UWF “Course Counting” for Alternative Certification

(Sample courses are in blue)

6A-4.006 General and Professional Preparation. (source: http://www.firn.edu/doe/rules/6a-43.htm#6A-4.006b)  

Credit in general and professional preparation as listed below shall be required for the professional certificate unless exemption for a specific certification subject is provided in State Board Rules.

(1)  General preparation. A graduate with a bachelor's or higher degree from an accredited or approved institution as described in Rule 6A-4.003, FAC., shall be considered to have met the general preparation requirements.

(2)  Professional preparation. Twenty (20) semester hours in professional preparation as specified below:

(a)  Course requirements in education.

1.  Six (6) semester hours in foundations of education with credit in both sociological and psychological foundations as described below:

• EDF (Educational Foundations) 1005 Introduction to Education . . . . . 3(F,S,SS)
  Consideration of career opportunities in the field of education, including clinical experiences in selected agencies/institutions.

and

• EDF (Educational Foundations) 3234 Applied Foundations of Education . . . . . 3(F,S,SS)
  Principles of growth, development and learning in the context of teaching in the schools of today. Methods of formal and informal assessment, measurement and evaluation are addressed and the ability to analyze educational phenomena in America and other countries from interpretive, normative and critical perspectives is developed. May include observation/participation in educational settings.

or

• EDF (Educational Foundations) 6691 Issues in Teacher Education: A Bio-Psycho-Social Understanding . . . . . 4(F,S,SS)
  Examines current issues in education from a multi-perspective point of view. Issues may include changes in school achievement, standardized testing, motivation, social, economic, and political pressures, character education, population make-up exceptionalities, new technologies, and the role of the public school in society. Will focus on understanding the biological, psychological and social factors that inform these issues.

and

• EDG (General Education) 5021 Investigative Strategies and Empirical Foundations in Learning and Development . . . . . 2(F,S,SS)
  Designed for graduate students in Teacher Education. Examines the empirical foundations of teacher education, investigative strategies and data sources used to study issues in teacher education. Students will identify a possible area of research in their program of study and will select a Faculty Mentor who will assist in the development of their graduate program.

or individual courses as follows:

a. Sociological foundations include courses such as school and society, introduction to education, history of education, and principles and philosophy of education.

• EDF (Educational Foundations) 6602 Trends and Issues in Education: Social, Multicultural, Historical and Philosophical Analysis . . . . . 3(F,S,SS)
  Enables students to develop skills as empowered persons and professionals and use critical and analytical thinking skills to demonstrate an understanding of the history and philosophy of education and an increased awareness of multicultural and other critical issues in education.

and

b.  Psychological foundations include courses such as educational psychology, child psychology, adolescent psychology, psychology of learning, and growth and development of the individual.

• EDF (Educational Foundations) 6218 Psychological Foundations for Education: Learning and Instruction . . . . . 3(F,S,SS)
  Examines current theories of learning, behavior, cognitive development, and instruction and their practical application in educational practice. Beyond theories and their application will explore current issues in human development and learning. Develops knowledge and skills for determining an appropriate theoretical framework from which to investigate and solve education problems. Students complete a review of research in their area of emphasis to examine an issue in depth and apply their findings to educational practice. Recommended: Educational Statistics I.

2. Six (6) semester hours in general methods of teaching, administration, and curriculum in the elementary school or secondary school. Courses should provide an overview of the entire school program and give specific help with respect to the principles of teaching, general curriculum, instructional design, testing and measurement, evaluation of the school program, general methods, school organization and administration needed by teachers in the public schools.

6 hours from any of the following courses:

General Education

• EDG (General Education) 3323C General Methods for Teaching K-12 Students . . . . . 3(F,S,SS)
  Prerequisite: EDF 3234.
  General methods of planning, presenting and evaluating instruction, incorporating principles and skills of effective teaching required of all Florida teachers. Intended for majors in K-12 teacher education programs. Must be completed before enrollment in special methods courses.
• EDG (General Education) 6344C Instructional Management and Technology . . . . . 3(F,S,SS)
  Explores the basic terminology, historical perspectives, theoretical basis, research, and practical application of instructional technology. In addition, students will build knowledge and skill bases to use and apply instructional technology to educational management and instruction.

