Elementary Teacher Education 4+1 Accelerated MEd Program of Study

This course will explore conceptual frameworks and content knowledge in social studies at the early / elementary level and the techniques of inquiry integral to the social sciences, i.e., interviews, survey, artifacts, original documents, and research groups. Students will engage in developing in-depth and connected knowledge and understandings structured around powerful ideas in the social sciences. Students will become familiar with national and state standards; competing ideas about the teaching of social studies, particularly at the Pre-K-6 level, will be discussed.

This course is designed to support graduate level students, who are preparing for the role of teacher at the elementary education level, in acquiring an understanding of principles and practices underlying the creation of an inclusive learning environment for all students in the regular classroom. Adaptations to the curriculum and in the delivery of instruction which will enable all children, regardless of their learning strengths and needs, to reach their potential and achieve the goals and objectives as outlined with the general education curriculum, will be presented and discussed. Differentiation in content, process and product, based on students'  readiness levels, learning profiles and interests will be modeled and analyzed in preparation for the planning of lessons and units, based on the principals of differentiated instruction.

This course aims to provide readings, discussions, experiences and assignments that establish a broad and useful definition of literacy as well as practical experience in designing and implementing effective instruction.

This course is designed to bring together graduate level pre-service K-12 teachers and special education professionals interested in examining the roles and responsibilities of all "stakeholders" in school mathematics reform. Specifically, the course will examine promising practices in teaching and assessing school mathematics as these relate to students constructing their own mathematical knowledge. The National Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards for School Mathematics, the NCTM Professional Standards for Teaching Mathematics, and the NCTM Assessment Standards for School Mathematics will be the lenses through which issues, trends and promising practices in teaching, assessing, and learning will be viewed. Assignments for this course will be differentiated according to certification interests.

This course uses an integrated approach to explore pedagogical theory and methods in education  that are directly linked to a Practicum experience. Topics include classroom design, systems of management, classroom and school climate, role of the teacher, classroom relationships, family engagement, approaches to learning, and curriculum literacy.  Additionally, this course acts as a primer for the completion of the Candidate Assessment of Performance (CAP) required by the Massachusetts Department of Education for elementary licensure.  

This course introduces and assesses the 11 Sheltered English Immersion (SEI) Standards fulfilling the SEI Endorsement requirement for teacher licensure in Massachusetts.  Course content prepares PK-12 preservice teachers with the theoretical, cultural, political, linguistic, and instructional tools for effectively promoting the language development of English language learners.

This course provides a survey of the relevant research literature describing not only cross cultural conceptions of childhood, but also contemporary U.S. contexts to reflect the intersections of culture and ideology and problematize what is legitimated as normal childhood. The course also provides training in research methodologies for doing qualitative work with children.

The 500Y Student Teaching Practicum and Seminar serves as the requisite 375 hours of field-based experience required for elementary teacher licensure in the state of Massachusetts.  Students in this Practicum develop, demonstrate, and reflect on the skills required to be a successful public elementary educator in the state of Massachusetts, including the Massachusetts Professional Standards for Teachers (PSTs) 7 Essential Elements (Subject Matter Knowledge, Well-Structured Units & Lessons, Adjustments to Practice, Meeting Diverse Needs, Safe Learning Environment, High Expectations, and Reflective Practice) as determined by a portfolio review using the DESE Candidate Assessment of Performance (CAP) format.  In this Practicum, students will complete at least 100 hours of Lead Teach experience.

In recognition of the diverse cultural and social contexts shaping education today, this course addresses the developmental and educational needs of children across the various settings in which learning takes place. It is grounded in the understanding that the interdependent relationships among children, families, schools, and society must be considered in any approach to developmentally appropriate practice. The course provides an overview of key principles, theories, and research in child development, framed within contemporary educational practice.

This Pre-Practicum serves as the requisite 175 hours of field-based experience required for elementary teacher licensure in the state of Massachusetts.  Goals of this Pre-Practicum include becoming familiar with the requirements for Elementary educator licensure in Massachusetts, including developing basic competency toward the Essential Elements of the Massachusetts Professional Standards for Teachers.  Students will observe, assist, and plan/teach lessons for a total of 175 hours, gradually building to continuous teaching for 3 full Lead Teach days.