Education (EDC) CPSO

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Course numbers with the # symbol included (e.g. #400) have not been taught in the last 3 years.

EDC 800 - Introduction to Field Experience

Credits: 1

This course is required for all students enrolled in teaching certification programs. Students develop prerequisite skills in lesson planning, assessment creation, data collection, and the formative assessment cycle as they gain the technical and professional understandings required for successful completion of teacher certification programs.

Equivalent(s): EDU 700G

Grade Mode: Letter Grading

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  1. Identify evidence based pedagogical practices implemented by high-quality educators.
  2. Review and analyze lesson plan criteria to identify and define the components of a successful lesson plan.
  3. Critique lesson objectives for specificity, measurability, and alignment.
  4. Evaluate lesson plans, pedagogy, and assessments using several quality measures.
  5. Justify a self-assessment of professional dispositions of educators.
  6. Reflect on personal growth in the areas of lesson planning, formative assessment, and pedagogical effectiveness.
  7. Evaluate avenues for building a virtual professional learning network.

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EDC 801 - Special Education Law

Credits: 4

The current field of special education was established by law and further refined through the courts in litigation. In this writing intensive class, students trace the historical development of federal, state, and local laws and regulations such as the Individuals with Disabilities Education Act (IDEA) and the New Hampshire Standards for the Education of Students with Disabilities. Students will gain an understanding of the relationship between constitutional law, statutory law, regulatory law and case law as it relates to current special education law. The focus on policies and procedures provides the background future teachers and paraprofessionals need to fulfill their legal and ethical responsibilities and to understand the ever changing, complex nature of special education law.

Equivalent(s): EDU 721G

Mutual Exclusion: No credit for students who have taken EDUC 951.

Grade Mode: Letter Grading

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  1. Examine and analyze federal law, state law, and administrative rules pertaining to students with disabilities for required assessments and qualified examiners by disability type for the evaluation of students with disabilities as part of assessment related to the special education process.
  2. Summarize and discuss the key procedures and timelines for the referral, evaluations, and determination of eligibility for special education and related services.
  3. Interpret the rights and responsibilities of schools, students, families, teachers, and other professionals related to the identification, placement, and service of students with disabilities in accordance with the New Hampshire Procedural Safeguards.
  4. Explain the concept of the least restrictive environment and the continuum of educational environments.
  5. Examine and discuss the manifestation determination process and significant case law involving behavior.
  6. Research and summarize the continuum of approaches to dispute resolution in special education.
  7. Research and compose a parent-friendly guide to IDEA requirements around discipline and suspension.

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EDC 802 - Young Children with Exceptionalities, Birth to Age 8

Credits: 4

In this course, students examine typical and non-typical development of children from birth through age 8. This is a time of rapid brain growth and overall development that forms the foundation for all learning. For young children who have exceptionalities in the physical, behavioral, developmental, or learning domains, these years are even more critical. The purpose of this course is to provide current, research-based knowledge and resources for professionals and their families who nurture, support, and provide services to exceptional children.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 761G

Grade Mode: Letter Grading

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  1. Research, describe, and compare typical and non-typical development of children, birth through age eight.
  2. Examine Individuals with Disabilities Education Act (IDEA) Part C (ages 0-through age 2) B and Part B (ages 3 to 21) and delineate the implications for the education of children with disabilities, birth through age eight.
  3. Research and evaluate the history of special education in the United States, changing views of disability, and the planning and delivery of special education services with an emphasis on inclusion.
  4. Analyze and evaluate the significant issues in the education of linguistically and culturally diverse students and students who are gifted.
  5. Categorize and synthesize the research on the manifestations, origins, and teaching implications for the following: a. motor development b. medically-related problems c. adaptive behavior and self-help skills d. social and emotional development e. communication and language development f. cognitive development
  6. Describe and evaluate the assessment tools used to identify the disabilities listed above.
  7. Reflect on best practices for children with disabilities through written assignments and through selection of work samples for their professional portfolio.

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EDC 803 - The Dynamic Role of the Special Educator

Credits: 4

In this clinical course, students will examine the multifaceted role of the special education teacher as evaluator, consultant, case manager and teacher. Courses taken throughout the teacher certification program support the development of skills for each of these roles. This is an introductory course designed to accomplish the following outcomes: (a) explore the college's digital library; (b) introduce the American Psychological Association annotation and format requirements; (c) provide a beginning teacher with an organizational framework for the varying roles of a special education teacher; (d) provide an in-depth understanding of their case management responsibilities; e) plan for the effective supervision of paraeducators; f) introduce the reflective analysis of student work teaching and assessment cycle; and g) apply the components of systematic direct instruction in lesson plan development.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 701G

Mutual Exclusion: No credit for students who have taken EDUC 901C.

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Explore the college's digital library.
  2. Introduce the American Psychological Association annotation and format requirements.
  3. Provide a beginning teacher with an organizational framework for the varying roles of a special education teacher.
  4. Provide an in-depth understanding of their case management responsibilities.

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EDC 804 - Assessment of Young Children in EC/ECSPED - Birth to Age 8

Credits: 4

In this course, students use procedures involved in the evaluation process for determination of eligibility for special education. Students develop the skills necessary to administer and interpret assessment tools commonly used by early intervention staff and early childhood special education teachers. Under the supervision of the district mentor, students review early support and services records and/or school records, gather information, observe an evaluation team meeting, consult with district evaluators, and review a variety of assessment tools and evaluation reports for young children through age 8. Students participate in preparing an assessment plan, administering chosen assessment tools, and writing assessment reports. Emphasis is placed on working with team members in the evaluation process.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 763G

Grade Mode: Letter Grading

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  1. Examine assessment tools (to measure intelligence, communication skills, academic skills, and other skills) typically used to assess young children in his/her district and discuss these tools with a qualified examiner.
  2. Examine relevant formal and informal assessments from following list and administer as appropriate: a. classroom observation b. an early learning profile/scale c. criterion-referenced test d. a functional behavior assessment e. an assessment portfolio f. an adaptive behavior assessment g. a comprehensive standardized achievement battery
  3. Participate as a member of an education team to identify, interpret, present, and discuss appropriate assessments to: a. determine eligibility for special education b. develop the Individualized Education Plan/Individualized Family Support Plan c. plan instruction d. evaluate progress f. communicate educational results to others.
  4. Synthesize available information and incorporate into assessment process.
  5. Eexamine developmental variations that are physical, sensory, cognitive, and emotional and the implications of these developmental variations for the entire assessment process.
  6. Reflect on best practices and the legal and ethical responsibilities of a special education teacher in early childhood settings through written assignments and through selection of work samples for professional portfolios.

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EDC 805 - Collaboration, Consultation and Teaming In Early Childhood & Early Childhood Special Education

Credits: 4

In this course, students research and evaluate family, community and professional partnerships which support the growth and development of children with disabilities. The specific roles and responsibilities of each contributing partner will be explored and analyzed. Students, using knowledge acquired in areas of collaboration, consultation and teaming, construct service delivery models to support young children with diverse needs and their families.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 766G

Grade Mode: Letter Grading

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  1. Explore the roles and responsibilities of early care and education professionals and families of young children with exceptionalities.
  2. Identify and evaluate models which support the collaborative efforts of early care and education professionals and families of young children with exceptionalities.
  3. Identify roles and responsibilities of early care and education professionals and families in the special education process.
  4. Develop, implement, and evaluate a model for collaboration to support the development and learning of young children with exceptionalities.
  5. Select an assignment and critically reflect on best practice in collaborative partnerships to add to their professional portfolio.

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EDC 806 - IFSP, IEP, and Transition Plans, Birth to Age 8

Credits: 2

This clinical course focuses on the components and processes involved in the legal aspects and development of Individual Family Service Plans (IFSP) and Individualized Education Programs (IEPs). Under the supervision of a district mentor, Students review school records; observe IFSP/IEP team meetings; consult with district evaluators, student and parents; analyze previously written IFSPs/IEPs and progress reports; and develop the skills necessary to prepare IFSPs/IEPs inclusive of transition plans and/or services. The culminating activities of the course include the development of an IFSP and an IEP, and a research paper which addresses the legal/ethical considerations and implications in the development of IFSPs and IEPs.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 767G

Grade Mode: Letter Grading

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  1. Identify, research, and evaluate the legal/ethical considerations and implications in the development of an IFSP and an IEP.
  2. Identify, research, and evaluate the critical elements and importance of early childhood transition plans.
  3. Develop and evaluate both an IFSP and an IEP which meet the following criteria: a. meets all legal requirements b. provides access to the general curriculum c. identifies services to support all aspects and stages of childs/students development d. delineates roles and responsibilities and embeds an accountability process for family, school and community partners

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EDC 807 - Behavior Interventions for Young Children

Credits: 4

In this clinical course, students examine basic principles and components of life skills that children need as foundation for the development of positive social skills, e.g., attachment, affiliation, self-regulation, initiative, problem-solving, and respect. The student develops and implements a variety of activities and lesson plans to teach young children these critical life skills. Students develop strategies to be used with young children receiving early intervention services and/or to motivate young children in their preschool programs/classrooms by facilitating the development of positive peer relationships, addressing emotional needs, and minimizing disruptions resulting in increased learning. The student documents the use of individual activities and/or classroom strategies in a professional portfolio.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 768G

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Examine life skills, e.g. attachment, affiliation, self regulation, initiative, problem solving and respect that children need as foundation for the development of positive social skills.
  2. Identify and implement methods to promote positive interpersonal relationships for children in early intervention, preschool programs or classroom environments.
  3. Examine and propose strategies to manage difficult behaviors.
  4. Research the relationship/correspondence between planning for successful instruction and effective behavior management plans.
  5. Develop and evaluate behavior incentive plans and report on applying time out effectively.
  6. Reflect on best practices in early childhood special education through written assignments, and through selection of work samples for their professional portfolio.

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EDC 808 - Science, Technology, Engineering, and Mathematics in Early Childhood and Early Child Spec. Ed. 0-8

Credits: 4

In this clinical course, students focus on STEM content, effective practice, instructional strategies, materials and curriculum integration, based on standards, inquiry, and connections to the real world. STEM concepts of curiosity, creativity, collaboration and critical thinking are researched and explored. Students will learn about the Scientific Method, as well as the roles of observation, classification, description, experimentation, application and imagination. Students will learn how to use technology and interactive media in the early childhood classroom to support learning. The role of engineering in the curriculum will be investigated, including design of methods and ideas for product development. Students will understand and apply math process standards of problem-solving, reasoning and proof, communication, connection, and representation. The course emphasizes application of principles in order to investigate and create experiences which employ STEM concepts and teaching strategies.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 764SG

Grade Mode: Letter Grading

Special Fee: Yes

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  1. The rational for integration of the STEM curriculum and its impact on learning.
  2. Use problem-solving approaches to investigate and understand mathematics content.
  3. Reflect on best practices in early childhood special education through written assignments, and through selection of work samples for professional portfolios.
  4. Use technology to identify developmentally appropriate uses of online resources.
  5. Enter artifacts into the TaskStream e-portfolio demonstrating attained skills.
  6. Understand curriculum, assessment and instruction through 49 hours of clinical observation.

