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Lake Superior State University Spanish Language Application

Revisions based on March 2007 Reviewer Comments:

  • Hyperlinks mended for: EDUC 447 Theories and methods of teaching foreign Languages in the K-12 classroom

  • Updated MTTC reports are provided for the past several years

  • New course syllabi for the entire Spanish Language curriculum

  • Updated narrative regarding the professional education sequence

  • Updated Form XX reflecting clarification of the directed electives

  • All new narratives are indicated with blue font



Application for State Approval of

Teacher Preparation Specialty Programs


Michigan Department of Education, Office of Professional Preparation Services

P.O. Box 30008, Lansing, Michigan 48909

Phone:  (517) 335-4610 *** Fax:  (517) 373-0542



  • For each new, amended, or experimental program, a separate application is required. 
  • Application and all documentation are to be submitted electronically. 
  • Fax or mail only the cover page that is signed by the unit head. 
  • All correspondence regarding this application should be addressed to the consultant/coordinator identified on Application Attachment 1. 


I.  Application Information


Lake Superior State University

MDE Endorsement Area and Code (from Application Attachment 2)


Spanish (FF)

Minor for Elementary and Secondary

Date of this Application

December 1, 2006

Name and Title of Unit Head

Dr. David Myton, Chair, School of Education

Signature of Unit Head




II.  Contact Information for Questions Related to This Application

Contact Person’s Name and Title

Dr. Daniel Dorrity, Professor of History

Contact Person’s Phone Number

(906) 635-2117

Contact Person’s Fax Number

(906) 635-6678

Contact Person’s E-Mail Address



III.  Type of Request for Approval                                                                  (Indicate One)

New program for institution


U.S. Department of Education Classification of Instructional Programs (CIP) Code, if vocational occupational area


Compliance with State Board of Education new or modified program criteria


Experimental program


Program amendment (See Section IX for guidelines)


The institution is currently approved for a Spanish minor (elementary and secondary), however this application includes a request for a major at each level.

IV.  Institutional Representatives                                                                 

Name/Title Specialty Mailing Address E-mail Address Phone Fax

Louann Disney

Latin-American Literature, Mexican Literature Lake Superior State University  650 W. Easterday Avenue, Sault Saint Marie, MI  49783 ldisney@lssu.edu (906) 635-2854 (906) 635-6678


<<PR/PE Index 


Quick Link Index:

Section 1. Summary of Course Requirements

Section 2. Program Summary

Section 3. Instructional faculty

Section 4. Candidate Preparation

Section 5. Collaborative Partnerships

Section 6. Professional Development and Support

Section 7. Standards Matrix

Section 8. Special Recognition

Section 9. Instructional Methods

Section 10. Course Descriptions

Section 11.  Course Syllabi

Spanish (FF) Specialty Program - Lake Superior State University


Section 1.  Summary of Course Requirements

FORM XX: Spanish (FF) - original submission


FORM XX: Spanish (FF)  - REVISED September 28, 2007

  • Link to EDUC447 syllabus repaired - 20mar07)

  • Revisions to FormXX - 28sep07







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Section 2. Program Summary

(Narrative below)




a. Describe the philosophy, rationale, and objectives of the specialty program and explain how the program is consistent with the philosophy, rationale, and conceptual framework of the unit.


The academic programs of Lake Superior State University are contained in one of the two major disciplinary and professional units, comprising the College of Professional Studies and the College of Arts and Letters. The latter unit, containing the Spanish Department, operates under the mission of facilitating student development by exposing students to a variety of inquiries in the study of art, science, history, culture, society and language. The candidates of degrees in these programs intensively and extensively study these content areas with the overarching goal of developing their communication skills, critical thinking, inclination for lifelong learning and ability to work cooperatively and productively with other people. In addition, the College of Arts and Letters is preparing its students to become competent and responsible members of the global and local community and to be able to effectively communicate and cooperate with diverse groups of adult and young learners.


          The primary goal of the Spanish Department is to foster these general educational objectives through the special area of studying the Spanish language and a selection of cultural, historical, social and artistic samples that are representative of the broad spectrum of Spanish speaking cultures in the world, including, most prominently, peninsular Spain (Europe), Latin-America, and the Latino/a subculture developed within the United States. Through the study of texts from a broad variety of geographical, cultural and historical contexts, students will gain a deeper understanding of the dynamic relationship between language and culture, of the role and value of literary texts, and of the changing perspectives of culture over time.


          In addition, the Spanish major and minor programs endorse the major tenets of the School of Education Vision Statement of Lake Superior State University, which affirms commitment to research, reflection, and responsiveness in the education of teachers. In accordance with the School of Education Vision Statement, the Spanish Department is committed to encouraging active and open-minded inquiry, critical analysis of written, visual and electronic sources of information, and the development of adequate critical responses to information. Its program is learner and learning centered and is dedicated to implementing its mission and philosophy in four major areas: content knowledge, pedagogical knowledge, professionalism, and learning communities.


