Teacher Education Courses

ETE 100 - Technology Applications (1 hour)
Application of technology concepts and skills to human service professionals. Database construction; linear and nonlinear multimedia projects. Using graphics, text, sound, animation, and other media resources. Prerequisite: major in an education program or consent of department chair.

ETE 107 - Conceptualizing Math for Teachers I (3 hours)
Development of a deep understanding of concepts, relationships, and algorithms in various areas of mathematics examined. Topics include set theory, variables, patterns and algebraic relationships, equations and systems of equations, graphing; real numbers and operations, properties of number systems, ratios and proportions, percents; measurement systems, measurement relationships. Focus is on problem solving, analysis, representation of concepts, and communicating understanding and reasoning of the mathematical concepts studied.

ETE 108 - Conceptualizing Math for Teachers II (3 hours)
Development of a deep understanding of concepts, relationships, and algorithms in various areas of mathematics examined. Topics include data presentation, computation, and meaning of descriptive measurements; basic combinatorics, probability concepts, probability distributions, expectations; linear, quadratic, exponential, and other functions, geometric constructions, 2-D and 3-D shapes, spatial relationships, geometric reasoning and proof. Focus is on problem solving, analysis, representation of concepts, and communicating understanding and reasoning of the mathematical concepts studied. Prerequisite: ETE 107.

ETE 115 - Schools and Schooling in American Society (3 hours)
Gen. Ed. SF
American system of schools and schooling. How the system evolves from and impinges upon society, within historic and theoretical constructs. How the system interrelates with other social institutions and forces.

ETE 116 - Field Experience - Schools and Schooling in American Society (1 hour)
Exhibit professional and ethical behaviors and engage in a minimum of 25 hrs of directed observations throughout the semester in an academic setting. Besides observing within a classroom, candidates work with a group of children at an appropriate level, depending on the individual areas of certification. Collaborate with professionals to develop foundational knowledge related to planning for instruction and assessment, a sense of the whole school culture including an awareness of the social and emotional development of children. Introduced to the language of teaching and apply the knowledge in their reflections analyzing the learning environment. Preparation for Teacher Performance Assessment. Weekly seminar. Pass/Fail. Prerequisite: ETE 115 or concurrent enrollment.

ETE 120 - Early Childhood Professional Roles and Responsibilities (3 hours)
Meeting education needs of children from birth through age eight. Care for the whole child including an awareness of the social and emotional development of children. Career opportunities, roles, and responsibilities. Preparation for Teacher Performance Assessment.

ETE 197 - Music in P-8 Schools (1 hour)
Content and pedagogy for music in grades P-8 to meet the needs of diverse learners. Introduction to including music in the regular classroom using traditional methods and newer technologies. Prerequisite: major in an education program or consent of department chair.

ETE 198 - Movement in the P-8 Schools (1 hour)
Content and pedagogy for movement in grades P-8 to meet the needs of diverse learners. Introduction to including movement in the regular classroom to enhance teaching of the curriculum and to promote physical well-being. Prerequisite: major in an education program or consent of department chair.

ETE 199 - Art in the P-8 Schools (1 hour)
Content and pedagogy for art in grades P-8 to meet the needs of diverse learners. Introduction to including art in the regular classroom using traditional methods and newer technologies. Prerequisite: major in an education program or consent of department chair.

ETE 210 - Human Development from Birth to Young Adulthood (3 hours)
Integration of the physical, cognitive, and psychosocial aspects of the development and growth of the individual from conception to adulthood. Study the physiology of learning, the interactive nature of the teaching/learning process, and the need to consider developmental and cultural appropriateness in meeting individual learning needs, with an emphasis on acknowledging and accommodating exceptionality and diversity including an awareness of the social and emotional development of children. Environmental factors affecting development, including cultural, ethnic, socioeconomic, individual, social contexts, and parent-child interaction. Preparation for Teacher Performance Assessment.

ETE 211 - Human Development from Birth to Young Adulthood and Effective Teaching Field Experience (1 hour)
Engage in a minimum of twenty-five hours of directed observations in an appropriate, PK-12 academic setting, where they teach a small group of students and collaborate with the classroom teacher to implement instructional and assessment plans for one student. Candidates are introduced to the language and dispositions of teaching, apply this knowledge in their reflections analyzing the learning environment, incorporate issues of equity and diversity including an awareness of the social and emotional development of children, and apply the knowledge in the creation on a developmental case study of one student. Weekly seminar. Pass/Fail. Prerequisite: ETE 116; ETE 210; ETE 215 or concurrent enrollment OR ETE 217 or concurrent enrollment or Music Education Major.

ETE 215 - Strategies for Effective Teaching (3 hours)
An in-depth sequence of examining instructional planning and strategies, modes of teaching, and assessment of learning, including an awareness of exceptionality and diversity including an awareness of the social and emotional development of children. Other topics include instructional management, collaboration in curriculum design and delivery and with stakeholders, teacher leadership, decision making, and change processes. Preparation for Teacher Performance Assessment. Prerequisite: ETE 115; ETE 116; ETE 210

ETE 217 - Planning and Instruction in Secondary Classrooms (3 hours)
The study of key teaching frameworks with actual strategic instructional strategies, developed within the construct of planning lessons and units of study, including an awareness of exceptionality and diversity including an awareness of the social and emotional development of children. Methods to facilitate higher order, critical, and creative thinking, problem solving, and decision-making. Discussion of the roles and responsibilities of teachers in the secondary school and critical issues regarding high school students in 21st Century American classrooms. Preparation for Teacher Performance Assessment. Prerequisite: ETE 115; ETE 116; ETE 210.

