Courses Offered in Early Education and Care

Students will explore contemporary issues in education and reflect on their own experience as learners through a range of media and multiple lenses—historical, philosophical, sociological, political, and personal. We will explore the purposes of learning and education, careers in education aligned with those purposes, and pathways available within the School of Education that prepare students to be educators of many kinds. We will consider what it means to “learn” something, what makes an “educated” person, and how learning and education contribute to the functioning (or dysfunction) of a society. We will explore persistent problems of access and equity and consider the social and educational climate that support or limit the work of educators. Three lecture hours per week.

3.00 credits

This course fulfills these general education curriculum requirements: Contemporary Society

This course invites students into an inquiry about justice in the field of education. In particular, the course will focus on core moves in the field of education enacted for greater justice and equity and the unintended, often unjust outcomes that emerge as a result. Students will interrogate their own understanding of the field, both past and present, with a lens towards justice throughout. Three lecture hours per week.
Prerequisites: Required of Justice in Education Majors, all pathways.

3.00 credits

This course applies psychological principles to teaching-learning contexts, and includes a study of factors affecting learning, attention, motivation, behavior, individual differences, creativity and group interaction. Students will use theory and research to explore instructional questions and inform their practice in educational planning. Three lecture hours per week.

3.00 credits

This course engages students in exploring teaching and learning environments outside the school setting and beyond the traditional role of the classroom teacher. Students will explore the ways in which community organizations support and augment the work of schools by providing innovative spaces and programs to ignite the imagination of children and adults about the possibilities of their own lives. Students will be introduced to the variety of community educator roles and contexts and examine issues of reciprocity and cultural competence, with links to academic work. They will begin the practice of community education by engaging in projects in field sites; e.g., out-of-school and after-school programs; community centers; cultural, environmental and social service agencies; faith-based programs; LGBT organizations. Three lecture hours per week. Requires at least 15 hours of fieldwork. Required for the B.S. in Education: Educational Studies-Community Education concentration.
Prerequisite: EDC 115.

3.00 credits

This course will critically examine the historical context of a range of federal disability categories in the United States. It will look at the historical context of each disability from traditional pathological, social, and cultural perspectives, and then through strength-based neuro-diverse and acceptance perspectives. This course will examine how impairments are linked to an individual’s neural wiring. Ultimately, we examine how “disability” is a term society creates. Unequal power dynamics and social injustices individuals with diverse abilities face will be explored as we look at society and its systems. Three lecture hours per week.

3.00 credits

This course fulfills these general education curriculum requirements: Diversity, Power Dyn, Soc Just

This course is intended to explore the ways in which gender, identity, and sexuality are constructed, reinforced, performed, and policed in schools and society. Through examining language, history, current society, scholarship, and popular culture, students will develop a rich understanding of gender, sexuality and identity. Students will explore theories of how identities are shaped, critique media, curriculums and institutions, and envision ways that teachers, community organizations and individuals can learn from, work with, and support LGBTQ+ youth and families to create spaces of queer joy and more just educational experiences.
Three lecture hours per week.

3.00 credits

This course fulfills these general education curriculum requirements: Contemporary Society

This course is intended to explore, review and analyze the civics and geography subject matter knowledge listed in the MA frameworks for history and social sciences from prek-8th grade with implications for social justice and teaching. The focus will be on the vertical progression of civics and geography by grade, beginning with pre-K content and skills and scaffolding this knowledge all the way through 8th grade. Three lecture hours per week.

3.00 credits

This course is intended to explore, review and analyze the history and economics subject matter knowledge listed in the MA frameworks for History and social sciences from prek-8th grade through a social justice and a teaching lens. The focus will be on the vertical progression of history and economics grade by grade, beginning with pre-K content and skills and scaffolding this knowledge all the way through 8th grade. 3 lecture hours per week.

3.00 credits

An inquiry-based science learning experience for future educators that promotes strong content knowledge with an environmental and social justice lens. Emphasis will be on attaining the foundational knowledge and understanding of the vertical progression in the earth and life sciences standards (grades Pre-K-8) outlined in the Massachusetts Science and Technology/Engineering Curriculum Framework. Three lecture hours per week.

3.00 credits

An inquiry-based science learning experience for future educators that promotes strong content knowledge with an environmental and social justice lens. Emphasis will be on attaining the foundational knowledge and understanding of the vertical progression in the physical and engineering sciences standards (grades Pre-K-8) outlined in the Massachusetts Science and Technology/Engineering Curriculum Framework. 3 lecture hours per week

3.00 credits

This course explores writing as a creative artform and how playful writing experiences can develop children’ writing identity as creative, curious, and confident writers. Participants will engage in opportunities to explore children’s in- and out-of-school writing opportunities (eg., nature journals, artist labels, spoken-word poetry, ABC books) and to use children’s literature and children’s writing as inspiration to write their own children’s book. Participants will engage in course content (1) to appreciate children’s literature and children’s approximations of children’s literature as a creative arts form; (2) to critically examine writing development, experiences, and environments that honor and champion students’ diverse cultural, linguistic, ethnic, and racial backgrounds from birth through grade 6; (3)to center multilingualism, multiple Englishes, and translanguaging and to decenter white language practices and Standard Edited American English, (4) to explore writing feedback through an asset-based, translanguaging lens; and (5) to foster children’s delight in and love of writing and creative expression. Three lecture hours per week.

3.00 credits

This course fulfills these general education curriculum requirements: Creative Expression & Apprec

This course uses the techniques of critical reading and develops reading proficiency in topics related to educational policy and practice. Essays and peer-reviewed research articles introduce students to the principles of textual analysis and serve as topics for weekly online class discussion while providing insight into the U.S. educational system. The course may be repeated once for additional credit with a different set of readings. One hour of class work per week.
Prerequisite: EDC115

1.00 credit

This course will introduce students to the power of play and inquiry in elementary and early childhood classrooms. These student-centered approaches present the possibility for learning driven by student interest and that centers students’ strengths. Contextualized in the ideas of culturally responsive teaching and child development, play-based and inquiry-focused learning puts students’ identities at the fore. This approach to learning integrates academic and social-emotional growth opportunities and allows for emergent interests to guide learning across the curriculum. Three lecture hours per week.
prerequisites: Required of Justice in Education Majors, all pathways.

3.00 credits

This course provides a sociological analysis of education, examining the ways schools both shape and are shaped by broader social forces. It is designed for students who are interested in education as their career pathway, providing them with a deeper theoretical foundation to critically engage with the structural, cultural, and policy-related forces shaping education in both school and non-school contexts. Using a sociological lens, students will explore the roles that education plays in contemporary society, from fostering opportunity to reproducing social inequalities. The course begins with students' own experiences of schooling before expanding to macro-level discussions on how race, class, gender, immigration, ability, and other social factors influence educational access, achievement, and life outcomes.
Drawing on current sociological scholarship, students will critically engage with topics such as peer dynamics, identity formation, the racialization of achievement, the treatment of immigrant children, special education, school choice, discipline, educational policy, and global perspectives on schooling. Through the use of contemplative pedagogy, students will reflect on their own positionality within these structures while considering how education both reflects and reinforces larger patterns of power, privilege, and inequality. By the end of the course, students will have a deeper understanding of how schools function as social institutions and how sociological theories and research can be used to make sense of pressing educational issues, and influence development of new policies, and reforms. Three lecture hours per week.

3.00 credits

This course addresses purpose, policy and socio-political contexts in community education, and their implications for practice. Students will investigate programs that support the formal and informal learning of individuals and groups in community organizations with educational missions and support the development of the community itself. They will research and analyze community needs, apply theories of community education and development to policy and programming, and reflect on their roles vis-a-vis the community and as developing education professions. Topics include ways that community education promotes civic engagement, group empowerment and social change. 30 hours of fieldwork in community-education settings required. Three lecture hours per week.
Prerequisites: EDC115, EDC210.

3.00 credits

This course introduces students to knowledge and practice in educational program design and evaluation in community organization settings. In consultation with community stakeholders and organizational staff, students will identify needs, plan programs that address those needs, and explore ways to evaluate program effectiveness. Course content will also include in-depth writing assignments, field-based activities, and class discussions/activities that focus on formative and summative evaluation, program impact, legal and ethical issues, sources of funding, and grant-writing. The course includes a culminating project that participants will develop for and with a community-based organization. Three lecture hours per week. A minimum of 15 hours of fieldwork is required.
Prerequisites: EDC115, EDC205, ENL110 or equivalent, PSY218, PSY251, PSY252, or PSY322 or equivalent.

3.00 credits

This course fulfills these general education curriculum requirements: Written Communication-Level II

This course is designed to provide the student with an intensive guided experience in community education. The student will observe, assist and analyze his/her experience in an approved community education organization. Support will be provided by both an on-site professional and a Salem State University instructor/supervisor. A minimum of 75 total hours per semester of fieldwork and a bi-weekly seminar are required. 1.5 lecture hour per week.
Prerequisites: EDC115 and EDC210

3.00 credits

This course provides a foundation for understanding the field of teaching English to speakers of other languages. Local, national, and international contexts are examined and used in investigating various historical and current approaches to teaching English learners. Topics include laws and language policies, cultural identity, language diversity, and culturally responsive teaching to forge family and or community relations. Three lecture hours per week. Field-based assignments are required.

3.00 credits

This course provides an overview of current research on learning a second language including linguistic, cognitive, socio-emotional, and cultural factors. Students will investigate the process of language acquisition through an in-depth case study of an English learner. Three lecture hours per week. Field-based experiences are required.

3.00 credits

This course provides an in-depth examination of a critical topic related to the field of education in its varied contexts related to and beyond traditional PreK-12 school settings. The specific content and topic of the course will be designated by the instructor(s) and vary when offered. The course may be repeated once for additional credit with a different topic. Three lecture hours per week.
Prerequisite: EDC115

3.00 credits

This course focuses on children’s literacy development and the processes involved in becoming readers and writers. Topics include the interrelationship of oral language and foundational skills, such as concepts of print, phonological and phonemic awareness, and principles and research-based practices to support word analysis, spelling, vocabulary, comprehension, fluency, and writing. Students will apply their developing knowledge to case studies of diverse learners, including multilingual learners and children with exceptional learning needs, to practice diagnostic thinking, consider implications for instruction, and foster curiosity about how children become skilled and motivated readers and writers. Ongoing debates in the field of literacy, including the benefits and drawbacks of programs/approaches used to teach literacy in schools will be explored so candidates can become critical consumers and advocates of literacy information within their respective communities. This is a writing intensive course. Three lecture hours per week. 
Prerequisites: EDC115 or EEC105, and ENL110 or equivalent W-I course.

3.00 credits

This course fulfills these general education curriculum requirements: Written Communication-Level II

Lesson planning is central to teacher preparation at SSU. This course launches the spiral of lesson planning skills, helping students understand the foundational components of lesson plans. Students also develop facility with vertical progressions of state standards in their discipline(s)/grade(s) and skills to systematically unpack standards, identify content and skills they may need to learn to effectively plan a standards-based lesson, and how to intentionally align objectives and assessments with standards.
Prerequisite: Admission to a 4+1 program in education.

1.50 credits

In this course, students will read and analyze seminal works in the field of education. They will then be introduced to the design of lesson plans. Finally, they will explore instructional practices, learning environments, and family engagement approaches that support diverse learners across the content areas. Core tasks include applying human development and research on learning to lesson planning and describing teacher practice in classroom videos. Three lecture hours required. Field-based assignments are required.
Prerequisite: EDC115.

3.00 credits

Education is often touted as a vehicle for individual and social advancement – a “great equalizer,” in the words of Massachusetts educator Horace Mann. In this course, students will consider the extent to which the aspirational goals of education are constrained by the social and cultural forces that hold systemic, institutional, and individual oppression in place. Specifically, students will explore historical and contemporary forms of oppression and how these dynamics manifest in communities, schools, and other educational settings resulting in unequal opportunities and inequitable outcomes for students from marginalized communities. They will also discover how their work as future educators can be part of addressing these injustices and creating transformative educational experiences for students in educational settings. This course provides a strong foundation in the concepts (e.g. intersectionality and positionality) and skills (e.g. the ability to recognize and respond to bias and the use of deficit-based frameworks) that are critical to developing teaching practice that is culturally sustaining and anti-racist. Drawing on theory, research, and people’s lived experiences, students will come to more deeply understand their own identities, and the identities of the students and families in educational settings where they would like to someday work. They will analyze the impact of these identities on teaching, learning, curriculum, and classroom climate, and in doing so, they will advance their ability to work across lines of difference in educational settings and promote educational equity.  Three lecture hours per week.
Prerequisite: EDC115 or EEC105, or ENL110, or equivalent.

3.00 credits

This course fulfills these general education curriculum requirements: Diversity, Power Dyn, Soc Just

This second course in the literacy sequence focuses on literacy assessment and how it informs instruction aligned with state standards to effectively support the literacy development of all students, taking into account cultural, linguistic, and academic needs. Candidates will understand the underlying causes of literacy difficulties and learn, conduct and interpret literacy assessments for screening, diagnostic and progress-monitoring purposes, including methods to assess motivation to read, phonological awareness, phonics, fluency, vocabulary, word analysis, spelling, comprehension, and writing. Candidates will use assessment results to design and implement evidence-based instruction for an individual child in an early childhood or elementary setting. Instructional approaches for the explicit and systematic teaching of foundational skills, reading comprehension and writing will be explored. Examining, critiquing and selecting texts and other resources to motivate children to read, write and acquire literacy skills will be emphasized. This writing intensive course emphasizes writing and revision with the assessment report written in the language of the profession for specific audiences. Field-based assignments are required. Three lecture hours per week.
Prerequisites: EDC400: Literacy Development I.

3.00 credits

This course fulfills these general education curriculum requirements: Written Commun-Level III

This course focuses on developing an understanding of strategies to engage in socially just partnerships with families across preschool-6th grade settings. Students will explore the ways in which dominant White, middle-class and heteronormative American ideologies about family structure and child-rearing practices influence educational policy, including special education law. Students will investigate power dynamics inherent in family/educator relationships and the potential for those power dynamics to result in deficit-based, oppressive family engagement practices. Strategies to create and maintain reciprocal, culturally responsive partnerships will be explored. Three lecture hours per week.

