Education

ED 090 Identification and Reporting of Child Abuse, Maltreatment, and Neglect
0 credits (CS)
This training workshop provides information about the physical and behavioral indicators of child abuse and neglect, as well as the reporting requirements established in the New York State Social Services Law. This workshop meets the training requirements of Chapter 544 of the Laws of 1988, which mandates such training for specified professionals. (Offered fall term)

ED 091 Workshop in Substance Abuse and HIV-AIDS Education
0 credits (CS)
This six-hour workshop is required for all candidates seeking teacher certification in New York State. It will provide training in understanding the causes and effects of abuses of alcohol, tobacco, and other drugs, and in teaching about HIV and AIDS. Students will develop instructional plans on these topics for use with elementary school children. (Offered spring term)

ED 092 Workshop in School Violence Prevention and Intervention
0 credits (CS)
This two-hour workshop is required for all teacher candidates in New York State. Emphasis is on warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; statutes, regulations and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a non-violent school climate and enhance learning; integration of social and problem-solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school/community referral process for students exhibiting violent behavior. (Offered spring term)

ED 111 Child Development and Observation
4 credits (CS)
This course takes a longitudinal look at children‘s physical, psycho-social, and cognitive development during the formative early childhood years from pre-birth to age 12. Students will examine theories and research about childhood development, learning to recognize and understand significant child behavior. Students will observe children on a weekly basis, and will learn strategies for accurately recording and summarizing these naturalistic observations. This course will have a minimal field placement of 15 hours during the semester. (Offered spring term)

ED 131 Teaching & Learning in Diverse Communities
4 credits (CS)
This course will examine the various complexities and diversity of the classroom today. Students will engage in fields of study which include, but are not limited to the following: gender, race, ethnicity, special education, family structures and dynamics, societal influences on education, and educational law and history. These topics and others will guide students to challenge their presumptions with regard to teaching and learning. Additionally, it will set the foundational stage in the framework of becoming a dynamic teacher. This course will have a minimal field placement of 15 hours during the semester. (Offered fall term, to be taken sophomore year)

ED 217 The Learning of Mathematics
3 credits (AS)
In this course we will review and do research beginning with the texts from the National Council for Teachers of Mathematics to investigate how young students in diverse settings and from diverse backgrounds learn math.  We will base discussions and assignments on two texts by the National Council of the Teachers of Mathematics (NCTM) and journal articles that explore current theory in mathematics education.  Students in this course will also investigate the different methods for communicating and teaching about math, translating learning theories and reflection on how students learn into an effective set of practices that can be applied in a PK-12 school setting.  Finally, students will explore their own dispositions and understandings of mathematical content in an effort to become reflective teachers of mathematics.

ED 312 Inclusive Primary Curriculum and Methods
4 credits (CS)
This course provides future teachers with a blending of theory, teaching strategies and practices, content materials, curricular themes, and related processes for developing comprehensive plans for teaching children in inclusive elementary classrooms in grades 1-3. The New York State Learning Standards, and the content standards developed by the National Council of Teachers of Mathematics, the National Council of Teachers of Science, the National Council for the Social Studies, the International Reading Association, the Council for Exceptional Children, and other appropriate groups will be incorporated into integrated thematic units. These materials will be supplemented with appropriate texts and other resource materials. Students will learn how to accommodate diverse learners, utilize child-centered instructional methods, promote technological and content area literacy, assess student performance, and establish a learning environment that supports inquiry.

Field Component: In preparation for student teaching, students will be required to participate in an inclusive classroom at the primary level. Students will actively participate in all aspects of the classroom to which they are assigned, and will directly assist the classroom teacher(s) in designing/ planning, implementing, and evaluating curriculum. Students will gradually assume responsibility for the tasks involved in teaching and classroom management. (Offered spring term) Prerequisites: ED 111, ED 131, ED 217, ED 320;  Co-requisites: ED 325, ED 350, ED 388

