ED500-599 | ED600-619 | ED620-639 | ED640-659 | ED660-679 | ED680-712

ED 550A Student Teaching: Inclusive/Childhood Grades 1-4. Three credits. The student’s professional and specialized education for teaching all children at the childhood level (1-4) culminates in this extensive field experience. This experience includes full-time directed teaching in accredited inclusive, mainstreamed and regular classrooms for students in grades one to four. At least one of the co-operating teachers responsible for supervising the student teacher will be a certified special education teacher. The student’s tasks involve orientation to school and classroom, on the job growth in planning, instructional and evaluation skills and experiences in practicing human and professional relations. A weekly one hour reflective seminar will accompany the clinical experience led by the student’s college supervisor. The seminar will include extended (3-hour) workshops in identifying and preventing substance abuse, child abuse or maltreatment and child abduction, drug abuse and safety education, HIV and other sexually transmitted diseases, and violence intervention. Pre-professionals will spend a minimum of six weeks full-time at this placement.

ED 550M  Student Teaching Mentoring: Inclusive/Childhood Grades 1-4. One and a half credits. This option is only available for students who have a full time contractual agreement to teach in a public or an accredited private school setting.  The student’s professional and specialized education for teaching all children at the childhood level (1-4) culminates in this extensive field experience. This experience includes full-time directed teaching in accredited inclusive, mainstreamed and regular classrooms for students in grades one to four. The student’s tasks involve orientation to school and classroom, on the job growth in planning, instructional and evaluation skills and experiences in practicing human and professional relations. A bi-weekly two hour reflective seminar will accompany the clinical experience led by the student’s college supervisor. The seminar will include extended (3-hour) workshops in identifying and preventing substance abuse, child abuse or maltreatment and child abduction, drug abuse and safety education, HIV and other sexually transmitted diseases, and violence intervention.  The duration of the mentoring experience is two consecutive 14-week sessions.

ED 559G The Secondary Classroom in an Inclusive Setting. Three credits. An introduction to inclusive secondary schooling for non-education graduates. The course will survey a variety of theoretical aspects of secondary education such as its goals, assessment measures, and classroom management approaches. Students will also engage in several practical activities of the high school teacher such as micro-teaching lessons and unit planning. In particular the course will introduce students to expanding informal assessment in the secondary classroom, curriculum modification for the inclusive secondary level classroom and the design and management of inclusive secondary level classroom environments. A 20-clock hour practicum of observation in either an inclusive or general/special education classroom at the secondary level is an integral part of the students’ learning in this course.

ED 560A  Student Teaching:  Inclusive/Early Adolescent – Grades 7-9. Three credits.  The student’s professional and specialized education for teaching all children at the early adolescent level (7-9) culminates in this extensive field experience. This experience includes full-time directed teaching in accredited inclusive, mainstreamed and regular classrooms for students in grades seven to nine. At least one of the co-operating teachers responsible for supervising the student teacher will be a certified special education teacher. The student’s tasks involve orientation to school and classroom, on the job growth in planning, instructional and evaluation skills and experiences in practicing human and professional relations. A  regularly scheduled seminar will accompany the clinical experience led by the student’s college supervisor. Students will spend a minimum of seven weeks (full-time) at this placement.

ED 560M  Student Teaching Mentoring: Inclusive/Middle Childhood – Grades 5-8. One and a half credits.  This option is only available for students who have a full time contractual agreement to teach in a public or an accredited private school setting.  The student’s professional and specialized education for teaching all children at the middle childhood level (5-8) culminates in this extensive field experience. This experience includes full-time directed teaching in accredited inclusive, mainstreamed and regular classrooms for students in grades five to eight. The student’s tasks involve orientation to school and classroom, on the job growth in planning, instructional and evaluation skills and experiences in practicing human and professional relations. A bi-weekly two hour reflective seminar will accompany the clinical experience led by the student’s college supervisor. The seminar will include extended (3-hour) workshops in identifying and preventing substance abuse, child abuse or maltreatment and child abduction, drug abuse and safety education, HIV and other sexually transmitted diseases, and violence intervention.  The duration of the mentoring experience is two consecutive 14-week sessions.

ED 562G Content Area Reading and Writing.  Three credits. The course explores methods of teaching reading, writing and study skills in content area subjects in the secondary curriculum, with an emphasis on working with culturally and linguistically diverse students in inclusive settings. The purpose of the course is to highlight methods of incorporating reading and writing, questioning and discussion, vocabulary, study strategies and integrating literature across the curriculum. The range of reading and writing ability is addressed. The course explores a broad range of concepts and strategies for practical use in diverse classrooms by focusing on enhancing the literacy development of all students through collaborative techniques and the use individualized instruction. The course also deals with the appropriateness of electronic and visual language to the educational process.

