Fall 2014 Graduate Education Courses
||Educational Foundations: Understanding the Past and Creating the Future (3)
||Legal and Financial Management of Schools (4) CLOSED
Storytelling, Poetry-Reciting and Readers' Theater (3)
(Sept. 8 - Dec. 1, no class Nov. 24)
||Fundamentals of Curriculum (3)
||Approaches to Teaching the Humanities (3)
(Co-taught with GED 587)
||Approaches to Teaching Math, Science, and Technology (3)
(Co-taught with GED 580)
||Assessment of Students within General and Special Ed (3)
||Special Education Leadership (3)
Pre-requisites Include: Course and knowledge regarding special education law (GED 633 Legal and Professional Issues in Special Education) and course and knowledge regarding special education assessment and evaluation (GED 632 Assessment of Students Within General and Special Education)
||Teaching in an Inclusive Classroom K-12 (3)
Pre-requisite: Must have taken GED 522 or have Elementary Education License.
||Common Art Materials for the Common Core (3)
||Student Teaching Seminar (3)
||Amy Saks Pavese
||Integrative Curriculum (3)
|| Educational Foundations: Understanding the Past and Creating the Future (3)
||Educator as Researcher (3)
The first meeting will be held on August 20th 4:00-6:00 PM in the Durick Library.
||School Leadership (3) CLOSED
||Language and Learning (3)
||Heroes, Art & Social Justice: Aesthetic Perspective (3) CLOSED
||Teaching Literacy in the Elementary Classroom (3)
||Math and Diversity (3)
||Instructional Programs for Students with Disabilities
(Direct Service Practicum) (4)
|Mary Beth Doyle
GED 509 Integrative Curriculum (3cr.)
Instructor: Aostre Johnson
This course is designed to offer a theoretical and historical overview of the concept of integrative curriculum, as well as many practical applications. We will consider integrated curriculum as expressed by interdisciplinary, thematic, place based, student directed and standards based curriculum. Students will have the opportunity to explore multiple intelligences, brain based learning and the integration of technological, artistic, ethical, social/emotional, mindful and spiritual approaches to curriculum.
GED 511 Fundamentals of Curriculum (3cr.)
Instructor: John Barone
What do we mean when we use the word curriculum?” As one would expect, the definitions offered run a spectrum.” The development, implementation, and evaluation of curriculum is a complex process. (Miller/Seller, p. 3). This course will focus on the definition(s) and varying perspectives of curriculum. In addition, participants will examine the major frameworks of curriculum; become familiar with the varying approaches to curriculum planning, development, design, implementation, and evaluation; articulate their own perspectives on curriculum; examine the link between curriculum, instruction, and assessment; and be able to critique curriculum from a variety of different perspectives.
GED 516A and 516B Educational Foundations: Understanding the Past and Creating the Future (3cr.)
Instructor: Janet Stearns
This course reviews the role of teacher in contemporary education and includes at least 20 hours of focused observation outside of class time. Students examine the practical and philosophical influences on teachers’ decision making processes in reaction to curriculum, motivation, educational history, classroom culture, instructional strategy, Common Core State Standards, and Vermont’s Framework of Standards and Learning Opportunities. The emphasis is on critical and creative reflection of readings, observations, and in-class discussions and activities. Students gain the experience of planning and teaching lessons during the course. Students emerge from the course with a personal philosophy of education. Required writing assessment for candidacy is included in this course.
GED 522 Teaching Literacy in the Elementary Classroom (3cr.)
Instructor: Carly Epstein
This course is designed to be an introduction to best practices in literacy instruction and development. Throughout the course students will gain an understanding of the five components of balanced literacy, word study and the workshop model, including: focus lessons, read aloud, small group instruction, conferring, sharing and formative assessment. The class structure will consist of field observations in elementary classrooms, role-playing, video and student work analysis, small group discussions as well as whole class presentations, discussions and lectures. This course is designed to be interactive. This course is a requirement in the Elementary Education Licensure Program. Practicing teachers are encouraged to take GED 606 - Literacy Development and Instruction in the elementary classroom.
GED 558 Educator as Researcher (3cr.)
Instructor: Claudine Bedell
The first meeting will be held on August 20th from 4:00-6:00 PM in the Durick Library.
This course introduces students to the world of educational research so that they will be able to read qualitative and quantitative studies intelligently, and learn to design and conduct qualitatively oriented studies themselves. The overall purpose of this course is to prepare students to use educational research methods as investigative tools to address significant educational issues. Beginning with an overview of the epistemological assumptions behind different kinds of research, the course will explore various types of research approaches and the kinds of topics and queries they support. Students will read and critique various examples of published research chosen from the participants’ research interests. They will develop skills in research design and data collection and analysis to assist in their design of a research proposal for their capstone project. Prerequisite: This course should be taken at the end of your master’s program and two semesters prior to capstone so that students will have at least one semester to collect data for the capstone project. Requirement: Students must bring a one page single-spaced memo describing their research interests for the Capstone Project to the first class.
