Standard 2 (1): The unit must ensure each program provides effective instruction on content-specific methods that meet the scope of the licensure area.

Each licensure program in the UED requires candidates to successfully complete one or more content-specific methods courses that meet the full scope of the licensure area. The purpose of the methods courses is to provide new teachers with opportunities to learn about and develop competence to implement effective strategies and approaches to their subject matter. Content methods instructors (all of whom have extensive experience teaching the content to learners in the licensure scope and most of whom currently work in urban school districts) provide UED teacher candidates with pedagogical content knowledge, instructional approaches and practice for being effective teachers of the content in their licensure scope to diverse, urban learners.

Table 2.1 contains courses in which candidates receive effective instruction that is specific to the licensure age/grade level teacher candidates seek. Content-specific methods courses required in each program build on and connect what teacher candidates have learned in content courses required for their major as well as urban education courses that teach general pedagogical strategies. These methods courses prepare teacher candidates to effectively translate and integrate subject matter into instructional practices that serve all students' learning needs.  Content-specific methods courses support teacher candidates in developing deep understandings about not only what to teach, but also effective instruction that develops candidates’ skills for how to teach that content in urban classroom settings.                                                                                                                                                                                                                                       

Table 2.1 Content Method Courses

Evidence demonstrating effective instruction in these content-specific methods courses includes alignment in syllabi of course learning opportunities and assessments with licensure standards. Furthermore, evidence from signature assessments in each course aligned to specific content methods standards demonstrates teacher candidate proficiency resulting from effective methods instruction. Candidates’ scores on signature assessments in content-specific methods courses are collected in TaskStream.  Additionally, evidence of effective instruction in content-specific methods is seen in candidates’ scores in clinical field experiences during their Advanced Urban Teaching Practicum (EDU 450) and during student teaching as assessed through scores on Standard 1: Subject Matter, Standard 4: Instructional Strategies. and Standard 7: Planning Instruction.  As evidence in Exhibits 2.1.3 and 2.1.4 indicate, average scores on these signature assessments, advanced practicum and student teaching all point to the effectiveness of content methods instruction to equip teacher candidates with the pedagogical content knowledge and skills they need.