Curriculum & Instruction

The academic program offered by the Department of Curriculum and Instruction is essential for achieving the college’s mission of developing whole persons through scholarship, participation, and service. It also reflects the heritage of the college and the Church of the Brethren, which includes a dedication to a liberal arts education and values that promote ethical behavior, non-violence and peace, a simple lifestyle, and an appreciation for serving others.

The primary focus of the Department of Curriculum and Instruction is on the preparation of education professionals. Teacher education at McPherson College has long been one of the foundational cornerstones on which the institution was established.

Licensure Disclosure

The Teacher Education Program at McPherson College is accredited by the Kansas State Department of Education (900 SW Jackson Street, Topeka, Kansas 66612); and by the Council for the Accreditation of Educator Preparation (CAEP), www.caepnet.org.

McPherson College prepares future teachers for licensure in the state of Kansas. The program requirements may not meet licensure requirements for other states. Students planning to seek teacher licensure outside of Kansas are strongly encouraged to meet with the McPherson College Licensure Officer to discuss future plans. McPherson College Teacher Education Program has not made a determination as to whether our program’s curriculum meets the state’s educational requirements for the following states: Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, and Wyoming.

Mission Statement

The mission of the Teacher Education Program of McPherson College is to develop service-oriented educators who effectively blend the art and science of teaching.

Goals, Objectives, and Dispositions

Goal I: The candidate has the knowledge bases necessary to be an effective teacher in her/his field.

Goal II: The candidate can apply effective teaching strategies to meet the needs of all learners.

Goal III: The candidate fosters relationships and collaborates with school constituencies. To accomplish this goal, the service-oriented educator will

 

The Teacher Education Program at McPherson College focuses on three major levels of licensure. The following are lists of the levels and the programs.

PK-6 Licensure Section
Elementary Education, English for Speakers of Other Languages, High-Incidence Special Education

6-12 Licensure Section
Biology, Chemistry, English, English for Speakers of Other Languages, History and Government, Mathematics, High-Incidence Special Education, Speech/Theatre

PK-12 Licensure Section
Art, Health, Music, Physical Education, Spanish

As a student at McPherson College preparing to become a teacher, you will be asked to prove your competency with the guidance of instructors in the Department of Curriculum and Instruction and the content area departments. Course assessments, a portfolio, and interviews are a few of the instruments developed that will help you demonstrate your abilities. McPherson College collects data on different aspects of student performance. Numerous experiences are provided as observers, aides, tutors, and as participants in student teaching experiences. Those seeking licensure at all levels begin their professional work by the sophomore year and continue with incremental and sequential scheduling of their professional growth.

Admission Procedures

Procedures for admittance into the Teacher Education Program and Student Teaching are outlined in detail in the Advisor/Advisee Handbook and/or the Policies and Procedures Manual. These handbooks are available in the Department of Curriculum and Instruction. College advisors also have copies of these handbooks. The handbook is also available online. Candidates should read the handbook or consult their advisors for a detailed account of admission requirements and procedures. The student is ultimately responsible for meeting admissions protocol and enrolling in courses.

Admission to the Teacher Education Program

As a general rule, the Teacher Education Board reviews candidates for admittance into the Teacher Education Program two times during an academic year, once each semester. Requirements for acceptance into the Teacher Education Program include, but are not exclusive of,

• Minimum of C in EN 110 College Composition I
• Minimum of C in EN 111 College Composition I
• Minimum of C in college level math
• Minimum of C in CI 150 Introduction to Education
• Recommendation from Student Life
• A GPA of 2.5

Candidates must be admitted to the Teacher Education Program prior to taking any methods courses.

Practica at McPherson College

Research has proven that multiple and varied practical experiences are of utmost importance in an effective teacher education program. For that reason, students in the Teacher Education Program have the requirement of completing a minimum of two practica prior to student teaching. However, students are encouraged to participate in more than those two. The first practicum occurs early in the student’s professional education course sequence. This practicum is primarily an observation/aide situation. The second practicum occurs later in the professional sequence and requires students to take more initiative in the actual classroom responsibilities including teaching multiple lessons.

Students are required to complete practicum experiences in varied settings. An attempt is made for the settings to include rural, suburban, and urban schools with a variety of socio-economic statuses, types of learners, and/or racial/ethnical backgrounds. Students are placed in both grade- and content-appropriate practicum settings. It is the student’s responsibility to secure travel arrangements to the practica sites. Any expenses that are incurred are also the responsibility of the student.

All practica must be approved by the Department of Curriculum and Instruction.

Service Component

In keeping with the mission of the college and the Teacher Education Program, future teachers are expected to complete a service component as part of their program. During the student’s college career s/he should strive to complete 100 hours of service prior to completing the program. Transfer students should complete 25 hours per year.

There are many possibilities for service-oriented activities. Opportunities will occasionally be made available through the Curriculum and Instruction Department. In addition, students are encouraged to seek out experiences that will be self- satisfying. For further explanation or clarification, contact any member of the Teacher Education Board.