ETE 222 - Gifted Education in American Schools: Foundations and Future (3 hours)
Philosophy, concepts and testing procedures in gifted education. Students will investigate legal issues and programmatic evaluation for gifted education programs. Additionally, materials, curriculum design, and classroom methods will be introduced. The gifted learner's cognitive, socio-emotional, and talent development, including issues of equity and diversity, will be examined. Preparation for Teacher Performance Assessment. Prerequisite: ETE 210; ETE 211; ETE 215 or ETE 217

ETE 223 - Gifted Education: Strategies and Practicum (3 hours)
Field experience in gifted education grades K-9; 20 clock hours in Bradley University Gifted and Talented Summer Institute. In addition 16 hours of in-class instruction of materials and strategies unique to gifted learners will be required. Apply the knowledge of gifted education, including issues of equity and diversity. Preparation for Teacher Performance Assessment. Prerequisite: ETE 210; ETE 211; ETE 215 or ETE 217; ETE 222 or concurrent enrollment.

ETE 227 - Development of the Early Adolescent (3 hours)
Required for the Illinois middle school endorsement, surveys the physical, cognitive, and social/emotional development of young adolescents from a cultural perspective, emphasizing implications for effective middle school instruction. Preparation for Teacher Performance Assessment. Prerequisite: ETE 115; ETE 116; ETE 210; either ETE 215 or concurrent enrollment or ETE 217 or concurrent enrollment.

ETE 228 - Strategies for Middle School (3 hours)
Philosophy, concepts, and procedure related to organizational structure, curriculum, teaching strategies, and assessment in the middle school. Preparation for Teacher Performance Assessment. Prerequisite: ETE 115; ETE 116; ETE 210; either ETE 215 or concurrent enrollment, or ETE 217 or concurrent enrollment

ETE 230 - Adapting Curriculum to Support Inclusive Environments (3 hours)
Exploration of foundational knowledge of characteristics of individuals with exceptionalities, diversity, populations who are at risk, and English Language Learners. Enhance knowledge and performance of individuals with exceptionalities by developing and adapting curriculum materials that meet individual needs within inclusive environments. Response to Intervention outcomes and appropriate evidence-based strategies that support successful inclusion are discussed. Preparation for Teacher Performance Assessment. This course meets foundation knowledge for LBS I certification. Prerequisite: ETE 115; ETE 116; ETE 210; either ETE 215 or concurrent enrollment, or ETE 217 or concurrent enrollment.

ETE 234 - Language Development (3 hours)
Language acquisition theory and processes, stages of language development, verbal and non-verbal communication. Emphasis on language differences and diversity, including minority groups, language disorders, and English as a second language. Planning opportunities supporting language use in its various forms to enrich further development. Preparation for Teacher Performance Assessment. Prerequisite: ETE 115; ETE 116; ETE 210; either ETE 215 or concurrent enrollment, or ETE 217 or concurrent enrollment.

ETE 235 - Methods of Teaching English Language Learners (3 hours)
Addresses language development and methods for teaching English Language Learners (ELL). Topics include theories of second language acquisition as well as a variety of instructional strategies in the language arts and other content areas. Emphasis will be placed on the social and cultural needs of the ELL and the examination of pre-service teachers' own culture and its impact on their practice. Preparation for Teacher Performance Assessment. Prerequisite: ETE 115; ETE 116; ETE 210; either ETE 215 or concurrent enrollment, or ETE 217 or concurrent enrollment.

ETE 245 - American Sign Language I (3 hours)
General introduction to sign language of the deaf; information regarding the culture of the deaf. Finger spelling and signing skills, which enable signing at a conversational level both receptively (seeing and understanding) and expressively (signing). Available to students from any major throughout the university.

ETE 246 - American Sign Language II (3 hours)
Provides an intermediate level of American Sign Language skills; further information regarding the culture of the deaf. Students will refine finger spelling and signing skills with an emphasis on the comprehension and expression of real-life events. Available to students from any major throughout the university. Prerequisite: ETE 245 or equivalent.

ETE 250 - Independent Study (1-3 hours)
Student selects subject of study with consent of instructor. May be repeated for a maximum of 6 hours credit. Prerequisite: consent of instructor and department chair.

ETE 260 - Children's Literature (3 hours)
Types, genres, authors, and illustrators of books for children from birth through middle school. Emphasis on literature response activities; planning and assessing a literature-based curriculum. Analysis of current trends, issues, and the impact of children's literature.

ETE 270 - Physical Development and Health (1 hour)
A variety of health and nutrition topics about which teachers all levels must be knowledgeable. Must document certification in CPR and First Aid, and plan lessons for health instruction as part of the requirements. Topics examine nutrition; communicable diseases; relationship between fitness and systems of the body; principles of personal, interpersonal, and community health; mental health; and safety. Preparation for Teacher Performance Assessment. Prerequisite: Must be enrolled in education program

ETE 280 - Exploring Diversity: Learners, Families, And Communities (3 hours)
Gen. Ed. CD
The socialization and enculturation of learners in the context of their families, communities, and cultures. Awareness, acceptance, and appreciation of diversity, whether resulting from cultural or ability differences. Emphasis on the teacher's role in involving, educating, and communicating with parents as partners in the educational process. Professional advocacy that supports an inclusionary, multicultural, antiracist, democratic, non-sexist, and global curriculum.

ETE 300 - Emergent Literacy: Reading and Writing Across the Curriculum (3 hours)
Processes, themes, and practices that support the development of reading, writing, speaking, listening, and thinking in children from birth through age 8. A continuum of instructional practices, including contextualized application of phonemic, graphemic, morphemic, and syntactical concepts, that facilitate the emergence of literacy. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education.