Early Childhood Education

• EEC (Early Childhood Education) 4268 Educational Assessment . . . . . 3(F,S,SS)
  Designed for all students in Teacher Education and focuses on assessment concepts that are critical for good teaching. Topics include (1) measurement issues to determine assessment quality; (2) teacher constructed assessments such as paper and pencil assessments, informal assessments, and performance and product assessments; (3) interpreting standardized assessments commonly used in public schools.
• EEC (Early Childhood Education) 4408 Home/School/Community Partnerships . . . . . 3(SS)
  Prerequisite: EEC 3704 or SOW 3650.
  Investigates techniques and strategies for developing and implementing effective home, school, and community involvement programs in early childhood settings. Special emphasis will be placed on materials and techniques for communicating effectively with families from a variety of cultural backgrounds.
• EEC 6263 (Early Childhood Education) Integrated Curriculum Development and Instruction/Early Childhood Education . . . . . 3(F)
  Basis and techniques for making curriculum decisions, survey of curriculum content and programming appropriate for children three to eight years of age; clinical and field-based involvement with development and implementation of practices consistent with diagnostic/prescriptive teaching through individualized instruction. At least one course in early childhood education is required.
• EEC 6305 (Early Childhood Education) Practical Applications and Issues in Assessment and Classroom Management: Primary
  Education . . . . . 3(F,S,SS)
  Students will examine trends, issues and practical applications in assessment and classroom management. Of special concern will be an analysis of the empirical evidence associated with current practices in assessment and classroom management.

Elementary Education

• EDE (Elementary Education) 4302 Instruction, Management, and Assessment . . . . . 3(F,S,SS)
  Strategies for managing the classroom, instruction and evaluation as they relate to teaching the essential school competencies.
• EDE (Elementary Education) 4421 Educational Assessment . . . . . 3(F,S,SS)
  Designed for all students in Teacher Education and focuses on assessment concepts that are critical for good teaching. Topics include (1) measurement issues to determine assessment quality; (2) teacher constructed assessments such as paper and pencil assessments, informal assessments, and performance and product assessments; (3) interpreting standardized assessments commonly used in public schools.
• EDE (Elementary Education) 6206 Integrated Curriculum and Instruction/Elementary Education . . . . . 3(F,S,SS)
  An advanced curriculum course for graduate elementary level education students. Format is a combination of classroom instruction and student engagement focusing on integration of the content areas and a project in which the student applies learning and conducts research. The emphasis of instruction is integration, best practices in the content areas, accomplished practices in teaching, contextual learning, constructivism, cooperative learning, interdisciplinary instruction, mental habits, multiple intelligences, Sunshine State Standards, and assessment strategies.
• EDE (Elementary Education) 6268 School Involvement and Community Relations . . . . . 3(F,S)
  Techniques and strategies for developing and implementing effective home, school, community involvement programs at the elementary level. Emphasis will be placed on materials and techniques for communicating effectively with families from a variety of cultural backgrounds and the implications for industrial, labor and community relations as they impact the elementary level.
• EDE (Elementary Education) 6521 Practical Applications and Issues in Assessment and Classroom Management: Elementary Education . . . . . 3(F,S,SS)
  Students will examine trends, issues and practical applications in assessment and classroom management. Of special concern will be an analysis of the empirical evidence associated with current practices in assessment and classroom management.

