McKay School of Education > Teacher Education > Secondary (Sec Ed) FAQ
Secondary (Sec Ed) FAQ
1. What education courses do I take for licensure?
2. What does ScEd 276R involve?
3. What makes ScEd 276R unique?
4. What extent of field experiences comprises 276?
5. Why is Sc. Ed. 276 scheduled in such large blocks of time?
6. Do we spend a lot of time dealing with our content and subject area?
7. Will we learn about some of the legislative and school policies that impact classrooms teachers?
8. What are some of the things that will be covered in our on-campus classroom instruction?
9. Why do I occasionally have to write reflective pieces about my experiences?
1. What education courses do I take for licensure?
The Professional Education Component includes the following courses:
A. Complete the following:
ScEd 276R (4 hours), 350, 352, 353, 377, 378, 379.
B. Complete the following:
IP&T 286.
C. Complete 12 hours from one of the following:
ScEd 476R or 496R.
2. What does ScEd 276R involve?
What is Sc. Ed. 276R?
This is a course that serves as an introduction to teacher education and the education profession. It provides both university-based and clinical field experiences so that you are initially acquainted with the program and services of the public schools and the teaching profession.
3. What makes ScEd 276R unique?
It requires both classroom activities in a collaborative environment with a committed emphasis on the field experience. You will be involved in a variety of activities. You will have classroom instruction to discuss and examine basic elements of teaching. Additionally, you will be placed in the public schools in a variety of different levels. You will also have opportunities to do micro-teaching.
4. What extent of field experiences comprises 276?
This varies with the section and the instructor. However, as much as 50% of the assigned time might be spent in the public schools. This will provide you with a varied and substantial experience in the school classrooms. Many of you will have opportunities to visit and teach in elementary, middle, high, and alternative schools.
5. Why is Sc. Ed. 276 scheduled in such large blocks of time?
Because the class spends so much time in the public schools, it is necessary to have time for you to travel back and forth to the schools while still having sufficient time in observing and teaching in the classroom.
6. Do we spend a lot of time dealing with our content and subject area?
No. Rather, we will integrate your knowledge of the subject as it relates to teaching and instruction. Lee Shulman, a former professor at Stanford University, referred to this as “pedagogical content knowledge.” It isn’t enough just to know your subject. You have to know how to plan, organize, and teach that content so that it is learnable by the students. This is a primary focus of Sc. Ed. 276.
7. Will we learn about some of the legislative and school policies that impact classrooms teachers?
Yes. On the federal level, No Child Left Behind has been enacted. This has influenced both the preparation of teachers and the operations within the schools. The state of Utah has also enacted standards and assessment levels. Schools now must submit “adequate yearly progress” reports that demand more accountability by students and teachers. Sc. Ed. 276 will be a good introduction to you on these issues.
8. What are some of the things that will be covered in our on-campus classroom instruction?
One of the valuable elements of Sc. Ed. 276 is the introduction of basic skills and strategies that teachers must master. For example, basic instructional strategies will be presented. Some of these will be demonstrated by you in the micro-teaching laboratories. You will be introduced to planning and assessment strategies.
9. Why do I occasionally have to write reflective pieces about my experiences?
We have found that teachers improve when they consider and self-evaluate their work. Dr. Robert Bullough, a member of our faculty, has published extensively about teachers studying and improving because they look at their own work. One of the sections of the Teacher Work Sample deals precisely with “reflection.” We hope that you will be evaluators of your work and endeavors. You will see your own improvement.
The micro-teaching laboratory in the McKay Building allows you to present a short lesson to fellow-classmates. This is usually recorded and then you have a chance to review your instructional practices. You will learn a lot about yourself as a teacher as you see your own teaching. It gives you an opportunity to plan, present, review, and reflect on your teaching.
11. What are the ScEd program transition points?
The assessment system focuses on data collection and analysis of major assessments at four critical transition points (gateways) established for the teacher preparation program.
1. Entry/Admissions
2. Pre-clinical
3. Clinical/Exit
4. Alumni
Transition points identify stages in the program in which candidates are expected to develop a level of competency in the standards identified in the conceptual framework. The performances of all candidates enrolled in a program are assessed using the major assessments identified with each transition point. Criteria have been established at each transition point to determine if the candidate is prepared to proceed to the next stage of the program. Should the candidate fail to meet the requirements, program policies outline possible consequences.
For a detailed listing of assessments at each transition point, click here.