Courses
GAED-528 The Adolescent (3)
This course focuses on the developing adolescent to provide knowledge for teachers who will work with students in late childhood and adolescence. The purpose of the course is to help candidates develop knowledge bases on how children and adolescents learn, including their cognitive and affective development; the relationship to and impact of these variables on learning; and knowledge acquisition and cultural influences on learning. Reviews of psychoanalytic theory, behaviorism, and cognitive theory will be included. Practical application of theories and strategies designed to engage all students will be stressed.
Typically offered:
Attributes: TGAE
Spring
Restrictions: Including: -Major: Adolescence Education, Incl Adolescence Education, Math Sci Technology Educ, Special Education -Level: GraduateGAED-530 Diff Cur,Ins,Assess in MS (3)
This course focuses on curriculum, instruction, and assessment in schools that serve young adolescents, grades 5-9. Special emphasis is placed on: Middle-grade philosophy; organizational components such as interdisciplinary teams, academic clusters, advisory programs, and exploratory curriculum; middle level curriculum frameworks; the Common Core; and developmentally appropriate instruction. Practical application of theories and strategies to engage young adolescents and increase achievement, including research on motivation, self perceptions of abilities, and gender issues, will be stressed. This course is part of the Middle School Extension.
Typically offered:
Attributes: TGAE
SummerGAED-533 Field Exp I-Adolescence (0)
This 50-hour field experience accompanies GAED 537, 538, or 539 to facilitate the analysis of the relationship between theory and practice. Candidates record their observations and use them in their content-specific methods courses. Candidates have opportunities to work directly with students in grades 7-12 individually and in small groups.
Graded S/U.Typically offered:
Attributes: TGAE
Fall
Restrictions: Including: -Major: Adolescence Education, Incl Adolescence Education, Math Sci Technology Educ, Special Education -Level: GraduateGAED-534 Field Exp II-Adolescence (0)
This 50-hour field experience accompanies GAED 541, 542, or 543 to continue/extend the analysis of the relationship between theory and practice. In addition to observing and working with students individually or in small groups, candidates have opportunities to plan and teach whole-class lessons.
Graded S/U.Typically offered:
Attributes: TGAE
Spring
Restrictions: Including: -Major: Adolescence Education, Incl Adolescence Education, Math Sci Technology Educ, Special Education -Level: GraduateGAED-541 Diff Curr,Ins,Assess in SS (3)
The course is the second methods course focusing on curriculum, instruction, and assessment in social studies education. The purpose of this course is to prepare future social studies teachers with the knowledge, skills, and dispositions to teach all students in diverse classrooms and settings in grades 7-12. Candidates will gain a clear understanding of the elements of social studies education, as defined by the National Council for the Social Studies (NCSS) themes and the New York State learning standards. They will also work collaboratively within a community of learners to become knowledgeable concerning the local community, state, nation, and world, discussing critical issues and the responsibilities of productive citizens living within those arenas. Candidates will identify a wide variety of social studies data sources, materials, and resources and develop plans to teach in ways that are culturally relevant. Candidates will have opportunities to enrich and expand their content and pedagogical knowledge and integrate instructional theories and best practices, including classroom management, and instructional strategies to enhance teaching and learning for all students. Candidates will also have multiple opportunities to develop and implement lesson plans and a unit plan appropriate to the needs, interests, and abilities of grade-specific students. A 50-hour field experience in a local middle or high school accompanies this course.
