Tucson Location


Location

The Teach Arizona – Tucson program is taught in a traditional classroom format at Flowing Wells High School and at our main campus:

Flowing Wells High School

3725 N. Flowing Wells Rd.

Tucson, AZ 85705

College of Education

1430 E. Second Street,

P.O. Box 210069,

Tucson, Arizona 85721


Program of Study and Course Descriptions

Teach Arizona – Tucson students will complete coursework during specific sections throughout the year. Select a session for course descriptions, meeting days and times, and course syllabi.

Presession

EDP 558 – Educational Tests and Measurements (3 units)
Meeting Days & Times: M-F, 9:00-11:50 (EDUC Rm. 353)
Theoretical and practical application of psychometric techniques to test construction, analysis, and interpretation of test results.

Course Objectives

By the end of the semester, the successful student will be able to:

  • choose and develop multiple assessment methods appropriate for instruction
  • administer, score, and interpret results of externally- and teacher-produced assessments
  • prepare students and themselves for assessment situations
  • use assessment results to help make decisions about individual students, planning teaching, developing curriculum, and school improvement
  • evaluate created and existing assessments, both live and using technology
  • develop valid grading procedures that use varied & multiple assessment results
  • communicate assessment results to students, parents, educators and lay audiences
  • recognize & report unethical, illegal and otherwise inappropriate assessment methods & uses

Syllabus: EDP 558 – Educational Tests and Measurements


Summer I

EDP 510 – Learning Theory in Education (3 units)
Meeting Days & Times: M-F, 9:00-10:45 (EDUC Rm. 353)

Major theories of learning and motivation; emphasis on relationships between theory and practice in the schools.

Course Objectives

By the end of the semester, the successful student will be able to:

  • identify the major theories associated with many aspects of learning;
  • assess learning theories based on their contributions and criticisms;
  • approach issues related to learning from theoretical perspectives;
  • use theories and research to address individual needs in learning situations; and
  • apply developmentally-appropriate practices to learning.

Syllabus: EDP 510 – Learning Theory in Education

SERP 500 – Introduction to Special Learning Needs (3 units)
Meeting Days & Times: M-F, 1:00-2:45 (EDUC Rm. 318)
Nature and extent of differences among learners both among and within groups; causes and factors relating to variations in learners; implications for educational placement; curricular planning and program development.This course is an introduction to a variety of student learning styles impacted by developmental growth, cultural and ethnic diversity, and instructional methodology/accommodations for use by teachers addressing variations in inclusive secondary classrooms.The underlying philosophy of this course is founded upon the belief that all individuals can learn and profit from educational experiences; that diversity and wide variation in learning style and ability typifies the general education classroom today; and that making accommodations for variation and providing successful experiences daily to enable students to become more effective and efficient learners/achievers should be one of the primary goals of the educational process and the educational professional.

Syllabus: SERP 500 – Introduction to Special Learning Needs


Summer II

LRC 535 – Content Literacy in a Multicultural School (3 units)
Meeting Days & Times: M-F, 1:00-3:50 (EDUC Rm. 530)
This course explores literacy and culture in the secondary content area classroom. We examine how the tools of reading and writing are used to support students’ engagement of ideas in the content areas of Social Studies, Science, English, Mathematics and Spanish. Special attention is paid to the diversity of students in the secondary school; that is, students bring diverse linguistic and cultural backgrounds to the content area classroom, which affects teaching and learning success. Teachers in all content area classes play an important role in the literacy development of students. This course provides theoretical principles of reading and writing development, the nature of “text,” and processes and practices related to teaching students in ways that support their comprehension and composition processes.Secondary schools provide a rich setting in which to highlight and examine the cultural and social identities of students and their approach to literacy in the content areas. We will be involved actively in planning ways to use reading and writing for the construction of content area knowledge.

Syllabus: LRC 535 – Content Literacy in a Multicultural School


Fall

TTE 593a – Field Experience (6 units)
Meeting Days & Times: M-F, 7:30-12:00 (occurs at assigned school site)
Field Experience in Secondary School is designed to provide the clinical experience necessary to prepare teacher candidates for student teaching in grades 6-12. Field Experience in Secondary School is designed to introduce teacher candidates to teaching and working in secondary classrooms. Under the guidance and supervision of a supervising practitioner and a program supervisor, teacher candidates have the opportunity to gradually assume the professional duties of a student teacher and, in the process, demonstrate skills and dispositions necessary to meet some of the national standards set for teachers:The InTASC Standards
The ISTE Standards

Syllabus: TTE 593a – Field Experience

TTE 536 – Alternatives in the Secondary Classroom (3 units)
Meeting Days & Times: M (Cohort 2) or W (Cohort 1), 1:00-3:30 (Flowing Wells High School)
In this course, theoretical bases, methods and strategies for managing behavior and delivering instruction in secondary classrooms are examined, discussed and applied.

