This course presents an introduction to the field of early childhood education through an examination of the history and philosophy of early childhood programs and educational theorists with regard to cognitive, social, emotional, language, and physical development. Students will be introduced to the characteristics and instructional implications of moderately and severely disabling conditions. Emphasis will be placed on understanding the development of early childhood programs and environments in relation to the changing needs of modern digitally-dependent and ever-changing society. Required observations at local preschools, child care facilities and public elementary schools will augment classroom activities.

This course provides students with background and context for thinking critically about the challenges facing elementary school educators and the cognitive, social-emotional, and linguistic needs of learners in the classroom. Students will develop an understanding of the characteristics and instructional implications of moderately and severely disabling conditions. With exposure to the major socio-cultural factors that continue to shape education within a complex, students will reflect on their role as future professionals in an ever-changing digitally-dependent society. Observation/fieldwork is required.

The course presents the theories, research, and issues that encourage the creative process in young children. Addressed are areas of the creative arts such as the relationship between play and creativity, the arts, music, movement, drama, and the integration of the arts across the curriculum.

This early childhood course studies the theoretical and practical aspects of teaching and caring for young children with respect to their cultural and linguistic backgrounds. Topics include: philosophical constructs, program development, curriculum design and delivery, planning and organization, and instructional and classroom management techniques that meet the cognitive, social, and emotional needs of all learners. Students will be introduced to the Massachusetts Curriculum Frameworks. Students will participate in early childhood setting observations.

This course continues the study of the theoretical and practical aspects of teaching and caring for young children with respect to their cultural and linguistic backgrounds. Topics include: creative arts, mathematics, science and technology, history, early literacy and literature for young children. The Massachusetts Curriculum Frameworks are used to plan and design instruction that meets the cognitive, social, and emotional needs of all learners. Students will participate in a 20-hour field experience at the preschool or kindergarten level.

This course presents a comprehensive approach to understanding diversity and the role it plays in the lives of young children and their families. Issues and information about diversity and multiculturalism are presented to that teacher candidates can create more culturally appropriate curricula and classroom environments that meet the cognitive, social, and emotional needs of all learners.

This course deals with the implications of disabling conditions on optimal learning potential and daily well-being of children. Emphasis is on identification of disabling conditions and techniques used to promote successful integration of children with and without special needs in education settings. Topics covered include familiarity with individualized education plans, intervention and instructional strategies for diverse learners, including cognitive, social and emotional strategies, and collaborative partnerships with families and community resources. Observations are required.

Students examine current research-based theories and instructional practices for developing proficient readers (phonics and word recognition, vocabulary, fluency, comprehension, and the reading-writing connection) in grades PK-2. Topics include theories, research, and instructional practices for supporting readers with diverse cultural and linguistic backgrounds, strengths, and challenges. Assessment, corresponding interventions, and differentiating literacy instruction to meet the needs of emerging readers will also be addressed. Observation/fieldwork is required.

This course builds on introductory English Language Arts (ELA) methods, providing deeper learning on the topics of planning ELA lessons and supporting students with reading and writing. It prepares participants to effectively implement high-quality ELA curriculum and support students in ELA.

This course builds on introductory math methods, providing deeper learning on the topics of assessment, mathematically productive discussions, and analysis of student work. It prepares participants to effectively implement high-quality math curriculum.

This course focuses on the topics of three-dimensional science instruction, phenomenon-based instruction, and formative assessment in science. It prepares participants to effectively implement high-quality science curriculum.

This course is focused on using the inquiry arc in social studies, source analysis, and argumentation. It prepares participants to effectively develop and implement high-quality social studies curriculum.

This course will introduce the process of achieving an inclusive classroom. Topics addressed will include: the nature of various disabilities and the laws that govern their education; how to use best practice strategies, accommodations, motivational interventions, and differentiated instruction so that ALL students benefit from instruction; how to work with other school professionals as part of a team that supports students with disabilities, as well as students from culturally and linguistically diverse backgrounds; and how to develop the affective skills of students, including behavior management strategies for behaviorally challenged students.

This course will provide strategies for authentic assessments of young children in school and family settings. Appropriate use of assessment and observation strategies to document development, growth, play, and learning will be studied. Students will learn the value of using data from assessment to enhance curriculum and instruction for the class and individual child. Students will also learn to work with families and other professionals to share assessments and resulting strategies to best serve children.

This course explores positive guidance techniques in early childhood classrooms. Looking at positive guidance from a maturationist, behaviorist and constructivist perspective, students will explore techniques to prevent behavior problems and develop strategies to incorporate positive interventions with young children.

Students will demonstrate their ability to organize the environment and plan developmentally appropriate curriculum within a high-quality learning environment to facilitate young children’s learning. They will identify the range of appropriate behaviors, activities and materials and be able to implement an integrated, comprehensive, developmentally appropriate curriculum in a supportive physical and social setting for children birth through age 8.

The emphasis of this course is on using appropriate guidance techniques to promote positive behavior in childcare settings. What is critical is to understand that interventions must be based on the different developmental, cultural and self-esteem needs of children. Students will be presented with discipline models to become competent practitioners of techniques for birth-8 that match the student’s personality and philosophy of learning as well as what is appropriate for the developing child. They will learn to help children develop self-regulation, self-concept, coping mechanisms, self-comfort skills, and positive interaction with peers and adults.

This course covers theories of child development and the developmental sequences critical for early education with emphasis on physical, sensory, language, cognitive, and social-emotional development in the context of individual differences. The course will focus on how children (birth-8) learn based on research in early brain development and the impact of adults on this learning process. Students learn how to create safe, nurturing and challenging learning environments that are developmentally appropriate and promote growth, social skills and knowledge.

This course assesses the management of early childhood programs and childcare centers. Topics covered include planning, managing and evaluating programs and environments for children. Subjects for discussion are marketing, record keeping, budgeting, licensing, accreditation, hiring, motivating/evaluating staff, family involvement and community collaborations. Emphasis will be placed on regulations, applicable laws, professional standards, policies and quality standards. Students will learn best practices in supervision and managing resources.

This course will focus on health, safety and nutrition as well as preventative health maintenance of the young child. Students will learn to recognize and respond to child abuse and neglect as well as other factors that may threaten a child’s safety. Students will study current theories and practice problem-solving methods and conventional applications for in-class situations. The role of culture, language and ability on health decisions and how they impact young children will be assessed. Students will develop activities and resources for a health curriculum that encompasses all aspects of the healthy child.

Students examine current research-based theories and instructional practices for developing proficient readers (phonics and word recognition, vocabulary, fluency, comprehension, and the reading-writing connection) in grades 3-6th. Topics include theories, research, and instructional practices for supporting readers with diverse cultural and linguistic backgrounds, strengths, and challenges. Assessment, corresponding interventions, and differentiating literacy instruction to meet the needs of developing readers will also be addressed. Observation/fieldwork is required.

This course will help students understand diverse family structures and influences and develop consultation and interpersonal skills necessary for communication with coworkers, parents and community members. Students will learn strategies to build respectful and reciprocal relationships with families and the broader community allowing them to help families navigate community resources and schools. Intervention strategies and interviewing techniques will be stressed. Discussions include dynamics of the team process, roadblocks to communication, and analysis of a school system, with subsequent in-service recommendations. Students have an opportunity to apply these learned skills while examining theory concurrently.

This course will emphasize professionalism and leadership in early childcare settings, leading students to understand and adhere to ethical guidelines and professional standards. Students will learn the value of collaborative leadership where knowledge is shared, reflective practice is encouraged, decisions are informed by data, best practices are followed and diversity is valued. Students will learn to develop themselves as leaders and mentor others.

Students will explore curriculum design and instructional strategies to facilitate learning that reflects the Massachusetts Curriculum Frameworks in both Science and Engineering/Technology and History and Social Science. Topics include anti-racist and anti-bias curriculum and instructional design and delivery methods, technology as a curriculum resource, formal and informal assessment techniques and their connection to instructional planning, effective communication, and strategies for promoting classroom spaces that develop positive social identities based on membership in multiple groups. Observations/fieldwork are required. This course must be taken at Bay Path University.

This course explores curriculum design and classroom management strategies for teachers using cognitive, social, and emotional guidelines presented in the Massachusetts Curriculum Frameworks. Topics include instructional design and delivery methods, technology as a curriculum resource, formal and informal assessment techniques and their connection to instructional planning, effective communication with children and adults, and strategies for engaged and effective learning. Observation/fieldwork in a secondary biology class is required.

This course is designed to introduce the developing teacher to reading instruction and the development of a reading/writing community in English for English language learners (ELLs). This course is designed to promote continuous improvement in educator practice, and to build confidence and familiarity with research-proven practices for working with ELLs. This course is framed around two module areas: A) ELLs: Their World and Second Language Acquisition Process in the SEI Classroom, and B) Academic Language and Literacy Development in the SEI Classroom. Students are only endorsed for SEI if they complete an initial licensure program at Bay Path University.

Students will plan, implement, and assess curriculum and instruction in mathematics for diverse student populations that reflect the Common Core and the Massachusetts Mathematics Frameworks. Emphasis is on research-based mathematical pedagogical practices that develop literacy skills alongside math skills. Topics include anti-racist and anti-bias curriculum and instructional design and delivery methods, technology as a curriculum resource, formal and informal assessment techniques and their connection to instructional planning, effective communication, and strategies for promoting classroom spaces that develop positive social identities based on membership in multiple groups. Students are required to complete a fieldwork experience in mathematics at the early childhood or elementary level.

