Department of Education

Mission

The mission of the Department of Education at Northwest Nazarene University is to be a Christ-centered unit that develops capable, compassionate educators who are determined and prepared to meet the educational needs of K-12 students in a changing world. This mission drives our work in undergraduate, graduate, and continuing education programs. It is articulated through the learner-centered CORE conceptual framework underpinning all education programs.

Faculty

Amy Ackley, Lisa Amundson, Jennifer Cornell, Heidi Curtis (Graduate Department Chair), Robin Gilbert, Jennifer Hill, Holly Ripley (Undergraduate Department Chair), Michelle Rowley, LoriAnn Sanchez (Dean), Michelle Van Beek, and Whitney Ward

Learner-Centered CORE

The following themes form the conceptual framework for NNU’s Education program and are embraced and modeled within the content of our courses.

  1. Called to Serve: Educators prepared at Northwest Nazarene University view their profession as not just a job but rather as a ministry that requires the full engagement of heart, mind, and soul. They have accepted the call to transform the lives of students through teaching, leading, mentoring, and relationship building. They keep what is best for the student at the center of all they do. (Service)
  2. Open to Change: Educators prepared at Northwest Nazarene University value learning and demonstrate a breadth of knowledge and an inquiry-based habit of mind. As lifelong learners, they continually update their knowledge and skills--innovating with the latest technology and seeking ways to improve education. They question educational assumptions and use current research to stimulate reflection and to inform practice. (Transformation)
  3. Responsive to All: Educators prepared at Northwest Nazarene University are committed to the academic, social, and emotional growth of all students with focused attention on those with diverse needs. They believe that all students can learn. They understand students’ backgrounds and make connections through meaningful relationships and community building. Educators prepared at NNU play critical roles in promoting democratic values. They examine and challenge social inequities in schools and communities, facilitating equal voice and equal access for all students and parents. They understand the historical and philosophical purposes of schools and the legal and societal influences impacting youth and families. (Community)
  4. Empowered to Succeed: Educators prepared at Northwest Nazarene University are highly skilled in promoting student achievement, using data to guide practice and incorporating technology to enrich learning. Adept at working with parents and responding to students, they apply theories, strategies, frameworks, and research to challenge, to interest, to accommodate, and to assess a diverse student population. Educators prepared at NNU demonstrate management expertise that stimulates growth and creates a safe and positive learning environment. They are recognized as experts in their fields. (Truth)

Student Learning Outcomes

Outcomes for NNU's education programs are aligned with the Idaho Core Teaching Standards.

  1. Teacher candidates (NNU students in the Education Department) will demonstrate knowledge of learners, learner development and learner differences, thus creating environments conducive to learning for all students. (InTASC 1-3)
  2. ​Teacher candidates will demonstrate content knowledge and pedagogical best practices based on content connections and needs of varied learners. (InTASC 4-5)
  3. Teacher candidates will plan, deliver, and assess instruction. Candidates will make data-based decisions based on student learning, utilizing frequent formative assessment strategies. (InTASC 6-8)
  4. Teacher candidates will engage in continuous and collaborative professional growth focused on improving P-12 student learning. (InTASC 9-10)

Accreditation

The Educator Preparation Program at Northwest Nazarene University is accredited based on the Council for the Accreditation of Educator Preparation (CAEP) standards. The program is fully approved by the Idaho State Board of Education. NNU is proud of its 55-year accreditation history.

Majors

  • Bachelor of Arts, Elementary Education
  • Bachelor of Arts, Biology Education
  • Bachelor of Arts, Chemistry Education
  • Bachelor of Arts, English Education
  • Bachelor of Arts, History Education
  • Bachelor of Arts, Mathematics Education
  • Bachelor of Arts, Music Education
  • Bachelor of Arts, Physical Education
  • Bachelor of Arts, Psychology Education
  • Bachelor of Arts, Visual Arts Education
  • Bachelor of Arts, World Language Education

Standard Instructional Certificate

The Educator Preparation Program at Northwest Nazarene University is approved by the Idaho State Department of Education to offer programs leading toward an Educator Credential and Standard Instructional Certificate.

