Prescott College Teacher Preparation Catalog

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Prescott College Library

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INTRODUCING PRESCOTT COLLEGE

About Prescott College Prescott College began in the 1950s, a time of optimism and growth when leaders of a small town in the stunningly beautiful pine and chaparral country of central Arizona were searching for a new cultural identity.

Dr. Charles Franklin Parker was a minister of Prescott’s First Congregational Church when he founded the College. He did so by drawing on the Congregationalist tradition of founding some of America’s leading colleges and universities, beginning with Harvard in 1636 and extending to some 50 other institutions, including Amherst, Smith, Middlebury, Dartmouth, Yale, Oberlin, Grinnell, Whitman, Colorado, Pomona, and Scripps. Dr. Parker’s ambition in creating Prescott College was to establish the Harvard of the West.

Making a Difference in a Changing World ...

Many of the College’s philosophical and educational principles emerged in 1963 in a conference of state- and nationallyknown leaders from higher education, funded by the Ford Foundation’s Fund for Post-Secondary Education, Business, and Industry. These principles crystallized around a central goal: to produce the leaders increasingly crucial to successfully meeting the challenges of the changing world.

Dr. Parker’s vision for “a pioneering, even radical experiment in higher education” and his aim “to graduate society’s leaders for the 21st Century who would be needed to solve the world’s growing environmental and social problems” seem especially prescient today as humanity is coming to terms with climate change and its potential for largescale, adverse health, social, economic, and ecological effects. Society looks to new models of education to better prepare students of all ages for their role as global citizens.

A New Educational Paradigm Over a half-century of leadership in developing and refining such new educational models has kept Prescott College at the forefront of schools seeking to address the urgent issues facing human societies right now. The College’s tradition of educating with ethics, vision, and sensitivity supports Prescott College students as they become the leaders the world needs now and in the decades to come.

Making a difference in the World.

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College Without Walls Knowledge Without Boundaries

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INTRODUCING PRESCOTT COLLEGE

Education Where You Live and Work Prescott College students complete their coursework wherever they are – in rural communities, small towns, and large metropolitan areas – without interrupting jobs, family life or connections to their own communities.

Hybrid Low-Residence/Online Instruction Model Prescott College’s low-residency programs are unlike any other educational experience, combining self-directed, individually mentored and online distance education with a limited-residency requirement. This approach offers students the opportunity to design a meaningful program which they carry out with the support of faculty and mentors who work with them in their chosen field of study.

Education Unplugged The College’s academic programs are “unplugged” from such conventional practices as the departmentalization of knowledge, confining learning to the classroom and textbooks rather than real experience, and thinking of college as preparation for life rather than life itself. Prescott students learn both critical thinking and research and apply them to real-life problems and passions by living them and testing them out in real time.

An Emphasis on Teaching Students are empowered at Prescott College because the faculty views students as co-creators of their educational experience rather than as consumers. Like professors at other distinguished colleges and universities, Prescott College faculty author books, publish in prestigious journals, speak at international conferences, and receive competitive grants to support their research and creative work. What distinguishes Prescott College faculty is a commitment to put their students first.

While faculty are supported and encouraged to make strides in their fields, they are first and foremost passionate educators, emphasizing teaching over research and other scholarly activities. Teacher Preparation students complete their State of Arizona approved Teacher Preparation curriculum in collaboration with Prescott College faculty and through a one-on-one mentoring relationship with an appropriately credentialed professional educator.

Student-Directed Learning Students envision their educational goals, and complete coursework under the guidance of experts. Faculty and advisors work with each student to co-create an individualized concentration within a degree area. This collaborative approach ensures valuable learning for teachers and students alike. Students work at their own pace, driven by their own passions and guided by experts in their chosen fields. All Teacher Preparation course work, field experiences, and assessments are aligned with the Arizona Professional Teaching Standards (APTS), the Interstate New Teacher Assessment and Support Consortium (INTASC), and the National Teacher Educational Technology Standards (NETS).

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Education/Teacher Preparation Prescott College offers the Bachelor of Arts and Post-Degree Certificate in five different subject areas, for both aspiring and experienced teachers: Early Childhood Education Early Childhood Special Education Elementary Education Secondary Education Special Education: Learning Disabilities, Serious Emotional Disabilities, Mental Retardation The College also offers the following Endorsement programs: Reading Specialist (individual or cohort delivery) Early Childhood Education (individual or cohort delivery) Structured English Immersion (individual)

Challenging and Exciting Profession Prescott College recognizes that teaching is a demanding profession requiring knowledge of • specific theories and practical knowledge, • comprehensive understanding of state and national standards, • direct applications, • on-going professional development

Learner-Centered In order to create dynamic, learner-centered classrooms, teachers must be dedicated, informed, and resourceful learners. In the process of preparing students to receive their teaching credential, Prescott College’s programs emphasize current educational research and theory, as well as practical experience in the classroom. The program includes coursework in theory and methods, field experiences (including a 12-week capstone practicum/student teaching experience), and a set of structured assessments distributed throughout the program.

The program focuses on • Participative, experiential instruction involving learners in action, discussion and thought-provoking activities • Classroom management techniques stressing praise and positive regard to social and emotional development, conflict resolution, and enhancing motivation (by learner-chosen activities) • Use of multiple teaching strategies based on variations in learner styles, language and cultural backgrounds within school-based teaching settings • Sensitivity to social and ecological environments (and various teaching contexts) • A commitment to social justice and equitable education for all learners • Where applicable, design, implementation, and assessment of individualized education programs • Also where applicable, students develop skill in culturally-responsive collaboration with families, other educators, related service providers, and personnel from community agencies

Focus on Excellence • Knowledge of state and nationally identified core competencies, standards, and emerging approaches and expectations for professional practice • Academic excellence in scholarship and research (comprehensive specificity in study, and incisive, intellectual investment) 4

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INTRODUCING PRESCOTT COLLGEGE

• Commitment to professionalism, ethical behavior, and continued professional development • Critical thinking skills • Interdisciplinary learning • Technological competence in support of teaching and learning • Mastering educational principles and applying them in problem-solving situations within coursework and student teaching • Exposure to various teaching and learning contexts • Knowledge and utilization of community involvement, resources, and opportunities

Individualized Learning Model The basis of the program curriculum is an individualized learning model that revolves around an agreed-upon and consistent course syllabus accompanied by an individualized course contract. The course contract forms the foundation of the course and is developed as a cooperative document with the student, the Prescott College faculty advisor, and the on-site mentor teacher. The contract covers the course curriculum, the student’s specific learning targets which are aligned to the students’ work with their mentor to create activities that meet the learning targets.

Professional Standards All course work, field experiences, and assessments in Prescott College’s Teacher Education programs align with the state and national teaching standards, including Arizona Professional Teaching Standards (APTS), the Interstate New Teacher Assessment and Support Consortium (INTASC), and the International Society for Technology in Education/National Education Technology Standards for Teachers (ISTE/NETS).

The Special Educational Learning Disabilities, Special Education Mental Retardation, and Special Education Serious Emotional Disabilities, and Early Childhood Special Education programs also align with the Council for Exceptional Children (CEC) Standards.

Early Childhood Special Education additionally aligns with the National Association for the Education of Young Children Standards.

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Contents ...

Introducing Prescott College

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Faculty

37

Education/Teacher Preparation

4

Course Descriptions

42

How the Program Works

9

Student Resources

50

Costs and Financial Aid

51

Applying to Prescott College

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Application Form

55

Helios Early Childhood Education Scholars Program

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Center for Indian Bilingual Teacher Education

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Katherine Mike, Alumna

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Barbara Goodluck Morgan, Alumna

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Claude S. Enfield, Mentor

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Early Childhood Education Bridging the Borders

Elementary Education Pauline Begay, Alumna and Mentor

Secondary Education A Passion for Teaching

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Special Education

27

Emotional Disability

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Dick Sniegowski, Mentor

Learning Disabilities Ron Hennings, Mentor

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Mental Retardation

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Early Childhood Special Education

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Stretching Her Boundaries

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Endorsement Programs

35

La Paloma Academy

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Teacher Preparation Programs 8

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ACADEMIC PROCESS

How the Program Works Teacher Preparation Programs Mission It is the mission of Prescott College’s Teacher Preparation Programs to provide relevant and rigorous education that focuses on diversity, social justice and environmental sustainability. We seek to model the experiential methods and cultural and environmental sensitivities that will in turn enable our students to flourish in a variety of educational settings and meet the challenges of today’s profession.

A Community-based Approach to Education Prescott College’s low-residency programs are for students of any age and background wishing to complete a Bachelor of Arts degree and Post-Degree Certificate in their home communities without sacrificing personal or professional lives. Students benefit from the guidance of faculty members – experts in their particular fields – as they design learning experiences that integrate their passions and educational goals.

Prescott College’s low-residency programs rely on a hybrid instructional model. This approach integrates individual faculty/mentor and student face-to-face instruction with limited residency and online distance education opportunities. We refer to this model as Community-Based Mentored Study. This means that each of our students’ home communities become extensions of the Prescott College learning community. With the guidance of core faculty, students create study contracts with local mentors who support the students’ learning in one to three courses each semester.

Support for students is also available through the main campus in Prescott, Arizona, and through an expanding number of bioregional hubs around the state and country. One of these important bioregional hubs is located in Tucson, Arizona. The Tucson Center provides undergraduate students in southern Arizona with admissions counseling, academic advising, administrative support, workshops, and opportunities to interact and network with fellow students.

Active and Collaborative Learning Prescott College employs an active and collaborative learning model with a focus on experiential learning. Students engage in a guided application of methodology, management, and theory where real-world classrooms serve as the sites of apprenticeship.

A Prescott College education is based on the belief that experiential learning is the most effective learning model. Because faculty members anchor their instruction in Constructivism and pay ongoing attention to studies of cognition, they recognize that students learn through the sense-making processes (experiences) in which they engage, and that acquiring new information depends upon each student’s prior knowledge and the degree to which students can connect new information to this prior knowledge.

This approach holds that learning depends upon social interaction and opportunities to use language (written, spoken, read, thought), where understanding becomes explicit through conversation, discourse, and feedback. Faculty members understand that learning is tied to the specific situations in which the construction of new knowledge and understandings occur and that learning is strategic. With this understanding in mind,

Fingerprint Clearance Card Policy The Prescott College Teacher Preparation program requires a minimum of 10 observation hours in school and classroom settings for each mentored course taken.

Most, if not all, schools and school districts require a fingerprint clearance card in order to visit the school setting and complete these observation hours. It is critically important for students to make sure that they will be able to fulfill the requirements of obtaining a fingerprint clearance card in order to be able to complete the required observation hours. Visit http://www.ade.state. az.us/certification/ for more information about the fingerprint clearance card requirement in Ariz.

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faculty members help learners to acquire strategies that allow them to maximize their knowledge and understanding when presented with new information.

tive, organizational ability, and a motivation to learn. In some cases, mentored study takes place in small classes or cohort groups. Students normally take no more than three courses with any one mentor.

Expert Guidance ...

Being ready and able to identify local mentors is one of Students work closely with a Prescott College core facthe more challenging aspects of being a Prescott College ulty member to devise a Degree Plan for their program and low-residency student. In academic programs and in geolocal mentors in their individual courses. For each mengraphical areas where Prescott College has extensive experitored independent study, the student-mentor-faculty team ence, core faculty and support staff can often assist students determines course objectives, activities, and methods of in finding suitable mentors. Mentors must meet or exceed evaluation. Mentors provide community-based expertise for the College’s criteria for mentor credentials, which include each course, and students receive human contact and supa minimum of a master’s degree, substantial teaching expeport throughout the program. In addition, mentors provide rience at the college level, or alternative demonstration of students with a valuable network of professionals in their expertise. Mentors are paid a small stipend for their servfields of study. These connections often lead to internships, ices and are typically found at universities and community recommendations, and jobs. colleges, at local elementary and high schools, in businesses, Core faculty and in a variety of members both teach “What first attracted me to Prescott College was realizing that I professional fields. courses and act as Prescott Colwouldn’t have to sit in a classroom any more. student advisors. lege’s low-residency New students are inundergraduate pro“I love the freedom this program gives you to express yourself in grams use a combidividually matched ways you are usually not able to. It gives me the opportunity to with an appropriate nation instructional core faculty member get out of the little box that we’ve learned to stay in because of the model involving into provide support, dividual face-toexpectations and environment of fear around us. It lets my spirit to oversee their deface instruction become free.” gree program and to with limited resiSocorro Chagolla, Prescott College student and help them individualDirector of the Camp Verde Arizona Headstart Program dency and online ize their curricula as distance education they move through the program. To ensure that new students opportunities. Prescott College uses the open source have the proper tools and support to succeed, they take an learning management system, Moodle, to improve netExplorations in Interdisciplinary Study course. working opportunities among students, faculty, and staff, as well as to offer some courses in key areas where stuIndividual Mentoring ... and Online dents may have difficulty finding mentors. Students takIdeally, the ranks of a society’s educators ought to ining Moodle courses still design unique contracts. clude its best artists, scientists, writers, musicians, dancers, physicians, lawyers, and other specialists. What distinLimited Residency guishes the Prescott College’s low-residency undergraduThe flexibility of the Prescott College low-residency ate program from other limited-residency programs is that undergraduate program requires more than the usual students have the opportunity to study face-to-face with amount of student initiative and engagement in return. Alexperts in their field who live in the students’ home comthough students complete their courses in their home communities. munities, they do need to come to Prescott for three-day For this reason, Prescott College intentionally locates Orientation when they begin the program. outside mentors whose expertise can contribute significantly During Orientation, students receive a detailed overview to students’ undergraduate experience. Further, by involving of the program and begin Explorations in Interdisciplinary committed practitioners in their programs, students can betStudy, a first-semester cohort course that prepares new stuter design their programs to address the challenges of their dents for success in their individualized courses of study. Orichosen field. Students direct their own learning, using their entation also provides students with an opportunity to meet mentors as course resources and guides. and interact with faculty and staff in person, an opportunity Mentored courses combine tutorial and traditional inthat past students tell us is key to understanding the College’s dependent study. Students meet weekly with their menunique approach to college-level study. Because Orientation tors, at times and locations that are mutually convenient, meets a substantial part of the program’s residency requireto discuss material and review progress. This flexible ment and has proven essential for successful completion of model means students can schedule vacations or special the program, attendance is mandatory. events by agreeing on a make-up schedule with their mentors. This format fosters the development of initia10

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How it Works

Students must attend New Student Orientation in Prescott before starting their program of study. After Orientation, students are required to complete their first course online. Degree-seeking students will have a second online course within their first year. Most students will have mentored courses in their home community, where ideas and concepts they learn can be tested in multicultural, bilingual settings. Students tailor their educational activities to make personalized, individual, and self-directed learning experiences within the framework of the approved teacher education curriculum.

Personalized Curriculum

The low-residency B.A. offers students the flexibility and freedom to design their own studies. With the assistance of experienced faculty, students create individualized programs of study to best fulfill their interests, dreams, and goals.

Core faculty members and mentors assist all students in choosing appropriate and engaging activities for their courses. With their help, students research their fields of study and develop a solid list of courses that form the basis for each individualized program. All students work with a curriculum committee to help them structure their programs to confidently meet the low-residency B.A.’s academic standards.

The most important component of the student’s curriculum is the development of study contracts (course syllabi). Students design and write a study contract outlining course objectives and activities for each course. Mentors and students discuss the format of the course at their first meeting and agree upon the content of the contract during the next few meetings.

Mentors and students determine how the student will be evaluated in each course. Students may request a grade, or credit with no grade. Credit is granted only for a grade of C or better. The methods of evaluation (papers, discussion, projects, and/or a learning journal) are described in the course contract and approved by the core faculty member.

Education students pursuing teacher certification complete a list of required courses within a structured curriculum that meets state standards. However, within this structure, the program’s model allows students to incorporate activities that enhance learning and bring students into real-world teaching situations.

Explorations in Interdisciplinary Study

All new students seeking their first bachelor’s degree begin their programs with Explorations in Interdisciplinary Study, a required course taught exclusively by Prescott College faculty. In this course, students learn how to create their courses and identify their mentors – experts in the student’s field who live in the student’s own community. They also learn networking, writing, technology, and research skills to apply in their respective fields of study.

By the end of the Explorations course, each student will have completed a detailed Degree Plan that lays out what courses the student will take to demonstrate competence in her or his field and satisfy all graduation requirements. Core faculty work closely with students in all phases of the course, which is completed in the student’s first semester.

Liberal Arts Seminar

Degree-seeking students take a second cohort course, Liberal Arts Seminar. Multiple sections of Liberal Arts Seminar are offered each semester, and students may take one or more sections after completing their first semester. The core faculty who teach these seminars create conditions under which students apply the methods and perspectives of the liberal artist – including critical thinking, reading, writing, and discussion – to selected aspects of the human experience. The seminar encourages students to examine their lives and values and to carry their findings into their professional and personal lives. The seminar serves as a liberal arts complement to students’ individualized curricula.

Degree Planning

With the guidance of core faculty, students create a curriculum that is academically sound, balanced, and personally meaningful. Student research, consultation with core faculty, and experience with mentors culminate in a degree plan, which students submit by the end of their first semester. The plan lists all completed and proposed courses in a competence, an elected breadth (i.e., minor), and the Liberal Arts breadth. This curricular road map allows the student to plan ahead for future coursework and know how long it will take to finish the degree.

Once the Degree Plan is approved by core faculty, it is reviewed by a faculty committee to ensure that it is feasible and appropriate to the student’s goals and the requirements of the low-residency B.A. This document becomes part of the student’s permanent record and provides evidence to future employers or graduate schools of the intentional nature of the student’s academic program.

Narrative Evaluation

In the low-residency B.A., narrative evaluation of student work is the norm. Each course ends with the student and the mentor each completing a narrative evaluation that considers the learning objectives laid out in the study contract and the degree to which those objectives were met over the length of the course. Any student may opt to receive letter grades for all courses in addition to the narratives; this is a choice that students make after they consult with core faculty at Orientation. All narrative evaluations become part of the student’s permanent file and may be used to calculate a grade point average in future years, if necessary.

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Demonstration of Competence

Prescott College believes that for students to fully assimilate their learning, they must apply it in an authentic setting working through real-world challenges. To that end, students complete a Senior Project (also known as a Demonstration of Competence) that typically involves an internship, service-learning, or experiential immersion in the student’s competence area.

