Chair Heather A. Schilling, Victoria L. Eastman, Michael J. Martynowicz, Stanley G. Pittman, Michael L. Slavkin, Stacy S. Stetzel
The Education Department prepares teachers of ability and conviction at the early childhood, elementary, middle school, and secondary levels. These programs are developed in accordance with the regulations from the Indiana Department of Education's Office of Educator Licensure and Development.
Manchester University is accredited by the Department of Education, Division of Professional Standards, the National Council for Accreditation of Teacher Education (NCATE) and the North Central Association of Colleges and Secondary Schools.
Admission to Teacher Education and Approval to Student Teach
Information can be found in the Teacher Education Student Handbook on the Department of Education web site.
Teacher Licensing and Graduation Requirements
Candidates for an Indiana teaching license can find information on the Indiana Department of Education website (www.doe.in.gov). The application will be processed when the candidate has met the following criteria, which are subject to change by action of the Teacher Education Committee of Manchester University:
- Satisfaction of all requirements for admission to the Teacher Education program and student teaching, including the Celebrating Diversity Workshop requirement.
- A cumulative grade point average of 2.50, including a C+ or better in student teaching.
- A 2.50 grade point average in each teaching field in which the candidate wishes to be licensed.
- Conduct approval from the Office of Student Development.
- Completion of the baccalaureate degree and an approved Manchester University teacher licensing program.
- Satisfactory completion of Specialty Area Test(s) in areas of licensure.
- Successful exit interview with presentation of digital portfolio, which is evaluated on all 24 CARE goals and objectives.
- Minimum of proficient rating on each professional disposition from faculty members of the unit and/or clinical faculty.
- A current CPR/Heimlich certification (no older than one year) must be on file with Education Department.
Application deadlines may vary for the Fast Forward program. Contact the Education Department for further information.
Elementary Education Major: early and middle childhood generalist with an emphasis in mild intervetion, English learners, or high ability.
All Grade Teaching Majors: adapted physical education, health and physical education, music (choral or instrumental), physical education, visual arts.
Secondary Teaching Majors: biology, chemistry, English/language arts, French, history, mathematics, physics, Spanish. An option of mild intervention, English learners, or high ability may be added to any secondary teaching major.
Detailed information regarding course requirements for all teaching certifications is available in the Office of Teacher Education or in the department of the major area.
Elementary Education Methods Block
The elementary education methods block includes EDUC 301, 325, 327, 351, and MATH 303. Prerequisites: EDUC 235, 340.
Professional Semester in Elementary Education
The courses EDUC 410 and 474, and possibly 473, 477, or 478, are included in the professional semester. The student teaching experience will be a full semester and students will return to campus once a week for evaluation, analysis and problem solving in EDUC 410.
Professional Semester in All Grade and Secondary Education
The courses EDUC 410 and 475, and possibly 477 or 479 are included in the professional semester. The student teaching experience will be a full semester and students will return to campus once a week for evaluation, analysis and problem solving in EDUC 410.
Senior Comprehensive Evaluation
The senior comprehensive evaluation for all students seeking licensing through Manchester University consists of the following components: successful completion of student teaching, the demonstration of program objectives through the student’s professional portfolio, and passage of relevant Praxis II exam(s). Elementary education majors also must pass the Reading Specialist Test. For those students not seeking licensing through Manchester University, the senior comprehensive evaluation consists of the assessment of the student’s digital portfolio included in the professional web site demonstrating proficiency in program objectives.
Courses listed in parentheses are prerequisites.
Major in educational studies; 41-44 hours: EDUC 111, 206, 223; COMM 322; ESS 111; PEAC 218; (PSYC 110) PSYC 224; SOWK 110; four hours of EDUC 465; 12 hours selected from: EDUC 131, 340; ESS 235, 237, 239, 243, 320, 363; NPM 201; (PSYC 225) 366; SOC 228, 233, (SOC 101) 335.
Associate of Arts Degree
Major in early childhood education; 27-30 hours: ESS 111, EDUC 206, 131, 223, 251, 327, 310; COMM 210; SOWK 110; five hours of electives selected from: ART 205 or 206; COMM 322; THTR 140 or 308; ESS 145, 200 or 208; MUS 211; (PSYC 110) PSYC 224; SOC 233.