ETE 304 - Early Childhood Novice Teaching Experience (4 hours)
Engage in a minimum of 100 hours of supervised teaching experience in a preprimary special education learning environment. Collaborate with the classroom teacher to plan and implement formative assessments and instruction for whole class, small groups, and individuals. Complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of equity, diversity and social and emotional awareness. Includes Teacher Performance Assessment. Weekly seminar. Pass/Fail. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; at least 2 courses in concentration; either ETE 343 or concurrent enrollment, or ETE 443 or concurrent enrollment; concurrent enrollment in ETE 345

ETE 306 - Novice Teaching Experience K-8 (4 hours)
Engage in a minimum of 100 hours of supervised teaching experience in an elementary or middle school learning environment. Collaborate with the classroom teacher to plan and implement formative assessments and instruction for whole class, small groups, and individuals. Complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of equity, diversity and social and emotional awareness. Includes Teacher Performance Assessment. Weekly seminar. Pass/Fail. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; at least 2 courses in concentration; ETE 313 or ETE 315; at least two of the following: ETE 313, 315, 335, 336, 339; concurrent enrollment in ETE 345

ETE 313 - Methods of Literacy I: Reading, Writing and Language Arts Grades K-2 (3 hours)
Addresses literacy instruction in Kindergarten through second grade including reading, writing, listening, speaking, viewing, and visually representing, including accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Key topics examine theories of literacy development, emergent literacy, phonemic awareness, phonics, fluency, writing process, literacy assessment, and planning for individual learners. Classroom applications are included. Ten hours in a local classroom is required. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education.

ETE 315 - Methods of Literacy II: Reading, Writing and Language Arts Grades 3-8 (3 hours)
Addresses total literacy instruction for third through eighth grade learners: Reading, writing, listening, speaking, viewing, and visually representing. It addresses research-based approaches to literacy instruction for the third through eighth grade student, including accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Key topics: the reading and writing processes, vocabulary and comprehension, literacy assessments, planning for individual learners, integrating the language arts into the content areas and preparing students for the state writing assessment. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education.

ETE 320 - Practicum in Education (1-4 hours)
Follow the syllabus for one of the following: ETE 304, 306, 379, 380, 381, 382, 392, depending on the student's major. This course is only taken in order to waive ETE 304, 306, 379, 380, 381, 382 or 392. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; consent of instructor and department chair.

ETE 329 - Characteristics and Methods for Learners with Emotional and Learning Disabilities (3 hours)
Characteristics, methods, strategies for use with children and adolescents with emotional and learning disabilities in K-12 and special education classrooms (ages 3-21). Helping process, communication and interpersonal skills are covered, as well as Applied Behavioral Analysis. Emphasis on analysis of classroom situations and application of theories, educational techniques to create positive learning environments for learners with mild to moderate emotional and learning disabilities. To ensure that students will become educational leaders and informed decision makers, teaching strategies in basic skills, metacognition, study skills, and social skills will be addressed. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; PSY 101 or equivalent.

ETE 331 - Assistive Technology for Individuals With Special Needs (3 hours)
Addresses the assistive technology (AT) evaluation, selection, and application process for individuals with disabilities in school, the workplace and the community. Emphasis on assessment of the individual, environment, and tasks required of the person prior to evaluation of technologies and adaptations that enable the individual to function as fully as possible in his/her daily lives. Through illustrations and case examples students will obtain knowledge and skills required for the use of AT devices or adaptations and factors to consider in the selection and implementation processes. Preparation for Teacher Performance Assessment. Prerequisite: ETE 115; ETE 116; ETE 210; either ETE 215 or concurrent enrollment or ETE 217 or concurrent enrollment.

ETE 333 - Early Childhood Special Education Methods (3 hours)
Providing developmentally and culturally appropriate activities to infants and young children with special needs. History and evolution of early intervention services, teaming, collaboration, service coordination, development of Individualized Family Service Plans and Individualized Educational Plans, adaptation of curriculum, instructional models which promote interaction and independence, inclusionary programs, transitional planning. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education.

ETE 335 - Methods of Teaching Social Studies K-8 (3 hours)
Content and methods of teaching social studies in the K-8 grades, including accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education.

ETE 336 - Methods of Teaching Science K-8 (3 hours)
Plan, implement, and evaluate a science program for children in K-8 classrooms. Emphasis on the nature of school science, students' misconceptions, and meaningful science activities, including accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; SCI 101.

ETE 339 - Methods of Teaching Mathematics K-8 (3 hours)
Emphasis on teaching strategies, materials, and organizational plans related to the K-8 mathematics curriculum. Assignments for elementary education majors with math concentration will be in the middle grades (6-8). Elementary education majors with math concentration will be expected to use appropriate strategies for middle school students in their projects. Focus on active involvement of students in the learning process strategies, including accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 108 or concurrent enrollment.

ETE 343 - Early Childhood Methods (6 hours)
Strategies for teaching language arts, science, mathematics, social studies, art, music, and movement in preprimary and primary grades within an integrated, thematic curriculum. Emphasis on the role of play, learning environments, creative and critical thinking, problem solving, acknowledgment and accommodations of exceptionality and diversity, transitions, horizontal relevance, and developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education.

ETE 345 - Guiding Learners: Creating Safe Learning Environments (3 hours)
Emphasis on theories of guidance and learner-centered instruction including Response to Intervention (RtI) strategies for positive behavioral supports. Classroom management that is developmentally and culturally appropriate practice to nourish natural curiosity, develop problem-solving skills, acknowledge and accommodate learners with exceptionalities, including diverse cultures, students at risk, and English Language Learners, and develop a sense of community for success of all learners within inclusive environments. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; one of the following: Secondary Education Program: ETE 371; concurrent enrollment ETE 379; OR K-12 Art, Foreign Language: ETE 371; concurrent enrollment ETE 380; OR K-12 Music: either ETE 381 or concurrent enrollment, or ETE 382 or concurrent enrollment; OR LBSI: ETE 392 or concurrent enrollment; OR LBSI/ELE: either ETE 306 or concurrent enrollment, or ETE 392 or concurrent enrollment; OR ELE: ETE 306 or concurrent enrollment; OR ELC: either ETE 306 or concurrent enrollment, or ETE 304 or concurrent enrollment; OR ECE: ETE 304 or concurrent enrollment.

