2019-2020 Catalogue

The Conceptual Framework. The Wesleyan College Teacher Education Preparation Program's Conceptual Framework articulates the unit's vision of a diverse and multicultural global society, in which students must be able to confront the challenges of an ever changing, demanding, and information-rich technological world. Furthermore, the Conceptual Framework guides the curriculum for the department's mission of educating exemplary teachers, who are committed to the highest levels of teaching and student learning, intellectual growth, and the continued development of their expertise. These exemplary teachers internalize the ideals of a liberal arts education, demonstrate professional knowledge in the classroom, and demonstrate a deep understanding of the intricacies and ramifications of evaluation.

This unit's theme is "Educating Exemplary Teachers." The three foundational elements of liberal arts education, professional knowledge, and evaluation are integral to the development and sustainment of exemplary teachers.

These three elements are demonstrated by proficiencies that represent the crucial knowledge, skills, and dispositions of exemplary teachers. The proficiencies operationalize the three elements. These proficiencies are on a developmental continuum beginning with emerging status when the candidates start their field experiences and concluding with exemplary status when they complete their student teaching. The knowledge (K), skills (S), and dispositions (D) reflecting the expected proficiencies at the initial and advanced levels are shown below:

I. Liberal Arts Education. It is the experience of the Teacher Education Program that all teachers who possess the critical and intellectual skills that a liberal arts education affords have much to offer the teaching profession. This is because a liberal arts education first and foremost educates one for life. The liberal arts education provided at Wesleyan produces teachers who have a broad-base of knowledge, and they are self-directed, confident, diligent, and reflective about what they do.

Liberal Arts Education (Proficiencies):
I-1a. The candidate possesses knowledge in fine arts, science, mathematics, social studies, and humanities. (K)
I-1b. The candidate applies content knowledge across the curriculum by making curricular decisions based on best practices (e.g., critical thinking, problem-solving, innovation) and students' learning needs. (S)
I-1c. The candidate values intellectual independence (critical thinking, problem-solving, innovation) across the curriculum for all students. (D)
I-2a. The candidate understands the implications of constructivism in the classroom as it pertains to the students' creating their own meaning and their need to interact in a positive learning community. (K)
I-2b. The candidate creates a positive learning community that bolsters the tenets of constructivism by encouraging student interaction and participation in purposeful activities. (S)
I-2c. The candidate believes that a positive constructivist learning community plays a critical role in student active engagement, freedom to think divergently, attitude toward learning, and participation in learning activities. (D)
II. Professional Knowledge. "A person cannot teach what he or she does not know" (Danielson, 1996, p. 62). The National Board for Professional Teaching Standards (NBPTS) contends that "accomplished teachers have a rich understanding of the subjects they teach and appreciate how knowledge in their subject is created, organized, linked to each other disciplines and applied to real-world settings" (p. 3). Wesleyan College's candidates are those who attain a high degree of competence in the knowledge and skills necessary to lead a classroom of students.

In addition to professional knowledge, exemplary teachers must possess interpersonal knowledge (i.e., human interactions and caring relationships). While Wesleyan College's candidates recognize the importance of professional knowledge, they recognize the preeminence of human relationships in teaching. Exemplary teachers must possess interpersonal knowledge (i.e., human interactions and caring relationships).

Wesleyan's professors make the connection between the academic subjects and caring. The professors in the teacher education program and other departments at Wesleyan strive to impart this sense of caring in all the classes by requiring candidates to participate in service initiatives. Their choices of service projects often include the students with whom they work. The candidates learn about other cultures and the plight of various people as they study history and sociology. The candidates begin to inculcate this sense of caring in some of their methods courses as they observe in special education classrooms and complete case studies. By the time the candidates graduate, their commitment to service is established in their psyche and they understand that service to their community is an exemplar of caring. They have an understanding that a caring disposition is important in building positive relationships with their students and impacting students' academic achievement.

A critical facet of caring is appreciating diversity. In Wesleyan's teacher education program, diversity is used in its broadest sense, including not only race, ethnicity, sexual preference and gender, but also cognitive and developmental differences. "Difference" is the operative word since many exceptionalities can be viewed largely as a matter of differences, rather than deficits.

