Courses
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
FallGEDU-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
FallGEDU-526 Div, Soc Just & Schooling (3)
This course will provide in 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. Throughout the course, candidates will discuss issues related to social justice and investigate the ideologies and the discourses that crate inequity in schools and society. Candidates will be guided by the faculty mentor while they engage in a meaningful, student-led, project-based learning experience. They will collectively apply the skills and knowledge that have been built throughout their graduate experience, incorporating knowledge and skills developed and honed in their courses and clinical experiences.
Typically offered:
Attributes: TGED
SpringGEDU-536 Grwng Minds: Und Ch Ad Dev (3)
With the new all grades, pre-k-grade 12, certificate for Students with Disabilities, we have created a new course that covers human developmental processes and that focuses on the developing child and adolescent to provide knowledge for teachers who will work with students in early childhood through adolescence. The purpose of the course is to help candidates develop knowledge bases on how children and adolescents learn, including their physical, cognitive and affective development; the relationship to and impact of these variables on learning; and language and knowledge acquisition and cultural influences on learning. The course introduces first and second language acquisition. Practical application of theories and strategies designed to engage all students will be stressed.
Attributes: TGSEGEDU-596 Independent Study (1 TO 3)
Attributes: TGED
GSED-501 Inclusion 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
FallGSED-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: -GSED-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: -GSED-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 I: 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 CGSED-556 Field Exp I: 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 CGSED-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 SGSED-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 SGSED-590 Stu Teach:SPED/Childhood (3)
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 SGSED-591 Stu Teach:SPED/Adolescence (3)
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 CGSED-592 St Teach: Res/App I (3)
In Student Teaching Residency/Apprenticeship I, residents are placed in a school setting in grades 1-6 or 7-12 with an attending teacher and assume up to 40% of classroom duties; they attend all associated meetings and superintendent days. Residents teach under a NYS Resident Certificate and may substitute for their School-Based Teacher Educator.
Attributes: TGEDGSED-593 St Teach: Res/App II (3)
In Student Teaching Residency/Apprenticeship II, residents are placed in a school setting in grades 1-6 or 7-12 with an attending teacher and assume 50-100% of classroom duties; they attend all associated meetings and superintendent days. Residents teach under a NYS Resident Certificate and may substitute for their School-Based Teacher Educator.
Attributes: TGEDGSED-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: -
GRDG-507 Tch Rdg Div Lrn-MidCh/Adol (3)
This course will review current and seminal research related to the cognitive and psycho-sociolinguistic models of literacy development and their implications for educating children with special needs in middle and secondary grades. Attention will be given to the provision of appropriate assessment and instruction for diverse learners experiencing difficulty in acquiring and applying literacy in home and school contexts. The course will also emphasize the provision of literacy services to students in compensatory or special education programs. Candidates will consider how to use technology in ways that expand educational opportunities and benefit all students.
Typically offered:
Attributes: TGRD
Fall
Pre-requisites: -GRDG-534 Literacy Inst Content Area (3)
This course is designed to highlight the role of literacy acquisition and application within the content areas. Literacy and writing strategies will be presented in conjunction with the New York State Common Core Learning Standards. An additional focus of the course is to help literacy and subject-area teachers address the needs of diverse learners through culturally relevant pedagogy and curriculum; the use of multicultural materials; and alternative and adaptive methods including the use of technology.
Typically offered:
Attributes: TGRD
SpringGRDG-535 Diff Cur,Ins,Asses Lit (3)
This course provides an in-depth exploration of theories, methods, and materials relevant to literacy instruction in the childhood classroom (grades 1 to 6). A key focus of this course is to help candidates address the needs of diverse learners through the use of multicultural materials and alternative and adaptive methods, including the use of technology. This course addresses the learning needs of diverse students by integrating social justice education through critical literacy into the curriculum. Candidates demonstrate knowledge of the New York State Common Core Learning Standards in pedagogy and curriculum. A field experience component is required.
Typically offered:
Attributes: TGRD
Spring
Pre-requisites: -GRDG-550 Diff Lit Inst Content Areas (3)
This course is designed to highlight the role of literacy acquisition and application in the intermediate classroom. Literacy and writing strategies are presented in conjunction with New York State Common Core Learning Standards. The varying and various contexts surrounding the nature of reading and reading instruction, the conceptual ideas underlying the teaching of reading in the content areas and reading skills and strategies that help students understand specific subject matter content are explored. An additional focus of this course is to help teacher candidates address the needs of diverse learners through culturally relevant pedagogy and curriculum, the use of multicultural materials, alternative and adaptive methods, and the use of technology. This course includes a field experience.
Typically offered:
Attributes: TGRD
Fall
Pre-requisites: GRDG-535 CGRDG-620 Nat & Acq Lit & Lang (3)
This course is an overview of theories of language and literacy acquisition including but not limited to autonomous and ideological models of reading, socio-cultural-historical views of literacy, critical literacy, critical race theory, language variation, and literacy in a post-typographic world and how those theories inform diverse populations’ literacy processes.
Attributes: TGRDGRDG-626 Lang, Literacy & Diversity (3)
In this course, students will examine theory and research around the concept of diversity and its relation to literacy learning. We will draw on Critical Race Theory, sociocultural theory and the concept of discourse communities to conceptualize diversity and to understand the educational challenges and opportunities presented by diversity in relation to literacy learning. Questions about the unique challenges of teaching literacy in a complex classroom will be raised, and consideration will be given to different ways of investigating those questions. Also, questions with regard to how research has contributed to our thinking and methods of teaching literacy to diverse student populations will be examined.
