Professional Studies

The UVA-WISE Center for Teaching Excellence (CTE) offers the following professional studies courses at the undergraduate level and as prescribed by the Virginia Department of Education.   These online courses are open to Virginia provisionally licensed teachers who need professional studies coursework to complete their initial teaching licensure.  Please note that these courses are not eligible for the reduced tuition recertification course price.  The CTE is proud to offer K-12 experienced faculty who are supported by online learning specialists with all of the following coursework being offered completely online.  

DOE COMPETENCY

CTE COURSE OFFERING

Professional studies requirements for early/primary education, elementary education, and middle education: 18 semester hours. 

Professional studies requirements for adult education, preK-12 endorsements, and secondary grades 6-12 endorsements: 15 semester hours. Professional studies requirements for special education: 18 semester hours.

These requirements may be taught in integrated coursework or modules.

Professional Studies:
Human growth and development (birth through adolescence): 3 semester hours. Skills in this area shall contribute to an understanding of the physical, social, emotional, speech and language, and intellectual development of children and the ability to use this understanding in guiding learning experiences and relating meaningfully to students . The interaction of children with individual differences – economic, social, racial, ethnic, religious, physical, and mental – should be incorporated to include skills contributing to an understanding of developmental disabilities and developmental issues related to but not limited to attention deficit disorders, gifted education including the use of multiple criteria to identify gifted students, substance abuse, child abuse, and family disruptions. EDU 3600: Human Growth & Development

Curriculum and instructional procedures: 3 semester hours.

a. Early/primary education preK-3 or elementary education preK-6 curriculum and instructional procedures: 3 semester hours. Skills in this area shall contribute to an understanding of the principles of learning; the 23
application of skills in discipline-specific methodology; communication processes; selection and use of materials, including media and computers; selection, development and use of appropriate curricula, methodologies, and materials that support and enhance student learning and reflect the research on unique, age-appropriate, and culturally relevant curriculum and pedagogy; evaluation of pupil performance; and the relationships among assessment, instruction, and monitoring student progress to include student performance measures in grading practices, the ability to construct and interpret valid assessments using a variety of formats in order to measure student attainment of essential skills in a standards-based environment, and the ability to analyze assessment data to make decisions about how to improve instruction and student performance. The teaching methods, including for limited English proficient students, gifted and talented students and those students with disabling conditions, must be appropriate for the level of endorsement (preK-3 or preK-6) and be tailored to promote student academic progress and effective preparation for the Standards of Learning assessments. Study in methods of improving communication between schools and families, ways of increasing family involvement in student learning at home and in school, the Standards of Learning, and Foundation Blocks for Early Learning shall be included. Early childhood educators must understand the role of families in child development and in relation to teaching educational skills. They must demonstrate knowledge in relation to teaching educational skills. They must demonstrate knowledge and skills in communicating with families regarding the social and instructional needs of children. Early childhood educators must understand the role of the informal and play-mediated settings for promoting students’ skills and development and must demonstrate knowledge and skill in interacting in such situations to promote specific learning outcomes as reflected in Virginia’s Foundation Blocks for Early Learning. Demonstrated proficiency in the use of educational technology for instruction shall be included. Persons seeking initial licensure as teachers and persons seeking licensure renewal as teachers for the first time shall complete study in child abuse recognition and intervention in accordance with curriculum guidelines developed by the Board of Education in consultation with the Department of Social Services that are relevant to the specific teacher licensure routes. Pre-student teaching experiences (field experiences) should be evident within these skills.

b. Middle education 6-8 curriculum and instructional procedures: 3 semester hours. Skills in this area shall contribute to an understanding of the principles of learning; the application of skills in discipline-specific methodology; communication processes, selection and use of materials, including media and computers; evaluation of pupil performance; and the relationships among assessment, instruction, and monitoring student progress to include student performance measures in grading practices, the ability to construct and interpret valid assessments using a variety of formats in order to measure student attainment of essential skills in a standards-based environment, and the ability to analyze assessment data to make decisions about how to improve instruction and student 24 performance. The teaching methods, including for limited English proficient students, gifted and talented students, and students with disabling conditions, must be appropriate for the middle education endorsement and be tailored to promote student academic progress and effective preparation for the Standards of Learning assessments. Study in methods of improving communication between schools and families, ways of increasing family involvement in student learning at home and in school, and the Standards of Learning shall be included. Demonstrated proficiency in the use of educational technology for instruction shall be included. Persons seeking initial licensure as teachers and persons seeking licensure renewal as teachers for the first time shall complete study in child abuse recognition and intervention in accordance with curriculum guidelines developed by the Board of Education in consultation with the Department of Social Services that are relevant to the specific teacher licensure routes. Pre-student teaching experiences (field experiences) should be evident within these skills.