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EDC 809 - Teaching Language Arts and Literacy in Early Childhood and Early Childhood Special Education

Credits: 6

In this clinical course, students develop an understanding of language and literacy development from birth through grade three. Topics include the reciprocal connections between speaking and listening, rhythm and rhyme, communication activities, hearing and reading literature, stories, poetry, music, and written expression. Students engage in appropriate literacy interactions, activities, and assessments to meet the literacy needs of a diverse range of children. Students work with parents and care givers as partners in promoting literacy. The key components of reading (e.g. word recognition, fluency, phonological awareness, etc.) identified by the National Reading Panel for this age level are studied in depth. Students apply their knowledge of how young children develop their own reading skills using these key components of the reading process. Students then evaluate the effectiveness of their instruction.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 710AG

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Demonstrate an understanding development of language and communication in infancy, toddler, preschool children and older young children.
  2. Understand the complexity of learning to communicate and read and the many factors that affect the process.
  3. Demonstrate an understanding of various theories and levels of development in emerging literacy including spelling, reading and writing.
  4. Demonstrate knowledge of phonological awareness, concepts of print, and phonemic awareness.
  5. Demonstrate knowledge of word recognition skills and the various ways to teach phonics.
  6. Demonstrate knowledge of various assisted reading approaches to foster reading fluency.
  7. Develop an appreciation for how literature, including storytelling, poetry, drama, puppetry, can effectively encourage reading and writing skills.
  8. Develop skills in ongoing assessment and understand the differences in individual development.
  9. Explore appropriate early childhood approaches and programs components for effective literacy development.
  10. Understand the parent-teacher partnership and identify ways in which parents can strengthen a child's language and literacy growth.
  11. Enter artifacts into electronic portfolio demonstrating attained skills.

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EDC 810 - Curriculum, Assessment & Instruction in Early Childhood and Early Childhood Spec Educ. Birth-Age 8

Credits: 4

In this clinical course, students examine, develop, and evaluate developmentally appropriate curriculum and instruction in early childhood special education settings, for young children birth through age 8 (grade 3). Students use district and state curriculum and integrate subjects with one another. Students develop skills to create and advocate for healthy, supportive, respectful, and challenging learning environments for all children.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 765G

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Examine, develop, and evaluate developmentally appropriate curriculum and instruction that meets children needs and allows them to reach their potential in the following areas: a. adaptive development b. approaches to learning c. cognitive development d. creative expression/aesthetic development e. communication and literacy development f. health and safety g. moral development h. physical development i. social/emotional development.
  2. Identify, design, and promote individualized supports, strategies, accommodations, and modifications that meet children educational needs in the following areas: a. approaches to learning b. cognitive development c. creative expression/aesthetic development d. communication and literacy development e. health and safety f. moral development g. physical development h. social/emotional development.
  3. Identify and evaluate developmentally appropriate curricula, instructional objectives, and instructional strategies, based upon formal and informal assessments, and the New Hampshire Early Learning Guidelines and to include: a. approaches to learning b. cognitive development c. creative expression/aesthetic development d. communication and literacy development e. health and safety f. moral development g. physical development h. social/emotional development.
  4. Reflect on best practices in early childhood special education through written assignments and through selection of work samples for professional portfolios.

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EDC 816 - Students with Disabilities

Credits: 4

This course provides an overview of the 13 Individuals with Disabilities Education Act (IDEA) educational disabilities and the opportunity to explore the implications of disability on learning. Students will develop knowledge of specific disabilities including: definition, diagnosis, etiology, prevalence, characteristics, adaptive behavior, and systems of support and resources. Students will explore how disability impacts learning and access to the general education curriculum. Students will research and identify teaching strategies, Universal Design for Learning (UDL) strategies, interventions, and educational and assistive technologies to enhance learning and provide equity in the classroom for students with disabilities.

Equivalent(s): EDU 717G

Grade Mode: Letter Grading

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  1. Reflect upon the foundations of special education changing views of disability, and the planning and delivery of special education services.
  2. Identify and summarize cognitive, physical, sensory, behavioral, and social-emotional characteristics of and adaptive behaviors associated with specific disabilities as defined under IDEA, and how they impact learning and daily living.
  3. Apply the principles of Universal Design for Learning and identify strategies in the areas of multiple means of representation, action and expression and engagement, to support inclusion of students with disabilities in the general education classroom.
  4. Identify and summarize instructional strategies, accommodations, modifications, interventions, and evidence-based practices to support the inclusion of students with disabilities in the classroom and the community.
  5. Give examples of assistive technologies to support learners with disabilities.
  6. Create a resource of systems of support, including related service providers and disability-related resources for each of the IDEA disabilities.
  7. Develop a reference guide on the stages of human development from birth-18 years and the implications of disability.

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EDC 817 - Positive Behavior Guidance and Student Engagement

Credits: 4

In this clinical course, students explore the theory of social-emotional development, preventative intervention strategies, and the characteristics of safe and supportive learning communities. Students examine specific strategies for motivating students and promoting positive relationships between colleagues, students, and parents in an effort to enhance learning. Students conduct a functional behavior assessment as they develop a comprehensive perspective on classroom culture through the development of proactive management skills and intervention strategies.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 707G

Grade Mode: Letter Grading

Special Fee: Yes

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  1. DEVELOP a Classroom Behavior Management plan based on a specific age/grade.
  2. CONDUCT Functional Behavioral Assessment (FBA) and develop Behavior Intervention Plan (BIP).
  3. TEACH foundational skills in math or English Language Arts.
  4. Collaborate with school personnel to discuss and summarize school-wide positive behavior interventions and supports (SWPBIS), policies and assessments that implement techniques to enhance motivation and learning.
  5. Recognize the interaction between behavior management and planning for effective instruction.
  6. Identify and use technology tools for data collection and classroom management.
  7. Complete 55-60 clinical hours in a K-12 environment.

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EDC 818 - Transition Planning and Developing IEPs

Credits: 2

This clinical course focuses on the components and processes involved in the development of Individualized Education Programs (IEPs). Under the supervision of a supervising practitioner, students review school records, observe IEP team meetings, consult with district evaluators, student and parents, analyze previously written IEPs and progress reports, and develop the skills necessary to prepare IEPs inclusive of transition plans. During the culminating activity of the course, students develop an IEP and transition plan as a vehicle for exploring the legal and ethical considerations and implications in the development, implementation, and evaluation of IEPs.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 706G

Grade Mode: Letter Grading

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  1. Review NH Law as it relates to the responsibilities of a special education teacher.
  2. Summarize the legal, ethical and effective practices for a successful IEP.
  3. Learn to write measurable goals and determine data based progress monitoring.
  4. Compare the IFSP and IEP process (timelines, team participants, and required components, including transitions.
  5. Collaborate to develop a professional quality Transition Plan/IEP for each case study student that conforms to IDEA 2004 standards.
  6. Understand the intent of the new regulations in IDEA 2004 regarding transitioning.

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EDC 819 - Using Technology to Teach Social Studies

Credits: 4

Technology is a necessary tool in teaching today's youth. In this clinical course, students focus on developing three broad skills: (1) how to design and teach an integrated social studies unit plan that challenges and assists K-8 students to think deeply, (2) how to incorporate into the plan a wide range of mostly constructivist instructional strategies, and (3) how to integrate a rich array of technology tools and digital educational content into the unit plan. Admission to the teacher certification program required.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 702G

Mutual Exclusion: No credit for students who have taken EDUC 803M.

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Develop units that reflect district and state GLEs for social studies (grades K- 8) that include lessons that focus on at least two of the following Five Content Strands from the NH Curriculum Framework for Social Studies: (a) Civics (b) Economics (c) Geography (d) New Hampshire and United States History (e) World History and Contemporary Issues (f) Note: An elementary education teacher is expected to be able to explain the following (NH Standard 612.04) (g) World geography and its effects on human, physical, political and economic systems (h) Pre-history and early civilizations to those of the current day, including their developments and Transformations (i) US history from European exploration and colonization to current developments and (j) Transformations (k) The nature and purpose, and forms of local, state, national and international governments (l) Basic micro- and macro economics
  2. Demonstrate a working knowledge of the tools, goals, and areas of study in anthropology, sociology, and psychology.
  3. Using a constructivist approach to teaching social studies, develop, plan and teach a 10 lesson unit that addresses District Standards for their respective grade level, and, the NH State Curriculum Frameworks Grade Level Equivalencies (GLEs) for Social Studies and the Arts. Five of these lessons need to incorporate as teaching tools, at least two different forms of the following technology into the first five lessons: PowerPoint, wiki, blogs, social networks, bookmarking utilities, message boards and web-based videos. Five lessons must demonstrate pupil use of at least one form of technology (excluding word processing) and incorporate the Arts into student outcomes and evaluation.
  4. Demonstrate appropriate lesson adaptations and modification for identified students with special needs.
  5. Discuss legal and ethical issues in the use of educational technology and compare implications from different learning theories in order to successfully integrate technology into the classroom.
  6. Use and evaluate various software and web-based programs that may increase both student and teacher productivity: bookmarking utilities, message boards, social networking websites, web-based video-sharing sites, Instant Messengers and Blogs.
  7. Participate within professional learning communities via web-based technologies.
  8. Become familiar with the foundations for effective technology integration in the classroom and develop a plan to integrate existing and new technologies into the classroom.
  9. Identify the national, state and local standards for technology that will be covered within individual grade level classrooms.
  10. Write a research paper that addresses the legal, ethical and cultural issues to consider when integrating educational technology into K through 12 schools.
  11. Enter artifacts into the Task-Stream e-portfolio system demonstrating attained skills.

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EDC 820 - Instructional Methods, Strategies and Technologies to Meet the Needs of All Students

Credits: 4

In this clinical course, students develop knowledge and expertise using a variety of instructional methods and research-based strategies to improve learning for a diverse, student population facing complex individual learning challenges. Students will research strategy based instruction and meta-cognition to determine its effectiveness in increasing independence, enhancing learning and developing thinking skills. Math will be the content area focus, including: standards based instruction, assessment, unit development and teaching, and technology integration.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 703G

Mutual Exclusion: No credit for students who have taken EDUC 851A, EDUC 851B.

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Understand the foundations of learning and instruction.
  2. Develop skills for planning and monitoring performance.
  3. Using the K-12 student achievement data, will assess, teach, monitor progress and evaluate instructional strategies for a student in three of the following areas: math, reading, written expression, vocabulary (content), and social emotional /behavioral skills.
  4. Develop at least ten lessons to address the area noted above.
  5. Understand the Direct Instructional Method and apply this method to lessons.
  6. Know when and how to use the Concept Teaching Method and apply this method to lessons.
  7. Understand Problem Based Learning instruction.
  8. Teach specific strategies to enhance student engagement or learning.
  9. Be able to assess a student's level of understanding in mathematics.
  10. Demonstrate discussion/discourse skills including the control of questioning and wait time in lessons.
  11. Demonstrate an understanding of social/emotional development and how to teach skills in this area.
  12. Write a research paper on the effectiveness of strategy based learning (activating cognition/metacognition) to improve educational outcomes for students.

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EDC 821 - Assessment of Students with Disabilities

Credits: 4

This course focuses on the tools and procedures involved in the evaluation and determination of education disabilities. Under the supervision of the district mentor, students review school records, observe an evaluation team meeting, consult with district evaluators, review a variety of assessment tools and evaluation reports, and develop the skills necessary to administer and interpret some of the assessments commonly used by special education teachers. The culminating activity of the course is the development of a formal assessment report.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 705G

Mutual Exclusion: No credit for students who have taken EDUC 939, EDUC 940.

Grade Mode: Letter Grading

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  1. Reflect upon the legal and ethical responsibilities of a special education teacher.
  2. Understand the basic terminology and scores in assessment.
  3. Discuss with a qualified examiner the assessment tools typically used to measure intelligence, communication skills, academic skills, and other skills.
  4. Understand evaluation team membership and how the above areas can affect academic learning.
  5. Administer and interpret informal assessments including observations, criterion-referenced tests, functional behavior assessment, portfolio assessment, adaptive behavior assessment.
  6. Understand the role of formative assessment, response to instruction in relation to planning appropriate instruction.
  7. Become familiar with reporting student progress, data based measurement, and response to intervention.
  8. Administer and interpret formal assessments including a comprehensive standardized achievement battery and diagnostic assessments.
  9. Write and present a formal assessment report.
  10. Write and present an informal assessment report.
  11. Complete a functional behavior assessment report.

