Department of Education

Professor: Lisa D’Souza; Associate Professors: Jessica de la Cruz, Samantha Goldman (Chair), Nanho Vander Hart; Assistant Professor: Cathleen Stutz; Assistant Professor of Practice: Kathleen Scibelli; Associate Professor of Practice: Elizabeth Walsh; Lecturer: Kelly Benestad (Field Placement Coordinator), Karen Weilbrenner (Licensure Program Coordinator).

Mission Statement

By the conclusion of their studies in the Education major, Assumption University students will demonstrate:

conceptually sound lesson planning derived from research-based methods
effective instructional strategies to meet the needs of all students
competent subject matter knowledge
the ability to improve practice based upon self-evaluation of teaching
a commitment to professional obligations and responsibilities.

Program Information

To achieve excellence in teacher preparation, Assumption programs emphasize liberal arts and science study; an array of pre-professional courses; and guided field experience and supervised teaching practice [practicum] in area schools. This combination provides a mutually reinforcing program of study designed to prepare teachers who are knowledgeable, competent, and reflective. It is important to note that Education majors carry an extensive program which, in rare instances, may extend beyond the usual eight-semester time frame.

Assumption University offers the following state-approved teacher preparation programs for the Massachusetts Initial license in the following areas:

Elementary [grades 1–6]
Biology [grades 8–12]
Chemistry [grades 8–12]
English [grades 5–12]
General Science [grades 5–8]
History [grades 5–12]
Mathematics [grades 5–8 or 8–12]
Spanish [grades 5–12]
Special Education

For undergraduate students interested in Special Education, the Education Department offers a special, five-year program enabling a student to complete both a Bachelor of Arts degree in a liberal arts or science and the Master of Arts degree in Special Education. Students who successfully complete the program will be eligible for a Massachusetts Initial license as an elementary, middle, or secondary teacher as well as a Massachusetts Initial license as a Teacher of Students with Moderate Disabilities [grades PreK-8 or 5–12].

Advising and Becoming an Education Major

It is recommended that students meet with the Licensure Program Coordinator (LPC), Karen Weilbrenner, in the Education Department as early as their first year, if they have any interest in teacher licensure. After a student meets with the LPC, their name is placed on the PRE-EDU major list which is sent to the Registrar’s Office. Students begin by taking Stage 1 courses, which are open to all undergraduate students.

Students must meet with the LPC each semester for advising about course selection, program requirements, and their progress in the Education major. Students who intend a semester in off-campus study must also meet with the LPC to ensure that all program requirements will be met.

Students interested in teacher licensure apply to the Education major during their sophomore year. Once accepted into the Education major (Stage 2), students subsequently declare their major in elementary (1–6) or middle/secondary (5–12) education. Students who successfully apply to the Education major are permitted to take Stage 2 courses within their respective chosen licensure option. The Stage 3 courses, Practicum and Seminar, are open only to Education majors who have met the retention criteria described below. Should a student successfully complete the Education major requirements (per the respective Education curricula and per the retention criteria) and the University Degree requirements, the student may be eligible to apply for a Massachusetts Teacher License following completion of the degree.

In the event that a student who is majoring in Education fails to satisfy one or more parameters of the retention criteria or who for various reasons decides not to teach, the student will no longer be permitted to take Stage 2 or Stage 3 courses and will be removed from the Education major.

Individuals who complete approved programs under the Education major are eligible for licensure reciprocity with the approximately 45 other states that are parties to the National Association of State Directors of Teacher Education and Certification (NASDTEC) Interstate Agreement.

Note: Assumption University responds to the Commonwealth of Massachusetts Department of Elementary and Secondary Education in matters of teacher licensure. The University reserves the right to modify its major in Education programs accordingly. All Assumption students are alerted to changes in the education program as is appropriate.

Policies and Procedures for Applying to the Education Major

Students interested in the major in Education are invited to an informational meeting held in the fall semester and are prompted to set up a meeting with the LPC. Because of the demands of the licensure programs, students should meet with the LPC for advising as early in their university studies as possible. At this meeting, they are informed about relevant program requirements, department policies regarding acceptance and retention in the program, and Massachusetts licensure regulations for teachers at the elementary, middle, and secondary levels. Students receive an advising sheet that lists the required courses needed for the specific undergraduate program of study that leads to Initial licensure.