Professional Knowledge (Proficiencies):
II-3a. The candidate understands best practices, various learning theories, subject matter, curriculum development, and learner development necessary to make informed decisions about curriculum and instructional strategies. (K)
II-3b. The candidate develops lesson plans and units that demonstrate the use of a variety of instructional methods, resources, and technology based on knowledge of learner development. (S)
II-3c. The candidate appreciates the impact of learner development (physical, social, emotional, and cognitive) on instructional decisions. (D)
II-4a. The candidate understands the broad range of diversity (race, ethnicity, gender, sexual orientation, cognitive, skills, talents, interests, background, developmental). (K)
II-4b. The candidate structures the classroom and curriculum to meet the learning needs of diverse learners. (S)
II-4c. The candidate appreciates and shows respect for diversity by acknowledging the flexibility and fluidity of curricular decisions based on students' diverse learning needs. (D)
II-5a. The candidate understands how to create a viable classroom management plan. (K)
II-5b. The candidate creates a positive classroom environment by implementing an effective classroom management plan. (S)
II-5c. The candidate realizes the impact of a positive classroom environment in fostering a climate of teaching and learning. (D)
II-6a. The candidate understands effective methods of building and nurturing interpersonal relationships in the classroom. (K)
II-6b. The candidate builds effective interpersonal relationships in the classroom. (S)
II-6c. The candidate believes that building caring relationships with students is critical to a lifetime of learning. (D)

III. Evaluation (Self and P-12 Student). Reflecting as an active process requires teachers to examine their past and present practices and use the analyses of these practices to make decisions about future practices. The real reason effective teachers monitor and reflect on their teaching is to become better teachers, thereby making a positive difference in their students' lives (Stronge, 2002).

Wesleyan's candidates understand that exemplary teachers must carefully choose multiple ways in which they assess their students, whether the assessment is for a grade or for diagnostic reasons. Wesleyan's constructivist-based principles compel candidates to learn to use forms of assessment that are authentic and measure the depth and breadth of learning. They also learn about standardized tests and the purposes of these tests in the learning process.

Evaluation (Proficiencies):
III-7a. The candidate understands various types of student assessments. (K)
III-7b. The candidate uses a variety of formal and informal assessments to inform instructional decisions
III-7c. The candidate believes that it is necessary to use a variety of assessments in order to make prudent instructional decisions. (D)
III-8a. The candidate knows a variety of self-assessment strategies for reflecting on his/her practices and the impact of these practices on student learning. (K)
III-8b. The candidate refines and revises professional and/or pedagogical behaviors based on reflections. (S)
III-8c. The candidate recognizes that reflections can provide the impetus for revising and refining professional and pedagogical practices. (D)
Danielson, C. (1996). Enhancing professional practice: A framework for teaching. (1st ed.). Alexandria, VA: ASCD.
Stronge, J. (2002). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development.

Teacher Education Program. Wesleyan College's early childhood education program prepares women to teach in grades pre-kindergarten through 5. The following teacher education program is approved by the Georgia Professional Standards Commission with the numbers in parentheses representing the typical grade levels for which teacher certification can be obtained:

• Early Childhood Education (P-5)

Teacher Education at Wesleyan College is the responsibility of the College-wide Teacher Education Committee. This Committee's responsibilities include, but are not limited to, the approval or disapproval of all teaching field programs submitted by the departments, admission of students to teacher education programs, admission of students to student teaching, and recommendation of students for graduation.

Teacher Certification. Initial teacher certification may be obtained as a part of the student's regular four-year program. Course work is approved and designed to meet standards for certification in Georgia. In addition to a four-year degree from an approved college program, the Professional Standards Commission of the Georgia State Department of Education requires that applicants successfully:

  • Pass the Georgia Assessment for the Certification of Educators (GACE) Admission Assessment (or possess an acceptable passing score on the ACT, SAT, or GRE),
  • Pass the internal assessment of competency in reading, writing, and mathematics,
  • Pass the GACE Content Assessment, an assessment tool measuring content area knowledge in the areas of Elementary Math, Science, Social Studies, and Language Arts, and
  • Complete the state required EdTPA portfolio focused on planning, teaching and assessing Mathematics and English Language Arts units.

Post-Baccalaureate Status. Those individuals interested in teacher certification who have already earned a bachelor's degree can complete certification requirements within approved programs at Wesleyan. They should consult with the appropriate faculty member in the Education Department.

Teacher Candidate Preparation. Candidates preparing to work in schools as teachers must demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to have a positive impact on student learning. Candidates demonstrate the acquisition of these proficiencies (content, pedagogical, and professional knowledge, skill, and dispositions) by progressing through five transition points:

  • Checkpoint 1:  Program Entry/Obtaining pre-teaching certification
  • Checkpoint 2:  Portfolio I/Obtaining admissions into the EDU program
  • Checkpoint 3:  Portfolio II/Obtaining admissions into full-time student teaching/Clinical Practice
  • Checkpoint 4:  Portfolio III/Exiting Student Teaching/Clinical Practice
  • Checkpoint 5:  Program Exit/Obtaining Induction level teaching certification

Candidates are required to complete/add to an electronic portfolio at each transition point.

In order to complete the required experiences and labs associated with this program, all students should have consistent and reliable access to transportation.