Content knowledge: Students accomplishing their Spanish programs need to acquire a sufficient level of skills and competence in both the processing (reading, listening) and the productive (speaking, writing) domains of Spanish language proficiency and communicative competence. In addition, they need to be exposed to texts, visuals and interactive situations to enhance their linguistic and cultural awareness and ability to interpret and analyze various social and artistic achievements of the Spanish speaking culture in a historical and culturally sensitive context.


Pedagogical knowledge: Students with a majors and minors in Spanish need to be familiar with some of the most prominent theories of first and second language acquisition, with the most efficient language teaching methods and techniques as well as with the best classroom practices of foreign language teaching. Students should understand the multidimensional nature of learning and learners, and the necessity of developing their own teaching approach along with a wide array of pedagogical instruments. Through experience with and the analysis of various instructional techniques and technologies, teaching materials and assessment tools, candidates in Spanish language should be prepared to become exemplar professional educators.


Professionalism: Teachers provide invaluable service in society and function as models for future generations. Therefore, all teacher candidates must obtain a solid foundation of values and ethical principles. In addition, they must understand the importance of professional integrity and active self-reflection. Finally, they need to acquire the ability to provide constructive criticism and to respond well to criticism.


Learning communities: Schools and classrooms are venues for candidates to learn and grow as participatory members of their local community and the global society. The themes of caring, responsibility, cooperation, tolerance and respect are woven into the curriculum of the Spanish program. By offering an opportunity to study abroad, the Spanish program exposes its candidates to a learning experience outside the classroom. Immersion into another country’s culture and language should provide candidates with a deeper understanding of the concept of life long learning and learning as a daily experience through interaction with members of diverse communities.


The School of Education Vision Statement states that we are a community of learners bound by the shared values that exemplify excellence in the professional education of teachers.  The School of Education Mission Statement affirms that we are committed to provide opportunities for research, reflection and response in the education of teachers.  We achieve these opportunities through situated and contextual learning experiences, and in the foundations for the development of content knowledge, pedagogical knowledge, and professional dispositions.  We value a commitment to learning communities, and are dedicated to meeting the diverse needs of learners. 


In keeping with the Conceptual Framework the School of Education summarizes its mission in the motto: EDUCATING TEACHERS FOR TOMORROW’S SCHOOLS

With respect and understanding for individual differences and shared heritages

For whom learning is an ongoing lifelong process, and

With high academic and professional standards


We believe that the act of teaching and learning involves a framework of research, reflection, and response.  We see these elements as an evolving cyclical process, a pathway that learners and leaders of learning must employ to create powerful knowledge bases, develop as participatory members of a democratic society, and establish and maintain environments conducive to learning. The process of research, reflection, and response is focused upon four areas that we believe are the essential elements of expert teaching.  These areas include: content knowledge, pedagogical knowledge, professional dispositions, and learning communities.  At the center of the process of acquiring and applying the skills and knowledge of professional practice we place the learner. 

We see the learner as inclusive of all stakeholders in schooling and education. 


What is

Research:  Expert teachers understand the need to maintain a current perspective on the numerous facets of education.  A professional educator strives to engage in the study of pedagogy, examination of the literature related to teaching and explore avenues for the transformation of theory to practice. The act of research is often precipitated by observed events in the classroom and school.  When dilemmas arise, expert teachers ask questions and then seek answers through research.


Reflection:  John Dewey stated “The active, persistent, careful consideration of any belief or supposed form of knowledge in light of the grounds that support it is reflective thought” (1933, p.9).  Expert teacher are continuously reflecting upon their practice.  Engaging in critique, they look at the elements of teaching as well as their whole practice within the contexts in which pedagogy is engaged.  The act of reflection requires the teacher to question their behavior, their beliefs as determinants of practice, and carefully consider the responsibility of being a leader of learning.


Response: The act of engaging in pedagogy should be responsive.  To implement change or modifications in one’s practice to better facilitate learning is a key element in the repertoire of an expert teacher.  Response however is not change for the sake of change.  Response is the act of planned change given careful research and reflection.  The professional educator employs change in relationship to perceived need, then after review of literature and active research within the classroom, supported by careful reflection, the teacher implements the change.  The expert teacher then monitors the response, actively engaging in continued research and reflection to better their pedagogical practice.


Content Knowledge: Teachers need to be broadly educated in the liberal arts and sciences, and be able to knowledgeable of the interdependence of the disciplines. They must be able to analyze and synthesize ideas, information, and data and make applications of knowledge in inquiry, problem-solving, and critical thinking. The professional educator must be an effective communicator, possessing the skills and abilities of listening, speaking, writing, and reading.


Pedagogical Knowledge: Professional educators must have the knowledge to effectively engage individuals in the learning process.  In order to engage in teaching excellence they must posses a strong understanding of cognition, the multidimensional dimensions of learners and learning, and demonstrate the skills of research, reflection, and responsive pedagogy.   Via an understanding of human growth and development, a variety of instructional techniques, assessments, materials and technologies, and an abundance of practical experience in classrooms, teacher candidates should be able to mature as exemplar professional educators.


Professional Dispositions: Teachers are stewards of society.  They are the models and guides of future generations. In light of their influence in classrooms and schools, all teachers and teacher candidates must model the ethics, values and dispositions of professional educators. They should be able to engage in active reflection, self-critique and accept constructive criticism from others.  The developing professional educator should invite and respect others' points of view and incorporate reasonable suggestions from peers and experts.  Teachers and teacher candidates should be committed to life-long learning and the belief that all candidates can learn.  


