Education (EDUC)

Assistant Professors: Hickoff-Cresko, Macy, Rogers (Chairperson)
Part-time Instructors: Cauley, Datres, Fairchild, Huff, Johnson, Wentzel

The Education Department offers Pennsylvania-approved teacher certification in Early Childhood Education (PreK – 4), Secondary Education (7 – 12), Art Education (K – 12), Foreign Language Education in French, German and Spanish (K – 12), Music Education (K – 12), and Special Education. The Special Education certificate (PreK – 8 and/or 7– 12) is an add-on certificate (dual) that must accompany an Early Childhood certificate or a content area Secondary Education certificate.

Education is not a major at Lycoming College. All students wishing to be certified in Early Childhood Education (PreK – 4), Secondary Education (7 – 12), Special Education (PreK – 8 and 7 – 12, or K – 12) areas must choose a major field from any offered by the college.
All teacher candidates must complete 190 hours of pre-professional experience or meet state required competencies prior to student teaching.

Students interested in the teacher education program should refer to the Teacher Education Handbook which specifies the current requirements for certification. Early consultation with a member of the Education Department is strongly recommended. Application for Student Teaching must be made during the fall semester of the junior year. All students must pass the first part (PAPA tests) of state-mandated tests before the beginning of their junior year.

Education Colloquia

All students planning to earn teacher certification must take a two (2) semester non-credit course normally to be taken during the sophomore year. Semester one (EDUC 210) will focus on the history, theory and legal issues in American education. Semester two (EDUC 220) will focus on diversity and other modern issues in American education. All education students must complete a minimum of 30 hours of observation/exploration and participation with the assigned cooperating teacher during their semester prior to their professional semester (student teaching). This pre-professional (EDUC 348) practicum colloquia occurs the semester prior to student teaching.

Early Childhood Certification

Students seeking early childhood certification must complete PSY 110, 115, 211, EDUC 000, 210, 220,348, 410, 447, ECED 200, 340, 341, 342, 344, 448, ECED/SPED 243, and SPED 230, 420 as well as the necessary subject area courses.

The Early Childhood Professional Semester

The following courses compose the Early Childhood Professional Semester:

SPED 420 Instructional Methods for Teaching the English Language Learner (2 credits)
EDUC 410 Methods of Classroom Management (2 credits)
EDUC 447 Problems in Contemporary American Education (4 credits)
ECED 448 Student Teaching in Early Childhood Education (8 credits)

Secondary Teacher Certification

Students seeking secondary teacher certification must complete PSY 110, 118, 211, EDUC 210, 220, 339, 348, 410, 447, 449, SPED 230, EDUC/SPED 338, SPED 420, as well as the necessary subject area courses. (See exception below for students seeking K-12 certifications.) Students may earn one or more of the following certifications:

Biology
Chemistry
English
General science (astronomy, physics, biology, chemistry)
Mathematics
Physics
Social sciences (psychology, sociology-anthropology)
Social studies (economics, history, philosophy, political science, psychology,
sociology-anthropology)

Students seeking certification in secondary math must also complete EDUC 345 instead of EDUC 339 before acceptance into the professional semester. Students seeking certification in any of the secondary science areas (biology, chemistry, physics) and general science (astronomy, physics, biology, chemistry) must also complete the required safety and maintenance workshop in their content area. These workshops will address safety issues (laboratory instruction, regulations for use of chemicals, materials and specialized equipment) and general lab behavior. Students will also be taught how to actually set up and maintain a laboratory (in their particular science field) in a middle/secondary school. Students seeking certification in English 7-12 must complete THEA 100.