Student Teaching at McPherson College

Student teaching is considered the capstone experience in the professional education sequence for future teachers. It is to be done after other professional coursework is completed. In cooperation with a PK-12 school system, McPherson College strives to make this experience as beneficial as possible for all parties involved. Student teaching is a complete semester (14 week minimum) experience. It is offered for variable credit hours depending on the level and the experiential need of the student and the licensure area being sought. Being given the privilege to student teach is not automatic. The Teacher Education Board carefully screens all applicants for their suitability. The Department of Curriculum and Instruction accepts applications for the student teaching process two times during an academic year. Deadlines are September 15 and February 15. Late applications are not accepted.

The prospective student teacher at McPherson College is expected to have:

• the personality and character traits required of a teacher;
• a strong liberal arts education;
• solid professional skills;
• successful practica experiences with practitioners in the field.

Before a student can student teach she/he must have:

• gained full acceptance into the Teacher Education Program;
• secured favorable recommendations from her/his major professor, one professor in teacher education, Student Life, and two supportive professionals in education;
• achieved a cumulative grade point average of 2.5;
• provided proof of liability insurance;
• signed an Inquiry Form;
• provided an up-to-date health form.

After all forms have been submitted, the student will present a professional portfolio to the Teacher Education Board. Ultimate decisions concerning student teaching will be made by that Board. A primary indicator of meeting the goals of the Teacher Education Program is the development of a portfolio. McPherson College students planning to become teachers develop portfolios during stages of their professional course work. These portfolios are designed to meet the overall goals of:

1. The candidate has the knowledge bases necessary to be an effective teacher in her/his field.
2. The candidate can apply effective teaching strategies to meet the needs of all learners
3. The candidate fosters relationships and collaborates with school constituencies.

These portfolios include copies of units and lesson plans, reflective journals, other significant evidences of knowledge, application, and collaboration, scores of standardized assessment tools, and other documentation.

In order to defray costs, a student teaching fee will be assessed during that semester.

Student Responsibility

Students are ultimately responsible for following procedures and proper sequencing of events leading to professional development and licensure. It is important for students who plan to enter the Teacher Education Program at McPherson College to contact the chair of the program and/or the appropriate advisor.

Licensure in Kansas

According to Kansas regulations, those seeking licensure in Kansas must pass a test in their particular content area. The passing scores for each content test are listed in the Advisor/Advisee Handbook and at https://praxis.ets.org/state-requirements/kansas-tests.html. Requirements for licensure to teach in the public schools, either elementary or secondary, vary from state to state. Students who plan to certify in a state other than Kansas should, upon enrollment, consult the chair of teacher education or the state in which they plan to teach to make sure that they are enrolled in a program that is appropriate. See Licensure Disclosure statement above.

In the state of Kansas, teaching is considered to be a profession. Therefore, the Kansas State Department of Education has a Professional Practices Commission to exercise disciplinary and advisory functions over those requesting licensure or working as a certified professional. Teacher licensure can be denied, suspended, or revoked for both felony and non-felony actions.

McPherson College is in compliance with the federal Title II reporting guidelines.

ESOL Licensure Program

The ESOL Licensure Program prepares student for KSDE ESOL endorsement at the K-6 or 6-12 grade levels. This 15 credit hour program is geared to educators wishing to work with culturally and linguistically diverse students, but will also enhance the teaching skills of those in the regular classroom.

The ESOL licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone program.

 

Elementary Education Major

Required Professional Educational Courses
PY101 Introduction to Psychology (3 hours)
PY204 Child and Adolescent Development (3 hours)
CI150 Introduction to Education (3 hours)
CI220 Principles and Strategies of Teaching (3 hours)
CI232 Educational Technology (2 hours)
CI251 Introduction to Education Practicum (1 hour)
CI288 Classroom Management (2 hours)
CI333 Intercultural Education (2 hours)
SE210 Introduction to Infants, Children & Youth with Special Needs (3 hours)
CI455 Teaching-Learning Process (3 hours)

Elementary Education Courses
Admission to the Teacher Education Program is required prior to taking methods courses (indicated by asterisk). See the Policies and Procedures Manual for details.
EE210 Children’s Literature (3 hours)
*EE302 Methods for Teaching Mathematics in the Elementary School I (3 hours)
*EE303 Read/Language Arts I (4 hours)
*EE305 Methods for Teaching PE & Health in the Elementary School (2 hours)
*EE306 Methods for Teaching Science in the Elementary School (3 hours)
*EE307 Methods for Teaching Mathematics in the Elementary School II (3 hours)
*EE309 Methods for Teaching Social Studies in the Elementary School (3 hours)
*EE380 Fine Arts Methods in the Elementary School (2 hours)
*EE444 Read/Language Arts II (3 hours)
EE375 Jr. Practicum/Seminar (2 hours)

Total: 53 hours

Licensure Courses – Not part of major, required for licensure
EE465 Student Teaching in the Elementary School (12 hours)
CI476 Professional Seminar in Education (2 hours)

6-12 Licensure and PK-12 Licensure

Requirements

Along with the general education requirements and the academic requirements for the specific content area (major), the following professional education courses are required for licensure. The licensure courses are not considered part of the major but are required for licensure. The academic advisor and Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

