academic catalogue

2021-2022 Catalogue

Elementary Education 

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. (S)

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)

Sources: 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 elementary education program prepares women to teach in grades Kindergarten through Grade 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:

Elementary Education (K-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 complete Georgia Assessment for the Certification of Educators (GACE) Admission Assessment, an assessment of competency in reading, writing, and mathematics, and GACE Content Assessment, an assessment tool measuring content area knowledge.

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 three transition points: Admission to Teacher Education, Admission to Clinical Practice (Student Teaching), and Exiting from Clinical Practice (Student Teaching). They are required to complete 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.

Portfolios. Portfolios, a collection of education artifacts, provide insight into the candidate's development and into the effectiveness of the education program. Candidates begin collecting artifacts for Portfolio I in the first education course (EDU 201-e.g., philosophy paper). As these artifacts are collected, they should be placed into the candidate's electronic portfolio. The candidate is expected to

1) submit Portfolio I to the education department as part of the requirements for admission to the lab courses,

2) submit Portfolio II to the education department as part of the requirements for admission to student teaching, and

3) submit Portfolio III to the education department as part of the requirements for exiting student teaching and for graduation.

Each student who desires certification in education must apply for admission to the Teacher Education Program. Application for admission to the Teacher Education Program may be made upon completion of EDU 201, EDU 219, EDU 220, EDU 290, EDS 114, and four general education courses as follows:

1) One Fine Arts

2) One Humanities, Social & Behavioral Sciences, or Professional Studies,

3) One Mathematics, and

4) One Laboratory Science

Courses must be completed with a grade of C or better.

Admission to the College does not constitute admission to the Teacher Education Program. Final acceptance is dependent upon approval by the Teacher Education Committee. After acceptance into the Teacher Education Program, a student must maintain a Wesleyan grade point average of 2.50 in order to continue taking education courses, in order to be admitted to student teaching, and in order to graduate with a major in elementary 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: EDU 201, 219, 220.

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.

The following requirements must be met before a student may be considered for admission to the Teacher Education Program by the Teacher Education Committee:

I. Checkpoint #1: Program Entry Checklist.

Item

What to do…

Proof

1

Complete the Declaration of Major Form

This is all online now.  But as soon as you declare and have been assigned an advisor, come meet us so we can get you started.

email from the Registrar that you have declared and been assigned an advisor.

2

Ring the Bell/

Get a pic

Once you have officially Declared, you need to come in and ring our school bell indicating you’re starting this journey. 

You’ll ring this bell again at the end of your journey!  Also…pose for a picture in front of our “I Declare” area.

The picture will go up on our bulletin board!

3

Information Sheet

You need to fill out the personal information sheet and give it directly to Dr. Wilcox.

The sheet has been given to Dr. Wilcox, which initiates your entry into the Georgia Professional Website.

4

Claim your enrollment in MyPSC once you receive an email to do so

Claim Wesleyan’s program under the Program tab by selecting program provider and using your Wesleyan Student ID. 

If you receive an error message, contact GaPSC immediately.

You should get a confirmation email. Forward this to Mariana Furlin.

5

Proof of Basic Skills

Provide proof of Qualifying SAT, ACT, or GRE scores:

  • SAT® Score Reports dated on or after 7/1/19

1080 on Evidence based Reading/Writing AND Math

  • For SAT® Score Reports dated prior to 7/1/19

1000 on Verbal/Critical Reading, and Math

OR 1000 on Evidence based Reading/Writing and Math

  • ACT- 43 combined on English and Math
  • GRE- 297 combined on verbal and quantitative

OR take and pass the GACE program Admissions test:

  • Go to this website:  https://mypsc.gapsc.org/Register.aspx
  • Set up your account
  • Register and take the Program Admissions test #710 (combined tests I, II, & III)
  • Do this as soon as possible!

Get a copy of your ACT/SAT scores showing exemption to Mariana Furlin OR

Provide scores of the GACE program entry assessment passing scores on two out of three of the basic skills test.

 

 

6

Create your MyPSC account

 

If you didn’t have to take the GACE in the previous step then you must complete your PSC registration now…if you did have to take the GACE in the previous step, you are exempt from this step. 

 

Go to this website

https://mypsc.gapsc.org/Register.aspx

 

Follow the directions to complete your registration.

You’ll get a follow up email…forward this to Mariana Furlin.