GED 562 Thesis Research (3cr.)
By arrangement only. The Thesis is an in-depth research study that contributes to the existing body of knowledge in the field of education. The student works with an advisor planning, researching and writing the Thesis. This is a two semester course with a grade of XT given at the end of the first semester. Students meet with their academic advisors to discuss topics and projects before registering.
Prerequisite: GED 558 Educator as Researcher and permission from advisor.
GED 567 Legal and Financial Management of Schools (4cr.)
Instructor: Brian O'Regan
Legal and Financial Management of Schools will provide participants with core knowledge and skills necessary for varied school leadership and administrative roles. Participants will explore legal and financial components of the school organization from a systemic and student-centered leadership perspective. Specific topics will include: federal, state and municipal law; state rules and regulations; local policy and school governance structures; human resources; Vermont’s education funding system; local budget components, planning and development. Participants will be required to gather/access local school community related documents – including budgets, financial audits, annual school reports, Action Plans and policy manuals. Participants will learn to access financial and legal information and develop fundamental understanding of this content to assist them in current and future school leadership roles.
GED 572 School Leadership (3cr.)
Instructor: Peter Evans
Students examine the relationship of the leader, and the led, in the context of several dynamic forces at play within the school organization. Students reflect upon values and draw upon experiences as they explore theories and practice the behaviors of effective leadership. Students will become familiar with the process of change as it impacts school organizations. Topics include: human resource management, instructional leadership, school culture, creating a vision, facilitating change, effective communication, and ethical decision making. Relevant for any educator in, or aspiring to, a leadership position.
GED 580 Approaches to Teaching the Humanities (3 cr.)
(Cross listed with ED 365; being taught with GED 587/ED367)
Instructor: James Nagle
Tuesdays 5:00-6:30 PM
For individuals interested in teaching Humanities, this course allows students to investigate the practical realities of teaching humanities at the classroom, school, and community level while learning the policies, practices and tools of personalized learning. The nexus of the course is how the Humanities intersect with education and society. Includes at least 30 hours of focused observation outside of the classroom.
GED 587 Approaches to Teaching Math, Science & Technology (3 cr.)
(Cross listed with ED 367; being taught with GED 580/ED365)
Instructor: James Nagle
Tuesdays, 5:00-6:30 PM
For individuals interested in teaching Science, Technology, Engineering, and/or Math (STEM), this course allows students to investigate the practical realities of teaching STEM at the classroom, school, and community level while learning the policies, practices and tools of personalized learning. The nexus of the course is how STEM fields intersect with education and society. Includes at least 30 hours of focused observation outside of the classroom.
GED 612 Math and Diversity (3 cr.)
Instructor: Tim Whiteford
This course will explore theories, ideas and practices for guiding learning in math for students with diverse characteristics at the pre-K – 8 levels. Students will investigate current literature on cultural, pedagogical and developmental issues related to how children learn mathematics in the four selected areas of diversity; math and students who are speakers of other languages (ELL), math and students with special needs, math and students with math disabilities, and math and students in poverty. Course content will include the math pedagogical content knowledge associated with numeracy, operations and problem solving, the SIOP model of instruction, the WIDA standards, strategies for differentiating instruction and assessing diverse learner characteristics as well as issues associated with developmentally appropriate practice.
GED 632 Assessment of Students within General and Special Education (3cr.)
Instructor: Rich Reid
Participants will become familiar with assessment procedures associated with establishing the existence of the IDEA eligible disabilities. In addition, an emphasis will been placed on the assessment of student progress and functioning relative to the general education curriculum. Participants will examine assessment practices and tools that respond to the requirements of IDEA, NCLB, and State Special Education Regulations and will need access to students in order to complete course requirements.
GED 636 Special Education Leadership (3 cr.)
Instructor: Mary Lundeen
Tuesdays, 5:00-7:30 pm
1. Course and knowledge regarding special education law (GED 633 Legal and Professional Issues in Special Education)
2. Course and knowledge regarding special education assessment and evaluation (GED 632 Assessment of Students Within General and Special Education)
This course will focus on leadership and will include competency in providing, administering, supervising and evaluating special education programs and services. This will include coordination of these services with regular education programs, home-based and community-based services for students with disabilities. Students will also become competent in adapting educational curriculum, analyzing related services and the supervision of paraeducators. This course also provides educators and special educators with the framework and skills necessary for cooperation and collaboration among the school community, parent/families, and interagency partners in the elementary, middle and secondary schools. Participants will be expected to apply strategies of consultation and collaboration within a school community.
GED 640 Language and Learning (3 cr.)
