Education (B.A.) – Preliminary Teaching License

Concordia's undergraduate teacher education program prepares reflective educators who are committed to fostering equitable learning experiences for all Pre-K–12 students. Candidates utilize the inquiry-based model to inform instructional and assessment practices in order to meet learners' needs. Based on the program's clinical experience model, the experiences candidates have in the schools direct the theoretical and practical knowledge that is learned in courses.

B.A. Education Program Objectives

The program model is based on the following five guiding questions:

  • What contributions can I make as an educator?
  • What does it mean to learn and who are my learners?,
  • What are we teaching? How are we teaching it? Why?
  • What are the outcomes of the learning/teaching?
  • How do I know that this worked? What next?

Program Objectives:

At the end of this program, candidates will:

  • model dispositions, ethics, and communication skills befitting a professional educator;
  • recognize how their own morals, biases, experiences, and privilege impact teaching practices;
  • foster culturally responsive learning environments that are inclusive of families and communities;
  • demonstrate knowledge of specific subject matter and developmentally appropriate instructional strategies;
  • utilize effective instructional and assessment practices that meet diverse student learning needs; and
  • value and inform professional growth through inquiry and research.

Program Admission

Any student pursuing a B.A. in Education must apply for program admission to the College of Education. By the end of the first semester of their sophomore year each student should submit their admissions materials through the CU Intranet at https://intranet.cu-portland.edu/application-college-education.

Requirements for Program Admission:

  • A College of Education application (which can be found on the CU Intranet at the link above)
  • A cumulative GPA of 3.0 (conditional admits possible at 2.8 pending other criteria)
  • Successful completion of program approved basic skills test per program standard
  • Completion of the Teacher Self-Efficacy Survey (found on the COE application)
  • Essay questions and interview with program director/faculty

Testing Requirements for Preliminary Licensure

All students are required to have taken and passed each of the following tests:

  • Successful completion of program approved basic skills test per program standard
  • Protecting Student and Civil Rights in the Educational Environment
  • Elementary Subtest 1 and 2 (NES) (elementary only)
  • Endorsement Tests (secondary only)
  • All test information can be obtained from the following website: www.orela.nesinc.com

Admission of Non-native English Speakers to Education Programs

The College of Education welcomes and encourages students of diverse ethnicities and cultures who plan to be future teachers. In order to help determine whether or not non-native speakers possess the language skills necessary to succeed in an English speaking classroom, a score of 90 on the new iBT exam (TOEFL) must be met by any non-native English speaking student seeking a teaching license in the United States. This test also includes a mandatory speaking component. Students who meet this requirement are eligible to be considered for clinical experiences. Students who do not meet the English language proficiency requirements may still earn a bachelor's degree in education, but will not be able to pursue an Oregon Preliminary Teaching License.

Curricular Requirements

Professional Education Courses

Beginning the first semester of freshman year, students will be enrolled in Professional Education courses. The required courses will vary based on the authorization levels of each student.

Electives and Minors

The number of electives required for each student is determined by the chosen program (elementary or secondary) to meet the 124 hours required for graduation. Please be advised that 45 of the 124 hours must be taken at the 300 and 400 level. If students choose to pursue a minor, courses taken to complete a minor may not duplicate any general education or professional education courses.

Clinical Experience Placement

The College of Education Placement Office provides undergraduate placements for clinical experiences. After a student is admitted to the program the Placement Office will contact the teacher candidate in order to begin the placement process. The teacher candidate will attend a mandatory Placement Information Meeting (PIM) where an overview of the clinical experiences and the placement process will be explained. At PIM the teacher candidate will also complete a Placement Application sharing ideas for location, teachers, and any other requests. Specific placement requests may be made but cannot be guaranteed due to teacher availability and individual district or school policies.

The teacher candidate will electronically submit an education-focused resume which follows the CU format and two letters of recommendation that will be used to secure a placement. Once a placement has been secured, the Placement Office will contact the students to inform them where they have been placed and with whom.

Placement confirmations and exiting procedures must be conducted through the Placement Office. No placements can be made at schools where students have relatives or family friends. No clinical experience should ever be terminated by a candidate without prior consultation with the Placement Director or Lead Placement Coordinator. Failure to follow these policies jeopardizes future placements and may result in credit loss and additional fees. Clinical experiences dropped at student initiative after a placement has been secured will result in forfeiture of course fees.

Subject Area Endorsements for Secondary

Students who choose the secondary program will choose at least one endorsement area. Concordia currently offers eight endorsement areas which are listed below:

  • Biology
  • Chemistry
  • Health
  • Language Arts
  • Mathematics (Foundational)
  • Mathematics (Advanced)
  • Physical Education (see PE-specific requirements)
  • Social Studies

Endorsement Area Courses

For students who are enrolled in the secondary program, courses will vary based on the endorsement area. Each endorsement has a specific checksheet, which lists required courses.

Specialty Area Endorsement

English to Speakers of Other Languages (ESOL) (15)

Elementary and Secondary students that are interested in fully preparing for today's diverse classrooms may choose an additional endorsement that equips them with skills in cultural competency. This specialty area endorsement serves as a professional endorsement, and can be taken during the undergraduate curriculum or at a graduate level after receiving the Bachelor of Arts. ESOL does not replace a subject area endorsement.

EDEL 431STRATEGIES AND MATERIALS FOR TEACHING ENGLISH3
EDEL 432LINGUISTICS3
EDEL 433LANGUAGE AND CULTURE IN THE CLASSROOM3
EDEL 434LANGUAGE ACQUISITION2
EDEL 435ASSESSING ENGLISH LEARNERS2
EDEL 437ENGLISH SPEAKERS OF OTHER LANGUAGES PRACTICUM2
Total Credits15

Additional Graduation Requirements 

In order to graduate from the B.A. Education program students must meet the minimum requirements for graduation listed here: Academic Information and Policies, and, in addition, students must have a minimum of a 2.75 cumulative GPA and a minimum of a 3.00 GPA in the COE program, which includes endorsement courses for Secondary students. 

