SMU Home > Course Catalogs > Simmons School of Education and Human Development - Department of Teaching and Learning
Simmons
School of Education and Human Development
(2010 Undergraduate Catalog)
www.smu.edu/teacher
Associate Professor Jill H. Allor,
Department Chair
Professors: David Chard, Patricia G. Mathes.
Associate Professors: Jill H. Allor, Deborah Diffily, JoAnn Lan, William Pulte, J. Kyle Roberts, Ken Springer, Paige Ware.
Assistant Professor: Héctor Rivera.
Senior Lecturers: Abigail Bartoshesky, Kathy Hargrove, Barbara Morganfield.
Lecturers: Laurie O. Campbell, Caroline Kethley, Nancy Montgomery.
Home to undergraduate, post-baccalaureate and graduate programs for both aspiring and practicing educators, the Department of Teaching and Learning offers students a comprehensive curriculum of theory, research, cross-disciplinary studies and practica. Undergraduate programs of study assist students in obtaining credentials for teaching in elementary, secondary or all-level (grades EC–12) settings. At the graduate level, a student may pursue a Ph.D., an M.Ed., an M.Ed. with certification, a Master of Bilingual Education, an M.Ed. in reading and writing, or a Master of Music in music education, as well as other credentials in areas such as gifted education, reading, mathematics, science, technology, bilingual education, English as a second language and learning therapy.
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www.smu.edu/teacher_prep
Laurie O. Campbell,
Director
The Department of Teaching and Learning offers courses that prepare students for teacher certification at the elementary and secondary levels: early childhood through grade six, grades four through eight (middle school) and grades eight through 12 (high school). All of the courses in the program of study are based on the Texas standards for beginning teachers. Undergraduate students pursue an approved academic major in Dedman College, Meadows School of the Arts, Cox School of Business or Lyle School of Engineering while seeking Texas teacher certification and pursuing a minor in education. Music education students work toward an all-level (grades EC–12) certificate. Those who have already earned a Bachelor's degree may also obtain teacher certification credentials through the post-baccalaureate program, which essentially mirrors the undergraduate program. Post-baccalaureate students seeking certification for grades four through eight or grades eight through 12 must have 24 hours of coursework in the subject they plan to teach, with at least 12 of the 24 hours being upper-division courses.
Each student in a certification program has an education faculty adviser who directs his/her program of study. The education faculty is committed to mentoring and supporting student learning. Students are expected to maintain high levels of performance and to develop habits of reflection as they acquire knowledge and skills of practice.
The program of study includes 24 credit hours of coursework and six hours of student-teaching or internship experience in the three elementary and secondary certification programs: EC through grade six, grades four through eight (middle school) and grades eight through 12 (high school). (See the list of courses below.) Students who complete the 24 credit hours of coursework required for teacher certification preparation can declare a minor in elementary teaching or secondary teaching.
Requirements for Admission to the Teacher Education Program. Undergraduate students apply for formal admission to the program. When they apply, they must submit a transcript, an essay, a recommendation, and appropriate Texas Higher Education Assessment or other test scores; in addition, they must complete a background check and a State of Texas Character and Dispositions Statement. Students must complete at least 45 hours of academic work with a GPA of at least 2.5 to be considered for admission. Applicants also interview with members of the faculty. Students may register for up to seven hours of EDU coursework before formally applying for admission to the program. EDU 2350 Educational Psychology is a prerequisite for undergraduates enrolling in the certification program. Applications for admission to the teacher education program may be obtained from the departmental office in 345 Annette Caldwell Simmons Hall.
Required Courses. All of the courses in the program of study are based on the Texas standards for beginning teachers. The classroom-based coursework can be completed in two regular terms, such as fall and spring. Professors model learning experiences that are considered best practices for all learners in these courses. Students are expected to work collaboratively in small groups, complete simulated teacher tasks, pose questions for class inquiry and use multiple resources to answer questions.
Field Experience. The teacher education program includes extensive field experience to help students prepare for careers in teaching. A personal/criminal background check may be required prior to field experience and admission to student teaching. The student progresses from observational activities in classrooms to teaching and learning practice sessions in early field experiences with individual students and small groups. Finally, the student assumes responsibility for an entire classroom in a carefully managed student-teaching experience. SMU students receive mentoring from faculty noted for their exemplary records as both master teachers and scholars. Exemplary teachers from inner city to suburban settings also act as coaches during the field experience. Part of the field experience comes in the form of either a one-term student-teaching experience or a two-term internship. During the one-term experience, students work with an experienced teacher full-time for 14 weeks in an assigned classroom in a Dallas school, mostly likely one in the Dallas Independent School District. During this student-teaching term, the six-term-hour student-teaching experience is regarded as "full-time" enrollment status at SMU for insurance purposes. Students receiving financial aid should meet with financial aid counselors well in advance of the student-teaching term to determine aid status. Student teaching ensures that graduates of the SMU teacher education program are better able to enter the teaching profession ready to meet the dynamic learning needs of today's youth.
