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Use your knowledge of how people acquire a second language, your skills in general and applied linguistics, and instructional strategies in meeting the second-language needs of students with limited English proficiency to teach English as a second language.

Online

Mostly Online

You'll complete over 80% of your coursework online.

Location: St. Paul

Start Dates: Summer 2024

Total Credits

33

Finish in as Few as

18 months

Courses

  • Field Experiences in School-Based Settings (EDUC646)

    Application of information gained through observations of general education, special education, EL and/or other teachers and students with specific learning needs in educational environments. Implementation of principles of effective instruction in the content area and grade level of licensure. Development of planning skills, instructional strategies, assessment skills, self-assessment skills, and professional dispositions using feedback from educational professionals. Observation of teachers’ use of culturally-responsive instructional practices to incorporate students’ experiences, cultures and communication into instruction.

    4 credits

  • Literacy in Discipline-Specific Contexts (EDUC722)

    Analysis of knowledge of research-based skills and assessment strategies, reading processes, and instructional practices in the content area. Integration of various instructional strategies to support readers of various proficiency levels, linguistic backgrounds, and specific learning needs in K-12 settings. Implementation of reading research by determining strategies for developing and implementing academic language, vocabulary, fluency, orthographic knowledge, morphological relationships within words, and comprehension. Application of strategies for enhancing students’ visual, critical, vocabulary, and writing literacy.

    4 credits

  • Teacher Candidate Seminar (EDUC757)

    Analyzation of data from assessments to monitor student progress and guide next steps for instruction. Strategies for managing student behaviors to maximize learning. Use of classroom teaching, information about students, collaboration with professionals, problem-solving strategies and self-assessment in the teaching and learning environment. Creation of professional job search tools. Social, ethical, legal, and human issues surrounding the use of information and technology. Christian or personal perspectives on the Code of Ethics for Minnesota teachers.

    2 credits

    Corequisite Course: EDUC778;EDUC781

  • Foundations of Education (TEAC521)

    Introduction to the teaching profession and focus on influences shaping education. History, philosophy, psychology, sociology, legal matters, reform, and other current education issues. Student mental health and impact of chemicals in student lives, families, and schools. Personal growth planning, collaboration, and connection between professional responsibilities and personal faith and values.

    2 credits

  • Educational Psychology (TEAC524)

    Identification of different approaches to K-12 students’ development, learning, performance, and critical elements needed to structure an effective learning environment. Understanding of the developmental process of language acquisition and the influence of culture on learning. Synthesis of early assessment theory and current issues. Description of theories that influence learning and behavior related to the learning environment. Integration of Christian or personal faith perspective of learning.

    4 credits

  • General Methods of Teaching (TEAC526)

    Development of effective lesson plans that include all required components. Creation of effective long-range plans, assessments, and evaluations. Design of lesson plans that integrate a variety of instructional strategies and incorporate student assets including language and culture. Description of appropriate data practices related to student assessment and progress. Planning of opportunities that utilize culturally responsive practice to engage all students and especially multilingual learners and those who have been historically marginalized.

    4 credits

  • Diversity, Equity, and Inclusion in Education (TEAC528)

    Identification of various groups in American communities and skills to foster culturally affirming communication and collaboration. Description of Minnesota-based American Tribal Nations and communities. Analysis of how biases, discrimination, prejudices, racism, and sexism impact student learning in the classroom and influence personal identity. Recognition of the impact school environments and practices have on the delivery of equitable education.

    4 credits