Students design, implement, and assess curriculum and instruction using the Massachusetts Curriculum Frameworks as they relate to the academic disciplines in secondary education. Emphasis is on instructional approaches and methodology in a standards based environment. Fieldwork in a secondary biology class is required.

This course is an advanced field experience that includes observation, participation, and teaching in the early childhood setting (specifically preschool and kindergarten). Emphasis is on program planning including assessment for children in early childhood education. The candidate must apply to the Early Education and Care program chair one semester in advance to enroll in this course.

This course focuses on the knowledge and skills needed in the preparation for the Communication & Literacy exam required by the Department of Elementary & Secondary Education for Teacher licensure. Students will become familiar with reading and writing mechanics, grammar, and comprehension skills needed to succeed in the passing of the MTEL exams, particularly the Communication & Literacy exam.

This course focuses on the knowledge and skills needed in the preparation for the General Curriculum exam required by the Department of Elementary & Secondary Education for Teacher licensure. Students will become familiar with number and operations, analyzation, geometry, and statistics skills needed to succeed in the passing of the MTEL exams, particularly the General Curriculum Mathematics subtest.

This supervised pre-practicum in Early Childhood (PreK-2) provides the teaching candidate with a consistent, supervised experience in a public school setting or an approved Early Education and Care Center. Teaching Candidates integrate and apply what has been learned in prior education courses, including planning, teaching, and assessing student learning using the Massachusetts Curriculum Frameworks. Teaching candidates must provide their own transportation to school and will follow the public school calendar. Candidates must complete a CORI (Criminal Offender Record Information) check and any other requirements mandated by a school district. During the pre-practicum, the teaching candidate completes a minimum of 80 hours. The candidate must also attend a weekly seminar session with a program supervisor from the university. This course must be taken at Bay Path University.

This supervised pre-practicum in Elementary (1-6) provides the teaching candidate with a consistent, supervised experience in a public school setting. Teaching Candidates integrate and apply what has been learned in prior education courses, including planning, teaching, and assessing student learning using the Massachusetts Curriculum Frameworks. Teaching candidates must provide their own transportation to school and will follow the public school calendar. Candidates must complete a CORI (Criminal Offender Record Information) check and any other requirements mandated by a school district. During the pre-practicum, the teaching candidate completes a minimum of 80 hours. The candidate must also attend a weekly seminar session with a program supervisor from the university. This course must be taken at Bay Path University.

This supervised pre-practicum in Secondary Biology (8-12) provides the teaching candidate with a consistent, supervised experience in a public school setting. Teaching Candidates integrate and apply what has been learned in prior education courses, including planning, teaching, and assessing student learning using the Massachusetts Curriculum Frameworks. Teaching candidates must provide their own transportation to school and will follow the public school calendar. Candidates must complete a CORI (Criminal Offender Record Information) check and any other requirements mandated by a school district. During the pre-practicum, the teaching candidate completes a minimum of 80 hours. The candidate must also attend a weekly seminar session with a program supervisor from the university. This course must be taken at Bay Path University.

This supervised pre-practicum in Severe Disabilities (All Levels) provides the teaching candidate with a consistent, supervised experience in a public school setting or Chapter 766-approved school. Teaching Candidates integrate and apply what has been learned in prior education courses, including planning, teaching, and assessing student learning using the Massachusetts Curriculum Frameworks. Teaching candidates must provide their own transportation to school and will follow the public school calendar. Candidates must complete a CORI (Criminal Offender Record Information) check and any other requirements mandated by a school district. During the pre-practicum, the teaching candidate completes a minimum of 80 hours. The candidate must also attend a weekly seminar session with a program supervisor from the university. This course must be taken at Bay Path University.

Course Description: Supervised pre-practicum in Moderate Disabilities (PK-8). Pre-Practicum begins the student’s culminating experience and gives the student a consistent, supervised experience in a public school setting or Chapter 766 approved school. Students integrate and apply what has been learned in earlier education courses, including planning, preparing and teaching through use of the Massachusetts Curriculum Frameworks. Students must provide their own transportation to school and will follow the public school calendar. Students must complete a CORI (Criminal Offense Records Investigation) check and any other requirements as mandated by a school district. Pre-Practicum hours are typically earned in 11 weeks, during one full day and two half days each of those weeks. A minimum of 80 hours are required over the 11-week period. Included is a weekly seminar session with a program supervisor from the University. This course must be taken at Bay Path University.

Supervised pre-practicum in Moderate Disabilities (5-12). Pre-Practicum begins the student’s culminating experience and gives the student a consistent, supervised experience in a public school setting or Chapter 766 approved school. Students integrate and apply what has been learned in earlier education courses, including planning, preparing and teaching through use of the Massachusetts Curriculum Frameworks. Students must provide their own transportation to school and will follow the public school calendar. Students must complete a CORI (Criminal Offense Records Investigation) check and any other requirements as mandated by a school district. Pre-Practicum hours are typically earned in 11 weeks, during one full day and two half days each of those weeks. A minimum of 80 hours are required over the 11-week period. Included is a weekly seminar session with a program supervisor from the University. This course must be taken at Bay Path University.

This supervised pre-practicum in Severe Disabilities (PreK-2) provides the teaching candidate with a consistent, supervised experience in a public school setting or Chapter 766-approved school. Teaching Candidates integrate and apply what has been learned in prior education courses, including planning, teaching, and assessing student learning using the Massachusetts Curriculum Frameworks. Teaching candidates must provide their own transportation to school and will follow the public school calendar. Candidates must complete a CORI (Criminal Offender Record Information) check and any other requirements mandated by a school district. During the pre-practicum, the teaching candidate completes a minimum of 80 hours. The candidate must also attend a weekly seminar session with a program supervisor from the university. This course must be taken at Bay Path University.

This course focuses on the knowledge needed for the preparation of quality directors in early childhood education. Students will become familiar with Massachusetts standards and regulations as stipulated by the Department of Early Education and Care. The following topics in early childhood administration will be explored: licensure and fiscal management, ethical considerations, physical facility requirements, quality curriculum, supervision and staffing requirements, nutrition, health and safety requirements, and program evaluation.

This course is designed to familiarize students with the basics of organizational leadership and the supervisory processes necessary for a successful director of an early childhood center. This course will cover the characteristics of an effective leader, staff supervision, and the director as a professional, change agent, and an advocate. The Massachusetts Department of Early Education and Care regulations as they relate to staff supervision and leadership will be addressed.

Students engage in this capstone course as they enter the final stage of their academic program. While completing an internship or working in the field of education, students demonstrate their growing expertise by observing the needs of an educational community. With these observations and knowledge of research-based best practices, students assess the needs, identify an area to problem solve, develop a plan of action, and implement the plan. Reflection on personal and professional growth is encouraged throughout the course and shared at the end. Students are expected to be interning or working in an educational site throughout the course and must provide their own transportation to the site.

This is a special topics course.

This is a special topics course.

Supervised practicum in Moderate Disabilities (PK-8). This practicum involves full-time supervised teaching responsibilities in a public school classroom (PreK-8) or Chapter 766 approved school with learners with moderate disabilities. It requires attendance at weekly seminars. A minimum of 300 hours are required over 12 weeks in an inclusive general education setting or 75 hours in an inclusive general education setting and 225 hours in a separate or substantially separate setting for students with moderate disabilities. A weekly seminar session, facilitated by a University program supervisor, will be incorporated into the practicum experience. Practicum (student teaching) allows the student to refine pedagogical, methodological, and management skills necessary for exemplary teaching, using the Massachusetts Curriculum Frameworks. Practicum students are supervised jointly by the school supervising practitioner (cooperating teacher) and program supervisor. Students will have a minimum of six observations and participate in conferences at regular intervals during the semester. Students must demonstrate competence on the Candidate Assessment of Performance, based on subject and pedagogical knowledge and skills as defined by the Massachusetts Department of Elementary and Secondary Education. This course must be taken at Bay Path University.

Supervised practicum in Moderate Disabilities (5-12). This practicum involves full-time supervised teaching responsibilities in a public school classroom (PreK-8) or Chapter 766 approved school with learners with moderate disabilities. It requires attendance at weekly seminars. A minimum of 300 hours are required over 12 weeks in an inclusive general education classroom or 150 hours in an inclusive general education classroom and 150 hours in a separate or substantially separate setting for students with moderate disabilities. A weekly seminar session, facilitated by a University program supervisor, will be incorporated into the practicum experience. Practicum (student teaching) allows the student to refine pedagogical, methodological, and management skills necessary for exemplary teaching, using the Massachusetts Curriculum Frameworks. Practicum students are supervised jointly by the school supervising practitioner (cooperating teacher) and program supervisor. Students will have a minimum of six observations and participate in conferences at regular intervals during the semester. Students must demonstrate competence on the Candidate Assessment of Performance, based on subject and pedagogical knowledge and skills as defined by the Massachusetts Department of Elementary and Secondary Education. This course must be taken at Bay Path University.

Teaching Candidates will complete a full-time, supervised practicum in a public school or an approved Chapter 766 school in PreK-2 classroom setting and assume direct instructional and professional responsibilities as teachers. Candidates for Severe Disabilities must complete a minimum of 300 hours, with at least 75 hours in an inclusive general education classroom at any level, and at least 150 hours in a setting with students with severe disabilities; the remaining 75 hours may be in either setting. A weekly seminar session, facilitated by a university program supervisor, will be incorporated into the practicum experience. Teaching candidates will refine pedagogical, methodological, and management skills necessary for exemplary teaching, using the Massachusetts Curriculum Frameworks. Candidates are jointly supervised by the school supervising practitioner and the program supervisor. Teaching Candidates must provide their own transportation and will follow the public school calendar. Candidates must complete a CORI (Criminal Offender Record Information) check and any other requirements mandated by a school district. This course must be taken at Bay Path University.