Colleen A. Allwine, M.S., Concordia Online Education, coallwine@cu-portland.edu

Floralba Arbelo-Marrero, Ed.D., Concordia Online Education, farbelo@cu-portland.edu

Charles R. Barr, Ph.D., Concordia Online Education, cbarr@cu-portland.edu

Alisa J. Bates, Ph.D., Assistant Dean, Associate Professor, abates@cu-portland.edu

Kathy Beal, M.Ed., Assistant Professor, kabeal@cu-portland.edu

Chad Becker, Ph.D., Concordia Online Education, chabecker@cu-portland.edu

K. Candis S. Best, Ph.D., Concordia Online Education, cbest@cu-portland.edu

Belle B. Booker-Zorigian, Ph.D., Concordia Online Education, bebooker@cu-portland.edu

William Boozang, Ed.D., Concordia Online Education, bboozang@cu-portland.edu

Marty A. Bullis, Ph.D., Associate Professor, mbullis@cu-portland.edu

Cathy L. Busay, M.Ed., Concordia Online Education, cbusay@cu-portland.edu

John D'Aguanno, Ed.D., Concordia Online Education, jdaguanno@cu-portland.edu

Sally Evans, Ed.D., Concordia Online Education, saevans@cu-portland.edu

Gerald Gabbard, Ph.D., Associate Professor, ggabbard@cu-portland.edu

Yvette Ghormley, Ph.D., Concordia Online Education, yghormley@cu-portland.edu

Donna Graham, Ph.D., Concordia Online Education, dograham@cu-portland.edu

Anne Grey, Ed.D., Associate Professor, angrey@cu-portland.edu

Scott M. Hillstrom, Ph.D., Associate Professor, shillstrom@cu-portland.edu

Joyce Hodgkinson, M.A., Concordia Online Education, jhodgkinson@cu-portland.edu

Billy G. Hunt, Ed.D., Concordia Online Education, bhunt@cu-portland.edu

Chris Jenkins, Ph.D., Concordia Online Education, chrjenkins@cu-portland.edu

Mark E. Jimenez, Ed.D., Concordia Online Education, marjimenez@cu-portland.edu

Brandy Elizabeth Kamm, Ph.D., Concordia Online Education, bkamm@cu-portland.edu

Lynn Keyne-Michaels, Ed.D., Professor, lkeyne-michaels@cu-portland.edu

Edward H. Kim, Ph.D., Concordia Online Education, edkim@cu-portland.edu

David Kluth, Ed.D., Concordia Online Education, dkluth@cu-portland.edu

Carrie Ann Hyde Kondor, Ed.D., Assistant Professor, ckondor@cu-portland.edu

Dennis P. Lawrence, Ed.D., Concordia Online Education, dlawrence@cu-portland.edu

Trish Lichau Lichau, Ph.D., Concordia Online Education, tlichau@cu-portland.edu

Leslie Loughmiller, Ed.D., Concordia Online Education, lloughmiller@cu-portland.edu

Christopher Maddox, Ph.D., Concordia Online Education, cmaddox@cu-portland.edu

Joseph (Joe ) C. Mannion, Ed.D., Professor, jmannion@cu-portland.edu

Nicholas J. Markette, Ed.D., Concordia Online Education, nmarkette@cu-portland.edu

Neil Mathur, Ph.D., Concordia Online Education, nmathur@cu-portland.edu

Julie M. McCann, Ph.D., Concordia Online Education, jmccann@cu-portland.edu

John Mendes, Ed.D., Concordia Online Education, jmendes@cu-portland.edu

Heather Miller, Post-Graduate Work, Concordia Online Education, heathmiller@cu-portland.edu

Joy Ann Mueller, M.A., Coordinator, Associate Professor, jomueller@cu-portland.edu

Julie Ann Owens-Birch, Ed.D., Associate Professor, jowens@cu-portland.edu

Angela Owusu-Ansah, Ph.D., Associate Professor, aowusu-ansah@cu-portland.edu

Brianna Parsons, Ed.D., Concordia Online Education, brparsons@cu-portland.edu

Paula J. Politte, M.S.S., Assistant Professor, ppolitte@cu-portland.edu

Audrey Rabas, Ph.D., Concordia Online Education, arabas@cu-portland.edu

Sheryl Reinisch, Ed.D., Dean, Professor, sreinisch@cu-portland.edu

Mark C. Robertson, D.Ed., Associate Professor, mrobertson@cu-portland.edu

Lori L. Sanchez, Ed.D., Professor, lsanchez@cu-portland.edu

Jillian Skelton, Ed.D., Concordia Online Education, jskelton@cu-portland.edu

Juliana E. Smith, Ph.D., Associate Professor, julismith@cu-portland.edu

James Therrell, Concordia Online Education, jtherrell@cu-portland.edu

Angela D. Vossenkuhl, M.Ed. Concordia University - Portland, Assistant Professor, avossenkuhl@cu-portland.edu

Barbara Weschke, Ph.D., Concordia Online Education, bweschke@cu-portland.edu

Darylann Whitemarsh, Ph.D., Concordia Online Education, dwhitemarsh@cu-portland.edu

Sena Wilmoth, M.S., Assistant Professor, swilmoth@cu-portland.edu

Martin W. Zimmerman, M.Ed., Concordia Online Education, mzimmerman@cu-portland.edu

EDU 199      TEACHING AS A PROFESSION      Credit: 1.5

This course introduces a broad picture of K-12 teaching as a career in both private and public school settings. Students will be introduced to the teacher education program and be guided through the requirements necessary to complete the program and to obtain a teaching license in the state of Oregon. Classroom observation is required for this course.

EDU 200      BECOME A READING COACH      Credits: 2

This course provides an introduction to the teaching of reading, the cueing systems readers use, how to match readers to appropriate books, and how to coach for success in reading accurately and fluently, with comprehension. This class includes both the delivery of instructional content and clinical practice with elementary aged readers.

EDU 201      PRINCIPLES OF EDUCATION      Credits: 3

This course introduces students to a number of fascinating subjects regarding their chosen profession. Such topics as education philosophy, the school reform movement, and teacher rights and responsibilities are reviewed through a format that emphasizes student interaction and group process. A 30-hour tutoring component is also required with this course.
Prerequisites: State Fingerprinting required; Sophomore standing.