3.00 credits

This course fulfills these general education curriculum requirements: Diversity, Power Dyn, Soc Just

This course prepares educators to build equitable, inclusive classrooms while developing an equity mindset that recognizes the difference between fair and equal. Through Universal Design for Learning, differentiation, accommodations, and assistive technology, participants learn to identify and remove curricular barriers and expand access for all learners, and to practice this in lesson planning processes. Candidates will explore special education foundations (e.g., IEP, LRE, FAPE), evaluate and adapt assessments for accessibility, apply positive behavior supports and social-emotional learning strategies, and collaborate effectively with families, related service providers, co-teachers, and paraprofessionals. Ongoing reflective practice supports professional growth. Direct observation of PreK-12 children is required. Three lecture hours per week.
Prerequisites and/ or corequisites: EDC115 or EEC105 & EDC404 or EDC401 or EEC205 or EDU208A

3.00 credits

In this course, candidates are introduced to the core concepts of formative and summative assessment. Through an exploration of a variety of assessments, candidates gain an understanding of how formative and summative assessment support their instructional practice and student outcomes. Candidates will create assessments, hone the skills needed to analyze student data, and develop approaches to communicating assessment data with colleagues and families. Furthermore, candidates will examine the impact of assessment, and the influences on assessment. Three lecture hours per week. Field-based assignments are required.
Prerequisites: EDC115, EDC405, and acceptance into the licensure program.

3.00 credits

This course examines children's literature (PreK-6th grade) from a social justice perspective. Students will explore the cultural assumptions embedded in children's literature, whose voices are heard and whose are absent, how privilege and power determine what is published and accessible, and how literature can present counter narratives and inspire action to promote social justice. Students will use course resources to analyze and evaluate the literary and artistic qualities of children's books from various viewpoints, resist censorship, and deepen understanding of how to engage children in discussion of social justice topics.
Perquisites: EDC400 or other W-II course.

3.00 credits

This course fulfills these general education curriculum requirements: Written Commun-Level III

Pre-practicum Seminar I is the first in a two-part, yearlong seminar designed to support candidates as they begin developing the knowledge, dispositions, and skills necessary to create inclusive, collaborative, and safe learning environments. Candidates will explore how positive teacher-student relationships, professional and purposeful goal setting, and reflective practice contribute to effective and responsive teaching. Includes weekly pre-practicum work in a classroom. Completion of Stage One (Junior Year) pre-practicum placement hours is required to pass the course. 1.5 lecture hours per week.
Prerequisite: Admission to the combined undergraduate/graduate licensure program.

1.50 credits

Pre-practicum Seminar II is the second of a two-part yearlong seminar, taken concurrently with pre-practicum in teacher licensure programs in preschool to second grades. This course is intended to continue to serve as an opportunity for students to build community within their cohort, process their field experiences, and learn the skills necessary to become reflective practitioners. Additionally, this course introduces candidates to the components of high quality family engagement across educational settings, including how to effectively and reciprocally communicate with families and how to equitably engage families as partners in their children’s education. Candidates will research and reflect on the history and assets of the community in which they are completing pre-practicum placements. Candidates will activate this knowledge to critically examine the family engagement practices in their settings and identify culturally and linguistically appropriate strategies to collaborate with families. Includes weekly pre-practicum work in a classroom. Completion of Stage One (Junior Year) pre-practicum placement hours is required to pass the course. 1.5 lecture hours per week.
Prerequisites: EDC431

1.50 credits

Pre-practicum Seminar I is the first in a two-part, yearlong seminar designed to support candidates as they begin developing the knowledge, dispositions, and skills necessary to create inclusive, collaborative, and safe learning environments. Candidates will explore how positive teacher-student relationships, professional and purposeful goal setting, and reflective practice contribute to effective and responsive teaching. Includes weekly pre-practicum work in a classroom. Completion of Stage One (Junior Year) pre-practicum placement hours is required to pass the course. 1.5 lecture hours per week.

Prerequisite: Admission to the combined undergraduate/graduate licensure program.

1.50 credits

Pre-practicum Seminar II is the second of a two-part yearlong seminar, taken concurrently with pre-practicum in teacher licensure programs in grades 1-6. This course is intended to continue to serve as an opportunity for students to build community within their cohort, process their field experiences, and learn the skills necessary to become reflective practitioners. Additionally, this course introduces candidates to the components of high quality family engagement across educational settings including how to effectively and reciprocally communicate with families and how to equitably engage families as partners in their children’s education. Candidates will research and reflect on the history and assets of the community in which they are completing pre-practicum placements. Candidates will activate this knowledge to critically examine the family engagement practices in their settings and identify culturally and linguistically appropriate strategies to collaborate with families. Includes weekly pre-practicum work in a classroom. Includes weekly pre-practicum work in a classroom. Completion of Stage One (Junior Year) pre-practicum placement hours is required to pass the course. 1.5 lecture hours per week.
Prerequisite: EDC 451

1.50 credits

Pre-practicum Seminar I is the first in a two-part, yearlong seminar designed to support candidates as they begin developing the knowledge, dispositions, and skills necessary to create inclusive, collaborative, and safe learning environments. Candidates will explore how positive teacher-student relationships, professional and purposeful goal setting, and reflective practice contribute to effective and responsive teaching. Includes weekly pre-practicum work in a classroom. Completion of Stage One (Junior Year) pre-practicum placement hours is required to pass the course. 1.5 lecture hours per week.

1.50 credits

This seminar is taken concurrently with pre-practicum in teacher licensure programs in English, Math, Biology, Spanish, Physical Education, and History. This course introduces candidates to the components of high quality family engagement across educational settings including how to effectively and reciprocally communicate with families and how to equitably engage families as partners in their children’s education. Candidates will research and reflect on the history and assets of the community in which they are completing pre-practicum placements. Candidates will activate this knowledge to critically examine the family engagement practices in their settings and identify culturally and linguistically appropriate strategies to collaborate with families. Includes weekly pre-practicum work in a classroom. Completion of Stage One (Junior Year) Field Requirements is required to pass the course. 1.5 credit hours per week.
Prerequisite: EDC461.

1.50 credits

This capstone seminar provides intensive guidance to students in planning, implementing, and assessing educational experiences for learners in community-based organizations (CBOs). A weekly seminar assists students in the connection between their academic work and their concomitant internship in the educational work of a CBO. The course will be organized around focused written assignments geared to different audiences and purposes such as organizational planning, needs assessment, evaluation, and reflective journals, Through faculty critiques and peer review of their professional writing, students will enhance their knowledge in these areas as well as their skills in effective written communication.
Co-requisite: Internship in Community Education, EDC 527CE. Restricted admission.
Pre/Co-Requisites: Completion of all Educational Studies-Community Education concentration requirements concurrent enrollment in the Capstone Seminar in Community Education, EDC527CE, and permission of department chairperson.

3.00 credits

This course fulfills these general education curriculum requirements: Written Commun-Level III

This supervised internship provides intensive guidance in actively contributing to the planning, implementing, and assessing of educational experiences for youth in community-based organizations (CBOs). Through direct participation in the education work of the CBO, students will bridge the gap between theory and practice as well as between academic and experiential learning. Requires a
minimum of twelve hours/week of fieldwork in an approved CBO with a minimum of 150 hours total for the semester. Prerequisites:Completion of all Educational Studies-Community Education concentration requirements, concurrent enrollment in the Capstone Seminar in Educational Studies, EDC526 and permission of department chairperson.
Co-Requisite: Enrollment in EDC526CE, Capstone Seminar in Community Education.

3.00 credits

This is the first of two pre-practicum courses accompanies the content methods courses in the Early Childhood Education licensure programs. This course provides intensive experience and guidance for teacher candidates practicing to plan, implement, and reflect on teaching students with diverse learning needs in an early childhood setting. Candidates will participate in at least one formal observation cycle with support from a faculty supervisor. Candidates will experience a gradual release of responsibility in pre-practicum placement while deepening their knowledge of current MA DESE licensure requirements in teacher preparation. Candidates must acquire hours and experience exceeding 150 hours of the required 300 hours and meet all DESE requirements. Observations of the candidate’s pedagogical skills, as articulated in the DESE Professional Standards for Teachers, are required. The course is graded as Pass/Fail/Marginal Pass.

Prerequisite: Admission into an early childhood initial licensure graduate program

1.50 credits

The second of two pre-practicum courses accompanies the content methods courses in the Early Childhood Education licensure programs. This course provides intensive experience and guidance for teacher candidates practicing planning, implementing, and reflecting on teaching students with diverse learning needs in an early childhood classroom setting. Candidates will experience a gradual release of responsibility in a half-semester pre-practicum placement while deepening their knowledge of current MA DESE licensure requirements in teacher preparation. Students must acquire hours and experience exceeding 150 hours and meet all DESE requirements. Candidates will participate in at least one formal observation cycle with support from a faculty supervisor. Observations will be of the candidate’s pedagogical skills, as articulated in the DESE Professional Standards for Teachers.  This course is graded as pass or fail.

Prerequisite:    Pass or Marginal pass in EDC 708

1.50 credits

Lesson planning is central to teacher preparation at SSU. This course launches the spiral of lesson planning skills, helping students understand the foundational components of effective lesson plans. Students will develop facility with analyzing the vertical progressions of state standards in their discipline(s)/grade(s) and acquire skills to systematically unpack standards. This includes identifying content and skills they may need to learn to effectively plan a standards-based lesson and learning how to intentionally align objectives and assessments with those standards. The course maintains a focus on critical reflection, self-assessment, the ethical use of AI, professional dispositions, and the analysis of existing lesson plan elements.

Prerequisite:  Admission to MED Early Childhood, MED Elementary or MED Special Education Initial License programs, or Initial Licensure Only Early Childhood, Elementary or Special Education programs

1.50 credits

The first of two pre-practicum courses accompanies the content methods courses in the Elementary Education licensure programs. This course provides intensive experience and guidance for candidates practicing how to plan, implement, and reflect on teaching students with diverse learning needs in an elementary classroom setting. Candidates will participate in at least one formal observation cycle with support from their faculty supervisor. Candidates will experience a gradual release of responsibility in a full-time, half-term pre-practicum placement while deepening their knowledge of current MA DESE licensure requirements in teacher preparation. Candidates must acquire hours and experience exceeding 150 hours of the required 300 hours and meet all DESE requirements. Observations will be of the candidate’s pedagogical skills, as articulated in the DESE Professional Standards for Teachers. The course is graded as Pass/Fail/Marginal Pass.

Prerequisite: Admission into the MED elementary initial licensure program

1.50 credits

The second of two pre-practicum courses accompanies the content methods courses in the Elementary Education licensure programs. This course provides intensive experience and guidance for candidates practicing how to plan, implement, and reflect on teaching students with diverse learning needs in an elementary classroom setting. Candidates will participate in at least one formal observation cycle with support from their faculty supervisor. Candidates will experience a gradual release of responsibility in a full-time, half-term pre-practicum placement while deepening their knowledge of current MA DESE licensure requirements in teacher preparation.  Candidates must acquire hours and experience exceeding 150 hours of the required 300 hours and meet all DESE requirements. Observations will be of the candidate’s pedagogical skills, as articulated in the DESE Professional Standards for Teachers. The course is graded as Pass/Fail/Marginal Pass.

Prerequisite:   pass/ MP in EDC 713 

1.50 credits

This course, which takes place during the first semester of the M.Ed. in Elementary Education, brings students together as a cohort, provides an opportunity for students to discuss and integrate their initial course work, and provides an introduction to the work of the profession. Prerequisite:  Admission and enrollment in the MED elementary education initial licensure program.

0.50 credits

This pre-practicum seminar is required for students in the 1-year accelerated Initial Licensure M.Ed. in Early Childhood program. It is designed to bring students together as a cohort, provide an opportunity for discussion on integrating coursework and fieldwork, and offer an introduction to the teaching profession.
Prerequisites: Matriculation in the M.Ed. in Early Childhood program, Intent to apply for a 1-year practicum fellowship & Permission of the Program Coordinator.

0.50 credits

In this third literacy course, teacher candidates will apply knowledge of evidence-based, high-quality literacy instruction essential for academic success. They will implement engaging reading and writing experiences to support Massachusetts state standards in grades PreK-6 that effectively motivate and support the literacy and language development of all learners, taking into account cultural, linguistic, and academic needs and interests. Candidates will analyze and select high quality, highly engaging, and culturally sustaining print/digital curricular materials and texts, provide opportunities for students to identify as successful readers and writers, make data-based decisions for grouping students and designing small group instruction, and plan/teach explicit, systematic, and cumulative lessons to support the development of foundational skills, writing, reading comprehension and vocabulary/oral language. The course will emphasize developmentally responsive literacy practices specifically tailored for learners in PreK-2 (early childhood).  Classroom-based assignments are required.

Prerequisites: EDC 406, EDS 424, EDU 729, or EDS 824

3.00 credits

This course supports teachers of young children with diverse learning needs (PreK-2) as they create an enriching learning environment that integrates social studies, arts, and culture with community building and family engagement. The course includes exploration of the visual and performing arts, play-based learning, classroom rituals and routines, and broader concepts of addressing bias and social justice in developmentally appropriate ways. Through the standards, backwards design, and UDL principles, teachers will plan linguistically and culturally sustaining lessons that explore the past and its impact on life today, families and communities, and civic understanding and identity. In accordance with the MSOE initial licensure handbook, DESE guidelines, and pre-practicum/practicum guidelines for lessons, experiences with PreK-2 learners are required. 
Prerequisites: EDC401, EDC710, or EDU737

3.00 credits

Mathematics in the early years is about discovering patterns, relationships, and ideas that children develop as they explore the world around them. This course emphasizes how young learners build foundational mathematical thinking through play, inquiry, and problem solving. Using a STEAM approach, we will examine strategies for integrating mathematics with science, technology/engineering, and the arts to support creativity, curiosity, and critical thinking. Topics include number sense, spatial reasoning, measurement, data, and early algebraic thinking, with a focus on culturally responsive and developmentally appropriate practices. Students will engage with hands-on activities, design integrated learning experiences, and reflect on how to foster positive mathematical identities in young children with diverse learning needs. In accordance with the MSOE initial licensure handbook, DESE guidelines, and pre-practicum/practicum guidelines for lessons, classroom-based assignments are required.
Prerequisites: EDC 401, EDC 710, or EDU 737 

3.00 credits

Science in the early years is about nurturing young children’s curiosity, wonder, and sense of discovery as they investigate the world around them. This course emphasizes how PreK-2 learners build foundational scientific thinking through play, observation, questioning, and hands-on inquiry. Using a STEAM approach, candidates examine strategies for integrating science with technology/engineering, mathematics, and the arts to foster creativity, critical thinking, and problem solving. Topics include physical, life, and earth sciences, with attention to how children explore natural phenomena, design solutions, and develop scientific reasoning. Candidates will engage in hands-on, knowledge-building investigations, design integrated learning experiences, and reflect on culturally and linguistically responsive and developmentally appropriate practices that honor children’s ways of knowing. This course prepares candidates to create engaging, inquiry-based instruction that sparks curiosity and supports positive scientific identities in young children with diverse learning needs. In accordance with the MSOE initial licensure handbook, DESE guidelines and pre-practicum/practicum guidelines for lessons, classroom-based assignments are required.
Prerequisites: EDC 401, EDC 710, or EDU 737 

