EDUC: Education

EDUC 6005  US Schools in Social Context  (3 Credits)  

This course critically examines the philosophical, historic, social and legal foundations of education, as well as contemporary structures, functions and issues in American educational systems. Topics include: broad historical and social contexts within which American schools developed; present and historical relationships between schools and communities; diversity, equity, individuality and schooling; schooling and democracy/citizenship; social structures and cultures of schools; teachers as members of learning communities; computer use in schools; rights and responsibilities of education stakeholders; and contemporary debates and alternative visions of schooling. Students complete at least 12.5 hours observing or participating in school and community-based experiences in settings where their schools are located. Individuals registering for this course will do so by location. This course includes online work with some scheduled face-to-face meetings held at Empire State College centers in Western NY (Rochester or Buffalo), Syracuse, Latham ,and New York City (Manhattan). This course was previously EDU-660515.

EDUC 6010  Middle Childhood & Adolescent Development  (3 Credits)  

This course explores theories/research related to middle child and adolescent development and educational psychology within the contexts of families, cultures, communities and schools. The course will focus on physical, cognitive, social and emotional development; theories of learning and teaching; genetic and environmental factors affecting development; individual differences in abilities and developmental patterns; developmental issues and learning needs of students with special needs; and best practices for teaching, assessment, and creating a positive and motivating learning environment. MAT students (who are seeking certification) will be required to complete content specific classroom observation hours with a certified teacher for this course. This course was previously EDU-660511.

EDUC 6015  Exceptionalities: Individualizing Learning  (3 Credits)  

This course provides an overview of theories and research about students with special needs and a range of exceptionalities, as well as issues and strategies in developing educational programs and adapting instruction to meet the needs of all students. Students develop awareness of and sensitivity to individual differences and learn how to individualize instruction in the context of their certification areas. Topics include: physical, emotional and learning disabilities; gifted and talented students; gifted and talented students and computers; individualizing instruction for all students; uses of assistive and adaptive technologies and computers to meet special needs; inclusion; and assessing behavior problems and planning, implementing, and evaluating interventions. Students complete at least 12.5 hours in a middle or high school classroom (appropriate to the certification area) working with a certified special education teacher to explore the application of what they are studying to a classroom setting. This course was previously EDU-660514.

EDUC 6020  Teaching & Learning: English  (3 Credits)  

This course examines the complex relationship between teaching and learning in middle and high school; relationships between various teaching strategies and students’ learning styles and needs; different teaching strategies that work with children of different ages; and relationships between students’ assumptions, beliefs and attitudes and their own teaching styles. The study of teaching methods and preparation of microteaching sessions are related to secondary English language arts instruction.. Topics include: theories and research related to teaching and learning; general teaching methods and materials, and developing instructional objectives; advantages and disadvantages of various teaching methodologies; instructional and behavioral components of classroom management; techniques of self assessment and assessment of student learning; and uses of technology to enhance learning, and the cognitive and social aspects of technology mediated learning. This class has four synchronous, face-to-face classes held at local college facilities. This course was previously EDU-660506.

EDUC 6025  Teaching & Learning: LOTE  (3 Credits)  

This course examines the complex relationship between teaching and learning in middle and high school; relationships between various teaching strategies and students’ learning styles and needs; different teaching strategies that work with children of different ages; and relationships between students’ assumptions, beliefs and attitudes and their own teaching styles. The study of teaching methods and microteaching sessions is related to the student’s area of certification in middle and high school. Topics include: theories and research related to teaching and learning; general teaching methods and materials, and developing instructional objectives; advantages and disadvantages of various teaching methodologies; instructional and behavioral components of classroom management; techniques of self assessment and assessment of student learning; and uses of technology to enhance learning, and the cognitive and social aspects of technology mediated learning. This class has four synchronous, face-to-face classes held at local college facilities This course was previously EDU-660509.

EDUC 6030  Teaching & Learning: Math  (3 Credits)  

This course examines the complex relationship between teaching and learning in middle and high school; relationships between various teaching strategies and students’ learning styles and needs; different teaching strategies that work with children of different ages; and relationships between students’ assumptions, beliefs and attitudes and their own teaching styles. Topics include: theories and research related to teaching and learning; general teaching methods and materials, and developing instructional objectives; advantages and disadvantages of various teaching methodologies; instructional and behavioral components of classroom management; techniques of self assessment and assessment of student learning; and uses of technology to enhance learning, and the cognitive and social aspects of technology mediated learning. This class has four synchronous, face-to-face classes held at local college facilities This course was previously EDU-660507.