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EDC 822 - Strategies for Teaching Science

Credits: 4

This clinical course focuses on learning theories and their application to science instruction. Students examine a variety of instructional strategies through readings, observation and participation in their clinical placements, and determine the appropriateness of each in the learning process. Topics include constructivist learning, differentiated learning, and an in-depth look at how the state and national standards guide science instruction. Additional topics include integrated STEM curricula, the appropriate use of technology, and effective formative, summative and alternative assessment strategies. Students plan, teach and evaluate an integrated/thematic unit with lessons that align with Next Generation Science Standards.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 704G

Mutual Exclusion: No credit for students who have taken EDUC 803F.

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Explore brain- based learning theory.
  2. Understand and apply research- based instructional models.
  3. Use the principles of science inquiry as a teaching method.
  4. Write a standard- based, measurable learning objective.
  5. Develop the ability to use questioning to encourage higher level thinking for diversified learners.
  6. Plan, implement, and evaluate two five lesson units at two different grade levels (K-grade 3 and grades 4-8) if possible.
  7. In the area of earth science, explain the structure and the process of the earth system and its relationship to the universe.
  8. In the area of life science, explain the structure, function and healthy maintenance of living systems.
  9. In the area of physical science, explain the structure, properties and interactions of energy and matter.
  10. Apply the inquiry process and educational standards of science, pursuant to RSA 193-C:3,III(a), through the use of scientific inquiry.
  11. Apply an awareness of the history and nature of science to an inquiry process and the educational standards of science, pursuant to RSA 193-C:3,III(a), illuminating the history of science.
  12. Enter the three key assignments into the exit portfolio demonstrating attained skills.

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EDC 823 - Teaching Language Arts and Literacy

Credits: 6

In this clinical course, students explore, develop, implement and evaluate a variety of strategies to teach language arts to diverse learners. Students analyze a language arts series in relation to the National Council of Teachers of English standards, and the National Reading Panel's recommendations in each of the following areas: phonemic awareness, phonics, fluency, comprehension of vocabulary and text.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 710G

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Demonstrate an understanding of the key components and development of language.
  2. Demonstrate an understanding of various theories of emergent literacy and reading development.
  3. Understand the complexity of learning to read and the many factors that affect the process.
  4. Demonstrate knowledge of phonological awareness, synthetic and analytic phonics and apply their knowledge to lessons that they will teach and evaluate.
  5. Demonstrate knowledge of word recognition skills, vocabulary development, fluency development, reading comprehension and the writing process and apply their knowledge to lessons that they will teach and evaluate.
  6. Review study skills and technology as it applies to reading and writing and apply their knowledge to lessons that they will teach and evaluate.
  7. Develop an appreciation for literature and its effective use in teaching reading and writing.
  8. Explore various reading approaches and programs.
  9. Develop an individual program for a student with a learning problem.
  10. Demonstrate the ability, as a member of the educational team, to administer appropriate assessments to identify, plan, teach and evaluate student progress through on-going progress monitoring in the delivery of remedial language arts instruction.

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EDC 824 - Elementary School Mathematics Methods

Credits: 4

This clinical course focuses on learning theories and their application to elementary school mathematics instruction. Students research a variety of instructional strategies through readings, observation and participation in a clinical placement and determine the appropriateness of each in the learning process. Topics include constructivist learning, differentiated learning, and an in-depth look at how the Common Core State Standards in Mathematics guide mathematics instruction. Additional topics include integrated curricula, the appropriate use of technology, and effective formative, summative and alternative assessment strategies. Students plan two 5-lesson mathematics units for two different grade levels, teaching and reflecting on lessons taught in one of the units.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 732G

Mutual Exclusion: No credit for students who have taken MATH 803.

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Explore and apply systematic teaching and research based learning strategies.
  2. Explain various mathematical concepts through written explanations, examples, and chapter tests.
  3. Explain and apply accommodations for diversified learners in lesson plans.
  4. Plan, implement, teach, and evaluate mathematics lessons.
  5. Explain why assessment is vital to successful mathematics instruction.
  6. Develop an improvement plan reflecting strengths and weaknesses, and resources to help meet personal goals.
  7. Enter the three key assignments into the exit portfolio demonstrating attained skills.

View Course Learning Outcomes

EDC 831 - Aspects of Mathematics Learning

Credits: 4

This clinical course is designed to provide prospective secondary and middle school teachers with the skills to develop an integrated approach to teaching and learning. It will cover cultural and psychological aspects of learning mathematics, models of instruction and planning, teaching and learning styles, assessment strategies, models and organization and selection of curriculum materials, classroom management, and the role of technology and media within these.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 752G

Mutual Exclusion: No credit for students who have taken MATH 800.

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. [Pivotal Standard] Compare and contrast different learning theories and discuss their appropriateness for diverse students.
  2. [Pivotal Standard] Plan equitable lessons enabling all students to construct new concepts through active participation in mathematical modeling, investigations and problem solving.
  3. Plan lessons incorporating manipulatives, current technologies, and formative assessments.
  4. Provide opportunities for students to use written, oral and other creative expressions to demonstrate their understanding of mathematical concepts to various audiences.
  5. Demonstrate the capacity to appreciate and recognize the value of professional practices which included learning mathematics content independently and collaborative.
  6. Demonstrate knowledge of current state, national and international research, standards, and recommendations regarding teaching of mathematics.
  7. Analyze data to create an action plan improve student learning.
  8. Develop an improvement plan reflecting strengths and weaknesses and resources to help meet personal goals.
  9. Develop an understanding of mathematics instruction through 90 hours (undergraduate)/60 hours (post-baccalaureate) of clinical observation/teaching.

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EDC 832 - Reading and Writing in the Mathematics Content Area

Credits: 4

This clinical course is designed to provide prospective secondary and middle school teachers with the knowledge, skills, and resources necessary to incorporate literacy skills into their mathematics content area plans. Emphasis will be on integrating the teaching of reading, writing, and oral literacy skills from various fields; students will explore and practice the methods and strategies, including testing and measurement assessments necessary to meet the diverse literacy needs of today's students allowing them to become independent students. Teaching and discussing theoretical and practical application of current theories and methods involved in teaching literacy to diverse secondary and middle student population within the contemporary pluralistic classroom, including differentiated learning styles through socioeconomic status, gender, and heritage will be emphasized. Ninety supervised clinical hours are required.

Prerequisite(s): (EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B- and (EDC 831 with a minimum grade of B- or EDU 752G with a minimum grade of B-.

Equivalent(s): EDU 753G

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Plan and conduct units and lessons appropriate for the grade range which incorporate literacy strategies that assist students in reading and understanding mathematics. Lessons emphasize connections within and between mathematics and other disciplines.
  2. Communicate an understanding of mathematics, including, but not limited to, the ability to demonstrate a capacity to communicate coherently about mathematics and mathematics education in both written and oral ways using appropriate mathematical language and notation. The ability to interpret and explain mathematical ideas through reading mathematics in professional publications, as well as analyze and assess the mathematical thinking and strategies of others. Other Learning Outcomes.
  3. Recognize, explore and develop mathematical connections, including, but not limited to the ability to provide examples of how mathematics is practiced in various fields. Students will build mathematical understanding by identifying and applying connections among mathematical ideas and show how ideas build on one another across grade levels to form a coherent discipline.
  4. Analyze data to create an action plan to improve student learning.
  5. Utilize collaboration and PLCs to improve student learning.
  6. Develop an improvement plan reflecting strengths and weaknesses and resources to help meet personal goals.
  7. Develop an understanding of mathematics instruction through 90 hours of clinical observation/teaching.

View Course Learning Outcomes

EDC 833 - Middle Level Mathematics Methods

Credits: 4

This clinical course focuses on mathematics learning theories and their application to middle school mathematics instruction. Students examine a variety of instructional strategies through readings, observation and supervised teaching. Topics include constructivist learning, differentiated learning, and an in-depth look at how the state and national standards guide mathematics instruction. Additional topics include integrated curricula, the appropriate use of technology, and effective formative, summative and alternative assessment strategies. Students plan two, 5-lesson mathematics units for two different grade levels, teaching and reflecting on lessons taught in one of the units. Depending on the certification program, a range of fifty to ninety supervised clinical hours are required.

Prerequisite(s): (EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B- and (EDC 832 with a minimum grade of B- or EDU 753G with a minimum grade of B-.

Equivalent(s): EDU 733G

Mutual Exclusion: No credit for students who have taken MATH 803, MATH 809.

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Apply Understanding by Design (UBD) to develop and apply mathematics unit plans to enable all students to construct new concepts through active participation in mathematical modeling, investigations, and problem-solving while improving mathematical habits of mind.
  2. Integrate web-based technology into unit plans.
  3. Analyze data from a variety of assessment to create an action plan to improve student learning.
  4. Explore and apply systematic teaching and research-based learning strategies.
  5. Explain various mathematical concepts through written explanations, examples, and formative and summative assessments.
  6. Utilize technology to enhance student learning (advanced level).
  7. Plan, implement, teach, and evaluate mathematics lessons, both face-to-face and online.
  8. Explain why assessment is vital to successful mathematics instruction.
  9. Utilize collaboration and PLCs to improve student learning.
  10. Develop an improvement plan reflecting strengths and weaknesses and resources to help meet personal goals.
  11. Develop an understanding of mathematics instruction through 90 hours of clinical observation/teaching.

View Course Learning Outcomes

EDC 834 - Upper Level Mathematics Methods

Credits: 4

This clinical course focuses on mathematics learning theories and their application to secondary mathematics instruction. Students examine a variety of instructional strategies through readings, observation and supervised teaching. Topics include constructivist learning, differentiated learning, and an in-depth look at how the state and national standards guide mathematics instruction. Additional topics include integrated curricula, the appropriate use of technology, and effective formative, summative and alternative assessment strategies. Students plan two, 5-lesson mathematics units for two different grade levels, teaching and reflecting on lessons taught in one of the units. Depending on the certification program, a range of fifty to ninety supervised clinical hours are required.

Prerequisite(s): (EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B- and (EDC 832 with a minimum grade of B- or EDU 753G with a minimum grade of B-.

Equivalent(s): EDU 734G

Mutual Exclusion: No credit for students who have taken MATH 809.

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Apply Understanding by Design (UBD) to develop and apply mathematics unit plans to enable all students to construct new concepts through active participation in mathematical modeling, investigations, and problem-solving while improving mathematical habits of mind.
  2. Integrate web-based technology into unit plans.
  3. Analyze data from a variety of assessment to create an action plan to improve student learning.
  4. Explore and apply systematic teaching and research-based learning strategies.
  5. Explain various mathematical concepts through written explanations, examples, and formative and summative assessments.
  6. Utilize technology to enhance student learning (advanced level).
  7. Plan, implement, teach, and evaluate mathematics lessons, both face-to-face and online.
  8. Explain why assessment is vital to successful mathematics instruction.
  9. Utilize collaboration and PLCs to improve student learning.
  10. Develop an improvement plan reflecting strengths and weaknesses and resources to help meet personal goals.
  11. Develop an understanding of mathematics instruction through 90 hours of clinical observation/teaching.

View Course Learning Outcomes

EDC 844 - Special Topics: Upper Level

Credits: 1-6

A study of current and variable topics in Education. Course content changes from term to term. It is expected that the learner will have prior coursework or experience in the subject area.

Repeat Rule: May be repeated up to unlimited times.

Equivalent(s): EDU 744G

Grade Mode: Letter Grading

View Course Learning Outcomes

  1. Examine a framework for thinking skills and identify those that are most relevant to curricular goals.
  2. Learn instructional strategies for addressing and assessing thinking skills using technology.
  3. Support deeper understanding of core content.
  4. Use online tools for visual representation of student thinking
  5. Create an instructional plan using online projects that are aligned to standards and support project-based learning and authentic inquiry.

