College of Arts and Letters
Department of English
Secondary Education - English, Bachelor of Science in Education
Overview
In addition to University Requirements:
- 72 units of major requirements which includes 24 units of Teacher Preparation Coursework and 8 units of language requirements or proficiency-through-a-second-semester language course.
- Up to 9 units of major prefix courses may be used to satisfy General Studies Requirements; these same courses may also be used to satisfy major requirements.
- Candidates in this program are required to demonstrate content knowledge, pedagogical knowledge and skills, professional knowledge, and professional dispositions to be eligible to enter student teaching or internship placements.
- Content, pedagogical, and professional knowledge or skills, professional dispositions are demonstrated through candidate performance on key assessments embedded in the following course(s):
- Elective courses, if needed, to reach an overall total of at least 120 units.
Students may be able to use some courses to meet more than one requirement. Contact your advisor for details.
| Minimum Units for Completion |
120 |
| Major GPA |
3.0 |
| Highest Mathematics Required |
MAT 114 |
| Additional Admission Requirements |
Required |
| Foreign Language |
Required |
| Student Teaching/Supervised Teaching |
Required |
| University Honors Program |
Optional |
| AZ Transfer Students complete AGEC-A |
Recommended |
| Progression Plan Link |
Not Available |
| Licensure |
This program may lead to licensure. |
Purpose Statement
The Bachelor of Science in Education, English prepares future teachers to be well versed in their subject area to give students the best education possible. The English and education major at NAU lets students achieve the ideal balance between being an expert in their subject and being a great teacher. NAU's English education major will equip you with an in-depth study of language, literature, linguistics, and writing. As a foundation for their work in education, students are trained to write well, logically organize ideas, analyze complex information, research, and critically read and observe. Our English Secondary Education students also develop competency in lesson design, classroom management, instructional delivery, and research-based methods for teaching writing, literature, prose, grammar, and vocabulary. As students integrate their knowledge of the English discipline with teaching theories and techniques, strong emphasis is placed on gaining extensive field experience. Faculty connect these field experiences to coursework, combining theory and practice, modeling effective instruction, providing relevant context, and building confidence to address the variety of situations future teachers will encounter. Upon completion of this degree, students are prepared to become certified English teachers in the state of Arizona or engage in careers in related fields such as publishing, curriculum development, and educational research.
Student Learning Outcomes
Outcomes align with Standards from the Council for the Accreditation of Educator Preparation, the National Council of Teachers of English, and the Interstate New Teacher Assessment and Support Consortium.
- The Learner and Learning
- Apply and demonstrate knowledge of learners and learning to foster inclusive learning environments that support coherent, relevant, standards-aligned, differentiated, and antiracist/antibias instruction to engage grade 7-12 learners in ELA.
- Gather and interpret comprehensive data on learners' differences, identities, and funds of knowledge to foster inclusive learning environments that actively engage all learners in ELA.
- Apply and demonstrate knowledge of how the constructs of adolescence/adolescents and learners' identities affect learning experiences to foster coherent, relevant, inclusive, and antiracist/antibias instruction that critically engages all learners in ELA.
- Apply and demonstrate knowledge of learning processes that involve individually, collaboratively, and critically accessing, consuming, curating, and creating texts (e.g., print, digital, media).
- Content
- Apply and demonstrate knowledge and theoretical perspectives, including antiracist/antibias ELA, pertaining to texts, composition, language, and languaging.
- Apply and demonstrate knowledge and theoretical perspectives about a variety of literary and informational texts—e.g., young adult, classic, contemporary, and media—that represent a range of world literatures, historical traditions, genres, cultures, and lived experiences.
- Apply and demonstrate knowledge and theoretical perspectives of the relationships among form, audience, context, and purpose by composing and critically curating a range of texts (e.g., print, digital, and media).
- Apply and demonstrate knowledge and theoretical perspectives of language and languaging, including language acquisition, conventions, dialect, grammar systems, and the impact of languages on society as they relate to various rhetorical situations (e.g., journalism, social media, popular culture) and audiences.
- Instructional Practice: Planning
- Apply and demonstrate knowledge of theories, research, and ELA to plan coherent, relevant, standards-aligned, differentiated, antiracist/antibias instruction and assessment.
- Use a variety of resources and technologies to plan coherent, relevant, standards-aligned, antiracist/antibias, and differentiated instruction that incorporates theories, research, and knowledge of ELA to support and engage all learners in meeting learning goals.
- Identify and/or design formative and summative assessments that reflect ELA research, align with intended learning outcomes, and engage learners in monitoring their progress toward established goals.
- Instructional Practice: Implementing
- Implement planned coherent, relevant, standards-aligned, differentiated, and antiracist/antibias ELA instruction and assessment to motivate and engage all learners.
- Implement coherent, relevant, standards-aligned, differentiated, and antiracist/antibias instruction that uses a variety of resources and technologies and incorporates theories, research, and knowledge of ELA to support and engage all learners in meeting learning goals.
- Implement formative and summative assessments that reflect ELA research, align with intended learning outcomes, engage learners in monitoring their progress toward established goals, and guide the next steps of ELA instruction.
- Communicate with learners about their performance in ELA in multiple ways that actively involve them in their learning (e.g., learning management systems, digital communication tools, conferencing, and written feedback).
- Professional Responsibility
- Reflect on their ELA practice, use knowledge and theoretical perspectives to collaborate with educational community members, and demonstrate readiness for leadership, professional learning, and advocacy.
- Reflect on their identities and experiences and how they frame their practices and impact their teaching of ELA.
- Use feedback and evidence from a range of sources to reflect upon and inform their practice.
- Apply and demonstrate knowledge in collaboration with learners, families, colleagues, and ELA-related learning communities.
- Demonstrate readiness for leadership, professional learning, and advocacy for learners, themselves, and ELA.
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