Elementary Education

For the Bachelor of Arts in Elementary Education, candidates will pursue the All Subjects K-8 endorsement. Additionally, according to state regulations, candidates must choose one middle level grade band endorsement from the subjects listed in the section below.

Secondary Education

For secondary education candidates, NNU offers endorsements in the following subjects for grade bands 6-12. Secondary candidates may choose one endorsement area or the combination of a first and second endorsement. If a candidate pursues two endorsements, one must be a first endorsement. Music, Physical Education, and Visual Arts subject areas have the option of pursuing K-12 grade band endorsements.

Endorsement Area: 45 cr or more

First Endorsement: 30 cr or more

Second Endorsement: 20 cr or more

Biology

Biology

American Government/Political Science

Chemistry

Chemistry

Biology

English

English

Chemistry

Mathematics

History

Communication

Music

Mathematics

Computer Science

Physical Education

Physical Education

English

Visual Arts

Psychology

English Middle Level (5-9)

 

Visual Arts

Health

 

World Languages

History

 

 

History Middle Level (5-9)

 

 

Mathematics

 

 

Mathematics Middle Level (5-9)

 

 

Music

 

 

Physical Education

 

 

Physics

 

 

Psychology

 

 

Science Middle Level (5-9)

 

 

Social Studies Middle Level (5-9)

 

 

Visual Arts

 

 

World Languages

CHECKPOINT 1: ADMISSION TO EDUCATOR PREPARATION PROGRAM

Application for admission to the Educator Preparation Program is made during the semester when EDUC2960 (Introduction to Instructional Design) is taken, or by the spring semester of the candidate’s sophomore year.  Candidates who transfer to NNU with junior or senior classification apply for admission to the Educator Preparation Program during their first semester of residency.  Decision factors include scholarship, dispositions for teaching, and residency as described below.  Any person convicted of a felony must be cleared by the department chair prior to seeking admission to the Educator Preparation Program.

Requirements for Admission:

The department conducts interviews of candidates. Candidates who are not enrolled at NNU for two consecutive semesters need to reapply for admission to the Educator Preparation Program when they return.

A. Criteria

  1. Scholarship. A cumulative grade point average of 3.0 or above must have been earned in university work. GPA is computed only on credits earned at NNU.
  2. Dispositions for teaching. Must consistently display professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as candidates interact with students, teachers, peers, staff, and faculty.
  3. Residence. One semester in residence at NNU must precede admission to the program. (Transfer students may apply during their first semester in residency.)

B. Process

  1. Orientation in EDUC1100 Introduction to Teaching informs the candidate about the conceptual framework and dispositions that are valued throughout the program.
  2. Faculty monitor candidate performance and dispositions throughout the program, noting concerns on Dispositions assessment.
  3. Candidate submits application for admission during EDUC2960 Introduction to Instructional Design.
  4. Candidate participates in an interview with other candidates and EPP faculty.
  5. Department faculty review input from all entry requirement data and make admission decision.
  6. Candidate is informed in writing of decision.
  7. Candidates who are not admitted at that time meet with their advisors to develop a written contract for overcoming deficiencies.
  8. Those who are denied admission meet with the department chair to discuss reasons for the action and explore alternatives.

C. Possible Decisions

  1. Admitted: All requirements met.
  2. Not admitted at this time: Requirement(s) not met (e.g., low cumulative GPA, yet to satisfy minimum test scores).
  3. Denied admission: Significant requirement(s) not met and significant concerns exist (e.g., extremely low cumulative GPA, lacking dispositions for teaching).

CHECKPOINT 2: ADMISSION TO ELEMENTARY READING AND SECONDARY METHODS COURSES

Checkpoint 2 occurs at the end of the fall semester prior to candidates enrolling in elementary reading or secondary methods courses.  This is typically during the candidate’s junior year.

