Graduate Courses

ED 550A Student Teaching: Inclusive/Childhood Grades 1-3. Three credits. The teacher candidate’s preparation for teaching diverse children in grades 1-3 culminates in a full-time, seven week, 220-hour directed teaching experience in an accredited inclusive and/or self-contained classroom led by a teacher certified in the target certification area. The experience includes orientation to school and classroom, practice in planning instruction, developing teaching and evaluation skills, and improving professional relations skills. Candidates are expected to participate fully in instructional activities throughout the placement, assuming responsibility for the class during the last week, planning, implementing, and assessing technology-enhanced, constructivist, and interdisciplinary instruction. A regularly scheduled reflection seminar totaling 7 hours, led by the student’s college supervisor, accompanies the clinical experience. Either ED 550A or ED 560A must be in a special education context. Prerequisites: Completion of all required Education courses and all required workshops (ED 500 through ED 504); status as an Education major in good standing, including a B average overall and a B minimum in all courses; and passing scores on all State certification exams for Childhood/Special Education 1-6 except edTPA. Co-requisites: ED 560A, ED 580G. Offered fall and spring.

ED 559G The Secondary Classroom in an Inclusive Setting. Three credits. This course surveys a variety of general and special education topics about secondary schools, including historical and comparative contexts of schooling; socio-cultural influences on student learning; standards-based, professionally aligned curriculum design; content-specific pedagogy; authentic instruction and assessment; and differentiation within the high school context. Candidates develop constructivist instructional units and implement and assess lesson plans. The class explores models of secondary instruction such as tracking, integrated co-teaching, expeditionary, and vocational education. Includes 15 hours of professional field experiences. Generally offered fall or spring; check with the Department for current cycle.

ED 560A Student Teaching: Inclusive/Middle Grades 4-6 or 7-9. Three credits. The teacher candidate’s preparation for teaching diverse children in late elementary grades (4-6) or early secondary grades (7-9) culminates in a full-time, seven week, 220-hour directed teaching experience in an accredited inclusive and/or self-contained classroom led by a teacher certified in the target certification area. The experience includes orientation to school and classroom, practice in planning instruction, developing teaching and evaluation skills, and improving professional relations skills. Candidates are expected to participate fully in instructional activities throughout the placement, assuming responsibility for the class during the last week, planning, implementing, and assessing technology-enhanced, constructivist, and interdisciplinary instruction. A regularly scheduled reflection seminar totaling 7 hours, led by the student’s college supervisor, accompanies the clinical experience. Either ED 550A or ED 560A must be in a special education context. Prerequisites: Completion of all required Education courses and all required workshops (ED 500 through ED 503); status as an Education major in good standing, including a B average overall and a B minimum in all education courses; and passing scores on all State certification exams for the certificate sought except edTPA. Offered fall and spring.

ED 562G Content Area Reading and Writing. Three credits. The course explores methods of teaching reading, writing, speaking, listening, 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. Candidates study the theory and practice of reading and writing, questioning and discussion, vocabulary, study strategies, fiction, and non-fiction across the curriculum. Approaches include collaborative, individual, electronic, and visual instructional techniques to address the needs of diverse classrooms.  Using State and professional association standards that support literacy development for diverse learners (TESOL, CEC, and New York State Common Core and subject area standards), candidates plan differentiated content area learning and assessments for students who are English speakers and English language learners and for those with special needs or interrupted formal education (SIFE). Includes 25 hours of professional field experience. Offered spring and summer.