Learning Communities: Schools and classrooms are microcosms of society, and as such are the venues for candidates to learn and grow as participatory members of the community.  The themes of caring, responsibility, democracy, and stewardship are woven into the fabric of curriculum as teachers and teacher candidates take on the role of facilitators of environments conducive to learning while modeling tolerance, dignity, participation and shared decision making.


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b. Describe the sequence of courses and/or experiences to develop an understanding of the structures, skills, core concepts, ideas, values, facts, methods of inquiry, and uses of technology.


Candidates in the Spanish program (major and minor for both elementary and secondary levels) complete the courses indicated in the following table.  These courses provide the essential language expertise, methodology in language acquisition and instruction, and appropriate applications of technology.  Two academic years (4-semesters) of coursework are prerequisite to SPAN361.  The department/university recognizes CLEP credit, Advanced Placement credit and offers credit by examination covering all or part of the the prerequisites to SPAN361.


Lake Superior State University Spanish major candidates complete a 34 hr semester credit program, and  minor candidates complete a minimum of 24 credit hours in Spanish with at least 3 credit hours of coursework required to be at 400-level. In addition, all Spanish candidates are required to take SP 361 Advanced Grammar and SP 362 Advanced Composition. These requirements serve the purpose of providing all candidates with a solid foundation of Spanish language proficiency before they start coursework on higher levels that involve competent interpretation and application of complex linguistic structures, texts and cultural concepts.  The first four semesters of Spanish, indicated in the table below, are not included in the 24 credit minor, as indicated on FORM XX 
FORM XX: Spanish (FF)


REVISED September 28, 2007 FORM XX: Spanish (FF) 


The Spanish program is comprised of the following coursework:

Course Syllabi updated and revised versions are now liked throughout the narrative:


SPAN 161 First Year Spanish I              (SPAN161,162,261,262 do not count toward minor)

SPAN 162 First Year Spanish II                              

SPAN 261 Second Year Spanish I                           

SPAN 262 Second Year Spanish II         

SPAN 361 Advanced Spanish Grammar                  (3)

SPAN362 Advanced Spanish Composition              (3)

EDUC 447 Theories and Methods of Teaching Foreign Languages in the K-12 Classroom (4)


All candidates must complete at lease three of the following Directed Requirement courses - SPECIFICALLY ONE FROM EACH CATEGORY 

R1 - select at least one of the following two courses

SPAN380 Survey of Spanish-American Literature I                                 (3)

SPAN381 Survey of Spanish-American Literature II                               (3)



R2 - select at least one of the following two courses

SPAN401The Spanish Novel                                                                 (3)

SPAN402 The Spanish-American Novel                                                 (3)



R3 - select at least one of the following two courses.

SPAN410 Spanish-American Civilization                                                 (3)

SPAN411 Spanish Civilization                                                                 (3)

To complete their 34 credit hours Majors must select an additional 15 credit hours from the Elective Category (shown below) and/or Directed Requirement category (R1 through R3).  To complete their 24 credit hours Minors and Endorsees must select an additional 5 credit hours from the Elective Category below and/or the Directed Requirement categories: R1-R2-R3.


SPAN301 Study Abroad                                                                            (8)

SPAN368 Selected Topics in Spanish Conversation                                     (2)

SPAN412 Hispanic Literature of the Southwest                                           (3)

SPAN490 Topics in Hispanic Literature                                                      (1-4)

LN 403 Language Acquisition and Foreign Language Teaching                                (3)



Formal admission to the School of Education teacher certification program also requires (in addition to university general education requirements of one year English, one semester of speech, one year of social sciences, on year of humanities and a course in student diversity), the following items.  The complete undergraduate application and admission guidelines are available on our school of education website http://education.lssu.edu/Application_Process_Summary.html

  • CSCI101 Introduction to Computer Science – addressing basic competencies in technology

  • MATH207 Statistics

  • A course addressing the arts

  • Michigan Test for Teacher Certification Basic Skills Test

  • Formal Interview and Impromptu timed essay – assessing written communication skills

  • 2.70 minimum overall GPA with no grade below C in major/minor, and

  • B- minimum grade in professional education sequence courses.

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c.  Describe how candidates are prepared to utilize a variety of instructional approaches to address the various learning styles of candidates.


Spanish candidates experience a variety of instructional approaches in their first and second year Spanish language development classes, which are predominantly founded in the communicative language teaching method. The courses are designed according to the principles of  an integrated language skills model, which addresses all four skills at the lower levels of proficiency, with more emphasis on the more complex productive skills (speaking and writing) at the advanced levels. Coursework includes contextualized, situated and interactive language practice in the classroom, focus on structure and form through workbook exercises, and  development of listening comprehension and pronunciation in the language lab. At all levels of Spanish instruction, providing students with plenty of Spanish language input and opportunities for negotiation of meaning through meaningful interaction is given high priority.  This way, students geared toward the teaching profession will be given opportunity to acquire effective models of Spanish and English, both spoken and written.  Finally, the selected course materials include elements that address strategic competence and provide candidates with suggestions on how to learn to learn, which in this case involves the process of becoming efficient foreign language learners. Supplementary materials are selected and regularly updated from a range of print and electronic sources to prepare students to meet the MTTC exam standards.