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EDC 845 - Natural Selection and Evolution

Credits: 3

In this non-clinical introductory course, students examine the major concepts around the structure and function of organisms and explore the best methodologies to teach these concepts. The major concepts include: DNA’s discovery and structure; replication, transcription, and translation; the organizational levels of organisms; how structure relates to function; and feedback loops and homeostasis. The student develops multiple engaging activities and lesson plans to teach middle or high school children details within the major concepts. Students create formative investigations and assessments related to the major concepts as well as satisfy summative assessment requirements.

Equivalent(s): EDU 756G

Grade Mode: Letter Grading

View Course Learning Outcomes

  1. Understand and articulate content within the major concepts of Life Sciences Structure and Function: Evidence for common ancestry What drives evolution Population statistics and variation in traits Natural selection, adaptation, and what drives change over time.
  2. Create inquiry learning activities to engage middle or high school students to learn the content.
  3. Brainstorm and develop lesson plans to address common student misconceptions around the content.
  4. Analyze curricula developed by others to determine the effectiveness of lesson plans and anticipate issues that may arise in the classroom.

View Course Learning Outcomes

EDC 846 - Life Sciences Across the Curriculum

Credits: 3

In this non-clinical introductory level course, students examine real-life application of life science phenomena and concepts across the curriculum and how these sciences intersect with chemistry, physics, and earth space science. The student uses laboratory techniques to explain and solve problems and develops multiple engaging activities and lesson plans to teach middle or high school children details within the major concepts. Students create formative investigations and assessments related to the major concepts as well as satisfy summative assessment requirements.

Equivalent(s): EDU 757G

Grade Mode: Letter Grading

View Course Learning Outcomes

  1. Understand and articulate content within the major concepts of Life Sciences Across Curricula: Real-life application of life science phenomena and concepts How life sciences intersect with chemistry, physics, and earth space science Using laboratory techniques to explain and solve problems.
  2. Create inquiry learning activities to engage middle or high school students to learn the content.
  3. Brainstorm and develop lesson plans to address common student misconceptions around the content.
  4. Analyze curricula developed by others to determine the effectiveness of lesson plans and anticipate issues that may arise in the classroom.

View Course Learning Outcomes

EDC 847A - Introductory Field Experiences

Credits: 1

In this introductory level clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver introductory level lessons that include appropriate activities and assessments aligned to a clear and measurable learning objective. Students' clinical assignments are carried out and assessed in an approved science classroom under the supervision of faculty and on-site Supervising Practitioners.

Equivalent(s): EDU 758AG

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Develop an educational philosophy that includes students’ core beliefs regarding: vision for science education expectations for student learning the role of mutually respectful relationships in the classroom.
  2. Create effective and engaging introductory level life science lesson plans for a group of students in grades 7-
  3. Create a positive classroom environment as evidenced by clear procedures and mutually respectful relationships.
  4. Design formal and informal formative assessments that target specific learning objectives and provide constructive information regarding next steps in instruction.
  5. Analyze mock data sets for patterns of student understanding and individual error analysis.

View Course Learning Outcomes

EDC 847B - Introductory Field Experiences

Credits: 1

In this introductory level clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver introductory level lessons that include appropriate activities and assessments aligned to a clear and measurable learning objective. Students' clinical assignments are carried out and assessed in an approved science classroom under the supervision of faculty and on-site Supervising Practitioners.

Equivalent(s): EDU 758BG

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Develop an educational philosophy that includes students’ core beliefs regarding: vision for science education expectations for student learning the role of mutually respectful relationships in the classroom.
  2. Create effective and engaging introductory level life science lesson plans for a group of students in grades 7-
  3. Create a positive classroom environment as evidenced by clear procedures and mutually respectful relationships.
  4. Design formal and informal formative assessments that target specific learning objectives and provide constructive information regarding next steps in instruction.
  5. Analyze mock data sets for patterns of student understanding and individual error analysis.

View Course Learning Outcomes

EDC 847C - Introductory Field Experiences

Credits: 1

In this introductory level clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver introductory level lessons that include appropriate activities and assessments aligned to a clear and measurable learning objective. Students' clinical assignments are carried out and assessed in an approved science classroom under the supervision of faculty and on-site Supervising Practitioners.

Equivalent(s): EDU 758CG

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Develop an educational philosophy that includes students’ core beliefs regarding: vision for science education expectations for student learning the role of mutually respectful relationships in the classroom.
  2. Create effective and engaging introductory level life science lesson plans for a group of students in grades 7-
  3. Create a positive classroom environment as evidenced by clear procedures and mutually respectful relationships.
  4. Design formal and informal formative assessments that target specific learning objectives and provide constructive information regarding next steps in instruction.
  5. Analyze mock data sets for patterns of student understanding and individual error analysis.

View Course Learning Outcomes

EDC 847D - Introductory Field Experiences

Credits: 1

In this introductory level clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver introductory level lessons that include appropriate activities and assessments aligned to a clear and measurable learning objective. Students' clinical assignments are carried out and assessed in an approved science classroom under the supervision of faculty and on-site Supervising Practitioners.

Equivalent(s): EDU 758DG

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Develop an educational philosophy that includes students’ core beliefs regarding: vision for science education expectations for student learning the role of mutually respectful relationships in the classroom.
  2. Create effective and engaging introductory level life science lesson plans for a group of students in grades 7-
  3. Create a positive classroom environment as evidenced by clear procedures and mutually respectful relationships.
  4. Design formal and informal formative assessments that target specific learning objectives and provide constructive information regarding next steps in instruction.
  5. Analyze mock data sets for patterns of student understanding and individual error analysis.

View Course Learning Outcomes

EDC 848 - Structure and Function in Life Sciences

Credits: 3

In this non-clinical intermediate course, students examine the major concepts around the structure and function of organisms and explore the best methodologies to teach these concepts. The major concepts include: DNA’s discovery and structure; replication, transcription, and translation; the organizational levels of organisms; how structure relates to function; and feedback loops and homeostasis. The student develops multiple engaging activities and lessons.

Equivalent(s): EDU 759G

Grade Mode: Letter Grading

View Course Learning Outcomes

  1. Understand and articulate content within the major concepts of Life Sciences Structure and Function: DNA discovery and structure: DNA; RNA; Proteins; Cells; Tissues; Organs; Organ Systems; Organisms How structure relates to function Feedback loops and homeostasis.
  2. Create inquiry learning activities to engage middle or high school students to learn the content.
  3. Brainstorm and develop lesson plans to address common student misconceptions around the content.
  4. Analyze curricula developed by others to determine the effectiveness of lesson plans and anticipate issues that may arise in the classroom.

View Course Learning Outcomes

EDC 849 - Matter and Energy in Organisms and Ecosystems

Credits: 3

In this non-clinical intermediate course, students examine the major concepts around the flow of matter and energy within ecosystems and explore the best methodologies to teach these concepts. The major concepts include: energy production in organisms; cycling of carbon through each sphere; carbon’s role in living things; cycling of matter and energy in aerobic and anaerobic conditions; and cycling of matter and energy among organisms and ecosystems. The student develops multiple engaging activities and lesson plans to teach middle or high school children details within the major concepts. Students create formative investigations and assessments related to the major concepts as well as satisfy summative assessment requirements. Students plan an integrated/thematic unit with lessons that align with Next Generation Science Standards.

Equivalent(s): EDU 769G

Grade Mode: Letter Grading

View Course Learning Outcomes

  1. Understand content within the major concepts of matter and energy flow within ecosystems: Photosynthesis, cellular respiration, and fermentation in energy production Cycling of matter and energy through the Earth's spheres, including: Cycling of carbon through each sphere Carbon's role in living things Cycling of matter and energy in aerobic and anaerobic conditions Cycling of matter and energy among organisms and ecosystems.
  2. Create inquiry learning activities to engage middle or high school students to learn the content.
  3. Brainstorm and develop lesson plans to address common student misconceptions around the content.
  4. Analyze curricula developed by others to determine the effectiveness of lesson plans and anticipate issues that may arise in the classroom.

View Course Learning Outcomes

EDC 850 - Teaching Life Sciences: Ecosystems-Interdependent Relationships

Credits: 3

In this non-clinical intermediate course, students examine the major concepts around interdependencies between organisms within ecosystems and explore the best methodologies to teach these concepts. The major concepts include: natural factors that affect population size; human influence on populations; factors that influence biodiversity; carrying capacity; and the role of group behavior on ecosystems. The student develops multiple engaging activities and lesson plans to teach middle or high school children details within the major concepts. Students create formative investigations and assessments related to the major concepts as well as satisfy summative assessment requirements. Students plan an integrated/thematic unit with lessons that align with Next Generation Science Standards.

Equivalent(s): EDU 776G

Grade Mode: Letter Grading

View Course Learning Outcomes

  1. Understand and articulate content within the major concepts of interdependencies of organisms within ecosystems: Natural factors that affect population size Human influence on population Factors that influence biodiversity Carrying capacity Role of group behavior.
  2. Create inquiry learning activities to engage middle or high school students to learn the content.
  3. Brainstorm and develop lesson plans to address common student misconceptions around the content.
  4. Analyze curricula developed by others to determine the effectiveness of lesson plans and anticipate issues that may arise in the classroom.

View Course Learning Outcomes

EDC 851A - Intermediate Field Experiences

Credits: 1

In this intermediate clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver intermediate level lessons that include higher order thinking, rich academic language, differentiation, and data based instructional decisions. Students' clinical assignments are carried out and assessed in an approved science classroom under the supervision of faculty and on-site Supervising Practitioners.

Equivalent(s): EDU 777AG

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Continue developing an educational philosophy to include students’ core beliefs regarding commitments to a safe and productive science classroom climate.
  2. Create effective and engaging intermediate level life science lesson plans for a group of students in grades 7-
  3. Demonstrate responsive teaching methods that maintain student engagement and efficiently transition students between science activities without loss of time or focus.
  4. Design and facilitate inquiry based, learning activities that promote higher order, extended thinking.
  5. Identify educational technologies that amplify the learning of specific science objectives.
  6. Differentiate the content, process, and/or product of a lesson for various student preferences, needs, and background data.
  7. Write formative & summative assessment questions that allow students to demonstrate the depth of their understanding.
  8. Analyze students data to determine an appropriate next objective.

View Course Learning Outcomes

EDC 851B - Intermediate Field Experiences

Credits: 1

In this intermediate clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver intermediate level lessons that include higher order thinking, rich academic language, differentiation, and data based instructional decisions. Students' clinical assignments are carried out and assessed in an approved science classroom under the supervision of faculty and on-site Supervising Practitioners.

Equivalent(s): EDU 777BG

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Continue developing an educational philosophy to include students’ core beliefs regarding commitments to a safe and productive science classroom climate.
  2. Create effective and engaging intermediate level life science lesson plans for a group of students in grades 7-
  3. Demonstrate responsive teaching methods that maintain student engagement and efficiently transition students between science activities without loss of time or focus.
  4. Design and facilitate inquiry based, learning activities that promote higher order, extended thinking.
  5. Identify educational technologies that amplify the learning of specific science objectives.
  6. Differentiate the content, process, and/or product of a lesson for various student preferences, needs, and background data.
  7. Write formative & summative assessment questions that allow students to demonstrate the depth of their understanding.
  8. Analyze students data to determine an appropriate next objective.

View Course Learning Outcomes

EDC 851C - Intermediate Field Experiences

Credits: 1

In this intermediate clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver intermediate level lessons that include higher order thinking, rich academic language, differentiation, and data based instructional decisions. Students' clinical assignments are carried out and assessed in an approved science classroom under the supervision of faculty and on-site Supervising Practitioners.