EDUC 6035  Teaching & Learning: Science  (3 Credits)  

This course prepares students for the rigors of teaching science in the era of reform-based education. This course integrates best practice science education, applied educational psychology, use of data probes and 21st century technologies, inclusion of science literacy, and ongoing interactions with course participants. The course prepares participants to create effective inquiry-based lessons within the NYS Core Curriculum, using understandings gained from textbooks, readings, the Framework for K-12 Science Education and from joining the National Science Teacher Association. Participants will also study how to prepare students for the NYS Regents. Lessons will be submitted within a framework aligned with edTPA. The online portion of the course contains both synchronous and asynchronous components and the regional portion include micro teaching activities. A computer with graphic-capability and high-speed internet and a video-capture device are required; data probes must be purchased. This class has four synchronous, face-to-face classes held at local college facilities This course was previously EDU-660508.

EDUC 6040  Teaching & Learning: Social Studies  (3 Credits)  

This course examines the complex relationship between teaching and learning in middle and high school; relationships between various teaching strategies and students’ learning styles and needs; different teaching strategies that work with children of different ages; and relationships between students’ assumptions, beliefs and attitudes and their own teaching styles. The study of teaching methods and preparation of microteaching sessions are related to secondary social studies. Topics include: theories and research related to teaching and learning; general teaching methods and materials, and developing instructional objectives; advantages and disadvantages of various teaching methodologies; instructional and behavioral components of classroom management; techniques of self assessment and assessment of student learning; and uses of technology to enhance learning, including computers as an interactive medium and as a tool, and the cognitive and social aspects of technology mediated learning. This class has four synchronous, face-to-face classes held at local college facilities. This course was previously EDU-660510.

EDUC 6045  Teaching Diverse Learners  (3 Credits)  

This course addresses diversity in contemporary schools, the ways children and families from various cultures are affected by and affect schools, and the role of the teacher and the curriculum in creating open and safe classroom environments conducive to learning. Students understand how to adapt instruction to the needs of diverse learners. Topics include: cultural, ethnic, racial and diversity issues in education; socioeconomic diversity; teacher cultural bias, attitudes and related behaviors; exploration of social identity; deculturalization and the history of education on dominated cultural groups; curriculum and instruction for the diverse student; gender equity, gender and sexuality; gender bias, caring teaching skills; classroom management; various culturally responsive teaching methods, and the impact of bullying on academic achievement on targeted populations. Additionally, students will reexamine ways to foster family and school community partnerships. This course includes webinars, online work with some scheduled face-to-face meetings for micro-teachings held at designated ESC locations. This course was previously EDU-660512.

EDUC 6050  Content Area Study: English  (3 Credits)  

This course focuses on literacy and literature in the intermediate and secondary English language arts classroom. A variety of texts and text types will be read and discussed. Different ways of organizing a literature-based curriculum, engaging students, addressing censorship, and reading through different critical lenses will be explored. Reading, writing, speaking, listening, and performing are aspects of literacy students will consider for inclusion in units of study grounded in literature.

EDUC 6055  Content Area Study: Spanish  (3 Credits)  

An array of content area topics will be available to enable candidates to strengthen their content area background. While learning new content, students will develop lessons, teaching methods and materials for use with their own pupils. Students are encouraged to link their content across disciplines. This course is fully online. This course was previously EDU-660528.

EDUC 6060  Content Area Study: Math  (3 Credits)  

An array of content area topics in grades 7-12 mathematics will be explored to enable students to strengthen their content area background. While learning new content, students will develop lessons, teaching methods and materials for use with their own pupils. Students are encouraged to link their content across disciplines. The National Council of Teachers of Mathematics (NCTM) six principles for school mathematics will form the foundation of this course with specific attention given to the NCTM content and process standards. In addition the Common Core (CC) learning standards will be used to inform students. This course is fully online. This course was previously EDU-660526.