7

Join Education Group

Join the Education Department Information on Wesportal: Go to Campus Life on the portal, under campus groups – keyword search: Education. This will take you to the page to join.

Mariana Furlin will receive proof that you have joined

8

Take the Educator Ethics Program Entry Assessment

Under the assessment tab in MyPSC select reason #7.

  • In the drop down Assessment menu, select Georgia Educator Ethics (360) and Add to account.
  • Once Eligibility is transferred you’ll get an email with the link to the test.
  • https://gat.ethics.ets.org
  • Select “Test Takers” under Registration to create an account.
  • TAKE THE TEST

You should get an electronic certificate.  Save it as you’ll need to upload it in for Checkpoint #2.

9

Request your Pre-Teaching Cert

Mariana will give you the packet required.  You’ll need to have a picture ID with you (drivers license) to complete the process. 

  • Pre-service Application signed & dated within 90 days.
  • Signed and notarized Verification of Lawful Presence (VLP) affidavit along with supporting documents (license).
  • Electronic verification of Educator Ethics Program Entry assessment.
  • Program Admission Assessment proof (see step #5).

You’ll go into your PSC account and request your pre-teaching certificate once steps 1-8 are complete. 

 

Give use your pre-cert ID once you have been cleared.

 

This MUST be completed before your 2nd 300 level lab class.

 

II.  Checkpoint #2:  Lab Entry Portfolio

Student:                                                 Semester Submitting:

ITEMS  &

PROFICIENCIES

(See CF Contract.)

SCORING

ADMINISTRATION

Pass - P

Not pass - NP

Remediation / Intervention

Philosophy Paper

And Rubric

 

I-2a, I-2c, II-3a, II-3c

Graded by a rubric.

Rubric score of at least a 27/36 with no score of a '1'

Assigned in EDU 201

OR

Entry as Transfer Student

 

 

Diversity Paper

And Rubric

 

II-4a, II-4c

Graded by a rubric.

Rubric score of at least a 30/40 with no score of a '1'

Assigned in EDU 290

OR

Entry as Transfer Student

 

 

Georgia Educator Ethics Assessment

 

I-2c, II-4c, II-5c, II-6c, III-8c

Graded by an online test administered by PSC & ETS. 

Online test: self-administered

 

Upload Certificate:

#8 Checkpoint 1

as Evidence

 

 

 

Complete (C) /  not complete (NC)

 

 

General Elements

Fulfill all Requirements

Weebly site contains the above documents listed above (uploaded in a viewable format) along with the following items:

 

  • Weebly.com site contains: Home page-picture, personal statement
  • Completion of current CPR Certification
  • Provide evidence of current membership in a professional organization

 

Georgia Association of Educators (GAE)

https://gae.org/membership/joining-georgia-association-educators/membership-forms-process-2-2/

 

Professional Association of Georgia Educators (PAGE)

https://www.pageinc.org/student-membership/

 

 

 

 

 

 

 

To be approved by Mariana Furlin or advisor.

Filed (hard copy and electronically)

in the Education Department.

Not to be uploaded to Weebly.

 

 

  • Completion of the Check Point #1 Program Entry Checklist
  • {C} or better in EDS 114, EDU 201, and EDU 290
  • Successful completion of writing proficiency or Writing 101
  • * Signed Conceptual Framework  Contract
  • * Signed Ethics and Honor Form
  • * Signed Physical Demands of ECE Majors
  • Transcript Analysis:

4 Seminar and Interactive General Education

  • 1 Fine Arts
  • 1 Humanities or Social Science (Professional Studies and Social and Behavioral Sciences)
  • 1 Mathematics
  • 1 Laboratory Science (Gen Ed audit sheet)
  • Cumulative grade point average of 2.50 of all college work attempted

 

Advisor Notes:

 

o If something is not completed on this list:

Letter to Teacher Education Committee, I _________________________________________________________________, please allow me entry to the program Lab component contingent on ______________________

______________________

___________________________________________.

 

You must have all

elements in order to complete Check Point #2 – Lab Entry Portfolio

 

             

 

III. Checkpoint #3:  Admission to Clinical Practice (Student Teaching) 

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.

ITEMS  &

PROFICIENCIES

(See CF Contract.)