Student learning styles are a significant topic addressed in the professional education core sequence, especially in EDUC250 Student Diversity and Schools and EDUC301 Learning Theory and Teaching Practice.  In EDUC301 candidates analyze various approaches to teaching and learning and the decisions which teachers make in applying theory to diverse classroom situations. EDUC 447  Theories and Methods of Teaching Foreign Languages in the K-12 Classroom (4) extends these topics to the world language classroom and provide a discipline specific context for continuing these discussions while candidate’s field placements are focused on instructional practice in their language specialty.

This course (EDUC 447 ) focuses on the teaching and learning of foreign languages in K-12 school settings. We will be looking at second/foreign language acquisition theories and the methods/strategies underlying the teaching of the four main domains (speaking, reading, writing, listening), plus grammar, vocabulary and culture of the foreign language. We will also be studying the related areas of foreign language materials selection and use, the integration and use of standards into the curriculum and instruction, and assessment and evaluation in teaching a foreign language. The field work component of this course will act as a cohesive tie between what we explore, study and experiment with in course readings and discussions and the real world of foreign language teachings.


d.  Describe any differences that may exist between elementary or secondary preparation to teach in each major or minor area (e.g., instructional resources, field placements, instructional techniques), if applicable.


The Spanish language curriculum is identical for the elementary and secondary teacher candidate, but there are substantial differences reflected in the professional education sequence required by each program.  The methods and activities that are used and applied in elementary and secondary classrooms differ from each other, not only in the amount of vocabulary that students can handle, but also in the amount of time they can be expected to spend on one activity.  The cognitive demands that different activities require form an important aspect to consider when planning a lesson.  The university provides equal access to the Spanish language curriculum for pre-service teachers and Spanish majors/minors, including access to instructional resources, and the instructional techniques used in language courses.


The professional education sequence  is described below.  All candidates complete the initial three courses, through the course on learning theory.  Course syllabi are available through this link - professional education , the course titles are as follows:

Professional Education Requirements (46-49 credits)

EDUC150 Reflec. on Teach./Learn. (3)         _____

EDUC 250 Student Div. & Schools (3)           _____

EDUC 301 Learn. The. Teach. Prac. (4)        _____

EDUC480 Intern Teaching:Seminar (1)         _____

EDUC480 Intern Teaching:Seminar (1)         _____

EDUC491 Intern/Adv Meth: [subject] (8)         ____

EDUC492 Intern/Adv Meth: [subject] (8)         ____

EDUC602 Reflect Inq Teach. Practice I (3)  ____

EDUC605 Integ Appr Curr Desig Implem (3) ___


Complete one of the following two sequences

Elementary candidates complete:

EDUC 330 Reading Elem Classroom 3         _____ ___

EDUC 410 Corrective Reading 3                   _____ ___

EDUC 411 Elem Lang Arts Methods 3           _____ ___

EDUC420 Elementary Math Methods 2          _____ ___

EDUC421 Elementary Science Methods 2    _____ ___

EDUC422 Elem Meth Social Stud 2   _____ ___


Secondary Candidates complete:

EDUC 430 Gen. Meth. Sec. Teac. (3)            _____ __

EDUC 431 The Secondary Learner (3)          _____ __

EDUC 440 Reading Content Area (3)            _____ __

Select at least one from the following list based on academic major/minor or the respective independent study methods course by subject

EDUC 441 Secon Lang Arts Methods/ EDUC451

EDUC 442 Secon Math Methods/EDUC452

EDUC 443 Secon Science Methods/EDUC453

EDUC444 Secon Social Studies Meth/EDUC454

EDUC445 Secon Comp Sci Methods/EDUC455

EDUC446 Second Busin Methods/EDUC456

EDUC 447  Theories and methods of teaching foreign Languages in the K-12 classroom 


The Spanish language major and minors require the language methods course as a part of the specialty program, in addition to the requirement being listed as a professional education requirement.  EDUC 447  Theories and methods of teaching foreign Languages in the K-12 classroom  



e.  Describe how the program incorporates gender equity, multi-cultural, and global perspectives into the teaching of the subject area.


Learning a foreign language in itself is a unique experience of cultural difference and new perspectives. Candidates of a Spanish language program are offered a selection of courses designed to enhance their awareness of cultural differences and to broaden their perspectives through the study of literary texts and the history of various Spanish-speaking cultures. SPAN 301 Study Abroad is a course that candidates take in alternating locations in a Spanish speaking country. The candidates who elect this course will improve their language proficiency in a Spanish speaking country where, in addition to their regular structured coursework, they gain cultural experience by staying with a host family and interacting with foreign students studying Spanish in an environment of native speakers. This immersion in the target language environment is an effective way of expanding the candidates’ knowledge of the Spanish language and the diversity of its speakers. Sensitivity to culturally different perspectives on gender equity is incorporated in all levels of learning Spanish.


