This course will focus on the history, purpose, role and scope of education in the U.S. Topics will include curriculum development, state and national standards, current trends in education and professional development. A field observation at the elementary and secondary levels will focus primarily on the role of the teacher, parents, and student, and purpose of education.

Supervised experience in community institutions and organizations. Investigation and competency development as related to a student’s major and/or minor area.

May be repeated for credit.

This course is an introduction to curriculum planning and practice. An overview of curriculum development, unit planning with an emphasis on lesson planning is the focus. How lesson design affects classroom management, how to meet state and national curriculum and practice standards, and how to integrate instructional technology in lesson and unit development are topics. Secondary education candidates will focus on reading/writing across the curriculum; elementary education candidates will focus on content curriculum. Students will participate in a practicum experience (45 hours arranged with the instructor, school, and candidate) which will provide an opportunity to obtain classroom experience in curriculum and planning. Graduate credit requirements are described in the course syllabus

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisite: Level I Admission to Teacher Education
Co-Requisite: EDUC 376
Course Fee: $25.00

This course is a “hands-on” course that includes the study of the nature of mathematics instruction and theory, its implications for teaching elementary mathematics, and information on resources/ materials for the classroom. Teacher education candidates will prepare and present lesson plans that take into consideration the development of mathematical abilities and attitudes following NCTM standards. A variety of formal and informal assessment techniques appropriate in assessing mathematical attitudes/ability will be discussed. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisites: Level I Admission to Teacher Education, MATH general education requirements, EDUC 300 and EDUC 376

This is a “hands-on” course that includes the study of how to teach the nature of science, instructional theory and its implications for teaching elementary science, and information on resources/materials for the classroom. Each student will prepare and present lesson plans according to three models for teaching elementary science; experimental, discovery and inquiry. A variety of formal and informal assessment techniques appropriate in science instruction will be discussed. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisites: Level I Admission to Teacher Education, Science requirements for elementary education majors, EDUC 300 and EDUC 376

This course is a “hands-on” course that includes the study of the social science instruction and theory, its implications for teaching social sciences, and information on resources/materials for the classroom. Teacher education candidates will prepare and present lesson plans that take into consideration the development of instructional abilities for social sciences. A variety of formal and informal assessment techniques appropriate in assessing student achievement will be discussed. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisites: Level I Admission to Teacher Education, Social Sciences and History general education requirements, EDUC 300 and EDUC 376.

A methods course presenting an integrated approach to teaching mathematics and science in the elementary grades. Students will examine a variety of instructional techniques for both mathematics and science with a focus on integrated instruction. Graduate credit requirements are described in the course syllabus.

This course serves as an alternate to EDUC 302 and EDUC 304
If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisites: Level I Admission to Teacher Education, EDUC 300, EDUC 321, EDUC 376, and EDUC 380.

This course is a “hands-on” course that teaches strategies and methodology to integrate the creative arts (e.g., art, music, and drama) into the elementary classroom to enhance learning for all students. Emphasis will be placed upon developing the candidates’ creative abilities. Instruction and theory, implications for creative art instruction, and information on resources/materials for the classroom will be covered. Teacher education candidates will prepare and present lesson plans that take into consideration the development of strategies for integrating creative arts into the curriculum. A variety of formal and informal assessment techniques appropriate in assessing student achievement will be discussed. Graduate credit requirements are describedin the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisites: Level I Admission to Teacher Education, HUM 210, EDUC 300, and EDUC 376.
Course Fee: $25.00

This course is a study of the theories and methods of teaching English, including study of the theories and methods of teaching creative writing and composition. Theory and practice concentrates on teaching English at the junior high and senior high school level. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisites: Level I Admission to Teacher Education, EDUC 300 and EDUC 376
Co-requisite: EDUC 339

This experiential course will assist the candidate in developing competencies in the integration of instructional technology into education and in developing skills to create an electronic portfolio. Graduate credit requirements are described in the course syllabus.

This course may be repeated for up to 3 credits
If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisite: CIS 320

This course is a study of the theories and practices employed in teaching history and the social sciences on the secondary level.