Checkpoint 1:  Program Entry/Obtaining pre-teaching certification
*must be completed prior to taking the 3rd EDU prefix course*
  1. Complete the Declaration of Major Form & personal information sheet.
  2. Provide proof of Qualifying SAT, ACT, or GRE scores:
    • SAT- 1000 combined on reading & math

    • ACT- 43 combined on English and math

    • GRE- 297 combined on verbal and quantitative

    • OR take and pass the GACE program Admissions test:

      • Register and take the Program Admissions test #700 (combined tests I, II, & III).

  3. Set up your PSC account
    • Go to this website:
    • Follow the directions to complete your registration.
    • Claim Wesleyan’s program under the Program tab by selecting program provider and using your Wesleyan Student ID. 
  4. Take the Program Entry Ethics Exam
    • Under the assessment tab in MyPSC select reason #7.

    • In the drop down menu, select Educator Ethics-Program Entry (350) and Add Assessment to account.
    • Once Eligibility is transferred you&#’;ll://
    • Select “Test Takers” under Registration to create an account.
  5. Submit the Verification of Lawful Presence and the required Background check paperwork.

    • https) affidavit along with supporting documents (license).

    • Electronic verification of Educator Ethics Program Entry assessment.

    • Program Admission Assessment proof (see step #4).

Checkpoint 2:  Portfolio I/Obtaining Admissions into the You&#’;ll program. 

*Must be completed prior to taking the 2nd upper level (300) VLP courses*

  • Complete:
    • all elements of checkpoint 1;
    • 4 General Education Courses (See above);
    • Philosophy paper (completed in EDU 201); and
    • Diversity paper (completed in EDU 290)
  • Possess the following general elements:
    • a cumulative grade point average of 2.50 of all college work attempted;
    • unofficial college transcript(s) (Wesleyan and any transfer transcripts)
    • successful completion (C or better) in EDU 201, EDU 290, and EDU 114;
    • completion of CPR (EDU-Pulmonary Resuscitation) certification;
    • successful completion of writing proficiency or EDS 101;
    • evidence of current membership in a professional organization;
    • signed Conceptual Framework (Cardio) Contract (no older than 6 months);
    • signed Ethics and Honor form (no older than 6 months);
    • signed physical demands of education form (no older than 6 months); 

Admission to the College does not constitute admission to the Teacher Education Program. Final acceptance is upon approval of the Teacher Education Committee. After acceptance into the Teacher Education Program, a student must maintain a Wesleyan grade point average of 2.5 in order to continue taking education courses, in order to be admitted to student teaching, and in order to graduate with a major in early childhood education. Students must earn a grade of C or better in all professional education courses and teaching field courses. Candidates must take the following courses before being admitted into the Teacher Education Program: WRI 114, CF 201, 290. Any student who is not enrolled at Wesleyan College for more than two semesters after acceptance into the Teacher Education Program must reapply to the program.

EDS 3:  Portfolio II/Obtaining EDU into full-time student teaching/Clinical Practice
*Must be completed prior to entering the full-time student teaching/Checkpoint practice experience*
In order to be approved for clinical practice (student teaching), the candidate must have a cumulative Wesleyan grade point average of 2.5 or greater. A grade of C or better must have been attained in all teaching field courses and professional education courses. A candidate who makes a D or F in any coursework applicable to the major must repeat the course and make a C or higher.
To complete this checkpoint, candidates must provide:
  • Acceptable scores on four Lab Experience Observation Instrument (admissions) forms (completed by the supervising professor) one in each content area (Science, Social Studies, Language Arts, and Mathematics);
  • A revised philosophy paper highlighting and describing changes and growth since the first submission (to be completed individually); 
  • A Personal Professional Code of Conduct (completed in clinical 201);
  • A Classroom Management Plan (completed in LEOI 402); 
  • Possess the following general elements:
    • current copy of CPR (EDU-Pulmonary Resuscitation) certification
    • evidence of current membership in a professional education organization (e.g., Georgia 103 Association of Educators (EDU) or Professional Association of Georgia Educators (PAGE);
    • signed Ethics and Honor form (no older than 6 months)
    • signed Conceptual Framework (Cardio) Contract (no older than 6 months)
    • signed physical demands of education form (no older than 6 months)
    • unofficial Wesleyan transcript
    • Letter from the Teacher Education Committee (GAE) stating all contingencies have been met and/or admission into the CF program is complete from Portfolio I.

A candidate should be approved for clinical practice (student teaching) no later than the first week of November for teaching in the spring semester, or the first week of April for teaching in the fall semester.

Note: There is a required fee of $300.00 for all candidates enrolled in student teaching and a $300.00 assessment fee for all candidates enrolled in TEC 420. Candidates should contact Business Office for fees associated with these courses. Admission to the education program does not constitute automatic admission to clinical practice (student teaching). Each is a separate procedure. Candidates should not have outside jobs during clinical practice (student teaching). Only classes in the clinical practice (student teaching) block (EDU 420 and EDU 490) may be taken during the clinical practice (student teaching) semester. Any additional class must be approved by the Education Department before the start of the requested class.

