Courses
GCED-522 Teach, Learn, Motiv Child (3)
Candidates will study the current research that underlies methods and practices that address the needs of all learners. Candidates will learn how to access a wide range of technology, utilize library services and databases, and conduct research to inform practice. Topics will include but not be limited to excellence and equity in education; cognitive, emotional, and social development; diversity in teaching and learning styles; best practices in research, teaching, and learning; and the use of technology and information literacy to support teaching and learning.
Typically offered:
Attributes: TGCE
Fall
Restrictions: Including: -Level: Graduate -Program: Inclusive Childhood Educ 1-6, MS Special Ed & Childhood Cert, MSED Childhood EducationGCED-525 Diff Cur, Ins, Assess: SS (3)
Emphasis is on the cyclical components of planning, implementing and assessing effective social studies instruction for a diversely populated technological classroom. Assessment and reflection are underscored as the tools to indicate student learning and inform future instruction. Candidates will make links between and among the National Council for Social Studies themes, New York State Standards in Social Studies and local curricula in order to enhance pedagogy and improve student learning. Candidates will learn to introduce social studies to students with a focus on active citizenship. In addition, because this course will also emphasize the use of critical literacy to aid social studies instruction, the New York State Standards for the English Language Arts will be addressed. The course also will feature best practices in classroom management, instructional strategies to help all students learn, and the use of technology to enhance teaching and learning for all students.
Typically offered:
Attributes: TGCE
Spring
Restrictions: Including: -Level: Graduate -Program: Inclusive Childhood Educ 1-6, MS Special Ed & Childhood Cert, MSED Childhood EducationGCED-528 Child Dev, Lang & Lit Acquisit (3)
This course introduces students to the theories of child development. Special emphasis is given to early determinants of behavior, the development of social, cognitive, and behavioral processes, and several of the theoretical formulations proposed to explain development. The course covers first and second language acquisition (ELL) and literacy development in early childhood Birth through Grade 2. Aspects and contexts of language development and the different areas of literacy development (oral language, writing and reading) are the focus of this course. The study of children’s literature provides an opportunity for the students to explore the application of the theories studied. Students learn about the role of language and literacy in the classroom, the relationship between language acquisition and literacy development, and the role of the classroom teacher and other support teachers in in supporting language development and literacy learning through literature. Students will differentiate between knowledge of typical and atypical language development. Attention will be given to distinguishing between language differences and language disorders. The influence of cultural/social background and experiences on literacy development will be explored. Creation of literacy-rich environments that engages learners in developmentally appropriate language experiences will be included. A focus on linking the New York State Common Core Standards in pedagogy and curriculum is introduced.
Typically offered:
Attributes: TGCE
Spring
Restrictions: Including: -Level: Graduate -Program: Inclusive Childhood Educ 1-6, MS Special Ed & Childhood Cert, MSED Childhood EducationGCED-531 Field Exp I-Childhood (0)
During the 50-hour field experience, candidates observe various aspects of school and classroom settings that include a wide range of instructional and administrative elements with a small group of students. These experiences will provide candidates with a chance to work with students in grades 1-6 at varying levels of development and from diverse backgrounds. Candidates will develop a clear understanding of the elements of field experiences as established by New York State and national standards.
Graded S/U.Typically offered:
Attributes: TGCE
Fall
Restrictions: Including: -Level: Graduate -Program: Inclusive Childhood Educ 1-6, MS Special Ed & Childhood Cert, MSED Childhood EducationGCED-532 Field Exp II-Childhood (0)
During the 50-hour field experience, candidates observe various aspects of school and classroom settings that include a wide range of instructional and administrative elements with a whole group of students. These experiences will provide candidates with a chance to work with students in grades 1-6 at varying levels of development and from diverse backgrounds. Candidates will develop a clear understanding of the elements of field experiences as established by New York State and national standards. Prescribed courses are to be taken concurrently with the field experience in order to support high-quality field experiences and to help candidates integrate theory and practice and the use of technology experience.
Graded S/U.Typically offered:
Attributes: TGCE
Fall
Restrictions: Including: -Level: Graduate -Program: Inclusive Childhood Educ 1-6, MS Special Ed & Childhood Cert, MSED Childhood Education
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