I. Course Title: Professional Studies in the Elementary Classroom

II. Course Number: EDUC 428

III. Credit Hours: 3 credits

IV. Prerequisites: Admission to Teacher Education Program

V. Course Description: 

This course provides instruction on key skills for moving candidates’ learning from the college classroom to direct implementation in the field of elementary education. Topics of study include:  the skills of systematic and critical reflection to develop professional practice, how to make direct applications of theory and methods to classroom planning and teaching, and discussions on current issues in the field of education. This course is paired with a Field Applications course (EDUC 430) that provides for an immersive internship in a public-school classroom.

VI. Detailed Description of Content of the Course:

This course provides instruction on key skills for moving candidates’ learning from the college classroom to direct and effective implementation in the field of elementary education. The intellectual and practical demands on elementary school teachers have increased significantly in the last decade in terms of differentiation, assessment, intervention, and progress monitoring, for both academics and behavior.  This professional studies course will introduce these more advanced skills and how they are implemented and documented with PK-6 students in conjunction with a central focus on how to make direct applications of theory and methods to classroom practice. Direct instruction will be provided on the significance of critical reflection, deliberate practice, and systematic self-assessment. Discussions on current issues in elementary education will support candidates in developing an understanding the complex situations they encounter in the field: managing the differentiated classroom, trauma-informed instruction, building partnerships with families, and working collaboratively with colleagues, among others. This course is paired with a Field Applications course (EDUC 430) that provides for an immersive internship in a public-school classroom.

VI. Detailed Description of Conduct of Course:

This course uses methods that include, but are not limited to, lecture, readings, guest speakers, group or partner work, writing (both informal and formal), reflections, discussions, presentations, micro-teaching, or video analysis.  Assignments may include components that are implemented in the field placement or require participation in community or campus events that support course objectives. Additionally, candidates will video and reflect on their practice to support deliberate practice of key skills.

VII. Goals and Objectives of the Course:

Candidates successfully completing this course will demonstrate their knowledge, skills, and dispositions to:

1. Reflect on how the individual differences of children – economic, social, racial, ethnic, religious, physical and cognitive - impact student learning in authentic classroom contexts.
2. Integrate learning across methods courses, research, observations in the field, and course discussions to make and defend instructional and classroom management decisions that support and enhance student learning of the Virginia Standards of Learning and the Virginia’s Foundation Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds.
3. Design, implement, and assess a unit of study that reflects principles of Universal Design for Learning (UDL) and utilizes research-based practices appropriately to match students’ interests, needs, and challenges.  
4. Demonstrate responsive and inclusive teaching practices that support the success of diverse learners, including, but not limited to English Language Learners, students who are gifted, and students with disabilities.
5. Choose methods and reflect on teaching in ways that apply an understanding of how trauma, child abuse and neglect, family disruptions and other adverse childhood experiences can impact student cognitive and social-emotional development.
6. Analyze and discuss the importance and role of families in the development of children and their school success.
7. Reflect on and evaluate the effects of their instructional and professional decisions and actions on children, families, and other professionals in the learning community.
8. Demonstrate the impact of instruction on student learning, to include an analysis of student assessment data.
9. Use technology for instruction, reflection, professional learning, communication, and collaboration.

VIII. Assessment Measures:

Course assessments may include, but are not limited to, quizzes, writing assignments, tests, teaching reflections, or presentations.  CAEP Performance Assessment Measures used in this course include the rubrics for Lesson Plans and Impact on Student Learning.

Review and Approval

August 2020