. Reflective Log - Candidates must submit a paper describing their educational experiences in the school and reflecting on how these experiences shape their teaching philosophy. with EHS 530

Elementary or Secondary setting

EHS 565Methods ll: Mathematics, 6-12

Preparation to pla, teach, and assess mathematics in secondary school setting: making informed decisions about context, learners, learner differences, teaching strategies, methodologies, curricula, and assessment.

Fall Semester with EHS 570 PreReq: EHS 535

Mathematics: Secondary Education AMP

Key Assessment: Assignments corresponding to edTPA Tasks 1, 2, and 3. Other Assessments: Unit Plan and Lesson Reflections - Prepare and teach lessons in math, tutor individuals/small groups; handle daily classroom routines; perform other tasks at the discretion of the teacher and instructor/field supervisor. with EHS 570 Middle/high school setting

EHS 566Methods ll: English Language Arts, 6-12

Preparation to plan, teach and assess English Language Arts in secondary school settings: making informed decisions about context, learners, learner differences, teaching strategies, methodokogies, curricula, and assessment

Fall Semester with EHS 570 PreReq; EHS 536

English Language Arts Secondary Education AMP

Key Assessments: Assignments corresponding to edTPA Tasks 1, 2, and 3. Other Assessments:Unit Plan and Lesson Reflections - Prepare and teach lessons in language arts; tutor individuals/small groups; handle daily classroom routines; perform other tasks at the discretion of the teacher and field supervisor with EHS 570 Middle/High School setting

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144

145

146

147

EHS 567 Methods ll: Science, 6-12

Preparation to plan, teach, and assess science in secondary school settings; making informed decisions about context, learners, learner differences, teaching strategies, methodologies, curricula, and assessment.


Biology, Chemistry, General Science, Physics Secondary Education AMP

Key Assessment: Assignments corresponding to edTPA Tasks 1, 2, and 3. Other Assessments: Unit Plan based on field experiences - Prepare and teach lessons in science; tutor individuals/small groups; handle daily classroom routines; perform other tasks at the discretion of the teacher and field supervisor. with EHS 570 Middle/High School setting


Preparation to plan, teach, and assess social science in secondary school settings; making informed decisions about context, learners, learner differences, teaching strategies, methodologies, curricula, and assessment


General Social Science and History, Secondary Education AMP

Key Assessment: Assignments: corresponding to edTPA Tasks 1, 2, and 3. Other Assessments: Unit Plan and Lesson Reflections - Prepare and teach lessons in social science; tutor individuals/small groups; handle daily classroomroutines; perform other tasks at the discretion of the teacher and instructor/field supervisor. with EHS 570 Middle/High School setting

EHS 569Methods ll: World Languages, K-12

Preparation to plan, teach, and assess Spanish and French in K-12 settings: making informed decisions about context, learners, learner differences, teaching strategies, methodologies, curricula, and assessment.

Fall Semester with EHS 570 PreReq.:EHS 539

Spanish or French K-12 AMP

Key Assessment: Assignments corresponding to edTPA Tasks 1, 2, and 3. Other Assessments:Unit Plan and Lesson Reflections - Prepare and teach lessons in Spanish or French; tutor individuals/small groups;handle daily classroom routines; perform other tasks at the discretion of teacher and instructor/field supervisor. With EHS 570

Elementary or Secondary setting

EHS 570 Practicum II Field experience in school-based setting

Fall Semester with Methods ll PreReq: EHS 530

Secondary Education, Music, and Visual Arts AMP

Key Assessment: Lesson Reflections and Cooperating Teacher Feedback Form based on field experiences - Prepare and teach lessons; tutor individuals/small groups; handle daily classroom routines; perform other tasks at the discretion of teacher and instructor/field supervisor. 50+ hours Middle School

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148

149

150

151

EHS 597Special Problems in Education.