Co-requisite: EDUC 339
Prerequisites: A minimum of 15 semester hours in history and the social sciences and Junior standing, Level I Admission to Teacher Education, EDUC 300 and EDUC 376

An introduction to the development of the communicative skills in the elementary grades. Both expressive and receptive skills will be studied. Emphasis will be placed upon the communicative arts as taught in the schools as well as the developmental aspects of language growth in the child. Attention will be placed upon the role of the communicative skills in the school curriculum with particular emphasis on the school reading program. Students will participate in a lab experience, which will provide an opportunity to obtain classroom-teaching experience in language arts. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisites: Level I Admission to Teacher Education, EDUC 300, EDUC 376, and EDUC 380.
Co-requisite: EDUC 336

This course is designed to investigate reading instruction in the elementary grades. This will include a study of the reading process, methods of instruction, materials available, and reading skills. Methods, procedures, and techniques of identifying, analyzing, and correcting reading difficulties will be explored. Students will participate in a lab experience, which will provide an opportunity to obtain classroom teaching experience in language arts. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisites: Level I Admission to Teacher Education, EDUC 300, EDUC 376, and EDUC 380

This course is taken by candidates in conjunction with their “methods and reading methods” of the program. Candidates will be placed in field experiences with the express purpose of practicing the methodology of teaching in various areas in a classroom setting. Graduate credit requirements are described in the course syllabus.

This course may be repeated for up to 3 credits
If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisite: Level I Admission to Teacher Education
Co-requisite: EDUC 334

This course is taken by candidates in conjunction with their methods course(s). Candidates will be placed in field experiences with the express purpose of practicing the methodology of teaching in a classroom setting.

This course may be repeated for up to 3 credits
Prerequisite: Level I Admission to Teacher Education

An introduction to the area of hearing, speech, and language development of the pre-school child with opportunities for the student to explore the area of disorders due to developmental problems. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisite: Level I Admission to Teacher Education

Diversity issues include, but are not limited to, cultural and individual differences, gender, ethnicity, low social-economic background, and students with special needs. This course is designed to investigate ways in which technology may be used to support the learning needs of diverse students and expand the practices of community within the classroom. Used to support the learning needs of diverse students and expand the practices of community within the classroom. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.

Elementary education teachers must be able to help students meet OPI benchmark requirements in health enhancement. This course will provide candidates with knowledge of a variety of topics within health enhancement for the elementary school child as well as strategies to teach these topics in a K-8 setting. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisites: HPE 235 and Level I Admission to Teacher Education

Basic course for the preparation of teachers in the field of traffic safety. Introduction to the history and philosophy of traffic safety. Emphasis on the behind-the-wheel phase of traffic safety in the high school program. University students will give behind-the-wheel lessons to high school students. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.

A continuation of EDUC 361 with emphasis on materials, organization, and content of the classroom phase of traffic safety. University students will give additional behind-the wheel lessons and also give classroom theory lessons to their peers. EDUC 361/562 may be taken concurrently. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.

Analysis of the motorcycle accident problem and the role of the high school traffic safety program in motorcycle safety. Emphasis on classroom and laboratory content, organization, and instruction techniques. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.

A course designed to give driver education teachers and other interested individuals a more complete understanding of motor vehicle code and ordinances and the basic principles of their enforcement. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.

This course is designed to provide candidates the foundation in assessment measures used in the K-12 classrooms that aid education decision-making. Fundamental assessment and evaluation topics include validity, reliability, item construction, test interpretation, norm-referenced, criterion-referenced and alternative methods of assessment. HPE Majors/Minors will substitute HPE 376 for this course. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisite: Level I Admission to Teacher Education, MATH general education requirements for Teacher Education major
Co-requisite: EDUC 300

A methodological course introducing basic principles and procedures for managing the behavior and academic time of children in the classroom and school environment. Students will explore topics related to teacher and student communication, teaching and learning styles, discipline models and procedures, records management (including electronic management systems) and the impact of facilities on the learner. Various development and counseling theories will be examined in light of enhancing the learning and acceptance of all students. Students will also examine the various applications of counseling issues (e.g. substance abuse, cross-cultural, crisis management) as they apply to K-12 classroom practice. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisite: Level I Admission to Teacher Education, EDUC 300 and EDUC 376

This is a supervised student teaching experience in an accredited elementary or middle school. Experiences will include typical responsibilities of an elementary or middle school first year teacher. Seminar will be held on campus. This course provides theory-based practice at an elementary level for Student Teacher Candidates seeking Montana K-8 teacher certification.