EDU 232      EDUCATIONAL PSYCHOLOGY      Credits: 2

This course examines basic learning theories and processes in relation to teaching in the classroom. This course provides a foundation to improve and develop teaching skills as an ongoing process. During this course you will develop a pedagogy that integrates theories of learning, diversity and motivation.
Prerequisites: PSY 201 with a D or higher.

EDU 260      INSTRUCTIONAL STRATEGIES      Credits: 3

This course is designed to enable students to acquire beginning competencies in daily lesson planning, instructional models, modes of presentation and participation, as well as formative evaluation skills essential for professional development in subsequent course and practicum activities. A classroom experience at a neighborhood school will enhance their lesson planning and presentation skills.
Prerequisites: EDU 201 and EDU 232 with a C or higher.

EDU 330      EDUCATIONAL TECHNOLOGY      Credits: 2

This hands-on course seeks to make students proficient in how to effectively teach with 21st century technology. The course will examine how technology can augment the learning process through understanding issues and concerns important when implementing technological tools, researching best practices for project-based learning with technology, developing strategies for authentic assessment, and experimenting with software for teacher productivity. Students will also discuss the technological equity divide and how they can serve to breach that gap in schools.
Prerequisites: EDU 260 with a C or higher.

EDU 336      ASSESSMENT AND EVALUATION OF TEACHING AND LEARNING      Credits: 2

This class prepares pre-service teachers at all levels to assess learning through a variety of instruments. Standardized test interpretation, preparations of teacher-generated tests that accurately assess objectives, authentic assessment, and a philosophy of evaluation and assessment are emphasized. Students will also consider legal and ethical issues in learner assessment and communication of progress.
Prerequisites: EDU 260 with a C or higher.

EDU 340      ADVANCED TEACHING STRATEGIES      Credits: 2

This course is designed to prepare candidates to design an edTPA portfolio using advanced teaching strategies. Student will enhance their skills in lesson construction in looking at higher order questions, differentiation and accommodation while also improving skill development and curriculum integration.
Prerequisites: EDU 336 with a C or higher.

EDU 342      FIELD EXPERIENCE: ELEMENTARY      Credits: 1-2

This course provides the elementary teacher education student with actual experience in the elementary classroom. A minimum of 45 hours is spent in an assigned elementary classroom with a mentor teacher. The student observes and participates in all aspects of classroom instruction. The Field Experience student will teach a minimum of three lessons during the term.
Prerequisites: State Fingerprinting and admission to the College of Education required. EDU 201 and EDU 232 and EDU 260 with a C or higher. Requires contacting the Placement Office to begin the placement process.

EDU 342L      LUTHERAN FIELD EXPERIENCE: ELEMENTARY      Credits: 1-2

This course provides the Lutheran teacher education student with a minimum of 45 hours of actual experience in an assigned Lutheran school classroom.
Prerequisites: State Fingerprinting and admission to the College of Education required. EDU 201 and EDU 232 and EDU 260 with a C or higher. Requires contacting the Placement Office to begin the placement process.

EDU 344      FIELD EXPERIENCE: SECONDARY      Credits: 1-2

This course provides the secondary education student with actual experience in the secondary classroom. A minimum of 45 hours is spent in an assigned secondary classroom with a mentor teacher. The student observes and participates in all aspects of classroom instruction. The Field Experience student will teach a minimum of three lessons during the term.
Prerequisites: State Fingerprinting and admission to the College of Education required. EDU 201 and EDU 232 and EDU 260 with a C or higher. Requires contacting the Placement Office to begin the placement process.

EDU 344L      LUTHERAN FIELD EXPERIENCE: SECONDARY      Credits: 1-2

This course provides the Lutheran teacher education student with a minimum of 45 hours of actual experience in an assigned Lutheran school classroom.
Prerequisites: State Fingerprinting and admission to the College of Education required. EDU 201 and EDU 232 and EDU 260 with a C or higher. Requires contacting the Placement Office to begin the placement process.

EDU 348      CLASSROOM MANAGEMENT AND PARENT RELATIONS      Credits: 3

This course prepares students to organize and manage all aspects of a classroom. An emphasis will be placed on behavior management, effective communication with students and families and the classroom environment. Students will also develop skills needed to foster a positive image of schools and teachers to families and the general public through parent conferences, school events face-to-face as well as electronic communication. Concurrent enrollment in practicum or student teaching required.
Prerequisites: EDU 336 with a C or higher.

EDU 355      INTRODUCTION TO EARLY CHILDHOOD EDUCATION      Credits: 3

This course begins with an overview of early childhood education, from historical and theoretical perspectives to current issues, trends, and practices. As the course progresses, students will explore the elements of a child-centered learning environment. The final portion of the course focuses on methods for integrating across the curriculum using thematic units and project work.
Prerequisites: EDU 201 and EDU 232 with a C or higher.

EDU 358      CURRICULUM AND INSTRUCTION: HEALTH AND PHYSICAL EDUCATION: ELEMENTARY      Credits: 3

This course examines basic elementary school health education programs and current trends in this field. Students gain an appreciation and understanding of the need and value of a well-organized program of physical education for elementary school children.
Prerequisites: EDU 336 with a C or higher.

EDU 362      CURRICULUM AND INSTRUCTION: MATH: ELEMENTARY      Credits: 3

This course focuses on development of mathematics skills and conceptual understanding for the elementary school student. It is designed to prepare teachers to instruct young learners in basic arithmetical processes. In addition we will examine curricular materials (including use of math manipulatives) and appropriate techniques and procedures for effective pupil learning. Students will use the Common Core Standards for Mathematics to plan successful lessons and units.
Prerequisites: EDU 336 with a C or higher and MTH 134 with a D or higher.

EDU 368      CURRICULUM AND INSTRUCTION: SCIENCE: ELEMENTARY      Credits: 3

This course is an introduction to curriculum development, instructional materials, and classroom strategies for effective student learning in the natural sciences. Daily lesson planning, preparation of resource units and the development of classroom interest through integration and hands-on learning in science are emphasized.
Prerequisites: EDU 340 with a C or higher.

EDU 375      CURRICULUM AND INSTRUCTION: LANGUAGE ARTS AND READING: ELEMENTARY      Credits: 4

This course will furnish the teacher education student with the knowledge and resources to provide pre-K to 8th grade instruction and assessment in reading, writing, listening and speaking.
Prerequisites: EDU 336 with a C or higher.

