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2 Teacher Training Curriculum Course Catalog Michigan Teachers of Tomorrow

 Table of Contents
4 Overview of the Curriculum

6 Elementary Course Pathways and Descriptions

21 Secondary Course Pathways and Descriptions

32 K-12 Course Pathways and Descriptions

43 Special Education Course Pathways and Descriptions

Curriculum Key
Courses correspond to the following areas
of our curriculum:

CR Classroom Readiness
TL Teaching and Learning
SE Special Education
MT Methodology

Michigan Teachers of Tomorrow Teacher Training Curriculum Course Catalog 3

 Overview of the Curriculum
Teachers of Tomorrow provides research-based, standards-aligned coursework that provides the
highest quality of educator preparation. This ensures our candidates are well-prepared for the
classroom, grounded in the foundational research widely recognized in our field.

The curriculum is organized around six main constructs for learning, delivered in two segments or
parts. Phase I is Classroom Readiness Training. Phase II is Excellence in Teaching and Learning and
consists of additional coursework that includes a methodology course specific to each certification
area as well as an internship in an accredited P-12 public, private, or charter school.

Courses in the 200 range are courses relating to the Teacher; the 300 range relates to the
Learner; the 400 range encompasses Lesson Planning, Instruction and Assessment; the 500 range
addresses the Learning Environment; and the 700 range refers to coursework such as assessments,
methodology, advanced literacy, and the internship.

Courses are awarded credit based on an 80% mastery rate of skills and knowledge. Satisfactory
academic progress is defined as achieving 80% mastery or better on each of the course objective
assessments, and achieving “proficient” on subjective assessments. Candidates are not able to
progress in the course without achieving satisfactory academic progress as defined above. Since
candidates progress at their own rate, there is no penalty for retaking lessons or courses until
satisfactory academic progress is achieved. There is no probationary period or suspension period
for unsatisfactory progress. Candidates are provided instructor and advisor support when necessary
to progress in a timely manner. Credits are posted to the candidate’s transcript when the candidate
has passed the course, and are indicated with a “P” on the transcript. No score is posted until the
candidate has achieved either an 80% or better or “proficient” rating on subjective assessments.

The Teacher
Candidates are introduced to the expectations of the profession, including ethical behaviors
and the importance of being a positive role model and leader for students, peers, and the
community. Candidates are given an understanding of the importance of collaborating with
peers and considering the unique aspects of the classroom when planning instruction to address
student needs. Candidates are expected to participate fully in team lesson planning and to
advocate for his/her students when planning instruction. The courses within this module provide
strategies for communicating in professional ways and seeking assistance when necessary.

Knowledge of the Learner

Candidates focus on the nature of learning and stages of human development. Candidates
are expected to recognize the main constructs of theories from Jean Piaget, Erik Erikson, Lev
Vygotsky, and Abraham Maslow and apply them when planning, implementing, and evaluating
instruction. Candidates further study the varied influences on student readiness to learn such as
poverty, family and cultural influences, language barriers, and disabilities. Coursework explains
supports teachers can utilize to help overcome these barriers. This module also delves into
suicide prevention, mental health issues, and substance abuse in children and adolescents.

4 Teacher Training Curriculum Course Catalog Michigan Teachers of Tomorrow

 Planning Instruction
To prepare for planning effective lessons, candidates learn to use Bloom’s Taxonomy and Webb’s
Depth of Knowledge to identify the level of rigor required in the Michigan Academic Standards.
Candidates then learn the vertical and horizontal alignment within the Standards, and how to
unpack the standards to understand what students are required to know and be able to do.
Candidates are taught to use Backward Design when planning instruction: begin with what
students are expected to do, found in the Standards, and then create learning activities and
assessments focused on the student expectation.

Instructional Strategies
Using the Backward Design approach to planning instruction, candidates learn high-yield,
research based instructional strategies focused on literacy development, technology integration,
flexible grouping, critical thinking, Kagan Cooperative Learning, project-based learning, and
differentiating instruction. Strategies are then embedded into the lesson plans as appropriate.
Candidates learn strategies to gain student focus, scaffold student learning using prior
instruction and readiness for learning, plan differentiated activities that address individual
student learning needs, embed literacy strategies and academic language activities throughout
the lesson, and utilize technology integration into each lesson. Embedded within each strategy
are critical classroom management priorities that must be considered and addressed.

Assessment of and for Learning

Candidates are introduced to using data to inform instruction, including the use of questioning
strategies, formal assessment, and data that informs learning needs. Candidates learn to
accommodate and modify instruction based on individual student needs, including those of
English learners, students receiving Special Education services, and those identified as gifted.
Candidates are expected to integrate data from informal and formal assessments into daily
lesson plans and assessments, as well as provide supports for all students to effectively address
learning objectives.

The Classroom Environment

Candidates are first introduced to the components of an effective classroom management plan
and provided with research based management styles. Creating and maintaining a positive
classroom climate, promoting high expectations, and respecting the diversity of students are
emphasized. Candidates then spend time focusing on procedures necessary for a well-managed
classroom along with physical environment, time management, and records management.

Supplemental Coursework
Following the required coursework of Phase I, all candidates must complete supplemental
coursework in Phase II, including a Methods course directly aligned to the standards in the
certification area being pursued; a Family and Communities Engagement course, a number
of courses designed to enhance knowledge of special needs students; and a diversity in the
classroom course.

Michigan Teachers of Tomorrow Teacher Training Curriculum Course Catalog 5

Course Pathways & Descriptions

Elementary
 Course Pathways Lower Elementary PK-3

Phase 1: Classroom Readiness Training

Course ID Course Name

The Teacher
MICR101 Preparing for the Profession

CR201 Qualities of Effective Teachers​

MICR202 The Code of Ethics for Professional Educators​

TL201 Educator Professionalism

MINT700.1A Comprehensive Assessment 1: The Teacher

MINT 700.1PBP Comprehensive Performance-Based Assessment 1: The Teacher

The Learner
CR301 Child Development and Motivation to Learn

CR303 Special Populations in the Classroom​

MICR304 Meeting the Needs of All Learners

MINT700.2AE Comprehensive Assessment 2: The Learner​

MINT 700.2PBP Comprehensive Performance-Based Assessment 2: The Learner

Planning Instruction
CR401 Understanding Rigor

MICR402 The Michigan Academic Standards

MICR 403 Elements of Effective Lesson Planning​

MINT700.3A Comprehensive Assessment 3: Lesson Planning

MINT700.3PBP Comprehensive Performance-Based Assessment 3: Planning Effective Lessons​

Michigan Teachers of Tomorrow Course Description Elementary 7

 Course Pathways Lower Elementary PK-3

Phase 1: Classroom Readiness Training (continued)

Course ID Course Name

Instructional Strategies
CR404 Elements of Effective Instruction​

CR407 Reading for the Elementary Teacher

MITL402 Teaching Strategies that Work

MITL410 Differentiating Instruction

TL407 Teaching with Technology​

MINT700.4AS Comprehensive Assessment 4: Instructional Strategies

MINT700.4PBP Comprehensive Performance-Based Assessment 4: Instructional Strategies

Assessing Learning
CR405 Questioning Strategies and Feedback​

MICR406 Formal Assessment​

MITL409 Using Data to Inform Instruction​

MINT700.5A Comprehensive Assessment 5: Assessing Learning​

MINT700.5PBP Comprehensive Performance-Based Assessment 5: Assessing Learning

The Learning Environment

CR501 Theories of Classroom Management​

CR502 Techniques of Classroom Management​

CR503 Applying Classroom Management Strategies​

CR504 Developing a Respectful Learning Environment​

MINT700.6A Comprehensive Assessment 6: The Learning Environment​

MINT700.6PBP Comprehensive Performance-Based Assessment 6: The Learning Environment

8 Course Description Elementary Michigan Teachers of Tomorrow

 Course Pathways Lower Elementary PK-3

Phase 2: Excellence in Teaching and Learning

Course ID Course Name

MITL 701​ Research Based Strategies for Literacy Development

MITL705 Case Studies and Field Work in Reading

MITL 702 Content Area Literacy Instruction

MINT700.7AE Comprehensive Assessment 7: Literacy Assessment

MITL707 Practicum in Content Literacy

MITL305 Developing English Language Proficiency

MITL301 Strategies for Teaching English Language Learners

MINT700.8A Comprehensive Assessment 8: English Language Acquisition Assessment

MITL302 Strategies for Teaching Exceptional Students

MITL405 Accommodating Instruction for All Learners

MITL203 Family and Community Engagement

MITL204 Teaching in a Diverse Classroom

MITL403 The Integrated Curriculum

MITL404 Materials and Resources in the Classroom

MIMT713 Methods of Teaching Lower Elementary PK-3

MINT700.8IP The Instructional Cycle

Michigan Teachers of Tomorrow Course Description Elementary 9

 Course Pathways Upper Elementary 3-6

Phase 1: Classroom Readiness Training

Course ID Course Name

The Teacher
MICR101 Preparing for the Profession

CR201 Qualities of Effective Teachers​

MICR202 The Code of Ethics for Professional Educators​

TL201 Educator Professionalism

MINT700.1A Comprehensive Assessment 1: The Teacher

MINT 700.1PBP Comprehensive Performance-Based Assessment 1: The Teacher

The Learner
CR301 Child Development and Motivation to Learn

CR303 Special Populations in the Classroom​

MICR304 Meeting the Needs of All Learners

MINT700.2AE Comprehensive Assessment 2: The Learner​

MINT 700.2PBP Comprehensive Performance-Based Assessment 2: The Learner

Planning Instruction
CR401 Understanding Rigor

MICR402 The Michigan Academic Standards

MICR 403 Elements of Effective Lesson Planning​

MINT700.3A Comprehensive Assessment 3: Lesson Planning

MINT700.3PBP Comprehensive Performance-Based Assessment 3: Planning Effective Lessons​