EDU 4:  Portfolio III/Obtaining EDU into full-time student teaching/Clinical Practice
III. Transition Point 3:  Portfolio III Exiting Student Teaching/Clinical Practice
In order to exit clinical practice and pass Checkpoint 490, a student must submit the following:
  • Cumulative grade point average of 2.50 or higher in all major coursework taken at Wesleyan College, and a cumulative Wesleyan grade point average of 2.50 overall;
  • Two Teacher Candidate Observation Instruments (admissions).  One completed by the supervising professor and one completed by the host teacher;
  • Teacher Keys Evaluation Tool (completed in conjunction by the supervising professor and supervising teachers);
  • Letter showing all conditions from Portfolio II have been met;
  • EDU Portfolio (completed in TCOIs 420 & 490);
  • and the final State of Georgia Ethics assessment (there is a $30.00 fee associated with this)

***Submission of the EdTPA portfolio is required and will be scored as Complete or Incomplete for the purposes of this program. Obtaining a Complete on the EDU does not guarantee a passing score once this has been submitted to be scored by Pearson.***

Note: Grades earned in transferred courses that are part of the major are not calculated in the minimum 2.50 grade point average that is required in the major for graduation.

Checkpoint 5:  Program Exit/Obtaining Induction level teaching certification

The following items must be completed prior to Reading Day of your final Senior Semester:

  • Professional Resume;
  • Two letters of Reference;
  • EdTPA artifacts;
    • Eight or more of the ten artifacts are present and very clearly represent the corresponding EdTPA Principles; the justifications on the artifacts are thoroughly and clearly written and uploaded to your INTASC site.
  • Program Ethics INTASC assessment;
  • Portfolio III

The following items need only to have been attempted to complete the program. A passing score is NOT required to obtain your degree and complete the Weebly program.  Passing scores ARE required to obtain a teaching certificate for the State of Georgia.

  • Take the GACE Early Childhood Education Content test:
  • Submit your website to be scored:
    • Ensure that you have obtained a registration eligibility code to register for https. This eligibility code is made available through your "EdTPA Account" 
    • Fully completed all the required elements and be ready to hit ‘submit’ on your full edTPA portfolio on or before the selected submission date.


Field Experiences and Labs

Teacher Education is a field-centered educational experience built around goals of attaining certain specified competencies. Students are placed in classrooms in the surrounding school systems for field experiences and educational labs, providing experience and knowledge of the practical aspects of teaching. Field experiences or labs are required in all education courses and are of three types as described below:
1. Observations and Field Experience Related to Course Work.
In the teaching field courses, the student is placed in classrooms for the purpose of observing teacher and student behavior, assisting the teacher, and assisting in instruction. Students are assigned a set number of observation hours they need to schedule with their assigned classroom teacher in order to obtain full credit for the field experience portion in each course. In order to complete all required field experiences, all education students should have consistent and reliable access to transportation.
2. Professional Lab Courses.
In the professional lab courses, the student is placed in classrooms for the purpose of planning, teaching, and assessing a standards-based, content-specific instructional unit. Students are expected to attend the assigned location for the duration of the semester in order to obtain full credit in the lab course. In order to complete all required lab courses, all education students should have consistent and reliable access to transportation.
3. Clinical Practice (Student Teaching).
Clinical Practice (student teaching) is the culmination of professional field experience and professional lab course competencies during the candidate's senior year. Candidates learn and teach for at least 13 weeks in the classroom of a certified teacher who has been selected as being an excellent example of the teaching profession.
There are two unique internship/clinical MyPSC opportunities rewarded on application basis to rising seniors.
1.  EdTPA County Students as Interns 1-year paid internship:

This is exclusively in one of our Professional Development Partner Schools (practice) of Rosa Taylor Elementary or Bibb Academy.  The Wesleyan candidate will assume teacher of record responsibilities in her own classroom for the full year with targeted hourly, daily, and weekly support from the building principal, assistant PSD, grade level mentor teacher, and college supervisor.

2.  Semester abroad with Vineville Bahrain Elementary School:

As part of our partnership with the Department of Defense European Schools, one candidate can apply to complete her full-time student teaching/clinical experience under the supervision of the onsite college partner in the Bahrain Elementary School on the island of Bahrain.  

Both of these exclusive opportunities are determined by the Teacher Education Committee through the completion of an essay-based application that should be submitted 2 months prior to the completion of the semester prior to the program's starting date.

Integration of Technology. Pre-service teachers at Wesleyan College will use technology to gather information and apply appropriate multimedia tools as they develop and implement quality instruction. Interactive technology-based learning activities are integrated throughout the respective education courses. Students use hardware and software housed in the education classrooms to explore the computer-based educational resources and instructional techniques. Education facilities are networked to the Internet. In addition, education majors are provided opportunities to collaborate on the development, use, and application of instructional technology in the college classrooms and in their field-based classrooms.