111 INTRODUCTION TO TEACHING - 3 hours
Introduction to the role of the teacher as a professional. Content includes: professional development, decision-making, effective teaching, family involvement, culture of and in schools, professional standards, collaboration and teachers as lifelong learners. Field experience required. Fall. January. Spring.
131 INTRODUCTION TO EARLY CHILDHOOD - 3 hours
An introduction to early childhood education by studying the history, theory and characteristics of various programs for young children. Also examines the parent-teacher-child relationship. Field experience is required. Spring.
203 LEARNING THROUGH MOVEMENT - 3 hours
Course addresses the implementation of interdisciplinary instruction that includes fundamental concepts and processes of dance, theatre, and physical education. It will include methods, resources and assessment strategies for integrating dance, theatre, and physical education throughout the elementary curriculum to meet the needs of all learners. Fall.
205 CREATIVITY IN THE CLASSROOM - 3 hours
Course addresses the implementation of interdisciplinary instruction that includes fundamental concepts and basic processes of the fine arts. It will include methods, resources and assessment strategies for integrating the fine arts throughout the elementary curriculum to meet the needs of all learners. Spring.
206 FOUNDATIONS OF EXCEPTIONAL LEARNERS - 3 hours
An introduction to 13 areas of exceptionality with concentration on characteristics, etiology, treatment and implication for educational programming. Fall.
216 BUILDING COMMUNITIES IN SCHOOLS - 3 hours
An exploration of the relationships between communities and schools in diverse settings. The course will examine the influence the community has on the school systems in that environment, paying close attention to poverty, culture, and family dynamics. C-3RC
223 CHILD DEVELOPMENT (W) - 3 hours
A study of the physiological, intellectual, sociological and psychological factors influencing the child from the time of conception to puberty. Field experience is required. Spring.
225 INFANTS AND TODDLERS - 3 hours
This course emphasizes teaching strategies based on the stages of development from birth to three years of age using scientifically-based research. Teacher candidates enrolled in this course will demonstrate performance of National Association of Education of Young Children Professional Teacher Standards. Prerequisites: EDUC 130, 223. Fall and January Session.
230 EDUCATIONAL PSYCHOLOGY - 3 hours
Application of theories of learning. Content develops an awareness of the growth and development of learners from early childhood through adolescence. Field experience is required. Prerequisite: EDUC 111. Fall. Spring. C-4HD.
240 LEARNERS WITH HIGH ABILITY - 3 hours
Students will explore the social and emotional predispositions, characteristics, and needs of high ability youth. Best practices for identifying the inherent leadership and entrepreneurial capacities of high ability students and helping them develop those personal traits and capacities to their fullest potential will be studied and applied. Field experience required. Prerequisite: EDUC 206. Fall.
242 LITERACY IN THE CONTENT AREAS - 3 hours
An overview of literacy skills and reading strategies. This course is intended for secondary education and P-12 education majors with an emphasis on engaging readers in textbook reading using research-based reading strategies. Students enrolled in the course will demonstrate performance of literacy standards through planning developmentally appropriate reading instruction. Prerequisite: EDUC 111. Spring.
263 LEARNERS WITH MILD DISABILITIES - 3 hours
An in-depth study of the characteristics and causes of mild disabilities, including psychological, environmental and cultural factors. Prerequisite: EDUC 206. Spring.
301 CORRECTIVE READING - 3 hours
Study of the informal and formal assessment of children’s reading disabilities, uses and interpretation of standardized and teacher constructed tests, and an emphasis on remedial techniques. Includes tutoring experience in diagnosis and correction. Taken as part of the Elementary Methods Block. Prerequisite: EDUC 230 and 340. Fall.
310 PRACTICUM IN ELEMENTARY EDUCATION - 3 hours
Practical experience in the public school classroom under the direction of a classroom teacher and University representative. The student will assume approximately one-half of the responsibilities of the classroom teacher. Outside readings related to the level of instruction will complement the daily experience in the classroom. Prerequisite: approval of the department chair.