A. Criteria

  1. Admission to the Educator Preparation Program. Candidate must have satisfactorily completed all Checkpoint 1 requirements.
  2. Scholarship. Candidate must maintain a cumulative grade point average of 3.0 or above in university course work.
  3. Dispositions for teaching. Candidate must consistently display professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as candidate interacts with students, teachers, peers, and faculty and staff.

B. Process

  1. Advisors conduct screening of candidate records to clear admission to elementary reading courses or secondary methods courses.
  2. Department chair works with advisor and candidate to develop action plan if deficiencies exist.
  3. Department coordinator updates candidate tracking form.

C. Possible Decisions

  1. Admitted: All requirements met.
  2. Not admitted at this time: Requirement(s) not met (e.g., low cumulative GPA).
  3. Denied admission: Significant requirement(s) not met and significant concerns exist (e.g., extremely low cumulative GPA, lacking dispositions for teaching).

CHECKPOINT 3: ADMISSION TO INTERNSHIP (ELEMENTARY)

Admission to the internship year occurs at the end of the semester in which EDUC3260 Content Literacy in K-8 Classrooms and EDUC3250 Fundamentals of Reading are taken (generally spring semester of the candidate’s junior year).

A. Criteria

  1. Scholarship – A cumulative grade point average of 3.0 or above must have been earned in university work.
  2. Praxis Tests – Candidate must have taken and received a passing score on all required Praxis content test(s).
  3. State Specific Requirements Literacy Assessments – All candidates must earn a 70% or higher on each applicable SSH Literacy Assessment.
  4. Teaching proficiencies – Candidate must demonstrate proficiencies in lesson planning, instruction, assessment, and student management and motivation.
  5. Dispositions for teaching – Candidate must consistently display professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as candidates interact with students, teachers, peers, and faculty and staff.

B. Process

  1. Candidate submits Application for Admission to Clinical Practice at the beginning of spring semester of year prior to their internship.
  2. Department faculty review each candidate's potential and progress.
  3. Director of clinical practice communicates with each candidate to pre-determine preferred internship grade level.

C. Possible Decisions

  1. Admitted: All requirements met.
  2. Not admitted at this time: Requirement(s) not met (e.g., low cumulative GPA, Praxis tests have not been passed).
  3. Denied admission: Significant requirement(s) not met and significant concerns exist (e.g., extremely low cumulative GPA, poor field experience reports, lacking dispositions for teaching)

CHECKPOINT 3: ADMISSION TO STUDENT TEACHING (SECONDARY)

Admission to secondary student teaching (EDUC4860 or EDUC4870) occurs at the end of the semester in which EDUC3510 Teaching Methods in Secondary Classrooms and content-specific methods courses are taken (generally spring semester of the candidate’s junior year).

A. Criteria

  1. Scholarship – A cumulative grade point average of 3.0 or above must have been earned in university work.
  2. Praxis Tests – Candidate must have taken and received a passing score on all required Praxis content test(s) in order to student teach.
  3. State Specific Requirements Literacy Assessments – All candidates must earn a 70% or higher on each applicable SSH Literacy Assessment.
  4. Teaching proficiencies – Candidate must demonstrate proficiencies in lesson planning, instruction, assessment, and student management and motivation.
  5. Dispositions for teaching – Must consistently display professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as candidates interact with students, teachers, peers, and faculty and staff.

B. Process

  1. Candidate submits Application for Admission to Clinical Practice at the beginning of spring semester.
  2. Department faculty review each candidate's potential and progress.
  3. Director of clinical practice communicates with each candidate to pre-determine preferred student teaching grade level.