Typically offered:
Attributes: TGAE
Spring
Pre-requisites: -
Restrictions: Including: -Level: GraduateGAED-542 Diff Cur,Ins,Assess in Eng (3)
This course is the second methods course focusing on curriculum, instruction, and assessment in English education. The purpose of this course is to prepare future English teachers with the knowledge, skills, and dispositions to teach all students in diverse classrooms and settings in grades 7-12. Candidates will have opportunities to enrich and expand their content and pedagogical knowledge and integrate instructional theories and best practices including classroom management, instructional strategies to help all students learn, and the use of technology to enhance teaching and learning for all students. Candidates will gain a clear understanding of the elements of English education, as defined by the National Council of Teachers of English (NCTE) and the New York State learning standards. Candidates have opportunities to enrich and expand their content knowledge and develop instructional theories and practices for the classroom. Candidates will identify a wide variety of materials and resources, including information technologies, and develop plans for use in diverse classrooms. Candidates will also have multiple opportunities to develop and implement lesson plans and a unit plan appropriate to the needs, interests, and abilities of grade-specific students. A 50-hour field experience in a local middle or high school accompanies this course.
Typically offered:
Attributes: TGAE
Spring
Pre-requisites: -
Restrictions: Including: -Major: Adolescence Education, Special Education -Level: GraduateGAED-543 Diff Curr,Ins,Assess-LOTE (3)
The course is the second methods course in the program, focusing on curriculum, instruction, and assessment in LOTE education. Candidates will work to further develop the knowledge, skills, and dispositions to teach all students in diverse classrooms and settings. The course will focus on knowledge related to the target language, its literature, and its culture appropriate to the developmental needs and interests of candidates. Candidates will explore and demonstrate knowledge of second language instructional methods and resources that support critical and creative thinking. Candidates will have opportunities to enrich and expand their content and pedagogical knowledge and integrate instructional theories and best practices, including classroom management, instructional strategies to help all students learn, and the use of technology to enhance teaching and learning for all students. Candidates will gain a clear understanding of the elements of foreign language education, as defined by the American Council on the Teaching of Foreign Languages (ACTFL) and the New York State Learning Standards. They will also identify a wide variety of materials and resources, including information technologies, and develop plans for their use in diverse classrooms. Candidates will also have multiple opportunities to develop and implement lesson plans and a unit plan appropriate to the needs, interests, and abilities of grade-specific students. A 50-hour field experience in a local middle or high school accompanies this course.
Attributes: TGAE
Pre-requisites: -
Restrictions: Including: -Major: Adolescence Education, Special Education -Level: GraduateGAED-544 Diff Curr,Ins,Assess:Math (3)
The course is the second methods course focusing on curriculum, instruction, and assessment in mathematics education. The purpose of this course is to prepare future mathematics teachers with the knowledge, skills, and dispositions to teach all students in diverse classrooms and settings in grades 7-12. Candidates will gain a clear understanding of the elements of mathematics education, as defined by the National Council of Teachers of Mathematics (NCTM) themes and the Common Core State Standards for mathematics. Candidates will have opportunities to enrich and expand their content and pedagogical knowledge and integrate instructional theories and best practices, including classroom management, and instructional strategies to enhance teaching and learning for all students. Candidates will also have multiple opportunities to develop and implement lesson plans and a unit plan appropriate to the needs, interests, and abilities of grade-specific students. A 50-hour field experience in a local middle or high school accompanies this course.
Typically offered:
Attributes: TGAE
Spring
Pre-requisites: -GAED-545 DiffCurrInsAssess:Science (3)
The course is the second methods course focusing on curriculum, instruction, and assessment in science education. The purpose of this course is to prepare future science teachers with the knowledge, skills, and dispositions to teach all students in diverse classrooms and settings in grades 7-12. Candidates will gain a clear understanding of the elements of science education, as defined by the National Science Teachers Association (NSTA) and the Next Generation Science Standards (NGSS). Candidates will have opportunities to enrich and expand their content and pedagogical knowledge and integrate instructional theories and best practices, including classroom management, and instructional strategies to enhance teaching and learning for all students. Candidates will also have multiple opportunities to develop and implement lesson plans and a unit plan appropriate to the needs, interests, and abilities of grade-specific students. A 50-hour field experience in a local middle or high school accompanies this course.
