The Education department offers Pennsylvania-approved teacher certification programs in elementary, secondary, Art (K-12), Foreign Language (K-12), Music (K-12), and Special Education (Cognitive, Behavior and Physical/Health Disabilities). Education is not a major at Lycoming College. All students wishing to be certified in Elementary, Secondary Education areas, K-12 areas, or Special Education must choose a major from any offered by the College.
     All students seeking teacher certification must complete EDUC 200 with at least a B- or consent of the department within the five years before applying for the professional semester. All students must complete a minimum of 30 hours of observations and participation with the assigned cooperating teacher during the semester prior to their professional semester.
     Students seeking elementary teacher certification must complete PSY 138, EDUC 000, 340, 341, 342, 343, and 344 prior to being accepted to the professional semester.
     Students seeking secondary teacher certification must complete PSY 138 and EDUC 239 prior to being accepted to the professional semester as well as the necessary subject area courses. Students may earn secondary certification in one or more of the following certification areas: biology, chemistry, citizenship (economics, history, political science), general science (astronomy, physics, biology, chemistry), mathematics, physics, and social sciences (psychology, sociology-anthropology).
     Students seeking K-12 certification must complete PSY 138 and EDUC 239 and the necessary subject area courses prior to being accepted to the professional semester. Students may earn K-12 certification in one or more of the following areas: Art, Music, French, German, and Spanish.
     Students seeking Special Education certification must complete PSY 138, PSY 216, EDUC 000, 230, 330, 331, 332, 344, and 430 prior to being accepted to the professional semester.
     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 the professional semester must be made during the fall semester of the junior year.
     The Department of Education admits to the professional semester applicants who 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 PPST Reading, Writing, and Math portions of the NTE exam, 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 catalogue under which they were admitted.
     Additional teacher intern program information can be found on page 50.
     The following courses, when scheduled as W courses, count toward the writing intensive requirement: EDUC 239, 343, 344, and 447.

000
SEMINAR IN ART, MUSIC, PHYSICAL EDUCATION, and MATH ACTIVITIES
     Each elementary student teacher attends a series of 24 seminars, conducted prior to
student teaching, during the fall semester of the senior year. These seminars, conducted by certified public school personnel, emphasize activities and knowledge which are helpful in the self-contained elementary classroom. Non-credit course.

200
INTRODUCTION TO THE STUDY OF EDUCATION
     A study of teaching as a profession with emphasis on the economic, social, political, and religious conditions which influence American schools and teachers. Consideration is given to the school environment, the curriculum, and the children with the intention that students will examine more rationally their own motives for entering the profession.

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. Prerequisite: EDUC 200 or consent of department.

232
INSTRUCTIONAL MEDIA AND COMMUNICATIONS
     A study of the value, design, construction, and application of the visual and auditory aids to learning. Practical experience in the handling of audio-visual equipment and materials is provided. Application of audio-visual techniques. Application of the visual and auditory aids to learning. Students will plan and carry out actual teaching assignments utilizing various A-V devices.

239
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 will be given to development of the curriculum, state and national curriculum standards, and criteria for the evaluation of curricula and student progress. A particular emphasis will be placed upon emerging issues and technology as they relate to curriculum. Emphasis will be placed upon the curriculum work within the teaching field of each individual. Prerequisites: PSY 138 and EDUC 200, or consent of instructor.

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.

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. Prerequisite: EDUC 230.

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.

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. Prerequisites: PSY 138, EDUC 200, and two courses in mathematics; 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 Lycoming County elementary schools. Prerequisites: EDUC 200 and PSY 138, 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 Lycoming County elementary schools. Prerequisites: EDUC 200 and PSY 138, 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 will be given to listening, speaking, written expression, linguistics and grammar, and spelling. Stress will be placed upon the interrelatedness of the language arts. Children’s literature will be 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 Lycoming County elementary schools. Prerequisites: EDUC 200 and PSY 138, 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: EDUC 200 or PSY 138, or consent of instructor.

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 Elementary Professional Semester
     The following courses comprise the Elementary Professional Semester:

 445
METHODS OF TEACHING IN THE ELEMENTARY SCHOOL (PART OF THE PROFESSIONAL SEMESTER)
     The course emphasizes the relationship between the theoretical studies of physical, social and cognitive development and the elementary classroom environment. Particular consideration will be given to the appropriate age and developmental level of the students with an emphasis upon selection and utilization of methods in all the elementary subject areas, including art and music. Specific attention is given to the development of strategies for structuring lesson plans, for maintaining classroom control, and for overall classroom management. Direct application is made to the individual student teaching experience. Prerequisites: EDUC 000, 340, 341, 342, 343, and 344, and pre-student teaching participation.

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.

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.

The Secondary Professional Semester
     The following courses comprise the Secondary Professional Semester:

The K-12 Professional Semester
     The following courses comprise the K-12 Professional Semester:

446
METHODS OF TEACHING IN MIDDLE LEVEL AND SECONDARY SCHOOLS (PART OF THE PROFESSIONAL SEMESTER)
     A study of materials, methods, and techniques with emphasis on the student’s major. Specific attention is given to structuring unit and lesson plans, maintaining classroom discipline, and to overall classroom management. Stress is placed on the selection and utilization of a variety of strategies, materials, and technologies to support learning for a diverse student population. Students teach demonstration lessons in the presence of the instructor and members of the class and observe superior teachers in Lycoming County middle and secondary schools. Prerequisites: EDUC 200, PSY 138, and pre-student teaching participation.

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.

449
STUDENT TEACHING IN THE 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.

The Special Education Professional Semester
     The following courses comprise the Special Education Professional Semester:
 

 430
METHODS OF TEACHING STUDENTS WITH SPECIAL NEEDS (PART OF THE
PROFESSIONAL SEMESTER)
     This course addresses planning and methods for teaching students with disabilities in all content areas. Integration of content and skill areas, least restrictive environment strategies including inclusion and resource room settings, and technology are stressed. Prerequisites or co-requisites: EDUC 330, 331, 332, and 344.

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 will vary according to the needs of students, current events, and issues in Special Education.

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.