C. Possible Decisions

  1. Admitted: All requirements met
  2. Not admitted at this time: Requirement(s) not met (e.g., low cumulative GPA, Praxis tests have not been passed)
  3. Denied admission: Significant requirement(s) not met and significant concerns exist (e.g., extremely low cumulative GPA, poor field experience reports, lacking dispositions for teaching)

CHECKPOINT 4: PROGRAM COMPLETION AND RECOMMENDATION FOR CERTIFICATION

Candidates must display appropriate dispositions for teaching, must have successfully completed all requirements for student teaching or internship with a grade of A or B, must have passed all state-required tests, and must have been recommended by the NNU Educator Preparation Council for certification.

A. Criteria

  1. Praxis Tests – Candidate must have taken and received a passing score on all required Praxis content test(s).
  2. Performance in teaching – Candidate must demonstrate basic or proficient performance in the classroom during Clinical Practice on the Common Summative Assessment based on the Danielson Framework for Teaching.
  3. Internship/Student Teaching Grade – Candidate must successfully complete all requirements for student teaching or internship with a grade of A or B.
  4. Dispositions for teaching – Must consistently display professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as candidates interact with students, teachers, peers, staff, and faculty.
  5. Recommendation of NNU Educator Preparation Council – Candidate must be approved for recommendation for certification based on a majority vote of the Educator Preparation Council.

B. Process

  1. Cooperating teacher completes Framework for Teaching Coaching Guide at multiple points during the clinical experience and discusses with candidate.
  2. NNU supervising faculty complete the Formative Observation form at multiple points during clinical experience and discusses with candidate.
  3. NNU faculty and the director of clinical practice collaboratively review each candidate's progress during his/her clinical experience, assign his/her grade, and decide on recommendation for certification.
  4. Recommendation for certification for each candidate approved by a majority vote of the Educator Preparation Council.

C. Possible Decisions

  1. Grade of A or B: Institutional recommendation for certification.
  2. Grade of C or lower: No institutional recommendation for certification.

Educator Preparation Programs

Mission

The mission of the College of Education at Northwest Nazarene University is to be Christ-centered in our preparation of compassionate, successful leaders and educators who are called to serve, open to change, responsive to all, and empowered to succeed throughout the global community.

Vision

The College of Education at Northwest Nazarene University aspires to positively and persistently impact educational practices and practitioners at the local and global levels.  Through innovative, relationship-driven instruction and research, the College of Education will establish and maintain itself as a model in the field and create transformational leaders to serve learners world-wide.

Educator Credentials and Licensure

The College of Education at Northwest Nazarene University offers high-quality Initial Licensure, Advanced Licensure, and non-licensure programs in the field of education.  Information on education credentials, licensure level, and catalog for College of Education programs is summarized below. All programs that lead to endorsements and licensure are approved by the Idaho State Board of Education (SDE) and the Council for the Accreditation of Education Preparation (CAEP). All programs in the College of Education are fully accredited by the Northwest Commission on Colleges and Universities (NWCCU), the regional accrediting body for Idaho, recognized by the United States Department of Education (USDE) and the Council on Higher Education Accreditation (CHEA).

Program

Degree

Licensure

Level

Catalog

Curriculum, Instruction, and Innovation

Ed.S.

No*

--

GPS

Curriculum, Instruction, and Innovation

M.Ed.

No*

--

GPS

Educational Leadership

Ed.D

No*

--

GPS

Educational Leadership

Ph.D.

No*

--

GPS

Educational Leadership – Building Administration

Ed.S.

Yes

Advanced

GPS

Educational Leadership – Building Administration

M.Ed.

Yes

Advanced

GPS

Educational Leadership – Director of Special Education

Ed.S.

Yes

Advanced

GPS

Educational Leadership – Organizational Leadership

Ed.S.

No*

--

GPS

Educational Leadership – Superintendency

Ed.S.

Yes

Advanced

GPS

Exceptional Child

Ed.S.

Yes

Advanced

GPS

Exceptional Child

Ed.S.

No

--

GPS

Exceptional Child

M.Ed.

Yes

Advanced

GPS

Exceptional Child

M.Ed.