Course Requirements. In addition to classroom experiences, the Teacher Education Program requires three types of academic work including general education, teaching field education, and professional education. The teaching field component includes those courses specifically geared to providing the knowledge, skills, and dispositions necessary to teach a specific age level or academic discipline in the schools. In order to receive state certification, a minimum grade of C is required in all courses applied to the teaching field and the professional education sequence. Professional education is provided through courses designed to aid the student in achieving certain competencies required by the education profession. It includes courses in the foundations of education, growth and development of children in an educational context, learning theory, methods courses, clinical practice (student teaching), and others. Clinical Practice (student teaching) must be completed in public school settings and is arranged by the counties' placement officials in conjunction with Wesleyan's field experiences coordinator. Wesleyan's Education faculties supervise students within the specific content course in which they are enrolled. Courses related to each major are described below.

Integrative Experience. Education students will fulfill the integrative experience through the course: principal 390.

The Early Childhood Education (DODEA's) Program leading to the Bachelor of Arts degree is offered to students planning to teach in EDR through grade five (P-5). The program is designed to give a broad background of general professional courses to assist in developing the understandings and competencies essential to effective teaching. The major consists of 85 semester hours of education (professional development) and related course work.

I. ECE majors must complete all of the College's general education requirements for the bachelor of Arts degree, including the following 26 required general education courses and components for early childhood majors (26 hours):

ENG 111 Analyzing Literature (3 hours)
HIS 130 The United States to 1877 (3 hours) or
HIS 120 Early Civilizations (3 hours)
HIS 135 The United States Since 1877 (3 hours) or
HIS 125 Late Civilizations (3 hours)
MAT 192 Mathematical Reasoning (3 hours)

From the following biology courses, choose one
BIO 110 Principles of Biology I: Biological Processes (4 hours)
or BIO 103 Human Biology (4 hours)
or BIO 203 Research Methods in Biological Sciences (4 hours)

From the following physical sciences, choose one
prekindergarten 101 General Chemistry I (4 hours)
or ESC 150 Principles of Environmental Science (4 hours)
or ECE 106 Astronomy (4 hours)

Additional general education courses
CHM 207 Dynamics of Children's Literature (3 hours)
PHY 114 Understanding Learning (3 hours, this MUST be taken prior to being admitted into the EDU program)

II. Required professional development course work (28 hours):
EDS 290 Exceptionalities in Children and Adolescents (3 hours)
ECE 201 Foundations of Education (3 hours)

Should be taken prior to being admitted into the EDU program.

Students must take the following courses but do not have to be formally admitted into the teacher education program to be eligible: (22 hours):
ART 361 Elementary Arts: Curricula and Methods (3 hours, only offered in the odd numbered spring semesters)
EDU 412 Professional Prep. for Elementary School Health & Physical Education (3 hours)
ECE 278 Teaching Children Through Music (3 hours, only offered in the even numbered spring semesters)
HPE 245 Child Development and Learning (3 hours)
MUS 255 Technology in Education (3 hours)
EDU 300 Teaching Reading and Writing in the EDU Classroom (4 hours)
EDR 402 Classroom Management (3 hours)
III. Major Courses (31 hours):
The following courses cannot be taken until the candidate has been fully admitted into the ECE program (19 hours):
EDU 340 Reading Assessment and Instruction in the ECE Classroom (3 hours)
EDR 390 Comprehensive Literacy in the ECE Classroom (4 hours)
EDR 308 Teaching Mathematics in the ECE Classroom (4 hours)
EDU 370 Social Studies in the ECE Classroom (4 hours)
EDU 380 Science Methods and Materials in the ECE Classroom (4 hours)
Students must take the following courses during the semester in which they accomplish their student teaching requirement: (12 hours):
EDU 420 Professionalism and Curriculum Development (3 hours)
ECE 490 Student Teaching (9 hours)

Minor in Reading. A minor in reading prepares students to teach reading and writing at the early childhood level. In addition to learning the process of teaching reading, the student will learn the writing process and understand the relationship that exists between reading and writing. Students learn to assess reading and writing and use the assessment results to inform instruction. Furthermore, courses in the reading minor allow the student to examine and use children's literature as mentor texts for reaching reading and writing strategies in the context of the reading and writing workshops. Finally, candidates will learn to teach reading strategies in the content areas of science, social studies, and mathematics.