10 Course Description Elementary Michigan Teachers of Tomorrow

 Course Pathways Upper Elementary 3-6

Phase 1: Classroom Readiness Training (continued)

Course ID Course Name

Instructional Strategies
CR404 Elements of Effective Instruction​

CR407 Reading for the Elementary Teacher

MITL402 Teaching Strategies that Work

MITL410 Differentiating Instruction

TL407 Teaching with Technology​

MINT700.4AS Comprehensive Assessment 4: Instructional Strategies

MINT700.4PBP Comprehensive Performance-Based Assessment 4: Instructional Strategies

Assessing Learning
CR405 Questioning Strategies and Feedback​

MICR406 Formal Assessment​

MITL409 Using Data to Inform Instruction​

MINT700.5A Comprehensive Assessment 5: Assessing Learning​

MINT700.5PBP Comprehensive Performance-Based Assessment 5: Assessing Learning

The Learning Environment

CR501 Theories of Classroom Management​

CR502 Techniques of Classroom Management​

CR503 Applying Classroom Management Strategies​

CR504 Developing a Respectful Learning Environment​

MINT700.6A Comprehensive Assessment 6: The Learning Environment​

MINT700.6PBP Comprehensive Performance-Based Assessment 6: The Learning Environment

Michigan Teachers of Tomorrow Course Description Elementary 11

 Course Pathways Upper Elementary 3-6

Phase 2: Excellence in Teaching and Learning

Course ID Course Name

MITL 701​ Research Based Strategies for Literacy Development

MITL705 Case Studies and Field Work in Reading

MITL 702 Content Area Literacy Instruction

MINT700.7AE Comprehensive Assessment 7: Literacy Assessment

MITL707 Practicum in Content Literacy

MITL305 Developing English Language Proficiency

MITL301 Strategies for Teaching English Language Learners

MINT700.8A Comprehensive Assessment 8: English Language Acquisition Assessment

MITL302 Strategies for Teaching Exceptional Students

MITL405 Accommodating Instruction for All Learners

MITL203 Family and Community Engagement

MITL204 Teaching in a Diverse Classroom

MITL403 The Integrated Curriculum

MITL404 Materials and Resources in the Classroom

MIMT703 Methods of Teaching Upper Elementary Education, Grades 3 - 6

MINT700.8IP The Instructional Cycle

Elementary Course Descriptions

Phase 1: Classroom Readiness Training
MICR 101 Preparing for the Profession
This required course prepares the prospective educator for the profession by analyzing the
routes to a Standard Teaching Certificate including the types of certificates available. We
establish an understanding of the expectations for novice educators entering the job market
and provide an overview of the resources Teachers of Tomorrow provide in support of our
candidates.

12 Course Description Elementary Michigan Teachers of Tomorrow

 Phase 1: Classroom Readiness Training (continued)
CR201 Qualities of Effective Teachers
Describes the qualities of effective teachers and how those qualities relate to student
achievement, the need for sound professional development, and how these qualities ultimately
impact the student’s motivation to learn.

MICR202 The Code of Ethics for Professional Educators

An in-depth study of the Code of Ethics for Professional Educators, covering legal and ethical
requirements for educators, as well as the standards, violations, and sanctions that are provided
for in the code. Candidates are provided case studies of recent issues arising from a breach of
standards or allegations, and examples of upholding versus violating standards.

TL201 Educator Professionalism

Building on the Code of Ethics, this course extends the concept of ethical behavior to include
professionalism in the educational environment. Professional behavior between the teacher and
parents, the teacher and the community, the teacher and students, and the teacher and co-
workers and administration is examined in depth.

MINT700.1PBP Comprehensive Performance-Based Assessment 1: The Teacher

This project is designed to evaluate the candidate’s learning in the Teacher strand. The
candidate will apply knowledge of the role and expectations of the professional educator to
the characteristics and ethical behaviors learned in the coursework. This project has three tasks,
each representing a different facet of the role of the professional educator, including ethics,
communication, and professionalism.

CR301 Child Development and Motivation to Learn

This course examines the development of children, from birth to age 12, through stages of
human development and the variables affecting students’ motivation to learn. Six variables of
motivation are considered, including extrinsic/intrinsic motivation, level of concern, interest,
knowledge of results, feeling tone, and success. Candidates are introduced to the research of
prominent theorists, and their impact on instruction and effective teaching practices is discussed,
including Jean Piaget, Erik Erikson, Lev Vygotsky, and Abraham Maslow.

CR303 Special Populations in the Classroom

This course presents an overview of the characteristics and needs of diverse populations in the
classroom. Populations of focus include English Language Learners, Special Education, Gifted
and Talented, the Economically Disadvantaged, and those students identified as “At-Risk” for
educational failure.

Michigan Teachers of Tomorrow Course Description Elementary 13

 Phase 1: Classroom Readiness Training (continued)

MINT700.2PBP Comprehensive Performance-Based Assessment 2: The Learner

This performance-based assessment requires the candidate to identify and research the societal
or cultural issues that are faced by four sample students and how they impact their achievement.
Candidates will present findings, resources, and possible supports.

CR401 Understanding Rigor

Using Bloom’s Taxonomy as a model, candidates learn to recognize different cognitive levels and
questions and to identify activities and assessments that focus on developing students who think
critically. Candidates also examine and apply Webb’s Depth of Knowledge and Costa’s Three
Levels of Questioning.

MICR402 The Michigan Academic Standards

This course introduces candidates to the foundation of student learning in the state, which is
the state academic content standards. This course explains the structure and sequence for the
Michigan Academic Standards and how teachers use standards effectively to plan instruction
and assess student learning. Candidates will apply learning from Bloom’s Taxonomy and Webb’s
Depth of Knowledge to identify the levels of cognition required by the standards.

MICR403 Elements of Effective Lesson Planning

This course focuses on the planning of standards-aligned instruction. Candidates will recognize
the Backwards Design planning process, the characteristics of effective lesson objectives,
evidence-based teaching practices that guide lesson plan design, and how assessment drives
the planning process. The course explores the benefits and challenges of various lesson plan
models such as the Gradual Release Framework, the Madeline Hunter Mastery Learning Model,
Direct Instruction, and the 5 E Lesson Planning Model. Candidates will learn the importance of
communicating the learning objectives and expectations to learners. Lastly, the course provides
an overview of instructional components of a lesson plan to help candidates prepare for their
upcoming projects.

MINT700.3PBP Comprehensive Performance-Based Assessment 3: Planning Effective Lessons

Candidates write standards-aligned learning objectives and describe an assessment that is
aligned with both the learning objective and state standard. Candidates must demonstrate how
to create student friendly objective statements, communicate the purpose for learning, and
identify prior learning or background knowledge students must know to successfully meet the
learning objective for the lesson.

CR404 Elements of Effective Instruction

Focusing on understanding the importance of delivering engaging, relevant, and meaningful
lessons, this course explains the steps of direct instruction, strategies for gauging student
understanding, and increasing student engagement.

14 Course Description Elementary Michigan Teachers of Tomorrow

 Phase 1: Classroom Readiness Training (continued)

CR407 Reading for the Elementary Teacher

Aligned to the Science of Reading, this course provides an overview of components that are
essential for elementary reading instruction. It addresses information about the alphabetic
principle and phonemic awareness, phonics, fluency, vocabulary instruction, comprehension,
and text structures. In addition, the laws and interventions associated with dyslexia and related
disorders are addressed as they relate to the elementary learner.

MITL402 Teaching Strategies that Work

This course covers best practices in education, such as cooperative learning, thematic
instruction, problem based learning, and other teaching strategies appropriate for all content
areas. Candidates become thoroughly familiar with the appropriate strategies to use for various
types of instruction, both whole group and small group, as well as methods that motivate and
engage learners.

MITL410 Differentiating Instruction

This course addresses the essential elements of differentiation as they relate to teaching and
learning. Differentiation is explored through content, process, product, and context, and is
designed to prepare candidates to meet the educational needs of all children. Candidates will
explore the works of Marzano, Miser, Wiggins, and others.

