These requirements are from an excerpt from the University Academic Catalog, which outlines the requirements for a student to earn the distinction of being a Castleton University graduate. The complete catalog is available online.
Contact: Dr. Anne Slonaker (Chair, Education Department) 802-468-1328 anne.slonaker@castleton.edu Facebook: Castleton University Education DepartmentTwitter: @CUEdDeptContinuing a more than 200 year old tradition, Castleton prepares teachers within a supportive community developed for the future as well as the present.
Castleton's Education Program promotes four central tenets: inquiry and critical thinking, praxis between theory and practice, reflective and research-based methodology, as well as collaboration and social justice. We believe these pillars support future teachers in the public sector as educational advocates in both local communities and the world at large.
Courses in Elementary Education Licensure focus on understanding the world of teaching and learning and developing the skills necessary to enter that world successfully. Opportunities to engage in the field occur early in the students' educational career and continue throughout the program. In early courses, students gain an understanding of pedagogical theory and practice. The later part of the program is devoted to honing pedagogical content knowledge through extended opportunities in schools. The final semester is devoted to a full-time student teaching experience. Along the way, civic engagement initiatives keep prospective teachers connected in authentic ways. Throughout the program, students capture their learning in an electronic Portfolio that allows them to record and assess their progress toward the goal of achieving teacher licensure.
Students interested in elementary education will major in Multidisciplinary Studies (BA.MDS), or Mathematics: Elementary Education. (Students majoring in Art Education, Health Promotion: School Health, Music Education, Physical Education, and Spanish will be eligible for PreK-12 licensure.)
| Code | Course | Credits |
|---|---|---|
EDU 1012 |
Education InquiriesThis course critically analyzes our societies' educational institutions. Students explore the historical, social, and philosophical foundations of education. The course will cultivate an understanding of the teaching profession today by exploring provocative contemporary issues. Students will explore political, economic, legal, international, and cultural perspectives on education, including issues of adequacy, discrimination, access, and equity. Field observations will be central to Educational Inquiries. Groups of students will periodically observe highly regarded local classes, then engage in seminars designed to understand the classroom culture, instruction, curriculum, and assessments that they observe. Model faculty observed will be asked to share a brief overview of their lesson, which will be the basis for reflection on classroom practices. Every semester |
3 |
EDU 2011 |
Reading/Writing: Elementary ClassroomThis course focuses on how constructivist, language-based principles apply to learning to read and to writ. It is an inquiry course focused on two principal questions: (1) What is your relationship to language? Who are you, a prospective teacher, as a reader and a writer? (2) What is the nature of language and what is its place in the teaching/learning process in an elementary school classroom? This course offers practical experience in how to manage and monitor a reading-writing classroom through the design and/or use of appropriate curricula, the organization of the physical space and learning processes, and the development of methods of assessment and instruction. Fieldwork will include a child study that addresses both literacy learning and exceptionality. Prerequisite: EDU 1012 with a grade of B- or better. Fall |
3 |
EDU 2012 |
Special Education: Elementary ClassroomThis course prepares elementary teachers to instruct students with high incidence and low incidence challenges who are included in the general education classroom. Topics include instruction in assessment, reading and writing, communication, behavior management, assistive technology, and special education law as it informs each student's Individual Education Plan. Fieldwork will include a child study that addresses both exceptionality and literacy learning. Prerequisite: EDU 1012 with a grade of B- or better. Fall |
3 |
EDU 3011 |
Elementary PedagogyThis course prepares elementary teachers to support the needs of their students at a systems level by addressing academic, social, cultural, and emotional diversity in classrooms. To facilitate the creation of equitable learning environments, the course will focus on Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS). Drawing from the needs of students in the associated field placement, teacher candidates will consider the needs of their learners to create cross-curricular lessons that are based on prominent learning theories and Common Core Standards. Prerequisite: EDU 1012, EDU 2011 and EDU 2012 with grades of B- or better. Spring |
3 |
EDU 4031 |
Educational CollaborationsThis course represents an interdisciplinary collaboration, fusing content and perspectives from Curriculum, Instruction, and Assessment (CIA), Special Education, and Literacy. Thoughtful and substantive inquiry and opportunities for deep reflection promote analytical and creative professional practice. Integrating the three components allows students to refine their pedagogical practices through fieldwork that develops skill in meeting the needs of diverse learners. Each semester's Educational Collaboration cohort will facilitate a public, community-oriented event, driven by local issues, needs, and questions. Thus, recognizing the importance of social justice in education, civic engagement practices also emerge as central to this course's vision. Prerequisite: EDU 1012, and either EDU 2011 and EDU 2012, or EDU 2031 and EDU 2032 with grades of B- or better. Every semester |
5 |
EDU 4720 |
