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The purpose of the Education Department is to provide well-developed
programs which are firmly rooted in the liberal arts and which will enable
those completing them to become certified elementary and secondary classroom
teachers.
All students enrolled in education programs—either elementary or secondary—must
major in a specific discipline. Those pursuing a secondary teaching credential
are encouraged to have a major and a minor in their selected teaching
fields. Both must pursue an educational studies curriculum as outlined
below, including a fifth-year internship under the guidance of the Education
Department.
Both elementary and secondary education students may elect to complete
a minor in literacy education, English as a Second Language or bilingual
education.
Admission to Teacher Education
While teacher preparation coursework begins
the freshman year, admission to the teacher education program takes
place during Winter Term Experience of the sophomore year.
Acceptance into the teacher education program is contingent upon the
following criteria:
- Satisfactory completion of specific portfolio assessment items
- Confirmation of a 2.75 GPA
- Successful interview with the student’s mentors
Teacher Certification Policies
Albertson College of Idaho graduates who have
completed the requirement for either the elementary or secondary education
program and who are recommended by the Education Department are eligible
to apply for Idaho Standard Certification. Students wishing to qualify
for certification in other states should consult their advisors in the
Education Department so that an appropriate program can be arranged.
Albertson College of Idaho has an approved program under the NCATE
Standards, which make it possible for graduates in education to be eligible
for initial certification in any of the members of the Inter-State Compact.
Elementary Certification
Students preparing to teach at the elementary
level must successfully complete a major in one of the following areas:
anthropology/sociology, art, biology, chemistry, English, history, mathematics,
music, physics, physical education, political science, social studies
teaching, Spanish, or theatre (drama). After graduation, in order to
be recommended for certification, students must complete a fifth year
of internship. During this time, interns will engage in coursework in
pedagogy and methods, research and teaching at the elementary (K-8)
school level under the guidance of experienced professionals.
Secondary Certification
Students preparing to teach at the secondary
level must successfully complete a major in one of the following areas:
anthropology/sociology, art, biology, chemistry, English, history, mathematics,
music, physics, physical education, political science, social studies
teaching, Spanish, or theatre (drama).
Students seeking secondary certification are recommended to complete
a teaching minor as well. In addition to the areas listed above, minors
may be completed in American government, American history, economics,
French, German, natural sciences or reading.
After graduation, in order to be recommended for certification, students
must complete a fifth-year internship. During this time, interns will
engage in coursework in pedagogy and methods, research and teaching
at the secondary (8-12) school level under the guidance of experienced
professionals.
Students seeking K-12 certification in art, reading, music or physical
education need to consult with their Education Department advisor.
Elementary and Secondary Education Areas of Endorsement:
The Education Department offers three minors
designed to enhance a future teacher’s effectiveness. The reading education
minor, the bilingual education minor, and the Teaching English as a
Second Language minor qualify as areas of endorsement at elementary
and secondary levels.
Teaching Certification in a Modern Foreign Language
Consists of:
- a minor in the language, to equal at least 20 credits of foreign
language study
- MFL444.1
- MFL/EDS 445.1.
MINOR
The Education Department also offers an education studies
minor for those students pursuing careers that involve work with educational
policy, educational reform or in educational settings; examples include
social work or political science.
Education Studies Minor
Consists of 20 credits and includes the following courses:
- EDS 200
- WTE 202
- WTE 221
- EDS 250
- EDS 300
- EDS 350
- EDS 400
- EDS 450
- EDS 494 (2 credits) or additional education course work.
Education Department Endorsement Area Minors
Reading Education Minor
Consists of 20 credits, including:
- EDU 253
- EDU 350
- EDU 352
- WTE 302
- WTE 303
- EDU 451
- EDU 494.
Bilingual Education Minor
Consists of 20 credits including at least six credits of upper-division
Spanish coursework, MFL/EDS 444.1, 445.1, 446, 447; three credits of
a cultural diversity, cross-cultural, or multicultural course; and one
credit field experience in a culturally and linguistically diverse setting.
Teaching English as a Second Language Minor
Consists of at least four credits of a modern foreign language, MFL/EDS
444.1, 445.1, 446, and 447; three credits of a cultural diversity, cross-cultural,
or multicultural course; and one credit field experience in an ESL setting.
The Educational Studies Program
The Cohort Model
The Education Department follows a cohort model. Students who have
identified themselves as wanting to pursue a teaching career will form
a cohort their freshman year and continue on together through their
college years.
