Handbook Chapter II

• Mathematics (certified to teach math only)
• Composite Science (certified to teach biology, chemistry, physics and geology)

• Computer Science (certified to teach computer science only)
• Composite Science (certified to teach any of biology, chemistry, physics or geology)
• Life Sciences (certified to teach biology only)
• Mathematics (certified to teach math only)
• Mathematics, Physical Science and Engineering (MPSE, certified to teach math, physics, chemistry and engineering)
• Physical Science (certified to teach chemistry and physics only)
• Physics/Math (certified to teach physics and math only)

The aim of these STEP courses is to attract students to careers in math & science teaching. Master teachers introduce students to examples of high-quality inquiry- based les- sons and model the pedagogical concepts to which they are being introduced. In STEP 1 students prepare and teach 4 lessons in elementary classrooms, and in STEP 2 students prepare and teach 3 lessons in middle school classrooms.

Prerequisite: For students with less than 80 hours: UTS 101-Step 1 must be taken before UTS 110-Step 2. Students with at least 80 hours should take Step 1 and Step 2 concurrently. See the UTeach Academic Advisor for further information about taking these courses concurrently.
 

This course expands the prospective teacher's understanding of current theories of learning and conceptual development. Students examine their own assumptions about learning. They critically examine the needs of a diverse student population in the classroom.

Prerequisite: Students must have credit or be registered for UTS 101-Step 1 or UTS 110- Step 2 in order to take Knowing and Learning (EDC 365C). Students with at least 80 hours and taking both UTS 101 and 110, should also take EDC 365C their first semester in the program as part of the four semester sequence.

This course moves from a focus on thinking and learning to a focus on teaching and learning. Prospective teachers are introduced to the way in which curriculum and technology are used in classroom settings to build interrelationships among teachers and students. They are taught how content and pedagogy combine to make effective teaching.

Prerequisites: Students must earn a C- or better in UTS 101-Step 1, in UTS 110-Step 2, and EDC 365C Knowing and Learning in Math and Science and have at least a 2.5 GPA in order to take Classroom Interactions (EDC 365D).

In this course, students aim to master new technologies for problem-based investigations in math and science classrooms. Students also discuss the use of assessment to improve student learning. Students teach project-based lessons to high school students.

Prerequisites: Students must earn a C- or better in Classroom Interactions and have at least a 2.5 cumulative GPA.

Students are immersed in the schools to prepare them to confidently assume a teaching position. In the seminar, students reflect on their student teaching experiences and examine contemporary critical issues in education.

Prerequisites:

• EDC 365E with a grade of C- or better
• Research Methods with a grade of C- or better
• Perspectives with a grade of C- or better
• A passing score on the preliminary portfolio
• A cumulative UT GPA of 2.5
• An application. Apply here: http://www.edb.utexas.edu/feld/pds.html
• Spring Apprentice Teachers must apply by October 1.
• Fall Apprentice Teachers must apply by March 1.

Students will receive a formal admission offer, through DocuSign, their student teaching semester before classes begin. Students must complete the admissions offer accepting formal admission in order to begin student teaching.

Attend an orientation session in the semester before you intend to apprentice teach. For further details and to sign up for the mandatory apprentice teaching orientation, students must reply to an email from the Student Teacher Coordinator.

The deadlines for the application and attendance at an orientation session are firm due to the degree of coordination and planning required; students who miss this deadline or who do not attend an orientation may have to postpone student teaching.
 

Students reflect on their student teaching experiences and examine contemporary critical issues in education.

Prerequisite: Concurrent registration for EDC 651S: Student Teaching and an overall UT GPA of 2.5. Supporting Coursework
 

Students perform four independent inquiries and learn to combine skills from mathematics and science in order to solve research problems.

Prerequisite: You may ignore published prerequisites, but that class should be taken after your first semester in the program.
 

Faculty in History and Philosophy introduce students to the historical, social, and philosophical implications of mathematics and science through investigation of five significant episodes in science history.

Prerequisite: Upper-division standing (60 credit hours).
 

Students usually submit a portfolio during the semester they take Project Based Instruction. The portfolio must receive a passing score prior to enrollment in student teaching.

Portfolio evaluators may require the resubmission of one or more sections. Revisions must be submitted and receive a passing score in order to advance into student teaching. In cases where the portfolio does not receive a passing score, a delay in student teaching may be required.

The due date varies by semester but is typically shortly before the Thanksgiving break in the fall and toward the end of April in the spring. Check the portfolio page for updates.

The portfolio deadlines are firm. Only those students with a passing score on the preliminary portfolio will be allowed to register for Student Teaching.

The final portfolio is due as a part of the Student Teaching Seminar (UTS 170). The instructors of the Seminar will tell you the exact due date.

For more information on portfolios, visit our website at https://uteach.utexas.edu/uteach-portfolio.