ETE 350 - Topics in Teacher Education (1-6 hours)
Topics of special interest which may vary each time course is offered. Topic stated in current Schedule of Classes. May be repeated under different topics for a maximum of 6 hours credit. Prerequisite: consent of instructor and department chair.

ETE 351 - Elementary School Music Methods for Music Majors (3 hours)
Methods and materials appropriate for teaching music in elementary schools. Observations in the public schools; planning the elementary music curriculum; experience teaching lessons in all areas of classroom music. Discussion on accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; concurrent enrollment in ETE 381.

ETE 352 - Secondary School Music Methods for Music Majors (3 hours)
Methods of teaching music in the secondary schools; administration of a music department. Instrumental and choral programs, general music, and high school music theory. Emphasis on development of a philosophy of music education. Discussion on accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; concurrent enrollment in ETE 382.

ETE 365 - Teaching Reading Within the Content Areas (3 hours)
Relationship between learning to read and reading to learn; all aspects of literacy as applied to secondary and middle school instruction. Primary focus on understanding a wide range of literacies and how to integrate literacy while teaching subjects that include mathematics, social studies, sciences, English, music, art, family/consumer sciences, and foreign languages. Evaluation of the appropriateness of classroom resources such as textbooks, e-textbooks, lab manuals, course software, online supplements, and assessment tools. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education.

ETE 371 - Secondary Assessment and Technology (3 hours)
Instructional assessment and technology. Writing instructional objectives, constructing formative and summative teacher-made assessments, designing authentic assessments, analyzing assessment data, interpreting standardized test scores, and integrating technology into the curriculum. Emphasis on accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education.

ETE 373 - Methods of Teaching Secondary Mathematics (3 hours)
Emphasis on teaching strategies, curriculum materials, instructional planning, assessment of student performance, learning environments, creative and critical thinking, problem solving, and classroom organization related to the 6-12 mathematics curriculum. Focus is on active involvement of students in the learning process. Designing and implementing mathematics instruction and curriculum using a variety of approaches, appropriate utilization of mathematical technology, acknowledgment and accommodations of exceptionality and diversity, and developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 371; concurrent enrollment in ETE 379.

ETE 374 - Methods of Teaching Secondary Science (3 hours)
Content and pedagogy of secondary-school science. Designing and implementing science instruction and curriculum using a variety of approaches including project-based science. Emphasis on instructional planning, assessment of student performance, learning environments, creative and critical thinking, problem solving, acknowledgment and accommodations of exceptionality and diversity, and developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 371; concurrent enrollment in ETE 379.

ETE 375 - Methods of Teaching Secondary Social Studies (3 hours)
Content and pedagogy of secondary-school social studies, including family and consumer sciences, history, psychology, and general social science. Designing and implementing social studies instruction and curriculum using a variety of approaches. Emphasis on instructional planning, assessment of student performance, motivational strategies, microteaching, reading diagnostic techniques, learning environments, creative and critical thinking, problem solving, acknowledgment and accommodations of exceptionality and diversity, and developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 371; concurrent enrollment in ETE 379.

ETE 378 - Methods of Teaching Family & Consumer Science (3 hours)
Content and pedagogy in family and consumer sciences for grades 6-12. Designing and implementing instruction and curriculum using a variety of approaches including project-based family and consumer sciences. Emphasis on instructional planning, assessment of student performance, learning environments, creative and critical thinking, problem solving, acknowledgment and accommodations of exceptionality and diversity, and developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 371; concurrent enrollment in ETE 379.

ETE 379 - Novice Teaching Experience in the Secondary School (4 hours)
Engage in a minimum of 100 hours of supervised teaching experience in a middle or secondary school learning environment. Collaborate with the classroom teacher to plan and implement formative assessments and instruction for whole class, small groups, and individuals. Candidates complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of equity, diversity and social and emotional awareness. Includes Teacher Performance Assessment. Weekly seminar. Pass/Fail. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 371; concurrent enrollment in ETE 345; concurrent enrollment in content-specific methods course appropriate to the student's teaching area (ETE 373, 374, 375, 378, or ENG 472).

ETE 380 - Novice Teaching Experience in a K-12 School (4 hours)
Engage in a minimum of 100 hours of supervised teaching experience in an elementary, middle, or secondary school learning environment. Collaborate with the classroom teacher to plan and implement formative assessments and instruction for whole class, small groups, and individuals. Candidates complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of equity, diversity and social and emotional awareness. Includes Teacher Performance Assessment. Weekly seminar. Pass/Fail. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE371; concurrent enrollment in ETE 345; either ETE 386 or concurrent enrollment, or ETE 387 or concurrent enrollment

ETE 381 - Field Experiences in Elementary Music Teaching (2 hours)
Engage in a minimum of 50 hours of supervised teaching experience in a elementary or middle school music learning environment. Collaborate with the classroom teacher to plan and implement formative assessments and instruction for whole class, small groups, and individuals. Candidates complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of equity, diversity and social and emotional awareness. Includes Teacher Performance Assessment. Weekly seminar. Pass/Fail. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; concurrent enrollment in ETE 351; concurrent enrollment in ETE 345

ETE 382 - Novice Teaching Experience in Secondary Music (2 hours)
Engage in a minimum of 50 hours of supervised teaching experience in a secondary school music learning environment. Collaborate with the classroom teacher to plan and implement formative assessments and instruction for whole class, small groups, and individuals. Candidates complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of equity, diversity and social and emotional awareness. Includes Teacher Performance Assessment. Weekly seminar. Pass/Fail. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; concurrent enrollment in ETE 352

ETE 386 - Methods of Teaching K-12 Art (3 hours)
Content and methods for teaching art K-12. Designing and implementing art instruction and curriculum using a variety of approaches. Emphasis on sequential enhancement of media and techniques in relation to the developmental needs of different levels of students, instructional planning, assessment of student performance, learning environments, creative and critical thinking, problem solving, acknowledgment and accommodations of exceptionality and diversity, and culturally appropriate practices, aligned with the state and national goals. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 371.