Each semester, students will have a mandatory meeting with the LPC. During these meetings, the LPC will review student’s academic record and progress in the program. The LPC will explain the application process during the first semester of their sophomore year. Students are responsible for completing all the requirements for the Education major application and submitting them to the Licensure Program Coordinator by March 15th of the sophomore year. A student’s application will not be reviewed if the Education Major File requirements are incomplete.

Completed Assumption University Education Program Application
Signed acknowledgement of understanding the Assumption University Education Major Policy Overview
Completed Shrewsbury Public School CORI form
Completed Worcester Public School CORI form
Completed Wachusett Regional School District CORI form
Copy of driver’s license (or a government issued photographic identification)
Proof of completing the SAFIS fingerprinting process

Criteria for Admission

Admission to the Education major for all students, including transfer students, is based upon the following criteria: students must have a cumulative GPA of 2.8 to be accepted into the major, allowing enrollment in Stage 2 courses. Students must also show evidence of a time commitment to their personal goals and to professional excellence. All full-time education faculty members review the student applications for admission to the major in Education. Applicants are informed of their status by July 1st. Students wishing to pursue certain Stage 2 and Stage 3 courses (pre-practica and practica) must maintain the retention criteria described below.

Criteria for Retention

Students accepted into the program are held to the same standards required for admission. Additionally, students are expected to demonstrate exemplary behavior and maintain a strong record in the professional sequence of study to continue in the Education major. Students who do not satisfy one or more of the above criteria may not be permitted to enroll in one or more pre-practicum courses during Stage 2 of the major. Because a strong record in the professional sequence of studies is required, students in the Education major must take each Education course for a letter grade except for pre-practicum. To remain in the program, and be eligible for the practicum, all Education majors must:

Provide official evidence of taking the Communication and Literacy MTEL by the first day of class in the junior year.
Provide official evidence of passing OR having taken the Communication and Literacy MTEL at least twice by January 15th of the junior year.
Provide official evidence of taking the required subject matter knowledge MTEL by the 1st day of class in the senior year.
Provide official evidence of passing all required subject matter knowledge MTEL OR of having taken the required subject matter MTEL at least twice by January 15th of their senior year to be eligible to enroll in the practicum during the spring semester of their senior year (Stage 3).
Have at least a 3.0 GPA in the Education Major.
Middle/secondary education majors must have at least a 3.0 GPA in their content major.

Important: To be eligible for a Massachusetts teaching license, students must pass all required MTEL for their intended teaching license.

Teacher Licensure Areas

Elementary, grades 1-6: Teacher candidates must choose a content major in biology, chemistry, English, environmental science, history, mathematics or Spanish
Middle, grades 5-8: Teacher candidates must choose a content major in general science, mathematics
Middle/Secondary, grades 5-12: Teacher candidates must choose a content major in English, history, Spanish
Secondary, grades 8-12: Teacher candidates must choose a content major in biology, chemistry, mathematics

Below are the curricular requirements that pertain to each of the licensure options. Students interested in one of the options should plan accordingly when selecting courses of study as early as the Stage 1 courses (prior to applying to the major).

Programs of Study

Concentration in S.T.E.M. for Major in Elementary Education (6 Courses),

Concentration

Minor in Education (6 Courses),

Minor

Teacher Licensure in Elementary Grades 1-6 (19 Courses),

Teacher Licensure

Teacher Licensure in Middle/Secondary (Subject-Specific) (15 Courses),

Teacher Licensure

Courses

EDU 101: TEACHERS AND TEACHING IN AMERICAN SCHOOLS

Credits 3

In this course students will gain an understanding of the role of teachers and teaching in American society. Students will explore the lives and vocations of teachers through teacher narratives, as well as articles highlighting the choices, challenges, and satisfactions of teaching. Over the course of the semester, students will examine five themes: (1) School Structure, Governance, and Purposes; (2) Curriculum; (3) Students, Families, and Community; (4) Building and Sustaining Positive School Cultures; (5) Teaching as a Vocation/Profession. Each theme will be developed through an examination of essential questions. EDU 101 is an introductory education course and fulfills a requirement for the Social and Historical Pillar of the Foundations program. The course is open to any interested student. It also serves as a beginning course in the sequence of Education courses for those students intending to declare their Education major. As such, the course-content correlates with some of the Massachusetts Professional Standards for Teachers.

