[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-352202-105":53,"doc-detail-352202-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","edse-690-practicum-in-secondary-education-spring-2026","EDSE 690: Practicum in Secondary Education Spring 2026","","EDSE 690 Practicum in Secondary Education focuses on integrating theory with hands-on practice in secondary planning and instruction. The course emphasizes alignment of planning, instructional strategies, cooperative learning, differentiation for diverse learners, content literacy, technology integration, and classroom management. It maps Indiana Developmental Standards for Educators, InTASC Standards, and edTPA Assessment Criteria to corresponding rubrics and performance expectations, outlining criteria for feedback, planning supports, and knowledge use.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/edse-690-practicum-in-secondary-education-spring-2026/352202/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/edse-690-practicum-in-secondary-education-spring-2026/352202.png","ImageObject",442,249,{"name":88,"@type":89},"eBook King","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-27","2026-09-22",true,{"@type":98,"interactionType":99,"userInteractionCount":8},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What does the EDSE 690 course cover in terms of instructional practice?","Question",{"text":108,"@type":109},"The course combines theory and practice of secondary planning and instruction, including alignment of planning, instructional strategies, cooperative learning, differentiation, content literacy, technology integration, and classroom management.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What are the main prerequisite and enrollment constraints for EDSE 690?",{"text":113,"@type":109},"Enrollment requires permission of the secondary transition to teaching director and/or department chairperson, and the course is open only to secondary transition to teaching students in good standing.",{"name":115,"@type":106,"acceptedAnswer":116},"How are course standards connected to edTPA assessment criteria?",{"text":117,"@type":109},"A table aligns Indiana Developmental Standards for Educators with InTASC Standards and edTPA Rubrics, showing how each standard corresponds to specific rubric expectations such as providing feedback and planning for varied learning needs.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},352202,1791741528,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":8,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":76},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","1  \nEducational Studies Department  \nEDSE 690: Practicum in Secondary Education Spring 2026  \nInstructor: Jill Bradley-Levine, Associate Professor, Department of Educational Studies, TC 833  \nEmail: [jsbradleylev@bsu.edu](jsbradleylev@bsu.edu)  \n[Office](Office) Hours: By appointment  \nCourse Description  \nCombines the theory and practice of secondary planning and instruction. Includes the study of planning alignment, instructional strategies, cooperative learning, differentiation to meet the needs of diverse learners, content literacy, technology integration, and classroom management. Prerequisite: permission of the secondary transition to teaching director and/or department chairperson. Open only to secondary transition to teaching students in good standing.  \nRequired Text (purchase)  \nKnight, J. (2013) . High-impact instruction: A framework for great teaching. Corwin.  \nPijanowski, L. (2018) . Architects of deeper learning: Intentional design for high-impact instruction. International Center for Leadership in Education.  \nSupplemental Texts (chapters available on Canvas)  \nBlanks, B. (2015) . Amazing assessment. In W. W. Murawski & K. L. Scott (Eds.) What really works in secondary education (Chapter 14; pp. 216-231) . Corwin.  \nDaniels, H., & Zemelman, S. (2004) . Subjects matter: Every teachers’guide to content-area reading. Heinemann.(Chapter 5)  \nFay, J. & Funk, D. (1995) . Teaching with love and logic: Taking control of the classroom. The Love and Logic Press, Inc. (Part 4, pp. 309-364)  \nMandel, S. (2015) . Cool cooperative learning. In W. W. Murawski & K. L. Scott (Eds.) What really works in secondary education (Chapter 10; pp. 154-169) . Corwin.  \nMarzano, R. J., Pickering, D. J., & Pollock, J. E. (2001) . Classroom instruction that works: Research-based strategies for increasing student achievement. Association for Supervision and Curriculum Development. (Chapters 7 & 8)  \nStuder, E., & Hanreddy, A. (2015) . Incredible inclusion. In W. W. Murawski & K. L. Scott (Eds.) What really works in secondary education (Chapter 12; pp. 183-200) . Corwin.  \nCourse Standards & Criteria  \nThis course addresses the following Indiana Developmental Standards for Educators, Interstate Teacher Assessment and Support Consortium (InTASC) Standards, and edTPA Assessment Criteria (defined through the edTPA Rubrics) . The table shows how these standards and assessment criteria align with each other.  \n\n| Indiana Developmental Standards | InTASC Standards | edTPA Rubrics |\n| --- | --- | --- |\n| Standard 1: Student Development and Diversity\u003Cbr>Teachers at the secondary level have abroad and comprehensive understanding of student | Standard 1: Learner Development\u003Cbr>The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the | Rubric 12: Providing Feedback to Guide Learning\u003Cbr>Feedback is specific and addresses both strengths and needs related to the learning objectives. |\n\n\n| development and diversity and demonstrate the ability to provide instruction that is responsive to student differences and that promotes development and learning for all students. | cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. | Rubric 13: Student Understanding and Use of Feedback\u003Cbr>Candidate describes how s/he will support focus students to understand and use feedback on their strengthsand weaknesses related to learning objectives. |\n| --- | --- | --- |\n|  | Standard 2: Learning Differences\u003Cbr>The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. | Rubric 2: Planning to Support Varied Student Learning Needs\u003Cbr>Planned supports are tied to learning objectives and the central focus. Supports address the needs of specific individuals or groups wi","cbCaimb3oNl1V3Ld","https://ap.wps.com/l/cbCaimb3oNl1V3Ld","pdf",193288,8,"English","# Course Description\n# Required and Supplemental Texts\n# Course Standards & Criteria\n## Indiana Developmental Standards vs InTASC vs edTPA Rubrics","[{\"question\":\"What does the EDSE 690 course cover in terms of instructional practice?\",\"answer\":\"The course combines theory and practice of secondary planning and instruction, including alignment of planning, instructional strategies, cooperative learning, differentiation, content literacy, technology integration, and classroom management.\"},{\"question\":\"What are the main prerequisite and enrollment constraints for EDSE 690?\",\"answer\":\"Enrollment requires permission of the secondary transition to teaching director and/or department chairperson, and the course is open only to secondary transition to teaching students in good standing.\"},{\"question\":\"How are course standards connected to edTPA assessment criteria?\",\"answer\":\"A table aligns Indiana Developmental Standards for Educators with InTASC Standards and edTPA Rubrics, showing how each standard corresponds to specific rubric expectations such as providing feedback and planning for varied learning needs.\"}]","EDSE 690: Practicum in Secondary Education Spring 2026 | PDF",1790098283]