The Secondary Professional Semester

The following courses compose the Secondary Professional Semester:

SPED 420 Instructional Methods for Teaching the English Language Learner (2 credits)
EDUC 410 Methods of Classroom Management (2 credits)
EDUC 447 Problems in Contemporary American Education (4 credits)
EDUC 449 Student Teaching in the Middle or Secondary School (8 credits)

K-12 Teacher Certification

Students seeking K-12 certification must complete PSY 110, 118, 211, ECED 448, EDUC 210, 220, 338, 348, 410, 447, 449, SPED 230, 420, and the necessary subject area courses including the methods course appropriate to their discipline and offered by that department. Students may earn K– 12 certification in one or more of the following areas:
Art
Music
French
German
Spanish

The K-12 Professional Semester

The following courses compose the K-12 Professional Semester:

SPED 420 Instructional Methods for Teaching the English Language Learner (2 credits)
EDUC 410 Methods of Classroom Management (2 credits)
EDUC 447 Problems in Contemporary American Education (4 credits)
ECED 448 Student Teaching in Early Childhood Education (4 credits/7 weeks)
EDUC 449 Student Teaching in the Middle or Secondary Schools (4 credits/7weeks)

Special Education PreK – 8 Teacher Certification

Students seeking Special Education PreK – 8 certification must complete PSY 110, 115, 211, EDUC 000, 210, 220, 348, 410, 447, SPED 230, 330, 331, 333, 420, 432, and ECED/SPED 344, as well as the necessary subject area major courses and the PreK – 4 Early Childhood course requirements (ECED/SPED 243, ECED 200, 340, 341, 342).

The Special Education PreK – 8 Professional Semester

The following courses compose the Special Education PreK – 8 Professional Semester:

SPED 420 Instructional Methods for Teaching the English Language Learner (2 credits)
EDUC 410 Methods of Classroom Management (2 credits)
EDUC 447 Problems in Contemporary American Education (4 credits)
SPED 432 Student Teaching in Early Childhood Placement for Special Education

(8 credits/14 weeks)

Special Education 7– 12 Teacher Certification

Students seeking Special Education 7 – 12 certification must complete PSY 110, 118, 211, EDUC 210, 220, 339, 348, 410, 447, SPED 230, 330, 331, 333, 420, 433, and EDUC/SPED 338, as well as the necessary subject area major courses.

The Special Education 7 – 12 Professional Semester

The following courses compose the Special Education 7 – 12 Professional Semester:

SPED 420 Instructional Methods for Teaching the English Language Learner (2 credits)
EDUC 410 Methods of Classroom Management (2 credits)
EDUC 447 Problems in Contemporary American Education (4 credits)
SPED 433 Student Teaching in a Middle or Secondary Placement for Special Education
(8 credits/14 weeks)

The Professional Semester

Students are considered full time when enrolled in the Professional Semester. Those students needing an additional course must comply with the standards stated in the College catalog.

The Department of Education admits applicants to the professional semester applicants when they have (a) completed the participation requirements, (b) paid the student teaching fee, (c) obtained a recommendation from the student’s major department, (d) passed a screening and interview conducted by the Education Department, (e) passed the (PAPA) first part of state-mandated teaching tests, and (f) achieved an overall grade point average of 3.00 or better. Major departments have different criteria for their recommendations; therefore, the student should consult with the chairperson of the major department about those requirements. The Pennsylvania state requirements override any contractual agreement the student teacher has with the college via the catalog under which they were admitted.

Additional teacher intern program information can be found under Special Academic Opportunities. However, many new state-mandated requirements apply to this program.

The following course will satisfy the cultural diversity requirement: ECED 243, EDUC 338, SPED 243, 338.

The following courses, when scheduled as W courses, counts toward the writing intensive requirement: ECED 243, 338, EDUC 339, SPED 243, 338, and 344.

Early Childhood Education (ECED)

200
TEACHING THE YOUNG CHILD
This course is designed to introduce early childhood students to social, emotional, physical, and aesthetic development in young children from birth through age 9 and the ways in which development affects children’s learning and teachers’ instructional decisions. Through observations and participation in practicum, seminars, workshops, and lectures, students construct an understanding of how children, including children with special needs, English Language Learners and children with diverse perspectives, construct knowledge about the world in which they live and how teachers use their understanding of children to create environments that support learning. 20 hours of observation/exploration in a PreK setting are required.