PY 101 Introduction to Psychology (3 hours)
CI 150 Introduction to Education (3 hours)
CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
SE 210 Intro to Infants, Children and Youth with Special Needs (3 hours)
CI 220 Principles and Strategies of Teaching (3 hours)
CI 251 Introduction to Education Practicum (1 hour)
CI 232 Educational Technology (2 hours)
CI 455 Teaching-Learning Process (3 hours)
*CI 4xx Secondary Methods for Academic Majors (3 hours) – Requires admittance to the Teacher Education Program prior to enrollment
CI 315 Reading in the Content Field (3 hours)
CI 351 Secondary Education Practicum and Seminar (2 hours)
CI 475 Student Teaching (6 or 12 hours) and/or EE465 Student Teaching (6 hours) – consult with advisor for proper enrollment
CI 476 Professional Seminar in Education (2 hours)

Recommended Course

CI288 Classroom Management
ML109 Spanish II is required for the Bachelor of Arts degree for the English major
ML108 Spanish I is required for the Bachelor of Arts degree for the History major

English for Speakers of Other Languages (K-6) Licensure

The ESOL license is considered by KSDE to be an added endorsement meaning a candidate must also license in another content area (ELED, biology, English, etc.). When seeking this added endorsement, the practical and student teaching will be split to include experiences in both areas.

Requirements

Same professional education requirements as for K-6 license, plus:

EN 230 Linguistics (2 hours)
EN 335 Advanced English Grammar (2 hours)
SO 202 Minorities in the U.S. (3 hours)
CI 428 Methods for Teaching ESL in the Elem. and Sec. Schools (3 hours)

English for Speakers of Other Languages (6-12) Licensure

Requirements

Same professional education requirements as for 6-12 licensure in other fields, plus:

EN 230 Linguistics (2 hours)
EN 335 Advanced English Grammar (2 hours)
SO 202 Minorities in the U.S. (3 hours)
CI 428 Methods for Teaching ESL in the Elem. and Sec. Schools (3 hours)

It is possible to add the ESOL endorsement through a “test plus” option. McPherson College is authorized by KSDE to allow candidates to take only CI428 and pass the ESOL Praxis exam to add the ESOL endorsement to the license. Consult the licensure officer for more details.

Special Education Licensure

Through a joint effort with the Kansas Independent Colleges Association (KICA), McPherson College offers an Adaptive Special Education program. Students who participate in this program will graduate with licensure in High Incidence Special Education (intellectual disability, learning disabilities, behavior disorders, and other health impairments) at the K-6 and 6-12 levels.

The SPED license is considered by KSDE to be an added endorsement meaning a candidate must also license in another content area (ELED, biology, English, etc.). When seeking this added endorsement, the practica and student teaching will be split to include experience in both areas.

High Incidence Special Education: Courses Required for all levels:

SE 310 Foundations for Special Education (4 hours)
SE 315 General Methods for Special Education Services (4 hours)
SE 345 Behavioral Management (2 hours)
SE 499 Capstone Issues (1 hour)

Courses Required for Level K-6:

SE 321 Grades K-6 Methods for Special Needs (5 hours)
SE 431 Grades K-6 Clinical Experience (Student Teaching) (6 hours)
(OR)
*SE 433 Grades K-6 Internship (4-6 hours)
*Those already holding special education licensure

Courses required for Level 6-12:

SE 361 Grades 6-12 Methods for Special Needs (5 hours)
SE 471 Grades 6-12 Clinical Experience (Student Teaching) (6 hours)
(OR)
* SE 473 Grades 6-12 Internship (4-6 hours)
* Those already holding special education licensure

Optional:
SE 220 Field Experience in Services for Student with Special Needs (1 hour)
SE 320 Beginning American Sign Language (2 hours)
SE 322 Intermediate American Sign Language (2 hours)
SE 678 Topics in Special Education (1 hour)

(Course numbers listed in parentheses after McPherson College numbers are KICA course numbers.)

CI 101 (SPED 320) Beginning American Sign Language

2 hours
The purpose of this course is to learn the basics of sign language. It will provide the student with an opportunity to express and receive signed communication. (Fall and Spring)

CI 150 Introduction to Education

3 hours
This course provides an overview of the historical role of schools in our society, the current governance and finance structures, and the challenges schools face in this new century. It also addresses planning for a career in professional education, and becoming a successful teacher. Ten hours of field experience are included. (Fall and Spring)

CI 202 (SPED 322) Intermediate American Sign Language

2 hours
The purpose of this course is to increase conversational sign language and to introduce interpreting skills. It will provide the student with an opportunity to increase his/her ability to express and receive signed communication, expand his/her vocabulary, and improve his/her fluency in signing.(Spring)

CI 220 Principles and Strategies of Teaching

3 hours
A general methods class required of all education students. This course must be taken before or concurrent with other EE or CI courses. If taking concurrent, must have permission from the instructor. The class provides an introduction to teaching, including defining the teaching act, developing classroom communities, classroom management, assessment and evaluation, models of teaching, integration of technology, and professional responsibilities. Pre-requisite/co-requisite: CI 150 with grade C or better. (Fall and Spring) A minimum grade of C in CI 220 is required as a prerequisite for ALL 300 & 400 level CI, EE or SE courses except CI 333.