ED 570A  Student Teaching:  Inclusive/Adolescent – Grades 10-12. Three credits.  The student’s professional and specialized education for teaching all children at the upper adolescent level (10-12) culminates in this extensive field experience. This experience includes full-time directed teaching in accredited inclusive, mainstreamed and regular classrooms for students in grades ten to twelve. At least one of the co-operating teachers responsible for supervising the student teacher will be a certified special education teacher. Students’ tasks involve orientation to school and classroom, on the job growth in planning, instructional and evaluation skills and experiences in practicing human and professional relations. A regularly scheduled seminar will accompany the clinical led by the student’s college supervisor. Students will spend a minimum of seven weeks (full-time) at this placement.

ED 570M  Student Teaching Mentoring: Inclusive/Adolescent – Grades 9-12. One and a half credits.  This option is only available for students who have a full time contractual agreement to teach in a public or an accredited private school setting.  The student’s professional and specialized education for teaching all children at the adolescent level (9-12) culminates in this extensive field experience. This experience includes full-time directed teaching in accredited inclusive, mainstreamed and regular classrooms for students in grades one to four. The student’s tasks involve orientation to school and classroom, on the job growth in planning, instructional and evaluation skills and experiences in practicing human and professional relations. A bi-weekly two hour reflective seminar will accompany the clinical experience led by the student’s college supervisor. The seminar will include extended (3-hour) workshops in identifying and preventing substance abuse, child abuse or maltreatment and child abduction, drug abuse and safety education, HIV and other sexually transmitted diseases, and violence intervention.  The duration of the mentoring experience is two consecutive 14-week sessions.

ED 600 Curriculum Development Strategies for Teaching. Three credits. This course is designed to enhance students’ appreciation of curriculum theory and design.  Models of instruction will be examined to promote educating students with disabilities in general education classrooms with same age peers. This course also highlights the importance of assessment and how students consider various forms of evaluation as applied to different models of instruction.  Other topics to be considered and integrated into all aspects of the curriculum include critical thinking, questioning skills and the art of good reasoning. Also included is consideration for teaching children of mild, moderate and severe disabilities.

ED 601 Introduction to Special Education.  Three credits.  This course is an introduction to special education, designed to provide teacher candidates with in-depth knowledge regarding the strengths and needs of students with a variety of disabilities.  Through the use of case studies and the principles of universal design, students will have the opportunity to identify and analyze the abilities and challenges related to specific disabilities and explore evidence based strategies for instruction.  This course also offers a comprehensive overview of all the disabling conditions that are covered by the Individuals with Disabilities Education Act (IDEA) and introduces students to the components and procedures for completing an Individualized Education Plan (IEP) for students who are eligible for special education services.  Students will also critically reflect on the impact of global, national, and local perspectives by participating in research groups that will work closely with families, community members, and experts in the field of special education.  A 20 clock-hour placement in an inclusive or self-contained setting is also a requirement of this course.

ED 603 Human Development: Childhood to Pre-Adolescence. Three credits. This course is designed to provide an overview of major psychological principles as they relate to the emotional, cognitive and moral development of the growing child.  In particular the course will examine this development from the early years through adolescence including the understanding of language acquisition as a developmental process.  The course will attend to today’s classrooms and the surrounding cultural milieu to understand these psychological dynamics at work.  Students will be exposed to the importance of parental involvement and counseling as well as the importance of accurate IEP’s to enhance psychological and educational development.  Some of the topics to be investigated include emerging gender, diversity and inclusion, parenting and home life, mental health and individual differences.

ED 604 Classroom Management and Other Critical Issues in Education. Three credits. Contemporary Critical Issues in Education: Organizational restructuring, cultural literacy, inclusive classrooms, IEP as curriculum, multi-age classrooms, school choice, the teacher as a transformative intellectual, the role of parents, school based management, magnet schools, tax credits, English as a second language, multicultural education, career ladders, etc. are historically and philosophically studied. The course demonstrates how philosophically sound innovations and alternatives exhibit possibilities for new curricula and instructional patterns as well as breaking with traditional forms of school organizational and financial support. Initial certification students will prepare for and take their comprehensive tests during this course. A primary emphasis in this course, it should be noted, is the importance of developing skills in classroom management.  Using student teaching experiences as the backdrop, candidates will explore ways to more effectively manage classrooms and deal with student behavior.