Transfer students or those who decide they want to be teachers after
their freshman year may enter into a cohort group appropriate to their
academic standing upon the recommendation of the education faculty.
Winter Term Experiences
During their sophomore and junior years, students will enroll in Winter
Term Experiences in K-12 schools.
Portfolio Assessment
Throughout their Educational Studies Program, students will maintain
a portfolio which will be used to assess their progress. There will
be three times when portfolios will be formally assessed and students
will be evaluated to see whether they should continue in the Educational
Studies Program: at the end of the sophomore Winter Term Experience,
at the end of their four years of study prior to beginning the internship,
and at the end of the internship.
Course of Study
It is expected that the following courses are taken in sequence. Any
exceptions must have the approval of the education faculty.
Note: Instructor signature is required for ALL courses before
students are allowed to enroll.
Education (EDU, EDS, WTE)
Freshman Year
EDS-100 Self & Schooling 1.0 cr.
Fall. An exploration into the qualities which form good teachers. Students
will begin the transformation from self as student to self as teacher.
Work with children in a school or community setting is a required part
of the course.
Sophomore Year
EDS-200 Ethnographies 2.0 cr.
Fall. An investigation of school culture through ethnographical studies.
EDS-250 Researching Schools 2.0 cr.
Spring. A study of the relationship between school and society focusing
on an examination of current practices and structures as they apply
to American public education.
WTE-202 Introduction to Teaching 3.0 cr.
Winter. An exploration of education that emphasizes multiple perspectives
on teaching, students, and the contexts of schooling. Introduces a conceptual
framework of the types of knowledge necessary to become a reflective,
problem-solving practitioner who scrutinizes conventional wisdom. Involves
observation, tutoring, and other activities in a K-12 setting.
WTE-221 Educational Psychology 3.0 cr.
Winter. A study of the psychological principles applicable to educational
theory and practice. Involves observation, tutoring, and other activities
in a K-12 setting.
Junior Year
EDS-300 History of Educational Reform 2.0 cr.
Fall. A study of the historical factors as they apply to American public
education, including a history of educational reform and the philosophies
which generated the reforms.
EDS-350 Current Trends in Education 2.0 cr.
Spring. A study of current trends in American educational reform emphasizing
the nature of change in learning organizations; the role of technological
innovation; current research on learning; international education systems
on educational reform. Specific reform movements will be explored such
as: standards-based curriculum; technology-infused classrooms; voucher
systems; home schooling; charter schools; site-based management; concept-based
instruction and brain-based learning.
WTE-302 Literacy Development 3.0 cr.
Winter. A survey of the development of reading in American schools.
Students will be introduced to current theories of literacy development
as well as gain functional familiarity with methods of teaching reading
at both elementary and secondary levels. Involves observation, tutoring,
and teaching in a K-12 setting.
WTE-303 Literacy in Content Areas 3.0 cr.
Winter. A study of methods and strategies used to implement reading
into content area subjects at elementary and secondary levels. Involves
observation, tutoring, and teaching in a K-12 setting.
Senior Year
EDS-400 Philosophy of Education 2.0 cr.
Fall. An introduction to the philosophy of education through the study
of selected problems and figures who have influenced schooling. Students
will develop their own philosophy of education.
EDS-440 Curriculum & Instruction 4.0 cr.
Summer. A survey of school curriculum and instructional strategies
appropriate to K-12 students. Emphasis is placed on identification of
the basic principles of teaching and learning and their application
for effective instruction. Students will design and teach lessons in
K-12 classrooms.
EDS-450 Diversity in Schools 2.0 cr.
Spring. A study of issues of diversity challenging today's schools,
including issues of race, gender, ethnicity, gifted and talented education,
learning modalities and difficulties, and classroom management issues.
(CULTURAL DIVERSITY)
Fifth Year
EDS 500E. Internship
- Fall 12 credits
- Winter 6 credits
- Spring 12 credits
A practicum in a K-8 setting. The course includes an understanding
of the theory, methodology, and practice of reading, language arts,
mathematics, science, social studies, music, art, health and physical
education. It also includes observations and teaching, participation
in professional activities normally associated with teaching, participation
in supervisory conferences, and action research.
EDS 500S. Internship
- Fall 12 credits
- Winter 6 credits
- Spring 12 credits
A practicum in a 6-12 setting. The course includes an understanding
of the theory, methodology, and practice of content related to the student’s
teaching major and minor. It also includes observations and teaching,
participation in professional activities normally associated with teaching,
participation in supervisory conferences, and action research.