In addition, candidates with a Spanish language program are required to take TE 250 Student Diversity and Schools, a course designed to prepare all teacher candidates at Lake Superior State University to address issues of gender equity and multicultural perspectives in a classroom. Discussion of the multicultural perspectives in the preparation of teachers is initially covered in EDUC250 “Student Diversity in the Classroom”.  While this is a required course in the professional education sequence, and thus required in Spanish teaching program, it is not a course taught through the Spanish department or faculty.  The PRPE index page has the syllabus for this course, and others in the professional education sequence, it is directly from this link: Professional Education Courses.  EDUC250 objectives include to  

"study ...the forms of diversity found among students and how these differences affect students' participation in school. History and philosophy of American schools are also studied as are the legal responsibilities and rights of teachers and school districts. Student study cooperative learning, questioning techniques, make school visits and plan and tutor elementary or secondary students as part of a 15-hour fieldwork component.”

In-class assignments and assigned readings include this example which addresses the stated course objective to “Explain the meaning of diversity in schools and describe ways that schools may respond to diversity”




f.  Describes how the program prepares candidates to use multiple methods of assessment appropriate to this specialty area.


Candidates in Lake Superior State University’s Spanish program gain first hand experience of multiple methods of assessment by continuously taking cumulative language exams, by practicing formative and summative feedback through responding to their peers’ written assignments, and by getting feedback on their oral communication in Spanish. In addition, EDUC447 addresses issues of assessment as relevant in the context of foreign language teaching.

Our language methods courses (EDUC 447 ) focuses on the teaching and learning of foreign languages in K-12 school settings. We looking at second/foreign language acquisition theories and the methods/strategies underlying the teaching of the four main domains (speaking, reading, writing, listening), plus grammar, vocabulary and culture of the foreign language. We will also be studying the related areas of foreign language materials selection and use, the integration and use of standards into the curriculum and instruction, and assessment and evaluation in teaching a foreign language. The field work component of this course will act as a cohesive tie between what we explore, study and experiment with in course readings and discussions and the real world of foreign language teachings.







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Section 4 Candidate Preparation

Submit available data specific to the program area being reviewed




MTTC Test Rates for Spanish



Test Code


# tested

Scaled Mean Score

# Pass

% Pass

# Not Pass

% Not Pass

Sub area pass %
















































Statewide Spanish
























The LSSU Spanish program was revised in Spring, 2004. The data presented above on MTTC Spanish passing rates are gained from candidates who completed the old Spanish program prior to its revision. The limited number of candidates (1 student, 3 attempts) is not sufficient to generate statistically valid data about the old Spanish program, nor can it be considered representative of the new Spanish program submitted for endorsement. LSSU will continue data collection and recording as the newly revised program grows, and the results will be available for inspection in a timely manner when required.


Copied below are the test results from any test administration beginning April 2004 where Spanish Language candidates completed the MTTC.  Unfortunately students had repeated difficulty in achieving passing test scores, and these results are often from the same student.  We anticipate that the strengthened Spanish curriculum, increased program requirements, and rigorous testing parameters will improve our student preparedness.






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Section 5 Collaborative Partnership

  • Describe how candidates for majors and minors in specific specialty programs participate in early field experiences in K-12 schools. 
  • Describe aspects of the student teaching experience for certification candidates that enhance the applicants’ abilities to teach in this specific specialty area.  Are candidates in your institution assigned to K-12 classrooms as student teachers in both their major and minor (if applicable)? 








Field placements are integrated throughout the Professional Education Courses beginning with EDUC250 Student Diversity and Schools where the focus is on tutoring experiences.  In subsequent courses, after admission to the School of Education, candidates have diverse and varied experiences of increasing responsibility and duration.  These early field experiences require a minimum of 15 hours per semester per course in focused experiences coupled with reflective journaling and fulfillment of additional course outcomes focused on the experiences.  Field experiences are required in each of the Professional Education Courses required for elementary teacher candidates: EDUC250, EDUC301, EDUC330, EDUC110, EDUC411 and EDUC420, EDUC421 and EDUC422.  Each course requires a directed field experience with K-8 students in settings appropriate to their level and major/minors.  Course EDUC250-EDUCDUC411 each require 15 clock hours per course, EDUC420-EDUC422 each require 10 clock hours per course.  All EDUC courses and field work must be completed prior to entering the student teaching internship.  During the internship candidates work for approximately 22 weeks under the direct supervision of a classroom teacher and the periodic oversight of a university supervisor.  Candidates meet regularly with a university instructor for a seminar course, and are also concurrently enrolled in a graduate course each of the two semesters of the internship.  During the fall semester, candidates complete EDUC602 Reflection and Inquiry in Teaching Practice I examining qualitative and quantitative research methods and developing their own research based question addressing student learning.  During the spring semester students complete a second graduate level course on curriculum planning and implementation, EDUC605.


Student teaching internship placements extend across two university semesters, beginning generally with the start of the academic year in August/September and continuing through mid-April.  Candidates are strongly advised to use the transition at mid-year to change their placement venue to gain experience at a second level or subject area in the spring.  Such changes in placement do require the consent and concurrence of the building principals and teachers, and in some cases teachers wish to continue with a single student the entire time.  Wherever possible candidates are placed in situations where they can teach in both their major and minor fields, either through split morning/afternoon assignments with different teachers, or placements in different schools for each semester.  In the case for an elementary science major, therefore, we would seek a placement for one portion of the two semester student teaching placement in a middle school classroom teaching science. 