ED 605 Dynamics of Human Relations. Three credits. A study of the cultures and subcultures existing in urban environments with an emphasis upon the interaction among groups. The dynamics of cultural conflicts in learning situations will be stressed. This will be accomplished by critically focusing on the structures responsible for placing our nation’s children at risk; the family, the school, and federal and local/state government agencies. In particular, the course will analyze how changes in the structure of the family and the consequences of the recent reform in educational reform movement have impacted the content and delivery of the curriculum.

ED 607  Human Development:  Adolescence Through Adulthood. Three credits. This course is designed to provide an overview of major psychological principles as they relate to the emotional, cognitive and moral development of the emerging adult. In particular we will examine these dimensions of personal growth in the adolescent and young adult. We will then turn our attention to today’s secondary schools and the prevailing teenage culture and use this psychological knowledge to shed light on some of the more persistent issues and problems we find there. Topics to be investigated in this way include the specific problems and challenges that inclusion and diverse classrooms raise, questions pertaining to motivating adolescents, and the extent to which parental counseling and involvement can enhance the mental health of students and the overall classroom environment.

ED 608 The Philosophical Foundations of Education. Three credits. This course explores educational policy and practice through examination of philosophical theories and approaches.  The focus of the course is on identifying and studying major epistemological, ethical and political theories and how they impact and are informed by education in a democracy.  The course will enhance students’ awareness of the complexities of the aims of education in a democracy with an emphasis on what it means to education for democratic citizenship.  Fundamental axiological and epistemological issues around curriculum design, pedagogical approaches and school reform are addressed.  Questions in philosophy of mind such as nature of the person, personal identity and issues around human nature are also explored.  Further issues addressed in the course include the epistemological and ethical basis for feminist pedagogies and the nature and purpose of moral education.

ED 613 Curriculum and Methods of Inclusive Instruction:  Mathematics, Science, and Technology. Three credits. It is important for teachers to develop a theoretical framework from which to base instructional decisions for diverse student populations. In this course students will develop an understanding of the theories of professional organizations that have shaped the teaching of mathematics (NCTM), science (NSTA), technology (ISTE), and students of special abilities (CEC). This course is about the process of learning and the construction of knowledge unique to the disciplines of mathematics, science and technology. A 20-clock hour practicum of observations of inclusive science, mathematics, and technology instruction in grades 1-6 is an integral part of the student’s learning in this course.

ED 614 Curriculum and Methods of Inclusive Instruction:  Language Arts, Social Studies and Languages Other Than English. Three credits.  It is important for teachers to develop a theoretical framework from which to base instructional decisions for diverse student populations. In this course students will develop an understanding of the theories of professional organizations that have shaped the teaching of language arts (NCTE), social studies (NCSS), languages other than English, and students of special abilities (CEC). This course is about the process of learning and the construction of knowledge unique to the disciplines of language arts, social studies and languages other than English. Teacher Support Teams are emphasized so that a collaborative problem-solving model can address adjustment and learning problems, providing for a wide range of accommodations and strategies to improve student performance and meet individual needs. A 20-clock hour practicum of observations of inclusive instruction in language arts, social studies, and languages other than English in grades 1-6 is an integral part of the student’s learning in this course.

ED 615  Parent, Family, and Community Involvement:  Cooperation and Collaboration. Three credits.  This course will offer an overview of the changes in contemporary society and families that influence children from birth through second grade, in inclusive settings. Children are members of their family units, which are members of larger, culturally diverse, social networks and systems. Students will examine the cultural context of the involvement of the parents, families, and communities at the early childhood level. Particular attention will be paid to parental and family involvement in the out-of-home care and education of young children, including the provision of family-centered services for children with special needs. Students will study collaborative partnerships for learning, including teenage parents, foster care, adoption, single-parent homes, step-families, language minority parents and families, divorced and blended families, and early intervention services for families with children with mild, moderate, or severe disabilities. Visitations to community agencies or early intervention services will be required (5 clock hours).

