Students will examine the foundations of education through multiple lenses: Historical and Philosophical; Political, Economic and Legal; and Social and Curricular. Through readings, class discussion, and a variety of research projects, students will focus on the works of educational pioneers and key theorists, analyzing their work and exploring them for application and impact in today's classrooms.

This course provides an in-depth exploration of the theoretical foundations and practical applications of bilingual education. Students will critically examine the historical, sociocultural, linguistic, and educational perspectives that shape bilingual education policies and practices. Students will become well-versed in the continuum of program approaches to Emerging Bilingual Students (EBLs) and ways to evaluate their effectiveness. Through readings, discussions, and fieldwork, students will develop a comprehensive understanding of the challenges and opportunities associated with bilingual education and its impact on diverse student populations.

Students will examine and analyze the policy and legal mandates in special education from a historical and contemporary lens, exploring the impact on practice, service systems and instructional models, specifically in urban environments. Students will be introduced to key researchers and theorists in urban and special education, providing a theoretical framework for their studies. They will explore disabilities and services from the perspective of equity and excellence maximized to assist in helping all young children, including those who are culturally and linguistically diverse, and learn the important roles of parents, teachers, and evaluators in the special education process. Students will review current research and study key issues in special education including accountability, the over-representation of minorities, teacher shortages, the rise in autism, challenges in assessing and providing appropriate services to linguistically and culturally diverse young learners, and meeting the special education challenges in urban classrooms.

Students will explore child development from birth to age 8 from both theoretical and practical perspectives, looking carefully at typical and delayed development across the physical, cognitive, linguistic and social domains through the lens of risk factors, including those heightened in urban environments. The work of key developmental theorists such as Gesell, Brunner, Piaget, Vgotsky, and Bronfenbrenner will be studied in light of contemporary relevance. Students will explore resiliency and intervention in young children, including those who are linguistically and culturally diverse using the NY State Culturally and Sustainable framework, and how it can be maximized to assist in helping young children reach developmentally appropriate milestones. Students will analyze intervention services and promising programs and learn important strategies to work in conjunction with parents and caregivers to understand the nature of their child's needs and assist them in navigating the Early Intervention (EI), the Committee on Pre-school Special Education (CPSE) and the Committee on Special Education (CSE) system.

Students will explore child development of children from 6 -11 years old from both a theoretical and practical perspective. They will explore the growth of typical and delayed development across all developmental domains analyzing risk factors, including those heightened in urban environments. Students will explore resiliency and intervention in children and how both can be maximized to assist children to grow and develop prior to adolescence. Students will develop classroom strategies that teachers can implement to support children reaching their potential. They will also analyze the impact Special Education and other interventions play in supporting students with cognitive, physical or social/emotional challenges.

This course will examine and analyze effective literacy/reading instruction from a developmental perspective, exploring research and best practices. Students will analyze the work of the National Reading Panel and National Early Literacy Panel as a framework for effective, research-based literacy instruction. Students will explore key findings including the recommendations that all literacy programs provide systematic and explicit instruction in: phonemic awareness, phonics, fluency, vocabulary development, and comprehension. Students will explore the continuum of literacy skill development from a developmental perspective from pre-emergent to fluent reader and evaluate how the Next Generation-Learning Standards support the development of these skills. Students will apply what they have learned in class as they observe these literacy components in a classroom and reflect on those observations in ways that synthesize research/theory and practice. Required: 25 hours of fieldwork

This course offers a comprehensive exploration of multicultural education, integrating powerful perspectives such as critical multiculturalism and intersectionality. Candidates will examine student demographics in K-12 settings, including second language learners, from both historical and contemporary angles. The course is grounded in the ideals of freedom, justice, equality, and human dignity. Through readings, discussions, and projects, students will deepen their understanding of cultural diversity and analyze educational practices, particularly in the context of second language learning, using a multicultural/equity lens within broader socio-political contexts. The goal is to create more equitable and inclusive educational environments that foster success for all learners.