Expanded Narrative: Early Field Experiences

Field experience, in classrooms related to their levels and subjects of certification, are required in EDUC 250, 301, 430, 431, 440, and 443.  Course descriptions and syllabi of each of the professional education courses are now available as a part of this program application.  Each education course requires 15 clock hours of field experience in the subjects of their training, e.g. Spanish, for a total preservice field experience requirement totaling a minimum of 90 hours.  The requirements for these field experiences are described in our Field Experience Guidelines which apply to candidates AFTER Admission.  These guidelines are part of the school policy documents and are posted online at http://education.lssu.edu/All%20forms.html.  The candidates submit their field logs using the LSSU form F325-b -a Field Experience Log for courses EDUC301 and above (includes a reflective narrative), and candidates submit  F320-b Field Experience Log for EDUC250 experiences.  Additional narrative is provided in Section 5 of the Program Application narrative.  The field experience requirements are discussed in the Undergraduate handbook, available online, but also excerpted below:


Field Experience Expectations

Field experience for EDUC 150, EDUC 250, and EDUC 400 level classes

outside of the Sault Area School District will be arranged by the

individual student. Arrangements for field experience in the Sault

Area Schools will be handled through the office of the Field

Placement Director.

·         Canadian students may complete their field experience in the K-12 schools in Ontario.

·         Field experience for EDUC 301 will be arranged by the Field Placement Director in cooperation with the course instructor.

·         All placements for the internship year will be made by the Field Placement Director.


It is required that all students entering into the Internship

experience carry professional liability insurance. This insurance is

offered through the office of the Uniserv Director of the Michigan

Education Association. The insurance is at a reasonable rate and

includes a student membership in the professional organization of


Additional Information

·         These field experiences are required of students as partial fulfillment of each course.

·         Students are required to provide their own transportation to and from the field sites.

·         Students are expected to dress appropriately and conduct themselves in a professional manner when working in the schools.

·         Additional field experience throughout the teaching preparation years is encouraged. Persons needing assistance in locating additional experiences may seek help from the Field Placement Director.

·         Students should report to the office at the school upon each visit.

·         Students should wear nametags when visiting the schools.


EDUC 250 Student Diversity and Schools

During this course students will be required to participate in 15

hours of tutoring students at the elementary or secondary levels.

This may include working with individual students, small groups

and/or large groups. Individual instructors will require evidence of

completion of this requirement and may establish other

requirements related to this experience.

EDUC 301 Learning Theory and Teaching Practices

The field experience for this course is an integral part of the class.

Students will be expected to spend eight class sessions in the

schools at the level in which they plan to teach. Specific

expectations for this field experience will be designed by the course


EDUC 400 Level Courses

Students are expected to spend a minimum of three hours per week,

per course, engaged in classroom practice during the fall and spring

semesters working at the level of and in the area of their expertise.

Instructors of these courses will provide specific requirements for

the field experiences and required documentation.

EDUC 491/492 Internship in Teaching Diverse Learners I and II

Teacher Interns will begin their academic courses on campus in

mid-August before reporting to their K-12 assignments. The

teaching internship begins in the field when teachers report for their

fall semester or at the completion of the August classes on campus.

Interns are expected to be with their assigned cooperating teachers

during the school year. A calendar of activities related to the

internships will be distributed to all interns, cooperating teachers,

school administrators and university supervisors.

Students will be asked to identify the geographical area within

LSSU service area where they would like to serve their internship

year. The School of Education will attempt to place the students

where they desire. However, there is no guarantee, actual or

implied, that internships will be provided in these areas. Students

are not allowed to do their internship at a school where a family

member is employed and will not be placed in a school district

where a family member is an administrator or on the school board.

Students who attempt to establish their own internship placement

without going through the process as established by the Field

Placement Director may jeopardize their placement for that given

academic year.


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Section 6 Professional Development and Support

Postponed until 2005-20012



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Section 7 Standards Matrix

Standards matrix (FF) Spanish  (html version)





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Section 8 Special Recognition





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Section 9 Instructional Methods

Describe how candidates are prepared to teach in this specific specialty area. 

Describe how this program will utilize technological resources.






The objective of introducing students to a wide range of instructional methods is not fulfilled in the Spanish language program. However, students acquire fundamental Spanish teaching skills by being exposed to the integrated skills approach and communicative method in their entry level Spanish language development classes (SPAN161, SPAN162, SPAN261, SPAN262). The successful completion of these basic language acquisition classes empowers the students with a broad variety of instructional skills and methods as well as it prepares them to use the supplementary technology applied in the language lab. EDUC 447  Theories and methods of teaching foreign Languages in the K-12 classroom  is a course specifically offered to cover language teaching methods for Spanish candidates.