3.00 credits

This field placement component accompanies EDC 770 Methods of Teaching English I in the Combined B.A. in English and Master of Education in Secondary English Education with a Major in Teacher Education (4+1) licensure program. This course provides intensive experience and guidance in the field as students learn and practice instruction across the 5-12 English Licensure curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 6 hours weekly (minimum total of 60 hours for the term). The course is graded as Pass/Fail/Marginal Pass. 1 credit.
Prerequisite:  Admission into the English BA-MEd Secondary Education - Teacher Licensure 4+1 program
Co-requisite:  EDC 770 Methods of Teaching English I

1.00 credit

This field placement component accompanies EDC 771 Methods of Teaching English II in the Combined B.A. in English and Master of Education in Secondary English Education with a Major in Teacher Education (4+1) licensure program. This course provides intensive experience and guidance in the field as students learn and practice instruction across the 5-12 English Licensure curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 6 hours weekly (minimum total of 60 hours for the term). The course is graded as Pass/Fail/Marginal Pass. 1 credit.
Prerequisite:  Admission into the English BA-MEd Secondary Education - Teacher Licensure 4+1 program
Co-requisite:  EDC 771 Methods of Teaching English II

1.00 credit

This field placement component accompanies EDC 772 Methods of Teaching History and the Social Sciences I in the Combined B.A. in English and Master of Education in Secondary History Education with a Major in Teacher Education (4+1) licensure program. This course provides intensive experience and guidance in the field as students learn and practice instruction across the 5-12 History Licensure curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 6 hours weekly (minimum total of 60 hours for the term). The course is graded as Pass/Fail/Marginal Pass. 1 credit.
Pre-requisite:  Admission into the Combined BA History-Med Secondary Education Teacher Licensure 4+1 program
Co-requisite:  EDC 772 Methods of Teaching History and the Social Sciences I

1.00 credit

This field placement component accompanies EDC 773 Methods of Teaching History and the Social Sciences II in the Combined B.A. in English and Master of Education in Secondary History Education with a Major in Teacher Education (4+1) licensure program. This course provides intensive experience and guidance in the field as students learn and practice instruction across the 5-12 History Licensure curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 6 hours weekly (minimum total of 60 hours for the term). The course is graded as Pass/Fail/Marginal Pass. 1 credit.
Prerequisite:  Admission into the Combined BA History-Med Secondary Education Teacher Licensure 4+1 program
Co-requisite:  EDC 773 Methods of Teaching History and the Social Sciences II

1.00 credit

This field placement component accompanies EDC 774 Methods of Teaching Mathematics I in the Combined B.S. in Mathematics and Master of Education in Secondary Mathematics Education with a Major in Teacher Education (4+1) licensure program. This course provides intensive experience and guidance in the field as students learn and practice instruction across the 5-12 Mathematics Licensure curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 6 hours weekly (minimum total of 60 hours for the term). The course is graded as Pass/Fail/Marginal Pass. 1 credit.
Prerequisite:  Admission into the Combined BS Mathematics-MEd Secondary Teacher Education 4+1 program
Co-requisite:  EDC 774 Methods of Teaching Mathematics I

1.00 credit

This field placement component accompanies EDC 775 Methods of Teaching Mathematics II in the Combined B.A. in English and Master of Education in Secondary Mathematics Education with a Major in Teacher Education (4+1) licensure program. This course provides intensive experience and guidance in the field as students learn and practice instruction across the 5-12 Mathematics Licensure curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 6 hours weekly (minimum total of 60 hours for the term). The course is graded as Pass/Fail/Marginal Pass. 1 credit.
Pre-requisite:  Admission into the Combined BS Mathematics-MAT Secondary Teacher Education 4+1 program
Co-requisite:  EDC 775 Methods of Teaching Mathematics II

1.00 credit

This field placement component accompanies EDC 778 Methods of Teaching Secondary Science I in the Combined B.S. in Biology and Master of Education in Secondary Science Education with a Major in Teacher Education (4+1) licensure program. This course provides intensive experience and guidance in the field as students learn and practice instruction across the 5-12 Science Licensure curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 6 hours weekly (minimum total of 60 hours for the term). The course is graded as Pass/Fail/Marginal Pass. 1 credit.
Prerequisite:  Admission into the Combined BS Science-MEd Secondary Teacher Education 4+1 program
Co-requisite:  EDC 778 Methods of Teaching Secondary Science I

1.00 credit

This seminar complements the early childhood methods courses. In this learning community, teacher candidates will engage in conversations relevant to their growing skills as early childhood educators and refine their knowledge of how to implement effective, culturally-responsive and culturally-sustaining instruction.  Course includes the continued development of professional skills, including resume, cover letter and interviewing preparation. Course includes pre-practicum, classroom-based assignments. 1.5 lecture hours per week.
Prerequisites: Matriculation in the combined BS/MED early childhood education concentration. Successful completion of EDC405.

1.50 credits

This field seminar, taken in conjunction with field-based methods courses on how to teach content in the early primary grades, focuses on how to create warm, nurturing, intellectually challenging, and educationally effective learning environments that promote the social and emotional development of young children. The five lifelong skills of social-emotional learning (self-awareness, self- management, responsible decision-making, social awareness, and relationship skills) will be applied in candidates’ own lives and their lived classroom experiences as they learn how to weave SEL into the curriculum. This course includes field-based assignments. 1.5 lecture hours per week.
Prerequisite: EDC 406, Literacy Development II.

1.50 credits

The first of two pre-practicum courses accompanies the content methods courses in the Early Childhood Education licensure programs. This course provides intensive experience and guidance for students practicing how to plan, implement, and reflect on teaching students with diverse learning needs in an early childhood classroom setting. Candidates will participate in at least one formal observation cycle with support from their faculty supervisor. Students will experience a gradual release of responsibility in a 10-hour per week pre-practicum placement while deepening their knowledge of current MA DESE licensure requirements in teacher preparation. Students must acquire hours and experience exceeding 75 hours and meet all DESE requirements. Observations will be of the candidate’s pedagogical skills, as articulated in the DESE Professional Standards for Teachers. This course is graded as pass/fail/ marginal pass.

Prerequisite: Admission into Justice in Education: Combined BS/MED early childhood education license concentration

1.50 credits

This field placement component accompanies the content methods courses in the BS/MED Early Childhood Initial licensure program. This course provides intensive experience and guidance in the field as students learn and practice instruction across the core content areas of the early childhood education curriculum. Students will be in a 10-hour a week field placement for their pre-practicum experience. The course is graded as Pass/Fail/Marginal Pass. 1.5 credits.
Prerequisite:  Admission into Justice in Education: Combined BS/MED early childhood education license concentration.
P/MP of EDC 735 PP1

1.50 credits

In this third literacy course, teacher candidates will apply knowledge of evidence-based, high-quality literacy instruction essential for academic success. They will implement engaging reading and writing experiences to support Massachusetts state standards in grades PreK-6 that effectively motivate and support the literacy and language development of all learners, taking into account cultural, linguistic, and academic needs and interests. Candidates will analyze and select high quality, highly engaging, and culturally sustaining print/digital curricular materials and texts, provide opportunities for students to identify as successful readers and writers, make data-based decisions for grouping students and designing small group instruction, and plan/teach explicit, systematic, and cumulative lessons to support the development of foundational skills, writing, reading comprehension and vocabulary/oral language. The course will emphasize developmentally responsive literacy practices specifically tailored for learners in Grades 1-6.  Classroom-based assignments are required.

Prerequisites: EDC 406, EDS 424, EDU 729, or EDS 824

3.00 credits

This course promotes best practices in various inquiry-based, developmentally appropriate, hands-on teaching strategies in the social studies that shape effective lesson planning, implementation, and assessment for elementary grade 1-6 students with diverse learning needs. The goal of social studies education is to facilitate active citizenship by increasing procedural and informational knowledge and critical thinking about the national and state standards for social studies content and skills in the domains of history, economics, geography, and civics. This course is geared towards increasing teacher candidates’ awareness and knowledge of what social studies education is, and how best to teach the subject area by examining the intricate history of relationships between individuals and the local, national, and global communities in which they reside. New technologies and advancements in teaching will be introduced and examined, with an emphasis on digital citizenship. In accordance with the MSOE initial licensure handbook, DESE guidelines and pre-practicum/practicum guidelines for lessons, classroom-based assignments are required.

Prerequisites: EDC401, EDC710, EDU737, or equivalent

3.00 credits

This course offers pre-service teachers opportunities to plan and implement productive mathematical experiences so that all children will be able to position themselves as knowers and doers of mathematics. Through analyzing and evaluating current curriculum and materials, and using a variety of assessment techniques, pre-service teachers will gain experiences designing and implementing lessons based on national and state standards, that accommodate the various needs for diverse learners in grades 1-6. The course will focus on problem solving approaches that will help children develop deep conceptual understanding and procedural fluency In addition, the course introduces the Massachusetts Curriculum Framework for Mathematics, highlighting key standards, practices, and progressions, while considering how computing systems support mathematics teaching and learning. In accordance with the MSOE initial licensure handbook, DESE guidelines and pre-practicum/practicum guidelines for lessons, school-based assignments are required.

Prerequisite: EDC 401, EDC 710, EDU 737, or equivalent

3.00 credits

A hands-on approach to science with presentations and experiences in teaching physical, earth, health, technology/engineering, and life sciences appropriate for setting and achieving instructional objectives for diverse learners in grades 1-6. Emphasis will be on learning how students construct understanding of science concepts and how to design lessons and learning experiences to actively involve students in inquiry and hands-on discovery. In accordance with the MSOE initial licensure handbook, DESE guidelines and pre-practicum/practicum guidelines for lessons, school-based assignments are required.

Prerequisites: EDC401 or EDC710 or EDU737

3.00 credits

The second of two pre-practicum courses accompanies the content methods courses in the Elementary Education licensure programs. This course provides intensive experience and guidance for candidates practicing how to plan, implement, and reflect on teaching students with diverse learning needs in an elementary classroom setting. Candidates will participate in at least one formal observation cycle with support from their faculty supervisor. Candidates will experience a gradual release of responsibility in a 10-hour per week pre-practicum placement while deepening their knowledge of current MA DESE licensure requirements in teacher preparation. Candidates must acquire hours and experience exceeding 75 hours and meet all DESE requirements. Observations will be of the candidate’s pedagogical skills, as articulated in the DESE Professional Standards for Teachers. This course is graded as pass/fail/ marginal pass.
Prerequisite: EDC755

1.50 credits

This field seminar, taken in conjunction with field-based methods courses on how to teach content in the elementary grades, focuses on how to create warm, nurturing, intellectually challenging, and educationally effective learning environments that promote the social and emotional development of children. The five lifelong skills of social-emotional learning (self-awareness, self- management, responsible decision-making, social awareness, and relationship skills) will be applied in candidates’ own lives and their lived classroom experiences as they learn how to weave SEL into the curriculum. This course includes field-based assignments. 1.5 lecture hours per week.
Prerequisites: EDC753

1.50 credits

The first of two pre-practicum courses accompanies the content methods courses in the Elementary Education licensure programs. This course provides intensive experience and guidance for candidates practicing how to plan, implement, and reflect on teaching students with diverse learning needs in an elementary classroom setting. Candidates will participate in at least one formal observation cycle with support from their faculty supervisor. Candidates will experience a gradual release of responsibility in a 10-hour per week pre-practicum placement while deepening their knowledge of current MA DESE licensure requirements in teacher preparation. Candidates must acquire hours and experience exceeding 75 hours throughout the term and meet all DESE requirements. Observations will be of the candidate’s pedagogical skills, as articulated in the DESE Professional Standards for Teachers. This course is graded as pass/fail/ marginal pass.
Prerequisite: Admission into Education, BS-MEd, Justice in Elementary Education with Teacher Licensure program

1.50 credits

The second of two pre-practicum courses accompanies the content methods courses in the Elementary Education licensure programs. This course provides intensive experience and guidance for candidates practicing how to plan, implement, and reflect on teaching students with diverse learning needs in an elementary classroom setting. Candidates will participate in at least one formal observation cycle with support from their faculty supervisor. Candidates will experience a gradual release of responsibility in a 10-hour per week pre-practicum placement while deepening their knowledge of current MA DESE licensure requirements in teacher preparation. Candidates must acquire hours and experience exceeding 75 hours and meet all DESE requirements. Observations will be of the candidate’s pedagogical skills, as articulated in the DESE Professional Standards for Teachers. This course is graded as pass/fail/ marginal pass.

Prerequisite: EDC 755

1.50 credits

This field placement component accompanies SMS 780 Methods of Teaching Elementary Physical Education in the Combined B.S. in Sport and Movement Science and Master of Education in Secondary Education with a Major in Teacher Education (4+1) licensure program. This course provides intensive experience and guidance in the field as students learn and practice instruction across the PK-8 Physical Education curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 6 hours weekly (minimum total of 60 hours for the term). The course is graded as Pass/Fail/Marginal Pass. 1 credit.
Prerequisite:  Admission into the Combined BS SMS-MEd Physical Education Teacher Education 4+1 program.
Co-requisite:  EDC 780 Methods of Teaching Elementary Physical Education

1.00 credit

This field placement component accompanies EDC 781 Methods of Teaching Secondary Physical Education in the Combined B.S. in Sport and Movement Science and Master of Education in Secondary Education with a Major in Teacher Education (4+1) licensure program. This course provides intensive experience and guidance in the field as students learn and practice instruction across the 5-12 Physical Education curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 6 hours weekly (minimum total of 60 hours for the term). The course is graded as Pass/Fail/Marginal Pass. 1 credit.
Pre-requisite:  Admission into the Combined BS SMS-MEd Physical Education Teacher Education 4+1 program.
Co-requisite:  EDC 781 Methods of Teaching Secondary Physical Education

1.00 credit

Why do adolescents struggle when reading and writing content-area texts? How do secondary teachers match students with texts, and which strategies are used to support student learning of complex information from content-area texts? To address these questions, aspiring teachers in this course will do the following: assess a range of adolescents' reading and writing strengths and areas of need, including the specific needs of English learners and students from underrepresented populations; analyze a variety of texts and match those texts to particular students and specific instructional goals; select and teach academic vocabulary; plan and pilot reading and writing instruction that promotes culturally responsive disciplinary literacy and content-area learning. Course participants will end the course by creating and adapting literacy strategies that they will collaboratively pilot with colleagues in class and with secondary students in local schools to better support secondary discipline-specific literacy instruction for a wide variety of learners and classroom contexts. Three lecture hours per week. Field-based assignments are required.
Prerequisites: EDC 115 Exploring Education; Admission to the combined undergraduate/graduate licensure program.

