Education of Diverse Populations and Exceptional Children in the Middle and High School
Students will learn about and apply concepts directly relating to the educational needs of all learners presented in the classroom. Assessment instruments used to identify eligibility for specialized instruction and/or related services and the use of evaluation data appropriate to the design and implementation of individualized educational programs (IEPs) will also be studied and applied to the professional and ethical responsibilities required of general education teachers in multi-cultural settings. Interventions for specific disabilities, as generated by evaluation data, will be created. Federal, state, and local legislation, regulations, policies, and procedures will be reviewed and analyzed as appropriate to the delivery of services to students with special needs. The social, emotional, and intellectual characteristics of gifted students will be examined, including an analysis of identification procedures and service delivery models. Pedagogy and resources that support IEP goals and objectives for gifted students will be presented.
School in a Multicultural Society
Students will examine schooling and the local, regional, and national demographics of cultures in American society. Concepts and strategies for infusing cultural understanding into the classroom will be presented, and standards for critiquing textbooks, videos, and library materials for cultural bias will be reviewed and applied. A research paper reviewing current efforts of school districts in this regard is required.
Strategies for Effective Teaching
Students review research and strategies for maximizing learning time in the classroom. Effective teacher/student interaction, classroom management, and lesson design and delivery are studied. Fundamentals of test theory and test design are included, as well as an overview of the uses and interpretation of standardized tests.
Technology for Instruction
Contemporary technology and its applications to individual and group learning are reviewed. Interactive media, the computer, and the video camera are studied as instruments for learning, diagnosis, and evaluation. The student is required to design a project or unit integrating technology in the learning and/or evaluation processes.
Adolescent Growth and Development
This course is a survey and examination of development from birth through early adulthood with emphasis on the characteristics of students who are in secondary grades. Social, cognitive, and physical development are included. The roles of the family, school, and peers for this age group are a focus. Students are required to prepare a case study of a student in a secondary grade that includes an evaluation of the student and recommendations for a course of action.
Reading in Content Areas
Theories about the reading process and reading to learn are explored. Emphasis is on practical strategies for acquiring knowledge through reading in a variety of subject areas. The relationship of listening, speaking, reading and writing, plus implications for instruction are included. Clinical observation and study of the reading behavior of a secondary student is an optional requirement.
Classroom Culture and Student Behavior
This course is an in-depth study of practical techniques applied by teachers to deal effectively with student behavior problems when such problems arise in classrooms and schools. Different students misbehave in different ways and for different reasons. As a result, not all misbehavior can be resolved by teachers in the same way. In this course, teacher candidates will learn about reasons for misbehavior and about several discipline models or options that can be applied by teachers when students misbehave.
Prerequisite(s): MAS 7603
Practicum/Pedagogical Approaches to Teaching in the Middle and High School
This course provides the candidate with the pedagogical approaches and methods needed to effectively plan and deliver lessons in middle level and high school classrooms. The course will focus on approaches to planning lessons, strategies for delivering those lessons in the classroom, skills in assessing student learning during the delivery of lessons, and processes for using assessment data to evaluate student achievement and lesson effectiveness in the classroom. The practicum component of the course will require the candidate to complete 24 clock hours in a classroom setting in the content area in which the candidate is preparing to teach. In that setting, the candidate will observe instruction, work with individual and small groups of students, and will plan and deliver a lesson.
Prerequisite(s): MAS 7601, 7602, 7603, 7604, 7651, 7652, 7701, and 7998. Students must pass (using Delaware minimum score requirements) all sections of PRAXIS I: Reading, Mathematics and Writing (or relevant exemption test) and the appropriate PRAXIS II test(s) - the secondary Content Area test(s) - prior to registration for this methods course; completion of a 30-hour concentration as determined through transcript analysis by a specific Wilmington University advisor, and all required course work. Students should designate Wilmington University as a PRAXIS score recipient at the time the PRAXIS tests are taken, and also provide a paper copy of the ETS PRAXIS score report that includes all scores and sub-scores. COMPLETE PRAXIS score reports must be received in the College of Education main office (Peoples Building, New Castle) prior to registering for this methods course. The clinical component of this course requires three full days in a secondary school placement.
