• Course	Description
  EDU 5377 - Human Growth and Development	Exploration of the physical, mental, social, and moral growth across the lifespan. Students examine significant theories of development with emphasis on the work of Piaget, Erikson, Kohlberg, and Vygotsky. Students discuss and question significant topics of development that reflect on the issue of "nature vs. nurture." A research project requires students to examine areas of human growth and development in light of developmental theories.
  EDU 5344 - Literacy Instruction, Assessment, and Practice	This course addresses the major components of literacy programs from early childhood through 8th grade. The theoretical foundations of literacy are discussed as well as the interrelated components of literacy across all developmental stages of oral and written language. Current, research-based literacy development knowledge and strategies are explored, along with appropriate literacy assessment methods, commensurate with state requirements for students and teachers. Candidates will investigate essential literacy components of oral language, phonological awareness, phonics, the alphabetic principle, word analysis, fluency, vocabulary comprehension, and written language. Ten hours of observation required.
  EDU 5343 - Elementary Principles of Teaching, Learning, and Assessment	An overview of elementary education, addressing  classroom management, teaching methodology, curriculum planning, and educational evaluation as they have evolved and relate to both the classroom teacher and the student. Special populations and appropriate differentiation strategies are explored. An examination of assessment through reflective practice offers insight into the selection, construction, and implementation of assessments. This course explores what it means to assess in the context of teaching. Five hours of observation required.
  Fall 2019:   W 4:30-7:20pm PHI 5326 - Philosophy of Education	Consideration of themes such as the nature of the student and of the teacher, goals of education, curriculum and methodology, the nature and division of knowledge, education and the common good. Inquiry is cast in the light of fundamental considerations of the nature of the human person, of mind, of being, and of the good chiefly through the study of classic texts of the Western philosophical tradition (e.g., Plato's Republic and Rousseau's Emile). Attention given to contemporary issues in education is in light of these prior inquiries.
  EDU 6350 - Instructional Strategies Across the Curriculum	This course will explore effective curriculum integration and instructional strategies across social studies content areas. The course also explores the scope of literature for children and young adults and the principles necessary for a successful and fruitful literature program. The course intends to create a love for fine writing and a sensitivity to and appreciation for the relationships among art, music, drama, and literature in a multicultural setting. Five hours of observation required.
  EDU 6327 - Elementary Math and Science Teaching and Practice	This course develops candidate's pedagogical content knowledge appropriate for elementary school math and science instruction. Attention is directed to developmentally appropriate practices for teaching math and science. Candidates will explore inquiry methods in both math and science, including utilization of a laboratory approach and concrete manipulatives. Ten hours of observation required.
  EDU 5379 & 53780 - Internship in Education	The capstone courses in teacher education (grades EC-6). Students actively teach all day in an accredited elementary school, supervised by a certified mentor teacher and a university supervisor. Concurrent participation in seminar course required. Two semesters of the Internship in Education EC-6 are required.

• Course	Description
  EDU 5377 - Human Growth and Development	Exploration of the physical, mental, social, and moral growth across the lifespan. Students examine significant theories of development with emphasis on the work of Piaget, Erikson, Kohlberg, and Vygotsky. Students discuss and question significant topics of development that reflect on the issue of "nature vs. nurture." A research project requires students to examine areas of human growth and development in light of developmental theories.
  EDU 5346 - Best Practices for Secondary Curriculum and Instruction	Students connect learning from observations in secondary school classrooms with instruction that involves active participation, readings, and presentations about pedagogical theory, research, and best practice. Topics include the qualities of effective teachers, standards and lesson planning, classroom management, differentiated instruction, special populations, instructional strategies, activities, resources, and technology integration. 30 hours of classroom observation required (via video and/or in person).
  Fall 2019:   M 5:30-8:20pm EDU 5352 - Educational Evaluation	An examination of assessment through reflective practice offers insight into the selection, construction, and implementation of assessments. Offers preservice and in-service teachers an environment in which to explore what it means to assess in the context of teaching.
  EDU 5323 - Reading in Secondary Schools	This course extends the student's knowledge and skill in order to provide literacy instruction that improves learning in secondary school content areas. Students explore relevant research and theory and engage in teaching and applying proven principles and strategies related to literacy instruction in secondary school content areas. Topics include standards, reading and writing as processes, linguistics, text structures, fluency, comprehension, dyslexia, vocabulary, and assessments.
  Fall 2019:   W 4:30-7:20pm PHI 5326 - Philosophy of Education	Consideration of themes such as the nature of the student and of the teacher, goals of education, curriculum and methodology, the nature and division of knowledge, education and the common good. Inquiry is cast in the light of fundamental considerations of the nature of the human person, of mind, of being, and of the good chiefly through the study of classic texts of the Western philosophical tradition (e.g., Plato's Republic and Rousseau's Emile). Attention given to contemporary issues in education is in light of these prior inquiries.
  Fall 2019: Th. 5:30-8:20pm EDU 5351 - History of American Education	Students acquire knowledge and keener insights into the present and future promises and perils of America's schools while exploring the historical events and factors that have shaped this quintessential, evolving American enterprise from the 18th to the 21st centuries. Through reading primary and secondary sources and class activities, students learn the historical philosophical, political, social, and economic forces that have influenced education in America.
  EDU 5379 & 53780 - Internship in Education	The capstone courses in teacher education (grades EC-6). Students actively teach all day in an accredited elementary school, supervised by a certified mentor teacher and a university supervisor. Concurrent participation in seminar course required. Two semesters of the Internship in Education EC-6 are required.