ETE 387 - Methods of Teaching K-12 Foreign Language (3 hours)
Content and pedagogy of K-12 foreign language. Designing and implementing foreign language instruction and curriculum using a variety of approaches. Emphasis on instructional planning, assessment of student performance, learning environments, creative and critical thinking, problem solving, acknowledgment and accommodation of exceptionality and diversity, and developmentally and culturally appropriate practice. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 371.

ETE 391 - Characteristics and Methods for Learners with Developmental Disabilities (3 hours)
Characteristics and methods for planning and teaching students with moderate to severe exceptionalities (i.e., intellectual disabilities, developmental disabilities, traumatic brain injury, orthopedic, other moderate to severe exceptionalities). Emphasis on moderate to severe developmental disabilities, Individual Education Programs, self-determination, assessment, experiential-based curriculum in the psychomotor, cognitive, affective domains, transition planning, person-centered adaptations for inclusion within society. Students are required to complete 12 student contact hours with individual(s) with moderate to severe developmental disabilities in an educational setting. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; PSY 101 or equivalent.

ETE 392 - Novice Teaching Experience for LBSI (4 hours)
Engage in a minimum of 100 hours of supervised teaching experience in a special education learning environment. Collaborate with the classroom teacher to plan and implement formative assessments and instruction for whole class, small groups, and individuals. Candidates complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of equity, diversity and social and emotional awareness. Includes Teacher Performance Assessment. Weekly seminar. Pass/Fail. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 329 or ETE 391; concurrent enrollment in ETE 345

ETE 401 - Secondary Special Education (3 hours)
Skills to plan, implement, and evaluate programs for adolescent students needing special education services in middle, junior, or high school situations. Emphasis on a developmentally, sequenced planned curriculum, including basic academic skills, pre-vocational and vocational skills, as well as work-study programs. Current issues and trends: inclusion of the middle, junior, or high school student in the least restrictive environment, life planning, consumer education, personal and social adjustment, appropriate individualized instruction, secondary group instruction, and independent living skills. 12 hours of mentor/tutoring in the field with High School+ students is required. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 329; ETE 391 or concurrent enrollment.

ETE 402 - Educational Methods, Strategies and Evaluation Techniques (3 hours)
Designed to increase theoretical knowledge and practical skill for teaching persons with different learning styles. Classroom experiences include a focus on methods, strategies, and evaluation techniques to meet different learning styles. Cross listed as HS 402. Prerequisite: consent of PT or ETE Department Chair.

ETE 425 - Life Planning for Learners with Exceptionalities (3 hours)
Addresses legal, psychological, and social impact of various exceptionalities, and professionalism. The laws governing the development and implementation of educational and transition programs for individuals with exceptionalities is also reviewed. Discussion and evaluation of legal documents for consent and notification. Code of Ethics and Standards for Professional Practice, and Individual Education Program development will be the focus. Preparation for Teacher Performance Assessment. Prerequisite: Senior standing; advancement to degree candidacy in the Department of Teacher Education; either ETE 329 or 391.

ETE 426 - Assessments for Learners with Exceptionalities (3 hours)
Diagnostic processes for learners with exceptionalities, preschool through high school. Screening, formal, and informal assessment, and evaluation techniques. Practice in test administration, scoring, evaluation, Individual Education Programs. Preparation for Teacher Performance Assessment. Prerequisite: Senior standing; advancement to degree candidacy in the Department of Teacher Education; either ETE 329 or 391.

ETE 430 - Readings in Elementary Education (1-3 hours)
Individual study and investigation for seniors. Prerequisite: consent of instructor; approval of the department chair; advancement to degree candidacy in the department.

ETE 443 - Early Childhood Assessment (3 hours)
Focus is on formal, informal, authentic, and performance-based assessments to determine student needs and progress; planning instruction incorporating assessment results to meet the needs of all students; transitional planning; collaboration and communication with families and professionals. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 333 or concurrent enrollment.

ETE 445 - Educational Collaboration (3 hours)
Focus is effective collaboration with families, educators, administrators, related service providers, and personnel from community agencies in culturally responsive ways. Competent teachers will use knowledge and effective written, verbal and non-verbal communication techniques to foster leadership, active inquiry, supportive interaction, shared goals, and group consensus that advocate and support the success among learners with exceptionalities. Working together toward common goals of meeting unique needs of all students necessitates team work for successful co-teaching, Response to Intervention, and successful transitions pre- and post-secondary education. Preparation for Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; if LBS I or LBS/ELE major, ETE 329 or ETE 391; other majors in Education, one methods course at the 300 level.

ETE 480 - Teaching Portfolio (1 hour)
Analyze and reflect on the teaching and learning process, their growth as preservice teachers and their philosophy of education. Completion of the teaching portfolios based upon incorporation of teacher education program objectives and their field-based practicums, including the student teaching experience. Student teachers reflect on teaching strategies, identify complexities of teaching, consider assessment measures, ponder teaching strengths and areas for improvement, contemplate student learning outcomes, demonstrate competence in written and verbal communication, and extend their technology literacy. Part of Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; completion of all required professional education courses below the 400 level; concurrent enrollment in one of ETE 494, 496, 498, 499; if LBSI major or LBS/ELE major, completion of at least 3 of ETE 401, 425, 426, 445.

