300

This is a specialized methods course for secondary English education majors. Topics include teaching methods and processes, evaluation procedures and curriculum development specific to secondary schools. Involves students in teaching simulations. For secondary education majors only.

This course is designed to provide teacher candidates with knowledge of classroom assessment techniques needed to allow for continuous improvement for students and self. The course includes knowledge related to the creation of traditional and alternative testing techniques, the review of student assessment data, the assessment of teaching impact for reflecting on personal teaching experiences and the communication of student progress to stakeholders.

This course investigates theories and strategies enabling teachers to manage behavior and solve problems that arise in a classroom setting.  This course focuses on effective strategies for identifying and meeting the varied learning needs of all students in the classroom through intervention and management techniques. Students will examine teaching practices, legal and ethical responsibilities, and assessment methods to ensure all learners are supported in Florida’s state academic standards. This course covers approaches to differentiated instruction, fostering effective learning environments, and utilizing assessment data to guide instructional decisions. Students will also learn how to collaborate with families and communities to support student learning. Through reflective practice, students will develop actionable plans to enhance teaching performance that improves learner outcomes.

This course is designed for the teacher candidate to understand the principles of scientifically based reading research as the foundation of comprehensive instruction that synchronizes and scaffolds each of the major components of the reading process toward student mastery. Teacher candidates will gain substantive knowledge of language structure, function, and cognition for each of the five major components of the reading process, including phonemic awareness, phonics, fluency, vocabulary, comprehension, and integration of major reading components. Students develop and analyze instructional strategies that promote understanding across all academic disciplines. Upon completion of this course, teacher candidates will have a greater understanding of the reading process and will be able to apply this knowledge to maximize instructional effectiveness for students from a variety of academic backgrounds in all classroom settings. This course requires students to brainstorm, research, present information, and engage in draft writing, revising, and peer editing.

This is a specialized methods course for secondary social studies education majors. Topics include teaching methods and processes, evaluation procedures and curriculum development specific to secondary schools. Involves students in teaching simulations. For secondary education majors only.

This course is designed to provide teacher candidates the opportunity to actively spend time in age appropriate classrooms with experienced teachers. During this experience, students will work with small groups of students, teach at least two lessons, critique a video of themselves teaching, receive feedback from the classroom teacher on their teaching, interview teachers about their use of technology, observe students when they participate in specials (PE, music, etc).

This is a specialized methods course for secondary biology education majors. Topics include teaching methods and processes, evaluation procedures and curriculum development specific to secondary schools. Involves students in teaching simulations.

This is a specialized methods course for secondary mathematics education majors. Topics include teaching methods and processes, evaluation procedures and curriculum development specific to secondary schools. Involves students in teaching simulations. For secondary education majors only.

For elementary education majors. This course provides a framework for synthesizing the Florida Teacher Standards for ESOL Endorsement and the 11 ESOL competencies in order to prepare pre-professional teachers with effective linguistic and classroom-based practices that recognize students’ varied language experiences. The focus of this course is on ESOL methods for comprehensible instruction, ESOL materials and curriculum, and ESOL assessment procedures for English language learners (ELLs). The final exam serves as a comprehensive overview of the ESOL components infused in the education program. An ESOL field experience is required for all students (EDU 319).

Building on the foundations established in EDU 213, this course examines the integration of the language arts—listening, speaking, reading, and writing—across the curriculum. Candidates study the writing process, explore genres of children’s literature, and learn evidence-based, systematic, and explicit methods for teaching writing and reading comprehension. Attention is given to cognitive and linguistic development, vocabulary instruction, and inclusive strategies that support all learners, including those with characteristics of dyslexia. Candidates design high-impact literacy lessons that promote creativity, critical thinking, and engagement through literature and writing. Clinical hours required.

As the third course in the literacy sequence, this class deepens candidates’ expertise in evidence-based reading instruction. Candidates apply systematic and sequential approaches to develop advanced decoding, fluency, vocabulary, and comprehension. Emphasis is placed on assessing reading behaviors, differentiating instruction, and implementing multisensory strategies to meet the needs of all learners, including those with dyslexia or its characteristics. Through guided clinical experiences, candidates design and deliver reading lessons that foster fluent, strategic, and motivated readers across content areas, preparing them for diagnostic and prescriptive instruction. Clinical hours required.

To finalize their general education at The University of Tampa, Education majors will participate in this culminating experience that requires them to apply the skills they acquired during their years as a Spartan by completing the interdisciplinary Culminating Experiences projects. This course utilizes perspectives and content from the Humanities, Social Sciences, and Education to help teacher candidates reflect on and apply their University of Tampa education (from their major and Spartan Studies) to the complexities of today's classrooms. Teacher candidates will explore ethical considerations and the needs of learners, including linguistic responsiveness, developing effective strategies for curriculum, learning environments, and teacher-learner interactions. The course emphasizes evidence-based practices for creating a climate of inquiry and support. Candidates will develop proficiency in decision-making and responsive teaching, acquiring the knowledge and skills to implement effective, research-based instructional practices that positively impact student learning.

