Available Courses for Education
Use this course listing to view descriptions of the courses offered for the term indicated as well as other course information such as prerequisites (if applicable) dates, times and campus location when available. Some courses are offered only in specific terms.
To view all courses for this program, uncheck "Hide Courses Not Offered This Term." If a course you need is not offered this term, please contact the department to find out when it next will be offered.
This course provides the prospective teacher with the knowledge, skills and the dispositions to integrate arts and wellness into the elementary classroom curriculum.
This course provides the teacher candidate with an opportunity to examine and explore issues related to the full-time internship in a kindergarten to sixth grade public school setting to demonstrate professional competencies. The seminar-style sessions promote collegial discussion of professional practices (instructional strategies, planning techniques, evaluation procedures, and classroom management skills) while providing a platform for support and encouragement during the transition from teacher candidate to educator. Emphasis is placed on the Florida Educator Accomplished Practices (feaps), professional education competencies (pecs), subject area competencies (sacs), reading competencies, ESOL competences. On-going assessment is conducted by the field coordinator and supervising teacher. To be eligible to enroll in EDE 4946, students must pass all three (3) components of the Florida Teacher Certification Exam. This is a companion course to EDE 4943. Department consent is required.
This course is designed to introduce the pre-service teacher to the climate and culture, expectations, activities, professional skills, and personal attributes of effective teachers in public schools. Students participate in a part-time clinical experience in a school-based classroom setting while completing co-requisite coursework at SSC. Students are observing teachers, working with students, and completing assignments/projects for their co-requisite courses. Weekly seminars/discussions are held to discuss, analyze, and evaluate the internship experiences. Emphasis is placed on Reading, ESOL, competencies of the FTCE certification examinations, and the FEAPs. Supervising teachers and SSC coordinators observe the intern and provide feedback on their performance. The course involves a minimum of 14 hours per week of directed and supervised field experience in an approved school setting. Must receive a passing score on the General Knowledge (GK) Exam of the Florida Teacher Certification Exam (FTCE) for admission into Pre-Internship Field Experience I. This is a companion course to RED 4942 and TSL 4100. Department consent is required.
This course requires a teacher candidate to demonstrate pre-professional FEAP, Reading, and ESOL competencies during a 12 week (or 60 days), full-time internship, under the supervision of a certified classroom teaching, in a public school approved by the department and the school district. A minimum of 35 contact hours per week are required for 12 weeks (or 60 days). Supervising teachers and SSC field coordinators observe the intern and provide feedback on their performance. To be eligible to enroll in EDE 4943, students must pass all three (3) components of the Florida Teacher Certification Exam. This is a companion course to EDE 4946. Department consent is required.
This is a survey course that covers the historical, sociological and philosophical foundations of education, governance and finance of education, educational policies, legal, moral and ethical issues and the professionalism of teaching. Students will be provided information on the Florida Educator Accomplished Practices and Common Core State Standards. Students are required to complete a minimum of 15 hours of field-based experience with children and youth in schools or similar settings and not via virtual modes of film or Internet.
This course will introduce students to key social, ethical and legal factors associated with teaching in the PK-12 school environment.
This course examines the concepts and skills related to designing and developing classroom assessment instruments, analyzing tests and using the results to guide instructional decision-making and to improve student learning. Pre-service and in-service teachers will learn to interpret and use standardized test results.
This course examines a variety of learning theories and assessment principles and how they apply to teaching and learning. Topics will include educational psychology, human development, intelligence, learning theories, motivation, learners with exceptionalities, assessment and standardized testing. This course is designed for pre-service teachers and in-service teachers or individuals currently holding a temporary teaching certificate.
Designed for the prospective educator, this course provides the opportunity to explore issues of diversity, including an understanding of the influence of exceptionalities, culture, family, gender, sexual orientation, socioeconomic status, religion, language of origin, ethnicity and age upon the educational experience. Students will explore personal attitudes toward diversity and exceptionalities. Students will be provided information on the Florida Educator Accomplished Practices and Common Core State Standards. A minimum of 15 hours of field-based experience working with diverse populations of children and youth in schools or similar settings is required. The field experience will not be via virtual modes of film or Internet.