Pre-practicum seminar prepares and supports Teaching Candidates as they develop and refine their pedagogy in alignment with the MA Professional Standards for Teachers. Through guided analysis of the Candidate Assessment of Performance (CAP) elements and collaborative discourse, candidates will examine their instructional planning, implementation, assessment, and professional responsibilities. Emphasis is placed on developing the reflective practice, culturally and linguistically sustaining pedagogy, and the use of student data to inform instructional decision-making. Candidates will engage in critical reflection and set professional goals that support continuous improvement and positive learning outcomes for all students. This course must be taken at Bay Path University.

Practicum seminar supports Teaching Candidates as they develop and refine their pedagogy in alignment with the MA Professional Standards for Teachers. Through guided analysis of the Candidate Assessment of Performance (CAP) elements and collaborative discourse, candidates will examine their instructional planning, implementation, assessment, and professional responsibilities. Emphasis is placed on reflective practice, culturally and linguistically sustaining pedagogy, and the use of student data to inform instructional decision-making. Candidates will engage in critical reflection and set professional goals that support continuous improvement and positive learning outcomes for all students. This course must be taken at Bay Path University.

Pre-practicum seminar prepares and supports Secondary Biology Teaching Candidates as they develop and refine their pedagogy in alignment with the MA Professional Standards for Teachers. Through guided analysis of the Candidate Assessment of Performance (CAP) elements and collaborative discourse, candidates will examine their instructional planning, implementation, assessment, and professional responsibilities. Emphasis is placed on developing the reflective practice, culturally and linguistically sustaining pedagogy, and the use of student data to inform instructional decision-making. Candidates will engage in critical reflection and set professional goals that support continuous improvement and positive learning outcomes for all students. This course must be taken at Bay Path University.

Practicum seminar supports Secondary Biology Teaching Candidates as they develop and refine their pedagogy in alignment with the MA Professional Standards for Teachers. Through guided analysis of the Candidate Assessment of Performance (CAP) elements and collaborative discourse, candidates will examine their instructional planning, implementation, assessment, and professional responsibilities. Emphasis is placed on reflective practice, culturally and linguistically sustaining pedagogy, and the use of student data to inform instructional decision-making. Candidates will engage in critical reflection and set professional goals that support continuous improvement and positive learning outcomes for all students. This course must be taken at Bay Path University.

Students will complete a full-time, supervised practicum with seminar in a public school, grades 8-12 Biology classroom, and will assume direct instructional and professional responsibilities as teachers. Practicum hours are earned over a 12-week period. A minimum of 300 hours is required. Practicum (student teaching) allows the student to refine pedagogical, methodological, and management skills necessary for exemplary teaching, using the Massachusetts Curriculum Frameworks. Practicum students are supervised jointly by the school supervising practitioner and program supervisor. Students will have three observations and participate in a minimum of three conferences during the semester. Students must demonstrate competence on the Candidate Assessment of Performance, based on subject and pedagogical knowledge and skills as defined by the Massachusetts Department of Elementary and Secondary Education. Students must provide their own transportation and will follow the public school calendar. Students must complete a CORI (Criminal Offender Record Information) check and any other requirements mandated by a school district. This course must be taken at Bay Path University.

Students discuss curriculum, pedagogy, professional standards for teachers, and critical issues in support of their success as future teachers. Additional Seminar topics include: the Candidate Assessment of Performance, creation of a professional teaching portfolio, and licensure. This course must be taken at Bay Path University.

Supervised practicum in severe special needs (All levels). This practicum involves full-time supervised teaching responsibilities in a public school classroom (PreK-12) or Chapter 766 approved school with learners with severe disabilities. It requires attendance at weekly seminars. A minimum of 300 hours is required over 12 weeks, with at least 75 hours in an inclusive general education classroom at any level, and at least 150 hours in a setting with students with severe disabilities; the remaining 75 hours may be in either setting. A weekly seminar session, facilitated by a University program supervisor, will be incorporated into the practicum experience. Practicum (student teaching) allows the student to refine pedagogical, methodological, and management skills necessary for exemplary teaching, using the Massachusetts Curriculum Frameworks. Practicum students are supervised jointly by the school supervising practitioner (cooperating teacher) and program supervisor. Students will have a minimum of six observations and participate in conferences at regular intervals during the semester. Students must demonstrate competence on the Candidate Assessment of Performance, based on subject and pedagogical knowledge and skills as defined by the Massachusetts Department of Elementary and Secondary Education. This course must be taken at Bay Path University.

Students will complete a full-time, supervised practicum with seminar in a public school, grades K and 1-2, and will assume direct instructional and professional responsibilities as teachers. Students enrolled in EDU 497 must complete two public school placements, one in a kindergarten setting (minimum of 100 hours over a 4-week period) and the second in a grade 1 or 2 setting (minimum of 200 hours over an 8-week period). At least one of these settings must include children with special needs. A minimum of 300 hours is required over 12 weeks. A weekly seminar session, facilitated by a college program supervisor, will be incorporated into the practicum experience. Practicum (student teaching) allows the student to refine pedagogical, methodological, and management skills necessary for exemplary teaching, using the Massachusetts Curriculum Frameworks. Practicum students are supervised jointly by the school supervising practitioner and program supervisor. Students will have three observations and participate in a minimum of three conferences during the semester. Students must demonstrate competence on the Candidate Assessment of Performance, based on subject and pedagogical knowledge and skills as defined by the Massachusetts Department of Elementary and Secondary Education. Students must provide their own transportation and will follow the public school calendar. Students must complete a CORI (Criminal Offender Record Information) check and any other requirements mandated by a school district. This course must be taken at Bay Path University.

Students will complete a full-time, supervised practicum with seminar in a public school, grades 1-6, and will assume direct instructional and professional responsibilities as teachers. Practicum hours are earned over a 12-week period. A minimum of 300 hours is required. Practicum (student teaching) allows the student to refine pedagogical, methodological, and management skills necessary for exemplary teaching, using the Massachusetts Curriculum Frameworks. Practicum students are supervised jointly by the school supervising practitioner and program supervisor. Students will have three observations and participate in a minimum of three conferences during the semester. Students must demonstrate competence on the Candidate Assessment of Performance, based on subject and pedagogical knowledge and skills as defined by the Massachusetts Department of Elementary and Secondary Education. Students must provide their own transportation and will follow the public school calendar. Students must complete a CORI (Criminal Offender Record Information) check and any other requirements mandated by a school district. This course must be taken at Bay Path University.

The design of curriculum and instruction for diverse learners in inclusive classrooms is the focus of this course. Course participants investigate universally designed approaches that draw on learning theories, differentiated instruction, multiple intelligences approaches, and new technologies to respond to the needs of all learners, including students with disabilities and students who are culturally and/or linguistically diverse. Course participants will be introduced to Response to Intervention as well as to evidence-based practices that provide access to the curriculum for all learners.

This early childhood course studies the theoretical and practical aspects of inclusive teaching and caring for diverse populations of young children with respect to their cultural and linguistic backgrounds as well as learning needs. Topics include: philosophical constructs, program development, curriculum design and delivery, planning and organization, and instructional and classroom management techniques that meet the cognitive, social, and emotional needs of all learners. Students will use the Massachusetts Curriculum Frameworks for planning inclusive, developmentally appropriate practices within special education for children within the PK-2 grade level. Students will participate in early childhood inclusive setting observations.

In an educational context, class culture should recognize that disparities in achievement among subgroups of students are the result of opportunity gaps, not capability gaps. Educators must expect and support every student to succeed within the school environment and beyond, with explicit attention to how personal and structural circumstances may influence the types and level of support needed. This course is designed to increase participants’ awareness of and sustain an effective classroom culture.

This course will examine effective ways to empower students to make real life connections with their academic material, by providing strategies and tips for teachers to continue the learning process outside the confines of the classroom. This course draws on the literature about teaching and learning in classrooms and the connection between ethnically diverse classrooms and the larger social context. Students will develop plans on how to establish partnerships and collaborations and how to design inclusive environments.

The information in this course supports the research design and analysis of data for completion of the Action Research Project. The emphasis is on familiarizing students with methods of research and data analysis. Examples of quantitative and qualitative methods are presented. Students explore techniques used in the identification of research problems, the formulation of hypotheses, the construction and use of data-gathering instruments, the design of research studies, and utilization of statistical procedures. Students will learn commonly used statistical procedures, including introductory computer applications for data analysis. Students design an Action Research Project which includes identifying a topic relevant to their field, conducting a literature review, and writing an introduction, a purpose statement, method and procedure. School administrators write a school improvement plan. Special educators write a program implementation plan. Professionals in curriculum and instruction develop a curriculum development plan. Pre-practicum hours of directed field-based training required.

This course examines the structural barriers and institutional practices in schools that have helped to create and sustain socioeconomic inequality and educational inequities. Through readings and discussions, students closely assess past and current education policies based on stated aims and observable outcomes. Emphasis is placed on understanding social and ideological factors that shape American education in ways that are inconsistent with the democratic aspirations of America’s founding documents and education reformers’ rhetoric.

