Teacher Intern Program

Teacher Intern Program PreK-4 Course Requirements

EDU 204: Child Development, Cognition, & Learning

For Pre-K through 4 education majors. This course focuses on the social, emotional, physical and cognitive development of children from the pre-natal stages through the elementary school years. Requires observations in local schools and child care facilities, including facilities with special needs and English Language Learners (ELL) populations. Prerequisite: PSY 110

EDU 206: Educational Psychology

A pragmatically oriented study of learning processes and factors that stimulate and impede those processes. Psychological testing, methods of measuring and evaluating learning. Special needs of learners with exceptionalities and racial and ethnic minorities. Techniques of interpersonal relations and classroom management. Observation in local schools and other institutions. Prerequisite: PSY 110.

EDU 238: PreK-4 Language & Literacy Development

This course is designed to proved students with theory and instructional methods for creating effective and engaging PreK-4 classrooms.The importance of the five building blocks, children's literature and emergent literacy are stressed. Prerequisite: EDU206

EDU 312/512: Teaching English Language Learners

This course will address methods and materials to prepare English Language Learners to enter and succeed in elementary and secondary mainstream classrooms. Prerequisite: EDU 206

EDU 215: Education for Students with Special Needs

Addresses the organizational skills and alternative strategies needed to manage effectively the diversity within America’s classrooms. Analyzes teacher behaviors and their implications for classroom management. Examines the characteristics of unique individuals and their relationship to learning situations. Identifies principles of educational programming for students with exceptional needs, including collaborative models for use of support staff. Requires classroom observations in local schools.

EDU 341/541: Educational Assessment

This course will provide pre-service educators with theory and practice of commonly used assessment tools including but not limited to formal, informal, authentic and benchmark assessments. Content will focus on how to effectively interpret data and how to translate data into academic achievement. Prerequisite: EDU 206 

EDU 336:  Teaching Social Studies & Geography in Elementary Schools  

 Course prepares the certification candidate with the working knowledge required to become an effective teacher in the designated discipline. Examines the scope and sequence of the curricula. Provides developmentally appropriate instructional strategies, techniques for individualizing instruction and assessing achievement, classroom management skills and using media. Develops competencies in lesson and unit planning and instructional delivery. Informs about professional development opportunities relative to the various disciplines. Requires peer teaching and observations of school classrooms. Prerequisites: 204, 206 and admission to the education program.

EDU 337: Teaching Science & Health in Elementary Schools  

Course prepares the certification candidate with the working knowledge required to become an effective teacher in the designated discipline. Examines the scope and sequence of the curricula. Provides developmentally appropriate instructional strategies, techniques for individualizing instruction and assessing achievement, classroom management skills and using media. Develops competencies in lesson and unit planning and instructional delivery. Informs about professional development opportunities relative to the various disciplines. Requires peer teaching and observations of school classrooms. Prerequisites: 204, 206 and admission to the education program.

EDU 338: PreK-4 Reading, Writing & Assessment Methods

Course prepares the certification candidate with the working knowledge required to become an effective teacher in the designated discipline. Examines the scope and sequence of the curricula. Provides developmentally appropriate instructional strategies, techniques for individualizing instruction and assessing achievement, classroom management skills and using media. Develops competencies in lesson and unit planning and instructional delivery. Informs about professional development opportunities relative to the various disciplines. Requires peer teaching and observations of school classrooms. Prerequisites: 204, 206 and admission to the education program.

EDU 339/539: Teaching Mathematics & Computer Usage in Elementary Schools

Course prepares the certification candidate with the working knowledge required to become an effective teacher in the designated discipline. Examines the scope and sequence of the curricula. Provides developmentally appropriate instructional strategies, techniques for individualizing instruction and assessing achievement, classroom management skills and using media. Develops competencies in lesson and unit planning and instructional delivery. Informs about professional development opportunities relative to the various disciplines. Requires peer teaching and observations of school classrooms. Prerequisites: 204, 206 and admission to the education program.