Readings and research projects focused on diversity. Field experiences required varies

Secondary Education, Music (Choral and Instrumental), and Visual Arts AMP

Key assessment: Redesigning a lesson plan with accommodations for English learners and Reflection on teaching it 20+ hours

setting with English Learners

EHS 611Advanced Methods: World Languages

Advanced methods for teaching world languages. Includes curriculum, development, classroom interaxtion, pedagogical activities, technology applications, source materials, current research, society issues, and cognitive development of students. Current classroom teaching required.

Traditional Masters Spanish, French, or dual (ESL and French or Spanish)

Key Assessment: Unit Plan and Teaching Analysis based on field experiences - Prepare and teach lessons in designated foreign language (i.e., Spanish or French); tutor individuals/small groups ; handle daiky classroom routines; perform other tasks at the discretion of the teacher, instructor/field supervisor. 50+ K-12 School setting

EHS 612

Advanced Methods: English Language Arts, 6-14

Advanced methods for teaching English Language Arts in grades 6-14. Includes curriculum, development, classroom interaction, pedagogical activities, technology applications, source materials, current research, society issues, and cognitive development of stdents. Current classroom teaching required.

English Language Arts Traditional Masters

Key Assessments based on field experiences over a period of 2 to 4 weeks- Analysis and reflection paper on a video of candidates teaching a lesson. Developing and teaching a unit with pre-assessment, instruction, post-assessment, analysis, and reflection. 50+ Secondary Schools

EHS 614Advanced Methods: Social Science, 6-14

Advanced methods for teaching the social sciences in grades 6-14. Includes curriculum development, classroom interaction, pedagogical activities, technology applications, source materials, current research, society issues, and cognitive development of students. Current classroom teaching required.

General Social Science and History Traditional Masters

Key Assessment based on field experiences over a period of 2 to 4 weeks-Analysis and reflection paper on a video of candidates teaching a lesson. Developing and teaching a unit with pre- assessment, instruction, post- assessment, analysis, and reflection. 50+ Secondary Schools

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152

153

154

155

156

EHS 615Advanced Methods: Science, 6-14

Advanced methods for teaching science in grades 6-14. Includes curriculum development, classroom interaction,pedegogical activities, technology applications, source materials, current research, society issues, and cognitive development of students. Current classroom teaching required.

Biology, Chemistry, Physics, General Science AMP and Traditional Masters

Key Assessment based on field experiences over a period of 2 to 4 weeks-Analysis and reflection paper on a video of candidates teaching a lesson. Developing and teaching a unit with pre-assessment, instruction, post-assessment, analysis, and reflection. 50+ Secondary Schools

EHS 616Advanced Mathematics, 6-14

Advanced methods for teaching mathmatics in grades 6-14. Includes curriculum development, classroom interaction, pedagogical activities, technology applications, source materials, current research, society issues, and cognitive development of students. Current classroom teaching required,

Math AMP and Traditional Masters

Key Assessment is based on field experiences over a period of 2 to 4 weeks. Analysis and reflection paper on a video of candidates teaching a lesson. Developing and teaching a unit with pre-assessment, instruction, post-assessment, analysis, and reflection. 50+ Secondary Schools

EHS 651

Innovative Practices in Teaching in Secondary School

Innovative practices in planning, instructing, and evaluating high school area studies. The Common Core Standards and the National Board standards are examined. Field Experiences are required. After admission

Secondary Education Traditional Masters

Key Assessment: Connecting Theory to Practice as experienced by teaching in the schools. National Board whole/small group project. Secondary Schools

EHS 691Secondary School Student Teaching

Observation and teaching in secondary school (15 weeks minimum). Includes attendance at a weekly seminar on campus.