EDU 377      INTERNATIONAL EDUCATION STUDY TOUR      Credits: 3

This course is part of an ongoing exchange between Concordia University and International Universities. Students taking the course will travel overseas to evaluate educational systems and the ways cultural values impact the existence and delivery of educational services. They will, through preparation for this trip, become well versed in the dialogue about the achievements of international education systems, and be able to assess their strengths and weaknesses. They will be expected to regularly evaluate, through pre-trip reading and during-trip site visits, the U.S. and international systems. Students will experience international culture first hand by living with an international family, which they will prepare for through a language program in the academic semester before their trip. They will be expected to be cultural ambassadors for the United States while reflecting on national similarities and differences, and will be tasked with examining their own cultural belief systems before, during, and after the trip.

EDU 379      CURRICULUM AND INSTRUCTION:SOCIAL STUDIES: ELEMENTARY      Credits: 2

This course is an introduction to curriculum development, instructional materials, and classroom strategies for effective student learning in social sciences. The student will understand the major themes and objectives of social sciences as covered by Oregon State Standards. The student will also design effective lesson plans in constructing an edTPA portfolio.
Prerequisites: EDU 340 with a C or higher.

EDU 384      CLASSROOM MANAGEMENT: SECONDARY      Credits: 3

This course prepares students to organize and manage all elements of the middle or high school classroom. Topics include a review of major student discipline models, managing teacher stress, effective parent communication skills, and establishing a healthy classroom rapport to promote student learning.
Prerequisites: EDU 336 and PSY 321 with a C or higher
Corequisites: EDU 343 or EDU 343L or EDU 344 or EDU 344L or EDU 453 or EDU 453L or EDU 454 or EDU 454L or EDU 493 or EDU 494.

EDU 385      CURRICULUM AND INSTRUCTION: MATH AND SCIENCE: SECONDARY      Credits: 3

This course provides an introduction to curriculum, instructional materials, classroom and laboratory strategies for effective student learning in the sciences and math. Emphasis is placed on instructional teaming, the integration of math and science on the middle and high school levels, daily lesson planning and completion of state required edTPA portfolio.
Prerequisites: EDU 340 with a C or higher.

EDU 386      CURRICULUM AND INSTRUCTION: LANGUAGE AND SOCIAL STUDIES: SECONDARY      Credits: 3

This course provides an introduction to curriculum, instructional materials, and cooperative strategies for effective student learning in the social studies and language arts. Students will be tasked with evaluating contemporary research on topics like adolescent literacy, historical thinking, and literary and social science analysis, and then finding ways to integrate these best practices into effective and engaging secondary content teaching methods.
Prerequisites: EDU 340 with a C or higher.

EDU 387      CURRICULUM AND INSTRUCTION: PHYSICAL EDUCATION: SECONDARY      Credits: 3

This course provides further focus on the national and state physical education standards along with best practices as it relates to curriculum, instructional materials, the gymnasium as a classroom, and cooperative strategies for effective student learning in physical education. Emphasis is placed on instructional teaming, the integration of physical education on the middle and high school levels and daily lesson planning as they apply to physical education.
Prerequisites: EDU 340 with a C or higher.

EDU 389      CURRICULUM AND INSTRUCTION:HEALTH      Credits: 2

This course provides further focus on the national and state health education standards along with best practices as it relates to curriculum, instructional materials, engaging activities and skill-based strategies for effective student learning in the health classroom. Emphasis is placed on instructional teaming, the integration of health on the middle and high school levels, and daily lesson planning as they apply to health education.
Prerequisites: EDU 340 with a C or higher.

EDU 390      CHILDREN WITH EXCEPTIONALITIES      Credits: 2

Introduction to PL94-142 and exceptional children with a focus on techniques for adapting materials, curriculum and teaching strategies, the exceptional child's family and community resources.
Prerequisites: PSY 201 with a D or higher.

EDU 395      TEACHING THE FAITH      Credits: 3

Examines the role of the professional church worker as a teacher of the Christian faith in several agencies of the Church. Focus is upon methods, materials and curriculum. Includes field-work observation, participation, lesson planning and demonstration teaching.
Prerequisites: EDU 232 and EDU 260 with a C or higher.

EDU 399E      EXPERIMENTAL COURSE      Credits: 3

Experimental course option varies by term. Please see academic department for course description.

EDU 406      CHARACTER AND THE ETHICS OF LEADERSHIP      Credits: 3

Exploration of contemporary and historical models of organizational leadership, creation of a personal statement of vocation informed by values and assumptions, and testing of the synthesis against a variety of assignments and experiences. The course provides a forum for candidates to identify and consider their own character, personal values, and workplace ethics. Each will develop an understanding of the importance of ethical leadership in one’s professional, personal and family life, and will appreciate the personal fulfillment that flows from living and modeling such values and from serving others.

EDU 420      SCHOOL AND COMMUNITY PARTNERSHIPS      Credits: 3

This course examines principles of planning and administering a program for building a mutually supportive relationship between the school and it’s environment. Focus is on the development of skills and strategies for linking the school with constituents in the community such as parents, citizens, and special interest groups.

EDU 438      STRATEGIES AND MATERIALS FOR TEACHING ENGLISH      Credits: 3

This course helps students develop skills needed to teach English to speakers of other languages. These skills include the ability to implement various methods of language teaching, the ability to develop curriculum materials in English to Speakers of other Languages (ESOL), the assessment of student proficiency in second language use, and the ability to involve parents and the community in second language education programs.

EDU 439      LINGUISTICS      Credits: 3

This course provides an in-depth study of the principles of linguistics (phonology, morphology, syntax and semantics) from a historical, cultural, and socio-linguistics perspective.
Prerequisites: WR 121 with a C or higher.

EDU 440      LANGUAGE AND CULTURE IN THE CLASSROOM      Credits: 3

This course introduces the student to the theories and practice of multicultural counseling and intercultural communication by examining the cultural diversity in our classrooms and communities, defining similarities and differences in perceptual and communication style, and investigating cultural adaptation and intercultural communication skills. It examines parent and community involvement as resources that enhance the multicultural counseling and education processes.