CI 232 Educational Technology

2 hours
Educational Technology is designed to ensure that teacher education candidates understand the function of technology in schools and society, exhibit skills using instructional tools and technology to gather, analyze, and present information, improve instructional practices, facilitate professional productivity and communication, and help all students use instructional technology effectively. Pre-requisite/co-requisite: CI 220. (Spring)

CI 251 Introduction to Education Practicum

1 hour
This practicum must be completed before enrolling for EE375 or CI 351. Students are required to spend 20 contact hours in a classroom. This class is offered every semester; however, a block of time must be established to ensure a worthwhile and quality experience. Students will maintain a reflective journal with emphasis on recording observations of teaching and learning, management techniques, the diversity of the student population, and the use of technology. Prerequisite: CI 150 and consent of the professor. This course requires proof of negative liability insurance as well as completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation. (Fall and Spring)

CI 288 Classroom Management

2 hours
The purpose of this course is to strengthen students’ understanding of the relationships among classroom environment, classroom behavior, and learning. Specifically, students will gain knowledge of classroom management models, motivation theory and practice, and behavior intervention strategies that will form the basis for creating an effective, efficient, and positive classroom environment. Activities, readings, discussions, and observations will focus on developing a proactive approach to classroom management through effective decision making and problem solving. Prerequisite: None (Spring)

CI 310 Topics in Education

2 hours
This course explores one topic relevant to education. As a general rule, students get to more deeply engage in a particular teaching strategy. Possible topics include (but are not limited to) cooperative learning, quantum learning, brain-based education, project-based learning, classroom management, education in the news, and teachers as portrayed in popular media. Prerequisite: CI 150 Introduction to Education or instructor’s consent.

CI 315 Reading in the Content Field

3 hours
This course provides students seeking licensure at the PK-12 and 6-12 level the strategies necessary for reading to learn. The strategies learned are appropriate for all content areas and all learners. Future educators will learn how to plan instruction based upon the knowledge of all students, community, subject matter, curriculum outcomes, and current methods of teaching reading. Prerequisite: A minimum grade of C in CI 220. (Fall)

CI 333 Intercultural Education 

2 hours
A study of our diverse society and how it pertains to education and the educational setting. Students will demonstrate a broad cultural view of humankind and show that they understand the interconnected global environment. Prerequisite: CI 220. (Fall)

CI 351 Secondary Education Practicum & Seminar

1-2 hours
A field experience and seminar for those seeking licensure at the secondary or PK-12 level. This course is offered for variable hour credit depending on the student’s past experience(s) and licensure area(s). Student should consult with her/his advisor and the chair of the Department of Curriculum & Instruction for appropriate registration. This practicum must occur between CI 251 and CI 475. It is recommended that students seeking license at the 6-12 level take this class in conjunction with the appropriate content methods class. Prerequisites: CI 220. If possible, concurrent with CI 455. Enrollment Deadlines–Fall: In order to facilitate efficient and timely placements at area schools, enrollment for this course will close May 1. Spring: In order to facilitate efficient and timely placements at area schools, enrollment for this course will close December 1. (Fall and Spring) This course requires proof of  liability insurance as well as completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation. Full acceptance to the Teacher Education Program is also required.

MU 372 Methods for Teaching Music at the Elementary Level (Prek-6)

3 hours, by consent of Instructor
Materials and procedures for teaching general music in grades PreK-6. Emphasis is placed on understanding the basic concepts of music as they relate to specific age levels, as well as studying the major approaches to music education. Proper vocal technique for young students and the teaching of music fundamentals is covered as well. This course is designed for music majors seeking music licensure. (Fall, odd years) This course requires proof of liability insurance as well as completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation.  Prerequisite: A minimum grade of C in CI 220 and full acceptance to the Teacher Education Program is required.

MU 374 Methods for Teaching Music at the Secondary Level

3 credit hours

This is a course that provides an overview of and practical applications in the basic technical aspect of organizing, administrating, and teaching music ensembles at the secondary level in a public school. This course is designed for students seeking music licensure. Prerequisite: Permission of the instructor.

CI 401/AR 401 Methods for Teaching PK-12 Art

3 hours
This is a comprehensive study of secondary art curricula and instructional methods relevant to today’s art educator in the public schools. Discussions will address a multitude of current trends, issues, and “hot” topics on the national scene, including the National Art Standards. Considerable time and effort will be spent on writing and developing art curricula around the four content areas of art production, art history, art criticism, and aesthetics. Preparing and delivering a micro-teaching experience at McPherson High School is also a component of this course. Prerequisite: CI 220. (Spring) A minimum grade of C in CI 220. (Spring) This course requires proof of liability insurance as well as completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation.  Full acceptance to the Teacher Education Program is required.

CI 404 Methods for Teaching Modern Language

3 hours
This course is designed to prepare the prospective second language teacher for successful teaching at the PK-12 level. It provides theories of second language acquisition and second language teaching methods. Includes planning strategies, measurement/evaluations, test item construction, effective discipline, inclusionary practices, and technology media. Students become familiar with professional organizations and their publication/resources. In microteaching, including group and self-evaluation, students demonstrate current second language methodology. Prerequisite: A minimum grade of C in CI 220. (As needed.) This course requires proof of liability insurance as well as completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation.  Full acceptance to the Teacher Education Program is required.

CI 406 (ED 406) Methods for Teaching Natural Science in the Secondary School

3 hours
This course is designed to provide the prospective teacher with knowledge and skill for teaching the natural sciences at the secondary level (grades 6-12). Content includes curriculum selection and design, safe laboratory management and operation, integration of curriculum, inclusionary practices, methods and modalities of teaching, assessment, classroom application of various forms of technology, and professional organizations. Microteaching, classroom observation and group and self-evaluation are included. Prerequisite: A minimum grade of C in CI 220. (Spring. Offered through KICA. Course meets in person.) Full acceptance to the Teacher Education Program is required.