ED 320 Emergent Literacy
3 credits (CS)
This course prepares students to recognize the complexities of literacy in the emergent stages of language development in children. Additionally, students will examine the processes of language and connect that to classroom practice with regard to decision making of and planning for children who are beginning the process of reading and recognizing print. An exploration of several reading and instructional theories (phonics, whole language, guided reading, basal readers, to name a few) will guide students in making informed decisions through a balanced approach in the teaching of literacy as nascent teachers. The Learning Standards, developed by the New York State Department of Education, will be applied. This course will have a field placement of minimally 15 hours during the semester.  Prerequisites: ED 111, ED 131, ED 217

ED 325 Multicultural Literacy
3 credits (CS)
This course will prepare students to enrich their classrooms with varied amounts of multicultural print. Connecting what was previously learned with regard to theory and practice in ED 320, students will now focus on creating units that reflect diverse societies. Students will examine historical events which led to the diversity typical of today‘s classroom and the many ways to enrich learning environments for students of diverse cultures. In addition, this course will re-examine teaching methodologies of phonics, whole language, guided reading, basal readers (and others) while moving toward selecting developmentally appropriate multicultural works for children‘s exploration. The Learning Standards, developed by the New York State Department of Education, and the content area standards of the National Council of Teachers of Mathematics, the National Council of Teachers of Science, the National Council of Teachers of English, the Council for Exceptional Children, and other appropriate groups, will be incorporated into integrated thematic units. This course will be taken in the context of the second professional semester.  Prerequisites: ED 111, ED 131, ED 217, ED 320;  Co-requisites: ED 312 ED 350, ED 388

ED 350 Strategies for Teaching Students with Mild to Moderate Disabilities
3 credits (CS)
This course provides a review of the nature and manifestations of mild disabilities including learning disabilities, speech impairments, sensory and perceptual disabilities, mild mental retardation, health impairments, emotional problems, and other mild disabilities. Students develop knowledge, understanding, and skills for assessment, curriculum modifications, and effective instruction in the elementary content areas for children with mild to moderate disabilities. Students will also learn strategies to support literacy development and communication through assistive technology and appropriate environmental and programmatic adaptations.

Field Component: In preparation for Student Teaching, students will be required to participate in an inclusive classroom at the primary level. Students will work directly with children with disabilities, applying assessment and teaching strategies and curriculum modifications. (Offered spring term)   Prerequisites: ED 111, ED 131, ED 217, ED 320;  Co-requisites: ED 312 ED 350, ED 388

ED 371 Assessment and Intervention in Education
3 credits (CS)
This course focuses on uses, strategies, and tools for assessing young children‘s development and the environments arranged for them. Students will examine and apply a variety of formal and informal assessment techniques designed for use with children from infancy through age 8. Students will also examine how and why assessment is linked to curricular planning and interventions for young children in diverse and inclusive settings. Critical issues and ethical considerations in the uses of assessment with young children will also be explored. This course is offered within the context of the professional semester. (Offered fall term)  Prerequisites: ED 131, ED 217, ED 320; Co-requisites: ED 411/412, ED 450, ED 488

ED 388 Student Teaching: Primary Level
6 credits (CS)
Student teaching at the primary level is designed to provide candidates opportunities to apply their knowledge, understanding, and skills in a way that has a positive impact on student learning. The student teaching component of the program provides the candidate with an increased responsibility for curriculum development and implementation, assessment of student learning, classroom management, collaboration with other professionals, work with parents, and all aspects of the classroom routine. Students will spend a total of seven weeks in an inclusive primary public school classroom engaged in supervised student teaching. Students will spend approximately 40 hours weekly on site, which includes a weekly seminar to support their continued growth in effectively teaching to the New York State Student Learning Standards. (Offered spring term)  Prerequisites: Permission of Program Faculty, ED 131, ED 217, ED 320;  Co-requisites: ED 312, ED 325, ED 350

ED 411 Curriculum and Methods for Pre-Kindergarten and Kindergarten
4 credits
This course will provide future teachers with a blending of theory, teaching strategies and practices, content materials, curricular themes, and related processes for developing comprehensive plans for teaching children in inclusive early childhood classrooms at the pre-kindergarten and kindergarten levels. The New York State Learning Standards, and the content standards developed by the National Council for the Social Studies, the International Reading Association, the Council for Exceptional Children, the National Association for the Education of Young Children, and other appropriate groups will be incorporated into integrated thematic units. These materials will be supplemented with appropriate texts and other resources. Students will learn how to plan and implement developmentally appropriate curriculum, to accommodate diverse learners, utilize child-centered instructional methods, promote technological and content area literacy, assess student performance, and establish a learning environment that supports inquiry.