Practicum I is a structured, field-based, semester-long exploratory course that requires at least 50 hours of actual and/or virtual classroom experience. Fieldwork is supervised by Wilmington University practicum advisors and mentor teachers. Placements (virtual and actual) expose candidates to culturally, linguistically, and socioeconomically diverse classrooms and schools. Practicum I requires candidates to attend weekly practicum seminar sessions. Practicum I introduces the teacher candidate to components of professional practice as defined in Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching. Practicum I provides the teacher candidate with opportunities to observe, describe, interpret, and understand the classroom environment and to reflect on the personal and professional attributes required for success in teaching.
Prerequisite(s): Current TB clearance, Criminal Background Check (State and Federal), Delaware Child Protection Registry Clearance (Sex Offender Registry). Students who started their programs in Fall 2013 or later must satisfy Delaware Department of Education Praxis requirements prior to placement. Those requirements can be viewed at https://www.ets.org/praxis/de/requirements
Practicum II builds on Practicum I and is a structured, field-based, semester-long clinical course that requires at least 50 hours of supervised classroom experience in an approved setting. Fieldwork is supported by weekly, required practicum seminar sessions. A reflective set of learning activities, focusing on the Delaware Professional Teaching Standards is completed for Practicum II. Practicum II helps the teacher candidate analyze and reflect on the classroom environment in relation to current research, components of professional practice, and the Delaware Professional Teaching Standards. Practicum II includes planning and teaching a lesson to an entire class of students as well as working with individual students and/or small groups.
Prerequisite(s): Current TB clearance, Criminal Background Check (State and Federal), Delaware Child Protection Registry Clearance (Sex Offender Registry), MAS 7996. Students who started their programs in Fall 2013 or later must satisfy Delaware Department of Education Praxis requirements prior to placement. Those requirements can be viewed at https://www.ets.org/praxis/de/requirements
Practicum III builds upon the experiences and content knowledge developed in Practicum I and II. Practicum III is a structured, field-based, semester-long course that requires at least 50 hours of supervised clinical experience in an approved setting. Fieldwork is supported by required, weekly practicum seminar sessions. Practicum III includes planning and teaching multiple lessons to an entire class of students as well as working with individual students and/or small groups.
Prerequisite(s): Current TB clearance, Criminal Background Check (State and Federal), Delaware Child Protection Registry Clearance (Sex Offender Registry), MAS 7996, MAS 7997. Students who started their programs in Fall 2013 or later must satisfy Delaware Department of Education Praxis requirements prior to placement. Those requirements can be viewed at https://www.ets.org/praxis/de/requirements
Applied Assessment and Research in the Classroom
This course gives the candidate the necessary skills to understand assessment techniques and information, to effectively assess student learning, and to analyze assessment data to evaluate and reflect upon student learning and his/her teaching in the classroom. Candidates will learn approaches used to evaluate learning and will learn how to develop classroom assessments that align with instruction. Candidates will also learn how to use assessment data to make informed decisions about teaching and learning in the classroom. In addition, candidates will develop skills for conducting action research in school and classroom settings and will learn how to use such research for solving problems in those settings.
Students participate in a clinical immersion, which includes 60 full days of student teaching in a secondary school. (NOTE: Students entering the program in Fall 2012 and forward, will be required to complete 80 full days of student teaching in a secondary school.) A supervisor of student teaching from Wilmington University and a cooperating teacher in the school are identified to mentor and monitor each student teacher. Attention is given to placing students in schools/classrooms that reflect a diverse student population. A minimum of 15 clock hours is scheduled by the Wilmington University supervisors to address professional issues related to the clinical semester and to provide support and assistance with the completion of the required portfolio.
Prerequisite(s): Approved application from the Office of Clinical Studies, passing scores for PRAXIS I in all areas: Mathematics, Reading, and Writing (or relevant exemption test), PRAXIS II 9-12 high school content test in the appropriate area, GPA of 3.0, MAS 7801, MAS 7998, MAS 8800 and completion of all content courses. Applications must be submitted by October 1 for spring placements or March 1 for fall placements. Practicum and teacher intern placements are in different school settings. A criminal background check and Child Protection Registry check are required.