Middle School Education

• EDM (Middle School Education) 3230 Middle School Organization and Curriculum . . . . . 2(S)
  Examination of the organization and curriculum of contemporary middle school. Interdisciplinary teaming, cooperative learning techniques, advisory roles, testing and evaluations, and classroom management procedures will be discussed.
• EDM (Middle School Education) 3322 Integrated Methods I . . . . . 3(S)
  Teacher's role in delivering content specific curricula within the middle school will be the focus. Students will develop ability to construct lesson plans of various types that integrate specialized content across the middle level curriculum. Basic lesson plans for direct instruction, guided discovery, problem-centered learning, and class and individual projects will be developed. Planning for implementation of cooperative learning, alternative assessment, and verbal techniques that encourage student thinking will be addressed. Students will become familiar with content specific manipulatives, other instruction tools, and ways to organize and communicate information in written and oral modes. Development of the emerging professional at the technical level will be emphasized.
• EDM (Middle School Education) 4402 Educational Assessment . . . . . 3(F,S,SS)
  Designed for all students in Teacher Education and focuses on assessment concepts that are critical for good teaching. Topics include (1) measurement issues to determine assessment quality; (2) teacher constructed assessments such as paper and pencil assessments; (3) interpreting standardized assessments commonly used in public schools.
• EDM (Middle School Education) 4404 Contemporary Issues in Public Education . . . . . 1-3(S)
  An overview of current public school issues in the state of Florida. Is intended for individuals planning to pursue an alternative route to obtaining state certification as a teacher in the Florida public schools. [Note: This course is a review for the professional FTCE]
• EDM (Middle School Education) 6235 Integrated Curriculum and Instruction/Middle Level Education . . . . . 3(F,SS)
  Advanced curriculum for graduate middle level education students. Format combines classroom instruction and student engagement focusing on integration of the content areas with a field based component in which the student applies learning and conducts research. Emphases of instruction are integration of content, best practices in the content areas, accomplished practices in teaching, contextual learning, constructivism, cooperative learning, interdisciplinary instruction, mental habits, multiple intelligences, SCANS competencies, and authentic assessment.


• EDM (Middle School Education) 6405 School Involvement and Community Relations . . . . . 3(F,SS)
  Investigate techniques and strategies for developing and implementing effective home, school, community involvement programs at the middle school level. Emphasis will be placed on materials and techniques for communicating effectively with families from a variety of cultural backgrounds and the implications for industrial, labor and community relations as they impact the middle school level.
• EDM (Middle School Education) 6411 Practical Applications and Issues in Assessment and Classroom Management: Middle Level
  Education . . . . . 3(F,S,SS)
  Students will examine trends, issues and practical applications in assessment and classroom management. Of special concern will be an analysis of the empirical evidence associated with current practices in assessment and classroom management.

Secondary Education

• ESE (Secondary Education) 3321C General Methods for Teaching Secondary School Subjects . . . . . 3(F,S,SS)
  General methods of planning, presenting and evaluating instruction, incorporating legal requirements and principles and skills of effective teaching embodied within the Florida accomplished practices. Intended for majors in the various secondary teacher education programs.
• ESE (Secondary Education) 4322 Instruction, Management, and Assessment: Secondary Education . . . . . 3(F,S)
  Strategies for managing the classroom, instruction and evaluation as it relates to teaching the essential school competencies.
• ESE (Secondary Education) 4323 Educational Assessment . . . . . 3(F,S,SS)
  Designed for all students in Teacher Education and focuses on assessment concepts that are critical for good teaching. Topics include (1) measurement issues to determine assessment quality; (2) teacher constructed assessments such as paper and pencil assessments, informal assessments, and performance and product assessments; (3) interpreting standardized assessments commonly used in public schools.
• ESE (Secondary Education) 6035 School Involvement and Community Relations . . . . . 3(F,SS)
  Investigate techniques and strategies for developing and implementing effective home, school, community involvement programs at the secondary level. Emphasis will be placed on materials and techniques for communicating effectively with families from a variety of cultural backgrounds and the implications for industrial, labor and community relations as they impact the secondary school level.