For example, education students demonstrate their readiness to teach through supervised student teaching in a public or private school. A student with an expressive arts competence might create a collection of paintings for exhibition in a local gallery or curate the work of others as an intern. Community organizing, designing and delivering sustainability workshops in one’s hometown or composing a grant proposal with members of a local nonprofit are other examples of Senior Projects. Some students may complete their Senior Project with prior experiential learning through the Life Experience Documentation process.

ePortfolios

Focus on Quality: Educator Candidate Dispositions Dispositions are the values, commitments, and professional ethics that influence behaviors towards students, families, colleagues, and communities that affect student learning, motivation and development as well as the educator’s own professional growth (National Council for the Accreditation of Teacher Education). These dispositions are based on Prescott College’s Education Program’s mission statement, institutional values and reflect the Arizona Professional Teaching Standards.

All education candidates will be reviewed for dispositional growth and development throughout their participation in the Education Program.

List of Prescott College Educator Candidate Dispositions: Caring Equitability Responsibilty Professionalism Social Justice

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Students enrolled in teacher preparation programs create a portfolio documenting their personal learning journey as an integration of theory and knowledge with practice. Students currently have the option of creating their portfolios as an eportfolio. Beginning with Spring 2011 all teacher preparation and education students in early childhood education will be required to prepare an eportfolio.

Eportfolios provide an easy mechanism to link signature assignments to professional education standards while at the same time improving the candidates’ technological proficiencies. Additionally, the eportfolio supports the use of multimedia, photography, and other creative options as well as written artifacts. Upon graduation and teacher certification, students are encouraged to use their eportfolio as part of their job search and to continue their documentation of accomplishments and learning as an education professional.

Other requirements

To complete the program, students must additionally meet Mathematics and Writing Proficiency requirements. Students meet the Math Proficiency requirement by passing a brief written examination or completing a college-level math course as approved by the core faculty member. The course may be completed as a mentored study or at another institution. Writing proficiency is demonstrated primarily through the submission of a formal research paper that meets the low-residency B.A. Required Research Paper Guidelines. Students’ writing is evaluated in their first semester, and the core faculty may require additional writing courses of any student whose writing skills could hinder progress toward the degree.

“One of the most valuable skills you should gain from Prescott College is enhanced networking prowess. If you have reason to believe that your community is comprised of potential mentors, then get your networking and head-hunting hat on! Seeking out the unfamiliar will serve you well in life’s myriad endeavors.”

John Douglas Archer ’08, Horticulturist, Botanist, and Sustainability Strategist

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Inclusive Design All Prescott College Teacher Preparation course syllabi use an Inclusive Design model reflecting attention to national, state, and local requirements, trends, and recommendations through the use of selected standards.

Example Course Description Featuring the Inclusive Design Methodology Child Growth and Development EDU 47803 2 semester credits Course Description: The student will gain knowledge of the theories of child growth and development. The course will include content on stages of typical cognitive and physical growth for children from birth to prekindergarten, and kindergarten to grade three/age eight. The student will study children’s development through learning theories, including research on brain-based cognitive development, multiple intelligences, natural and place-based environments, and culturally appropriate approaches to learning. Critical to a teacher’s professional development is the ability to assess and create age-appropriate learning strategies and environments enhancing young children’s physical growth and cognitive development.

Learning Targets Signature Assignment (Acquisition of Knowledge and Understanding) Create a display of growth patterns through a PowerPoint Presentation that demonstrate knowledge of a broad foundational base of the social-emotional, cognitive, and physical development and growth of young children from birth to prekindergarten and kindergarten to grade three/age eight.

Field Experience (Authentic Applications and Performance – Observation) Document 10 required field experience hours in a personal academic journal and identify, among the students observed, evidence of various social, emotional, cognitive, and physical development factors contributing to or adversely impacting students’ academic development.

Assessment Literacy Determine how teachers assess early childhood learners for purposes of determining development processes.

Identify field –related assessment tools used to determine the developmental stage (e.g., social, emotional, physical, cognitive) of the young child.

Research Use the Prescott College library system and/or another appropriate search process (e.g., professional literature for pediatricians and social workers) in order to access the in-

formation needed in this course for the other learning targets in this course.

Diversity, Social Justice, and Environmental Sustainability Create a three to five page paper in which to identify environmental and cultural factors that can enhance or impinge normal growth and development for both of the two developmental and instructional groups of children, and ensure theoretical knowledge is thoroughly anchored in preparation for the Arizona Professional Educator Assessment.

Integration of the Fine and Performing Arts Research how an interdisciplinary curriculum, which includes the fine and the performing arts, enhances curricular efficacy through an invitation to each student with culturally appropriate as well as individual learning styles.

Technological Literacy Employ self-direction in designing and carrying out program plans, curriculum, and instruction, and become familiar with the components of the Moodle and student electronic portfolios, upload any required course materials to the Eportfolio, through the use of appropriate technology.

Communication Traditions Integrate theory to practice by honoring community traditions and language, and guiding new academic communication knowledge and skills (e.g., written and oral) into the classroom and with educational outreach (e.g., parents, public, media, etc.) into the community.

Recommended Support Activities • Read three to five books and five to seven professional journal articles on child growth and brain development for birth to prekindergarten and kindergarten to grade three/age eight developmental and instructional settings.

• Interview two early childhood educators, from both ECE groups, for at least thirty minutes, in regards to signs of normal and abnormal development which can be identified in their classroom.

• Participate in early childhood classrooms, birth to prekindergarten and kindergarten to grade three/age eight, leading several developmentally appropriate activities.

• Research and write a reflective paper on child growth and development, including local cultural practices with young children.

• Review federal, state, military, tribal, etc., early childhood program standards and create an appropriate outdoor environmental activity which enhances development from children’s play for both developmental and instructional groups.

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ACADEMIC PROGRAMS

Helios Early Childhood Education Scholars Program Assisted by a generous grant from the Helios Foundation, Prescott College is putting the power of education back into the hands of Arizona’s Native American reservation communities. The funds provide for scholarships; a faculty member experienced in culturally appropriate education needs for reservation and rural communities; and value-added support for students of the reservation communities in Arizona.

“Students in Arizona’s reservation and rural areas who are considering early childhood or early childhood special education teacher certification, and who had believed a college education beyond their financial reach, now have the opportunity to further their education,” says Prescott College’s Coordinator for Native American Students, Dr. Vicky Young.

“Through a combination of Helios Foundation–funded scholarships, Federal grants, and Prescott College grants and scholarships, it is our intention that most Helios Early Childhood Education Scholars will enroll in Prescott College’s B.A. Degree Program in Early Childhood Education or Early Childhood Special Education, leading to the Arizona teaching credential with all costs fully covered.”

As part of the Prescott College low-residency Bachelor of Arts Program, the Helios Scholars Program provides Native American students the opportunity to complete a bachelor’s degree and earn Arizona teaching credentials while continuing to live in their home communities.

According to Dr. Young, the Helios Education Program will equip early education teachers to provide children with culturally appropriate language and literacy skills for language preservation, and foster development of ongoing academic success for their future in the K-12 school system. Additionally, through a community-based model of education, students are able to honor and maintain family, community, and cultural ties while pursuing degrees.

Eligibility Requirements Students eligible to be admitted to Prescott College as Helios Scholars: • Are low-income (Federal Pell Grant eligible) tribal affiliated Native American Arizona residents.

• Have a minimum of 60 completed college credits (associate’s degree is preferred but not required).

• Agree to major in Early Childhood Education or Early Childhood Special Education at Prescott College leading to the Bachelor of Arts Degree and provisional certification through the Arizona Department of Education.

Helios Education Foundation The Helios Foundation, based in Phoenix, is the largest nonprofit organization serving Arizona and Florida focused solely on education. The Foundation’s mission is to enrich the lives of individuals by creating opportunities for success in early childhood education. Fore more information on the Helios Early Childhood Education Scholars Program, request a copy of the Helios Early Childhood Education Scholars Program catalog.

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SOCIETY’S LEADERS FOR THE 21ST CENTURY

Alumna

Katherine Mike ’08 Management in Early Childhood Education Center for Indian Bilingual Teacher Education The Center for Indian Bilingual Teacher Education (CIBTE) at Prescott College was created in 1988 as an alternative teacher education and certification program for Native American paraprofessionals and teachers on Arizona reservations.

Today, CIBTE provides Native American students an opportunity to complete a B.A. degree and earn Arizona teaching credentials while continuing to live in their home communities. The Center also provides students with personal support and academic services.

The educational philosophy of CIBTE reflects the belief that Native American people who have grown up in Indian communities understand the educational and cultural needs of their local areas. CIBTE gives Native American students an opportunity to use their work experience, language, cultural background, and knowledge to advance Indigenous/tribal education. In keeping with the community-based model, students are able to keep their jobs and maintain family, community, and cultural ties while pursuing degrees.

In addition to CIBTE, the low-residency bachelor of arts program serves Native American students in other undergraduate and graduate areas of study. Students have earned degrees in the fields of Sustainable Community Development, Business Management, Leadership, Fine Arts, and Human Development. The low-residency bachelor’s program serves the need for Native American people to be in control of their own educational destiny and meet the needs of their communities.

Prescott College is a member of the Navajo Nation Teacher Education Consortium and works closely with tribal entities for assisting students with scholarship opportunities. The College also offers specific scholarships directly for Native American students.

“I truly believe that I make a difference in the Navajo Head Start Program. The confidence and knowledge I’ve gained through my studies at Prescott College relates directly to my work operating a $4 million dollar program.

I’ve learned how to work with other people more effectively as well, treating them with a higher degree of respect and understanding.

“I chose the [low-residency bachelor’s] program at Prescott College because it is so flexible and allowed me the time to continue working while pursuing a degree. The most meaningful part of the program has turned out to be the focus on environmental and cultural issues tied to each area of study.

“That approach to learning is applied to students as well. Prescott College staff has a way of taking into consideration the knowledge and abilities you already have while [guiding students] in building your courses, as well as demonstrating an understanding of your specific environment and cultural perspective. In this way, each mentor I’ve worked with has brought out the best in me.”

For more information visit http://www.prescott.edu/academics/teachercert/cibte.html, or contact Dr. Vicky Young, Coordinator for CIBTE and Native American Students, at vyoung@prescott.edu.

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SOCIETY’S LEADERS FOR THE 21ST CENTURY

Alumna

Preserving Language and Culture through Education Barbara Goodluck Morgan M.A. ’06 works to pass on Navajo language and culture by creating educational standards for the Navajo Nation After many years of experience in Navajo classrooms, Barbara Goodluck Morgan M.A.’06 sought a way to address some of the challenges of creating and delivering effective bilingual education within a Native American cultural tradition. She enrolled at Prescott College after a personal friend, Kee Ike Yazzie, and tribal judge Carol Perry both told her about the College’s flexibility and quality of education.

For her Prescott College master’s thesis, Barbara created a curriculum for Alamo Navajo grades six through eight that includes historical, social, geographical, and economic information on Alamo that teachers can build on for classroom presentations.

Barbara has expanded on her Prescott College studies in her position as Senior Education Specialist at the Office of Dine Culture, Language, and Community Services under the Department of Dine Education in Window Rock, Arizona.

Is the work she’s doing making a difference? Barbara believes that when it comes to the future for Navajo children, the answer to that question is yes. “[We are making a difference by] training their teachers, giving them technical assistance in infusing Navajo language and culture into all of the studies. The curriculum needs to have cultural relevance; we don’t learn Navajo history from textbooks made somewhere in Texas.”

Her experience at Prescott College, she says, helped to 16

facilitate the knowledge and awareness she now brings to her work.

“There is no stopping change. My life on the Navajo Nation changed because I saw the world differently. As a result of reading Paulo Freire (and many others), I began to see things I had never seen before. My studies led me to understand some mysteries, like [the fact] that Navajo people dwell in a state of shock. When a Navajo person is unable to take the best from domineering cultures and keep the best from the ancient ways, they will encounter depression.

“This depression is generational and can cause deep wounds that can only be healed by serious ceremonies. The ceremonies that were used for all time to help us to heal are being replaced by American medical practices. The ironic thing is that American medicine is finding that our therapeutic ways and holistic approaches to healing are lately being proven to work. My world view has changed to always be open to my cultural ways, for accepting the philosophy of my grandmothers as being true and viable.”

Barbara began her studies at Prescott College in the Adult Degree Program completing her teacher certification. She graduated in 2006 with a Master of Arts in Education: Bilingual Curriculum Development. Now in her 60s, she has worked as a certified teacher in New Mexico and Arizona for 12 years, is on the Prescott College Alumni Board, and has helped to develop curriculum standards for the Navajo Nation to help preserve the Navajo language and culture.

A mother of four, Barbara began her college education at the Rhode Island School of Design, earning a bachelor’s degree from the University of New Mexico in 1987. She has made and sold art throughout the years alongside her educational and other career pursuits.

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SOCIETY’S LEADERS FOR THE 21ST CENTURY

Mentor

Claude S. Endfield Mentor, Early Childhood Education Claude Endfield grew up wanting to be a teacher, a desire honed by experiences as a Head Start parent volunteering in her children’s classrooms, where she recognized a need for skilled aides to assist teachers.

A 35-year resident of the White Mountain Apache Reservation, Claude has been involved in Early Childhood Development since the mid 70s, when she completed her associate’s degree at Northland Pioneer College. She’s been a faculty member at Northland Pioneer College since 1988 and now works directly with five high schools in the region, all but one of which operate their own childcare centers. This fifth-generation Arizonan is also working alongside her own children and grandchildren to develop the Apache Family First program.

“Once you get into the field, you never want to leave.

Your interest becomes more intense the longer you work with kids,” she explained.

Claude also serves as a consultant on early childhood education to Indigenous groups across the nation. She has conducted workshops for the Yupik Eskimo Head Start workers in Bethel, Alaska; presented at several Three Feather’s Conferences and National Tribal Child Care Conferences; and served many years as a grant panelist in Washington, D.C. for funding Head Start programs.

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Early Childhood Education The Prescott College Teacher Preparation Program in Early Childhood Education prepares students seeking a teaching credential to work with young children ages birth to eight years.

Students may fulfill the Arizona provisional teacher certification requirements in Early Childhood Education while earning their bachelor’s degree; or, if students already possess their bachelor’s degrees, they may complete the Arizona provisional teacher certification requirements as a certification-only Post Degree student.

The program includes: • academic coursework, • structured performance assessments of teacher knowledge, skills and abilities, and • field experiences; a capstone practicum experience that takes place in two six-week settings, birth to pre-kindergarten and kindergarten to age eight/grade three.

Institutional Recommendation Upon successful completion of the teacher preparation program, students apply to the College for an Institutional Recommendation (IR), which facilitates the students’ receipt of provisional teacher certification through the Arizona Department of Education.

In order to qualify for an Institutional Recommendation, students must successfully complete: • 45 semester credits in education coursework. Of these, a minimum of 24 upper-division semester credits plus an eight semester credit practicum must be completed with Prescott College (4-semester credits in a Birth to Pre-K setting and 4-semester credits in a K-3rd grade setting).

• all other College credit or program completion requirements identified for their levels of study.

• the Arizona Educator Proficiency Assessments for Early Childhood Education.

At the conclusion of each student’s program, he or she must submit a request to the Registrar’s Office for an Institutional Recommendation.

If a student is planning to obtain certification in a state other than Arizona, she or he researches that state’s requirements for certification to ensure compliance.

Bachelor of Arts Degree In order to qualify for an undergraduate degree, students must successfully complete all College graduation requirements, including a base minimum of 120 semester credits. Students must complete 45 semester credits (a minimum 24 upper division credits and the practicum 18

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ACADEMIC PROGRAMS

must be completed with Prescott College) in designated certification coursework, in combination with approved elective ECE coursework and College-required credits in such areas as orientation activities, electronic portfolio development, and the liberal arts seminar.

Students may transfer to the College previously, or concurrently, completed coursework and credits that meet the curricular standards established by the College for Early Childhood Education and may identify, with their faculty, appropriate elective semester credits to meet or exceed the College graduation requirement of 120 semester credits.

ECE Instructional Techniques and Methods Heath, Safety, and Nutrition Child Guidance and Classroom Management Characteristics and Practices in a Young Child’s Behavior Structured English Immersion Advanced Structured English Immersion

Post-Degree Provisional Teacher Certification Students who already have undergraduate or graduate degrees from regionally-accredited post-secondary institutions, and who are seeking Arizona provisional teacher certification only, can become eligible for a Prescott College Institutional Recommendation leading to Arizona Early Childhood Education Provisional Teacher Certification.

This can be achieved upon successful completion of: • at least the 45 Program-designated “Competence” semester credits in Early Childhood Education coursework, and • the one semester credit required orientation course, Orientation to Education (OTE).

Some of this coursework may be transferred to Prescott College from other regionally-accredited post-secondary institutions as long as it meets curricular standards established by the College. However, in order to fulfill Program requirements, students must complete a minimum of 24 upper-division semester credits, as well as their eight-semester-credit practicum assignment, with Prescott College.

Practicum – total of 8 semester credits Practicum I: Student Teaching Birth to Pre-K Practicum II: Student Teaching K to age 8

Curriculum Foundation and Theory Foundations of Early Childhood Education Child Growth and Development Social and Emotional Development Curriculum Development and Implementation The Exceptional Child and Special Education Processes Methods Early Language and Literacy Parent, Family, School, and Community 19

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SOCIETY’S LEADERS FOR THE 21ST CENTURY

Bridging Borders by Tim Hull An invisible line may separate Arizona from Mexico, but it can’t keep teachers from their students.

Standing toe to toe against the line separating Arizona from Mexico, the two Nogales, sister cities named for the walnut trees (nogal) that once thrived in this high desert landscape reflect the mix – and sometimes clash – of cultures that characterize life in the borderlands.

Most weekday afternoons on the Arizona side, just a few steps from the international border, a multigenerational group of women can be found discussing the merits of Dewey, Gardner, and other theorists of education.

Meeting in a colorful kindergarten classroom at Sacred Heart Catholic School, Prescott College’s limited-residency bachelor of arts Nogales Cohort of 11 working teachers work with their mentor toward teaching certificates.

Aida Paredes, Mentor For more than 30 years Aida Paredes has taught Nogales, Arizona’s children in the local schools. While she’s still doing so, these days after the final bell rings she gets busy training a group of teachers to carry on her life’s work.

Aida’s family goes back in the border region under the original Spanish land grants. She has personally prepared several generations of Nogalians for the wider world as a teacher for the Nogales Unified School District, teaching kindergarten through fifth grade, as well as in education classes for Pima Community College, Cochise Community College, and, for the past four years or so, Prescott College.

