Curriculum and Instruction

Foote (Head), Adams, Anderson, Brown, Clark, Colby, Doyle, Garcia-Steiner, Green, Hammack, Harper, Holbert, Hong-Nam, Humbert, Linek, McCrary, McCoy, Miller, Naizer, Page, Raine, Reece, Reid, Sampson, Sennette, Sinclair, Smith, Stetson, Stryker, Szabo, Thompson, Trower, Walker, Wardell, Weaver

Sowers Education South Building, 903-886-5537.

The Department of Curriculum and Instruction at Texas A&M University-Commerce, in collaboration with the region’s public schools, offers students an opportunity to learn the craft of teaching through field-based experiences in K-12 educational settings.

The department also teaches courses for the alternative teacher certification programs for those with degrees in fields other than education.

Our faculty is comprised of outstanding educators who have earned doctoral degrees from universities throughout the United States. In addition to publications in academic journals and presentations at professional educational conferences, many faculty have published textbooks and other professional material. But the greatest tribute to the faculty in the Department of Curriculum and Instruction is their continuing involvement, through our field-based programs, with the public schools of Texas.

Interdisciplinary Studies Major with Certification in Elementary Education

The Bachelor of Science in Interdisciplinary Studies (B.S.I.S.) and Bachelor of Arts in Interdisciplinary Studies (B.A.I.S.) degrees with a major in interdisciplinary studies are the state approved degree programs which prepare candidates to meet minimum academic requirements for the Texas Elementary Teaching Certificate. The degree program requires the completion of a minimum of 121 semester hours (number of hours varies by program).

This outstanding program won the Christa McAuliffe Showcase for Excellence Award from the American Association of State Colleges and Universities in 1994. Students spend the second half of their sophomore year and their junior year in interdisciplinary major courses that prepare teachers in the content of the elementary school curriculum and specializations such as math, science, math/science, social studies, English/language arts (4-8 grades) or EC-6 Generalist or bilingual, as well as English as a Second Language (ESL) and Special Education additions. During the junior year, students begin professional development courses that incorporate 45 hours of field experience in public schools. During the senior year students spend extended time working with a team of public school teachers and university faculty.

Students seeking a bachelor’s degree with an interdisciplinary studies major must complete all university requirements for the Bachelor of Science degree or Bachelor of Arts degree listed in the bachelor’s degree requirements section of this catalog, and any additional requirements established by the university. These requirements include but are not limited to successfully completing: (1) University Studies requirements (refer to that section of this catalog); (2) requirements for admission to professional development coursework; (3) 45 hours of observation experience in public schools; (4) interdisciplinary courses and appropriate specialization courses; (5) requirements for admission to teacher education; (6) field experience; and (7) other departmental requirements established to meet the State Board for Educator Certification (SBEC) standards for teacher certification.

The university reserves the right to change the curriculum or requirements for degrees or certificates to comply with state laws/regulations. The student assumes full responsibility for meeting all university requirements and for keeping current with all curriculum changes that might affect graduation and/or certification.

University Studies Requirements

Candidates must complete University Studies requirements. These requirements are located earlier in this catalog.

Secondary and All-Level Education

The Department of Curriculum and Instruction offers undergraduate professional development courses that assist students in becoming certified to teach in the seconday school and kindergarten-12th grade if seeking an all-level certification. Students major in a content-based teaching field while obtaining professional development course work through Curriculum and Development. The student should obtain advising from both the major advisor in his or her department and from a curriculum and instruction faculty mentor. Students with bachelor’s degrees who want to teach should consult the Graduate Catalog for requiements leading to certification.

Students seeking a bachelor’s degree along with teacher certification must complete all university requirements for the Bachelor of Science degree or Bachelor of Arts degree listed in the bachelor’s degree requirements section of this catalog, and any additional requirements established by the university. These requirements include but are not limited to successfully completing: (1) University Studies requirements (refer to that section of this catalog); (2) requirements for admission to professional development coursework; (3) 30 hours of observation experience in public schools; (4) the required reading score in one of the following tests: THEA/TASP 250, Accuplacer 88, ACT - English 23, Compass - Reading 90, or SAT Verbal 550; (5) major coursework with a “C” or better; 6) overall GPA of 2.5; (7) all professional development coursework with a “C” or better; (8) all requirements for admission and retention into the teacher certification program; (9) and successful interview and placement with a partnership school district. Please refer to Center for Educator Certification and placement with a partnership school district. Please refer to Center for Educator Certification and Academic Services section of this catalog.

The university reserves the right to change the curriculum or requirements for degrees or certificates to comply with state laws/regulations. The student assumes full responsiblity for meeting all university requirements and for keeping current with all curriculum changes that might affect graduation and/or certification.

Field-Based Teacher Education Program

Students pursuing certification for teaching in the middle/secondary schools are required to participate in various field experiences. In SED 300 students observe in the schools for thirty clock hours. During the Residency Semester, candidates spend every day in the schools observing, studying, and teaching under the supervision of the university faculty and a public school mentor teacher(s). In addition to coursework, and internship/residency, to be certified, students must successfully complete two state administered examinations; one in the content area and one in the area of pedagogy and professional responsibilities. These tests are known as the TExES examinations (Texas Examinations of Educator Standards).

Secondary and All-level Field-Based Teacher Education Program

To receive approval to take the TExES Secondary Pedagogy and Professional Responsibility Test, a student must have passed the content exam and received approval from the seminar instructors or by a program completor. Students may be permitted to take the PPR prior to the content test with special permission during his or her residency semester.

*Students should check with their content-area department (s) (teaching field) for TExES approval requirements in their respective field(s). For students in the Alternative Certification Program, see the Graduate Catalog or contact the department head for a list of similar procedures.

SED 300

Prerequisite: Score on TASP Reading of 250 - or Accuplacer of 88 or SAT Verbal 550 or Compass 90 or ACT English 23 (No Exceptions). It is highly recommended the student enroll in SED 300 during the semester prior to Internship/Residency.

Students enrolled in SED 300 will engage in activities to enhance critical thinking skills. SED 300 instructors will develop and use TExES case study format questions with students during class.
All students must complete the mid-term exam (TExES format test). Students with less than 75% on the mid-term exam are identified as at-risk.
Instructors will provide intervention for at-risk students through instructor review, peer teaching, and conferencing with individual students.
Students must complete SED 300 with a minimum grade of 75% to enroll in SED302, 401, 404, 405.
Students are strongly recommended to take this course the semester prior to field based student teaching semester.

SED 302

Prerequisite: Psy 300 and SED 300

All students are required to participate in comprehensive TExES review sessions and engage in activities to enhance critical thinking skills.
All students must complete the mid-term exam (TExES format test). Students with less than 75% on the mid-term exam are identified as at-risk.
Instructors will provide intervention for at-risk students through instructor review, peer teaching, and conferencing with individual students.
Students must complete SED 302 with a minimum grade of 75% to enroll in SEd 401 and 405.
To receive a departmental clearance for an early TExES Test, students must have a minimum passing Reading TASP score of 270 and score 80% on the final exam.
Approval of requests for future test dates will be determined in SED 401.

SED 401

Prerequisite: SED 302

All students must complete the mid-term exam (TExES format test.) Students with less than 80% on the mid-term exam are identified as at-risk.
Instructors will provide intervention for at-risk students through instructor review, peer teaching, and conferencing with individual students.
Students must receive at least a “C” or better in 401 and request a departmental clearance for the TExES.

Note: For graduate courses, see Graduate Catalog.

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