TL407 Teaching with Technology

Based on the standards and competencies of the International Society for Technology in
Education, this course addresses the integration and application of technology in the classroom.
Examples of each of the standards and competencies are applied to the classroom to deepen
student learning and achievement through effective practices and knowledge of digital tools in
the learning environment.

MINT700.4PBP Comprehensive Performance-Based Assessment 4: Instructional Strategies

In a continuation of MINT700.3PBP, the lesson objectives previously created are used as a basis
for full lesson plans. The lessons are assessed on a variety of topics learned in the Instructional
Strategies strand and the implementation of appropriate, aligned teaching strategies, use of
technology, literacy strategies, small groups, and activities that promote critical thinking or
problem solving.

CR405 Questioning Strategies and Feedback

Based on the work of Fisher and Frey, Marzano, and others, this course describes both formal
and informal questioning strategies. Candidates are introduced to the importance of quality
feedback and the use of skillful questioning techniques that will promote success in the
classroom.

Michigan Teachers of Tomorrow Course Description Elementary 15

 Phase 1: Classroom Readiness Training (continued)

MICR406 Formal Assessment

Throughout this course, candidates are introduced to a variety of assessment methods
appropriate for evaluating student achievement of goals and objectives. It emphasizes creating
assessments that promote self-monitoring and self-assessment, while also exposing the
candidate to state assessments and the functionality of the state accountability system.

MITL409 Using Data to Inform Instruction

Candidates develop an understanding of assessment, data, and factors affecting the validity
of classroom data. Candidates then learn the importance of using data to drive instruction and
intervention and the skills to do so.

MINT700.5PBP Comprehensive Performance-Based Assessment 5: Assessing Learning

In the final evaluation of lesson planning, instruction, and assessment, candidates expand on
their previous lesson plans to incorporate learning in the areas of differentiation and assessment.
They must demonstrate the ability to modify and accommodate for various learning needs. In
addition, they reflect upon the strategies chosen and how they meet the needs of the students.

CR501 Theories of Classroom Management

This course serves as an introduction to the components of an effective classroom management
plan. Based on the work of Jones, Strong, Wong, and others, candidates are provided theories
leading to four management styles, as well as the research supporting those theories. Creating
and maintaining a positive classroom climate, promoting high expectations, and respecting the
diversity of students are all emphasized.

CR502 Techniques of Classroom Management

Building on the learning from CR501, this course addresses the teacher’s role in managing the
classroom as well as the procedures that are necessary for a well-functioning environment.
Candidates will focus on the procedures, physical environment, time management, and records
management required for managing a classroom effectively and efficiently.

CR503 Applying Classroom Management Strategies

Expanding on CR501 and CR502, candidates apply principles of classroom management to a
fictitious group of students who exhibit varying behavioral traits. Candidates are presented with
scenarios and provided specific recommendations for addressing management issues.

CR504 Developing a Respectful Learning Environment

This course builds on concepts previously presented. Utilizing the work of CASEL, content
focuses on the importance of building relationships for the purpose of influencing student
behavior and establishing a healthy social-emotional learning environment.

16 Course Description Elementary Michigan Teachers of Tomorrow

 Phase 1: Classroom Readiness Training (continued)

MINT700.6PBP Comprehensive Performance-Based Assessment 6: The Learning Environment

In this two-part project, candidates propose their ideal learning environment and how they might
create it through the implementation of research-based classroom culture-building
best practices.

Phase 2: Excellence in Teaching and Learning

MITL701 Research-Based Strategies for Literacy Development

Candidates study the foundational constructs of teaching reading aligned with the science of
reading continuum. Candidates work with developing readers, strengthening their phonological
awareness, phonemic awareness, phonics, and word study skills. They will also work with
progressing readers on their oral literacy, vocabulary, and fluency to reach the ultimate goal of
comprehension. This course walks candidates through the various types of assessments that
are used to evaluate and elevate student learning. Multiple approaches to teaching reading
are examined, all of which are research- and evidence-based, explicit, systematic, cumulative,
and responsive. Candidates are taught best practices to use with students who have learning
disabilities and who may speak English as a second language.

MITL705 Case Studies and Field Work in Reading

During this course, candidates will focus attention on students who experience reading
difficulties. They will research students’ educational backgrounds and identify appropriate
strategies for addressing their challenges in reading. The course will include the development of
an individualized learning plan for each struggling student.

MITL702 Content Area Literacy Instruction

The course focuses on comprehension strategies for engaging complex, instructional text, the
importance of text discussions, strategies for developing vocabulary in the content area, reading
different text formats, increasing meta-cognitive skills when reading, and active processes skilled
readers use before, during and after engaging with text.

MITL707 Practicum in Content Literacy

During this course, candidates will apply theories and utilize the materials and strategies learned
throughout the course to create lessons for developing content literacy in their own lesson plans.
Teaching candidates should effectively implement classroom literacy instruction in a manner that
supports authentic language experiences for students that are rich in meaning.

Michigan Teachers of Tomorrow Course Description Elementary 17

 Phase 2: Excellence in Teaching and Learning (continued)

MITL305 Developing English Language Proficiency

Candidates engage in instruction and activities that identify research-based best practices
for the acquisition of language, strategies for teaching English Language Learners, and
developing effective lesson plans to address the needs of ELL students. Candidates are taught
to accommodate instruction and develop assessments to meet the needs of the learners.
This course addresses both conversational and academic language and how to develop
such language with diverse learners. Different groups of diverse learners are identified,
and candidates are taught how to utilize language and content to make academic content
comprehensible for all learners.

MITL301 Strategies for Teaching English Language Learners

Candidates study the stages through which English Language Learners progress through
language acquisition. Based on the work of Freeman, Kagan, Marzano, and others, candidates
learn to identify best practices for teaching English Language Learners and implement seven
highly effective strategies for use in the classroom.

MITL302 Strategies for Teaching Exceptional Students

The course addresses the definitions and purposes associated with Special Education in
Michigan schools. The course explores the six major principles of the Individuals with Disabilities
Act (IDEA), disability categories as defined in IDEA and Michigan law, and the key components
of Response to Intervention (RtI), multi-tiered systems of support (MTSS), and positive behavior
intervention systems (PBIS). Candidates also learn strategies for working with students with
special needs, individual intervention plans, behavior intervention plans, effective inclusion
strategies, and the importance of communicating and collaborating with parents, students,
and peers.

MITL405 Accommodating Instruction for All Learners

Strategies to meet the needs of exceptional students, English language learners, economically
disadvantaged students, gifted students and all struggling students are addressed in this course.
Candidates utilize lesson plans, instruction, and activities to plan accommodations and anticipate
additional student challenges.

MITL203 Family and Community Engagement

This course is designed to enlighten the novice teacher regarding the vital role played by
parents, families, and communities in student learning and achievement. Candidates will
research strategies that develop strong family-school relationships and develop a plan to fully
engage parents in the educational life of the student.

18 Course Description Elementary Michigan Teachers of Tomorrow

 Phase 2: Excellence in Teaching and Learning (continued)

MITL204 Teaching in a Diverse Classroom

Using reflection questions and guidance from Teaching Tolerance, candidates undertake an
examination of the diversity found in society and reflected in the classroom. Topics include
the study of major cultures and their influence on lifestyle, behavior, learning, and intercultural
communication and teaching, as well as psychosocial stressors encountered by diverse
student groups.

MITL403 The Integrated Curriculum

This course is designed to educate candidates in planning cross-curricular lessons, while utilizing
content and standards from content areas other than their own. The importance of making
connections for students, addressing rigor in varied content areas, and creating authentic
assessments of multiple standards is emphasized.

MITL404 Materials and Resources in the Classroom

This course describes the selection of materials and resources for use in instruction and
assessment, a critical skill for teachers. Candidates are introduced to the textbook selection
process, appropriate utilization of ancillary materials, and strategies for determining
developmentally appropriate materials and resources for differentiating instruction for
all learners.

MIMT713 Methods for Teaching Lower Elementary PK-3

In this course, teacher candidates will acquire strategies for teaching math, reading, writing,
science, and social studies in the early childhood through grade three classroom. The
components and progression of reading development are taught as well as systematic
instruction of effective reading instruction, thinking like a mathematician, and the importance of
inquiry in science. Candidates will learn strategies to engage young learners and explore sample
lesson plans.

MIMT703 Methods of Teaching Upper Elementary 3-6

The purpose of the course is to prepare the upper elementary 3 – 6 teachers with the knowledge
and skills required to provide rigorous, engaging learning experiences in all foundational content
areas as well as enrichment coursework. Throughout the course, candidates review the standards
for each content area, arranged through vertical alignment. The course includes strategies for
teaching different grade levels and content, as well as anchor charts, stations, learning centers,
and varied methods of assessment. Strategies are provided through videos, articles, and lesson
plans, including center activities, that support student choice, review prior learning, and align to
the standards.