Students will explore the topic of assessment through the lens of culture and environment, NY State Culturally Responsive and Sustaining framework, making students aware of the need for cultural understanding and sensitivity when assessing learners. Students will develop skills to assess all young learners, including those who are culturally and linguistically diverse, in pre-school or school settings, for the purposes of identifying typical progress as well as areas of concern and referring students to CPSE (Committee on Pre-School Special Education) and CSE (Committee on Special Education), as appropriate, establishing goals to support the child and measuring progress. Students will develop skills in using observation as a powerful tool for assessment. Students will explore informal and formal assessments and learn when each assessment can be most useful in obtaining relevant data. Students will have an opportunity to assess children in the field using instruments they have learned about in class. Students will utilize video and other technology to deepen their understanding of the observation and assessment process and utilize appropriate technical applications (apps) to assist them in tracking and analyzing their observations. Required: 25 hours of fieldwork

This course introduces candidates to concepts in Applied Linguistics by providing a pedagogical framework that supports cross-linguistic transfer between English and Spanish, thereby fostering bilingualism and biliteracy among multilingual learners in grades K-12. Students will explore key concepts in second language acquisition, sociolinguistics, psycholinguistics, and structural-functional linguistics. Through readings, assignments, and comparative syntactic practices, students will examine sounds, grammar, and meaning. Additionally, students will learn about translanguaging, which involves utilizing the diverse linguistic resources of multilingual learners to enhance their bilingual skills and literacy. By the end of the course, students will acquire the knowledge and skills to critically analyze how culture, identity, and social dynamics influence language acquisition and usage in the classroom.

This multidisciplinary, multicultural course introduces students to the broad study of child development from the prenatal stage through adolescence. Students will review historic and contemporary scientific research, study key theorists, and analyze and discuss the differing experiences, cultures, histories, and perspectives of peoples from a variety of ethnic, gender, racial, and social class backgrounds to provide a comprehensive view of human development as both typically unfolding and simultaneously flexible. Development will also be explored through a contemporary lens, looking at topics impacting children and adolescents in the 21st century.

Students will examine and analyze effective planning and instructional practices for teaching all learners including students with disabilities in inclusive environments. They will focus on implementing standards based curriculum that includes modifications appropriate to meet individual needs. Students will learn how to develop IEP goals and utilize Response to Intervention strategies to support at-risk learners, students with disabilities and emergent bilinguals' progress in meeting standards. Students will learn teaching techniques to address the social-emotional, physical, and cognitive needs of students in diverse settings. Students will explore the role of technology and assistive technology in assisting students with disabilities to be successful in an inclusive environment. Required: 25 hours of fieldwork

This course is designed to help K-12 teachers already versed in planning curriculum and instruction expand their capacity to reflect, write, and adapt content curriculum and instructional materials for bilingual settings. Particular emphasis will be placed on refining teaching philosophies, culturally responsive resources, engaging language activities, and bilingual instructional practices. In this course, teachers will explore the intersections of culture, identity, race, gender, language, and learning as they develop a conceptual framework for bilingual education that is culturally responsive. Candidates will investigate ways education can be made more equitable for all students when practitioners and learners engage with topics that teach about diversity and address cultural competence. Teachers will learn methods for building caring and nurturing communities for diverse learners through planning and adapting their own curricular materials to the classroom contexts unique to their schools, communities, and student populations. It will start with teachers understanding and knowing their students first. Ultimately, teachers will reflect on and deepen their understanding of their role as advocates for historically marginalized student populations within the sociopolitical context of schooling. As a culminating project, teachers will apply their teaching philosophies and methodological practices to create a culturally responsive content-specific unit of study.

Students will explore the components of literacy: reading, writing, speaking and listening from a developmental perspective for children from birth-age 8, using the work of key developmental theorists and linguists as a theoretical framework. They will examine first and second language acquisition and development from the perspective of typical and delayed young learners and explore the impact of risk factors on young children's language development. Students will investigate promising parent and school-based programs to support early language and literacy development and address early language-based achievement gaps. Students will apply classroom theory to practice through targeted fieldwork experiences. Required: 25 hours of fieldwork

This course aims to provide educators with the knowledge, strategies, and pedagogical approaches necessary to effectively teach bilingualism and biliteracy in English and Spanish. The course promotes the development of bilingual and biliterate students who can leverage their funds of knowledge to build on crosslinguistic skills in both languages. Additionally, it emphasizes the cultivation of sociocultural competence, enabling students to understand and integrate with diverse cultural perspectives. Throughout the course, participants will examine the implications of monolingual and multilingual perspectives to support the development of literacy skills. They will explore how students' language use and utterances reflect their developing bilingualism and learn to embrace and build upon students' diverse language repertoires. The course emphasizes the need to move away from monolingual expectations and instead support students using all their linguistic resources to express themselves effectively. In addition, participants will critically reflect on these systems from a multilingual perspective, considering the unique characteristics of simultaneous bilinguals and the changing demographics of English learners in the United States.