Field Component: In preparation for student teaching, students will be required to participate in a pre-kindergarten or kindergarten classroom. Students will actively participate in all aspects of the classroom to which they are assigned, and will directly assist the classroom teacher(s) in designing, planning, implementing and evaluating curriculum. Students will gradually assume responsibility for the tasks involved in teaching and classroom management. (Offered fall term)

ED 412 Inclusive Intermediate Curriculum and Methods
4 credits (CS)
This course will provide the future teacher with a blending of teaching strategies and practices, content materials, curricular themes and related processes for developing comprehensive plans for teaching children in inclusive intermediate classrooms in grades 4 to 6. The Learning Standards, developed by the New York State Department of Education, and the content area standards of the National Council of Teachers of Mathematics, the National Council of Teachers of Science, the Council for Exceptional Children, and other appropriate groups, will be incorporated into integrated thematic units. These materials will be supplemented with appropriate texts and other resource materials. Students will learn how to accommodate diverse learners, utilize child-centered instructional methods, promote technological and content area literacy, assess student performance, and establish a learning environment that supports inquiry.

Field Component: In preparation for Student Teaching, students will be required to participate in an inclusive classroom at the intermediate level. Students will actively participate in all aspects of the classroom to which they are assigned, and will directly assist the classroom teacher(s) in designing/planning, implementing and evaluating curriculum. Students will gradually assume responsibility for the tasks involved in teaching and classroom management. (Offered fall term)

ED 450 Strategies for Teaching Students with Severe and/or Multiple Disabilities
3 credits (CS)
This course prepares students with knowledge, understanding, and skills to work effectively with children who have severe and/or multiple disabilities, including autism and emotional disorders. Students will learn the many characteristics of learners with these disabilities in order to develop strategies for curriculum modifications and effective instruction in the elementary content areas. Students will also learn strategies to support literacy development and communication through assistive technology and environmental and programmatic adaptations.

Field Component: Students will spend two hours per week over a 12-week period working in an inclusive elementary classroom with one student with severe and/or multiple disabilities. (Offered spring term)

ED 484 Student Teaching: Pre-Kindergarten or Kindergarten
6 credits (CS)
Student Teaching in the Early Childhood Teacher Education program is designed to provide candidates with opportunities to apply their knowledge, understanding, and skills in a way that has a positive impact on student learning. The student teaching component of the program provides the candidate with an increased responsibility for curriculum development and implementation, assessment of student learning, classroom management, collaboration with other professionals, work with parents, and all aspects of the classroom routine. Students will spend a total of seven weeks in a public school pre-kindergarten or kindergarten classroom engaged in supervised student teaching. Students will spend approximately 40 hours weekly on site, which includes a weekly seminar to support their continued growth in effectively teaching to the New York State Student Learning Standards. (Offered fall term)

ED 488 Student Teaching: Intermediate Level
6 credits (CS)
Student teaching in the Inclusive Elementary Education program is designed to provide candidates opportunities to apply their knowledge, understanding, and skills in a way that has a positive impact on student learning. The student teaching component of the program provides the candidate with an increased responsibility for curriculum development and implementation, assessment of student learning, classroom management, collaboration with other professionals, work with parents, and all aspects of the classroom routine. Students will spend a total of seven weeks in an inclusive intermediate public school classroom engaged in supervised student teaching. Students will spend approximately 40 hours weekly on site, which includes a weekly seminar to support their continued growth in effectively teaching to the New York State Student Learning Standards. (Offered fall term)

ED 495 The Reflective Practitioner (Capstone)
3 credits (CS)
This course will explore a framework of reflective teaching that is rooted in ethics, inquiry, and self-study. Participants will become active students of their own teaching, as they engage in a process of constructing the professional values linked closely with sound reflective practice. Through the use of case study analysis and personal narratives, students will examine reflective practice as it relates to problem solving, curricular decision-making, nurturing the classroom community, and striving for professional excellence in diverse and inclusive educational settings. (Offered spring term)