3.00 credits

This course is designed to provide candidates in the teacher licensure program with experience using and teaching with educational technology while they are taking the Methods I pre-practicum course. Through hands-on experience with computer hardware, software, and web-based tools, candidates will gain knowledge, confidence, and experience in using technology to facilitate teaching and learning appropriate for the needs of diverse learners and across varied subject areas. This course covers topics including best practices in classroom technology and instructional design, lesson planning with technology, and ethical concerns. One and a half lecture hours per week. Field-based assignments are required.
Prerequisite: Acceptance into licensure program.
Co-requisite: Program-specific Methods I course.

1.50 credits

In this course, pre-practicum field experiences will serve as the foundation to examine a wide array of philosophies, programs, and strategies that facilitate a caring, inclusive, respectful classroom where learners, and the adults who care for them, feel safe and empowered. The course will create an environment that models communities of practice. Teacher candidates will also explore various social emotional programs for diverse schools, as well as approaches to family engagement. One and a half lecture hours per week. Field-based assignments are required.
Prerequisite: Acceptance into licensure program.
Co-requisite: Program-specific Methods II course.

1.50 credits

This field placement component accompanies EDC 783 Methods of Teaching Spanish II in the Combined B.A. in English and Master of Education in Secondary Spanish Education with a Major in Teacher Education (4+1) licensure program. This course provides intensive experience and guidance in the field as students learn and practice instruction across the 5-12 Spanish Licensure curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 6 hours weekly (minimum total of 60 hours for the term). The course is graded as Pass/Fail/Marginal Pass. 1 credit.
Pre-requisite Admission into the Combined BA Spanish-MEd Secondary Teacher Education 4+1 program
Co-requisite:  EDC 783 Methods of Teaching Spanish II

1.00 credit

This field placement component accompanies EDC 780 Methods of Teaching Elementary Physical Education in the Teaching Physical Education graduate licensure programs. This course provides intensive experience and guidance in the field as students learn and practice instruction across the PK-8 Physical Education curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 3-6 hours weekly (minimum total of 30 hours for the term). The course is graded as Pass/Fail/Marginal Pass. 1 credit.
Prerequisite:  Admission into the MAT Physical Education program.
Co-requisite:  EDC 780 Methods of Teaching Elementary Physical Education

1.00 credit

This field placement component accompanies EDC 781 Methods of Teaching Secondary Physical Education in the Teaching Physical Education graduate licensure programs. This course provides intensive experience and guidance in the field as students learn and practice instruction across the 5-12 Physical Education curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 6 hours weekly (minimum total of 60 hours for the term). The course is graded as Pass/Fail/Marginal Pass. 1 credit.
Prerequisite:  Admission into the MAT Physical Education program.
Co-requisite:  EDC 781 Methods of Teaching Secondary Physical Education

1.00 credit

This course is the first of two designed to provide students with the training to be a teacher of English at the middle or high school level. It will offer a general study of the background and philosophies of teaching English, with a focus on methods and materials in the classroom, curricular issues and professional concerns, analysis of
the teaching/learning processes, and a study of relevant national standards and the Massachusetts state standards for English. The course represents a continuation of students' growth in attaining the Professional Standards for Teaching (PSTs), revisiting many of them at the practice level before demonstrating them in the practicum semester. Three lecture hours per week. Field placement and field-based assignments required.
Prerequisites: Permission of the department chairperson and acceptance into licensure program.

3.00 credits

This course is the second of two designed to provide students with the training to be a teacher of English at the middle or high school level. It will offer a general study of the background and philosophies of teaching English, with a focus on methods and materials in the classroom, curricular issues and professional concerns, analysis of the teaching/learning processes, and a study of relevant national standards and the Massachusetts state standards for English. The course represents a continuation of students' growth in attaining the Professional
Standards for Teaching (PSTs), revisiting many of them at the practice level before demonstrating them in the practicum semester. Three lecture hours per week. Field placement and field-based assignments required.
Prerequisites: Permission of the department chairperson and acceptance into licensure program. EDC770.

3.00 credits

This course is the first of two designed to provide students with the training to be a teacher of History and Social Studies at the middle or high school level. It will offer a general study of the background and philosophies of teaching History and Social Studies, with a focus on methods and materials in the classroom, curricular issues and professional concerns, analysis of the teaching/learning processes, and a study of relevant national standards and the Massachusetts state standards for History and Social Studies. The course represents a continuation of students' growth in attaining the Professional Standards for Teaching (PSTs), revisiting many of them at the practice level before demonstrating them in the practicum semester. Three lecture hours per week. Field placement and field-based assignments required.
Prerequisites: Permission of the department chairperson and acceptance into licensure program.

3.00 credits

This course is the second of two designed to provide students with the training to be a teacher of History and Social Studies at the middle or high school level. It will offer a general study of the background and philosophies of teaching History and Social Studies, with a focus on methods and materials in the classroom, curricular issues and professional concerns, analysis of the teaching/learning processes, and a study of relevant national standards and the Massachusetts state standards for History and Social Studies. The course represents a continuation of students' growth in attaining the Professional Standards for Teaching (PSTs), revisiting many of them at the practice level before demonstrating them in the practicum semester. Three lecture hours per week. Field placement and field-based assignments required.
Prerequisites: EDC772; Permission of the department chairperson and acceptance into licensure program.

3.00 credits

This course is the first of two designed to provide students with the training to be a teacher of Mathematics at the middle or high school level. It will offer a general study of the background and philosophies of teaching Mathematics, with a focus on methods and materials in the classroom, curricular issues and professional concerns, analysis of the teaching/learning processes, and a study of relevant national standards and the Massachusetts state standards for Mathematics. The course represents a continuation of students' growth in attaining the Professional Standards for Teaching (PSTs), revisiting many of them at the practice level before demonstrating them in the practicum semester. Three lecture hours per week. Field placement and field-based assignments required.
Prerequisites: Permission of the department chairperson and acceptance into licensure program.

3.00 credits

This course is the second of two designed to provide students with the training to be a teacher of Mathematics at the middle or high school level. It will offer a general study of the background and philosophies of teaching Mathematics, with a focus on methods and materials in the classroom, curricular issues and professional concerns, analysis of the teaching/learning processes, and a study of relevant national standards and the Massachusetts state standards for Mathematics. The course represents a continuation of students' growth in attaining the Professional Standards for Teaching (PSTs), revisiting many of them at the practice level before demonstrating them in the practicum semester. Three lecture hours per week. Field placement and field-based assignments required.
Prerequisites: EDC774; Permission of the department chairperson and acceptance into licensure program.

3.00 credits

This course is the first of two designed to provide students with the training to be a teacher of Secondary Science at the middle or high school level. It will offer a general study of the background and philosophies of teaching Secondary Science, with a focus on methods and materials in the classroom, curricular issues and professional concerns, analysis of the teaching/learning processes, and
a study of relevant national standards and the Massachusetts state standards for Secondary Science. The course represents a continuation of students' growth in attaining the Professional Standards for Teaching (PSTs), revisiting many of them at the practice level before demonstrating them in the practicum semester. Three lecture hours per week. Field placement and field-based assignments are required. Prerequisites: Permission of the department chairperson and acceptance into licensure program.

3.00 credits

This course is the second of two designed to provide students with the training to be a teacher of Secondary Science at the middle or high school level. It will offer a general study of the background and philosophies of teaching Secondary Science, with a focus on methods and materials in the classroom, curricular issues and professional concerns, analysis of the teaching/learning processes, and
a study of relevant national standards and the Massachusetts state standards for Secondary Science. The course represents a continuation of students' growth in attaining the Professional Standards for Teaching (PSTs), revisiting many of them at the practice level before demonstrating them in the practicum semester. Three lecture hours per week. Field placement and field-based assignments are required.
Prerequisites: EDC778, Permission of the department chairperson and acceptance into licensure program.

3.00 credits

The class will survey the history and theory of foreign language teaching at the elementary level. A thorough review of National Standards, the Massachusetts Frameworks and ACTFL Proficiency Guidelines will be conducted. Topics researched and practiced include teaching resources, curriculum development, unit planning, classroom management, testing and assessment, and the use of technology in teaching Spanish at the elementary level. The course includes a 45 hours pre-practicum experience at an area elementary school and is conducted in Spanish. The course represents a continuation of students' growth in attaining the Professional Standards for Teaching (PSTs), revisiting many of them at the practice level before demonstrating them in the practicum semester. Three lecture hours per week. Field placement and field-based assignments required.
Prerequisites: Permission of the department chairperson and acceptance into licensure program.

3.00 credits

This course will explore methods and strategies of teaching Spanish at the secondary level. Topics examined include trends and issues related to the teaching of Spanish, innovations, teaching resources, curriculum development, unit and lesson planning, classroom practice and management, testing and assessment, and the role of technology in teaching. A thorough review of National Standards, the Massachusetts Frameworks and the ACTFL Proficiency Guidelines will be conducted. The course includes a 45 hours pre-practicum experience at an area middle or secondary school and is conducted in Spanish. The course represents a continuation of students' growth in attaining the Professional Standards for Teaching (PSTs), revisiting many of them at the practice level before demonstrating them in the practicum semester. Three lecture hours per week. Field placement and field-based assignments required.
Prerequisites: EDC782. Permission of the department chairperson and acceptance into licensure program.

3.00 credits

This field placement component accompanies EDC 770 Methods of Teaching English I in the Teaching English graduate licensure programs. This course provides intensive experience and guidance in the field as students learn and practice instruction across the 5-12 English Licensure curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 3-6 hours weekly (minimum total of 30 hours for the term). The course is graded as Pass/Fail/Marginal Pass. 1 credit.
Prerequisite:  Admission into the MAT English program
Co-requisite:  EDC 770 Methods of Teaching English I

1.00 credit

This field placement component accompanies EDC 771 Methods of Teaching English II in the Teaching English graduate licensure program(s). This course provides intensive experience and guidance in the field as students learn and practice instruction across the 5-12 English language arts curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 6 hours weekly (minimum total of 60 hours for the term). The course is graded as Pass/Fail/Marginal Pass. 1 credit.
Prerequisite: Admission into the MAT Teaching English Licensure Track
Co-requisite: EDC 771 Methods of Teaching English II

1.00 credit

This field placement component accompanies EDC 772 Methods of Teaching History and Social Studies I in the Teaching History graduate licensure programs. This course provides intensive experience and guidance in the field as students learn and practice instruction across the 5-12 History and Social Studies licensure curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 3-6 hours weekly (minimum total of 30 hours for the term). The course is graded as Pass/Fail/Marginal Pass. 1 credit.
Prerequisite: Admission into the MAT Teaching History program
Co-requisite: EDC 772 Methods of Teaching History and Social Studies I

1.00 credit

This field placement component accompanies EDC 773 Methods of Teaching History and Social Studies II in the Teaching History graduate licensure program. This course provides intensive experience and guidance in the field as students learn and practice instruction across the 5-12 History and Social Studies curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 6 hours weekly (minimum total of 60 hours for the term). The course is graded as Pass/Fail/Marginal Pass. 1 credit.
Prerequisite:  Admission into the MAT History program
Co-requisite:  EDC 773 Methods of Teaching History and Social Studies II

1.00 credit

This field placement component accompanies EDC 774 Methods of Teaching Mathematics I in the Teaching Mathematics (5-8; 8-12) graduate licensure programs. This course provides intensive experience and guidance in the field as students learn and practice instruction across secondary Mathematics licensure curricula. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 3-6 hours weekly (minimum total of 30 hours for the term). The course is graded as Pass/Fail/Marginal Pass. 1 credit.
Prerequisite: Admission into the MAT in Teaching Mathematics licensure program or Teacher of Mathematics 5-8, 8-12 Initial Licensure-Only program
Co-requisite: EDC 774 Methods of Teaching Mathematics I

1.00 credit

This field placement component accompanies EDC 775 Methods of Teaching Mathematics II in the Teaching Mathematics (5-8; 8-12) graduate licensure programs. This course provides intensive experience and guidance in the field as students learn and practice instruction across secondary Mathematics licensure curricula. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 6 hours weekly (minimum total of 60 hours for the term). The course is graded as Pass/Fail/Marginal Pass. 1 credit.
Prerequisite: Admission into the MAT in Teaching Mathematics licensure program or Teacher of Mathematics 5-8, 8-12 Initial Licensure-Only program
Co-requisite: EDC 775 Methods of Teaching Mathematics II

1.00 credit

This field placement component accompanies EDC 778 Methods of Teaching Secondary Science I in the Secondary Science graduate licensure program(s). This course provides intensive experience and guidance in the field as students learn and practice instruction across the 5-12 Science Licensure curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 3-6 hours weekly (minimum total of 30 hours for the term).
Prerequisite: Admission into the Teacher of Secondary Science Initial Licensure program
Co-requisite: EDC778 Methods of Teaching Secondary Science I

1.00 credit

This field placement component accompanies EDC 779 Methods of Teaching Secondary Science II in the Teaching Science graduate licensure program. This course provides intensive experience and guidance in the field as students learn and practice instruction across the 5-12 Science Licensure curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 6 hours weekly (minimum total of 60 hours for the term).
Prerequisite: Admission into the Teacher of Secondary Science Initial Licensure program
Co-requisite: EDC779 Methods of Teaching Secondary Science II

1.00 credit

This field placement component accompanies EDC 782 Methods of Teaching Spanish I in the Spanish 5-12 graduate licensure program. This course provides intensive experience and guidance in the field as students learn and practice instruction across the Spanish world language curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours
and field experiences at 3-6 hours weekly (minimum total of 30 hours for the term).
Prerequisite: Admission into the MAT in Teaching Spanish Licensure program
Co-requisite: EDC 782 Methods of Teaching Spanish I

1.00 credit

This field placement component accompanies EDC 783 Methods of Teaching Spanish II in the Spanish 5-12 graduate licensure program(s). This course provides intensive experience and guidance in the field as students learn and practice instruction across secondary Spanish world language curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 6 hours weekly (minimum total of 60 hours for the term).
Prerequisite: Admission into the MAT in Teaching Spanish Licensure program
Co-requisite: EDC 783 Methods of Teaching Spanish II

1.00 credit

All teachers teach all students; therefore all teachers must prepare to work with students with exceptional learning needs (ELN). This course will develop candidates’ understanding of the collaborative roles of professionals who work with families to support students with ELN. It is designed to provide an overview of RTI and eligibility for special education. UDL Foundations examines current state and federal laws pertinent to the delivery of special education services; there will be specific emphasis on the six principles of the Individuals with Disabilities Education Act.