“It takes a very special person to be a teacher,” she says. “It’s a gift that you are born with. I have seen throughout my life many teachers who have gone to college, earned their credentials, and come into the classroom, but they simply can’t do it.”

Not so for the teachers in the Cohort, Aida says.

“The people that we have here are born teachers; they love what they do, and they are dedicated to [the profession].”

Amelia V. Garay ’09 Education She’s not inclined to reveal her age, but Amelia Garay hints at a lifetime’s worth of education experience when she holds up a black-and-white photograph of herself at age 19, surrounded by a group of happy children: her first class.

When Sacred Heart School opened in 2001, Amelia was 20

hired on as a teacher’s aid in the kindergarten class. Two years later they asked her to be the kindergarten teacher.

She says she wants to continue teaching at Sacred Heart as long as she can. She has become a major player in the Nogales Cohort – the “guiding light” whom mentor Aida relies on to help the rest of the members translate educational theory to the real-world trenches of the classroom.

“I feel that a lot of what I am learning has turned out to reinforce what I have always felt I should be doing in the classroom,” she says.

Rosa Maria Mendez ’10 Elementary Education In 2003 Rosa Maria got a call from the woman who had been her sixth-grade teacher in Cananea, Sonora, Mexico, now the principal of Sacred Heart. “Please come and work with us in Nogales,” the principal said. Rosa Maria didn’t hesitate, and now she’s teaching first grade at the school.

No stranger to teaching, Rosa Maria taught Catholic catechism in Hermosillo, Sonora, Mexico, for many years, worked for a literacy assistance program in Tucson teaching English to Spanish-speaking students in the public schools.

She’s happy to “be getting back to the books.” She not only loves teaching, but learning.

“I am thrilled with Prescott College,” she says. “The classes have motivated me to get back into reading about my profession. I have fallen in love with all these philosophers and educators that we’re reading about.

“I see what they mean by ‘knowledge is power.’ I am definitely getting some of that!”

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ACADEMIC PROGRAMS

Elementary Education The Prescott College Teacher Preparation Program in Elementary Education prepares students seeking a teaching credential to work with young learners in grades K through 8. Students may fulfill the Arizona provisional teacher certification requirements in Elementary Education while earning their bachelor’s degree. Students who have already earned a bachelor’s and/or master’s degree from a regionally-accredited post-secondary institution may complete the Arizona provisional teacher requirements as a Post-Degree certification-only program.

The program includes academic coursework; structured performance assessments of teacher knowledge, skills and abilities; and field experiences, including a twelve-week, full-time capstone student teaching experience.

Institutional Recommendation Upon successful completion of the teacher preparation program, students apply to the College for an Institutional Recommendation (IR), which facilitates the students’ receipt of provisional teacher certification through the Arizona Department of Education.

In order to qualify for an Institutional Recommendation leading to Arizona Elementary Education Provisional Teacher Certification, students must: • complete 46 semester credits in designated education certification coursework, including a minimum of 24 upper-division credits and 8 semester credits in student teaching (must be completed with Prescott College).

• meet all other College credit or program completion requirements identified for their levels of study and must pass the Arizona Educator Proficiency Assessments in Elementary Education.

Bachelor of Arts Degree In order to qualify for an undergraduate degree, students must successfully complete all College graduation requirements, including a minimum of 120 semester credits. Students complete individually-tailored degree programs in Elementary Education that contain 100 specifically-designated Program semester credits. These include: • 46 semester credits plus two 3 semester credit electives as part of the competence, and • 24 semester credits in each of the two breadths.

Students may transfer previously or concurrently completed coursework and credits that meet the curricular standards established by the College for Elementary Education. They may also identify, with their faculty, appropriate elective semester credits to meet or exceed the College graduation requirement of 120 semester credits. Students are required to complete at least 24 upper-division semester credits in 21

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coursework and their 8 semester credit student teaching assignment with Prescott College.

Post-Degree Provisional Teacher Certification Students who have already completed undergraduate or graduate degrees and who are seeking just the Arizona provisional teacher certification become eligible for a Prescott College Institutional Recommendation leading to Arizona Elementary Education Provisional Teacher Certification upon successful completion of a total of 47 semester credits: • at least 46 Program-designated competence (major) semester credits in Elementary Education coursework o a minimum of 24 of these must be upper-division semester credits completed with Prescott College as well as the 8 semester credit student teaching assignment • the one-semester-credit course, Orientation to Education (OTE).

Some of this coursework may be transferred to Prescott College from other regionally-accredited post-secondary institutions as long as proposed transfer course credits meet curricular standards established by the College.

Curriculum Foundations and Theory Foundations of Education Learning Theories A Curriculum Design Educating for the Future: Multicultural and Environmental Issues Assessment and Measurement Introduction to Special Education Methods Reading: Methods and Practice Language Arts: Methods and Practice Social Studies: Methods and Practice Science: Methods and Practice Mathematics: Methods and Practice Classroom Management Structured English Immersion Methods Advanced Study in Structured English Immersion Practicum – total of 8 semester credits Student Teaching: Elementary Education

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SOCIETY’S LEADERS FOR THE 21ST CENTURY

Alumna and Mentor

Pauline Begay ’95 Elementary Education Prescott College alumna and Superintendent of Apache County Arizona Schools, Dr. Pauline Begay was appointed in 2009 as the Arizona tribal representative on the Governor’s P-20 Coordinating Council for education reform. Her lifelong passion for education, particularly bilingual education, is evident from her career and educational journey.

As a single mother of six children, Pauline needed a lot of flexibility in her school schedule. Prescott offered her this flexibility as well as the opportunity to explore subjects she is passionate about. “I especially appreciated the discussions with my mentors as to ‘how we should be teaching our Native American students.” This included integration of traditional language and culture into the curriculum.

“Knowing the Navajo language helps students transfer their skills more easily into other areas. Students become more knowledgeable, and if they know their culture they know where they come from and have higher self esteem,” she says.

“After my program at Prescott College I just wanted to go on and on, to learn as much as I could in education.

I became more focused on what career path I would take after I graduated.

“I’m just thankful that Prescott College was there when I needed it, and gave me the right career choice in education,” she said.

Pauline went on to earn her master’s degree in education with an emphasis on American Indian leadership from Oklahoma City University, and an E.D. (Doctor of Education) from the Fielding Graduate University of Santa Barbara, Calif. Her dissertation, titled “Drum and Sing Out the Language,” explored the ways Navajo music can be utilized to teach the Navajo language – not unlike other cultures’ use of the ABC song and nursery rhymes.

Pauline continues her work with Prescott College as a mentor in the Low-residency Bachelor and Master of Arts Programs.

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ACADEMIC PROGRAMS

Secondary Education The Prescott College Teacher Preparation Program in Secondary Education prepares students seeking a teaching credential to work with learners in grades seven through twelve. Students may fulfill the Arizona provisional teacher certification requirements in Secondary Education while earning their bachelor’s degree or, if students already possess a bachelor’s or master’s degree, they may complete the Arizona provisional teacher requirements as a certification-only Post-Degree student.

The program includes: • academic coursework; • structured performance assessments of teacher knowledge, skills and abilities; and, • field experiences, including a twelve-week full-time capstone student teaching experience.

Institutional Recommendation Upon successful completion of the teacher preparation program, students apply to the College for an Institutional Recommendation (IR), which facilitates the students’ receipt of provisional teacher certification through the Arizona Department of Education.

In order to qualify for an Institutional Recommendation leading to Arizona Secondary Education Provisional Teacher Certification, students must: • complete 38 semester credits (a minimum of 24 upper division credits and an eight semester credit student teaching experience must be completed with Prescott College) in teacher certification coursework • complete 24 semester credits in a selected subject/content area • must meet all other College credit or program completion requirements appropriate for the selected level of study • pass the Arizona Educator Proficiency Assessments (AEPA) in Secondary Education professional knowledge and in the selected subject/content area knowledge. o *If the AEPA does not contain a subject/content area knowledge assessment in the subject for which the teacher candidate desires teaching certification, then completion of the 24 semester credits of study as approved by faculty fulfills that state and College requirement.

Bachelor of Arts Degree In order to qualify for an undergraduate degree, students must successfully complete all College graduation requirements, including: • a base minimum of 120 semester credits that include o individually-tailored degree programs in Secondary Education 23

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that contain 98 specifically-designated Program semester credits, including • 24 semester credits in a selected subject or content area • 38 semester credits plus an additional 12 elective semester credits in the Competence • 24 semester credits in the Liberal Arts Breadth o Students may transfer to the College previously or concurrently completed coursework and credits that meet the curricular standards established by the College for Secondary Education and may identify, with their faculty, appropriate elective courses to meet or exceed the College graduation requirement of 120 semester credits. o Students are required to complete at least 24 upper division semester credits in coursework and their 8 semester credit student teaching assignment with Prescott College in order to be eligible for an Institutional Recommendation from the College

faculty fulfills that state and College requirement.

Some of this coursework may be transferred to Prescott College from other regionally-accredited post-secondary institutions as long as it meets curricular standards established by the College; however, in order to fulfill Program requirements and be eligible for an Institutional Recommendation from the College, students must complete a minimum of 24 upper division semester credits, as well as their eight semester credit student teaching assignment, with Prescott College.

Curriculum Foundations and Theory Foundations of Education Learning Theories Curriculum Design Educating for the Future: Multicultural and Environmental Issues Assessment and Measurement Introduction to Special Education Methods Teaching Methods and Reading Strategies in the Secondary Content Area Classroom Management Structured English Immersion Methods Advanced Study in Structured English Immersion Practicum – total of 8 semester credits Student Teaching: Secondary Education

Post-Degree Provisional Teacher Certification Students who already have undergraduate or graduate degrees from regionally-accredited post-secondary institutions and who are seeking Arizona provisional teacher certification become eligible for a Prescott College Institutional Recommendation leading to Arizona Secondary Education Provisional Teacher Certification upon successful completion of a total of 63 semester credits: • at least 38 Program-designated certification semester credits in Secondary Education, • the 24 semester credit subject or content area coursework, • the 1 semester credit orientation course, Orientation to Education.

Each student must pass the Arizona Educator Proficiency Assessment (AEPA) in Secondary Education professional knowledge and in the selected subject/content area knowledge. *If the AEPA does not contain a subject or content area knowledge assessment in the subject for which the teacher candidate desires teaching certification, then completion of the 24 semester credits of study as approved by 24

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Alumni

A Passion for Teaching When he was a kid, Brian Winkle ’09 dreamed of becoming a teacher, but then life caught up with him and he had to set the dream aside. By the time he finally got back to pursuing his teaching dream, he wasn’t a kid anymore – he was a corporate trainer who had spent nearly two decades in the business world.

With all that experience, a typical college education wasn’t going to cut it for the father of four, who was used to living in the real world. He needed an education to match his experience, and that’s exactly what Prescott College gave him.

“I got to work with some really great mentors – people who have done it for 20, 30, 40 years and gave me the good stuff and the bad stuff, and a realistic education,” he said.

Part of that real-world education meant designing a program around Brian’s interests. His mentors, he said, helped him fit his passions into the majority of his course requirements.

“My mentors challenged me completely. It was so much more collaborative than going into a classroom and being told what I was to learn,” he said. “It’s so much more fun when you’re learning what you want to learn.”

As a teacher in training, most of his coursework centered on learning how to be an effective educator – someone who could teach anyone. He credits the training he received at the hands of faculty member Jan Kaufman for preparing him to do exactly that.

“Jan has such a positive attitude,” Brian said. “The content in special education specifically was great. A lot of the basic principles of teaching can get lost [when you focus in on the curriculum] … she helped me get back to the basics and build on that.”

With a strong teaching base in place, Brian’s goal was to teach freshman English because, he said, his own freshman English class had had such a huge impact on him. So, in addition to the education courses, he acquired his breadth in English, working with his mentor Doug Holland, among others, to do so.

“I had never really understood Shakespeare, but through Doug’s mentorship – it’s his lifelong passion – he helped me to understand Shakespeare rather than just get through it,” Brian said. “Now I can read Shakespeare and relate it to everyday life.”

Brian said Doug also helped him with another lifelong

goal – coaching football – when he hooked him up with a coaching position at Sabino High School.

Through his student teaching, Brian was surprised to learn that for some, passion is optional.

“I was observing for one day all the English teachers, and then I went to one class. The teacher did not really care that I was there – students were cussing,” he said. “It was an eye opener classroom management. There are teachers that care and teachers that don’t care.”

For Brian, however, bringing an attitude of passion and caring to what he does has never been optional, and his approach to teaching is no exception.

“I have coached and developed and taught and trained for 16 years now. There’s nothing more gratifying than watching people develop and reach their potential, whether it’s my kids getting straight A’s or people I have coached in business coming back and thanking me for helping them reach their goals,” he said.

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ACADEMIC PROGRAMS

Special Education Special Education Emotional Disability The Prescott College Bachelor of Arts Degree and PostDegree Teacher Preparation Program in Special Education Emotional Disability is designed for those students seeking a teaching credential to work with students in grades kindergarten through twelve. Students may fulfill the Arizona provisional teacher certification requirements in Special Education Emotional Disability while earning their bachelor’s degree or, if students already possess a degree, may complete the Arizona provisional teacher requirements as a Post-Degree certification student at Prescott College.

Institutional Recommendation Upon successful completion of the teacher preparation program, students apply to the College for an Institutional Recommendation (IR), which facilitates the students’ receipt of provisional certification through the Arizona Department of Education.

In order to qualify for an Institutional Recommendation leading to Arizona Special Education Provisional Teacher Certification with a focus in Serious Emotional Disabilities, students must complete: • 49 semester credits in designated Special Education: Serious Emotional Disability coursework o a minimum of 24 upper division credits and an 8 semester credit student teaching experience must be completed with Prescott College • All other College credit or program completion requirements identified for the selected level of study • *If a student intends to teach a core subject area as a special education teacher at the high school level, that student must complete an additional 24 semester credits in that selected content area and pass the AEPA assessment in that core content area in order to be considered by the state as “highly-qualified” • Pass the Arizona Educator Proficiency Assessments (AEPA) in Elementary Education professional knowledge and Special Education: Emotional Disability content knowledge If a student is planning to obtain certification in a state other than Arizona, he or she is required to research that

state’s requirements for certification to ensure compliance.

Upon successful completion of the study requirements, each student must apply to the College for an Institutional Recommendation for Arizona Provisional Teacher Certification.

Bachelor of Arts Degree In order to qualify for an undergraduate degree, students must successfully complete all College graduation requirements, including a base minimum of 120 semester credits.

Students are required to complete individually-tailored programs in Special Education: Emotional Disability that contain: • 100 Program-designated semester credits o includes 49 semester credits and o one 3-semester-credit elective in the Competence, o 24 semester credits across each of two breadths • An additional 20+ credits, at a minimum Students may transfer to the College previously, or concurrently, completed coursework and credits from other regionally-accredited post-secondary institutions that meet the curricular standards established by the College for Special Education: Emotional Disability and may identify, with their faculty, appropriate elective semester credits to meet or exceed the College graduation requirement of 120 semester credits. However, students are required to complete at least 24 upper division semester credits in coursework and their 8 semester credit student teaching assignment with Prescott College in order to be eligible for an Institutional Recommendation from the College.

Post-DegreeProvisional Teacher Certification Students who already have undergraduate or graduate degrees from regionally-accredited post-secondary institutions, and who are seeking Arizona provisional teacher certification only, become eligible for a Prescott College Institutional Recommendation leading to Arizona Special Education: Emotional Disability Provisional Teacher Certification upon successful completion of a total of 50 semester credits: 27

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• at least the 49 Program-designated certification semester credits in Special Education: Emotional Disability coursework, and • the 1 semester credit orientation course, Orientation to Education (OTE).

Some of this coursework may be transferred to Prescott College from other regionally-accredited post-secondary institutions as long as it meets curricular standards established by the College; however, in order to fulfill Program requirements and be eligible for an Institutional Recommendation from the College, students must complete a minimum of 24 upper division semester credits, as well as their 8 semester credit student teaching assignment, with Prescott College.

Curriculum Foundations and Theory Foundations of Education Learning Theories Curriculum Design Educating for the Future: Multicultural and Environmental Issues Characteristics of Exceptional Children: Foundations of Special Education Characteristics of the Specific Exceptionality: Emotional Disability Special Education Diagnosis and Evaluation Methods Reading Methods for the Exceptionality: Emotional Disability Language Arts Methods for the Exceptionality: Emotional Disability Social Studies Methods for the Exceptionality: Emotional Disability Science Methods for the Exceptionality: Emotional Disability Mathematics Methods for the Exceptionality: Emotional Disability Classroom Management for Special Education Structured English Immersion Methods Advanced Study in Structured English Immersion Practicum – total of 8 semester credits Student Teaching: Special Education: Emotional Disability

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Mentor

Dick Sniegowski Special Education Dick Sniegowski is a mentor and official observer of student teachers for the Prescott College Tucson Center.

He holds a bachelor’s degree in Special Education and English from Michigan State University and a M.A. in Educational Leadership and Program Evaluation from Western Michigan University.

Dick began his career as a special education teacher in the Lansing, Michigan School District, where he taught for 14 years. Dick worked as a principal at Mary Meredith School and Sewell Elementary School as well as Special Education Director and Transportation Director in two other school districts.

After he retired in 2004 and prior to joining Prescott College, Dick continued to remain active in the education arena, serving in a variety of roles; as a substitute administrator with Tucson Unified School District, a member of the Arizona Department of Education Solutions Teams, and a school restructuring consultant for a private company. In all, Mr. Sniegowski has served public education for more than 30 years.

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ACADEMIC PROGRAMS

Special Education Learning Disabilities The Bachelor of Arts Degree and Post-Degree Teacher Preparation Program in Special Education: Learning Disabilities is designed for those students seeking a teaching credential to work with learning disabled learners in grades kindergarten through twelve.

Students may fulfill the Arizona provisional teacher certification requirements in Special Education: Learning Disabilities while earning their bachelor’s degree; or, if students already possess their bachelor’s or master’s degree, they may complete the Arizona provisional teacher requirements as a Post Degree certification-only student at Prescott College.

The Bachelor of Arts Degree and Post-Degree Teacher Preparation Program in Special Education: Learning Disabilities includes and emphasizes: • academic coursework, • structured performance assessments of teacher knowledge, skills, and abilities, • field experiences, including a twelve-week, full-time capstone student teaching experience, • collaboration with families, other educators, related service providers, and personnel from community agencies in culturally-responsive ways, and • design, implementation, and assessment of individualized education programs.