Final Fall or Spring Semester

Secondary Education, Music (Choral and Instrumental) and Visual Arts AMP

Key Assessment: Student Teaching Competency Evaluation Form. Gradual increase of teaching responsibilities culminating in 20 full days of instruction, 10 of which must be consecutive; daily approved lesson plans; Observational Skills Guidelines

525 (75 days/15

weeks, 7 hours per day) Middle/High School setting

EHS 692Field Studies in Selected Educational Settings

Observations and teaching in appropriate content field to support work in methods courses varies

Masters: AMP or Traditional

Observations and teaching in appropriate content field to support work in methods courses

Varies (2 -8 weeks

depending on assignments) Middle/High School setting

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157

158

159

EMU 402/403

Methods of Teaching Music in Elementary Education/Methods of Teaching Music in Elementary Education Lab

Designed to enable the future music teacher to become familiar with procedures for operating a successful instrumental music program in the elementary school level of public and private school teaching. At the completion of this course, the future teacher will be capable of selecting and implementing quality musical materials, setting up schedules, planning programs, and handling business and financial matters pertaining to the instrumental music program. After TEP admission

Music (Choral and Instrumental) Undergraduate

Key Assessment: Lesson Presentations based on field experiences: Prepare and teach lessons in music; select and implement quality musical materials; set up schedules; plan program; handle business and financial matters pertaining to the instrumental music program; perform other tasks at discretion of teacher and instructor/field supervisor. Weekly Observation Reports - 3-5 page write-up of observations. 25 P-6 School Setting

EMU 404/405

Methods of Teaching Music in Secondary Education/Methods of Teaching Music in Secondary Education Lab

Designed to enable the future music teacher to become familiar with procedures for operating a successful instrumental music program in the middle or high school level of public and private school teaching. At the completion of this course, the future teacher will be capable of selecting and implementing quality musical materials, setting up schedules, planning programs, and handling business and financial matters pertaining to the instrumental music program. After TEP admission


Key Assessments: Teaching Video and Evaluation - Based on field experiencesPrepare and teach lessons in music; select and implement quality musical materials; set up schedules; plan program; handle business and financial matters pertaining to the instrumental music program; perform other tasks at discretion of teacher and instructor/field supervisor. Weekly Observation Reports - 3-5 page write-up of observations. 25 6-12 School Setting

EMU 490Internship in Music Education

Observation and student teaching in elementary and secondary schools (15 weeks or 525 clock hours). Includes attendance at a weekly seminar on campus. Final semester(s)



525 (75 days/15



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160

161

162

163

164

EMU 502/503 Teaching Music

Designed to enable the future music teacher to become familiar with procedures for operating a successful instrumental music program in the middle or high school level of public and private school teaching. At the completion of this course, the future teacher will be capable of selecting and implementing quality musical materials, setting up schedules, planning programs, and handling business and financial matters pertaining to the instrumental music program.

After uncondtional graduate admissions and after EHS 600

Music (Choral and Instrumental) AMP and Traditional Masters

Key Assessment: Lesson PresentationsPrepare and teach lessons in music; tutor individuals/small groups; handle daily classroom routines; perform other tasks at discretion of teacher and instructor/field supervisor 25 P-6 setting

EMU 690Internship in Music Education

For 5th-Year Program students. Observation and student teaching in elementary and secondary schools (15 weeks or 525 clock hours). Includes attendance at a weekly seminar on campus. Final semester(s)

Music (Choral and Instrumental) AMP


525 (75 days/15



EPR 363Foundations of Education II Psychology

This course covers psychological principles basic to understanding of the learner, learning process, and the learning situation. Prior to TEP admission

ECE/ELE and Secondary Education Undergraduate

Key Assessment: Case Study - Each candidate is required to conduct a case study of a child. This case study involves observing the child, asking questions to the child and parent, and drawing conclusions based on both one's observations and answers to questions.Discussion question about best practices observed 20 Suburban

EPR 411Measurement and Evaluation

This course covers measurement and assessment for UG education students in secondary and K-12 single subject teaching fields.

During the semester before student teaching

Social Science, ELA and music UG education

Assessment project during field experience concurrently with the Methods II course with EHS 470

concurrently with the Methods II placement

EPR 511Measurement and Evaluation

This course covers measurement and assessment for education students in the alternative masters in secondary and K-12 single subject teaching fields.