No*

--

GPS

 

 

 

 

 

Elementary Education (ACE)

M.A.T.

Yes

Initial

GPS

Elementary Education (ACE)

B.A.

Yes

Initial

GPS

Elementary Education (TUG)

B.A.

Yes

Initial

TUG

 

 

 

 

 

Secondary Education (ACE)

M.A.T.

Yes

Initial

GPS

 

 

 

 

 

Secondary Education (TUG)

 

 

 

 

Biology Education

B.A.

Yes

Initial

TUG

Chemistry Education

B.A.

Yes

Initial

TUG

English Education

B.A.

Yes

Initial

TUG

History Education

B.A.

Yes

Initial

TUG

Mathematics Education

B.A.

Yes

Initial

TUG

Music Education

B.A.

Yes

Initial

TUG

Physical Education

B.A.

Yes

Initial

TUG

Psychology Education

B.A.

Yes

Initial

TUG

Visual Arts Education

B.A.

Yes

Initial

TUG

World Languages Education

B.A.

Yes

Initial

TUG

 

 

 

 

 

Endorsements

 

 

 

 

American Government /Political Science

 

Yes

Initial

TUG/GPS

Biology

 

Yes

Initial

TUG/GPS

Chemistry

 

Yes

Initial

TUG/GPS

Communication

 

Yes

Initial

TUG/GPS

Computer Science

 

Yes

Initial

TUG/GPS

English Middle Level

 

Yes

Initial

TUG/GPS

English

 

Yes

Initial

TUG/GPS

Health

 

Yes

Initial

TUG/GPS

History

 

Yes

Initial

TUG/GPS

Mathematics

 

Yes

Initial

TUG/GPS

Mathematics Middle Level

 

Yes

Initial

TUG/GPS

Music

 

Yes

Initial

TUG/GPS

Physical Education

 

Yes

Initial

TUG/GPS

Physics

 

Yes

Initial

TUG/GPS

Psychology

 

Yes

Initial

TUG/GPS

Science Middle Level

 

Yes

Initial

TUG/GPS

Social Studies Middle Level

 

Yes

Initial

TUG/GPS

Visual Arts

 

Yes

Initial

TUG/GPS

World Languages

 

Yes

Initial

TUG/GPS

*Non-licensure programs are accredited by NWCCU, but not reviewed by CAEP or the Idaho SDE
ACE: Accelerated Certification in Education
GPS: Graduate & Professional Studies
TUG: Traditional Undergraduate

 

Degrees and Certificates

Courses

EDUC1100: Introduction to Education

Credits 1
Exploration of the rewards and challenges of the teaching profession. Course includes discussion of current issues in education, an overview of the NNU education program, insights from enthusiastic educators, and a 25-hour field experience at the grade level/content area of the candidate's interest.

EDUC2110: Educational Psychology

Credits 3

A study of the psychological implications involved in the teaching-learning situation with emphasis on those psychological principles applicable to children ages 6-12 and adolescents 13-18. A variety of learning and developmental theories based on research from the field of psychology are covered. May be taken in the same semester as EDUC1100. (See PSYC2110.)

EDUC2250: Cultural Diversity in Education

Credits 2
A reflective exploration of race, socio-economic, and changing demographics in communities and schools. Includes a focus on common beliefs held by teachers that may affect the achievement gap between white and minority students. Culturally relevant teaching practices will be developed to enhance learning opportunities for students of color. Course includes a 10-hour field experience. Fulfills a General Education Cultural Competency (CC) requirement.

EDUC2550: Innovative Instruction

Credits 3
This course is designed to support future instructors by increasing their knowledge of innovative strategies in education to facilitate growth in student learning. Utilizing models of innovative instruction and ISTE NETS teacher standards, this course will explore global educational practices, pushing educators to move instruction from a highly structured setting to a more student-centered environment where students take ownership and personalize their learning.

