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-150Ways of Reading

3 credits

Creative Writing (9-10 credits)

Complete 3 courses.

COM-311Writing Feature Stories

3 credits

-
or

COM-411Immersive Journalism

3 credits

-
 

ENG-230Creative Writing—Workshop in Songwriting

3 credits

ENG-240Creative Writing—Workshop in Poetry

3 credits

ENG-250Creative Writing—Workshop in Fiction

3 credits

ENG-260Creative Writing—Craft

3 credits

ENG-340Creative Writing—Advanced Workshop in Poetry

3 credits

ENG-350Creative Writing—Advanced Workshop in Fiction

3 credits

ENG-360Creative Writing—Advanced Craft

3 credits

IND-305.2Winter Wilderness Experience

4 credits

Studies in Literary History (9 credits)

Complete one course from each of the following areas:

British Literature (3 credits)

ENG-255Topics in Literature—British

3 credits

ENG-355Advanced Topics in Literature—British

3 credits

IND-332London: Art/History/Literature

3 credits

American Literature (3 credits)

ENG-239Visions of Environment

3 credits

ENG-265Topics in Literature—American

3 credits

ENG-365Advanced Topics in Literature—America

3 credits

ENG-368The Prison Experience

3 credits

Postcolonial Literature (3 credits)

ENG-275Topics in Literature—Postcolonial

3 credits

ENG-375Advanced 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-305.1Winter Wilderness Experience

2 credits

IND-305.2Winter Wilderness Experience

4 credits

IND-332London: Art/History/Literature

3 credits

IND-333London: 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-492Senior Capstone in ELA Teaching Major

3 credits

Studies in Language Arts Teaching (6 credits)

EDU-350Literature for Children and Adolescents

3 credits

EDU-446/SPA-446Linguistics for Language Teachers

3 credits

Secondary Education Core (25 credits)

EDU-202Introduction to Teaching

3 credits

EDU-301Foundations of Schooling

3 credits

EDU-305Literacy in Content Areas

4 credits

EDU-306Writing Process and Assessment

3 credits

EDU-430Teaching in a Diverse Society

3 credits

EDU-441Curriculum and Instruction

3 credits

EDU-442Teaching Exceptional Children

3 credits

PSY-201Developmental Psychology

3 credits

Student Teaching (16 credits)

Complete a student-teaching placement in a local school setting.
EDU-471Instructional Methods and Assessment

3 credits

EDU-488Secondary Student Teaching

12 credits

EDU-489Student 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.