900 State Street
Salem, Oregon 97301
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.
Both MAT programs parallel the traditional public school year. The full-time, 10-month 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 MAT students for their introduction to the public school setting. The second week coincides with the public schools' teacher in-service week, and at this time all MAT 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. MAT students spend more than 1,000 hours working with students and mentor teachers in public school classrooms. The full-time student teaching experience begins the second week in January and is completed in mid-June, the last day the area public schools are in session. Student teaching seminars, professional seminars, and methods courses are scheduled after the public school day.
The part-time, two-year Aspire program is designed with Instructional Assistants, current unlicensed teachers, and other working people in mind. Classes take place Monday evenings and one Saturday a month during the first year of the program, beginning in September. Field experiences in the schools during the first year and a half of the program are flexible, adapting to students' work schedules. A waiver of some field experience is possible for those people with significant prior experience in schools. In the second year, students add methods classes and seminars one additional night per week. During the final spring semester, beginning in late January, students work in full-time placements for their student teaching until mid-June, the last day the area public schools are in session.
These two programs not only prepare MAT students to become effective classroom teachers, but also allow them to assume leadership roles in the education profession. Small grant programs are available to support students' innovation with technology integration in their student teaching.
Action research is an important part of both MAT programs. In this two-semester course, students learn the key elements of practitioner research and how the research process can lead to effective and dynamic teaching. In the fall, students select and research an educational topic to focus on during spring student teaching. Once they select a topic of interest, they identify a research question, develop curriculum and instruction around that question, and collect data. In May and June, students write about their research findings and present their projects at an all-day action research symposium to their peers, the faculty, and other members of the educational community.
Willamette University's Center for Excellence in Teaching offers endorsement programs in Reading and ESOL for pre-service teachers who are concurrently students in either the full-time MAT or the Aspire program, and for in-service teachers. Both TSPC-approved programs are based on scientific research of successful practices to prepare and train high-quality teachers.
Reading and ESOL classes will be offered starting in mid-June before the MAT program begins. For further information, contact Cheryl K. Brown at 503-370-6954 or email: email@example.com.
Candidates admitted to the full-time MAT Initial Teaching License program take additional coursework prior to and during the program and will be given an opportunity to meet the practicum requirements within the MAT program. Candidates admitted to the Aspire program can take their coursework before and during their second year in the program. Upon completion of the program, MAT graduates will qualify for an Initial Teaching License, a Master's degree, and a Reading endorsement.
For those interested in providing reading program leadership within their building or district, this 19-quarter-hour program leads to WU recommendation and TSPC endorsement in reading.
Candidates admitted to the full-time MAT Initial Teaching License program take additional coursework prior to and during the program and can be placed in ESOL practicum placements. Candidates admitted to the Aspire program can take their coursework before and during their second year in the program. Upon completion of the program, MAT graduates will qualify for an Initial Teaching License, a Master's degree, and an ESOL endorsement.
For those interested in providing ESOL leadership within their building or district, this 18-quarter-hour program leads to WU recommendation and TSPC endorsement in ESOL.
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.
Strategies for integrating the instruction of reading. This course follows up on Introduction to the Foundations of Reading.
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, research, and objectives in school music on the elementary level, both vocal and classroom instruments. Learning processes, technologies, 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.
Principles, procedures, research, and objectives in school music on the secondary level, both vocal and instrumental. Learning processes, technologies, 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.
District, unit, and daily goal development based upon research within physical education. Special emphasis upon content standards, instructional materials, technologies, activities, physical space constraints, and evaluative techniques.
Description and critique technologies, of teaching methods, and teacher evaluation procedures for physical education. Lecture, laboratory, and field experience.
This course will examine specific physical approaches and stage adaptation, technologies, set design, lighting and sound resources, construction methods and safety considerations for student workers in the diverse environments of school theatre.
This course will examine specific approaches to acting for the public school student, with particular attention to maturation of personality as well as limitations of vocal and physical development. It will also include an examination of play selection criteria in terms of actor development, technologies, staging analysis, and audience acceptance.
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.
Introduction to Foundations of Reading is designed to provide a background of reading information for students interested in teaching at all levels of education. Follows the developmental process of learning to read through the complexities of reading to learn. Includes the history of teaching reading, a developmental overview of reading, discussion of reading techniques, exploration of reading and diverse backgrounds, and the use of computer technology in teaching to read.
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.
The development and writing of action research projects, designed to improve classroom practice and self reflection. Students will explore their teaching and beliefs about teaching and learning as they begin the inquiry process. Includes the key elements of practitioner research and how the research process can lead to effective teaching.
A continuation of the research process students began during the first semester (EDUC 558). Students refine their research questions and follow the inquiry process through their student teaching classrooms. As students explore their research questions, they collect and analyze classroom data, write conclusions and present their findings and completed action research projects at the School of Education Symposium.
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.
This course critically examines social, cultural, political and economic issues directly and indirectly affecting public school education. Issues are analyzed through the multiple lenses of human diversity existing in all classroom environments. The aim of such analysis is to expand the cultural competence of future teachers so that they may create just and equitable educational experiences for their students.
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 MAT student's second level of authorization. However, if the MAT student is preparing for one level of authorization only, the Practicum II assignment will be at that level. An examination of 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. MAT students observe, gather and analyze data, assist, co-teach, and teach during their practicum. Work sample instruction and assessment under the guidance and supervision of classroom supervisors.
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, instruction and assessment required.
This course supports teachers in researching, designing, implementing and assessing strategies to help English Language Learners acquire language skills while also understanding course content.
Oregon Writing Project at Willamette brings master writing teachers together to share best practices, make extensive collections of effective classroom writing prompts, draft poems and revise for submission to contemporary poetry journals. The class will build and publish a carefully edited chapbook collection of our original poetry.
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 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.
An independent project designed by the student and supervised by a site director. These projects should involve research in the literature of composition and should identify and develop best practices in the teaching of writing. A substantial written product will be completed and placed in the OWP library.
Open to K-12 beginning teachers. The course provides a supportive, secure community for beginning teachers, provides quality professional development that will guide teachers through the design and completion of a teacher inquiry project, and provides opportunities for teachers to use writing, thoughtful reflection, and sharing as tools for successfully meeting the real-world joys and challenges of teaching. Required reflective writing, readings, inquiry project and presentation.
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.
Oregon Writing Project at Willamette in service. Participants will explore a variety of instructional techniques involving reading and writing that can be used to increase student learning in the K-12 classroom. Differentiated instruction, theme-generated studies, and teachers' "best practices" are addressed.
Students design a project that involves them in the leadership of the OWP site. A director from the site serves as a mentor throughout the project. Projects such as designing as institute or an in-service series; developing a workshop; developing curriculum; participating in statewide education initiatives, etc. might be proposed, and a site director will supervise the project and support the research and inquiry that guides the project.
Oregon Writing Project at Willamette Seminar. Participants will continue to explore strategies for effective classroom teaching of writing and developing their own personal writing.
Prerequisite: Summer Institute
This course will provide teachers with basic skills of comprehension, speaking, reading, and writing, with an emphasis on developing the ability to provide common classroom instruction in Spanish.