SCORING

ADMINISTRATION

Remediation /Intervention

LCOI  (#1)

 

Language Arts

 

I-1b, I-1c, I-2a, I-2b

I-2c, III-7b, III-7c

Graded by a rubric.

Average rubric score of at least a 2.5

Administered by the College Supervisor and Cooperating Teacher during class observations in upper level (above 200) education courses.

Review Feedback;

Write a plan of action addressing any area where a 1 is received.

May be required to retake methods course(s)

LCOI  (#2)

 

Math

 

I-1b, I-1c, I-2a, I-2b

I-2c, III-7b, III-7c

Graded by a rubric.

Average rubric score of at least a 2.5

 

Administered by the College Supervisor and Cooperating Teacher during class observations in upper level (above 200) education courses.

 

Review Feedback;

 

LCOI  (#3)

 

Science

 

I-1b, I-1c, I-2a, I-2b

I-2c, III-7b, III-7c

Graded by a rubric.

Average rubric score of at least a 2.5

 

Administered by the College Supervisor and Cooperating Teacher during class observations in upper level (above 200) education courses.

Review Feedback;

 

LCOI   (#4)

 

Social Studies

 

I-1b, I-1c, I-2a, I-2b

I-2c, III-7b, III-7c

Graded by a rubric.

Average rubric score of at least a 2.5

 

Administered by the College Supervisor and Cooperating Teacher during class observations in upper level (above 200) education courses.

Review Feedback;

 

Philosophy Paper Addendum

 

I-2a, I-2c, II-3a, II-3c

Graded by a rubric.

Rubric score of at least a 30/40 with no score of a '1'

Completed individually...highlight 3 areas of significant growth from your original paper. Attach an addendum to the original paper that expounds upon and explain what caused the shift in mindset to occur in each of the three highlighted areas.

Review Feedback;

 

 

Classroom Management Plan

I-2c, II-4b, II-5a, II-5b, II-5c

 

Graded in class.

Score of at least 12/16 or 75%

Assigned in EDU 402

Review Feedback

 

 

Personal/Professional

Code of Conduct

 

 

I-2c, II-4c, II-5c, II-6c, III-8c

Graded by a rubric.  Rubric score of at least 21/28 with no score of a ‘1’

Assigned in EDU 201

OR

Entry as Transfer Student

 

Review Feedback;

 

 

 

General Elements

You must fulfill all requirements in order to complete

Check Point #3: Student Teaching Entry Portfolio

Weebly site contains the above documents listed above (uploaded in a viewable format) along with the following items:

 

  • Weebly Account Revised
  • Copy of current CPR certification
  • Copy of current membership in a professional educational organization

 

To be approved by Mariana Furlin or advisor.

Filed (hard copy and electronically)

in the Education Department.

Not to be uploaded to Weebly.

  • * Signed Conceptual FrameworkContract
  • * Signed Ethics and Honor Form
  • * Signed Physical Demands of ECE Majors
  • Transcript Analysis:

4 Seminar and Interactive General Education

  • 1 Fine Arts
  • 1 Humanities or Social Science (Professional Studies and Social and Behavioral Sciences)
  • 1 Mathematics
  • 1 Laboratory Science (Gen Ed audit sheet)
  • Cumulative grade point average of 2.50 of all college work attempted
  • Check Point #2 – Lab Entry Portfolio

 

 

 

 

 

 

 

 

Note: There is a required fee of $300.00 for all candidates enrolled in student teaching. Candidates should contact the 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.

IV. Checkpoint #4: Exit from Clinical Practice (Student Teaching) 

ITEMS  &

PROFICIENCIES

(See CF Contract.)

SCORING

ADMINISTRATION

Remediation / Intervention

Rubric score of TCOI

I-1b, I-1c, I-2a, I-2b,

I-2c; II-5b, II-6b;

III-7b, III-7c; III-8b

Graded by a rubric.

An overall rubric score of 3 with no scores of '1'

 

During student teaching, you will be observed two times when the TCOI instrument will be used to evaluate your teaching. One evaluation must be observed by the College Supervisor.

 

Review Feedback

 

Possible Action Plan based on the candidate’s status on the Intervention Plan (i.e., Level)

Rubric score of Cajita Project

 

 

Graded by the Cajita Scoring Rubric. Passing score is 25/36 without the score of a “1”

 

During EDU 420 you will create a Cajita (box) selecting artifacts (symbolic and video) that represent your personal historical narrative and how you conceptualize teaching and your overall philosophy of education.