During the semester before student teaching

Secondary and K-12 single subject teaching fields in AMP

Assessment project during field experience concurrently with the Methods II course with EHS 570

concurrently with the Methods II placement

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165

166

EPR 700LData-Based Decision Making

This course prepares teacher leaders to use school-based data in the decision-making process.

Taken concurrently with EPR 700 and EPR 700R


Key Assessment: Action Research Project - Connects the field experience in EPR 700L with the EPR 700 and EPR 700R courses. This field experience is designed to provide Ed. S. candidates with authentic practical experience for being teacher leaders. A minimum of 20 hours of field experience, spent in activities related to the core course, at one or more school sites, will be required as field experience. 20


ESP 600Seminar in School Psychometry

This course provides an introduction to the role, and ethical, professional, and legal issues of school psychometry. The school psychometrist’s role in team decision making is emphasized.

Prerequisites: ECY 300/ECY 600; Usually taken during the first term of enrollment

School Psychometry Traditional Masters

Key Assessment: 1) Legal Dilemma Interview - Candidates are expected to interview a school superintendent, principal, or other school official in a position of administrative responsibility who has experienced a situation with actual legal consequences. The candidate will produce a written report and analysis of that legal situation. 2) Interview of a School Psychometrist-Candidates are to conduct an interview with a School Psychometrist/School Psychologist who is currently employed in a school system. A list of questions and prompts will be provided to guide interview. Once you have completed your interview you will need to complete a 3-page paper that describes the findings of the interview. 20


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167 ESP 627Practicum in School Psychometry

The purpose of this course is to ensure that the candidate has met proficiency criteria in areas related to the administration, scoring, and interpretation of frequently-administered standardized instruments in the areas of intellectual, achievement, behavioral, and social-emotional assessment of children.

Prerequisites: ECY 600; ECT 651; ECT 652, ECT 653, ESP 600 (MUST be taken in conjunction with ESP 628 & ESP 629)


Key Assessment: Administration, Scoring, and Interpretation Proficiencies - Candidates are required to pass proficiencies in the administration, scoring, and interpretation of frequently-administered standardized assessment instruments.To meet the administration proficiency, the candidate must be observed by the instructor and meet specified administration criteria for each of the required assessments. This may be accomplished by videotaping of the administration and/or direct observation of the administration by the instructor.

To meet the scoring proficiency, candidates must successfully meet the criteria for scoring each of the required assessments. Submission of protocols for all required assessments is mandatory.

To meet the interpretation proficiency, candidates must submit an interpretive report for each of the required assessments.

40 Schools or community

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169

ESP 628Individual Assessment of Children & Youth: Part I

This course provides an introduction to individual intelligence testing and psychological case report writing, focusing on the Wechsler, Stanford-Binet, and Kaufman scales, and other intelligence tests, and treating the topics from practical and theoretical perspectives.

Prerequisites: ECY 600; ECT 651; ECT 652, ECT 653, ESP 600 (MUST be taken in conjunction with ESP 627 & ESP 629)


Key Assessments: 1) Administration, Scoring, and Interpretation Proficiencies; 2) Software Scoring and Report - 1) Candidates are required to administer, score, and interpret cognitive/intellectual assessments. A scored protocol and written test report must accompany each assessment. 2) For 5 of the 10 required cognitive/intellectual assessments, candidates must demonstrate proficiency in the use of software designed to assist with scoring and report generation. 30 Schools or community

ESP 629Individual Assessment of Children & Youth: Part 2

This course is designed to prepare the candidate to: score, administer, and interpret tests that are part of a comprehensive, multi-method assessment battery for elementary, middle, and secondary school students; write effective, comprehensive assessment reports for children and youth with diverse needs; work effectively with families of students from diverse backgrounds; adhere to the procedural and process requirements of state regulations in special education; utilize statewide assessment results in a comprehensive assessment battery to make appropriate instructional recommendations; and design and implement informal assessment instruments for the purpose of monitoring student progress.