CI 407 (ED 467) Methods for Teaching Mathematics in the Secondary School

3 hours
This course is designed to provide the prospective secondary level (grades 6-12) mathematics teacher the methods of teaching contemporary mathematics content. Topics include methods of presentation, awareness of national mathematics organizations, the writing of unit/daily lesson plans, microteaching of a math lesson, selecting materials, techniques of assessment, inclusionary practices, classroom application of various forms of technology, and techniques of assessment. Prerequisite: A minimum grade of C in CI 220. (Spring. Offered through KICA. Course meets in person.) Full acceptance to the Teacher Education Program is required.

CI 408 (ED 440) Methods for Teaching Social and Behavioral Science in the Secondary School

3 hours
This course is designed to prepare students for successful teaching at the secondary level (grades 6-12) in both the social and behavioral sciences. Emphasis is placed on different approaches and practices of instruction planning and classroom management, selection and classroom application of various forms of technology, evaluation and questioning techniques, state assessments, research methods, professional organizations and the inclusive classroom. Prerequisite: A minimum grade of C in CI 220. (Spring. Offered through KICA. Course meets in person.) Full acceptance to the Teacher Education Program is required.

PE 410 Methods for Teaching Physical Education and Health in the Secondary Schools

4 hours
A study of various teaching techniques and analysis of fundamental skills of physical education activities in the secondary school setting. The course offers an opportunity to explore various teaching techniques in individual, dual, and team activities in the field of physical education and health for the secondary schools. Additionally, this course has been designed to integrate theory and conceptual learning with practical laboratory experiences. Creating an inclusive gym/classroom as well as adaptive PE are included. Prerequisites: PE100, CI 150, CI 251, A minimum grade of C in CI 220. (Fall) This course requires proof of liability insurance as well as completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation.  Full acceptance to the Teacher Education Program is required.

CI 416 (ED 416) Methods for Teaching Speech and Theatre in the Secondary School

3 hours
This course requires students to apply speech and drama content to the techniques needed for effective secondary level (grades 6-12) classroom teaching. Opportunities are provided for students to exercise their teaching skills in the areas of unit plans, daily lesson plans, teaching strategies, evaluation, assessment, classroom management, inclusion and different learning styles. Discussions of resource allocation, safety, classroom application of various forms of technology, and professional organizations are also included. Each student is encouraged to develop his/her personal philosophy of education and incorporate it in relation to integrity/ethics in the classroom and personal evaluation to maintain a sense of balance and growth. Prerequisite: A minimum grade of C in CI 220. (As needed) Full acceptance to the Teacher Education Program is required.

CI 417 (ED 415) Methods for Teaching English and Language Arts in the Secondary School

3 hours
This course is designed to assist student teachers in becoming confident, effective professional educators in secondary level English (grades 6-12). Students will become familiar with a variety of specific methods to use in teaching literature, composition, and language. Among topics to be considered will be current trends in English curriculum development, the six-trait writing process, inclusionary practices, classroom organization, assessment, classroom application of various forms of technology, and professional organizations. Each student will develop a unit of instruction suitable for a secondary level classroom. Prerequisite: A minimum grade of C in CI 220. (Spring. Offered through KICA. Course meets in person.) Full acceptance to the Teacher Education Program is required.

CI 428 Methods for Teaching English as a Second Language in the Elementary & Secondary School

3 hours
This course is designed to prepare students to teach English to non-native speakers at either the PK-6 level or the 6-12 level. Students will be exposed to teaching techniques, lesson and unit planning, and language assessment. Cultural issues will also be explored. Prerequisite: : A minimum grade of C in CI 220. (As needed. May be offered concurrently with CI628 ESOL Methods.) Full acceptance to the Teacher Education Program is required.

CI 455 The Teaching-Learning Process

3 hours (Language Intensive)
A comprehensive course that deals primarily with the learner, the learning process, and the learning situation. Examines the role of the teacher in relationship to each of these. This class should be taken the semester before student teaching. Prerequisite: CI 220. If possible, concurrent with junior practicum  – EE 375 or CI 351. (Fall and Spring)

CI 475 Student Teaching in the Secondary School

6 or 12 hours
Student Teaching in the Secondary School at McPherson College is a capstone experience allowing students to practice the skills and talents necessary to become effective educators. McPherson College offers student teaching at the appropriate level for all licensure purposes. Student teaching occurs after students have fulfilled all the necessary requirements as outlined in the Advisor/Advisee Handbook. The student teaching experience is scheduled for a full semester, but a minimum of 14 consecutive weeks. Placement and hours may depend on the area(s) of licensure. Students enrolled in this course must have completed the student teaching application process and be concurrently enrolled in CI 476. (Fall and Spring) This course requires proof of negative TB test and liability insurance as well as, completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation.