This advanced leadership issues course merges leadership theory with practice to examine leadership roles in educational settings. Using case studies and problem-solving techniques, students actively examine a wide variety of current leadership issues that impact the ability of educational institutions to fulfill their public trust. State and professional educational leadership standards are examined. Topics include practical considerations of collective bargaining, managing student and staff diversity, budgeting, legal issues, and implementing school reforms from the perspective of an educational leader. Practicum hours of directed field-based training required.

This course focuses on the impact of a worldwide information intensive society on education policy and planning. Students study practical and theoretical issues pertaining to educational technologies. The course surveys practical applications for managing organizational information systems and databases. From a theoretical perspective, it focuses on using new technologies to serve various pedagogical philosophies and the impact of new technologies on instructional design, teaching and school reform. Practicum hours of directed fieldbased training required.

This course will focus on research methods, ILP requirements, and technology integration as you research and write the ILP. The following will be covered: identifying a topic; defining key words; searching the online library for journal articles; identifying scholarly sources for research; preparing a webliography; developing a research plan; writing a literature review; and using the American Psychological Association (APA) format for in-text citations and references.

This course will focus on research methods, ILP requirements, and technology integration as you research and write the ILP. The following will be covered: identifying a topic; defining key words; searching the online library for journal articles; identifying scholarly sources for research; preparing a webliography; developing a research plan; writing a literature review; and using the American Psychological Association (APA) format for in-text citations and references.

An in-depth examination of elementary mathematics content through The Guiding Principles and Learning Standards in the Mathematics Curriculum Framework, Massachusetts Department of Elementary and Secondary Education. Evidence-based instructional strategies to support learning basic number sense and numeration; numbers and operations; patterns, functions, and algebra; geometry and measurement; data analysis, statistics, and probability as appropriate to deepen understanding and excellence in pedagogical practice. The course also emphasizes integrating universal design for learning (UDL) to ensure learning is accessible and equitable for all students. Culturally and linguistically sustaining pedagogical practices and developmental theories related to childhood cognitive, social-emotional, and linguistic growth will be analyzed to inform developmentally appropriate instructional strategies and assessments. This course equips educators with the pedagogical knowledge and skills necessary to foster mathematical thought, problem-solving, and literacy development across the content area in the elementary classroom.

An in-depth examination of early childhood and elementary mathematics content through The Guiding Principles and Learning Standards in the Mathematics Curriculum Framework, Massachusetts Department of Elementary and Secondary Education. Evidence-based instructional strategies to support learning basic number sense and numeration; numbers and operations; patterns, functions, and algebra; geometry and measurement; data analysis, statistics, and probability as appropriate to deepen understanding and excellence in pedagogical practice. The course also emphasizes integrating universal design for learning (UDL) to ensure learning is accessible and equitable for all students. Culturally and linguistically sustaining pedagogical practices and developmental theories related to early childhood cognitive, social-emotional, and linguistic growth will be analyzed to inform developmentally appropriate instructional strategies and assessments. This course equips educators with the pedagogical knowledge and skills necessary to foster mathematical thought, problem-solving, and literacy development across the content area in the early childhood setting.

This course provides a thorough examination of current research and best practices concerning physical education and movement in early childhood and elementary classrooms. Participants will gain a comprehensive understanding of the benefits of physical education and movement for young students and how they can be integrated with other academic subjects to enhance the overall development and well-being of students.

The Arts enable teachers to better engage their students while also addressing student’s different learning styles and allowing student creativity to flourish. This course will give participants an introduction to using the visual arts as a vehicle for learning in the classroom. Teachers will learn ways to use the arts and art materials as a pathway toward gaining knowledge and using higher order thinking skills. Presentation of material will be part reading, part lecture and part hands on participation and exploration. Students will leave the course with a deeper understanding of art materials, art language and how to use visual arts in the early childhood and elementary classroom that includes special needs and ESL students.

This course provides participants with the knowledge and skills to adapt curriculum and materials to meet the diverse needs of students. Participants will explore the key frameworks of UDL and differentiation to promote inclusive practices and optimize learning. Participants will evaluate existing curriculum, materials, and instructional practices to ensure they are accessible, engaging, and effective for learners. Emphasis will be on applying accommodations and modifications as well as implementing the frameworks for UDL and differentiation.

The Independent Learning Project (ILP) involves researching a topic and communicating the findings in writing. This course is designed to support the writing of social science research projects. It explores the following: determining the research statement, developing an outline and design, organizing information, and mechanically correct writing. The course covers both the “thesis-type” project and the “projecttype” ILP as outlined in the university ILP handbook. Enrollment limited to 20.

Reflective practice is a process of self-evaluation and analysis that allows teachers to reflect on their teaching practices, identify areas for improvement, and make adjustment to their practice to better support student learning. In this 1-credit course, graduate students will learn to identify their own strengths and challenges, set goals for themselves and their students, evaluate curriculum materials, generate potential solutions to problems of practice.

Pre-practicum and seminar class meets a minimum of four times during the spring semester and is designed to prepare the early childhood education initial licensure candidate for the pre-practicum seminar II experience. PLEASE NOTE: A candidate needs to have enrolled and completed EDU 553 (spring course) and EDU 557 (summer course) in sequence order to enroll in a practicum. Even if you took EDU 553 in a previous semester, you must retake EDU 553 if you did not sequence it with EDU 557. Both of these courses are for zero credit and a grade is either pass or fail. Candidates must pass all required MTEL tests for the licensure sought, as well as, receive a passing grade in pre-practicum seminar I EDU 553 to be eligible for pre-practicum seminar II EDU 557.

Pre-practicum and seminar class meets a minimum of four times during the spring semester and is designed to prepare the elementary education initial licensure candidate for the pre-practicum seminar II experience. PLEASE NOTE: A student needs to have enrolled and completed EDU 554 (spring course) and EDU 555 (summer course) in sequence order to enroll in a practicum. Even if you took EDU 554 in a previous semester, you must retake EDU 554 if you did not sequence it with EDU 555. Both of these courses are for zero credit and a grade is either pass or fail. Candidates must pass all required MTEL tests for the licensure sought, as well as, receive a passing grade in pre-practicum seminar I EDU 554 to be eligible for pre-practicum seminar II EDU 555.

Pre-practicum hours begin at the beginning of the public school year (August/September). This experience provides the elementary education initial licensure candidate a consistent, supervised experience in a public school/Chapter 766 school setting. A minimum of 80 hours is required in the appropriate school setting beginning the first week of school August/September and ending the last week in September. Pre-practicum students are supervised jointly by the school supervising practitioner and university program supervisor. Students will have a minimum of one observation during the pre-practicum seminar II. A minimum of six weekly seminar classes will be offered between August and September.

This is the first of two courses, a 300-hour (500 total) supervised practicum in a school setting under the guidance of a practitioner and a college supervisor. This practicum allows for the development of administrator competencies specific to the principal/assistant principal position at the PreK-8 of the educational system. The practicum provides opportunity for experienced professionals to become fully immersed in examining how theory and practice interact in school administration at the district level and its relationship to and impact on state, district, and school policies and practices. Attendance at four seminar sessions in each semester is required during the practicum. The seminars, combined with the field experience, focus on current issues in the students’ practicum sites and specifically on issues of the principalship. An Exit Performance Portfolio documents the experiences. Evaluation is based on current standards for licensure.

Pre-practicum hours begin at the beginning of the public school year (August/September). This experience provides the early childhood education initial licensure candidate a consistent, supervised experience in a public school/Chapter 766 school setting. A minimum of 80 hours is required in the appropriate school setting beginning the first week of school August/September and ending the last week in September. Pre-practicum students are supervised jointly by the school supervising practitioner and university program supervisor. Students will have a minimum of one observation during the pre-practicum seminar II. A minimum of six weekly seminar classes will be offered between August and September.

This course focuses on the theory/practice of continuing school renewal and educational change. Emphasis is placed on building collaborative relationships necessary to plan, implement, and manage significant school change that leads to improved teaching and learning. In introducing change as an essential quality of healthy learning organizations, students study reform and change models, while learning how to build strong teams within the school and community that lead to equitable and excellent outcomes for all stakeholders. Practicum hours of directed field-based training required.

This is the first of two courses, a 300-hour (500 total) supervised practicum in a school setting under the guidance of a practitioner and a college supervisor. This practicum allows for the development of administrator competencies specific to the principal/assistant principal at the 5-12 level of the educational system. The practicum provides opportunity for experienced professionals to become fully immersed in examining how theory and practice interact in school administration at the 5-12 level and its relationship to and impact on state, district, and school policies and practices. Attendance at four seminar sessions in each semester is required during the practicum. The seminars, combined with the field experience, focus on current issues in the students’ practicum sites and specifically on issues of the principalship. An Exit Performance Portfolio documents the experiences. Evaluation is based on current standards for licensure.

This course, taken in the student’s last term, requires the student to complete the Action Research Project, program implementation or curriculum development plan and present the results in a public presentation to students.

An in-depth examination of elementary English Language Arts content through The Guiding Principles and Learning Standards in the English Language Arts and Literacy Curriculum Framework, Massachusetts Department of Elementary and Secondary Education. Evidence-based instructional strategies to support literacy and language development in the areas of foundational reading skills, speaking, listening, vocabulary, reading comprehension, and writing. The course also emphasizes integrating universal design for learning (UDL) to ensure learning is accessible and equitable for all students. Culturally and linguistically sustaining pedagogical practices and developmental theories related to childhood cognitive, social-emotional, and linguistic growth will be analyzed to inform developmentally appropriate instructional strategies and assessments. This course equips educators with the pedagogical knowledge and skills necessary to foster literacy development across the content area.