Additional Courses
EDS-444.1 Second Language Acquisition Theory & Practice 3.0 cr.
(Same as MFL 444.1) Fall. Alt. years. An analysis of second language
acquisition theory and practice. The course includes review of textbooks,
preparation of credits of instruction, microteaching of lessons and
class visitations.
EDS-445.1 ESL & Bilingual Methods 3.0 cr.
(Same as MFL 445.1) Spring. Alt. years. Prereq.: MFL 444 strongly recommended.
The course reinforces and extends students' knowledge of second language
acquisition theory and practice. Course content also includes cross-cultural
awareness, and overview of legal mandates, and discussion of sociological
issues pertaining to minority student education. Students will utilize
ESL/Bilingual methods in lesson planning and microteaching, visit ELS
and Bilingual classes, and conduct a mini-ethnographic study.
EDS-446 Linguistics for Language Teachers 3.0 cr.
(Same as ENG/MFL 446) Spring. Alt. years. Prereq.: Junior or senior
standing. A study of the central concepts of linguistic theory. Includes
the theoretical areas of pragmatics, semantics, syntax, morphology,
and phonology; and the applied areas of language variation, first language
acquisition, second language acquisition, written language, and the
neurology of language. Students will acquire the International Phonetic
Alphabet (IPA) as an essential tool for disciplined examination of linguistic
phenomena. Issues of sociolinguistics will be addressed as students
wrestle with the relationship between language, thought, and culture,
and the nature of the cognitive and brain systems that relate to language
learning, language teaching, and language use.
EDS-447 Theoretical Foundations for Bilingual Educations & ESL
3.0 cr.
(Same as MFL 447) Fall. Alt. years. Prereq.: junior or senior standing.
An analysis of the models and typologies of bilingual education and
second foreign language programs that aim to achieve bilingualism and
biliteracy in a multicultural society. The course examines the sociocultural
issues surrounding linguistic minority education from a historical perspective
as well as from a contemporary and local perspective. The course explores
the design, implementation, and adaptation of curriculum and instruction
to meet the needs of the community in its demographic context.
EDU-253 Language Development & Literacy 3.0 cr.
Spring, 2004. A study of language development, including the interaction
between home and school in preparing children to read and write. Emphasis
is placed on assessment of emergent literacy, development of literacy,
and instructional techniques to promote literacy.
EDU-294 Independent Study 1.0 to 3.0 cr.
Fall, winter, spring. Prereq.: permission. Individual research including
selected reading and assigned writings. This course does not fulfill
the general graduation requirement for independent work. See independent
study guidelines.
EDU-350 Literature for Children & Adolescents 3.0 cr.
Spring 2005. This course includes criteria for selection, an investigation
of genres, and reading works by noted authors. This course does not
fulfill the general graduation requirement in literature.
EDU-352 Diagnosis & Remediation 3.0 cr.
Spring 2006. A study of the principles and procedures for the
diagnosis and remediation of reading difficulties.
EDU-398 Practicum in ESL/Bilingual Education 1.0-3.0 cr.
(Same as MFL 398) Fall, winter, spring. Prereq.: permission. this practicum
extends pre-service teachers' cultural sensitivity, theoretical knowledge
of second language acquisition, and skills in ESL and Bilingual methods
through a professional experience with culturally/linguistically diverse
students in a local school setting. The course is a collaborative venture
among the college student, a bilingual or ESL teacher, and a college
instructor. For each credit earned, participants spend 25 hours with
elementary, middle school, or high school student(s) in local schools
in addition to 20 hours involved in academic reading, writing, and seminar
discussions. This field experience fulfills a requirement for the ESL
and Bilingual Education endorsements for teacher certification in the
state of Idaho. Students must complete an application packet prior to
placement in a school. (IF 3 CREDITS, MEETS CULTURAL DIVERSITY REQUIREMENT)
EDU-451 Practicum in Reading 3.0 cr.
Fall, winter, spring. Prereq.: EDU 251. A closely supervised program
that provides students with experience in reading centers in elementary
schools, under the guidance of the reading teacher and the college instructor.
Five hours per week in field work during fall/spring semester or ten
hours per week in winter session.
EDU-479 Practicum in Bilingual Education 3.0 cr.
Fall, winter, spring. Supervised experience teaching in a bilingual
classroom. Required of those completing the minor in bilingual education
who were not able to teach in a bilingual classroom in their regular
student teaching experience. (CULTURAL DIVERSITY)
EDU-494 Independent Study 1.0 to 3.0 cr.