EDU 120: TEACHING AND LEARNING IN THE ELEMENTARY SCHOOL

Credits 3

This course emphasizes the interrelated aspects of teaching and learning in an elementary school. Students examine the practices of effective elementary teachers and the purposes of the elementary school in educating children. Topics such as learning environments, the application of learning theories to instruction, and classroom management specific to students in elementary school are included.

EDU 140: TEACHING AND LEARNING IN THE MIDDLE/SECONDARY SCHOOL

Credits 3

This course emphasizes the interrelated aspects of teaching and learning in middle/secondary school. Students examine the practices of effective teachers and the purposes of the middle/secondary school in educating adolescents. Topics such as learning environments, the application of learning theories to instruction, and classroom management specific to middle/secondary students are included.

EDU 190: FACILITATING A MATH ACADEMY II

Credits 1

This course is the second part of a 2-course sequence intended to prepare students to facilitate/lead the Assumption Institute of Mathematics (Camp AIM) in Summer 2025. The first course is MAT 190 Facilitating a Math Academy I. Students will select and refine activities, form instructor teams, establish team facilitation responsibilities, and finalize daily AUMA teaching plans. They will develop a theme for the Camp AIM program, select high school-level activities, and learn about how to facilitate groups of students in a collaborative team environment. This course will meet for one hour a week.

EDU 221: SCIENCE IN THE ELEMENTARY CURRICULUM

Credits 3

In this course, students draw from contemporary teaching and learning theories to design and implement effective science lessons and units for elementary school children. An emphasis will be placed on four domains, 1) identifying appropriate science content relative to grade level, 2) understanding the common misconceptions that children harbor about scientific topics, 3) developing inquiry-based lessons to foster children’s conceptual learning, and 4) identifying varied ways of assessing children’s learning. Significant attention throughout is given to understanding what it means to “do science” and how to help elementary children appreciate a scientific way of knowing about the world. Lesson design and teaching is aligned with the Massachusetts Science and Technology/Engineering Curriculum Framework.

EDU 222: TECHNOLOGY INTEGRATION ACROSS THE CURRICULUM

Credits 3

This course examines methods for applying technological tools in teaching practices to enhance student learning and support teaching. The primary goal of the course is to provide an introduction to a variety of educational technology tools and their applications within the classroom, to emphasize criteria for evaluating the benefits and drawbacks of technological tools, and to develop the ability to design lessons that effectively integrate technology, not just for the sake of technology, but to solve a problem (e.g. difficulties with engagement, classroom management, level of abstraction, productivity, assessment, meeting diverse needs).

EDU 260: TEACHING STUDENTS WITH SPECIAL NEEDS

Credits 3

This course focuses on the various types of learning needs of students in the inclusive classroom and on what to do and how to do it with respect to instructional and management challenges facing the regular classroom teacher. This course addresses individual differences in children and adolescents and the need for modification of instruction across the curriculum. The course is designed to encourage proper understanding and acceptance of children and adolescents with exceptionalities. The course may include community service-learning.

EDU 265: EFFECTIVE CLASSROOM MANAGEMENT

Credits 3

In order to maximize student achievement, teachers must be good classroom managers. This course will use positive behavior supports as a framework to introduce students to evidence-based classroom management techniques and strategies. Students will learn about theoretical and empirical support for behavioral approaches to teaching and learning and their application in school-wide, classroom, and non-classroom settings. In addition, students will understand a proactive, multi-tier level model of behavior support, including implementation strategies that they will be able to apply in their own classrooms regardless of student age or ability level.