1.50 credits

This UDL seminar is designed to provide opportunities for teacher candidates to demonstrate UDL principles and strategies in their practice as part of their practicum semester. This course will address how to create and enact lesson plans that reflect the standards and goals of lessons using UDL supports and strategies. teacher candidates will learn how to include assistive technology into their plans to support students with diverse learning needs. Practicum work required.
Co-requisite: EDU 961PS or EDU920 XS or EDC 855
Prerequisite EDC 795A

1.00 credit

This seminar prepares teacher candidates to develop safe learning environments that support effective teaching and learning through the integration of classroom management strategies and Universal Design for Learning (UDL) principles. Candidates examine positive behavior supports, learning and developmental theories, as well as equity-driven approaches to foster safe and inclusive classrooms. Through concurrent pre-practicum experiences, candidates will actively connect theory to practice by reflecting on their students’ needs and the subsequent classroom management decisions for lesson planning and implementation. The seminar emphasizes creating learning opportunities that anticipate and respond to student needs, with attention to multiple means of representation and expression, student choice, culturally and linguistically sustaining practices, including supports for multilingual/bidialectal learners.

1.50 credits

Building on the student teaching experience, this course provides candidates with an opportunity to gain continued experience in school-based settings, as they synthesize and apply their knowledge in the real-world context of a school. In collaboration with school staff and with the approval of the course instructor, candidates will design an internship that will advance both the work of the school and their own professional development and reflect on their professional development and contributions to student learning. A weekly seminar will assist candidates with internship design, identification of resources, implementation, and shared reflection on the experience, as well as professional development for their job searches. Three lecture hours per week. Field-based assignments are required.
Prerequisite: Student teaching practicum.

3.00 credits

This course introduces participants to some of the local, state and federal educational policies and reforms that shape schools and classrooms today and to their role as student advocates. It invites participants to collaboratively explore policy, research and practice connections related to school-based challenges. Participants will become active consumers of educational research and policy documents and consider how they can act as advocates on behalf of their students both within the walls of the school and beyond with particular attention to creating environments in which students' diverse backgrounds, strengths and challenges are respected. Participants will build an understanding that teachers share responsibility for the performance of all students within a school and how to take action on behalf of students. They will explore ways in which they can work collaboratively with colleagues and draw upon outside resources in order to act as change agents within schools or larger educational contexts through the use or careful critique of policy and research. Three lecture hours per week.
Prerequisite: Matriculation in a graduate Education program at Salem State University.

3.00 credits

This course provides teacher candidates with opportunities to practice educational technology used in early childhood and elementary settings. Through hands-on experience with computer hardware, software, and web-based tools, participants will gain knowledge of, and experience and confidence in using technology to facilitate learning for culturally and linguistically diverse learners with a range of needs. This course covers content including best practices in classroom technology, age-, grade- and developmentally-appropriate lesson planning with technology, Internet safety and security, technology ethics, copyright law, assistive technologies, cyberbullying, Artificial Intelligence (AI), and information literacy. It also explores computer science knowledge, reasoning, and skills. This foundational knowledge will prepare teacher candidates to integrate technology effectively into specific content areas, offering a preview of how it can be applied in other methods courses. One and a half lecture hours per week.
Prerequisites: Admission to the combined undergraduate/graduate licensure program or the early childhood or elementary licensure programs.

1.50 credits

This is a half-semester supervised practicum experience in a pre-kindergarten or kindergarten classroom. In this course, teacher candidates provide high quality and coherent instruction, design and administer authentic and meaningful student assessments, analyze student performance and growth data, use this data to improve instruction, provide their students with constructive feedback on an on-going basis, and continuously refine learning objectives. Candidates support the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Full-day, 200 hour, half-semester field placement in a pre-kindergarten or kindergarten setting is required.
Pre-requisites: EDU822, EDU739, EDU823, EDC736
Co-requisites: EDC834S Early Childhood Practicum Seminar

1.50 credits

This is the first of two semester-long supervised practicum experiences in a PreK-2 classroom. During this time, teacher candidates, with guidance and support from their supervising practitioner and practicum supervisor, gradually work towards full 
teaching responsibility in the supervising practitioner’s classroom. Successful completion of the practicum includes meeting all expectations of the Candidate Assessment of Performance (CAP) as required by the Massachusetts Department of Elementary and Secondary Education (DESE), the Professional Standards for Teachers (PSTs), and Assessment of Professional Dispositions (APD). Full-day, full-semester site-based placement is required. 
Prerequisite:  Approved  "Intent to Progress to Stage III " application and admission into Justice in Education: Combined BS/MED early childhood education license concentration

3.00 credits

This is the field placement component portion of a semester-long student teaching experience in an early primary grade. This course provides intensive guidance in planning, implementing, and assessing learning experiences for children in the early primary grades. Full-day, full semester field placement is required.
Prerequisite: EDC 830.
Co-requisite: EDC 836.

3.00 credits

This is the first half of a semester-long supervised practicum experience in a PreK-2 classroom. During this time, teacher candidates, with guidance and support from their supervising practitioner and practicum supervisor, gradually work towards full

teaching responsibility in the supervising practitioner’s classroom. Successful completion of the practicum includes meeting all expectations of the Candidate Assessment of Performance (CAP) as required by the Massachusetts Department of Elementary and Secondary Education (DESE), the Professional Standards for Teachers (PSTs), and Assessment of Professional Dispositions (APD). Full-day, full-semester site-based placement is required.
Prerequisite: Approved "Intent to Progress to Stage III " application and acceptance in the Initial Licensure Graduate MED or Licensure Only program

1.50 credits

This semester-long seminar is taken concurrently with the practicum in an early childhood setting. It is designed to provide both pedagogical and content-specific support to enhance the practicum experience. The seminar focuses on strategies for effectively collaborating with families and fellow educators to foster a supportive and inclusive learning environment for all students. In alignment with the Massachusetts Department of Elementary and Secondary Education (DESE) guidelines, as outlined in the MSOE Initial Licensure Handbook, the seminar includes structured assignments and reflections that support the practicum. Topics covered will include, but are not limited to: Culturally and Linguistically Sustaining Practices (CLSP), Universal Design for Learning (UDL) principles, Positive Behavior Supports (PBS), and Sheltered English Immersion (SEI) strategies to meet the needs of all learners, current trends in elementary education, and classroom management.

Prerequisites: An approved Stage III Intent to Progress form and enrollment in an Initial Licensure master's or licensure-only program.

1.50 credits

Across two semesters, these practicum seminars serve as the capstone experiences for early childhood teacher candidates. It provides a supportive and collaborative environment for candidates to bridge theory and practice, focusing on real-world challenges in public school classrooms. Guided by the Massachusetts Department of Elementary and Secondary Education’s (DESE) Standards for Effective Practice, this course emphasizes the integration of culturally and linguistically sustaining practices, Universal Design for Learning (UDL) principles, and sheltered English immersion (SEI) strategies to meet the needs of all learners while also exploring strategies for engaging families as partners in student learning.

By drawing on prior coursework and evidence-based strategies, candidates will strengthen their ability to design, implement, and assess instruction that prepares them to lead with professionalism, equity, and effectiveness in richly diverse PreK-2  classrooms. Collaborative discussions, reflective practice, and professional guidance from the seminar leader, university supervisor, and supervising practitioner support candidates in addressing patterns of inequity, valuing diverse perspectives, and fostering students’ academic knowledge, skills, and positive self-identity. The seminar also provides structured support for completing licensure requirements in the Commonwealth of Massachusetts.
Prerequisite: EDC734

3.00 credits

Across two semesters, these practicum seminars serve as the capstone experiences for early childhood teacher candidates. It provides a supportive and collaborative environment for candidates to bridge theory and practice, focusing on real-world challenges in public school classrooms. Guided by the Massachusetts Department of Elementary and Secondary Education’s (DESE) Standards for Effective Practice, this course emphasizes the integration of culturally and linguistically sustaining practices, Universal Design for Learning (UDL) principles, and sheltered English immersion (SEI) strategies to meet the needs of all learners while also exploring strategies for engaging families as partners in student learning.

By drawing on prior coursework and evidence-based strategies, candidates will strengthen their ability to design, implement, and assess instruction that prepares them to lead with professionalism, equity, and effectiveness in richly diverse PreK-2  classrooms. Collaborative discussions, reflective practice, and professional guidance from the seminar leader, university supervisor, and supervising practitioner support candidates in addressing patterns of inequity, valuing diverse perspectives, and fostering students’ academic knowledge, skills, and positive self-identity. The seminar also provides structured support for completing licensure requirements in the Commonwealth of Massachusetts.
Prerequisite: EDC835

3.00 credits

This is the first of two semester-long supervised practicum experiences in a classroom in Grades 1-6. During this time, teacher candidates, with guidance and support from their supervising practitioner and practicum supervisor, gradually work towards full 
teaching responsibility in the supervising practitioner’s classroom. Successful completion of the Practicum includes meeting all expectations of the Candidate Assessment of Performance (CAP) as required by the Massachusetts Department of Elementary and Secondary Education (DESE), the Professional Standards for Teachers (PSTs), and Assessment of Professional Dispositions (APD).Full-day, full-semester school-based experience placement is required.  Review, admission, and enrollment all require the submission of the "Intent to Progress to Stage 3" application. Pass/Fail.

Prerequisite: EDC754

3.00 credits

This is the second of two semester-long supervised practicum experiences in a classroom in Grades 1-6. During this time, teacher candidates, with guidance and support from their supervising practitioner and practicum supervisor, gradually work towards full 
teaching responsibility in the supervising practitioner’s classroom. Successful completion of the Practicum includes meeting all expectations of the Candidate Assessment of Performance (CAP) as required by the Massachusetts Department of Elementary and Secondary Education (DESE), the Professional Standards for Teachers (PSTs), and Assessment of Professional Dispositions (APD).Full-day, full-semester school-based experience placement is required.   Pass/Fail.
Prerequisite: EDC850

3.00 credits

Across two semesters, these practicum seminars serve as the capstone experiences for elementary teacher candidates. It provides a supportive and collaborative environment for candidates to bridge theory and practice, focusing on real-world challenges in public school classrooms. Guided by the Massachusetts Department of Elementary and Secondary Education’s (DESE) Standards for Effective Practice, this course emphasizes the integration of culturally and linguistically sustaining practices, Universal Design for Learning (UDL) principles, and sheltered English immersion (SEI) strategies to meet the needs of all learners while also exploring strategies for engaging families as partners in student learning.

By drawing on prior coursework and evidence-based strategies, candidates will strengthen their ability to design, implement, and assess instruction that prepares them to lead with professionalism, equity, and effectiveness in richly diverse elementary classrooms.Collaborative discussions, reflective practice, and professional guidance from the seminar leader, university supervisor, and supervising practitioner support candidates in addressing patterns of inequity, valuing diverse perspectives, and fostering students’ academic knowledge, skills, and positive self-identity. The seminar provided structured support for completing licensure requirements in the Commonwealth of Massachusetts. Three credits
Prerequisite: EDC754

3.00 credits

Across two semesters, these practicum seminars serve as the capstone experiences for elementary teacher candidates. It provides a supportive and collaborative environment for candidates to bridge theory and practice, focusing on real-world challenges in public school classrooms. Guided by the Massachusetts Department of Elementary and Secondary Education’s (DESE) Standards for Effective Practice, this course emphasizes the integration of culturally and linguistically sustaining practices, Universal Design for Learning (UDL) principles, and sheltered English immersion (SEI) strategies to meet the needs of all learners while also exploring strategies for engaging families as partners in student learning.

By drawing on prior coursework and evidence-based strategies, candidates will strengthen their ability to design, implement, and assess instruction that prepares them to lead with professionalism, equity, and effectiveness in richly diverse elementary classrooms.Collaborative discussions, reflective practice, and professional guidance from the seminar leader, university supervisor, and supervising practitioner support candidates in addressing patterns of inequity, valuing diverse perspectives, and fostering students’ academic knowledge, skills, and positive self-identity. The seminar provided structured support for completing licensure requirements in the Commonwealth of Massachusetts. Three credits
Prerequisite: EDC855

3.00 credits

This is a semester-long supervised practicum experience. In this course, teacher candidates provide high quality and coherent instruction, design and administer authentic and meaningful student assessments, analyze student performance and growth data, use this data to improve instruction, provide their students with constructive feedback on an on-going basis, and continuously refine learning objectives. Candidates support the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Full-day, full-semester practicum placement is required.
Prerequisites: EDC770, EDC771; satisfactory completion of all MTEL tests and program coordinator approval.
Co-requisite: EDC880PS

3.00 credits

This full semester seminar is taken in conjunction with the student teaching practicum. The seminar provides pedagogical and content support to enhance the field experience. With a particular emphasis on effective strategies to collaborate with families as well as processes for collaborating effectively with colleagues, this seminar provides students seeking an initial license with a reflective complement to the full-time practicum.
Prerequisite: EDC771
Co-requisite: EDC880P

3.00 credits

This is a semester-long supervised practicum experience. In this course, teacher candidates provide high quality and coherent instruction, design and administer authentic and meaningful student assessments, analyze student performance and growth data, use this data to improve instruction, provide their students with constructive feedback on an on-going basis, and continuously refine learning objectives. Candidates support the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Full-day, full-semester practicum placement is required.
Pre-requisites: EDC772, EDC773; satisfactory completion of all MTEL tests and program coordinator approval.
Co-requisite: EDC882PS

3.00 credits

This full semester seminar is taken in conjunction with the student teaching practicum. The seminar provides pedagogical and content support to enhance the field experience. With a particular emphasis on effective strategies to collaborate with families as well as processes for collaborating effectively with colleagues, this seminar provides students seeking an initial license with a reflective complement to the full-time practicum.
Prerequisite: EDC773
Co-requisite: EDC882P

3.00 credits

This is a semester-long supervised practicum experience. In this course, teacher candidates provide high quality and coherent instruction, design and administer authentic and meaningful student assessments, analyze student performance and growth data, use this data to improve instruction, provide their students with constructive feedback on an on-going basis, and continuously refine learning objectives. Candidates support the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Full-day, full-semester practicum placement is required.
Pre-requisites: EDC774, EDC775; satisfactory completion of all MTEL tests and program coordinator approval.
Co-requisite: EDC884PS