Review Feedback

 

Rubric score of Intern keys evaluation system (TKES)

 

I-1b, I-1c, I-2a, I-2b,

I-2c; II-5b, II-6b;

III-7b, III-7c, III-8b

Graded by a rubric.

An overall rubric score of 3 with no scores of '1'

During student teaching, you will be observed one time when the TKES instrument will be used to evaluate your teaching.

 

Review Feedback

 

 

Professional Code of Conduct Addendum

 

I-2c, II-4c, II-5c, II-6c, III-8c

 

Graded by a rubric.  Rubric score of at least 21/28 with no score of a ‘1’

Completed independently.  Candidates outline three major areas of change and/or growth from their original Code of Conduct submission.  A brief narrative outlining why they have shifted their mindset should accompany each outlined area.

 

Proof of Completion of Check Point #3: Student Teaching Entry Portfolio

Check Point #3: Student Teaching Entry Portfolio TEC approval letter- permission to student teach

 

 

 

IV. Check Point 5: Program Exit Checklist:

Item

What to Do…

Proof

 

1

Professional Resume

You have a revised and professional resume on your Weebly site that is easily accessible and contains up to date pertinent information for any future employers.

Resume can clearly be found on your Weebly site.

 

2

Letters of Reference

You have actively sought and uploaded at least 2 or more letters of reference to your Weebly site.  These letters can be from host teachers, supervisors, professors, principals, etc., anyone who can speak to your professional abilities.

At least one letter of reference has been uploaded and can be clearly located on your Weebly site.

 

3

INTASC Artifacts

Eight or more of the ten artifacts are present and very clearly represent the corresponding INTASC Principles; the justifications on the artifacts are thoroughly and clearly written and uploaded to your Weebly site.

Your 8 artifacts and corresponding justifications are easily located on your Weebly site.

 

4

TWS

Fully completed all the required elements outlined in the TWS packet before grades are due for graduating seniors.

This has been submitted as part of EDU 420.

 

5

Checkpoint #4/ST Exit Portfolio

You have fully uploaded all required Checkpoint #4/ST Exit Portfolio elements to your Weebly on or before the submission deadline.

Your Weebly URL has been sent to Mariana Furlin for review.

 

6

Ring the Bell/Party!!!

Once you have completed all requirements…CELEBRATE!  Make sure you attend the party the EDU department plans for you! 

You’ll ring our bell to signify the end of your journey! 

We’ll take a picture/video of you ringing your bell!

 

7

Keep in touch

Please share with us permanent contact information so that we can follow up with you to evaluate our program and glean suggestions for improvements once you’ve applied all that you learned in your future classrooms. 

Give Mariana Furlin your ‘keep in touch form’ either physically or electronically.

 

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 EDU program.

Passing scores are required to obtain a teaching certificate for the State of Georgia.

 

GACE Content Test

Take the GACE Early Childhood Education Content test:

(Combined tests 001 & 002)

  • Do this as soon as possible!

Submit your GACE testing verification email to Dr. Wilcox

 

 

 

 

Certification paper work

Complete the following with Dr. Wilcox:

  • Initial Certification Application – can be done online
  • Electronic program completer verification
  • Official transcripts sent to PSC (can’t be done till after commencement)
  • Have submitted any and all passed certification assessments.

Do this in person with Dr. Wilcox before leaving campus.

 

 

 

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 20 field placement in each EDU field experience course. Students need to schedule with their assigned cooperating 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 consistently for three hours each week in each lab related course 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 14 weeks in the classroom of a certified teacher who has been selected as being an excellent example of the teaching profession.

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, STEM related activities and the use of our onsite Maker Space 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: EDR 390.