243
EARLY LITERACY DEVELOPMENT
This course provides pre-service teachers an understanding of the foundations of early literacy development and instructional strategies and assessment techniques that support the acquisition of literacy. Through observations and participation in practicum, seminars, workshops, and lectures, students construct an understanding of how children, including children with special needs, English Language Learners and children with diverse perspectives, construct knowledge. 30 hours of observation and participation in preschools, kindergartens, or first grades are required. Cross-listed as SPED 243.

340
CHILDREN AND MATH
This course provides students with knowledge, skills and understanding to design and implement effective, developmentally appropriate mathematics instruction for grades PreK-4. Emphasis is on children's (including children with special needs, English Language Learners and children with diverse perspectives) mathematical learning and pre-numerical stages through the acquisition of advanced numerical processes and operations and connections to geometric and algebraic reasoning. 30 hours of field experience in grades PreK – 4 are required. Prerequisite: EDUC 210 and 220, or consent of instructor.

341
CHILDREN AND SOCIAL STUDIES
This course focuses on the content, processes, pedagogy and materials for teaching social studies in the PreK-4 classroom. Knowledge of cognitive development as applied to the selection of content, methods, and materials and strategies for organizing the learning environment for the young learner, including children with special needs, English Language Learners and children with diverse perspectives, are examined. 30 hours of field experience in grades PreK – 4 are required. Prerequisite: EDUC 210 and 220, or consent of instructor.

342
CHILDREN AND SCIENCE
Study of content, processes, and constructivist teaching methods and materials for teaching science in the early childhood classroom. Knowledge of cognitive development as applied to the selection of content in method is examined. Through observations and participation in practicum, seminars, workshops, and lectures, students construct an understanding of how children, including children with special needs, English Language Learners and children with diverse perspectives, construct knowledge about the world in which they live and how teachers use their understanding of children to create environments that support learning. 30 hours of field experience in grades PreK – 4 are required. Prerequisite: EDUC 210 and 220, or consent of instructor.

344
LITERACY LEARNING IN EARLY ELEMENTARY GRADES
This course will provide pre-service teachers with an understanding of developmentally appropriate instructional strategies and assessment techniques to help all students, including children with special needs, English Language Learners and children with diverse perspectives, in kindergarten through grade four become literate using reading, writing, listening and speaking in strategic and authentic ways. 30 hours of observation and participation in elementary classrooms (grade 1– 4) are required. Prerequisite: PSY 211 or consent of instructor. Cross-listed as SPED 344.

448
STUDENT TEACHING IN EARLY CHILDHOOD EDUCATION (PART OF THE
PROFESSIONAL SEMESTER)
Professional experience under the supervision of a selected cooperating teacher in an Early Childhood public school classroom. Student teachers are required to follow the calendar of the school district to which they are assigned. Two units maximum.

EDUCATION (EDUC)

000
SEMINAR IN ART, MUSIC, PHYSICAL EDUCATION, AND COMPUTER ACTIVITIES
Each elementary student teacher attends a series of seminars conducted prior to student teaching. These seminars, conducted by certified public school personnel, emphasize activities and knowledge which are helpful in the self-contained elementary classroom. Non-credit course.

210
ORIENTATION TO THE TEACHER EDUCATION PROFESSION: PART I
This required non-credit course taken during the 2nd semester of the freshmen year offers education certification students the opportunity to meet with professors and invited guest speakers to discuss the historical, economic, political and theoretical foundations of American education. One hour per week. Non-credit course. Students will receive a letter grade for the course

220
ORIENTATION TO THE TEACHER EDUCATION PROFESSION: PART II
This required non-credit course taken during the first semester of the sophomore year offers education certification students the opportunity to meet with professors and invited guest speakers to discuss contemporary issues such as race, gender, ethnic and linguistic diversity in American education. Behavior modification and instructional strategies are discussed. One hour perweek. Students will receive a letter grade for the course. Non-credit course.

230
INTRODUCTION TO SPECIAL EDUCATION
This course covers historical, philosophical, and legal perspectives related to exceptional
students. All major areas of exceptionality are covered including those who are categorized as “gifted.” A study of typical and atypical development of children provides the basis for an in-depth study of the characteristics and classifications of exceptional students. An emphasis is placed upon the ethical and professional behaviors of teachers of students with disabilities in special education and/or regular classrooms settings including multi-cultural and multilingual situations.