EDUC 6065  Content Area Study: Science  (3 Credits)  

In this online course, science and STEM teachers and educators begin with an opportunity to deepen their understanding of a concept or application (approved by the instructor) within the standards-area relevant to their educational environment. Their science study is then posted for instructor assessment and peer review. The latter portion of the class consists of a team-developed science project that could be shared with other schools or science organizations. Although the teams develop their own project area, participants are given framing guidelines for the type of projects, the student and teacher resources, and the educational/scientific extensions that can support the project and justify its instructional design. Guidelines also structure and evaluate the participation of individuals and of team members. The intention is that these science projects could be extended to other schools through 21st century technologies (tutorials provided). Both synchronous and asynchronous interactions will be required throughout the course

EDUC 6070  Content Area Study: Social Studies  (3 Credits)  

An array of content area topics will be available to enable candidates to strengthen their content area background. While learning new content, students will develop lessons, teaching methods and materials for use with their own pupils. Students are encouraged to link their content across disciplines. This course is fully online. This course was previously EDU-660530.

EDUC 6100  Teaching and Curriculum: English  (3 Credits)  

This course examines research-based approaches to middle and high school curriculum development in the area of English language arts. Students will consider the relationships between curriculum and classroom management and the relationship between the curriculum and students’ individual differences and capabilities. Students learn how to use their content knowledge to develop instructional objectives and to develop or adapt instructional materials appropriate to the middle and high school grade levels they are teaching. Students learn how to use technology for both instruction and information management, and to identify, use, and evaluate technologies appropriate to the ELA classroom. The culminating course assignment is to design a four to six week unit plan that aligns with ELA edTPA, and MAT program outcomes. Pre-Requisite: EDUC-6020 This course was previously EDU-660516.

EDUC 6105  Teaching and Curriculum: LOTE  (3 Credits)  

This course examines research-based approaches to middle and high school curriculum development, the relationships between curriculum and classroom management, and the relationship between the curriculum and students’ individual differences and capabilities. Students learn how to use their subject matter knowledge to develop instructional objectives, and to develop or adapt instructional materials appropriate to the middle and high school grade levels they are teaching. Students learn how to use technology for both instruction and information management, and to identify use and evaluate technologies appropriate to the subjects and levels taught. The study of curriculum is related to the students’ areas of certification. Topics include: research and theories related to curriculum and instructional strategies; curriculum construction, development of instructional objectives and materials, lesson planning and presentation; pupil evaluation; and technology mediated methods and materials. Pre-Requisite: EDUC-6025 This course was previously EDU-660519.

EDUC 6110  Teaching and Curriculum: Math  (3 Credits)  

This course examines research-based approaches to middle and high school curriculum development, the relationships between curriculum and classroom management, and the relationship between the curriculum and students’ individual differences and capabilities. Students learn how to use their subject matter knowledge to develop instructional objectives, and to develop or adapt instructional materials appropriate to the middle and high school grade levels they are teaching. Students learn how to use technology for both instruction and information management, and to identify use and evaluate technologies appropriate to the subjects and levels taught. The study of curriculum is related to the students’ areas of certification. Topics include: research and theories related to curriculum and instructional strategies; curriculum construction, development of instructional objectives and materials, lesson planning and presentation; pupil evaluation; and technology mediated methods and materials. Pre-Requisite: EDUC-6030 This course was previously EDU-660517.

EDUC 6115  Teaching and Curriculum: Science  (3 Credits)  

This advanced science education course builds upon the participant’s prior learning in Teaching and Learning or instructor-approved equivalent. Extending the best-practice science from earlier coursework with science literacy components, inquiry-based laboratory and lecture activities, use of data probes and spreadsheets, and participation in NSTA, the participants now plan and then implement their lessons in their own classroom, reflecting on student learning and achievement. Planning over monthly and yearly time frames, examination of actual classroom activities with groups and with technologies, and preparation for high-stakes tests is addressed as well. Instructional practices are aligned with the NYS Core Curriculum, taking their strategic focus from the Framework for K-12 Science Education. The reporting and commentary requirements for edTPA are integrated into the course . Within this 100% online course, participants will meet both synchronously and asynchronously. Participants not currently in classrooms will sharing learning practices with those teaching. Pre-Requisite: EDUC-6035 This course was previously EDU-660518.