Michigan Teachers of Tomorrow Course Description Elementary 19

 Phase 2: Excellence in Teaching and Learning (continued)

MINT700.8IP The Instructional Cycle

Candidates use assessment data to determine what each child in a class needs in regard to the
objective assessed. Using data from a previously given assignment, analysis is performed to
determine each student’s level of understanding and propose research-based interventions.

20 Course Description Elementary Michigan Teachers of Tomorrow

 Course Pathways & Descriptions

Secondary

Michigan Teachers of Tomorrow Course Description Secondary 21

 Secondary Pathway

Phase 1: Classroom Readiness Training

Course ID Course Name

The Teacher
MICR101 Preparing for the Profession

CR201 Qualities of Effective Teachers​

MICR202 The Code of Ethics for Professional Educators​

TL201 Educator Professionalism​

MINT700.1A Comprehensive Assessment 1: The Teacher​

MINT 700.1PBP Comprehensive Performance-Based Assessment 1: The Teacher

The Learner
CR302 Adolescent Development and Motivation to Learn

CR303 Special Populations in the Classroom​

MICR304 Meeting the Needs of All Learners​

MINT700.2AS Comprehensive Assessment 2: The Learner​

MINT 700.2PBP Comprehensive Performance-Based Assessment 2: The Learner

Planning Instruction
CR401 Understanding Rigor​

MICR402 The Michigan Academic Standards

MICR403 Elements of Effective Lesson Planning​

MINT700.3A Comprehensive Assessment 3: Lesson Planning

MINT700.3PBP Comprehensive Performance-Based Assessment 3: Planning Effective Lessons

22 Course Description Secondary Michigan Teachers of Tomorrow

 Phase 1: Classroom Readiness Training (continued)

Course ID Course Name

Instructional Strategies
CR404 Elements of Effective Instruction​

CR408 Reading for the Secondary Teacher

MITL402 Teaching Strategies that Work​

MITL410 Differentiating Instruction​

TL407 Teaching with Technology

MINT700.4AS Comprehensive Assessment 4: Instructional Strategies ​

MINT700.4PBP Comprehensive Performance-Based Assessment 4: Instructional Strategies​

Assessing Learning
CR405 Questioning Strategies and Feedback​

MICR406 Formal Assessment​

MITL409 Using Data to Inform Instruction​

MINT700.5A Comprehensive Assessment 5: Assessing Learning​

MINT700.5PBP Comprehensive Performance-Based Assessment 5: Assessing Learning​

The Learning Environment

CR501 Theories of Classroom Management​

CR502 Techniques of Classroom Management​

CR503 Applying Classroom Management Strategies​

CR504 Developing a Respectful Learning Environment​

MINT700.6A Comprehensive Assessment 6: The Learning Environment

MINT700.6PBP Comprehensive Performance-Based Assessment 6: The Learning Environment

Michigan Teachers of Tomorrow Course Description Secondary 23

 Course Pathways Secondary

Phase 2: Excellence in Teaching and Learning

Course ID Course Name

MITL702 Content Area Literacy Instruction​

MINT700.7AS Comprehensive Assessment - Literacy​

MITL707 Practicum in Content Literacy​

MITL305​ Developing English Language Proficiency​

MITL301​ Strategies for Teaching English Language Learners​

MINT700.8A Comprehensive Assessment 8: English Language Acquisition Assessment​

MITL302 Strategies for Teaching Exceptional Students

MITL405​ Accommodating Instruction for All Learners

MITL203​ Family and Community Engagement

MITL204 Teaching in a Diverse Classroom​

MITL403​ The Integrated Curriculum

MITL404 Materials and Resources in the Classroom

MIMT700XX Methods of Teaching Content Areas

MINT700.8IP The Instructional Cycle

Secondary Course Descriptions

Phase 1: Classroom Readiness Training

MICR101 Preparing for the Profession
This required course prepares the prospective educator for the profession by analyzing the
routes to a Standard Teaching Certificate including the types of certificates available. We
establish an understanding of the expectations for novice educators entering the job market
and provide an overview of the resources Teachers of Tomorrow provide in support of our
candidates.

CR201 Qualities of Effective Teachers

Describes the qualities of effective teachers and how those qualities relate to student
achievement, the need for sound professional development, and how these qualities ultimately
impact the student’s motivation to learn.

24 Course Description Secondary Michigan Teachers of Tomorrow

 Phase 1: Classroom Readiness Training (continued)

MICR202 The Code of Ethics for Professional Educators

An in-depth study of the Code of Ethics for Professional Educators, covering legal and ethical
requirements for educators, as well as the standards, violations, and sanctions that are provided
for in the code. Candidates are provided case studies of recent issues arising from a breach of
standards or allegations, and examples of upholding versus violating standards.

TL201 Educator Professionalism

Building on the Code of Ethics, this course extends the concept of ethical behavior to include
professionalism in the educational environment. Professional behavior between the teacher and
parents, the teacher and the community, the teacher and students, and the teacher and co-
workers and administration is examined in depth.

MINT 700.1PBP Comprehensive Performance-Based Assessment 1: The Teacher

This project is designed to evaluate the candidate’s learning in the Teacher strand. The
candidate will apply knowledge of the role and expectations of the professional educator to
the characteristics and ethical behaviors learned in the coursework. This project has three tasks,
each representing a different facet of the role of the professional educator, including ethics,
communication, and professionalism.

CR 302 Adolescent Development and Motivation to Learn

Theories and knowledge of adolescent development, stages of human development, and
variables of motivation to learn. Prominent theorists and their impact on instruction are
discussed, including Jean Piaget, Erik Erikson, Eric Jensen, and Abraham Maslow. Six variables
of motivation are considered, including extrinsic/intrinsic motivation, level of concern, interest,
knowledge of results, feeling tone, and success.

CR 303 Special Populations in the Classroom

This course presents an overview of the characteristics and needs of diverse populations in the
classroom. Populations of focus include English Language Learners, Special Education, Gifted
and Talented, the Economically Disadvantaged, and those students identified as “At-Risk” for
educational failure.

MINT 700.2PBP Comprehensive Performance-Based Assessment 2: The Learner

This performance-based assessment requires the candidate to identify and research the societal
or cultural issues that are faced by four sample students and how they impact their achievement.
Candidates will present findings, resources, and possible supports.

Michigan Teachers of Tomorrow Course Description Secondary 25

 Phase 1: Classroom Readiness Training (continued)

CR401 Understanding Rigor

Using Bloom’s Taxonomy as a model, candidates learn to recognize different cognitive levels and
questions and to identify activities and assessments that focus on developing students who think
critically. Candidates also examine and apply Webb’s Depth of Knowledge and Costa’s Three
Levels of Questioning.

MICR402 The Michigan Academic Standards

This course introduces candidates to the foundation of student learning in the state, which is
the state academic content standards. This course explains the structure and sequence for the
Michigan Academic Standards and how teachers use standards effectively to plan instruction
and assess student learning. Candidates will apply learning from Bloom’s Taxonomy and Webb’s
Depth of Knowledge to identify the levels of cognition required by the standards.

MICR403 Elements of Effective Lesson Planning

This course focuses on the planning of standards-aligned instruction. Candidates will recognize
the Backwards Design planning process, the characteristics of effective lesson objectives,
evidence-based teaching practices that guide lesson plan design, and how assessment drives
the planning process. The course explores the benefits and challenges of various lesson plan
models such as the Gradual Release Framework, the Madeline Hunter Mastery Learning Model,
Direct Instruction, and the 5 E Lesson Planning Model. Candidates will learn the importance of
communicating the learning objectives and expectations to learners. Lastly, the course provides
an overview of instructional components of a lesson plan to help candidates prepare for their
upcoming projects.

MINT700.3PBP Comprehensive Performance-Based Assessment 3: Planning Effective Lessons

Candidates write standards-aligned learning objectives and describe an assessment that is
aligned with both the learning objective and state standard. Candidates must demonstrate how
to create student friendly objective statements, communicate the purpose for learning, and
identify prior learning or background knowledge students must know to successfully meet the
learning objective for the lesson.

CR404 Elements of Effective Instruction

Focusing on understanding the importance of delivering engaging, relevant, and meaningful
lessons, this course explains the steps of direct instruction, strategies for gauging student
understanding, and increasing student engagement.

26 Course Description Secondary Michigan Teachers of Tomorrow

 Phase 1: Classroom Readiness Training (continued)

CR408 Reading for the Secondary Teacher

The course provides reading strategies associated with secondary students in cross-curricular
areas: getting ready to read, engaging in reading, and reacting to reading. In addition, the
module addresses research based strategies to assist struggling readers, English language
learners and Special Education students. Finally, the characteristics and interventions associated
with dyslexia are addressed.

MITL402 Teaching Strategies that Work

This course covers best practices in education, such as cooperative learning, thematic
instruction, problem based learning, and other teaching strategies appropriate for all content
areas. Candidates become thoroughly familiar with the appropriate strategies to use for various
types of instruction, both whole group and small group, as well as methods that motivate and
engage learners.