Eligibility for Student Teaching. Before being assigned to student teaching, candidates are reviewed by the faculty to determine whether adequate progress has been made in order to assume responsibility for school-age students. Such factors as academic performance, maturity and a demonstrated sense of responsibility are considered. Students must have a 3.0 GPA in all education courses before beginning student teaching.
Recommendation for Certification. Before the Department of Teaching and Learning will recommend a student for certification, the following requirements must be fulfilled: 24 hours of coursework, six hours of a satisfactory student-teaching or internship experience, and passing scores on two Texas Examinations of Educator Standards tests. The two TExES tests for early childhood through grade six include the EC–6 Pedagogy and Professional Responsibilities Test and the EC–6 Generalist Test. Students preparing for teaching in secondary schools must pass the TExES Pedagogy and Professional Responsibilities Test for grades four to eight or grades eight to 12 and a TExES test in their content area. Music students must pass the music content test and the EC–12 Pedagogy and Professional Responsibility Test.
TExES Exam. All students seeking teacher certification are required to take and pass the state-mandated TExES exams in the desired area(s) of certification. In preparation for the TExES, students are required to take and successfully pass an SMU qualifying test. Students attend preparation debriefs and participate in an online preparation module. In the rare instance where a student does not pass the TExES qualifier, a faculty mentor will develop an individual plan of supplemental study to complement a retake of the TExES qualifier.
Additional Information. For further information regarding SMU's teacher preparation opportunities, contact the Department of Teaching and Learning, Southern Methodist University, 345 Annette Caldwell Simmons Hall, PO Box 750455, Dallas TX 75275-0455; 214-768-2346; or visit www.smu.edu/teacher_education.
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Early Childhood–Grade 6 Courses
2350. Educational Psychology. Application of psychological research and theory in educational settings. Topics include the learning process, individual differences among learners, motivation, the assessment of academic abilities, and successful classroom practice. (Prerequisite to applying for a minor.)
5121. Field Experience I. Field experiences coordinated with EC through grade six courses. Class meets on a school campus. (Usually taken in first term of program.)
5122. Field Experience II. Field experiences coordinated with EC through grade six courses. Class meets on a school campus. (Usually taken midway through program.)
5123. Field Experience III. Field experiences coordinated with EC through grade six courses. Class meets on a school campus. (Usually taken in term prior to student teaching.)
5318. Formative and Summative Assessment. Explanation and practice of formal and informal assessment strategies and how assessment outcomes should inform instruction and be shared with families.
5327. Integrating Teaching and Learning. Review of the nature and design of educational activities: theory, research and practice of lesson planning for active learning that meets the needs of individual students.
5331. Content Area Studies for Elementary School. Exploration of science, social studies, art, music, drama and physical education content for EC through sixth-grade students and effective teaching strategies for each content area.
5349. Learning Environment and Professionalism. Examination of the major issues facing teachers in establishing and maintaining a positive and productive learning environment, as well as the professional roles and responsibilities of teachers.
5355. Teaching Mathematics in Elementary Schools. Evaluation of mathematics learning materials and teaching methods focusing on knowledge and skills required for EC through sixth-grade students.
5357. Emergent Literacy. Examination of principles of literacy learning in young children and predictable stages of oral language, writing and reading development.
5358. Conventional Literacy. Introduction of theories, practices and materials for teaching reading/writing in elementary schools.
5363, 5364. Student Teaching. Requires a 14-week assignment in an elementary school that has a diverse student population; a weekly seminar meets on campus. (Six hours of credit.)
5385, 5386. Internship I and II. Students serve as teacher of record in EC through grade six classrooms. (Six hours credit, two terms of supervision.)
Middle (Grades 4–8) and High School (Grades 8–12)
Courses and Certification Areas
2350. Educational Psychology. Application of psychological research and theory in educational settings. Topics include the learning process, individual differences among learners, motivation, the assessment of academic abilities, and successful classroom practice. (Prerequisite to applying for a minor.)
5124. Field Experience I. Beginning field experiences coordinated with MS/HS courses. Class meets on a school campus. (Usually taken in first term of program.)
5125. Field Experience II. Intermediate field experiences coordinated with MS/HS courses. Class meets on a school campus. (Usually taken midway in program.)
5126. Field Experience III. Advanced field experiences coordinated with MS/HS courses. Class meets on a school campus. (Usually taken term prior to student teaching.)
5318. Formative and Summative Assessment. Explanation and practice of formal and informal assessment strategies and how assessment outcomes should inform instruction and be shared with families.
5327. Integrating Teaching and Learning. Review of the nature and design of educational activities: theory, research and practice of lesson planning for active learning that meets the needs of individual students.
5335. Adolescent Development and Cognition. Focus on adolescent growth and development from an educational perspective. Emphasis is placed on the cognitive basis of changes in learning, motivation, academic performance, self-identity, morality and social relationships that take place during adolescence.