ETE 485 - Early Childhood Profession: Reflective Practices (3 hours)
Analysis and synthesis of reflective practices including professionalism, leadership, advocacy; current challenges and trends in early childhood education. Theories, philosophies, and historical foundations. Include Teacher Performance Assessment. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 120; ETE 234; ETE 300; ETE 343 or concurrent enrollment.

ETE 492 - Practicum For Second Certification (10 hours)
Placement in Peoria-area classrooms and learning centers for 10 weeks. Instructional planning and implementation in appropriate area and level. Teacher responsibilities: long-term planning, implementing an integrated curriculum, facilitating individual, small- and large-group learning, developing an informal assessment plan. Open only to certified teachers who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, prerequisites, evidenced fitness for entering the teaching profession. Follow the syllabus for 1 of the following: ETE 493, 496, 497, 498, 499, depending on the next certification. Includes Teacher Performance Assessment. Weekly seminar. Pass/Fail. Prerequisite: Teacher certification; advancement to degree candidacy in the Department of Teacher Education; all required ETE courses below the 400 level for certification completed; at most 3 hrs in teaching field unfinished; at most 4 hrs of ETE 400+ courses unfinished; GPA 2.50+ for each: overall, teaching field, education courses; state of Illinois content area test & other related tests passed; cleared background check; approval of Department Chair; concurrent enrollment in ETE 480 or ETE 485

ETE 493 - Student Teaching For Music K-12 (12 hours)
Engage in 2 supervised, full-time teaching experiences, 1 at high school and 1 in middle or elementary school, in a Peoria-area learning environment. Plan and implement instruction and assessments for individuals, groups, and class, gradually taking responsibility for 100% of classroom teaching duties including issues related to equity, diversity, social and emotional awareness. Complete weekly reflections assessing their own professional growth. Open only to students who have adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, prerequisites, evidenced fitness for entering the teaching profession. Include Teacher Performance Assessment. Weekly seminar. Pass/Fail. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; completion of 2/3 of hours in major; all required ETE courses below the 400 level for the program; GPA 2.50+ for each: overall, teaching field, and professional education courses; State of Illinois content area tests & other related tests passed; cleared background check; approval of Department Chair; concurrent enrollment in ETE 480

ETE 494 - Student Teaching for LBS I and K-8 (12 hours)
Engage in 2 supervised, full-time teaching, in a Peoria-area K-8 and in a LBSI learning environment. Plan and implement instruction, assessments for individuals, groups, and class, gradually taking responsibility for 100% of teaching duties including issues related to equity, diversity, social and emotional awareness. Complete weekly reflections to assess their professional growth as defined by the Illinois Professional Teaching Standards. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, prerequisites, and evidenced fitness for entering the teaching profession. Include Teacher Performance Assessment. Weekly seminar. Pass/Fail. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; completion of 2/3 of hours in concentration; all required ETE courses below the 400 level for the program; ETE 401; at least 2 of ETE 425, 426, 445; GPA 2.50+ for each of: overall, teaching field, and professional education courses; State of Illinois content area tests & other related tests passed; cleared background check; approval of department chair; concurrent enrollment in ETE 480.

ETE 495 - Student Teaching in Early Childhood and K-8 (12 hours)
Engage in a supervised, full-time teaching experience in a Peoria-area K-3 learning environment. Plan and implement instruction, assessments for individuals, small groups, and class, gradually taking responsibility for 100% of teaching duties including issues related to equity, diversity, social and emotional awareness. Complete weekly reflections to assess their professional growth as defined by the Illinois Professional Teaching Standards. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, prerequisites, and evidenced fitness for entering the teaching profession. Include Teacher Performance Assessment. Weekly seminar. Pass/Fail. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; completion of 2/3 of hours in concentration; all required ETE courses below the 400 level for the program; ETE 443; GPA 2.50+ for each: overall, professional education courses, and teaching field; State of Illinois content area tests & other related tests passed; cleared background check; approval of Department Chair. ETE 485 or concurrent enrollment.

ETE 496 - Student Teaching in LBS I (12 hours)
Engage in a supervised, full time teaching experience in a Peoria-area LBS I learning environment. Plan and implement instruction, assessments for individuals, small groups, and class, gradually taking responsibility for 100% of teaching duties including issues related to equity, diversity, social and emotional awareness. Complete weekly reflections to assess their professional growth as defined by the Illinois Professional Teaching Standards. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, prerequisites, and evidenced fitness for entering the teaching profession. Include Teacher Performance Assessment. Weekly seminar. Pass/Fail. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; all required ETE courses below the 400 level for the program; ETE 401; one approved education elective; at least two of ETE 425, 426, 445; GPA 2.50+ for each of: overall, professional education courses; State of Illinois content area test & other tests passed; cleared background check; approval of department chair; concurrent enrollment in ETE 480.

ETE 497 - Student Teaching in Early Childhood (12 hours)
Engage in a supervised, full time teaching experience in a Peoria-area Pre-K or K-3 learning environment. Plan and implement instruction, assessments for individuals, groups, and class, gradually taking responsibility for 100% of teaching duties including issues related to equity, diversity, social and emotional awareness. Complete weekly reflections to assess professional growth as defined by the Illinois Professional Teaching Standards. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, prerequisites, and evidenced fitness for entering the teaching profession. Include Teacher Performance Assessment. Weekly seminar. Pass/Fail. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 485 or concurrent enrollment; completion of 2/3 of hours in concentration; all required ETE courses below the 400 level for the program; ETE 443; GPA 2.50+ for each: overall, professional education courses, and teaching field; State of Illinois content area test & other related tests passed; cleared background check; approval of Department Chair; ETE 485 or concurrent enrollment

ETE 498 - Student Teaching K-8 (12 hours)
Engage in a supervised, full time teaching experience in a Peoria-area K-8 learning environment. Plan and implement instruction, assessments for individuals, groups, and class, gradually taking responsibility for 100% of teaching duties including issues related to equity, diversity and social and emotional awareness. Complete weekly reflections to assess professional growth as defined by the Illinois Professional Teaching Standards. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, prerequisites, and evidenced fitness for entering the teaching profession. Include Teacher Performance Assessment. Weekly seminar. Pass/Fail. Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; completion of 2/3 of hours in concentration; all required ETE courses below the 400 level for the program; GPA 2.50+ for each: overall, teaching field, professional education courses; State of Illinois content area test passed & other related tests passed; cleared background check; approval of Department Chair; concurrent enrollment in ETE 480.