Course Pre-requisites/Co-requisites: ECY 600; ECT 651; ECT 652, ECT 653, ESP 600; (MUST be taken in conjunction with ESP 627 & ESP 629)


Key Assessment: Integrated Assessment Protocols and Reports -Candidates are required to complete 3 integrated assessment batteries and written reports: a Preschool Integrated Assessment Battery, an Elementary Integrated Assessment Battery and a Secondary Integrated Assessment Battery 30 Schools or community

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170

171

ESP 689Internship in School Psychometry

This course is a daily, 300-hour participatory experience in a school setting supervised by an SDE-certified, qualified School Psychometrist. Candidates must demonstrate competency in identified knowledge and ability standards for school psychometrists

Course Pre-requisites: ECY 600; ECT 651; ECT 652, ECT 653, ESP 600; ECT 660; ESP 628; ESP 629; Completion of all other required courses.


1) Assessment Protocols and Reports -Candidates are required to complete 5 full assessment batteries and written reports adhering to the “style” of the internship site.2) Activity Log Documentation of 300 hours of Field Experience - 300 hours of the internship documented on the Activity Log and signed by the Sire Supervisor3) Intern Competency Evaluation Form-The site supervisor will complete the Intern Competency Evaluation Form at the middle point and end point of the internship experience. 300 Schools

MU 529 Choral Methods

The purpose of this course is to stimulate thought concerning the role of choral music and music education in varied school settings, and the responsibilities of the choral director in the implementation of goals and objectives for a music education curriculum of quality in the schools. In this course, candidates develop skills in the structuring of successful learning experiences through effective rehearsal techniques, delivery of instruction, the elicitation of desired student responses, and the communication of appropriate feedback. Middle of program

Music (Choral) AMP and Traditional Masters

1. Observe/participate/teach in various settings for a minimum of 2 hours weekly2. Readings and write-ups of observations and readings, written exams3. Video evaluations—15-minute teaching segment of him/herself; total of 10 15-minute segments by end of term. 15

Middle and High School settings

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172

173

MU 530 Instrumental Methods

The purpose of this course is to stimulate thought concerning the role of instrumental music and music education in varied school settings, and the responsibilities of the band director in the implementation of goals and objectives for a music education curriculum of quality in the schools. In this course, candidates develop skills in the structuring of successful learning experiences through effective rehearsal techniques, delivery of instruction, the elicitation of desired student responses, and the communication of appropriate feedback. Middle of program

Music (Instrumental) AMP and Traditional Masters

1. Observe/participate/teach in various settings for a minimum of 2 hours weekly2. Readings and write-ups of observations and readings, written exams3. Video evaluations—15-minute teaching segment of him/herself; total of 10 15-minute segments by end of term. 15

Middle and High School settings

KIN 300Organization & Administration

designed to provide the student with opportunities to increase his/her knowledge of problems and issues involved in the organization and administration of physical education programs in elementary and secondary schools. The student will utilize informed decision making skills by applying his/her knowledge to practical experience related to the organization and administration of high quality physical education programs. Self-evaluations will increase the student's knowledge of self as that knowledge applies. Prior to TEP admission

Physical Education Teacher Certification

Six Class Summary Reports - Observe two physical education teachers for at least two and a half hours each, and work work at one specific event through that school or other approved site. Document the observations of the teachers' approaches to organization and administration based on the information provided in the syllabus. Answer specific questions that describe the observation for the student and present in class. Eachreport represents a class taught and 1 report represents the special evevt. Field Experience Log - Log that includes supervising teacher's signature verifying hours of completion is reqyured. 6

UAB Instructor assigned: Helena MS, Valley ES, Mtn. Brook JHS, Homewood MS, Liberty Park MS, Oak Mtn. MS, Berry MS, Hewitt-Trussville MS, Helena ES, Mtn. Brook ES

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174

175

176

KIN 305 Motor Development

Material presented in this course describes changes in movement behavior occurring throughout the lifespan and describes the influence of variables such as growth and maturation, physical fitness development and perceptual motor development upon these same changes. Learning activities include participation in lecture/class discussion, practicum/laboratory experiences, and writing assessment reports. Prior to TEP admission


Candidates will assist a physical education teacher in a local elementary school (grades K-3) and apply motor development concepts. Candidates will complete a motor development project during their field experience. 14

Candidates set up placement in a school of their choice.

