Bachelor of Arts in Education (Preliminary Teaching License)

The goal of Concordia’s undergraduate teacher education program is to prepare students to meet the demands of today’s classrooms. In each course, our faculty demonstrates both practical and theoretical knowledge, as well as experiences as former pre-K–12 administrators and teachers. Our curriculum is designed to ensure students collaborate frequently through project-based learning and use best practices in the classroom.

We also maintain our commitment to community engagement in schools through volunteer efforts. Throughout the program, students are provided with service learning opportunities which enable them to develop relationships and enhance learning.

As a program that sincerely believes in the value of service to others, the College of Education promotes this value in everything it does, trusting that this standard will be accepted and reflected by those willing to commit themselves to this most critical profession.

B.A. Education Program Objectives

The B.A. in Education Program strives to prepare students to be competent and ethical educators. To accomplish this critical goal, the program is designed to enable students to demonstrate:

  • Appropriate personal characteristics for success in the teaching profession;
  • Professional conduct and ethics;
  • A broad liberal arts foundation and knowledge of specific subject matter and instructional strategies appropriate to particular age levels and content areas;
  • Effective instructional skills in planning, implementing, and assessing instruction in settings that include diverse cultural populations and special needs students;
  • Classroom management skills that maintain the dignity of students and stress cooperation rather than competition;
  • Effective communication and interpersonal relationship skills that promote collaboration with colleagues, school staff, administrators, parents, and other elements of the school community;
  • Knowledge of the Christian perspective and its relationship to the teaching and learning process.

Program Admission

Any student pursuing a B.A. in Education must apply for program admission to the College of Education. During the second semester of their sophomore year each student should submit their application through the CU Intranet page.

Requirements for Program Admission:

  • A College of Education application (which can be found on the CU Intranet)
  • A cumulative GPA of 2.5 or better and a 2.75 in professional courses  
  • Fingerprints processed through Concordia Teacher Corp (CTC)

Testing Requirements for Preliminary Teaching License

  • Elementary Program: Elementary Subtest 1 and 2 (NES)-Elementary only
  • Protecting Student and Civil Rights in the Educational Environment
  • Secondary Program: Subject-specific endorsement Tests
  • 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 program and endorsement area(s) 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 and MAT students with one placement for each of their clinical experiences. Specific placement requests may be made but cannot always be guaranteed due to teacher availability and individual district or school policies.

After a student is admitted to the program the Placement Office will contact the student in order to begin the placement process. The Placement Office will email the student a survey to complete so that he or she can make specific placement requests. Additionally, students will also need to submit (via email) an education-focused resume 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. Also, no clinical experience should ever be terminated by a candidate without prior consultation with the Placement Director. 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 Program

Students who choose the secondary program must choose at least one endorsement area. Concordia currently offers 9 endorsement areas which are listed below:

  • Biology
  • Chemistry
  • ESOL (A subject area endorsement must be completed in addition to ESOL specialty endorsement for Secondary students. This option is available for Elementary students as well.)
  • Health
  • Language Arts 
  • Mathematics (Foundational)
  • Mathematics (Advanced)
  • Physical Education
  • Social Studies

Endorsement Area Courses

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

Jan E. Albrecht, Ed.D., Professor Emeritus, jalbrecht@cu-portland.edu

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

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

Alisa J. Bates, Ph.D., 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

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

K. Candis S. Best, Ph.D., Concordia Online Education, cbest@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

Carl F. Christian, Ed.D., Professor Emeritus

Shawn T. Daley, M.A., Assistant Professor, sdaley@cu-portland.edu

Kathleen G. Dunbar, M.Ed., Professor Emeritus

Gerald Gabbard, Ph.D., Associate Professor, ggabbard@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

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

Jane Koivisto, M.S.Ed., Professor Emeritus

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 C. Mannion, Ed.D., Professor, jmannion@cu-portland.edu

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

Floralba Arbelo Marrero, Ed.D., Concordia Online Education, farbelo@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

Jerry Mcguire, Ph.D., Professor Emeritus, jmcguire@cu-portland.edu

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

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

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

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

Sheryl Reinisch, Ed.D., 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

Dana Sims-Barbarick, Ph.D., Associate Professor, dbarbarick@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

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

Richard W. Wismar III, Ph.D., Professor Emeritus

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 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