ED 570A Student Teaching: Inclusive/Secondary Grades 10-12. Three credits. The teacher candidate’s preparation for teaching diverse children in secondary grades (10-12) culminates in a full-time, seven week, 220-hour directed teaching experience in an accredited inclusive and/or self-contained classroom led by a teacher certified in the target certification area. The experience includes orientation to school and classroom, practice in planning instruction, developing teaching and evaluation skills, and improving professional relations skills. Candidates are expected to participate fully in instructional activities throughout the placement, assuming responsibility for the class during the last week, planning, implementing, and assessing technology-enhanced, constructivist, and interdisciplinary instruction. A regularly scheduled reflection seminar totaling 7 hours, led by the student’s college supervisor, accompanies the clinical experience. Either ED 560A or ED 570A must be in a special education context. Prerequisites: Completion of all required Education courses and all required workshops (ED 500 through ED 503); status as an Education major in good standing, including a B average overall and a B minimum in all education courses; and passing scores on all State certification exams for the certificate sought except edTPA. Co-requisites: ED 560A, ED 604. Offered fall and spring.

ED 580G School, Diversity & Society: Elementary Schools. Three credits. This capstone course, which requires a comprehensive professional portfolio demonstrating effectiveness as an elementary school teacher, explores broad educational issues in light of current research and candidates’ student teaching experiences. Topics such as law, diversity, culturally-relevant pedagogy, educational history and reform, accountability, purposes of schooling, and the teaching profession undergird explorations of practice. Candidates assess their student teaching to improve their daily instructional practice and to become effective, transformational professionals. In particular, the course develops pre-service teachers’ ability to foster individual and group motivation; to use technology effectively; to communicate well with students, colleagues, parents, and community; and to ensure equitable, ethical treatment of students, with high expectations for all. Prerequisites: Completion of all required Education courses and all required workshops (ED 500 through ED 503); status as an Education major in good standing, including a B average overall and a B minimum in all education courses; and passing scores on all State certification exams for Childhood/Special Education 1-6 except edTPA. Co-requisites: ED 550A, ED 560A. Offered fall and spring.

ED 600 Curriculum Development and Strategies for Teaching. Three credits. This course provides a foundation in constructivist theories of education and their applications to the practice of designing and modifying standards-based curriculum to effectively meet the needs of all students. Topics explored include critical thinking, questioning skills, classroom dynamics, the art of good reasoning, essential questions, affect, interdisciplinary learning, and addressing needs of children with exceptionalities. Pre-service teachers practice standards-based, curriculum-aligned lesson planning and implementation, with reflective, evidence-based assessment of strengths and weaknesses of various lessons. Includes 10 hours of professional field experiences. Offered summer and fall.

ED 601 Learning Environments for Students with Exceptionalities. Three credits. This course focuses on the laws, policies, and principles for teaching individuals with different abilities and learning needs within appropriate placements in self-contained and inclusive settings. Using a framework of Universal Design for Learning, teacher candidates identify and analyze abilities and challenges related to specific exceptionalities, exploring evidence-based strategies for instruction, assessment, and assistive/adaptive technology use to ensure all students have access to meaningful, rigorous and standards-aligned educational experiences. Candidates engage Individualized Educational Plans and associated decision-making for inclusive settings emphasizing teaming, cultural inclusion, and family involvement, and incorporating formative and summative assessment of academic and social progress of students with exceptionalities. Includes 30 hours of professional field experiences. Offered fall and spring.

ED 603 Human Development: Childhood to Pre-Adolescence. Three credits. This course provides an overview of major psychological principles as they relate to the emotional, cognitive and moral development of the growing child. In particular the course examines this development from the early years through adolescence including the understanding of language acquisition as a developmental process. Using current research on motivation and learning, the course explores today’s classrooms and the surrounding cultural milieu to understand these psychological dynamics at work. Students are exposed to the importance of parental involvement and behaviors as well as the importance of accurate IEPs to enhance psychological and educational development. Current topics in human development are also be explored, including gender, diversity, inclusion, parenting and home life, mental health and individual differences. Includes 10 hours of professional field experiences.  Offered fall.