3.00 credits

This full semester seminar is taken in conjunction with the student teaching practicum. The seminar provides pedagogical and content support to enhance the field experience. With a particular emphasis on effective strategies to collaborate with families as well as processes for collaborating effectively with colleagues, this seminar provides students seeking an initial license with a reflective complement to the full-time practicum.
Pre-requisite: EDC775
Co-requisite: EDC884P or EDC885P

3.00 credits

This is a semester-long supervised practicum experience. In this course, teacher candidates provide high quality and coherent instruction, design and administer authentic and meaningful student assessments, analyze student performance and growth data, use this data to improve instruction, provide their students with constructive feedback on an on-going basis, and continuously refine learning
objectives. Candidates support the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Full-day, full-semester practicum placement is required.
Prerequisites: EDC774, EDC775; satisfactory completion of all MTEL tests and program coordinator approval. Co-requisite: EDC884PS

3.00 credits

This is a semester-long supervised practicum experience. In this course, teacher candidates provide high quality and coherent instruction, design and administer authentic and meaningful student assessments, analyze student performance and growth data, use this data to improve instruction, provide their students with constructive feedback on an on-going basis, and continuously refine learning objectives. Candidates support the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Full-day, full-semester practicum placement is required.
Pre-requisites: EDC780 or SMS780; satisfactory completion of all MTEL tests and program coordinator approval.
Co-requisite: EDC890PS

3.00 credits

This full semester seminar is taken in conjunction with the student teaching practicum. The seminar provides pedagogical and content support to enhance the field experience. With a particular emphasis on effective strategies to collaborate with families as well as processes for collaborating effectively with colleagues, this seminar provides students seeking an initial license with a reflective complement to the full-time practicum.
Pre-requisite: EDC781 or SMS781
Co-requisite: EDC890P or EDC891P

3.00 credits

This is a semester-long supervised practicum experience. In this course, teacher candidates provide high quality and coherent instruction, design and administer authentic and meaningful student assessments, analyze student performance and growth data, use this data to improve instruction, provide their students with constructive feedback on an on-going basis, and continuously refine learning
objectives. Candidates support the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Full-day, full-semester practicum placement is required.
Prerequisites: EDC780/SMS780; satisfactory completion of all MTEL tests and program coordinator approval.

3.00 credits

This is a semester-long supervised practicum experience. In this course, teacher candidates provide high quality and coherent instruction, design and administer authentic and meaningful student assessments, analyze student performance and growth data, use this data to improve instruction, provide their students with constructive feedback on an on-going basis, and continuously refine learning
objectives. Candidates support the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Full-day, full-semester practicum placement is required.
Corequisite: EDC892PS. Prerequisites: EDC782/SPN751, EDC783/SPN752; satisfactory completion of all MTEL tests and program coordinator approval.

3.00 credits

This full semester seminar is taken in conjunction with the student teaching practicum. The seminar provides pedagogical and content support to enhance the field experience. With a particular emphasis on effective strategies to collaborate with families as well as processes for collaborating effectively with colleagues, this seminar provides students seeking an initial license with a reflective complement to the full-time practicum.
Corequisite: EDC892P or EDC893P.
Prerequisite: EDC783 or SPN752

3.00 credits

In this course, students will consider the extent to which the aspirational goals of education are constrained by the social and cultural forces that hold systemic, institutional, and individual oppression in place. Specifically, students will explore historical and contemporary forms of oppression and how these dynamics manifest in communities, schools, and other educational settings resulting in unequal opportunities and inequitable outcomes for students from marginalized communities. This course provides a strong foundation in the concepts (e.g. intersectionality and positionality) and skills (e.g. the ability to recognize and respond to bias and the use of deficit-based frameworks) that are critical to developing teaching practice that is culturally sustaining and anti-racist. Not open to students who have taken EDC 405.

3.00 credits

Place-based education (PBE) is an approach that uses all aspects of the local environment as the integrating context for curricular-based cross-disciplinary teaching and learning that promotes civic engagement. This course introduces educators to PBE in partnership with a community organization that represents the cultural, natural, and/or historic resources of a particular location or region. Participants will demonstrate understanding by designing, implementing, and documenting teaching-learning projects with their students that address real-world contexts and needs. Includes site visits. The course may be repeated with new organizational partners and/or themes.

3.00 credits

Taking an interdisciplinary approach to teaching about the Holocaust and genocide, this course provides present and future teachers with conceptual and pedagogical tools to explore human behavior from historical and contemporary perspectives .. Through reading, discussion, dialogue, reflective writing and experiential activities, we will apply inquiry, analysis, interpretation and judgment to the events leading up to, including and following Holocaust and genocide. Includes resources and strategies for applying knowledge to teaching practice.

3.00 credits

This course requires student to complete 450 hours in a school setting under the supervision of a school adjustment counselor who is an appropriately certified cooperating practitioner. The instructor teaching this course will have to visit the student and do observation multiple times during the semester. Restriction: Permission of the school counseling program coordinator required. Co-requisite: EDG900S.

1.50 credits

This small group weekly seminar is based on the second half of a 450 hour, year long, supervised placement in an approved school setting. Students will participate in peer supervision, developing their counseling skills through readings, practice, reflection and feedback. Restricted admission. Permission of the School Counseling Program Coordinator required.
Prerequisite: EDG900A.

1.50 credits

Seminar participants will explore the theory and practice of school adjustment counseling as it relates to their experience in the field. Participants will reflect on their own progress and process and discuss outstanding issues as professional school based clinicians. Students will integrate their formal preparation in school based mental health into a multidimensional program of integral services. These include counseling, assessment, diagnosis, family outreach, leadership, advocacy, consultation, and collaboration.
Seminar to accompany practicum. Permission of the School Adjustment Program Coordinator Required. Corequisite: EDG900A and EDG901A, EDG900B, EDG901B and EDG901S. 1.5 Lecture hours per week.

1.50 credits

Seminar participants will explore the theory and practice of school adjustment counseling as it relates to their experience in the field. Participants will reflect on their own progress and process and discuss outstanding issues as professional school based clinicians. Students will integrate their formal preparation in school based mental health into a multidimensional program of integral services. These include counseling, assessment, diagnosis, family outreach, leadership, advocacy, consultation, and collaboration. Seminar to accompany practicum. 1.5 Lecture hours per week. Permission of the School Adjustment Program Coordinator Required.
Co-requisites: EDG900A and EDG901A, EDG900B, EDG901B, and EDG900S.

1.50 credits

A full semester classroom teaching experience in a middle or secondary setting with College supervision and occasional seminar. Students will conduct an action research project related to a current issue of curriculum and/or assessment. Designed for those students seeking professional licensure and the graduate degree, MAT in Spanish for grades five through twelve. Students must have completed the professional level education courses in the program of studies.
Prerequisites: Students must have initial licensure in Spanish and must have completed the professional level EDU courses in the MAT in Spanish (5-12) program of studies as well as Research in Teaching Spanish (5-12).

3.00 credits

Part one of the culminating experience for students seeking licensure as a principal. The practicum is at least 500 clock hours in a school setting. With the guidance of a cooperating practitioner and a field supervisor, students will observe, assist, and carry out the responsibilities of the role. Applicants for the practicum must have completed alI course and pre-practicum requirements.

1.50 credits

This seminar uses an intentional learning community model to help aspiring school leaders reflect on their pre-practicum experience, build a shared understanding of effective leadership practice, construct a professional learning community, and practice the skills of facilitative leadership. One and a half seminar hours per week.
Includes 37.5 required pre-practicum hours.

1.50 credits

A continuation of the culminating experience for students seeking licensure as a principal. The practicum is at least 500 clock hours in a school setting. With the guidance of a cooperating practitioner and a field supervisor, students will observe, assist, and carry out the full responsibilities of the role.

1.50 credits

This seminar continues to use an intentional learning community model fo help aspiring school leaders reflect on their pre-practicum experience, build a shared understanding of effective leadership practice, construct a professional learning community, and practice the skills of facilitative leadership. One and a half seminar hours per week. Includes 37.5 required pre-practicum hours.

1.50 credits

This seminar helps aspiring school leaders to reflect on their field-based practicum experiences related to: supervision and evaluation, building a shared understanding of adaptive leadership practice, constructing a professional learning community, and practicing the skills of facilitative leadership. One and a half
seminar hours per week.
Prerequisite: EDG980BS and Permission of Program Coordinator required.

1.50 credits

This culminating seminar in the school leadership program helps aspiring school leaders to reflect on their field-based practicum experiences related to: designing and supporting school-community partnerships, building a shared understanding of adaptive leadership practice, constructing a professional learning community, and practicing the skills of facilitative leadership. One and a half seminar hours per week.
Prerequisite: EDG980CS and Permission of Program Coordinator required.

1.50 credits

Course provides candidates with a structured learning environment to complete their Master's Thesis. Students work individually with faculty members to implement a research project in a P-12 classroom. Students are expected to produce a substantive research project by the end of this course. Periodic face to face meetings, both small group and individual, with substantial online work. Students are expected to have completed previous coursework in advanced research methodology.
Prerequisites: EDU738; minimum 27 credits of program completed and Program Coordinator approval.

3.00 credits

Introduces identification and characteristics of students with moderate disabilities using person-centered language. Teaches Multi-Tiered System of Supports (MTSS) screening for pre-referral and overviews Individuals with Disabilities Education Act (IDEA), Section 504, Americans with Disabilities Act (ADA), and Massachusetts law (MGL c.71B/603 CMR 28.00). Explores Universal Design for Learning (UDL), differentiation, assistive technology and augmentative and alternative communication (AT/ACC), positive behavior supports (PBS), social-emotional learning (SEL), and culturally and linguistically sustaining practices (CLSP); emphasizes collaboration. Direct observation of children in PreK-12 is required. Three lecture hours per week.

3.00 credits

This course equips PreK–12 educators to integrate low- and high-tech tools that remove learning barriers for students with disabilities. The course emphasizes practical skills: screening student needs, selecting AT/AAC solutions, embedding Accessible Educational Materials in curriculum and assessment, collaborating with families/caregivers and related service providers, and critically evaluating new technologies. Participants leave prepared to advocate for and implement evidence-based technologies that promote access, participation, and equity in inclusive classrooms.  Direct observation of PreK-12 children is required. Three lecture hours per week.

1.50 credits

This course examines current state and federal laws pertinent to the delivery of special education services. These include but are not limited to: MA Chapter 766; MA 603 state regulations; IDEA (PL 94-142- 2004); Section 504 of the Rehabilitation Act of 1973; Every Student Succeed Act (2105), the American's with Disabilities Act of 1990 (ADA) with its amendments; and, the Education Reconciliation Act of 2010. Participants will focus on understanding the historical foundations of special education to provide context for examination of current case law and how this is perceived in today's classrooms and school environments. Advocacy opportunities will be emphasized. 1.5 lecture hours.

1.50 credits

Effective classroom management and positive behavior support are essential skills for educators. This practitioner-oriented course prepares current and future education professionals to create safe, inclusive, and engaging classrooms for students with and without disabilities. Emphasis is placed on building positive teacher-student relationships, implementing proactive behavior supports, and developing reflective practices for continuous growth. Candidates explore evidence-based strategies within a Multi-Tiered System of Supports (MTSS) framework, examine the integration of social-emotional learning and behavior support, and practice effective family/caregiver communication. Direct observation of PreK-12 children is required. Three lecture hours per week.

3.00 credits

This course strengthens candidates’ understanding of the underlying causes of literacy difficulties and teaches the administration, analysis, and interpretation of both informal and formal assessments. Candidates will identify students’ learning strengths and needs, with particular attention to foundational skills in reading, such as phonological awareness, phonics, fluency, vocabulary, word analysis, spelling, comprehension, language development and writing. Curricular, cognitive, and achievement-based testing results will be examined to design and implement specific instructional recommendations in a multi-tiered system of support. Both standardized and non-standardized assessment tools in the fields of special education and literacy will be used for screening, diagnostic and progress monitoring purposes, creating goals and objectives, and designing and implementing lesson plans to best meet the needs of culturally, linguistically and academically diverse learners. Field experience required. Three lecture hours per week.
Prerequisites: EDS390, EDC415 and EDS410.

3.00 credits

In this course, candidates will investigate categories of disability within the context of the eligibility determination process. Candidates will learn consultation and collaboration skills to support and advocate for individual student learning needs and empower students with exceptionalities to advocate for appropriate accommodations, modifications, and support services. Candidates will read, write, and communicate about IEPs and transition plans, using student voice as the catalyst to identify strategies for implementing IEP and transition goals in the least restrictive environment through home-school-community partnerships. Field-based assignments are required. Three lecture hours per week.
Prerequisites EDS390, EDC415, EDS410 and EDS420.

3.00 credits

In this course, candidates will implement best practices for effective instruction that have been introduced in earlier courses. Additionally, candidates will design and modify curriculum through differentiation of content, process, product and learning environment in response to students readiness, interest and/or learning profiles. Field experience required. Three lecture hours per week.
Co/Prerequisites: EDS424 and EDS429

3.00 credits

This course will explore the growing body of literature focusing on the needs of LBGT students, faculty and staff on our college campuses. We will examine the pathways various institutions have taken to create space within the academy to address LGBT issues at times in the face of considerable resistance. These questions have implications for every aspect of campus life including faculty recruitment and retention, curriculum, student affairs, and creating a welcoming campus climate.

3.00 credits

This field placement component accompanies the content methods courses in the MED Special education program. This course provides intensive experience and guidance in the field as students learn and practice instruction across the core content areas. Students are required to be in a field placement for multiple days a week. This course is able to be retaken for a grade once.
Prerequisite: Admission into the SPED initial licensure MED program; or admission into the add-on special education licensure.

1.50 credits

This course is designed to prepare English as a Second Language (ESL) licensure candidates to plan, implement, and manage standards-based ESL, bilingual, and Sheltered English Immersion (SEI) content instruction in PreK-12 schools.  Students will apply their knowledge of evidence-based ESL practices and strategies to classrooms that serve multilingual students from diverse backgrounds across grade levels and program models.  Emphasis will be placed on developing and integrating language skills within the context of thematic units aligned to the Massachusetts curriculum frameworks.  Students will also learn to evaluate, adapt, and develop materials and assessments for multilingual students in PreK-12 contexts. Three lecture hours per week. Field-based assignments are required.  Prerequisites: ENG/EDS 770N – Culture and Context in in Teaching English to Speakers of Other Languages and ENG/EDS 792 Introduction to TESOL Methods. Not open to students who have received credit for ENG 728.