EDU 441      ESOL LANGUAGE ACQUISITION      Credits: 2

This seminar examines the teaching of English to speakers of other languages (ESOL) from the perspective of curricular design and educational technology. An understanding of issues and resources related to curriculum design and educational technology will assist participants in planning ESL programs and equipping students with appropriate media resources, and earning the ESOL/Bilingual Endorsement.

EDU 443      ASSESSING ENGLISH LEARNERS      Credits: 2

This seminar will examine the teaching of English to speakers of other languages (ESOL) from an educational assessment and evaluation perspective. An understanding of issues and resources related to this topic will assist participants in planning ESL programs, equipping students, teachers and the community with the appropriate instructional resources, and earning the ESOL/Bilingual Endorsement.

EDU 447      CREATING EQUITY IN THE CLASSROOM      Credits: 3

This course is designed to equip students with the necessary knowledge, skills, and strategies to work with students and families from ethnically and culturally diverse backgrounds. An emphasis will be placed on equity in relation to class, gender, and race in schools. Throughout the course, students will participate in reflective activities, assignments, and dialogues which will enable them to examine their own experiences with diverse families. Lastly, students will examine the research which exists related to the shift in demographics nationwide and in the state of Oregon and how it impacts education.
Prerequisites: EDU 260 with C or higher and Junior Status.

EDU 448      THE INCLUSIVE CLASSROOM      Credits: 3

The effective use of transformational instructional strategies and interventions to maximize teaching and learning for all students in an inclusive classroom will be studied. Emphasis will be placed on practical instructional strategies and interventions that promote learning and can be readily implemented by the general education classroom teacher.

EDU 452      PRACTICUM: ELEMENTARY      Credits: 1-4

This course is used to obtain a supplemental authorization level. A minimum of 90 hours is spent in an assigned elementary classroom. Students are required to complete 90 contact hours for 2 credits and 180 hours for 4 credits at the assigned schools. Students create and teach one TSPC-required edTPA portfolio.
Prerequisites: State Fingerprinting required. Admission to College of Education and passing scores on ORELA required. EDU 336 with a C or higher. Requires contacting the Placement Office to begin the placement process.

EDU 452L      PRACTICUM: LUTHERAN ELEMENTARY      Credits: 1-4

This course is used to obtain a Lutheran Teacher's Diploma and a supplemental authorization level. A minimum of 90 hours is spent in an assigned Lutheran school classroom. The students are assigned to schools and classrooms according to their endorsement and supplemental authorization areas. Students are required to complete 90 contact hours for 2 credits and 180 hours for 4 credits at the assigned schools. Students create and teach one TSPC-required edTPA portfolio.
Prerequisites: State Fingerprinting required. Admission to College of Education and passing scores on ORELA required. EDU 336 with a C or higher. Requires contacting the Placement Office to begin the placement process.

EDU 454      PRACTICUM: SECONDARY      Credits: 1-4

This course is used to obtain a supplemental authorization level. A minimum of 90 hours is spent in an assigned secondary classroom. Students are required to complete 90 contact hours for 2 credits and 180 hours for 4 credits at the assigned schools. Students create and teach one TSPC-required edTPA portfolio.
Prerequisites: State Fingerprinting required. Admission to College of Education and passing scores on ORELA required. EDU 336 with a C or higher. Requires contacting the Placement Office to begin the placement process.

EDU 454L      PRACTICUM:LUTHERAN SECONDARY      Credits: 1-4

This course is used to obtain a Lutheran Teacher's Diploma and a supplemental authorization level. A minimum of 90 hours is spent in an assigned Lutheran school classroom. The students are assigned to schools and classrooms according to their endorsement and supplemental authorization areas. Students are required to complete 90 contact hours for 2 credits and 180 hours for 4 credits at the assigned schools. Students create and teach one TSPC-required edTPA portfolio.
Prerequisites: State Fingerprinting required. Admission to College of Education and passing scores on ORELA required. EDU 336 with a C or higher. Requires contacting the Placement Office to begin the placement process.

EDU 457      GROWTH AND DEVELOPMENT OF THE YOUNG CHILD      Credits: 3

This human development course focuses specifically on the young child from birth through age eleven. Developmental principles and theories will be examined as students explore biological and environmental factors that influence physical, cognitive, social, and emotional development.
Prerequisites: EDU 232 with a C or higher.

EDU 461      CURRICULUM AND INSTRUCTION: CHILDREN'S LITERATURE - ECE/ELE      Credits: 2

An introduction to all genres of literature for children in grades K-8 in relation to their needs, interests, and abilities. Emphasizes authors and illustrators, educational uses, and the writing process.
Prerequisites: EDU 336 with a C or higher.

EDU 469E      ESTABLISH BUS/COMM PARTNERSHIP      Credit: 1

EDU 485      ESOL PRACTICUM      Credits: 2

Used to obtain an English Speakers of Other Languages (ESOL) endorsement. A minimum of 90 hours is spent in an assigned ESOL classroom. The students are assigned to schools and classrooms according to their authorization areas. Students are required to complete 90 contact hours for 2 credits at the assigned schools. Students create and teach one TSPC-required work sample.
Prerequisites: State Fingerprinting required.

EDU 492      STUDENT TEACHING: ELEMENTARY      Credits: 15

This course is a 15-week, full-time teaching experience at a public elementary school, or an approved private school, in an assigned elementary classroom. Students assume the numerous roles of a teacher as they work up to assuming both a full-time instructional load and additional collateral duties. Student teachers attend professional seminars during this semester and create and teach one TSPC-required edTPA portfolio.
Prerequisites: State Fingerprinting required. All professional education courses and practicum must have been successfully completed. Requires contacting the Placement Office to begin the placement process.

EDU 494      STUDENT TEACHING: SECONDARY      Credits: 15

This course is a 15-week, full-time teaching experience at a public high school, or an approved private school, in an assigned secondary classroom. Students assume the numerous roles of a teacher as they work up to assuming both a full-time instructional load and additional collateral duties. Student teachers attend professional seminars during this semester and create and teach one TSPC-required edTPA portfolio.
Prerequisites: State Fingerprinting required. All professional education courses and practicum must have been successfully completed. Requires contacting the Placement Office to begin the placement process.