This course is designed to develop teachers' culturally responsive skills in partnering with diverse families of children with disabilities. With a strong emphasis on understanding disabilities categorized under the IDEA and Section 504, candidates will be able to provide accurate support and placement for emergent bilingual students. Students will explore the co-teaching model, where general education and bilingual special education teachers collaborate to meet the needs of all students. Candidates will also delve into differentiated instruction and its application in inclusive general education settings such as Response to Intervention (RTI) and Universal Design Learning (UDL). Emphasis will be placed on practical skills in community building and culturally responsive classroom management, particularly in supporting culturally and linguistically diverse students with disabilities. Students will also engage with humanizing pedagogy and its relevance in inclusive education throughout the course. They will critically examine the power dynamics inherent in educational systems and explore ways to create classrooms that prioritize all students' holistic well-being and identity development. In addition to these topics, students will be introduced to the social model of disability, which encourages a broader understanding of disabilities within a social and cultural context. The course will also address the issue of the overrepresentation of emergent bilingual students in special education programs analyzing the contributing factors and exploring strategies to ensure equitable identification and support for culturally and linguistically diverse students.

Students will explore and analyze effective instructional practices in mathematics and science for diverse young learners through an understanding of child development from both theoretical and practical perspectives and corresponding learning trajectories. Students will be required to study and produce project-based learning activities connecting math and science concepts for young children incorporating culturally responsive pedagogy. Students will have the opportunity to explore the integration of play with exploration of hands-on materials in the development of mathematical and scientific thinking through classroom and fieldwork. Special attention will be given to the developmental differences among diverse learners including students with disabilities. Students will learn how to support cognitive growth through developmentally appropriate lessons and activities and the integration of technology and virtual platforms for remote learning. Students will learn how to assess student progress in mathematics and develop support plans and academic goals for all learners. Through writing about foundational math concepts and their solutions to grade-level math tasks, pre-service teachers will also develop their own math vocabulary and learn techniques for supporting young children in learning the language of mathematics. Required: 15 hours of fieldwork (certified teachers); 30 hours of fieldwork (uncertified teachers)

Students will explore and analyze effective mathematics and science instruction for diverse learners in grades 1-6, using the Next Generation Standards for Mathematics and Science as a foundation. Through class discussions, hands-on math experiences, lab practice, and fieldwork, students will develop an understanding of developmental concepts, strategies, and models taught in childhood mathematics classrooms, while deepening their own mathematical understanding. Students will design and implement lessons using high-quality instructional materials in mathematics and science, using assessments and progress monitoring of student thinking to collect and analyze data, and designing and measuring student-centered goals. Students will also be required to study and produce project-based learning activities connecting math and science concepts for children, applying culturally responsive pedagogy. Through writing about foundational math concepts and their solutions to grade level math tasks, pre-service teachers will also develop their own math vocabulary and learn techniques for supporting young children in learning the language of mathematics. Requirements: . 15 hours of lab practice: Praxis for EC & practice solving NYS Exam Released Test Questions for Grades 3-6 . 15 hours of fieldwork (certified teachers); 30 hours of fieldwork (uncertified teachers)

In this course, students will learn to recognize children as capable mathematicians with their own informal knowledge of concepts and developing skills, while deepening their own knowledge of mathematical content. They will practice planning for and implementing problem-solving tasks that center on rigor, relevance, and relationships with all learners, utilizing culturally responsive pedagogy. The concrete-semi-concrete-abstract trajectory will be foundational to students' development of theory around how young learners progress over time with a wide variety of problem-solving strategies. Students will use this knowledge to develop an understanding of how multiple pathways can lead to the same solution to a task or problem. Additionally, students will articulate the rationale for and utilize the math workshop model to plan lesson openers that "hook" learners with engaging tasks; use minilessons to model thinking and problem-solving; manage work time for both group and independent learning; create classroom routines that support conferring; and ensure deep understanding with sharing and reflecting opportunities (Ward-Hoffer, 2012). Students will continue to use writing as a tool for problem-solving, thinking, and the synthesis of conceptual ideas. Requirements: 15 hours of lab practice ECE: Praxis for ECE and Khan Academy EC: Praxis for EC & practice solving NYS Exam Released Test Questions for Grades 3-6 15 hours of fieldwork (certified teachers); 30 hours of fieldwork (uncertified teachers)