Equivalent(s): EDU 777CG

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Continue developing an educational philosophy to include students’ core beliefs regarding commitments to a safe and productive science classroom climate.
  2. Create effective and engaging intermediate level life science lesson plans for a group of students in grades 7-
  3. Demonstrate responsive teaching methods that maintain student engagement and efficiently transition students between science activities without loss of time or focus.
  4. Design and facilitate inquiry based, learning activities that promote higher order, extended thinking.
  5. Identify educational technologies that amplify the learning of specific science objectives.
  6. Differentiate the content, process, and/or product of a lesson for various student preferences, needs, and background data.
  7. Write formative & summative assessment questions that allow students to demonstrate the depth of their understanding.
  8. Analyze students data to determine an appropriate next objective.

View Course Learning Outcomes

EDC 851D - Intermediate Field Experiences

Credits: 1

In this intermediate clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver intermediate level lessons that include higher order thinking, rich academic language, differentiation, and data based instructional decisions. Students' clinical assignments are carried out and assessed in an approved science classroom under the supervision of faculty and on-site Supervising Practitioners.

Equivalent(s): EDU 777DG

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Continue developing an educational philosophy to include students’ core beliefs regarding commitments to a safe and productive science classroom climate.
  2. Create effective and engaging intermediate level life science lesson plans for a group of students in grades 7-
  3. Demonstrate responsive teaching methods that maintain student engagement and efficiently transition students between science activities without loss of time or focus.
  4. Design and facilitate inquiry based, learning activities that promote higher order, extended thinking.
  5. Identify educational technologies that amplify the learning of specific science objectives.
  6. Differentiate the content, process, and/or product of a lesson for various student preferences, needs, and background data.
  7. Write formative & summative assessment questions that allow students to demonstrate the depth of their understanding.
  8. Analyze students data to determine an appropriate next objective.

View Course Learning Outcomes

EDC 852 - Teaching Life Sciences: Genetics-Inheritance and Variation of Traits

Credits: 3

In this non-clinical advanced course, students examine the major concepts around the genetics and mechanisms of inheritance in organisms and explore the best methodologies to teach these concepts. The major concepts include: mitosis and cell division; DNA and the inheritance of traits; meiosis, mutations and change over time; and the statistics of genetics. The student develops multiple engaging activities and lesson plans to teach middle or high school children details within the major concepts. Students create formative investigations and assessments related to the major concepts as well as satisfy summative assessment requirements. Students plan an integrated/thematic unit with lessons that align with Next Generation Science Standards.

Equivalent(s): EDU 778G

Grade Mode: Letter Grading

View Course Learning Outcomes

  1. Understand and articulate content within the major concepts of Genetics and Inheritance: Mitosis and how it maintains organisms DNA and inheritance of traits through multiple generations Meiosis, mutations, and how genes change over time Variation and distribution of traits The statistics of genetics.
  2. Create inquiry learning activities to engage middle or high school students to learn the content.
  3. Brainstorm and develop lesson plans to address common student misconceptions around the content.
  4. Analyze curricula developed by others to determine the effectiveness of lesson plans and anticipate issues that may arise in the classroom.

View Course Learning Outcomes

EDC 853 - Math Across the Life Sciences

Credits: 3

In this non-clinical advanced level course, students examine the major concepts of the application and use of math and identification and manipulation of variables in life sciences. The major concepts include: applying mathematical modeling to a variety of concepts; using statistical concepts to model and predict; identifying and manipulating variables. The student may develops multiple engaging activities and lesson plans to teach middle or high school children details within the major concepts. Students create formative investigations and assessments related to the major concepts as well as satisfy summative assessment requirements. Students plan an integrated/thematic unit with lessons that align with Next Generation Science Standards.

Equivalent(s): EDU 779G

Grade Mode: Letter Grading

View Course Learning Outcomes

  1. Understand and articulate content within the major concepts of the application of mathematics to the life sciences: Applying mathematical modeling to a variety of concepts Using statistical concepts to model and predict Identifying and manipulating variables.
  2. Create inquiry learning activities to engage middle or high school students to learn the content.
  3. Brainstorm and develop lesson plans to address common student misconceptions around the content.
  4. Analyze curricula developed by others to determine the effectiveness of lesson plans and anticipate issues that may arise in the classroom.

View Course Learning Outcomes

EDC 854A - Advanced Field Experiences

Credits: 1

In this advanced clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver advanced level lessons that include instructional strategies generated based on student data, scaffolding for unique student needs, varied assessments, and high quality reflections. Students' clinical assignments are carried out and assessed in an approved science classroom under the supervision of faculty and on-site Supervising Practitioners.

Equivalent(s): EDU 798AG

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Finalize an educational philosophy to include students’ core beliefs regarding honoring differences in students’ belief systems, race, gender, socioeconomic status.
  2. Create effective and engaging advanced level life science lesson plans for a group of students in grades 7-
  3. Design assessment tasks that are modified or adapted to meet identified students’ needs.
  4. Provide PK-12 science students with high quality feedback.
  5. Design and facilitate PK-12 inquiry based learning tasks that show proactive considerations for cooperative group dynamics and evidence based instructional decisions.
  6. Generate appropriate next steps in instruction based on the level of understanding demonstrated in student work.
  7. Analyze student data to assess progress toward learning objectives and the effectiveness of specific scaffolds selected.

View Course Learning Outcomes

EDC 854B - Advanced Field Experiences

Credits: 1

In this advanced clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver advanced level lessons that include instructional strategies generated based on student data, scaffolding for unique student needs, varied assessments, and high quality reflections. Students' clinical assignments are carried out and assessed in an approved science classroom under the supervision of faculty and on-site Supervising Practitioners.

Equivalent(s): EDU 798BG

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Finalize an educational philosophy to include students’ core beliefs regarding honoring differences in students’ belief systems, race, gender, socioeconomic status.
  2. Create effective and engaging advanced level life science lesson plans for a group of students in grades 7-
  3. Design assessment tasks that are modified or adapted to meet identified students’ needs.
  4. Provide PK-12 science students with high quality feedback.
  5. Design and facilitate PK-12 inquiry based learning tasks that show proactive considerations for cooperative group dynamics and evidence based instructional decisions.
  6. Generate appropriate next steps in instruction based on the level of understanding demonstrated in student work.
  7. Analyze student data to assess progress toward learning objectives and the effectiveness of specific scaffolds selected.

View Course Learning Outcomes

EDC 854C - Advanced Field Experiences

Credits: 1

In this advanced clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver advanced level lessons that include instructional strategies generated based on student data, scaffolding for unique student needs, varied assessments, and high quality reflections. Students' clinical assignments are carried out and assessed in an approved science classroom under the supervision of faculty and on-site Supervising Practitioners.

Equivalent(s): EDU 798CG

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Finalize an educational philosophy to include students’ core beliefs regarding honoring differences in students’ belief systems, race, gender, socioeconomic status.
  2. Create effective and engaging advanced level life science lesson plans for a group of students in grades 7-
  3. Design assessment tasks that are modified or adapted to meet identified students’ needs.
  4. Provide PK-12 science students with high quality feedback.
  5. Design and facilitate PK-12 inquiry based learning tasks that show proactive considerations for cooperative group dynamics and evidence based instructional decisions.
  6. Generate appropriate next steps in instruction based on the level of understanding demonstrated in student work.
  7. Analyze student data to assess progress toward learning objectives and the effectiveness of specific scaffolds selected.

View Course Learning Outcomes

EDC 854D - Advanced Field Experiences

Credits: 1

In this advanced clinical course, students participate in several formative clinical experience tasks to prepare them for the facilitation of effective 7-12 science lessons. Students use Next Generation Science Standards and prior student evidence to create and deliver advanced level lessons that include instructional strategies generated based on student data, scaffolding for unique student needs, varied assessments, and high quality reflections. Students' clinical assignments are carried out and assessed in an approved science classroom under the supervision of faculty and on-site Supervising Practitioners.

Equivalent(s): EDU 798DG

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Finalize an educational philosophy to include students’ core beliefs regarding honoring differences in students’ belief systems, race, gender, socioeconomic status.
  2. Create effective and engaging advanced level life science lesson plans for a group of students in grades 7-
  3. Design assessment tasks that are modified or adapted to meet identified students’ needs.
  4. Provide PK-12 science students with high quality feedback.
  5. Design and facilitate PK-12 inquiry based learning tasks that show proactive considerations for cooperative group dynamics and evidence based instructional decisions.
  6. Generate appropriate next steps in instruction based on the level of understanding demonstrated in student work.
  7. Analyze student data to assess progress toward learning objectives and the effectiveness of specific scaffolds selected.

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EDC 855 - Culminating Experience for Life Science

Credits: 2

In this culminating, field-based course, students use their content knowledge and field experience to design and implement a three lesson unit that reflects the full range of experiences based on the standards for certification in Life Sciences for Grade 7-12 and the professional education standards for all teachers. As part of the course, candidates demonstrate completion of all requirements for teacher certification through the Teacher Candidate Assessment of Performance (TCAP).

Equivalent(s): EDU 799G

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Construct a philosophy of developmentally appropriate educational practice for Life Science that reflects the belief that all children/students can learn and develop to their full potential and shows respect for the gifts and talents of all children/students.
  2. Design developmentally appropriate life science lessons that demonstrate life science content knowledge and connect to state and local curriculum frameworks and guidelines, the community, and the ever changing nature of knowledge.
  3. Design developmentally appropriate inquiry based instruction that supports the cognitive, language, moral, social, emotional, physical, and creative development of children/students.
  4. Design instruction that demonstrates an understanding of diversity of learners and uses a variety of resources including technology.
  5. Create science learning environments that are collaborative, challenging, dynamic, safe, and encourage openness, respect, and caring.
  6. Use formal and informal assessments to continually monitor students’ learning needs, program design, and teaching effectiveness, and demonstrate the ability to communicate the results to children, parents, and colleagues.
  7. Model professionalism in all aspects including: communication, ethics, self-reflection, professional development, and community/school and district involvement.

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EDC 858 - Introduction to Digital Learning

Credits: 3

This is an introductory, fast-paced course on the role of the digital learning specialist and the available technology tools to improve teaching and learning. Candidates will formulate a vision for what type of digital learning specialist they will become. Individually and collaboratively, candidates will reduce fear, embrace exploration of technology in all facets and manifestations while building practical technical skills. Candidates will learn to find and evaluate resources, applications, tools and software both for teaching and their own learning. The class emphasizes the development of on-going 'self-propelled' professional development and reflection habits.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 770G

Grade Mode: Letter Grading

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  1. A broad overview of the opportunities and challenges associated with becoming a school-based digital learning specialist.
  2. Developed an understanding of their own attitudes about technology and how they can influence success in the role of digital learning specialist.
  3. Explored the technologies presently available and begin to 'play' with the technologies in a way that demonstrates a level of comfort with the technologies and relevance to the classroom.
  4. The ability to speculate on the future - what will your role be, what new technologies are on the horizon, how might these technologies further enhance our students' learning experiences.
  5. Explored how to design and implement digitally-based learning experiences with multiple and varied formative and summative assessments.

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EDC 859 - Curricular Theory of Technological Integration

Credits: 3

Candidates will explore how to effectively use technology with differentiation, rigor, relevance, and engaging learning experiences to enhance existing curriculum. Candidates will gain knowledge of digital tools to model, promote, and facilitate experiences that advance learner competency, creativity, and innovation in both face-to-face and virtual environments.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 771G

Grade Mode: Letter Grading

Special Fee: Yes

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  1. How are state and national standards implemented within the curriculum?
  2. What is the relationship between and among curriculum, pedagogy, and assessment?
  3. How can I collaborate with other educators to model, design, and implement technology enhanced learning experiences addressing both technology and content standards?