ETE 499 - Student Teaching in the Secondary School (12 hours)
Engage in supervised, full time teaching experience in a Peoria-area middle or high school learning environment. Plan and implement instruction, assessments for individual, groups, and class, gradually taking responsibility for 100% of teaching duties including issues related to equity, diversity, social and emotional awareness. Complete weekly reflections to assess professional growth as defined by the Illinois Professional Teaching Standards. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, prerequisites, and evidenced fitness for entering the teaching profession. Include Teacher Performance Assessment. Weekly seminar. Pass/Fail Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; completion of 2/3 of hours in major; all required ETE courses below the 400 level for the program; GPA 2.50+ for each: overall, teaching field, & professional education courses; State of Illinois content area tests & other related tests passed; cleared background check; approval of Department Chair; concurrent enrollment in ETE 480.

ETE 513 - Educational Software Design (3 hours)
The design and construction of educational software that is based upon sound educational theory and best practice. Students will become proficient with appropriate multimedia instructional design software in developing their projects. Investigating and applying current theories of learning, instruction, and assessment. Cross-listed as IM 513. Prerequisite: IM 113; IM 213 or instructor approval.

ETE 515 - Mathematics Methods for the Middle School (3 hours)
Provides strategies and curriculum for teaching mathematics to youth in fifth through eighth grades. Strategies focus on problem solving, logical reasoning, and real life connections. Use of dynamic software and math modeling are emphasized. Assessment strategies appropriate for middle school mathematics will be addressed. Students will develop a deep understanding of national and state standards. Prerequisite: senior standing in an education program and advancement to degree candidacy, or teacher certification.

ETE 550 - Independent Study (1-3 hours)
Student selects subject of study with advisor approval. Multiple sections may be taken concurrently. Maximum of 6 semester hours may be applied to a degree program. Prerequisite: approval of department chair and dean of College of Education and Health Sciences.

ETE 610 - Young Adolescent Development (3 hours)
Examines the theories and research surrounding young adolescents as they move through puberty and middle school. Physical, cognitive, social, moral, and emotional development are studied with concern for the psychological implications and educational ramifications. Students will develop a deep understanding of national and state standards. Prerequisite: Graduate standing and teacher certification or permission of instructor.

ETE 611 - Middle School Instructional Strategies (3 hours)
Presents curriculum, teaching strategies, and assessment for instructing youth in fifth through eighth grades. School organization, professional collaboration, active classroom environment, brain-based teaching and learning, high expectations for all students, and student progress are topics for the course. Students will develop a deep understanding of national and state standards. Prerequisite: Graduate standing and teacher certification or permission of instructor.

ETE 616 - Analysis and Evaluation of Children's Literature (3 hours)
Evaluation and selection of children's literature; current trends and issues; applications in school classrooms for elementary and secondary students.

ETE 618 - Science: An Inquiry Approach (3 hours)
This course is designed to help educators learn and better understand inquiry as an instructional approach. Topics include what inquiry is, how to conduct inquiry, and ways to teach inquiry processes and skills to students. The course will involve identifying and conducting an inquiry investigation into some science topic and how it can best be taught to students. Prerequisite: Admission to the C & I Program.

ETE 620 - Writing Across the Curriculum (3 hours)
Designed to increase a teacher's understanding of the integration of writing across the content areas in elementary and secondary classrooms. Topics include research and practice regarding exposition, persuasion, and narrative; instructional methods including creative writing; community and family leadership.

ETE 630 - Critical Foundations of Literacy Instruction (3 hours)
A study of current theories and practices in reading instruction: the development of the reader, historical, sociological, and psychological perspectives. Prerequisite: at least one undergraduate reading methods course.

ETE 631 - Resources and Strategies for the Reading Teacher (3 hours)
A study of the resources, services, and instructional strategies to support the learning of the elementary and secondary student in regular school classrooms as well as in remedial settings. Prerequisite: ETE 630.

ETE 632 - Reading in the Content Areas (3 hours)
Focus on reading instruction assisting educators to integrate literacy in the content areas in grades K-8. Designed for the identification of reading and study strategies to enhance students' comprehension of texts other than narrative (i.e., expository, visual, graphic, etc.). Prerequisite: ETE 630.

ETE 636 - Assessment in Reading (3 hours)
Reading assessment and evaluation theories and methods for the reading teacher or specialist in classrooms K through 12. Prerequisite: ETE 630.

ETE 637 - Remediation of Reading Difficulties (3 hours)
Methods and procedures for integrated diagnosis and correction of reading difficulties; interpretation of reading assessments for tailoring remediation and instruction within the elementary and/or secondary reading or language arts classroom. Prerequisite: ETE 630; ETE 636 or ETE 671

ETE 639 - Roles and Responsibilities of the Literacy Professional (3 hours)
Seminar in current practices and responsibilities assumed by literacy professionals. Involves comparative study of existing models of leadership including collaboration with key leaders in programs throughout the United States. Requires the actual development of a program plan and the means to disseminate it. Prerequisite: ETE 636, 637, 640, 641.

ETE 640 - Reading Practicum (3 hours)
Field experience in elementary and/or secondary reading. Focuses on integrating assessment and evaluation into balanced literacy practice as well as individualized remediation. Course is tailored to the needs of the graduate student and may be repeated for a maximum of six credit hours. Prerequisite: ETE 631, 636, 637.