Students will explore the legal and ethical reasons to include students with disabilities, including those who are linguistically and culturally diverse, in general education classrooms and develop an understanding of the importance of collaborative partnerships for students' success in an inclusive environment. Special attention will be focused on the role of collaboration for Autism Spectrum Disorder students and English Language Learners with Disabilities to promote success. Strategies to maximize partnerships with parents, between general and special educators and other professionals will be discussed and developed. Emphasis will be placed on the collaborative co-teaching model, applying the NY State Culturally and Sustainable framework. Students will learn about the current status of inclusion within the public and charter schools of New York and explore the challenges to implementation in an urban environment. Students will explore the role of technology and assistive technology in assisting students with disabilities to be successful in an inclusive environment.

Using a culturally responsive and research-based decision-making process, teachers will identify the purpose, instrument, method, and use of assessments and evaluations most appropriate for emergent bilingual students (EBLs). Through a "lens of promise" or an asset-based perspective, candidates will develop a toolkit of culturally responsive assessments suitable across all four language modalities, implementing high-quality assessments and accountability measures in language education programs for K-12 students. By the end of the course, candidates will understand the relationship between assessment and instruction (data-driven instruction), the consequences of assessments, how to interpret test scores, and understand the language of testing. Candidates will also design strategic instructional implementations, such as differentiation and student placement, which will enable them to advocate for Emergent Bilingual Learners and enhance their understanding of state and federal assessment practices.

In this course, students will explore classroom management techniques that can be implemented to create positive classroom learning environments and learn how to implement a PBIS model. Students will learn and understand the role of self-regulation and developmentally appropriate social skills as fundamental to the development of appropriate behavior, and develop strategies to effectively assist all learners, including those who are culturally and linguistically diverse, in their acquisition of these skills. Students will learn specific strategies, including conducting a functional behavior assessment and developing an appropriate support plan, to meet IDEA mandates and to manage challenging behaviors that are disruptive to the classroom and put students at risk for school failure.

This course focuses on key issues in identification, instruction, and assessment for Early Childhood and Childhood English Language Learners (referred to henceforth as emergent bilinguals - EBLs). The Pre-K Learning Standards, the New York State Next Generation Learning Standards and Bilingual Learning Standards, and the NY State Bilingual Common Core Initiative will provide the framework for lesson planning and assessment. Emphasis will be placed on the research based SIOP model for sheltered instruction and its application in general education classrooms. Emphasis will also be placed on involving parents and community members as key stakeholders and partners in the education of young EBLs. Students will also learn evidence- based practices to support diverse learners through a culturally responsive-sustaining education lens. Required: 25 hours of fieldwork.

This course explores theories and methodologies for teaching content and language development to linguistically diverse learners in bilingual settings, specifically focusing on Art and Social Studies. It emphasizes integrating English/Spanish language development into content instruction through language scaffolding, including visual, graphic, and interactive supports to promote biliteracy. The course incorporates teaching for biliteracy, focusing on language, literacy, and content while implementing cross-linguistic transfer between languages and content. Educators will learn research-based approaches such as the Sheltered Instruction Observation Protocol (SIOP) model and its practical application in general education classrooms. They will design culturally responsive lesson plans that promote content knowledge and English and Spanish language skills using bilingual and Spanish-language resources. Throughout the course, educators will engage in focused classroom observations in bilingual settings, conduct in-depth readings and studies, and conduct personal research to deepen their knowledge of instructional practices for teaching Social Studies and the Arts to EBL students in English and Spanish. By the end of the course, participants will collaborate on creating a comprehensive resource binder that includes bilingual lesson plans, Spanish-language resources, and culturally responsive pedagogical materials tailored for instruction in Social Studies and Art. This resource binder will be a valuable tool for educators to implement effective, inclusive, and engaging content and language instruction for EBL students in both English and Spanish.

This course will examine and analyze effective literacy/reading instruction for diverse students at all levels including an exploration of appropriate strategies for English language learners and students with special needs. Techniques for constructive assessment in reading, and remediation will also be addressed through practical application of methods in classroom and field assignments, such as observation records, small group and individualized instruction, and a diagnostic evaluation and analysis via required field hours. Students will explore the role of Response to Intervention in evaluating, teaching, and monitoring students who are not progressing at the same rate as their peers. This course also examines the teaching of reading and writing through the content areas. Critical thinking and reasoning skills will be developed through exploration of primary and content area resources and materials. Multicultural issues that impact instruction of diverse learners and the classroom learning environment will be investigated through analysis of the role of culture, ethnicity, heritage, linguistics, socioeconomic levels and the community plays in the students' learning readiness. Academic strategies and resources that engender success in a teaching-learning setting through literature across the curriculum will be evaluated.