Only standard technology available on campus is utilized. SPAN161, SPAN162, SPAN261, SPAN262 have a 1 hour per week language lab. Credit for the successful completion of the lab is awarded as a component of the course credit. This weekly lab hour consists of listening comprehension exercises on CD’s, written workbook exercises, group assignments, and watching and commenting on Spanish speaking movies presented on video tapes or CD’s.     


Lake Superior State University secondary teacher candidates are prepared in instructional methods through both the professional education sequence (EDUC150-EDUC447) and through courses in their Spanish language curriculum.  In the professional education sequence, the secondary candidate completes EDUC430 General Methods for Secondary Teachers (a study of strategies and methodologies to facilitate learning...), EDUC431 the Secondary Learner, EDUC440 Reading in the Content Area (a study of reading methods...) and EDUC447 Language Methods for Secondary Teachers (curriculum, objectives, content, materials, organization methods and assessment).  Each of these courses has a required fieldwork component where the candidate applies the concepts and theories through modeling and practice lessons in secondary classrooms as appropriate to their certification. 


Lake Superior State University elementary teacher candidates are prepared in instructional methods and the applications of instructional technology through the professional education sequence (EDUC/TE150-EDUC/TE422). In the professional education sequence, ALL elementary candidates complete: 

EDUC/TE 150 Reflections on Learning  

EDUC/TE 250 Student Diversity and Schools

EDUC/TE 301 Learning Theory and Teaching Practices  

EDUC/TE 330 Reading in the Elementary Classroom

EDUC/TE 410 Corrective Reading in the Classroom 

EDUC/TE 411 Elementary Language Arts and Methods across the Curriculum

EDUC/TE 420   Math Methods for Elementary Teachers

EDUC/TE 421 Science Methods for Elementary Teachers  (Revised syllabus Aug06)

EDUC/TE 422 Social Studies Methods for Elementary Teachers (page 2 modeling and practice lessons in elementary classrooms as appropriate to their certification. 


Technology is integrated throughout the professional education sequence, in fulfillment of the 7th standard of the Entry Level Standards for Michigan Teachers (ELSMT).  Students work in each course to implement appropriate application of technology through their own instruction, and with the K-8 learner.  Assessment of the student teaching internship is directly aligned to the ELSMT standards.  The School of Education impresses on students the necessity of technological competence through appropriate technology use by our faculty, the requirement for an electronic portfolio for the education program, and by providing appropriate technologies for students through the university learning center and the School of Education office.  The School of Education uses extensive resources available for Michigan teachers to enhance their preparedness for the effective use of technology, including, for example, the Michigan Teacher Network (http://mtn.merit.edu), and the Preparing Technology Proficient Teachers(www.preteacher.org), Coalition for Outstanding Achievement through Teaching with Technology (http://www.coatt.org) and Intel's Teach to the Future project into our professional education sequence.  This integration is reflected in many of our internal documents which are archived on the School of Education website.

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Section 10 Course Descriptions

Provide descriptions of all courses contained on Application Attachment 3.  Descriptions must provide enough information to show that standards could logically be met in these courses. 





Course descriptions for each course are published in the university calendar (catalog), and reproduced here for reference.  Catalog course descriptions broadly describe course objectives, credit earned and prerequisites.  The course syllabi, provided in Section 11, are the more complete record of course content, objectives, assessment, and alignment to the content standards.


SPANISH Special topics courses will be available as need and interest develop. Consult the semester course schedule for these. - syllabi are linked from the next section

  • SPAN161 First Year Spanish I (4,1) Fall 4 Introduction to basic Spanish grammar and vocabulary, designed to acquaint the student with the essentials of oral and written Spanish. 

  • SPAN162 First Year Spanish II (4,1) Spring 4 Further study of Spanish grammar and vocabulary; emphasis on oral communication; reading of various materials in Spanish with the aim of understanding the meaning, enlarging the vocabulary and using Spanish for communication. Prerequisite: SPAN161 or equivalent.

  • SPAN165 Spanish for Public Safety (4,1) (on demand) 4 A continuation of SPAN161, with emphasis on vocabulary relevant to work in criminal justice. Prerequisite: SPAN161 or equivalent.

  • SPAN261 Second Year Spanish I (3,1) Fall 3 Intensive review of grammar and further vocabulary development. Emphasis on composition and conversation based on the reading of Spanish texts and newspapers. Prerequisite: SPAN162 or equivalent.

  • SPAN262 Second Year Spanish II (3,1) Spring 3 Conducted as much as possible in Spanish with the primary aim of dealing fl uently with basic conversation situations. Prerequisite: SPAN261 or equivalent.

  • SPAN301 Study in Mexico (8,0) Summer 8 Students admitted by the faculty of the Spanish  Department will take a variety of classes at an accredited institution in a Spanish-speaking country. Students will spend a minimum of 30 hours per week in class. They will also be required to visit sites for archaeological, historical and cultural importance. The students’ work and progress will be monitored and evaluated by the LSSU Spanish Department in cooperation with the foreign institution. Prerequisite: Students must have completed a minimum of two courses of Spanish at LSSU and obtain the professor’s permission. *Credit for this course may be applied to fulfi ll the requirements for a Spanish major or a Spanish minor. This course cannot be repeated.