An in-depth examination of early childhood and elementary English Language Arts content through The Guiding Principles and Learning Standards in the English Language Arts and Literacy Curriculum Framework, Massachusetts Department of Elementary and Secondary Education. Evidence-based instructional strategies to support literacy and language development in the areas of foundational reading skills, speaking, listening, vocabulary, reading comprehension, and writing. The course also emphasizes integrating universal design for learning (UDL) to ensure learning is accessible and equitable for all students. Culturally and linguistically sustaining pedagogical practices and developmental theories related to early childhood cognitive, social-emotional, and linguistic growth will be analyzed to inform developmentally appropriate instructional strategies and assessments. This course equips educators with the pedagogical knowledge and skills necessary to foster early literacy development across the content area.

An in-depth examination of elementary science, technology, and engineering content through The Guiding Principles and Learning Standards in the Science, Technology, and Engineering Curriculum Framework, Massachusetts Department of Elementary and Secondary Education. Evidence-based instructional strategies to support learning core scientific concepts across life, physical, and earth sciences, including technology/engineering, scientific inquiry, and safety in science investigations. The course also emphasizes integrating universal design for learning (UDL) to ensure learning is accessible and equitable for all students. Culturally and linguistically sustaining pedagogical practices and developmental theories related to childhood cognitive, social-emotional, and linguistic growth will be analyzed to inform developmentally appropriate instructional strategies and assessments. This course equips educators with the pedagogical knowledge and skills necessary to foster scientific thought, problem-solving, and literacy development across the content area in the elementary classroom.

An in-depth examination of early childhood and elementary science, technology, and engineering content through The Guiding Principles and Learning standards in the Science, Technology, and Engineering Curriculum Framework, Massachusetts Department of Elementary and Secondary Education. Evidence-based instructional strategies to support learning core scientific concepts across life, physical, and earth sciences, including technology/engineering, scientific inquiry, and safety in science investigations. The course also emphasizes integrating universal design for learning (UDL) to ensure learning is accessible and equitable for all students. Culturally and linguistically sustaining pedagogical practices and developmental theories related to early childhood cognitive, social-emotional, and linguistic growth will be analyzed to inform developmentally appropriate instructional strategies and assessments. This course equips educators with the pedagogical knowledge and skills necessary to foster scientific thought, problem-solving, and literacy development across the content area in the early childhood setting.

An in-depth examination of elementary history and social science content through The Guiding Principles and Learning Standards in the History and Social Science Curriculum Framework, Massachusetts Department of Elementary and Secondary Education. Evidence-based instructional strategies to support learning core concepts of history, geography, government, arts, and economics in a society where we live, learn, and work together. The course also emphasizes integrating universal design for learning (UDL) to ensure learning is accessible and equitable for all students. Culturally and linguistically sustaining pedagogical practices and developmental theories related to childhood cognitive, social-emotional, and linguistic growth will be analyzed to inform developmentally appropriate instructional strategies and assessments. This course equips educators with the pedagogical knowledge and skills necessary to foster critical discourse, perspective-taking, research, analysis, and informed action in the elementary classroom.

An in-depth examination of early childhood and elementary history and social science content through The Guiding Principles and Learning Standards in the History and Social Science Curriculum Framework, Massachusetts Department of Elementary and Secondary Education. Evidence-based instructional strategies to support learning core concepts of history, geography, government, arts, and economics in a society where we live, learn, and work together. The course also emphasizes integrating universal design for learning (UDL) to ensure learning is accessible and equitable for all students. Culturally and linguistically sustaining pedagogical practices and developmental theories related to early childhood cognitive, social-emotional, and linguistic growth will be analyzed to inform developmentally appropriate instructional strategies and assessments. This course equips educators with the pedagogical knowledge and skills necessary to foster critical discourse, perspective-taking, research, analysis, and informed action in the early childhood setting.

For candidates seeking initial licensure in elementary education (approximately 16 weeks). Candidates complete a four-week, full-time, supervised pre-practicum (80 hours), immediately followed by a twelve-week practicum, minimum of 300 hours, in a public school setting. Candidates must complete a CORI (Criminal Offense Records Investigation) check and any other requirements as mandated by a school district. A seminar accompanies the practicum experience. Practicum candidates are supervised jointly by the school supervising practitioner and university program supervisor. Candidates will have a minimum of six observations and must demonstrate competence of the Candidate Assessment of Performance (CAP), based on subject matter knowledge and the professional standards for teachers as defined by the Massachusetts Department of Elementary and Secondary Education.

This is a special topics course in the area of graduate education.

For candidates seeking initial licensure in early childhood education (approximately 16 weeks). Candidates complete a four-week, full-time, supervised pre-practicum (80 hours), immediately followed by a twelve-week practicum, minimum of 300 hours, in a public PreK-2 school setting. The first 12 weeks are spent in either a 1st or 2nd grade classroom. The last 4 weeks of the 16 week experience is spent in a kindergarten setting. Candidates must complete a CORI (Criminal Offense Records Investigation) check and any other requirements as mandated by a school district. A seminar accompanies the practicum experience. Practicum candidates are supervised jointly by the school supervising practitioner and university program supervisor. Candidates will have a minimum of six observations and must demonstrate competence of the Candidate Assessment of Performance (CAP), based on subject matter knowledge and the professional standards for teachers as defined by the Massachusetts Department of Elementary and Secondary Education.

This is the second of two courses, a 200-hour (500 total) supervised practicum in a school setting under the guidance of a practitioner and college supervisor This practicum allows the development of administrator competencies specific to the principal/assistant principal position at the 5-12 level of the educational system. The practicum provides opportunity for experienced professionals to become fully immersed in examining how theory and practice interact in school administration at the 5-12 level and its relationship to and impact on state, district, and school policies and practices. Attendance at four seminar sessions each semester is required during the practicum. The seminars, combined with the field experience, focus on current issues in the students’ practicum sites and specifically on issues of the principalship.

This is the second of two courses, a 200-hour (500 total) supervised practicum in a school setting under the guidance of a practitioner and college supervisor. This practicum allows the development of administrator competencies specific to the principal/assistant principal position at all levels at the PreK-8 level. The practicum provides opportunity for experienced professionals to become fully immersed in examining how theory and practice interact in school administration at the district level and its relationship to and impact on state, district, and school policies and practices. Attendance at four seminar sessions in each semester is required during the practicum. The seminars, combined with the field experience, focus on current issues in the students’ practicum sites and specifically on issues of the principalship. An Exit Performance Portfolio documents the experience. Evaluation is based on current standards for licensure.

The Professional Seminar is a signature element of the adult learning model. It grounds learning in a cohort group of students with a faculty leader. The seminar is a forum for discussion of professional issues in education, such as what it means to be an educator today, and how educators can work in the organizational culture of schools and contribute to social progress. Students integrate their learning from classes, workshops, and experience. Transformed by reflection, readings, and discussion, students become reflective practitioners and lifelong learners. The seminar also supports students’ work on their independent learning projects, from identifying topics, to guiding the research and writing, to completion. The seminar leader approves the finished projects.

The Professional Seminar is a signature element of the adult learning model. It grounds learning in a cohort group of students with a faculty leader. The seminar is a forum for discussion of professional issues in education, such as what it means to be an educator today, and how educators can work in the organizational culture of schools and contribute to social progress. Students integrate their learning from classes, workshops, and experience. Transformed by reflection, readings, and discussion, students become reflective practitioners and lifelong learners. The seminar also supports students’ work on their independent learning projects, from identifying topics, to guiding the research and writing, to completion. The seminar leader approves the finished projects.

The Professional Seminar is a signature element of the adult learning model. It grounds learning in a cohort group of students with a faculty leader. The seminar is a forum for discussion of professional issues in education, such as what it means to be an educator today, and how educators can work in the organizational culture of schools and contribute to social progress. Students integrate their learning from classes, workshops, and experience. Transformed by reflection, readings, and discussion, students become reflective practitioners and lifelong learners. The seminar also supports students’ work on their independent learning projects, from identifying topics, to guiding the research and writing, to completion. The seminar leader approves the finished projects.

Educators will develop competency in the skills and methods used in the teaching of physical science. Basic concepts in matter and energy will be illustrated and supplemented with a rich assortment of activities suitable for the classroom Educators will demonstrate their knowledge of concepts, methods, and classroom management of the experiences that best help their students construct understandings in these areas . Attention will be given to the construction and understanding of inquiry skills as they apply to traditional classroom experiments and activities. Pre-practicum hours of directed fieldbased training required.

This course is designed to provide the elementary science specialist (1-6) and the middle school science teacher (5-8) with the specialized skill set to meet the Massachusetts Professional Standards for Teachers, science safety standards, lab/classroom set-up and design, and management of science equipment. Students will also be guided in the opening of an electronic portfolio system (Task Stream) that will capture all of their academic and licensure requirements as highly qualified science teachers

This course focuses on the National Science Education Standards’ approach to energy and its transformation between forms. Week one begins with common misconceptions in the types and characteristics of energy forms. Week two deals with the transformation of energy and applies this transfer to conservation of energy and fallacy of perpetual motion machines. Week three takes a close-up look at heat to explore the fundamentals of this energy form. Week four shifts focus to sound waves as pressure waves and light, both sun and man made, and a review of electromagnetic spectrum. Week five opens with Rube Goldberg machines, look

The oceans dominate our planet, influencing every aspect of Earth’s environment. This course reviews the physical science, geology, and biology of the oceans emphasizing a systemic approach. Week one reviews the basic geography and geology of the Earth’s oceans and the forces that shape and propel ocean waters. Week two looks at the water in the ocean, its chemistry, and what is dissolved in it. The mysteries of the ocean depths are explored in week three, with investigations of how humans explore the world beneath the ocean surface. Week four examines the effect of Earth’s oceans on climate and on the land. In week five, learners examine ocean life and investigate the effects of ocean environments on the living things within the water.