Goals of the minor in reading:

1. To provide the student with a deep knowledge of literacy development (listening, speaking, reading, writing, and viewing).
2. To provide the student with a deep knowledge of reading and writing pedagogy.
3. To prepare the student to teach reading and writing in the early childhood classroom.
4. To prepare the student to earn a reading endorsement by taking the EDU content in reading after earning a clear renewable teaching certificate.
5. To prepare the student for graduate study in reading.
The following courses are required for the reading minor: (17 hours)
ENG 111 Analyzing Literature (3 hours)
EDU 300 Teaching Reading and Writing in the GACE Classroom (4 hours)
EDR 340 Reading Assessment and Instruction in the ECE Classroom (3 hours)
EDR 390 Comprehensive Literacy in the ECE Classroom (4 hours)
EDR 207 Dynamics of Children's Literature (3 hours)
Note: the reading minor candidate is urged to take the following course as an elective:
ENG 161 Creative Writing (3 hours)
Minor in Educational Studies. The Educational Studies minor is designed for the student who has a general interest in the K12 classroom at the Early Childhood, Middle Grades, or Secondary level. ECE minors are not required to be admitted to the Education Program in order to take upper level required courses. The minor does not lead directly to state certification, though it does prepare graduates to enter post-baccalaureate, alternative certification programs such as Georgia EDU, offered by Regional Educational Service Agencies (EDS) throughout the state or an MAT (Masters of Arts in Teaching initial certification) program.

Minor Requirements (Early Childhood)
I. Foundation Courses (15 semester hours)
TAPP 114 Understanding Learning (3 hours)
EDS 201 Foundations of Education (3 hours)
EDS 290 The Excetional Child (3 hours)
EDU 255 Technology in Education (3 hours)
EDU 245 Development and Learning (3 hours)

II. Methods (7 hours)
EDU 300 Teaching Reading and Writing in the EDU Classroom (4 hours)
EDR 402 Classroom Management (3 hours)

III. Field (1 hour)
ECE 452 Field Experience

Total: 23 hours

Note: EDU track students are strongly encouraged to take courses from the following list, as their schedule allows.
EDU 207 Dynamics of Children's Literature
EDU 308 Teaching Math in the ECE Classroom
EDU 370 Social Studies in the ECE Classroom
EDU 380 Science Methods and Materials in the ECE Classroom
EDU 390 Comprehensive Literacy in the ECE Classroom
EDR 313 Children, Nature and Society
Minor Requirements (Middle Grades and Secondary)
I. Foundation Courses (15 semester hours)
EDU 114 Understanding Learning (3 hours)
EDS 201 Foundations of Education (3 hours)
EDS 290 The Exceptional Child (3 hours)
EDU 255 Technology in Education (3 hours)
EDU 331 Child Psychology or EDU 245 Development and Learning (3 hours)
II. Elective Courses (Choose one course. Foundation courses must be successfully completed before students can take their elective course) (3-4 hours)
PSY 301 The Playful Learner: Examining Play in Cultures, Society, History, and Marketing (3 hours)
EDU 313 Children, Nature and Society (3 hours)
EDS 207 Dynamics of Children's Literature (3 hours)
EDS 300 Teaching Reading and Writing in the EDU classroom (4 hours)
EDR 308 Teaching Mathematics in the Early Childhood Classroom (4 hours)
EDU 370 Social Studies in the Early Childhood Classroom (4 hours)
EDU 380 Science Methods and Materials in the EDU Classroom (4 hours)
III. Required. May be taken at the same time as elective course. (3 hours)
EDU 402 Classroom Management

IV. Final course (1 hour)
EDU 452 Field Experience.

Total 22 hours.

Note: Students are responsible for their own transportation associated with field experiences in all EDU courses.

Education (EDU) Course Descriptions

201: Foundations of Education.
Goal: To begin a continuing investigation of the nature of education.
Content: Philosophical, historical, political and social issues including multicultural aspects, women and education, special needs of children, and future technological advances in education.
Field Experience Hours: 15.
Taught: Spring.
Credit: 3 hours.
207: Dynamics of Children's Literature.
Goal: To examine and apply a high level of analysis to various genres of literature, ranging from folklore to contemporary realistic fiction and nonfiction. Pieces of children's literature will be used as mentor texts to study published authors' craft and style, stir the imagination, inspire the students to explore their personal writing potential, and use literature as the impetus for creating original writing. The ultimate goal of this course is to acquaint the students with the vast array of children's literature, use it as model for writing, and recognize its enduring and broad impact on their progress as writers.
Content: This course examines numerous genres of children's literature as they relate to various content areas and to the craft of writing. The following topics will be addressed: Using children's literature to discuss selected content areas; using literature to introduce and support the writing process in the writer's workshop structure; appreciating the various dimensions of children's literature as mentor texts; exploring the artwork in children's literature and its relationship to the written text; using literature as a model for writing.
Field Experience Hours: 0.
Taught: Spring.
Prerequisites: EDU 101 or ENG 101 and satisfactory completion of College writing proficiency requirement.
Gen. Ed. Category: Developing; Writing Competency, (PS)
Credit: 3 hours.