This literacy course focuses on diagnosing reading difficulties and providing targeted, evidence-based interventions grounded in the Science of Reading. Candidates learn to administer and interpret formal and informal assessments, including DIBELS, to design prescriptive instructional plans that address individual literacy needs, including those of students with dyslexia or its characteristics. The course emphasizes systematic, explicit, and sequential instruction informed by current cognitive and linguistic research. Candidates apply Science of Reading Principles to strengthen decoding, fluency, vocabulary, and comprehension through multi-sensory and data-driven practice. In addition, candidates learn to analyze and use assessment data to inform instruction, monitor progress, and make evidence-based decisions that promote measurable literacy growth for all learners. Field hours required. 

This course is designed to provide teacher candidates with the opportunity to participate in more than 45 hours of ESOL field experience. Candidates will plan and implement ESOL-relevant instruction in one-to-one, small-group and large-group settings. This course introduces the Florida Teacher Standards for ESOL Endorsement in the following five content areas: methods of teaching ESOL, ESOL curriculum and materials development, cross-cultural communication and understanding, applied linguistics, and testing and evaluation of ESOL.

This course is designed to provide Professional Education Minors with the opportunity to conduct field-based observations in a secondary school and engage in seminar discussions regarding those experiences with a specific focus on English Language Learners (ELLs). During EDU 320 ESOL Observational Practicum, candidates will complete eight essential research-based tasks through observations and fieldwork in classroom settings. Candidates will 1) observe, 2) notice, 3) notate, 4) predict, 5) generate, 6) analyze, 7) critique, and 8) reflect. The eight (8) tasks will guide classroom observations and critical analysis of classroom life and facilitate the development of a realistic perspective of teaching.

This course is designed to provide teacher candidates with knowledge of classroom assessment techniques used to support continuous improvement for both students and instructional practice. The course includes knowledge related to the development of traditional and alternative assessment methods, analysis and use of student assessment data, evaluation of teaching effectiveness through reflection, and communication of student progress to stakeholders.

Involves study and practice in elementary physical education methods. Examines and evaluates subject matter, methods and source materials for health programs. Field hours required.

This course provides elementary education teacher candidates with the knowledge, skills, and dispositions necessary for teaching social studies in the elementary school curriculum. Candidates will become proficient in planning, implementing, and evaluating social studies instruction as specified in the Competencies and Skills Required for Teacher Certification in Florida: Elementary Education for Social Studies. Candidates will acquire knowledge of how to develop and implement evidence based instructional practices in the following curricular areas: history, geography, government and civics, economics, and assessment in social studies. Field hours required.

This course investigates theories and strategies enabling teachers to manage behavior and solve problems that arise in a classroom setting. This course focuses on effective strategies for identifying and meeting the varied learning needs of all students in the classroom through intervention and management techniques. Students will examine teaching practices, legal and ethical responsibilities, and assessment methods to ensure all learners are supported in Florida’s state academic standards. This course covers approaches to differentiated instruction, fostering effective learning environments, and utilizing assessment data to guide instructional decisions. Students will also learn how to collaborate with families and communities to support student learning. Through reflective practice, students will develop actionable plans to enhance teaching performance that improves learner outcomes.

Instructional Laboratory I provides students with the opportunity to design and deliver learning experiences in specialized contemporary education topics such as differentiation, data-informed instruction, backward design, instructional leadership, exploratory practice, innovation, and content-focused professional development. This course allows students to explore contemporary educational issues more thoroughly than is possible in a traditional class setting.

The Methods of Secondary Instruction course explores effective teaching practices for today’s secondary classrooms. Teacher candidates will examine learning modes, learning styles, questioning techniques, and a range of instructional strategies to promote engagement and achievement. Emphasis is placed on lesson planning, instructional design, and assessment approaches that strengthen teaching effectiveness. Key areas of focus include: the qualities of effective and intentional teaching; understanding how student characteristics shape learning; planning instruction; creating purposeful lessons that integrate a variety of approaches and technologies; classroom management; assessing student learning; and ongoing professional growth.

This course provides a framework for synthesizing the Florida Teacher Standards for ESOL Endorsement in order to prepare pre-professional teachers with effective classroom-based practices and methodologies in ESOL. The focus of this course is on English Language Development for English Language Learners, ESOL methods for comprehensible instruction, ESOL materials and curriculum, and ESOL assessment procedures for English language learners (ELLs). The final exam serves as a comprehensive overview of the ESOL components integrated throughout the education program. An ESOL field experience is required for all students (EDU 319).

This survey course will enable the participant to understand the educational needs of English Language Learners (ELL) in 6-12 secondary content area classes. Students are introduced to the 5 Florida ESOL Strands through a thorough investigation of the following: Communication and Understanding for English Language Learners, Applied Linguistics, Methods of Teaching ESOL, ESOL Curriculum and Materials Development, Testing and Evaluation of ESOL.

This course provides an in-depth coverage of the various curricular models and developmentally appropriate teaching methods common at the elementary level in physical education. Students will be placed at a school to observe and teach physical education under the supervision of a licensed physical education teacher. Field study required.

This course is a clinical tutorial-based course that will provide students with additional, individualized and alternative curricula knowledge, skills and experiences to further develop the performance of teacher education candidates within the department of education.