315 MILD INTERVENTIONS: STRATEGIES FOR INSTRUCTION - 3 hours
Examination of curriculum, effective teaching methods, and materials appropriate to teach learners with mild disabilities. Prerequisites: EDUC 206, 263. Fall.
325 SCIENCE CURRICULUM AND METHODS - 3 hours
The study of curriculum, methodology, computer applications, materials and assessment for preK-6th grade science program. Field experiences are a required component. Prerequisites: EDUC 130, 230, 340. Taken as part of the Elementary Methods Block.
327 SOCIAL STUDIES CURRICULUM AND METHODS - 3 hours
The study of curriculum, methodology, computer applications, materials and assessment appropriate for the early childhood and elementary school (preK-6th grades) social studies programs. Field experience is a required component. Prerequisite: 130, 230, 340. Taken as part of the Methods Block.
340 LITERACY BLOCK - 8 hours
Integrated study of the language arts. Emergence and development of listening, speech, writing and reading, including word recognition and comprehension strategies. Includes the evaluation and use of instructional and recreational reading materials, methods, curriculum, assessment and computer applications. Requires participation in school classrooms and wide reading in children’s literature. Prerequisite: EDUC 230. Spring.
344 ASSESSING AND IDENTIFYING HIGH ABILITY LEARNERS - 3 hours
An in-depth study of the identification of high ability students and the basis for educating high ability students. Field experience required. Prerequisite: EDUC 206. Spring
346 INSTRUCTIONAL METHODOLOGIES FOR TEACHING HIGH ABILITY LEARNERS - 3 hours
Differentiation and other instructional methodologies to serve the learning needs and styles of high ability learners will be addressed. Models of best practices based on research may include various models of teaching such as information-processing models of teaching/learning, social dynamics of teaching, personal and behavioral models, individual differences, learning styles, and underlying research literature. Field experience required. Prerequisite: EDUC 206. Fall.
348 JUNIOR HIGH/MIDDLE SCHOOL - 3 hours
A study of the growth and development of students in grades 5-9 and the characteristics of a junior high/middle school program that meets their needs. Must be taken the fall semester immediately prior to student teaching. Field experience is required. Prerequisite: EDUC 230. Fall.
350 ASSESSMENT AND IMPLEMENTATION OF MILD INTERVENTIONS - 3 hours
Informal and formal testing, individual educational programs, classroom management and organization to meet the educational needs of learners. Prerequisites: EDUC 206, 263. Spring.
351 CLASSROOM MGMT/CONFLICT RESOLUTION: ELEMENTARY SCHOOLS - 3 hours
The study of current models of classroom discipline and conflict resolution and mediation in schools. Students will learn strategies to manage individual and group behavior and practice skills and processes for effectively resolving and/or mediating conflicts. Taken as part of the Elementary Methods Block. Prerequisites: EDUC 230, 340.
352 ADOLESCENT EXCEPTIONAL LEARNERS - 3 hours
The study of adolescents with exceptionalities, and direct application of methods, materials, technology, management and assessment of students who experience difficulties in literacy and learning in content areas. Field experience required. Must be taken the fall semester prior to student teaching. Prerequisite: EDUC 230. Fall.
353 CLASSROOM MGMT/CONFLICT RESOLUTION: SECONDARY SCHOOLS - 3 hours
The study of current models of classroom discipline and conflict resolution and mediation in schools. Students will learn strategies to manage individual and group behavior and practice skills and processes for effectively resolving and/or mediating conflicts. Taken semester prior to student teaching. Prerequisites: EDUC 230.
362 LITERACY AND ENGLISH LEARNERS - 2 hours
Course addresses the study and application of methods of teaching English Learners (EL). It will include principles of language learning, and their impact on content learning, how to teach specific language skills, and how to design EL courses, and language assessment tools. Future elementary teachers will develop multicultural awareness as they develop linguistic and cultural sensitivities required to adapt to EL at all stages of cultural integration. Field experience may be required. Prerequisites: EDUC 111, 230. Concurrent enrollment in EDUC 340.
410 THE TEACHER IN TODAY’S SCHOOL - 2 hours
An examination of critical issues facing teachers in today’s schools. Topics are variable but will include classroom management, legal rights and responsibilities of teachers, and career service assistance. Taken concurrently with student teaching. Spring.