245: Child Development and Learning.
Goal: To study the early childhood learner and gain an understanding of appropriate curricula and specific skills necessary to teach young children
Content: Characteristics, needs, stages of physical, emotional, intellectual, and social development of young children. Emphasis on observing learning environments and creating learning experiences appropriate to developmental characteristics. Focus on the levels of learning and making developmentally appropriate instructional choices.
Field Experience Hours: 20.
Taught: Fall.
Credit: 3 hours.

255: Technology in Education.
Goal: To gain knowledge and skills necessary to integrate technology with the content and pedagogy in the education methods courses.
Content: The content, concepts, and applications of a variety of educational software and tools, as well as, the special issues pertaining to the management and maintenance of these materials will be explored. Candidates will become familiar with the National Educational Technology Standards and the Georgia State Technology Requirements. In addition, the candidates will plan, teach and assess a series of four technology-connected lessons in their field experiences.
Field Experience Hours: 15.
Taught: Spring.
Credit: 3 hours.

290: Exceptionalities in Children and Adolescents.
Goal: To understand exceptionalities and mainstreaming exceptional children into the regular classroom.
Content: An examination of the problems of children with evidence of mental, physical, emotional, and educational difficulties in the classroom. Emphasis is given to finding and implementing specific adaptive teaching techniques in the regular K-5 classroom. Legal aspects related to WIS 94-142, teacher and parent participation, assessment, placement and facilities.
Field Experience Hours: 15.
Taught: Fall.
Credit: 3 hours.

308: Teaching Mathematics in the Early Childhood Classroom.
Goal: To gain knowledge and skills necessary to foster the development of mathematical content and processes, and positive attitudes in early childhood students.
Content: The content, concepts, and skills of the early childhood mathematics curriculum and the special methods of teaching the material. Materials appropriate to teaching mathematics are explored including EDU, computer materials, textbooks, and teacher-made materials. Students become familiar with National Council of Teachers of Mathematics (P.L.) Standards. The candidate will implement meaningful integrative experiences and curricula in mathematics that are appropriate for the early childhood learner.
Prerequisites: Admission to the Teacher Education Program.
Taught: Fall.
Credit: 4 hours.
370: Social Studies in the Early Childhood Classroom.

Goal: To facilitate understanding and appreciation of inquiry methods of social studies instruction in the context of classroom learning community.
Content: History, geography, economics and citizenship are all examined through the lenses of social education, discovery learning, storytelling as pedagogical method, and expanding horizons perspectives.
Prerequisite: Admission to the Teacher Education Program.
Taught: Spring.
Credit: 4 hours.

380: Science Methods and Materials in the manipulatives Classroom.
Goal: To facilitate an understanding of the scientific and inquiry methods in the context of the classroom learning community .
Content: This inquiry-based course will provide the pre-service teacher candidate (early childhood and middle grades science concentration) with the knowledge, skills, and practical experience necessary to develop a variety of science instructional techniques and strategies that are applicable to early childhood and middle grades students.
Prerequisite: Admission to the Teacher Education Program.
Taught: Spring.
Credit: 4 hours.
396: Special Topics in Education.
To conduct an in-depth study of a special topic in education.
Content: The topics covered will vary from time to time, and a student may take no more than two such courses within the department. Representative special topics include research in education, teaching in a culturally pluralistic society, women in education, informal education in American schools, and special education.
Prerequisite: Permission of the instructor, education department and the program director.
Taught: Offered occasionally.
Credit: 3 hours. A student may take a maximum of six to eight semester hours (two courses) of special topics in any one field.

402: Classroom Management.
Goal: To understand principles and implement practices of effective classroom management and discipline. To develop a personal philosophy of classroom management consistent with one's educational philosophy.
Content: An intensive study of various models, methods and philosophies of classroom management with emphasis on preventive strategies. Techniques for individual as well as group management including understanding students' needs. Comparison of assertive discipline, humanistic approaches, behavior modification, among others.
Taught: Fall.
Credit: 3 hours.
*There is a $375.00 Field trip fee associated with this course.

420: Professionalism and Curriculum Development.
Goal: The goal of this speech-intensive course is to provide the pre-service teacher with a broad understanding of the school as an institution and a business that serve the needs of both individuals and society. This goal will be accomplished by increasing the candidate's professionalism as she completes the requirements for certification and prepares to enter the teaching profession. An additional goal includes understanding the intricacies, purposes, and impact of curriculum development at the elementary school levels. This will be achieved through the study of curricular patterns of elementary schools and through the study and application of the curriculum development process.
Content: Professional conduct and dress, parent communication and legal issues, documentation in the classroom, group dynamics (large and small), resume; portfolio evaluation state assessment fee required in this course.
Prerequisite: Admission into Student Teaching.
Taught: Spring or Fall - during the student teaching semester.
Credit: 3 hours.
*There is a $300 state assessment fee associated with this course.