Typically offered:
Attributes: TGRD
Spring
Pre-requisites: -GRDG-634 Content Area Cul Res Prac (3)
The focus of this course is on current research-supported methods and materials used in developing the listening, speaking, reading, and writing skills of children and adolescents that are culturally responsive. An additional focus of the course will be to help literacy and subject-area teachers address the needs of diverse learners through the use of multicultural materials and alternative and adaptive methods, including the use of technology. Candidates will examine models of literacy instruction, as well as commercially published materials and programs.
Typically offered:
Attributes: TGRD
Fall
Pre-requisites: GRDG-620 Y CGRDG-635 Lit Assessment & Diagnosis (3)
This course will examine the nature and function of formal and informal assessment processes in literacy instruction for students in grades 3-12. An examination of best practices for students in diverse school settings and a review of assessment strategies designed to enhance literacy instruction is addressed. A field experience component in a local school is required.
Typically offered:
Attributes: TGRD
Fall
Pre-requisites: GRDG-620 Y CGRDG-637 Pract in Lit: Childhood (3)
Practicum candidates will focus on the skills of a literacy specialist. Candidates work with a child or small group of children who need specialized instruction. Candidate will be responsible for administering various informal and formal assessments and using and reporting the results to plan and implement specialized literacy instruction. Candidates will demonstrate their professional and pedagogical knowledge necessary for the interactive and dynamic relationships that Literacy Specialists are required to develop with educators in schools. They will use differentiated instruction, culturally responsive strategies, and apply individualized and contextualized teaching and learning techniques that draw upon each student’s experience and knowledge base which includes their diverse backgrounds in terms of race and socio-economic status. Placement may be in an urban setting.
Attributes: TGRD ZCLX
Pre-requisites: GRDG-635 CGRDG-638 Pract Lit: Mid Child/Adol (3)
Practicum candidates will focus on the skills of a literacy specialist. Candidates work with a child or small group of children who need specialized instruction. Candidate will be responsible for administering various informal and formal assessments and using and reporting the results to plan and implement specialized literacy instruction. Candidates will demonstrate their professional and pedagogical knowledge necessary for the interactive and dynamic relationships that literacy specialists are required to develop with educators in schools. They will use differentiated instruction, culturally responsive strategies, and apply individualized and contextualized teaching and learning techniques that draw upon the experience and knowledge base of the student which includes their diverse backgrounds in terms of race and socio-economic status. Placement may be in an urban setting.
Typically offered:
Attributes: TGRD ZCLX
Summer
Pre-requisites: GRDG-635 CGRDG-639 Emrgt Lit Prac Inst/Assess (3)
This course will focus on literacy development, knowledge, culturally responsive practices, and assessment for children from birth to grade two. Candidates will be responsible for administering various informal and formal assessments and using and reporting the results to plan and implement specialized literacy instruction that draw upon the experience and knowledge base of the student and family. The impact of culture, diversity, and language on literacy development and the use of technology to support literacy will be explored. A fieldwork component is required.
Attributes: TGRD ZCLX
Pre-requisites: GRDG-620 Y CGRDG-640 Admin&Sup-Rdg/Wrtng Prgm (3)
The course is designed to aid future literacy specialists in developing proficiency in organizing and enhancing school-wide literacy programs including ones that are culturally responsive. In addition, candidates will explore techniques, culturally responsive strategies, including the use of technology, for analyzing and improving curriculum and instruction and for ensuring alignment with New York State Common Core Learning Standards. Effective leadership skills, including the ability to work with individuals from diverse backgrounds, will be examined
Attributes: TGRD
Pre-requisites: GRDG-635 Y CGRDG-652 Crit Lit & Cul Resp Lit (3)
The emphasis of this course is on the critical examination of literature from multiple perspectives (e.g., linguistic, political, social, multicultural, and psychological). Candidates will use information technology and other resources to help identify and analyze literary elements of diverse texts and illustrations in relation to the varying perspectives and will discuss the implications of these analyses for the teaching of all students. Candidates will create unit plans using a critical literacy framework that will help them teach about diversity issues within their classrooms. They will also learn about critical literacy and diversity through texts that have a culturally responsive lens.
Attributes: TGRD
Pre-requisites: GRDG-620 Y CGRDG-690 Capstone:Res Cul Resp Lit (3)
This is a guided experience that addresses a significant issue in literacy of intellectual interest to each candidate as related to diversity and culturally responsive teaching. Candidates will complete an action research project that provides an opportunity to practice the methods and means of collecting data, to engage in the process of analyzing and writing up research, and to formally present research to colleagues. The project will reflect the standards in the candidate’s program of study and demonstrate that the candidate has a clear understanding of the SoE’s conceptual framework of social justice and the five interlocking tenets of diversity, compassion, knowledge, service, and achievement. Where possible, the candidate will demonstrate or provide evidence that he or she has acquired facility in the use of technology and information literacy to support instruction and learning.
Attributes: TGRD ZCAP ZRES
Pre-requisites: GRDG-637 C OR GRDG-638 CGRDG-696 Independent Study (1 TO 3)
Independent study courses are intended to provide candidates with options to further develop their knowledge and skills.
Independent Study Authorization form is required.Typically offered:
Attributes: TGRD
Fall & Spring
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
FallGCED-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
SpringGCED-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
SpringGCED-531 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 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
FallGCED-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
FallGCED-533 Diff CIA Early Childhood (2)
Students who want to be certificated to teach Pre-k and Kindergarten need an additional course in early childhood education. This course will provide an overview of planning, implementing and assessing developmentally appropriate, evidence-based curriculum for young children who are culturally, linguistically, and ability diverse. This course must be taken with GCED 534 Practicum in Early Childhood.
Attributes: TGSE
Pre-requisites: GCED-534 Y SGCED-534 Practicum Early Childhood (1)
This course is designed to have the candidate working with early childhood learners in an inclusive setting.
Attributes: TGSE
Pre-requisites: GCED-533 Y B