EDU 499      INDEPENDENT STUDY      Credits: 3

EDU 820      EDUCATION SEMINAR:EMOTIONAL INTELLIGENCE AND CLASSROOM MANAGEMENT      Credits: 4

Concordia University has developed a professional partnership with Dr. Becky Bailey, an international expert and published author in early childhood education and development. Concordia provides limited graduate seminar credit when candidates attend Dr. Bailey's professional development workshop, Conscious Discipline, that provides training and education for early childhood educators and complete Action Research with a Concordia University faculty.
Prerequisites: Experience as early childhood educator and attendance at Becky Bailey conference.

EDU 821      EDUCATION SEMINAR:EMOTIONAL INTELLIGENCE AND CLASSROOM MANAGEMENT II      Credits: 4

For those who attend Conscious Discipline 2, a second of Dr. Becky Bailey's professional development workshops. After attending the conference, participants can complete Action Research with a Concordia faculty, applying the theory learned into practice. The limited seminar graduate credit can be transferred as electives into some education graduate programs.

EDU 896      BIBLE LITERACY FOR ENGLISH AND HUMANITIES TEACHERS      Credits: 4

Designed for interested high school teachers, the course covers foundational Bible texts, from Genesis to Revelation, in order to understand concepts and allusions that permeate Western culture. Course participants will develop expertise--including materials and strategies--for teaching Bible literature. Course participants earn four hours of limited graduate seminar credit. These four hours of limited graduate seminar credit may be accepted at some universities as electives in education graduate programs. Approximately 120 hours of work, or the equivalent of 12 CEU hours, are invested to complete this course. It is almost a fully independent course designed to be completed in 16 weeks with limited assignments.

EDUG 110      TEACHING AS A PROFESSION      Credits: 2

This course introduces a broad picture of K-12 teaching as a career in both private and public school settings. Students will be introduced to the teacher education program and be guided through the requirements necessary to complete the program and to obtain a teaching license in the state of Oregon. A 10 hour of tutoring/classroom observation is required for this course.

EDUG 120      BECOME A READING COACH      Credits: 2

This course provides an introduction to the teaching of reading, the cueing systems readers use, how to match readers to appropriate books, and how to coach for success in reading accurately and fluently, with comprehension. This class includes both the delivery of instructional content and clinical practice with school-aged readers.

EDUG 210      INTRODUCTION TO ENGLISH LANGUAGE LEARNING PK-12      Credits: 2

This course examines the basics of language acquisition and how to better serve students who speak languages other than English. Candidates will be exposed to best practices that should be used with students in different levels of English proficiency.
Prerequisites: EDUG 110 and EDUG 120 with a C or higher.

EDUG 220      GROWTH AND DEVELOPMENT PK-12      Credits: 3

This course explores the ways in which learners are shaped by their individual experiences, cultures, developmental levels, diverse needs, and assets. Through participation in this course, students will come to understand concepts of neurobiology and stages of development, as well as the cognitive, social-emotional, and behavioral theories that underpin learning. In addition, candidates will come to understand the impact of poverty and trauma on K-12 learners and examine their role in mitigating these effects through their classroom instruction and interactions. This course will blend theory and practice, providing students the opportunity to form connections between concept and classroom and meaningfully consider their own pedagogy.
Prerequisites: EDUG 110 and EDUG 120 with a C or higher.

EDUG 230      INTRODUCTION TO EQUITY PK-12      Credits: 3

This course is designed to engender in preservice teachers an understanding that learners come from diverse racial, ethnic, cultural, and socioeconomic backgrounds. Candidates will explore the sociological, political, and historical factors that have led to the current achievement gap, and discuss the importance of fostering equity within their own classroom and school contexts. They will also examine their individual biases, privilege, and experiences and learn culturally responsive teaching practices. Throughout the course, candidates will participate in reflective activities, assignments, and dialogues which will enable them to examine their own experiences with diverse families.
Prerequisites: EDUG 110 and EDUG 120 with a C or higher.

EDUG 240      LITERACY PERSPECTIVES PK-12      Credits: 3

Preservice teachers engage in learning experiences rich in problem-solving, logical reasoning, and critical thinking through the lens of reading, writing, listening, and speaking for native English speakers and students who are English language learners. This course requires candidates to metacognitively reflect upon reading, writing, speaking and listening including strategies for teaching phonological awareness, word recognition, phonics, fluency, vocabulary, comprehension, and building literacy in the content areas as it pertains to children in the PK-12 world. This course will address trends in literacy (assessing literacy abilities, organizing and managing the classroom, and using technology) as they impact teaching practices within the classroom.
Prerequisites: EDUG 210, EDUG 220, and EDUG 230 with a C or higher.

EDUG 250      ASSESSMENT LITERACY PK-12      Credits: 2

This course will address accountability structures in American education including federal policies that direct assessment practices, assessment climates, general assessment design, standardized testing, progress monitoring and intervention systems (e.g. RTI). Candidates will have experience with school level data analysis, data team analysis, grade level analysis, and classroom analysis. Candidates will develop basic quantitative methods and interpretation skills, understand validity and reliability, and learn more about using technology platforms to organize and analyze data.
Prerequisites: EDUG 210, EDUG 220, and EDUG 230 with a C or higher.

EDUG 260      INDIVIDUAL STUDENT LEARNING NEEDS PK-12      Credits: 3

In this course preservice teachers will learn instructional strategies that support the unique needs of all learners, including their individual experiences, cultures, developmental levels, and assets. Candidates will learn about differentiating instruction for student learning needs, and explore their role in fostering fair and equitable education that supports students’ legal rights.
Prerequisites: EDUG 210, EDUG 220, and EDUG 230 with a C or higher.

EDUG 310      INQUIRY AND REFLECTION IN PRACTICE 1      Credits: 2

Inquiry and Reflection in Practice 1 explores inquiry and reflection as professional practices in a candidate’s teaching career that can lead to curiosity, systematic data analysis, and improved instructional practice. This course includes the key elements of self-study, practitioner research, and how the inquiry process can lead to effective and transformative teaching. Candidates complete the course section aligned to their focus.
Prerequisites: EDUG 240, EDUG 250, and EDUG 260 with a C or higher.