440 GENERAL METHODS FOR ADOLESCENT LEARNERS - 3 hours
The study of curriculum, methods and materials, computer applications and teacher assessment of student learning for grades 5-12. Must be taken in January prior to student teaching. Prerequisites: EDUC 230, 352, 360. January
465 INTERNSHIP - 3-6 hours
Students with junior or senior status will be placed with professionals in work environments related to their educational goals. This experience will extend knowledge to application in the actual career. The student will be supervised by a professional employed in the respective environment. May be repeated once in a different work environment for a maximum of six hours of credit. Prerequisite: consent of the department chair.
471 ENGLISH LEARNERS STUDENT TEACHING - 6 hours
Full-time teaching experience in the public school setting under the direct supervision of a teacher or coordinator responsible for differentiating instruction to English learners. Involvement is increased until the candidate assumes the responsibilities of the high ability educator. Must be complemented with a similar experience in EDUC 474 or 475. Prerequisites: EDUC 206, 340, 362.
472 HIGH ABILITY STUDENT TEACHING - 6 hours
Full-time teaching experiences in the public school setting under the direct supervision of a teacher or coordinator responsible for differentiating instruction to high ability learners. Involvement is increased until the candidate assumes the responsibilities of the high ability educator. Concurrent enrollment in one of the following courses: EDUC 473, 474, 475, 477, or 479. Prerequisites: EDUC 206, 305, 344, 346.
473 EARLY CHILDHOOD STUDENT TEACHING - 3-6 hours
Supervised teaching experience in nursery schools, day care centers, Head Start, kindergarten, first, second or third grade under college faculty and early childhood personnel supervision. Fee required. Prerequisites: EDUC 130, EDUC 327. Spring.
474 ELEMENTARY STUDENT TEACHING - 7 or 13 hours
Full-time teaching experiences in the public schools. Initial experiences include observing the classroom teacher and working with small groups. These experiences are gradually expanded until the student is in complete charge of the learning experiences of an elementary education. Prerequisites: Methods Block. Fee required. Spring.
475 HIGH SCHOOL STUDENT TEACHING - 7 or 13 hours
Full-time teaching experiences in the public schools. Following a brief observation experience, the student assumes the responsibilities of the regular classroom teacher under that teacher’s direction. Students are expected to observe classes other than those of the cooperating teacher. Taken as a part of the professional term in secondary education. Prerequisites: one of the following EDUC 440; ESS 440; MUS 310, 360; MODL 354. Fee required. Spring.
477 JR HIGH/MIDDLE SCHOOL STUDENT TEACHING - 3 or 6 hours
Full-time teaching experiences in the public schools. Experiences are expanded until the student assumes the responsibilities of the regular classroom teacher. Must be complemented with a similar experience in EDUC 474 or 475. Prerequisites: EDUC 348; one of the following EDUC 440; ESS 440; MUS 310, 360; MODL 354. Fee required.
478 MILD INTERVENTION STUDENT TEACHING - 6 hours
Full-time teaching experiences in the public school special education classroom. Involvement is increased until the student assumes the responsibilities of the special education teacher. Must be complemented with a similar experience in EDUC 474. Prerequisites: Methods Block. Fee required. Spring.
479 ALL GRADE STUDENT TEACHING - 13 hours
Full-time teaching experience in the public schools. Following a brief observation experience, the student assumes the responsibilities of the regular classroom teacher under the teacher’s direction. All students will have experiences at two different grade levels. Taken as part of the professional semester. Prerequisites: one of the following: EDUC 440; ESS 440; MUS 310; MUS 360. Fee required.
380 or 480 SPECIAL PROBLEMS - 1-4 hours
A student who has demonstrated ability to work independently may propose a course and pursue it with a qualified and willing professor. The department chair and the vice president and dean for academic affairs must also approve. A set of guidelines is available at the Office of the Registrar.
385 or 485 SEMINAR - 1-4 hours
An in-depth consideration of a significant scholarly problem or issue. Students pursue a supervised, independent inquiry on an aspect of the topic and exchange results through reports and discussions.