ELEMENTARY EDUCATION (K-5)

The Elementary Education (EE) Program leading to the Bachelor of Arts degree is offered to students planning to teach in Kindergarten through grade five (K-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. EE 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 elementary majors (26 hours):

ENG 201 Survey of British Literature I 3 hours
 Or ENG 202 Survey of British Literature II 3 hours
 Or ENG 205 Perspectives on World Literature 3 hours
 Or ENG 213 Survey of American 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 Emergence of the Modern Worlds (3 hours)

MAT 192 Mathematical Reasoning (3 hours)
 Or MAT 140 Precalculus Mathematics (3 hours)
 Or MAT 205 Calculus I (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
CHM 101 General Chemistry I (4 hours)
 Or ESC 150 Principles of Environmental Science (4 hours)
 Or PHY 106 Astronomy (4 hours)

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

II. Required professional development course work (28 hours):

Should be taken prior to being admitted into the EE program. (9 hours):
EDU 201 Introduction to Education and Learning (3 hours)
EDU 219 Ethical Education in Practice (3 hours)
EDU 220 Planning and Assessing for Diverse Learners (3 hours)

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)
 Or MUS 278 Teaching Children Through Music (3 hours, only offered in the even numbered spring semesters)

HPE 412 Professional Prep. for Elementary School Health & Physical Education (3 hours)
EDU 245 Child Development and Learning (3 hours)
EDU 255 Technology in Education (3 hours)
EDU 290 Exceptionalities in Children and Adolescents (3 hours)
EDR 300 Teaching Reading and Writing in the EE Classroom (4 hours)
EDU 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 EE program (19 hours):
EDR 340 Reading Assessment and Instruction in the EE Classroom (3 hours)
EDR 390 Comprehensive Literacy in the EE Classroom (4 hours)
EDU 308 Teaching Mathematics in the EE Classroom (4 hours)
EDU 370 Social Studies in the EE Classroom (4 hours)
EDU 380 Science Methods and Materials in the EE 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)
EDU 490 Student Teaching (9 hours)

Minor in Reading. A minor in reading prepares students to teach reading and writing at the elementary 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 elementary classroom.
4. To prepare the student to earn a reading endorsement by taking the GACE 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 201 Survey of British Literature I 3 hours
 Or ENG 202 Survey of British Literature II 3 hours
 Or ENG 205 Perspectives on World Literature 3 hours
 Or ENG 213 Survey of American Literature 3 hours


EDR 300 Teaching Reading and Writing in the EE Classroom (4 hours)
EDR 340 Reading Assessment and Instruction in the EE Classroom (3 hours)
EDR 390 Comprehensive Literacy in the EE Classroom (4 hours)
EDU 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 K-12 classroom at the Elementary, Middle Grades, or Secondary level. EDS 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 TAPP, offered by Regional Educational Service Agencies (RESA) throughout the state or an MAT (Masters of Arts in Teaching initial certification) program.

Minor Requirements (Elementary)

I. Foundation Courses (15 semester hours)
EDS 114 Understanding Learning (3 hours)
EDU 201 Introduction to Education and Learning (3 hours)
EDU 290 The Exceptional Child (3 hours)
EDU 255 Technology in Education (3 hours)
EDU 245 Development and Learning (3 hours)

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

III. Field (1 hour)
EDU 452 Field Experience

Total: 23 hours

Note: EE track students are strongly encouraged to take courses from the following list, as their schedule allows:
EDU 207 Dynamics of Children's Literature
EDU 219 Ethical Education in Practice (3 hours)
EDU 220 Planning and Assessing for Diverse Learners (3 hours)
EDU 308 Teaching Math in the EE Classroom
EDU 370 Social Studies in the EE Classroom
EDU 380 Science Methods and Materials in the EE Classroom
EDR 390 Comprehensive Literacy in the EE Classroom
EDS 313 Children, Nature and Society

Minor Requirements (Middle Grades and Secondary)

I. Foundation Courses (15 semester hours)
EDS 114 Understanding Learning (3 hours)
EDU 201 Introduction to Education and Learning (3 hours)
EDU 290 The Exceptional Child (3 hours)
EDU 255 Technology in Education (3 hours)
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)
EDS 301 The Playful Learner: Examining Play in Cultures, Society, History, and Marketing (3 hours)
EDS 313 Children, Nature and Society (3 hours)
EDU 207 Dynamics of Children's Literature (3 hours)
EDU 219 Ethical Education in Practice (3 hours)
EDU 220 Planning and Assessing for Diverse Learners (3 hours)
EDR 300 Teaching Reading and Writing in the EE classroom (4 hours)
EDU 308 Teaching Mathematics in the Elementary Classroom (4 hours)
EDU 370 Social Studies in the Elementary Classroom (4 hours)
EDU 380 Science Methods and Materials in the EE Classroom (4 hours)

III. Required. May be taken at the same time as an 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.

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