KIN 308Adapted Physical Education

This course will include content, organization, conduct, and application of activities designed for individuals with disabilities. Practical laboratory experiences on campus, in public schools, and in the community will prepare students for making decisions about the proper inclusion of students with disabilities in physical education settings. Students will be provided activities and information to assist them in making wise and informed decisions about curriculum and equipment modifications or adaptations and placement options for individual students. After TEP admission


Key Assessment: Adapted Physical Activities General Summary -¬- For the Special Olympics event, Hoover Parks and Recreation, and the two disability sports events, write a general summary of your observations and experiences as they relate to topics covered in class and a personal reflection of the experience; 1.5 pages per summary.Field Experience Journal -¬- Using the point value system provided in the syllabus, type and submit a field experience journal. Field Experience Log -¬- Log that includes supervising teacher's signature verifying hours of completion is required. 8 UAB instructor assigned

KIN 311Elementary School Physical Education

This course serves as an introduction to physical education in the elementary school. It will include the nature and content of the elementary physical education program, the characteristics of children, and class organization. In-class participation and outside of class observations are requirements of this course. After TEP admission


Observations and Reports - Upon observing in the assigned elementary school, submit a detailed reflection of the experience following the format provided. In addition to observations scheduled during class time (6 hours), 4 hours of observations in elementary schools will be required. 10

UAB Instructor assigned: Oak Mtn. ES, Mtn. Brook ES, Deer Valley ES, Valley ES, Cherokee Bend ES, Vestavia Central ES, Shades Cahaba ES, Hueytown ES, Bryan ES

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177

178

179

KIN 320Fitness & Motor Skill Acquisition

The purpose of this course is to provide students with the opportunity to acquire the knowledge and the skills necessary to analyze and appropriately teach motor skills and design developmentally appropriate fitness activities for adolescents. In addition, students will be able to apply their understanding of health-related fitness by planning and implementing developmentally appropriate fitness activities. The class will combine theory and application through lecture and peer teaching as well as a teaching experience in a school setting. After TEP admission


Observation Evaluation Reports - Candidates will observe in a school physical education program. Total of 8 hours, 2 at middle school of students' choice, 1 hour as a class, 2 hours of assisting at assigned school, 3 hours of teaching w/student lesson plan at assigned school. Each student will present their reflections in class. 8

UAB instructor assigned: Mtn. Brook JHS, Homewood MS, Helena MS, Liberty Park MS, Oak Mtn. MS, Hewitt-Trussville MS, Riverchase MS

KIN 320L Sport Skill Proficiency

This course will enable students to learn to teach all of the critical elements needed to perform basic sport skills. Students will demonstrate skill proficiency in the sport skills as well as the ability to teach others to perform the skills. After TEP admission


Field Experience Journal - Candidates will complete five hours of sport skill instruction with small groups of students in a field experience. Students will apply their knowledge and demonstration proficiency of several sport skill critical elements in a teaching experience. Students will submit a journal detailing what was taught in the five hours and reflect on the experience. 5

Setting varies; instructor approvalrequired

KIN 323 LIFE course

This course is a fitness education course entitled LIFE. The class will introduce the LIFE Course to physical education majors. The course will teach fitness concepts, laboratories, and individual assessments involving flexibility, muscular strength, muscular endurance, cardiovascular endurance and body composition. The course will also discuss the importance of prper nutrition. After TEP admission


Detailed Journal of LIFE Field Experience - Each student is expected to complete 6 field experiences in a LIFE class. This includes: 2 class observations, 1 class assisting with teaching duties, and 3 classes teaching a LIFE lesson. 6

UAB Instructor assigned: Hoover HS, Vestavia HS

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180

181

182

KIN 407 Coaching Young Athletes

The purpose of this course is to increase the students’ knowledge and understanding of the principles of coaching regarding sport psychology, sport pedagogy, sport physiology, and sport management. This course will include a practicum for hands-on learning opportunities.