EDUC 6120  Teaching and Curriculum: Social Studies  (3 Credits)  

This course examines research-based approaches to middle and high school curriculum development, the relationships between curriculum and classroom management, and the relationship between the curriculum and students’ individual differences and capabilities. Students learn how to use their subject matter knowledge to develop instructional objectives, and to develop or adapt instructional materials appropriate to the middle and high school grade levels they are teaching. Students learn how to use technology for both instruction and information management, and to identify use and evaluate technologies appropriate to the subjects and levels taught. The study of curriculum is related to the students’ areas of certification. Topics include: research and theories related to curriculum and instructional strategies; curriculum construction, development of instructional objectives and materials, lesson planning and presentation; pupil evaluation; and technology mediated methods and materials. Pre-Requisite: EDUC-6040 This course was previously EDU-660520.

EDUC 6122  Teaching and Curriculum: Agricultural Education  (3 Credits)  

This course is designed to help you build your skills in regards to curriculum and program planning in agricultural education. You will gain experience with aspects of short-term and long-term planning, while refining inquiry-oriented techniques for instruction and classroom management.

EDUC 6125  Literacy  (3 Credits)  

This course is designed for classroom teachers working with students in grades 5-12. Various forms of literacy, including, but not limited to reading, writing, speaking, listening , and digital literacy are explored within a NYS learning standards framework . Units include a critical consideration of theoretical perspectives about language acquisition and the wider social context of literacy in U.S. society in the 21st century. Topics include: developmental issues in language acquisition; instruction for literacy in multicultural classrooms; teaching English as a second language; and reading and writing difficulties with a specific focus on content comprehension strategies that classroom teachers can use to differentiate instruction. This course is fully online. This course was previously EDU-660531.

EDUC 6127  Teaching and Learning: Agricultural Education  (3 Credits)  

Discussion and practice in planning and presenting instruction in agriculture in formal and informal settings. Principles and application of approaches to teaching and organizing instruction, motivating students, developing instructional objectives, selecting and using teaching techniques, evaluating instruction, and managing classroom and laboratory instruction.

EDUC 6130  Literacy Across the Curriculum  (3 Credits)  

This course examines the role of reading, writing and language within the curriculum and the impact of literacy on specific content areas. Students develop strategies and skills in exploring relevant content literature and using technology to acquire and manage information. Students gain experience in designing and implementing literacy lessons within the content area. Students will design a community literacy project integrating content area and literacy strategies that address the needs of a variety of stakeholders. This course is fully online.

EDUC 6132  Content Area Study: Agricultural Education  (3 Credits)  

This course is designed to build your skills in instructional delivery and youth development via the FFA Chapter found in each agriculture program and the Supervised Agricultural Experience component of the Three Circle Model of agriculture education. Models of youth development will be applied to your lesson planning.

EDUC 6135  EdTPA Support  (1 Credits)  

This one-credit course is designed to provide students with review of edTPA  expectations and procedures.  Students of all content areas will study the language and terms of the assessment, the overall structure of it, gather and review helpful resources, and become familiarized with the specific focus priorities for their own content areas as well as the role of academic language as it pertains to each content area. Following preliminary information and discussion, there will be detailed study of the three task areas (Planning, Instruction, Assessment), including task expectations, process, and scoring rubrics.  To be included will be focus on ways to be successful with the student commentaries required for each task. Although there will not be written assignments, the Pass/Fail course will have a checklist of participation requirements, including 2-3 required phone discussions throughout the semester. This course was previously EDU-660504.

EDUC 6137  Child and Adolescent Development  (3 Credits)  

This course will focus on physical, cognitive, social and emotional development of children and adolescents. The course explores theories of development within the contexts of families, cultures, communities and schools. It prepares prospective teachers to understand the needs, abilities and behaviors of children and adolescents. The course content will address theories of learning and teaching; genetic and environmental factors affecting child development; individual differences in abilities and developmental patterns; developmental issues and learning needs of students with special needs; and best practices for teaching and assessment. Teacher candidates will learn strategies in creating a positive and motivating learning environment in grades 1-12 classrooms. MAT Agriculture Education teacher candidates will be required to complete 10 classroom observation hours with a certified Agricultural Education teacher in a 1-12 grade classroom.

EDUC 6998  Individualized Studies in Education (EDUC)  (1-8 Credits)  

Students have the opportunity to develop individualized studies with their mentor/advisor in Education (EDUC). Please contact your mentor/advisor for more details.

