Assistant Professor of Teacher Education
M.S., Western Oregon University Primary Responsibilities: Oversee the Teacher Education and School Counseling Programs With …
The Master of Arts in Teaching (MAT) at Bushnell University is designed for those seeking a master’s degree and a preliminary teaching license in the state of Oregon. Offered in a hybrid format of online and evening classes designed for busy adults, this program with three- or five-semester options provides a strong foundation in ethical thinking needed by licensed teachers in serving diverse children, families, and educational communities. You will learn to implement strong classroom management, best teaching practices, well-crafted lesson plans, and useful assessment tools. You will also gain a strong understanding of what is expected of teachers and students for state and national standards.
Faculty in the program are experienced classroom teachers who support the philosophy that students construct their learning as they grow and develop. With this philosophy in mind, you will be able to apply additional skills to enhance the teaching and learning process in your own classroom.
The courses and standards have been outlined and approved by Teacher Standards & Practices Commission (TSPC).
Coursework is completed in a hybrid format with classes in the evening and online. Student teaching takes place in the fall and spring semesters, normally during daytime school hours. Students can complete the Master of Arts in Teaching program within a three-semester or five-semester program. Each cohort begins Summer Session 2 (July).
Upon completion of the Master of Arts in Teaching program, candidates:
Please complete and return admission pieces via email at: email@example.com or in person/by mail to: Office of Graduate Admissions, 828 E. 11th Ave. Eugene, OR 97401-3745,
or via fax at: 541-349-5281
At Bushnell University, we know financial aid inside and out and can help you apply for and receive the best financial aid package available. Find more information regarding financial aid.
This survey course provides an overview of the major laws and principles regarding the historical and contemporary purposes, roles and functions of education in American society as well as an overview of the major concepts, theories, and research related to curriculum, instruction, and assessment. Effective instructional strategies that ensure active and equitable participation of all learners, as well as modifications for diverse learners with exceptionalities are introduced.
Classroom management approaches and techniques for elementary, middle, and high school students are taught with an emphasis on relational factors that contribute to behavior changes. The logistics of managing transitions and learning spaces, preventative strategies supported by classroom routines and protocols, and problem-solving methods are presented. Students review social skills curriculum and approaches to character education. Advisory programs, classroom meetings, and peer mediations are some of the constructs taught as additional supports at the secondary level. Students learn to communicate classroom rules and behavioral expectations that provide a safe and orderly environment for learning, are appropriate to the level of development of students, and are consistent with laws governing student rights and responsibilities. Students develop a “Classroom Management Plan” as a precursor to this work sample component. Prerequisite: graduate teacher education major.
This survey course provides an overview of the major educational practices, theories, and research regarding diverse learners with disabilities. Emergent issues and best practices including Response to Intervention (RTi), differentiated instruction, curricular adaptations and modifications, compliance with laws, ethical concerns, and characteristics and needs of learners with disabilities will be examined. Principles of effective collaborative and interdisciplinary teaming, positive behavior supports, and inclusive educational programming are addressed.
This course is designed to guide future teachers to develop skills in designing and organizing lessons and curriculum with appropriate learning activities. Students learn how to design lessons and units and write appropriate learning objectives using a variety of instructional strategies and assessments. A study of formative and summative assessment methods includes the cycle of reflective teaching inherent in the teaching and learning cycle. Students become knowledgeable about the Oregon Standards and Benchmarks and create an original unit of study.
Students network each week to share and support each other in the development and implementation of their second (major) work sample. This course also provides the support and encouragement and involves the search of a personal definition of the integration of faith and teaching in a public setting as an integral part of curriculum. Students replicate professional work by designing typical communicative materials expected of first year teachers. Prerequisite: graduate teacher education major.
This school-based practicum takes place in the student’s second age-authorization level and extends classroom instruction through the development of a minor work sample with supervised support. Students will use a variety of research-based educational practices that reflect how students learn and are sensitive to individual differences and diverse cultures. Course may be taken multiple times for credit. Prerequisite: graduate teacher education major.
