This course is an introduction to the history of education in the United States, including major theorists who have influenced American education. Students explore the concepts, laws, and regulations of the teaching profession in general and special needs education for early childhood through adolescent education. Students gain an understanding of learning and behavioral disabilities, within the foundation of education, from historical, legal, and social constructs. Additional Requirements: 20 hours of field experience. Fieldwork includes observation of Early Childhood learning environments.

This course is an overview of standards-based Common Core curriculum development and an analysis of the methodology of effective teaching strategies for the education of diverse learners. Students discuss methods of individualizing instruction and maximizing collaboration. An application of learning processes will be addressed via lesson and unit planning (thematic learning experience units) across the curriculum. Students explore techniques in motivation, communication, and classroom management to encourage and sustain interest, cooperation, and learning achievement. Collaboration with colleagues and parents as partners in the learning process are discussed. Additional Requirements: 20 hours field experience. Fieldwork includes observation and/or teaching individuals or small groups of pupils in a school setting.

In this course, educators explore frameworks, materials, and strategies that help them plan curricula for classroom contexts where two languages are used as the medium of instruction (bilingual classrooms). The specific focus of the course is to build practical understandings of how to utilize Spanish language and bilingual texts in instruction using culturally relevant approaches. Practitioners apply their understandings of bilingual education theory to organizing and designing multicultural units of study that includes bilingual/Spanish-language and culturally relevant pedagogical materials.

This course examines the structure and form of the English language, as well as the normal development of language for monolingual and multilingual speakers from diverse ethnicities. Theories of linguists and their research of the cognitive-linguistic-communicative process are introduced and an application of language study within the field of education is addressed. Students explore the role of phonology, morphology, semantics, syntax, and pragmatics in language and literacy development. Additional Requirements: 20 hours of field experience. Fieldwork includes observation and/or teaching individuals or small groups of pupils in a school setting.

This course analyzes effective literacy instruction for diverse students at all levels including English language learners and students with special needs. Techniques for constructive assessment in reading, remediation, and enrichment are also addressed. This course also examines the teaching of reading and writing through the content areas. Critical thinking and reasoning skills are developed through exploration of primary and content area materials. Academic strategies and resources that engender success across the curriculum are evaluated. Additional Requirements: 20 hours of field experience. Fieldwork includes observation and/or teaching individuals or small groups of pupils in a school setting.

This course investigates the creative teaching of curriculum content and approaches in mathematics and science in early childhood and childhood. Specific methods and materials for teaching mathematics and science are explored along with contemporary instructional practices for diverse learners, including computer applications and other instructional technology. An overview of appropriate strategies for English Language Learners and Students with Disabilities are explored. Additional Requirements: 20 hours of field experience. Fieldwork includes observation and/or teaching individuals or small groups of pupils in a school setting.

Students will build on and deepen their understanding of foundation mathematics concepts and explore and analyze effective, equity-based mathematics and science instruction for diverse early childhood and childhood learners. Through classwork and fieldwork, students will develop and implement instructional strategies and modifications for all learners to be successful. They will design and implement lesson and unit plans using and applying materials from Engage NY and other curricula used in our schools. Students will design and implement an effective RTI system for mathematics, using assessments and progress monitoring and learn how to utilize technology to support mathematical/scientific thinking and skill development.

This course examines the creative teaching of curriculum content and approaches in social studies in early childhood and childhood. Specific methods and materials for teaching social studies are explored along with contemporary instructional practices for diverse learners. The New York State learning standards for social studies along with the standards for health, physical education, family and consumer sciences, and career and occupational studies are addressed. Additional Requirements: 20 hours of field experience. Fieldwork includes observation and/or teaching individuals or small groups of pupils in a school setting.

This course explores effective teaching strategies and learning processes in the inclusive classroom of general education students, English Language Learners, gifted and/or students with disabilities. The course provides methods of individualizing instruction, cooperative learning, classroom management, behavior management applications, diversified instructional strategies, and lesson planning in order to stimulate and sustain pupil interest, cooperation, and achievement in an inclusive learning environment. Successful strategies for collaborating with other educators and parents are also addressed.