EDUC 7005  MAT Residency Seminar I  (6 Credits)  

This six credit seminar uses gradual release of responsibility to facilitate collaboration among students, critic teachers, and college faculty. The residency seminar draws on the resident’s teaching repertoire and ability to analyze and modify teaching strategies in relation to classroom responsibilities specific to the certification area. In this co-teaching model, the critic teacher is always present to provide feedback and support. Observations by college supervisors evaluate residents' progress throughout the semester. One video observation, which requires permission from the administration at the resident's placement, will be reviewed by a content expert in the resident's certification area. The National Board for Professional Teaching Standards' 5 Core Propositions, as well as edTPA form the foundation of this course. This seminar is only open to students in the MAT residency track. Teaching and Curriculum must be successfully completed prior or concurrent to enrollment in Residency Seminar One. In order to successfully complete the program, this course must be completed with a grade of B or better. A result of less than a B will require a repeat of the course in accordance with the Graduate Evaluation and Grading Policy.

EDUC 7010  Educational Evaluation  (3 Credits)  

This course focuses on developing skills and a clear understanding of research-based best practices for evaluating student learning and teaching effectiveness. The course emphasizes the use of research-based theories and practices for assessing student learning, developing assessment strategies and analytical skills in order to modify instruction and adapt instructional materials, utilizing best practices for documenting student learning, and using technology to enhance and improve assessment practices. Students who take this course will need to have access to a classroom where an assessment activity can be planned and implemented, and data can be collected and analyzed. This course was previously EDU-660523.

EDUC 7015  MAT Residency Seminar II  (3 Credits)  

The residency experience and seminar develop the student’s teaching repertoire related to actual teaching responsibilities in their certification area with a continuation of the co-teaching model. The seminar involves collaboration among students, critic teachers and college faculty. Students will draw on their courses and the work they did in Residency Seminar One to plan and successfully implement a teacher performance assessment. In the second residency semester, students will continue to be observed by college supervisors, as well as by submitting a video of their classroom teaching to a faculty content expert. This seminar is only open to students in the MAT residency track. In order to successfully complete the program, this course must be completed with a grade of B or better. A result of less than a B will require a repeat of the course in accordance with the Graduate Evaluation and Grading Policy. Pre-requisite: EDUC 7005

EDUC 7020  Residency Capstone  (3 Credits)  

This course focuses on the Master of Arts in Teaching (MAT) Residency capstone experience. MAT residency students will write a capstone paper (25 page minimum, APA format) that highlights how they have met MAT program standards as well as the standards set forth by their professional organizations. Successful completion of MAT Residency Seminars One and Two are prerequisites for this course. In order to successfully complete the MAT program, this course must be completed with a grade of B or higher. A result of less than a B will require a repeat of the course in accordance with the Graduate Evaluation and Grading Policy.

EDUC 7025  Intensified Mentored Teaching I  (6 Credits)  

This intensified mentored teaching experience develops the student’s teaching repertoire and ability to analyze and modify teaching strategies in relation to their teaching responsibilities and certification area. Students develop and use methods and materials appropriate to their teaching assignments and the certifications sought, and begin work on aspects of the edTPA portfolio. Eight observations occur (six in person and two via video, video permissions must be secured). Areas studied include: classroom organization, classroom management, teaching, assessment, school safety. Five synchronous meetings are required that will take pace in an online space to be determined by the course instructor. In addition to the courses listed under prerequisites: students need to successfully complete Teaching and Learning in their content area, hold an approved teaching position that is guaranteed to last through the duration of the school year (Sept-June), and hold Transitional B teacher certification. Registration must be approved by the Office of Teacher Education (TeacherEducation@esc.edu). A final grade of B or better is required to pass this course. A result of less than a B will require a repeat of the course in accordance with the Graduate Evaluation and Grading Policy. This course was previously EDU-660601.

EDUC 7030  Intensified Mentored Teaching II  (3 Credits)  

This mentored teaching experience and seminar continue to develop the student’s teaching repertoire related to actual teaching responsibilities and certification area. Students continue to develop and use methods and materials appropriate to their teaching assignments and the certifications sought, and focus on completing the edTPA portfolio. Seven mentored teaching observations also are required, two of which are required to be video-taped. Students enrolled in this course will be continuing with their Intensified Mentored Teaching One teaching placement. Prerequisites (must complete before registering): Intensified Mentored Teaching I (EDUC 7025) and Teaching and Curriculum: English (EDUC 6100) or Teaching and Curriculum: LOTE (EDUC 6105) or Teaching and Curriculum: Math (EDUC 6110) or Teaching and Curriculum: Science (EDUC 6115) or Teaching and Curriculum: Social Studies (EDUC 6120) Note: Students must have successfully completed all of the requirements for Transitional B teacher certification in order to take this course. In order to successfully complete the program, this course must be completed with a grade of B or better. A result of less than a B will require a repeat of the course in accordance with the Graduate Evaluation and Grading Policy.