ED 618 Holistic Approaches to Learning:  Aesthetic Education and the Curriculum. Three credits.  In this course students will deepen their understanding of educational goals that move beyond mere academic learning. The theoretical connections between aesthetic education and emotional intelligence will be examined in the first section of the course. In the second section of the course students will design and experience lessons geared towards the development of emotional intelligence through the use of `the arts.’ Throughout the course students will consider what assessment means in an aesthetically and emotionally orientated curriculum. They will also explore the connections between aesthetic and emotional intelligence and the more academic intelligences. The notion of multiple intelligences will be examined in terms of the young child and the practical applications used throughout the course will focus upon early childhood education. Children with special need will be considered and the ways in which activities might need to be tailored to include all students is also to be examined.

ED 620 Early Childhood (B-2):  Advanced Curriculum Development and Strategies for Teaching. Three credits. Based on a foundation of current theories of child and curriculum development, students will learn to design physical environments, create developmentally and age-appropriate curricula, and develop classroom management strategies that are respectful of physical, cultural, language, and societal diversity. Students will develop and assess early childhood curricula that have intellectual integrity, reflect the knowledge base of different disciplines, and offer possibilities for curricular integration across disciplines. Environmental, curricular and behavioral adaptations and assessments for children with special needs will be considered throughout the course. There is a 20-clock hour field study in an inclusive setting attached to this course.

ED 620L Early Childhood (B-2):Advanced Curriculum Development and Strategies for Teaching Lab. One credit. 

ED 621 Linguistic, Numerical and Artistic Symbols and Tool. Three credits. The course explores the development of language acquisition and literacy skills of listening, speaking, reading, and writing. Curriculum development, classroom design (including the use of assistive and instructional technology), assessment, enrichment, remediation, and behavior management will be discussed. The influence of parental involvement and community groups will be studied. An overview will be presented of characteristics and behavior of children from birth through grade two. There will extensive discussion in all of the preceding areas pertaining to the child with special needs.

ED 622 Learning Differences in the Inclusive Setting. Three credits.  This course will present an overview of children with learning differences who are placed in inclusive early childhood settings from birth to second grade. Students will study the needs of young children with disabilities, with an emphasis on developing nurturing and stimulating environments that are specifically organized and adjusted to promote optimal functioning for each child. Integration of early intervention activities and routines will be discussed to ensure that young children with mild, moderate, and severe disabilities will be successful in their learning. The impact of early intervention will be investigated. The Program for Infants and Toddlers with Disabilities (Part C of IDEA) will be covered in this course as well as Individualized Family Service Plans. Specific regulations for implementing IDEA Part C, will be described in order to ensure the appropriate delivery of services for all infants and toddlers who are disabled or at risk for disabilities, as well as maintaining the rights of these children and their families. There is a 25-clock hour field experience in an inclusive early childhood setting attached to this course.

ED 624  Advanced Research. Three credits.  The components of research design, methodology, statistical and qualitative analyses are presented.  The students develop the needed knowledge base to prepare them to conduct quantitative and qualitative action research studies and to write a thesis.  Prerequisites:  undergraduate research and statistics or at the instructor’s discretion.

ED 635 Advanced Studies in Literacy for the B-6 Inclusive Setting. Three credits. This course is a thorough examination of the process, theories and models underlying literacy development. Students will appreciate the developmental process of becoming sophisticated readers and writers, the role of speaking and listening in literacy and how the process may be disrupted. Practical applications and learning environments that encourage literacy will be discussed for regular and special needs students. Classroom observation is a necessary component of this course.  There is a 20-clock hour field experience in an inclusive setting, grades 1-6, attached to this course for the Childhood 1-6 program.

ED 636  Assessment and Intervention Strategies for Teaching Students with Reading Difficulties. Three credits. Within the framework of the child and adolescent development and conceptual model of reading, assessment techniques and instructional strategies designed to assist the educator to develop a supporting literacy program will be presented. Students will develop an understanding of the complex characteristics and needs of individuals with reading difficulties. The course will focus on effective teaching strategies for building word knowledge and recognition, the use of context clues and background knowledge, and the ability to identify important ideas in text material. Educators will be introduced to the teaching-learning environment that enhance reading performance by teaching students learning strategies such as skills in organizing and summarizing the use of mnemonics, problem solving, and relational thinking, Students will examine developmental reading instruction programs that introduce controlled sight vocabulary with an analytic phonics emphasis.  For candidates in B-6 literacy program this course is taken concurrently with ED 636L.

ED 636L Practica for Assessment and Intervention Strategies for Teaching Students with Reading Difficulties. One credit. This twenty-five hour practica (appearing on student’s transcripts as “fieldwork” credit) requires students registered for ED636 to work one-on-one with a student having reading difficulties. Students will prepare a student portfolio that includes the results from interviews, inventories, and informal assessments. Students will diagnose and implement a remediation plan for their students. How to communicate results and conclusions from formal and informal assessments to other school personnel and parents will be discussed.  Co-requisite ED 636.