Syllabus: TTE 536 – Alternatives in the Secondary Classroom

LRC 516 – Structured English Immersion (3 units)
Meeting Days & Times: M (Cohort 1) or W (Cohort 2), 1:00-3:30 (Flowing Wells High School)
Theory and practice in sheltered content instruction for English learners, national and state education policies affecting ELLs, and the relationship between these policies and second language acquisition theory. Applied practice in sheltered content instruction for English language learners: lesson plan development, and sheltered instruction in the content areas.

Syllabus: LRC 516 – Structured English Immersion

Content Area Methods (Choose 1):
TTE 523 – Science Methods (3 units)
Meeting Days & Times: Thursdays, 1:15-3:45 and other afternoon observations (Flowing Wells High School or Room 102 of the College of Education)
The course addresses current issues in science education and their application to classroom instructional practices and procedures. Topics based upon recent concerns and developments. Students will study and implement effective, research based science instruction in conjunction with their site-based internship.

Syllabus: TTE 523 – Science Methods

TTE 524 – Math Methods (3 units)
Meeting Days & Times: Tuesdays, 4:00-6:30 and other afternoon observations (Flowing Wells High School or Room 102 of the College of Education)
In this course, current issues in mathematics education and their application to classroom instructional practices and procedures will be studied and discussed. Topics based upon recent concerns and developments in mathematics education will be the focus. The state of Arizona has adopted Arizona’s College and Career Ready Standards for K-12 students and the InTASC Standards and ISTE NET-T for the preparation of K-12 teachers. This course utilizes all three sets in identifying course objectives, activities, requirements, and assessments. You will extend your professional knowledge and develop the skills and dispositions necessary to meet some of the national standards for teachers, including the Common Core State Standards (Mathematics).

Syllabus: TTE 524 – Math Methods

TTE 526 – World Languages Methods (3 units)
Meeting Days & Times: Thursdays, 4:15-6:45 and other afternoon observations (Flowing Wells High School or Room 102 of the College of Education)
In this course, specific strategies, methodologies, assessment practices, and design approaches to teaching world language classes in diverse secondary classrooms are examined, discussed, and applied.

Syllabus: TTE 526 – World Languages Methods

TTE 527 – Social Studies Methods (3 units)
Meeting Days & Times: Thursdays, 1:15-3:45 and other afternoon observations (Flowing Wells High School or Room 102 of the College of Education)
Specific strategies, methodologies, and design approaches to teaching Social Studies in diverse secondary classrooms will be the focus of the course.Participants in this course will engage in a variety of approaches that will allow them to examine the social studies curriculum as it relates to different learning styles, critical thinking, problem solving, active learning, inquiry, collaboration, instructional planning and assessment.

Syllabus: TTE 527 – Social Studies Methods

TTE 540 – English Methods (3 units)
Meeting Days & Times: Saturdays (Flowing Wells High School or Room 102 of the College of Education)
Strategies, methodologies, and design approaches to teaching literature, grammar and composition in secondary classrooms are examined, discussed and applied. This course will also explore the Common Core State Standards and their impact on the instruction of reading, writing, listening & speaking and Language.

Syllabus: TTE 540 – English Methods


Spring

TTE 593b – Student Teaching (6 units)
Meeting Days & Times: M-F, 7:30-12:00 (occurs at assigned school site)
Student Teaching in Secondary Schools is designed to provide the clinical experience necessary for preparing teacher candidates to teach in grades 6-12.Student Teaching in Secondary Schools is the capstone course of Teach Arizona. It builds on the coursework and field experience taken in prior semesters. Under the guidance and supervision of a supervising practitioner and program supervisor teacher candidates assume the professional duties of a student teacher and, in the process, demonstrate skills and dispositions necessary to meet the national standards set for teachers.

Syllabus: TTE 593b – Student Teaching

TTE 539 – Recent Research on Teaching (3 units)
Meeting Days & Times: Thursdays, 1:30-4:00 (Flowing Wells High School)
In this course you will explore the concepts, methodologies and findings of recent research on teaching and schooling practices. You will implement research-based instructional practices while student teaching and reflect upon their effectiveness at promoting learner development. You will conduct a Classroom Inquiry research project that examines factors affecting student learning and present your findings to College faculty and your peers.

Syllabus: TTE 539 – Recent Research on Teaching


The other major facet of the program, the year-long period of half-day student-teaching experiences, is coordinated by our dedicated staff. Working together with experienced educators and well-performing schools in the Phoenix/Chandler area, we can help you pursue in-class training that suits your interests and goals.

Upon beginning the student-teaching element of the program, you’ll be given a preference form to fill out that helps us find a mentor that will work well with you and oversee your hands-on practice. Each potential supervising practitioner is closely reviewed and deliberately chosen by the College of Education for high ratings and proven expertise in their area. Once a mentor is found, you’ll have the opportunity to meet and approve of the selection before beginning your student teaching.

The coursework and practical elements of the program combine to create educators with a highly desirable, real-world skill-set, preparing you to make the transition into the teaching profession and acquire state-level secondary education certification.

Click here to learn more about Arizona secondary education (grades 6-12) certification requirements.