Prerequisites: Level II Admission to Teacher Education, all methods courses, EDUC 455, and cumulative GPA of 2.50
Course Fee: $215.30

This course is a study of the practical and hands-on approaches that illustrate the techniques and materials for teaching at the secondary level in physical and biological sciences.

Prerequisites: Level I Admission to Teacher Education, EDUC 300 and EDUC 376.
Co-requisite: EDUC 339

This course will follow theory into practice where candidates build Indian Education for All instructional strategies for specific content areas in the elementary classroom. Candidates will explore, develop, and use advanced instructional strategies, materials, technologies, and activities to promote Indian Education for All instruction across the K- 8 curriculum. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisites: Level I Admission to Teacher Education, completion of all methods courses with a grade of “C” or better

The purpose of this course will be to examine a variety of assessment tools used to evaluate the strengths and weaknesses of individual students experiencing difficulty with reading. Both formal and informal tools will be discussed. Students will administer, score, and interpret the results of the assessment instruments in light of relevant research in reading education. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisites: Level I Admission to Teacher Education, EDUC 335 and EDUC 336 or concurrent enrollment

This course is designed to provide teacher education candidates with an understanding of reading, writing, and critical thinking processes, knowledge of the skills a teacher may use to help K-12 student deal more effectively with specific content materials, and implementation of those skills in the elementary, middle and secondary school setting. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisites: Level I Admission to Teacher Education, EDUC 300 and EDUC 376

An examination of the variety of reading materials available for use in the teaching of reading and the application of those materials to the learning needs of children of differing reading competencies. Students will explore the role of reading and the communication arts in the elementary curriculum and the integration of literature in the elementary curriculum. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisite: Level I Admission to Teacher Education

This is a supervised student teaching experience in a Student Teacher Candidate’s major and minor fields in an accredited secondary school. Experiences will include typical responsibilities of a first year teacher. Seminars will be held on campus. This course provides theorybased practice at a secondary level for Student Teacher Candidates seeking Montana 5-12 teacher certification.

Prerequisites: Level II Admission to Teacher Education, all methods courses, EDUC 455, and cumulative GPA of 2.50
Course Fee: $215.30

This course is designed to assist candidates in their final preparations prior to their student teaching practicum. Polishing of professional skills, development of a portfolio, exploration of personal teaching styles, and discussions of field practicum experiences are the focus of this course. This intensive practicum focuses on application of theory and practice, assessment, the integration of technology in instruction, and teaching for diversity in the classroom.

Prerequisites: Level I Admission to Teacher Education, completion of all methods courses with a C or better
Course Fee: $25.00

This supervised student teaching experience in an accredited elementary and secondary school to be taken by all students seeking a K-12 endorsement. Experiences will include typical responsibilities of a first year teacher. Seminars will be held on campus. This course provides theory-based practice at K-12 level for Student Teacher Candidates seeking Montana K-12 teacher certification.

Prerequisites: Level II Admission, all methods courses, EDUC 455, and cumulative GPA of 2.50
Course Fee: $215.30

This virtual seminar provides an immersion of course design for online delivery utilizing a “learning management system” (LMS). By concurrently experiencing the LMS from the perspective of a student and a course designer, learners gain both practical, first-hand knowledge of best practices in online course design and hands-on experience adapting these principles to the design of specific courses within their own disciplines. Discussion focuses on the challenges of course adaptation from the traditional to the virtual classroom environment as they relate to the organization, sequencing, and delivery of course content utilizing the web-based elements and tools available within the LMS. Particular emphasis is placed on the actual mechanics of the LMS.