This course critically examines the developmental stages and characteristics of individuals from infancy through adolescence with application to learners in educational settings.
This course examines the unique nature of the adult learner in higher education. Emphasis will be placed upon theories of cognitive and social learning theories in adult learning. Models and processes for course design appropriate to the adult setting will be presented. Content includes selection and design of goals, objectives and outcomes, teaching and learning activities and assessment strategies to create courses that foster learning. An overview of established training principles and practices will be provided. Learning style theory will be applied in the adult setting as well as evaluation tools for determining the success of instruction to adults. To promote students' participation and interest, educators will learn to use games and competitions to motivate and engage students.
This course provides an opportunity for pre-service and veteran educators to explore the use of cooperative learning strategies. Cooperative learning is an instructional method in which students interact to accomplish a specific task or project. Students will be required to work together using a variety of learning experiences to increase their understanding of implementing basic principles of cooperative learning during direct instruction, practice and assessment.
This course examines the concepts and skills related to planning, organizing and implementing instructional strategies and ongoing assessments that are responsive to the needs of all learners. Topics covered in this course include planning techniques, differentiated instruction and assessment strategies, effective teaching strategies, formal and informal assessment practices, safe and equitable classroom management strategies, motivational concepts and techniques to accommodate the needs of a diverse student population (ELL, culturally diverse and students with disabilities).
This course will explore the role of education in children's lives through the analysis of legal, ethical and safety concerns.
In this course, topics of current interest are presented in group instruction.
In this course, topics of current interest are presented in group instruction.
This course involves the study of principles of traditional and alternative assessment strategies, which helps students obtain skills relevant to the development and use of classroom assessments to increase teaching and learning. Students develop a basic understanding of the principles of measurement, formative and summative assessment strategies, test construction, performance assessments, and reading and interpreting data from state achievement tests. This course helps students examine the content measured by state tests and how to use the data to improve student achievement.
This course examines instructional, organizational and classroom management strategies to create safe and effective learning environments, including the needs of diverse learners. Topics include planning techniques, differentiated instruction and assessment strategies, effective teaching strategies, formal and informal assessment strategies, safe and equitable classroom management strategies, time management and techniques to accommodate the needs of a diverse student population (ELLs, culturally diverse and students with disabilities). This course is designed for pre-service and in-service teachers or individuals currently holding a temporary teaching certificate.
This course is designed for students to apply their knowledge in real world education settings. The practicum is designed for students to work with a mentor teacher to provide daily supervision and provide students with the opportunities to integrate content and pedagogical knowledge. Students shall be assigned to a classroom teacher who has volunteered to be a mentor for the Academy program. These teachers may be at elementary, middle or high school. Students with a transportation option will be able to leave campus to act as a student teacher for their mentor teacher. The student will submit a completed portfolio by the end of the course for feedback. This is a dual enrollment course. No Academy student may be left alone with students. Academy students will sign up as a DIVIDEND for the SCPS school district.
Designed for the prospective educator, this course provides the opportunity to observe and document the roles and responsibilities of classroom teachers. Students will apply classroom theory to practical, real-world experiences. Students will be provided information on the Florida Educator Accomplished Practices and Florida Standards. Students are required to complete a minimum of 15 hours of field-based experience with diverse populations of children and youth in schools not via virtual modes of film or internet.
This course examines instructional, organizational and classroom management strategies to create safe and effective learning environments, including the needs of diverse learners. Topics include planning techniques, differentiated instruction and assessment strategies, effective teaching strategies, formal and informal assessment strategies, safe and equitable classroom management strategies, time management and techniques to accommodate the needs of a diverse student population (ells, culturally diverse and students with disabilities). This course is designed for pre-service teachers. This course requires a field experience in a public-school setting. Times may vary.
This course is an introduction to the principles and theories of psychology as applied to the process of education. Topics of study include psychological perspectives of education, learning theory and critical evaluation of the psychology of education.
This course is designed to introduce pre-service and in-service teachers, or individuals currently holding a temporary teaching certificate, to the issues and concerns involving the general classroom teacher and special education. Topics include inclusion, NDE, LRE, UDL, differentiation, FBA, BIP, PBIS, mental health supports, accommodations, modifications, ASD, and diverse populations.