EDU 302: TEACHING ENGLISH LANGUAGE LEARNERS

Credits 3

This course is designed to help students learn about the particular learning needs of English Language Learners and, in turn, to design content instruction for that audience. The course will develop participants’ knowledge of the context and academic landscape in which non-native English speakers learn in K-12 settings. Students will be introduced to the structural levels of language and to theories, principles, and processes of language acquisition, and they will begin to explore various pedagogical implications. Particular focus will also be given to reading of complex informational and literary texts, responding to text-based questions, writing from sources, and building academic vocabulary and background knowledge through discussion, reading, and writing. There is a field-based component to this course. Limited to Education Majors (Stage 2). Limited to Education majors who have satisfied all the retention criteria. Students must concurrently take the associated pre-practicum course EDU 302F or EDU 332F.

EDU 302F: PRE-PRACTICUM TEACHING ENGLISH LANGUAGE LEARNERS

Credits 1

This is a supervised, field-based component of EDU 302. Students spend 25 hours at the field site and complete pre-practicum tasks required. Students must be enrolled in EDU 302.

EDU 323: HISTORY AND SOCIAL SCIENCE IN THE ELEMENTARY CURRICULUM

Credits 3

This course is designed to familiarize students with the history and social science curriculum at the elementary level; examine the theoretical and research bases for effective teaching and learning in the field of social studies, and apply this knowledge in the design, implementation, and evaluation of their own instructional efforts. Topics emphasize teaching about local, United States and world history, geography, economics, and government, as well as the fundamental citizenship mission of social studies. Students also examine the Massachusetts History and Social Science Curriculum Framework and use it as a guide for their lesson planning. Traditions, issues, and current curriculum concerns in social studies at the elementary level are explored as well. Limited to Education majors who have satisfied all the retention criteria.

EDU 324: MATHEMATICS IN THE ELEMENTARY CURRICULUM

Credits 3

This course examines the teaching and learning of mathematical concepts in the elementary classroom. As informed by the standards in the Massachusetts Mathematics Curriculum Framework, students will draw upon various learning theories to design and implement effective mathematics lessons that seek to promote children’s conceptual awareness of mathematics concepts. Particular attention is given to developing students’ understanding of the varied methods (e.g., algorithms, manipulatives, problem-solving) of expressing conceptual understanding and the multiple ways of assessing children’s learning. There is a field-based component to this course.

EDU 324F: PRE-PRACTICUM: MATHEMATICS IN THE ELEMENTARY CURRICULUM

Credits 1

This is the supervised field-based component of EDU 324. Students spend at least 25 hours at the field site and complete pre-practicum tasks required. Students must be enrolled in EDU 324.

EDU 325: LITERACY DEVELOPMENT AND INSTRUCTION

Credits 3

In this course, students study literacy from a developmental perspective, beginning with emergent literacy and progressing through the more advanced stages of reading and writing to learn in the middle/secondary grades. Students examine processes of reading and writing, as well as current models of and approaches to literacy instruction and assessment. This course prepares students to plan effective literacy instruction for all learners in accordance with standards-based curriculum. In particular, students use the Massachusetts English Language Arts Curriculum Framework as a guide for their own lesson preparation. There is a field-based component to this course. Limited to Education majors who have satisfied all the retention criteria. Students must concurrently take the associated pre-practicum course EDU 325F.

EDU 325F: PRE-PRACTICUM: LITERACY DEVELOPMENT AND INSTRUCTION

Credits 1

This is the supervised field-based component of EDU 325. Students spend at least 25 hours at the field site and complete pre-practicum tasks required. Students must be enrolled in EDU 325.

EDU 330: THE MIDDLE SCHOOL: CONCEPT AND CURRICULUM

Credits 3

This course is designed to provide prospective teachers with historical perspective on the concept of the middle school along with information concerning current reforms and trends related to learning and the early adolescent. The class will also investigate curriculum, grouping practices, instructional strategies, and the design of interdisciplinary units for middle level learners.

EDU 330F: PRE-PRACTICUM: THE MIDDLE SCHOOL: CONCEPT AND CURRICULUM

Credits 1

This is the supervised field-based component of EDU 330. Students spend at least 25 hours at the field site and complete pre-practicum tasks required. Students must be enrolled in EDU 330.