Typically offered:
Attributes: TGAE
Spring
Pre-requisites: GAED-533 S AND GAED-534 Y SGAED-560 Res Con Area Ins & Prac (3)
This course will present an overview of quantitative, qualitative, and action research methods and clear examples of each. Following a consideration of the range of research and its significant results, candidates will identify and conduct individualized projects as their culminating experiences in their graduate programs. Appropriate topics in in each candidate’s respective content area of education will be determined mutually by professors and candidates. This is the final course in the MS in Education: Inclusive Adolescence, Grades 5-12 graduate program prior to the student teaching semester
Typically offered:
Attributes: TGAE
Fall
GSED-501 Incl Ed in Today’s Schools (3)
Designed as an overview of special education, this course will examine the etiologies and characteristics of the various disability categories. Candidates will study topics such as the right to an education, inclusion and collaboration, federal legislation, disability and the family, disability and diversity, assistive technology, and transition and preparation for adult life. Candidates will begin to focus on integrating educational technologies in the classroom.
Typically offered:
Attributes: TGSE
Fall
Restrictions: Including: -Level: GraduateGSED-508 Mgmt&Coll in Incl Class-Ch (3)
This course examines the principles of behavior and approaches to inclusive classroom management and reviews a number of topics related to research-based positive, proactive classroom and behavior management techniques for teachers that will work with all students, including those with backgrounds different from their own. The course explores positive approaches for the development of functional behavioral assessments and behavior intervention plans. Teacher candidates will explore the theory and practice of co-teaching and collaboration and creating lessons, which contain the New York Learning Standards and IEP goals that are implemented in the field with other teacher candidates. Teacher candidates will implement service learning by developing a partnership with a family to address educational concerns and generate possible solutions for a student with exceptional learning needs while participating and collaborating on a self-managed educational team that includes family input and participation. Hybrid, 7 weeks.
Typically offered:
Attributes: TGSE
Fall
Pre-requisites: -
Restrictions: Including: -Level: GraduateGSED-512 Mgt&Collab in Incl Clsrm-Ad (3)
This course examines the principles of behavior and approaches to inclusive classroom management and reviews a number of topics related to research-based positive, proactive classroom and behavior management techniques for teachers that will work with all students, including those with backgrounds different from their own. The course explores positive approaches for the development of functional behavioral assessments and behavior intervention plans. Teacher candidates will explore the theory and practice of co-teaching and collaboration and creating lessons, which contain the New York Learning Standards and IEP goals that are implemented in the field with other teacher candidates. Teacher candidates will implement service learning by developing a partnership with a family to address educational concerns and generate possible solutions for a student with exceptional learning needs while participating and collaborating on a self-managed educational team that includes family input and participation. Hybrid, 7 weeks.
Typically offered:
Attributes: TGSE
Fall
Pre-requisites: -
Restrictions: Including: -Level: GraduateGSED-515 Ed Tech (3)
The use of technology to improve instructional practice is an essential skill for all teachers. This course is designed to support teacher candidates in developing a knowledge and skill base in educational and assistive technology. The long term goal is to ensure future teachers can make effective use of available technologies to enhance cognitive and physical development, differentiated instruction and planning, to improve personal productivity, and to support all students, including students with ELN, fully in a learning environment. This course teaches students to locate, use and adapt a variety of assistive technology devices and software tools and to apply these technologies in a wide range of integrated educational settings. The use of assistive technology as it relates to education, communication, social engagement, recreation, and mobility for individuals with disabilities will be explored.
Typically offered:
Attributes: TGSE
SummerGSED-531 Diff Cur,Ins,Asses in STEM (3)
This course is a thorough and comprehensive study of national and state curriculum and assessment standards in mathematics, science, and technology. Candidates will study standards for teaching mathematics and science. Additionally, the relative merits of various modes of instructional deliveries, including inquiry-based lessons, lectures, demonstrations, activities, projects, small-group work, and large-group work, will be discussed and analyzed. Other instructional issues include effective use of time and establishing inquiry-based classroom discourse. Assessment issues include the purposes of assessment and methods of assessment. Candidates will be required to prepare a thematic mathematics, science, and technology unit of study.