This course provides an overview of the characteristics and needs of exceptional learners in the K-12 classroom. Specific attention will be given to accommodating their needs in the regular classroom environment.
This course is designed to introduce students to the issues and trends in the field of special education and teaching students with disabilities. Topics include accommodations, autism spectrum disorder, behavior and classroom management, classroom diversity, differentiated instruction, mental health, related services, secondary transition, effective instructional practices and Universal Design for Learning. This course is designed for pre-service and in-service teachers or individuals currently holding a temporary teaching certificate.
This course is a study of the theory, research and best practices as they relate to the family-professional partnerships in both general and exceptional student education.
This course focuses on the development of methods for teaching reading, language arts, social studies, science, and math at the k-12 levels for exceptional students. This course requires 15 hours of field experience in a K-12 public school setting.
This course includes curriculum, methods, and materials required as part of the k-12 exceptional student education (ese) continuum of services. Topics include eligibility; assessment; individual education plans (iep's); universal design for learning (udl); high leverage practices (hlp's); differentiation; inclusive instructional models; collaborative consultation; functional academic content; and transition planning for vocational career and living skills used in programs for individuals with mild, moderate, and severe disabilities. This course requires 15 hours of field experiences in a K-12 public school setting.
This course is designed to introduce the pre-service teacher to the climate and culture, expectations, activities, professional skills, and personal attributes of effective teachers in public schools. Students participate in a part-time clinical experience in a school-based classroom setting while completing co-requisite coursework at SSC. Students are observing teachers, working with students, and completing assignments/projects for their co-requisite courses. Weekly seminars/discussions are held to discuss, analyze, and evaluate the internship experiences. Emphasis is placed on Reading, ESOL, competencies of the FTCE certification examinations, and the FEAPs. Supervising teachers and SSC coordinators observe the intern and provide feedback on their performance. The course involves 4 to 6 hours per week of directed and supervised field experience in an approved school setting. Must receive a passing score on the General Knowledge (GK) Exam of the Florida Teacher Certification Exam (FTCE) for admission into Pre-Internship Field Experience. This is a companion course to RED 4942 and TSL 4100. Department consent is required.
This course promotes the development and practice of effective teaching and management strategies for elementary regular classroom teachers to promote academic and social integration and interaction of "mainstreamed" exceptional students. Topics include background knowledge related to special education issues including laws and regulations, terminology, disability categories, and common educational practices. Students are also challenged to learn the skills necessary to work collaboratively within an educational environment to include students with disabilities, while meeting their individual educational, behavioral, and social needs. Evidence-based instructional and behavior strategies will also be presented.
This course focuses on the acquisition of knowledge and skills in assessing learners with exceptionalities. It provides a survey of formal and informal assessment techniques for screening, placement, program planning, program evaluation, and monitoring of progress of exceptional students. It will include development of individual education plans to align curriculum, instructional methods, and evaluation to meet the identified needs of students. This course requires 15 hours of field experience in an exceptional education K-12 classroom setting.
This course is designed to provide familiarization, observation, and application of effective behavior management principles for general and exceptional students in preschool through grade 12 educational settings. It will explore the historical foundations for understanding behavior, implications for discipline, and measurement, charting, assessment, and strategies for modifying behavior. It will include practical application of these principles for working with students with linguistic, cultural, behavioral, and diverse learning characteristics.
This course familiarizes students with methods of interacting with community agencies, supporting and collaborating with families, developing a case management system, and facilitating program transition.
This course provides the teacher candidate with an opportunity to examine and explore issues related to the full-time internship in an exceptional student education public school setting to demonstrate professional competencies. The seminar-style sessions promote collegial discussion of professional practices (instructional strategies, planning techniques, evaluation procedures, and classroom management skills) while providing a platform for support and encouragement during the transition from teacher candidate to educator. Emphasis is placed on the Florida Educator Accomplished Practices (feaps), professional education competencies (pecs), subject area competencies (sacs), reading competencies, ESOL competences. On-going assessment is conducted by the field coordinator and supervising teacher. To be eligible to enroll in EEX 4930, students must pass all three (3) components of the Florida Teacher Certification Exam. This is a companion course to EEX 4946. Department consent is required.