This course presents the advantages of project-based science, guidelines on how to succeed in using this instructional and assessment approach, and strategies for customizing for individual school settings. Week one presents comparisons between traditional and project-based science curriculum and includes management issues and requirements for student success. Week two deals with student projects that involve science, society and decision-making and connections to service learning. Assessment and evaluation of student projects are the focus of week three. In weeks four and five, teachers develop a unit of instruction for use with their own classes and to share with online colleagues.

This course focuses on the national science education content standards for physical science and “science as inquiry”. As teachers do hands-on science investigation, read science background, and participate in discussions, they will enhance their own science content knowledge and develop an inquiry-based approach to science learning.

This course explores concepts in electricity and magnetism by addressing basic topics and fundamental misconceptions. Topics include electrostatic charging; charge separation and its role in electric pressure, current electricity, and the circuits through which it moves; Ohm’s Law; schematic diagrams; and current that flows from wall outlets—all leading to exploration.

This course examines the physical earth including its internal structure and the processes that make it an ever-changing place. Week one begins by looking at rock formation and its characteristics. The second week explores sedimentary, igneous and metamorphic processes and their contribution to the rock cycle. Week three takes a close-up look at constructive forces of earthquakes and volcanoes and at weathering, erosion, and other destructive forces that re-shape earth’s surface. Finally, in week four, the learner digs deep into the inner depths of the planet to examine plate motion and plate tectonic theory and in week five a geological locale project pulls together greater understanding of the forces which help shape and drive our dynamic earth.

This course examines Earth from the perspective of its place in space, its movements and examines Earth’s relationship to the sun and moon, its place in the solar system and beyond. The first week is an exploration of earth-bound celestial observations and the origins of modern astronomy. The second week we examine the movement of the Earth within our solar system including a look at gravity and orbits. Week three features an in-depth look at the moon and its motion including eclipses, phases and tides. In week four we explore the sun and the reasons we have seasons on Earth. Our final week we look beyond our solar system to explore that Earth and its solar system are one of many in the Milky Way galaxy. The course is cross-disciplinary when appropriate and is especially designed for teachers who are currently teaching or who are preparing to teach courses in earth science.

This course examines meteorology from a practical perspective. The course is cross-disciplinary when appropriate and is especially designed for educators who have degrees and backgrounds in sciences other than meteorology. The course combines technical explanations of weather and climate phenomena with practical guidelines for observing, evaluating and forecasting weather. The course content web pages are supplemented by images of weather phenomena, links to other web-based resources and self-directed reviews of literature on various weather and climate phenomena.

This course leads teachers to investigate principles of ecology through examples from fresh water, marine, and other water environments. Content includes interactions among living organisms, energy flow within and among living communities, dynamics of adaptive evolution, and survival strategies. Week one focuses on the variety of water habitats from rain puddles to oceans. Week two examines adaptations of organisms for survival in water. Energy flow and interactive relationships among producers, consumers, and decomposers are featured in weeks three and four. The final course week considers the human impact on aquatic environments

Focusing on conceptual understanding, Week one introduces kinematics, the study of how things move on a straight path. Week two advances this understanding into accelerated motion and introduces inertia. During this week, gravity is introduced within a multi-disciplinary arena. Week three introduces dynamics, the study of forces and why things move, and looks at inertia, mass, and weight. Week four presents opportunities to measure forces and to examine their effects. Coverage includes Bernoulli’s principles, friction, terminal velocity, and buoyancy. Week five explores the everyday world with its focus on mechanical advantage, work, and simple machines.

This course focuses on the basic geologic principles that have shaped the history of the earth, integrating thematic content in the life and earth sciences with a chronological approach. Week one sets the stage with a review of basic geological principles and field geology. Week two presents the earth’s first billion years with the formation of the earth and moon. Reading the fossil record is covered in week three with evolution and extinction providing the major themes. The Proterozoic and Paleozoic eras are the focus of week four, and the Mesozoic and Cenozoic eras are covered in week five.

This course examines the origin, evolution, fine structure and function of cells. Beginning with single celled organisms such as archaea and bacteria, the student looks at how cells conduct the processes necessary for life. Students examine the processes through which eukaryotic cells differentiate into tissues, organs and systems and review the basics of continuity and genetics. Enzyme function and physiology are linked to genes. Finally, students explore the future of cell biology.

This course is designed to support the 2017 Massachusetts Science/Technology and Engineering Standards, specifically aligned to the Technology and Engineering Standards. Students will be instructed utilizing best practices in engineering design processes, material, tools and manufacturing and technological systems at the intermediate level of understanding. Special focus will be directed in the integration of life, earth and physical sciences as they are used to solve problems and challenges in the field of engineering.

This course addresses science literacy by (1) examining the development of the knowledge and skills needed to understand the natural world and to intelligently participate in decisions that affect it, (2) considering science as a way of knowing and as a basis for thinking and problem-solving, and (3) reviewing strategies for promoting science literacy in school programs. Course content includes practical and theoretical constructs with emphasis on connecting theory to practice, applying conceptual understandings to individual teaching settings, and developing skills for independent professional development and scholarship. Pre-practicum hours of directed field-based training required.

Educators will develop competency in the skills and methods used in the teaching of natural science. Basic concepts in chemistry, biology, and ecology will be illustrated with applications suitable for the classroom. Educators will demonstrate their knowledge of concepts, methods, and classroom management of the experiences that help their students construct understandings in these areas. Pre-practicum hours of directed field-based training required.

Educators will develop competency in the skills and methods used in the teaching of earth science. Basic concepts in astronomy, geology, geography, and paleontology will be illustrated with applications suitable for the classroom. Educators will demonstrate their knowledge of concepts, methods, and classroom management of the experience that help their students construct understanding in these areas. Pre-practicum hours of directed field-based training required.

This course includes an introduction to school-based action research and the skills required to conduct an effective literature review supportive of the continuous improvement of professional practice specific to teaching and learning skills-based health/SEL education in PK-12 settings. The key assessment consists of a problem statement, rationale, anticipated outcomes of the research, and a research question.

Prerequisite EDU 612. In this course, students access resources that support their research question. Peers provide constructive feedback to each other as a mechanism for deep thinking about their research topic. Students journal and document activities related to their themes. The key assessment is the literature review.

Prerequisite EDU 613. In this course, students implement their Action Research project based on the research question developed in Action Research I. Students use qualitative and quantitative pre/post methods to collect data such as interviews, surveys, observations, artifacts, and documents. The key assessment includes the role of the researcher, location of the action research site, description of the participants, data collection procedures, and data analysis.

Prerequisite EDU 614. This course is the culmination of the four action research courses in health/SEL education. Students develop the final product of their school-based action research and present it to the Skills-Based Health/SEL students and faculty. The key assessment is the professional guide and presentation.

This course explores basic theories and concepts in cognitive, social, emotional, and physical development from childhood to adolescence; and the characteristics and instructional implications of moderately and severely disabling conditions. These theories are then applied to instruction, with emphasis on Piaget’s theory of cognitive development. Students explore multiple theories of intelligence and learning, and strategies for a curriculum reflecting the diverse intellectual needs of children as learners. The stages and characteristics of child development are introduced and students apply this knowledge to the classroom through the use of integrated curriculum. Participants investigate methods of systematic observations and recording of child behavior in light of child development theories, and utilize this information in their planning and implementation of instruction. Formulation of a developmentally appropriate Individual Educational Plan is required. Pre-practicum hours of directed field-based training required.

This course develops Spanish reading and writing abilities in elementary-aged children and explores the learning environment that supports these skills. It examines current research and theories on emergent literacy, oral language, vocabulary, comprehension, and assessment. Participants discuss teaching strategies, research based programs, literature-based instruction, and assessment tools to inform instruction, including whole language and balanced literacy approaches. The course focuses on Puerto Rico Spanish frameworks.

This course will provide an in-depth understanding of the fundamental mathematics concepts essential for teaching elementary grades. Emphasis will be on developing critical thinking and problem-solving skills through hands-on activities and real-world applications. The curriculum also includes the use of technology and multimedia resources to enhance the learning experience. This course will equip students with the knowledge and skills necessary to deliver effective mathematics instruction meeting the Puerto Rico Department of Education's standards.

This course will equip students with various hands-on methods for teaching elementary science. The main goal is to foster excitement for science among students by providing participants with knowledge, tools, and a desire to make learning enjoyable. The curriculum aligns with Puerto Rico Frameworks in Science and Technology, and students will learn to develop lesson plans that incorporate experimentation and design techniques. A standards-based approach will guide lesson development.