• ESE (Secondary Education) 6217 Integrated Curriculum and Instruction/Secondary Education . . . . . 3(F,SS)
  Advanced curriculum course for graduate secondary education students. Format combines classroom instruction and student engagement focusing on integration of the content areas with a field based component in which the student applies learning and conducts research. Emphases of instruction are integration of content, best practices in the content areas, accomplished practices in teaching, contextual learning, constructivism, cooperative learning, interdisciplinary instruction, mental habits, multiple intelligences, SCANS competencies, and authentic assessment.
• ESE (Secondary Education) 6343 Practical Applications and Issues in Assessment and Classroom Management: Secondary
  Education . . . . . 3(F,S,SS)
  Students will examine trends, issues and practical applications in assessment and classroom management. Of special concern will be an analysis of the empirical evidence associated with current practices in assessment and classroom management.
• ESE (Secondary Education) 6215 Curriculum, Instruction, Methods: Secondary Education . . . . . 3(F)
  Designed to prepare the secondary teacher with the teaching/learning skills for instructional planning, facilitation, and evaluation required in the 21st century classroom. Designed to develop empowered professionals for the classroom who are masters in the areas of direct instruction, cooperative learning, applied strategies, academic and technical skill integration, and contextual learning projects and activities. A required component of the professional sequence required by the State of Florida for initial certification.
• ESE (Secondary Education) 6344 Classroom Management . . . . . 3(S)
  Based on the premise that schools have a responsibility to serve society in a reconstructive role, i.e., public schools must take the lead in promoting and applying the principles of self direction and democratic citizenship. To this end, both classroom instructional practices and discipline related acts are informed and guided by democratic principles philosophical, sociological, legal, and ethical and by cognitive and social psychology findings that reflect the best of what is known regarding how people learn and what leads them to behave in responsible, self directing ways. The teacher is viewed as an informed decision maker who translates the knowledge base into effective self directing and democratically formative practices.

Exceptional Student Education

• EEX (Exceptional Student Education) 4XX6 Instructional Strategies for Teaching Students with Exceptionalities . . . . . 3(F,S)
  Prerequisite: EEX 4255.
  Corequisite: EEX 4XX7 (Instructional Strategies/Technology/ Reading Practicum for Students with Exceptionalities).
  Focuses on development, implementation, and evaluation of educational plans; special approaches to teaching basic academic and functional skills; developmental programming and data-based management of instruction. Emphasis is also placed on developing awareness of the specific instructional needs of culturally diverse students.
• EEX (Exceptional Student Education) 4255 Curriculum for Teaching Students with Exceptionalities . . . . . 3(F,S,SS)
  Prerequisite: EEX 2010.
  Includes specialized curriculum and instructional materials for teaching students with learning disabilities (with emotional; mental handicaps); curriculum standards and resources and translation of assessment data into individualized, instructional programs.
• EEX (Exceptional Student Education) 5085 Integrating Curriculum and Instruction . . . . . 3(F)
  Comprehensive knowledge base concerning curriculum and instruction for individuals preparing to teach students with diverse needs. Topics emphasized include a) curricular standards, influences and design, b) instructional materials, curricula and resources, and c) teaching methodology and best practices.
• EEX (Exceptional Student Education) 6246 Academic Methods for Exceptional Students . . . . . 3(F,SS)
  Development of well-researched methods of teaching reading, language arts, and math at the K-12 levels for exceptional students. Includes teaching and remedial methodology for promoting progress in basic academic subject matter, rates of presentation, techniques of materials and competencies, and approaches to individualization. Requires field- based applications of methods of teaching reading, language arts and math in the elementary, middle and secondary school settings.
• EEX (Exceptional Student Education) 6051 Exceptionalities . . . . . 3(F,S,SS)
  Is a requirement for students in the Middle Level and Secondary Education (M.Ed) Program. The underlying model which permeates this course is the teacher as Empowered Person and Professional taking action. This model focuses learning experiences on activities that permit the teacher to examine what he/she does and to take an active role in the instructional process . Through lecture, discussion, and projects, this course provides a comprehensive knowledge base pertinent to the nature and needs of persons with disabilities, at risk, and with special gifts and talents. It includes a discussion of assessment, service provision, and education of exceptional individuals.


• EEX (Exceptional Student Education) 6222 Practical Applications and Issues in Assessment and Classroom Management: Special
  Education . . . . . 3(F,S,SS)
  Students will examine trends, issues and practical applications in assessment and classroom management. Of special concern will be an analysis of the empirical evidence associated with current practices in assessment and classroom management.
• EEX (Exceptional Student Education) 6756 Home/School/Community Collaboration . . . . . 3(CALL DEPT)
  The purpose is to investigate techniques and strategies for developing and implementing effective home, school, and community communication and collaboration. Emphasis will be placed on methods to communicate effectively with families from a variety of cultural backgrounds.