If a student intends to teach a core subject area as a special education teacher at the high school level, that student must complete an additional 24 semester credits in that selected content area and pass the AEPA assessment in that core content area in order to be considered by the state as “highly-qualified.”

Bachelor of Arts Degree In order to qualify for an undergraduate degree, students must successfully complete all College graduation requirements, including a base minimum of 120 semester credits. Students are required to complete individually-tailored programs in Special Education: Learning Disabilities that contain: • 100 Program-designated semester credits. This includes: o 49 semester credits in teacher certification coursework o one 3 semester credit elective in the Competence o 24 semester credits across each of two breadths At least 24 of these credits and the 8 semester credit student teaching assignment must be completed with Prescott College in order to be eligible for an Institutional Recommendation.

• 20 or more additional credits

Institutional Recommendation Upon successful completion of the teacher preparation program, students apply to the College for an Institutional Recommendation (IR), which facilitates the students’ receipt of provisional teacher certification through the Arizona Department of Education.

In order to qualify for an Institutional Recommendation leading to Arizona Special Education Provisional Teacher Certification with a focus in Learning Disabilities, students must: • Earn 49 semester credits in Special Education: Learning Disabilities coursework o a minimum of 24 upper division credits and an 8 semester credit student teaching experience must be completed with Prescott College • meet all other College credit or Program completion requirements identified for the selected level of study • pass the Arizona Educator Proficiency Assessments (AEPA) in Elementary Education professional knowledge and Special Education: Learning Disabilities content knowledge

Students may transfer to the College previously, or concurrently, completed coursework and credits from other regionally-accredited post-secondary institutions that meet the curricular standards established by the College for Special Education: Learning Disabilities, and may identify, with their faculty, appropriate elective semester credits to meet or exceed the College graduation requirement of 120 semester credits.

Post-Degree Provisional Teacher Certification Students who already have undergraduate or graduate degrees and who are seeking Arizona provisional teacher certification only, become eligible for a Prescott College Institutional Recommendation leading to Arizona Special Education: Learning Disabilities Provisional Teacher Certification upon successful completion of 50 credits, including: • at least the 49 Program-designated certification credits in Special Education: Learning Disabilities coursework, • the one semester credit orientation course, Orientation to Education (OTE).

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Some of this coursework may be transferred to Prescott College from other regionally-accredited post-secondary institutions as long as it meets curricular standards established by the College. However, in order to fulfill Program requirements and be eligible for an Institutional Recommendation from the College, students must complete a minimum of 24 upper division semester credits, as well as their 8 semester credit student teaching assignment, with Prescott College.

Curriculum Foundations and Theory Foundations of Education Learning Theories Curriculum Design Educating for the Future: Multicultural and Environmental Issues Characteristics of Exceptional Children: Foundations of Special Education Characteristics of the Specific Exceptionality: Learning Disability Special Education Diagnosis and Evaluation Methods Reading Methods for the Exceptionality: Learning Disability Language Arts Methods for the Exceptionality: Learning Disability Social Studies Methods for the Exceptionality: Learning Disability Science Methods for the Exceptionality: Learning Disability Mathematics Methods for the Exceptionality: Learning Disability Classroom Management for Special Education Structured English Immersion Methods Advanced Study in Structured English Immersion Practicum – total of 8 semester credits Student Teaching: Special Education: Learning Disability

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Mentor

Ron Hennings Special Education After over forty years of work in multicultural and gender-inclusive education, it’s fair to say that Ron Henning’s career has been committed to educational equity.

Ron spent the last sixteen years as an Arizona superintendent of schools while continuing to teach undergraduate and graduate studies in educational leadership, multicultural education, second-language acquisition, and special education for a number of Arizona schools, including Cochise College, Arizona Western College, Pima College, Northern Arizona University, and Prescott College. He currently mentors future educators in the Low-residency Master of Arts and Adult Degree Programs at Prescott College.

Prescott College’s focus on social justice is something Ron finds unique and rewarding.

“A predisposition towards social justice creates a nonethnocentric atmosphere. This allows students to see the power of multiculturalism and multilingualism,” he explains, noting his enthusiasm for the way Prescott College “turns out educational leaders who are better equipped to ensure equal opportunity education.”

Ron has served as Minority Achievement Specialist for the US Department of Defense Schools-Europe, Assistant Professor of Multicultural Education in Detroit, Mich., Director of American Indian Education for White Earth-Annishenabe children, and Superintendent of Schools serving Mohave (CRIT) and Navajo (Window Rock) families. “[This] is the most rewarding place I have ever taught at because of the stress on social justice and the focus on equal educational opportunities. These students are better tooled by disposition and academic training to deliver on that mission.”

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ACADEMIC PROGRAMS

Special Education Mental Retardation The Bachelor of Arts Degree and Post-DegreeTeacher Preparation Program in Special Education: Mental Retardation is designed for those students seeking a teaching credential to work with students in grades kindergarten through twelve.

Students may fulfill the Arizona provisional teacher certification requirements in Special Education: Mental Retardation while earning their bachelor’s degree or, if students already possess a degree, they may complete the Arizona provisional teacher requirements as a Post-Degree teacher certification student.

Institutional Recommendation Upon successful completion of the teacher preparation program, students apply to the College for an Institutional Recommendation (IR), which facilitates the student’s receipt of provisional teacher certification through the Arizona Department of Education.

In order to qualify for an Institutional Recommendation leading to Arizona Special Education Provisional Certification with a focus in Mental Retardation, students must: • complete 49 semester credits in designated Special Education coursework in Mental Retardation studies, of which the following must be completed with Prescott College: o a minimum of 24 upper division credits o an 8 semester credit student teaching experience • meet all other College credit or program completion requirements identified for the selected level of study • pass the Arizona Educator Proficiency Assessments (AEPA) in Elementary Education professional knowledge and Special Education: Mental Retardation content knowledge.

If a student intends to teach a core subject area as a special education teacher at the high school level, that student must complete an additional 24 semester credits in that selected content area and pass the AEPA assessment in that core content area in order to be considered by the state as “highly-qualified.”

Bachelor of Arts Degree

• 100 specifically-designated Program semester credits , including o 49 semester credits and one 3-semester-credit elective in the Competence o 24 semester credits across each of two breadths.

• at least 20+ additional credits at a minimum.

At least 24 upper division semester credits in coursework and their 8 semester credit student teaching assignment must be completed with Prescott College.

Students may transfer to the College previously, or concurrently, completed coursework and credits from other regionally-accredited post-secondary institutions that meet the curricular standards established by the College for Special Education: Mental Retardation and may identify, with their faculty, appropriate elective semester credits to meet or exceed the College graduation requirement of 120 semester credits.

Post-Degree Provisional Teacher Certification Students who already have undergraduate or graduate degrees from regionally-accredited post-secondary institutions, and who are seeking Arizona provisional teacher certification only, become eligible for a Prescott College Institutional Recommendation leading to Arizona Special Education: Mental Retardation Provisional Teacher Certification upon successful completion of a total of 50 semester credits: • at least the 49 Program-designated certification credits in Special Education: Mental Retardation coursework , and • the one semester credit orientation course, Orientation to Education (OTE).

Some of this coursework may be transferred to Prescott College from other regionally-accredited post-secondary institutions as long as it meets curricular standards established by the College.

In order to fulfill Program requirements and be eligible for an Institutional Recommendation from the College, students must complete a minimum of 24 upper division semester credits, as well as their 8 semester credit student teaching assignment, with Prescott College.

In order to qualify for an undergraduate degree, students must successfully complete all College graduation requirements, including a base minimum of 120 semester credits.

Students are required to complete individually-tailored programs in Special Education: Mental Retardation that contain: 31

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Curriculum Foundations and Theory Foundations of Education Learning Theories Curriculum Design Educating for the Future: Multicultural and Environmental Issues Characteristics of Exceptional Children: Foundations of Special Education Characteristics of the Specific Exceptionality: Mental Retardation Special Education Diagnosis and Evaluation Methods Reading Methods for the Exceptionality: Mental Retardation Language Arts Methods for the Exceptionality: Mental Retardation Social Studies Methods for the Exceptionality: Mental Retardation Science Methods for the Exceptionality: Mental Retardation Mathematics Methods for the Exceptionality: Mental Retardation Classroom Management for Special Education Structured English Immersion Methods Advanced Study in Structured English Immersion Practicum – total of 8 semester credits Student Teaching: Special Education: Mental Retardation

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ACADEMIC PROGRAMS

Early Childhood Special Education The Prescott College Teacher Preparation Program in Early Childhood Special Education prepares students seeking a teaching credential to work with challenged children from birth to age five. Students may fulfill the Arizona provisional teacher certification requirements for Early Childhood Special Education while earning their Bachelor of Arts degree or, if students already possess a bachelor’s or master’s degree, they may complete the Arizona provisional teacher certification requirements as a Post-Degree certification student. The program includes academic coursework; structured performance assessments of teacher knowledge, skills, and abilities; and field experiences culminating in a twelve-week, eight semester credit, and capstone student teaching experience.

Institutional Recommendation Upon successful completion of the Teacher Preparation Program, students may apply to the College for an Institutional Recommendation (IR), which facilitates the students’ receipt of provisional teacher certification in Early Childhood Special Education through the Arizona Department of Education.

In order to qualify for an Institutional Recommendation from Prescott College leading to Provisional Arizona Certification in Early Childhood Special Education, students must complete 50 semester credits in education coursework, which includes eight semester credits in student teaching/practicum. Students must meet all other College credit or program completion requirements identified for their levels of study. Students must also pass the Arizona Educator Proficiency Assessments (AEPA) in Early Childhood Special Education professional and subject/content area knowledge.

Bachelor of Arts Degree In order to qualify for an undergraduate degree, students must successfully complete all College graduation requirements, including: • an approved program with a base minimum of 120 semester credits • individually-tailored degree programs in Early Childhood Special Education that contain o 98 specifically-designated Program semester credits, including • 50 semester credits in the competence • 48 semester credits across two breadths Students may transfer to the College previously, or concurrently, completed coursework and credits that meet the curricular standards established by the College for Early Childhood Special Education and may identify, with their faculty, appropriate elective semester credits to meet or exceed the College graduation requirement of 120 semester credits. Students are required to complete at least 24 upper-division semester credits in coursework and their 8 semester credit student teaching assignment with Prescott College.

Post-Degree Provisional Teacher Certification Students who already have undergraduate or graduate degrees from regionally-accredited post-secondary institutions and who are seeking Arizona 33

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provisional teacher certification only during their enrollment at Prescott College, become eligible for a Prescott College Institutional Recommendation leading to Arizona Early Childhood Special Education Provisional Teacher Certification upon successful completion of: • the Program-designated Early Childhood Special Education certification courses, and • the 1 semester credit orientation course, Orientation to Education (OTE), for students at this level of study.

SOCIETY’S LEADERS FOR THE 21ST CENTURY

Some of this coursework may be transferred to Prescott College from other regionally-accredited post-secondary institutions as long as it meets curricular standards established by the College. However, in order to fulfill Program requirements and be eligible for an Institutional Recommendation from the College, students must complete with Prescott College a minimum of: • 24 upper-division semester credits • the 8 semester credit student teaching assignment

Curriculum Foundations and Theory Foundations of Early Childhood Special Education Learning Theories and Early Childhood Special Education Educating for the Future: Multicultural and Environmental Issues Early Childhood Special Education Curriculum Development and Implementation Normal and Atypical Language Development and Literacy in Early Childhood Special Education Child Growth and Development in Early Childhood Special Education Methods Child Guidance and Behavior Management in Early Childhood Special Education Methods of Teaching Early Childhood Special Education The Exceptional Child: Birth to Age 5 and the Special Education Process Diagnosis and Evaluation of Early Childhood Special Education Learners Structured English Immersion Methods Advanced Study in Structured English Immersion Elective in Early Childhood Special Education Observation and Participation: Field Experience with Early Childhood Special Education Learners Practicum – total of 8 semester credits Practicum in Early Childhood Special Education: Birth to Age 5

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Alumna

Stretching Her Boundaries When Marva Miller ’09 decided to become a special education teacher, she wanted to keep her job while she went to school. Prescott College turned out to be an ideal way for her to get an out-of-the-classroom education that fit with her busy life.

“It was so nice not to have night classes three times per week,” she said. “There was just enough structure.”

Already a capable writer with a curious mind, she said she also liked that she could create courses that allowed her to explore topics that interested her in a deep way. Once she did, her grades came from the papers she wrote, rather than from taking tests.

The writing made for more meaningful grades; Marva wrote that using her writing skills in the teaching program meant “the lesson plans and learning objectives I create as a teacher are at a much higher level as a result.”

Marva is working as a special education teacher now and credits the College with not just preparing her for a dream job, but also challenging her to expand as a person.

“As a result of the program stretching my boundaries – I have a lot more self-confidence,” she said. “It is very empowering to finally finish my degree.”

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ACADEMIC PROGRAMS

Endorsement Programs Based on demand from K–12 educators, Prescott College offers students two ways to enroll in our endorsement programs. Individual educators apply as Post-Degree students, or up to 20 educators from the same school or school district can enroll as a Post-Degree cohort.

meet Arizona Provisional Teacher Certification Requirements • Structured English Immersion Methods • Advanced Study in Structured English Immersion

Active Learning is the Key

21 semester hours of early childhood education coursework and eight semester credits of practicum.

• Foundations of Early Childhood Education • Child Growth and Development • Curriculum Development and Implementation • Educating for the Future: Multicultural and Environmental Issues • Assessment and Evaluation • Early Language and Literacy • Child Guidance and Classroom Management • Characteristics and Practices in a Young Child’s Behavior • Early Childhood Practicum 1: Student Teaching – Birth through Pre-K • Early Childhood Practicum 2: Student Teaching – Kindergarten through Grade 3

The College delivers its interdisciplinary programs in an experiential learning environment to ensure active learning.

This learning takes place via thematic instruction, reflective study, professional practice and participant-directed learning.

Cohorts enjoy the following group benefits: • Convenience – instruction occurs in an individually paced online setting and in a traditional face-to-face setting.

• Value – a faculty liaison insures the program is customized to the individual needs of your school.

• New Student Orientation and all courses are taught onsite, at your school, or at a district host school.

• A professional network forms among participants with a common focus of promoting student’s interest and achievement in reading.

Completion of the following approved coursework identified by the Arizona Department of Education leads to an endorsement in the following areas: Reading Specialist Structured English Immersion Early Childhood Education

The Reading Specialist Endorsement (K-12)

Fifteen semester hours of courses include decoding, diagnosis and remediation of reading difficulties, and practicum in reading. Coursework can be completed in as little as one semester.

• Reading Methods and Practice • Decoding Strategies and Techniques for Beginning and Remedial Readers • Reading Instruction for Diverse Learners from Assessment and Balanced Literacy Programs • Diagnosis and Remediation of Reading Difficulties • Clinical Practice in Reading Practicum

Structured English Immersion (SEI) Endorsement A two-course sequence (6 semester credits, 90 hours) to

Early Childhood Education Endorsement (birth through age eight)

Additional Information

As of July 1, 2011 the Arizona Department of Education will increase total number of credits necessary for a Reading Endorsement from 15 semester credits to 21 semester credits.

Standards and requirements evolve over time, so students are responsible for checking with the Arizona Department of Education to ensure the requirements for the endorsement are current and that those requirements are anticipated to remain as published through the time period in which the student anticipates being engaged in coursework to meet those requirements.

Students who already hold an Arizona provisional or standard teaching certificate in another area of study (such as Elementary Education) must have taken and passed, in addition to the required ECE coursework, the AEPA subtest in ECE content knowledge. This is also a College requirement for participation in the ECE Practicum.

To secure an endorsement, students provide official transcripts to the Arizona Department of Education documenting the completion of the requirements.

For more information about the Endorsement Programs, contact the Director of Admissions at (877) 3502100 ext. 2101 or via email at admissions@prescott.edu.

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COURSE HIGHLIGHTS

La Paloma Academy in Tucson Test Drives the Right Now Reading! Program In January 2010, Dr. Deborah Heiberger, Associate Dean for Prescott College’s Professional Preparation Programs, visited La Paloma Academy in Tucson, Arizona and presented an on-site orientation to Prescott College and its reading endorsement coursework. That spring, sixteen La Paloma K-8 teachers enrolled together as a pilot Reading Endorsement Cohort, kicking off the Colleges’ Right Now Reading! Program.

Academy Assistant Principal Sean Watins’06 was on hand to coordinate administrative details.

By May 2010, all participants had successfully demonstrated mastery of required local, state, and national reading content standards and excellence in reading instruction.

Next steps for participants, if they have met all other state endorsement requirements, will be to secure official

“The Prescott College Reading Specialist Endorsement Program is great. Dr. Heiberger came to our school to give our participants an in-house orientation and worked with me directly to ensure our 16 cohort members were aware of and completed all endorsement requirements. This program was completed in one semester and gave our certified teachers all of the ADE requirements we needed to receive our Reading Specialist Endorsements. I highly recommend the Prescott College Reading Specialist Endorsement Program.”

Sean Watins, Vice Principal La Paloma Academy – Tucson, AZ

For one semester, the La Paloma Academy was transformed into an on-campus collegial reading immersion school.

Each of the teachers in the Cohort had previously researched which of the 15 state-required reading endorsement required credits they still needed in order to be eligible for Arizona’s reading endorsement. Once they were enrolled, the College’s community-based mentored study model enabled Tucson-based instructors to observe, instruct and coach the teachers in their own classrooms and school.

The teachers were able to put the theory they were learning into immediate practice through direct “handson” engagement and to strengthen their learning through school-wide professional dialogues on reading and “best practice” strategies that promote student learning.

The teachers had the support of La Paloma Academy’s campus principals, William Rubasch and Steve Leininger, both of whom served as adjunct instructors for the Cohort.

Three instructional supervisors, Virginia Singleton, Karen Stewart, and Jacqueline Trujillo, also taught designated coursework within the five-course set necessary for state endorsement. Conveniently, several of the instructional supervisors had already worked for Prescott College in the past as course mentors. Prescott College alumnus and La Paloma 36

transcripts from Prescott College and to apply to the state for the reading endorsement on their teaching certificates.

Following the overwhelming success of this project, Prescott College plans to partner with other teachers and teaching teams who want to bring an endorsement immersion model to their schools.

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Faculty

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Danny Brown Program Development Director for Teacher Professional Preparation Programs M.Ed., Educational Leadership, Northern Arizona University, 1995; B.S., Secondary Education, Ball State University, 1988.