Typically offered:
Attributes: TGSE
SummerGSED-555 Field Exp III: Child SPED (0)
This 50-hour field experience is designed to introduce candidates to working with diverse learners with exceptional learning needs in the context of full-class inclusive and/or special education settings at the childhood level. It will provide initial certification candidates the opportunity to practice integrating technology, classroom knowledge, and skills under the guidance of practicing school-based educators.
Graded S/U.Typically offered:
Attributes: TGSE
Spring
Pre-requisites: GSED-501 C
Restrictions: Including: -Level: GraduateGSED-556 Field Exp III: Adol SPED (0)
This 50-hour field experience is designed to introduce candidates to working with diverse learners with exceptional learning needs in the context of full-class inclusive and/or special education settings at the adolescence level. It will provide initial certification candidates the opportunity to practice integrating technology, classroom knowledge, and skills under the guidance of practicing school-based educators.
Graded S/U.Typically offered:
Attributes: TGSE
Fall
Pre-requisites: GSED-501 C
Restrictions: Including: -Level: GraduateGSED-585 Stu Teach Sem:Child SPED (0)
The Student Teaching Seminar is a required class that meets weekly during the student teaching semester for a minimum of one and a half hours per week. It provides an opportunity for student teachers to share insights and experiences, as well as feedback and guidance to make the student teaching experience most successful. The seminar will also bring in field experts from diverse backgrounds to engage candidates in a variety of timely topics, including but not limited to effective planning, instruction, assessment, and classroom management; social justice in education; integrating technology to enhance teaching and learning; and critical issues relating to the learning needs of students from diverse backgrounds.
Graded S/U.Typically offered:
Attributes: TGSE
Spring
Pre-requisites: GSED-590 Y S
Restrictions: Including: -Level: GraduateGSED-586 Stu Teach Sem:Adol SPED (0)
The Student Teaching Seminar is a required class that meets weekly during the student teaching semester for a minimum of one and a half hours per week. It provides an opportunity for student teachers to share insights and experiences, as well as feedback and guidance to make the student teaching experience most successful. The seminar will also bring in field experts from diverse backgrounds to engage candidates in a variety of timely topics, including but not limited to effective planning, instruction, assessment, and classroom management; social justice in education; integrating technology to enhance teaching and learning; and critical issues relating to the learning needs of students from diverse backgrounds.
Graded S/U.Typically offered:
Attributes: TGSE
Spring
Pre-requisites: GSED-591 Y S
Restrictions: Including: -Level: GraduateGSED-590 Stu Teach:SPED/Childhood (6)
Student teaching is a culminating practical experience of the program. The purpose of student teaching is to provide an opportunity for candidates to learn, apply, and demonstrate their knowledge, skills, and dispositions in a variety of settings appropriate to the content and level of their program. Candidates are expected to demonstrate proficiencies that support learning by all students; skills for working with colleagues, parents, families, and communities; and the use of technology and information literacy to support instruction and learning. Student teaching consists of 14 weeks of full-time work in local schools. Candidates will have two assignments: one in a general education setting and one in a special education setting. One assignment will be in grades 1-3 and the other in grades 4-6. One of the seven-week placements must be in a high-needs school.
Graded S/U.Typically offered:
Attributes: TGSE
Spring
Pre-requisites: GSED-585 Y S
Restrictions: Including: -Level: GraduateGSED-591 Stu Teach:SPED/Adolescence (6)
Student teaching is a culminating practical experience of the program. The purpose of student teaching is to provide an opportunity for candidates to learn, apply, and demonstrate their knowledge, skills, and dispositions in a variety of settings appropriate to the content and level of their program. Candidates are expected to demonstrate proficiencies that support learning by all students; skills for working with colleagues, parents, families, and communities; and the use of technology and information literacy to support instruction and learning. Student teaching consists of 14 weeks of full-time work in local schools. Candidates will have two assignments: one in a general education setting and one in a special education setting. One assignment will be in grades 7-9 and the other in grades 10-12. One of the seven-week placements must be in a high-needs school.