3.  Special methods.

a.  Grades K-12. Four (4) semester hours in methods of teaching the subject to include credit at the elementary and secondary levels for each of the following subjects: art, computer science, foreign languages, health, humanities, and music.

Art Education

• ARE (Art Education) 4316C Special Methods in Art Education . . . . . 4(F,S)
  Studio activity incorporating contemporary concepts in art education, instructional and resource materials, evaluation and development. Curriculum development and implementation into the concurrent practicum. Individual criticism, class discussion and classroom observation and participation in the public schools. (8hrs. observation and 8hrs. participation). Permission is required.

Music Education

• MUE (Music Education) 4330 Music in the Middle and Secondary Schools . . . . . 2(CALL DEPT)
  The organization and administration of general, choral, and instrumental music in middle and high schools.

and I other course (need at least 4 credits total)

• MUE (Music Education) 4493 Special Methods/Instrumental Techniques . . . . . 3(S)
  Prerequisite: MUT 4311.
  Problems in organization and administration of school instrumental groups at all levels, elementary through high school including marching bands, jazz bands, and band parent organizations. Advanced conducting of instrumental music; study of baton techniques and score analysis; practical applications to performance. Observation of music programs in public schools with emphasis on large and small performing ensembles.


• MUE (Music Education) 4475 Percussion Methods and Materials . . . . . 2(F)
  Percussion instruments, playing techniques, history, methodology, pedagogy and literature for solo and ensemble experiences. Observations of representative public school programs required of students planning to practice teach in band programs. Completion of sophomore year program requirements is required.
• MUE (Music Education) 4465 Brass Instrument Methods and Materials . . . . . 2(S)
  Brass instrument playing techniques, pedagogy, literature and materials. Required of students in music teaching track.
• MUE (Music Education) 4451 Woodwind Instrument Methods and Materials . . . . . 2(F)
  Woodwind instruments, playing techniques, reed making techniques, instrument maintenance, history methodology, pedagogy, literature for solo and ensemble experiences. Observations of representative public school programs of students planning to practice teach in band programs. Completion of sophomore year program requirements is required.
• MUE (Music Education) 4411 Special Methods/Choral Techniques . . . . . 3(CALL DEPT)
  Problems related to choral conducting with practical application of applicable choral techniques at all levels, elementary through high school. Includes choral and full score study, repertoire for various levels and observations in the public schools of choral music classes.
• MUE (Music Education) 4343 String Methods and Materials . . . . . 2(S)
  Designed to teach Music Ed majors how to begin and implement a string program in the school system. It includes strategies for teaching strings in group settings.

b.  Middle grades (5-9) and secondary (6-12). Two (2) semester hours in methods of teaching the subject at the appropriate level for each middle grade or secondary subject.

Language Arts Education

any of the following for at least 2 hours

• LAE (Language Arts Education) 3324 Teaching Language Arts in the Middle and Secondary Schools . . . . . 2(F)
  Theory/methodology for teaching language arts/literature at the middle and secondary school level; emphasis on teaching strategies for integrating classroom listing, speaking, reading, and writing activities; includes observation/participation in middle and secondary school settings.
• LAE (Language Arts Education) 4335 Special Methods in English . . . . . 3(F)
  Practical application of theory and methodology to teaching English in secondary schools. Involves 5-week classroom practicum, unit planning and curriculum building. Material and supply will be assessed.


• LAE (Language Arts Education) 5368 Special Methods of Teaching English . . . . . 4(CALL DEPT)
  Prerequisite: EDF 3234 and ESE 3321C.
  Practical application of theory and methodology to teaching English in the secondary schools. Involves six week classroom practicum, a twelve week Writing Lab practicum, unit planning that takes into account the Sunshine State Standards, curriculum building, a teaching presentation, and a research project related to the teaching and integrating of the language arts. Permission is required. Material and supply fee will be assessed.
• LAE (Language Arts Education) 6325 Language Arts Instruction in Middle and Secondary School Settings . . . . . 3(S)
  Prerequisite: LAE 3324.
  Corequisite: EDM 6944 or ESE 6944.
  Significant trends in middle and secondary language arts instruction, including grammar, process writing, writing across the curriculum, response to young adult literature and the diagnosis of reading problems.