ED 604 School, Diversity & Society: Secondary Schools. Three credits. This capstone course, which requires a comprehensive professional portfolio demonstrating effectiveness as a secondary teacher, explores broad educational issues in light of current research and candidates’ student teaching experiences. Topics such as law, diversity, culturally-relevant pedagogy, educational history and reform, accountability, purposes of schooling, and the teaching profession undergird explorations of practice. Candidates assess their student teaching to improve their daily instructional practice and to become effective, transformational professionals. In particular, the course develops pre-service teachers’ ability to foster individual and group motivation; to use technology effectively; to communicate well with students, colleagues, parents, and community; and to ensure equitable, ethical treatment of students, with high expectations for all. Prerequisites: Completion of all required Education courses for secondary education and all required workshops (ED 500 through ED 503); status as an Education major in good standing, including a B average overall and a B minimum in all education courses; and passing scores on all State certification exams for Adolescent/Special Education 7-12 except edTPA. Co-requisites: ED 560A, 570A. Offered fall and spring.

ED 605 Dynamics of Human Relations. Three credits. This course studies the cultures and subcultures existing in learning environments at all levels with an emphasis on the interaction among and between groups. Course participants explore the dynamics of cultural conflicts in learning situations in an effort to promote respectful, collaborative relationships that foster individual and group motivation. The class analyzes historical structures and cultural norms that have had differential impacts on various groups, including roles that families, schools, institutions, and government have played in supporting or denying individual and group access to quality life and learning experiences. In particular, the course analyzes how changes in the structure of the family, the economic system, and the educational system have impacted society, particularly through the content and delivery of an equitable and ethical curriculum. Students engage other cultures using digital learning and communication tools. Includes 15 hours of professional field experiences. Offered fall and spring.

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, with a particular focus on personal growth in adolescents and young adults. Using current research on motivation and learning, the course explores today’s secondary classrooms and current teenage cultural norms to understand these psychological dynamics at work. Teacher candidates are exposed to the importance of parental involvement and behaviors and study effective approaches to motivating and educating adolescents in inclusive, diverse secondary classrooms. Current topics in human development are also be explored, including gender, diversity, inclusion, parenting and home life, mental health and individual differences. Includes 10 hours of professional field experiences. Offered spring.

ED 608 Philosophical Foundations of Education. Three credits. This course explores educational policy and practice through examination of philosophical theories and approaches. The course identifies and explores major epistemological, ethical and political theories and how they impact and are informed by education in a democracy. The course develops awareness of the complexities of the aims of education in a democracy with an emphasis on what it means to educate for democratic citizenship. Fundamental axiological and epistemological issues around curriculum design, family involvement, 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. Includes 10 hours of professional field experiences. Offered fall.

ED 613 Inclusive Methods I: Social Studies, PE, & Health. Three credits. This course provides teacher candidates with the theoretical knowledge and practical skills they need to effectively teach social studies, physical education, and health within diverse classrooms across a spectrum of abilities, particularly children with low-incidence exceptionalities, in the 1-6 setting. Candidates study State and professional association standards that support these disciplines (ACEI, NCSS, ISTE, AAHPERD, CEC, and New York State Learning Standards, including the Common Core) to plan, implement, and assess interdisciplinary inquiry-focused lessons designed to meet all students’ needs. Candidates create technology-enhanced, content-specific lessons that emphasize hands-on, constructivist-oriented practices. Includes 25 hours of professional field experiences. Prerequisite: ED 650.  Generally offered fall or spring; check with the Department for current cycle.

ED 614 Inclusive Methods II: Science, Math, Technology, and Arts. Three credits. This course provides teacher candidates with the theoretical knowledge and practical skills they need to effectively teach mathematics, science, technology, and the fine arts within diverse classrooms across a spectrum of abilities, particularly children with high-incidence exceptionalities, in the 1-6 setting. Candidates study State and professional association standards that support these disciplines (ACEI, NCTM, NSTA, ISTE, NAEA, CEC, and New York State Learning Standards, including the Common Core) to plan, implement, and assess interdisciplinary inquiry-focused lessons designed to meet all students’ needs. Candidates create technology-enhanced, content-specific lessons that emphasize hands-on, constructivist-oriented practices. Includes 25 hours of professional field experiences. Prerequisite: ED 650.  Generally offered fall or spring; check with the Department for current cycle.