MITL410 Differentiating Instruction

This course addresses the essential elements of differentiation as they relate to teaching and
learning. Differentiation is explored through content, process, product, and context, and is
designed to prepare candidates to meet the educational needs of all children. Candidates will
explore the works of Marzano, Miser, Wiggins, and others.

TL407 Teaching with Technology

Based on the standards and competencies of the International Society for Technology in
Education, this course addresses the integration and application of technology in the classroom.
Examples of each of the standards and competencies are applied to the classroom to deepen
student learning and achievement through effective practices and knowledge of digital tools in
the learning environment.

MINT700.4PBP Comprehensive Performance-Based Assessment 4: Instructional Strategies

In a continuation of MINT700.3PBP, the lesson objectives previously created are used as a basis
for full lesson plans. The lessons are assessed on a variety of topics learned in the Instructional
Strategies strand and the implementation of appropriate, aligned teaching strategies, use of
technology, literacy strategies, small groups, and activities that promote critical thinking or
problem solving.

CR405 Questioning Strategies and Feedback

Based on the work of Fisher and Frey, Marzano, and others, this course describes both
formal and informal questioning strategies. Candidates are introduced to the importance of
quality feedback and the use of skillful questioning techniques that will promote success in
the classroom.

Michigan Teachers of Tomorrow Course Description Secondary 27

 Phase 1: Classroom Readiness Training (continued)

MICR406 Formal Assessment

Throughout this course, candidates are introduced to a variety of assessment methods
appropriate for evaluating student achievement of goals and objectives. It emphasizes creating
assessments that promote self-monitoring and self-assessment, while also exposing the
candidate to state assessments and the functionality of the state accountability system.

MITL409 Using Data to Inform Instruction

Candidates develop an understanding of assessment, data, and factors affecting the validity
of classroom data. Candidates then learn the importance of using data to drive instruction and
intervention and the skills to do so.

MINT700.5PBP Comprehensive Performance-Based Assessment 5: Assessing Learning

In the final evaluation of lesson planning, instruction, and assessment, candidates expand on
their previous lesson plans to incorporate learning in the areas of differentiation and assessment.
They must demonstrate the ability to modify and accommodate for various learning needs. In
addition, they reflect upon the strategies chosen and how they meet the needs of the students.

CR501 Theories of Classroom Management

This course serves as an introduction to the components of an effective classroom management
plan. Based on the work of Jones, Strong, Wong, and others, candidates are provided theories
leading to four management styles, as well as the research supporting those theories. Creating
and maintaining a positive classroom climate, promoting high expectations, and respecting the
diversity of students are all emphasized.

CR502 Techniques of Classroom Management

Building on the learning from CR501, this course addresses the teacher’s role in managing the
classroom as well as the procedures that are necessary for a well-functioning environment.
Candidates will focus on the procedures, physical environment, time management, and records
management required for managing a classroom effectively and efficiently.

CR503 Applying Classroom Management Strategies

Expanding on CR501 and CR502, candidates apply principles of classroom management to a
fictitious group of students who exhibit varying behavioral traits. Candidates are presented with
scenarios and provided specific recommendations for addressing management issues.

CR504 Developing a Respectful Learning Environment

This course builds on concepts previously presented. Utilizing the work of CASEL, content
focuses on the importance of building relationships for the purpose of influencing student
behavior and establishing a healthy social-emotional learning environment.

28 Course Description Secondary Michigan Teachers of Tomorrow

 Phase 1: Classroom Readiness Training (continued)

MINT 700.6PBP Comprehensive Performance-Based Assessment 6: The Learning Environment

In this two-part project, candidates propose their ideal learning environment and how they might
create it through the implementation of research-based classroom culture-building
best practices.

Phase 2: Excellence in Teaching and Learning

MITL702 Content Area Literacy Instruction

The course focuses on comprehension strategies for engaging complex, instructional text, the
importance of text discussions, strategies for developing vocabulary in the content area, reading
different text formats, increasing meta-cognitive skills when reading, and active processes skilled
readers use before, during and after engaging with text.

MITL707 Practicum in Content Literacy

During this course, candidates will apply theories and utilize the materials and strategies learned
throughout the course to create lessons for developing content literacy in their own lesson plans.
Teaching candidates should effectively implement classroom literacy instruction in a manner that
supports authentic language experiences for students that are rich in meaning.

MITL305 Developing English Language Proficiency

Candidates engage in instruction and activities that identify research-based best practices
for the acquisition of language, strategies for teaching English Language Learners, and
developing effective lesson plans to address the needs of ELL students. Candidates are taught
to accommodate instruction and develop assessments to meet the needs of the learners.
This course addresses both conversational and academic language and how to develop
such language with diverse learners. Different groups of diverse learners are identified,
and candidates are taught how to utilize language and content to make academic content
comprehensible for all learners.

MITL301 Strategies for Teaching English Language Learners

Candidates study the stages through which English Language Learners progress through
language acquisition. Based on the work of Freeman, Kagan, Marzano, and others, candidates
learn to identify best practices for teaching English Language Learners and implement seven
highly effective strategies for use in the classroom.

Michigan Teachers of Tomorrow Course Description Secondary 29

 Phase 2: Excellence in Teaching and Learning (continued)

MITL204 Teaching in a Diverse Classroom

Using reflection questions and guidance from Teaching Tolerance, candidates undertake an
examination of the diversity found in society and reflected in the classroom. Topics include
the study of major cultures and their influence on lifestyle, behavior, learning, and intercultural
communication and teaching, as well as psychosocial stressors encountered by diverse student
groups.

MITL302 Strategies for Teaching Exceptional Students

The course addresses the definitions and purposes associated with Special Education in
Michigan schools. The course explores the six major principles of the Individuals with Disabilities
Act (IDEA), disability categories as defined in IDEA and Michigan law, and the key components
of Response to Intervention (RtI), multi-tiered systems of support (MTSS), and positive behavior
intervention systems (PBIS). Candidates also learn strategies for working with students with
special needs, individual intervention plans, behavior intervention plans, effective inclusion
strategies, and the importance of communicating and collaborating with parents, students,
and peers.

MITL203 Family and Community Engagement

This course is designed to enlighten the novice teacher regarding the vital role played by
parents, families, and communities in student learning and achievement. Candidates research
strategies that develop strong family-school relationships and develop a plan to fully engage
parents in the educational life of the student.

MITL403 The Integrated Curriculum

This course is designed to educate candidates in the area of planning cross-curricular lessons,
while utilizing content and standards from content areas other than their own. The importance
of making connections for students, addressing rigor in varied content areas, and creating
authentic assessments of multiple standards is emphasized.

MITL404 Materials and Resources in the Classroom

This course describes the selection of materials and resources for use in instruction and
assessment, a critical skill for teachers. Candidates are introduced to the textbook selection
process, appropriate utilization of ancillary materials, strategies for determining developmentally
appropriate materials and resources for differentiating instruction for all learners.

MITL405 Accommodating Instruction for All Learners

Strategies to meet the needs of exceptional students, English language learners, economically
disadvantaged students, gifted students and all struggling students are addressed in this course.
Candidates utilize lesson plans, instruction and activities to plan accommodations and anticipate
additional student challenges.

30 Course Description Secondary Michigan Teachers of Tomorrow

 Phase 2: Excellence in Teaching and Learning (continued)

MIMT700x Methods of Teaching in the Content Areas

Candidates review the standards of their specific content area, arranged through vertical
alignment. The course includes strategies for teaching different grade levels and content and
varied methods of assessment for the content area. Strategies are provided through videos,
articles, and lesson plans including activities that support student choice, review prior learning
and align to the standards.

MINT700.8IP The Instructional Cycle

Candidates use assessment data to determine what each child in a class needs in regard to the
objective assessed. Using data from a previously given assignment, analysis is performed to
determine each student’s level of understanding and propose research-based interventions.