Successful completion of Internship is required of students who seek certification.  It is taken in the final year.  Students who have received a "D" or "F" in required Education or academic emphasis (teaching field) courses may not take Internship until the course has been repeated and a grade of "C" or higher obtained. For those candidates certifying in Core Subjects EC-6 the teaching field is: English, Math, History, Science, Art, Music, Drama, Health and/or Physical Education. Applications and supporting documents for admittance into EPP must be submitted when applying to Braniff Graduate School. A student must meet the following requirements:

• Submit a Clinical Teaching Application with essay (See below for Application)
• Submit original transcripts from all colleges and universities attended.
• Achieve an overall grade point average of 2.75 (on a 4.0 scale) and a 2.75 in teaching field and pedagogical courses; no incompletes allowed.
• Complete 12 credit hours in content area unless certifying in Math or Science which requires 15 credit hours.
• Demonstrated proficiency in each of the basic skills of reading, writing, math, critical thinking and oral communication in English.  A student can demonstrate proficiency of basic skills by submitting current (within the last five years) passing scores on approved standardized tests. Approved standardized tests and minimum passing scores are:
• Texas Success Initiative Assessment (TSI): minimum scores in Math of 356, in Reading of 355, in Writing of 350, and in Essay of 5
• SAT (prior to March 2016): minimum scores in Composite (Critical Reading & Math), in Math of 500, in English/Reading of 500
• SAT (after March 2016): minimum scores in Math of 530, in English/Reading & Writing of 480.
• ACT: minimum scores in Composite of 23, Math of 19, English/Reading of 19
• Or qualifying exemption. Please refer to Basic Skills Requirements for those exemptions.

• Pass the appropriate TExES content test for the certification area sought prior to being admitted. Please refer to Texas Education Agency's website on the Admission content Test (PACT).
• Submit two academic recommendations or letters of reference.
• Receive favorable recommendations from all members of the Education faculty.*

An Internship is for a minimum of one full school year for the classroom teacher assignment. Students spend time teaching a class, Monday-Friday, under an Internship Certification issued by TEA. Please contact certification officer for appropriate form.

Enrolling in the educator preparation program is the first step in your preparation to be a licensed teacher.  Ultimately, your suitability for certification as teacher will be evaluated by a state licensing agency, which in Texas will be the Texas Education Agency.  In Texas, as in many states, you may be ineligible for certification due to a criminal or deferred adjudication for a felony or a misdemeanor offense.  A copy of the current Texas Guidelines to consider the eligibility for teacher certification for individuals with criminal history is enclosed for your review.  If your record includes a criminal or deferred adjudication for a felony or misdemeanor offense, and you plan to seek licensure in Texas, you may request a criminal history evaluation letter from the Texas Education Agency to evaluate your potential ineligibility for certification due to a past conviction or deferred adjudication.  Information related to the process for requesting a preliminary evaluation of certification eligibility in Texas is also enclosed to assist you.  Please consider these materials carefully and, if appropriate or if you are unsure, please take steps to review your potential ineligibility for certification before continuing the program and incurring the related tuition and fees.

• Admissions of Military Service Personnel, Veterans, or Military Spouses  - For more information or to request a transcript evaluation for course credit, please contact Sandy Morgan, with the Military and Veterans Services, at registar@udallas.edu.  You may also visit our Military and Veterans Services website at https://udallas.edu/offices/veterans/index.php
• Admitting Applicants from other EPPs
• Test Preparation for Candidates
• Admitting International Students into EPP