This course is specifically designed to determine readiness for the practicum. It will assist the teacher candidate to develop skills to be ready to assume the role of teacher candidate from the first day of practicum. Students will understand the requirements of CAP by engaging in and completing the forms for each of the Essentials and completing their own goals. All the Taskstream components other than the practicum documents will be completed. MTELs will be completed. Those having difficulty with the MTELs will be directed for support. Field work assignments will be required

A supervised field experience of a minimum of 300 hours (150 elementary, 150 secondary) in which candidates demonstrate proficiency in meeting the Professional Standards for Teachers. The practicum must meet the hours and setting requirements for the license sought, under the guidance of a supervising practitioner with the appropriate license, with college supervision. Assessment follows the Candidate Assessment of Performance (CAP) and assesses ability with respect to: well-structured lessons, high expectations, meeting diverse needs, adjustment to practice, safe learning environment, professional culture/reflective practice, as well as formative assessment, differentiation and providing academic feedback.

Practicum required concurrently: Exit Performance Portfolio required for credit. The seminar for classroom experience supports students’ growth as they assume the teaching role. It is the setting for students to interpret their field-based experiences and transform them into skills, knowledge constructs, attitudes and values. The seminar provides a cohort/support for students to address problems and find solutions, while utilizing current academic research and practices. They master understanding and practice of the Massachusetts Curriculum Frameworks, develop the skills necessary for the teacher tests, and become familiar with the current reforms and changes in state regulations on educator licensure.

The seminar for classroom experience supports student growth as they assume the teaching role. It is the setting for students to interpret their field-based experiences and transform them into skills, knowledge constructs, attitudes and values. The seminar provides a cohort/support for students to address problems and find solutions, while utilizing current academic research and practices. They master understanding and practice of their state and national curriculum frameworks, develop the skills necessary for the teacher tests, and become familiar with recent developments in local, state and global health education issues. Practicum required concurrently

The seminar for classroom experience supports students’ growth as they assume the teaching role. It is the setting for students to interpret their field-based experiences and transform them into skills, knowledge constructs, attitudes and values. The seminar provides a cohort/support for students to address problems and find solutions, while utilizing current academic research and practices. They master understanding and practice of the Massachusetts Curriculum Frameworks for Science/Engineering Technology, develop the skills necessary for the teacher tests, and become familiar with the current reforms and changes in state regulations on educator licensure. The Next Generation of Science Standards reflecting the national science initiatives is also referenced as a guide to best practices in science education. As evidence of the Practicum experience, each student will develop an Exit Portfolio as an integral part of the Practicum Seminar. The Exit Portfolio will be contained and uploaded to a web-based evaluation program called Task Stream. Each student will open their own Task Stream account and contribute the necessary academic artifacts and evidence that demonstrates their competency as they complete their fieldwork experience in the science classroom. The artifacts and evidence can be viewed in Task Stream.

300 hours, levels 1-6

300 hours, levels 5-8.

This course introduces the best literature, including children's, young adult, adult, and contemporary, to promote lifelong learning and reading in children. It covers Puerto Rico's Spanish language arts curriculum framework and how they relate to reading instruction. Participants explore genres like fiction, non-fiction, poetry, and multicultural selections, and learn to integrate literature into math, science, social studies, and fine arts. They apply Puerto Rico's professional standards to plan, teach, and assess language arts instruction.

Students learn the knowledge and skill to design and implement skills-based health/SEL education based on state and national standards as well as CASEL competencies. Activities include accessing and analyzing youth risk behavior data, using backward design, infusing performance indicators, and planning assessment and instruction. Assessments include classwork, data analysis, backwards design activities, chapter worksheets, and a prepracticum mini-lesson. The key assessment is a skills-based health/ SEL unit and lesson plans.

This course equips educators to teach a multicultural social studies curriculum, covering basic information in history and geography through varied teaching methods. Educators learn to research and present universal perspectives using materials aligned with the Puerto Rico Department of Education Curriculum Frameworks/Common Core Standards. The course provides foundational knowledge and principles for teaching social sciences, history, and geography in Puerto Rico.

Learn how human growth and development, social emotional health, and sexual health affect adolescents and their families. Students learn age and developmentally appropriate, medically accurate, culturally relevant, and inclusive pedagogical practices. Assessments include demographic research, class discussions, activities, and a prepracticum mini-lesson. The key assessment is a skills-based unit.

This course explores alternative assessment. It answers the questions regarding what assessment is, what it does and what it measures. Assessment types and strategies are studied along with multiple assessment uses. Students gain a thorough understanding of portfolio techniques, open ended questions and the design, use, and evaluation of performance tasks. They explore assessment procedures such as exhibition, interview, journals, observation, peer assessment, and self-evaluation. Students are encouraged to use with confidence alternative assessment strategies in the classroom as an integral component of the curriculum-instruction-assessment link.

The course highlights the collaboration between school health and public health. Acquire the knowledge and health/social-emotional skills to teach children to develop and maintain healthy behaviors, to identify public and community health agencies, access resources, and identify prevention practices youth need to protect themselves, their families, and communities from life-threatening and disabling conditions. Assessments include case studies, discussion questions, and a literature review. The key assessment is an advocacy project.

Planning, implementing and administering skills-based health/ SEL education in health programs provides health educator candidates with the knowledge and skill to design and implement skills-based health/SEL education based on state and national standards. Candidates access and analyze youth risk behavior data, use backwards design, infuse performance indicators, and plan assessment and instruction, including a skills-based unit and lesson plans. Course assessments are aligned with MA PSTs and SMKs. Pre-practicum experience required.

Promoting wellness weaves together the CDC content areas and risk behaviors, national and state standards, SEL competencies, brain research, and the transfer of effective teaching practices to the classroom. Students examine the components of wellness and design strategies to help K-12 students build positive health behaviors that impact their health and lifelong wellness. Assessments include classwork, wellness policy analysis, a pre-practicum mini-lesson, and a reflection. The key assessment is a school health wellness project.

Focus on interpersonal and institutional violence prevention for youth by learning how to teach the knowledge and skills necessary to help young people avoid injury at home, in school, and in the community. Assessments include classwork, youth violence research, curriculum evaluation, identification of school and community resources, a pre-practicum mini-lesson, and a reflection. The key assessment is a five-lesson violence prevention unit.

The evaluation of school health/social emotional programs involves a comprehensive examination of the strengths and needs of a program and a design to address each. This course presents the theory and practice of program evaluation with an emphasis on coordinated school health design, implementation, diagnosis, and action plans. Assessments include class assignments, literature reviews, evaluation theory, key assessment and reflection. The course is aligned with MA PSTs.

Learn the pedagogical strategies to reduce youth risk behaviors and increase protective factors and social-emotional competencies. Learn strategies to help K-12 students cope with trauma-informed environments and achieve positive behaviors. Assessments include discussion forums, a literature review, an analysis of YRBS data, a reducing risk factors chart, risk behavior presentation, coping with a trauma-informed environment, a community outreach presentation, and a pre-practicum mini-lesson. The key assessment is a skills-based health/SEL unit.

The effectiveness of skills-based health/SEL increases when staff, administration, family, and the community cooperate, collaborate, and coordinate. Examine the CDC Whole School, Whole Community, Whole Child model, and the School Health Index to identify best practices to improve services to youth, including the delivery of health curriculum. Assessments include discussion forums, a WSCC summary paper, data analysis, and a School Health Index analysis. The key assessment is an Integration Project.

Learn to identify youth who need intervention and how to refer them to professional counseling, psychological, and social services. Investigate and assess student assistance models, access to mental social-emotional health services, and practice strategies that assist youth to build resilience, communicate constructively with peers and families, manage stress, and seek help. Assessments include class activities, case studies, a pre-practicum mini-lesson, and a reflection. The key assessment is an intervention and referral plan.

Students examine the data and research that demonstrates the relationship between youth risk behaviors and personal health, and research strategies to reduce risk factors and increase protective factors. Assessments include an analysis of positive and negative influences on behavior, the interrelationships between risk factors and health, and the identification of school and community support services. The key assessment is a skills-based health/SEL unit to reduce a specific risk factor.

Empower your instruction with the information and tools necessary for the successful inclusion of students with varying needs, including students that need modifications beyond typical planning. This course provides resources with practical applications and easily implemented planning and assessment strategies for physical educators, adapted physical educators, special education teachers, therapeutic recreation specialists and parents. Assessments include classwork, discussions, protocols, and a mini-lesson. The key assessment is a five-lesson skills-based unit.

Students examine trends in sexuality education programming from abstinence-only curricula to comprehensive sexuality education based on the National Sexuality Education Standards. Discover methodologies to teach skills and topics relevant to today’s youth. Assessments include a skills-based health/social emotional sexuality lesson, examination of attitudes about teaching sexuality, and skills for supporting LGBTQ+ students. The key assessment is the development of a parent education program.

This course deepens the knowledge of Model-Based Instruction (MBI). Students examine personal teaching philosophies, analyze instructional practices, and the relationship between SEL and SHAPE Outcomes. Survey best practice models: Direct and Indirect Instruction, Personalized System for Instruction, Cooperative Learning, Sport Education, Peer Teaching, Inquiry Teaching, Tactical Games, and Teaching for Personal/Social Responsibility. Assessments include classwork, discussion forums, and how to assess student learning in MBI. The key assessment is an MBI unit plan.

Analyze how the media influences youth decisions regarding alcohol and other drugs, injury, violence, tobacco use, nutrition, physical activity, and risky sexual behaviors. Learn to decrease these risk factors by implementing content and health/social emotional skills. Assessments include class activities, a literature review, investigative reporting, data analysis, a mini-lesson presentation, and a reflective paper. The key assessment is a skills-based health/SEL unit.