This course is designed to assist future teachers to apply the curricular, instructional, and assessment strategies learned in previous courses as the student develops and implements classroom instruction. Students learn about the diverse needs of special populations in today’s schools (e.g. LD, talented and gifted, and ELL). Work sample development will reflect adaptations for students with varying cultural, social, and linguistic backgrounds to forward the equitable application of a variety of instructional strategies, assessment methods, and classroom management systems with regard to the demographics of classroom and school communities. Prerequisite: graduate teacher education major.
Starting the school year and continuing in a single classroom, pre-service teachers provide small group and whole class instruction and participate in building-level activities, staff development experiences, and parent-teacher conferences. Through a three- to five-week teaching unit, pre-service teachers work to emphasize instructional techniques that promote critical thinking and problem solving and that encourage divergent, as well as convergent, thinking. Course may be taken multiple times for credit. Prerequisite: graduate teacher education major.
This field experience requires at least nine weeks of full-time teaching, including three weeks of full-time teaching for multiple subjects and/or classes. This culminating teaching experience provides a demonstration of students’ knowledge and skill in the preparation, implementation, and assessment of instruction that includes a positive classroom environment that employs developmentally appropriate practices and the use of technology. Pre-service teachers will monitor the engagement of students in learning activities, and the progress they are making, to determine if the pace or content of instruction needs to be modified to assure that all students accomplish lesson and unit objectives.
The writing instruction focuses on APA manuscript style and methods for strengthening academic writing. Because good writing reflects clear, logical, and critical thinking, this course is aimed at developing students’ ability to frame an idea in a clear, succinct fashion and integrate support for that idea with current research literature.
This course is designed to introduce students to developmental perspectives of elementary age and early adolescent children and the learning theories as they apply to different ages. Personal, social, moral, and cognitive aspects of development are explored. The study of learning theories includes behavioral, social, and cognitive approaches. The implications of developmental theories are explored including impacts on interests, motivation, and achievement with emphasis given to the role of the family, socialization, and the supportive influence of teachers and schools, including the needs of at-risk and exceptional learners. As students apply concepts from the class, they are encouraged to consider cultural and individual differences in development and learning styles.
This course provides methods and materials for language arts teaching in the areas of reading and writing, with an emphasis of decoding using phonics, syntax and morphology, fluency, and comprehension. Special attention is paid to the assessment of student performance and learning needs. Pre-service teachers will determine developmentally appropriate content, skills, and processes that will assist students in accomplishing desired unit outcomes, and design learning activities that lead to their mastery.
This course provides methods and materials for math and science teaching for elementary authorization level. Students will align instruction and assessment methods with the Common Core State Standards as well as developmentally appropriate practices to enhance conceptual knowledge, skill and concepts. Prerequisite: graduate teacher education major.
This methodology course emphasizes a cross-curricular approach to content-based instruction through critical thinking skills, basic analysis skills, study skills and specific teaching strategies and methodology for active forms of learning. The process of interrelation of ideas and information within and across social studies, health and physical education utilizing the academic content standards is emphasized. Included in this course is the integration of reading, writing, listening and speaking across content areas. Instruction is aligned to the state adopted content standards (K-8) and the language needs of all learners. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied. Technology for teaching and learning is integrated in the course.
Students learn strategies for teaching the language arts with emphasis on reading and writing in the content areas. Students learn methods for integrating instruction in support of inferential and evaluative comprehension.
This course is designed to introduce students to developmental perspectives of middle and high school age children and the learning theories as they apply to different ages. Personal, social, moral, cultural, and cognitive aspects of development are explored. The implications of developmental theories are explored including impacts on interests, motivation, and achievement with emphasis given to the role of the family, socialization, and the supportive influence of teachers and schools, including the needs of at-risk and exceptional learners.
This course introduces beginning educators to the standards, strategies, resources, and technology appropriate to science curriculum and instruction at the secondary level. Particular emphasis is placed on state standards, research-based teaching and evaluation methods, and issues regarding the safe management of a laboratory classroom.