Mathematics Education

any of the following for at least 2 hours

• MAE (Mathematics Education) 4320 Teaching Mathematics in the Middle and Secondary Schools . . . . . 2(F)
  Theory and methods of teaching mathematics in the middle and secondary schools; contemporary approaches to teaching concepts, number systems, numeration systems, computational algorithms, problem solving, informal geometry, measurement and other topics. Includes observation/ participation in appropriate school settings.
• MAE (Mathematics Education) 4330 Exploring Secondary School Mathematics . . . . . 3(CALL DEPT)
  Prerequisite: ESE 3321C, MHF 3202, MTG 3212 and MAS 3105, MAS 4203 or MAS 4301.
  Procedures, practices and content of mathematics in the secondary school. (Does not count toward concentration in mathematics; meets State of Florida certification requirements for special methods in mathematics.)
• MAE 6361 (Mathematics Education) Teaching Mathematics in Middle Level and Secondary Education . . . . . 3(S)
  Corequisite: EDM 6944 or ESE 6944.
  Assists middle and secondary level teachers to develop theoretical understanding and skills necessary to teach in a manner consistent with current reform efforts in mathematics education. Focuses on components of understanding mathematics teaching and learning: 1) how students learn mathematics; 2) the role of the teacher in delivering effective mathematics lessons. Credit may not be earned in both MAE 6360 and MAE 6361.

Science Education

any of the following for at least 2 hours

• SCE (Science Education) 4320 Teaching Science in the Middle and Secondary Schools . . . . . 2(F)
  Methodology requisite to the effective teaching of science at the middle school level; emphasis on methods and objectives of the middle school science program, use of lab experiences with middle school students, computer strategies and software evaluation, evaluating student progress, current research in science education, and practice teaching experiences; includes participation in school setting. Admitted to Teacher Education and permission is required.
• SCE  (Science Education) 4631 Special Methods in Teaching Secondary and Junior High School Science . . . . . 3(F)
  Curriculum skills, methods and philosophy of science teaching. Lecture, discussion and field experience. Assessment of science competency in area of specialization. Meets Florida state requirements for Special Methods in Science. Twenty four semester hours of science courses are needed prior to taking this course. Permission is required.
• SCE  (Science Education) 6625 Science Instruction in the Middle and Secondary School . . . . . 3(S)
  Corequisite: EDM 6944 or ESE 6944.
  Assists middle and secondary level teachers to develop theoretical understanding and skills necessary to teach in a manner consistent with current reform efforts in science education. Focuses on three components of understanding science teaching and learning: 1) the nature of science, its history and philosophy, 2) how students learn science, and 3) the role of the teacher in creating a safe learning science. Admission to Teacher Education and permission is required.

Social Studies Education

any of the following for at least 2 hours

• SSE (Social Studies Education) 4324 Teaching Social Studies in the Middle and Secondary Schools . . . . . 2(F)
  Instructional methods and materials for teaching a contemporary program in the social studies, including classroom management, citizenship education, global education and current trends and approaches to teaching social studies; includes observation/ participation in middle and secondary school settings.
• SSE (Social Studies Education) 4384 Special Methods of Teaching Social Studies in Secondary Schools . . . . . 3(F)
  Prerequisite: EDF 3234; ESE 3321C.
  Provides students with the techniques and procedures of social studies, classroom instruction, creative utilization of resources, devices and materials required for the "new social studies". Permission is required.