EDUC 7040  Mentored Observations  (1 Credits)  

Students who are teaching on the Transitional B certificate but not enrolled in a Mentored Teaching course need to be observed by Empire State College mentors in order to satisfy New York State regulations and must, accordingly, register for this one credit course. This is a one credit, pass/fail course. This course was previously EDU-660537.

EDUC 7045  Mentored Teaching I  (3 Credits)  

Mentored Teaching I is the first in a four-course sequence of Mentored Teaching courses. Mentored Teaching I is situated in the first-year teacher's classroom and supports classroom practice during new teacher induction. Mentored Teaching I requires five observations conducted by supervising MAT faculty. One of the five observations is a video which will be reviewed by a content expert in the student's certification area. Mentored Teaching I provides support and guidance to the beginning teacher in establishing classroom expectations, setting attainable teaching and learning goals, developing effective classroom management skills, creating a student-centered learning environment, and developing reflective habits of mind. In addition to the core assignments associated with each classroom observation, course instructors may require additional instructor-designated assignments and activities. Students enrolled in this course should have successfully completed Teaching & Learning in their content area, have an approved teaching position, and hold Transitional B certification. Registration must be approved by the Office of Teacher Education (TeacherEducation@esc.edu). A final grade of B or better is required to pass this course. A result of less than a B will require a repeat of the course in accordance with the Graduate Evaluation and Grading Policy. This course was previously EDU-660522.

EDUC 7050  Mentored Teaching II  (3 Credits)  

The mentored teaching experience and seminar develop the student’s teaching repertoire related to actual teaching responsibilities and the certification area. Students continue to develop and use methods and materials appropriate to their teaching assignments and the certifications sought, and continue their work on edTPA and the MAT capstone experience. The seminar involves collaboration among students, mentor teachers and Empire State College faculty. In the second in-service term, mentoring and supervision of teaching and the seminar emphasize analysis and application in the following areas: teaching; curriculum; educational evaluation; literacy; school safety; classroom management and incorporation and use of technologies in teaching. There will be 5 classroom observations, one being a video observation that will be evaluated by an expert in the student's certification area. Students must hold an approved teaching placement and Transitional B certification in order to take this course. In order to successfully complete the program, this course must be completed with a grade of B or better. A result of less than a B will require a repeat of the course in accordance with the Graduate Evaluation and Grading Policy.

EDUC 7055  Mentored Teaching III  (3 Credits)  

This is the third course in the four-course mentored teaching sequence. Students continue to develop and use methods and materials appropriate to their teaching assignments and the certifications sought, and continue their work on the MAT capstone experience and edTPA. The seminar involves collaboration among students, mentor teachers and MAT faculty. In the third in-service term, mentoring and supervision of teaching, as well as the seminar emphasize reflective practice. In addition to reflective practice, this course addresses integration and innovation in the following areas: teaching; curriculum; educational evaluation literacy; school safety; classroom management; and incorporation and use of technologies in teaching. A reflective orientation is emphasized. Students must hold an approved teaching placement and New York State Transitional B certification in order to take this course. Successful completion of Mentored Teaching One and Two are prerequisites to enrollment in Mentored Teaching Three. In order to successfully complete the program, this course must be completed with a grade of B or better. A result of less than a B will require a repeat of the course in accordance with the Graduate Evaluation and Grading Policy.

EDUC 7060  Mentored Teaching Capstone  (3 Credits)  

This course focuses on the Master of Arts in Teaching (MAT) capstone experience. MAT Transitional B students will write a capstone paper (25-35 page minimum, APA format) that highlights how they have met the MAT program standards as well as the standards set forth by their professional organizations. Students must be enrolled in the MAT program and hold an approved teaching position to register for this course. The course includes classroom and video observations where the student must demonstrate proficiency in all areas on the observation rubric. Successful completion (grade B or higher) of Mentored Teaching One, Two and Three; or Intensified Mentored Teaching One and Two are prerequisites to taking this capstone course. In order to successfully complete the MAT program, this course must be completed with a grade of B or higher. A result of less than a B will require a repeat of the course in accordance with the Graduate Evaluation and Grading Policy.