The teaching for learning element is the foundation of quality physical education and includes physical literacy, understanding and incorporating a teaching for learning approach, and motivating students. The second element is teaching to the national standards, incorporating assessments that measure acquisition of grade level outcomes, and the alignment of SEL competencies to the national standards. Assessments include class activities, a discussion board, and a mid-semester project. The key assessment is a best practices paper.

Learn to gather data from pre/post assessments and use the data to inform performance-based assessment and instruction. Students implement and interpret a variety of formative assessments and design standards-based instruction and summative performance assessments. These pedagogical practices contribute to the improvement of teaching and learning in physical/social emotional education. Assessments include a mini-lesson, power point, and testing protocol. The key assessment is a standards-based unit.

This course studies the evolution of librarianship as a professional field specialized in the management and organization of information for the offering of various services, and to educate users about the correct use of information. The development of the process of academic, school and public libraries over the years is studied for a better understanding of the role of professionals. Pre-practicum hours of directed field-based training required.

To assess health literacy, students use backwards design, access and analyze youth risk behavior and other data, select standards to decrease the risk, then design assessment and skills-based health/ social emotional instruction. Assessments include the design and implementation of formative assessments, including how to give effective feedback, and the design of summative performance assessments including criteria referenced rubrics. The key assessment is a skills-based health/SEL unit that includes lesson plans.

This course provides the skills and knowledge needed to manage reference services and resources in different types of libraries. Students explore reference resources in different formats and their use to meet the user's need. Students look at professional library selection tools to locate the best and most relevant information resources in a variety of options to bring service to local or remote users. This course emphasizes lay issues for the information professional, including information needs and seeking behaviors, the reference interview and the reference and instructional librarian as a professional. It also explores the communicative strategies and social aspects of information.

Examine equitable and inclusive best practices, National Health Education Standards, and CASEL competencies to design skills-based health/SEL instruction that meets the needs of all students. Assessments include classwork, researching equitable and inclusive best practices and how they translate into skills-based instruction, readings and discussions, and a reflective paper. The key assessment is a unit plan that includes lesson plans.

This course explores access to online databases, educational use of the Internet, policies, copyright, and major issues in media literacy. The student will explore the process of integrating technology in the 21st century education and library services; understand the impact of the internet on library services, and identify different technology tools for libraries, educational services, and distance learning. The student will design and evaluate the technology used to enhance their productivity and professional practice.

The course focuses on the integration of information literacy standards into the school library program and the teaching of information literacy skills, their theoretical foundations, and the strategies to teach these skills to K-12 library users. The library teacher candidate examines instructional design and strategies, national and state information literacy standards and skills, exemplary information search models, and learner assessment methods. Prepracticum hours of directed field-based training required.

This hands-on course introduces multimedia technology and its instructional uses in designing authentic learning environments. Librarianship candidates gain experience creating multimedia projects for classrooms, school libraries, colleagues and students. They examine a variety of Web 2.0 tools, presentation software and tools for teaching. Basic production vocabulary and concepts of media literacy are also studied.

This course introduces students to the techniques and methods that can be used to diagnose a user's needs and how they are used for the effective selection of information resources. Students will also learn about the development of library policies, such as the collection development policy, including donations and policy for discarding information sources.

This course studies the principles of the organization and cataloguing of information for its access and effective use. The norms for the catalog and documentary description, the selection of access points, including the descriptors, subject headings, and the classification of systems are examined. It reflects on the importance of the information professional in the organization of information to facilitate their access.

This course studies the theoretical foundations of scientific research and its application in librarianship. We work with the development of knowledge and skills in research to start this activity. Opportunities will be provided to work with quantitative and qualitative research techniques. It reflects on the value of research in Library Science, as well as its benefits in the search for solutions to problems in the field.

This course introduces quantitative and qualitative methods of research and evaluation to help educational administrators use data for school improvement. Emphasis is laid on question formulation, data analysis, observation and inquiry, and interview and questionnaire design. Field experience is a required component of the course.

A laboratory course providing practical experience in educational administration on a part-time basis, with a special focus on the role of the principal/assistant principal, the supervisor/director, or the administrator of special education. This course combines field experience in an appropriate setting with a seminar focused on relevant issues and concerns.

A laboratory course providing practical experience in educational administration on a part-time basis, with a special focus on the role of the principal/assistant principal, the supervisor/director, or the administrator of special education. This course combines field experience in an appropriate setting with a seminar focused on relevant issues and concerns.

Principles and practices drawn from behavioral science theory are employed as means of studying the processes of change and renewal in educational organizations. Field experience is a required component of the course.

This course examines the interrelationships among students, schools, and society. Participants learn about the ways in which race, class, language, and ethnicity influence how we define ourselves and each other in our various encounters within the broader culture of U.S. society. The course examines the historical antecedents influencing how the lives of the immigrant and colonized peoples in the U.S. are defined. It is designed as a foundation for understanding the policies, goals, assumptions, strategies, and practices of multicultural approaches to education. It draws on a variety of models to construct educational curricula that are multicultural and socially reconstructionist. Readings are placed within the context of public schooling today in order to develop students' cultural consciousness and awareness of the individual and shared societal assumptions we bring to our teaching experiences.

Both traditional and contemporary practices of supervising teachers and related support staff in educational settings are examined in the light of municipal budgets, collective bargaining positions, legal rights, and other such factors generally perceived as playing significant roles in the supervisory process.

The course emphasizes the development of the management and administration of information units of the XXI Century. It covers basic aspects of the organizational structure, planning, budget management, human resources and library management. In addition, it covers concepts related to the assessment and evaluation of library services to guarantee the continuity and value of the library in its environment. This course explores both the theory and practice of the management of digital services in the information units and emphasizes the social and ethical responsibility of the information units with the community.

The Practicum experience is in the role and at the level of the license sought, guided and evaluated by a professional licensed/certified library teacher and a college supervisor. Practicum locations are subject to MA DESE regulations and must be approved by the program chair. Students are responsible for discussing options for practicum with the program chair. The Practicum experience provides library teacher candidates the opportunity to gain insights into the profession and to master the current Professional Standards for Library Teachers. Students reflect on their own professional growth and examine theory through actual practice. Exit Performance Portfolio required for credit. This course is intended to recertify teachers as librarians under the Puerto Rico Department of Education.

Library Teacher Practicum required concurrently. The seminar for classroom experience supports students’ growth as they assume the library teacher’s role. It is the setting for students to interpret their field-based experiences and transform them into skills, knowledge constructs, attitudes and values. The seminar provides a cohort/ support for students to address problems and find solutions, while utilizing current academic research and practices. They master understanding and practice of the Massachusetts Curriculum Frameworks, develop the skills necessary for the teacher tests, and become familiar with the current reforms and changes in state regulations on educator licensure. Exit Performance Portfolio required for credit.

A 14-week supervised field experience of a minimum of 300 hours in which candidates demonstrate proficiency in meeting the Professional Standards for Teachers. The practicum must meet the hours and setting requirements for the license sought, under the guidance of a supervising practitioner with the appropriate license, with college supervision. Assessment follows the Candidate Assessment of Performance (CAP) and assesses ability with respect to the seven essential elements, as well as formative assessment, differentiation and providing academic feedback. Artifacts are uploaded into an Exit Portfolio. An Application to Practicum is required.

Practicum required concurrently. The seminar, based on the Professional Standards for Teachers in Massachusetts, provides opportunities for classroom experience and supports students' growth as they assume the teaching role. Candidates receive feedback on lesson plans, and develop instructional practice by analyzing case studies, engaging in role play and viewing of instructor-selected video tapes that depict examples of practice. Candidates upload required key assessments into an Exit Portfolio in TaskStream.

The practicum is a supervised field experience in which teacher candidates demonstrate proficiency in the Professional Standards for Teachers. The program supervisor and the supervising practitioner collaborate to help the candidate complete the minimum 300 hours, with a minimum of 100 hours of full teaching responsibility, at the practicum site. The practicum student is supported by the Practicum Seminar, ESL791, which is taken concurrently with this course. Each teacher candidate is assigned a supervisory team. Assessment follows the mandated Candidate Assessment of Performance (CAP) that includes a minimum of two announced and two unannounced observations, a mid-way formative assessment and a culminating summative assessment. An application is required.

The seminar for classroom experience supports students' growth as they assume the teaching role. It is the setting for students to interpret their field-based experiences and transform them into skills, knowledge constructs, attitudes and values. The seminar provides a cohort/support for students to address problems and find solutions, while utilizing current academic research and practices. They master understanding and practice of their state's curriculum frameworks and become familiar with the current reforms and changes in state regulations on educator licensure.

A 14-week supervised field experience of a minimum of 300 hours in which candidates demonstrate proficiency in meeting the Professional Standards for Teachers. The practicum must meet the hours and setting requirements for the license sought, under the guidance of a supervising practitioner with the appropriate license, with Cambridge College supervision. Assessment follows the Candidate Assessment of Performance (CAP) and assesses ability with respect to the seven essential elements, as well as formative assessment, differentiation and providing academic feedback. Artifacts are uploaded into an Exit Portfolio. An Application to Practicum is required.

Practicum required concurrently. The seminar, based on the Professional Standards for Teachers in Massachusetts, provides opportunities for classroom experience and supports students' growth as they assume the teaching role. Candidates receive feedback on lesson plans, and develop instructional practice by analyzing case studies, engaging in role play and viewing of instructor-selected video tapes that depict examples of practice. Candidates upload required key assessments into an Exit Portfolio in TaskStream.