c. Secondary education, adult education, and K-12 endorsements - Skills in this area shall contribute to an understanding of the principles of learning; the application of skills in discipline-specific methodology; communication processes; selection and use of materials, including media and computers; evaluation of pupil performance ; and the relationships among assessment, instruction, and monitoring student progress to include student performance measures in grading practices, the ability to construct and interpret valid assessments using a variety of formats in order to measure student attainment of essential skills in a standards-based environment, and the ability to analyze assessment data to make decisions about how to improve instruction and student performance. Teaching methods appropriate for 30 limited English proficient students; exceptional students, including gifted and talented and those with disabling conditions; and appropriate for the level of endorsement sought shall be included. Teaching methods shall be tailored to promote student academic progress and effective preparation for the Standards of Learning assessments. Methods of improving communication between schools and families and ways of increasing family involvement in student learning at home and in school and the Standards of Learning shall be included. Demonstrated proficiency in the use of educational technology for instruction shall be included. Persons seeking initial licensure as teachers and persons seeking licensure renewal as teachers for the first time shall complete study in child abuse recognition and intervention in accordance with curriculum guidelines developed by the Board of Education in consultation with the Department of Social Services that are relevant to the specific teacher licensure routes. Curriculum and instructional procedures for secondary grades 6-12 endorsements must include middle and secondary education. Pre-student teaching experiences (field experiences) should be evident within these skills. For preK-12, field experiences must be at the elementary, middle, and secondary levels.
EDU 4460: Organizational & Instructional Procedures for Grades PK-6

 

 

 

 

 

 

 

 

 

 

 

 

 





 

 

EDU-4820-50 Design & Development of Instruction for grades 6-12

 

 

 

 

 

 

 

 

 

 

 

EDU-4820-50 Design & Development of Instruction for grades 6-12

Classroom and behavior management: 3 semester hours.
Skills in this area shall contribute to an understanding and application of classroom and behavior management techniques, classroom community building, and individual interventions, including techniques that promote emotional well-being and teach and maintain behavioral conduct and skills consistent with norms, standards, and rules of the educational environment. This area shall address diverse approaches based upon behavioral, cognitive, affective, social and ecological theory and practice. Approaches should support professionally appropriate practices that promote positive redirection of behavior, development of social skills, and of self discipline. The link between classroom management and students’ ages must be understood and demonstrated in techniques used in the classroom.

EDU 4080: Classroom Management and Discipline

Foundations of education: 3 semester hours.
Skills in this area shall be designed to develop an understanding of the historical, philosophical, and sociological foundations underlying the role, development and organization of public education in the United States. Attention must be given to the legal status of teachers and students, including federal and state laws and regulations, school as an organization/culture, and contemporary issues in education. The historical, philosophical, and sociological foundations of the instructional design based on assessment data (the relationships among assessment, instruction, and monitoring student progress to include student performance measures in grading practices, the ability to construct and interpret valid assessments using a variety of formats in order to measure student attainment of essential skills in a standards-based environment, and the ability to analyze assessment data to make decisions about how to improve instruction and student performance) must be addressed.
EDU C251: Foundations of American Education

Reading: 6 sem hrs for elem/mid; 3 sem hrs for secondary, adult ed, K-12 endorsements

a. Early/primary preK-3 and elementary education preK-6 – language acquisition and reading: 6 semester hours.  25 Skills listed for these endorsement areas represent the minimum competencies that a beginning teacher must be able to demonstrate. These skills are not intended to limit the scope of a beginning teacher’s program. Additional knowledge and skills that add to a beginning teacher’s competencies to deliver instruction and improve student achievement should be included as part of a quality learning experience.  Skills in this area shall be designed to impart a thorough understanding of the complex nature of language acquisition and reading, to include phonemic awareness, concept of print, phonics, fluency, vocabulary development, and comprehension strategies. Additional skills shall include proficiency, in writing strategies, as well as the ability to foster appreciation of a variety of literature and independent reading.  Knowledge of typical language development, components and sequence of literacy development, and the connection between language development and literacy must be evident in coursework. Knowledge and skills in specific methods by which adults elicit and foster the components of language development must be included.

b. Middle education – language acquisition: 3 semester hours and reading in the content areas: 3 semester hours. Skills in this area shall be designed to impart an understanding of comprehension skills in all content areas, including a repertoire of questioning strategies, summarizing and retelling skills, and strategies in literal, interpretive, critical, and evaluative comprehension, as well as the ability to foster appreciation of a variety of literature and independent reading.

c. Secondary grades 6-12, adult education, and preK-12 endorsements – reading in the content area: 3 semester hours. Skills in this area shall be designed to impart an understanding of comprehension skills in all content areas, including a repertoire of questioning strategies, summarizing and retelling 31 skills, and strategies in literal, interpretive, critical, and evaluative comprehension, as well as the ability to foster appreciation of a variety of literature and independent reading.

