Teaching Everyone Through Universal Design for Learning

Accepting Admission Applications january 1, 2019

Our Mission

 

The Texas Institute for Teacher Education exists to prepare competent and compassionate professional educators dedicated to serving the diverse cultural, linguistic, and exceptional learning needs of all students. Accordingly, the Institute is committed to the following tenets:

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Core Tenets

 

The preparation of professional educators equipped to meet the diverse educational needs of all children, particularly those with unique cultural, linguistic, and exceptional learning needs.

 

The preparation of professional educators who recognize that collaboration and dialogue, the supreme hallmarks of the learning community, accentuate the design, delivery, and evaluation of effective classroom instruction.
 

The preparation of professional educators who recognize that culturally and linguistically responsive professional practice reflects a keen understanding of how human diversity issues impact the individualized learning process, including the acquisition of critical thinking, problem-solving, and performance skills.
 

The preparation of professional educators who employ differentiated, UDL-compliant instructional practices to create positive learning environments that value diversity, academic excellence, and the meaningful participation of all stakeholders.

Curriculum

ME 530: Introduction to Education: Teaching Curriculum Content (3 semester hours)

This seminar provides an introduction to teaching standards-based curriculum, state licensure requirements, standards-based pedagogy, and code of ethical behaviors for professional educators. The seminar uses a cross-disciplinary approach to prepare teacher candidates to teach the TEKS across all content areas: ELAR, Mathematics, Science, Social Studies, Physical and Health Education, and Fine Arts. To develop the capacity to teach across curriculum content areas, candidates explore the vertical and horizontal alignment of the Texas Essential Knowledge and Skills (TEKS).

ME 531: Introduction to Inclusive Education and Universal Design for Learning (UDL) (3 semester hours)

Learner variability is as unique as the human fingerprint, especially for K-12 students with exceptional learning needs. Since today's general education classrooms are very inclusive and routinely serve students with mild to moderate disabilities (such as dyslexia and dysgraphia), every educator needs to know how to meet the learning needs of students with IEPs and 504 plans. Candidates develop expertise in using a cross-disciplinary, multi-grade level approach to teach the TEKS (ELAR, Math, Science, Social Studies, PE, Health, and Fine Arts) to students with disabilities. The course explores state and federal laws (IDEAI/ADA/504) protecting individuals with disabilities and pedagogical methodologies for ensuring all students meet and exceed grade level standards.

ME 532: UDL and Instructional Planning: Educational Neuroscience Implications of Professional Practice (3 semester hours)

This seminar is a concentrated study of evidence-based instructional methodologies and materials for teaching K-12 students. Formal coursework begins with a critical examination of standards-based, culturally competent classroom instruction and management. The course introduces effective ELAR instruction for K-12 students with cultural and linguistic diversity. The seminar unpacks the TEKS for the generalist English language arts and reading areas.

ME 533: UDL and Instructional/Behavioral Assessment: Educational Neuroscience Implications of Professional Practice (3 semester hours)

This seminar is a concentrated study of formal and informal assessment practices that guide instructional planning across the TEKS (ELAR, Math, Science, Social Studies, PE, Health, and Fine Arts). Formal coursework begins with an introductory survey of formative and summative assessment instruments/techniques designed to inform classroom instruction and behavioral management. Program candidates develop skills in the administration/interpretation of curriculum-based assessments, progress monitoring tools, and behavioral intervention protocols.

ME 565 (Sections A and B): Professional Practicum for Teachers of Record: Connecting Educational Neuroscience to Classroom TEKS Instruction (12 semester hours)

ME 565A (One Academic Year Internship) or ME 565B (14 Week Internship). The purpose of the practicum is to ensure that teacher candidates are developing an expanding knowledge base and repertoire of skills related to TEKS instruction, local and state assessment, classroom environment, communication, and professional development. The practicum experience enables candidates to demonstrate knowledge, skills, and dispositions within a specific curriculum content area. All teacher candidates must secure a passing score on the state content and pedagogical examinations before reporting to their internship sites.

Program Curriculum

ME 534: Teaching Literacy to Students with Diverse Learning Needs (3 semester hours)

This seminar is a concentrated study of teaching reading and writing literacy to diverse learners. Candidates explore developmental milestones, evidence-based instructional methodologies, and classroom assessment practices that impact the reading and writing skills of K-12 students. Candidates develop expertise and proficiency in using the Universal Design for Learning framework, including educational technology, to promote literacy across grade and developmental levels.

ME 535: Teaching Mathematics to Students with Diverse Learning Needs (3 semester hours)

This seminar is a concentrated study of teaching mathematics across K-12 grade levels. Candidates explore developmental milestones, evidence-based instructional methodologies, and classroom assessment practices that impact the acquisition, maintenance, and generalization of math skills. Candidates develop expertise and proficiency in applying the Universal Design for Learning framework to promote mathematic skills across grade and developmental levels.

ME 536: Teaching Science to Students with Diverse Learning Needs (3 semester hours)

This seminar is a concentrated study of teaching science across K-12 grade levels. Candidates explore developmental milestones, evidence-based instructional methodologies, and classroom assessment practices that impact the acquisition, maintenance, and generalization of scientific skills. Candidates develop expertise and proficiency in applying the Universal Design for Learning framework to promote science skills across grade and developmental levels.

ME 537: Cross-disciplinary Content Curriculum and Instruction: Linking UDL to K12 Instruction (3 semester hours)

This seminar is a concentrated study of aligning the Universal Design for Learning framework to classroom teaching and learning practices within content and extracurricular coursework. Course participants will be able to use the UDL Guidelines to create optimal and accessible K12 student learning experiences across the content curriculum (ELAR, Math, Science, Social Studies, PE, Health, and Fine Arts). Why UDL? Because every child deserves access to a personalized education.

ME 538: Pedagogy and Professional Responsibilities (3 semester hours)

This seminar provides preparation for the TExES Pedagogy and Professional Responsibilities (PPR) examination. Successful completion of this seminar is required to earn approval to sit for the PPR examination.