ED 615 Parent, Family, and Community Cooperation and Collaboration. Three credits. This course offers an overview of the changes in contemporary society and families that influence children with a range of exceptionalities from birth through second grade. Children are members of family units as well as larger, culturally diverse, social networks and systems; accordingly, their growth and development is linked with the cultural context that informs parent, family, and community involvement. Candidates learn possibilities for 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. The class addresses a range of collaborative partnerships that support learning, in particular examining effective approaches for 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 exceptionalities.  Includes 25 hours of professional field experiences.  Offered spring.

ED 618 Holistic Instruction: Aesthetic Education and Curriculum. Three credits. This course studies educational goals that move beyond mere academic learning. Theoretical connections between aesthetic education and emotional intelligence, including the ways in which these arenas support academic development, provide the foundation for the class.  Teacher candidates design and experience lessons for young children geared towards the development of emotional intelligence through the use of the arts, exploring what assessment might mean in an aesthetically and emotionally orientated curriculum. The notions of multiple intelligences and differentiation for various learning styles and exceptionalities form a key portion of the course.  Includes 25 hours of professional field experiences.  Offered spring.

ED 620 Advanced Curriculum Development and Instruction (Birth-2). Three credits. This course applies current theories of child and curriculum development to the effective design of early childhood learning environments.  Candidates learn to create physical environments and developmentally and age-appropriate curricula, ensuring classroom management strategies are respectful of physical, cultural, language, and societal diversity. Participants develop, implement, 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 are considered throughout the course. Co-requisite: ED 620L. Offered fall.

ED 620L Advanced Curriculum Development and Instruction (Birth-2) Lab. One credit. This 40-hour practicum of professional field experiences requires candidates registered for ED620 to work in a minimum of two placements in early childhood/special education contexts to provide targeted early interventions on a one-on-one basis with a student needing specialized social, emotional, behavioral, or intellectual supports.  Candidates prepare a portfolio that includes the results from interviews, inventories, and informal assessments.  Co-requisite: ED 620. Offered fall.

ED 621 Linguistic, Numerical and Artistic Symbols and Tools (Birth-2)Three credits. This course explores interdisciplinary approaches to the development of language acquisition, numeracy, creative expression, and literacy skills.  Topics include the influence of parents and community and characteristics and behaviors of children birth to second grade.  Course discussions focus on diversity and children with special needs, exploring effective ways to differentiate standards-based instruction based on formative and summative assessment.  Includes 25 hours of professional field experiences. Offered spring.

ED 622 Learning Differences in the Inclusive Setting (Birth-2). Three credits. This course presents an overview of children with learning differences who are placed in inclusive early childhood settings from birth to second grade. Teacher candidates study the needs of young children with exceptionalities, with an emphasis on developing nurturing and stimulating environments that are specifically organized and adjusted to promote optimal functioning for each child. The course explores approaches for and evidence around early interventions for young children with mild, moderate, and severe exceptionalities.  Candidates practice designing and implementing interventions within legal and ethical frameworks that ensure appropriate delivery of services for all children, including those with and at risk for exceptionalities, receive appropriate services. Includes 25 hours of professional field experiences. Offered fall.

ED 624 Action Research. Three credits. This course examines research design, methodology, and qualitative and quantitative analyses through the lens of action research. Participants conduct literature reviews, build or select a conceptual framework, and design an action research project intended to deepen their knowledge of their field, to develop their leadership skills by promoting learning among colleagues, and to support positive change within their organizations. Includes 10 hours of professional field experience. Offered fall. 

ED 635 Advanced Studies in Literacy for the B-6 Inclusive Setting. Three credits. This course examines the processes, theories, and models underlying literacy development. Teacher candidates practice supporting students in the developmental process of becoming sophisticated readers, writers, speakers, and listeners.  Using State and professional association standards that support English Language Arts learning, including ACEI, IRA, CEC, and New York State Common Core standards, candidates plan, implement, and assess the impact of interdisciplinary inquiry-focused lessons using both fiction and non-fiction to meet all students’ ELA learning needs. Includes 25 hours of professional field experiences. Offered spring.

