EDP- Education Practicum

EDP 301  Practicum I: K-8: 3 Credits (3 Other)

PREREQUISITE: Q core and EDU 382. (F, Sp) Requires good standing in Teacher Education Program. This course is designed to introduce the professional environment of public schools and to prepare pre-service teachers for student teaching. A particular focus will be spent on pre-service teacher accountability and development within the four framework components of the Montana Educator Performance Appraisal System: planning and preparation, classroom environment, instructional effectiveness for student learning, and professional responsibilities

View Course Outcomes:

  1. Model the Framework for Teaching domains of planning and preparation, classroom environment, instructional effectiveness, and professional responsibilities at a minimum of a basic level of performance.
  2. Develop critical aspects of contextual awareness, professionalism, and communication in a public-school setting. 
  3. Utilize differentiation, higher-level questioning strategies, and instructional technologies to enhance student engagement and learning. 
  4. Incorporate co-teaching, reflective teaching and data-based decision-making best practices in a purposeful way in preparation for your student teaching field experiences. 
  5. Demonstrate the entire lesson planning, instructing, assessing, and reflecting process through the creation of high-quality assignments. 
  6. Implement standards-based instruction using Common Core, InTASC, IEFA, and Teacher Educator standards during lesson planning, instruction, assessment, and reflection.
  7. Validate how thoughtful, purposeful alignment between planning and assessment leads to productive student learning outcomes.
  8. Analyze assessment results from your lesson sequence to determine effectiveness of instruction and consider reasons and implications for future instruction. 

EDP 302  Practicum II: K-8: 3 Credits ()

PREREQUISITES: EDP 301 or EDP 303 and good standing in Teacher Education Program
This course is designed to introduce the professional environment of public schools and to prepare pre-service teachers for student teaching. A particular focus will be spent on pre-service teacher accountability and development within the four framework components of the Montana Educator Performance Appraisal System: planning and preparation, classroom environment, instructional effectiveness for student learning, and professional responsibilities.

View Course Outcomes:

  1. Model the Framework for Teaching domains of: planning and preparation, classroom environment, instruction and professional responsibilities at a minimum of a basic level of performance. Develop critical aspects of contextual awareness, professionalism, and communication in a public-school setting. Utilize differentiation, higher-level questioning strategies, and instructional technologies to enhance student engagement and learning. Incorporate co-teaching, reflective teaching and data-based decision-making best practices in a purposeful way in preparation for your student teaching field experiences. Demonstrate the entire lesson planning, instructing, assessing, and reflecting process through the creation of high-quality assignments. Implement standards-based instruction using Common Core, InTASC, IEFA & Teacher Educator standards during lesson planning, instruction, assessment, and reflection. Justify how thoughtful, purposeful alignment between planning and assessment leads to productive student learning outcomes. Analyze assessment results from your lesson sequence to determine effectiveness of instruction and consider reasons and implications for future instruction. Evaluate various placement experiences and case study scenarios using The Framework for Teaching Evaluation Instrument. 

EDP 303  Practicum I & II (cohort): 3 Credits ()

PREREQUISITES: Q core, EDU 382, and good standing in Teacher Education Program
This course is designed to introduce the professional environment of public schools and to prepare pre-service teachers for student teaching. A particular focus will be spent on pre-service teacher accountability and development within the four framework components of the Montana Educator Performance Appraisal System: planning and preparation, classroom environment, instructional effectiveness for student learning, and professional responsibilities.

View Course Outcomes:

  1. Model the Framework for Teaching domains of: planning and preparation, classroom environment, instruction and professional responsibilities at a minimum of a basic level of performance. Develop critical aspects of contextual awareness, professionalism, and communication in a public-school setting. Utilize differentiation, higher-level questioning strategies, and instructional technologies to enhance student engagement and learning. Incorporate co-teaching, reflective teaching and data-based decision-making best practices in a purposeful way in preparation for your student teaching field experiences. Demonstrate the entire lesson planning, instructing, assessing, and reflecting process through the creation of high-quality assignments. Implement standards-based instruction using Common Core, InTASC, IEFA & Teacher Educator standards during lesson planning, instruction, assessment, and reflection. Justify how thoughtful, purposeful alignment between planning and assessment leads to productive student learning outcomes. Analyze assessment results from your lesson sequence to determine effectiveness of instruction and consider reasons and implications for future instruction. Evaluate various placement experiences and case study scenarios using The Framework for Teaching Evaluation Instrument. 

EDP 304  Practicum: 5-12/K-12: 2 Credits (2 Lec)

PREREQUISITE: EDU 382. (F, Sp) Also requires completion of 20 or more credits in subject area and good standing in the Teacher Education Program. This course is designed to introduce the professional environment of public schools and to prepare pre-service teachers for student teaching. A particular focus will be spent on pre-service teacher accountability and development within the four framework components of the Montana Educator Performance Appraisal System: planning and preparation, classroom environment, instructional effectiveness for student learning, and professional responsibilities

View Course Outcomes:

  1. Model the Framework for Teaching domains of planning and preparation, classroom environment, instructional effectiveness, and professional responsibilities at a minimum of a basic level of performance.
  2. Develop critical aspects of contextual awareness, professionalism, and communication in a public-school setting. 
  3. Utilize differentiation, higher-level questioning strategies, and instructional technologies to enhance student engagement and learning.
  4. Incorporate co-teaching, reflective teaching and data-based decision-making best practices in a purposeful way in preparation for your student teaching field experiences.
  5. Demonstrate the entire lesson planning, instructing, assessing, and reflecting process through the creation of high-quality assignments. 
  6. Implement standards-based instruction using Common Core, InTASC, IEFA, and Teacher Educator standards during lesson planning, instruction, assessment, and reflection.
  7. Validate how thoughtful, purposeful alignment between planning and assessment leads to productive student learning outcomes.
  8. Analyze assessment results from your lesson sequence to determine effectiveness of instruction and consider reasons and implications for future instruction. 

EDP 305  Practicum Lab: 5-12/K-12: 1 Credits (1 Lab)

PREREQUISITE: EDU 382. (F, Sp) Also requires completion of 20 or more credits in subject area and good standing in the Teacher Education Program. This course is designed to introduce the professional environment of public schools and to prepare pre-service teachers for student teaching. A particular focus will be spent on pre-service teacher accountability and development within the four framework components of the Montana Educator Performance Appraisal System: planning and preparation, classroom environment, instructional effectiveness for student learning, and professional responsibilities
Repeatable up to 3 credits.

View Course Outcomes:

  1. Model the Framework for Teaching domains of planning and preparation, classroom environment, instructional effectiveness, and professional responsibilities at a minimum of a basic level of performance.
  2. Develop critical aspects of contextual awareness, professionalism, and communication in a public-school setting. 
  3. Utilize differentiation, higher-level questioning strategies, and instructional technologies to enhance student engagement and learning. 
  4.  Incorporate co-teaching, reflective teaching and data-based decision-making best practices in a purposeful way in preparation for your student teaching field experiences.
  5. Demonstrate the entire lesson planning, instructing, assessing, and reflecting process through the creation of high-quality assignments. 
  6. Implement standards-based instruction using Common Core, InTASC, IEFA, and Teacher Educator standards during lesson planning, instruction, assessment, and reflection.
  7. Validate how thoughtful, purposeful alignment between planning and assessment leads to productive student learning outcomes.
  8. Analyze assessment results from your lesson sequence to determine effectiveness of instruction and consider reasons and implications for future instruction.

EDP 391  Special Topics: 1-3 Credits ()