Danny has spent over 20 years in the Southwest and brings a wide variety of educational experiences to the College. Previously he spent 12 years as a public school principal, including time on the Navajo Indian reservation and with the Jicarilla Apache Nation in northern New Mexico. Danny brings experiences, both in teaching and administration, at all levels, K-12. He spent eight-and-a-half years teaching social studies at the secondary levels and enjoys studying the history of the state. As educational reform is in the forefront across the nation, Danny sees that teacher must be prepared for the rigors of this paradigm shift.

“It is critically important, however, that post-secondary institutions maintain their philosophy and mission in preparing teachers as all students can learn and learn in different ways.”

Jen Brown Education Associate Faculty M.A.T.C., Rhode Island College, Elementary Education, 1991; B.S., University Of Rhode Island, Natural Resource Science.

Jennifer began her career in education teaching Environmental Education. Her experience includes teaching for the Rhode Island Audubon Society and the Audubon Society of New Hampshire. She also spent time in North Carolina teaching for the National Wildlife Federation. After teaching environmental education for several years, Jennifer moved west and taught the early elementary grades in Arizona, Colorado, and New Mexico. She spent three years on the Navajo/Hopi reservation in Northern Arizona. Jennifer also spent one year teaching on the Jacarilla Apache Reservation in Northern New Mexico. She enjoys working with the diverse group of students at Prescott College. She also enjoys hiking and spending time with her family.

Paul Burkhardt Dean, Adult Degree and Graduate Programs; Chief Academic Officer Ph.D., Comparative Cultural & Literary Studies, University of Arizona, 1999; M.A., Comparative Literature and Literary Theory, University of Arizona, 1993; B.A., English and American Literature, University of Arizona, 1991.

Paul grew up in the border town of Yuma, Arizona, and remains deeply committed to the people and places of the Arizona/Sonora border region. Paul believes that student learning and faculty scholarship can be most effective and transformative when integrated through participatory, field- and communitybased projects. Paul’s academic background in interdisciplinary cultural studies focuses on the role of cultural discourses around the built and natural environment in movements for socio-economic and environmental justice in western communities. Paul has developed these interests into a range of interdisciplinary, community/field-based learning environments on topics such as Fire, Water, Desert Lands, Community-based Management, and Social Movements. Paul has held faculty and administrative positions at various institutions including the University of Arizona, The College of The Bahamas, and Arizona International College.

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Deborah Heiberger Associate Dean for Professional Preparation Program, Master of Education Chair and Core Faculty Ed.D., Educational Administration/Supervision, University of Maryland, 1986; M.S., Educational Administration/Supervision, University of Maryland, 1975; B.S., Elementary Education, Towson University, 1971.

Deborah completed a 31-year public school career K-12 in Maryland as teacher, assistant principal, principal, supervisor, executive director, and assistant superintendent in January 2001. She began working as an adjunct faculty with several Maryland colleges including McDaniel College and Towson University teaching graduate and undergraduate education courses, specializing in curriculum theory and standards-based curriculum design, performancebased assessment, and advanced instructional methodology. She also administered and taught required coursework in Towson University’s Administrator I Maryland Certification Program.

Deborah then worked with teacher candidates and as an adjunct faculty instructor for the University of Arizona. Her long-time interests in education include constructivism as a theory of learning, standards-based program reform, leadership, organizational theory, and school-based administration.

Vance Luke Education Core Faculty, Tucson Ph.D., Secondary Education, University of Arizona, 1988; Ed.S., Educational Media, University of Arizona, 1985; M.Ed., Educational Administration, University of Arizona, 1979; M.Ed., Elementary Education, University of Arizona, 1973; B.F.A., Art Education, University of Arizona, 1970.

Vance taught in the Arizona Public Schools for over thirty years, both as an elementary and secondary school teacher and as a Project Specialist in magnet schools. During his last ten years in public schools he also served as a Prescott College mentor and graduate advisor. Vance enjoys working with students in the areas of instructional design and implementation and the visual arts. He is presently illustrating a children’s book he wrote when he was teaching.

Beth Scott Education Faculty Ed.D, Educational Leadership, Higher Education, University of Rochester, 2007; C.A.S., Educational Administration, State University of NY at Brockport, 2000; M.A., Linguistics, University of Rochester, 1975; B.A., Secondary Education, French/Spanish, State University of NY at Buffalo, 1972

Prior to joining the faculty at Prescott College Tucson Center, Beth worked in higher education for over nine years at the SUNY Geneseo Ella Cline Shear School of Education and the University of Rochester Warner Graduate School of Education and Human Development, coordinating all field placements for student teachers. She was a public school teacher for 17 years, with 12 of those years in the Rochester City School District. She holds teaching certifications in French and Spanish for grades N–12 and a Certificate of Advanced Study as a school district administrator in New York State.

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Gary Stogsdill Liberal Arts/Education Associate Faculty, Prescott M.A., Community College Education, Northern Arizona University, 1990; B.A., Elementary Education, Prescott College, 1986.

Gary has a long relationship with Prescott College, first as a student in the Adult Degree Program in the mid-1980s, then as faculty for the Resident Degree Program from 1990 to 2003, and since 2004 as faculty for the Adult Degree Program. His interests include education, spirituality, energy healing, and creative mathematics. He designed and mentors the course Mathematical Explorations to give ADP students a more holistic and anxiety-free option for meeting the math proficiency requirement at Prescott College.

Wendy Watson Core Faculty, Education, Adult Degree Program; Helios Grant Facilitator M.Ed., Counseling, Northern Arizona University, 2005; Child Development Associate Certificate, Central Arizona College, 2000; B.A., Secondary Education/Theatre, Lawrence University 1978.

Prior to her arrival at Prescott College, Wendy worked for the Head Start program for 17 years. During the last eight years she served as Adjunct Faculty at Yavapai College teaching classes in Early Childhood, and has worked along the Arizona Border teaching the DES Child Care Professional Training in English and Spanish. Part of her ongoing responsibilities at Prescott College is to facilitate the Helios Scholarship Program, which assists Native American students in Arizona with financial aid to continue their Bachelor of Arts in Early Childhood Education and obtaining Teacher Certification. She has served the Yavapai County Area as an Independent Facilitator/Parent Trainer for many years and operates a private LLC, “A Delicate Xplosion”, dedicated to helping “grow” parents. Her passions include all children, her family, border/immigrant issues, multiculturalism, yoga, improvisational comedy and the Spanish language.

Vicky Young Education and Liberal Arts Core Faculty, and Coordinator for CIBTE and Native American Students, Prescott Ph.D., Human and Organizational Systems, Fielding Graduate University, 2007; M.A., Human and Organizational Systems, Fielding Graduate University, 2004; M.Ed., Educational Leadership, Northern Arizona University, 2001; M.Ed., Counseling with an emphasis in Human Relations, Northern Arizona University, 1999; B.A., Human Services, Prescott College, 1995.

Vicky has lived in the Philippines, Iceland, and Indonesia, and the richly diverse communities of Philadelphia, Key West, San Ysidro, and San Diego.

Vicky provides academic and administrative support for Native American students in the Center for Indian Bilingual Teacher Education (CIBTE).

She is the Director for the Prescott College four-year early childhood education project funded through the generosity of Helios Education Foundation. She serves on the Navajo Nation Teacher Education Consortium. She believes the mission of education is to promote understanding and respect so as to educate students who will enhance and honor our environment and diverse world community. As a social change agent, Vicky supports activities that improve people’s lives. She now serves on the national UNOS/OPTN Living Donor Committee helping formulate public policy and law to advocate for and protect the rights of living organ donors.

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Bachelor of Arts and Post-Degree Teacher Certification Course Descriptions Foundations of Education This course provides an introduction to the field of teacher education and presents knowledge of the social, cultural, historical, and political dimensions of public school education. The course challenges students to think critically about education and learning strategies, and to begin to understand the academic study of the legal, financial and ideological constraints on the public school system. Of particular interest will be the development of a critical, multicultural, inquiring perspective which reviews the more recent schooling reforms including, but not limited to, the “No Child Left Behind” Act of 2002. The broader implications of different legal and political constraints that apply to federal, state and local school curricula and policy will receive significant attention.

Structured English Immersion Methods This course provides teacher education students with an introduction to Structured English Immersion (SEI) issues, challenges, and methods designed to meet Arizona State Board-approved standards for pre-service and in-service teachers of English Language Learners (ELL). Students will examine ELL Proficiency Standards, assessment strategies and tools for use with ELL, and SEI foundations and strategies. Students of early childhood education will study the Standards, strategies and tools with a focus on ELL needs from birth to prekindergarten and from kindergarten to grade three/age 8. Students will gain the competence to teach in an inclusive classroom, maximizing opportunities for proficiency in oral and written skills as a result of research, observation, and practicum experiences. Students will analyze disaggregated data to differentiate instruction and parental involvement. Students must obtain, for use with this course, specific study and professional materials as designated by the Arizona Department of Education. This course meets ESL Endorsement requirements in conjunction with other coursework.

Advanced Study in Structured English Immersion This course provides pre-service and in-service early childhood education teachers the opportunity to master the knowledge and skills necessary to meet the requirements in Structured English Immersion (SEI) for full endorsement as required for the standard Arizona teacher education certificate. Early childhood students will focus on the requirements as they are applied to ELL from birth to prekindergarten and from kindergarten to grade three/age 8. This course builds directly on the knowledge and skills acquired through successful completion of the first Prescott College course in the two-SEI-course sequence, EDU 47002.

“Structured English Immersion Methods” pre-service and in-service teachers will examine, extend, and apply material related to the following State SEI goal areas: ELL Proficiency Standards; Data Analysis and Application; Formal and Informal Assessment; SEI Foundations; Learning Experiences – SEI Strategies; and, Parent/Home/School Interactions and Communication. Students will gain increased competence to teach in an exemplary manner in inclusive classrooms through research, observation, and practicum experiences. Students will analyze disaggregated data and interpret results to effectively differentiate instruction for ELL and maximize home/school/community involvement and resources. Students must obtain, for use with this course, specific study and professional materials as designated by the Arizona Department of Education.

Prerequisites: Admission to the Prescott College Teacher Education Certification Program or permission of the Dean of the Adult Degree and Graduate Programs, and completion of EDU 47002 or a comparable state-approved 3 semester credit course with the grade of “B” or better.

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Learning Theories This course provides an overview of the process of learning. Various theorists such as Bloom, Dewey, and Vygotsky who have made contributions within the field of education will be compared as a way to provide further insight into effective teaching strategies. Students will explore topics such as optimal conditions for learning and how relationships within the classroom affect learning, and will gain an understanding of learning differences. Psychological and developmental factors will be examined, as well as the impact of environmental and cultural conditions.

Curriculum Design This course explores curriculum at a theoretical and practical level as it prepares the student to interpret and present standards-based curricula in the classroom. Students examine curriculum theory, issues of curriculum making, current trends in curriculum design, and the role of state and national standards. Curriculum philosophy, aims, and processes are included to enable the student to develop a definition of curriculum within the context of standards, district guidelines, school expectations, and classroom culture. Additionally, the course examines relevant applications for curriculum, strategies for successful curricular implementation, effective use of technology to support curriculum, and accommodations for special situations and individual differences. The student will explore curriculum applications that can expand out of the classroom into the natural learning environment. The student will ensure that curricula designed and implemented embrace appropriate multiple cultural perspectives. This course will also address how multicultural and environmental factors inform curriculum theory.

Educating for the Future: Multicultural and Environmental Issues The focus of this course is to strengthen students’ environmental and multicultural awareness. The course will explore the emerging issues in use of languages, and multicultural and environmental education. The course is interdisciplinary in nature and the relationships among education, languages, cultures, and environment will be examined. Students will acquire foundational knowledge of theoretical issues and concepts, as well as identify real issues in today’s world. Students will develop, through personal action, personal, societal, and educational perspectives on cultural and environmental issues.

Reading: Methods and Practice The student will examine the Arizona K-12 Reading/Language Arts Academic Standards in order to identify and understand the components of a comprehensive reading program designed to ensure student mastery in grade level skills. The student will understand legislative and state board of education mandates pertaining to the elementary reading program.

The student will explore diagnostic and remedial strategies which can be incorporated as part of an effective classroom reading program. The student will investigate environmental and cultural factors that influence reading, as well as methods for teaching diverse learners.

Language Arts: Methods and Practice This course provides an opportunity for future elementary teachers to gain knowledge of and demonstrate competence in the development of language arts curriculum. Students will explore the relationship between reading and writing skills, examine methods for language arts instruction, and design developmentally-appropriate lesson plans. Students will be expected to implement original lesson plans in a grade appropriate setting. This course also requires that students research effective strategies to meet the needs of cognitively- and culturally-diverse learners.

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Social Studies: Methods and Practices This course provides opportunities for students to explore the field of social science education as presented in the elementary classroom in order to meet state and district standards. The different subject areas to be addressed include citizenship, government, current events, history, geography, global studies, economics, culture, and the environment. Students will explore historical events, environmental and cultural issues, and methods for teaching the social sciences to diverse populations.

Science: Methods and Practice This course explores various elements of science and environmental education for elementary school students. Students will gain an in-depth knowledge of the science curricular areas specific to their school district, state, and national education standards. Topics covered include: a variety of manipulative tools for science and environmental education; teaching science to diverse populations; science as problem solving; and a variety of specific experiential exercises for teaching ecology and science concepts. Students will prepare original lesson plans, engage in several classroom observations, and experience a wide range of “handson� exercises for science and environmental education.

Mathematics: Methods and Practice This course explores various elements of mathematics education for elementary school students. Topics covered include: use of a Constructivist approach to mathematics teaching and learning; methods for teaching mathematic to diverse populations; and, methods for teaching specific mathematical operations. The integration of mathematics into other subject areas, as well as environmental topics, will be explored.

Students will prepare original lesson plans, engage in classroom observations, and experience a wide range of experiential exercises for mathematics education.

Assessment and Measurement This course examines the rationale for numerous measurement and assessment methods utilized in the education of diverse student populations. The course compares standardized testing with criterion-referenced testing and other assessment formats. Knowledge of concepts and procedures involved in student evaluation, the development and selection of assessment instruments, the analysis and interpretation of results, and the utilization and reporting of results will be explored. Applications to the classroom setting will be emphasized.

Introduction to Special Education This course introduces the various categories of special education eligibility and provides information about accommodating individuals with exceptional learning needs in the regular classroom setting. Categories addressed include learning disabilities, mental retardation, emotional and behavioral disorders, physical handicaps, sensory and speech impairments, severe and multiple disabilities, and the gifted and talented.

Current special education law and pertinent state and national standards are examined. Attention is also given to issues of culturally- and environmentally-diverse backgrounds in the education of individuals with exceptional learning needs.

Classroom Management This course provides students with the opportunity to examine the theories and practices necessary for an effectively-managed classroom.

Students gain the understanding that there is a direct correlation between effective classroom management and optimal learning. Through observation and study, students will identify and analyze various discipline programs and techniques for their utility in particular classrooms.

Students will learn to create optimal learning environments designed to meet the needs of diverse learners.

Student Teaching: Elementary Education Student Teaching is the final capstone field experience, allowing the student to practice the application of theoretical knowledge as well as demonstrating mastery in planning, instruction for diverse students, assessment, classroom management, and professional proficiency.

Throughout the Student Teaching assignment, the student is expected to respond to critical feedback and participate in every facet of classroom teaching, from daily instruction to playground duties, extra-curricular commitments, parent-teacher conferences, and any other additional responsibilities typically conducted by the cooperating teacher within the specific teaching environment. The final preparation will serve to prepare the student teacher for obtaining the position of a lead teacher in a grade and subject appropriate classroom.

Teaching Methods and Reading Strategies in the Secondary Content Area This course covers methods and practices for instruction in the student’s content area. Students will become familiar with the content of texts in the subject area, state and national standards for the grade levels of the subject, and a variety of methods of instruction relevant to the subject area. Emphasis will be placed upon creating effective strategies to meet the needs of a diverse population of learners as well as any environmental or ethical issues impacting the specific field of study. Additionally, the student will engage in an in-depth study of systems involved in the reading process at the secondary level. The student will review secondary reading standards and core English and Language Arts curriculum in order to support skills and include them into her/his specific content area(s). Topics such as vocabulary, reading fluency and comprehension are central components of this course, as well as comprehension in both literary and informational texts such as expository, functional, and persuasive writing. The student will consult with district reading specialists to become informed of reading diagnostic tools used within the district and state as well as additional tools and technology available to assist the struggling reader. The student will review the Arizona Department of Education (or the state in which she/he is being certified) website to maintain a working knowledge of legislation and programs that address literacy issues.

Student Teaching: Secondary Education Student Teaching is the final capstone field experience, allowing the student to practice the application of theoretical knowledge as well as demonstrating mastery in planning, instruction for diverse students, assessment, classroom management, and professional proficiency.

Throughout the Student Teaching assignment, the student is expected to respond to critical feedback and participate in every facet of classroom teaching, from daily instruction to playground duties, extra-curricular commitments, parent-teacher conferences, and any other additional responsibilities typically conducted by the cooperating teacher within the specific teaching environment. The final preparation will serve to prepare the student teacher for obtaining the position of a lead teacher in a grade and subject appropriate classroom.

Characteristics of Exceptional Children: Foundations of Special Education This course introduces the various categories of special education eligibility. Students overview the primary characteristics, prevalence, and current placement and educational practices for individuals with exceptional learning needs, including learning disabilities, mental retardation, emotional and behavioral disorders, physical handicaps, sensory and speech impairments, and severe and multiple disabilities. Characteristics and educational practices for the gifted and talented are also introduced. Current special education law and pertinent state and national standards are examined. Attention is also given to issues of cul-

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turally and linguistically diverse backgrounds in the education of individuals with exceptional learning needs.

Characteristics of Specific Exceptionality: Learning Disability, Mental Retardation, or Emotional Disability This course provides in-depth information about the student’s chosen category of special education (learning disability, mentally retardation, or serious emotional disability). Topics addressed include the characteristics, causes, and management protocol for the exceptionality; diagnostic and eligibility criteria; placement and IEP considerations; and common academic and behavioral strategies in the context of state and national standards. Students also consider issues of culturally and linguistically diverse backgrounds pertinent to the exceptionality.

Classroom Management for Special Education This course provides students with the opportunity to examine the theories and practices necessary for an effectively managed special education classroom. Students gain the understanding that there is a direct correlation between effective classroom management and optimal learning. Through observation and study, students will identify, implement, and analyze various discipline programs and techniques for their utility in particular classrooms and with particular learners with identified needs. Students will learn to create optimal learning environments designed to meet the needs of diverse special education learners.

