Spanish Secondary Education Concentration

Foreign Languages majors in the Spanish Secondary Teacher Education Concentration receive certification to teach in Maryland upon graduation. In addition to the Core Curriculum requirements and the requirements specified by the Department of Secondary Education, students must complete 30 units with a grade equivalent of 2.75 or higher beyond the intermediate level in the following courses. Students must contact the Department of Secondary Education about admission to the Secondary Teacher Education Program. Students are also required to complete the Oral Proficiency Interview.

Students who decide not to complete all secondary education requirements must select and complete a different concentration/track in the major in order to graduate.

Required Courses (27 Units)
SPAN 301COMPOSITION AND CONVERSATION I 13
SPAN 302COMPOSITION AND CONVERSATION II 13
SPAN 306SPANISH PHONETICS (Requirement for non-native Spanish-speaking only)3
SPAN 311CULTURE AND CIVILIZATION OF SPAIN3
SPAN 312CULTURE AND CIVILIZATION OF LATIN AMERICA3
SPAN 321SURVEY OF SPANISH LITERATURE3
SPAN 322SURVEY OF SPANISH-AMERICAN LITERATURE3
SPAN 391ADVANCED SPANISH GRAMMAR3
Select any 400-level Spanish Literature or Culture Course3
Additional Requirement(s) (3-6 Units)
Select one of the following:3-6
Native and Heritage Spanish speakers:
ADVANCED SPANISH COMPOSITION
ADVANCED SPANISH CONVERSATION
Non-native Spanish speakers, in consultation with their FORL SCED adviser:
ADVANCED SPANISH COMPOSITION
ADVANCED SPANISH CONVERSATION
Total Units30-33
1

Native and Heritage speakers of Spanish may earn up to 6 units for SPAN 301 and/or SPAN 302 by taking the department’s Credit for Prior Learning Exam. 

All of the above required courses must be completed in addition to the Department of Secondary Education ­requirements

Secondary Teacher Education Requirements

In addition to majoring in one of the certification subject areas as well as satisfying the university Core Curriculum requirements, students must complete the professional education courses listed below.

Required Professional Courses for Secondary Education

A minimum grade equivalent of 2.00 or higher is required for all courses with an overall grade point average of 2.75 and 3.00 in professional education courses.

ISTC 301INTEGRATING INSTRUCTIONAL TECHNOLOGY3
SCED 305ADOLESCENT LEARNING, DEVELOPMENT, AND DIVERSITY (prerequisite: PSYC 101)3
SCED 341PRINCIPLES OF SECONDARY EDUCATION4
SCED 401ANALYZING INTERNSHIP2
SCED 419YOUNG ADULT LITERATURE (English majors only)3
SCED 460USING READING AND WRITING IN THE SECONDARY SCHOOLS 14
SCED 462SEMINAR IN TEACHING READING IN THE SECONDARY CONTENT AREAS1
Methods Requirement
Select one of the following based on major: 33
TEACHING MODERN FOREIGN LANGUAGE IN THE SECONDARY SCHOOL
TEACHING SOCIAL STUDIES IN THE SECONDARY SCHOOL
TEACHING ENGLISH IN THE SECONDARY SCHOOL
Internship Requirement by Major
Select one of the following based on major: 12
INTERNSHIP IN SECONDARY EDUCATION- ENGLISH
INTERNSHIP IN SECONDARY EDUCATION- FRENCH
INTERNSHIP IN SECONDARY EDUCATION- HISTORY
STUDENT TEACHING IN SECONDARY EDUCATION- SPANISH
INTERNSHIP IN SECONDARY EDUCATION- SOCIAL SCIENCE
SCED 461TEACHING READING IN THE SECONDARY CONTENT AREAS (taken concurrently with SCED 499)3
SCED 499INTERNSHIP IN SECONDARY EDUCATION 26
SPED 301INTRODUCTION TO SPECIAL EDUCATION3
Additional requirements to be integrated into Core Curriculum:
EDUC 202HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS3
EDUC 203TEACHING AND LEARNING IN A DIVERSE SOCIETY3
HIST 145HISTORY OF THE UNITED STATES TO THE CIVIL WAR3
or HIST 146 HISTORY OF THE UNITED STATES SINCE THE CIVIL WAR
SCED 304EDUCATION, ETHICS AND CHANGE3
1

Taken concurrently with SCED 341 and shares a required field experience

2

Taken at a professional development school during the fall or spring term, whichever precedes the full-time internship term, with Methods of Teaching Major Subject and SCED 461 

3

Some methods courses are offered spring or fall only. Check with your adviser. 