ED 637 Literature for Early and Middle Childhood. Three credits.  Within the framework of child and adolescent development, literature designed to enrich the curriculum and broaden students’ perspectives will be examined.  Students will explore various genres of children’s literature and practical strategies for utilizing quality works of children’s literature to enrich content area instruction, discover methods of integrating technology to enhance the literature experience, and develop quality curriculum materials for teaching children’s literature to diverse learners.  Students, organized in book clubs to actively construct meaning from various genres of traditional and nontraditional literature, will be the organizing structure of this course.  Students gain an understanding of how to use the right book with the right child at the right time, thereby accommodating for individual student differences.

ED 639 Language Development and Reading. Three credits. Becoming literate is a complex phenomenon which begins with language learning.  Research suggests that those features of the child’s environment that nurture language development also nurture literacy proficiency.  Therefore in the course, students will analyze the child’s world for those aspects most conducive to language acquisition, and on that basis, students will construct instructional strategies.

ED 650 The Elementary Classroom in an Inclusive Setting. Three credits.  An introduction to inclusive education in the elementary school for non-education graduates seeking childhood (1-6) certification.  This course is intended for the non-education graduate students seeking elementary certification.  Examination of central issues of diverse school populations and challenges faced by teachers, development of a basic understanding of the curricula areas included in the elementary school curriculum, theories of classroom management, cooperative learning, and thematic unit planning are essential components under study.  In particular the course will introduce students to expanding informal assessment in the inclusive classroom, curriculum, modification for the inclusive classroom and the design and management of inclusive classroom environments.  A 20-clock hour practicum of observation at the elementary level is an integral part of the students’ learning in this course.

ED 654 Theory and Practice of Second Language Acquisition. Three credits. This course will provide a theoretical and practical overview of linguistically diverse student and the various potential pedagogical approaches that can be adapted to meet their needs. The course will begin by providing a clear linguistic foundation, explaining how linguistically diverse regular and disabled students learn language and the psycholinguistic and sociolinguistic implications of this language process. Looking at the issue of second language acquisition from a pedagogical and administrative perspective, a number of educational alternatives will be discussed including submersion, pull-out ESL, bilingual education, immersion, and two-way bilingual education. These programs will be examined using such criteria as feasibility, theoretical assumptions, research evidence and impact on students. Finally, the legal implications of these programs will be discussed. There will be 30-clock hour field placement attached to this course.

ED 656 Classroom Management. Three credits. This course covers the concepts of applied behavior analysis with an emphasis on designing, implementing, and evaluating classroom management strategies. This enables students to deal with classroom behavior efficiently, effectively, ethically, and with the minimal disruption to the learning process. Pre-teachers will learn to conduct functional assessment with regular 7-12 students as well as those students with mild, moderate, severe, and multiple disabilities. Pre-teachers will examine the problems and positive effects of educational programs for children with learning disabilities and emotional or behavior disorders. Pre-teachers will be introduced to classroom management goals and strategies in inclusive classrooms.

ED 667 Interdisciplinary and Content Area Literacy Development. Three credits.  This course will examine current theory, research and issues related to children’s literacy acquisition across a developmental continuum from Birth through Grade 6.  Students will learn to develop children’s competencies in oral and written communication and meaning construction in an across content areas through a variety of approaches.  In the early years, this includes developmentally appropriate practices such as talking, reading, writing, playing, listening, and development print, graphophonemic and linguistic awareness.  Students will be introduced to more formal instruction, both for typically and for atypically developing children throughout the elementary school years, including some type of systematic code instruction, word identification and vocabulary skills along with meaningful connected reading.  Students will learn to carry out ongoing assessments, including identifying students with reading and writing difficulties.

ED 668 Secondary Education Curriculum and Methods of Inclusive Instruction: Mathematics and Technology.  One credit. This course is for those students in the secondary education program leading to initial 7-12 certification in Mathematics. Students will explore the field of mathematics, studying the research and theories that shape the teaching of mathematics. Students will apply the standards of the professional association guiding accreditation for their professional license (NCTM) to develop content for curriculum that would support secondary school learners in rigorous disciplinary understandings. The knowledge developed in this class will be applied in the curriculum plans and activities in ED 680. Co-requisite: ED 680.

