All requirements indicated below must be met prior to being accepted into the Teacher Education Program (TEP) at UNA: Name «FName» «MIName» «MAName» Student ID «StuID» Semester Major «M_1stMajor» «M_2ndMajor» COURSEWORK (may be admitted lacking ONE General Education course) Humanities Social Science Science Mathematics ED 292 EN 111, EN 112, COM 201, and ED 292 must be completed with a grade of “C” or better. GRADE POINT AVERAGE (must meet requirements prior to admission to EPP) UNA (must be 2.75 or better) Overall (must be 2.75 or better) Professional Studies (must be 3.0 or better) Teaching Field (must be 2.75 or better) Education Component *Elementary Majors Only* (must be 3.0 or better) ADDITIONAL REQUIREMENTS (must be completed prior to admission to EPP) Fingerprint Clearance «DateFingerprintClearance» Date EPP Interview Passed «DatePassedTEPInterview» Date Skills Exam Passed «BASICSKILLSDATEPASSED» Math = «MATH» / Reading = «READING» / Writing = «WRITING» STATUS Date Reviewed □ Admitted to TEP □ Denied Admission to TEP Comments Alternative A GRADUATE TEACHER EDUCATION PROGRAM (GTEP) AUDIT
HES 470 MA 306 3 General Education classroom General observation, participation and teaching 2 ECE 20 General Education classroom Collaboration with ECE teachers; Planning and Instruction of reading and language arts lessons; 5 Components of Reading (Phonological Awareness, Phonics, Fluency, Comprehension, and Vocabulary Lesson Plans; Observation of Instruction tool) ED EED 324 3 General Education classroom Classroom Integration Project: Students must develop a lesson plan and technology activity based on state standards that will vary according to developmental parameters. APPtivity Project: Students will research educational apps and develop an activity based on an app. This lesson will integrate both content and technology standards. Students will complete a written reflection their teaching experience. Cooperating teacher will complete a student evaluation. EED 401 6 General Education classroom in grades Students will interview school administrators assessments and assessment data. Students will create, administer, analyze and interpret assessment data. Templates and rubrics for each assessment creation, administration and analysis
EEX 340 10 of one student in 3 different settings Characteristics of ELN; How to identify 290-3-3-.34(2) a. 1 (i) 290-3-3-.03(2) Case Study, Part I with research component EEX 350 10 in 3 separate classrooms Learn various classroom management techniques 290-3-3-03 (2)(c)2.(iii) Log of with written reflections EEX 420 10 SPED class or other educational institution Individual Assessment Skills Case Study, Part II with assessment data EEX 435 10 Inclusive Classroom Behavior Assessment and Planning Functional Behavioral Assessment & Behavior Plan HPE 342 15 General Education classroom Teach health lessons 3 ECE 306 6 General Education classroom Collaboration with ECE teachers; Planning and Instruction of math lessons; Assessment; Analysis of assessment data; planning lessons Lesson Plans; Reflection; Observation of instruction (rubric) ECE 474 8 General Education classroom Observation and participation, analyze Pre-K and K classrooms Reflection; Observation of instruction (rubric) EED 8 General Education classroom in grades Candidates will develop and teach word study and writing workshop lessons to individuals and small groups of students weekly for at least 6 weeks. Candidates will observe whole group and small group instruction in 3-6 classrooms with the Lesson (using specified template) Rubrics/ checklists for Observations Word development analysis Writing analysis
students on free/reduced lunch apply technology in appropriate, safe, and effective ways. 20 Kilby Lab School; City and county schools with above 50% of the students on free/reduced lunch. Knowledge of teacher responsibilities, classroom interactions, introduction to teaching experiences and classroom management. InTASC 9 Reflections Phase II EEX340* 15 Range of city and county schools Knowledge of major areas of exceptionality in learning and the roles and responsibilities of educators in teaching disabled students. InTASC 1 and 2 Reflections ED333W 30 Range of placements targeting rural, suburban, low/high SES, and low/high ethnic diversity schools. Transitioning to Florence Freshmen Center and Colbert Heights HS. Identify cognitive, social, & emotional development of students and make connections to learning theory. InTASC 1 and 2 Reflections discussion ED382 25 Transitioning to partner school. Currently teachers complete in a large population Knowledge of classroom procedures, instructional strategies, and approaches for managing the InTASC 3, 7 Reflections
school (>500 students). learning environment. ED401 9 Florence Middle School (city with >50% on free/reduced lunch and >30% minority) Examine and track school-wide assessment data (Global Scholar). Use assessment data to provide targeted feedback to students and inform preparation of future instruction. InTASC 6 Research & Observation Report Phase III ED480W 21 -Muscle Shoals Middle (city) -Sheffield Jr. High and High School (city with >50% free/reduced and nearly 50% minority) Design lessons organized around essential questions. Teach diverse learners using research-based instructional strategies. InTASC 5, 7, 8 Evaluation of lesson plan Video analysis reflection Cooperating Teacher written feedback Field Experience debriefing 20 See note 3. Build professional dispositions. Deepen understanding of the education profession through attendance at various events (i.e. Board of Education meetings). Design instruction using the edTPA template. Apply specific teaching skills while team teaching. InTASC 7 and 9 Interviews Reflections edTPA lesson plan A&S Methods 15 Varies according to course. Build discipline specific content knowledge and a repertoire of instructional strategies. InTASC 4, 5, and 7 Varies according to course.