The Professional Year

As part of their yearlong professional internship, all teacher candidates begin these activities in Professional Development Schools (PDS). These are schools in which the Department of Secondary Education and the College of Education have partnerships in which the PDS and the Department collaborate  on a number of issues, including serving as in-school sites for courses as well as the activities taking place during the Full-Time Internship year. 

REQUIREMENTS FOR FULL-TIME INTERNSHIP

  1. All students must meet the following GPA requirements to be admitted to student teaching: 2.75 GPA in major field and 3.00 in professional education courses with a minimum 2.75 overall GPA, based on transcripts from all institutions of higher learning attended, including Towson University. (Consult with SCED adviser.)
  2. All preservice students in Teacher Education programs at Towson University whose program of study requires an intensive and extensive internship or student teaching experience in a public school setting (pre-K through 12) are required to undergo a criminal background check before entering this experience. The criminal background check must be filed with the Center for Professional Practice.

Spanish Secondary Education Concentration Suggested Four-Year Plan

Freshman
Term 1UnitsTerm 2Units
SPAN 20113SPAN 20213
TSEM 102 (Core 1)3ENGL 102 (Core 2)3
Core 33Core3
Core3Core3
Core3Core3
 15 15
Sophomore
Term 1UnitsTerm 2Units
SPAN 3013SPAN 3023
Core3Core3
Core3Core3
Core3Elective3
Core/Elective3Elective3
 15 15
Junior
Term 1UnitsTerm 2Units
SPAN 3063SPAN 3213
SPAN 3113SPAN 3223
SPAN 3123SPAN 3913
Elective3Elective3
Elective3Elective3
 15 15
Senior
Term 1UnitsTerm 2Units
SPAN 4xx Literature/Special Topics course 3SCED xxx Internship12
SPAN 407 or 4083Elective3
SCED 3533 
Elective3 
Elective3 
 15 15
Total Units 120
1

During their first academic year, students may take Spanish Intermediate courses (SPAN 201- 202) if needed, or they may start with SPAN 301 after consultation with a faculty adviser from the Department of Foreign Languages. 

ACTFL Standard 1.Language, Linguistics, Comparisons. Candidates (a) demonstrate a high level of proficiency in the target language, and they seek opportunities to strengthen their proficiency (See the following supporting explanation and rubrics for required levels of proficiency.); (b) know the linguistic elements of the target language system, recognize the changing nature of language, and accommodate for gaps in their own knowledge of the target language system by learning on their own; and (c) know the similarities and differences between the target language and other languages, identify the key differences in varieties of the target language, and seek opportunities to learn about varieties of the target language on their own.
ACTFL Standard 2. Cultures, Literatures, Cross-Disciplinary Concepts. Candidates (a) demonstrate that they understand the connections among the perspectives of a culture and its practices and products, and they integrate the cultural framework for foreign language standards into their instructional practices; (b) recognize the value and role of literary and cultural texts and use them to interpret and reflect upon the perspectives of the target cultures over time; and (c) integrate knowledge of other disciplines into foreign language instruction and identify distinctive viewpoints accessible only through the target language.
ACTFL Standard3. Language Acquisition Theories and Instructional Practices. Candidates (a) demonstrate an understanding of language acquisition at various developmental levels and use this knowledge to create a supportive classroom learning environment that includes target language input and opportunities for negotiation of meaning and meaningful interaction and (b) develop a variety of instructional practices that reflect language outcomes and articulated program models and address the needs of diverse language learners.
ACTFL Standard 4.Integration of Standards into Curriculum and Instruction. Candidates (a) demonstrate an understanding of the goal areas and standards of the Standards for Foreign Language Learning and their state standards, and they integrate these frameworks into curricular planning; (b) integrate the Standards for Foreign Language Learning and their state standards into language instruction; and (c) use standards and curricular goals to evaluate, select, design, and adapt instructional resources.
ACTFL Standard5. Assessment of Language and Cultures. Candidates (a) believe that assessment is ongoing, and they demonstrate knowledge of multiple ways of assessment that are age- and level-appropriate by implementing purposeful measures; (b) reflect on the results of student assessments, adjust instruction accordingly, analyze the results of assessments, and use success and failure to determine the direction of instruction; and (c) interpret and report the results of student performances to all stakeholders and provide opportunity for discussion.
ACTFL Standard 6.Professionalism. Candidates (a) engage in professional development opportunities that strengthen their own linguistic and cultural competence and promote reflection on practice and (b) know the value of foreign language learning to the overall success of all students and understand that they will need to become advocates with students, colleagues, and members of the community to promote the field.