EDUC2960: Introduction to Instructional Design

Credits 1

An overview of lesson planning and domains of teaching. During a 30-hour field experience, candidates will design and teach at least one lesson in a classroom. Fee: Additional fee required.

EDUC3000: Mathematics Lab for Elementary Teachers

Credits 2

A hands-on exploration of mathematical concepts, using evidence-based practices to provide a basic understanding of teaching mathematical structures and strategies for conceptual understanding in the elementary classroom.

EDUC3010: Teaching English in Secondary Schools

Credits 3

Strategies for teaching literature, grammar, writing and other communication skills necessary to effectively teach secondary English. Emphasis will be placed on teaching strategies to correspond with ELA standards and unit planning at a secondary level. Field Experience: 20-40 hours. (See ENGL3010.)

EDUC3090: Pedagogy of Writing in 6-12 Schools

Credits 3

An examination and application of research-based methodologies for teaching the writing process. Candidates learn how to incorporate the writing process across all content areas. Focus is on creating authentic writing opportunities that encompass a range of tasks, purposes, and audiences. This course meets a portion of the Idaho Comprehensive Literacy Coursework requirements of the Idaho Department of Education. (See ENGL3090.)

EDUC3150: Education of Exceptional Children

Credits 3
A survey of the characteristics and educational needs of students with learning challenges and those identified as gifted. Course emphasizes causes, incidence, and implications of disabilities and practical strategies for assisting all students to succeed in the regular classroom. Also included is information on special education law and individual educational plans as they apply to general education teachers. A 15-hour field experience is included.

EDUC3240: Classroom Management in K-8 Classrooms

Credits 3
An in-depth study of classroom management principles and practices for K-8 teachers. Focus is on equipping candidates with knowledge and skills for effectively managing a classroom. Course explores motivation, classroom environment, minimizing management problems through proactive strategies, and systematically modifying inappropriate behavior.

EDUC3250: Fundamentals of Reading

Credits 3
An in-depth study of evidence-based practices for reading instruction in an elementary classroom. This course provides an overview of each of the “Big 5” of literacy (phonemic awareness, phonics, fluency, vocabulary, and comprehension) with a special emphasis on early literacy. A 20-hour reading practicum is included during which the candidate observes the set up and administration of a reading program and participates in reading instruction. This course meets a portion of the Idaho Comprehensive Literacy Act requirements of the Idaho Department of Education.

EDUC3260: Content Literacy in K-8 Classrooms

Credits 3
An exploration of principles and strategies for helping K-8 students acquire reading and writing skills essential for effective learning in subject areas. Emphasis is on helping future teachers design instruction that develops vocabulary concepts, enhances comprehension, and addresses the varying backgrounds and needs of elementary and middle school students as they interact with text. This course meets a portion of the Idaho Comprehensive Literacy Act requirements of the Idaho Department of Education.

EDUC3310: Teaching English Language Learners

Credits 1

Exploration of the unique cultural values of children and families whose primary language is not English and study of teaching strategies for helping all students to succeed. Course includes a 10-hour multicultural field experience. Fulfills a General Education Cultural Competency (CC) requirement.

EDUC3330: Teaching Art in K-8 Schools

Credits 3

Introduces elementary education majors to theoretical and practical experiences necessary for incorporating a discipline-based art education program into the elementary and middle school curriculum. This course includes a 10-hour field experience. (See ARDE3330.)

EDUC3340: Teaching Music in Elementary Schools

Credits 2

Study in the application of the principles, procedures, and objectives in school music in the primary and intermediate grades. Special emphasis is given to the basic elements of music and creativity as found in Orff and Kodaly as well as folk music of various cultures and traditions. (See MUSC3450, MUSC3460.)

EDUC3350: Teaching Health in Secondary Schools

Credits 2

Course is designed to provide knowledge in three divisions of health education: healthful living, school health services, and health education. Topics include recognition of health issues of children and adolescents (K-12) with opportunity to develop competencies in handling methods and teaching techniques. Includes a 20-hour field experience. (See KINE3350)

EDUC3380: Teaching Physical Education in K-8 Schools

Credits 2

This course introduces candidates to the basic principles of physical education for children in grades kindergarten through eight. Emphasis will be placed on the development of systematic physical education programming. Candidates will participate in a 10-hour field experience. (See KINE3380.)