This course requires a teacher candidate to demonstrate pre-professional FEAP, Reading, and ESOL competencies during a 12 week (or 60 days), full-time internship, under the supervision of a certified classroom teaching, in a public school approved by the department and the school district. A minimum of 35 contact hours per week are required for 12 weeks (or 60 days). Supervising teachers and SSC field coordinators observe the intern and provide feedback on their performance. To be eligible to enroll in EEX 4946, students must pass all three (3) components of the Florida Teacher Certification Exam. This is a companion course to EEX 4930. Department consent is required.
This course provides practical knowledge of project management as related to instructional design projects. Project management processes examined include all aspects required for the instructional design life cycle, including project initiation, planning, execution and closeout. Evaluation of project management knowledge and processes enables students to replicate the learning to their own real world course development.
This course covers the application of instructional design principles for the use of technology to enhance the quality of teaching and learning in the classroom. The course includes hands-on experience with educational media, emerging technologies and hardware, software and peripheral for the personal computer as well as data-driven decision-making processes. Identification of appropriate software for classroom applications, classroom procedures for integrating technologies with emphasis on legal and ethical use and effective instructional strategies for teachers and students with regard to research, analysis and demonstration of technology will be covered. Students will be provided with an overview of the Florida Educator Accomplished Practices, Common Core State Standards and the National Educational Technology Standards.
This course examines instruction and how it is effectively delivered online. Students will explore technologies, processes and products of distance education with emphasis on eLearning. Students will learn practical applications of instructional theories related to virtual and online participatory learning environments. Planning and project management for developing online learning materials and facilitating online classes will be covered. Designed for K-12 and higher education instructors and administrators as well as trainers and instructional designers from other professional settings. The course focuses on the interpretation and application of theory, research and standards-based effective practice to the design, development, facilitation and evaluation of distance education experiences.
This course covers the application of instructional principles for the effective use of social media tools to enhance the quality of teaching and learning online and in the classroom. This course focuses on best practices for informal learning in relation to various social media forms and addresses how mass media has been used in learning settings to convey information and promote understanding and change. The course includes hands-on experience with social media tools, emerging trends and best practices for using social media in the educational environment. Identification of appropriate social media tools for classroom applications, classroom procedures for integrating technologies with emphasis on legal and ethical use and effective instructional strategies for teachers and students with regard to social media will be covered. Students will use a variety of social software and Web 2.0 applications.
This course focuses on the application of instructional design principles to the development of instruction. Topics include contemporary issues and trends in instructional design, requirements for instruction, task and needs analysis, learning situations and instructional models, learner characteristics and assessing instructional outcomes. Students will plan and create online instructional materials using the instructional design process.
This course is scheduled for individual students who wish to explore topics not covered in the curriculum. The student and instructor will design a course of study (learning contract). Approval from the dean is required prior to registration. This course may be taken three times for credit.
The purpose of this course is to provide preservice teachers with the fundamental concepts and processes for using Children’s Literature in the Elementary School. Preservice Teachers gain survey knowledge of Children’s Literature and learn how to incorporate literature within the language arts curriculum, including students from diverse populations (ell, culturally diverse and students with exceptionalities). This course includes a study of various literary genres appropriate for use in the classroom. This course will place an emphasis on meaningful teaching and learning.
Students will learn how to teach language arts using: methods, materials, content, organization for teaching reading, writing, listening, and speaking. Teacher candidate will examine the theoretical and practical aspects of teaching language arts to the elementary student. The course will focus on developmentally appropriate effective instructional strategies for the elementary learner.
An in-depth review of content knowledge is required to effectively teach mathematics grades K-6. This course provides a meaningful approach to learning the Florida Mathematics Standards (K-6) while emphasizing the math competencies needed for successfully passing the Florida Teacher Certification Exam.
This course is designed to provide opportunities for pre-service teachers to explore instructional strategies, learning activities, the use of manipulatives, lesson planning, the evaluation of mathematical learning, and diagnostic techniques in the K-6 classroom. This course requires a field experience.
This course offers an exploration and promotion by educators of wellness for children and schools including methods for integrating wellness knowledge in educational settings.
This beginning reading methods course introduces students to the principles, procedures and current research-based practices for teaching and assessing reading.