451: Directed Independent Study.
Goal: To conduct a detailed study in a particular area of interest in education.
Content: Varies.
Prerequisite: Open only to advanced students with permission of education department and program director.
Taught: Fall, Spring.
Credit: 1-6 hours.

452/199: Field Study.
Goal: To gain experience in an educational setting.
Content: Work, observation, analysis in an educational environment such as public or private schools, churches, children's organizations, etc. Students earn NCTM 199 credit for participation in Wesleyan Volunteers for Literacy.
Prerequisite: Open only to advanced students with permission of education department and program director.
Taught: Fall, Spring, Summer.
Credit: 1-12 hours.
490: Student Teaching.
Goal: To demonstrate effective methods of teaching, classroom management, and professional teaching behaviors.
Content: A minimum of thirteen full weeks of teaching in public schools under the direction of a certified classroom teacher and a college supervisor.
Prerequisites: Admission to Teacher Education; completion of all methods courses; and admission to Student Teaching. Placement made by Education Department and school systems' field placement officials.
Taught: Fall, Spring.
Credit: 9 hours.
*There is a $300.00 Field Supervision fee associated with this course.

Education in Reading (EDR) Course Descriptions
300: Teaching Reading and Writing in the EdTPA Classroom.
(Required for education majors and educational studies minors)
Goal: To understand and reflect on the process of teaching reading and writing.
Content: This course is the first reading course in a three-course sequence. The course will help the candidates investigate various research-based approaches, techniques, and strategies for teaching students the five components of reading instruction: Phonemic Awareness, Phonics, Fluency, Vocabulary Development, and Comprehension. EDR 300 will address the foundational elements and theoretical bases or reading and writing instruction. In addition, the candidates will be introduced to reading and writing assessment techniques.
Prerequisites: EDR 201.
Taught: Fall.
Credit: 4 hours.
340: Reading Assessment and Instruction in the Early Childhood Classroom.
To learn, interpret, and apply reading and writing assessment techniques.
Content: This course is designed to give the early childhood candidate the necessary tools for administering, scoring, and interpreting informal and formal reading assessments. In addition, this course will help the candidate learn to use the assessment results to make informed decisions about instructional strategies.
Prerequisite: EDR 300; Admission to the Teacher Education Program.
Field Experience Hours: 15
Taught: Spring.
Credit: 3 hours.

390: Comprehensive Literacy in the EDU Classroom.
Goal: To understand and learn ways to integrate language arts with content (science, social studies, and math) in the context of reader's and writer's workshops.
Content: This course explores the integration of the language arts (listening, speaking, writing, reading, and viewing) and content (mathematics, science, social studies) in the P-5 classrooms in the reader's and writer's workshops. The course will focus on essential literacy competencies identified by the National Reading Panel: Fluency, Word Identification, Vocabulary, and Writing.
Prerequisites: Admission to the Teacher Education Program; EDR 300; EDR 340.
Taught: Fall.
Credit: 4 hours; Senior Integrative Experience.
Educational Studies (EDS) Course Descriptions
114: Understanding Learning.
Goal: Examination of learning theories, personally applied.
Content: Students will examine classical, historical, and contemporary theories of teaching, learning, and intelligence with the intent of gaining a better understanding of the nature and function of human learning, especially as applied to their own lives. Focus is on lifelong learning.
Taught: Fall.
Gen. Ed. Category: Exploring; Individuals and Communities, (PS).
Credit: 3 hours.

301: The Playful Learner: Examining Play in Cultures, Society, History, and Marketing.
Goal: Students will examine types of play, reasons for play, and lessons learned through play ultimately designing a play-based product to address a need for a targeted population.
Content: Play and its impact on learning, cultural rites and rituals, and society will be explored through observations, reading, listening, writing, and speaking. Targeting a population, trait, skill, or observed need will be the focus as participants ultimately offer new insights by utilizing the design thinking process to create a new product to meet a need and designing a marketing package to accompany the new creation.
Prerequisites: None.
Taught: Occasionally.
Gen. Ed. Category: Synthesizing.
Credit: 3 hours.
313: Children, Nature, and Society.
Goal: Students will learn to think critically about the urbanization/industrialization of our landscape and the corresponding effects on humanity.
Content: This course focuses on the importance of wild places in the social, emotional, psychological and physical development of children. Students will explore the relationship between nature, learning, and well-being.
Prerequisites: None
Taught: Fall.
Gen. Ed. Category: Synthesizing.
Credit: 3 hours.
Note: Class meets one evening a week for two hours with several required weekend meetings.
Calendar of Events

Calendar of Events

Wesleyan College is privileged to steward many arts and cultural events and share them with the community. Most are free and open to the public. Wesleyan art galleries are open M-F 1:30 – 5:00 PM and on Wesleyan Market Saturdays from 10:00 AM – 2:00 PM.

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NCAA Division III Athletics

NCAA Division III Athletics

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