EDU 332F: PRE-PRACTICUM: INTEGRATED FIELD EXPERIENCES IN MIDDLE SCHOOL AND ENGLISH LANGUAGE LEARNERS (5-8)

Credits 1

This is a supervised field-based component of EDU 302 and EDU 330. Students spend at least 30 hours at the field site and complete required pre-practicum tasks. Students must be enrolled in EDU 302 and EDU 330 concurrently.

EDU 333F: INTEGRATED FIELD EXPERIENCES IN SECONDARY EDUCATION (5-8; 8-12; 5-12)

Credits 1

This is a field-based course, designed to help secondary Education majors observe, analyze, practice, and reflect upon effective teaching. Students will complete a pre-practicum of 25 hours in a middle-high school, working closely with a teacher in their licensure field. Students will observe mentor teachers teaching adolescents, will teach three practice lessons, and will analyze their observations and practice in light of course readings on secondary instruction, classroom assessment, and student engagement. Students will draw from their field experiences as the evidence-based principles of instruction, assessment of student learning, and the social-emotional aspects of student learning. Limited to Education majors who have satisfied all the retention criteria.

EDU 341: READING AND WRITING ACROSS THE CURRICULUM (5–12)

Credits 3

This course emphasizes the investigation of theory and research related to the processes of reading, writing, and responding to content area text in middle/secondary education. It addresses a variety of topics such as strategy development for reading and writing to learn, methods and materials, cultural influences, assessment and evaluation, and the roles of teachers and administrators. There is a focus throughout the course on linking theory and research to practice. Limited to Education majors who have satisfied all the retention criteria. Students must concurrently take the associated pre-practicum course EDU 341F. This course is offered during alternate odd fall semesters.

EDU 341F: PRE-PRACTICUM: READING AND WRITING ACROSS THE CURRICULUM (5–12)

Credits 1

This is the supervised field-based component of EDU 341. Students spend at least 25 hours at the field site and complete pre-practicum tasks required. Students must be enrolled in EDU 341. This course is offered during alternate odd fall semesters.

EDU 342: CURRICULUM AND METHODS IN ENGLISH (5–12)

Credits 3

The course is designed to help students examine the theoretical and research bases of the teaching of English and apply that knowledge in the design, implementation, and analysis of their English teaching. Topics include teaching about literature, reading, writing, and language use. Students also examine the Massachusetts English Language Arts Curriculum Framework and use it as a guide for their own lesson preparation. As the students work their way through these components, they also complete pre-practicum field work, observing and assisting an English teacher at a local middle or secondary school. There is a field-based component to this course. Limited to Education majors who have satisfied all the retention criteria. Students must concurrently take the associated pre-practicum course EDU 342F. This course is offered during alternate even fall semesters.

EDU 342F: PRE-PRACTICUM: CURRICULUM AND METHODS IN ENGLISH (5-12)

Credits 1

This is the supervised field-based component of EDU 342. Students spend at least 25 hours at the field site and complete pre-practicum tasks required. Students must be enrolled in EDU 342.

EDU 343: CURRICULUM AND METHODS IN FOREIGN LANGUAGES (5–12)

Credits 3

This course is designed to help students examine the languages and apply that knowledge to the design and implementation of world language curricula. Topics include the evolution of world language pedagogy, theory of second-language acquisition, the role of grammar in contextualized instruction, understanding proficiency and the ACTFL guidelines, teaching for cultural understanding, the relationship between world languages and other areas of the curriculum, and state and national standards, including the Massachusetts World Languages Curriculum Framework. There is a field-based component to this course. Limited to Education majors who have satisfied all the retention criteria. Students must concurrently take the associated pre-practicum course EDU 343F. This course is offered during alternate even fall semesters.

EDU 343F: PRE-PRACTICUM: CURRICULUM AND METHODS IN FOREIGN LANGUAGES (5–12)

Credits 1

This is the supervised field-based component of EDU 343. Students spend at least 25 hours at the field site and complete pre-practicum tasks required. Students must be enrolled in EDU 343. This course is offered during alternate even fall semesters.