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EDC 860 - Pedagogical Practice and Management of Technological Integration

Credits: 3

Candidates build understandings and practical pedagogical skills/strategies for effective implementation of a constructivist curriculum including management of cooperative learning groups, project-based learning, and inquiry-based learning. Teacher candidates will explore strategies to properly carry out this type of learning and assessment in the classroom setting. Various technological tools and resources will be explored and shared.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 772G

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. How do I model and promote effective management and use of digital tools and resources to support technology rich learning environments?
  2. How do I evaluate, adapt, and reflect on digital tools, resources, and emerging trends by reviewing current research and evidence based innovative practices?
  3. How can I collaborate with other educators to promote innovative and creative thinking using digital tools to engage learners in real-world problem solving?
  4. How do I design and implement digitally based learning experiences with multiple and varied formative and summative assessments?

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EDC 861 - Meeting the Needs of All Learners Through Technological Integration

Credits: 3

This course investigates the principles of Universal Design for Learning (UDL) as a tool to meet the needs of all learners in the classroom. Candidates explore the UDL framework and examine how designing lessons with the UDL guidelines can improve and optimize learning for all students. Candidates research the use of assistive technologies to allow every student access to the curriculum, as well as determine what assistive technology is appropriate for overcoming barriers to learning.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 773G

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. What is Universal Design for Learning and why is it important to know about?
  2. How do I find out about, evaluate, and support the use of assistive technology for my learners?
  3. How do I model and promote the use of adaptive and assistive technologies and other digital tools and resources to personalize and differentiate activities for all learners?
  4. How do I use technology to support the management and efficiency of my teaching?

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EDC 863 - Professionalism, Leadership and Administrative Understandings and Practice for Tech. Integration

Credits: 3

In this course students will be exposed to the current theories in educational leadership, discover and explore their own leadership styles, and develop strategies to promote and participate in the development and implementation of technology to foster excellence to support transformational change throughout the instructional environment.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 774G

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Promote and participate in the development an implementation of a shared vision for the comprehensive integration of technology to support learning opportunities for all learners and educators.
  2. Model and promote the effective management and use of digital tools and resources to support a technology rich learning environment.
  3. Evaluate, adapt, and reflect on digital tools, resources, and emerging trends by participating in and contributing to school technology learning communities.
  4. Explore strategies for funding educational technology.

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EDC 864 - Culminating Teaching Experience: Clinical Synthesis and Implementation of Technological Integration

Credits: 3

In this culminating clinical experience, the candidate will develop and implement a comprehensive instructional project demonstrating full understanding and application of instructional technological integration leadership. Candidates will reflect, revise, self-assess, and evaluate their instruction and leadership based on student learning and positive school change.

Equivalent(s): EDU 775G

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Effectively integrate technology with differentiation, rigor, relevance in his or her practice of teaching, learning, and assessment.
  2. Demonstrate proficiency with technological concepts and pedagogy.
  3. Model responsible and safe participation in the digital world.
  4. Develop innovative professional learning opportunities and evaluate the impact on instructional practice and learner competencies.
  5. Promote and participate in the development and implementation of collaborative strategies for the comprehensive integration of technology to support transformational change throughout the instructional environment.

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EDC 866 - Dynamic Assessment: Complexities of Identification in LD,EBD, and IDD

Credits: 6

Teacher candidates who complete this clinical course gain an understanding of the legal and ethical issues, and the procedures involved in the evaluation and determination of educational disabilities, specific to learning disabilities, emotional/behavioral disorders and intellectual/developmental disabilities. Within the context of their school setting, teacher candidates apply their new knowledge of the use of formal and informal assessments within the on-going context of formative assessments to monitor K-12 student progress, and the effectiveness of instructional strategies.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 736G

Grade Mode: Letter Grading

View Course Learning Outcomes

  1. Understand the legal and ethical responsibilities of decision-making and the complexity of overlapping conditions in the determination of educational disability.
  2. Understand standards-based accountability, response to instruction/intervention, quantification of test performance, and adapting tests to accommodate students with disabilities and limited English proficiency as part of a changing dynamic assessment process.
  3. Learn how to review a test and assure that definitions and guidelines set forth in the re-authorized IDEA legislation are considered.
  4. Discuss with various qualified examiners the assessment tools and patterns of behavior typically seen in students with a specific learning disability, emotional behavioral disability and with an intellectual or developmental disability.
  5. Understand the critical role of the multidisciplinary team in designing, implementing and interpreting an effective assessment plan.
  6. Use ecological classroom and data-based student observations, formative assessments, and checklists in an objective, analytical approach to gather valid and reliable information for assuring access to the curriculum and making eligibility decisions.
  7. Administer/interpret the appropriate informal and formal academic/behavioral assessments designated by the multidisciplinary team for the determination of a specific learning disability, emotional - behavioral disability and an intellectual or developmental disability.
  8. Learn how to evaluate a test and choose an appropriate functional assessment and adaptive assessment for inclusion in their academic assessment report.
  9. Develop and evaluate an academic report which includes the various required components for a student with a specific learning disability, a student with an emotional disability and a student with an intellectual or developmental disability.
  10. Review and summarize the identification/determination process for a student suspected of having a specific learning disability, an emotional behavioral disability and an intellectual or developmental disability.
  11. Develop skills to be an effective team member within learning communities to support K-12 student progress, monitor lesson plans and instructional delivery.
  12. Analyze the biweekly formative assessment data of the identified students, and discuss the data results with the district mentor and faculty advisor.
  13. Apply his/her knowledge of the use of formal and informal assessments within the on-going context of formative assessments to monitor the K-12 student progress and the effectiveness of instructional strategies.
  14. Use the K-12 student achievement data as the primary evidence of successful completion of course objectives.

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EDC 867 - Behavioral Supports for Complex Behaviors

Credits: 4

Teacher candidates who complete this clinical course gain an understanding of the legal and ethical programming issues, and the procedures involved in the development, implementation, and evaluation of programs that address complex behaviors for students with significant behavior needs.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 737G

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. The teacher candidate will identify 4 students with significant and complex behavior for this project.
  2. The teacher candidate will demonstrate an understanding of the law, policies and ethical principles regarding behavior management, planning and implementation.
  3. The teacher candidate will develop programs that reflect research and evidence based practice. These programs will address: (a) target behaviors (b) functional behavior assessments (c) collect, analyze and interpret formal and informal data (d) individualized reinforcement systems and environmental modifications (e) development of positive behavior intervention plans (f) consistent teacher attitudes and behaviors (g) respectful and beneficial relationships (h) placement options and continuum of services (i) functional classroom designs (j) lease intensive behavior management strategies (k) safe, equitable, positive and support learning environment (l) realistic expectations (m) self-advocacy strategies
  4. The teacher candidate will develop skills to be an effective team member within learning communities to support K-12 student progress, monitor program and instructional delivery.
  5. The teacher candidate will develop, adapt and evaluate programs to address appropriate learning environments, evidence-based practices to include response to intervention/instruction and formative assessments.
  6. The teacher candidate will analyze the biweekly formative assessment data of identified students, and discuss the data results with the district mentor and faculty advisor to monitor K-12 student progress, appropriateness of program and effectiveness of instructional strategies.
  7. The teacher candidate will use K-12 student achievement data as the primary evidence of successful completion of course objectives.

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EDC 868 - Advanced Assistive and Educational Technology

Credits: 4

Teacher candidates who complete this clinical course gain an understanding of the legal and ethical issues, and the procedures involved in the use of technology in the education of students with learning disabilities, emotional/behavioral disabilities and intellectual or developmental disabilities. The purpose of this course is twofold, focusing on the use of technology appropriate for all teaching and learning and the use of technology for students with significant learning needs.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 738G

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Identify a minimum of 4 students with a range of disabilities.
  2. Demonstrate how to use, follow, and apply online discussion boards, publishing, and bookmarking utilities to enrich his/her classroom environment.
  3. Explain, develop and evaluate instructional approaches that use technology relative to the ISTE NETS for Teachers and Students.
  4. Know how to practice, promote, and develop responsible digital citizens.
  5. Evaluate technology tools and software programs.
  6. Identify, recognize and justify the educational value of video to active learning and how video can accommodate various styles of learning.
  7. Develop, implement and evaluate lesson plans in reading, writing, mathematics and social skills. These lesson plans will address evidence-based practices to include response to instruction/intervention, formative assessments and will include: (a) videos (b) podcasts ( c) blogs and wikispaces (d) online social networks (e) PowerPoint (f) CD-ROMs (g) SMART boards (h) live cam feeds (i) virtual field trips (j) assistive technology to support writing (k) assistive technology to support reading (l) assistive technology to enhance communication (m) assistive technology for computer access (n) augmentative or alternative communication
  8. Demonstrate an understanding of how technology supports response to intervention/instruction as an instructional approach that provides multiple tiers of increasingly intensive instructional strategies.
  9. Analyze the biweekly formative assessment data of the 4 identified students, and discuss the data results with the district mentor and faculty advisor to monitor student progress, evaluate instructional strategies and teaching effectiveness.
  10. Develop skills to be an effective team member within learning communities to support K-12 student progress, monitor instructional strategies and instructional delivery.
  11. Use the K-12 student achievement data as the primary evidence of successful completion of course objectives.

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EDC 869 - Advanced Programming for Students with Learning Disabilities

Credits: 4

Teacher candidates who complete this clinical course gain an understanding of the legal and ethical programming issues, and the procedures involved in the development, implementation, and evaluation of programs for students with learning disabilities.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 739G

Grade Mode: Letter Grading

View Course Learning Outcomes

  1. Identify a minimum of 4 learning disabled students for this project.
  2. Understand the implications of the history, theories, terminology and definitions related to individuals with learning disabilities.
  3. Understand the implications of the developmental and education needs in developing programs for students with learning disabilities
  4. Understand how to develop, adapt and evaluate programs to address appropriate learning environments, evidence-based instructional strategies to include response to instruction/intervention and formative assessments.
  5. Develop skills to be an effective team member within learning communities to support K-12 student progress, monitor program and instructional delivery.
  6. Apply his/her knowledge in the development of programs appropriate for the 4 identified students with learning disabilities, which incorporates evidence-based practice, response to instruction/intervention and formative assessments.
  7. Develop, implement and evaluate lesson plans within the above program that reflect evidence-based instructional strategies and formative assessments.
  8. Analyze the biweekly formative assessment data of the identified students, and discuss the data results with the district mentor and faculty advisor to monitor K-12 student progress and the appropriateness of the program and effectiveness of the instructional strategies.
  9. Use the K-12 student achievement data as the primary evidence of successful completion of course objectives.

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EDC 870 - Advanced Programming for Emotional/Behavioral Disabilities

Credits: 4

Teacher candidates who complete this clinical course gain an understanding of the legal and ethical programming issues, and the procedures involved in the development, implementation, and evaluation of programs for students with emotional and behavioral disabilities.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 741G

Grade Mode: Letter Grading

View Course Learning Outcomes

  1. Identify a minimum of 4 students with emotional and behavioral disabilities for this project.
  2. Will demonstrate an understanding of the implications of the history, theories, terminology and definitions related to students with emotional and behavioral disabilities.
  3. Demonstrate an understanding of the implications of the emotional/behavioral and education needs in developing program for students with emotional and behavioral disabilities.
  4. Develop skills to be an effective team member within learning communities to support K-12 student progress, monitor program and instructional delivery.
  5. Develop, adapt and evaluate programs to address appropriate learning environments, evidence-based practices to include response to intervention/instruction and formative assessments.
  6. Analyze the biweekly formative assessment data of identified students, and discuss the data results with the district mentor and faculty advisor to monitor K-12 student progress, appropriateness of program and effectiveness of instructional strategies.
  7. Use K-12 student achievement data as the primary evidence of successful completion of course objectives.