Michigan Teachers of Tomorrow Course Description Secondary 31

 Course Pathways & Descriptions

K-12

32 Course Description K-12 Michigan Teachers of Tomorrow

 Course Pathways K-12

Phase 1: Classroom Readiness Training

Course ID Course Name

The Teacher
MICR101 Preparing for the Profession

CR201 Qualities of Effective Teachers​

MICR202 The Code of Ethics for Professional Educators​

TL201 Educator Professionalism​

MINT700.1A Comprehensive Assessment 1: The Teacher​

MINT 700.1PBP Comprehensive Performance-Based Assessment 1: The Teacher

The Learner
SE300 Human Development and Theories of Learning

CR303 Special Populations in the Classroom​

MICR304 Meeting the Needs of All Learners​

MINT700.2AS Comprehensive Assessment 2: The Learner​

MINT 700.2PBP Comprehensive Performance-Based Assessment 2: The Learner

Planning Instruction
CR401 Understanding Rigor​

MICR402 The Michigan Academic Standards

MICR403 Elements of Effective Lesson Planning​

MINT700.3A Comprehensive Assessment 3: Lesson Planning

MINT700.3PBP Comprehensive Performance-Based Assessment 3: Planning Effective Lessons

Michigan Teachers of Tomorrow Course Description K-12 33

 Phase 1: Classroom Readiness Training (continued)

Course ID Course Name

Instructional Strategies
CR404 Elements of Effective Instruction​

MITL402 Teaching Strategies that Work​

MITL410 Differentiating Instruction​

TL407 Teaching with Technology

MINT700.4AS Comprehensive Assessment 4: Instructional Strategies ​

MINT700.4PBP Comprehensive Performance-Based Assessment 4: Instructional Strategies​

Assessing Learning
CR405 Questioning Strategies and Feedback​

MICR406 Formal Assessment​

MITL409 Using Data to Inform Instruction​

MINT700.5A Comprehensive Assessment 5: Assessing Learning​

MINT700.5PBP Comprehensive Performance-Based Assessment 5: Assessing Learning​

The Learning Environment

CR501 Theories of Classroom Management​

CR502 Techniques of Classroom Management​

CR503 Applying Classroom Management Strategies​

CR504 Developing a Respectful Learning Environment​

MINT700.6A Comprehensive Assessment 6: The Learning Environment

MINT700.6PBP Comprehensive Performance-Based Assessment 6: The Learning Environment

34 Course Description K-12 Michigan Teachers of Tomorrow

 Course Pathways K-12

Phase 2: Excellence in Teaching and Learning

Course ID Course Name

MITL701 Research Based Strategies for Literacy Development

MITL702 Content Area Literacy Instruction​

MINT700.7AE​ Comprehensive Assessment 7: Literacy​Assessment

MITL305​ Developing English Language Proficiency​

MITL301​ Strategies for Teaching English Language Learners​

MINT700.8A Comprehensive Assessment 8: English Language Acquisition Assessment​

MITL302 Strategies for Teaching Exceptional Students

MITL405​ Accommodating Instruction for All Learners

MITL203​ Family and Community Engagement

MITL204 Teaching in a Diverse Classroom​

MITL403​ The Integrated Curriculum

MITL404 Materials and Resources in the Classroom

MIMT700XX Methods of Teaching Content Areas

MINT700.8IP The Instructional Cycle

Michigan Teachers of Tomorrow Course Description K-12 35

 Course Descriptions K-12

Phase 1: Classroom Readiness Training

MICR 101 Preparing for the Profession
This required course prepares the prospective educator for the profession by analyzing the
routes to a Standard Teaching Certificate including the types of certificates available. We
establish an understanding of the expectations for novice educators entering the job market
and provide an overview of the resources Teachers of Tomorrow provide in support of our
candidates.

CR201 Qualities of Effective Teachers

Describes the qualities of effective teachers and how those qualities relate to student
achievement, the need for sound professional development, and how these qualities ultimately
impact the student’s motivation to learn.

MICR202 The Code of Ethics for Professional Educators

An in-depth study of the Code of Ethics for Professional Educators, covering legal and ethical
requirements for educators, as well as the standards, violations, and sanctions that are provided
for in the code. Candidates are provided case studies of recent issues arising from a breach of
standards or allegations, and examples of upholding versus violating standards.

TL201 Educator Professionalism

Building on the Code of Ethics, this course extends the concept of ethical behavior to include
professionalism in the educational environment. Professional behavior between the teacher and
parents, the teacher and the community, the teacher and students, and the teacher and co-
workers and administration is examined in depth.

MINT700.1PBP Comprehensive Performance-Based Assessment 1: The Teacher

This project is designed to evaluate the candidate’s learning in the Teacher strand. The
candidate will apply knowledge of the role and expectations of the professional educator to
the characteristics and ethical behaviors learned in the coursework. This project has three tasks,
each representing a different facet of the role of the professional educator, including ethics,
communication, and professionalism.

SE300 Human Development and Motivation to Learn

This course examines the development of children through stages of human development and
the variables affecting students’ motivation to learn. Six variables of motivation are considered,
including extrinsic/intrinsic motivation, level of concern, interest, knowledge of results, feeling
tone, and success. Candidates are introduced to the research of prominent theorists, including
Jean Piaget, Erik Erikson, Lev Vygotsky, and Abraham Maslow, and their impact on instruction
and effective teaching practices is discussed.

36 Course Description K-12 Michigan Teachers of Tomorrow

 Phase 1: Classroom Readiness Training (continued)

CR303 Special Populations in the Classroom

This course presents an overview of the characteristics and needs of diverse populations in the
classroom. Populations of focus include English Language Learners, Special Education, Gifted
and Talented, the Economically Disadvantaged, and those students identified as “At-Risk” for
educational failure.

MINT700.2PBP Comprehensive Performance-Based Assessment 2: The Learner

This performance-based assessment requires the candidate to identify and research the societal
or cultural issues that are faced by four sample students and how they impact their achievement.
Candidates will present findings, resources, and possible supports.

CR401 Understanding Rigor

Using Bloom’s Taxonomy as a model, candidates learn to recognize different cognitive levels and
questions and to identify activities and assessments that focus on developing students who think
critically. Candidates also examine and apply Webb’s Depth of Knowledge and Costa’s Three
Levels of Questioning.

MICR402 The Michigan Academic Standards

This course introduces candidates to the foundation of student learning in the state, which is
the state academic content standards. This course explains the structure and sequence for the
Michigan Academi Standards and how teachers use standards effectively to plan instruction
and assess student learning. Candidates will apply learning from Bloom’s Taxonomy and Webb’s
Depth of Knowledge to identify the levels of cognition required by the standards.

MICR403 Elements of Effective Lesson Planning

This course focuses on the planning of standards-aligned instruction. Candidates will recognize
the Backwards Design planning process, the characteristics of effective lesson objectives,
evidence-based teaching practices that guide lesson plan design, and how assessment drives
the planning process. The course explores the benefits and challenges of various lesson plan
models such as the Gradual Release Framework, the Madeline Hunter Mastery Learning Model,
Direct Instruction, and the 5 E Lesson Planning Model. Candidates will learn the importance of
communicating the learning objectives and expectations to learners. Lastly, the course provides
an overview of instructional components of a lesson plan to help candidates prepare for their
upcoming projects.

Michigan Teachers of Tomorrow Course Description K-12 37

 Phase 1: Classroom Readiness Training (continued)

MINT700.3PBP Comprehensive Performance-Based Assessment 3: Planning Effective Lessons

Candidates write standards-aligned learning objectives and describe an assessment that is
aligned with both the learning objective and state standard. Candidates must demonstrate how
to create student friendly objective statements, communicate the purpose for learning, and
identify prior learning or background knowledge students must know to successfully meet the
learning objective for the lesson.

CR404 Elements of Effective Instruction

Focusing on understanding the importance of delivering engaging, relevant, and meaningful
lessons, this course explains the steps of direct instruction, strategies for gauging student
understanding, and increasing student engagement.

MITL402 Teaching Strategies that Work

This course covers best practices in education, such as cooperative learning, thematic
instruction, problem based learning, and other teaching strategies appropriate for all content
areas. Candidates become thoroughly familiar with the appropriate strategies to use for various
types of instruction, both whole group and small group, as well as methods that motivate and
engage learners.

MITL410 Differentiating Instruction

This course addresses the essential elements of differentiation as they relate to teaching and
learning. Differentiation is explored through content, process, product, and context, and is
designed to prepare candidates to meet the educational needs of all children. Candidates will
explore the works of Marzano, Miser, Wiggins, and others.

TL407 Teaching with Technology

Based on the standards and competencies of the International Society for Technology in
Education, this course addresses the integration and application of technology in the classroom.
Examples of each of the standards and competencies are applied to the classroom to deepen
student learning and achievement through effective practices and knowledge of digital tools in
the learning environment.

MINT700.4PBP Comprehensive Performance-Based Assessment 4: Instructional Strategies

In a continuation of MINT700.3PBP, the lesson objectives previously created are used as a basis
for full lesson plans. The lessons are assessed on a variety of topics learned in the Instructional
Strategies strand and the implementation of appropriate, aligned teaching strategies, use of
technology, literacy strategies, small groups, and activities that promote critical thinking or
problem solving.

38 Course Description K-12 Michigan Teachers of Tomorrow

 Phase 1: Classroom Readiness Training (continued)

CR405 Questioning Strategies and Feedback

Based on the work of Fisher and Frey, Marzano, and others, this course describes both
formal and informal questioning strategies. Candidates are introduced to the importance of
quality feedback and the use of skillful questioning techniques that will promote success in
the classroom.

MICR406 Formal Assessment

Throughout this course, candidates are introduced to a variety of assessment methods
appropriate for evaluating student achievement of goals and objectives. It emphasizes creating
assessments that promote self-monitoring and self-assessment, while also exposing the
candidate to state assessments and the functionality of the state accountability system.