EDUC3410: English Language Learners and Content Literacy in Secondary Classrooms

Credits 3
This course prepares teacher candidates to demonstrate competency in comprehensive literacy skills and knowledge congruent with research on best literacy practices in adolescent literacy and with English Language Learners. The course focuses on principles and strategies for helping all students access content-specific materials and vocabulary presented in secondary classrooms. Candidates design lessons that promote content literacy and make content comprehensive for diverse learners. A 15-hour multicultural field experience provides candidates with the opportunity to apply strategies in a setting reflecting diverse student needs. This course meets a portion of the Idaho Comprehensive Literacy Act requirements of the Idaho Department of Education and fulfills a General Education Cultural Competency (CC) requirement.

EDUC3510: Teaching Methods in Secondary Classrooms

Credits 3

An investigation of teaching methods and techniques appropriate for the secondary school classroom. Theoretical principles upon which teaching strategies are based and the principles of classroom management will be considered. Lesson and unit planning with standards alignment and assessment development are included.

EDUC3530: Teaching Art in Secondary Schools

Credits 3

An examination of pragmatic techniques and philosophical approaches necessary to design, implement, and evaluate a comprehensive discipline-based art education program at the secondary school level. Additionally, both historical and contemporary art education issues are examined, discussed, and evaluated. Field experience: 20-40 hours. (See ARDE3530.)

EDUC3570: Teaching Mathematics in Secondary Schools

Credits 2

This course explores strategies for teaching math in secondary schools. A major focus of the class will be moving secondary students through enactive, iconic, and symbolic representation for concepts in the five major areas of math: algebra, functions, geometry, statistics/probability, and number/quantity. Other topics will include standards alignment, technology integration, and assessment. Field experience: 20-40 hours. (See MATH3570.)

EDUC3670: Teaching Psychology in Secondary Schools

Credits 2

Course topics include strategies appropriate to this subject field, instructional materials and tools, and curricular structure common to this subject in the secondary school. Includes opportunities for candidates to assist and teach for a minimum of 20 hours. (See PSYC3670.)

EDUC3750: Classroom Management in Secondary Schools

Credits 2
The focus of this course is on equipping future teachers with knowledge and skills for effectively managing a classroom. This course will present specific classroom strategies for managing secondary classroom behavior in proactive and positive ways. Topics include vision, organization, expectations, rules and consequences, motivation, preparation and launch, implementation, and proactive planning for chronic misbehavior.

EDUC3920: Foundations of Education

Credits 2
Exploration of the historical, philosophical, social, and legal foundations of the teaching profession. Purposes and challenges of education will be addressed in relationship to today's changing world.

EDUC3960: Field Experience

Credits 1
An additional 30-hour field experience consisting of classroom observation and participation in lesson preparation and classroom presentations. Candidate assignments will be based on previous experience and individual needs. This course should not be taken the same semester as enrollment in EDUC2960, EDUC3150, EDUC3250 or EDUC3260. May be repeated for credit.

EDUC4440: Elementary Internship I

Credits 3

Initial teaching experiences in full-day participation in an elementary classroom. Emphasis is on learning classroom routines, establishing classroom environment and rapport with students, and participating as a team member with a cooperating teacher and school staff. Fee: Additional fee required.

EDUC4450: Elementary Internship II

Credits 11

A continuation of full-day participation in an elementary classroom. Interns assume increased responsibility for standard-based instruction in all areas of the curriculum, including implementation of a content area unit of study. Interns experience immersion in all aspects of the elementary school setting, including instructional decision-making, accommodations for diverse learners, student assessment, classroom management, and professional development opportunities. The semester culminates with interns assuming full responsibility for the classroom. Weekly seminars are part of this experience. Fee: Additional fee required.