Graded S/U.Typically offered:
Attributes: TGSE
Spring
Pre-requisites: GSED-586 Y C
Restrictions: Including: -Level: GraduateGSED-696 Independent Study (1 TO 3)
An opportunity to explore an area not regularly offered in the program. Independent Study Authorization form is required.
Typically offered:
Attributes: TGSE
Fall & Spring
Pre-requisites: -
Restrictions: Including: -Level: Graduate
GEDU-501 Issues in Health & Safety (0)
This course includes specific trainings and workshops required by the New York State Department of Education (NYSED) for any individual applying for initial teacher certification. The first three listed are taken through BOCES as required by NYSED. These include: Child Abuse and Maltreatment Identification and Reporting (CAIR), School Violence Prevention and Intervention (SAVE), the Dignity for all Students Act training (DASA). Additionally, there is fire safety education, information on preventing alcohol, tobacco and drug abuse, educator resources provided by the Center for Missing and Exploited Children, information about Title IX, ed-Law 2-d, obtaining NYS fingerprinting clearance and setting up a TEACH account. Each training or workshop is offered in module format online.
Graded S/U.
Typically offered:
Attributes: TGED
Fall
Restrictions: Including: -Level: GraduateGEDU-502 Diff Cur, Ins & Assessment (3)
This course will examine theories of teaching and learning and thoroughly investigate the instructional cycle of planning, instruction, and assessment for various learning needs. Candidates will become familiar with lesson planning and instructional design. Candidates will study the Response to Intervention (RtI) model, data-driven instruction, brain-based learning, multidisciplinary school-based intervention teams, legal provisions and ethical practices of assessment. Formal assessments, and the evaluation process for special education services under IDEIA will be covered extensively, including IEP development. Classroom management theory and practice is introduced.
Typically offered:
Attributes: TGED
FallGEDU-520 Hist & Phil of Educ (3)
This course provides an overview of the history of education in the United States along with an emphasis on the educational philosophies and social justice issues and events that have influenced and continue to shape the major educational movements in this country. The course will also cover the major aspects of the SoE’s Conceptual Framework. The intent of this class is to provide candidates with an understanding of the roots of the American educational system and its impact on diverse populations. Additionally, candidates will be exposed to the information technologies through faculty demonstrations.
Typically offered:
Attributes: TGED
Fall
Restrictions: Including: -Level: GraduateGEDU-526 Div, Soc Just & Schooling (3)
This course will provide an in depth exploration of the theory and practice of teaching diverse and heterogeneous populations, and will provide opportunities for candidates to explore the ways in which educational and socio-cultural practices and ideologies have worked to undermine learning opportunities for some students. As a foundation for building an understanding of contemporary issues of diversity, candidates will explore the ways in which culture and experience influence the construction and deconstruction of knowledge. Throughout the course, candidates will discuss issues related to social justice, and investigate the ideologies and discourses that create inequity in schools and society and result in several forms of social oppression including but not limited to: racism; classism; sexism; heterosexism; and ableism. They will also be introduced to a variety of conceptual frameworks that support effective teaching and learning of diverse populations, including students with disabilities; and best practices for instruction, classroom management, curriculum development, student assessment; the use of technology; and the involvement of families and communities in the education of their children.
Typically offered:
Attributes: TGED
Spring
Restrictions: Including: -Level: GraduateGEDU-596 Independent Study (1 TO 3)
Attributes: TGED
Restrictions: Including: -Major: Adolescence Education, Childhood Education -Level: Graduate