This course equips K-12 teachers with the knowledge and skills to effectively teach Mathematics, Science, and Technology to linguistically diverse students. Candidates will explore strategies to integrate content and pedagogy, ensuring all students can access high-quality instruction. Special attention will be given to addressing the unique needs of linguistically diverse learners in acquiring content knowledge while simultaneously developing English language proficiency using Spanish language support. Aligned with the Next Generation Science Standards (NGSS) and New York State Next Generation Mathematics Learning Standards, this course will focus on conceptual understanding, procedural fluency, and real-world application, aiming to equip students with the mathematical and science skills essential for success in the 21st century. Candidates will explore how the standards provide a platform for engaging students in dialogue and learning experiences that allow complex topics and ideas to be explored from many angles and perspectives and advance students' abstract reasoning, collaboration skills, and ability to learn from peers and through technology. The course will emphasize the importance of cross-linguistic transfer, metalinguistic awareness, and bridging concepts between languages. In addition, the course will explore the effective use of technology to enhance student learning, promote engagement, and facilitate differentiation. Candidates will discover how technology can be leveraged to create interactive and inclusive learning experiences that cater to the diverse needs of linguistically diverse students. Emphasis will be placed on creating a positive classroom climate that fosters multicultural science and mathematics education. Candidates will also develop an understanding of how to adapt instructional materials and assessments to meet the needs of linguistically diverse students effectively. Throughout the course, candidates will be able to demonstrate their emerging competence in teaching Mathematics, Science, and Technology in both English and Spanish.

This course provides students with the opportunity to review current issues, to reflect on understandings of the academic field, apply classroom theory in academic settings through lectures, discussions of student teaching situations, analysis of lessons, and development of a self-study project. The student teaching component provides students with the opportunity to exercise their understanding of the academic field and to apply classroom theory in actual work settings in paid and non-paid supervised positions in general education classrooms. Students will take part in three formal classroom observations in which they will work collaboratively with their student teaching supervisor. Students will be expected to integrate technology into each of these lessons, to maximize student engagement and achievement. Requires FT Placement for 10 weeks in one of the following settings, Pre-K to Grade 2 in urban education classes (50 days) or FT Placement for 10 weeks in each of two settings, Grades 1-6 in urban education classes (50 days).

This course provides graduate teacher candidates with the opportunity to review current issues in education, to reflect on understandings of the academic field, apply classroom theory in academic settings through lectures, discussions of student teaching situations, analysis of lessons, and development of a portfolio. The student teaching component provides students with the opportunity to exercise their understanding of the academic field and to apply classroom theory in actual work settings in paid and non-paid supervised positions. Students will engage in reflective sessions that include discussions of topics related to school experiences; i.e., lesson planning, classroom management, delivery of instruction, assessment and portfolios, and challenges in special education and urban settings. Students will take part in three formal classroom observations in which they will work collaboratively with their student teaching supervisor. The students will plan and implement lessons and then reflect on the lesson while being guided by their student teaching supervisor. Students will be expected to integrate technology into each lesson to maximize student engagement and achievement. Students will also complete a TPA (Teacher Performance Assessment) project. Requires FT Placement for 14 weeks (70 school days) in grade bands and general/special education classrooms as required.

This course is designed to support teachers by highlighting principles and practices of being a reflective practitioner. Candidates will have an opportunity to explore a specific topic from their course of studies by implementing, exploring, and reflecting on through the development of a culminating Capstone project. Additionally, students will apply their understanding of first and second language acquisition theories into their action research centering their linguistically diverse students in K-12 settings. Action Reggio Emilia attests to the concept of "teacher as researcher." Teachers are encouraged to consistently evaluate our teaching practices in relation to the students they serve. Therefore, "teacher action research involves a systematic and sustained study of some aspects of teaching and learning" (Souto-Manning, 2012, p. 54). Action Research, is defined as, "a disciplined inquiry done by a teacher with the intent that the research will inform and change his or her practices in the future. This research is carried out within the context of the teacher's environment-that is, with the students and at the school in which the teacher works-on questions that deal with educational matters at hand." (Ferrance, 2000). Required: 25 hours of clinical experiences