English-Language Arts Teaching Major

HFA AND SSH PEAKS

Students who wish to earn teacher certification for secondary grades 6-12 must complete the English-Language Arts Teaching major. This major fulfills the Social Sciences and History (SSH) Peak and the Humanities and Fine Arts (HFA) Peak. In addition, students must complete their Natural Sciences and Mathematics (NSM) Peak and their Professional Foundations (PFE) Peak.

Students must maintain a minimum 2.75 cumulative GPA to qualify for licensure in the state of Idaho. Before student teaching, students must pass their required Praxis exams.

Students should consult with Education Department faculty early in their program to ensure they are on a proper pathway toward licensure.

Major Requirements

86-87 credits

Complete at least 45 credits of literature and creative writing content in addition to required education coursework.

Introductory Coursework (3 credits)

ENG-150

Ways of Reading

3 credits

Creative Writing (9-10 credits)

Complete 3 courses.

COM-311	Writing Feature Stories	3 credits
-	or
COM-411	Immersive Journalism	3 credits
-
ENG-230	Creative Writing—Workshop in Songwriting	3 credits
ENG-240	Creative Writing—Workshop in Poetry	3 credits
ENG-250	Creative Writing—Workshop in Fiction	3 credits
ENG-260	Creative Writing—Craft	3 credits
ENG-340	Creative Writing—Advanced Workshop in Poetry	3 credits
ENG-350	Creative Writing—Advanced Workshop in Fiction	3 credits
ENG-360	Creative Writing—Advanced Craft	3 credits
IND-305.2	Winter Wilderness Experience	4 credits

Studies in Literary History (9 credits)

Complete one course from each of the following areas:

British Literature (3 credits)

ENG-255	Topics in Literature—British	3 credits
ENG-355	Advanced Topics in Literature—British	3 credits
IND-332	London: Art/History/Literature	3 credits

American Literature (3 credits)

ENG-239	Visions of Environment	3 credits
ENG-265	Topics in Literature—American	3 credits
ENG-365	Advanced Topics in Literature—America	3 credits
ENG-368	The Prison Experience	3 credits

Postcolonial Literature (3 credits)

ENG-275	Topics in Literature—Postcolonial	3 credits
ENG-375	Advanced Topics in Literature—Postcolonial	3 credits

Electives in Literature & Creative Writing (9 credits)

Complete any three additional ENG courses.

ENG-

Elective ENG coursework, any level

9 credits

Students may also apply 3 credits from each of the following courses toward this elective category, if not applied elsewhere:

IND-305.1	Winter Wilderness Experience	2 credits
IND-305.2	Winter Wilderness Experience	4 credits
IND-332	London: Art/History/Literature	3 credits
IND-333	London: Art/History/Literature	4 credits

Upper-Division Electives in Literature & Creative Writing (6 credits)

Complete any two ENG courses at the 300 level.

ENG-

Elective ENG coursework, 300-level

6 credits

Senior Capstone (3 credits)

ENG-492

Senior Capstone in ELA Teaching Major

3 credits

Studies in Language Arts Teaching (6 credits)

EDU-350	Literature for Children and Adolescents	3 credits
EDU-446/SPA-446	Linguistics for Language Teachers	3 credits

Secondary Education Core (25 credits)

EDU-202	Introduction to Teaching	3 credits
EDU-301	Foundations of Schooling	3 credits
EDU-305	Literacy in Content Areas	4 credits
EDU-306	Writing Process and Assessment	3 credits
EDU-430	Teaching in a Diverse Society	3 credits
EDU-441	Curriculum and Instruction	3 credits
EDU-442	Teaching Exceptional Children	3 credits
PSY-201	Developmental Psychology	3 credits

Student Teaching (16 credits)

Complete a student-teaching placement in a local school setting.

EDU-471	Instructional Methods and Assessment	3 credits
EDU-488	Secondary Student Teaching	12 credits
EDU-489	Student Teaching Seminar	1 credit

Outcomes

The Learner and Learning

Standard 1: Learner Development. The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard 2: Learning Differences. The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard 3: Learning Environments. The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Content

Standard 4: Content Knowledge. The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Standard 5: Application of Content. The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Instructional Practice

Standard 6: Assessment. The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard 7: Planning for Instruction. The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard 8: Instructional Strategies. The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Professional Responsibility

Standard 9: Professional Learning and Ethical Practice. The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard 10: Leadership and Collaboration. The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

State Specific Standards

Standard 11: American Indian Tribes in Idaho*. The teacher candidate should be able to distinguish between each of the federally recognized tribes with respect to the retention of their ancestral lands in Idaho: Coeur d’Alene Tribe, Kootenai Tribe of Idaho, Nez Perce Tribe, Shoshone-Bannock Tribes, and the Shoshone-Paiute Tribes. Teacher candidates build capacity in learners to utilize the assets that each learner brings to the learning community based on their backgrounds and experiences. *The federal, state, local, and tribal governments of Idaho recognize the unique inherent self-determination of each tribe. The self-determination of each tribe recognizes Indigenous peoples as peoples, rather than populations or national minorities. The tribes are separate and distinct from each other.

Standard 12: Code of Ethics for Idaho Professional Educators. The teacher candidate understands the Code of Ethics for Idaho Professional Educators and its place in supporting the integrity of the profession.

Standard 13: Digital Technology and Online Learning. The teacher candidate knows how to use digital technology to create lessons and facilitate instruction and assessment in face-to-face, blended, and online learning environments to engage students and enhance learning.