900 State Street
Salem, Oregon 97301
Education courses have the primary purpose of furnishing a sound professional preparation for elementary, middle and secondary school teachers. They also satisfy all the academic requirements for the standard Oregon license, and completion of the prescribed program usually qualifies one for licensure in many other states as well.
The Willamette University School of Education provides full-time, 10-month and part-time, two-year professional programs for the preparation of early childhood, elementary, middle, and secondary school teachers. Willamette is authorized to recommend for licensing in the following subject areas: art, biology, business, chemistry, English, family and consumer science, French, general science, German, health, Japanese, Latin, mathematics, music, physical education, physics, reading, social studies, Spanish, speech, and theatre. The completion of this program meets the requirements for the initial teaching license and the Master of Arts in Teaching (MAT).
Undergraduate students interested in pursuing a career in teaching are encouraged to choose a major related to their intended teaching field. Several courses and internships are available to undergraduates to help students determine if education is a desirable career choice.
All interested students should personally contact the School of Education Admissions Office for admission criteria and general information concerning the MAT program.
Students may take any of the following courses, none of which are required for admission to the School of Education, to gain knowledge of and experience in the field of education.
The Willamette University School of Education is a professional school that offers full-time, 10-month and part-time, two-year Master of Arts in Teaching (MAT) degree programs for the preparation of early childhood, elementary, middle and secondary school teachers. In most cases, students will qualify for two authorization levels.
The M.A.T. program parallels the traditional public school year. M.A.T. students spend more than 1000 hours working with students and mentor teachers in public school classrooms. The program begins in mid-August (two weeks prior to the beginning of public school) and ends with the last day most area public schools are in session (mid-June). The first week of classes is intended to prepare M.A.T. students for their introduction to the public school setting. The second week coincides with the public school’s teacher in-service week and at this time all M.A.T. students begin year-long placements in public schools. Throughout the fall, students spend approximately half their time in the public schools and half their time at Willamette attending graduate level classes.
A unique feature of this program is the focus on educational leadership. In the fall semester, students will research and complete a grant proposal targeted at resolving an educational conflict. Following this preparation, the student will network with leaders in their area of interest and take part in a three-day Educational Leadership Symposium. During the symposium, students will present their area of interest and action plans for resolving the problem.
The full-time student teaching experience begins the third week in January and is completed in mid-June on the last day the area public schools are in session. Student teaching seminars, professional seminars and methods classes are scheduled after the public school day. This intense program not only prepares M.A.T. students to become effective classroom teachers, but also allows them to assume a leadership role in the education profession.
This class is open to all students and deals with helping individuals advance their knowledge and skills in the following areas: aggressive reading, paper writing, study skills and applying principles of learning.
Specific and timely topics in the field of education. In-depth exploration of current and important issues in education, of interest to both those in general studies and those considering education as a career.
Prerequisite: Sophomore standing
A writing-centered study of teaching through classroom field experiences, service learning, simulations, readings, and written reflections and critiques. Lesson presentations and evaluations by the student, peers and faculty on the student's potential as a teacher. Includes 24 hours of practicum in public school classrooms. (Weekly 2-3 hour blocks recommended.) Not open to first-semester freshmen.
General Education Requirement Fulfillment: Writing centered
This writing-centered course deals with public school structure and curriculum, social and legal roles of the schools, minority and ethnic awareness, ethics of learner study, principles of instruction, accountability, group processes and career education.
General Education Requirement Fulfillment: Writing centered
A study of the process of developmental reading, appropriate methods of instruction, critical selection of materials and usable management systems and techniques.
Prerequisite: EDUC 305 or consent of instructor
Open to sophomores and above. This internship is to be utilized to provide in-the-classroom experiences for students who desire additional practicum time (6-8 hr/wk) beyond what is experienced in EDUC 305.
Prerequisite: EDUC 305
A study of management of reading systems, including assessment organization, space and time management, and record keeping. The systems include basal readers, language experience, individualized instruction and the eclectic approach.
A study in the implementation and administration of reading programs for all students, as well as those needing special assistance. Emphasis is given to procedures required by state and federally funded programs.
A study of the diagnosis and correction of reading difficulties. Course includes topics applicable to both the reading specialist and the classroom teacher. A practicum competency is included.
This course is intended only for the qualified advanced student with a solid preparation in theory and methods of education who wishes to do intensive research or advanced independent study in an area not covered by the present departmental course offerings.
Prerequisite: Departmental approval
An orientation to the teaching profession, the MAT program, and professional ethics of teachers. An examination of professional readings, analysis of educational issues, and participation in cooperative group exercises. Assessment of students’ potential for success as teachers, examination of their roles as student teachers, and preparation for visits/interviews with administrators and teachers at their school sites.
A course in instructional technology and its use in classrooms and schools. Attention to the use of the computer in planning, teaching, record keeping and the development and/or evaluation of appropriate software.
This course presents the knowledge and skills required to design effective methods for assessing student knowledge and the effects of instruction. Techniques of test development, alternative strategies for student assessment, and appropriate use of findings in guiding instruction will be presented.
Intensive examination of methods research, and materials critical to establishing a positive learning environment and implementing effective instruction of early adolescents. This course will assist students in developing a repertoire of skills and strategies to address issues of cognitive and affective development appropriate to the middle grades.
District, unit, and daily goal development based upon research within art education. Special emphasis upon instructional materials, technologies, activities, physical space constraints, and evaluative techniques.
District, unit, and daily goal development based upon research within English education. Special emphasis upon instructional materials, activities, physical space constraints, and evaluative techniques.