EDU 348: Pre-Practicum or Field Experience Portfolio

A clinical experience in a local school during the student’s junior year (150 hours). Requires observing, aiding, tutoring, teaching and maintaining a portfolio. Preparation for the senior year student teaching practicum. Supervised by college faculty. Prerequisites: admission to the education program. Or student may opt to complete a portfolio

EDU 430: Special Needs Seminar

The course has been designed to facilitate a practical application of the pre-service student’s ability to: recognize type, identification and characteristics of various disabilities, as well as effective, evidence-based instructional practices and adaptations for students with special needs; understand legal rights and responsibilities of the teacher related to special education referral and evaluation and the rights and procedural safeguards that students are guaranteed; identify the possible causes and implications of overrepresentation of minorities in special education to avoid misinterpretation of behaviors that represent cultural, linguistic differences as indicative of learning problems.

EDU 436: PreK-4 Student Teaching Practicum (3 course credits)

A 14-week clinical experience in schools for the TIP Program who pursue instructional certification for a specific discipline at the secondary level. Student observes school calendar, not college calendar. Supplemented with the appropriate practicum seminar. Prerequisites: all professional coursework; adviser approval. (Three course credits).

OR

EDU 428: Intern Teaching Practicum

For students who have a confirmed teaching position and need the required supervised practicum. This gives the student the opportunity to work and learn at the same time. It is the students responsibility to secure their own position. 

HIS 124: American History to 1865

From the European expansion to the Civil War. Includes the colonizing experience; interaction and conflict of African, Native American and European cultures; development of colonial society, economy, government; and politics; the Revolution; and establishment of a republic, its growth in the 19th century and conflicts leading to the Civil War. HWC, CD

MAT 115: Introductory Statistics

A course in basic statistical concepts and techniques for the non-mathematics major. Topics include descriptive statistics, measures of central tendency and dispersion, probability theory, standardized probability distributions, correlation and regression, inferential statistics, confidence intervals, hypothesis testing and analysis of variance. Prerequisite: 098/100 or Mathematics Placement Exam results. NS

or

PSY 115: Understanding Statistics

Introductory statistics course designed for the math-anxious student. Topics include descriptive and inferential statistics, measures of central tendency, variation, standardized distributions, correlation, regression and prediction, and hypothesis-testing, including one- and two-way analyses of variance. Prerequisite: MAT 096/099 or Mathematics Placement Examination results. NS

PSY 110: Introduction to Psychology

Introduction to the science of behavior. Topics include the biological foundations of behavior, sensation and perception, learning and memory, motivation and emotion, development, personality and adjustment, and social behavior. CC

PS 120: American Government

Survey of United States national government, particularly Congress, Supereme Court and the presidency. Attention is also given to political parties, elections, interest groups and analysis of contemporary issues. CC  For students provisionally accepted starting 8/1/13.

One course in science

One course in economics

One course in composition/writing

Introduction to Sociology or Sociology of the Family (SOC202)

Art, Music, Physical and Technology Education Workshops

Teacher Intern Program Course Requirements

EDU 207: Adolescent Development, Cognition and Learning

For secondary education majors.This course focuses on the social, emotional, physical and cognitive development of pre-adolescent to late adolescent children. Requires observations in school setting and other social environments. Prerequisite: General Psychology

EDU 206: Educational Psychology

A pragmatically oriented study of learning processes and factors that stimulate and impede those processes. Psychological testing, methods of measuring and evaluating learning. Special needs of learners with exceptionalities and racial and ethnic minorities. Techniques of interpersonal relations and classroom management. Observation in local schools and other institutions. Prerequisite: General Psychology

EDU 312/512: Teaching English Language Learners

This course will address methods and materials to prepare English Language Learners to enter and succeed in elementary and secondary mainstream classrooms. Prerequisite: EDU 206

EDU 215: Education for Students with Special Needs

Addresses the organizational skills and alternative strategies needed to manage effectively the diversity within America’s classrooms. Analyzes teacher behaviors and their implications for classroom management. Examines the characteristics of unique individuals and their relationship to learning situations. Identifies principles of educational programming for students with exceptional needs, including collaborative models for use of support staff. Requires classroom observations in local schools.

EDU 341/541: Educational Assessment

This course will provide pre-service educators with theory and practice of commonly used assessment tools including but not limited to formal, informal, authentic and benchmark assessments. Content will focus on how to effectively interpret data and how to translate data into academic achievement. Prerequisite: EDU206  

EDU 332/522: Teaching in Secondary Schools

This course prepares the certification candidate with the working knowledge required to become an effective teacher in the designated discipline. Examines the scope and sequence of the curricula. Provides developmentally appropriate instructional strategies, techniques for individualizing instruction and assessing achievement, classroom management skills and using media. Develops competencies in lesson and unit planning and instructional delivery. Informs about professional development opportunities relative to the various disciplines. Requires peer teaching and observations of school classrooms. Prerequisites: 206 and official acceptance to TIP.