Special Education Diagnosis and Evaluation This course examines all aspects of assessment for special education including diagnostic instruments, procedures for identifying and placing individuals with exceptional learning needs, appropriate uses and limitations of such assessments, legal and ethical considerations, pertinent state and national standards, measurement theory and key terminology, IEP procedures, and sensitivity to culturally- and linguistically-diverse backgrounds.

Attention is also give to informal assessment practices addressing learning and behavior of individuals with exceptional learning needs.

Reading Methods for the Exceptionality: Learning Disability, Mental Retardation, or Emotional Disability The student will examine the Arizona K-12 Reading/Language Arts Academic Standards, in order to identify and understand the components of a comprehensive reading program designed to ensure student mastery in grade level skills. The student will understand legislative and state board of education mandates pertaining to the reading program.

The student will explore diagnostic and remedial strategies which can be incorporated as part of an effective classroom reading program that addresses the needs of special education students, especially in the area of Learning Disability, Mental Retardation, or Emotional Disability.

The student will investigate environmental and cultural factors that influence reading, as well as methods for teaching diverse learners.

Language Arts Methods for the Exceptionality: Learning Disability, Mental Retardation, or Emotional Disability This course provides an opportunity for future special education: learning disability teachers to gain knowledge of and demonstrate competence in the development of language arts curriculum. Students will explore the relationship between reading and writing skills, examine methods for language arts instruction, and design developmentally- and IEP-appropriate lesson plans. Students will be expected to implement original lesson plans in a grade-appropriate setting. This course also requires that students research effective strategies to meet the needs of cognitively- and culturally-diverse learners.

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Social Studies Methods for the Exceptionality: Learning Disability, Mental Retardation, or Emotional Disability This course provides opportunities for students to explore the field of social science education as presented in the special education classroom (Learning Disability, Mental Retardation, or Emotional Disability) in order to meet state and district standards. The different subject areas to be addressed include citizenship, government, current events, history, geography, global studies, economics, culture, and the environment. Students will explore historical events, environmental and cultural issues, and methods for teaching the social sciences to diverse populations.

Science Methods for the Exceptionality: Learning Disability, Mental Retardation, or Emotional Disability This course explores various elements of science and environmental education for special education: Learning Disability, Mental Retardation, or Emotional Disability learners. Students will gain an in-depth knowledge of the science curricular areas specific to their school district, state, and national education standards. Topics covered include: a variety of manipulative tools for science and environmental education; teaching science to diverse populations; science as problem solving; and a variety of specific experiential exercises for teaching ecology and science concepts. Students will prepare original lesson plans, engage in several classroom observations, and experience a wide range of “handson� exercises for science and environmental education that meet the needs of special education: learning disabled learners.

Mathematics Methods for the Exceptionality: Learning Disability, Mental Retardation, or Emotional Disability This course explores various elements of mathematics education for special education: Learning Disability, Mental Retardation, or Emotional Disability learners. Topics covered include: use of a Constructivist approach to mathematics teaching and learning; methods for teaching mathematic to diverse populations which include learning disabled students; and, methods for teaching specific mathematical operations. The integration of mathematics into other subject areas, as well as environmental topics, will be explored. Students will prepare original lesson plans, engage in special education classroom observations and experience a wide range of experiential exercises for mathematics education.

Student Teaching: Special Education: Learning Disability, Mental Retardation, or Emotional Disability Student Teaching is the final capstone field experience, allowing the student to practice the application of theoretical knowledge as well as demonstrating mastery in planning, instruction for diverse students, assessment, classroom management, and professional proficiency.

Throughout the Student Teaching assignment, the student is expected to respond to critical feedback and participate in every facet of special education classroom teaching, from daily instruction to playground duties, extra-curricular commitments, parent-teacher conferences, and any other additional responsibilities typically conducted by the cooperating teacher within the specific teaching environment. The final preparation will serve to prepare the student teacher for obtaining the position of a lead teacher in a Special Education: Learning Disability, Mental Retardation, or Emotional Disability classroom.

Foundations of Early Childhood Special Education The aim of this course is to provide students of early childhood special education with broad foundational knowledge of the social, cultural, historical, theoretical, socio-economic, environmental, legal, financial, ideological, and political dimensions of early childhood special education, which involves knowledge and experience of the birth to age five developmental and instructional levels. The course challenges students to think

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about commonly held ideas and learning strategies; examine current special education law, pertinent state, and national standards; and to begin to understand the influencing factors within the learning environment.

Students will be actively engaged in developing a personal perspective on the functions and purposes of early childhood special education.

Students overview the primary characteristics, prevalence, eligibility, and current placement and educational practices for individuals with exceptional learning needs, including learning disabilities, mental retardation, autistic spectrum disorder, emotional and behavioral disorders, physical handicaps, sensory and speech impairments, and severe and multiple disabilities. Students will develop a critical, linguistically-diverse and multicultural perspective which reviews the more recent schooling reforms, including but not limited to the “Leave No Child Behind Act” of 2002, within the broader implications of early childhood special education in federal, military, state, public, private, and tribal systems. Students will examine the impacts of education on the natural environment and the diverse human community. Students will begin a compilation of academic and professional resources and materials for their future study and early childhood special education career.

Learning Theories and Early Childhood Special Education This course provides an overview of the process of learning and gives the student opportunity to apply the process of learning within the field of early childhood special education. Various theorists such as Bloom, Dewey, and Vygotsky who have made contributions within the field of education will be compared as a way to provide further insight into effective teaching strategies to be implemented in response to identified diverse learner needs, especially as those strategies which support exceptional learners from birth to age five. Students will explore topics such as optimal conditions for learning and how relationships within the classroom or other educational settings affect learning and will gain an understanding of learning differences. Psychological and developmental factors will be examined as well as the impact of environmental and cultural conditions.

Child Growth and Development in Early Childhood Special Education Through this course, students will gain knowledge on the theories of child growth and development. The course will focus specifically on content about the stages of typical and atypical growth and developmental patterns in the cognitive, physical, social, and emotional growth domains for children from birth to age five. Students will study children’s developmental patterns through a review of learning theories including research on brain-based cognitive development, multiple intelligences, natural and place-based environments, and culturally-appropriate approaches to learning. Critical to an educator’s professional development is the teacher’s ability to create age-and ability-appropriate learning strategies and environments which enhance young children’s physical, cognitive, social, and emotional growth and development.

Normal and Atypical Language Development and Literacy in Early Childhood Special Education This course examines the acquisition and development of language skills in young children birth to age five. Topics researched include oral language development, print awareness, name and letter recognition, pre-writing skills, the Arizona Department of Education’s essential components of reading, atypical language development, and language disorders. Students will have an emphasis on developmentally-appropriate language development, teaching phonological awareness, personal name and letter recognition, print awareness, and pre-writing skills. The student will gain knowledge of the Arizona Department of Education’s (ADE) five essential components of reading – phonemic awareness, phonics, vocabulary development, reading fluency, and

reading comprehension – and the Early Childhood Language and Literacy Standard and concepts. In this course, awareness of the benefits of the Individual Education Plan (IEP) will be investigated. The student will create a foundation of knowledge on atypical language patterns in order to recognize and plan instructional support for maximizing young children’s with special needs language development from birth to age five.

Also addressed are appropriate methods and instructional techniques to honor and support cultural and linguistic diversity in early childhood special education (birth to age five) language development.

The student will develop a culturally- and developmentally-appropriate repertoire of songs, poems, rhymes, and finger plays, as well as a library of classroom readings and literature for young children from birth to age five. The student will engage children in learning through literacy materials that honor their local natural environment.

Methods of Teaching Early Childhood Special Education This course focuses on the methodology involved in teaching early childhood individuals from birth to age five with exceptional learning needs. Topics addressed include IEP development, curriculum modification and individualization, classroom layout, social skills training, instructional and behavioral strategies, appropriate assessment, alignment with state and national standards, working effectively with parents and other IEP members, and collaborating with other special education personnel and agencies. Students also learn to incorporate an awareness of culturally- and linguistically-diverse backgrounds into the special education methodology.

Early Childhood Special Education Curriculum Development and Implementation Through this course the student will create developmentally- and culturally-appropriate curriculum for early childhood special education learners birth to age five to be implemented in classroom settings with developmental and instructional groups. Curriculum will encourage active exploration and the opportunity for self-discovery by the children and teacher-initiated or -selected activities. The student will create, as appropriate for the special education environment, integrated thematic units and lesson plans for mathematics, natural science, literacy, language arts, social studies, art, music, movement, educational play, and social/emotional development. The student will explore curriculum applications that can expand out of the classroom into the natural learning environment. The student will ensure that the curriculum embraces appropriate multiple cultural perspectives. Through this course, the student will develop an understanding of the Arizona Department of Education’s (ADE) curriculum standards, benchmarks, and performance objectives.

Child Guidance and Behavior Management in Early Childhood Special Education This course explores the theoretical and practical aspects of child guidance and behavior management for early childhood special education individuals (birth to age five) with emphasis on creating learning environments that foster safety, emotional well-being, positive social interactions, cultural understanding, respect for diversity, natural consequences of behavior, and active engagement. Consideration is given to culturally- and linguistically-diverse backgrounds as well as developmental differences. Behavior management strategies are applied to a variety of early childhood special education settings, including individual- and small-group instruction, self-contained classrooms, and inclusion classrooms and experiences.

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The Exceptional Child Birth to Age Five and the Special Education Process The student will gain an understanding about the physical, social, and cognitive characteristics and classifications of the exceptional child birth to age five. Through high expectations set by developmental specialists and educational professionals, the student will learn strategies for the inclusion of all young children with disabilities and other challenges. The course will examine the implications for inclusive practices for children in both indoor and outdoor educational environments.

Through this course the student will understand the required compliance with the local, district, state, federal, and tribal special education laws, rules, policies, and regulations. The student will develop appropriate modifications to meet the social, cognitive, and physical environment requirements in order to optimize exceptional children’s learning needs. The course will offer the student the opportunity to examine the strategies of the team of educators, parents or guardians, therapists, and support people who help exceptional children during the birth to age five years to maximize their learning opportunities in order to reach their highest potential. The student will complete a project/ research paper based upon a specific exceptionality (e.g., attention deficit/hyperactivity disorder, autism, birth defects from premature birth, mental retardation, sensory processing disorder, cerebral palsy, etc.).

Observation and Participation: Field Experience with Early Childhood Special Education Learners This course provides extensive opportunity for observation and active participation in a variety of early childhood special education settings.

Attention is given to similarities and differences in curriculum, diagnostic practices, IEP implementation through planning and delivery of instruction, environmental influences, behavior management, and social interactions. Also considered are opportunities for nature-based activities and issues pertaining to cultural and linguistic diversity.

Diagnosis and Evaluation of Early Childhood Special Education Learners This course examines all aspects of assessment for early childhood special education (birth to age five) learners, including diagnostic instruments, procedures for identifying and placing individuals with exceptional learning needs, appropriate uses and limitations of such assessments, legal and ethical considerations, pertinent state and national standards, measurement theory and key terminology, IEP procedures, implications of PL99-457, and sensitivity to culturally- and linguistically-diverse backgrounds. Attention is also given to informal assessment practices addressing learning and behavior of birth to age 5 individuals with exceptional learning needs.

Elective in Early Childhood Special Education This elective provides the opportunity to delve more deeply into a selfchosen area of interest within early childhood special education. Students combine in-depth research with field experience to document substantial new learning vital to the education of individuals from birth to age five with exceptional learning needs.

Practicum/Student Teaching: Early Childhood Special Education: Birth to Age Five The Practicum/Student Teaching is the final 12-week full-day capstone field experience, allowing students to practice the application of theoretical knowledge as well as to demonstrate mastery in early childhood special education planning, instructing, evaluating, managing classrooms or other appropriate early childhood special education settings, and professional proficiency. Throughout the practicum assignment the student is expected to respond to critical feedback and participate in every facet of the daily learning environment activities, from daily instruction to

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playground duties, extra-curricular commitments, parent-teacher conferences, and any other additional responsibilities typically conducted by the supervisor or cooperating teacher within the specific early childhood special education teaching environment. The final preparation will assist the student in obtaining a professional special education position working with young children from birth to age five, such as that of an early childhood special education classroom lead teacher.

Foundations of Early Childhood Education The aim of this course is to provide early childhood educators with broad foundational knowledge of the social, cultural, historical, theoretical, socio-economic, environmental, legal, financial, ideological, and political dimensions of early childhood education, which involves knowledge and experience both of the birth to prekindergarten and kindergarten to grade three/age eight developmental and instructional levels. The course challenges students to think about commonly-held ideas and learning strategies, and to begin to understand the influencing factors within the learning environment. The student will be actively engaged in developing a personal perspective on the functions and purposes of early childhood education (ECE). The student will develop a critical multicultural perspective which reviews the most recent schooling reforms, including but not limited to the “Leave No Child Behind Act” of 2002, within the broader implications of early childhood education in federal, military, state, public, private, and tribal systems. The student will examine the impacts of education on the natural environment and the diverse human community. Students will begin a compilation of academic and professional resources, materials, and communication skills for their academic studies and ECE career that include appropriate use of instructional technologies and information literacy.

Child Growth and Development Through this course, the student will gain knowledge on the theories of child growth and development. The course will include content on stages of typical cognitive and physical growth for children from birth to prekindergarten and kindergarten to grade three/age eight. The student will study children’s development through learning theories including research on brain-based cognitive development, multiple intelligences, natural and place-based environments, and culturally-appropriate approaches to learning. Critical to an educator’s professional development is the teacher’s ability to assess and create age-appropriate learning strategies and environments which enhance young children’s physical growth and cognitive development.

Social and Emotional Development Through this course the student will study the theories of social and emotional development as they relate to the developmental and instructional stages of birth to prekindergarten and kindergarten to grade three/age eight, which can include the work of E.L. Thorndike, Howard Gardner, Albert Bandura, L.S. Vygotsky, Jean Piaget, and Daniel Goleman. In studying social intelligence, the student will develop an understanding of children’s ability to understand and relate to people, including intra- and interpersonal intelligences, and culturallyappropriate communication practices with other community members.

The student will create an understanding of the five characteristics and abilities of emotional intelligences: 1) self-awareness; 2) mood management; 3) self-motivation; 4) empathy; and 5) managing relationships. In addition, the student will demonstrate her or his understanding of why social and emotional health is fundamental to effective learning and why children must have an understanding of themselves and how they best learn. An overview of how the brain and emotions work and the neuropsychology of emotions will be covered. Students will also investigate cultural and environmental factors that influence social and emotional development.

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Early Language and Literacy Through this course the student will study early language and literacy, including development and acquisition of oral language(s) for children in early childhood education (ECE) placements from birth to prekindergarten and kindergarten to grade three/age eight. This course is a major component of the ECE program of study. The student will develop a culturally- and developmentally-appropriate repertoire of songs, poems, rhymes, finger plays, and storytelling. The student will prepare a library of classroom readings and literature for young children from birth to prekindergarten and kindergarten to grade three/age eight. The student will engage children in learning through literacy materials that honor their cultures and the local natural environment. The student will have an emphasis on developmentally-appropriate language development, speaking home languages, teaching phonological awareness, personal name and letter recognition, print awareness, and pre-writing skills. The student will gain knowledge of the Arizona Department of Education’s (ADE) essential components of reading and the Early Childhood Language and Literacy Standard and concepts. The student will also engage in activities that meet the National Association for the Education of Young Children (NAEYC) Professional Performance Standards.

Curriculum Development and Implementation Through this course the student will create developmentally- and culturally-appropriate curriculum for early childhood education and classroom implementation for both birth to prekindergarten and kindergarten to grade three/age eight developmental and instructional groups. Curriculum will encourage active exploration and the opportunity for self-discovery by the children and teacher-initiated or selected activities. The student will create integrated thematic units and lesson plans for mathematics, natural science, literacy, language arts, social studies, art, music, movement, educational play, and social/emotional development. The student will explore curriculum applications that can expand out of the classroom into the natural learning environment for both ECE groups. The student will ensure that the curriculum embraces appropriate multiple cultural perspectives and languages. Through this course, the student will develop an understanding of the Arizona Department of Education’s (ADE) curriculum standards and benchmarks.

Parent, Family, School, and Community The student will study the social, emotional, and psychological aspects of child, parent, family, school, and community relationships for young children from birth to prekindergarten and kindergarten to grade three/age eight. The student will develop technology-based and other types of outreach strategies to create links and materials that can facilitate a communication flow to and from the parent or guardian, family, school, and community resources. The student will become competent in understanding the diversity of the families and the community, including looking at culture; languages; genders; abilities; family and social structures; ethnicity; and socio-economical, environmental, and educational factors. In this course, the student will develop professional practices that honor and engage young children’s family cultural traditions, customs, and celebrations in the learning process and curriculum. Furthermore, the student will create learning opportunities that appropriately enhance and embrace the natural and human communities.

ECE Instructional Techniques and Methodologies The student will study instructional techniques and methodologies in early childhood education settings for children from birth to prekindergarten and kindergarten to grade three/age eight. This can include curriculum that uses and honors languages; culturally- and developmentally-appropriate practices; different types of activity/learning centers; individualized and differentiated instruction; educational play; and multi-sensory approaches. The student will develop instruc-

tional techniques and methods for teaching subject-area knowledge in art, music, literature, language, reading, movement, mathematics, natural science, and social studies. In this course, the student will create strategies to formulate a consistent and predictable learning environment. The early learning environment shall consist of activities in indoor, outdoor, and community-based arenas offering the young children ways to be challenged and grow to their capacity.

The Exceptional Child and Special Education Processes The student will gain an understanding about the linguistic, physical, social, and cognitive characteristics and classifications of the exceptional child starting at birth to prekindergarten and from kindergarten to grade three/age eight. Through high expectations set by developmental specialists and educational professionals, the student will learn strategies for the inclusion of all young children with disabilities and other challenges. The course will examine the implications for inclusive practices for children in both indoor and outdoor educational environments. Through this course the student will understand the required compliance with the local, district, state, federal, and tribal special education laws, rules, policies, and regulations. The student will develop appropriate modifications to meet the language, social, cognitive, and physical environment requirements in order to optimize exceptional children’s learning needs. The course will offer the student the opportunity to examine the strategies of the team of educators, parents or guardians, therapists, and support people who help exceptional children during the birth to prekindergarten and kindergarten to grade three/age eight years to maximize their learning opportunities in order to reach their highest potential.