This course will examine technology standards and the ways in which they can be used to enhance and improve educational practices. Students will examine district level, state level, and national level standards for technology education. A particular focus of national standards will be on the International Society for Technology in Education’s National Education Technology Standards (ISTE-NETS) for students and teachers, as well as ISTE’s Technology Facilitation Standards and Technology Leadership Standards. Students will examine alignment of local, state, and national technology standards. They will also focus upon ways in which technology standards can be combined with content area standards to improve teaching practices. Finally, students will examine lesson planning models, such as the ASSURE model, that support technology integration.

This course is a study of the theories and practices employed in teaching history and the social sciences on the secondary level.

Prerequisites: A minimum of 15 semester hours in history and the social sciences and Junior standing, Level I Admission, EDUC 500 and EDUC 576.
Co-requisite: EDUC 339

This course is a study of the basic principles of safety education and their application to the schools. Assigned work and examinations for graduate students are more extensive and will probe more deeply than those for undergraduate students.

This course is an inquiry into the evaluation of the appropriateness and potential of technologies to enhance learning objectives and learning environments – as well as the practice of using technologies to improve the assessment and evaluation of students within those environments. Students will be able to articulate the contexts, conditions, and values of utilizing particular assessments across a range of learning situations. Particular emphasis will be paid to the use of assessment strategies in meeting local, state, and national standards.

Examination of the historical, philosophical, sociological, economic, political, and legal foundational impacts on American school curriculum. Focus will include an analysis of these impacts in the identification of curriculum problems and the generation of curriculum designs.

The course is designed to assist teachers to develop the desire and the skills to read, interpret, evaluate, and utilize the results of systematic inquiry and empirically developed knowledge in their educational planning and decision-making. This implies a positive value orientation toward research-generated information as well as an understanding of the strengths and limitations of research methodology when compared to other approaches to developing knowledge.

A course designed to enable students to understand and apply basic principles of educational and psychological measurement and evaluation emphasizing those statistical concepts used in the construction, implementation and interpretation of standardized and teacher generated measuring instruments.

Applies basic concepts and principles of communication to problems in teaching and learning with school and adult audiences; includes various systems approaches to instruction, multimedia presentation techniques, graphic images, Power Point, distance learning, telecommunications, and student experiences in programming materials for a specific curriculum.

This course is an introduction to the theory and practice of both integrating technologies into the learner-centered K-16 classroom and to the learning technologies encountered throughout the graduate education courses at MSU-Northern. Students will explore the use of technologies to enhance learning environments, actively engage students, and to develop professional teaching practices. The development of standards-based electronic portfolios co-designed by the instructor and the individual student are a major outcome and learning project for this course.

This course is designed to provide candidates the foundation in assessment measures used in the K-12 classrooms that aid education decision-making. Fundamental assessment and evaluation topics include validity, reliability, item construction, test interpretation, norm-referenced, criterion referenced and alternative methods of assessment.

Prerequisite: EDUC 607

This course is designed to provide training and support to public school personnel who will be working directly with a student teacher or a field practicum student.

This course engages students in an outline discovery process about the integration of core curriculum and technology through guided practice, dialogue, and instructor presentations. This course is designed to illustrate the connection between teaching specific disciplines and implementing technology. This course will provide a series of instructional ideas that tap into many curriculum areas in support of teaching to a specific content topic. This course also provides a lens for examining traditional lessons and ways to infuse technology to enrich teaching and learning.

The student will examine the functions, duties and responsibilities of public school administrators in relationship to community expectations, school board policies and accreditation standards. School funding sources, the Montana foundation program and the fiscal responsibilities of public school administrators are addressed.

The course is designed to enable selected graduate degree candidates to be recommended for a Class III supervisor’s endorsement. Competencies in diagnosing, designing, implementing, and evaluating instructional programs and personnel will be developed.

Study of the historical and philosophical aspects of early childhood education, teaching specific subject to pre-school and primary children.

An in-depth study of formal and informal methods of assessment of the pre-school child’s development and methods for early intervention.

School law is designed to provide those students who are seeking a graduate degree or supervisor’s endorsement with a basic background in legal principles and school law. This course meets the requirement for a Class III supervisor’s endorsement in Montana.