3.00 credits

This course explores the research, theory, and evidence-based practices in the literacy development of students with diverse social, cultural, linguistic, and literacy learning needs, reading difficulties, and/or disabilities. Participants will understand the role of universal screeners and more comprehensive diagnostic assessments in identifying individuals with literacy-related difficulties (e.g., dyslexia, dysgraphia, ASD, communication difficulties, etc.) and examine how these and other literacy difficulties and disabilities impact literacy development. Course content focuses on advancing participants’ skill in identifying strengths, challenges, and concurrent factors from early to more advanced language and literacy acquisition. Evidence-based assessments and instructional strategies will be used to design multi-tiered systems of support, use progress monitoring, and communicate essential information with the academic team, family, and related service providers. A total of 25 pre-practicum hours are required for participants seeking a Massachusetts Specialist Teacher of Reading license.

3.00 credits

This course will give students a solid foundation in leadership theory and to help them develop multiple frames to reflect upon and improve their practices as leaders. The course is grounded in current challenges facing higher education and the leadership skills needed from all stakeholders . Throughout the course students reflect on how their values are enacted in their day-to-day leadership decisions and practices . They also demonstrate leadership in the course itself.

3.00 credits

This field placement component accompanies EDS 792 Introduction to TESOL Methods in the graduate TESOL licensure programs. This course provides intensive experience and guidance in the field as students learn and practice instruction across the Pk-12 ESL curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 3-6 hours weekly (minimum total of 30 hours for the term). The course is graded as Pass/Fail/Marginal Pass. 1 credit.

Pre-requisite:  Admission into the MAT ESOL Licensure Track or Initial License Teaching English to Speakers of Other Languages program.

Co-requisite: EDS 792 Introduction to TESOL Methods  

1.00 credit

This field placement component accompanies EDS 728 TESOL Methods in PK-12 Schools in the graduate TESOL licensure programs. This course provides intensive experience and guidance in the field as students learn and practice instruction across the Pk-12 ESL curriculum. Candidates will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. Students must be in a field placement and acquire pre-practicum hours and field experiences at 6 hours weekly (minimum total of 60 hours for the term). The course is graded as Pass/Fail/Marginal Pass. 1 credit.

Prerequisite:  Admission into the MAT ESOL Licensure Track or Initial License Teaching English to Speakers of Other Languages program.  
Co-requisite: EDS 728 TESOL Methods in PK-12 Schools

1.00 credit

This course provides a foundation for understanding the field of Teaching English to Speakers of Other Languages (TESOL). Local, national, and international contexts are examined and used in investigating various historical and current approaches to teaching linguistically diverse learners. Topics include laws and language policies, cultural identity, language diversity, and culturally responsive and affirming teaching to forge family and/or community relations. Three lecture hours per week. Field-based assignments are required. Not open to students who have received credit for ENG 770N.

3.00 credits

This course will provide in depth analysis of the components of language:  syntax, phonetics, phonology, morphology, lexis, and semantics.  Students will apply concepts to language teaching and learning.  Three lecture hours per week. Field-based experiences required. 
Prerequisite: ENG770N /EDS770N  Not open to students who have received credit for ENG 776.

3.00 credits

This course examines the assessment of language and language proficiency for a variety of purposes including documenting the effects of instruction on student learning and using assessment to inform instruction.  Students will design performance assessments and indicators for multilingual learners  in various TESOL contexts. Students will also become familiar with a variety of language tests used across TESOL contexts and will design original assessments designed to measure student learning.  Three lecture hours per week. Field-based assignments are required.  Not open to students who received credit for ENG 778N. Prerequisite: ENG/EDS 770N – Culture and Context in Teaching English to Speakers of Other Languages  

3.00 credits

In this graduate seminar, students will, as part of a professional learning community, practice and demonstrate their ability to work collaboratively with colleagues to reflect on, give, and receive feedback on their instruction and student learning outcomes. Three lecture hours per week.

3.00 credits

This course provides an overview of the key concepts and issues relevant to the education of individuals with exceptional learning needs. Candidates will be introduced to the broad categories of students with disabilities, current theories of disability etiologies, how a learner’s environment and social context shapes their education, and research-based interventions to support learners’ social, academic, and behavioral progress. This overview will be situated in the historical foundations of special education and current state and federal laws pertaining to the education of individuals with exceptional learning needs. Field-based assignments required.

3.00 credits

This course focuses on applying theories, principles, and evidence-based methods of language acquisition and learning to the development of materials, lessons, and curricula for teaching English to speakers of other languages.  Students will cultivate skills in the design and delivery of contextualized lesson plans, develop expertise in the selection and evaluation of materials such as textbooks, computer-assisted materials, and realia, and demonstrate their understanding of critical issues in TESOL. Three lecture hours per week. Field-based assignments are required. Not open to students who have received credit for ENG 792.
Prerequisite: ENG/EDS 770N - Culture and Context in Teaching English to Speakers of Other Languages.  

3.00 credits

This course provides an overview of current research on the acquisition and learning of language and emergent bilingualism including linguistic, cognitive, socio-emotional, and cultural factors.  Students will investigate the process of language acquisition and learning through an in-depth case study of a multilingual learner. Three lecture hours per week. Field-based assignments are required. Prerequisite: ENG 770N/EDS 770N

3.00 credits

A 150 hour supervised student teaching experience in teaching multilingual learners in a Sheltered English Immersion (SEI), bilingual/dual language, or English as a Second Language (ESL) classroom. Practicum students are supported by a supervising practitioner at their school site and a Salem State University faculty supervisor as they develop their professional knowledge and skills in teaching multilingual learners. Designed to meet Massachusetts DESE guidelines for licensed teachers seeking an additional teacher educator license in ESL. 
Co-requisites: EDS 779

1.50 credits

A 50-hour supervised field experience in varied TESOL contexts. Students will be placed, and supported by supervising practitioners in a language teaching agency, school, after-school, postsecondary, online, or community-based program. Students develop the professional knowledge and skills in English language teaching (ELT) that include, but are not limited to, the development of original unit plans or lesson plans, ELT program management, curriculum design, and material development appropriate for the context in which they are placed.

3.00 credits

A 300 hour supervised student teaching experience in teaching multilingual learners in a Sheltered English Immersion (SEI), bilingual/dual language, or English as a Second Language (ESL) classroom. Practicum students are supported by a supervising practitioner at their school site and a Salem State University faculty supervisor as they develop their professional knowledge and skills in teaching multilingual learners. Designed to meet Massachusetts DESE guidelines for seeking an initial teacher educator license in ESL. 
Co-requisite: EDS779 Seminar in TESOL. 

3.00 credits

This course examines the theories and principles of learning to read and write in two and/or more additional language(s) and the relationship of vocabulary in the teaching and learning of these skills. The major focus is on practical approaches to teaching reading, writing, and vocabulary skills across TESOL and bilingual education contexts. Students will develop an original portfolio of literacy-based instructional materials--including the use of technology--appropriate for their desired TESOL context. Three lecture hours per week. Field-based assignments are required. Prerequisite: ENG/EDS770N Culture and Context in Teaching English to Speakers of Other Languages
Prerequisite: ENG 770N or EDS770N

3.00 credits

This course will provide students with a background in specific kinds of adaptive, assistive and augmentative technologies that enhance the teaching and learning of students with disabilities. Topics will be based on the MA DESE Assistive Technology Guide. The course will guide students in researching, choosing, advising, and supporting the use of technology for the entire range of needs of students, from simple differentiation to serious mobility and sensory issues. Field experience required.

1.50 credits

This course examines current state and federal laws pertinent to the delivery of special education services. These include but are not limited to: MA Chapter 766; MA 603 state regulations; IDEA (PL 94-142- 2004); Section 504 of the Rehabilitation Act of 1973; Every Student Succeed Act (2105), the Americans with Disabilities Act of 1990 (ADA) with its amendments; and, the Education Reconciliation Act of 2010. Participants will focus on understanding the historical foundations of special education to provide context for examination of current case law and how this is perceived in today's classrooms and school environments. Advocacy opportunities will be emphasized. One lecture hour
per week.

1.50 credits

This course strengthens candidates’ understanding of the underlying causes of literacy difficulties and teaches the administration, analysis, and interpretation of informal and formal assessments. Candidates will identify students’ learning strengths and needs, with particular attention to foundational skills in reading, such as phonological awareness, phonics, fluency, vocabulary, word analysis, spelling, comprehension, language development, and writing. Curricular, cognitive, and achievement-based testing results will be examined to design and implement specific instructional recommendations in a multi-tiered system of support. Standardized and non-standardized assessment tools in the fields of special education and literacy will be used for screening, diagnostic, and progress monitoring purposes, creating goals and objectives, and designing and implementing universally designed lesson plans to best meet the needs of culturally, linguistically and academically diverse learners. Field experience required.
Prerequisite: EDU725 or EDU814.

3.00 credits

As teachers, we often focus exclusively on the needs of the particular students in our classrooms. However, to fully meet the needs of these students, teachers must understand the complex educational context within which they work. This course introduces students to the educational policies and reforms that inevitable shape their work in schools and classrooms. Participants in this course will become active consumers of educational research and policy documents, will learn how to read, write, and teach like an advocate, and will learn how to identify and begin to answer questions about classroom practice using research and policy guides. Students will build an understanding of how classrooms and schools are situated within larger districts that, in turn, are influenced by state and federal policies. They will explore ways in which they can act as change agents within schools or larger educational contexts through the use or careful critique of policy and research, all on behalf of the students in their classroom and schools. Three lecture hours per week.

3.00 credits

In this course, candidates will investigate categories of disability within the context of the eligibility determination process. Candidates will learn consultation and collaboration skills to support and advocate for individual student learning needs and empower students with exceptionalities to advocate for appropriate accommodations, modifications, and support services. Candidates will read, write, and communicate about IEPs and transition plans, using student voice as the catalyst to identify strategies for implementing IEP and transition goals in the least restrictive environment through home-school-community partnerships. Field-based assignments are required.
Prerequisites: EDS790, EDU990E

3.00 credits

This course will enable students to systematically understand and examine data related to instruction in early childhood, elementary, secondary, or specialist subject matter content areas generated by various student work assignments and assessments. Discussions and course experiences will help students develop strategies for using these various forms of data in order to carefully plan pedagogy focused on data-determined student needs. Additionally, students will learn about how teams of educators can work together to develop assessments, examine data, and determine student needs in order to ultimately hone pedagogy across their content areas and to improve student learning.

3.00 credits

This course provides working professionals and families an overview of the characteristics, strengths and challenges of children identified with an Autism Spectrum Disorder (ASD). Topics will include: historical background, medical diagnostic criteria, theories (medical, neurodevelopmental, biological, and environmental) in etiology, eligibility for special education services, and first-person accounts of individuals with ASD. Field hours required; 35 field-hours are
needed for endorsement. Three lecture hours per week.

3.00 credits

This course looks at interventions used with individuals with autism. Students will critically analyze diagnostic assessments specific to ASD. Students will understand and use appropriate culturally-relevant formative and summative assessments to inform instruction and monitor individual student progress. Students will use peer-reviewed research to identify best practices for addressing environmental, academic, transition and employment needs. All of this knowledge will be applied as students create an Individualized Education Program (IEP) that
showcases best practices associated with ASD. Field hours required; 40 field-hours are needed for endorsement. Three lecture hours per week.

3.00 credits

This course will look at communication skills, social skills, and behavioral interventions used with individuals with autism. It will look at typical and atypical patterns in communication and social development. Supportive technology, including appropriate use of augmentative and alternative communication, will be
applied across environments. Co-morbidity of sensory-processing disorders and behavior manifestations will be addressed through appropriate environmental modifications, collaborative decisions from related-service providers, and the creation of behavior intervention plans. Field hours required; 40 field-hours are needed for endorsement. Three lecture hours per week.

3.00 credits

This course provides working professionals an opportunity to explore and understand the profound impact on the family when a child is identified with an Autism Spectrum Disorder (ASD), Stages of acceptance and the impact on siblings will be addressed. In this course, students will also examine federal and state legislation specific to ASD, and keep families informed about such legislation. Avenues for collaboration and advocacy will be emphasized. Field hours required; 35 field-hours are needed for endorsement. Three lecture hours per week.

3.00 credits

This course examines the theory and practice of grammar instruction in TESOL contexts. Students will apply the study of grammatical forms and structures of English to teaching English in various TESOL contexts. Students will develop original lesson plans that incorporate grammar instruction and technology into a standards-based framework. Three lecture hours per week. Field-based assignments are required. Not open to students who have received credit for ENG 859.

3.00 credits

This course will prepare stThis course will prepare students with knowledge and skills to more effectively implement sheltered English immersion instruction to Multilingual Learners of English (MLEs). Students will develop strategies and approaches that help MLEs at varying stages of proficiency to acquire English language skills while meeting content-area standards. This course is designed to meet the requirements of the Sheltered English Immersion endorsement course as described by the MA Department of Elementary and Secondary Education. Topics include second language acquisition, linguistic awareness, sheltered English instruction, the WIDA English Language Standards and Assessment, differentiated instruction, socio-cultural factors affecting language acquisition, and family and community engagement. A 10-hour preK-12 site experience focused on Multilingual Learners of English is required. 

Prerequisite: EDC710, EDU737, or equivalent (or permission of the department chairperson)

3.00 credits

This course is designed to provide opportunities for teacher candidates to reflect on the use of effective strategies and techniques related to sheltered content instruction in support of their practicum experience. The course aims to provide the spiraling of sheltered English immersion (SEI) knowledge and skills necessary for teacher candidates to actively practice and demonstrate their competency in teaching and supporting English learners (ELs) at varying levels of English proficiency. In particular, teacher candidates will apply and reflect on a range of approaches and considerations for effectively meeting the social, emotional, and academic needs of ELs. One lecture hour per week.
Co-requisite: Enrollment in practicum

1.00 credit

In this course, candidates will implement best practices for effective instruction introduced in earlier courses. Additionally, candidates will design and modify the curriculum through differentiation of content, process, product, and learning environment in response to students' readiness, interest and/or learning profiles.

3.00 credits

This is the field placement component portion of a semester-long practicum teaching experience in a special education setting. In this course, teacher candidates provide high quality and coherent instruction, design and administer authentic and meaningful student assessments, analyze student performance and growth data, use this data to improve instruction, provide their students with constructive feedback on an on-going basis, and continuously refine learning objectives. Candidates support the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Full-day, full-semester field placement is required. The 1.5 credit course requires 150 hours and previous work experience as a classroom teacher.
Prerequisites: EDS891 or EDS491: Materials and Methods in Special Education.
Co-requisites: EDS959S Practicum Seminar in Special Education.