330
READING FOR SPECIAL POPULATIONS: ASSESSMENT AND INSTRUCTION
This course provides students seeking certification in Special Education with a course that addresses the assessment tools and the teaching strategies for evaluating reading needs, skills, and strengths and with specific teaching strategies to help special needs students accomplish reading success. Prerequisite: EDUC 344 or consent of department.

333
PROGRAMS AND SERVICES FOR INDIVIDUALS WITH DISABILITIES
This course investigates community based-services, professional organizations, support programs for parents and students, assistive technologies, and related services such as occupational therapy and counseling. Theoretical perspectives of emotional and behavioral disorders and educational approaches to behavioral issues are discussed. Group processes and communication are studied. Significant field experiences are required. Prerequisite or co-requisite: EDUC 331.

338
LITERACY FOR MIDDLE/SECONDARY SCHOOLS
This course is designed to teach the strategies necessary to implementing literacy skills in the middle/secondary content areas. Reading, writing, speaking, listening and media interpretation in content areas is the focus. Developmental stages for adolescents, including children with special needs, English Language Learners and children with diverse perspectives, and critical reading strategies are addressed in addition to strategies for using young adult literature in the content areas. 30 hours of field experience in middle and secondary classrooms are required. Prerequisite: EDUC 210 and 220, or consent of instructor. Cross-listed as SPED 338.

339
MIDDLE AND SECONDARY SCHOOL CURRICULUM AND INSTRUCTION
An examination of the various curricula of the public schools and their relationship to current practices. Special attention is given to development of the curriculum, state and national curriculum standards, and criteria for the evaluation of curricula and student progress. A particular emphasis is placed upon emerging issues and technology as they relate to curriculum. Emphasis is placed upon the curriculum work within the teaching field of each individual. Through observations and participation in practicum, seminars, workshops, and lectures, students construct an understanding of how children, including children with special needs, English Language Learners and children with diverse perspectives, construct knowledge about the world in which they live and how teachers use their understanding of children to create environments that support learning. 30 hours of field experience in middle and secondary classrooms are required. Prerequisite: EDUC 210 and 220, or consent of instructor.
340
TEACHING MATHEMATICS IN THE ELEMENTARY SCHOOL
This course is intended for prospective elementary and middle school teachers and is required for all those seeking elementary certification. Topics include number systems, computational algorithms, measurement, geometry, and children’s development of mathematical concepts. Includes an emphasis on adapting instruction for diverse learners. Prerequisite: EDUC 210 and 220, or consent of instructor.

341
TEACHING THE SOCIAL STUDIES IN THE ELEMENTARY SCHOOL
Studies and experiences to develop a basic understanding of the structure, concepts, and
processes of anthropology, economics, geography, history, political science, and sociology as
they relate to the elementary school social science curriculum. Practical applications,
demonstrations of methods, and the development of integrated teaching units using tests,
reference books, films, and other teaching materials. Observation and participation in regional
elementary schools. Prerequisite: EDUC 210 and 220, or consent of instructor.

342
TEACHING SCIENCE IN THE ELEMENTARY SCHOOL
Science methods and materials interpreting children’s science experiences and guiding the
development of the scientific concepts. A study of the science content of the curriculum, its
material and use. Observation and participation in regional elementary schools. EDUC 210 and
220, or consent of instructor.

343
TEACHING LANGUAGE ARTS AND CHILDREN’S LITERATURE IN THE
ELEMENTARY SCHOOL
A course designed to consider means of communication, oral and written, including both
practical and creative uses. Attention is given to listening, speaking, written expression,
linguistics and grammar, and spelling. Stress is placed upon the interrelatedness of the
language arts. Children’s literature is explored as a vehicle for developing creative
characteristics in children and for ensuring an appreciation of the creative writing of others.
Observation and participation in regional elementary schools. Prerequisite: PSY 211 or consent
of instructor.