This course examines and utilizes national standards and Oregon state standards for mathematics instruction at the basic and advanced levels. Mathematical reasoning and problem-solving are emphasized.
This course incorporates multiple perspectives for teaching the social sciences: historic, geographical, economic, political, and cultural through the use of essential questions (e.g. what has humankind done and thought?). Teaching strategies are presented that help learners work through the interplay of facts, concepts, and main understandings that enable them to understand and use the social sciences.
Apprises middle and high school teacher candidates with a wide range of skills and concepts specifically supportive in teaching language arts. Expands teacher candidates’ knowledge of methods, materials, assessment strategies, remediation techniques, and motivational tools that will enhance their ability to teach language arts. Emphasizes research-based teaching and evaluation methods, such as the Smarter Balanced exam, and studies Common Core Standards.
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This project is a collaborative partnership between Springfield, Eugene and Bethel School Districts; the University of Oregon; Pacific University; and Bushnell University. These six organizations are working together to transform teacher preparation by designing a single pipeline capable of producing effective, culturally and linguistically diverse teachers. The project consists of four distinct focus areas including recruitment-selection, clinical practice, hiring-placement, and mentoring-induction. Taken together, the four areas and the proposed links within our project design yield the opportunity both to eliminate the gap between our changing student demographic and the demographic of our teaching staff while producing high quality teachers. It is our intent, when fully implemented, to work with over 20 teachers per year and to eliminate the persistent diversity gap in our teaching staff within the next ten years.
Why Do We Need the Pathways in Education Program?
The Oregon Department of Education reports that over the past decade the percentage of ethnically and linguistically diverse students has more than tripled from just over ten percent to thirty-nine percent. During the same time period, Lane County has seen only a slight increase in the number of ethnically diverse teachers, currently reaching just over ten percent. The gap that exists in Lane County reflects the gap throughout the state of Oregon first acknowledged in the 1991 Minority Teacher Act, a gap that has continued to grow over the past twenty-eight years. The Pathways in Education program is designed to address this persistent issue by increasing the number of culturally and linguistically diverse teachers enrolled in teacher preparation programs, leading to effective teachers who mirror the diversity of the students in our classrooms.
What Does the Pathways in Education Program Provide?
What Financial Assistance Does the Pathways in Education Program Provide?
The Pathways in Education program provides successful candidates with tuition scholarships ranging between $2,500 and $15,000 to attend Lane Community College, Bushnell University, Pacific University, or the University of Oregon. Scholarships are paid directly to the attending college on a per term basis dependent on successful completion of each term, maintaining at least a 3.0 GPA, and making adequate progress toward licensure.
Does the Plan Pay for College?
While the Pathways in Education program helps to cover the cost of tuition, it is not intended to completely fund a student’s education. Participants will need to pay application fees, housing, textbooks, testing fees, licensure fees, fingerprinting, additional tuition, and other educational items as needed. Applicants are required to complete a FAFSA by the end of February each year and are encouraged to visit the Office of Student Access and Completion website for more information pertaining to the Oregon Opportunity Grant, Oregon Promise (and the Oregon Student Aid Application – ORSAA).
What Are the Prerequisites?
Candidates for the Pathways in Education program must:
Meeting one* of these descriptors is required in order to be eligible for the Pathways program. Priority will be given to individuals meeting in more than one eligibility area.
*First generation college students should also meet in one of the other eligibility categories.
How Do I Apply?
The online application window will open December 2, 2019 and close on January 10, 2019. The application includes standard personal information, short answer and essay questions, unofficial transcripts, and three reference checks (electronic form sent directly to the individuals listed in your online application).
Applicants selected to interview will need to be available on February 6, 2019 (10:00 a.m. – 12:00 p.m.).
If you have any questions, please contact the program coordinator, Nicole Reyes.
(541) 726-3207 – firstname.lastname@example.org