Endorsement Programs and the Professional Education Program: Working together to prepare our candidates to be highly qualified teachers. A Guide to Required Coursework

Professional Education Program College of the Sciences  Biology  Chemistry   Earth Science  Physics   Middle Level Math/Science   Mathematics  College of Arts & Humanities  English /Language Arts  Drama   History /Social Studies  Visual Arts   World Languages  Theater  Music  College of Education & Professional Studies  Elementary  Early Childhood  Literacy  Technology   Bilingual /TESL  Physical Education & School Health   Family & Consumer Science  Marketing  Business   Special Education  Middle Level Humanities  The Professional Education Program (PEP) is the state-approved pedagogy program for all 32 endorsement programs accredited under the Center for Teaching and Learning (CTL) umbrella. PEP courses and field experiences generate artifacts used to assess all CTL programs. PEP courses are designed, taught, and assessed by the Department of Educational Foundations & Curriculum (EFC) faculty.

West-B West-E edTPA

Pre-Admission Observation EFC 210 Seminar. EFC 310 Orientation to Teaching. PSY 314 Human Development and the Learner. Students must complete 40 hours of observation in a P- 12 school prior to enrolling in EFC 210. Students must arrange to complete this observation outside of Ellensburg, and must complete a short workbook that has been verified by a school official. (No credit) Discussion of field observation. Program planning. For prospective teachers. (3) Teaching as a career and essential features of preparation. Study of the teacher’s role and function in the school; characteristics of good teachers; preparation for professional competencies and certification; the American public school system; and the responsibilities of schools in a democratic society. (3) Development through the life cycle. (4) Prerequisites: Completion of Pre-Admission Observation. Prerequisites: Prior or concurrent enrollment in EFC 210. Prerequisites: None. Prerequisite for EFC 210.Prerequisite for EFC 315.Prerequisite for all subsequent courses except EFC 315 Prerequisite for EFC 350. Artifact: Workbook Artifacts: Graduation Plan. 6 Reflections focused on educational issues observed during 40 hours of pre-admission observation. Artifacts: Philosophy Statement. Educational History Timeline; Knowledge, Skill, and Disposition Analysis. Artifacts: Article Review.

EFC 315 Educational Assessment EFC 320 Multicultural Education EFC 330 Field Experience EFC 340 Methods of Instruction The Assessment/ Planning/ Instruction cycle. Standards- based assessment. Reliability, validity, bias. Basic statistics used in test construction and interpretation. Construction of classroom tests: multiple- choice, short answer, essay, etc. Performance assessment, portfolio assessment, affective assessment. (3) Exploration of marginalized groups and the implications for change in education. Examination of foundational elements of and approaches to Multicultural Education as the underpinning to the development of cultural competence. (3) A laboratory experience for prospective teachers. The opening of school, professional relationships, school/community relationships, school district organization, instructional support, and resource services. Students are assigned in off- campus centers for approximately two weeks prior to fall quarter. Grade will be S or U. (2) Introduction to basic methods of classroom instruction. Development of a comprehensive curriculum unit plan. Methods appropriate for subject and grade level in lab and field experience. (3) Prerequisites: EFC 210 and admission to the Teacher Preparation Program. NOTE: EFC 310 is not a prerequisite. Prerequisites: EFC 310 and admission to the Teacher Preparation Program. Prerequisites: EFC 310, admission to the Teacher Preparation Program; prior or concurrent enrollment in EFC 315, 320, and 330. Cannot be taken after EFC 340. Artifact: Assessment PortfolioArtifacts: Diversity InterviewArtifacts: Observation and Interaction Reflections Artifacts: TPA Tasks 1 & 2

EFC 350 Classroom Management EFC 416 Educational Technology EFC 440 Educational Law EDSE 302 Students with Exceptionalities EDBL 401 Educating Linguistically Diverse Students Development of values, confidence, assertiveness skills, and decision making skills in classroom management. Development of a comprehensive management plan for first year teaching. Includes a field experience component. Concepts and resources related to appropriate and effective integration of technology and media in school settings. CS 101 or IT 101 recommended prior to enrollment. Major legal issues confronting educators, including student and teacher rights, due process, torts, and the identification and reporting of child abuse. Designed to introduce effective teaching strategies and strategies for adapting standard instruction to meet the needs of a range of students found the typical classroom. This course provides information about students considered disabled as well as gifted, and students with multicultural heritages. Required coursework that provides the fundamental background in language and learning theories needed to educate linguistically diverse students. The basics of sheltered instruction are introduced. Prerequisites (for all classes in this segment): EFC 340 and admission to the Teacher Preparation Program. NOTE: Successful completion of all PEP courses and good standing in the program is required for EFC 480 Student Teaching. Comprehensive Management Plan WebQuery Self-Reflection on Law Topics Effective Teaching Strategies Resource Packet Literature Review Annotated Sheltered Instruction Lesson Plan

EFC 480 Student Teaching Student Teaching is the capstone experience to the professional preparation program at Central Washington University. The course complements the teaching major as well as the general education requirements for the Bachelor of Education degree. This final clinical experience provides candidates the opportunity to practice teaching, as well as demonstrate their professional skills as facilitators of learning of diverse students. By practicing how to teach in the public school classroom, candidates gain additional professional knowledge and skill in an authentic learning environment. A professional university supervisor and an experienced public school teacher form the professional team that supervises and guides the candidate. In addition to the time spent in the public school classroom, candidates are required to participate in seminars conducted by a professional university supervisor. (16 credit hours) Prerequisites: Admission to the Teacher Certification Program. 3.0 cumulative GPA for the last 45 credits. Successful completion (grade of C or higher) of required professional education core courses. At least 75% of major and minor (grade of C or higher) courses completed. Have OPP and comprehensive WSP/FBI fingerprint clearance. Proof of purchase of $1M liability insurance, effective for quarter of Student Teaching. Proof of having taken or registered to take the WEST-E on a date that will occur prior to the first day of Student Teaching. NOTE: Application to Student Teach is done several months beforehand. Clearance depends on all the prerequisites being in place at the time of application. Clearance may be denied if dispositional concerns are raised by any faculty. Candidates will prepare, implement and submit the Washington State Teacher Performance Assessment (TPA) portfolio during Student Teaching that gives evidence of the following components: planning, instruction, assessment, reflection, academic language, and student (pupil) voice. End of Program Dispositional Survey.

PEP P ROFESSIONAL E DUCATION P ROGRAM PEP O RIENTATION S EGMENT PEP C HECK - POINT 1 : Program Admission and EFC 210 and 310. PEP F OUNDATION S EGMENT PEP C HECK - POINT 2: Adequate Progress in Course Performance PEP A PPLICATION S EGMENT E NDORSEMENT P ROGRAMS : Academic language ; Content method s PEP C HECK - POINT 3: Clearance to Student Teachn edTPA Tasks EFC 210 PSY 314 EFC 310 EFC 330 EFC 315EFC 320EFC 340 EDSE302 EFC 350EFC 416EFC 440 EDBL401 EFC 480 1: Plan Student Teaching edTPA A. Describe context. x xxxxxxxxx B. Plan lessons. xxxx x x C. Select materials. xxxx x D. Plan assessment. xx xx E. Write commentary. x x xx x x 2: Instruct A. Video recordings x xx B. Reflective commentary x xxxxx x 3. Assess A: Student Work xx B: Evidence of Feedback xxx C: Commentary xxx D: Evaluation Criteria xx