344
TEACHING READING IN THE ELEMENTARY SCHOOL
A basic course in the philosophy and rationale for the implementation of an elementary reading
program from kindergarten through sixth grade. Emphasis is upon designing a reading
instructional program which reflects the nature of the learning process and recognizes principles
of child development through examination of the principles, problems, methods, and materials
used in elementary reading programs. Prerequisite: PSY 211 or consent of instructor.

345
CURRICULUM AND INSTRUCTION IN MIDDLE/SECONDARY MATHEMATICS
This is a basic course in the theory and pedagogy needed for the instruction of mathematics in the Middle/Secondary Schools. It is designed to examine and implement curriculum, teaching strategies, and required standards in math in the middle and secondary schools. The needs and developmental stages of middle/secondary adolescents are also addressed. Alternate fall semesters. 30 hours of field experience in middle and secondary classrooms are required. Prerequisites: EDUC 210, 220, and two courses in mathematics; or consent of instructor.

348
CLASSROOM MANAGEMENT IN THE FIELD PRACTICUM
This required non-credit course for teacher candidates allows students to spend 30 hours of field experience in assigned student teaching/cooperating teacher classrooms. Teacher candidates have the opportunity to bridge course content with what they are learning in the schools. Activities are designed to facilitate reflection on personal growth and classroom management strategies. Students discover best practices of effective classroom management, how to increase student motivation, and time management techniques for such things as managing paperwork, planning, and classroom organization. Students meet with college supervisors a minimum of three times during the semester for one hour each session. The grade will be a pass - fail. Non-credit course.

420
INSTRUCTIONAL METHODS FOR TEACHING THE ENGLISH LANGUAGE LEARNER.
This two credit course provides students seeking certification in Education with techniques for meeting the needs of diverse learners, including English Language Learners, and children with behavioral disabilities. Prerequisite: EDUC 338 or 344, or consent of instructor. One-half unit of credit.

431
CURRENT ISSUES IN SPECIAL EDUCATION (PART OF THE PROFESSIONAL
SEMESTER)
This capstone course for Special Education requires students to reflect upon their course of study, field experiences, and student teaching; to research and analyze current issues in the field; and to complete their professional portfolios. The content of the course varies according to the needs of students, current events, and issues in Special Education.
One half unit of credit.

432
STUDENT TEACHING IN THE ELEMENTARY SCHOOL FOR SPECIAL EDUCATION
(PART OF THE PROFESSIONAL SEMESTER)
Professional experience under the supervision of a selected cooperating teacher in an elementary school. Student teachers are required to follow the calendar of the school district to which they are assigned.

433
STUDENT TEACHING IN THE SECONDARY SCHOOL FOR SPECIAL EDUCATION
(PART OF THE PROFESSIONAL SEMESTER)
Professional experience under the supervision of a selected cooperating teacher in a secondary school. Student teachers are required to follow the calendar of the school district to which they are assigned.

447
PROBLEMS IN CONTEMPORARY AMERICAN EDUCATION (PART OF THE
PROFESSIONAL SEMESTER)
Seminar on the issues, problems, and challenges encountered by teachers in the American public schools, especially those related to the student teaching experience. Particular attention is given to assessing teacher candidate impact on learners, as well as family and community collaboration, and professionalism.

448
STUDENT TEACHING IN THE ELEMENTARY SCHOOL (PART OF THE
PROFESSIONAL SEMESTER)
Professional experience under the supervision of a selected cooperating teacher in an elementary school. Student teachers are required to follow the calendar of the school district to which they are assigned. Two units maximum.

449
STUDENT TEACHING IN THE MIDDLE OR SECONDARY SCHOOL (PART OF THE PROFESSIONAL SEMESTER)
Professional laboratory experience under the supervision of a selected cooperating teacher in a secondary school. Student teachers are required to follow the calendar of the school district to which they are assigned. Two units maximum.