1.50 - 3.00 credits

This full semester seminar is taken in conjunction with the special education practicum. The seminar provides pedagogical and content support to enhance the field experience. With a particular emphasis on effective strategies to collaborate with families as well as processes for collaborating effectively with colleagues, this seminar provides students seeking an initial license with a reflective complement to the full-time practicum.
Prerequisites: EDS491 or EDS891 Methods and Materials in Special Education.
Corequisite: EDS959P Practicum/Internship in Moderate Special Needs.

3.00 credits

This seminar is designed to promote the integration of the core curriculum and practitioner experiences of the masters degree program in HESA and to prepare students for their transition to professional positions within student affairs upon graduation.
Prerequisites: EDU719, EDU723, EDU773, and EDU811. Requires permission of Program Coordinator.

3.00 credits

This course provides an in-depth examination of an important topic related to the study of higher education and/or the student affairs profession. The specific content of the course will be designated by the instructor(s). Instruction may take the form of seminars r institutes. The course may be repeated once for credit with a different topic. Three lecture hours per week.

3.00 credits

This course provides an overview of contemporary approaches to early childhood education (ECE). Topics include findings from developmental science that inform early instruction, ways to partner with families in children's learning, prominent models of ECE curriculum, and instructional strategies that effectively promote children's learning and development. Required of students enrolled in the B.S. in Early Education and Care. Field-based assignments are required.

3.00 credits

This course focuses on how to teach young children responsively by engaging in a continuous cycle of intentional teaching that includes planning and implementing curriculum based on relevant standards; observing and assessing children's performance; and reflecting on assessment-based data to plan further instruction. Students will learn how to implement a variety of assessment tools and observational techniques; develop differentiated lesson plans and coherent thematic units; use a variety of questioning techniques that promote engagement and learning; and partner with families in children's learning. Field-based assignments are required. Required of students enrolled in the B.S. in Early Education and Care.

3.00 credits

This introductory course focuses on language and literacy development for culturally and linguistically diverse children from birth through age eight. Emergent literacy including oral language, phonemic awareness and concepts of print, will be explored. The processes involved in language and literacy development of a first or second language learner, including the role of play, will be emphasized. In addition, students will learn to collaborate with families and use children's literature technology, and play materials in support of children's literacy and language development. Three lecture hours per week. Required of students with a concentration in Early Education and Care. Field-assignments required.
Prerequisite: EEC105

3.00 credits

This field placement component accompanies the content methods courses in the Early Education and Care (EEC) programs. This course provides intensive experience and guidance in the field as students learn and practice instruction across the core content areas of the early education and care curriculum. Students are required to be in a field placement for multiple days a week. Students will receive at least one formal observation with pre- and post-conferences by their faculty supervisor. The course is graded as Pass/Fail/Marginal Pass. 1.5 credits
Prerequisites: Admission into the pre-practicum in the EEC program.
Co-requisites: EEC301

1.50 credits

This course is designed for candidates who work with children aged 0-8. This course engages candidates in practicing evidence-based, best practice instructional methods for teaching culturally sustaining social studies in preschool settings. Candidates will work toward gaining knowledge and skills needed to design standards-based, developmentally, culturally, and linguistically appropriate, inquiry and play-based, inclusive learning experiences and assessments. Candidates will learn how to integrate antiracist, anti biased social studies content across curriculum. Three lecture hours per week. Field-based assignments are required.
Prerequisite: EEC105; Permission of the Department Chairperson.
Co-requisite: EEC300 & EEC303

3.00 credits

This course is designed for candidates who work with children aged 0-8. The course focuses on instructional methods for facilitating exploration of concepts in Science, Technology, Engineering, Arts, and Mathematics (STEAM) in a hands-on and developmentally, culturally, and linguistically appropriate manner. Candidates will learn to design and implement developmentally-appropriate, inquiry and play-based, standards-based learning experiences and assessments. The course consists of three lecture hours per week, and field-based assignments are a mandatory part of the curriculum.
Prerequisite: EEC105; permission of the Department Chairperson.
Co-requisite: EEC300 & EEC303

3.00 credits

This course is designed for candidates who work with children aged 0-8. This course introduces to candidates to instructional methods of emergent literacy learning in culturally and linguistically diverse early childhood settings and working with young children with exceptional learning needs. Candidates learn to design, facilitate, and implement instruction that incorporates evidence-based strategies, and supports literacy (reading, writing) and language development (speaking, listening, vocabulary) as addressed in the MA Curriculum Framework for English Language Arts and Literacy (Department of Education, 2017). The essential role of literacy and its relationship to other curriculum areas and social emotional learning is explored. Using literacy assessment to inform and differentiate instruction is discussed. Candidates critically evaluate digital and print instructional materials and assessments with attention to social justice, anti-bias, CRT, and UDL practices for use with young children. Field-based assignments are required.
Prerequisite: EEC105; Permission of the Department Chairperson.
Co-requisite: EEC300 & EEC301

3.00 credits

This course explores infant and toddler development from conception to 36 months. This course explores the commonality, individuality, and context of infant and toddler development across all developmental domains (communication, motor, cognition, social emotional and adaptive/self-help) and the impact of child/caregiver relationships and interactions on that development. Students in this course will practice using a culturally responsive lens when observing, assessing, and discussing the development of children with diverse cultural and linguistic backgrounds. This course overviews and examines programs that serve infants and toddlers (including Early Head Start, childcare, early intervention, and other home visiting programs). This course is open to anyone interested in infant/toddler development and required for students in the EEC early intervention pathway. This course is under consideration to meet state requirements for EEC and EI certifications. Three lecture hours per week. Field-based assignments may be required.

3.00 credits

Early educators will learn how to support dual language learners in early childhood. Through in-depth written projects, field-based observations and classroom activities and discussions, students will develop the capacity to effectively communicate with linguistically and culturally diverse families, support dual language development, assess the learning needs of young children who are still learning English, and design developmentally appropriate instruction that promotes dual language and literacy development. Strategies for communicating and collaborating with limited or non-English speaking families and for supporting children's home languages will also be addressed. Three lecture hours per week. Field-based assignments are required.
Prerequisites: EDC115 or EEC105, and ENL110 (or equivalent).

3.00 credits

This course fulfills these general education curriculum requirements: Written Communication-Level II

This course explores historical and current trends and issues in early childhood education, multilingual development, early childhood special education, and developmentally, culturally, and linguistically responsive teaching with an emphasis on anti-bias education, an approach to early childhood education that focuses on respecting and embracing differences and acting against bias and unfairness and universal design for learning principles. Students will also explore the historical role of social advocacy with a focus on how to develop their own advocacy skills. The importance of collaboration and consultation with other professionals and staff in early childhood education will also be explored. Three lecture hours per week. Field-based assignments are required.

3.00 credits

TThis course provides students with a working knowledge of the early intervention (EI) systems and federal child and family outcomes and the skills needed to work effectively with families with infants and toddlers who have or are at risk for developmental delays. This course will explore current best practices for supporting families including foundational content related to caregiver coaching and adult learning theory and strategies. Students will practice culturally responsive EI methods that create and sustain collaborative family partnerships. This course is open to all students interested in Part C/early intervention programs and/or early childhood home visiting programs. Three lecture hours per week. Field-based assignments may be required.

3.00 credits

This course focuses on developing an understanding of strategies to engage in socially-just partnerships with families across early childhood contexts including preschools, childcare settings, Part C/early intervention, and other home visiting programs. Students will challenge the ways in which dominant White, middle-class and heteronormative American ideologies about family structure and child-rearing practices, including language and literacy practices, influence educational policy, including special education law, and federal and state early childhood programs (Head Start and Early Head Start, early intervention). Students will investigate power dynamics inherent in family/practitioner relationships and the potential for those power dynamics to result in deficit-based, oppressive family engagement practices. Family-Centered Practice will be offered as a practice modality to assist students in avoiding oppressive family engagement practices. This course is open to all students and required for students in the Early Education and Care major. Three lecture hours per week.

3.00 credits

This course fulfills these general education curriculum requirements: Diversity, Power Dyn, Soc Just

This course examines the impact of trauma on young children’s development and highlights the use of high-quality social-emotional practices to understand the root causes of children’s challenging behaviors. Participants will learn to recognize signs of trauma and the importance of responsive interactions, such as building trust and fostering meaningful connections with children. The course also focuses on creating nurturing learning environments that support social-emotional growth and self-regulation. Emphasis is placed on cultivating safe, inclusive spaces that incorporate anti-bias practices, respect children’s diverse cultural and linguistic backgrounds, and prevent and address challenging behaviors. Additionally, participants will explore trauma-informed behavior support plans, strategies to teach children skills to replace challenging behaviors, and collaborative approaches to work with families in supporting the development and use of these skills. Three lecture hours per week. Prerequisites: Child growth (or equivalent) and/or EDC405 or EEC312 or permission.

3.00 credits

This course examines the impact of media and technologies on children’s learning and the implications such tools present in early childhood education. Students will develop a clearer understanding of how technologies and screen time impact children’s development. It explores historical perspectives of technologies, educational technologies, developmentally, culturally, and linguistically appropriate teaching with technologies, technologies for collaborating with families, media and technology for social justice and inclusion. Three-lecture hours per week. Field-based assignments are required. Not open to students that have completed EEC 204.

3.00 credits

This course explores a critical issue and/or controversy debated in Early Childhood Education (ECE). to policy and advocacy. Each offering of the course will focus on a specific topic, which might change based on what's currently debated in the field, new trends, or the interests of the students and instructor Participants examine issues and controversies from multiple perspectives using a wide range of sources to understand the complexity of the issues and the current tensions in the field. Lastly,  this course will provide participants with strategies for addressing the tension in the field and support the development of skills needed to critique ideas and issues surrounding early education. No prerequisite required. Three lecture hours per week.

3.00 credits

This course focuses on organizing childcare practices, building administration skills, budgeting and planning programs, and hiring and training staff. Participants examine national, state, and local standards as well as the NAEYC Advancing Equity position statement to support equitable access to high-quality childcare and out-of-school time programs.  Strategies for creating a positive program climate will be emphasized throughout. The NAEYC Code of Ethics is also used to analyze and discuss professional ethical dilemmas. This course meets the Daycare Administration requirements for the Massachusetts Department of Early Education Director I certification.   Field-based assignments required. Three-lecture hours per week.

3.00 credits

This is the field placement component of a semester-long field experience in an early childhood setting. This course provides intensive guidance in planning, implementing, and assessing learning experiences for young children. This practicum requires spending a minimum of twelve hours weekly in a preschool classroom with a minimum of 150 hours throughout the whole semester. Restricted admission.
Prerequisite: EEC303.
Co-requisite: EEC401S.

3.00 credits

This is the seminar portion of a semester-long field experience in an early childhood setting. This course provides intensive guidance in planning, implementing, and assessing learning experiences for young children. This practicum requires spending a minimum of twelve hours weekly in a preschool classroom with a minimum of 150 hours throughout the whole semester. Admission into any practicum course has departmental requirements, which are listed in the department's entry in the catalog.
Prerequisite: EEC 303.
Co-requisite: EEC 401 or permission of the Department Chairperson.

3.00 credits

In this culminating seminar in Early Education and Care, students will enhance their skills and knowledge in the discipline by analyzing, synthesizing, and reflecting upon what they have learned about assessment, research, policy and practice. Particular emphasis will be placed on communicating with and advocating for children and families.
Prerequisite: EEC401 or EEC402.

3.00 credits

This course fulfills these general education curriculum requirements: Written Commun-Level III

This course examines the impact of media and technologies on children's learning and the implications such tools present in early childhood education. Students will develop a clearer understanding of how technologies and screen time impact children's development. It explores historical perspectives of technologies, educational technologies, developmentally, culturally, and linguistically appropriate teaching with technologies, technologies for collaborating with families, media and technology for social justice and inclusion. Three-lecture hours per week. Field-based assignments are required.

3.00 credits

Early educators will learn how to support dual language learners in early childhood settings. Through multiple activities, students will learn to effectively communicate with linguistically and culturally diverse families, support dual language development, assess children's learning needs, and design developmentally appropriate instruction that promotes dual language and literacy development. Strategies for communicating and collaborating with limited or non-English speaking families and for supporting children's home languages will also be addressed. Includes 15 hours of field-based assignments.

3.00 credits

This course explores historical and current trends and issues in early childhood education, multilingual development, early childhood special education, and developmentally, culturally, and linguistically responsive teaching with an emphasis on anti-bias education, an approach to early childhood education that focuses on respecting and embracing differences and acting against bias and unfairness and universal design for learning principles. Three-lecture hours per week. Field-based assignments are required.

3.00 credits

This course provides knowledge and skills needed to provide early intervention (EI) services for families with infants and toddlers who have or are at risk for developmental delays. This includes a foundational understanding of the federal outcomes, coaching, and adult learning. This course explores current best practices including those for collaborating with culturally and linguistically diverse families. Students will practice culturally responsive EI methods. Three lecture hours. Field-based assignments may be required.

3.00 credits

This course examines the impact of trauma on young children’s development and highlights the use of high-quality social-emotional practices to understand the root causes of children’s challenging behaviors. Participants will learn to recognize signs of trauma and the importance of responsive interactions, such as building trust and fostering meaningful connections with children. The course also focuses on creating nurturing learning environments that support social-emotional growth and self-regulation. Emphasis is placed on cultivating safe, inclusive spaces that incorporate anti-bias practices, respect children’s diverse cultural and linguistic backgrounds, and prevent and address challenging behaviors. Additionally, participants will explore trauma-informed behavior support plans, strategies to teach children skills to replace challenging behaviors, and collaborative approaches to work with families in supporting the development and use of these skills.

3.00 credits

This course explores a critical issue and/or controversy debated in Early Childhood Education (ECE). to policy and advocacy. Each offering of the course will focus on a specific topic, which might change based on what's currently debated in the field, new trends, or the interests of the students and instructor Participants examine issues and controversies from multiple perspectives using a wide range of sources to understand the complexity of the issues and the current tensions in the field. Lastly,  this course will provide participants with strategies for addressing the tension in the field and support the development of skills needed to critique ideas and issues surrounding early education. May be repeated, with a different topic, for up to six credits.

3.00 credits

This course will focus on organizing childcare practices, building administration skills, budgeting and planning programs, and hiring and training staff. It examines national, state, and local standards to assure quality of childcare. The NAEYC code of ethics is used to analyze and resolve professional ethical dilemmas. Three-lecture hours per week. This is a required course for students in EEC administration or Advanced topics pathways and satisfies the MA Department of Early Education requirements for teacher- director.

3.00 credits