Health, Safety, and Nutrition This course will focus on procedures to protect the health and safety of young children, in both birth to prekindergarten and kindergarten to grade three/age eight, at home, in the community, and while engaged in learning and school environments. The student will explore methods to develop and promote healthy lifelong habits, including the fundamentals of good nutrition, rest, and exercise. This course will examine linguistic, cultural, and environmental factors that can impact the health, safety, and nutrition of young children. Research will be completed which examines how brain development, nutrition, and safe environments are related. The students will develop skills in oral and written communication to share knowledge with families and the greater community in an effort to provide the safest possible environment for young children 24 hours a day. This course will advocate for the educator to establish appropriate and safe human and natural community interactions inclusive of the local environment (e.g., plants, animals, firefighters, public safety officers, and medical personnel).

Furthermore, the student will understand the importance of developing curriculum to encourage safe and vigorous movement, active exploration, and opportunities for self-discovery by the children.

Assessment and Evaluation Educators must acquire knowledge of the current research on the assessment and evaluation of young children from birth to prekindergarten and kindergarten to grade three/age eight and their classroom activities and environment. This course will focus on using assessments to evaluate how young children learn starting at birth; understanding how to monitor the young child’s progress; determining levels of young student’s knowledge and skills; ensuring developmentally- and age-appropriate systems are in place; and the importance of using the young child’s language(s) and culturally-appropriate instruction. The assessment tools evaluated will support individual student progress, languages and cultures, a variety of learning styles, and the diverse abilities of young children. The analysis of the different types of assessments will take into regard their characteristics, cultural application,

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uses, advantages, and limitations. Assessments will consider studentinitiated and adult-facilitated activities, learning in indoor and outdoor environments, observable behaviors, anecdotal record keeping, and portfolios of children’s work as means to document progress. Through this course the student will develop competence in reporting, as required and appropriate, young children’s progress to parents or guardians, educators, school/district, health care, and community, tribal, and state, and national governmental agencies.

Child Guidance and Classroom Management This course will focus on child guidance and classroom management procedures to protect the health and safety of young children from birth to prekindergarten and kindergarten to grade three/age eight, honor language and cultural traditions, and optimize learning opportunities in all early childhood settings. The student will examine language, cultural, and environmental factors that can facilitate and enhance learning strategies for all young children. Through this course the student will develop an understanding of how the physical layout of the learning environment or classroom and outdoor play areas can impact child guidance and classroom management strategies. The early childhood educator will help young children learn developmentally-appropriate communication and other skills for self-awareness, self-expression, mood management, self-motivation, and empathy in order to create positive relationships with other children and adults.

Characteristics and Practices in the Young Child’s Behavior This course will focus on recognition of the range of typical and atypical behaviors in young children from birth to prekindergarten and from kindergarten to grade three/age eight. The student will explore practices that facilitate a learning environment where the young child can develop his or her own physical, social, and cognitive skills and age-appropriate behaviors. Using the knowledge of age-appropriate behaviors, the student can develop practices which will enhance children’s critical thinking, good health, and physical development. The student will study behavioral factors for both indoor and outdoor learning situations, including appropriate behavior in the classroom, on playgrounds, and during community visits and field trips for children from birth to prekindergarten and kindergarten to grade three/age eight. This course will examine cultural and environmental factors that can support developmentally appropriate behaviors in young children.

Early Childhood Practicum (2 parts) Section I: Practicum/Student Teaching – Birth to Pre-Kindergarten Section II: Student Teaching – Kindergarten to Grade Three/Age Eight The practicum is the final capstone field experience allowing the student to practice the application of theoretical knowledge as well as demonstrating mastery in planning, instruction for diverse students, assessment, classroom management, and professional proficiency. The early childhood practicum must include a minimum of 4 semester credits in a supervised field experience, practicum, internship, or student teaching setting serving children birth through prekindergarten, and a minimum of 4 semester credits in a supervised student teaching setting serving children kindergarten through grade three/age eight. Throughout the practicum assignment the student is expected to respond to critical feedback and participate in every facet of the daily learning environment activities and classroom teaching, from daily instruction to playground duties, extra-curricular commitments, parent-teacher conferences, and any other additional responsibilities typically conducted by the supervisor or cooperating teacher within the specific early childhood teaching environment. The final preparation will assist the student in obtaining a professional position working with young children, from birth to prekindergarten and kindergarten to grade three/age eight, such as an early childhood classroom lead teacher.

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Post-Degree Teacher Certification / Reading Specialist Endorsement Program The Reading Specialist Endorsement K-12 This program is comprised of 15 semester hours of courses to include decoding, diagnosis and remediation of reading difficulties and practicum in reading. Students can complete the interdisciplinary course sequence in as little as one semester. As of January 1, 2011 the number of credits will increase to 21 semester credits.

Reading Methods and Practice (Elementary Educators) The student will examine the Arizona P-12 Reading/Language Arts Academic Standards in order to identify and understand the components of a comprehensive reading program designed to ensure student mastery in grade-level skills. The student will understand legislative and state board of education mandates pertaining to the elementary reading program. The student will explore diagnostic and remedial strategies which can be incorporated as part of an effective classroom reading program. The student will investigate environmental and cultural factors that influence reading, as well as methods for teaching diverse learners.

Or, Teaching Methods and Reading Strategies in the Secondary Content Area During this course, students will study methods and practices for instruction in the student’s selected content area. Students will become familiar with the content of texts in the subject area, state and national standards for the grade levels of the subject, and a variety of methods of instruction relevant to the subject area. Emphasis will be placed upon creating effective strategies to meet the needs of a diverse population of learners as well as any environmental or ethical issues impacting the specific field of study. Additionally, the student will engage in an in-depth study of systems involved in the reading process at the secondary level.

The student will review secondary reading standards and core district and Arizona P-12 English and Language Arts curriculum in order to support skills and include them into her/his specific content area(s). Topics such as vocabulary, reading fluency, and comprehension are central components of this course, as well as comprehension in both literary and informational texts such as expository, functional, and persuasive writing. The student will consult with district reading specialists to become informed of reading diagnostic tools used within the district and state, as well as additional tools and technology available to assist the struggling reader. The student will review the website for the Arizona Department of Education (or the state in which she/he is being certified) to maintain a working knowledge of legislation and programs that address literacy issues.

Decoding Strategies and Techniques for Beginning and Remedial Readers Through this course, students will gain additional knowledge of, and skills related to, research-based “best practices” for teaching beginning and remedial learners reading decoding strategies for independent application. Current research on phonics and phonics instruction will be reviewed, as will the five research-based elements of a sound reading program; phonemic awareness, phonics, fluency, comprehension, and vocabulary. Students will investigate in the literature the most common obstructions to reading mastery in the classroom, will learn to recognize those obstructions in authentic teaching-learning settings, and will learn how to plan instruction to maximize

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learner reading potential while avoiding common pitfalls.

Students will acquire information and reflect on national, Arizona, and local P-12 reading content standards and performance objectives. The student will understand legislative and state board of education mandates pertaining to the reading program. The student will explore diagnostic and remedial tools and strategies utilized within Arizona schools which can be incorporated as part of an effective classroom reading program. The student will investigate environmental and cultural factors that influence reading, as well as methods for teaching to diverse learners.

within authentic classroom contexts to guide practice. Students will investigate and learn how to use DIBELS and other curriculum-based assessment results for early identification of children at risk of reading failure and to monitor student progress. Students should gain and demonstrate in their own classrooms increased mastery of reading instruction for letter sound recognition, regular word decoding, sight words, multi-syllable word reading, passage reading, vocabulary, and comprehension, as they reflect on how to utilize knowledge available to maximize academic progress for all students.

Reading Instruction for Diverse Learners from Assessment and Balanced Literacy Programs This course builds directly on classroom teacher/teacher candidate foundational knowledge regarding the teaching of reading/language arts. From a solid research base yielding “best practice” approaches for organizing and delivering reading/language arts instruction, this course guides the student through the application and integration of the language arts into curriculum. Reading/language arts curricular integration will be modeled through the identification and production of authentic classroom learner artifacts, case studies, and direct observation of master teachers in their reading/language arts classrooms. Students will work to gain course knowledge and skills 1) leading to successful clinical practice as assessed by the course mentor or supervisor, and 2) leading to reading/language arts instruction in the classroom judged as successful through documented authentic learner academic progress.

Three major themes will frame this course: balanced literacy, reading/language arts assessment, and meeting the needs of diverse learners. “Balanced literacy” – with each of the components associated with a balanced literacy program – will be a pervasive theme as the student identifies and designs a personal researched-based manageable model of reading/language arts instruction. Study of patterns of practice found in today’s schools, including literature circles, literature focus units, reading and writing workshops, and thematic units will contribute to the students’ comprehension and implementation of a balanced literacy program in their own classrooms. Students will identify and practice use of formal and informal, criterion and normreferenced reading/language arts assessment instruments to guide and inform planning, instructional delivery, and the provision of learner feedback. Finally, a sharp focus on “diversity in the classroom” – learners, settings, resources, approaches, techniques, and programs – in support of and before, during, and after reading/language arts instruction will be a major theme throughout the course as students construct an ever growing and efficacious repertoire of reading/language arts teaching strategies, enhancing their competence as teachers and contributing to documentable learner academic progress.

Clinical Practice in Reading Practicum The student will examine the Arizona P-12 Reading/Language Arts Academic Standards, in order to identify and understand the components of a comprehensive reading program designed to ensure student mastery in grade level skills. The student will understand legislative and state board of education mandates pertaining to the reading program. The student will explore diagnostic and remedial strategies which can be incorporated as part of an effective classroom reading program. The student will investigate environmental and cultural factors that influence reading, as well as methods for teaching diverse learners.

Diagnoses and Remediation of Reading Difficulties Material for this course has been organized according to the Reading First categories of reading development and instruction, as presented in the report of the National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and comprehension.

Students will investigate instructional reading strategies for children at-risk as reflected in the federal No Child left Behind Act, including children of poverty, children for whom English is not the primary language, and children with learning and behavioral disabilities. It is important that this course result for the student in more than just a documented litany of reading teaching strategies that are scientifically-validated. The scientifically-validated practices should be integrated by the student into a systematic teaching process that stresses the use of learner outcome data

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STUDENT LIFE

Student Resources Prescott College Library The College provides access to library services and resources essential for attaining superior academic skills regardless of where students and faculty are located. Librarians work with students to develop competency in new and traditional research techniques.

They offer instruction in using online resources, provide books and journal articles, and assist students in learning to use their local resources.The library supplements its collection of books, audio/video materials, with electronic access to thousands of additional resources through online databases. They also provide instructional and informational handouts (many available online) to help navigate the library and its resources. Contact the library at (928) 350-1300 or (877) 350-2100 ext. 1300, library@prescott.edu, or www.prescott.edu/library Journals and Articles • Over 20,000 unique full-text journals online (in databases such as EBSCOhost, JSTOR, and ProQuest) • Over 200 current print journals subscriptions • Ability to get nearly any article through ILL within 3–5 business days (almost always free) ProQuest Research Library • Database with over 3,200 full-text journals (most are peer-reviewed). You can search both the Dissertations & Theses database and the new Research Library database at the same time, or search each separately.

EBSCO Host EBSCO Host is a database with over 6,000 full-text journals covering a wide range of subjects with excellent coverage in environmental studies, counseling psychology, humanities, educaton, and more.

RefWorks This program is used to keep track of citations while doing research. It allows students to enter citations as they write, and it creates a bibliography in any desired citation format. It is free and available to all students, off-campus and on.

Books Off-campus students can request any circulating book in the library’s catalog. The 40+ libraries in the county library network permit Prescott College to send their books to off-campus students. The College covers the cost to mail the books to students, who then cover the cost of mailing back to the library. This increases the College’s available collection to over a million books.

Prescott College Learning Commons The Prescott College Learning Commons is a hub for academic writing consultations, information on world language and culture courses, and help with basic math, science, and technology questions. The Commons is located in the Library with hours announced each semester, or contact them by phone, Skype, or email.

For assistance with developing a language course in a language

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other than English, contact the Language Coordinator at nmattina@prescott.edu.

For advice and feedback on an expository writing task, email your request for assistance to writingcenter@ prescott.edu. Writing center coaches help students plan, develop, revise, and edit their writing for a specific audience and purpose. Online writing support is available at www.prescott.edu/academics/writing.

Student Life Career Services provides counseling services to assist students with career development. A dynamic program of assessment, education, and personalized career counseling is offered to promote awareness of options and choices. Services include: individual career counseling; résumé, cover letter, and portfolio development; interviewing techniques; job search strategies; local, regional, national and international employment listings; and access to local and national volunteer and service-based learning opportunities through the Ripple Project.

Health Insurance The College offers an optional student Accident & Sickness Insurance. View a copy of the plan at www.prescott.edu/student_services.

Housing Services Student Life maintains an updated list of rentals throughout the tri-city area. Visit www.prescott.edu/student_services/housings.

The list of short-term, temporary options follows the long-term listings. Contact the Housing Coordinator at (877) 350-2100 ext 1005 or (928) 350-1005 with housing questions.

Services for Students with Disabilities The Director of Educatonal Access and Disability works with students with learning-related differences and disabilities. Any requests for academic accommodations must be supported by appropriate documentation. For further information contact Student Services at (928) 350-1005 or (877) 350-2100, ext.1005.

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COSTS AND FINANCIAL AID

Costs and Financial Aid Cost of Attendance A college education is one of the best investments a person can make in life. Prescott College tuition compares favorably to other private institutions. When you consider the enormous benefits of a Prescott College education – personalized attention, oneto-one mentored study, unique and customizable degree programs, and extensive field-based experiences – Prescott College tuition is a sound long-term investment.

provides. Many financial aid applicants are assisted by Prescott College Grants and Scholarships. These funds are awarded in addition to federal, state, and local grants; student loan programs; and campus employment. More than 70 percent of Prescott College undergraduates receive some type of financial aid. Contact Information: Prescott College Financial Aid Office, (877) 350-2100 option 2, or email finaid@prescott.edu.

Applying for Financial Aid Prescott College Educational Costs 2010–2011 Direct Costs (assuming the student is enrolled part-time) Tuition and Fees B.A./Post-Degree Tuition $5,664 ($472 per credit/12 total credits) Sustainability Fee $50/per term Transcript Fee $50/one-time charge Orientation Fee $150/one-time charge* Total Direct Costs $5,914 (first semester) Indirect Costs Books Residency/Orientation Transportation Total Estimated First Semester Costs

$536/per term $300 lodging & meals** $300 one-time orientation attendance** $7,050

*The Orientation Fee is waived for Post-Degree Certification cohorts of 12 or more pursuing a Professional Endorsement. **Meals, lodging and transportation expenses are estimated for travel to and from the required Orientation and will vary depending on distance from campus and mode of travel.

• File a Free Application for Federal Student Aid (FAFSA) online at www.fafsa.gov. If you prefer to receive a paper application, please contact the Prescott College Financial Aid Office.

Be sure to include Prescott College’s school code, 013659.

• Anticipate that the FAFSA will be processed within two to three weeks. You will receive an automated email reply to confirm it has been received.

• Once your application has been processed, you will receive an email with a link to your Student Aid Report (SAR). Review the SAR to ensure all information is correct. The College will also receive this information and begin determining eligibility for all forms of financial aid.

• Prescott College processes and mails award letters to students on an ongoing basis.

• In your award offer, it may indicate that you are required to submit additional documents in order for your offer to be finalized. Be sure to complete and submit all documents requested as soon as possible.

Note: Students must be admitted before an award letter is processed and mailed.

Merit Scholarships Tuition Payment Tuition must be paid in full or payment arrangements (payment plan or financial aid awards sufficient to cover tuition) must be in place by published tuition due dates found on the Academic Calendar section of the Prescott College web site. http://www.prescott.edu/administration/registrar /documents/1011AllCollegeCalendar.pdf

Tuition Payment Plans Through a partnership with FACTS Tuition Management Company we accept online payments at http://www.prescott.edu/payment/index.html. Lump sum or monthly payments may be made online using FACTS Tuition Management Company.

Should you have any additional questions about tuition payment, please contact our Student Billing Representative at (877) 350-2100 ext. 4000.

Financial Aid One of the first questions often asked by students when considering a private college is: How will I pay for it? The goal of the Prescott College Financial Aid Office is to assist families in obtaining the resources they need. A college education is one of the major investments you will make, and we are here to help you with your investment in the high-quality education that Prescott College

Prescott College offers a number of merit scholarships each year to B.A. program applicants. They are based upon merit and recognized accomplishments without regard to financial need or national origin. To apply for a merit scholarship, you must submit a complete admission application (including all required documents) no later than the published priority application date for the term in which you will first enroll. Scholarship availability is limited and scholarships will be awarded to all applicants who meet published criteria on a first come first served basis.

New Student Scholarship Annual award $3,000; $1,000 per semester.

Awarded to applicants who complete their admissions files by the scholarship deadline and receive a “superior” rating on the admissions application. This scholarship is renewable for up to three years.

Community College Transfer Scholarship Annual award $3,000; $1,000 per semester.

Awarded to applicants who complete their admission files by the scholarship deadline and who are transferring directly from a community college with a minimum GPA of 2.0. This scholarship is renewable for up to three years.

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Prescott College Arizona Teacher Education Scholarship Annual award $3,000; $1,000 per semester.

Awarded to applicants who complete their admission files by the scholarship deadline, and who are Arizona residents pursuing a B.A. leading to Arizona teacher certification, and who have a prior minimum GPA of 3.0.

Phi Theta Kappa Scholarship Awards $1,000 per semester Awarded to applicants who will be attending Prescott College as undergraduate first-degree seeking students. Award is in the amount of $1,000 per term toward tuition for eligible students in their junior and senior years. Applicant must be an active member of Phi Theta Kappa. This scholarship is renewable for up to three years.

National and Community Service Education Awards Awards up to $2,362 per semester Created to support Prescott College’s legacy of community service and volunteerism by encouraging students active in national service programs and eligible for National Service Education Awards to enroll at Prescott College, this scholarship matches awards such as AmeriCorps Education Awards, National Civilian Community Education Awards, and Presidential Freedom Scholarships dollar for dollar. To qualify, students possessing National Service Education Awards must be accepted to Prescott College and must submit proof of their National Service Education Award eligibility along with the application for admission. Prior to enrollment, AmeriCorps Education Certificates must be submitted to the Financial Aid Office via the AmeriCorps online payment systems so that we may obtain the funds and provide our matching award. Large awards such as the National Service Match are split by the number of enrolled terms in the student’s first year of enrollment and may not be received all in one term.