ED 669 Secondary Education Curriculum and Methods of Inclusive Instruction: Science and Technology. One credit. This course is for those students in the secondary education program leading to initial 7-12 certification in Biology, Physics, or Chemistry. Students will explore their specific scientific discipline, studying the research and theories that shape the teaching of science. Students will apply the standards of the professional association guiding accreditation for their professional license (NSTA) to develop content for curriculum that would support secondary school learners in rigorous disciplinary understandings. The knowledge developed in this class will be applied in the curriculum plans and activities in ED 680. Co-requisite: ED 680.

ED 673 Secondary Education Curriculum and Methods of Inclusive Instructions: Social Studies. One credit.  This course is for those students in the secondary education program leading to initial 7-12 certification in Social Studies. Students will explore the field of social studies, studying the research and theories that shape the teaching of social studies. Students will apply the standards of the professional association guiding accreditation for their professional license (NCSS) to develop content for curriculum that would support secondary school learners in rigorous disciplinary understandings. The knowledge developed in this class will be applied in the curriculum plans and activities in ED 680. Co-requisite: ED 680.

ED 674  Secondary Education Curriculum and Methods of Inclusive Instruction: Language Arts.  One credit.  This course is for those students in the secondary education program leading to initial 7-12 certification in English/Language Arts. Students will explore the field of language arts, studying the research and theories that shape the teaching of language arts. Students will apply the standards of the professional association guiding accreditation for their professional license (NCTE) to develop content for curriculum that would support secondary school learners in rigorous disciplinary understandings. The knowledge developed in this class will be applied in the curriculum plans and activities in ED 680. Co-requisite: ED 680.

ED 675  Secondary Education Curriculum and Methods of Inclusive Instruction:  Languages Other Than English. One credit.  This course is for those students in the secondary education program leading to initial 7-12 certification in Languages other than English. Students will explore the field of Languages other than English, studying the research and theories that shape the teaching of languages. Students will apply the standards of the professional association guiding accreditation for their professional license (ACTFL) to develop content for curriculum that would support secondary school learners in rigorous disciplinary understandings. The knowledge developed in this class will be applied in the curriculum plans and activities in ED 680. Co-requisite: ED 680.

ED 680  Secondary Education Curriculum and Methods of Inclusive Instruction. Two credits. Designed for students in the secondary education program leading to 7-12 certification, this class, in conjunction with a disciplinary-specific one-hour course, provides content-specific pedagogical explorations and applications in inclusive middle and high school settings across disciplines. This course deals specifically with ideas, strategies, and techniques for teaching content at the appropriate license level, with explicit inclusion of technology and media-supported learning. Undertaken within a social constructivist framework, the course explores how curriculum can be adapted to meet the needs of students who have different learning styles and needs. Students demonstrate their ability to implement a pedagogically sound curriculum in a high school classroom and with middle school students using State, ISTE and CEC standards, as well as pertinent specialty association standards (e.g., NCSS, NCTM, NSTA, NCTE, and ACTFL). There is a 30-clock hour practicum attached to this course. Students must concurrently enroll for one of the following one-hour, disciplinary-specific classes required for the concentration: ED 668, ED 669, ED 673, ED 674, ED 675.

ED 687  Assessment and Educational Testing for Students in an Inclusive Setting.  Three credits.  Assessment is the process of using tests along with other measures of student performance and behavior to make educational decisions. This course provides an overview of various models and methods of educational assessment. Traditional forms of evaluation as well as authentic, performance, and portfolio assessments are examined. Additional areas of study include standardized, developmental, and intelligence tests. Practical attention is directed at diverse classrooms, developing learning goals and students with special needs through the development of IEP’s.

ED 692 A New Teacher Academy I. 1.5 credits. This course is the first half of the New Educators
at Wagner (NEW) Program designed for recently hired full-time teachers. The objectives for this
course are threefold: to improve new teacher retention rates, to develop teacher leadership within the
district and school, and to enhance teacher quality, and in doing so, improve student achievement. It
consists of 9 two-hour after school sessions in which individual new teachers come together with the
Program Director of NEW. A second series of 9 two-hour after school sessions will take place in the
required continuation course. In addition, the Director will make site visits to the participant schools.
Throughout these sessions, new teachers will improve their skills and learn how to organize a
classroom for learning, engage parents/caregivers as partners, address students from diverse cultural
backgrounds, design teaching plans and assessments to take into account the multiple learning styles of
their students and design their teaching and assessment to incorporate multiple learning styles and
needs of their students. Prerequisites: NYS Teacher Certification, approval of the NEW Director.