• SSE (Social Studies Education) 6326 Teaching Social Studies in Middle and Secondary Level Education . . . . . 3(S)
  Prerequisite: SSE 4113.
  Corequisite: EDM 6944 or ESE 6944.
  Analysis and evaluation of new programs and practices in teaching middle and secondary school social studies in terms of rationale, structure of disciplines and teaching strategy models; development, implementation and demonstration of creative teaching techniques designed to improve pupils' and teachers' understandings of and attitudes toward the study of social studies. Admission to Teacher Education and permission is required.

c. Home Economics (6-12). Six (6) semester hours in home economics education to include two (2) semester hours in methods of teaching home economics at the secondary level. The six (6) semester hours shall be earned at one (1) institution which is approved by the State Board of Vocational Education.

(Not Applicable at UWF)

(b)  Practical experience in teaching. Practical experience in teaching may be satisfied by one (1) of the plans listed below:

1.  Six (6) semester hours earned in a college student teaching program or in a supervised internship completed in an elementary or secondary school, or

6 hours form the following:

• EDG 4940 Student Teaching . . . . . 6-10(F,SS)
  Prerequisite: EDF 3234; Primary Education student; only EEC 4302.
  Corequisite: EDG 4936. Primary Education students: only EEC 4408, EEC 3800 and RED 4944.
  Ten weeks of supervised teaching in a public or private school. One course, EDG 4936 will be scheduled during the student teaching semester. Student teaching assignments will be made by the Division of Teacher Education Field Placement Coordinator. Students are not allowed to take additional coursework or pursue employment during the student teaching experience. Graded on a satisfactory/unsatisfactory basis only. (See Teacher Education/Admission to Student Teaching section of this Catalog).
• EDG 4941 Teaching Internship I . . . . . 1-6(F)
  Corequisite: EDG 4308, EDG 4324, EDM 4320.
  Phase I of year-long supervised teaching experience in public and private schools. (Students will register for this series in successive semesters.) Graded on satisfactory/unsatisfactory basis only. (See Teacher Education/ Admission to Student Teaching).
• EDG 4942 Teaching Internship II . . . . . 1-6(S)
  Corequisite: EDG 4308, EDG 4324, EDM 4320.
  Phase II of year-long, supervised teaching experience in public or private schools. (Students will register for this series in successive semesters). Graded on satisfactory/unsatisfactory basis only. (See Teacher Education/Admission to Student Teaching).


• EDG 5940 Graduate Student Teaching . . . . . 1-6(F,SS)
  Graded on a satisfactory/unsatisfactory basis only.

2.  Two (2) years of full-time teaching experience as specified in Rule 6A-4.002(5)(a), FAC.

(3) Professional preparation for agriculture. Twenty (20) semester hours in professional preparation to include credit in each of the following areas: psychological foundations of education as specified in subsubparagraph (2)(a)1.b. of this rule, secondary school curriculum, basic principles or philosophy of vocational education, general methods or techniques of teaching vocational education, program planning in vocational agriculture education, methods of teaching vocational agriculture, and practical experience in teaching. The practical teaching experience requirement may be satisfied as specified in paragraph (2)(b) of this rule.

(Not Applicable at UWF)

(4)  Exemptions.

(a)  Requirements which are specified in Paragraphs (2)(a) and

(2)(b) of this rule shall be waived for issuance of a professional certificate covering only school food service.

(b)  Requirements which are specified in Paragraph (2)(a) of this rule shall be waived for issuance of a professional certificate covering only prekindergarten/primary education, preschool education, school social worker, and speech-language impaired.

(c)  Special methods of teaching the subject which are specified in Subparagraph (2)(a)3., of this rule shall be waived for the following coverages: educational leadership, educational media specialist, elementary education, English to speakers of other languages, exceptional student education coverages, guidance and counseling, physical education, reading, school principal, and school psychologist.

Specific Authority 229.053(1), 231.15(1), 231.17(5) FS. Law Implemented 231.02, 231.145, 231.15, 231.17 FS. History - Amended 4-20-64, 4-8-68, 7-7-68, 4-11-69, 6-17-73, Repromulgated 12-5-74, Amended 10-12-76, 7-1-79, 11-5-84, Formerly 6A-4.06, Amended 9-12-89, 5-30-94, 7-17-2000, 10-16-2001