EDU 344: CURRICULUM AND METHODS IN HISTORY AND SOCIAL SCIENCE (5–12)

Credits 3

This course is designed to help students become familiar with the history and social science curriculum at the middle/secondary level, examine the theoretical and research bases for effective teaching and learning in the field of social studies, and apply this knowledge in the design, implementation, and evaluation of their own instructional efforts. Topics emphasize teaching about local, United States and world history, geography, economics, and political science as well as the fundamental citizenship mission of social studies. Students also examine the Massachusetts History and Social Science Curriculum Framework and use it as a guide for their lesson preparation. Traditions, issues, and current curriculum concerns in social studies are explored as well. There is a field-based component to this course. Limited to Education majors who have satisfied all the retention criteria. Students must concurrently take the associated pre-practicum course EDU 344F. This course is offered during alternate even fall semesters.

EDU 344F: PRE-PRACTICUM: CURRICULUM AND METHODS IN HISTORY AND SOCIAL SCIENCE (5–12)

Credits 1

This is the supervised field-based component of EDU 344. Students spend at least 25 hours at the field site and complete pre-practicum tasks required. Students must be enrolled in EDU 344. This course is offered during alternate even fall semesters.

EDU 345: CURRICULUM AND METHODS IN MATHEMATICS (5–8; 8–12)

Credits 3

This course considers the teacher’s role and responsibilities in teaching mathematics at the middle/secondary level. Emphasis is placed on curriculum, instructional techniques, and materials for mathematics instruction in middle/ secondary education in accordance with standards set by the National Council of Teachers of Mathematics (NCTM) and the Massachusetts Mathematics Curriculum Framework. The overall goal of this course is to prepare the student to teach middle/secondary level mathematics effectively. There is a field-based component to this course. Limited to Education majors who have satisfied all the retention criteria. Students must concurrently take the associated pre-practicum course EDU 345F. This course is offered during alternate even fall semesters.

EDU 345F: PRE-PRACTICUM: CURRICULUM AND METHODS IN MATHEMATICS (5–8; 8–12)

Credits 1

This is the supervised field-based component of EDU 345. Students spend at least 25 hours at the field site and complete pre-practicum tasks required. Students must be enrolled in EDU 345.

EDU 346: CURRICULUM AND METHODS IN SCIENCE AND TECHNOLOGY (5–8; 8–12)

Credits 3

This course is designed to provide students with an understanding of the role and responsibilities of the middle/secondary teacher of science. Emphasis is placed on curriculum, instructional techniques, and materials for middle/secondary science instruction. Drawing on their knowledge of the developmental stages of the adolescent, students design, implement, and evaluate instructional material to develop effective science lessons. Topics emphasized include methods and materials for teaching science, assessment of learning, relationships among the different disciplines of science, and professional development. Students also examine the Massachusetts Science and Technology/Engineering Curriculum Framework and use it as a guide in lesson preparation. There is a field-based component to this course. Limited to Education majors who have satisfied all the retention criteria. Students must concurrently take the associated pre-practicum course EDU 346F. This course is offered during alternate even fall semesters.

EDU 346F: PRE-PRACTICUM: CURRICULUM AND METHODS IN SCIENCE AND TECHNOLOGY (5–8; 8–12)

Credits 1

This is the supervised field-based component of EDU 346. Students spend at least 25 hours at the field site and complete pre-practicum tasks required. Students must be enrolled in EDU 346. This course is offered during alternate even fall semesters.

EDU 399: SPECIAL TOPICS IN EDUCATION

Credits 3

This course addresses contemporary issues and instruction in PreK-12 education. It responds to specific interests designated by students, extensions of topics addressed in a general or discipline-specific education course (e.g., English, history, literacy, mathematics, science), or faculty research interests. Topics are selected based on timeliness, and relevance to elementary, middle, and/or secondary school education. The course allows students opportunities to investigate current PreK-12 issues and instruction in greater depth than is possible in existing courses within the discipline. A special topics course may have prerequisites.