5348. Introduction to Diverse Learners. Study of diversity, special education, multicultural concepts and inclusion, and exploration of issues, policies and professional practice relevant to teaching in schools.
5349. Learning Environment and Professionalism. Examination of the major issues facing teachers in establishing and maintaining a positive and productive learning environment, as well as the professional roles and responsibilities of teachers.
5367. Creating Successful Classrooms. Examination of current research promoting student-centered teaching and a variety of effective teaching and learning practices.
5371. Content Area Methods. Identification of teaching strategies specific to content areas and levels of certification; examination of current research promoting literacy instruction, such as ways to integrate reading, writing and oral language.
5373, 5374. Student Teaching. Requires a 14-week assignment in a middle/high school that has a diverse student population; a weekly seminar meets on campus. (Six hours of credit.)
5375, 5376. Internship I and II. Students are required to serve as teacher of record in any of grades four through 12. (Six hours credit, two terms of supervision.)
Elective Education Courses
(Do not meet state requirements for teacher certification)
1110. Oracle. Oracle is a one-term, one-credit-hour course that counts as a University free elective. Designed to improve reading and learning efficiency, Oracle is directed to first-year through graduate students who want to acquire advanced reading and learning techniques. Its content is developed from the educational theories and techniques on which both learning and teaching are based.
2101. Leadership Practicum. A unique leadership experience that gives students a laboratory for assessing learned concepts and skills about leadership. Course content includes discussions on empowerment, public speaking, ethics and citizenship.
2102. Leadership Practicum. One-hour credit for a minimum of 15 clock hours practicum either on campus or in the community. Prerequisite: EDU 2101.
2308. Career Development Theory and Practice. Study of the history of theories and practice in career development. Topics include: leaders in vocational education; legislative initiatives; social issues; organizations involved in and impacting career development; the study and application of career development and choice; and traditional and emerging career development theories, models and strategies.
2355. Literacy and Society (Elementary and Secondary Sections). A structured service learning opportunity that fosters academic growth, citizenship, leadership and civic responsibility. Readings and course activities relate to the relationship between literacy and society. Throughout the term, students tutor either local elementary or secondary school students and complete related assignments. All literacy classes require field experiences, typically in the community or local schools.
3301. The Art and Science of Parenting. An examination of the literature pertaining to parenting. Students consider how parental beliefs, attitudes and expectations affect the manner in which parents interact with their children.
4300. Foundations of Teaching English to Speakers of Other Languages. Development and analysis of lesson plans in all content areas using TESOL competencies, emphasizing language concepts, acquisition, teaching and assessment strategies, and the role of culture in language acquisition.
5310. Civic Leadership. Individual and community transformation, resulting from civic leadership, will be examined in the classroom and experientially though a required community-service component occurring outside the classroom.
5343 (CCPA 5301). Leadership Theories and Practices. Examination of the theories and skills necessary for the development of effective leadership. Includes opportunities for evaluating leaders and leadership behavior in a variety of contexts.
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www.smu.edu/irr
Professor Patricia G. Mathes,
Director and Texas Instruments Endowed Chair in Reading Research
Established in 2002, the Institute for Reading Research supports researchers within the school and from across the SMU campus who are conducting and disseminating cutting-edge research related to reading and reading disabilities, language acquisition, and learning. The institute provides resources such as budget management and accounting support, database building, data processing, data analysis services, graphic artistry, and technical writing. Researchers affiliated with the institute have been very successful in obtaining external funding and providing leadership on a local and national level through the publication of research manuscripts, curricula and coursework packages, and through the delivery of staff development workshops. Current institute research focuses on:
- Examining the efficacy of a technology-based response to intervention.
- Determining the reading potential of students with moderate or mild intellectual disability.
- Scaling up scientifically proven reading interventions for effective use in public schools, including supporting teachers as they implement new best practices and innovations in the field. A major outcome of this research has been the creation and validation of the use of technology to provide ongoing coaching to teachers.
- Examining the efficacy of various models for teaching English language learners who are native Spanish speakers to read and speak in English. A thrust of this research is to examine the possibilities of developing fully bilingual, biliterate individuals, without compromising English development.
- Developing and validating continuous progress monitoring assessment tools using computer-adaptive testing technology to pinpoint each child’s individual performance ability and track growth across an academic year.
The institute provides leadership training to future educators, researchers and statisticians through applied experiences in the execution of large-scale field-based research. It also is committed to the delivery of programs and activities that serve the reading enhancement needs of the community at large.
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www.smu.edu/education/gsi
Associate Dean and Senior Lecturer Kathy Hargrove,
Director
Dedicated to the support of the cognitive and affective development of gifted youth, the Gifted Students Institute offers a range of programs and services for educators and gifted youth and their families.
The Distinguished Lecture Series comprises one-day sessions that integrate theory and practice. Lectures are delivered by guest speakers from the SMU faculty and public and private learning institutions throughout the country. The institute developed and now administers the school's Gifted Education graduate study program for educators. In addition, the institute serves precollege gifted students through the Talented and Gifted and College Experience programs.
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