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EDC 871 - Advanced Programming for Intellectual and Developmental Disabilities

Credits: 4

Teacher candidates who complete this clinical course gain an understanding of the legal and ethical programming issues, and the procedures involved in the development, implementation, and evaluation of programs for students with intellectual and developmental disabilities.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 743G

Grade Mode: Letter Grading

View Course Learning Outcomes

  1. Identify a minimum of 4 students with intellectual/developmental disabilities for this project.
  2. Understand the implications of the history, theories, terminology and definitions related to individuals with intellectual/developmental disabilities.
  3. Understand the implications of the developmental and education needs in developing programs for students with intellectual/developmental disabilities
  4. Understand how to develop, adapt and evaluate programs to address appropriate learning environments, evidence-based instructional strategies to include response to instruction/intervention and formative assessments.
  5. Develop skills to be an effective team member within learning communities to support K-12 student progress, monitor program and instructional delivery.
  6. Apply his/her knowledge in the development of programs appropriate for the 4 identified students with intellectual/developmental, which incorporates evidence-based practice, response to instruction/intervention and formative assessments.
  7. Develop, implement and evaluate lesson plans within the above program that reflect evidence-based instructional strategies and formative assessments.
  8. Analyze the biweekly formative assessment data of the identified students, and discuss the data results with the district mentor and faculty advisor to monitor K-09 student progress and the appropriateness of the program and effectiveness of the instructional strategies.
  9. Use the K-12 student achievement data as the primary evidence of successful completion.

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EDC 872 - Advanced Curriculum, Assessment and Instruction for Students with Learning Disabilities

Credits: 4

Teacher candidates who complete this clinical course develop a comprehensive awareness of theories, programs, and effective practices for students with learning disabilities. These practices will focus on prevention and remediation of difficulties in reading, math, writing, social skills, and study skills. This is the culminating teaching experience for the LD endorsement, and requires completion of the Teacher Candidate Assessment of Performance (TCAP).

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 740G

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Identify a minimum of 4 students with learning disabilities for this project.
  2. Analyze and understand the implications for research/ evidence-based instructional strategies and formative assessments for the following: a. Characteristics and strategies of students with reading disorders b. Diagnostic skills in planning appropriate instructional strategies. c. Variety of reading approaches for students with learning disabilities. d. Reading interventions for their students. e. Writing process and nature of written language disorders f. Assessment and remediation of written expressive disorders. g. Nature of spelling disorders h. Spelling interventions. i. Nature of handwriting disorders. j. Remediation of handwriting disorders. k. Social side of learning disabilities l. Behavior intervention plans. m. Interventions to address the social aspects of LD in their classroom. n. Characteristics of students with LD in mathematics. o. Instruction of mathematics to students with LD.
  3. Demonstrate an understanding of response to intervention/instruction as an instructional approach that provides multiple tiers of increasingly intensive instructional strategies.
  4. Have opportunities to practice the application of basic progress monitoring concepts within the response to intervention (RTI) approach.
  5. Develop and implement lesson plans in reading, writing and mathematics for the 4 identified students. These lesson plans will reflect the application of basic progress monitoring within the response to intervention (RTI) approach.
  6. Analyze the biweekly formative assessment data of the 4 identified students, and discuss the data results with the district mentor and faculty advisor to monitor student progress, evaluate instructional strategies and teaching effectiveness.
  7. Develop skills to be an effective team member within learning communities to support K-12 student progress, monitor instructional strategies and instructional delivery.
  8. Use the K-12 student achievement data as the primary evidence of successful completion of course objectives.

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EDC 873 - Advanced Curriculum, Assessment and Instruction for Emotional/Behavioral Disabilities

Credits: 4

Teacher candidates who complete this clinical course develop a comprehensive understanding of the theories, programs and effective practices for students with emotional/behavioral disabilities. These practices will focus on prevention and remediation of difficulties in literacy, mathematics, and science, that include appropriate supports and accommodations and that promote access to, and participation within, the general education curriculum. This is the culminating teaching experience for the EBD endorsement, and requires completion of the Teacher Candidate Assessment of Performance (TCAP).

Prerequisite(s): (EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B- and (EDC 866 with a minimum grade of B- or EDU 736G with a minimum grade of B- and (EDC 867 with a minimum grade of B- or EDU 737G with a minimum grade of B- and (EDC 868 with a minimum grade of B- or EDU 738G with a minimum grade of B- and (EDC 870 with a minimum grade of B- or EDU 741G with a minimum grade of B-.

Equivalent(s): EDU 742G

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Identify a minimum of 4 students with emotional and behavioral disabilities for this project.
  2. Analyze, develop and adapt research/evidence-based instructional strategies and formative assessments specific to the education needs of students with emotional/behavioral disabilities: a. development and characteristics b. individual learning differences c. instructional strategies d. learning environments and social interactions e. language f. instructional planning g. informal and formal assessments h. partners i. resources
  3. Develop skills to be an effective team member within learning communities to support K-12 student progress, monitor program and instructional delivery.
  4. Develop, implement and evaluate lesson plans in reading, writing, mathematics and social skills for the 4 identified students. These lesson plans will reflect the application of progress monitoring within the response to intervention/instruction approach.
  5. Analyze the biweekly formative assessment data of identified students, and discuss the data results with the district mentor and faculty advisor to monitor K-12 student progress, appropriateness of program and effectiveness of instructional strategies.
  6. Use K-12 student achievement data as the primary evidence of successful completion of course objectives.

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EDC 874 - Advanced Curriculum, Assessment and Instruction for Intellectual and Developmental Disabilities

Credits: 4

Teacher candidates who complete this clinical course develop a comprehensive awareness of theories, programs, and effective practices for students with intellectual/developmental disabilities. These practices will focus on prevention and remediation of difficulties in literacy, mathematics, and science, that include appropriate supports and accommodations, and that promote access to, and participation within, the general education curriculum. This is the culminating teaching experience for the IDD endorsement, and requires completion of the Teacher Candidate Assessment of Performance (TCAP).

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 745G

Grade Mode: Letter Grading

Special Fee: Yes

View Course Learning Outcomes

  1. Identify a minimum of 4 students with intellectual/developmental disabilities for this project.
  2. Analyze and understand the implications for research/ evidence-based instructional strategies and formative assessments for the following: a. development and characteristics b. individual learning differences c. instructional strategies d. learning environments and social interactions e. language f. instructional planning g. informal and formal assessment h. partners i. resources
  3. Demonstrate an understanding of response to intervention/instruction as an instructional approach that provides multiple tiers of increasingly intensive instructional strategies.
  4. Have opportunities to practice the application of basic progress monitoring concepts within the response to intervention (RTI) approach.
  5. Develop, implement and evaluate lesson plans in reading, writing, mathematics and social skills for the 4 identified students. These lesson plans will reflect the application of basic progress monitoring within the response to intervention (RTI) approach.
  6. Analyze the biweekly formative assessment data of the 4 identified students, and discuss the data results with the district mentor and faculty advisor to monitor student progress, evaluate instructional strategies and teaching effectiveness.
  7. Develop skills to be an effective team member within learning communities to support K-12 student progress, monitor instructional strategies and instructional delivery.
  8. Use the K-12 student achievement data as the primary evidence of successful completion of course objectives.

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EDC 875 - Foundations of Language and Literacy Development

Credits: 4

In this course, students develop a comprehensive personal philosophy of reading/writing instruction. The development of this personal philosophy is based on in-depth research and analysis of this research, and is the foundation for program development, implementation and evaluation at both the school and district levels. Additionally, the students develops a personal three-year professional development plan to address areas of needed growth.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 730G

Grade Mode: Letter Grading

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  1. Demonstrate an understanding of the inter-relationships between language, cognitive and social development and literacy development.
  2. Demonstrate and understanding of how students develop oral language, phonological awareness, word recognition, vocabulary, fluency and comprehension.
  3. Demonstrate an understanding the reciprocal nature of reading and writing and strategies for developing written expression.
  4. Develop a Staff Development Portfolio with specific strategies and techniques for the critical reading components which can be used before during and after reading.
  5. Explore approach and methods for reading instruction and programming.
  6. Explore guidelines for choosing literature and will analyze a basal and or literature based reading series in relation to the National Reading Panel recommendations.
  7. Design a framework for a balanced literacy program for grades K-2, 3-5 and 6-8 which will include an inquiry based approach and critical components.
  8. Form a personal philosophy of reading instruction and develop a three -year action plan for personal growth.
  9. Enter artifacts into the portfolio demonstrating attained skills.

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EDC 876 - Reading and Writing Disabilities: Assessment and Instruction

Credits: 4

In this clinical course, students examine, implement and evaluate both traditional and contemporary means of assessing reading/writing strengths and needs, as well as research-based developmental and corrective instruction for struggling readers and writers, kindergarten through grade 12.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 712G

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Identify the correlates of reading disabilities for two case study students at different levels of reading development.
  2. Review and select appropriate formal and informal reading assessments.
  3. Complete two case study assessments of students with reading disabilities at different grade levels.
  4. Develop an intervention plan and identify appropriate goals and objectives in relation to NH language arts curriculum frameworks and recent reading research.
  5. Develop and implement appropriate reading strategies to address the goals of each case study students, including strategies for phonemic awareness, phonics, vocabulary, fluency and comprehension.
  6. Use formal and informal measures and explore a variety of reading techniques to develop an assessment-instruction portfolio.
  7. Review high stakes testing and develop a plan for recording literacy progress to inform instruction for all students.
  8. Self-reflect on their ability to plan assessments, design and implement instruction and effectively report results to parents and peers.

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EDC 877 - Content Area Literacy

Credits: 4

In this clinical course, students examine, develop, implement and evaluate a variety of strategies to teach reading and writing in content areas. Additionally, they examine the critical role that all teachers play in developing literacy and thinking.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 713G

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Review Reports from the National Reading Panel, Reading Next, Writing Next and read many other researched- based reports about current adolescent literacy.
  2. Develop an understanding of the complexities and difficulties of content area reading and various methods to evaluate the readability of texts.
  3. Explore strategic thinking and ways to scaffold instruction to meet the needs of struggling and English Language Learning students.
  4. Learn strategies for teaching vocabulary, comprehension, writing and study skills and share these strategies with other professionals.
  5. Develop lessons/workshops to incorporate strategies before reading, during reading and after reading in content area materials.
  6. Explore writing and its interrelationship and role in developing literacy.
  7. Keep a journal to record initial reactions and changing perceptions to key statements and reflect on their journaling.
  8. Explore the development of thematic units and the use trade books, multiple texts and electronic texts to enhance content literacy and thematic units.
  9. Review current practice at their school and offer suggestions based on research supported best practice for improving literacy instruction.
  10. Develop, present and evaluate staff development presentations to expand the literacy skills and knowledge of professional and paraprofessional staff.

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EDC 878 - Developing Literate Students, K-12

Credits: 4

This clinical course provides preparation for teaching literacy and critical thinking in the middle and secondary grades. The focus is on planning, selecting, and using research -based strategies for reading and writing instruction, assessment, and evaluation of student study skills also are emphasized. This will include application of a wide range of strategies to comprehend, interpret, evaluate, and appreciate a variety of texts. Strategies for teaching linguistically and culturally diverse students will be explored. In addition, state and national standards in reading and language arts will be used to construct units and lessons.

Prerequisite(s): EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-.

Equivalent(s): EDU 748G

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Enter artifacts into the portfolio demonstrating attained skills.
  2. Develop an appreciation for what is scientifically based research and how to use research and reason to make curricular and instructional decisions.
  3. Summarize recent research findings about the reading process including the National Reading Panel's recommendations in each of the following areas: phonemic awareness, phonics, fluency, comprehension of vocabulary and text.
  4. Analyze an elementary, middle, or high school literacy program in relation to effective characteristics and practices.
  5. Complete the Reflection of Student Work (RASW) and link to instruction.