ED 636 Intervention Strategies for Students with Reading Difficulties. Three credits. This course explores the complex characteristics and needs of individuals with reading difficulties, including linguistically and culturally diverse children across a wide spectrum of abilities.  Candidates study approaches for teaching reading, including strategies such as controlled sight vocabulary; analytic phonics; organizing and summarizing; the use of mnemonics, background knowledge, and context clues; problem solving; and relational thinking. Using State and professional association standards that support literacy development for diverse learners, including TESOL, CEC, and New York State Common Core standards, candidates plan, implement, and assess the impact of interdisciplinary inquiry-focused lessons designed to provide effective interventions for students struggling with literacy development. Includes 25 hours of professional field experiences. For candidates in B-6 literacy program, this course is taken concurrently with ED 636L. Offered summer and fall.

ED 636L Practicum Intervention Strategies for Reading Difficulties. One credit. This 40-hour practicum of professional field experiences requires one-on-one work with a student having reading difficulties. Candidates prepare a student portfolio that includes the results from interviews, inventories, and informal assessments, implementing and assessing an appropriate remediation plan based on the diagnosis. In addition, the practicum requires candidates to effectively communicate results from formal and informal assessments to other school personnel and parents. Satisfies the 25 hours of professional field experience requirement for ED 636. Co-requisite: ED 636. Offered summer and fall.

ED 637 Literature for Children. Three credits. This course examines literature designed to enrich the curriculum and broaden students’ perspectives. Candidates explore various genres of children’s fiction and non-fiction literature and practical applications for using quality works of children’s literature.  Candidates develop quality curriculum materials, including the integration of technology, to enrich content area instruction and teach children’s literature to diverse learners. The class includes a strong focus on high-quality informational texts and corresponding reading response activities, along with use of effective feedback for development of reading, composition and writing skills. Includes 25 hours of professional field experiences. Offered spring or summer.

ED 639 Language Development and Reading. Three credits. This course explores the complex phenomenon of becoming literate, beginning with language learning. Teacher candidates study the research around the features of the child’s environment that nurture language development and literacy proficiency. Using culturally-relevant approaches to engage children in language development activities, candidates construct, implement, and assess the effectiveness of instructional strategies to develop reading, writing, speaking and listening skills for both first and second language literacy development. Includes 25 hours of professional field experiences.  Offered spring.

ED 650 The Elementary Classroom in an Inclusive Setting. Three credits. This course surveys a variety of general and special education topics about elementary schools, including historical and comparative contexts of schooling; socio-cultural influences on student learning; curriculum design; classroom management; and differentiation within the elementary school context. Candidates develop instructional units and implement and assess lesson plans that incorporate informal assessment and result in appropriate modifications for re-teaching and curriculum revision. The class explores philosophies and models of elementary instruction such as grouping, integrated co-teaching, constructivism, and cooperative learning. Includes 15 hours of professional field experiences.  Generally offered fall or spring; check with the Department for current cycle.

ED 654 Theory and Practice of Second Language Acquisition. Three credits. This course provides a theoretical and practical overview of linguistically diverse students and the various potential pedagogical approaches that can be adapted to meet their needs. The course begins by providing a clear linguistic foundation, explaining how linguistically diverse students and students with exceptionalities learn language and the psycholinguistic and sociolinguistic implications of this language process, enabling students to plan relevant learning experiences that utilize both individual and collaborative approaches to incorporate home and community languages. Looking at the issue of second language acquisition from a pedagogical and administrative perspective, a number of educational alternatives are discussed including submersion, pull-out ESL, bilingual education, immersion, and two-way bilingual education. These programs are examined using such criteria as feasibility, theoretical assumptions, research evidence and impact on students. Finally, the legal implications of these programs are discussed. Includes 30 hours of professional field experiences.  Offered summer and fall.