CI 476 Professional Seminar in Education

2 hours
This is a capstone seminar for teaching candidates allowing an interactive opportunity to reflect upon and share their insight, expertise, and commitment to professional education. Must be taken in conjunction with CI 475 and/or EE 465. (Fall and Spring)

CI 495/295 Field Experiences in Education

1-4 hours
An elective laboratory oriented field experience that the student elects to take, or is assigned to, in an educational setting that is designed to enrich their understanding of the profession of education. This experience may or may not be tied to requirements in another course within the department or college. Involvement may be in an educational related role or with an approved experience anywhere in the world. Arrangements must be made in advance. (Fall, Spring. By Permission Only.) This course requires proof of liability insurance as well as, completion of a felony form. A fingerprint background check and negative TB test (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation.

EE 210 Children’s Literature

3 hours
In this course students use the language arts of reading, writing, listening, and speaking to explore the historical development of children’s literature in English from its origins through the contemporary period, with an emphasis on contemporary works. While exploring how children’s literature artfully structures people’s experiences, values, and cultures, students will learn the elements of children’s literature, different genres, and current issues pertaining to children’s literature.  For elementary education majors, the knowledge and appreciation of children’s literature developed in the course will serve as foundational knowledge for the Reading/Language Arts methods courses. (Spring)

EE 302 Methods for Teaching Mathematics in Elementary School I

3 hours
This course provides the knowledge base for future elementary teachers to know, understand, and use major concepts, procedures, and reasoning processes of mathematics that define numbers and operations, geometry, measurement, data analysis and probability, and algebra so that all students understand relationships that can represent phenomena, solve problems, and manage data. This course focuses on assessment and evaluation and teaching strategies for grades K-2. Prerequisite: A minimum grade of C in CI 220. Full acceptance to the Teacher Education Program is required. (Fall) This course requires proof of liability insurance as well as completion of a felony form. A fingerprint background check (depending in placement) may be required at an added expense. Candidates are responsible for their own transportation. 

EE 303 Reading and Language Arts I

4 hours 
This course delivers the knowledge base for understanding and using concepts from emerging literacy, science of reading, language, and child development to teach reading, writing, speaking, viewing, listening, and thinking skills and to help all students successfully apply their developing literacy skills to many different situations, materials, and ideas. This course focuses on structured literacy concepts, assessment and evaluation, and methods for teaching K-2 grade levels. Prerequisite: A minimum grade of C in CI 220. (Fall) This course requires proof of liability insurance as well as, completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation. Full acceptance to the Teacher Education Program is required.

EE 305/ Methods for Teaching Physical Education and Health in the Elementary School

2 hours (2 hours for ELED majors, This course is cross-listed with PE409 – 4 hours for PE majors)
This course is designed to introduce prospective elementary school health, physical education and classroom teachers to the fundamentals, principles, and practices of physical education at the elementary school level. Movement exploration and methods will be stressed in the variety of play activities introduced. Additionally, this course has been designed to integrate theory and concept learning with practical laboratory experiences. Prerequisites: A minimum grade of C in CI 220. (Spring) This course requires proof of liability insurance as well as completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation. Full acceptance to the Teacher Education Program is required.

EE 306 Methods for Teaching Science in the Elementary School

3 hours
This course provides the knowledge base for future elementary teachers to understand and use fundamental concepts in science (including physical, life, and earth and space) as well as concepts in science and technology, science in personal social perspective, the history and nature of science, the unifying concepts of science, and the inquiry process scientists use in discovery of new knowledge to build a base for scientific and technological literacy for all students. Prerequisite: A minimum grade of C in CI 220. (Fall) This course requires proof of liability insurance as well as, completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation. Full acceptance to the Teacher Education Program is required.

EE 307 Methods for Teaching Mathematics in the Elementary School II

3 hours
This course provides the knowledge base for future elementary teachers to know, understand, and use the major concepts, procedures, and reasoning processes of mathematics that define numbers and operations, geometry, measurement, data analysis and probability, and algebra so that all students understand relationships that can represent phenomena, solve problems, and manage data. This course focuses on assessment and evaluation and teaching strategies for grades 3-6.  Prerequisite: A minimum grade of C in CI 220 and EE 230. (Spring) This course requires proof of liability insurance as well as, completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation. Full acceptance to the Teacher Education Program is required.

EE 309 Methods for Teaching Social Studies in the Elementary School

3 hours
A class designed for equipping elementary pre-service teachers with skills, strategies, and major concepts germane to the six social studies literacies: history, geography, socio-politics, citizenship, economics, and culture. This course includes a field experience. Prerequisite: A minimum grade of C in CI 220. (Spring) This course requires proof of liability insurance as well as, completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation. Full acceptance to the Teacher Education Program is required.

EE 375 Elementary Education Practicum & Seminar

1-2 hours
A field experience and seminar for those seeking licensure in elementary education at the K-6 level and those seeking licensure in art, physical education, and Spanish at the PK-12 level. This course is offered for variable hour credit depending on student’s past experience(s) and licensure area(s). Student should consult with her/his advisor and the Chair of Teacher Education Program for appropriate registration. Enrollment Deadlines – In order to facilitate efficient and timely placements at area schools, enrollment for this course will close May 1 for the fall semester and December 1 for the spring semester. This practicum must occur between CI 251 and EE 465. Prerequisites: A minimum grade of C in CI 220. Full acceptance to Teacher Education Program required. (Fall and Spring) This course requires proof of liability insurance as well as completion of a felony form. A fingerprint background check and negative TB test (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation.