Knowledge and skills for teachers and prospective teachers to establish a substantive understanding of the components of reading as a process: comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary including use and interpretation of reading assessments, scientifically-based reading strategies, and interventions. This course addresses reading competencies 1 and 2.
This course develops an understanding of the six components of reading and principles of research-based reading instruction. Specific topics addressed will include theories and models of the reading process, language acquisition, early reading concepts (concepts about print, letter knowledge, phonological and phonemic awareness), phonics and word recognition (phonics, alphabetic principle, high-frequency sight words, structural analysis), fluency, vocabulary development, comprehension strategies, reading-writing connections, content-area reading skills, and assessments (formal and informal). This course requires 15 hours of field experience in a k-8 classroom setting. Course objectives and assignments are designed to prepare students for the Florida Reading Endorsement (Competencies 1 & 2).
This course provides a foundation in utilizing assessments to plan differentiated instruction in the reading components. Throughout the course, preservice teachers are taught to select and administer appropriate formal and informal assessments to inform reading instruction that meets the needs of all learners. Preservice teachers will understand and apply research-based instructional practices by differentiating process, product, and content, while engaging in the systematic problem solving process. This course requires 15 hours of field experience in a classroom setting. Course objectives and assignments are designed to prepare students for the Florida Reading Endorsement (Competencies 3 & 4).
This course is a culminating practicum that provides opportunity to apply their broad knowledge of reading to address the needs of learners with differing reading profiles to develop a comprehensive, scientifically based reading plan for a classroom. The plan includes a method to engage in systematic assessment and problem solving to effectively differentiate instruction. Students apply scientifically based instructional practices to support all learners. Concurrent school experience required. Experiences are provided in diagnosis, instructional planning for remediation, implementation of reading interventions, on-going evaluation of the reading progress, and communication with parents. This course requires a field experience in a k-16 classroom setting which will coincide with your Pre-Internship Field Experience I placement. This is a companion course to EDE 4941. Hours may vary. Course objectives and assignments are designed to prepare students for the Florida Reading Endorsement (Competency 5).
This course is designed to provide content, skills, and materials related to teach the concepts and processes of science. Provides meaningful concepts and activities needed to understand and teach science and technology to elementary students from all backgrounds, including English language learners and those with disabilities. Emphasis will be placed on the use of (a) evidence and research based instructional procedures, (b) character development education, and (c) development of 21st century skills. Clinical experience required.
The purpose of this course is to provide the pre-service teacher with the practical and theoretical knowledge and skills to be an effective social science in grades K-6. Clinical experience required.
This course is designed to introduce students to the issues, principles and practices of teaching English to speakers of other languages. It provides the foundation of knowledge necessary to meet the instructional needs of linguistically and culturally diverse students. Topics include effective teaching strategies, differentiated instruction, assessment strategies and techniques to accommodate the needs of English learners and culturally diverse students. This course is designed for pre-service and in-service teachers or individuals currently holding a teaching certificate.
This course is designed to prepare teacher candidates in knowledge and application of TESOL theories, principles, and current research in the field of ESL/ESOL teaching. Teacher candidates will gain understanding in how to manage and implement a variety of teaching strategies and techniques for developing ELLs’ English listening, speaking, reading, and writing skills as well as adapting core curriculum and instructional resources to the needs of ELLs. Teacher candidates will also study assessment instruments and assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels. Concurrent field-based school experience required to observe, work with students, and complete projects/assignments related to TSL 4100. This course requires a field experience in a k-12 classroom setting which will coincide with your Pre-Internship Field Experience I placement. This is a companion course to EDE 4941. Hours may vary. Course objectives and assignments are designed to prepare students for the Florida ESOL Endorsement (Domains 3, 4, & 5).
This course is designed to prepare teacher candidates in understanding and knowledge of language and culture that are relevant for English Language Learners (ELLs). This course will focus on the theories related to culture in language and theories on second language acquisition for ELLs from diverse backgrounds. Teacher candidates will gain an understanding of language as a system to support ELLs’ acquisition of English and the role culture plays in language acquisition. Teacher candidates will also identify different variables and factors that affect second language acquisition and literacy development for ELLs. Course objectives and assignments are designed to prepare students for the Florida ESOL Endorsement (Domains 1 & 2).