Summer Session: 6 credits
Students in the Early Childhood Licensure program begin the summer session with courses that familiarize them with schools and the children and families they serve through an immersion experience in EL Education. They also consider how technology is used in primary grade classrooms and how it can enhance learning and instruction when used in careful balance with and an active, hands-on curriculum.
X.Educ 420CD: Child Development (2 credits)
In this course you will develop a foundational framework of knowledge about physical, cognitive and social/emotional development that can inform your practice in the classroom. You will have opportunities to delve into the study of the age group that you intend to teach (PreK-8th Grade) through individualized exploration, and we will discuss specific topics particularly relevant to education, such as language development, gender, moral development, the nature of intelligence, and motivation. By the end of this course, you should be conversant in developmental theory and able to use it to support the pedagogical choices you will make as an educator.
X.Educ 417: Teaching with Technology (2 credits)
Students will read current research examining the effectiveness of teaching with technology in middle and secondary school classrooms as they explore questions about the role of technology in 21st century education. Students will experiment with a variety of tools such as cell phones, digital recorders, instant messaging as well as web-based tools that allow teachers to design scoring rubrics, quizzes, blogs, surveys and polls. Use of digital media will be emphasized, with students developing electronic portfolios to document their growth in addressing performance assessments standards. Review of the work of national teacher technology organizations and resources will be covered.
X.Sped 426: The Inclusive Classroom (2 credits)
This course surveys the etiology, diagnosis, and remediation of learning differences including dyslexia, attention deficit disorder, and autism, as well as other factors that influence a child's readiness to learn. Students present, discuss, question, and exchange ideas that contribute to an overall understanding of special education across settings and age levels. With an emphasis on inclusion in schools, students explore the impact of current policies, assessments, and practices. Students will have the opportunity to examine and practice applying interventions and approaches that support student engagement and prosocial behavior. The focus is on adapting the learning environment, classroom structures, and teaching approach so that all children, regardless of learning strengths and needs, are supported to reach their potential and achieve meaningful goals.
Fall Semester: 16 credits
X.Educ 461: Developing Literacy in Early Childhood Classrooms (4 credits)
Through a balanced and integrated approach, students will learn to develop literacy in an early childhood setting. Class members will learn about emergent literacy, diagnosing language needs, integrating phonics skills in a literature-based classroom, the teaching of process writing, children’s fiction and nonfiction literature, and the use of multiple forms of assessment and the effective use of data to inform instruction. Course evaluation is based on written and oral work done individually and in groups. Requires a pre-practicum.
X.Educ 470: Developing Math / Science / Technology Instruction and Curriculum (4 credits)
Students will learn about inquiry-based science/math curriculum and use of technology in the classroom. They will construct more extensive understandings of science/math instruction by developing lessons that implement the Massachusetts Frameworks. At the Hitchcock Center for the Environment in Amherst, MA, and in classes on campus, emphasis will be on learning diverse management and instructional practices, such as the use of manipulatives, problem solving, cooperative learning, and project-based learning. Students will become more adept at developing effective approaches to using assessment to guide instruction.
X.Educ 463: Teaching English Language Learners (4 credits)
This courses addresses core competencies outlined in the Massachusetts Department of Education English Language Learner certificate requirement. Readings in language acquisition theory, language learning and teaching, effective lesson design and assessment, Sheltered Instruction Observation Protocol and knowledge of intercultural learners are covered. Students will have experience developing and adapting lessons and curriculum to address the needs of students in their pre-practicum settings.
Mathematics or Children’s Literature (4 credits)
Students will have the option of either taking either a mathematics or children’s literature course as their fourth course for the fall semester.
X.Educ 465: Children’s Literature for Education
This course introduces various genres of children's literature, including literature for adolescents; explores issues in interpretation and critique; and examines approaches to using literature in the preK-12 curriculum with an emphasis on making literature accessible to English language learners. Students will read a variety of texts across genres and discuss ways to integrate literature into content-area learning as they expand their knowledge and appreciation of children's literature. Literature will be examined from multiple perspectives including literary, sociopolitical, and historical.
Math 400TM: Mathematical Ideas: Special Topics in Math for Elementary Teachers (4 credits)
This course will draw on two modules of the Developing Mathematical Ideas (DMI) series. DMI is a curriculum designed to both help think through the major ideas of K-8 mathematics and examine how children develop those ideas. The first four sessions will parallel the first four sessions of Making Meaning for Operations. The remaining nine sessions will be based on the Reasoning Algebraically about Operations module. This module focuses on how children's study of operations leads into articulation of generalizations in the number system and justification of such generalizations. Participants will explore and understand how such work in the early grades relates to algebra studied in later grades.
Spring Semester: 14 credits
Students complete a full-time, semester-long student teaching semester (the practicum) as well as a weekly seminar in which they reflect on their developing practice. Students also begin to explore the job market, participate in practice interviews, attend job market fairs, and meet with Career Development Center staff. Upon successful completion of the semester, students are institutionally recommended for licensure to the Massachusetts Department of Elementary and Secondary Education.
X.Educ 423: Student Teaching in Early Childhood Schools (10 credits)
Students participate in full-time student teaching in both early childhood and Grade 1 or 2 classrooms until the end of the semester (according to the public school calendar). During this semester-long field-based placement, students hone classroom management skills, implement an extended integrated curriculum unit, deliver lessons in all content areas, and develop a wide range of assessment skills. The practicum culminates in a number of weeks of Lead Teaching, during which students are responsible for managing all aspects of the classroom program. Students work with classroom teachers and college supervisors to address Professional Teaching Standards as required by the Commonwealth of Massachusetts' Pre-service Performance Assessment Program.
X.Educ 422: Practicum Seminar in Teaching and Learning: Early Childhood Education (4 credits)
This weekly seminar provides students with opportunities to examine curriculum development models, develop an integrated curriculum unit utilizing state and national content area standards, review researched based models of classroom management, and engage in dialogue with practicing teachers regarding numerous aspects of teaching and student learning. Additional topics covered include the arts in education, physical education, legal obligations of teachers, and home-school communication. As is the case in all pre-licensure programs, there is continued emphasis on addressing the needs of students with disabilities and English Language Learners.