EDUG 320      SYSTEMIC AND POLITICAL ISSUES IN PK-12 EDUCATION      Credits: 3

This course provides candidates with the historical, political and social foundations of education, and addresses the current educational landscape. Candidates will analyze competing narratives on the purpose of schooling, collaboratively examine educational issues and topics, discuss the importance of ethics as it relates to teaching and learning, and consider their role as a professional educator.
Prerequisites: EDUG 240, EDUG 250, and EDUG 260 with a C or higher.

EDUG 330      BEST PRACTICES IN SMALL GROUP INSTRUCTION AND ASSESSMENT ELEMENTARY      Credits: 3

Best Practices in Small Group Instruction and Assessment focuses on the best practices in forming and instructing in a small group, and assessing student growth to measure and reflect on instructional efficacy and groupings. Through classroom observations and guided practice, candidates will become familiar with the variety of purposes for small groups in the general education classroom, and how to plan for and utilize purpose-driven grouping and instructional strategies. Candidates will become familiar with assessment practices used to measure growth in small groups, including formative and informal assessments. Technology-based and traditional formative assessments will be modeled and practiced.
Prerequisites: EDUG 310, and EDUG 320 with a C or higher and EDUG 390.

EDUG 340      HUMANITIES METHODS      Credits: 3

Candidates will develop skills in content integration through the incorporation of curriculum based on current practice and research in social studies and language arts as units for planning. Candidates will explore strategies for reading to learn content, writing with purpose and clarity, and vocabulary development. This course emphasizes intellectual approaches to integration while utilizing curriculum mapping to guide unit planning. Candidates will utilize instructional technology and various teaching methods/materials to develop effective lessons based on various national standards to encourage learning through a multi-disciplinary lens.
Prerequisites: EDUG 310, and EDUG 320 with a C or higher and EDUG 390.

EDUG 350      MATH METHODS      Credits: 3

Candidates will gain an in-depth understanding of general pedagogical issues in elementary mathematics as they relate to the development of mathematical skills and conceptual understanding for elementary students. Candidates will gain an understanding of teaching mathematical concepts utilizing Common Core standards. This will occur through the use of a variety of techniques and procedures appropriate to various learning needs of elementary aged students. Students will use Common Core standards to guide lessons and practice Task 4 of edTPA.
Prerequisites: EDUG 310, and EDUG 320 with a C or higher and EDUG 390.

EDUG 358      HEALTH AND PHYSICAL EDUCATION      Credits: 3

This course examines basic elementary school health education programs and current trends in this field. Students gain an appreciation and understanding of the need and value of a well-organized program of physical education for elementary school children.
Prerequisites: EDUG 240, EDUG 250, and EDUG 260 with a C or higher.

EDUG 385      CURRICULUM AND INSTRUCTION: MATH AND SCIENCE SECONDARY      Credits: 3

This course provides an introduction to curriculum, instructional materials, classroom and laboratory strategies for effective student learning in the sciences and math. Emphasis is placed on instructional teaming, the integration of math and science on the middle and high school levels, daily lesson planning and completion of state required edTPA portfolio. Candidates will explore how math and science content addresses components of STEAM education initiatives.
Prerequisites: EDUG 391.

EDUG 386      CURRICULUM AND INSTRUCTION: LANGUAGE AND SOCIAL STUDIES SECONDARY      Credits: 3

This course provides an introduction to curriculum, instructional materials, and cooperative strategies for effective student learning in the social studies and language arts. Students will be tasked with evaluating contemporary research on topics like adolescent literacy, historical thinking, and literary and social science analysis, and then finding ways to integrate these best practices into effective and engaging secondary content teaching methods.
Prerequisites: EDUG 391.

EDUG 387      CURRICULUM AND INSTRUCTION: PHYSICAL EDUCATION SECONDARY      Credits: 3

This course provides further focus on the national and state physical education standards along with best practices as it relates to curriculum, instructional materials, the gymnasium as a classroom, and cooperative strategies for effective student learning in physical education. Emphasis is placed on instructional teaming, the integration of physical education on the middle and high school levels and daily lesson planning as they apply to physical education.
Prerequisites: EDUG 391.

EDUG 389      CURRICULUM AND INSTRUCTION: HEALTH SECONDARY      Credits: 3

This course provides further focus on the national and state health education standards along with best practices as it relates to curriculum, instructional materials, engaging activities and skill-based strategies for effective student learning in the health classroom. Emphasis is placed on instructional teaming, the integration of health on the middle and high school levels, and daily lesson planning as they apply to health education.
Prerequisites: EDUG 391.

EDUG 390      SCHOOL CLIMATE FIELD EXPERIENCE ELEMENTARY      Credits: 2

Minimum of 15 weeks of twice weekly field experience at the school site in conjunction with coursework that focuses on understanding school and community culture. This experience includes observation, opportunities to collaborate with faculty, administrators, staff, and families, and the development of an activity to support the school/community connection.
Prerequisites: EDUG 240, EDUG 250, and EDUG 260 with a C or higher.

EDUG 391      SCHOOL CLIMATE FIELD EXPERIENCE SECONDARY      Credits: 2

Minimum of 15 weeks of twice weekly field experience at the school site in conjunction with coursework that focuses on understanding school and community culture. This experience includes observation, opportunities to collaborate with faculty, administrators, staff, and families, and the development of an activity to support the school/community connection.
Prerequisites: EDUG 240, EDUG 250, and EDUG 260 with a C or higher.

EDUG 392      SMALL GROUP OBSERVING AND TEACHING ELEMENTARY      Credits: 2

Minimum of 15 weeks of twice weekly field experience at the public school site in conjunction with coursework emphasizing experiences in observing and teaching in the small group context. This experience includes observation, opportunities to teach lessons to a small group, and involvement in the culture of the grade level/department.
Prerequisites: EDUG 310 and EDUG 320 with a C or higher and EDUG 390.

EDUG 393      SMALL GROUP OBSERVING AND TEACHING SECONDARY      Credits: 2

Minimum of 15 weeks of twice weekly field experience at the public school site in conjunction with coursework emphasizing experiences in observing and teaching in the small group context. This experience includes observation, opportunities to teach lessons to a small group, and involvement in the culture of the grade level/department.
Prerequisites: EDUG 310 and EDUG 320 with a C or higher and EDUG 391.

