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The Post-Baccalaureate Teacher Preparation Program, Science (5-9 or 5-12) is
a competency-based program of study that prepares students who
have earned a baccalaureate degree to be licensed to teach science in
grades 5-9 or 5-12. All work in this degree program is online with the
exception of the Demonstration Teaching and in-classroom field
experience components. Students enter this program with a substantial
background in science and proceed through study in the Foundations
of Teaching, Instructional Planning and Presentation, Science
Education, Preclinical Experiences, and Demonstration Teaching.
Foundations of Teaching Practice Integration
Foundations of Teaching Practice Integration helps students to review and synthesize foundational teaching concepts
including classroom management, human development, assessment, diversity and inclusion, and the historical, legal, and
philosophical foundations of education.
Instructional Planning and Presentation for Science
Instructional Planning and Presentation assists students as they continue to build instructional planning skills. Topics
include unit and lesson planning, instructional presentation strategies, assessment, engagement, integration of learning
across the curriculum, effective grouping strategies, technology in the classroom, and using data to inform instruction.
Science, Technology, and Society
Science, Technology, and Society explores the ways in which science influences and is influenced by society and
technology. A humanistic and social endeavor, science serves the needs of ever-changing societies by providing methods
for observing, questioning, discovering, and communicating information about the physical and natural world. This course
prepares educators to explain the nature and history of science, the various applications of science, and the scientific and
engineering processes used to conduct investigations, make decisions, and solve problems. There are no prerequisites for
Science Teaching and Learning
This course focuses on how to teach science and on preparing preservice science educators to teach science in a way that is accurate, current and engaging. Topics include models for teaching science through inquiry, evaluation of alignment to standards, effective use of learning communities, formative assessment strategies, and safety responsibilities.
Preclinical Experiences in Science
Preclinical Experiences in Science provides students the opportunity to observe and participate in a wide range of inclassroom
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
Supervised Demonstration Teaching in Science
The Supervised Demonstration Teaching in 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 in Science
The Teacher Work Sample in Science 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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