Prescott College Endowed Scholarships Through the generosity of our donors, Prescott College is pleased to offer several scholarships to assist students with their cost of attendance. The Prescott College endowed scholarship application is made available to students in February of each year.

Scholarship selection will be based on a combination of academic performance, financial need, and/or intended program of study as designated by each donor. One scholarship is awarded per student.

Award amounts vary from year to year. For more information about these scholarships, please visit our web page at www.prescott.edu/finaid/PCScholarships.htm.

Awarding Criteria/Student Eligibility All scholarships and grants are be awarded by term; e.g., an award valued at $3,000 per academic year is awarded in $1,000 installments over the three terms of the academic year. Aggregate awards such as the National Service Match are split in the same manner and may not be received all in one term. All scholarships are mutually exclusive; each student may receive only one scholarship at a time.

Students will have their scholarships renewed if they are continually enrolled and also maintain satisfactory academic progress. Students who choose to withdraw, or otherwise choose to not re-enroll, forfeit their scholarships for subsequent terms.

Students may choose to go through the formal petition process through the appropriate academic office should they feel they have extenuating circumstances that prevented them from being continually enrolled.

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Additional Information on Types of Financial Aid • Federal and Institutional Grants Grants are need-based and do not have to be repaid. You are automatically considered for federal and Prescott College need-based grant funds by completing your FAFSA. • TEACH Grant The Federal TEACH Grant Program provides grant funds to college students who are completing or plan to complete coursework that is needed to begin a career in teaching, and who agree to serve for at least four years as a full-time, highly qualified teacher in a high-need field, in a school serving lowincome students. Eligible full-time students may receive $4,000 per year in TEACH Grant funds, up to a maximum of $16,000 for undergraduate (first bachelor’s degree only), and $8,000 for graduate study.

Students must be pursuing their first bachelor’s degree at Prescott College.

Income is NOT a consideration when determining eligibility. The TEACH Grant will not reduce any eligibility for need-based aid. The TEACH Grant, combined with all other financial aid, cannot exceed a student’s cost of attendance.

The Prescott College policy is to reduce loan amounts first, then TEACH, before reducing other award amounts.

Failure to complete the required teaching obligation results in conversion of the TEACH Grant to a Federal Direct Unsubsidized Loan with interest accruing from the date the grant was disbursed.

For more information about this program, please ask the financial aid office for a brochure with specific details about TEACH at Prescott College, or go to the College website under financial aid.

• Federal Pell Grants – up to $2,775 per semester Pell Grants are awarded to undergraduate students who have not earned a bachelor’s or professional degree. Eligibility is determined by the US Department of Education and is based on information you provide on the Free Application for Federal Student Aid (FAFSA). How much you receive depends on your Expected Family Contribution (EFC), Cost of Attendance (COA) and the number of credit hours for which you are enrolled. You may not receive Pell Grant funds from more than one school at a time.

• Federal Academic Competitiveness Grant (ACG) – freshmen $750 per year, sophomores $1,300 per year This grant is awarded to some freshman and sophomore students who are Pell eligible and can demonstrate that they have completed a rigorous high school curriculum. Students who are eligible for the ACG grant are encouraged to request grades, due to the 3.0 minimum GPA requirement set by the Department of Education. This fund is not expected to be available after the 2010-11 award year.

• Federal Science and Mathematics Access to Retain Talent (SMART) Grant – juniors, seniors $4,000 per year This grant is awarded to some juniors and seniors pursuing a degree in one of the eligible life or physical sciences or multi-disciplinary studies offered at Prescott College who maintain at least a 3.0 GPA in classes required for their major. Students who are eligible for the SMART grant are encouraged to request grades, due to the 3.0 minimum GPA requirement set by the Department of Education.

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This fund is not expected to be available after the 2010-11 award year.

• Federal SEOG Grant – $500 per semester Federal Supplemental Educational Opportunity Grants (FSEOG) are awarded to undergraduates with priority given to students with the lowest federally calculated EFC. • Federal LEAP Grant Leveraging Educational Assistance Partnership grants are awarded to undergraduate Arizona residents with very high need, based on availability of funds.

• Prescott College Grants – up to 3 per semester Prescott College offers need-based grants to students who establish need based on the results of the FAFSA.

Loans Loans are borrowed funds that must be repaid with interest.

You are automatically considered for federal student loan funds by completing a Free Application for Federal Student Aid (FAFSA).

Prescott College participates in the Federal Direct Loan Program, which means the funds come directly from the federal government. These loans are available to all degree seeking students who are enrolled at least half time and meet the general eligibility requirements as detailed on the FAFSA. There are two types of Direct Loans: subsidized and unsubsidized. A student must have financial need to receive a Direct Subsidized Loan. The U.S. Department of Education will pay (subsidize) the interest that accrues on a subsidized loan during certain periods. Financial need is not a requirement to obtain an unsubsidized loan. Students are responsible for paying the interest on an unsubsidized loan.

Repayment begins six months from the date you graduate, drop below half-time enrollment, or otherwise leave school. Students have a choice of repayment plans.

Dependent Undergraduate Students First-year student: $5,500*; Second-year students: $6,500**; Third-year students and beyond: $7,500**. *of which no more than $3,500 may be subsidized. **of which no more than $4,500 may be subsidized.

Repayment begins six months from the date you graduate, drop below half-time enrollment, or otherwise leave school. Students have a choice of repayment plans.

General Information www.prescott.edu/finaid/scholarships/index.html: Listing of Scholarship Opportunities www.fafsa.ed.gov: Complete your Free Application for Federal Student Aid (FAFSA) at this website. www.finaid.org: General financial aid information, including a financial aid estimator. www.studentaid.org: US Department of Education’s student aid information site. www.students.gov: Government-wide portal making it easy for students to find any kind of federal service or information at a “one-stop-shop.” www.nslds.ed.gov: US Department of Education’s database lists lender information and Stafford Loan borrowing history. You’ll need a federal PIN to access this information (go to: www.pin.ed.gov to acquire a PIN). This is the same PIN used for filing a FAFSA.

Veteran’s Benefits Students who are eligible for veteran’s education benefits may use their benefits at Prescott College. The majority of our programs are approved for veteran’s education benefits. Active duty veterans who qualify for benefits under the Post 9/11 GI Bill may transfer their benefits to their dependent spouse and children.

Effective 2010-11 Prescott College also participates in the Yellow Ribbon program. Only individuals entitled to the maximum benefit rate (based on service requirements) under the Post 9/11 GI Bill may receive this supplemental funding. Information concerning the College’s procedures for certifying veteran enrollment may be obtained from the Office of Financial Aid.

Other Military Benefits The Department of Defense’s expanded Military Spouse Career Advancement Accounts (MyCAA) program will provide up to $6,000 of Financial Assistance for military spouses of Active Duty members of the Department of Defense and federally activated members of the National Guard and Reserve Components. The goal of the program is to assist spouses in pursuing job training, education, degree programs, licenses and credentials leading to employment in Portable Career fields.

Prescott College has been approved by the Department of Defense for participation in the Military Spouse Career Advancement Account (MyCAA) program.

Private Loans After you have considered all federal loans, you may also be interested in applying for a private loan. A private loan is a creditbased educational loan. Terms and conditions are set by each individual lender, so students should shop wisely for their lender. A list of preferred lenders is prepared annually by the Prescott College Financial Aid Office. Students unable to qualify on their own may need to obtain a co-borrower/co-signer. Students may borrow up to their cost of attendance budget, less any other financial aid funds and resources received.

Resources A variety of resources are available to assist you with outside scholarship searches and general financial aid information, including calculators that estimate financial need.

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APPLYING TO PRESCOTT COLLEGE

Applying to Prescott College At Prescott College, students are far more than numbers on an application. The Admissions Committee uses a holistic approach to consider applications to the College, looking beyond the paperwork to see the individual. In addition to the admission criteria listed below, we also consider a student’s potential for growth and success at Prescott College.

General admission criteria include, but are not limited to: • Evidence of previous academic success and promise • Good citizenship and community involvement • Commitment to interdisciplinary academic pursuits • Clearly articulated academic goals • Evidence of self-direction • Well-developed college essays

Bachelor of Arts, Post-Degree Certificate Programs, and Endorsement Programs Application Due Dates Fall Financial Aid/FAFSA (priority date) – August 3 Final Application Deadline – September 3 Spring Financial Aid/FAFSA (priority date) – November 15 Final Application Deadline – December 15

and what has been your experience, if any, in this discipline?

Write about what makes you ready to thrive in the kind of self-designed, student-directed education Prescott College offers.

• What led you to want to pursue a Bachelor of Arts degree or Post-Degree Certificate at Prescott College?

• What kind of experience and success do you have working or learning independently?

• How will your strengths help you succeed in our program?

What kind of help will you need to overcome any weaknesses?

• How do you manage your time with school assignments?

What support do you have in place to help you accomplish your academic goals?

Professional Endorsement Programs Individual students and cohorts seeking admission to the professional endorsement programs complete the same application and admissions process.

The required application items include: • Application Form (BA/Post-Degree application) and $25 application fee (the application fee is waived for cohort groups) • Submission of Official Transcripts

International Students Summer Financial Aid/FAFSA (priority date) – April 15 Final Application Deadline – May 15 Note: Applicants who submit their completed application by the priority due date will be considered for institutional aid.

The required application items include: • $25 application fee • A completed application form • Completed Free Application for Federal Student Aid (FAFSA) – see page 51 for instructions on filing the FAFSA. • Official transcripts from all colleges and/or universities attended. Transcripts should be sent directly from the college or university to the appropriate Admissions Office. Note: Transfer students who have NOT successfully completed two full years of college study (90 transferable quarter credits or 60 transferable semester credits) are required to submit high school transcripts, GED results, or other proof of high school graduation.

• Academic focus essay – In two to three pages (typed, doublespaced), integrate your thoughts around the themes below into a comprehensive response.

Write about your educational goals.

• What are your educational goals and how do you see your life changing after graduation?

• What areas of study would you like to pursue as a major? As a minor?

• What significance does this area of study now play in your life

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International students must submit official transcripts translated into English to the admissions office. International students are also required to have non-U.S. school transcripts evaluated by a professional credential evaluation service. The applicant is responsible for all costs associated with this service.

Recommended credential evaluation service: International Education Research Foundation (IERF) P.O. Box 3665, Culver City, CA 90231 (310) 258-9451 http://www.ierf.org/SFstandard.asp

Submit Application Materials to: Prescott College, 220 Grove Avenue, Prescott, AZ 86301 via Fax: (928) 776-5242 or email: admissions@prescott.edu Contact Information Toll free: (877) 350-2100 Option 1 Tucson and Southern Arizona: (888) 797-4680 admissions@prescott.edu

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Prescott College

Low-Residency Teacher Preparation Programs Application Biographical Information Full Name

Last First

Middle

Former Name

Preferred Name

Social security number

Email address

Mailing address City State

Zip

Home phone

Country

Cell phone

US PermanentResident Alien Registration #

F-1

Visa Type

State and country of birth

H-B

J

Country of citizenship

Date of birth

Gender

Male

Female

Tribal Affiliation (if applicable)

The following is optional and will be used for statistical purposes only. Check all applicable boxes.

African American Asian

Native Hawaiian or other Pacific Islander

Caucasian

Native American/Alaska Native

Hispanic

Two or more races

Current occupation

Employer

How did you hear about Prescott College?

Prescott College alumni/current student

Prescott College faculty/staff

Internet (specify search phrase)

Advertisement (please specify) Other For which low-residency degree program are you applying?

Bachelor of Arts Post Degree Certificate

Endorsement

For which low-residency enrollment period are you applying?

Degree Program: Special Education:

Early Childhood Education Learning Disabilities

Endorsement Programs:

Reading Specialist

Do you intend to apply for financial aid?

Yes

Fall 20

Spring 20

Early Childhood Special Education Serious Emotional Disabilities Structured English Immersion No

Elementary Education

Mental Retardation Early Childhood Education

Are you a veteran? (over)

Summer 20

Yes

No

Secondary Education

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Educational Information Final high school attended: City/State: Did you graduate? Yes No Graduation date or GED date: List all colleges and/or universities you were or are currently enrolled since high school. Include all colleges and/or universities, regardless of how many credits you earned or the nature of the program.

College/University

City/State

Dates attended From mo./yr.

/

/

/

/

/

/

/

/

/

/

/

/

Are You a current member of Phi Theta Kappa?

Yes

No

Term applied for

Have you previously applied to Prescott College?

Yes

No

Term applied for

Have you previously attended Prescott College?

Yes

No

Dates Attended

If so, which program

Resident Degree Program

Degree earned (major)

To mo./yr.

Adult Degree Program/Post Degree

Have you ever been served with a restraining order; or a protection order; or been convicted of a misdemeanor, felony or other crime? Have you ever been found responsible for a disciplinary violation at an educational institution you attended from college (or the international equivalent) forward whether related to academic misconduct that resulted in your probation, suspension, removal, dismissal or expulsion from the institution?

Yes

No If Yes, please attach a separate piece of paper that gives the approximate date of each incident and explains the circumstances.

I certify that the information in this application and personal statement is, to the best of my knowledge, complete, true, and solely my creation. I understand that my application and acceptance into Prescott College may be rescinded if I have not complied with this statement.

Signature

Date

Prescott College is accredited by the Higher Learning Commission ((312) 263-0456 or www.ncahlc.org) and is a member of the North Central Association of Colleges and Schools. Prescott College does not discriminate on the basis of race, color, gender, age, religion, condition of handicap, sexual orientation, or national or ethnic origin in the administration of its educational policies, scholarship and loan programs, or any other College administered program.

Submit application materials to: Prescott College Admissions Office 220 Grove Ave., Prescott, AZ 86301 (928) 350-2100 • (877) 350-2100 Fax: (928) 776-5242 admissions@prescott.edu www.prescott.edu

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How to get here Prescott College Prescott, Arizona The main campus is a two-hour drive from Phoenix. Take Interstate 17 north to Highway 69, Cordes Junction exit. Follow Highway 69 into Prescott. Take Gurley St. to Grove Ave. (past the Courthouse Square). Turn right on Grove Ave. and a left at the first stoplight (Sheldon St). The Admissions Office is located near the corner of Grove and Sheldon at 306 Grove Ave. Rental cars are available at Sky Harbor International Airport, Phoenix and other locations. U.S. Airlines (800-235-9292) provides flights from Sky Harbor Airport to the Ernest A. Love Airport in Prescott. Ground transportation from Phoenix to Prescott is provided by Prescott Shuttle (800-445-7978), and Shuttle-UEnterprises (800-304-6114).

Make reservations at least 24 hours in advance.

Prescott College Tucson Center Tucson, Arizona The Tucson Center is located at 2233 E. Speedway Blvd. in Tucson, Ariz. From Interstate 10, take the Speedway exit east. The office is located on the north side of the street, on the corner of Wilson Ave. and Speedway Blvd., between Campbell Ave. and Tucson Blvd.

Visit www.prescott.edu to learn more about the following degree programs: On-Campus Bachelor of Arts Low-Residency Bachelor of Arts Low-Residency Master of Arts Low-Residency Teacher Preparation and Certification Programs Low-Residency Professional Licensure Programs in Counseling Psychology This catalog was written by Danny Brown, Mary Frances Causey, Debra Heiberger, Tim Hall, Mary Lin, Ashley Mains,Tim Robison, Erica Ryberg, Jared Silverman, Vicky Young, and the Education Steering Committee; designed by Bridget Reynolds, and edited by Ted Bouras, Danny Brown, Mary Lin, Ashley Mains, Candace McNulty, Tim Robison, Erica Ryberg, and Vicky Young. It is with gratitude that we thank everyone involved with this catalog.

Photographers, and photo contributors: Walt Anderson, Pauline Begay, Danny Brown, Joan Clingan, Claude S. Endfield, Brendan Gebhart, T im Hall, Adam Krusi-Thom, Mary Lin, Kimberly Loeb, Vance Luke, Katherine Mike, Travis Patterson, Bridget Reynolds, Zachary Robinson, Beth Scott, Gary Stogsdill, Craig Tissot, Istock Photos, Bigstock Photos, Prescott College Archives, and Weddle Gilmore Architects.

The Prescott College logo and mark are registered in the U.S. Patent and Trademark Office.

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Prescott College Earns High Marks National media, ratings, and rankings list Prescott College among best and greenest.

US News and World Report: Best in the West US News and World Report has rated the College as a “Best in the West” College and in their list of best colleges in the U.S.

Princeton Review: One of Best in Nation This past spring the Princeton Review added Prescott to its annual book announcing the best 300-plus colleges in the nation.

Prescott College earned high marks in ten categories, ranking in the top ten in Gay Community Accepted, Class Discussions Encouraged, Lots of Race and Class Interaction, and 11th and 12th, respectively, in the categories Professors Get High Marks and Happiest Students. Last year the Review also selected Prescott as one of 165 schools profiled in America’s Best Value Colleges, 2008, and for several years has named the College as one of 123 schools in 15 states as “Best in the West.”

New York Times: Green Education The New York Times noted Prescott College’s environmental focus in three articles, including a piece on Eco-Education and another which highlighted the College’s trademark Wilderness Orientation (“Outside the Box”) in November 2007, and a July 2008 article on sustainability in higher education.

Sierra Magazine In a November/December 2007 article calling the environment “the hottest thing since coed dorms,” Sierra included Prescott College, as an Eco League member, in an article on the top ten greenest campuses in the US, noting an “emphasis on environmental learning and hands-on experience.” In its September/October 2008 issue Sierra lauded Prescott College and the other Eco League schools for “active pursuit of environmental studies” and “integrating experiential learning into the curriculum.”

National Wildlife Federation The NWF’s 2008 Campus Ecology Report honored Prescott for having recruiting programs and offering interdisciplinary degrees in environmental or sustainability studies.

Arizona Department of Education The Arizona Department of Education reported that the Prescott College Teacher Ed Certification Programs at all levels of study clearly meet, and in many categories exceed, state certification requirements.

Sunset Magazine: Youthful Pulse An article in Sunset on dream towns credits Prescott College with providing the “youthful pulse” of the city – quite a credit, considering Prescott is included on dozens of lists and rankings as among the best places to live in the US.

Prescott College Admissions Office

Prescott College Tucson Center

220 Grove Avenue • Prescott, AZ 86301 (877) 350-2100 • (928) 350-2100 Fax (928) 776-5242 admissions@prescott.edu www.prescott.edu

2233 E. Speedway Blvd.

Tucson, AZ 85719 (520) 319-9868 (888) 797-4680