SPECIAL EDUCATION (SPED)

230
INTRODUCTION TO SPECIAL EDUCATION
This course covers historical, philosophical, and legal perspectives related to exceptional
students. All major areas of exceptionality are covered (e.g., learning disabilities, health impairment, gifted, etc.) A study of typical and atypical development of children provides the basis for an in-depth study of the characteristics and classifications of exceptional students. An emphasis is placed upon the ethical and professional behaviors of teachers of students with disabilities in special education and/or regular classroom settings including multicultural and multilingual situations. This course is designed for students seeking dual certification in Special Education with Early Childhood Education (PreK – 4) and Secondary (7 – 12) Education. 30 hours of field experience in an inclusive placement are required.

330
READING FOR SPECIAL POPULATIONS: ASSESSMENT AND INSTRUCTION
Course content addresses the assessment tools and the teaching strategies for evaluating reading needs, skills, and strengths and with specific teaching strategies to help special needs students accomplish reading success. This course is designed for students seeking dual certification in Special Education with Early Childhood (PreK – 4) or Secondary (7– 12) Education. 30 hours of field experience in an inclusive placement is required. Prerequisite: SPED 230 or consent of instructor.

331
CURRICULUM AND ASSESSMENT FOR STUDENTS WITH DISABILITIES
This course provides information and experiences in assessment strategies, curriculum
requirements, and planning for students with disabilities. Legal and ethical issues are covered. Curriculum for early intervention, elementary and secondary education, and transition planning for adult life are included. This course is taken by all Education certification students, including students seeking dual certification in Special Education with Early Childhood (PreK – 4) and Secondary (7 – 12). 30 hours of field experience in an inclusive placement is required. Prerequisite: SPED 230 or consent of instructor.

333
PROGRAMS AND SERVICES FOR INDIVIDUALS WITH DISABILITIES
This course investigates community based-services, professional organizations, support programs for parents and students, assistive technologies, and related services such as occupational therapy and counseling. Theoretical perspectives of emotional and behavioral disorders and educational approaches to behavioral issues are discussed. Group processes and communication are studied. This course is designed for students seeking dual certification in Special Education with Early Childhood Education (PreK – 4) or Secondary (7 – 12) Education. 30 hours of field experience in an inclusive placement is required. Prerequisite: SPED 230 or consent of instructor.

344
LITERACY LEARNING IN EARLY ELEMENTARY GRADES
This course provides pre-service teachers with an understanding of developmentally appropriate instructional strategies and assessment techniques to help all students, including children with special needs, English Language Learners and children with diverse perspectives, in kindergarten through grade four become literate using reading, writing, listening and speaking in strategic and authentic ways. 30 hours of observation and participation in elementary classrooms (grade 1-4) are required. Prerequisite: PSY 211 or consent of instructor. Cross-listed as ECED 344.

410
METHODS OF CLASSROOM MANAGEMENT
This required two credit course offered as part of the professional semester allows students to continue learning classroom management strategies and practice what they have learned in their methods courses out in the schools. Activities are designed to facilitate reflection on personal growth and classroom management strategies. Students discover best practices of effective classroom management, how to increase student motivation, and time management techniques for such things as managing paperwork, planning, and classroom organization. Full admission to professional semester. One-half unit of credit.

420
INSTRUCTIONAL METHODS TO MEET THE EDUCATIONAL NEEDS OF DIVERSE LEARNERS
This two credit course provides students seeking certification in Education with techniques for meeting the needs of diverse learners, including English Language Learners, and children with behavioral disabilities. Prerequisite: EDUC 338 or 344, or consent of instructor. One-half unit of credit.
432
STUDENT TEACHING IN AN EARLY CHILDHOOD PLACEMENT FOR SPECIAL EDUCATION (PART OF THE PROFESSIONAL SEMESTER) Professional experience under the supervision of a selected cooperating teacher in an inclusive setting in an Early Childhood classroom. Student teachers are required to follow the calendar of the school district to which they are assigned.

433
STUDENT TEACHING IN A MIDDLE OR SECONDARY PLACEMENT FOR SPECIAL EDUCATION (PART OF THE PROFESSIONAL SEMESTER)
Professional experience under the supervision of a selected cooperating teacher in an inclusive classroom in a middle or secondary school. Student teachers are required to follow the calendar of the school district to which they are assigned.

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