EDUC4460: Assessment and Intervention in Reading

Credits 3

An examination and application of evidence-based practices used for the assessment and intervention cycle to guide instruction in literacy. A 12-15-hour practicum is included in which candidates administer a battery of assessments, analyze data, diagnose the literacy needs of a struggling reader, set individual student goals, design and deliver a sequence of intervention lessons, and reassess for student learning. This course meets a portion of the Idaho Comprehensive Literacy Act requirements of the Idaho Department of Education.

EDUC4540: Methods of Teaching Social Studies and Language Arts in the Elementary Classroom

Credits 4
An integrated study of teaching methodology which encompasses elementary school social studies and language arts. Candidates design instruction to meet curriculum standards, devise accommodations for students with diverse needs, and plan assessment procedures to monitor student progress. A focus on unit and lesson planning, classroom environment, instruction, and professionalism equips candidates for the student teaching experience. This course meets a portion of the Idaho Comprehensive Literacy Act requirements of the Idaho Department of Education.

EDUC4550: Methods of Teaching Science and Mathematics in Elementary Classrooms

Credits 4

A study of teaching evidence-based methodology encompassing elementary school science and mathematics. Candidates design instruction to meet curriculum standards, devise accommodations for students with diverse needs, and plan assessment procedures to monitor student progress. A focus on unit and lesson planning for conceptual and procedural understanding, classroom environment, instruction, and professionalism equips candidates for the student teaching experience.

EDUC4590: Pedagogy of Writing in K-8 Schools

Credits 3

An examination and application of research-based methodologies for teaching the writing process. Candidates learn how to incorporate the writing process across all content areas. Focus is on creating authentic writing opportunities that encompass a range of tasks, purposes, and audiences. This course meets a portion of the Idaho Comprehensive Literacy Act requirements of the Idaho Department of Education. 

EDUC4771: Philosophy of Christian Education

Credits 1
Introductory examination of the nature and function of belief structures and how these belief structures impact the way one teaches in Christian schools. This course will include consideration and development of one's worldview.

EDUC4810: Elementary School Start-Up

Credits 1
A fall field experience to acquaint the intern with practices for beginning the school year in an elementary school. Interns attend opening faculty meetings in the school and observe and assist the teacher during the first week of school. Materials and instructions for this course must be secured from the Director of Student Teaching three months prior to the opening of school.

EDUC4850: Secondary School Start-Up

Credits 1
Attendance at the opening faculty meetings, assisting in the preparation for opening of school and observing and assisting the teacher in a regular public school classroom situation during the first week of school. This work is to be done in the fall before student teaching. Materials and instructions for this course must be secured from the Director of Student Teaching three months prior to the opening of school.

EDUC4860: Student Teaching in the Middle/Junior High School

Credits 11

Directed observation, participation, and responsible teaching conducted under the supervision of a middle school/junior high school teacher and NNU supervisor. Weekly seminars are a part of this program. Candidates participating in fall student teaching should plan to report to their assigned school the first day that the teachers report. Candidates participating in spring student teaching will need to complete a "school startup" experience in the fall before their student teaching. If possible, this start-up experience should be with their cooperating teacher. Fee: Additional fee required.

EDUC4870: Student Teaching in the Senior High School

Credits 11

Directed observation, participation and responsible teaching conducted under the supervision of a senior high school teacher and NNU supervisor. Weekly seminars are a part of this program. Candidates participating in fall student teaching should plan to report to their assigned school the first day that the teachers report. Candidates participating in spring student teaching will need to complete a "school start-up" experience in the fall before their student teaching. If possible, this start-up experience should be with their cooperating teacher. Fee: Additional fee required.

EDUC4950: Seminar/Capstone

Credits 1
Weekly reflection and discussion about changes in thinking and professional practice resulting from growth in teaching competency as it intersects with growth in the four university outcomes.