EE 380 Fine Arts Methods in the Elementary School

2 hours
This course is for elementary education majors. The emphasis is placed on methods for teaching elementary school children and the integration of music and visual arts into the elementary curriculum. Art topics to be covered include: current techniques and materials, trends in art curriculum, basic art and design concepts, the developmental stages of children related to age-appropriate art teaching, and curriculum implementation. Some class time will also be spent building future teachers’ own musical and artistic abilities.

EE 444 Reading/Language Arts II

3 hours (Language Intensive)
This course provides future elementary teachers an opportunity to use structured literacy concepts, aligned with the science of reading to teach reading, writing, speaking, viewing, listening, and thinking skills and to help all students successfully apply their developing literacy skills to many different situation, materials, and ideas. This course focuses on assessment and evaluation and teaching strategies for grades 3-6. This course includes a field experience. Prerequisites: EE 303 and A minimum grade of C in CI 220 (Spring) This course requires proof of  liability insurance as well as, completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation. Full acceptance to the Teacher Education Program is required.

EE 465 Student Teaching in the Elementary School

6 or 12 hours
Student Teaching in the Elementary School at McPherson College is a capstone experience allowing students to practice the skills and talents necessary to become effective educators. McPherson College offers student teaching at the appropriate level for all licensure purposes. Student teaching occurs after students have fulfilled all the necessary requirements as outlined in the Advisor/Advisee Handbook. The student teaching experience is scheduled for a full semester, a minimum of 14 consecutive weeks. Placement and hours may depend on the area(s) of licensure. Students enrolled in this course must have completed the student teaching application process and be concurrently enrolled in CI 476. (Fall and Spring) This course requires proof of negative TB test and liability insurance as well as, completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation.

SE 210 Introduction to Infants, Children, and Youth with Special Needs

3 hours
This class is a survey of federal and state mandates for special education, including an overview of categorical exceptionalities delineated in the laws; service delivery systems; advocacy groups; the concept of natural environments and least restrictive environments; and the purpose and function of the IFSP and IEP. The class, which is required for all students seeking licensure in education, is designed to introduce all pre-service teachers to mild and moderate disabilities. The course also serves as a foundation for additional special education coursework. This course is a prerequisite for other special education courses. (Fall and Spring)

SE 220 Field Experience in Services for Students with Special Needs

1 hour
An early field placement for directed observation of special education teachers working with elementary- or secondary-level students with mild/moderate disabilities. (Fall, Interterm, Spring, and Summer) This course requires proof of liability insurance as well as, completion of a felony form. A fingerprint background check and negative TB test(depending on placement) may be required at an added expense. Candidates are responsible for their own transportation.

SE 310 Foundations for Special Education Services

4 hours
This course addresses historical perspectives and current practices (Module A), laws, regulations, and policies governing practice (Module B), and affects of individual differences, language, and culture on educational performance (Module C). The course includes a supervised field experience (Module D). Concurrent: Modules A-D. (Fall & Spring)

SE 315: General Methods for Special Education Services

4 hours
This course addresses assessments used for eligibility, placement and curricular decisions (Module A), the special education process from pre-identification through individual program implementation (Module B), and effective collaboration and communication skills with diverse learners, families, colleagues, and community stakeholders (Module C). The course includes a supervised field experience (Module D). Concurrent: Modules A-D Prerequisite: SPED 310 (Fall & Spring)

SE 321 Grades K-6 Methods for Special Needs and Field Experience

5 hours
This course addresses IEP implementation using evidence-based practices. Emphasis is on collaborative teaching models. Topics of study include lesson planning, basic skill and content area instruction, adapting methods and materials, positive behavior supports, and progress monitoring. SPED 331: Grades K-6 Field Experience must be taken concurrently. Prerequisites: SPED 310 & 315. (Fall & Spring) This course requires proof of negative TB test and liability insurance as well as, completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation.

SE 341 Grades PreK-3 Methods and Field Experience

5 hours
Grades PreK-3 Methods, addresses strategies to individual and group needs using evidence-based practices. Topics of study include learning plans, embedded instruction within a tiered framework, setting up the environment, adapting methods and materials, positive behavior supports, and progress monitoring. SPED 351, Grades PreK-3 Field Experience, must be taken concurrently. SPED 341 will involve 15 to 20 contact hours including 10 hours reading/pre-literacy and writing/pre-writing interventions with 1 child. (Fall) This course requires proof of negative TB test and liability insurance as well as, completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation.

SE 345 Behavior Management

2 hours
This course addresses culturally sensitive methods for preventing and intervening with problem behavior. Topics include school-wide discipline systems, classroom management, social skills instruction, student support meetings (Module A) and functional analysis, non-aversive intervention, and behavior intervention plans (Module B). (Fall & Spring)

SE 361 Grades 6-12 Methods for Special Needs and Field Experience

5 hours
This course addresses IEP implementation, including transition components. Emphasis is on self-determination, self-advocacy, career awareness, and post- school options in specific outcome areas. Topics of study include curriculum standards, lesson planning, basic skills instruction, learning strategies, adapting methods, materials and assessments, positive behavior supports, and progress monitoring. SPED 371: Grades 6-12 Field Experience must be taken concurrently. Prerequisites: SPED 310 & 315. (Fall) This course requires proof of negative TB test and liability insurance as well as, completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation.