ED 692 B New Teacher Academy II. 1.5 credits. This is a continuation of NTA I. The objectives
for this course are threefold: to improve new teacher retention rates, to develop teacher leadership
within the district and school, and to enhance teacher quality, and in doing so, improve student
achievement. It consists of 9 two-hour after school sessions in which individual new teachers come
together with the Program Director of NEW. In addition, the Director will make site visits to the
participant schools. Throughout these sessions, new teachers will improve their skills and learn how to
organize a classroom for learning, engage parents/caregivers as partners, address students from diverse
cultural backgrounds, and design their teaching and assessment to incorporate multiple learning styles
and needs of their students. Prerequisites: Completion of NTA I, NYS Certification, Approval of the NEW
Director.

ED 694 Practica in Early Childhood. Three credits.  This practicum will enable students certified in Childhood (1-6) Education to gain teaching experiences in inclusive B-2 Early Care and Education settings.  Students will be expected to complete a minimum of 120 hours in two developmentally appropriate settings one of which has to be in Early Childhood Special Education under the supervision of certified special education teachers in Early Childhood Education.  Students can use the clinical site as a resource for insight for teaching children of mild, moderate and severe disabilities.

ED 695  Practica in Inclusive Middle Childhood Education. One credit. Students will spend a minimum of 20 days in two Middle Childhood (5-9) clinical settings. This practicum will enable students certified in Childhood (1-6) Education to gain teaching experiences in a variety of “inclusive” or special education classrooms. A certified Special Education teacher must supervise students in one of the clinical settings. Students are expected to use the clinical site as a resource for their thesis in Middle Level Education in which they will be simultaneously engaged.  Prerequisites: all courses excluding thesis.

ED 696  Practica for Teaching Literacy B-6. Three credits. The purpose of this practica in literacy education is to provide the student with the opportunity to actualize, reflect upon, and integrate into practice the theoretical framework for practice in literacy education.  The 120 clock hours of college supervised instruction will be spent in two placements: the early childhood level and the childhood level.

ED 699 Action Research Project and Practicum. Three credits. During this course students will write and carry out an action research project in a school or similar educational environment. The research must be appropriate to their selected concentration and must involve an intervention that is designed to help students learn or grow more fully. 100 practicum hours are required for this course.

EDL 700 Organizational Theory and School Administration. Three credits. Introduction to the theories of schools as organizations. A critical examination and inquiry into the social and institutional contexts of educational administration and policy. Operational management of schools emphasized. Roles of school leaders are examined in light of curriculum and instruction oversight. Strategic planning initiatives are discussed. School building and district leaders as transformative agents of change to promote student achievement is emphasized. (Candidates complete 100 hrs. of leadership experiences in association with EDL 701 and 702).

EDL 701 Foundations of Educational Leaderships. Three credits. Study and analysis of the role of visionary leadership and its import in transforming schools as learning communities aimed at improving achievement for all students. Theories and case studies of educational leadership are explored. A discussion and analysis of personal leadership styles are emphasized as is ethical decision making. Human relations for equity and social justice are emphasized. The role of leadership in urban school settings is the focus of this course. (Candidates complete 100 hrs. of leadership experiences in association with EDL 700 and 702).

EDL 702 Supervision, Curriculum and Instructional Improvement. Three credits. Study of the teaching and learning process is examined and the role of the school building and district leaders in promoting instructional and curriculum excellence in elementary and secondary schools. Theory, research, and practice of supervision and curriculum development, approaches to staff development are highlighted. Technological applications are utilized to achieve course objectives. (Candidates complete 100 hrs. of leadership experiences in association with EDL 700 and 701).

EDL 703 Evaluating Instruction. Three credits. Theory and practice of educational evaluation. Means, processes, and practices of school leadership related to the evaluation of instruction are emphasized. Forms and methods of evaluation of instruction are reviewed and practiced. Conducting educational evaluation in all its aspects (program, personnel, practices) is stressed. Technological applications are utilized to achieve course objectives. (Candidates complete 100 hrs. of leadership experiences in association with EDL 704 and 705).

EDL 704 Action Research Seminar in Educational Leadership Administration and Supervision. Three credits. Develop understanding and skills in producer and consumer aspects of research. Focus on design, analysis, interpretation, and use of research to improve teaching and learning. Selected individual projects and problems in actual supervision and administration, with opportunities for the student to exercise a leadership role related to action research in the schools (individual, collaborative, school-wide). The seminar also provides the foundation to conduct an action research study during the internship in EDL 711. (Candidates complete 100 hrs. of leadership experiences in association with EDL 703 and 705).