ED 656 Classroom Management. Three credits. This course covers the concepts of individual and classroom management with an emphasis on designing, implementing, and evaluating strategies. Teacher candidates learn how to establish a classroom culture that maximizes engagement and thus minimizes disruptions, learning how to address behavior efficiently, effectively, ethically, and with minimal disruption to the learning process. Participants learn to conduct functional assessment with secondary students, including those with mild, moderate, severe, and multiple exceptionalities, using classroom-based technology to support students’ progress towards behavioral goals. The course examines the challenges and positive effects of educational programs for individuals with exceptional learning and behavioral needs.  Includes 15 hours of professional field experiences.  Offered summer and fall.

ED 667 Interdisciplinary and Content Area Literacy Development. Three credits. This course examines current theory and research related to children’s literacy acquisition from birth through grade 6, with a particular focus on oral and written communication and meaning construction across content areas for students from linguistically and culturally diverse backgrounds in inclusive settings.  Pedagogic explorations for early childhood include developmentally appropriate practices such as talking, reading, writing, playing, listening, and developing print, graphophonemic and linguistic awareness.  For later years and formal instructional settings, the course examines instruction for typically and for atypically developing children from English and non-English home backgrounds, including systematic code instruction, word identification, and vocabulary development. Candidates learn to carry out ongoing assessments, including identifying students with reading and writing difficulties.   Includes 25 hours of professional field experience. Offered fall.

ED 668 Inclusive Secondary Methods: Mathematics. One credit. This course examines research and the effects of educational theories upon the objectives, curriculum design, and delivery approaches of mathematics in inclusive classrooms. Undertaken within a social construction framework, the course emphasizes the development of a standards-base curriculum in a student-centered environment. Candidates learn and apply standards-based theories and effective practices around the teaching of Mathematics (NCTM), technology (ISTE), and individuals with exceptionalities (CEC). Candidates plan, implement, and assess consecutive lessons that demonstrate their abilities to teach inquiry-based, standards-aligned constructivist lessons. Co-requisite:  ED 680. Generally offered fall or spring; check with the Department for current cycle.

ED 669 Inclusive Secondary Methods: Science. One credit. This course examines research and the effects of educational theories upon the objectives, curriculum design, and delivery approaches of science instruction in inclusive classrooms. Undertaken within a social constructionist framework, the course emphasizes the development of a standards-base curriculum in a student-centered environment. Candidates learn and apply standards-based theories and effective practices around the teaching of science (NSTA), technology (ISTE), and individuals with exceptionalities (CEC). Candidates plan, implement, and assess consecutive lessons that demonstrate their abilities to teach inquiry-based, standards-aligned constructivist lessons. Co-requisite:  ED 680. Generally offered fall or spring; check with the Department for current cycle.

ED 673 Inclusive Secondary Methods: Social Studies. One credit. This course examines research and the effects of educational theories upon the objectives, curriculum design, and delivery approaches of social studies instruction in inclusive classrooms. Undertaken within a social constructionist framework, the course emphasizes the development of a standards-based curriculum in a student-centered environment. Candidates learn and apply standards-based theories and effective practices around the teaching of social studies (NCSS), technology (ISTE), and individuals with exceptionalities (CEC). Candidates plan, implement, and assess consecutive lessons that demonstrate their abilities to teach inquiry-based, standards-aligned constructivist lessons. Co-requisite:  ED 680. Generally offered fall or spring; check with the Department for current cycle.

ED 674 Inclusive Secondary Methods: Language Arts. One credit. This course examines research and the effects of educational theories upon the objectives, curriculum design, and delivery approaches of English Language Arts instruction in inclusive classrooms. Undertaken within a social constructionist framework, the course emphasizes the development of a standards-base curriculum in a student-centered environment. Candidates learn and apply standards-based theories and effective practices around the teaching of English (NCTE), technology (ISTE), and individuals with exceptionalities (CEC). Candidates plan, implement, and assess consecutive lessons that demonstrate their abilities to teach inquiry-based, standards-aligned constructivist lessons. Co-requisite:  ED 680. Generally offered fall or spring; check with the Department for current cycle.