EDU 348: Pre-Practicum or Field Experience Portfolio

A clinical experience of observing (150 hours), aiding, tutoring, teaching and maintaining a portfolio if recommended by the department. Preparation for student teaching practicum. Supervised by college faculty. Prerequisites: admission to the education program. Or student may opt to complete a portfolio.

EDU 430: Special Needs Seminar

The course has been designed to facilitate a practical application of the pre-service student’s ability to: recognize type, identification and characteristics of various disabilities, as well as effective, evidence-based instructional practices and adaptations for students with special needs; understand legal rights and responsibilities of the teacher related to special education referral and evaluation and the rights and procedural safeguards that students are guaranteed; identify the possible causes and implications of overrepresentation of minorities in special education to avoid misinterpretation of behaviors that represent cultural, linguistic differences as indicative of learning problems.

EDU 431-35: Secondary Student Teaching Practicum (3 course credits)

A 14-week clinical experience in schools for the TIP Program who pursue instructional certification for a specific discipline at the secondary level. Student observes school calendar, not college calendar. Supplemented with the appropriate practicum seminar. Prerequisites: all professional coursework; adviser approval. (Three course credits).

OR

EDU 428: Intern Teaching Practicum

For students who have a confirmed teaching position and need the required supervised practicum. This gives the student the opportunity to work and learn at the same time. It is the students responsibility to secure their own position. 

MAT 115: Introductory Statistics

A course in basic statistical concepts and techniques for the non-mathematics major. Topics include descriptive statistics, measures of central tendency and dispersion, probability theory, standardized probability distributions, correlation and regression, inferential statistics, confidence intervals, hypothesis testing and analysis of variance. Prerequisite: 098/100 or Mathematics Placement Exam results. NS

or

PSY 115: Understanding Statistics

Introductory statistics course designed for the math-anxious student. Topics include descriptive and inferential statistics, measures of central tendency, variation, standardized distributions, correlation, regression and prediction, and hypothesis-testing, including one- and two-way analyses of variance. Prerequisite: MAT 096/099 or Mathematics Placement Examination results. NS

PSY 110: Introduction to Psychology

Introduction to the science of behavior. Topics include the biological foundations of behavior, sensation and perception, learning and memory, motivation and emotion, development, personality and adjustment, and social behavior. CC

One course in composition/writing

Disciplinary Core in Area of Concentration

Technology Workshop

 

•  Required courses graded "C" or above will be transferred from transcripts.
• Additional required courses will include those outdated and/or not previously completed

"Wilson College’s Teacher Intern Program has been a wonderful experience that I will treasure. The program has thoroughly equipped me for the world of teaching."
― Lauressa (Werst) Moe ’12, Biology, Littlestown Area School District, PA

"Wilson College's TIP program has made my dream of becoming a teacher come true. With their help, I landed a job and have begun my career."
-- Justin M. Lahaza'12, Musselman High School, WV

“The Wilson College TIP program has allowed me to pursue my dream of becoming a teacher, while still being a wife, mother of three and working outside the home. The flexibility of classes and being able to finish at my own pace was what lead me to this program. I could pursue my dream of becoming a teacher without a major impact on my family. All of my professors were great and were always available when needed. This is a great program, and I would recommend it to anyone looking to start a career in education.”
― Pam Hall’12, elementary

“Wilson was easily the best choice for me to obtain ateacher certification. In areas like giving credit for courses already completed and providing courses at off-campus locations, I felt that the staffalways had the best interests of the students in mind. I am very fortunate to have attended and completed the requirements for teacher certification at Wilson College.”
―  Del Sutton ’12, secondary Social Studies

“Wilson College TIP fit ~ my lifestyle, my schedule, my ambition, my budget. All professors had experience in the schools, and I learned as much from their experiences as from the coursework. Wilson offers many options for the courses required, both on- and off-campus; day or evening; spring, fall or summer semesters. Without the TIP program, I would not be at this point, feeling this prepared.”
― Maggie Murdoch, secondary Mathematics

