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The WGU Post-Baccalaureate in Teacher Preparation Program, Social Science (5–12) program content is based on research on effective instruction as well as national and state standards. It provides the knowledge and skills that enable teachers to teach effectively in diverse classrooms. The Post-Baccalaureate in Teacher Preparation, Social Science (5–12) program content and training processes are consistent with the accountability intent of the No Child Left Behind Act of 2001. The degree program is focused on the preparation of highly qualified teachers. As described in the federal legislation, a highly qualified teacher is one who not only possesses full state certification, but also has solid content knowledge of the subject(s) he or she teaches. The hallmarks of our program include: (a) appropriate and rigorous subject-matter preparation, (b) research-based pedagogical course preparation, and (c) clinical field experiences in which teacher candidates are supervised by trained coaches.
Foundations of Teaching Practice Integration
This is a comprehensive exam assessing the student’s knowledge of the competencies listed below. The student may participate in a comprehensive review session with a mentor and peers to prepare for the assessment.
Diversity, Inclusion, and Exceptional Learners
Students will learn the history of inclusion and develop practical strategies for modifying instruction, in accordance with legal expectations, to meet the needs of a diverse population of learners. This population includes learners with disabilities, gifted and talented learners, culturally diverse learners, and English language learners.
Instructional Planning and Presentation for Social Science
Students will continue to build instructional planning skills with a focus on selecting appropriate materials for diverse learners, selecting age- and ability-appropriate strategies for the content areas, promoting critical thinking, and establishing both short- and long-term goals.
Preclinical Experiences in Social Science
Students will observe and participate in a wide range of in-classroom teaching experiences in order to develop the skills and confidence necessary to be an effective teacher. Students will reflect on and document at least 60 hours of in-classroom observations. Prior to entering the classroom for the observations, students will be required to meet several requirements including a cleared background check, passing scores on the state or WGU required basic skills exam, a completed resume, philosophy of teaching, and professional photo.
Social Science Pedagogy
This course helps students develop the knowledge and skills required as a beginning teacher of social studies in a secondary school. The activities help students develop the knowledge about planning and teaching social studies lessons and assessing the academic progress of secondary school students in social studies.
Supervised Demonstration Teaching in Social Science
The Supervised Demonstration Teaching in Social Science courses involve a series of classroom performance observations by the host teacher and clinical supervisor that develop comprehensive performance data about the teacher candidate’s skills.
Teacher Work Sample
The Teacher Work Sample is a culmination of the wide variety of skills learned during your time in the Teachers College at WGU. In order to be a competent and independent classroom teacher, you will showcase a collection of your content, planning, instructional, and reflective skills in this professional assessment.
You will create an online teaching portfolio that includes professional artifacts (e.g. resume and Philosophy of Teaching Statement) that demonstrate the skills you have acquired throughout your Demonstration Teaching experience.
The Cohort Seminar provides mentoring and supports teacher candidates during their demonstration teaching period by providing weekly collaboration and instruction related to the demonstration teaching experience. It facilitates their demonstration of competence in becoming reflective practitioners, adhering to ethical standards, practicing inclusion in a diverse classroom, exploring community resources, building collegial and collaborative relationships with teachers, and considering leadership and supervisory skills.
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