Anytime before PE 495-student teaching


Summary Reports - Choose three different coaches who coach young athletes (below college age). Observe while they are performing their coaching duties. Interview each coach. Type a one page detailed summary of the observation and interview for each coach. Field hours must be spent in both practices and in games, with at least 10 hours in practice sessions and 10 hours in official games. 25

Setting varies; instructorapproval needed.

KIN 409Assessment in Physical Education

This course emphasizes the development, implementation, and analysis of assessments within K-12 physical education programs, including assessment of the cognitive, physical, and psychomotor domains and including program assessment. After TEP admission


Candidates will observe during the first few weeks of school to see how programs start the year and how class rules and grading policies are distributed.

Candidates will also gather assessment policies and tools during the semester from as many schools as possible. 8

Setting varies; instructor approval needed

KIN 489

Instructional Strategies for K-12 Physical Education

This course will focus on information to help potential physical educators attain teaching skills and knowledge necessary to design, implement and evaluate developmentally appropriate K-12 physical education programs. Students will gain hands-on experience with small groups of students in elementary, middle and high school settings. After TEP admission


Practical Experience: Experience involving lesson planning and teaching those lessons in K-12 school settings. 24 UAB instructor assigned

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183

184

KIN 495

Elementary/Secondary Physical Education Student Teaching

Capstone experience including observation and teaching of physical education to attain grades P-12 Alabama certification. The internship requires a minimum of 15 weeks full time, half in an elementary school and half in a secondary school. Interns are engaged in the full scope of teaching activities including planning and delivering lessons, evaluating students, and conducting managerial tasks and other appropriate duties. Final semester

AMP Physical Education Teacher Certification

7.5 weeks in an elementary placement; 7.5 weeks in a secondary placement; gradual increase of teaching responsibilities culminating in 20 full days of instruction, 10 of which must be consecutive at each placement; complete 4 unit plans (2 at each placement; daily approved plans).

525 (75 days/15


Elementary and Secondary Placements

KIN 500Organization & Administration

designed to provide the student with opportunities to increase his/her knowledge of problems and issues involved in the organization and administration of physical education programs in elementary and secondary schools. The student will utilize informed decision-making skills by applying his/her knowledge to practical experience related to the organization and administration of high quality physical education programs. Self-evaluations will increase the student's knowledge of self as that knowledge applies. Prior to TEP admission


Six Class Summary Reports - Observe two physical education teachers for at least two and a half hours each, and work at least one specific event through that school or other approved site. Document the observations of the teachers' approaches to organization and adminstration based on the information provided in the syllabus. Answer specific questions that describe the observation for the student and present in class. Each report represents a class taught and 1 report represents the special event. Field Experience Log - Log that includes supervising teacher's signature verifying hours of completion is required. 6

UAB Instructor assigned: Helena MS, Valley ES, Mtn. Brook JHS, Homewood MS, Liberty Park MS, Oak Mtn. MS, Berry MS, Hewitt-Trussville MS, Helena ES, Mtn. Brook ES

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185

186

187

KIN 509Assessment in Physical Education

This course emphasizes the development, implementation, and analysis of assessments within K-12 physical education programs, including assessment of the cognitive, physical, and psychomotor domains and including program assessment. After TEP admission


Candidates will observe during the first few weeks of school to see how programs start the year and how class rules and grading policies are distributed.Candidates will also gather assessment policies and tools during the semester from as many schools as possible. 8 Setting varies

KIN 511Elementary School Physical Education

This course serves as an introduction to physical education in the elementary school. It will include the nature and content of the elementary physical education program, the characteristics of children, and class organization. In-class participation and outside of class observations are requirements of this course. After TEP admission


