Social scientists use ethnographic methods to describe and analyze the range and variation of daily interactions in schools. Ethnographic study allows researchers the opportunity to examine power dynamics that influence the daily life of students, teachers, administrators and parents. Vivid, critical ethnography helps us discover how cultural traditions, expectations, and opportunities are passed down to the next generation and how they impact school outcomes. This class will explore educational ethnography and students will complete observation hours in local schools and prepare a descriptive, mini-ethnography of a school community.

A study of essential methods of learning and teaching, including learner characteristics and needs, organization and structure of educational institutions, development of curriculum and instructional goals, preparation of evaluation and assessment, and design of subject/level specific methodologies and classroom management techniques. Required course work includes 22 hours of site-based field experience and evening laboratory sessions. Students should have one morning of unscheduled time available each week to allow for school visits. The course is open to any student who has an interest in teaching.

TPP 403 is designed to complement TPP 404, Clinical Practice. The course is structured by four themes: The Learner and Learning, Content Knowledge: Planning Instruction and Assessment, Instructional Practice and Pedagogy, and Professional Responsibilities. Major course assignments address these themes through a focus on the research and practice of meeting the needs of exceptional learners. The course is designed to help students connect theory and practice, become self-reflective practitioners, use data from formative and summative assessments to inform instruction, and to prepare them for full-time student teaching.

TPP 404 (complements TPP 403) is a 175-hour assignment as a student teacher in a local middle or high school, w/approximately 20 hours of clinical work per week over 12 weeks. Students assume increasing control of instruction with support of a host teacher, and the experience culminates with the design and delivery of a small unit of instruction. Assignments include research on the classroom and school context and an analysis of the unit of instruction taught in the final weeks of the semester. The course objectives focus on the role of classroom context in the teaching and learning process; instructional planning; and teacher reflection.

The Seminar on Education-Theory and Practice is designed to intersect with and compliment Practice Teaching (TPP 406). Students will read and reflect on educational research and reflect on how to best integrate theory and practice in the reality of their school setting. Students investigate the processes of curriculum development and implementation, develop learning goals and lesson plans, and learn strategies for measuring student learning by applying both formative and summative assessments. Prerequisite: permission from the Director of Teacher Certification. Students enroll in the seminar concurrently with TPP 406.

Supervised practice teaching (a minimum of 12 weeks) in a local school. Teaching is done under the supervision of an accomplished teacher and a program staff member who regularly observes and discusses the student's practice teaching. Students gain firsthand experience in developing teaching strategies, planning and differentiating instruction, assessing student learning, and classroom management. Must be taken concurrently with TPP 405.