Student Teaching SeminarThe seminar prepares the student for the student teaching experience, supports the student during this experience and introduces and/or reviews competencies associated with the role of the professional educator. Taken concurrently with EDU 4871 and EDU 4872. Prerequisite: Required Education courses and Senior standing. Fee Fee $50 |
3 |
EDU 4871 |
Directed Student Teaching IThis course is an opportunity for the student to teach under the guidance of a qualified cooperating teacher and university supervisor. Taken concurrently with EDU 4720 and EDU 4872. Prerequisite: Required Education courses, departmental recommendation, professional and intellectual competencies as stated in exit requirements. |
6 |
EDU 4872 |
Directed Student Teaching IIExtension of student teaching. Under the guidance of a qualified cooperating teacher, the student gradually assumes responsibilities involved in classroom teaching. School and community relations are emphasized. Must be taken concurrently with EDU 4720 and EDU 4871. Fee Lab fee $10. |
6 |
PSY 1050 |
Human Growth and Developmentselect one of these: A survey of human developmental psychology from the prenatal period to late adulthood. The major focus is on theoretical and practical implications of developmental research for cognitive, personality and social development. Special attention will be given to interactions between maturation and experience. Every semester |
3 |
PSY 2110 |
Educational PsychologyAn examination of the principles and theories of learning as they apply to the developmental changes of the child. Special emphasis will be placed on how the child learns and ways of producing optimal conditions for childhood learning. Periodically |
3 |
PSY 2265 |
Child and Adolescent DevelopmentThis course surveys the major areas of the psychology of child and adolescent development, emphasizing an understanding of the important methods, terms, theories, and findings in the field of child development. This course fulfills the Social and Behavioral Understanding Frame of Reference. Every semester |
3 |
| Code | Course | Credits |
|---|---|---|
EDU 2035 |
Gender and EducationGender and Education is designed to provide an overview of the major discussions and debates in the area of gender and education. The main questions this courses addresses are: What role does gender play in defining and reproducing gender roles? How can education promote gender equity? We will explore these questions through a series of readings and case studies from the United States. This course fulfills the Social and Behavioral frame of reference. |
3 |
EDU 3065 |
Alternative Education Field ExperiencesThe purpose of this course is to learn how K-12 students navigate the educational system when they are not successful in traditional school settings. The class will visit local area sites including vocational-technology schools, alternative high school settings, schools that emphasize the arts, science, or technology, and others. Reflective writing and discussion will be the central strategies to facilitate student understanding of best practices for individual students in educational systems. Periodically |
3 |
EDU 3415 |
Science for Elementary TeachersIn this science inquiry-based course, students will develop an in-depth understanding of how children learn inquiry-based science by learning current methods, developing authentic lessons, and by participating in formal and informal field experiences. Teaching and assessment experiences will be based on criteria established in the Next Generation Science Standards. This course is appropriate for students who may be interested in an initial experience in education. Prerequisite: EDU 1012 with a grade of B- or better. Fall |
3 |
EDU 3450 |
Instructional Application of ComputersStudents will learn to use computer-based applications that are currently used in local schools. Students will learn advanced uses of web-based tools for teaching and learning, and multimedia hardware and software. This course will be primarily project based and requires intensive student participation. Prerequisite: EDU 1012 Fee Lab fee $25. Spring |
3 |
THA 3030 |
Children's TheaterThis course focuses on the development of scripted and non-scripted works for performance by and/or for children. Students will create productions and may work on productions in the community. This course fulfills the Aesthetic Understanding frame of reference. Spring |
3 |
THA 4410 |
Theater in EducationExplores the range and possibilities of theater as a pedagogical method. Emphasizes the use of theater as a developmental teaching tool, and as a means of reinforcing other areas of K-12 school curriculum. Students may be required to work directly with children in a classroom or extra-curricular setting. This course counts towards the Aesthetic Understanding Frame of Reference. Fall |
3 |
There are three Gateways required for successful completion of this program.
Gateway 1
It is expected that students will complete Gateway 1 by the end of their second semester.
In addition, students are strongly encouraged to pass the Core Academic Skills Test (Praxis I). Students are responsible for completing the Praxis exam on their own accord; this is a state requirements.
Gateway 2
Prior to completing EDU 4031 Educational Collaborations, students will satisfy the requirements of Gateway 2.
In addition, students are strongly encouraged to Pass Praxis II: The Subjects Assessment. Students are responsible for completing Praxis exams on their own accord, as these are state requirements.
Gateway 3
To be recommended for licensure to teach in Vermont the student must:
Students seeking Elementary Licensure may also add these Endorsements:
This Endorsement is earned by taking four extra courses that provide expertise on teaching students in grades 5-9. (Click here for details.)
This Endorsement is earned by taking four extra courses that provide expertise on teaching students with disabilities. (Click here for details.)
(Note that Endorsement courses can be woven through the four years of undergraduate coursework but may require students to take an additional semester or two to finish.)