Course Descriptions

Fall Semester

Education 500 R/W
Student Teaching in Middle or High School
(6 credits; Pass/Fail; mid-October to December)
As noted under Teaching Load in the Expectations section, you will teach either two classes on a block schedule or three classes on a shorter period schedule. You will work closely with your supervising practitioner and a supervisor from the University of Massachusetts Amherst or the school district. With support from these individuals you will teach lessons, manage the classroom, assign homework, evaluate student learning, and carry out other administrative duties of teaching. Student teaching is an experience that is unique to each individual and supervising. The goal is to leave the classroom with confidence in your ability to understand and work within the range of goals, challenges, issues, and duties of teaching.

Education 510
Reflective Seminar in Teaching
(2 credits; Pass/Fail; mid-October to December)
This course will meet at one of the site locations and is designed to support the student teaching experience while addressing specific issues such as student learning, classroom management, assessment, and portfolio development. In order to complete Education 510, you must pass both portions of the Massachusetts Tests for Educator Licensure. The Massachusetts Tests for Educator Licensure are comprised of a test of communication and literacy and subject matter knowledge. Failure to pass the Massachusetts Tests for Educator Licensure results in an Incomplete in Education 510 until the requisite test(s) are passed. The University of Massachusetts Amherst will not recommend you for certification unless or until you have passed the Massachusetts Tests for Educator Licensure.

Education 511, 512, 514, 515
Teaching Methods in Mathematics/Sciences/ English/Social Studies and History
(3 credits; graded; September to December) These courses meet on-campus. Over the course of the semester, you explore various teaching strategies, instructional methods, pedagogical theory, and curriculum development issues and strategies, as well as the Massachusetts Curriculum Frameworks and Principles of Effective Teaching. Teaching techniques include cooperative learning, reading and writing in the disciplines, coaching, interdisciplinary teaching, coaching, multicultural approaches, use of technology and strategies specific to your subject area. Sample lessons and curriculum units are prepared and presented to the class.

Education 524
The Work of the Middle and High School Teacher
(3 credits; Pass/Fail; August to mid-October)
Through field experiences, reflective writing, and examination of social issues in teaching, this course examines the work of middle and high school teachers. It is an opportunity for you to examine your own goals and motives for teaching. You examine educational settings in and out of the Bridges communities, observe and interview experienced teachers, and share lesson plans for peer review.

Education 592
Microteaching Lab
(1 credit; Pass/Fail; August to mid-October)
This class functions as the lab course for Education 524. In it, you will explore teaching strategies and methods of classroom instruction. You will create, teach and videotape sample lessons with middle and high school students. You will then review and critique these with peers.

Education 615
Education in Context
(3 credits; graded; September to December)
This course will meet onsite. This community service-learning course is designed for teacher candidates in Bridges to the Future to promote collaboration with community service agencies. The course is embedded in the ‘community teacher model’ of teacher education. Teacher candidates will, through course work, community service practice and reflection, immerse themselves in the communities within and beyond the classroom. This course serves to connect new teachers with the Human Service agencies already established in the community, simultaneously developing their understandings of the relationship of schools to communities, and understandings of teacher relationship to the communities of which they are a part. This broader perspective will help new teachers develop the knowledge and skills necessary to provide the best possible contextualized educational experience for their students. January Session You will be taking a series of 1 or 2 credit courses that will cover technology in the classroom and special education. Spring Semester

Education 615c
Leadership in Education
(3 credits; graded; late January to May)
This course will meet onsite and continue the work of Education 615-Education in Context. During this time you will engage in your Community Service Learning Project, reflecting on the experience through writing, reading and discussion. The course will culminate in a sharing of your project and the knowledge gleaned from it.

Education 693
Adolescent Growth and Development
(3 credits, graded; late January to May)
This course will be offered onsite. It is designed for the preservice teacher and will examine the effect of psychological and social forces on the growth and development of the adolescent with particular attention paid to the ramification of these for teaching and learning. We will examine theories of adolescent psychological development including identity formation, the impact of the family, and cognitive development. We will also explore in depth the impact of social and cultural forces on adolescent growth and development, including cultural background, race, gender, class and the media. Finally, we will consider how each of these effect the adolescent experience of schools and classrooms, and how teachers can create classroom communities and teaching strategies which address the various needs and realities of adolescents. Students will be encouraged to use the reading to reflect on their current classroom experiences, bringing these reflections into the classroom for discussion and development.

Education 696
Issues in Clinical Teaching
(3 credits; graded; late January to May)
This course meets onsite and is designed to support the clinical teaching experience. You explore issues in topics such as special education, technology in education, school law, drug and alcohol education, adolescent concerns and challenges, and the job search process. You will complete your professional teaching portfolio.

Education 698
Practicum: Clinical Teaching
(6 credits; Pass/Fail; end of January to June)
You have the responsibilities of a full time teacher with a reduced academic load. You work closely with a mentor teacher and a supervisor from the University of Massachusetts Amherst. You manage the classroom, conduct lessons, assign homework, evaluate student learning and work. In addition to your classroom responsibilities, you will have a school duty, attend professional days, and engage in other responsibilities of a full time faculty member. Like student teaching, this experience is unique to each individual depending upon the team, the department, and the relationships between clinical teachers and mentors.