Instructor: Beth Peterson
This course considers how difficulties in language acquisition and usage affect a student’s ability to succeed in the classroom. Students will learn research-based approaches to teaching oral language, written language, academic language, vocabulary and reading comprehension for atypically developing students in whole class, small group and individual instructional settings. Emphasis will be placed on students in grades K-12 with language based disabilities in inclusive and remedial settings. Students will develop a unit to teach a specific reading or writing skill. Prerequisite: GED 522 Teaching Literacy in the Elementary Classroom or Elementary License.
GED 641 Teaching in an Inclusive Classroom K-12 (3cr.)
Instructor: Beth Peterson
In this course participants will learn how to teach and accommodate students with disabilities in any regular classroom. Basic special education history and laws will be examined. Participants will explore the complex nature of serving students with special needs and discover specific strategies for making inclusion work. Participants will be responsible for finding a student to tutor for 2 hours per week to complete a case study as a part of the course requirements.
GED 661 Instructional Programs for Students with Disabilities (Direct Service Practicum) (4cr.)
Instructor: Mary Beth Doyle
One Saturday each month: 8:30am – 12:30pm
September 13, October 11, November 8, December 13
In this practicum, graduate students work in local schools as a team member to learn about providing services to students in special education. Students design, implement, and evaluate instructional programs for students with disabilities. They are involved in all aspects of the special education process. (This is a school-based practicum for students in the Special Education Program.) Limited to students completing the Special Education Program. Permission of instructors required.
GED 669 Storytelling, Poetry-Reciting, and Readers’ Theater (3 cr.)
Mondays, 5:00pm – 8:00pm (Sept. 8 – Dec. 1; no class Nov. 24)
Instructor: Joan Robinson
Research shows that when students perform texts, they make stronger connections between the words and their experiences and between print and natural conversation. In this course, participants will explore ways to effectively engage K-12 students in developing oral communication skills while increasing student literacy, extending fluency and deepening comprehension. Adhering to the Common Core, class activities will help students investigate text through multiple lenses whether reading poems, folk literature or non-fiction, and will be carefully scaffolded to meet all levels of performing experience. Class includes attendance at a performance yet to be identified at publication. (Ticket cost is additional.)
GED 673 Common Art Materials for the Common Core (3 cr.)
Instructor: Ann Joppe-Mercure
This course will provide insight and applications for accessing the core standards through the visual arts. School art materials will be explored with hands-on experiences that familiarize teachers with different art mediums, techniques and innovative project based lessons. Using art as complex text we will examine visual thinking strategies and critique methods for critical thinking and creative problem solving. A working portfolio of art methods will be assembled as a resource for interdisciplinary teaching and learning.
Although this course fulfills the arts education methods course for those seeking licensure in art education it is also open to classroom and community educators with a desire to stretch their palette in art. A materials fee of $50.00 is due at registration.
GED 678 Heroes, Art, and Social Justice: Aesthetic Perspectives (3 cr.)
Instructor: Jonathan Silverman
From defiance to expression and from those individuals who are visionary to those who join world-wide activism, this course examines broad perspectives on education through the lens of heroes, the arts, and social justice. With the help of literature, paintings, performances, and memoirs we will juxtapose our stories with stories of those who have influenced our evolving understanding of beauty and truth. We will critique our visual and material culture to understand current habits and values of local and global societies. Familiar and unfamiliar “heroes,” whether printmaker, dancer, environmentalist, civil servant, athlete, or social worker, will inspire us to discourse about the attributes and deeds of some who have changed the course of history. Through critical discourse, collaborative projects, and artistic interpretations of current issues we ideally will expand our aesthetic, social, and spiritual consciousness for the future.
GED 686 Independent Research
1 – 6 credits
GED 687 Directed Readings
1 - 6 credits
These two courses allow matriculated students to study special topics in depth. The student and instructor submit a proposed course description and an “Independent Study Learning Contract” to the Academic Advisor using guidelines provided by Graduate Programs in Education. After approval by the academic advisor, the course proposal must also be approved by the Director of Graduate Programs in Education. Registration must be completed by the third week of the semester.
GED 688 Practicum (6 credits)
Practicum experiences allow students to apply theory in a setting related to their area of study.
GED 688A Practicum: Elementary Education (K-6)
GED 688B Practicum: Middle (5-8) and Secondary (7-12) Education
GED 688G Practicum: Arts in Education
GED 688J Practicum: ELL
GED 688C Practicum: School Leadership (Administrative/Principal) (3-6 credits)
GED 688D Practicum: Reading Teacher (3 credits) Note: students must alert firstname.lastname@example.org of their intention to register for this practicum by October 15th for the spring semester and by February 15th for the fall semester.
GED 689 Student Teaching Seminar (3cr.)
Instructor: Amy Saks Pavese
Taken concurrently with the student teaching practicum (GED 688 A, B, G, H, and J), this course focuses on standards, teaching strategies, classroom culture, management techniques, collaboration, problem solving, philosophical questions, assessment, and communication skills. Students complete their required portfolio for licensure during this course. The seminar is designed to provide support for student teachers in the field. Enrollment by special arrangement only.