EDU 420: PRACTICUM IN ELEMENTARY EDUCATION

Credits 9

EDU 420 includes twelve weeks of supervised candidate teaching in an elementary classroom. Each candidate is matched with a supervising practitioner (classroom teacher). Under the direct supervision of both a program supervisor (University supervisor) and supervising practitioner, the candidate observes, assists, and teaches elementary school pupils. The candidate is responsible for designing and teaching a range of lessons in the core academic subjects to elementary pupils with diverse learning needs. The candidates’ lesson plans and instructional units will demonstrate their connection to the Massachusetts Curriculum Frameworks. Over the course of the practicum, each candidate’s performance will be assessed jointly by both the program supervisor and supervising practitioner through the Massachusetts Candidate Assessment of Performance (CAP) for the Initial License The candidate will spend full school days at the field site for the spring semester. Teacher candidates follow the elementary school calendar during their practicum and therefore are expected to be at the elementary school each day it is in session, including those days when Assumption University classes may not be in session. Prior to the beginning of the practicum, practicum students may request approval to attend Assumption University sponsored events. Such requests must be made in writing and addressed to the Licensure Program Coordinator, and, if approved, the practicum student will extend the practicum placement beyond the typical ending date for the practicum. Limited to Elementary Education majors who have satisfied all retention criteria, including taking all required Massachusetts Tests for Educator Licensure (MTEL) by January 15 of the senior year. Students must concurrently take the associated 3-credit seminar, EDU 420S.

EDU 420S: PRACTICUM SEMINAR IN ELEMENTARY EDUCATION

Credits 3

Practicum students are required to attend a weekly seminar, where they will integrate theories and practices of elementary teaching and learning. The seminar affords candidates opportunities to discuss a range of pedagogical issues, and to reflect upon their own growth as beginning teachers. Program supervisors will focus on CAP requirements and may identify themes for candidates’ discussion and analysis. Candidates may also identify particular teaching issues for further discussion. Students must be concurrently enrolled in EDU 420.

EDU 440: PRACTICUM IN MIDDLE/SECONDARY EDUCATION

Credits 9

EDU 440: Practicum in Middle/Secondary Education includes twelve weeks of supervised candidate teaching in a middle/secondary classroom. Each candidate is matched with a supervising practitioner (classroom teacher). Under the direct supervision of both a program supervisor (University supervisor) and supervising practitioner, the candidate observes, assists, and teaches middle/secondary school pupils. The candidate is responsible for designing and teaching a range of lessons to pupils with diverse learning needs. The candidates’ lesson plans and instructional units will demonstrate their connection to the Massachusetts Curriculum Frameworks. Over the course of the practicum, each candidate’s performance will be assessed jointly by both the program supervisor and supervising practitioner through the Massachusetts Candidate Assessment of Performance (CAP) for the Initial License. The teacher candidates will spend full school days at the field site for the spring semester. Teacher candidates follow the middle or secondary school calendar during their practicum and therefore are expected to be at the middle or secondary school each day it is in session, including those days when Assumption University classes may not be in session. Prior to the beginning of the practicum, practicum students may request approval to attend Assumption University sponsored events. Such requests must be made in writing and addressed to the Licensure Program Coordinator, and, if approved, the practicum student will extend the practicum placement beyond the typical ending date for the practicum. Limited to Middle/Secondary Education majors who have satisfied all retention criteria, including taking all required Massachusetts Tests for Educator Licensure (MTEL) by January 15 of the senior year. Students must concurrently take the associated 3-credit seminar, EDU 440S.

EDU 440S: PRACTICUM SEMINAR IN MIDDLE/SECONDARY EDUCATION

Credits 3

EDU 440S: Seminar in Middle/Secondary Education requires candidates to meet each week with their program supervisor to discuss, analyze, and evaluate their own and others’ teaching. The seminar affords candidates opportunities to discuss a range of pedagogical issues, and to reflect upon their own growth as beginning teachers. Program supervisors will focus on the CAP requirements and may identify particular themes for candidates’ discussion and analysis. Candidates may also identify particular teaching issues for further discussion. Students must be concurrently enrolled in EDU 440.

EDU 444: HONORS THESIS IN EDUCATION

Credits 3

In this course the student will conduct the research project that was proposed and approved during the Honors Seminar (HON 300). The research project will be an original research thesis or creative work under the supervision of a faculty mentor. A summary of the capstone work will be presented at the Honors Colloquium at the end of the semester. This course will count as an elective in the Education Major.