EDUC 7063  Residency Seminar 1A  (2 Credits)  

The Residency Seminar courses are designed to develop the resident’s teaching repertoire and ability to analyze and modify teaching strategies in relation to the resident’s classroom responsibilities and certification area. Residents will participate in online discussions, assignments, and synchronous webinars associated with the course modules. In this first clinical course in the series, foundational teaching skills are introduced including: classroom management, the instructional cycle, constructivist approaches to teaching diverse learners, instructional planning, teaching dispositions, and reflective practice.  Residents will follow the requirements for New York State Initial Teacher Certification as well as the curricular and professional development programs of the school district where they are residing. Using a gradual release of responsibility model, residents will begin working with a school-based critic teacher before the first school year begins. Residents will begin the first year in a co-teaching role, gradually assuming a more active role in classroom planning, evaluation, and lead instruction as the school year unfolds. During the second year in the program there will be a blend of both co-teaching and resident-lead instruction.  

EDUC 7065  Residency Seminar 1B  (2 Credits)  

The Residency Seminar courses are designed to develop the resident’s teaching repertoire and ability to analyze and modify teaching strategies in relation to the resident’s classroom responsibilities and certification area. Residents will participate in online discussions, assignments, and synchronous webinars associated with the course modules. In this second clinical course in the series, we build on the foundational teaching skills from last semester and focus on: planning for immersion, mastering instructional planning, assessment, student perceptions, sequencing and organizing instruction, classroom questioning techniques, and teaching dispositions.  Residents will follow the requirements for New York State Initial Teacher Certification as well as the curricular and professional development programs of the school district where they are residing. Using a gradual release of responsibility model, residents will begin working with a school-based critic teacher before the first school year begins. Residents will begin the first year in a co-teaching role, gradually assuming a more active role in classroom planning, evaluation, and lead instruction as the school year unfolds. During the second year in the program there will be a blend of both co-teaching and resident-lead instruction. 

EDUC 7067  Residency Seminar 2A  (2 Credits)  

The Residency Seminar courses are designed to develop the resident’s teaching repertoire and ability to analyze and modify teaching strategies in relation to the resident’s classroom responsibilities and certification area. Residents will participate in online discussions, assignments, and synchronous webinars associated with the course modules. This course is the third in the clinical course series and focuses on: edTPA preparation, disciplinary literacy, small group discussions and cooperative learning, inquiry teaching and higher-order thinking.  Residents will follow the requirements for New York State Initial Teacher Certification as well as the curricular and professional development programs of the school district where they are residing. Using a gradual release of responsibility model, residents will begin working with a school-based critic teacher before the first school year begins. Residents will begin the first year in a co-teaching role, gradually assuming a more active role in classroom planning, evaluation, and lead instruction as the school year unfolds. During the second year in the program there will be a blend of both co-teaching and resident-lead instruction.

EDUC 7069  Residency Seminar 2B  (3 Credits)  

The Residency Seminar courses are designed to develop the resident’s teaching repertoire and ability to analyze and modify teaching strategies in relation to the resident’s classroom responsibilities and certification area. Residents will participate in online discussions, assignments, and synchronous webinars associated with the course modules. This is the fourth and last course in the clinical course series. In this final clinical course, the primary focus is on completing the edTPA portfolio, focusing on Tasks 2 and 3, trauma-informed instruction, and school safety.  Residents will follow the requirements for New York State Initial Teacher Certification as well as the curricular and professional development programs of the school district where they are residing. Using a gradual release of responsibility model, residents will begin working with a school-based critic teacher before the first school year begins. Residents will begin the first year in a co-teaching role, gradually assuming a more active role in classroom planning, evaluation, and lead instruction as the school year unfolds. During the second year in the program there will be a blend of both co-teaching and resident-lead instruction.

EDUC 7998  Individualized Studies in Education (EDUC)  (1-8 Credits)  

Students have the opportunity to develop individualized studies with their mentor/advisor in Education (EDUC). Registration for this class must be approved by the student’s mentor.