  • SPAN361 Advanced Spanish Grammar (3,0) 3 Acquisition of advanced skills in composition, grammar, reading and conversation, using media and readings related to the Hispanic world. Corequisite: SPAN262 or equivalent.

  • SPAN362 Advanced Spanish Composition (3,0) 3 This course is designed to improve writing skills in Spanish through extensive and intensive reading of Spanish and Spanish American fi ction. Prerequisite: SPAN262. Corequisite: SPAN361.

  • SPAN368 Selected Topics in Conversation (2,0) 2 Class assignments and readings provide the basis for in-class discussion at post-intermediate level. Students will be given the opportunity to practice vocabulary and grammar structures in life-like situations and contexts. Prerequisites: SPAN361 and SPAN362.

  • SPAN380 Survey of Spanish-American Literature I (3,0) 3 Class is a survey course of Spanish-American literature from the Spanish Conquest to 1880. It will cover readings from diverse genres and periods, beginning with an examination of precolumbian indigenous texts and ending with an overview of the development of modernismo. Prerequisites: SPAN361 and SPAN362.

  • SPAN381 Survey of Spanish-American Literature II (3,0) 3 Elective survey course of Spanish-American literature from 1880 to present day. It will cover readings from diverse genres and periods, beginning with an examination of modernismo. and culminating with selections from prominent recent literary works. Prerequisites: SPAN361 and SPAN362.

  • SPAN401 The Spanish Novel (3,0) 3 The class will focus on the study of selected 19th and 20th Century Spanish peninsular novels. Theme and content of course may vary from semester to semester. With the instructor’s permission, this course may be repeated, and students may acquire up to six hours of credit for SPAN401. Prerequisites: SPAN361 and SPAN362.

  • SPAN402 The Spanish-American Novel (3,0) 3 This class will focus on the study of selected Spanish-American novels. Theme and content of course may vary from semester to semester. With the instructor’s permission, this course may be repeated, and students may acquire up to six hours of credit for SPAN402. Prerequisites: SPAN361 and SPAN362.

  • SPAN410 Spanish-American Civilization (3,0) 3 This course will focus on the study of the history and culture of Spanish-America. The textbook will be supplemented with additional collateral readings; students will prepare both oral and written reports in Spanish on various assigned topics throughout the semester. Prerequisites: SPAN361 and SPAN362.

  • SPAN411 Spanish Civilization (3,0) 3 This course will focus on the study of the history and culture of Spain. The textbook will be supplemented with additional collateral readings; students will prepare both oral and written reports in Spanish on various assigned topics throughout the semester. Prerequisites: SPAN361and SPAN362.

  • SPAN412 Hispanic Literature of the Southwest (3,0) 3 This course will examine the post-WWII development of Chicano culture in the southwestern United States as refl ected through literature and the fi ne arts. Students will read a broad spectrum of popular Mexican-American literary works from 1945 to present day. Prerequisites: SPAN361 and SPAN362.

  • SPAN490 Topics in Hispanic Literature (1-4,0) 1-4 The content of this elective course will vary from semester to semester. Students may repreat SPAN490 once, and in so doing, acquire up to six hours credit for their degree plan with this class. Areas of study will include, but not be limited to, specifi c genres, periods, authors and literary movements. Prerequisites: SPAN361 and SPAN362

  • LN403 Language Acquisition and Foreign Language Teaching (3,0) 3 Introduction to theories of language and language acquisition as applied to current language teaching methods and classroom practices. This course is a requirement for both the Spanish teaching major and the Spanish teaching minor. The class will be taught in English, but students will use a foreign language of their choice in teaching presentations. Prerequisites: SP361 and SP362 or FR351 and FR352.

  • EDUC 447 (4 credits) Theories and Methods of Teaching Foreign Languages in the K-12 Classroom  This course focuses on the teaching and learning of foreign languages in K-12 school settings. We will be looking at second/foreign language acquisition theories and the methods/strategies underlying the teaching of the four main domains (speaking, reading, writing, listening), plus grammar, vocabulary and culture of the foreign language. We will also be studying the related areas of foreign language materials selection and use, the integration and use of standards into the curriculum and instruction, and assessment and evaluation in teaching a foreign language. The field work component of this course will act as a cohesive tie between what we explore, study and experiment with in course readings and discussions and the real world of foreign language teachings.


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    Section 11 Syllabi


    Provide a representative syllabus for each required course (those listed on Application Attachment 3 and referenced in the standards matrix).





      September 2007 Course Syllabi original application contained these syllabi

    First Year Spanish I



    First Year Spanish II



    Second Year Spanish I 



    Second Year Spanish II



    Advanced Spanish Grammar



    Advanced Spanish Composition  



    Theories and Methods of Teaching Foreign Languages in the K-1 2 Classroom



      (link repaired 20mar07)

    Study Abroad



    Selected Topics in Spanish Conversation



    Survey of Spanish-American Literature I



    Survey of Spanish-American Literature II



    The Spanish Novel



    The Spanish-American Novel  



    Spanish-American Civilization  



    Spanish Civilization 



    Hispanic Literature of the Southwest  



    Topics in Hispanic Literature 



     Language Acquisition and Foreign Language Teaching                                (3) LING403 LN 403



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