ETE 641 - Remedial Reading Practicum (3 hours)
Practicum in diagnosing, evaluating, and treating reading difficulties in individual children with severe deficits in literacy. Prerequisite: ETE 630, 636, 637.

ETE 643 - Assessment and Evaluation Practicum for Learners With Exceptionalities (3 hours)
Practicum: use of psycho-educational tests and diagnostic teaching techniques. Preparation of a complete formal and informal educational assessment of a learner including a professional report written in a specified format.

ETE 650 - Topics in Education (1-3 hours)
Topics of special interest which may vary each time course is offered. Multiple sections may be taken concurrently. Maximum of 6 semester hours may be applied to a degree program. Prerequisite: Consent of instructor and department chair.

ETE 651 - Curriculum Theory and Development (3 hours)
Curriculum models and theories. Curriculum development processes and the teacher's role.

ETE 653 - Instructional Strategies and Designs (3 hours)
PreK-12 instructional strategies and designs. Emphasis on developmentally appropriate educational opportunities that actively engage the learner.

ETE 654 - Program Evaluation (3 hours)
Qualitative and quantitative models and techniques for evaluating educational programs. Prerequisite: ELH 604 or consent of instructor.

ETE 655 - Instructional Theory (3 hours)
Investigation and development of a theory of instruction for practitioners built upon the research based on existing strategies, models, methods, assessment, skills, improvement techniques, movements in education, theorists, curriculum, and the learner.

ETE 659 - Curriculum and Instruction (1-5 hours)
Supervised field experience. Application of knowledge and skills to contexts and environment selected by the student and advisor. May be repeated for a maximum of 6 hours credit. Prerequisite: Curriculum and instruction course or consent of instructor.

ETE 661 - Child Growth and Development (3 hours)
Interaction of learning and developmental processes from birth through age 8. Influence of sociocultural and ecological factors.

ETE 662 - Family Intervention (3 hours)
The role of the family and community in the education of infants, toddlers, pre-primary, and primary-aged children. Analysis of family systems including resource development and family program development.

ETE 663 - Schooling in a Diverse World (3 hours)
Multicultural issues, perspectives, and current trends. Role of the teacher as an advocate and change agent. Evaluation of materials, methods, and programs.

ETE 664 - Classroom Assessments (3 hours)
Provides an overview of classroom-based assessment methods, both qualitative and quantitative. Emphasizes the different types and purposes of assessment, as well as creative alternatives to traditional assessment techniques. Tailored to graduate students' needs and interests.

ETE 665 - Technology Infusion (3 hours)
Infusing technology into preK-12 curriculum. Emphasizes computer as tutor; productivity tool; multimedia tool; modeling tool; communication tool; and the future impact the technology will have on classrooms.

ETE 667 - Characteristics of and Methods for Students Who Are Gifted (3-6 hours)
A focus on all aspects of the gifted learner: cognition, psycho-social, affective, and talent development. Field placement requires curriculum design, testing procedures, identification, and direct instruction of gifted learners. Repeatable for a maximum of six hours.

ETE 671 - Instructional Strategies & Designs in Special Education (3 hours)
Addresses in-depth planning and implementation of instructional methods and strategies to meet diverse needs of learners with exceptionalities across environments. Application of current evidenced-based strategies in special education, including topics such as eligibility, placement, assessment, curricular decisions. Response to intervention and individual program implementation will be discussed.

ETE 672 - Technology Applications for Learners with Exceptionalities (3 hours)
Provides current research-based applications of technology and universal design that will enhance learning and active involvement of learners with exceptionalities across environments. Emphasis will be given to the advocacy roles and responsibilities of the teacher relevant to the implementation of a continuum of Assistive Technology (AT) services and Universal Design for Learning (UDL) in collaboration with all stakeholders involved in the education of learners with exceptionalities.

ETE 673 - Self-Determination for Individuals With Disabilities (3 hours)
Focuses on instructional practices that can be utilized by the student to teach self-determination skills to individuals with disabilities. The student will explore self-determination concepts, theories, assessment, instructional strategies, and issues of implementation that can in turn be taught to individuals with disabilities in order to facilitate goal-directed, self-regulated, autonomous behavior.

ETE 674 - Issues, Trends, and Research in Special Education (3 hours)
Addresses critical analysis of current issues, trends, and research in special education with attention to legislation, litigation, definitions, identification, eligibility, inclusion, placement, collaboration, and professional advocacy. Research design and methodology in special education.

ETE 678 - Leadership and Collaboration in Special Education (3 hours)
Provides advanced professional collaboration and leadership strategies to effectively work with the greater school community including families, other educators, related service providers, and personnel from community education agencies. Emphasis will be given toward honing candidates' leadership and collaboration skills essential to current practices across environments. Evidence-based, culturally responsive practices critical for the education leader and advocate in meeting the unique needs of individuals with exceptionalities will be discussed.

ETE 698 - Creative/Research (0-6 hours)
Individual study on a topic selected by student with advisor approval. Integration and application of research. Student must produce a product such as a software program, journal article, or program portfolio. May be repeated for a maximum of 6 hours credit. Student may not receive credit for both ETE 698 and ETE 699.

ETE 699 - Thesis (0-6 hours)
Design and implement a research proposal which has implications for preK-12 education. May be repeated for a maximum of 6 hours credit. Student may not receive credit for both ETE 698 and ETE 699. Prerequisite: consent of department chair.

This is the official catalog for the 2013-2014 academic year. This catalog serves as a contract between a student and Bradley University. Should changes in a program of study become necessary prior to the next academic year every effort will be made to keep students advised of any such changes via the Dean of the College or Chair of the Department concerned, the Registrar's Office, u.Achieve degree audit system, and the Schedule of Classes. It is the responsibility of each student to be aware of the current program and graduation requirements for particular degree programs.