Fall, winter, spring. Prereq.: permission. Individual research including
selected reading and assigned writings. See independent study guidelines.
(INDEPENDENT WORK)
EDU-497 Internship 1.0 to 3.0 cr.
Fall, winter, spring. Prereq.: departmental approval. Individually
arranged internships appropriate for those who plan to enter the teaching
profession. See internship guidelines. (INDEPENDENT WORK)
The Master of Arts in Teaching Program
Because the MAT is designed to enhance the five-year education department
experience, students who have been enrolled in the undergraduate program
will be given preference in admission to the MAT. If there are openings
remaining in the cohort, Albertson College graduates who have previously
completed the Albertson College Teacher Education Program will be eligible
to apply. Potential applicants who are unsure of their eligibility should
contact the program director. The Admission Committee will make final
decisions for acceptance into the Master of Arts in Teaching program.
Admission to the program requires
- an earned Bachelor's degree;
- completion of the admission application;
- three essays related to the Education Department's conceptual framework,
leadership abilities, and educational reform;
- three letters of reference: one from a K-12 teacher with whom the
candidate has worked, one from a professor in the candidate's content
area, and one from a person of the candidate's choice;
- an undergraduate grade point average of 3.0 or better;
- presentation of a student portfolio or interview; and
- scores from the Graduate Record Examination (GRE).
Application Deadline
Students in the Albertson College undergraduate program must complete
the admission process by March 15. Others must complete the process
by April 1. Candidates will be notified of acceptance in the program
within two weeks of the closing date.
To earn a Master of Arts in Teaching degree (MAT) at Albertson College,
all course work must be completed with a grade of "B" or better.
All course work must be completed within 24 months of matriculation
into the program. The responsibility rests with students to see that
their program of study satisfies all the requirements.
The Master of Arts in Teaching consists of two summers and a school
year of instruction and internship which culminate in a Professional
Portfolio, Research Project and Professional Development Plan.
Summer I
The core of the first summer consists of three courses: Foundations
of Instructional Leadership, Research Methods and Design, and Instruction
and Technology. The study of various leadership models and their implementation
in schools, a survey of qualitative and quantitative research methods
to assist a candidate's research project, and the application of technology
build the foundation for an intensive internship year.
EDS 611 Foundations of Instructional Leadership 3.0 cr.
An investigation into the models of leadership, school organization,
leadership strategies, and the climate of current educational reform.
The intent is to develop effective educational change agents.
EDS 612 Research Methods & Design 3.0 cr.
An overview of qualitative and quantitative methods of data collection
and their application and an introduction to research design. Candidates
will design their research projects. A grade of "B" or better
is required to enroll in Internships.
EDS 613 Instruction & Technology 2.0 cr.
An advanced look at the integration of technology and instruction,
including hypermedia, web page design, and the use of the Internet for
instructional purposes.
Internship Year
The internship year takes place in a K-12 professional development
site. Interns preparing for elementary certification engage in the study
of methods in the following areas: reading, language arts, social studies,
science, math, music, health, physical education and art. Coursework
for secondary certification includes special methods in all proposed
endorsement areas. The curriculum will be modified for ACI graduates
who are certified teachers pursuing the MAT. During this time, work
on the Professional Portfolio and the collection of data necessary to
complete the research project will continue. Successful completion of
EDS 612 is required as a prerequisite for enrollment in the internship
year.
EDS-600.1 Internship 12.0 cr.
Fall. Specific instruction will include methodology, portfolio development,
research, and seminar.
EDS-600.2 Internship 6.0 cr.
Winter. Portfolio development, research, and methodology continue.
EDS-600.3 Internship 12.0 cr.
Spring. Specific instruction focuses on curriculum development, assessing
learning, portfolio assessment, research, and seminar. Methods for elementary
certification continue.
Summer II
The MAT professional portfolio is a culmination of the research plan
which draws together the data collected through the year and the experiences
of working in schools throughout the internship. The research project
designed during the first summer and researched during the internship
is written under the supervision of an ACI professor and a K-12 teacher.
Each candidate will design an independent study whose primary purpose
is to develop an area of expertise. The independent study is supervised
by the MAT director and the instructor(s) of record.
EDS-621 Professional Portfolio Preparation 3.0 cr.
A culminating course designed to complete the research project and
the professional portfolio. The candidates will present their research
to the educative community.
EDS-694 Independent Study 3.0 cr.
A student-designed study intended to enhance an area of expertise.
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