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.

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.

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 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 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 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 Common Core 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

Students will explore the topic of assessment through the lens of culture and environment, making students aware of the need for cultural understanding and sensitivity when assessing learners. Students will develop skills to observe and assess diverse children within a pre-school or a school setting 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

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

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

Students will explore and analyze effective mathematics instructional practices for diverse young learners through an understanding of child development from both theoretical and practical perspectives and corresponding learning trajectories. The work of key developmental theorists will be studied considering contemporary relevance and the importance of culturally responsive-sustaining education. Students will be introduced to project-based learning in science for young children. Students will have the opportunity to explore the integration of play with exploration of hands-on materials in the development of mathematical 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 assistive technology. Students will learn how to assess student progress in mathematics and develop support plans and IEP goals for learners. 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 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. 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.

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 learners in their acquisition of these skills. Students will learn specific strategies, including conducting a functional behavior assessment and developing an appropriate support plan, to manage challenging behaviors that are disruptive to the classroom and put students at risk for school failure.

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 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 students with the opportunity to review current issues in special 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 of these lessons, to maximize student engagement and achievement. Students will also complete an edTPA project in special education in which they will create a case study on one student to plan and implement lessons on a targeted skill to support the students' needs. After implementation of the lessons, the student will reflect on a video of the lesson, analyze assessments, and plan next instructional steps. 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 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