This course provides an introduction to how bilingual learners are assessed and evaluated within the school system and at the classroom level. Educators examine and critique regulations and standards for bilingual learners, as well as become familiarized with methods for assessing students' progress in multiple areas of home and new language development. Practitioners create a functional "tool kit" of holistic bilingual assessments, and implement one or more of them in a bilingual classroom.

This course focuses on the research-based theories of first and second language acquisition, and provides practical strategies for diversified instructional delivery. The English as a Second Language Learning Standards, various instructional approaches and their application are addressed thoroughly. A section of this course reviews program models and assessment and placement of emergent bilinguals and bilingual gifted or students with disabilities. Multicultural issues that impact instruction of diverse learners and the classroom-learning environment are investigated. Additional Requirements: 20 hours of field experience. Fieldwork includes observation and/or teaching individuals or small groups of pupils in a school setting.

This course provides an overview of the historical, political, and legal foundations of bilingual education in the United States and internationally, and multicultural perspectives in education. Educators examine theories of bilingual education and the development of different bilingual program models, as well as the psycholinguistic and sociolinguistic perspectives that have shaped them. This course addresses the developmental and educational needs of emergent bilingual students, including those with special needs.

This course presents practical instructional techniques useful for developing literacy within diverse learners in general education and special education classrooms. Assessment tools to measure literacy levels of diverse pupils are addressed. The course also reviews the causes of literacy problems and the testing resources and procedures useful for evaluating the factors in literacy challenges. Specific techniques and strategies, useful for developing literacy skills in a variety of skills areas for diverse learners, are presented. Additional Requirements: 20 hours of field experience. Fieldwork includes observation and/or teaching individuals or small groups of pupils in a school setting.

This course provides an introduction to methods and research in teaching literacy skills to all emergent bilingual students. Practitioners review theories that have shaped our understanding of second/other language learning, and how this applies to the specific challenges faced by children who are developing literacy in English. Practitioners also explore pedagogical practices for implementing literacy instruction for emergent bilingual students within a variety of program settings.

This course will examine and analyze effective literacy/reading instruction for diverse students at all levels, from 1-6, 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. Students will develop and implement evidence-based and developmentally appropriate reading and writing development and instruction, reflecting on data to inform instructional decision-making. This course also examines the teaching of reading and writing through the content areas in grades 1-6. 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 investigates the creative teaching of the arts in early childhood education and childhood. Specific methods and materials for teaching the arts are explored along with contemporary instructional practices for diverse learners. The New York State Arts Learning Standards are explored. Additional Requirements: 20 hours of field experience. Fieldwork includes observation and/or teaching individuals or small groups of pupils in a school setting.

This course is designed to support students fieldworld and on-going professional development as preservice teachers through discussion of comtemporary issues impacting their training and careers as Early Childhood and Childhood teachers. In this seminar, students will explore what it means to be a teacher, what critical skills are required of teachers, and what issues teachers and students face in education today. Students will explore soft skills needed to teach and maintain a professional disposition in early childhood and childhood setting. They will also develop critical thinking and research skills by identifying critical issues in education, conveying these issues to an audience and advocations for change.

This course is designed to support students fieldwork and on-going professional development as preservice teachers through discussion of comtemporary issues impacting their training and careers as Early Childhood and Childhood teachers. In this seminar, students will explore current education topics including evidence-based practices related to the integration of technology in the classrom through rigorous discourse and reflection, students will develop strategies and techniques to integrate.

This course is designed to support students fieldwork and on-going professional development as preservice teachers through discussion of contemporary issues impacting their training and careers as Early Childhood and Childhood teachers. In this seminar, students will have an opportunity to strengthen their teaching philosophies, grounding them in both theory and practice, and solidifying their preparedness for their first teaching position. Using a personalized learning model, students will develop a plan focusing on targeted areas of licensing exams, lesson planning, classroom managment, and professionalism in prepararation for student teaching.

This course is taken with ED-450 Education Student Teaching I (Birth - Grade 2: General and Special Needs Education) or ED-451 Education Student Teaching II (Birth - Grade 2: General and Special Needs Education). Each course provides students with the opportunity to review current issues, to reflect on understandings of the academic field, and apply classroom theory in academic settings through lectures, discussions, analysis, and portfolio development, as well as training in school violence prevention and intervention.