SE 381 Grades 4-12 Methods and Field Experience

5 hours
The SPED 381 course covers both general and specific methods used by special educators to teach students with disabilities. The course includes transition planning and IEP development, instructional planning, and selection of instructional methods to meet the needs of students with adaptive special education needs. Approaches for selecting methods and materials, for delivering instruction, and for evaluating instructional outcomes based on assessment information will also be demonstrated. (Spring) This course requires proof of negative TB test and liability insurance as well as, completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation.

SE 431 Grades K-6 Clinical Experience (Student Teaching)

6 hours
This course is a supervised teaching experience with a special educator who provides services for elementary level students with adaptive learning needs. The preservice teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. Prerequisites: SPED 210, 310, 315, 345, and 321 or 331. Concurrent or subsequent semester: SPED 499. (Fall, Spring & Summer) This course requires proof of negative TB test and liability insurance as well as, completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation.

SE 433 Grades K-6 Internship

4-6 hours
This course is a supervised teaching experience with an on-site mentor who provides or supervises services for elementary level students with adaptive learning needs. Emphasis is on application of research-based content knowledge and pedagogy and reflective, culturally sensitive practice. This internship is designed for practicing teachers adding grades K-6 adaptive licensure or for students who have completed a special education clinical experience. Prerequisites: SPED 210, 310, 315, 345, and 321 or 331. Concurrent or subsequent semester: SPED 499. (Fall, Spring & Summer) This course requires proof of negative TB test and liability insurance as well as, completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation.

SE 451 Grades PreK-12 Clinical Experience

5 hours
This course is a supervised teaching experience with a special educator who provides services for any of the grades PreK–12 level students with adaptive learning needs.  The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports.  Emphasis is on reflective, culturally sensitive practice.  Prerequisites: SPED 310, 315, 345, 341, 351, 361, and 371.  Concurrent or subsequent semester: SPED 499. (Fall, Spring & Summer) This course requires proof of negative TB test and liability insurance as well as, completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation.

SE 453 Grades PreK-12 Internship

5 hours
This course is a supervised teaching experience working with an on-site mentor and/or evaluator. Emphasis is on application of research-based content knowledge and pedagogy and reflective, culturally sensitive practice. This internship is designed for the student hired on a waiver teaching in his/her own classroom. The intern will apply knowledge from all coursework and learning experiences to appropriately adapt and modify learning; manage students and classroom environment being culturally-sensitive to student and family differences;  align and implement learning with IEP goals; assess learning; develop and implement academic and behavior intervention plans based on assessments and best practices; develop a case study/IEP,  plan, implement, and evaluate lessons; plan and implement appropriate transitions, education and services for the specified grade level (PreK-12)/ages of students; and practice systematic self-evaluation.  Prerequisites: SPED 310, 315, 345, 341, 351, 361, and 371. Concurrent or subsequent semester: SPED 499. (Fall, Spring & Summer) This course requires proof of negative TB test and liability insurance as well as, completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation.

SE 471 Grades 6-12 Clinical Experience (Student Teaching)

6 hours
This course is a supervised teaching experience with a special educator who provides services for secondary level students with adaptive learning needs. The pre-service teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. Prerequisites: SPED 210, 310, 315, 345, and 361 or 371 Concurrent or subsequent semester: SPED 499. (Fall, Spring & Summer) This course requires proof of negative TB test and liability insurance as well as, completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation.

SE 473 Grades 6-12 Internship

4-6 hours
This course is a supervised teaching experience with an on-site mentor who provides or supervises services for secondary level students with adaptive learning needs. Emphasis is on application of research-based content knowledge and pedagogy and reflective, culturally sensitive practice. This internship is designed for practicing teachers adding grades 6-12 adaptive licensure or for students who have completed a special education clinical experience. Prerequisites: SPED 210, 310, 315, 345, and 361 or 371. Concurrent or subsequent semester: SPED 499. (Fall, Spring & Summer) This course requires proof of negative TB test and liability insurance as well as, completion of a felony form. A fingerprint background check (depending on placement) may be required at an added expense. Candidates are responsible for their own transportation.

SE 499 Capstone Issues

1 hour
This course is designed to provide students with an opportunity to reflect on their clinical experience or internship and professional role with peers, ACCK faculty, and special educators. Topics of discussion include professionalism, ethical issues, advocacy, diversity, and resources. Prerequisites: SPED 210, 310, 315, 345, 321 & 331 or 361 & 371. Concurrent or previous semester: SPED 431 or SPED 471 (or comparable Internship). (Fall, Spring & Summer)

SE 349 Communication Development and Communication Disorders

3 hours
This class offers a survey of normal and atypical language development, assessment, bilingual education, contributions of the educator to overcoming language problems, and the relationships between oral language and reading and writing. There are no prerequisites for this course. (Interterm and Summer)

SE 380/678 Topics in Special Education:

1 hour
This course will focus on bringing the students up to date on current methods, changes In the field of special education, and new information related to the characteristics of children and youth with special needs. With consent of advisor.

Special Course Options
295/495 Field Experience (1-4 hours)
297  Study Abroad (12-16 hours)
299/499 Independent Study (1-4 hours)
388 Career Connections (3-10 hours)
445 Readings and Research (1-4 hours)