MITL409 Using Data to Inform Instruction

Candidates develop an understanding of assessment, data, and factors that affect the validity
of classroom data. Candidates then learn the importance of using data to drive instruction and
intervention and the skills to do so.

MINT700.5PBP Comprehensive Performance-Based Assessment 5: Assessing Learning

In the final evaluation of lesson planning, instruction, and assessment, candidates expand on
their previous lesson plans to incorporate learning in the areas of differentiation and assessment.
They must demonstrate the ability to modify and accommodate for various learning needs. In
addition, they reflect upon the strategies chosen and how they meet the needs of the students.

CR501 Theories of Classroom Management

This course serves as an introduction to the components of an effective classroom management
plan. Based on the work of Jones, Strong, Wong, and others, candidates are provided theories
leading to four management styles, as well as the research supporting those theories. Creating
and maintaining a positive classroom climate, promoting high expectations, and respecting the
diversity of students are all emphasized.

CR502 Techniques of Classroom Management

Building on the learning from CR501, this course addresses the teacher’s role in managing the
classroom as well as the procedures that are necessary for a well-functioning environment.
Candidates will focus on the procedures, physical environment, time management, and records
management required for managing a classroom effectively and efficiently.

CR503 Applying Classroom Management Strategies

Expanding on CR501 and CR502, candidates apply principles of classroom management to a
fictitious group of students who exhibit varying behavioral traits. Candidates are presented with
scenarios and provided specific recommendations for addressing management issues.

Michigan Teachers of Tomorrow Course Description K-12 39

 Phase 1: Classroom Readiness Training (continued)

CR504 Developing a Respectful Learning Environment

This course builds on concepts previously presented. Utilizing the work of CASEL, content
focuses on the importance of building relationships for the purpose of influencing student
behavior and establishing a healthy social-emotional learning environment.

MINT 700.6PBP Comprehensive Performance-Based Assessment 6: The Learning Environment

In this two-part project, candidates propose their ideal learning environment and how they might
create it through the implementation of research-based classroom culture-building
best practices.

Phase 2: Excellence in Teaching and Learning

MITL701 Research-Based Strategies for Literacy Development
Candidates study the foundational constructs of teaching reading aligned with the science of
reading continuum. Candidates work with developing readers, strengthening their phonological
awareness, phonemic awareness, phonics, and word study skills. They will also work with
progressing readers on their oral literacy, vocabulary, and fluency to reach the ultimate goal of
comprehension. This course walks candidates through the various types of assessments that
are used to evaluate and elevate student learning. Multiple approaches to teaching reading
are examined, all of which are research- and evidence-based, explicit, systematic, cumulative,
and responsive. Candidates are taught best practices to use with students who have learning
disabilities and who may speak English as a second language.

MITL702 Content Area Literacy Instruction

The course focuses on comprehension strategies for engaging complex, instructional text, the
importance of text discussions, strategies for developing vocabulary in the content area, reading
different text formats, increasing meta-cognitive skills when reading, and active processes skilled
readers use before, during and after engaging with text.

MITL305 Developing English Language Proficiency

Candidates engage in instruction and activities that identify research-based best practices
for the acquisition of language, strategies for teaching English Language Learners, and
developing effective lesson plans to address the needs of ELL students. Candidates are taught
to accommodate instruction and develop assessments to meet the needs of the learners.
This course addresses both conversational and academic language and how to develop
such language with diverse learners. Different groups of diverse learners are identified,
and candidates are taught how to utilize language and content to make academic content
comprehensible for all learners.

40 Course Description K-12 Michigan Teachers of Tomorrow

 Phase 2: Excellence in Teaching and Learning (continued)

MITL301 Strategies for Teaching English Language Learners

Candidates study the stages through which English Language Learners progress through
language acquisition. Based on the work of Freeman, Kagan, Marzano, and others, candidates
learn to identify best practices for teaching English Language Learners and implement seven
highly effective strategies for use in the classroom.

MITL204 Teaching in a Diverse Classroom

Using reflection questions and guidance from Teaching Tolerance, candidates undertake an
examination of the diversity found in society and reflected in the classroom. Topics include
the study of major cultures and their influence on lifestyle, behavior, learning, and intercultural
communication and teaching, as well as psychosocial stressors encountered by diverse student
groups.

MITL302 Strategies for Teaching Exceptional Students

The course addresses the definitions and purposes associated with Special Education in
Michigan schools. The course explores the six major principles of the Individuals with Disabilities
Act (IDEA), disability categories as defined in IDEA and MIchigan law, and the key components
of Response to Intervention (RtI), multi-tiered systems of support (MTSS), and positive behavior
intervention systems (PBIS). Candidates also learn strategies for working with students with
special needs, individual intervention plans, behavior intervention plans, effective inclusion
strategies, and the importance of communicating and collaborating with parents, students,
and peers.

MITL203 Family and Community Engagement

This course is designed to enlighten the novice teacher regarding the vital role played by
parents, families, and communities in student learning and achievement. Candidates will
research strategies that develop strong family-school relationships and develop a plan to fully
engage parents in the educational life of the student.

MITL403 The Integrated Curriculum

This course is designed to educate candidates in the area of planning cross-curricular lessons,
while utilizing content and standards from content areas other than their own. The importance
of making connections for students, addressing rigor in varied content areas, and creating
authentic assessments of multiple standards is emphasized.

MITL404 Materials and Resources in the Classroom

This course describes the selection of materials and resources for use in instruction and
assessment, a critical skill for teachers. Candidates are introduced to the textbook selection
process, appropriate utilization of ancillary materials, and strategies for determining
developmentally appropriate materials and resources for differentiating instruction for
all learners.

Michigan Teachers of Tomorrow Course Description K-12 41

 Phase 2: Excellence in Teaching and Learning (continued)

MITL405 Accommodating Instruction for All Learners

Strategies to meet the needs of exceptional students, English language learners, economically
disadvantaged students, gifted students and all struggling students are addressed in this course.
Candidates utilize lesson plans, instruction and activities to plan accommodations and anticipate
additional student challenges.

MIMT700x Methods of Teaching in the Content Areas

Candidates review the standards of their specific content area, arranged through vertical
alignment. The course includes strategies for teaching different grade levels and content and
varied methods of assessment for the content area. Strategies are provided through videos,
articles, and lesson plans including activities that support student choice, review prior learning
and align to the standards.

MINT700.8IP The Instructional Cycle

Candidates use assessment data to determine what each child in a class needs in regard to the
objective assessed. Using data from a previously given assignment, analysis is performed to
determine each student’s level of understanding and propose research-based interventions.

42 Course Description K-12 Michigan Teachers of Tomorrow

 Course Pathways & Descriptions

Special Education

Michigan Teachers of Tomorrow Course Description Special Education 43

 Course Pathways Special Education
Special Education can be added to the other certification areas, enabling you to dual certify. It is
not a stand-alone certification area. Some of the courses noted for each certification area (Lower
and Upper Elementary, Secondary, and K-12) will be supplemented or replaced as noted below.
Additional coursework is required to dual certify with Special Education.