Observations and Reports - Upon observing in the assigned elementary school, submit a detailed reflection of the experience following the format provided. In addition to observations scheduled during class time (6 hours), 4 hours of observations in elementary schools will be required. 10

UAB Instructor assigned: Oak Mtn ES, Mtn. Brook ES, Deer Valley ES, Valley ES, Cherokee Bend ES, Vestavia Central ES, Shades Cahaba ES, Hueytown ES, and Bryan ES

KIN 520Fitness & Motor Skill Acquisition

The purpose of this course is to provide students with the opportunity to acquire the knowledge and the skills necessary to analyze and appropriately teach motor skills and design developmentally appropriate fitness activities for adolescents. In addition, students will be able to apply their understanding of health-related fitness by planning and implementing developmentally appropriate fitness activities. The class will combine theory and application through lecture and peer teaching as well as a teaching experience in a school setting. After TEP admission


Obervation Evaluation Reports - Candidates will observe in a school physical education program. Total of 8 hours, 2 at middle school of students' choice, 1 hour as a class, 2 hours of assisting at assigned school, 3 hours of teaching w/student lesson plan at assigned school. Each student will present their reflections in class. 8

UAB Instructor assigned: Mtn Brk JHS, Homewood MS, Helena MS, Liberty Park MS, Oak Mtn MS, Hewitt-Trussville MS, Riverchase MS

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188

189

190

KIN 520L Sport Skill Proficiency

This course will enable students to learn to teach all of the critical elements needed to perform basic sport skills. Students will demonstrate skill proficiency in the sport skills as well as the ability to teach others to perform the skills. After TEP admission


Field Experience Journal - Students will complete five hours of sport skill instruction with small groups of students in a field experience. Students will apply their knowledge and demonstration proficiency of several sport skill critical elements in a teaching experience. Students will submit a journal detailing what was taught in the five hours and reflect on the experience. 5

Student choice but UAB Instructor approval needed.

KIN 523 LIFE course

This course is a fitness education course entitled LIFE. This class will introduce the LIFE course to physical education majors. The course will teach fitness concepts, laboratories, and individual assessments involving flexibility, muscular strength, muscular endurance, cardiovascular endurance and body composition. The course will also discuss the importance of proper nutrition. After TEP admission


Detailed Journal of LIFE Field Experience - Each student is expected to complete 6 field experiences in a LIFE class. This includes: 2 class observations, 1 class assisting with teaching duties, and 3 classes teaching a LIFE lesson. 6

UAB Instructor assigned: Hoover HS, Vestavia HS

KIN 589

Instructional Strategies for K-12 Physical Education

This course will focus on information to help potential physical educators attain teaching skills and knowledge necessary to design, implement and evaluate developmentally appropriate K-12 physical education programs. Students will gain hands-on experience with small groups of students in elementary, middle and high school settings. After TEP admission


Practical Experience: Experience involving lesson planning and teaching those lessons in K-12 school settings. 24

UAB Instructor assigned: Glen Iris ES, Homewood MS, Mtn. Brook JHS

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KIN 696

Elementary/Secondary Physical Education Internship

Capstone experience including observation and teaching of physical education to attain grades P-12 Alabama certification. The internship requires a minimum of 15 weeks full time, half in an elementary school and half in a secondary school. Interns are engaged in the full scope of teaching activities including planning and delivering lessons, evaluating students, and conducting managerial tasks and other appropriate duties. Final semester

AMPPhysical Education Teacher Certification"

7.5 weeks in an elementary placement; 7.5 weeks in a secondary placement; gradual increase of teaching responsibilities culminating in 20 full days of instruction, 10 of which must be consecutive at each placement; complete 4 unit plans (2 at each placement; daily approved lesson plans).

525 (75 days/15


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Documents

A B C D E F G H Level/Term Course is Completed and/or Pre- Observation · PDF file · 2017-11-10Completed and/or Pre-Requisites Program Observation/Teaching/Tutoring ... This course