ED 675 Inclusive Secondary Methods: Languages Other Than English. One credit. This course examines research and the effects of educational theories upon the objectives, curriculum design, and delivery approaches of foreign language instruction in inclusive classrooms. Undertaken within a social constructionist framework, the course emphasizes the development of a standards-base curriculum in a student-centered environment. Candidates learn and apply standards-based theories and effective practices around the teaching of foreign language (ACTFL), technology (ISTE), and individuals with exceptionalities (CEC). Candidates plan, implement, and assess consecutive lessons that demonstrate their abilities to teach inquiry-based, standards-aligned constructivist lessons. Co-requisite:  ED 680. Generally offered fall or spring; check with the Department for current cycle.

ED 680 Inclusive Secondary Education Curriculum and Methods. Two credits. This course, in conjunction with a disciplinary-specific one-hour class, provides content-specific pedagogical explorations and applications in inclusive middle and high school settings.  The 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 with a social constructivist framework, teacher candidates explore how curriculum can be adapted to meet the needs of students who have different learning styles and needs, creating a safe, inclusive learning environment.  Candidates demonstrate their ability to implement a pedagogically sound and effective curriculum in a high school classroom and with middle school students using State, ISTE, and CEC standards, as well as pertinent specialty association standards (NCSS, NCTM, NSTA, NCTE, ACTFL).  Includes 50 hours of professional field experience.  Co-requisite: ED 668, ED 669, ED 673, ED 674, or ED 675.  Generally offered fall or spring; check with the Department for current cycle.

ED 687 Educational Assessment and Testing. Three credits. This course introduces teacher candidates to the elements of effective assessment and evaluation for general education students and students with exceptionalities. Topics include the history of standardized testing, accountability policy, and data-based instructional decision-making. Candidates gain understandings of the implications of national and international testing initiatives and the need to balance reliance on single-measure, high-stakes tests with alternative assessments. Applications of course content explore how multiple forms of formative and summative assessment can support the needs of individual learners and how teachers can learn to inform instruction through analysis of assessment data. Includes 15 hours of professional field experiences. Offered spring and summer.

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 take place in the required continuation course. In addition, the Director makes site visits to the participant schools. Throughout these sessions, new teachers 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. Offered fall.

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 makes site visits to the participant schools. Throughout these sessions, new teachers 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. Offered spring.

ED 693: Independent Study. Three credits. Supervised independent research projects developed by the student with faculty advisement. Restricted to advanced majors. Offered as needed.

ED 694 Practicum in Early Childhood. Three credits. This culminating 50-hour practicum provides candidates with in-depth experience in at least two developmentally appropriate birth-2nd grade settings, including settings that serve students with diverse learning needs and students identified on the autism spectrum disorder. Under supervision of certified specialists at each placement, candidates implement instructional and intervention strategies to support children’s social, emotional, and intellectual development, including children with mild, moderate and severe exceptionalities, including autism spectrum disorders.  Offered spring.

ED 696 Practicum for Teaching Literacy B-6. Three credits. This culminating 50-hour practicum provides candidates with in-depth experience in at least two developmentally appropriate birth-6th grade settings, including settings that serve students with diverse learning needs. Under supervision of certified specialists at each placement, candidates implement instructional and intervention strategies to support children’s literacy development and support other adults in learning effective approaches for effectively intervening to aid children’s literacy development. Offered spring.

ED 699 Action Research Project. Three credits. This course supports students in their research and writing of an action research thesis, as planned in ED 624 and approved by the thesis committee.  The research must be appropriate to the degree and must involve an intervention that is designed to help students or colleagues grow in ways that will either support the individual or the organization.  A major goal of the project is to integrate knowledge and reflect critically on education theories and perspectives, demonstrating practical judgments informed by theory and research.  Includes 30 hours of professional field experiences.  Prerequisites: 30 credits including ED 624.  Offered spring.  Thesis printing and binding fee of $50 required.

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.