Lower and Upper Elementary

Phase 1: Classroom Readiness Training

Replacement Courses

SE300 Human Development and Motivation to Learn

replaces CR301 Child Development and Motivation to Learn

SE404 Fundamentals of Reading Instruction

replaces CR407 Reading for the Elementary Teacher

Additional Courses

MISE301 Introduction to Special Education

MISE500 Behavior Management

44 Course Description Special Education Michigan Teachers of Tomorrow

 Lower and Upper Elementary

Phase 2: Excellence in Teaching and Learning

Replacement Courses

MISE403 Family and Community Engagement for Student with Disabilities

replaces MITL203 Family and Community Engagement

MISE405 Materials and Resources for the Inclusive Classroom

replaces MITL404 Materials and Resources in the Classroom

Additional Courses

MITL302 Strategies for Teaching Exceptional Students

MITL304 Inclusive Education

MISE405 Materials and Resources for the Inclusive Classroom

MIMT710 Methods of Teaching Special Education

MIMT712 Methods of Teaching Students with Emotional Disabilities

MISE700.1P Field Experience and Reflection: The IEP Meeting

MIMT710.P Performance-Based Assessment: Writing an IEP

MISE701 Methods of Teaching Literacy

MISE406 Methods of Teaching Mathematics

MISE303 Teaching Students with Learning Disabilities

MISE407 Teaching Skills for Learning

MISE408 Modifying for Special Needs Learners

MISE408.P Performance-Based Assessment: Modifying for Special Needs Learners

TL303 Communication and Collaboration

MISE403.P Performance-Based Assessment: Family and Community Engagement

Michigan Teachers of Tomorrow Course Description Special Education 45

 Course Pathways Special Education

Secondary

Phase 1: Classroom Readiness Training

Replacement Courses

SE300 Human Development and Motivation to Learn

replaces CR302 Adolescent Development and Motivation to Learn

SE404 Fundamentals of Reading Instruction

replaces CR408 Reading for the Secondary Teacher

Additional Courses

MISE301 Introduction to Special Education

MISE500 Behavior Management

46 Course Description Special Education Michigan Teachers of Tomorrow

 Secondary

Phase 2: Excellence in Teaching and Learning

Replacement Courses

MISE403 Family and Community Engagement for Student with Disabilities

replaces MITL203 Family and Community Engagement

MISE405 Materials and Resources for the Inclusive Classroom

replaces MITL404 Materials and Resources in the Classroom

Additional Courses

MITL302 Strategies for Teaching Exceptional Students

MITL304 Inclusive Education

MISE405 Materials and Resources for the Inclusive Classroom

MIMT710 Methods of Teaching Special Education

MIMT712 Methods of Teaching Students with Emotional Disabilities

MISE700.1P Field Experience and Reflection: The IEP Meeting

MIMT710.P Performance-Based Assessment: Writing an IEP

MISE701 Methods of Teaching Literacy

MISE406 Methods of Teaching Mathematics

MISE303 Teaching Students with Learning Disabilities

MISE407 Teaching Skills for Learning

MISE408 Modifying for Special Needs Learners

MISE408.P Performance-Based Assessment: Modifying for Special Needs Learners

TL303 Communication and Collaboration

MISE403.P Performance-Based Assessment: Family and Community Engagement

Michigan Teachers of Tomorrow Course Description Special Education 47

 Course Pathways Special Education

K - 12

Phase 1: Classroom Readiness Training

Replacement
Additional Courses
Courses

SE300 Human Development and Motivation to Learn

SE404 Fundamentals of Reading Instruction

MISE301 Introduction to Special Education

MISE500 Behavior Management

48 Course Description Special Education Michigan Teachers of Tomorrow

 Phase 1: Classroom Readiness Training

SE300 Human Development and Motivation to Learn

This course examines the development of children through stages of human development and
the variables affecting students’ motivation to learn. Six variables of motivation are considered,
including extrinsic/intrinsic motivation, level of concern, interest, knowledge of results, feeling
tone, and success. Candidates are introduced to the research of prominent theorists, including
Jean Piaget, Erik Erikson, Lev Vygotsky, and Abraham Maslow, and their impact on instruction
and effective teaching practices is discussed.

SE404 Fundamentals of Reading Instruction

This course is a broad introduction to reading instruction and developing literacy, beginning
with kindergarten and progressing through 12th grade. This course traces the development
of literacy through four principal cognitive components: general literacy skills, content-specific
literacy skills (such as map-reading in social studies), and prior knowledge content.

MISE301 Introduction to Special Education

This course provides an overview of the history of Special Education in the United States.
Candidates examine applicable federal laws and explore programs and resources available to
teachers and families in the United States.

MISE500 Behavior Management

By the end of this course, teacher candidates will be able to identify and utilize effective school-
wide, classroom, and individual positive behavior supports and interventions. Candidates will
examine the purpose and key components of the Functional Behavioral Assessment process and
the Behavior Intervention Plan.

Michigan Teachers of Tomorrow Course Description Special Education 49

 Phase 2: Excellence in Teaching and Learning

MITL302 Strategies for Teaching Exceptional Students

Strategies are introduced for teaching exceptional students. Candidates are taught how to
utilize multi-tiered systems of support, positive behavior supports, the thirteen categories of
disabilities, individual intervention plans, behavior intervention plans, and effective inclusion
strategies. The importance of effective communication and collaboration with parents, students,
and peers is also emphasized.

MITL304 Inclusive Education

Strategies are introduced for teaching exceptional learners in an inclusive classroom. Roles
of both the content teacher and the special education teacher are examined. Candidates are
taught research-based best practices that support students with exceptionalities, families of
those students, and colleagues in the classroom, as well as relevant state and federal
education code.

MISE405 Materials and Resources for the Inclusive Classroom

The selection of materials and resources for use in instruction and assessment is a critical skill
for teachers. Assistive technology for a variety of learner needs is discussed. Candidates are
introduced to the textbook selection process, appropriate utilization of ancillary materials,
and strategies for determining developmentally appropriate materials and resources for
differentiating instruction for all learners.

MIMT710 Methods of Teaching Special Education

In this course, candidates are trained in research-based methods specifically designed for
Special Education. While defining what it means to teach students of all abilities in today’s
classroom, candidates engage in coursework covering the teaching of exceptional students.
Topics include Positive Behavioral Supports, Disability Categories, Individual Education Plans,
Behavioral Intervention Plans, and Differentiated Instruction. Candidates explore the Michigan
Special Education services website for resources and extended standards related to supporting
exceptional learners.

MIMT712 Methods of Teaching Students with Emotional Disabilities

Candidates are taught a baseline understanding of the specialized needs of students with an
emotional disturbance. This course includes the basics of identification and diagnosis, behavior
management techniques, coping strategies, and intervention. This course is designed to offer
methods of teaching to work with this unique population of learners.

MISE700.1P Field Experience and Reflection: The IEP Meeting

Candidates must observe at least 6 hours of IEP meetings and submit a written reflection
that is guided by prompts covering topics such as parent (and, if age-appropriate, student)
participation, clarity and appropriateness of the IEP goals, placement decision, and others. The
submission is scored with a rubric and candidates can use instructor-provided feedback to revise
if needed.

50 Course Description Special Education Michigan Teachers of Tomorrow

 Phase 2: Excellence in Teaching and Learning (continued)

MIMT710.P Performance-Based Assessment: Writing an IEP

Candidates apply their knowledge of the role and expectations of the special education teacher
to the legal requirements learned in the coursework. Given a scenario, they must draft an
Individual Education Plan (IEP) for a student, including student strengths, the need for special
education services, the PLAAFP, an annual goal, and supplementary aids and services.

MISE701 Methods of Teaching Literacy

Candidates will explore the art and science of teaching reading. They will learn various research-
based strategies that work in tandem to create a comprehensive reading program. The five
pillars of reading instruction with the inclusion of oral literacy, are introduced and instructional
strategies are shared. Additionally, candidates learn effective strategies for working with
struggling readers and English language learners.

MISE406 Methods of Teaching Mathematics

In this course, candidates are trained in research-based methods specifically designed for
teaching mathematics to Special Education students. Through both coursework and discussion
specific to mathematics specialization, prospective teachers will explore problem-solving and
developmentally-effective instructional strategies for presenting a solid mathematics curriculum.

MISE303 Teaching Students with Learning Disabilities

This course starts with a look at the research and ensuing policy related to the referral process,
evaluation, and placement. It then identifies different medically related issues associated with
learning disabilities and examines the prevalence of learning disabilities among children, along
with the cognition and language characteristics of these students. The course also examines
aspects of cultural diversity as they relate to learning disabilities. The course includes a look at
how a learning disability manifests throughout a child’s life, including impacts on developmental
milestones and academic performance. Service delivery options and the role of technology
are also explored, as are interventions and instructional strategies for teaching students with
learning disabilities.

MISE407 Teaching Skills for Learning

This course is designed to prepare the Special Education teacher to teach skills for learning. The
course provides justification, teaching strategies and activities to teach meta-cognition, problem-
solving, reasoning, test-taking and behavior management strategies.

MISE408 Modifying for Special Needs Learners

This course begins with an overview of the importance of adapting instruction for special needs
students, explaining the differences among accommodations, modifications, differentiation, and
Universal Design for Learning. It then provides instruction in modifying curriculum, instruction,
assessment, and environment. Each section includes practice modifying for a sample student. It
provides concrete examples of how to adapt and modify for students.

Michigan Teachers of Tomorrow Course Description Special Education 51

 Phase 2: Excellence in Teaching and Learning (continued)

MISE408.P Performance-Based Assessment: Modifying for Special Needs Learners

In this practicum, candidates apply the skills of modifying curriculum, instruction, assessment,
and learning environment, given an IEP for a sample student

MITL303 Communication and Collaboration

This course emphasizes the importance of communication and collaboration skills for
success, both in the classroom and the school at large. Candidates learn the importance of
forming collegial relationships, the steps for building trust, and the importance of effective
communication with all stakeholders to address issues as they arise.

MISE403 Family and Community Engagement for Students with Disabilities

This course is designed to help the novice special education teacher understand the vital role
parents, families, and communities play in student learning and achievement. Teachers are
required to research strategies to develop strong family-school relationships and develop a plan
to fully engage parents in the educational life of the student.

MISE403.P Performance-Based Assessment: Family and Community Engagement

In this project candidates research programs in the district/school designed to engage parents
of identified Special Education students and the community. Candidates conduct interviews
of school officials and parents and use the results of the interview to identify needs. They then
research programs that address this need that are not currently offered but would be beneficial
to the group. Research is evaluated, as is the relationship of the program to research-based best
practice, and a recommendation is made in a 4 – 6-page plan.

52 Course Description Special Education Michigan Teachers of Tomorrow

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