This course is taken with ED-450 Education Student Teaching I (Birth - Grade 2: General and Special Needs Education) or ED-451 Education Student Teaching II (Birth - Grade 2: General and Special Needs Education). Each course provides students with the opportunity to review current issues, to reflect on understandings of the academic field, and apply classroom theory in academic settings through lectures, discussions, analysis, and portfolio development, as well as training in school violence prevention and intervention.

This course provides students with the opportunity to review current issues in education including best practices in diversity, equity and inclusion, reflect on understandings of the academic field and apply classroom theory in academic settings through lectures, discussions of student teaching situations, analysis of lessons, and development of an edTPA portfolio. The student teaching internship seminar, under the direction of the student teaching professor, is an integral part of the program, with the following goals: 1) to enable the student-teacher to reflect on the practice gained in the classroom, share experiences with their peers for positive growth, and 2) to provide instructional support to partner schools and the specific cooperating teacher and their students, and 3) to explore opportunities to join this academic community (school/district) upon graduation.

Building on the understandings students developed in ED 412 Mentored Education Internship I, this course provides students with the opportunity to deepen their understanding of current issues in education including best practices in diversity, equity and inclusion, reflect on understandings of the academic field and apply classroom theory in academic settings through lectures, discussions of student teaching situations, analysis of lessons, and development/submission of an edTPA portfolio. The second student teaching internship seminar under the direction of the student teaching professor, is an integral and culminating part of the program, with the following goals: 1) to enable the student-teacher to reflect on the practice gained in the classroom,share experiences with their peers for positive growth,and 2) to provide instructional support to partner schools and the specific cooperating teacher and their students, and 3)to explore opportunities to join this academic community (school/district)or one that matches the graduates emerging teaching skills with available opportunities.

Taught in Spanish and English This course examines methods used for teaching curriculum content in both the home language and the new language of emergent bilingual students. Particular attention is paid to the development of language and literacy skills simultaneous to the development of content area understandings. Practitioners explore approaches and materials used for teaching Mathematics, Social Studies, and Science in programs where two languages are used in instruction. The course focuses on how to adapt curriculum for emergent bilingual students and emergent bilinguals with special needs.

Student teaching provides students with the opportunity to exercise their understanding of the academic field and to apply classroom theory in actual classroom settings. The department, in consultation with the student, makes all placements. Care is given to providing the students with rich and diversified experiences with highly qualified teachers. Each teaching assignment requires 200 hours in a birth - grade 2 general and/or special needs education setting. Additional Requirement: Students must be registered for ED-410 Mentored Education Internship I (Birth - Grade 2: General and Special Needs Education) or ED-411 Mentored Education Internship II (Birth - Grade 2: General and Special Needs Education).

Student teaching provides students with the opportunity to exercise their understanding of the academic field and to apply classroom theory in actual classroom settings. All placements are made by the department in consultation with the student. Care is given to providing the students with rich and diversified experiences with highly qualified teachers. Each teaching assignment requires 200 hours in a birth - grade 2 general and/or special needs education setting.

This course provides students with the opportunity to exercise their understanding of the academic field and to apply classroom theory in actual work settings in supervised positions. Upon completion of this course, the student will have gained essential knowledge and educational/pedagogical literacy through a practical understanding of, and/or be able to do the following: 1. Orientation to Student Teaching 2. Student Teacher Values 3. Developing a Teaching Style 4. Preparing to be Observed 5. Review of Child Development and Learning Theory 6.Instructional Planning and Assessment 7. Classroom Management 8. edTPA Preparation

This course provides students with the opportunity to review current issues to reflect on understandings of the academic field and apply classroom theory in academic settings through lectures, discussions of student teaching situations, analysis of lessons, and development of an edTPA portfolio. The internship is an integral part of each of the majors and its primary goals are the following: 1) to enable the student-teacher to reflect on the practice gained in the classroom and in a practical school setting; and 2) to help the schools and their students and 3) for schools to get to know a prospective full-time candidate, assessing his/her profile and fit within the school for potential post graduate employment.