EDU 3450: Foundations of Reading Instruction
EDU C451: Language Acquisition: Literacy, Assessment, and Instruction

 

 

 

 

 

EDU 3450: Foundations of Reading Instruction
EDU 3580: Reading and Language Arts in the Content Areas for Grades 6-12

 

 

EDU 3580: Reading and Language Arts in the Content Areas for Grades 6-12

Supervised Classroom Experience:

The student teaching experience should provide for the prospective teacher to be in classrooms full time for a minimum of 300 clock hours (including pre- and post-clinical experiences) with at least 150 clock hours spent supervised in direct teaching activities (providing direct instruction) at the level of endorsement.  One year of successful full-time teaching experience in the endorsement area in a public or accredited nonpublic school may be accepted in lieu of the supervised teaching experience.  A fully licensed, experienced teacher must be available in the school building to assist a beginning teacher employed through the alternate route.

Not offered through CTE

State Assessment Testing:

Virginia Communication and Literacy Assessment (VCLA) Reading & Writing

Reading for Virginia Educators (RVE)

PRAXIS 2

 

Not offered by CTE, please reference:

www.vcla.nesinc.com

www.ets.org/praxis/va

 

Please check our current course offerings on the left sidebar to look for your needed courses and to complete your online registration. 

Course Descriptions

EDU C251: Foundations and Dev. of American Education (3)
A study of American education including the history of education and the major philosophical and sociological forces affecting education, with emphasis on contemporary issues, problems, and patterns relative to curriculum design and development in American Schools. Requires 20 logged hours of observation in an elementary and/or secondary school setting.

 

 

EDU 3450: Foundations of Reading Instruction (3)
This course is designed to provide information on balanced reading instruction in grades PreK-6. Specific topics addressed will include: theories/models of the reading process, language acquisition, phonemic awareness, word identification strategies (sight vocabulary, phonics knowledge, structural analysis, and contextual analysis), vocabulary development strategies, comprehension strategies, reading-writing connections, and assessments (formal and informal). Requires 30 hours of field experience in a K-6 classroom setting.

 

 

EDU 3580 Reading and the Language Arts in the Content Areas, 6-12 (3)
The content of this course is designed to provide information on various approaches and techniques for utilizing and teaching reading/writing strategies within grades 6-12 content areas (i.e. literature, history/social science, mathematics, science, etc.). Emphasis is placed on procedures for evaluating textbooks, strategies to help students develop comprehension and study skills, and methods for teaching vocabulary and concepts. The student will learn, practice, and internalize strategies that are essential life-long learning skills for reading, writing, understanding and interpreting content specific materials.  This course requires 30 hours of field experience in a 6-12 school setting.

 

EDU 3600: Human Growth and Development (3)
A study of the development of the whole child: physical traits, learning and intelligence, social and emotional behavior, and personality adjustment. Emphasis on birth to adolescence.

 

EDU 4080: Classroom Management and Discipline (3)
This course presents various alternatives for classroom management and the development of classroom management plans for students at both the elementary and secondary levels.  

 

EDU 4460: Organizational & Instructional Procedures for Grades PK-6 (3)
The course will discuss the defining responsibilities of PK-6 teachers and effective teaching, and the ability to modify and manage learning environments and experiences to meet the individual needs of children. The students will gain a greater understanding of the roles and responsibilities of a PK-6 teacher with content, ideas, and real scenarios that bring the teaching profession to life.

 

 EDU C451: Literacy, Assessment & Instruction - Language Acquisition (3)
Instruction in this course focuses on the techniques, methods, and materials that can be used in effectively diagnosing reading difficulties/deficiencies and strengths in students in grades K through 8. Course content will include a study of both formal and informal assessment measures with emphasis placed on the procedures for administering and interpreting an Informal Reading Inventory (IRI) and how to use results from this inventory to prescribe and then deliver appropriate reading instruction to students in grades K-8. As part of the service learning component for the course, students will be required to serve as a tutor for a K-8 student in a school setting.

 

EDU 4820: Design & Development of Instruction for Grades 6-12 (3)
This course is designed to prepare students to teach at the middle and high school level by developing the necessary knowledge & skills to design, implement, & evaluate instruction. In this course the student will learn about a number of critical issues and topics that teachers must understand and be able to skillfully apply in order to success fully overcome the challenges of today's classrooms. The emphasis will be on providing participants with practical advice and strategies to deal with real-world problems that teachers face every day.