Spanish Education Concentration

Foreign Languages majors in the Spanish Education Concentration are eligible for certification to teach in Maryland upon graduation. In addition to the Core Curriculum requirements and the requirements specified by the Department of Secondary and Middle School 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 and Middle School Education about admission to the Teacher Education Program. Students are also required to complete the Oral Proficiency Interview and are required to achieve a level of “Advanced Low."

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

The Spanish Education concentration is a PreK-12 teacher education program.  Students complete 30 units of Spanish courses and 55 units of education courses for a total of 85 units.

Spanish Courses

Required Courses
SPAN 301COMPOSITION AND CONVERSATION I 13
or SPAN 303 SPANISH FOR HERITAGE SPEAKERS I
SPAN 302COMPOSITION AND CONVERSATION II 13
or SPAN 304 SPANISH FOR HERITAGE SPEAKERS II
SPAN 391ADVANCED SPANISH GRAMMAR3
Any 400-level Spanish Literature or Culture Course3
Any 300/400 level Spanish Course3
Select 3 of the following courses:9
CULTURE AND CIVILIZATION OF SPAIN
CULTURE AND CIVILIZATION OF LATIN AMERICA
SURVEY OF SPANISH LITERATURE
SURVEY OF SPANISH-AMERICAN LITERATURE
Additional Requirement(s)6
Native and Heritage Spanish speakers:
ADVANCED SPANISH COMPOSITION
ADVANCED SPANISH CONVERSATION
Non-native Spanish speakers:
SPANISH PHONETICS
ADVANCED SPANISH COMPOSITION 2
ADVANCED SPANISH CONVERSATION
Total Units30

Education Courses

EDUC 202HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS3
EDUC 203TEACHING AND LEARNING IN A DIVERSE SOCIETY3
or HIST 146 HISTORY OF THE UNITED STATES SINCE THE CIVIL WAR
HIST 145HISTORY OF THE UNITED STATES TO THE CIVIL WAR3
or HIST 146 HISTORY OF THE UNITED STATES SINCE THE CIVIL WAR
ISTC 301INTEGRATING INSTRUCTIONAL TECHNOLOGY3
SCED 304EDUCATION, ETHICS AND CHANGE3
SCED 305ADOLESCENT LEARNING, DEVELOPMENT, AND DIVERSITY3
SCED 341PRINCIPLES OF SECONDARY EDUCATION 34
SCED 353TEACHING MODERN FOREIGN LANGUAGE3
SCED 394INTERNSHIP IN SPANISH EDUCATION12
SCED 401ANALYZING INTERNSHIP2
SCED 460USING READING AND WRITING IN THE SECONDARY SCHOOLS 34
SCED 461TEACHING READING IN THE SECONDARY CONTENT AREAS 43
SCED 499INTERNSHIP IN EDUCATION 46
SPED 301INTRODUCTION TO SPECIAL EDUCATION3
Total Units55

The Professional Year

As part of their year-long professional internship, all teacher candidates begin these activities in Professional Development Schools (PDS). These are schools in which the Department of Secondary & Middle School Education has partnerships in which the PDS and the Department collaborate, including serving as in-school sites for courses and activities taking place during the full-time internship year. 

  • All students must meet the following GPA requirements to be admitted to the internship: 2.75 GPA in major field and 3.00 in professional education courses with a minimum 2.75 overall, based on transcripts from all institutions of higher learning attended. (Consult with SCED adviser.)
  • All pre-service students in Teacher Education programs at Towson University whose program of study requires an internship experience in a public school setting (pre-K through 12) must undergo a background check if required by the assigned internship school district before entering this experience.

Suggested Four-Year Plan

Based on course availability and student needs and preferences, the selected sequences will probably vary from those presented below. Students should consult with their adviser to make the most appropriate elective choices.

Freshman
Term 1UnitsTerm 2Units
HIST 145 or 146 (Core 11)3EDUC 202 (Core 10)3
PSYC 101 (Suggested for Core 6)3SPAN 202 (Core 12)13
SPAN 201 (Core 5)13Core 2 (or Core 1)3
Core 1 (or Core 2)3Core 43
Core 33Core 74
 15 16
Sophomore
Term 1UnitsTerm 2Units
EDUC 203 (Core 13)3ISTC 3013
SPAN 301 or 3033SCED 3043
Core 83-4SPAN 302 or 3043
Core 133SPED 3013
Core 143Core 93-4
 15-16 15-16
Junior
Term 1UnitsTerm 2Units
Select two of the following6Select one of the following:3
Additional Requirements6SPAN 3913
Choose the following two courses if student is a native and heritage Spanish speaker:SCED 3414
SCED 4604
 
Choose the following two courses if student is a non-native Spanish speaker: 
 
 
SCED 3053 
 15 14
Senior
Term 1UnitsTerm 2Units
SCED 3533SCED 39412
SCED 4613SCED 4012
SCED 4996 
SPAN 3xx-4xx Upper-Level Elective 
SPAN 4xx Literature / Special Topic Upper-Level Elective3 
 15 14
Total Units 119-121

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; (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 Standard 3. 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 Standard 5. 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.