EDUG 410      INQUIRY AND REFLECTION IN PRACTICE 2      Credits: 2

Inquiry and Reflection 2 is the final course in the inquiry process sequence. Candidates research an area of interest related to their concentration choice and develop a research question focused on improving their own practice. Candidates utilize the field placement classroom to follow the inquiry process. As candidates explore their research questions, they will collect and analyze classroom data, identify conclusions, and share their findings in an appropriate professional venue.
Prerequisites: EDUG 330, EDUG 340, EDUG 358, and EDUG 350 with a C or higher and EDUG 392 or EDUG 393.

EDUG 420      BEST PRACTICES IN WHOLE CLASS INSTRUCTION AND ASSESSMENT ELEMENTARY      Credits: 3

Best Practices in Whole Group Instruction and Assessment addresses pacing of curriculum and lesson implementation, development of content-driven units, and design and use of summative assessments, including attention to grading systems for monitoring academic performance. The course considers intervention and remediation for struggling learners, content advancement for gifted learners, and whole group student engagement and motivation.
Prerequisites: EDUG 330, EDUG 340, EDUG 358, and EDUG 350 with a C or higher and EDUG 392.

EDUG 421      BEST PRACTICES IN WHOLE CLASS INSTRUCTION AND ASSESSMENT SECONDARY      Credits: 3

Best Practices in Whole Group Instruction and Assessment addresses pacing of curriculum and lesson implementation, development of content-driven units, and design and use of summative assessments, including attention to grading systems for monitoring academic performance. The course considers intervention and remediation for struggling learners, content advancement for gifted learners, and whole group student engagement and motivation.
Prerequisites: EDUG 393.

EDUG 430      COLLABORATION AND MANAGEMENT IN THE CLASSROOM ELEMENTARY      Credits: 3

Collaboration and Management in the Classroom explores internal and external influences on student behavior and emphasizes collaborative relationships with colleagues, families, and the community. Course content includes the development of classroom behavior management systems, analysis of school-wide management systems and approaches, organization of classroom and materials, creation of classroom rules and procedures, and exploration of family conferencing and communication strategies.
Prerequisites: EDUG 330, EDUG 340, EDUG 350, and EDUG 358 with a C or higher and EDUG 392.

EDUG 431      COLLABORATION AND MANAGEMENT IN THE CLASSROOM SECONDARY      Credits: 3

Collaboration and Management in the Classroom explores internal and external influences on student behavior and emphasizes collaborative relationships with colleagues, families, and the community. Course content includes the development of classroom behavior management systems, analysis of school-wide management systems and approaches, organization of classroom and materials, creation of classroom rules and procedures, and exploration of family conferencing and communication strategies.
Prerequisites: EDUG 393.

EDUG 440      STEAM METHODS ELEMENTARY      Credits: 3

STEAM methods is an introduction to the practices, content and skills in the instruction of Science, Technology, Engineering, the Arts, and Math. Through classroom observations and guided practice, candidates will become familiar with the standards, practices, and cross-cutting concepts in each of these content areas and of STEAM as a whole. Candidates will explore how STEAM-based instruction can be integrated across other core content areas.
Prerequisites: EDUG 330, EDUG 340, EDUG 350, and EDUG 358 with a C or higher and EDUG 392.

EDUG 490      WHOLE CLASS OBSERVING AND TEACHING ELEMENTARY      Credits: 4

Minimum of 15 weeks of twice weekly field experience at the public school site in conjunction with coursework emphasizing experiences in observing and teaching in the whole class context. This experience includes observation, opportunities to teach lessons to the entire class, and involvement in the culture of the grade level/department.
Prerequisites: EDUG 330, EDUG 340, EDUG 350, and EDUG 358 with a C or higher and EDUG 392.

EDUG 491      WHOLE CLASS OBSERVING AND TEACHING SECONDARY      Credits: 4

Minimum of 15 weeks of twice weekly field experience at the public school site in conjunction with coursework emphasizing experiences in observing and teaching in the whole class context. This experience includes observation, opportunities to teach lessons to the entire class, and involvement in the culture of the grade level/department.
Prerequisites: EDUG 393.

EDUG 492      STUDENT TEACHING ELEMENTARY      Credits: 10

Minimum of 15 weeks of full-time involvement at the school site under the guidance of experienced teachers and supervisors. This experience includes observation, full-responsibility planning and teaching, and involvement in the culture of the school setting. The student teaching experience requires edTPA preparation and implementation, instruction and assessment.
Prerequisites: EDUG 410, EDUG 420, EDUG 430, EDUG 440 with a C or higher and EDUG 490.

EDUG 493      STUDENT TEACHING SECONDARY      Credits: 10

Minimum of 15 weeks of full-time involvement at the school site under the guidance of experienced teachers and supervisors. This experience includes observation, full-responsibility planning and teaching, and involvement in the culture of the school setting. The student teaching experience requires edTPA preparation and implementation, instruction and assessment.
Prerequisites: EDUG 385 or EDUG 386 or EDUG 387 or EDUG 389, and EDUG 410, EDUG 421, and EDUG 431 with a C or higher and EDUG 491.

EDUG 494      STUDENT TEACHING SEMINAR ELEMENTARY      Credits: 2

Student Teaching Seminar explores topics impacting the establishment and maintenance of a professional teaching career. Understand the ethical, legal, and procedural issues related to the profession, professional organizations, issues related to education in the media, and other topics to support your ongoing understanding of and involvement in the teaching profession. Reflect and collaborate to solve problems related to practice.
Prerequisites: EDUG 410, EDUG 420, EDUG 430, amd EDUG 440 with a C or higher and EDUG 490.

EDUG 495      STUDENT TEACHING SEMINAR SECONDARY      Credits: 2

Student Teaching Seminar explores topics impacting the establishment and maintenance of a professional teaching career. Understand the ethical, legal, and procedural issues related to the profession, professional organizations, issues related to education in the media, and other topics to support your ongoing understanding of and involvement in the teaching profession. Reflect and collaborate to solve problems related to practice.
Prerequisites: EDUG 385 or EDUG 386 or EDUG 387 or EDUG 389, EDUG 410, EDUG 421, and EDUG 431 with a C or higher and EDUG 491.