EDL 705 Law, Policy and Finance in School Administration. Three credits. Legal principles applicable to education in the United States, including constitutional, statutory, and decisional law affecting policies and practices. Study and analysis of knowledge of laws and regulations at the city, state, and federal levels, including Federal Title legislation, IDEA and ADA, NCLB, New York State Regulations, Chancellor’s Regulations, and contracts. Candidates apply knowledge to real situations in their schools, regions, and New York State. School finance is addressed at the school and district levels through development of strategic plans and use of budget software. Issues of national education policy are explored in a financial context. (Candidates complete 100 hrs. of leadership experiences in association with EDL 703 and 704).

EDL 706 Foundations of Educational Leadership II. Three credits. Candidates apply theoretical models of systems thinking to knowledge and understandings developed during the prior semesters. Opportunities to collaborate with colleagues in the formulation of effective professional development; preparation for the application and interview process; development of entry strategies; human and intergroup relations theory and practice applied to decision making, communication, personnel relationships, and other functions of educational leadership (including interactions with students with disabilities and students who are ELL). Candidates will prepare a portfolio of artifacts from all program courses reflecting their knowledge, understand and developing vision for effective leadership. (Candidates complete 30 hrs. of leadership experiences).

EDL 707 School Building Leadership: Translating Theory into Practice. Three credits. Candidates focus on combining the elements of visionary instructional and administrative leadership within a problem-based learning environment. Challenges and realistic problems facing school building leaders are role-played in the college classroom and then practiced in a school building under the mentorship of a principal and assistant principal. Candidates learn how analyze school data to design instruction, build schedules, conduct faculty meetings, collaborate with parents and community, promote teacher collaboration, and create a learning environment conducive to high achievement for all students. (Candidates complete 130 hrs. of leadership experiences in association with EDL 708).

EDL 708 Leadership that Promotes Student Achievement. Three credits. Candidates examine leadership theories and practices that promote student achievement. Essential traits and behaviors of effective principals and best practices on site are examined. Data-driven decision making is emphasized in order to establish instructional programs and administrative practices that coordinate and support student achievement. Technological applications are utilized to achieve course objectives. (Candidates complete 130 hrs. of leadership experiences in association with EDL 707).

EDL 709 School District Leadership: Translating Theory to Practice. Three credits. Candidates focus on the significant challenges of leading whole-system improvement in school districts while analyzing practical, theoretical, and philosophical perspectives. Challenges and realistic problems facing school district leaders are role-played in the college classroom and then practiced in a school district under the mentorship of a superintendent and others district level supervisors. Candidates learn how analyze district-wide data matched to state learning standards to create a district-wide learning environment conducive to high achievement for all students. (Candidates complete 60 hrs. of leadership experiences in association with EDL 710, if taken with School Building Leadership certification; otherwise, 130 hrs. are required).

EDL 710 Leading Systemic School Improvement: Change and School Reform. Three credits. Leadership theory and practice with an emphasis on school district change and reform are examined within a problem-based learning environment. Articulating and actualizing a vision for whole school reform are emphasized. Candidates will learn the importance of collaborating with social services and health service providers. Interaction and communication with governing bodies such as boards of education and government agencies in establishing and influencing educational policy that lead to systemic reform initiatives are examined. Efforts to improve programs and practices with students with disabilities and students who are ELL are discussed. Technological applications are utilized to achieve course objectives. (Candidates complete 60 hrs. of leadership experiences in association with EDL 709).

EDL 711 Field Study in Administration and Supervision. Three credits. Candidates perform administrative roles in the New York City Schools under the supervision of the school building supervisor and a program faculty member for 180 hrs. Issues of facilities and resource management and improvement of instruction are addressed in the site and through intensive interactions with colleagues and faculty in a bi-weekly seminar. Integration of the 9 domains of leadership (see discussion of the 9 domains earlier in document) is actualized in these courses. Experiences are planned so that candidates undertake leadership responsibilities of increasing breadth and depth.

EDL 712 School District Administration and Supervision. Three credits. Candidates perform administrative roles in the New York City Schools under the supervision of a school district supervisor and program faculty member for 180 hours. Issues of facilities and resource management and improvement of instruction district-wide are addressed on site and through intensive interactions with colleagues and faculty in a biweekly seminar.