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EDC 879 - Role of the Reading and Writing Specialist I - Practicum

Credits: 6

This course is the first of a two semester practicum sequence in which students gain meaningful work experience and apply knowledge from previous coursework. The student works with a school-based literacy team to conduct a needs-assessment, prepares guidelines for selection of materials, develops a 2-year plan consistent with current research, and conducts in-service training. This course follows the K-12 academic calendar.

Prerequisite(s): (EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B-) and (EDC 875 with a minimum grade of B- or EDU 730G with a minimum grade of B-) and (EDC 876 with a minimum grade of B- or EDU 712G with a minimum grade of B-) and (EDC 877 with a minimum grade of B- or EDU 713G with a minimum grade of B-).

Equivalent(s): EDU 711G

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Leadership: a. Establish a school-based literacy team and develop a vision statement that is consistent with state and national reading and language arts standards b. Review high stakes testing and develop a comprehensive learner profile to monitor individual student progress and school reading data. c. Assess a school's literacy needs and work with the team to create a 2-year professional development plan based on the assessment. d. Enter artifacts into the portfolio demonstrating attained skills.
  2. Professional Development and Capacity Building: a. Develop and conduct literacy workshops as suggested in the literacy team's professional development plan. b. Develop an appreciation form what is scientifically based research and how to use research and reason to make curricular and instructional decisions c. Summarize recent research findings about the reading process including the National Reading Panel's recommendations in each of the following areas: phonemic awareness, phonics, fluency, comprehension of vocabulary and text
  3. Program Development and Management: a. Analyze an elementary or middle/ adolescent literacy program in relation to effective characteristics and practices b. Identify appropriate instructional models, methods, contexts, routines and strategies to design a well balanced reading program. c. Research the philosophical basis of handwriting and keyboarding, the developmental stages and current programs designed to teach handwriting and keyboarding skills for inclusion in your program development if this aspect falls under your responsibility d. Develop the initial components for a well- balanced elementary literacy program which will be expanded on in the future based on research and informed practice e. Develop the initial components for a well- balanced adolescent literacy program which will be expanded on in the future based on research and informed practice

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EDC 880 - Role of the Reading and Writing Specialist II - Practicum

Credits: 6

This culminating experience is the second semester of a two course, practicum sequence in which students gain meaningful work experience and apply knowledge from previous coursework. This capstone course builds upon the previous practicum, refines understanding and requires the learner to apply the essential competencies of a reading specialist and to evaluate his or her performance and progress. This course follows the K-12 academic calendar.

Prerequisite(s): (EDC 800 with a minimum grade of B- or EDU 700G with a minimum grade of B- and (EDC 879 with a minimum grade of B- or EDU 711G with a minimum grade of B-.

Equivalent(s): EDU 711AG

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Improving leadership, coordination, and communication, which are necessary components for carrying out an effective school/district reading program.
  2. Examining assessment tools and data to inform instructional decisions in reading.
  3. Addressing access to print issues within their school/district to increase students opportunities for success in reading(e.g., programs to increase access to print through libraries, technology, summer events, tutorials, after-school activities, parent education, family literacy).
  4. Exploring scientifically based- research and using research and reason to make curricular and instructional decisions.
  5. Exploring grant writing to strengthen professional development or promote school-community literacy.
  6. Addressing professional development within their school/district to provide relevant, ongoing, direct instruction and embedded experiences tied to student assessment data and needs.
  7. Planning and preparing students for high stakes testing situations to appropriately reflect student skills and competencies.
  8. Developing a technical assistance/literacy coach model for training and on-going professional development. Serve as a cognitive coach for teacher(s) and evaluate and revise the program for maximum results.
  9. Examining curriculum, reading programs and materials designed to inform instructional decisions in reading.
  10. Identifying the use of instructional contexts, routines, and strategies designed to meet the reading needs of all students.
  11. Developing a system for assessment and data collection.
  12. Developing a system for communicating and collaborating with the classroom teachers to support and improve literacy.
  13. Addressing the reading needs of special populations within their school/district(e.g., special education, African-American, ELL, migrant, homeless, transient, socioeconomic status, gifted, neglected).
  14. Prepare guidelines and a system for the selection of instructional materials for the school and effective budgeting.
  15. Discuss the philosophical basis of handwriting and keyboarding, the developmental stages and current programs designed to teach handwriting and keyboarding skills for inclusion in your program development if this aspect falls under your responsibility.

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EDC 885 - Culminating Teaching Experience and Seminar

Credits: 4

This clinical course is the culminating experience in the plan of study towards NH teacher certification. The culminating teaching experience meets the state standards for certification. The course gives students an opportunity to be mentored in their field of certification by experienced teachers and to practice the variety of methods and strategies that they have studied in their education program. Students have the opportunity to share their experiences, beliefs and best practices with other students during the culminating experience. Students enrolled in this course may be at different stages of acquiring the 360-400 minimum hours of clinical experience. Full admission to the post-baccalaureate teacher certification program and completion of all program requirements required. This is the final course in the student's plan of study. The student must complete all New Hampshire Department of Education test requirements and receive approval from Field Placement Faculty prior to registering for this course.

Equivalent(s): EDU 750G

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Construct a philosophy of developmentally appropriate educational practice that reflects the belief that all children/students can learn and develop to their full potential, and shows respect for the gifts and talents of all children/students.
  2. Design developmentally appropriate practice and lesson plans that demonstrate their knowledge of the content they teach; and are able to connect to state and local curriculum frameworks and guidelines, the community and the ever changing nature of knowledge.
  3. Design developmentally appropriate practices and instruction that supports the cognitive, language, moral, social, emotional, physical and creative development of children/students.
  4. Design instruction that demonstrates an understanding of diversity of learners and uses a variety of resources including technology.
  5. Create learning environments that are collaborative, challenging, dynamic, safe, and encourage openness, respect and caring.
  6. Use formal and informal assessments to continually monitor children's/student's learning needs, program design and teaching effectiveness, and have the ability to communicate the results to children, parents and colleagues.
  7. Model professionalism in all aspects including: communication, ethics, self-reflection, professional development and community/school and district involvement.
  8. Communicate the TCAP expectations to the faculty members of their clinical site.
  9. Use video in a self-reflection process.
  10. Submit a completed TCAP document detailing the process and outcome of the culminating teaching experience.
  11. Complete the Exit Survey: https://www/surveymonkey.com/s/8TPST83

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EDC 885B - Culminating Teaching Experience and Seminar for Already Certified Teachers

Credits: 4

This course is the culminating experience in the plan of study toward additional NH teacher certification for already certified teachers and is designed to provide teacher candidates an opportunity to be mentored in the field by expert teachers in their new certification area, and to practice the variety of methods and strategies studied in the teacher preparation program. Teacher candidates enrolled in this course may be at different stages of acquiring the required 80 clinical hours of additional supervised teaching experience for additional certifications. Additionally, teacher candidates will use the Teacher Candidate Assessment of Performance process to develop a final culminating document that demonstrates their proficiency in the areas of contextualization, planning and preparation, instruction, academic language, assessment, and reflection. At least two of these three lessons will be observed by the course instructor/Field Placement Faculty member.

Grade Mode: Letter Grading

Special Fee: Yes

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  1. Construct a philosophy of developmentally appropriate educational practice that reflects the belief that all children/students can learn and develop to their full potential, and shows respect for the gifts and talents of all children/students in the certification area of focus. This philosophy should include explicit connections to professional literature and resources.
  2. Design developmentally appropriate practice and lesson plans that demonstrate their knowledge of the content they teach; and are able to connect to state and local curriculum frameworks and guidelines, the community, and the ever changing nature of knowledge.
  3. Design developmentally appropriate practices and instruction that supports the cognitive, language, moral, social, emotional, physical, and creative development of children/students and demonstrates an understanding of diversity of learners using a variety of resources including technology.
  4. Create learning environments that are collaborative, challenging, dynamic, safe, and encourage openness, respect and caring.
  5. Use formal and informal assessments to continually monitor children's/student's learning needs, program design, and teaching effectiveness, and have the ability to communicate the results to children, parents and colleagues.
  6. Model professionalism in all aspects including: communication, ethics, self-reflection, professional development, and community/school and district involvement.
  7. Communicate the TCAP expectations to the faculty members of their clinical site.
  8. Complete a comprehensive TCAP document detailing the process and outcome of the culminating teaching experience.
  9. Create a final Professional Portfolio and summary of clinical hours demonstrating teaching philosophy and experiences.

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EDC 890 - Leadership Essentials: Evaluation of Teaching and Learning

Credits: 3

The instructional leader promotes the learning and growth of all students and the success of all staff, cultivating a shared vision, to make powerful teaching and learning the central focus of schooling. Candidates will identify the skills and knowledge needed to develop and support a dynamic teaching and learning environment, to include instructional leadership, innovation, 21st Century demands, technology integration, data-driven decision-making and support of NH State Reform priorities. The primary focus will be a data-informed assessment and evaluation of curriculum and instruction.

Equivalent(s): EDU 803G

Grade Mode: Letter Grading

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  1. Critique current trends in the K-12 system, that promote best practices in teacher evaluation and school leadership.
  2. Use data to justify a proposed action research project that addresses a site-based problem of practice.
  3. Develop and articulate an action research thesis, research question.

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EDC 891 - Leadership Essentials to Develop and Support a Professional Culture

Credits: 3

Effective leaders promote the success for all students by nurturing and sustaining a school culture of reflective practice, high expectations and continuous learning for staff, to include instructional leadership, innovation, 21st Century demands, technology integration, data-driven decision-making and support of NH State Reform priorities. The primary focus will be a commitment to high standards, cultural proficiency, communications, continuous learning, shared vision, risk-taking and problem solving.

Equivalent(s): EDU 804G

Grade Mode: Letter Grading

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  1. Compare and contrast approaches to create, and sustain a school culture of professional development, collaboration and reflective practice.
  2. Apply adult learning theory to a school professional development setting.
  3. Create a site-based action research proposal that Integrates specific components of adult learning theory and addresses a data driven, on-site problem of practice.

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EDC 892 - Capstone Project I: Leadership Essentials to Strategically Think, Plan, Implement & Evaluate

Credits: 3

This course is the first of a two term capstone sequence in which graduate candidates gain meaningful experience and apply knowledge from previous coursework. The candidate develops an authentic, critical, participatory action research project to include evaluation of teaching and learning and development of a professional culture to promote student success. Effective teacher are effective communicators and collaborators, supporting engagement, engendering shared responsibility while strategically supporting a shared goal and vision.

Equivalent(s): EDU 807AG

Grade Mode: Letter Grading

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  1. Consider and ask questions about the MSIL’s program requirements, philosophy, and operation.
  2. Identify an experienced in-school mentor to support site-based action research.
  3. Personally reflect on the embodiment of the Professional Standards for Educational Leaders (NPBEA, 2015).
  4. Apply a distributive leadership model to various PK-12 school circumstances and discuss implications for student learning.

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EDC 893 - Capstone Project II: Leadership Essentials to Strategically Think, Plan, Implement, & Evaluate

Credits: 3

This course is the second of a two term capstone sequence in which graduate candidates implement an authentic, critical, participatory action research project to include evaluation of teaching and learning and development of a professional culture to promote student success. Effective teacher are effective communicators and collaborators, supporting engagement, engendering shared responsibility while strategically supporting a shared goal and vision.

Prerequisite(s): EDC 892 with a minimum grade of B- or EDU 807AG with a minimum grade of B-.

Equivalent(s): EDU 807BG

Grade Mode: Letter Grading

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  1. Design, schedule, and implement a site-based action research project.
  2. Gather and analyze data regarding the effectiveness of specific pedagogical strategies implemented during an on-site action research project.
  3. Create a summary paper and corresponding media presentation of the context, need, procedure, participants, findings, and reflections of a completed on-site action research project.

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