District, unit, and daily goal development based upon research within foreign language education. Special emphasis on instructional materials, activities, physical space constraints, and evaluative techniques.
District, unit, and daily goal development based upon research within mathematics education. Special emphasis upon instructional materials, activities, physical space constraints, and evaluative techniques.
Methods and materials for developing behavior changes in health for individuals and groups. Methods and materials section, the use of analysis, investigative techniques, and development of materials pertaining to health education and/or promotion.
District, unit, and daily goal development based upon research within science education. Special emphasis upon instructional materials, activities, physical space constraints, and evaluative techniques.
District, unit, and daily goal development based upon research within social studies education. Special emphasis upon instructional materials, activities, physical space constraints, and evaluative techniques.
District, unit, and daily goal development based upon research in early childhood education. Special emphasis upon content standards, teaching strategies, technologies, and methods of instruction, integrated curriculum and thematic unit development, instructional materials and resource development, classroom activities, assessment, and evaluative techniques.
District, unit, and daily goal development based upon research in elementary education. Special emphasis upon content standards, teaching strategies, technologies, and methods of instruction, integrated curriculum and thematic unit development, instructional materials and resource development, classroom activities, assessment, and evaluative techniques.
Principles, procedures, and objectives in school music on the elementary level, both vocal and classroom instruments. Learning processes, maturation, and materials are considered in adapting music study to the student. Class procedures; ensembles, programming, and performance; general administration of a music program.
Principles, procedures, and objectives in school music on the secondary level, both vocal and instrumental. Learning processes, maturation, and materials are considered in adapting music study to the student. Class procedures; ensembles, programming, and performance; general administration of a music program. Directed observation of public school music practice.
Description and critique of teaching methods and teacher evaluation procedures for Physical Education. Lecture, laboratory, and field experience.
Description and critique technologies, of teaching methods, and teacher evaluation procedures for physical education. Lecture, laboratory, and field experience.
Theories and methodology as they relate to human development, skill acquisition, motivation and achievement. Impact of emotional, social and physical climate upon behavior.
Understanding the gifted, disabled and other populations. Focus on mainstreaming into the public school classroom. Principles of educational equity related to social, linguistic and gender differences. Focus on legal rights of students, parents and schools.
This course is designed to strengthen the capabilities of students to meet the challenges and maximize the opportunities of cultural diversity. The emphasis is on providing the essential foundation for understanding the interrelationship of culture and instructional practice and their impact on teaching.
Directed reflection and group problem-solving for students involved in field experience. The emphasis will be on examining current educational practices and on integrating educational theory and practice.
Directed reflection and group problem-solving for students involved in field experience. The emphasis is on examining current educational practices and on integrating educational theory and practice.
Long and short term unit development. Emphasis on lesson plan development, instructional material selection, appropriate teaching techniques, critical thinking, problem solving skills, and time management. Lesson adaptation for special populations.
A study of strategies for creating an optimal learning environment and classroom community. Students will examine ways to promote productive student behavior, integrate motivation and learning strategies to maximize on-task behavior and involve parents in the learning process.
Contemporary issues in education; e.g., governance, finance, equal opportunity, legalities, struggle for excellence, values and management all analyzed within historical, sociological and political influences.
Investigation of research and resources applicable to individually selected problems in public education and will include the development of a grant proposal. This course provides the knowledge base to support the field-based Leadership in Education II course.
A series of field-based experiences designed to involve the student in the broad scope of public education. Individually tailored, this course may include extended visits and internships with small rural schools, metropolitan high schools, and Education Service Districts; alliances with school administrators, counselors, specialists and members of the social services system. Directed studies of legislative committees, commissions and professional organizations and professional associations.
A study of topics affecting the development and maintenance of a professional teaching career. This course will acquaint students with specific policies and procedures appropriate to the profession, contractual and legal issues, professional organizations, and professional ethics in current education.
An extensive, on-site study of the nature of schools including culture, politics and services. An examination of teaching through formal observation, data collection and analysis. An introduction to the teaching role including one-on-one, small group, and whole class instruction of students, lesson development and assessment of student performance, and grading practices.
An introductory classroom experience and an extended practicum, most often at the M.A.T. student’s second level of authorization. However, if the M.A.T. student is preparing for one level of authorization only, the Practicum II assignment will be at that level. Practicum II allows M.A.T. students the opportunity to examine the student-teacher relationship and the role of the teacher within the context of the classroom, school and community with an emphasis on the level of authorization. M.A.T. students observe, gather and analyze data, assist, co-teach, and teach during their practicum. Their roles include one-on-one, small group, and whole class instruction, lesson development, and assessment of student performance. With the guidance and supervision of their supervising teachers, they plan, implement and assess instruction in the classrooms to which they are assigned.
Minimum of 18 weeks of full-time involvement at the public school site under the guidance of experienced teachers and supervisors. This experience includes observation, full-responsibility planning and teaching, and involvement in the culture of the school setting. Unit and work sample preparation required.
Oregon Writing Project at Willamette Summer Institute brings master teachers together to research, strengthen and share best practices for teaching writing with a focus on writing teachers as writers, including reading, and discussing contemporary teaching of writing theory. Teacher participants prepare and publish a carefully edited chapbook collection of new writing with four pages from each writing teacher.
Oregon Writing Project at Willamette Summer Institute. (6 quarter hours) This National Writing Project site brings master teachers together to demonstrate their most successful classroom practices, experience writing in a variety of forms, and study current theory and research in the teaching of writing.
Prerequisite: School district support
Oregon Writing Project at Willamette Seminar. Participants will build on knowledge and expertise gained in a National Writing Project Summer Institute through independent research or classroom curriculum projects, additional readings and staff development projects.