“Wilson College’s TIP has been a perfect fit for me as it allowed flexibility with meeting my course requirements. Program administrators provided wonderful guidance throughout the process from clarifying needed paperwork to ensuring compliance with PDE regulations. I feel confident about moving ahead with my new credentials as a teacher, thanks to Wilson!”
― Kathy Carlisle ’12, secondary English

“The professors in the program are very dedicated to teaching and helping their students! It is a great feeling to see the excitement in their eyes when they are sharing teaching techniques, and stories about their personal experience. I LOVED the small class sizes, it was easy to have great discussions with your peers and you always felt like you were part of a family during class.  Student Teaching has been everything and more; I am finding that it is the most rewarding career choice and I would not be where I am at today if it weren't for the Wilson TIP Program! Thank You!”
―Alicia Bonar ’12, elementary

"The faculty with whom I worked was supportive throughout. The program introduced many helpful concepts and strategies to benefit me in the classroom. I was very fortunate with my placement for my student teaching."
―Erich Vogel ’11, Pangborn Elementary School, MD

"Wilson College allowed me to achieve my dream of teaching and much more. They allowed me to find what I was meant to do in a meaningful and supportive way. The staff at Wilson was extremely helpful, encouraging, understanding and knowledgeable. I am proud to be part of the Wilson family. I made friends that will last a lifetime."
―Jennifer Hornberger ’11, Jonestown Elementary School, PA

"The TIP program equipped me with the essential skills that I needed to be successful in the classroom."
-- Brian Fleming '09, Chambersburg Area Middle School South, PA 

• James Beeghley, Ed.D, Duquesne University, EDU240
• Richard Bonitz, M.Ed, Shippensburg University, Practicum Supervisor
• William Burke, M.S, Shippensburg University, Practicum Supervisor
• Mary Burkholder, M.Ed, Pennsylvania State University, Practicum Supervisor
• Robert Cormany, Ed.D, Pennsylvania State University, EDU206
• Thomas Coy, M.Ed, Shippensburg University, Practicum Supervisor
• Margaret Crider, MS Ed, Shippensburg University, EDU 341/541
• Susan Crouse, M.Ed, Shippensburg University, EDU332 and Practicum Supervisor
• Amy Fetterhoff, M.Ed, Shippensburg University, EDU337
• George Glenn, Jr., M.S, Shippensburg University, Practicum Supervisor
• Mary Kratzer, M.S, Shippensburg University, Practicum Supervisor
• Sharon Love, M.S, Shippensburg University, EDU338, EDU540 and EDU548
• Peggy McCleary, M.Ed, University of Virginia, Practicum Supervisor
• Carol Mullen-O'Leary, Ed.S, Nova Southeastern University, EDU312
• Dale Penwell, M.A, Seton Hall University, Practicum Supervisor
• Karen Rowley, M.S, Wright State University, EDU238 and Practicum Supervisor
• Kristy Rubeck, M.Ed, Frostburg State University, EDU238
• Holly Sawyer, M.Ed, Shippensburg University, EDU420
• Elaine Shughart, M.S, Shippensburg University, EDU204 and Practicum Supervisor
• Marl Simpson, M.Ed, Shippensburg University, Practicum Supervisor
• John Smarsh, Ph.D, University of Pennsylvania, Practicum Supervisor
• Christina Spielbauer, M.Ed, Shippensburg University, EDU215
• Cynthia Sullivan, M.S, Shippensburg University, EDU336 and Practicum Supervisor
• Richard Vincenti, M.Ed, West Chester University, Practicum Supervisor
• Susan Whitelock, M.Ed, Shippensburg University, Practicum Supervisor

Department of Education

Announces Teaching Projections

The total number of elementary and secondary teachers is projected to increase 14% between 2010 and2021.

• In public schools: 15%
• In private schools: 3%

The projected number of new teacher hires is projected to increase from 2010 to 2021 in both elementary and secondary schools;

• In public schools 28%(384,000)
• In private schools 4%(87,000)

 Local School Districts Hiring!

Data requested and collected by the Wilson College Education Department indicates approximately 250 (11/12) and 315 (12/13) new teachers were hired in the following counties: Adams, Cumberland, Franklin, Fulton and Washington (MD).