This course will look at developing knowledge of learning theory and skills necessary to create classrooms where theory is applied to empower students as learners. The course will develop an understanding of learning theory; the ways in which application can transform teaching and learning practices; and how you can adapt your practices to apply learning theory to your goals and the context of your classroom.

Prerequisite: Admission to graduate program or permission of instructor

This course will provide an examination of the epistemological and environmental elements underlying critical, creative and futures thinking to the educational setting. Students will develop an understanding of the application of theory and technique to various content fields and learning environments. A group project proposing an application to an educational setting will be completed.

Prerequisite: Admission to graduate program or permission of the instructor

A study of systems theory and applications in human development and learning environments. Emphasis is upon the understanding of cause and effect in the design and implementation of outcome oriented applications within diverse systems. A major component is the design of a learning system approach to a situation identified by the student.

Investigation into topics of current concern and interest in education.

This course provides the student the opportunity to engage in the process of exploring specific content areas and developing teaching strategies that will improve learning outcomes. Included in the course will be a review of literature that reflects research-based practices and content expert characteristics.

Prerequisite: Admission to graduate program or permission of instructor

This course focuses on the broad spectrum of content in the elementary school. Students will investigate the organization of the elementary school in respect to grade divisions, the middle school concept, and evaluation of the curriculum. Content will also include an investigation of curriculum trends, instructional materials, and research relevant to a modern elementary school.

This course will provide an exploration of the philosophy, goals, objectives, organizational structure, current research, key issues, and problems associated with the elementary and secondary school. Topics include administrative and supervisory duties regarding supervision of students, staff, student teachers, faculty, home/school public relations, public community relations, and leadership styles.

This course is a hands-and-minds-on inquiry into the strategic processes and practical requirements necessary for the development and maintenance of technologies within schools of the 21st Century. Students will develop both strategic scenarios and management plans particular to a specific educational setting of their own choosing. Particular attention will be paid to ensuring that all students are capable of meeting and exceeding the technology management standards outlined by the International Society for Technology in Education.

This course will introduce the student to strategies that support effective classroom management. The course will engage the learner in self-assessment and student assessment to develop a professional implementation plan for enhancing student achievement through intervention and prevention strategies involved in the classroom environment.

Prerequisite: Admission to graduate program or permission of instructor

Achieving Student Outcomes Through Cooperative learning is designed to train educators to effectively set-up, manage and debrief group work so that students learn academics and interpersonal skills. Educators become proficient in group set-up, monitoring and debriefing. They learn how to prevent typical classroom problems that often occur during group work and manage effectively those problems that do occur. They learn to manage collaborative processes so that students learn academics and interpersonal skills simultaneously.

Purposeful Learning Through Multiple Intelligences will enable educators to understand in depth the characteristics of each of the intelligences, to create diverse strategies for teaching through the intelligences, and to develop various entry points for integrating the intelligences into a school wide program.

Teaching Through Learning Channels is designed to give educators information about how each person learns based on current brain research and to train them to create and deliver lessons that work through these natural channels of learning.

An MSU-Northern directed practical experience through a responsible appointment wherein the student is provided the opportunity to acquire professional experience in a program directly related to his/ her field of specialization.

May be repeated. A limit of 12 credits may be applied to your program. Each credit requires 100 hours of professional experience.
Co-requisite: EDUC 681

Master’s degree, completion of all endorsement coursework, 3 years teaching experience, 2 letters of recommendation from peers, 1 letter of recommendation from immediate school administrator, 1 letter of recommendation from school superintendent/school board allowing student to enroll in EDUC 680.

Prerequisites: Master’s degree, completion of all endorsement coursework, 3 years teaching experience, 2 letters of recommendation from peers, 1 letter of recommendation from immediate school administrator, 1 letter of recommendation from school superintendent/school board allowing student to enroll in EDUC 680.
Co-requisite: EDUC 680

Research and investigation into approved topics and problems. The student’s Graduate Program Committee must approve the research plan and final product.

May be repeated. A limit of 6 credits may be applied to your program.